AN ANALYSIS ON STUDENTS’ GRAMMATICAL ERROR IN USING
DEGREES OF COMPARISON
(A Case Study at the Second Grade of Students MTs Al-Islamiyah, Kebon Jeruk)
By
HIDAYATULLOH
108014000038
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2015
iii
ABSTRACT
Hidayatulloh. 2015. An Analysis on Students’ Grammatical Error in Using
Degrees of Comparison (A Case Study at the Second Grade Students MTs Al-
Islamiyah, Kebon Jeruk).
Advisor I : Dr. Fahriany, M.Pd.
Advisor II : Neneng Sunengsih, M.Pd.
Keywords : Error Analysis, Degrees of Comparison.
The objective of this research was to know the students’ error in types and
sources of error. The data sources of this research are 30 students of VIII A of second
grade students at MTs Al-Islamiyah, Kebon Jeruk.
The method in this research used qualitative was supported by quantitative
data. The data collection take the form of words based on statement of Bogdan.
Technique of data collecting was done by giving a test, and organizing data into
categories, and identifying patterns. The test consisted of two types: fill in the blank
and essay. This test consisted of 30 items and each number of degrees of comparison
was put in random. Besides a test, it used questionnaire sheets to know why the
students made the errors in using degrees of comparison. In this research, errors
which are analyzed about types of error and sources of error. Types of error consist of
omission, addition, misformation, and misorder. Besides that, Sources of error consist
of interlingual, intralingual, contextual learning, and communication strategies.
The result of the research are 455 total errors, from types of error there are
247 (54.28%) errors of Misformation, 89 (19.56%) errors of Omission, 87 (19.12%)
errors of Misorder and 33 (7.25%) errors of Addition. From sources of error there are
194 (42.63%) errors of Communication strategies, 96 (21.09%) errors of Interlingual,
94 (20.65%) errors of Intralingual, and 71 (15.60%) errors of Contextual learning. It
can be concluded that the most of types of errors made by students of MTs Al-
Islamiyah is misformation 54.28%, and the most of sources of error made by students
of MTs Al-Islamiyah is communication strategies 42.63%. The students’ error of
MTs Al-Islamiyah based on the result of interpretation was from misformation and
communication strategies that students do not understand in using one or more
syllable in comparative and superlative with the reasons are less of reading grammar
and low motivation.
iv
ABSTRAK
Hidayatulloh. 2015. An Analysis on Students’ Grammatical Error in Using
Degrees of Comparison.
Advisor I : Dr. Fahriany, M.Pd.
Advisor II : Neneng Sunengsih, M.Pd.
Keywords : Error Analysis, Degrees of Comparison.
Tujuan penelitian ini adalah untuk mengetahui kesalahan siswa dalam tipe dan
sumber kesalahan itu. Sumber data dalam penelitian ini adalah sebanyak 30 siswa
dari kelas VIII A MTs Al-Islamiyah, Kebon Jeruk.
Metode dalam penelitian ini menggunakan kualitatif yang didukung data
kuantitatif. Pengumpulan data mengambil pola kata-kata berdasarkan pernyataan
Bogdan. Pengumpulan data dilakukan dengan memberikan instrument berupa test,
dan mengkordinasikan data pada kategori, dan mengidentifikasikan pada pola-pola.
Adapun test yang diberikan berjumlah 30 soal dan disusun dalam dua bentuk, yaitu:
Isian singkat (fill in the blank) dan Essai (Essay). Selain test, penelitian menggunakan
kuisioner untuk mengetahui mengapa siswa membuat kesalahan dalam menggunakan
degrees of comparison. Dalam penelitian ini, kesalahan-kesalahn yang di analisis
adalah tentang types of error dan source of error. Types of error terdiri atas omission,
addition, misformation, dan misorder. Sedangkan sources of error terdiri atas
interlingual, intralingual, contextual learning, dan communication strategies.
Hasil dalam penelitian ini yaitu 455 kesalahan, Pada types of error ada 247
(54.28%) kesalahan misformation, 89 (19.56%) kesalahan omission, 87 (19.12%)
kesalahan misorder, dan 33 (7.25%) kesalahan addition. Sedangkan pada sources of
error ada 194 (42.63%) kesalahan communication strategies, 96 (21.09%) kesalahan
interlingual, 94 (20.65%) kesalahan intralingual, dan 71 (15.60%) kesalahan
contextual learning. Ini bisa disimpulkan bahwa types of error yang paling banyak
dilakukan siswa adalah misformation sebesar 54.28%, sedangkan sources of error
yang paling banyak dilakukan siswa adalah 42.63%. Kesalahan siswa-siswa MTs Al-
Islamiyah berdasarkan hasil interpretasi berasal dari misformation dan
communication strategies yang mana siswa tidak mengerti dalam penggunaan satu
atau lebih pengucapan dalam comparative dan superlative dengan alasan – alasan
kurang membaca buku grammar dan rendahnya motivasi.
v
ACKNOWLEDGEMENT
In the name of Allah, the Beneficent, the Merciful. Praise be to Allah, Lord of
the world who has blessed the writer in completing this ‘research paper’. Peace and
Blessing be upon the Prophet Muhammad SAW, his family, his companion, and his
followers.
In this opportunity, the writer would like to express his greatest honor to his
beloved family; his parents, his wife and his son who always give their support and
moral encouragement in finishing his study. Also, he would like to address his
greatest thanks to his advisors Dr. Fahriany, M.Pd. and Neneng Sunengsih, M.Pd.
who have spent her time, guidance, valuable helps, correction and suggestion during
completing this ‘research paper’.
The writer realized that without support and motivation from people around
him, he could not finish this ‘research paper’, Therefore, he would like to give his
deepest appreciation for:
1. All lecturers in Department of English Education who always give their
motivation and valuable knowledge and also unforgettable experience during
his study at State Islamic University ‘Syarif Hidayatullah’ Jakarta.
2. Drs. Syauki, M.Pd. the chairman of Department of English Education and
Zahril Anasy, M.Hum. the secretary of Department of English Education.
3. Prof, Dr. Ahmad Thib Raya, M.A. the Dean of Faculty of Tarbiyah and
Teachers Training of State Islamic University ‘Syarif Hidayatullah’ Jakarta.
4. Fadli Hz, S.Kom. The headmaster of MTs Al-Islamiyah who has allowed the
writer to do the research there.
5. Leni Masfufah, S.Pd. as the English teacher of second grade who has guided
the writer in doing the research.
6. The second grade students of VIII A of MTs Al-Islamiyah who helped the
writer by doing the test given.
vi
7. My wife and my son, Reni and Muhammad Raihan Ramadhan who supported
the writer.
Perhaps this ‘research paper’ can be useful to the readers, particularly to the
writer. Also, the writer realized that this ‘research paper’ is far from being perfect. It
is a pleasure for him to receive constructive critics and suggestion from anyone who
read his ‘research paper.’
Jakarta, 19th March 2015
The Writer
vii
TABLE OF CONTENTS
ENDORSEMENT SHEET …………………………….....………………......... ii
ABSTRACT …………………………………………….…………………......... iii
ACKNOWLEDGEMENT ……………………………..………………………. v
TABLE OF CONTENTS ………………………………..………………........... vii
LIST OF TABLES………………………………………..……………….......... xi
LIST OF APPENDICES ..................................................................................... xiii
CHAPTER I. INTRODUCTION ...................................................................... 1
A. Background of the Study........................................................ 1
B. Identification of the Problem ................................................. 3
C. Limitation of the Problem and Research Question ................ 3
1. Limitation of the Problem ................................................ 3
2. Research Question ............................................................ 3
D. Objectives of the Study and Significance of the Study .......... 4
1. Objective of the Study ...................................................... 4
2. Significance of the Study ................................................. 4
CHAPTER II. REVIEW OF RELATED LITERATURE ............................... 5
A. Error Analysis ........................................................................ 5
1. The definition of Error ..................................................... 5
2. Errors versus Mistakes ..................................................... 7
3. The definition of Error Analysis ...................................... 8
4. The steps of Error Analysis .............................................. 8
a. Identifying Errors ......................................................... 9
b. Describing Errors ......................................................... 9
c. Explaining Errors .......................................................... 10
d. Evaluating Errors .......................................................... 10
viii
5. The causes of Errors ......................................................... 11
a. Overgeneralization ....................................................... 11
b. Ignorance of Rule Restriction ...................................... 11
c. Incomplete Application of Rules .................................. 11
d. False Concept Hypothesized ........................................ 11
6. Sources of Errors .............................................................. 11
a. Interlingual Transfer ...................................................... 12
b. Intralingual Transfer ..................................................... 12
c. Context of Learning ...................................................... 12
d. Communication Strategies ........................................... 13
7. Types of Errors ................................................................. 13
a. Omission ....................................................................... 13
b. Addition ........................................................................ 14
c. Misinformation ............................................................. 14
d. Misorder ....................................................................... 14
B. Degrees of Comparison ................................................................. 14
1. Adjectives ................................................................................... 14
a. Definition of Adjectives ........................................................ 14
b. Kinds of Adjectives ............................................................... 15
2. Adverbs ...................................................................................... 16
a. Definition of Adverbs ............................................................ 16
a. Types of Adverbs .................................................................. 16
ix
3. Degrees of Comparison .............................................................. 16
a. Definition of Degrees of Comparison ................................... 16
b. Kinds of Usage of Degrees of Comparison ........................... 16
1. Positive .......................................................................... 17
2. Comparative .................................................................. 17
3. Superlative ..................................................................... 17
c. The form of Adjective Comparison ....................................... 17
1. Positive Form ................................................................ 18
2. Comparative Form ......................................................... 18
3. Superlative Form ........................................................... 18
d. The objectives of Degrees of Comparison ............................ 20
e. Types of Degrees of Comparison .......................................... 20
C. Previous of Related Studies ................................................... 22
CHAPTER III. RESEARCH METHODOLOGY ............................................ 24
A. Time and Location ................................................................ 24
B. Method of Study ................................................................... 24
C. Data and Data Source ........................................................... 24
D. The Technique of Data Collection ........................................ 25
1. Test ................................................................................ 25
2. Interview ........................................................................ 25
E. Instrument ............................................................................. 25
F. The Technique of Data Analysis .......................................... 26
1. Test ................................................................................ 28
2. Interview ........................................................................ 28
x
CHAPTER IV. RESEARCH FINDINGS AND INTERPRETATION ........... 29
A. Research Findings .................................................................... 29
1. Data Analysis ....................................................................... 37
B. Data Interpretation .................................................................... 43
CHAPTER V. CONCLUSIONS AND SUGGESTIONS .................................. 46
A. Conclusions .............................................................................. 46
B. Suggestions ............................................................................... 46
REFERENCES .................................................................................................... 47
APPENDIXES .................................................................................................... 49
xi
LIST OF TABLES
Page
Chart 2.1 Psycholinguistic Sources of Errors .......................................................... 10
Table 2.2 The Examples of Attributive and Predicative of Adjectives.................... 15
Table 2.3 The Examples of Postpositive and External Modifiers of Adjectives...... 15
Table 2.7 Irregular Adjectives.................................................................................. 18
Table 2.8 Irregular Adverbs...................................................................................... 19
Table 3.1 Tested Area and Test Item Distribution .................................................. 26
Table 3.2 Percentage of Errors Based on Types of Errors....................................... 27
Table 3.3 Percentage of Errors Based on Source of Errors) .................................... 27
Table 4.1 Tested Area and Test Item Distribution of Degrees of Comparison........ 29
Table 4.2 Asked Area and Question Item Distribution............................................ 30
Table 4.3 Recapitulation Based on Types of Errors................................................. 31
Table 4.4 Recapitulation Based on Source of Errors................................................ 32
Table 4.5 Recapitulation Based on Types of Errors on Comparative Degree.......... 33
Table 4.6 Recapitulation Based on Types of Errors on Superlative Degree............ 34
Table 4.7 Recapitulation Based on Source of Errors on Comparative Degree......... 35
Table 4.8 Recapitulation Based on Source of Errors on Superlative Degree........... 36
Chart 4.9 Percentage Based on Types of Errors...................................................... 37
Chart 4.10 Percentage Based on Source of Errors..................................................... 38
Chart 4.11 Percentage Based on Comparative of Types of Errors............................. 39
Chart 4.12 Percentage Based on Superlative of Types of Errors............................... 40
Chart 4.13 Percentage Based on Comparative of Source of Errors........................... 41
Chart 4.14 Percentage Based on Superlative of Source of Errors............................. 42
Table4.15 Percentage of Errors Based on the Highest to the Lowest of Types
Errors....................................................................................................... 43
xii
Chart4.16 Percentage of Errors based on the Highest to the Lowest of Types
Errors....................................................................................................... 44
Table4.17 Percentage of Errors based on the Highest to the Lowest of Sources
Errors....................................................................................................... 44
Chart4.18 Percentage of Errors based on the Highest to the Lowest of Sources
Errors....................................................................................................... 45
xiii
LIST OF APPENDICES
Page
Appendix 1. The Patterns of Degrees of Comparison .............................. 49
Appendix 2. Some Ending Adjectives of Comparison ............................ 50
Appendix 3. Test ...................................................................................... 51
Appendix 4. Answer Key ........................................................................ 53
Appendix 5. Rekapitulasi Nilai ................................................................ 54
Appendix 6. Rekapitulasi Kesalahan Siswa ............................................. 55
Appendix 7. Hasil Wawancara Siswa ..................................................... 83
Appendix 8. Hasil Wawancara Guru ....................................................... 88
Appendix 9. Surat Pengesahan proposal ................................................. 91
Appendix 10. Surat Bimbingan Skripsi ................................................... 92
Appendix 11. Surat Izin Penelitian .......................................................... 93
Appendix 12. Surat Keterangan Telah Melakukan Penelitian ................. 94
Appendix 13. Profil Sekolah ................................................................... 95
1
CHAPTER 1
INTRODUCTION
A. Background of the Study
English is a foreign language in Indonesia and becomes a compulsory
subject that must be taught officially at school. It is taught from elementary school
up to University. As the goals of teaching English in Indonesia based on the 2013
Curriculum is to enable students to get ideas from other country as globalisation
and politeness in using language. Therefore, they must learn and master four basic
skills such as listening, speaking, reading and writing.
The students not only learn about those four basic skills, but also language
components which support communication. Grammar is an important component
language. It is in line with Larsen’s argument that “Grammar is a body of
explication code in the system of language.”1 It is the basic knowledge and has
important role in learning English because it uses of the rules how words change
the forms and combine with the other words to make a good sentence by some
codes.
One of the component grammars is Degrees of Comparison. According the
2013 curriculum goal is to force the SKL (Standar Kompetensi Lulusan). Based
on the 2013 curriculum aims that “it has 9 aims such as beriman, bertakwa,
berilmu, bertanggung jawab, sehat, cakap, kreatif, mandiri and demokratis.”2 One
of the aims in the 2013 curriculum is mandiri. The students should be independent
in their future life. So, they should learn or study some material in the school. In
English material has many subjects. One of them is degrees of comparison. It is
also said that “Degrees of Comparison are used when we compare one person or
1 Nunan, David. Teaching English to Speakers of Other Languages, (Cambridge:Cambridge
University Press 2001), p. 34. 2 Departemen Pendidikan Nasional. Permendikbud Kurikulum 2013, (Jakarta:Departemen
Pendidikan Nasional, 2013).
2
one thing with another by using adjective and adverb.”3 Such as “A Mosque is
bigger than my house” (Comparative Degree) and “KPK building is the
biggest building in this street” (Superlative Degree). “Lina is more beautiful
than Dina” (Comparative degree) and “Annisa is the most beautiful girl in
Class VIII B” (Superlative degree).
But Indonesian students have difficulties in using degrees of comparison.
Based on writer’s experience that the students have some problems in using
degrees of comparison. Firstly, the students use same pattern in Comparative
degree during its Superlative degree. For example, Bolt runs faster in the
Olympic athletic (Superlative degree). In this case, the adjective “faster“ in the
sentence Bolt runs faster in the Olympic athletic should be “the fastest“.
Secondly, the students also confuse how to differentiate pattern when the
adjective is one or more syllables. For example, Sport is interestinger than
politic (three syllables). In this case, the adjective “interestinger“ in the sentence
Sport is interestinger than politic should be “more interesting“.
Thirdly, the students have problem how to differentiate pattern when the
adjective is three syllables in comparative degree or superlative degree. For
example, Annisa is the more beautiful girl in Class VIII B (Superlative degree).
In this case, the adjective “the more beautiful” in the sentence Annisa is the
more beautiful girl in Class VIII B should be “the most beautiful“.
Finally, the students still confuse that the adjective has irregular change in
comparative and superlative degree. For example, My score is gooder than Anton
(Comparative degree). In this case, the adjective “gooder“ in the sentence My
score is gooder than Anton should be “better“.
Therefore, the writer is interested in analyzing the errors related to degrees
of comparison which are made by Indonesian students, entitled “An Analysis of
Students’ Grammatical Errors In Using Degrees of Comparison” (A Case Study
at the Second Grade Of Students MTs Al-Islamiyah, Kebon Jeruk). By knowing
3 Michael Swan. Basic English Usage, (Oxford New York:Oxford University Press 1984). pp.
84—87.
3
these errors, the writer will find out some good solutions to minimize errors which
are made by the students in using degrees of comparison.
B. Identification of the Problem
Based on the background of the study above, there are some problems that
can be identified in this research.
1. the students use same pattern in Comparative degree during its Superlative
degree.
2. the students also confuse how to differentiate pattern when the adjective is
one or more syllables.
3. the students still confuse that the adjective has irregular change in
comparative and superlative degree.
They are the students’ error made by the Second Grade students of MTs Al-
Islamiyah in using degrees of comparison.
C. Limitation of the Problem and Research Question
1. Limitation of the Problem
In a research, it is important to make the scope of problem to get the
specific data. In this research, the writer limits his research to analyze the errors of
using degrees of comparison in comparative and superlative degree (one or more
syllables and irregular adjective) by the second grade students of MTs Al-
Islamiyah.
2. Research Question
The research question is made by the limitation of the problem’s students
in comparative and superlative degree by using degrees of comparison, the study
attempts:
1. What error types were made by the students of MTs Al-Islamiyah in using
degrees of comparison?
2. What are the percentages of grammatical errors made by the students of
MTs Al-Islamiyah in using degrees of comparison?
4
3. What were causes made by the students of MTs Al-Islamiyah in using
degress of comparison?
D. Objectives of the Study and Significance of the Study
1. Objectives of the Study
The objectives of the study were:
1. To know what error types were made by the students of MTs Al-Islamiyah
in using degrees of comparison.
2. To know the percentages of grammatical errors made by the students of
MTs Al-Islamiyah in using degress of comparison.
3. To know causes of errors made by students of MTs Al-Islamiyah in using
degrees of comparison.
2. Significance of the Study
This research will give useful information for students at Junior High
School, Senior High School and University, they will know some common errors
made by the students in using degrees of comparison, and they will learn more
about it. For English teachers, by knowing some common errors that are faced by
the students in using degrees of comparison, they will find out a better strategy to
teach it in order that the students can solve their errors. This research also can be
used as a reference for other researchers who are interested in doing a further
linguistic research which relates to degrees of comparison.
5
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Error Analysis
Learning a foreign language cannot be separated from conducting the
errors. Error is a natural process that often happens when the students learn a new
language because language learning is actually a process of trials and errors. In
English learning process; first, the students commit some errors, and then they can
learn from their own errors.
In language learning process, the learners receive input from the teacher.
However, not all inputs that are given can be received because there are some
factors that influence the learner‘s condition in receiving input such as motivation
and anxiety. If the students have low motivation, they will not receive all inputs
that the teacher gives. Beside that, the students‘ condition is anxiety. They cannot
involve themselves in language learning process well.1 Therefore, low motivation
and anxiety will cause the errors occur. According to theory of language learning,
psycholinguistic and cognitive process involve in language learning process.
Errors in language learning are not only caused by learner‘s condition, but
also the type of input itself. According to Corder too that ―It might be supposed
that they have some knowledge of what the input has been, since this is largely
within the control of the teacher.‖2 In this case, input is syllabus that the teacher
should control and make easy to undertand for students‘ thinking. However, if
learner‘s condition is not good or input that is given is not interesting, errors will
occur.
1. The Definition of Error
According Corder, He argued that ―Errors are when the students get
examination it becomes clear that these obvious differences imply nothing
about the processes that take place in the learning the first and second
1 S. Pit Corder, Error Analysis and Interlanguage, (New York:Oxford University Press,1981),
pp. 6—10. 2 Ibid, p. 8.
6
language.‖3 It actually helps the teacher to know how far towards the goal the
learner has progressed and what remains for him to learn of a second language.
By knowing some errors which are made by students, the teacher will know
whether his teaching is success or not.
In addition, Erdogen also said that ―Errors are the use of linguistic item
in a way that a fluent or native speaker of the language regards it as showing
faulty or incomplete learning.‖4 It occurs because the learner doesn‘t know
what is correct, and thus it cannot be self-corrected. Error can show what the
learner has learnt whether they understand material that teacher gives or not.
Meanwhile, Dulay also stated that ―errors are the flawed side of learner speech
or writing. They are those parts of conversation or composition that deviate
from some selected norm of mature language performance.‖5
In this case, they learn English as foreign language, and it is natural
phenomenon if they commit error. Based on behaviorist thinking, language is a
new set of habit formation, so they still bring L1 In learning new language.
Besides that, there is a negative transfer that causes error. Learners bring or
apply language rule in L1 to L2 meanwhile they have different language rule. It
becomes problem in their language learning process because L1 still influences
them in using some rules in L2.
Actually, Errors can be useful for the teacher and syllabus designer.
According to Corder that ― the next step would be to determine whether the
students-generated sequence, it is called built-in syllabus.‖6 Errors tell the
teacher how far towards the goal the learner has progressed and what remains
for him to learn. Errors also are significant data as they show what items are
important to be included or which items needs to be recycled in the syllabus.
From the explanations above, errors cannot be avoided in language
learning because it is natural when students learn a new language because
learning is process where they make errors first to improve their ability.
Although errors are bad, errors can bring some benefits for some aspects. For
3Ibid, p. 6.
4 Vacide Erdogan, Contribution of Error Analysis to Foreign Language Teaching, Journal of
the faculty of Education 1st (New York:2005), pp. 261—270.
5 Heidi Dulay, et all., Language two, (New York:Oxford University Press,1982), p. 138.
6 Corder, op.cit, p. 9.
7
example errors can useful for students, teacher and syllabus designer to make a
good education in the future.
2. Errors versus Mistakes
At this point, Corder introduces an important distinction between
―errors‖ and ―mistakes‖.
Mistakes are deviations due to performance factors such as memory
limitations (eg mistakes in the sequence of tenses and agreement in long
sentences), spelling pronunciation, fatigue, emotional strain, etc. On the
other hand, Errors are systematic, consistent deviances characteristics of
the learner‘s linguistic system at a given stage of learning. 7
According to James that ―if the students is inlined and able to correct a
fault in his or her output, it is assumed that the form he or she selected was not
the one intended, and it shall say that the fault is a mistake. On the other hand,
if the students is unable or in any way disinclined to make the correction, it
assume the form the students used was the one intended, and that it is an
error.‖8
From explanation above, it is clear that error and mistake are exactly
different. When students make error, they do not know what is correct and
occurs repeatedly. Meanwhile, mistake can occur because of slips of the
tongue, and students can correct by themselves because they know what is
correct.
For examples of the errors, My brother is more smarter than My sister,
My brother is more smart than My sister, exectera. It is called error because it
occurs repeatedly when the students do exercises. However, the teacher has
taught the students. The students still do incorrect in their exercise. In other
side, for examples of the mistakes, My brother is smarter My sister, My brother
is smarter than My sister. It is called mistake because the students only do
incorrect sentence in the first statement. But in the next statement, the students
have known to make correct sentence.
7Jacek Fisiak. Contrastive Linguistics and Language Teacher, (New York:Oxford Pergamon
Press,1981), p. 224.
8 Carl James, Errors in Language Learning and Use, (New York:Wesley Longman,1998), pp.
77—78.
8
3. The Definition of Error Analysis
To know errors which are made by students, the teachers must do error
analysis. Brown stated that ―Error analysis is a branch of applied linguistics
where the teacher can observe, analyze and classify errors that students made
to reveal something of the system operating within the learner, led to a surge of
study of learners‘ errors.‖9
Then, Ellis also argued that ―Error Analysis (EA) was one of the first
method used to investigate learner language. It achieved considerable
popularity in the 1970s, replacing contrastive analysis.‖10
Based on the statements above, when a teacher wants to know students‘
error in language learning, he or she must do an analysis. This analysis can be
useful for the teacher what errors which are made by students. By knowing
errors, the teachers can improve their teaching quality in order that the errors
can be minimized.
4. The Steps of Error Analysis
When the teachers know some errors is made by their students, Error
analysis should be realized to know what is a problem. Therefore, the teachers
should know some steps in error analysis. Based on Fisiak, he said that ―the
steps of error analysis are collection of data, identification of errors,
classification into error types, statement of relative frequency of error types,
identification of the areas of difficulty in the target language, therapy or
remedial.‖11
Collection of data by students from examination answers which the
teachers give the exercise. Then, identification of errors which is labeling with
varying degrees of precision depending on the linguistic sophistication brought
to bear on the tasks by respecting to the exact nature of the deviation, dangling
preposition, sequencing of tenses.
9H. Douglas Brown, Principles of Language Learning and Teaching, (New York:Pearson
Longman, 2007), p. 259.
10
Rod Ellis, The Study of Second Language Acquisition, (New York:Oxford University Press,
1994), p. 68.
11Fisiak, op. cit, p. 222.
9
After that, classification into error types. It belongs to article, verb
forms etc. Moreover, statement of relative frequency of error types by
accounting them. In addition, the teachers should identify of the areas of
difficulty in the target language. Finally, when the teachers have known some
errors are made by the students, they make theraphy or remedial drills for the
students.
When the teachers want to know students‘ error, they should do
analysis error. Ellis introduces four steps of error analysis; they are identifying
errors, describing errors, explaining errors, and evaluating errors.12
Here are the
explanation about them.
a. Identifying errors
The first step that must be done is identifying errors. On this step, a
writer identifies all errors which are made by students. An error can be
defined by four questions.13
Firstly, there is the question regarding which
variety of the target language should serve as the norm. Then, a second
question concerns the distinction between errors and mistakes.
Third, a question concerns whether the error is overt or covert;
overt error is easy to identify because there is a clear deviation form,
covert error is superficially well-formed but which do not mean what the
learner intended them to mean. Finally, a question concern whether the
analysis should examine only deviations in correctness or also deviation in
appropratness.
b. Describing Errors
After all errors have been identified, the teachers should do
describing errors of the students involves a comparison of the students‘
idiosyncratic utterances with a reconstruction of those utterances in the
target language. According Dulay, Burt and Krashen said that focus
describing errors is in observable, surface and explanation of errors.14
Based on the statement above that when the the teachers observe the
12 Rod Ellis, Second Language Acquisition, (New York:Oxford University Press, 2003), pp.
50—63. 13
Ibid, pp. 50—52. 14
Ibid, p. 54.
10
students‘ errors, they should describe the surface errors are made by
students.
c. Explaining Errors
On this step, a writer explains why students make errors. He finds
our sources of error based on error types which are found. According
Abbot, He said that the aim of any EA (Error of Analysis) is to provide a
psychological explanation.Here is the picture of psycholinguistic sources
of errors.15
Chart 2.1
Psycholinguistic sources of errors
Transfer
Competence Intralingual (overgeneralization )
( errors) Unique
Errors
Performance Processing problems
( Mistake ) Communication strategies
d. Evaluating Errors
After knowing the sources the students error, the teachers should
do evaluation. According to Ellis that ―error evaluation onvolves a
consideration of the affect that errors have on the persons addressed.‖16
The purpose of the error analysis is to help the students learn L2. There is
a need to evaluate global errors to minimize errors which are made by the
students.
Burt defined that ―global errors as errors that affect overall
sentence organization. Examples are wrong word order, missing or
wrongly placed sentence connectors, and syntactic overgeneralization.‖17
15 Ibid, p. 58.
16
Ibid, p. 63.
17
Ibid, p. 64.
11
5. The Causes of Errors
As usually, to know the students‘ errors, the teachers should find the
causes of students‘ errors. It is important because to make easy and to divide
some characteristic errors. Richards divided causes of error into four areas.
They are overgeneralization, ignorance of rule restriction, incomplete
application of rules, and false concept hypothesized.18
a. Overgeneralization
Learners make overgeneralization of rules that they are learning
which cause errors occur. According to Ellis that ―the students think that
second language is simple, short of experience, and partial learning.‖19
Based on the statement above that the students in mother tongue think that
the second language is easy because it is the same as their language, and
they study in a few time.
b. Ignorance of rule restriction
This is the application of rule to contexts where they do not apply.
Learners sometimes ignore the rule restriction that must be applied.
c. Incomplete application of rules
This is the occurrences of structures whose deviant represents the
degree of development if the rule required to produce acceptable
utterances.
d. False concept hypothesized
This is a faulty rule learning at various levels, there is a class of
developmental error, which derived from faulty comprehension of
distraction in the target language.
6. Sources of Error
When the students do error, the teachers must know what are sources of
students error. This is important to know about them because the teacher will
know how they will do after getting sources of students error. There are some
18 Ibid, p. 59.
19
Erdogan, op. cit, p. 266.
12
sources of students error, They are interlingual transfer, intralingual transfer,
context of learning, and communication strategies.20
a. Interlingual Transfer
Interlingual transfer is a significant source of error for all students.
The beginning stages of learning a second language are especially
vulnerable to interlingual transfer from the native language, or
interference.21
In English language learning process, students still bring L1
to L2 because they are learned by the same habit formation process.
Therefore, either positive or negative transfer occurs. Positive transfer is
similar structures facilitate learning. L1 habit can successfully be used in
L2. Negative transfer is interference from the L1. L1 habits will cause
errors in the L2. Negative transfer is often become source of error because
it causes errors in language learning process.
b. Intralingual Transfer
Intralingual transfer (within the target language itself) is a major
factor in second language learning.22
One of examples is
overgeneralization, which is the negative counterpart of intralingual
transfer.
c. Context of Learning
A third major source of error is context of learning. Context refers
to the classroom with its teacher and its materials in the case of school
learning or the social situation in the case of untutored second language
learning. In a classroom context the teacher or the text book can lead the
learner to make faulty hypothesis about the language.23
Students often
make errors because of a misleading explanation from the teacher, faulty
presentation of a structure or word in a textbook, or even because of a
pattern that was memorized in a drill but improperly contextualized.
20H.Douglas Brown, Principles of Language Learning and Teaching, (New York:Longman,
2007), pp. 263—266.
21 Ibid, p. 263.
22
Ibid, p.264.
23
Ibid, p.266.
13
d. Communication Strategies
Communication strategies were defined and related to learning
styles. Learners obviously use production strategies in order to enhance
getting their messages across, but at times these techniques can themselves
become a source of error.24
Based on the statement above, the some sources errors is made by
students from inter lingual transfer, the students think that between in
mother tongue and second language has same constructions. In other hand,
intralingual transfer, the students think that they make in second language
by overgeneralization. Then, in context of learning that the students make
errors because of misleading of teacher‘s explanation. Finally, in
communication strategies that the students make errors because of their
message across about foreign language.
7. The types of errors
According to Dulay, He introdeced about types of students errors in The
Surface Structure Taxonomy. He said that ― It is based on the ways in which
the learner‘s erroneous version is different from the presumed target version.‖
There are four steps of students errors; They are Ommission, Addition,
Misinformation, and Misorder.25
a. Omission
Ommision occurs when the learner ommitted a necessary element of
word.26
Here are some examples of omission errors which commited by
the students:
1) Roni is fater than Agus.
2) Lili is tallst girl in her class.
3) Bicycle is cheap than motorcycle.
24 Ibid, p. 266.
25
James, op.cit, pp. 106—110.
26
Ibid, p. 106.
14
b. Addition
Addition occurs when learners presented unnecessary element to
their sentences.27
Here are some examples of omission errors which
commited by the students:
1. My new bicycle is more cheaper than new motorcycle.
2. Raisa is more fattest of all.
3. Tedi is more older than Amy.
c. Misformation
Misformation error occurs when the students chose the wrong form
of structure or morpheme.28
such as the following sentences:
1. A pencil is more cheap than pen
2. Sally‘s score is gooder than Ani.
d. Misorder
Misorder errors occur when the learner put an utterence in wrong
order.29
Such as in the following sentence:
1. My father is the buisest person.
2. Pensil is than cheaper a pen.
B. Degrees of Comparison
In this part, the writer explains about the adjective, the adverb, and the
degrees of comparison.
1. Adjective
a. Definition of Adjective
Adjective is a part of Grammar, It includes in the part of speech
which is functioned to know the condition of a language. It is an important
element and it is needed to know about grammar and syntax. It is also as
modifier of noun.
27 Ibid, p. 107.
28
Ibid, p. 108.
29
Ibid, p. 110.
15
b. Kinds of Adjective
In many languages, adjectives can be compared. In English, for
example, it can be said that a car is big, that it is bigger than another is, or
that it is is the biggest car of all. There are three kinds of adjective. They
are Attributive, Postpositive, and Predicative. They are where an adjectives
can be placed, such as before a noun, after a noun, or in the predicate.
According to Pullum and Huddleston, they said that Attributive
adjectives function as internal pre-head modifier to a following noun, and
Predicative adjectives function mainly as predicative complement in clause
structure.30
Here are some examples:
Table 2.2
The Examples of Attributive and Predicative of Adjectives
Atributive use An old car, black hair, good news.
Predicative use The car is old, Her hair is black, The news is good
However, Not only adjectives functions such as attributive and
predicative, but also there are two minor adjectives functions. They are
Postpositive and External modifiers. Postpositive adjectives function as
post–head internal modifier becaude the adjective has its own post-head
dependents.On the other hand, external modifiers form of Adjective Phrase
at the beginning of the Noun Phrase, before the indefinite article.31
Here
are some example:
Table 2.3
The Examples of Postpositive and External Modifiers of Adjectives
Postpositive use children keen on sport, a report full of errors
External modifiers It seemed such a bargain, What a fool I was
30 Huddleston Rodney & Pullum Geoffrey K, A Student’s Introduction to English Grammar,
(Cambridge:Cambridge University Press,2005), pp. 112—122.
31
Ibid, p. 121.
16
2. Adverbs
a. The Definitions of Adverb
Adverb is the last part of speech in the language. So, it is important
that the students to know about it. Adverbs are adjectives which are given
by –ly in the last word of adjective and it is also as modifier of verbs.32
For
example, A happy family (adjective), They lived happily ever after
(adverb).
As the first example is adjective can be modifier of noun, adjective
is happy, and it will modify noun which is family. As the last example is
adverb can be modifier of verb. Because adverb is happily, and it will
modify verb which is lived. Not all adjectives –ly are adverbs, but there
are some adjectives have formed –ly in the last word. For example,
beastly, cowardly, deathly, fatherly, friendly, princely, womanly.33
b. The Types of Adverb
These adverbs consist of several types:
1. Adverbs of manner. Example hard, fast
One group of manner adverbs has two forms, one with ending –ly
such as slow – slowly, quick – quickly, cheap – cheaply, dear –
dearly, loud – loudly, clear – clearly. and one without ending –ly
are less formal ; they generally appear only directly after the verb
such as Please drive slower ( or more slowly ).
2. Adverb of distance and direction. Example close, far, near,
straight, low, high. The –ly adverbs of manner are compared by
the use of more – than, the most. Less – than, the least are also
used in the comparison of manner adverbs.
3. Degrees of Comparison
a. The Definitions of Degrees of Comparison
A general definition of degree of comparison can be given along the
following lines. Leech argued that ―Degrees of Comparison are used when
compare one person or one thing with another by using adjective and
32 Ibid. p. 122.
33
Ibid. p. 124.
17
adverb.‖34
Based on above statement that Degrees of comparison consist of
adjective and adverb. They also have special forms. Both have same forms
by the addition of –er and -est or more and the most based on the one or
more syllable.
b. Kinds and The Usage of Degrees of Comparison
Adjectives and Adverbs have three degrees of comparison. Such as:
positive, comparative and superlative.35
1. Positive
Positive expresses a quality without comparison; it is called
positive because it does not relate to any superior or inferior qualities of
other things in speech. For example, Joe is tall. In this case that Joe
does not have person‘s comparing. On the hand, it can use as .... as for
comparing two persons or things that have similarity of quality or
quantity. For example, The girl is as clever as that one. In this case that
the girl is compared by the other girl which is same quality or quantity.
2. Comparative
Comparative expresses a higher or lower degree than the
positive two persons or things are compared. The comparative degree
denotes a greater amount of a quality relative to something else. For
example, John is taller than Ricky. Andini is more beautiful than Anita.
In this case that two persons which is compared each other has position
as higher or lower degree.
3. Superlative
Superlative is the highest or lowest degree when more than two
persons or things are compared. For example, John is the tallest boy in
the club basketball. Andini is the most beautiful girl in her class.
34 Rozakis Laurie. English Grammar for the Utterly Confused, (New York:The McGraw Hill
Companies, 2003), pp. 49—52.
35
http;//en.wikipedia.org/wiki/Degrees_of_comparison
18
c. The Form of Adjective Comparison
To make the degrees of comparison is not easy. According to
Parrot that ―It depends on the length of the adjective words such as short or
long and also depends on the syllable of the adjective itself.‖36
Syllable is a
small part of a sentence or discourse; anything concise or short; a particle
and it is a unit of spoken language.37
As stated by the writer above, the comparison that is used in this
form is about the adjective or adverb comparison.38
Here are the pattern:
1. Positive form
There are two ways to make the positive comparison, such as:
a. The simplest form that only use a single adjective after be or
article ( a, an, the ).
b. Adding as before and as after the adjective.
2. Comparative form
The way to compare two things, persons or places use the
comparative form of adjective as follows:
a. Adjective + -er + than
b. More + adjective + than
3. Superlative form
The way to compare more two things, persons or places use
the superlative form of adjective as follows:
a. Using The + adjective + -est
b. Using The most adjective
c. The Differences form Adjective and Adverb Degrees of
Comparison.
There are patterns of them in the appendixes. In other hand, The
rules for adjectives of two syllables are more complicated. Some endings
of adjectives have more complicated. There are some ending of adjectives
of comparison in appendixes.
36 Martin Parrot, Grammar for English Language Teachers, (Cambridge:Cambridge University
Press,2010), pp. 79—87.
37
http;//www.weblearn.in/degrees_of_comparison/
38
Azar Betty Schrampher, Fundamental English Grammar, (New York:Prentice Hall. Inc,
1992), p. 331.
19
There are some irregular adjectives in degrees of comparison. Here
are irregular adjectives:
Table 2.7
Irregular Adjectives
Positive Degree Comparative Degree Superlative Degree
Good
Bad
Far
Little
Much
Many
Old
Better
Worse
Farther
Further
Less
More
Elder
Best
Worst
Farthest
Furthest
Least
Most
Eldest
The rules for contructing the comparative and superlative degrees
of adverb are the adverb has an inflectional form only for comparison. Short
adverbs ( mostly one-syllable adverbs ) that have the same form as
adjectives are compared by the addition of –er, -est. As usual, only adverb
of manner and adverb of distance and direction.39
A few short adverbs have an irregular comparison:40
Table 2.8
Irregular Adverbs
Positive Comparative Superlative
Well Better Best
Badly Worse Worst
Far Farther Farthest
Further Furthest
Much More Most
Little Less Least
39 Ibid, p. 157.
40
Ibid, p. 157.
20
d. The Objectives of Degrees of Comparison
1. To know different levels of quality, quantity or relation from
adjectives or adverb words.
2. To identify of features similarity.
3. To act the process of comparing persons, things or places.
e. Types of Degrees of Comparison
There are two types of Degrees of Comparison:41
1. Adjectives comparison
2. Adverbs comparison
However, in this research, the writer will focus on the explanation of
adjectives and adverbs comparison in comparative and superlative degree.
From theories above, the writer takes one of theories which are proposed
by some linguists. He takes the definition of error according to Vacide Erdogan.
Error is the use of linguistic item in a way that a fluent or native speaker of the
language regards it as showing faulty or incomplete learning. It occurs because the
learner doesn‘t know what is correct, and thus it cannot be self-corrected.42
Error
can show what the learner has learnt whether they understand material that teacher
gives or not.
To know errors which are made by the students, the teacher must do error
analysis. According to Dulay, error analysis is a branch of applied linguistics
where teacher can observe, analyze and classify errors that students made to
reveal something of the system operating within the learner, led to a surge of
study of learners‘ errors.43
In doing error analysis, a researcher uses steps of error analysis. There are
some steps of error analysis according to Fisiak. They are collection of data,
identification of errors, classification into error types, statement of relative
frequency of error types, identification of the areas of difficulty in the target
language, and therapyh or remedial.44
41
Parrot, op.cit, p. 79. 42
Erdogan, op. cit, p. 263. 43
Brown, op. cit, p. 259. 44
Fisiak, op. cit, p. 222.
21
After finding the result what types of errors which are made by students, the
writer wants to know why students make errors. In analyzing causes of students‘
error, the writer took a theory of causes of error from Peter Hubbard, et.al. There
are three major causes of error according to Hubbard, et all. They are mother-
tongue interference, over-generalization, and errors are encouraged by teaching
material or method.45
In this research, the writer wants to know what kinds of errors which are
made by students in comparative and superlative degree. Therefore, the writer will
explain about degrees of comparison itself.
According to Frank and Parrot, Degrees of comparison consist of two
types. They are made by adjective and adverb.46
In English, a lot of important
meanings are expressed by changes in the adjective and adverb itself. For example
add –er and –est or more and most.
In determining kinds of tests which are used as instrument, the writer has
to consider them based on theory of language testing. Because the writer will
measure students‘ ability in grammar, there is a hint or guide how to construct test
of grammar and usage in language testing book.
There are some of the most common types of objective items used to test
awareness of the grammatical features of the language, such as: multiple choices
items, error recognition items, rearrangement items, completion items,
transformation items, items involving the changing of words, ‗broken sentence‘
items, pairing and matching items, combination items, and addition items.
From explanation above, the writer can choose some of types of objective
items to construct test of grammar. In this research, the writer makes two types of
tests. They are fill in the blank and essay, and interview.
45 Hubbard, et all. A Training Course for TEFL, (Walton Street:Oxford University Press,
1983), pp. 140—142.
46
Frank, op cit, pp. 118—157.
22
C. Previous of Related Studies
There are two previous studies that the writer takes about error analysis.
They are The Analysis on Students’ Difficulties in Learning Degrees of
Comparison and An Analysis on Students’ Mastery of Degrees of Comparison.
The first previous study is about The Analysis on Students‘ Difficulties in
Learning Degrees of Comparison, a case study in second grade of SMP Dua Mei
Ciputat Tangerang Selatan ( Lulus Fatmawati, 2010). The study focused on what
difficulties is made by the students in learning Degrees of Comparison especially
in comparative and superlative degrees. The subjects of this research are the
second grade students of SMP Dua Mei Ciputat Tangerang Selatan which consists
of 0ne class which is 36 students and it is located on Jl.H. Abdul Gani No. 135
Cempaka Putih Kecamatan Ciputat Timur Kota Tangerang Selatan.
The technique of data collecting was done by giving a test and conducting
an observation. The type of test that the writer used is multiple choices and it
consists of 30 items which is 10 questions for comparative degrees, 10 questions
for superlative degrees, and 10 questions for comparative and superlative degrees.
In this research, errors which are analyzed are about comparative degrees,
Superlative degrees, comparative and superlative degrees. From the result of
analysis, the percentage of error is in using comparative degrees (76.11%), and the
percentage of error is in using superlative degrees (65%). And the percentage of
error in using comparative and superlative degrees (87.77%). Finally, the students
have highest difficulty is in using comparative and superlative degrees. So, the
students still confuse to diffirentiate comparative and superlative degrees.
The second previous study is about An Analysis on Students‘ Mastery of
Degrees of Comparison, a case study in second grade of SMPN 03 South of
Tangerang Ciputat (Methania Aris Shusantie, 2011). The study focused on what
difficulties the students in learning Degrees of Comparison especially in
comparative and superlative degrees. The subjects of this research are the second
grade students of SMPN 03 South of Tangerang consists of one class which is 36
students and it is located on Jl.Ir.H. Juanda Ciputat Tangerang Selatan.
23
The technique of data collecting was done by giving a test and conducting
an observation. The type of test that the writer used is multiple choices and it
consists of 20 items which is 5 questions for comparative degrees, 5 questions for
superlative degrees, and 10 questions for essay (translate to english) comparative
and superlative degrees. In this research, errors which are analyzed are about
comparative degrees, Superlative degrees, comparative and superlative degrees.
From the result of analysis, the percentage of error is in using comparative
degrees (16.66%), and the percentage of error is in using superlative degrees
(33.77%). And the percentage of error in using comparative and superlative
degrees (49.57%). Finally, the students have highest difficulty in using
comparative and superlative degrees.
The writer concluded that there are 5 reasons that the students find
difficulties in mastering degrees of comparison; they are confused to put suffix-er
for comparative and –st/-est for superlative or prefix more for comparative and
most for superlative, they forgot to add the article in the superlative form and
confused to omit or misplaced the use of be, they forgot to add then after adjective
for comparative form, they do not know that is ended in –y to –i and add –er/-est,
and some students confused to differentiate the usage of comparative and
superlative degrees.
24
CHAPTER III
RESEARCH METHODOLOGY
A. Time and Location
This research took place at MTs Al-Islamiyah which is located on Jl.
Kebayoran Lama 242 Kp. Kecil Kebon Jeruk, West of Jakarta. This research
started from March 27th until April 24th ,2014.
B. Method of Study
The writer used the qualitative as the method in this research because
he presented the data collected focus on pictures rather than numbers. Based
on Bogdan said that In a case study design is the data collected take the form
of words or pictures rather than numbers. The written results of the research
contain quotations from the data to illustrate and substantiate the presentation.
The data include interview transcript, fieldnotes, photgraphs, videotapes,
personal documents, memos, and other official records.1
The writer also used qualitative data analysis. Bogdan also said that
Qualitative data is descriptive, Descriptive data are particularly important
because qualitative methods enable researchers to study what people take for
granted.2 Therefore, The writer makes organizing data into categories and
identifying patterns in types of error and sources of error. Types of error are
Addition, omission, misformation, and misorder. In other hand, sources of
error are interlingual, intralingual, contextual learning, and communication
strategies.
C. Data and Data Source
The writer came to the school to get the data. The writer also did the
observation to the class which class is taken the research. After that, the
writer choosed and made the test for students. The data of the research were
1 Bogdan. Robert C & Biklen Sari K , Qualitative Research for Education An Introduction to
Theory and Methods Fifth Edition, (New York:Pearson Education, 2006), pp. 3—7.
2 Ibid, p. 5—6.
25
the students’ error in using degrees of comparison (comparative and
superlative degrees); the data sources were taken from test and interview. The
data from test were used to know kinds of errors made by students of MTs
Al-Islamiyah in using degrees of comparison. The data from interview were
used to know why students made errors in using degrees of comparison.
D. The Technique of Data Collection
To collect data, the writer gave the test and interview to students of
MTs Al-Islamiyah West of Jakarta.
1. Test
This test was used to know kinds of errors made by students of
MTs Al-Islamiyah in using degrees of comparison. The writer gave a test
which focused on the use of comparative and superlative degrees, and this
test consists of 20 items are fill in the blank questions, and 10 items are
essay. Throughout 20 items about degrees of comparison asking about 10
items comparative degrees and 10 items asking about superlative degrees
in fill in the blank, and 5 items asking about comparative degrees and 5
items asking about superlative degrees in essay. The writer put the items at
random. The distribution of the test items is described in table 3.1 of this
chapter.
2. Interview
Interview was used to know why students of MTs Al-Islamiyah in
using degrees of comparison. The writer did an interview which focused
on why students of MTs Al-Islamiyah make errors in using degrees of
comparison (comparative and superlative degrees), and it consists of 4
items. The instrument sheet can be seen in appendix.
E. Instrument
The writer did the abservation into the class. Then, the writer saw
what did the students have the difficult to do the exercise about degrees of
comparison. Therefore, the writer could take the conclusion about the class
from abservation. The conclusion is about how far did the student study about
26
grammar espesially about degrees of comparison. So, the writer gave the test
and interview to students of MTs Al-Islamiyah, West of Jakarta to get the
data. This test consists of 20 items of fill in the blank and 10 items of essay
with the tested areas which are put in random throughout the items.
Table 3.1
Tested Area and Test Item Distribution
No Degrees of Comparison Item Number
1.
Fill in the
blank
Comparative
degree 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
Superlative
degree
11, 12, 13, 14, 15, 16,
17, 18, 19, 20
2.
Essay
Comparative
degree 21, 22, 23, 24, 25
Superlative
Degree 26, 27, 28, 29, 30
F. The Technique of Data Analysis
After collecting the data, the writer analyzed according to objectives
of the research, i.e. finding out the kinds and causes of error. Since each
objective is analyzed by using different instrument, the data analysis also
presented differently based on each instrument.
1. Test
After collecting the data, the writer analyzed the students’ errors by
focusing on their errors in using degrees of comparison from the students’
answer sheets. For data analysis procedure, the writer used descriptive
analysis technique (percentage).
Besides, the writer used some procedures in doing the analysis of data.
Firstly, collecting the data which will be analyzed. Secondly, identifying and
analyzing the errors made by the students by circling the errors. Thirdly,
classifying the errors are produced from types of error and sources of errors,
whether they are the error of types of error in comparative and superlative
27
degrees (Omission, Addition, Misformation and Misorder), and sources of
error in comparative and superlative degree (Interlingual, Intralingual,
Contextual Learnong, and Communication Strategies). Finally, tabulating the
errors by counting the errors, putting the errors into the tables based on the
classification of errors, and counting the percentage of the errors. It will be
described in the table of percentage obtained by using the formula as
follows:3
P=
x 100%
P= Percentage
F= Frequency of wrong answer
N= Number of sample
Having count the percentage of errors, the writer analyzed sources of
error to know why students make errors. Finally, by looking up the results of
the analysis, the next step is drawing some conclusions.
After testing the students and identifying students’ errors. The third
step in the procedure is classifying the errors. The students’ errors are
classified based on the kind degrees of comparison, as seen in table:
Table 3.2
Percentage of Errors Based on Types of Errors
No. Kinds Degrees of
Comparison
Types of error Frequency
of Error
Percentage
1 Comparative degrees Omission
Addition
Misformation
Misorder
2. Superlative degrees Omission
Addition
Misformation
Misorder
3 Allan G. Bluman. Elementary Statistics:A Step by Step Approach 5
th edition, (New York:the
McGraw-Hill Companies, Inc, 2004), p. 68.
28
Table 3.3
Percentage of Errors Based on Source of Errors
No. Kinds Degrees of
Comparison Sources of error
Frequency
of Error Percentage
1 Comparative degrees Interlingual
Intralingual
Contextual
Learning
Communication
Strategies
2. Superlative degrees Interlingual
Intralingual
Contextual
Learning
Communication
Strategies
2. Interview
The writer did an interview which focused on why students of MTs
Al-Islamiyah make errors in using degrees of comparison (comparative and
superlative degrees), and it consists of 4 items.
29
CHAPTER IV
RESEARCH FINDINGS AND INTERPRETATION
A. Research Findings
The writer gave a test which focused on the use of degrees of
comparison, those are comparative and superlative degree. This test consists
of 30 items. 10 items comparative and 10 items superlative degree are fill in
the blank questions, 5 items comparative and 5 items superlative degree are
Essay. Throughout the 30 items, the writer put the items at random as seen
below:
Table 4.1
Tested Area and Test Item Distribution
No Degrees of Comparison Item Number
1.
Fill in the blank
Comparative
degree 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
Superlative
degree
11, 12, 13, 14, 15, 16,
17, 18, 19, 20
2.
Essay
Comparative
degree 21, 22, 23, 24, 25
Superlative
Degree 26, 27, 28, 29, 30
30
The writer also gave a questionnaire which focused on the
understanding of degress of comparison (comparative and superlative
degrees). This questionnaire consists of 4 items as seen below:
Table 4.2
Asked Area and Question Item Distribution
No The Understanding of Degrees of Comparison Item
Number
1 Comparative degree 1, 2, 3, 4
2 Superlative degree
To find types of error and sources of error, the writer uses the
classification both of them by corecction one by one students’ work. After
that, the writer has the nominal of error and writes in the recapitulation types
and sources of error. Moreover, the questionere from students and teacher as
supporting the reason why students make errors.
31
Table 4.3
Recapitulation Based on Types of Errors
Name Omission Addition Misformation Misorder Total of Errors
Student 1 - - 11 4 15
Students 2 - 2 13 3 18
Stuedent 3 - - 3 - 3
Student 4 5 - 9 3 17
Student 5 - - 4 4 8
Student 6 - - 11 3 14
Student 7 - - 9 4 13
Student 8 2 - 14 3 19
Student 9 1 - 1 5 7
Student 10 1 2 15 1 19
Student 11 2 - 14 4 20
Student 12 3 2 6 2 13
Student 13 2 - 10 4 16
Student 14 10 - 9 1 20
Student 15 6 - 4 1 11
Student 16 - 2 14 1 17
Student 17 3 - 4 - 7
Student 18 - 8 13 3 24
Student 19 3 2 15 3 23
Student 20 - - 3 4 7
Student 21 - 1 1 5 7
Student 22 7 1 2 7 17
Student 23 - - 1 4 5
Student 24 2 - 10 4 16
Student 25 7 - 9 5 21
Student 26 6 - 11 4 21
Student 27 8 6 1 1 16
Student 28 3 2 16 - 21
Student 29 10 - 8 1 19
Student 30 12 - 6 3 21
TOTAL 89 33 247 87 455
From the highest recapitulation based on types of error is Misformation,
there are 247 errors in this case. The students did not understand about degrees of
comparison because of misformation.
32
Table 4.4
Recapitulation Based on Source of Errors
Name Interlingual Intralingual Contextual Learning Communication Strategies Total
Student 1 2 - 5 8 15
Student 2 4 1 1 12 18
Student 3 1 2 - - 3
Student 4 2 3 2 10 17
Student 5 - 1 4 3 8
Student 6 3 1 4 6 14
Student 7 8 1 4 - 13
Student 8 2 - 2 15 19
Student 9 - 2 5 - 7
Student10 - 10 3 6 19
Student11 - 2 3 15 20
Student12 1 4 3 5 13
Student13 9 3 4 - 16
Student14 9 5 1 5 20
Student15 4 6 1 - 11
Student16 7 1 1 8 17
Student17 4 3 - - 7
Student18 4 9 2 9 24
Student19 1 5 2 15 23
Student20 2 1 4 - 7
Student21 - 2 5 - 7
Student22 - 3 1 13 17
Student23 - 1 4 - 5
Student24 5 3 2 6 16
Student25 6 5 2 8 21
Student26 3 6 2 10 21
Student27 - 5 - 11 16
Student28 5 1 - 15 21
Student29 7 6 1 5 19
Student30 7 2 3 9 21
TOTAL 96 94 71 194 455
From the highest recapitulation based on sources of error is
Communication strategies, there are 194 errors in this case. The students did not
understand about degrees of comparison because of communication strategies.
33
Table 4.5
Recapitulation Based on Types of Errors on Comparative Degree
Name Omission Addition Misformation Misorder Total of
Errors
Student 1 - - 2 1 3
Student 2 - - 2 1 3
Student 3 - - - - -
Student 4 1 - 2 2 5
Student 5 - - 4 1 5
Student 6 - - 3 1 4
Student 7 - - 3 2 5
Student 8 - - 3 1 4
Student 9 1 - 1 2 4
Student 10 - 2 5 - 7
Student 11 - - 3 2 5
Student 12 2 2 6 1 11
Student 13 - - 2 2 4
Student 14 1 - 3 1 5
Student 15 2 - 2 1 5
Student 16 - 2 4 - 6
Student 17 - - 3 - 3
Student 18 - 5 5 2 12
Student 19 - 2 8 2 12
Student 20 - - 2 2 4
Student 21 - - 1 2 3
Student 22 3 - 1 1 5
Student 23 - - 1 2 3
Student 24 - - 2 2 4
Student 25 4 - 2 1 7
Student 26 2 - 2 2 6
Student 27 1 6 1 1 9
Student 28 1 - 5 - 6
Student 29 - - 3 1 4
Student 30 6 - 2 2 10
TOTAL 24 19 83 38 164
From the highest recapitulation based on types of error on comparative
degrees is Misformation, there are 83 errors in this case. The students did not
understand about degrees of comparison because of misformation.
34
Table 4.6
Recapitulation Based on Types of Errors on Superlative Degree
Name Omission Addition Misformation Misorder Total of
Errors
Student 1 - - 9 3 12
Student 2 - 2 11 2 15
Student 3 - - 3 - 3
Student 4 4 - 7 1 12
Student 5 - - - 3 3
Student 6 - - 8 2 10
Student 7 - - 6 2 8
Student 8 2 - 11 2 15
Student 9 - - - 3 3
Student 10 1 - 10 1 12
Student 11 2 - 11 2 15
Student 12 1 - - 1 2
Student 13 2 - 8 2 12
Student 14 9 - 6 - 15
Student 15 4 - 2 - 6
Student 16 - - 10 1 11
Student 17 3 - 1 - 4
Student 18 - 3 8 1 12
Student 19 3 - 7 1 11
Student 20 - - 1 2 3
Student 21 - 1 - 3 4
Student 22 4 1 1 6 12
Student 23 - - - 2 2
Student 24 2 - 8 2 12
Student 25 3 - 7 4 14
Student 26 4 - 9 2 15
Student 27 7 - - - 7
Student 28 2 2 11 - 15
Student 29 10 - 5 - 15
Student 30 6 - 4 1 11
TOTAL 69 9 164 49 291
From the highest recapitulation based on Types of error on superlative
degree is Misformation, there are 164 errors in this case. The students did not
understand about degrees of comparison because of misformation.
35
Table 4.7
Recapitulation Based on Source of Errors on Comparative Degree
Name Interlingual Intralingual Contextual Learning Communication Strategies Total
Student 1 1 - 2 - 3
Student 2 1 1 1 - 3
Student 3 1 2 - - 3
Student 4 1 2 1 - 4
Student 5 - 1 1 3 5
Student 6 2 1 1 - 4
Student 7 2 1 2 - 5
Student 8 2 - 2 - 4
Student 9 - 2 2 - 4
Student10 - 7 - - 7
Student11 - 2 3 - 5
Student12 - 4 2 5 11
Student13 1 1 2 - 4
Student14 2 2 1 - 5
Student15 1 3 1 - 5
Student16 5 1 - - 6
Student17 3 - - - 3
Student18 - 7 1 4 12
Student19 - 2 1 9 12
Student20 1 1 2 - 4
Student21 - 1 2 - 3
Student22 - 1 1 3 5
Student23 - 1 2 - 3
Student24 1 1 2 - 4
Student25 - 1 2 4 7
Student26 1 4 1 - 6
Student27 - 5 - 4 9
Student28 5 1 - - 6
Student29 2 1 1 - 4
Student30 2 1 2 5 10
TOTAL 34 57 38 37 166
From the highest recapitulation based on sources of error on comparative
degree is intralingual, there are 57 errors in this case. The students did not
understand about degrees of comparison because of intralingual.
36
Table 4.8
Recapitulation Based on Source of Errors on Superlative Degree
Name Interlingual Intralingual Contextual Learning Communication Strategies Total
Student 1 1 - 3 8 12
Student 2 3 - - 12 15
Student 3 - - - - -
Student 4 1 1 1 10 13
Student 5 - - 3 - 3
Student 6 1 - 3 6 10
Student 7 6 - 2 - 8
Student 8 - - - 15 15
Student 9 - - 3 - 3
Student10 - 3 3 6 12
Student11 - - - 15 15
Student12 1 - 1 - 2
Student13 8 2 2 - 12
Student14 7 3 - 5 15
Student15 3 3 - - 6
Student16 2 - 1 8 11
Student17 1 3 - - 4
Student18 4 2 1 5 12
Student19 1 3 1 6 11
Student20 1 - 2 - 3
Student21 - 1 3 - 4
Student22 - 2 - 10 12
Student23 - - 2 - 2
Student24 4 2 - 6 12
Student25 6 4 - 4 14
Student26 2 2 1 10 15
Student27 - - - 7 7
Student28 - - - 15 15
Student29 5 5 - 5 15
Student30 5 1 1 4 11
TOTAL 62 37 33 157 289
From the highest recapitulation based on sources of error is
communication strategies, there are 157 errors in this case. The students did not
understand about degrees of comparison because of communication strategies.
37
1. Data Analysis
After the writer did the research, he got the description of students’
error which consist of two categories. They are types of error and sources of
error the frequency and percentage of students’ error in using degrees of
comparison (comparative and superlative).
The writer makes some charts based on Table 4.4, 4.5, 4.6, 4.7, 4.8,
and 4.9 to explain the recapitulation of percentage based on the total errors of
using degrees of comparison based on types of error and sources of error as
seen below:
0
10
20
30
40
50
60
Omission Addition Misformation Misorder
types of error
Chart 4.9
Percentage Based on Types of Errors
The Chart above shows that there are four type of errors (omission,
addition, misformation, and misorder) which are analyzed. The highest frequency
of error is in using misformation with 54.28%, and the lowest one is the frequency
of error in using addition with 7.25% . Most students make errors in using
misformation because they still have not understood about the usage of
comparative and superlative by choosing the wrong form of structure or
morpheme. Besides that, they are still confused about changing the adjectives or
adverbs on comparative and superlative form with one or more syllables.
38
0
10
20
30
40
50
Interlingual Intralingual Contextual
Learning
Commmunication
Strategies
Sources of error
Chart 4.10
Percentage Based on Source of Errors
The Chart above shows that there are four source of errors (interlingual,
intralingual, contextual learning, and communication strategies) which are
analyzed. The highest frequency of error is in using communication strategies
with 42.63%, and the lowest one is the frequency of error in using contextual
learning with 15.60% . Most students make errors in using communication
strategies because they still have not understood about the usage of comparative
and superlative by thinking that between in mother tongue and second language
has same constructions. Besides that, they are still confused about changing the
adjectives or adverbs on comparative and superlative form with one or more
syllables. So, they think to make same constructions to make answer easy.
39
0
5
10
15
20
Omission Addition Misformation Misorder
types of error
Chart 4.11
Percentage Based on Comparative of Types of Errors
The Chart above shows that there are four type of errors on comparative
degree (omission, addition, misformation, and misorder) which are analyzed. The
highest frequency of error is in using misformation with 18.24%, and the lowest
one is the frequency of error in using addition with 4.17%. Most students make
errors in using misformation because they still have not understood about the
usage of comparative by choosing the wrong form of structure or morpheme.
Besides that, they are still confused about changing the adjectives or adverbs on
comparative form with one or more syllables.
40
0
5
10
15
20
25
30
35
40
Omission Addition Misformation Misorder
types of error
Chart 4.12
Percentage Based on Superlative of Types of Errors
The Chart above shows that there are four type of errors on Superlative
degree (omission, addition, misformation, and misorder) which are analyzed. The
highest frequency of error is in using misformation with 36.04%, and the lowest
one is the frequency of error in using addition with 1.97%. Most students make
errors in using misformation because they still have not understood about the
usage of superlative by choosing the wrong form of structure or morpheme.
Besides that, they are still confused about changing the adjectives or adverbs on
superlative form with one or more syllables.
41
0
2
4
6
8
10
12
14
Interlingual Intralingual Contextual
Learning
Commmunication
Strategies
Sources of error
Chart 4.13
Percentage Based on Comparative of Source of Errors
The Chart above shows that there are four source of errors on comparative
degree (interlingual, intralingual, contextual learning, and communication
strategies) which are analyzed. The highest frequency of error is in using
intralingual with 12.52%, and the lowest one is the frequency of error in using
interlingual with 7.47%. Most students make errors in using intralingual because
they still have not understood about the usage of comparative by
overgeneralization, which is the negative counterpart of intralingual transfer.
Besides that, they are still confused about changing the adjectives or adverbs on
comparative form with one or more syllables. So, they think partial study.
42
0
5
10
15
20
25
30
35
Interlingual Intralingual Contextual
Learning
Commmunication
Strategies
Sources of error
Chart 4.14
Percentage Based on Superlative of Source of Errors
The Chart above shows that there are four source of errors on superlative
degree (interlingual, intralingual, contextual learning, and communication
strategies) which are analyzed. The highest frequency of error is in using
communication strategies with 34.50%, and the lowest one is the frequency of
error in using contextual learning with 7.25%. Most students make errors in using
communication strategies because they still have not understood about the usage
of superlative by thinking that between in mother tongue and second language has
same constructions. Besides that, they are still confused about changing the
adjectives or adverbs on superlative form with one or more syllables. So, they
think to make same constructions to make answer easy.
Having made percentage the errors produced, the next procedure is
analyzing types and sources of error to know why students of MTs Al-Islamiyah
make errors in using degrees of comparison. This research did not only focus on
what kinds of errors made by students, but also the causes of error. The writer
gave questionnaire to students to know the causes of error, and there will be
discussed why the students make errors in using degrees of comparison.
After the writer finished giving some questioners for 30 students of MTs
Al-Islamiyah, the writer found the reasons why students got errors in using
degrees of comparison about the one or more syllable in comparative and
superlative degree. The reasons why students did the errors are less of reading
grammar and low motivation.
43
B. Data Interpretation
Based on the analysis of the results above, it can be shown from the Table
below:
Table 4.15
Percentage of Errors Based on the Highest to the Lowest of Total Errors
No. Kinds Degrees of
Comparison
Types of error Frequency of
Error
Percentage
1 Comparative and
Superlative degree
Misformation 247 54.28%
Omission 89 19.56%
Misorder 87 19.12%
Addition 33 7.25%
The Table above shows that the highest frequency of types of errors is
misformation (247 errors), and the lowest one is addition (33 errors). However, it
does not mean that the most errors that the students made are in using
misformation. The writer does not use the highest frequency of errors as a
criterion to count the most errors which are made by students because there are
two types of error in comparative and superlative degree. Therefore, he uses the
average to count the percentage of errors which are made by students, and the
result shows that the most errors which are made by students on second grade of
MTs Al-Islamiyah is in misformation with percentage 54.28%. With those
percentages, teachers must pay more attention to this misformation. Moreover,
students have not understood the usage of misformation, and they still think that
when the students chose the wrong form of structure or morpheme.The second is
omission with percentage 19.56%, and the third is misorder with percentage
19.12%,and the last is addition with percentage 7.25%. For clearer understanding,
the distribution of those percentages can be described by using graphic in form of
histogram as follow:
44
0
10
20
30
40
50
60
Misformation Omission Misorder Addition
types of error
Chart 4.16
Percentage of Errors based on the Highest to the Lowest of Total Errors
Table 4.17
Percentage of Errors Based on the Highest to the Lowest of Total Errors
No. Kinds Degrees of
Comparison
Sources of
error
Frequency of
Error
Percentage
1 Comparative and
Superlative degree
Communication
Strategies 194 42.63%
Interlingual 96 21.09%
Intralingual 94 20.65%
Contextual
Learning 71 15.60%
The Table above shows that the highest frequency of types of errors is
communication strategies (194 errors), and the lowest one is contextual learning
(71 errors). However, it does not mean that the most errors that the students made
are in using communication strategies. The writer does not use the highest
frequency of errors as a criterion to count the most errors which are made by
students because there are two types of error in comparative and superlative
degree. Therefore, he uses the average to count the percentage of errors which are
made by students, and the result shows that the most errors which are made by
students on second grade of MTs Al-Islamiyah is in communication strategies
45
with percentage 42.63%. With those percentages, teachers must pay more
attention to this communication strategies. Moreover, students have not
understood the usage of communication strategies, and they still think that when
the students chose the wrong form of structure or morpheme. The second is
Interlingual with percentage 21.09%, and the third is intralingual with percentage
20.65%, and the last is contextual learning with percentage 15.60%. For clearer
understanding, the distribution of those percentages can be described by using
graphic in form of histogram as follow:
0
10
20
30
40
50
Communication
strategies
Interlingual Intralingual Contextual
learning
Sources of error
Chart 4.18
Percentage of Errors based on the Highest to the Lowest of Total Errors
The result of test and questionnaire are match. Both test and questionnaire
have the same findings about the most errors which are made by students of MTs
Al-Islamiyah; they are misformation of types error and communication strategies
of sources error. The result of test shows that students still have not understood
the use of misformation with percentage 54.28%, and communication strategies
with percentage 42.63%. Meanwhile, the result of questionnaire shows that
students do not understand in one or more syllable in comparative and superlative
with the reasons are less of reading grammar and low motivation.
46
CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
After conducting the research, the writer found several findings; types of
error are Misformation(54.28%), Omission(19.56%), Misorder(19.12%),
Addition(7.25%), and sources of errors are Communication Strategies (42.63%),
Interlingual (21.09%), Intralingual(20.65%), Contextual Learning(15.60%). It
can be concluded that the most errors made by students of MTs Al-Islamiyah,
Kebon Jeruk is in Misformation of types of errors and Communication Strategies
of sources of error.
The reasons based on the interview why the students made errors in using
degrees of comparison are students do not understand in one or more syllable in
comparative and superlative with the reasons are less of reading grammar and low
motivation.
B. Suggestions
Based on the conclusion above, it can be delivered some suggestions:
1. English teachers are suggested to teach how to use degrees of comparison in
sentence, both oral and written clearly and completely.
2. English teachers should give more exercises and practices to the students
regarding any kinds of examples of degrees of comparison.
3. Students should learn more diligently.
4. Students should read any kinds of grammar books to enrich their ability in
understanding language structures.
5. School should provide some books which help students.
47
References
Bogdan. Robert C & Biklen Sari K,Qualitative Research for Education An
Introduction to Theory and Methods Fifth Edition,(New York:Pearson
Education, 2006).
Brown, H.D. Principles of language learning and teaching Fifth Edition. (New York:
Pearson Longman, 2007).
Corder, S.P. Error Analysis and Interlanguage.(New York:Oxford University Press,
1981).
Dulay, H. Language two.(New York: Oxford University Press, 1982).
Departemen Pendidikan Nasional. Permendikbud Kurikulum 2013.(Jakarta:
Departemen Pendidikan Nasional, 2013).
Ellis, R. The Study of Second Language Acquisition. (New York:Oxford University,
1994).
Ellis, R. Second Language Acquisition. (New York:Oxford University Press, 2003).
Erdogan,V. Contribution of Error Analysis to Foreign Language Teaching, Journal
of the faculty of Education, first edition.(New York:2005).
Fatmawati, L. The Analysis on Students’ Difficulties in Learning Degrees of
Comparison, a case study in second grade of SMP Dua Mei, (Ciputat:
Tangerang Selatan, 2010).
Fisiak, J. Contrastive Linguistics and Language Teacher, (New York:Pergamon
Press, 1981).
http;//www.weblearn.in/degrees_of _comparison/
http;//en.wikipedia.org/wiki/Degrees_of_comparison
Hubbard, et all.A Training Course for TEFL,(Walton Street:Oxford University Press,
1983).
48
James, C. Errors in Language Learning and Use. (New York:Wesley
Longman:1998).
Methania, A.S. An Analysis on Students’ Mastery of Degrees of Comparison, a case
study in second grade of SMPN 03 South of Tangerang, (Ciputat: Tangerang
Selatan, 2011).
Nunan, D. Teaching English to Speakers of Other Languages,(Cambridge:Cambridge
University Press 2001).
Parrot, M. Grammar for English Language Teachers,(Cambridge:Cambridge
University Press, 2010).
Rodney, H & Pullum, G.K. A Student’s Introduction to English Grammar, (New
York, Cambridge University Press:2005).
Rozakis, Laurie. English Grammar for the Utterly Confused, (New York:The
McGraw Hill Companies, 2003).
Schramper, B.A. Fundamental English Grammar. (New York:Prentice Hall.
Inc,1992).
Swan, Michael.Basic English Usage, (New York:Oxford University Press 1984).
49
Appendix 1
The patterns of degrees of comparison
Positive degree
Two units are
compared to an
equal degree
Comparative degree
Two units are
Compared to an
Unequal degree
Superlative degree
Three or more
Units are compared
To an unequal degree
As tall as
As beautiful as
Taller ( adj ) than
Faster ( adv ) than
More Beautiful (adj) than
More carefully (adv) than
The tallest (adj)
The fastest (adv)
The most beautiful (adj)
The most carefully (adv)
Not so ( or as ) tall
Not so ( or as ) beautiful as
Less tall ( adj ) than
Less faster ( adv ) than
Less beautiful ( adj )
than
Less carefully (adv) than
The least tall (adj)
The least fast (adv)
The least beautiful (adj)
The least carefully (adv)
50
Appendix 2
Some Ending Adjectives of Comparison.
1. Adjectives ending in –y
preceded by a
consonant
Ex. Prettier, dirtier, noisier,
happier.
1. Most adjectives
ending in derrivational
suffixes : -ous, -ful, -
ish, -ing, -ed,
Ex. More famous, more
useful, more childish,
more interesting, more
tired.
1. Adjectives ending in : -er
Ex.Cleverer,tenderer,bitterer,
narrower,shallower,mellow
er
2. Adjective ending in –ple,
-ble, occasionally –tle,
-dle.
Ex. Simpler, nobler, humbler,
subtler, idler.
2. Many adjectives
ending in –ct, -nt, -st.
Ex. More exact, more
recent, more honest,
more urgent.
2. Others stressed on the first
syllable :pleasanter,
crueler, quieter, stupider,
commoner,
Others stressed on second
syllable : politer,
profounder, remoter,
obscurer, sincerer, severer,
securer.
51
Appendix 3
ENGLISH TEST “DEGREES OF COMPARISON”
Name :
Class :
Part I
Fill in the Blank Questions with the appropriate Degrees of Comparison!
A. Comparative Degree
1. Frank has ............................................(good) score than Anisa.
2. Which is...............................................( strong ) tiger or elephant?
3. Your skirt is ........................................( dirty ) than mine.
4. Laptop is .............................................( cheap ) than motorcycle.
5. Daus Mini is .......................................( short ) than Ony syahrial.
6. Julia is ................................................( clever ) than Alika.
7. My father is ........................................( handsome ) than Anton.
8. Hockey ice is ......................................( dangerous ) than basketball.
9. Which is ..............................................( difficult ) Math or English lesson?
10. Which is ............................................( expensive ) Handphone or Laptop?
B. Superlative Degree
11. Sule is ……............... ............( funny ) than other comedians in Indonesia.
12. Who is ...................................( old ) in your family?
13 Jessica is .................................( pretty ) of the five girls.
14. Mount Jaya Wijaya is ............( high ) mountain in Indonesia.
15. My mother is .........................( beautiful ) than any other girls.
16. My father’s car is ..................( quickly ) car in my city.
17. Borobudur is .........................( funtastic ) temple in Indonesia.
18. Sport is ..................................( interesting ) of politic and comedy.
19. That is ...................................( helpful ) idea so far.
20. It was ....................................( horrible ) feeling I have ever heard.
52
Part II
Translate to English with the correct!
A. Comparative Degree
21. Ayahku lebih ganteng daripada pamanku. (Handsome)
Answer : ........................................................................................
22. Televisi lebih murah daripada motor. (Cheap)
Answer : ........................................................................................
23. Andi lebih cepat daripada Anton. (Fast)
Answer : ........................................................................................
24. Komeng lebih lucu daripada Olga. (Funny)
Answer : ......................................................................................
25. IPA lebih susah daripada bahasa inggris. (Difficult)
Answer : ......................................................................................
B. Superlative Degree
26. Ayahku paling ganteng di keluargaku. (Handsome)
Answer :........................................................................................
27. Radio paling murah dari televisi dan motor. (Cheap)
Answer : ........................................................................................
28. Adam paling cepat di kelasnya. (Fast)
Answer : .......................................................................................
29. Indro Warkop adalah komedian paling lucu di Indonesia. (Funny)
Answer : ......................................................................................
30. Matematika paling susah dari semua pelajaran di kelas. (Difficult)
Answer : ......................................................................................
53
Appendix 4
ANSWER KEY
Fill in the Blank
1. Better
2. Stronger
3. Dirtier
4. Cheaper
5. Shorter
6. Cleverer
7. More handsome
8. More dangerous
9. More difficult
10. More expensive
11. The funniest
12. The oldest
13. The prettiest
14. The highest
15. The most beautiful
16. the most quickly
17. the most funtastic
18. the most interesting
19. the most helpful
20. the most horrible
Translate to English!
A. Comparative Degree
21. My father is more handsome in myfamily.
22. Television is cheaper than motorcycle.
23. Andi is more quickly/ faster than Anton.
24. Komeng is funnier than Olga.
25. Science is more difficult than English.
B. Superlative Degree
26. My father is the most handsome in myfamily.
27. Radio is the cheapest television and motorcycle.
28. Adam is the most quickly/ the fastest in his classroom.
29. Indro warkop is the funniest comedian in Indonesia.
30. Math is the most difficult of all lessons in the classroom.
54
Appendix 5
REKAPITULASI NILAI BAHASA INGGRIS
“DEGREES OF COMPARISON”
No Students Comparative Superlative Comparative Superlative
Score 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
1 student1 0 1 0 1 1 1 1 1 1 1 0 1 0 1 0 0 0 0 0 0 1 1 1 0 1 0 0 0 0 1 15
2 student2 0 1 0 1 1 1 1 1 1 1 0 0 0 0 0 0 0 0 0 0 1 1 1 0 1 0 0 0 0 0 12
3 student3 0 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 27
4 student4 0 1 0 1 1 0 1 1 1 1 0 0 0 0 0 0 0 0 0 0 0 1 1 0 1 1 0 1 0 1 13
5 student5 0 1 0 1 1 1 1 1 1 1 0 1 0 1 1 1 1 1 1 1 1 0 0 0 1 1 1 0 1 1 22
6 student6 0 1 0 1 1 0 1 1 1 1 0 0 0 0 0 0 0 0 0 1 1 1 1 0 1 1 1 1 0 1 16
7 student7 0 1 0 1 1 0 1 1 1 1 0 0 0 1 1 1 0 1 0 1 1 1 1 0 0 1 0 0 0 1 17
8 student8 0 1 0 1 1 1 1 1 1 1 0 0 0 0 0 0 0 0 0 0 1 1 1 0 0 0 0 0 0 0 11
9 student9 0 1 0 1 1 0 1 1 1 1 0 1 0 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 1 23
10 student10 0 1 0 0 1 0 1 0 1 0 0 0 0 0 0 0 0 0 0 1 1 1 1 0 1 0 1 0 0 1 11
11 student 11 0 1 0 1 1 1 1 1 1 1 0 0 0 0 0 0 0 0 0 0 0 1 1 0 0 0 0 0 0 0 10
12 student 12 0 1 0 1 1 0 0 0 0 0 0 1 1 1 1 1 1 1 1 1 0 1 0 0 0 0 1 1 1 1 17
13 student 13 0 1 0 1 1 0 1 1 1 1 0 0 0 0 1 1 0 0 0 0 1 1 1 0 1 0 0 0 0 1 14
14 student 14 0 1 0 1 1 1 0 0 1 1 0 0 0 0 0 0 0 0 0 0 1 1 1 0 1 0 0 0 0 0 10
15 student 15 0 1 0 1 1 0 0 1 1 1 0 1 0 1 1 1 1 1 1 1 1 1 1 0 1 0 0 0 0 1 19
16 student 16 0 1 0 1 1 0 1 0 1 0 0 0 0 0 0 0 0 0 0 1 1 1 1 0 1 1 1 0 0 1 13
17 student 17 0 1 0 1 1 1 1 1 1 1 1 0 0 1 1 1 1 1 1 1 1 1 1 0 1 1 0 0 1 1 23
18 student 18 0 0 0 1 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 1 1 0 0 1 0 1 0 0 6
19 student 19 0 1 0 1 1 0 0 0 0 0 0 0 0 0 1 1 0 0 0 0 0 0 0 0 0 1 0 0 0 1 7
20 student 20 0 1 0 1 1 0 1 1 1 1 0 1 0 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 1 23
21 student 21 0 1 0 1 1 1 1 1 1 1 0 1 0 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 0 1 23
22 student 22 0 1 0 1 1 1 1 1 1 1 0 0 0 0 0 0 0 0 0 0 1 0 0 0 1 0 1 1 0 1 13
23 student 23 0 1 0 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 1 25
24 student 24 0 1 0 1 1 0 1 1 1 1 0 0 0 0 1 0 0 0 0 0 1 1 1 0 1 1 0 0 0 1 14
25 student 25 0 1 0 1 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 1 0 1 1 0 0 0 0 9
26 student 26 0 1 0 1 1 0 1 1 1 1 0 0 0 0 0 0 0 0 0 0 1 0 0 0 1 0 0 0 0 0 9
27 student 27 0 1 0 1 1 1 0 0 0 0 0 0 0 0 1 1 1 1 1 1 0 1 1 0 0 1 0 0 0 1 14
28 student 28 0 1 0 0 1 1 1 1 0 1 0 0 0 0 0 0 0 0 0 0 1 0 1 1 0 0 0 0 0 0 9
29 student 29 0 1 0 1 1 1 1 1 1 1 0 0 0 0 0 0 0 0 0 0 1 1 1 0 0 0 0 0 0 0 11
30 student 30 0 1 0 1 1 0 0 0 0 0 0 0 0 1 1 1 0 0 0 0 1 0 1 0 0 1 0 0 0 0 9
Total of wrong
answers
3
0 1
2
9 2 1
1
6 8 9 7 8
2
8
2
0
2
7
1
8
1
5
1
6
2
0
1
9
2
0
1
6 6 6 5
2
9
1
0
1
3
2
0
2
0
2
6
1
0
111 199 56 89 455
Keterangan:
1 = Jawaban betul
0 = Jawaban salah
55
Appendix 6
Rekapitulasi Kesalahan Siswa
Students Sentence of Error Types of Error Source of Error
1. Comparative
Frank has goods score than Anisa.
Your skirt is dirtyer than mine.
Komeng is funnyest than Olga.
Superlative
Sule is the funnyest than other
comedian in Indonesia.
Jessica is the prettyest of the five
girls.
My mother is the beautifulest than
any other girls.
My father’s car is the quicklyest
car in my city.
Borobudur is the funtasticest
temple in Indonesia.
Sport is the interestingest of
politic and comedy.
That is the helpfulest idea so far.
It was the horriblest feeling I have
ever heard.
My father is more handsome in
family.
Radio is cheaper from television
and motorcycle.
Adam is faster in his class.
Misinformation
Misorder
Misinformation
Misorder
Miorder
Misinformation
Misinformation
Misinformation
Misinformation
Misinformation
Misinformation
Misinformation
Misinformation
Misinformation
Interlingual
Contextual Learning
Contextual Learning
Contextual Learning
Contextual Learning
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Interlingual
Communication Strategies
Communication Strategies
56
Indro warkop is the funnyest
comedian in Indonesia.
Misorder
Contextual Learning
2. Comparative
Frank has goods score than Anisa.
Your skirt dirtyer than mine.
Komeng is funnys than Olga.
Superlative
Sule is the funnyst than other
comedians in Indonesia.
Who is the oldst in your family?
Jessica is the prettyst of the five
girls.
Mount Jaya Wijaya is the highst
mountain in Indonesia.
My mother is the beautifulst than
any other girls.
My father’s car is the quicklyst car
in my city.
Borobudur is the funtasticst
temple in Indonesia.
Sport is the interestingerst of
politic and comedy.
That is the helpfulst idea so far.
It was the horriblest feeling I
have ever heard.
My father is the handsomest from
my family.
Radio is cheaper from television
and motorcycle.
Adam is faster in the class.
Misinformation
Misorder
Misinformation
Misorder
Omission
Misorder
Omission
Misinformation
Misinformation
Misinformation
Misinformation
Misinformation
Misinformation
Misinformation
Misinformation
Misinformation
Interlingual
Contextual Learning
Intralingual
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Interlingual
Communication Strategies
Communication Strategies
57
Indro warkop is the more funny
from Indonesia.
Math is more difficult from all
lesson in the class.
Misinformation
Misinformation
Interlingual
Interlingual
3. Comparative
Frank has gooder score than Anisa.
Julia is more clever than Alika.
Komeng is funniest than Olga.
Misinformation
Misinformation
Misinformation
Intralingual
Interlingual
Intralingual
4.
Comparative
Frank has gooder score than
Anisa.
Your skirtis dirtyer than mine.
Julia is more clever than Alika.
My father is handsome than
uncle.
Komeng is funnyer than Olga.
Superlative
Sule is the funnist than other
comedians in Indonesia.
Who is the oldst in your family?
Jessica is the prettyst of the five
girls.
Mount Jaya Wijaya is the highst
mountain in Indonesia.
My mother is the beautifulst than
any other girls.
My father’s car is the quicklyst
car in my city.
Borobudur is the funtasticst
Misinformation
Misorder
Misinformation
Omission
Misorder
Omission
Omission
Misorder
Omission
Misinformation
Misinformation
Misinformation
Intralingual
Contextual Learning
Interlingual
Intralingual
Contextual Learning
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
58
temple in Indonesia.
Sport is the interestingerst of
politic and comedy.
That is the helpfulst idea so far.
It was the horriblest feeling I
have ever heard.
Radio is the cheapst from
television and motorcycle.
Indro warkop is the most funny
comedian in Indonesia.
Misinformation
Misinformation
Misinformation
Omission
Misinformation
Communication Strategies
Communication Strategies
Communication Strategies
Intralingual
Interlingual
5. Comparative
Frank has gooder score than Anisa.
Your skirt is dirtyer than mine.
Television is more cheap from
motorcycle.
Andi is more fast from Anton.
Komeng is more funny from Olga.
Superlative
Sule is the funnyest than other
comedians in Indonesia.
Jessica is the prettyest of five girls.
Indro warkop is the funnyest
comedian in Indonesia.
Misinformation
Misorder
Misinformation
Misinformation
Misinformation
Misorder
Misorder
Misorder
Intralingual
Contextual Learning
Communication Strategies
Communication Strategies
Communication Strategies
Contextual Learning
Contextual Learning
Contextual Learning
6. Comparative
Frank has the gooder score than
Anisa.
Your skirt dirtyer than mine.
Julia is more clever than Alika.
Komeng is more funny than Olga.
Superlative
Misinformation
Misorder
Misinformation
Misinformation
Intralingual
Contextual Learning
Interlingual
Interlingual
59
Sule is the most funnyest than
other comedians in Indonesia.
Who is the most oldest in your
family?
Jessica is the most prettyest of five
girls.
Mount Jaya Wijaya is the most
highest mountain in Indonesia.
My mother the most beautifulest
than any other girls.
My father’s car is the most
quicklyest car in my city.
Borobudur is the most funtasticest
temple in Indonesia.
Sport is the most interestingest of
politic and comedy.
That is the most helpfulest idea so
far.
Indro warkop is a the funnyest
comedian in Indonesia.
Misorder
Misinformation
Misinformation
Misinformation
Misinformation
Misinformation
Misinformation
Misinformation
Misinformation
Misorder
Contextual Learning
Interlingual
Contextual Learning
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Contextual Learning
7. Comparative
Frank has is gooder score than
Anisa.
Your skirt is dirtyer than mine.
Julia is more clever than Alika.
Komeng is funnyer than Olga.
IPA is difficulter than English
Superlative
Sule is the funnyest than other
comedians in Indonesia.
Misinformation
Misorder
Misinformation
Misoder
Misinformation
Misorder
Intralingual
Contextual Learning
Interlingual
Contextual Learning
Interlingual
Contextual Learning
60
Who is the most old in your
family?
Jessica is the most pretty of five
girls.
Borobudur is the funtasticest
temple in Indonesia.
That is the heplfulest idea so far.
Radio is the most cheap from
television and motorcycle.
Adam is the most fast in the class.
Indro warkop is the funnyest
comedian in Indonesia.
Misinformation
Misinformation
Misinformation
Misinformation
Misinformation
Misinformation
Misorder
Interlingual
Interlingual
Interlingual
Interlingual
Interlingual
Interlingual
Contextual Learning
8. Comparative
Frank has goods score than Anisa.
Your skirt is dirtyer than mine.
Komeng is funny than Olga.
IPA is difficultes than English.
Superlative
Sule is the funnyest than other
comedians in Indonesia.
Who is the oldst in your family?
Jessica is the prettyest of five girls.
Mount Jaya Wijaya is the highst
mountain in Indonesia.
My mother is the beautifulst than
any other girls.
My father’s car is the quicklyst car
in my city.
Borobudur is the funtasticst temple
in Indonesia.
Misinformation
Misorder
Misinformation
Misinformation
Misorder
Omission
Misorder
Omission
Misinformation
Misinformation
Misinformation
Interlingual
Contextual Learning
Contextual Learning
Interlingual
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
61
Sport is the interestingst of politic
and comedy.
That is the helpfulst idea so far.
It was the horriblest feeling I have
ever heard.
My father is the more handsome in
my family.
Radio is the more cheap from
television and motorcycle.
Adam is the more faster in the
class.
Indro warkop is the more funny
comedian in Indonesia.
Math is the more difficult from all
lesson.
Misinformation
Misinformation
Misinformation
Misinformation
Misinformation
Misinformation
Misinformation
Misinformation
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
9. Comparative
Frank has is gooder score than
Anisa.
Your skirt is dirtyer than mine.
Julia is clever than Alika.
Komeng is funnyer than Olga.
Superlative
Sule is the funnyest than other
comedians in Indonesia.
Jessica is the prettyest of five girls.
Indro warkop is the funnyest
comedian in Indonesia.
Misinformation
Misorder
Omission
Misorder
Misorder
Misorder
Misorder
Intralingual
Contextual Learning
Intralingual
Contextual Learning
Contextual Learning
Contextual Learning
Contextual Learning
10. Comparative
Frank has the gooder score than
Anisa.
Misinformation
Intralingual
62
Your skirt is the more dirty than
mine.
Laptop is the more cheaper than
motorcycle.
Julia is the more clever than Alika.
Hockey ice is the more dangerous
than basketball.
Which is the more expensive
handphone or laptop?
Komeng is the more funny than
Olga.
Superlative
Sule is the most funnyest than
other comedians in Indonesia.
Who is the most oldest in your
family?
Jessica is the most prettyest of five
girls.
Mount Jaya Wijaya is the most
highest mountain in Indonesia.
My mother is the most beautifulest
than any other girls.
My father’s car is the most
quicklyest car in my city.
Borobudur is the most funtasticest
temple in Indonesia.
Sport is the most interestingest of
politic and comedy.
That its the most helpfulest idea so
far.
Misinformation
Misinformation
Misinformation
Addition
Addition
Misinformation
Misorder
Misinformation
Misinformation
Misinformation
Misinformation
Misinformation
Misinformation
Misinformation
Misinformation
Intralingual
Intralingual
Intralingual
Intralingual
Intralingual
Intralingual
Contextual Learning
Intralingual
Contextual Learning
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
63
My father is most handsome in my
family.
Adam is the most faster in the
class.
Indro warkop is the most funnyest
comedian in Indonesia.
Omission
Misinformation
Misinformation
Intralingual
Intralingual
Contextual Learning
11. Comparative
Frank has goodes score than Anisa.
Your skirt is dirtyer than mine.
My father is handsomer than my
uncle.
Komeng is funnyer than Olga.
IPA is difficultes than English.
Superlative
Sule is the funnyst than other
comedians in Indonesia.
Who is the oldst in your family?
Jessica is the prettyest of five girls.
Mount Jaya Wijaya is the highst
mountain in Indonesia.
My mother is the beautifulst than
any other girls.
My father’s car is the quicklyst car
in my city.
Borobudur is the funtasticst temple
in Indonesia.
Sport is the interestingst of politic
and comedy.
That is the helpfulst idea so far.
It was the horriblest feeling I have
Misinformation
Misorder
Misinformation
Misorder
Misinformation
Misorder
Omission
Misorder
Omission
Misinformation
Misinformation
Misinformation
Misinformation
Misinformation
Misinformation
Intralingual
Contextual Learning
Intralingual
Contextual Learning
Contextual Learning
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
64
ever heard.
My father is the more handsomes
in my family.
Radio is the more cheaper from
television and motorcycle.
Adam is the more faster in the
class.
Indro warkop is the more funnyer
in Indonesia.
Math is the more difficult from all
lesson.
Misinformation
Misinformation
Misinformation
Misinformation
Misinformation
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
12. Comparative
Frank has gooder score than Anisa.
Your skirt is dirtyer than mine.
Julia is more clever than Alika.
My father is handsomer than
Anton.
Hockey ice is dangerouser than
basketball.
Which is difficulter Math or
English lesson?
Which is expensiver handphone or
laptop?
My father is more handsomer than
uncle.
Andi is fast than Anton.
Komeng is funnist than Olga.
IPA is more difficulter than
English.
Superlative
Misinformation
Misorder
Misinformation
Misinformation
Misinformation
Misinformation
Misinformation
Addition
Omission
Omission
Addition
Intralingual
Contextual Learning
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Intralingual
Intralingual
Contextual Learning
Intralingual
65
Sule is the funnist than other
comedians in Indonesia.
My father is the handsome in my
family.
Misorder
Omission
Contextual Learning
Interlingual
13. Comparative
Frank has good score than Anisa.
Your skirt is dirtyer than mine.
Julia is more clever than Alika.
Komeng is funnyer than Olga.
Superlative
Sule is the funnyest than other
comedians in Indonesia.
Who is oldest in your family?
Jessica is prettyest of five girls.
Mount Jaya Wijaya is highest
mountain in Indonesia.
Borobudur is the more funtastics
temple in Indonesia.
Sport is the more interesting of
politic and comedy.
That is helpfulest idea so far.
It was the more horrible feeling I
have ever heard.
My father is the more handsome in
my family.
Radio is the more cheap from
television and motorcycle.
Adam is the most fast in his class.
Indro warkop is the most funnyest
comedian in Indonesia.
Misinformation
Misorder
Misinformation
Misorder
Misorder
Omission
Misorder
Omission
Misinformation
Misinformation
Misinformation
Misinformation
Misinformation
Misinformation
Misinformation
Misinformation
Intralingual
Contextual Learning
Interlingual
Contextual Learning
Contextual Learning
Intralingual
Contextual Learning
Intralingual
Interlingual
Interlingual
Interlingual
Interlingual
Interlingual
Interlingual
Interlingual
Interlingual
66
14. Comparative
Frank has gooder score than Anisa.
Your skirt is dirtyer than mine.
My father is handsome than Anton.
Hockey ice is dangerouser than
basketball.
Komeng is more funny than Olga.
Superlative
Sule is most funny than other
comedians in Indonesia.
Who is oldes in your family?
Jessica is most pretty of five girls.
Mount Jaya Wijaya is highes
mountain in Indonesia.
My mother is more beautiful than
any other girls.
My father’s car is more quickly car
in my city.
Borobudur is most funtastic temple
in Indonesia.
Sport is most interesting of politic
and comedy.
That is most helpful idea so far.
It was most horrible feeling I have
ever heard.
My father is most handsome in my
family.
Radio is most cheap from
television and motorcycle.
Adam is faster in the class.
Misinformation
Misorder
Omission
Misinformation
Misinformation
Misinformation
Omission
Misinformation
Omission
Misinformation
Omission
Omission
Omission
Omission
Omission
Omission
Misinformation
Misinformation
Intralingual
Contextual Learning
Interlingual
Intralingual
Interlingual
Interlingual
Intralingual
Interlingual
Intralingual
Interlingual
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Interlingual
Interlingual
Intralingual
67
Indro warkop is most funny
comedian in Indonesia.
Math is most difficult from all
lesson in the class.
Misinformation
Omission
Interlingual
Interlingual
15. Comparative
Frank has gooder score than Anisa.
Your skirt is dirtyer than mine.
Julia is clever than Alika.
Myfather is more hadsome than
Anton.
Komeng is more funny than Olga.
Superlative
Sule is the funnest than other
comedians in Indonesia.
Jessica is the most pretty of five
girls.
My father is most handsome
myfamily.
Radio is the most cheap from
television and motorcycle.
Adam is fastest in the class.
Indro warkop is funnest comedian
in Indonesia.
Misinformation
Misorder
Omission
Omission
Misinformation
Omission
Misinformation
Omission
Misinformation
Omission
Omission
Intralingual
Contextual Learning
Intralingual
Intralingual
Interlingual
Intralingual
Interlingual
Interlingual
Interlingual
Intralingual
Intralingual
16. Comparative
Frank has the gooder score than
Anisa.
Your skirt is the more dirty than
mine.
Julia is the more clever than Alika.
Hockey ice is the more dangerous
Misinformation
Misinformation
Misinformation
Addition
Intralingual
Interlingual
Interlingual
Interlingual
68
than basketball.
Which is the more expensive
handphone or laptop?
Komeng is more funny than Olga.
Superlative
Sule is the most funnyest than
other comedians i Indonesia.
Who is the most oldest in your
family?
Jessica is the most prettyest of five
girls.
Mount Jaya Wijaya is the most
highest mountain in Indonesia.
My mother is the most beautifulest
than any other girls.
My father’s car is the most
quicklyest car in my city.
Borobudur is the most funtasticest
temple in Indonesia.
Sport is the most interestingest of
politic and comedy.
That is the most helpfulest idea so
far.
Adam is the most faster in the
class.
Indro warkop is the most funnyest
comedian in Indonesia.
Addition
Misinformation
Misorder
Misinfromation
Misinfromation
Misinfromation
Misinfromation
Misinfromation
Misinfromation
Misinfromation
Misinfromation
Misinfromation
Misinfromation
Interlingual
Interlingual
Contextual Learning
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Interlingual
Interlingual
17. Comparative
Frank has more good score than
Anisa.
Misinformation
Interlingual
69
Your skirt is more dirty than mine.
Komeng is more funny than Olga.
Superlative
Who is oldest in your family?
Jessica is the most pretty of ifve
girls.
Radio is cheapest from television
and motorcycle.
Adam is fastest in his class.
Misinformation
Misinformation
Omission
Misinformation
Omission
Omission
Interlingual
Interlingual
Intralingual
Interlingual
Intralingual
Intralingual
18. Comparative
Frank has gooder score than Anisa.
Which is more stronger tiger or
elephant?
Your skirt is dirtyer than mine.
Daus mini is more shorter than
Any Syahrial.
Julia is more cleverer than Alika.
My father is handsomer than
Anton.
Hockey ice is dangerouser than
basketball.
Which is difficulter Math or
English lesson?
Which is expensiver handphone or
laptop?
Myfather is more handsomer than
uncle.
Komeng is funnyer than Olga.
IPA is more difficulter than
English lesson.
Misinformation
Addition
Misorder
Addition
Addition
Misinformation
Misinformation
Misinformation
Misinformation
Addition
Misorder
Addition
Intralingual
Intralingual
Intralingual
Intralingual
Intralingual
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Intralingual
Contextual Learning
Intralingual
70
Superlative
Sule is the more funnyst than other
comedians in Indonesia.
Jessica is the prettyest of five girls.
Mount Jaya Wijaya is the more
highest mountain in Indonesia.
My mother is the more beautiful
than any other girls.
My father’s car is the more
quicklyest car in my city.
Borobudur is the more funtasticest
temple in Indonesia.
Sport is the more interestingest of
politic and comedy.
That is the helpfulest idea so far.
It was the horriblest feeling I have
ever heard.
Radio is the more cheapest from
television and motorcycle.
Indro warkop is the most funnyest
in Indonesia.
Math is the most difficultest from
all lesson in the class.
Misinformation
Misorder
Addition
Misinformation
Misinformation
Misinformation
Misinformation
Misinformation
Misinformation
Addition
Addition
Misinformation
Intralingual
Contextual Learning
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Interlingual
Interlingual
Intralingual
Interlingual
Interlingual
19. Comparative
Frank has gooder score than Anisa.
Your skirt is dirtyer than mine.
Julia is cleverer than Alika.
My father is handsomer than
Anton.
Misinformation
Misorder
Misorder
Misinformation
Misinformation
Intralingual
Contextual Learning
Intralingual
Communication Strategies
71
Hockey ice is dangerouser than
basketball.
Which is difficulter Math or
English lesson?
Which is expensiver handphone or
laptop?
My father is the more handsome
than uncle.
Television is the more cheap than
motorcycle.
Andi is the more funny than Anton.
Komeng is the more funny than
Olga.
IPA is the more difficult than
English.
Superlative
Sule is funniest than other
comedians in Indonesia.
Who is oldest in your family?
Jessica is prettyest of five girls.
Mount Jaya Wijaya is highes
mountain in Indonesia.
Borobudur is funtastices temple in
Indonesia.
Sport is the most interestinges of
politic and comedy.
That is the most helpfulest idea so
far.
It was the most horriblest feeling I
have ever heard.
Misinformation
Misinformation
Addition
Misinformation
Misinformation
Misinformation
Addition
Omission
Omission
Misorder
Omission
Misinformation
Misinformation
Misinformation
Misinformation
Misinformation
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Intralingual
Intralingual
Contextual Learning
Intralingual
Interlingual
Communication Strategies
Communication Strategies
Communication Strategies
72
Radio is the most cheap from
television and motorcycle.
Adam is the most fast in the class.
Indro warkop is the most funny
comedian in Indonesia.
Misinformation
Misinformation
Misinformation
Communication Strategies
Communication Strategies
Communication Strategies
20. Comparative
Frank has gooder score than Anisa.
Your skirt is dirtyer than mine.
Julia is more clever than Alika.
Komeng is funnyer than Olga.
Superlative
Sule is the funnyest than other
comedians in Indonesia.
Jessica is the prettyst of five girls.
Indro warkop is the most funny
comedian in Indonesia.
Misinformation
Misorder
Misinformation
Misorder
Misorder
Misorder
Misinformation
Intralingual
Contextual Learning
Interlingual
Contextual Learning
Contextual Learning
Contextual Learning
Interlingual
21. Comparative
Frank has is gooder score than
Anisa.
Your skirt is dirtyer than mine.
Komeng is funnyer than Olga.
Superlative
Sule is the funnyest than other
comedians in Indonesia.
Jessica is the prettyest of five girls.
Radio is the cheapeest from
television and motorcycle.
Indro warkop is the funnyest
comedian in Indonesia.
Misinformation
Misorder
Misorder
Misorder
Misorder
Addition
Misorder
Intralingual
Contextual Learning
Contextual Learning
Contextual Learning
Contextual Learning
Intralingual
Contextual Learning
22. Comparative
73
Frank has is gooder score than
Anisa.
Your skirt is dirtyer than mine.
Television is cheap than
motorcycle.
Andi is fast than Anton.
Komeng is funny than Olga.
Superlative
Sule is funnyest than other
comedians in Indonesia.
Who is oldest in your family ?
Jessica is prettyest of five girls.
Mount Jaya Wijaya is highest
mountain in Indonesia.
My mother is mose beautiful than
any other girls.
My father’s car is mose quickly car
in my city.
Borobudur is mose funtastic temple
in Indonesia.
Sport is mose interesting of politic
and comedy.
That is mose helpful idea so far.
It was mose horrible feeling I have
ever heard.
My father is the mose handsome
than my family.
Indro warkop is funny comedian in
Indonesia.
Misinformation
Misorder
Omission
Omission
Omission
Omission
Omission
Omission
Omission
Misorder
Misorder
Misorder
Misorder
Misorder
Misorder
Addition
Misinformation
Intralingual
Contextual Learning
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Intralingual
Intralingual
23. Comparative
74
Frank has gooder score than Anisa.
Your skirt is dirtyer than mine.
Komeng is funnyer than Olga.
Superlative
Sule is the funnyest than other
comedians in Indonesia.
Indro warkop is the funnyest
comedian in Indonesia.
Misinformation
Misorder
Misorder
Misorder
Misorder
Intralingual
Contextual Learning
Contextual Learning
Contextual Learning
Contextual Learning
24. Comparative
Frank has good score than Anisa.
Your skirt is dirtyer than mine.
Julia is more clever than Alika.
Komeng is funnyer than Olga.
Superlative
Sule is funnyest than other
comedians in Indonesia.
Who is oldest in your family ?
Jessica is prettyest of five girls.
Mount Jaya Wijaya is highest
mountain in Indonesia.
My father’s car is quicklyest car in
my city.
Borobudur is the more funtastic
temple in Indonesia.
Sport is the more interesting of
politic and comedy.
That is helpfulest idea so far.
It was the most horrible feeling I
have ever heard.
My father is the most handsome in
Misinformation
Misorder
Misinformation
Misorder
Misorder
Omission
Misorder
Omission
Misinformation
Misinformation
Misinformation
Misinformation
Misinformation
Misinformation
Intralingual
Contextual Learning
Interlingual
Contextual Learning
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Interlingual
Communication Strategies
Communication Strategies
Interlingual
Intralingual
Interlingual
75
my family.
Radio is the most cheap from
television and motorcycle.
Adam is the most fastest in his
class.
Misinformation
Misinformation
Intralingual
Interlingual
25. Comparative
Frank has gooder score than Anisa.
Your skirt is dirtyer than mine.
My father is the more handsome
than Anton.
Hockey ice is the more dangerous
than basketball.
Which is the more difficult Math or
English?
Which is the more expensive
handphone or laptop?
Komeng is funnyer than Olga.
Superlative
Sule is funnyes than other
comedians in Indonesia.
Who is the mose old in your
family?
Jessica is the mose pretty of five
girls.
Mount Jaya Wijaya is highes
mountain in indonesia.
My mother is the mose beautiful
than any other girls.
My father’s car is quicklyes car in
my city.
Misinformation
Misorder
Omission
Omission
Omission
Omission
Misinformation
Misorder
Misorder
Misorder
Omission
Misorder
Misinformation
Intralingual
Contextual Learning
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Contextual Learning
Intralingual
Communication Strategies
Communication Strategies
Intralingual
Intralingual
Interlingual
76
Borobudur is funtastic temple in
Indonesia.
Sport is interestinges of politic and
comedy.
That is helpfules idea so far.
It was horrible feeling I have ever
heard.
Radio is the most cheapes from
television and motorcycle.
Adam is the most fast in class.
Indro warkop is funnyes comedian
in Indonesia.
Math is diffilcutes all lesson.
Omission
Misinformation
Misinformation
Omission
Misinformation
Misinformatiion
Misinformation
Misinformation
Interlingual
Communication Strategies
Communication Strategies
Interlingual
Interlingual
Interlingual
Intralingual
Interlingual
26. Comparative
Frank has gooder score than Anisa.
Your skirt is dirtyer than mine.
Julia is clevered than Alika.
Television is cheaper than
motorcycle.
Andi is faster than Anton.
Komeng is more funny than Olga.
Superlative
Sule is the funnyst than other
comedians in Indonesia.
Who is the oldst in your family?
Jessica is the prettyst of five girls.
Mount Jaya Wijaya is the highst
mountain in Indonesia.
My mother is the beautifulst than
any other girls.
Misinformation
Misorder
Misorder
Omission
Omission
Misinformation
Misorder
Omission
Omission
Misinformation
Misinformation
Intralingual
Contextual Learning
Intralingual
Intralingual
Intralingual
Interlingual
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
77
My father’s car is the quicklst car
in my city.
Borobudur is the funtasticst temple
in Indonesia.
Sport is the interestingst of politic
and comedy.
That is the helpfulst idea so far.
It was the horriblest feeling I have
ever heard.
My father is more handsomest
family.
Radio is the cheapst from
television and motorcycle.
Adam is the fastst in the class.
Indro warkop is the funnyst
comedian in Indonesia.
Math is the difficultst from lesson
in the class.
Misinformation
Misinformation
Misinformation
Misinformation
Misinformation
Misinformation
Omission
Omission
Misorder
Misinformation
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Interlingual
Intralingual
Intralingual
Contextual Learning
Interlingual
27. Comparative
Frank has gooder score than Anisa.
Your skirt is dirter than mine.
My father is the more handsome
than Anton.
Hockey ice is the more dangerous
than basketball.
Which is the more difficult Math or
English lesson?
Which is the more expensive
handphone or laptop?
My father is the more handsome
Misinformation
Misorder
Addition
Addition
Addition
Addition
Addition
Intralingual
Intralingual
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Intralingual
78
than uncle.
Komeng is funner than Olga.
IPA is the more difficult than
English lesson.
Superlative
Sule is funnes than other
comedians in Indonesia.
Who is older in your family?
Jessica is prettes of five girls.
Mount Jaya Wijaya is highes
mountain in Indonesia.
Radio is cheapes from television
and motorcycle.
Adam is fastes in the class.
Indro warkop is funnes comedian
in Indonesia.
Omission
Addition
Omission
Omission
Omission
Omission
Omission
Omission
Omission
Intralingual
Intralingual
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
28. Comparative
Frank has the goodes score than
Alika.
Your skirt is dirter than mine.
Laptop is the cheapes than
motorcycle.
Which is the difficultes than
basketball.
Television is more cheap than
motorcycle.
IPA is difficulter than English.
Superlative
Sule is the most funnest than other
comedians in Indonesia.
Misinformation
Omission
Misinformation
Misinformation
Misinformation
Misinformation
Omission
Interlingual
Intralingual
Interlingual
Interlingual
Interlingual
Interlingual
Communication Strategies
79
Who is the most oldest in your
family?
Jessica is the most prettest of five
girls.
Mount Jaya Wijaya is the most
highest mountain in Indonesia.
My mother is the most beautifules
than any other girls.
My father’s car is the most
quicklest car in my city.
Borobudur is the most funtasticest
temple in Indonesia.
Sport is the most interestingest of
politic and comedy.
That is the most helpfulest idea so
far.
It was the most horriblest feeling I
have ever heard.
My father is the most handsomes in
my family.
Radio is the most cheapest than
television and motorcycle.
Adam is the most fastest in the
classroom.
Indro warkop is the most funnest
comedian in Indonesia.
Math is the most difficultest than
all lesson in the class.
Addition
Omission
Misinformation
Misinformation
Misinformation
Misinformation
Misinformation
Misinformation
Misinformation
Addition
Misinformation
Misinformation
Misinformation
Misinformation
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
29. Comparative
Frank has gooder score than Anisa.
Misinformation
Intralingual
80
Your skirt is dirtyer than mine.
Komeng is more funny than Olga.
IPA is most difficult than English.
Superlative
Sule is most funny than other
comedians in Indonesia.
Who is oldes in your family?
Jessica is most pretty of five girls.
Mount Jaya Wijaya is highes
mountain in Indonesia.
My mother is most beautiful than
any other girls.
My father’s car is most quickly car
in my city.
Borobudur is most funtastic temple
in Indonesia.
Sport is most interesting of politic
and comedy.
That is most helpful idea so far.
It was horribles feeling I have ever
heard.
My father is most handsome in
family.
Radio is cheapes from television
and motorcycle.
Adam is faster her class.
Indro warkop is most funny
comedian in Indonesia.
Math is most difficult from all
lesson in the class.
Misorder
Misinformation
Misinformation
Misinformation
Omission
Misinformation
Omission
Omission
Omission
Omission
Omission
Omission
Misinformation
Omission
Omission
Misinformation
Misinformation
Omission
Contextual Learning
Interlingual
Interlingual
Interlingual
Intralingual
Interlingual
Intralingual
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Interlingual
Intralingual
Intralingual
Interlingual
Interlingual
Intralingual
81
30. Comparative
Frank has gooder score than Anisa.
Your skirt is dirtyer than mine.
Julia is clever than Alika.
My father is handsome than Anton.
Hockey ice is dangerous than
basketball.
Which is difficult Math or English
lesson?
Which is expensive handphone or
laptop?
Television is cheap than
Motorcycle.
Komeng is funnyer than Olga.
IPA is difficult than English.
Superlative
Sule is the funnyest than other
comedians in Indonesia.
Who is the old in your family?
Jessica is the most pretty of ifve
girls.
Borobudur is the funtastic temple
in Indonesia.
Sport is the interesting of politic
and comedy.
That is the helpful idea so far.
It was the horrible feeling I have
ever heard.
Radio is the most cheap from
television and motorcycle.
Misinformation
Misorder
Omission
Omission
Omission
Omission
Omission
Misinformation
Misorder
Omission
Misorder
Omission
Misinformation
Omission
Omission
Omission
Omission
Misinformation
Intralingual
Contextual Learning
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Interlingual
Contextual Learning
Interlingual
Contextual Learning’
Intralingual
Interlingual
Communication Strategies
Communication Strategies
Communication Strategies
Communication Strategies
Interlingual
82
Adam is the most from class.
Indro warkop is the most funny in
Indonesia.
Math is the most all lesson.
Misinformation
Misinformation
Omission
Interlingual
Interlingual
Interlingual
83
Appendix 7
Hasil Wawancara
Tanggal : 17 April 2014
Tempat : Kelas
1. Bagaimana pendapatmu tentang Degrees of Comparison (Tingkatan
Perbandingan)? Jelaskan!
Student 1 : Saya kurang mengerti karena kurang membaca buku
Student 2 : Sangat menarik untuk dipelajari walau saya tidak mengerti
Student 3 : Mudah untuk diingat dan dipelajari
Student 4 : Susah untuk memahami karena rumusnya susah
Student 5 : Mudah dimengerti tapi sering terbalik - balik
Student 6 : Lumayan mudah dan sulit
Student 7 : Saya tidak mengerti tentang syllable nya
Student 8 : Sempurna untuk meningkatkan pelajaran Bahasa Inggris
Student 9 : Mudah tetapi terkadang suka bingung kalo guru mengasih soal
Student 10 : Saya kurang paham karena minimnya jam belajar
Student 11 : Mudah diingat dan dipelajari
Student 12 : Ada yang mudah, ada yang sulit
Student 13 : Mudah
Student 14 : Bisa meningkatkan kualitas belajar Bahasa Inggris, Jadi tau
Student 15 : Mudah tetapi terkadang sering terbalik-balik
Student 16 : Gampang-gampang susah, tapi kebanyakan gampangnya.
Student17 : Sangat menambah wawasan tetapi sulit mebedakan
tingkatannya
Student 18 : Lumayan mudah untuk dikerjakan dan diingat rumusnya
Student 19 : Mudah, bisa untuk dipahami dan diingat
Student 20 : Bagus untuk meningkatkan pelajaran Bahasa Inggris
Student 21 : Bisa menambah ilmu Bahasa Inggris
Student 22 : Mudah tetapi ada juga yang sulit, hanya perlu pemahaman
Student 23 : Mudah dan ada sulitnya
84
Student 24 : Kurang memahami apa yaang sudah diajarkan
Student 25 : Sangat menarik karena cuma diganti/ditambah syllable
Student 26 : Lumayan mudah
Student 27 : Lumayan gampang dan sulit
Student 28 : Bisa dipahami dan mudah dipelajari
Student 29 : Gampang dan ada yang susah
Student 30 : Kalau lupa rumusnya jadi susah tapi kalo dipelajari terus
gampang
2. Jawab : Apakah kamu kesulitan memahami tentang Comparative Degree?
Jika kamu kesulitan memahami Comparative Degree, pada hal apakah yang
kamu tidak mengerti. Jelaskan!
Jawab :
Student 1 : Saya kesulitan pada syllable
Student 2 : Saya tidak mengerti di syllable nya
Student 3 : Saya kurang teliti saja dalam menjawabnya
Student 4 : Rumusnya hampir sama semua, jadi sering salah
Student 5 : Hanya lupa saja rumusnya
Student 6 : Mudah dan tidak ada kesulitan
Student 7 : Tidak mengerti pada syllabble nya untuk mengubah rumusnya
Student 8 : Tidak sulit karena saya ingat rumusnya
Student 9 : Tidak kesulitan
Student 10 : Saya kurang paham ketika penambahan huruf
Student 11 : Saya tidak kesulitan tetapi kurang teliti dalam menjawabnya
Student 12 : Agak – agak mudah
Student 13 : Ya, Pada hal syllable karena saya kurang mengerti rumus
Student 14 : Tidak ada kesulitan
Student 15 : Tidak. Tapi kadang sering lupa
Student 16 : Tidak
Student 17 : Sulit membedakan pada syllable nya masing-masing
Student 18 : Lumayan ada kesulitan, pada hal penempatan more / most
yang harus ditulis atau tidak
85
Student 19 : Tidak terlalu sulit
Student 20 : Tidak ada kesulitannya
Student 21 : Tidak ada kesulitan
Student 22 : Mudah
Student 23 : Kesulitan tapi tidak begitu sulit juga
Student 24 : Saya terkadang bingung dangan huruf belakangnya
Student 25 : Lumayan, tentang mengganti syllable nya
Student 26: Tidak ada kesulitan
Student 27 : Mudah
Student 28 : Tidak sulit
Student 29 : Mudah dimengerti
Student 30 : Lumayan gampang dan mudah dipelajari
3. Apakah kamu kesulitan memahami tentang Superlative Degree? Jika kamu
kesulitan memahami Superlative Degree, pada hal apakah yang kamu tidak
mengerti. Jelaskan!
Jawab :
Student 1 : Saya kurang mengerti di bagian kata gantinya
Student 2 : Saya tidak mengerti dengan gantinya saja
Student 3 : Tidak kesulitan hanya kurang teliti saja
Student 4 : Saya lupa rumusnya jadi kesulitan dech
Student 5 : Tidak kesulitan hanya lupa saja
Student 6 : Lumayan kesulitan, saat kata “the” ditambah atau tidak
Student 7 : Saya tidak mengerti tentang tambahannya
Student 8 : Kesulitan, karena saya tidak memahami syllable
Student 9 : kadang – kadang kesulitan
Student 10 : Saya kurang paham saat penambahan (est) jika satu dan dua
kata saya kurang paham ketika penambahan (most)
Student 11 : Saya tidak kesulitan hanya kurang teliti
Student 12 : Agak-agak bingung untuk menaruh letak rumus nya
Student 13 : Saya kurang mengerti rumus dan pengucapannya
86
Student 14 : Tidak terlalu sulit
Student 15 : Tidak, tapi kadang suka lupa
Student 16 : Sedikit, tentang pake the atau enggak
Student 17 : Bingung pada penambahan the pada 1 syllable
Student 18 : Tidak mengerti pada penempatan most
Student 19 : Masih bisa dipahami
Student 20 : Tidak ada kesulitan
Student 21 : Agak sulit karena saya kurang memahami
Student 22 : Sulitnya hanya pake the atau tidak
Student 23 : Sulit, karena saya tidak mengetahui pada kata apa most
digunakan
Student 24 : Saya tidak memahami
Student 25 : Lumayan, tentang mengganti syllable
Student 26: Sedikit kesulitan pada suku katanya yang 1 syllable seperti
smart
Student 27 : Pada menyusun kata yang benar dan rumus apakah yang
digunakan
Student 28 : Saya agak bingung di syllable nya dan peletakannya
Student 29 : Saya kurang paham pada syllable nya
Student 30 : Lumayan susah dan dimengerti, kadang juga keliru pake the
atau engga
4. Apa penyebabnya kamu sulit memahami dan menguasai Degrees of
Comparison (Tingkatan Perbandingan)?
a. Metode pengajaran guru tidak menarik
b. Motivasi belajar kurang
c. Kurang membaca tentang buku-buku grammar
Student 1 : Kurang membaca tentang buku-buku grammar
Student 2 : Motivasi belajar kurang
Student 3 : Kurang membaca tentang buku-buku grammar
Student 4 : Kurang membaca tentang buku-buku grammar
87
Student 5 : Kurang membaca tentang buku-buku grammar
Student 6 : Motivasi belajar kurang
Student 7 : Motivasi belajar kurang
Student 8 : Kurang membaca tentang buku-buku grammar
Student 9 : Kurang membaca tentang buku-buku grammar dan Motivasi
belajar kurang
Student 10 : Motivasi belajar kurang
Student 11 : Kurang membaca tentang buku-buku grammar
Student 12 : Motivasi belajar kurang
Student 13 : Kurang membaca tentang buku-buku grammar
Student 14 : Kurang membaca tentang buku-buku grammar
Student 15 : Kurang membaca tentang buku-buku grammar
Student 16 : Motivasi belajar kurang
Student 17 : Motivasi belajar kurang
Student 18 : Metode pengajaran guru tidak menarik
Student 19 : Kurang membaca tentang buku-buku grammar
Student 20 : Kurang membaca tentang buku-buku grammar
Student 21 : Kurang membaca tentang buku-buku grammar
Student 22 : Kurang membaca tentang buku-buku grammar
Student 23 : Motivasi belajar kurang
Student 24 : Kurang membaca tentang buku-buku grammar
Student 25 : Motivasi belajar kurang
Student 26 : Kurang membaca tentang buku-buku grammar
Student 27 : Motivasi belajar kurang
Student 28 : Kurang membaca tentang buku-buku grammar
Student 29 : Motivasi belajar kurang
Student 30 : Kurang membaca tentang buku-buku grammar
88
Appendix 8
Hasil Wawancara Guru
Nama Guru : Leni Masfufah, S.Pd
Tanggal : 17 April 2014
1. Kapan Bapak/Ibu mengajar di sekolah MTs Al-Islamiyah, Kebon Jeruk ?
Jawab : Saya mulai mengajar tahun 2010.
2. Bagaimakah antusiasme atau ketertarikan siswa anda terhadap pelajaran
Bahasa Inggris ketika berada didalam kelas?
Jawab : Alhamdulillah Baik.
3. Apa sajakah fasilitas yang tersedia di sekolah yang dapat menunjang anak
didik anda dalam belajar Bahasa Inggris ?
Jawab : Di sekolah ini fasilitas kurang memadai untuk Bahasa Inggris.
4. Apa buku teks yang Bapak/ibu gunakan sebagai sumber bahan ajar untuk
mengajar pelajaran Bahasa Inggris?
Jawab : Saya menggunakan buku teks terbitan Airlangga.
5. Seberapa pentingkah pengajaran grammar bagi siswa anda menurut sudut
pandang Bapak/ibu ?
Jawab : Sangat penting karena dalam materi ini para siswa diajarkan cara
menyusun dan membuat kalimat yang baik dan benar.
6. Kendala apa sajakah yang Bapak/ibu rasakan, ketika mengajar materi
grammar?
Jawab : Kesalahan siswa dalam menyusun atau membuat kalimat tersebut.
7. Kesalahan - kesalahan apa saja yang sering dilakukan siswa dalam
mempelajari Degrees of Comparison (Tingkatan Perbandingan)?
Jawab : Ketidak pahaman siswa dalam menterjemahkan sehingga
membuat mereka salah dalam membandingkan.
96
PROFIL SEKOLAH
Nama Sekolah : Madrasah Tsanawiyah Al-Islamiyah Kp.Kecil
Kepala Madrasah : Fadli Zulkarnain, S,Kom
Wakil Kesiswaan Madrasah : Drs. Dzul Jamal
Wakil Kurikulum Madrasah : Drs. Achmad Zawawi
Alamat : Jalan Al-Islamiyah kp. Kecil no. 242
Sukabumi Selatan Kebon Jeruk Jakarta Barat
DKI JAKARTA
No. Telp : 021 – 5320379
Berdiri : Tahun 1935
Jumlah Guru dan Karyawan : 40 guru dan 5 karyawan
Fasilitas - fasilitas : 10 kelas, 1 laboratorium komputer, 1 laboratorium bahasa,
1 perpustakaan, 1 ruang Tata Usaha, 2 ruang kepala dan wakil
madrasah, 1 ruang guru, koperasi, kantin dan lapangan.
Kegiatan Ekstrakurikuler : 1. Pramuka 5. Marching Band
2. Paskibra 6. Palang Merah Remaja
3. Futsal 7. Silat
4. Badminton
BIOGRAPHY
Hidayatulloh was born on the 3rd
of May 1989 in
Jakarta. He is the fifth child from married couple of H. Rohmat
(Alm) and Hj. Asenah (Almh), and he has married, his wife is
Reni. He has a son, his name Muhammad Raihan Ramadhan.
He had been a student of English Department Faculty of
Tarbiyah State Islamic University Syarif Hidayatullah Jakarta
from 2008. He was graduated from Senior High School Al-
Islmiyah Jakarta in 2008. Formerly, he began his study at SDI
Al-Falah 1 Pg at Sukabumi Selatan Kebon Jeruk, West Jakarta.
After that, he continued in Junior high School Al-Islamiyah.
Then, he continued Senior high school in boarding school
Daar- el Qolam Gintung Jayanti Tangerang only for two years.
And he finished 1 year in Senior High School Al-Islamiyah.
When he was at the school, he was active in many extracurricular such as Scout and
OSIS. He was also the chief of OSIS period 2007-2008. While, when he was a student of
English Education Department of “Syarif Hidayatullah” State Islamic University Jakarta, he
actived in teaching for private and also the staff of library in the school.
His motto is “Be confident so you can do your best”. He believes that self-confidence is the
power of everything. So that, everyone who has big self-confidence can do his or her best.
HIDAYATULLOH