THE EFFECTIVENES OF USING INDUCTIVE TECHNIQUE IN TEACHING...

THE EFFECTIVENES OF USING INDUCTIVE TECHNIQUE IN TEACHING DEGREES OF

COMPARISON

(A Quasi – Experimental Study at the Eighth Grade Students of SMP IT Cordova)

By

Alfiah Nur Fauziah

1110014000072

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2017

Scanned by CamScanner



iv

ABSTRACT

Alfiah Nur Fauziah, 1110014000072. The Effectiveness of Using InductiveTechnique in Teaching Degrees of Comparison; A Quasi –

ExperimentalStudy at The Eighth Grade Students of SMP IT Cordova. ‘Skripsi’ of English Education at Faculty of Tarbiyah Ana Teachers’ Training of State Islamic University Syarif Hidayatullah Jakarta, 2016.

Keywords: Inductive Technique, Grammar, Degrees of Comparison

The aim of the study was to find out the numerical evidence about the effectiveness of using inductive technique in teaching degrees of comparison at the eighth grade students of SMP IT Cordova. The method and the design used were quantitative method and quasi – experimental design. It used total populationsampling and some instruments written in multiple choice form. Each of test consisted of 25 questions. The result of this study showed that tvalue was 2.47. Thettable is 1.684 with the degree of freedom was 58. It indicated that tvalue was higher than ttable or 2.47 ≥ 1.684. As a result, the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. Hence, it was inferred that there was significant difference between students’ comparison degrees taught by inductive technique and vice versa. In conclusion, inductive technique is effective in teaching degrees of comparison.

v

ABSTRAK

Alfiah Nur Fauziah, 1110014000072. The Effectiveness of Using InductiveTechnique in Teaching Degrees of Comparison; A Quasi –

ExperimentalStudy at The Eighth Grade Students of SMP IT Cordova. ‘Skripsi’ of English Education at Faculty of Tarbiyah Ana Teachers’ Training of State Islamic University Syarif Hidayatullah Jakarta, 2016.

Kata Kunci: Inductive Technique, Grammar, Degrees of Comparison

Tujuan penelitian ini adalah untuk menemukan bukti secara numerik tentang keefektifan penggunaan tekhnik induktif dalam pengajaran degrees of comparison kepada SMP IT Cordova kelas 8. Metode dan disain yang dipakai adalah metode kuantitatif dan disain quasi – experimental. Penelitian ini menggunakan jenuh sampling dan instrument yang digunakan adalah dalam bentuk pertanyaan pilihan ganda. Masing – masing instrumen terdiri dari 25 pertanyaan. Hasil penelitian menunjukkan bahwa nilai tvalue adalah 2.47 dengan nilai ttable adalah 1.684 dan derajat kebebasan adalah 58. Dapat disimpulkan bahwa nilai tvalue lebih besar daripada ttable atau 2.47 ≥ 1.684. Dengan demikian, kesimpulannya adalah ada perbedaan yang signifikan antara para siswa yang diajarkan degrees of comparison dengan menggunakan tekhnik induktif dengan para siswa yang sebaliknya.

vi

ACKNOWLEDGEMENT

All praises be to Allah, the Lord of the worlds. Thanks to Allah, the writer

has accomplished her skripsi finally. Peace and Blessings from Allah be upon to

Allah’s Messenger, Prophet Muhammad SAW, his family, companions, and

followers who are loyal to him.

Alhamdulillah, finally the writer has finished her skripsi entitled The

Effectiveness of Using Inductive Technique in Teaching Degrees of Comparison.

The primary objective of writing this skripsi is to complete a partial fulfillment for

Degree of Sarjana (S1) in the Faculty of Tarbiyah and Teachers’ Training.

First of all, the writer would express her warm gratitude to her parents, Mr.

Ali Achmadi and Mrs. Siti Samini for supporting her as long as her studies in

English Education Department. The great gratitude is dedicated to her advisors,

Ismalianing Eviyuliwati, M.Hum. and Yenny Rahmawati, M.Ed., who always

give their valuable helps, guidance, corrections, and suggestions to complete this

skripsi.

Her gratitude also goes to the following people who have assisted her very

kindly. They are:

1. All lecturers at English Education Department for their knowledge,

motivation, and patience, during her study at UIN Syarif Hidayatullah Jakarta,

2. Drs. Alex, M.Pd., the head of English Education Department,

3. Prof. Dr. Ahmad Thib Raya, the Dean of Faculty of Educational Sciences,

4. Laili Syahra, S.Pd., the headmaster of SMP IT Cordova , and Ahmad Fauzi,

S.Pd., the English teacher who has given the writer help and permission to do

the research at their school. Also, all of the eighth grade students of SMP IT

Cordova for their participation.

vii

5. Almarhum Mr. Aryo, the writer’s beloved husband who gave his affection,

patience, and support to her to complete this skripsi, and

6. All of her friends in English Education Department academic year 2010.

Jakarta, September 14th, 2016

The writer

viii

TABLE OF CONTENTS

CERTIFICATION OF ORIGINALITY............................................. i

APPROVAL .......................................................................................... ii

ENDORSEMENT SHEET ................................................................... ii

ABSTRACT .......................................................................................... iv

ABSTRAK .............................................................................................. v

ACKNOWLEDGMENTS ................................................................... vi

TABLE OF CONTENTS ..................................................................... viii

CHAPTER I: INTRODUCTION

A. Background of the Study........................................................1

B. Identification of the Problem..................................................4

C. Limitation of the Study........................................................... 4

D. Formulation of the Problem ...................................................5

E. Purpose of the Study............................................................... 5

F. Significances of the Study......................................................5

CHAPTER II: THEORETICAL FRAMEWORK

A. Degrees of Comparison .........................................................6

1. Definitions of Degrees of Comparison.............................6

2. Types and Usage of Degrees of Comparison ...................7

3. Forms of Degrees of Comparison ....................................9

B. Inductive Technique ..............................................................12

1. Definitions of Inductive Technique ..................................12

2. Procedures of Inductive Technique...................................14

3. Advantages and Disadvantages of Inductive Technique ..16

C. Previous Studies .....................................................................17

D. Hypotheses of the Study.........................................................19

ix

CHAPTER III: RESEARCH METHODOLOGY

A. Place and Time of the Study................................................... 20

B. Method and Design of the Study............................................20

1. Observation .......................................................................20

2. Teaching............................................................................21

3. Tests ..................................................................................21

4. Analysis.............................................................................21

C. Population and Sample...........................................................22

D. Instrument of the Study ..........................................................22

E. Data Collection.......................................................................23

F. Data Analysis .........................................................................24

G. Statistical Hypothesis of the Study.........................................28

CHAPTER IV: RESEARCH FINDING

A. Data Description.................................................................... 29

B. Data Analysis ........................................................................32

C. Data Interpretation.................................................................42

CHAPTER V: Conclusion

A. Conclusion ............................................................................45

B. Suggestion ..............................................................................45

BIBLIOGRAPHY ...............................................................................................46

APPENDIXES .....................................................................................................47

1

CHAPTER I

INTRODUCTION

A. Background of the Study

English is learnt by many Indonesian learners because it is a compulsory

subject in many schools. Based on 2006 Curriculum, the general goal of

English study of second year of Junior High School is to develop

communicative competence in English both oral and written forms.1

Communicative competence involves the mastery of English language skills.

They are listening, speaking, reading and writing. Learning English for

Indonesian learners is important for the development of knowledge, science,

culture, and relationship among countries. It becomes an obligation because it

has many goals stated in government regulations. They are to develop

communicative competence to achieve functional literacy and to develop

understanding about the relationship between language and culture in global

society.2 Furthermore, English is the most significant subject that people learn

in the world nowadays and it becomes the most effective tool to communicate

and interact among nations. Therefore, here are the reasons of why English is

must be taught from the first grade of the Elementary school to most of all

Indonesian learners.

Receptive and productive skills are develop in learning a language.

Understanding of listening and reading is included in receptive skills. The

language is received and decoded by the readers and the listeners to

understand the meaning and enable them to communicate with other people.

Moreover, productive skills are speaking and writing. The speakers use the

language they acquired and produce a message through speech or written text

that they want others to understand.

1 Badan Standar Nasional Pendidikan (BSNP), Standar Isi, Standar Kompetensi dan Kompetensi Dasar SMP/MTs, (Jakarta, 2006), p. 124.

2 Ibid.

2

Learning those skills is included in learning English. Those skills are

listening, speaking, reading, and writing. In addition to mastering its skills, it

is necessary to master its components. They are vocabulary, pronunciation,

spelling, and grammar.

According to Scott Thornbury, grammar is also a study of how to form

appropriate structure which deals with analysis in a language. In other words,

grammar is the description of language rules that help a writer or speaker

make appropriate use of language.”3 It is concluded that grammar is simply

the word for the rules that people follow when they use the language. Those

rules are vital to make the people communicate effectively in oral or written

communication.

Learning grammar is important because according to Guth’s statement, it

can be concluded that grammar is useful in constructing accurate sentences to

convey ideas and information comprehensively by avoiding the ambiguity and

misunderstanding.4

Grammar consists of forms and rules, as Dianne Larsen – Freeman states

that grammar is about form and one way to teach form is to give students

rules. However, grammar is about much more than form and its teaching will

be served if students are simply given rules.5 It can be inferred from the

statements above that grammar has an important role in learning English.

Therefore, it is very important for students to master grammatical rules.

The knowledge of grammar is one of the necessary factors which students

need. It happens because grammar is important even in spoken language. This

statement coheres with Richards and Renandya said in their book that people

now agreed that grammar is vital and that without having adequate knowledge

3 Scott Thornbury, How to Teach Grammar, (London: Pearson Education Limited, 1999), p. 1.

4Hans P. Guth, Concise English Handbook, (California: Wadsworth Publishing Company, Inc., 1969), p. 1.

5Dianne Larsen-Freeman, Teaching Grammar in Teaching English as a Second or Foreign Language, (USA: Heinle & Heinle, 2001), third edition, p. 251.

3

of grammar, learners’ language development will be severely out of order.6 It

means that the students must comprehend the structure of English grammar in

learning English. They have to understand how and when to use it both in

spoken and written language.

However, Indonesian learners find some difficulties in learning grammar.

The writer observed the researched school and asked the students what the

difficulties they faced in learning grammar. They consider that they feel

discomfort because they are worried about the mistakes they made. If their

mistakes were pointed out of others, they will feel worried. As the writer

observed, their English teacher always formulate the grammar rules by himself

and do not let them in formulating the grammar rules. They are just given the

rules without letting them analyze the grammar rules by themselves.

Besides, they said that when they had done the grammar exams, it was

difficult to apply the proper rules. Moreover, when learning English, they tend

to avoid grammar because they have to memorize the irregular grammar rules.

Students may know the rules but they are incapable of applying them in their

own use language.

Based on the interviews, the writer found that they also cannot compare

something or someone. In other words, they cannot compare the quality of

noun, whether it is describes about someone or something. Here, the writer

concluded that they find difficulties about degrees of comparison. It studies

comparison of one adjective to other adjective. They consider degrees of

comparison is difficult to learn because they have many forms and they also

find many exceptions that will be explained later. However, grammar is one of

the main tools to communicate in spoken and written language.

After the writer did the observation and the interview, the writer is

interested in teaching degrees of comparison by one of teaching techniques,

6 Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching: An Anthology of Current Practice, (New York: Cambridge University Press, 2008), p. 145.

4

inductive technique. This technique is usually used in direct method found by

Gouin. In this method, grammar is taught inductively. The writer take

inductive technique as the solution in learning grammar because it can

motivate the students to participate in formulating grammatical rules.

The writer wants to make a quasi-experimental study which is related to

teaching degrees of comparison by using inductive technique. Therefore, the

title of her skripsi is “The Effectiveness of Using Inductive Technique in

Teaching Degrees of Comparison (A Quasi Experimental Study at the Eighth

Grade Students of SMP IT Cordova South Tangerang)”.

B. Identification of the Problem

Based on the explanation of background of the study, some problems

identified are:

1. Students still make mistake in learning grammar.

2. Students still do not know how to compare something or someone in

English accurately.

3. Students do not know how to apply the rules into the grammar exercise

4. Students still get low score in English grammar, especially degrees of

comparison part in writing skill.

C. Limitation of the Study

To avoid misunderstanding and to clarify the study, it is necessary to make

the limitation of the study. The writer limits the study in learning degrees of

comparison in three types and it will be taught by using inductive technique at

the eighth grade students of SMP IT Cordova South Tangerang.

5

D. Formulation of the Problem

The writer formulates the research problem “is using inductive technique

effective in teaching degrees of comparison at the eighth grade students of

SMP IT Cordova?”

E. Purpose of the Study

The main purpose of the study is to find out whether the inductive

technique is effective in teaching degrees of comparison at the eighth grade

students of SMP IT Cordova or not.

F. Significances of the Study

Some elements that will get the significances of the study are:

1. For the students, it assists them to solve their problem in understanding the

degrees of comparison and help them to improve their grammar

knowledge. It also can ease them to compare something or someone in

English accurately.

2. For the teacher, it gives the alternative technique in teaching grammar

especially in degrees of comparison. This study will also help them

increase students’ ability in grammar proficiency.

3. Further researchers

For further researchers who are interested in teaching grammar at junior

high school level can get basic information from this study to do further

research. Also, they can apply inductive technique for other English

material or teach degrees of comparison by using other teaching technique.

6

CHAPTER II

THEORETICAL FRAMEWORK

A. Degrees of Comparison

1. Definitions of Degrees of Comparison

Before exploring of degrees of comparison, the writer would like to

explain what comparison is. One of the most basic and powerful of human

cognitive process is the ability to comprehend and express the fact that two things

are similar or different. Often, such similarity or difference is expressed in terms

of degree, extent, or quantity.1 Betty Schrampfer Azar said that comparison is the

method by which an adjective or adverb expresses a greeter or less degree of the

same quality.2 It is in accordance with what Marcel Danesi said in his book. He

said that the function of comparison is to indicate that something or someone has

a relatively equal, greater, or lesser, degree of some quality or feature.3 In other

words, comparison is to compare a quality of something to something else. It

means comparison is a process of comparing people, things, or places through the

level of quality, quantity, or relation.

Comparison can be used for adverb and adjective. Comparison used for

adverb is to compare the manner of verb itself meanwhile comparison used for

adjective is to compare the quality of noun itself. It describes the relational value

of an adjective or adjectival expression. Comparison of adjective is the

modification of an adjective to denote the different level of quality, quantity, or

relation. Therefore, comparison is the most important English construction which

is used to express similarities or differences of degree or extent. In this study, the

writer focused on comparison of adjective or degrees of comparison.

1 Marianne Celce-Murcia and Dianne Larsen-Freeman, The Grammar Book. An ESL / EFL Teacher’s Course. 2nd ed, (USA: Heinle and Heinle Publishers, Inc., 1999), p. 717.

2Betty Schrampfer Azar, A Reference Grammar Understanding and Using English Grammar, (New York: Pearson Education Longman, 1993), p. 91.

3Marcel Danesi, Basic American Grammar and Usage: an ESL/EFL Handbook, (New York: Barron’s Educational Series, Inc., 2006), p. 71.

7

Ed Swick explains in English Verbs and Essential Grammar for ESL

Learner that adjective can be transformed to the comparative and superlative

forms. While the comparative gives a comparison between two people or things,

the superlative gives the greatest degree of the meaning of the adjectives.4

Therefore, the degrees of comparison are divided into three types. They are

positive, comparative, and superlative degrees. Each type has different form and

usage. The forms of adjective comparison degree are not simply described. Their

forms are also divided into the forms of comparison degrees of regular adjectives

and the forms of comparison degrees of irregular adjectives that would be

discussed next.

2. Types and Usage of Degrees of Comparison

Degrees of Comparison have three types. They are positive, comparative, and

superlative degree. Actually, only the comparative and superlative show degrees.

We use comparative for comparing two things and the superlative for comparing

three or more things. In leveling these types of words, some of them change

regularly (regular comparison) and some change irregularly (irregular

comparison). Here are the types of comparison degrees with regular adjective

forms.

a. Positive Degree

Positive degree is the most basic form of the adjective. It is called as positive

because it does not relate to any superior or inferior qualities of other things.

Positive refers to the quality of one person or thing. It is used the simply adjective

form. Positive is also used to compare two nouns or verbs that are equal or almost

equal (equality).5 We can use as + adjective + as for comparing two persons or

things that have similarity of quality or quantity. For example:

1) My mother is as old as my father.

4Ed Swick, English Verbs and Essential Grammar for ESL Learner, (New York: The McGraw-Hill Companies, Inc., 2010), p.95.

5Ruth Pierson and Susan Vik, Making Sense in English, (USA: Addison-Wesley Publishing Company, 1987), p.77.

8

2) My uncle is as handsome as brother.

3) Health is as important as money.

For negative comparison, to talk about two things which is different in some way,

we use not + as + adjective + as. For example:

1) Her book is not as thick as mine.

2) My school is not as large as my house.

b. Comparative Degree

Comparative degree denotes a greater amount of a quality relative to something

else. R. W. Zandvoort and J. A. Van Ek said in their book that the comparative is

used when one object or group is compared with another and separate object or

group.6 Comparative degree is used to compare two persons, places, or things. We

can use suffix –er + than or more + adjective + than for comparing two persons

or things that have greater or less of quality or quantity. For example:

1) I am taller than you.

2) Rosita is slimmer than you.

3) Tom Cruise is more handsome than Aamir Khan.

4) Raisa Andriana is more beautiful than Suriyatmi.

c. Superlative Degree

Superlative Degree is used to stress the highest degree of quality for more than

two objects compared. It is the highest degree or the lowest degree of quality

when more than two persons or things are compared. The superlative degree is

used to compare one member of a group with the whole group (including that

6R. W. Zandvoort and J. A. Van Ek, A Handbook of English Grammar, (London: Longman Group Limited, 1980), p. 188.

9

member).7 We can use affixes the + –est + noun to denote that it is the highest

degree of quality. For example:

1) Farras is the tallest boy in the class.

2) Kalimantan is the biggest island in Indonesia.

3) Justin Bieber is the most handsome singer from Canada.

4) Harry Potter is the most interesting book I’ve ever read.

3. Forms of Degrees of Comparison

Degrees of comparison are compared regularly in two different ways.8

a. Regular Comparison

1) Comparison by adding –er and –est

Words that have one or two syllables are formed in comparative adjective by

adding –er (taller) and in superlative adjective by adding –est (tallest). For

instance,

Positive Comparative Superlative

Small Smaller Smallest

Thick Thicker Thickest

Cool Cooler Coolest

Low Lower Lowest

High Higher Highest

a) When the positive adjective has one syllable and ends with e, it is

added by –r for the comparative adjective and –st for the superlative

one. For instance,

7Michael Swan, Practical English Usage, (Oxford: Oxford University Press, 1980), p. 144.8James C. Fernald, English Grammar Simplified, (New York: Harper & Row Publisher,

1979) p. 66 – 67.

10


Brave Braver Bravest

Large Largest Largest

Wise Wiser Wisest

Wide Wider Widest

Simple Simpler Simplest

b) When the positive adjective is monosyllable ends with a single

consonant preceded by a single vowel, the final consonant is double

before –er for the comparative adjective and –est for the superlative

one. For instance,


Big Bigger Biggest

Thin Thinner Thinnest

Red Redder Reddest

Slim Slimmer Slimmest

c) When the positive adjective has one syllable and ends with y preceded

by a consonant, the y is changed to i before –er. For instance,


Happy Happier Happiest

Dry Drier Driest

Pretty Prettier Prettiest

2) Comparison by adding determiner more and most

a) We use more and most before adjectives if they have more than one or

two syllables. For instance,

11


Charming More Charming Most Charming

Handsome More Handsome Most Handsome

Beautiful More Beautiful Most Beautiful

Mesmerizing More Mesmerizing Most Mesmerizing

Intelligent More Intelligent Most Intelligent

Marvelous More Marvelous Most Marvelous

b) We use more and most before past participle adjective that has only

one syllable.9 For instance,


Bored More Bored Most Bored

Creased More Creased Most Creased

Pleased More Pleased Most Pleased

Worn More Worn Most Worn

b. Irregular Comparison

Here are list of irregular comparative and superlative forms:


Good Better Worse

Bad Worse Worst

Little Less Least

Many / Much More Most

Far Farther / Further Farthest / Furthest

Old Older / Elder Oldest / Eldest

Late Later Latest / Last

9Martin Hewings, Advanced Grammar in Use, Second Edition, (Cambridge: Cambridge University Press, 2005), p.144.

12

B. Inductive Technique

1. Definitions of Inductive Technique

Experts believe in some teaching techniques used in teaching and

learning English such as dictation, guided repetition, drilling, problem

solving, and so forth. Each method has its own technique and strategy

which depends on method used by the teachers. One of some known

techniques is induction which is known as inductive technique. This

technique is mostly used in direct method.10

Induction is a process of reasoning moving from specific

observations to broader generalizations and theories.11 In other words,

inductive technique is logical reasoning process that obtains or discovers

general laws from particular facts or examples. It is a process of explaining

something which is started by presenting the examples and ended by

theories or grammar rules. It is also called bottom-up approach.12

Inductive technique is one of many techniques that can be applied

in classroom. It can ease the teacher in explaining the material and its

examples. In an inductive technique, the teacher first gives the students

examples of the grammatical structure to be learned. After the examples

have been practiced, the students are guided in forming a generalization

about grammatical principle they have been working with.

There are some arguments about the meaning of inductive

technique. According to Thornbury, inductive technique is generalizing

the rule discovered by students.13 The one who is generalizing the formula

or the rule is student, without teacher’s help. His argument shows that

students are expected to increase their autonomy. But, Moutone stated that

10 Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching, (Cambridge: Cambridge University Press, 1992), p. 10.

11 S.M. Aqil Burney, Inductive and Deductive Research Approach, (Pakistan: Karachi University, 2008). p. 5.

12 George J. Posner, Analyzing the Curriculum, (United States: McGraw – Hill, 2004).,p. 170.


13

by using inductive technique, teachers give the example of the patterns and

guide students to identify the concept rule of the patterns. Also, Allen and

Valette added, after giving the examples at the first presentation, the

students practice the form in sentences and they are guided to generalize

the grammatical point in structure that the teacher had given.14

In inductive technique, the teacher gives students the material and

lets students draw their own conclusions from the material. The students

notice how the concept is used and figure out and then verbalize the rule.

The inductive technique to teaching is not glorification of learning

specific answer as opposed to learning general principles.15 It means that

the inductive technique starts the learning process with the interest and

challenges of people and moves toward an understanding of general

principles that may provide a basis for solving other problems in similar

circumstances.

When taught inductively, the students observe a number of specific

instances and they infer a general principle or concept. In the case of

pedagogical grammar, inductive technique suggests that a teacher teaches

grammar starting with presenting some examples of sentences. In this

sense, learners understand grammatical rules from the examples. The

presentation of grammatical rules can be spoken or written.

Inductive technique makes use of student “noticing”. Instead of

explaining a given concept and following this explanation with examples,

the teacher presents with many examples showing how the concept is

used. The intent is for students to “notice”, by way of the examples, how

the concept works. 16

The more interesting an activity of inductive technique is, the

easier to get students’ focusing and involving in the lesson. The inductive

14 Edward David Allen and Rebecca M. Valetta, Classroom Techniques; Foreign Languages and English as a Second Language, (New York: Harcourt Brace Jovanovich, Inc., 1977). p. 90.

15 Ernest W. Anderson, An Approach to Effective Teaching, Journal of Extension, pp. 9.16http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/inductivedeductiv

e.html.

http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/inductivedeductive.html


14

technique is also effective for developing perceptual and observational

skills. Students not only learn content but they also learn how to analyze

the grammar rules.

It can be concluded that using inductive technique in teaching

grammar either teacher states the rule to the students or students identify

the rule by themselves.

2. Procedures of Inductive Technique

Inductive presentation of grammar follows some general patterns.

They are presentation of examples, oral or written practice, and

generalization or rule that grows out of the previous activity.17

a. Presentation of Examples

In this step, teacher presents many examples of each type of degrees of

comparison also some examples obtained with the help of students.

Teacher give examples:

ÿ Her wallet is as beautiful as my bag.

ÿ My picture book is as thick as her comic book.

ÿ James is fatter than Paul.

ÿ Ani is more beautiful than Sinta.

ÿ Paul is the thinnest man.

ÿ Andi Arsyil Rahman is the most handsome actor in

Indonesia.

Teacher ask students to make other examples and must remind them if

they make mistakes. Probably, they will say:

ÿ I am beautiful you. (false)‡ I am as beautiful as you.

(true)


15

ÿ My sister is thin me. (false) ‡ My sister is as thin as me.

(true)

ÿ Mr. Halim is thin Miss. Ainul. (false) ‡ Mr. Halim is

thinner Miss. Ainul. (still false) ‡ Mr. Halim is thinner

than Miss. Ainul. (true)

ÿ Rizky is handsome Acong. (false) ‡ Rizky is more

handsome than Acong. (true)

ÿ Miss. Ria is kind teacher. (false) ‡ Miss. Ria is kindest

teacher. (still false) ‡ Miss Ria is the kindest teacher.

(true)

ÿ I am beautiful student. (false) ‡ I am the most beautiful

student. (true)

In this step, teacher and students work together to make examples. If

students are mistaken in making some examples, the teacher must

remind them to see the examples once more time. The teacher is not

allowed to tell the pattern of degrees of comparison. She or he must

force them to think critically.

b. Oral or written practice

In this step, teacher ask students to read the examples aloud and also

they are asked to make other examples in oral practice. For instance:

T : (Teacher point one student) Make an example of positive degree!

S : He is as handsome as my father.

T : (Teacher point another student) Ahmad, make an example of

comparative adjective!

S : I am smarter than you.

T : Excellent for you Ahmad and Baihaqie! Thank you for your

answers.

16

After asking some students to make some similar examples, teacher

ask the students to do the written practice to deepen their

understanding of degrees of comparison. They are asked to do the

written practice as well as they can. This step is aimed to know how far

they understand degrees of comparison. If they still make mistake in

written practice, it can be solved in the next step through

generalization.

c. Generalization

After the examples presented and practices done, the teacher and the

students decide some common formula or principle by mutual

discussion. Before the teacher elaborate the formula, she or he may ask

the students’ opinion first although every student has his or her own

opinion. The questions will be like:

ÿ T : How is the formula of positive degree? Anyone knows?

ÿ S1 : Adding as and as before and after adjective, Sir.

ÿ T : Anyone else?

ÿ S2 : Subject + as + adjective + as + complement, Sir!

ÿ T : Anyone else?

ÿ S3 : Subject + be + as + adjective + as + complement, Sir!

Such these questions can be asked to the students for the remaining

types of degrees of comparison. In this step, students are forced to

construct their own opinion about how to elaborate the formula of

degrees of comparison. Not only the teacher will elaborate the formula

or the principle by himself or herself but also the students will

participate in elaborating the formula.

3. Advantages and Disadvantages of Inductive Technique

Advantages Disadvantages

Learners are trained to be familiar The technique is time and energy-

17

with the rule discovery; this could

enhance learning autonomy and

self-reliance

consuming as it leads learners to

have the appropriate concept of

the rule.

Learners’ greater degree of

cognitive depth is “exploited”.

The concepts given implicitly

may lead the learners to have the

wrong concepts of the rule taught.

The learners are more active in

the learning process, rather than

being simply passive recipients. In

this activity, they will be

motivated.

The technique can place emphasis

on teachers in planning a lesson.

The technique involves learners’

pattern-recognition and problem

solving abilities in which

particular learners are interested

in this challenge.

It encourages the teacher to

design the material taught

carefully and systematically.

If the problem-solving activity is

done collaboratively, learners get

an opportunity for extra language

practice.

The technique may frustrate the

learners with their personal

learning style or their past

learning experience (or both)

would prefer simply to be told the

rule.

C. Previous Studies

This study is related to other study conducted by Afriani18 with her

skripsi entitled The Effectiveness of Teaching Degrees of Comparison

through Picture conducted in 2012. Her skripsi was conducted at SMP Al-

Hasra. It is conducted to find out the empirical evidence whether there is

18 Dia Eliza Afriani, “The Effectiveness of Teaching Degrees of Comparison through Pictures”, Skripsi at UIN Syarif Hidayatullah, Jakarta, 2012, unpublished.

18

any significant differences between students’ achievement in learning the

degrees of comparison through pictures or not. She used experimental

method and the result showed that the t-observation (to = 3.33) was higher

than t-table (tt = 2.05). It concluded that there is a significant difference

between students’ achievement in learning degrees of comparison through

picture.

The second study is conducted by Fuadah19 with the title The

Comparative Study of Using Deductive and Inductive Techniques in

Teaching the Present Continuous Tense (A Case Study in Mts. Syafi’iyah

Pulorejo Ngoro Jombang East Java). It was conducted in 2007. She

conducted this study to find out whether there is a significant difference

between teaching present continuous tense deductively and inductively.

The population of the study was 60 students and she used random

sampling system. Therefore, she only took 40 students for both of

experimental and controlled classes. The result of this study showed that to

was lower than tt in significant level 5% (2.02) and significant level 1%

(2.71) where to was 1.73. It is concluded that the use of inductive and

deductive technique and in teaching present continuous tense do not have

any significant difference to students’ achievement in learning present

continuous tense.

The last study related to this study is The Application of Cooperative

Learning in Teaching Degrees of Comparison (An Experimental Study of Second

Year Students at MTS Attaqwa 02 Bekasi) conducted by Salwa20. The purpose

of her study is to know the effectiveness of cooperative learning in

teaching degrees of comparison. It took the same material as Afriani took

but she used other teaching technique. In this study, Salwa used total-

population sampling. It means she used all of the population as the sample

in her study. In this study, she found that the mean score of post-test of

19Zakiyatul Fuadah, “The Comparative Study of Using Deductive and Inductive Techniques in Teaching the Present Continuous Tense”, Skripsi at UIN Syarif Hidayatullah, Jakarta, 2007, unpublished.

20Siti Salwa, “The Application of Cooperative Learning in Teaching Degrees of Comparison”, Skripsi at UIN Syarif Hidayatullah, Jakarta, 2009, unpublished.

19

experimental class was 79.46 and the controlled class was 68.13. It was

proven that there is significant difference in students’ score between

learning degrees of comparison using cooperative learning and without

cooperative learning.

From all of the previous studies above, the writer will conduct about

teaching degrees of comparison like Salwa and Afriani did but in this study, the

writer will use different technique in teaching degrees of comparison. The writer

will teach degrees of comparison by using inductive technique like Fuadah did in

her study. The writer will teach the degrees of comparison to the eighth grade

students of SMPIT Cordova.

D. Hypotheses of the Study

In this research, the writer proposes null hypothesis (Ho) and alternative

hypothesis (Ha):

(Ho) : “There is no significant difference of students’ mastery of degrees

of comparison achievement between students who are taught by inductive

technique and students who are taught without inductive technique.

(Ha) : “There is a significant difference of students’ mastery of degrees of

comparison achievement between students who are taught by inductive


6

CHAPTER II

THEORETICAL FRAMEWORK

A. Degrees of Comparison

1. Definitions of Degrees of Comparison

Before exploring of degrees of comparison, the writer would like to

explain what comparison is. One of the most basic and powerful of human

cognitive process is the ability to comprehend and express the fact that two things

are similar or different. Often, such similarity or difference is expressed in terms

of degree, extent, or quantity.1 Betty Schrampfer Azar said that comparison is the

method by which an adjective or adverb expresses a greeter or less degree of the

same quality.2 It is in accordance with what Marcel Danesi said in his book. He

said that the function of comparison is to indicate that something or someone has

a relatively equal, greater, or lesser, degree of some quality or feature.3 In other

words, comparison is to compare a quality of something to something else. It

means comparison is a process of comparing people, things, or places through the

level of quality, quantity, or relation.

Comparison can be used for adverb and adjective. Comparison used for

adverb is to compare the manner of verb itself meanwhile comparison used for

adjective is to compare the quality of noun itself. It describes the relational value

of an adjective or adjectival expression. Comparison of adjective is the

modification of an adjective to denote the different level of quality, quantity, or

relation. Therefore, comparison is the most important English construction which

is used to express similarities or differences of degree or extent. In this study, the

writer focused on comparison of adjective or degrees of comparison.

1 Marianne Celce-Murcia and Dianne Larsen-Freeman, The Grammar Book. An ESL / EFL Teacher’s Course. 2nd ed, (USA: Heinle and Heinle Publishers, Inc., 1999), p. 717.

2Betty Schrampfer Azar, A Reference Grammar Understanding and Using English Grammar, (New York: Pearson Education Longman, 1993), p. 91.

3Marcel Danesi, Basic American Grammar and Usage: an ESL/EFL Handbook, (New York: Barron’s Educational Series, Inc., 2006), p. 71.

7

Ed Swick explains in English Verbs and Essential Grammar for ESL

Learner that adjective can be transformed to the comparative and superlative

forms. While the comparative gives a comparison between two people or things,

the superlative gives the greatest degree of the meaning of the adjectives.4

Therefore, the degrees of comparison are divided into three types. They are

positive, comparative, and superlative degrees. Each type has different form and

usage. The forms of adjective comparison degree are not simply described. Their

forms are also divided into the forms of comparison degrees of regular adjectives

and the forms of comparison degrees of irregular adjectives that would be

discussed next.

2. Types and Usage of Degrees of Comparison

Degrees of Comparison have three types. They are positive, comparative, and

superlative degree. Actually, only the comparative and superlative show degrees.

We use comparative for comparing two things and the superlative for comparing

three or more things. In leveling these types of words, some of them change

regularly (regular comparison) and some change irregularly (irregular

comparison). Here are the types of comparison degrees with regular adjective

forms.

a. Positive Degree

Positive degree is the most basic form of the adjective. It is called as positive

because it does not relate to any superior or inferior qualities of other things.

Positive refers to the quality of one person or thing. It is used the simply adjective

form. Positive is also used to compare two nouns or verbs that are equal or almost

equal (equality).5 We can use as + adjective + as for comparing two persons or

things that have similarity of quality or quantity. For example:

1) My mother is as old as my father.

4Ed Swick, English Verbs and Essential Grammar for ESL Learner, (New York: The McGraw-Hill Companies, Inc., 2010), p.95.

5Ruth Pierson and Susan Vik, Making Sense in English, (USA: Addison-Wesley Publishing Company, 1987), p.77.

8

2) My uncle is as handsome as brother.

3) Health is as important as money.

For negative comparison, to talk about two things which is different in some way,

we use not + as + adjective + as. For example:

1) Her book is not as thick as mine.

2) My school is not as large as my house.

b. Comparative Degree

Comparative degree denotes a greater amount of a quality relative to something

else. R. W. Zandvoort and J. A. Van Ek said in their book that the comparative is

used when one object or group is compared with another and separate object or

group.6 Comparative degree is used to compare two persons, places, or things. We

can use suffix –er + than or more + adjective + than for comparing two persons

or things that have greater or less of quality or quantity. For example:

1) I am taller than you.

2) Rosita is slimmer than you.

3) Tom Cruise is more handsome than Aamir Khan.

4) Raisa Andriana is more beautiful than Suriyatmi.

c. Superlative Degree

Superlative Degree is used to stress the highest degree of quality for more than

two objects compared. It is the highest degree or the lowest degree of quality

when more than two persons or things are compared. The superlative degree is

used to compare one member of a group with the whole group (including that

6R. W. Zandvoort and J. A. Van Ek, A Handbook of English Grammar, (London: Longman Group Limited, 1980), p. 188.

9

member).7 We can use affixes the + –est + noun to denote that it is the highest

degree of quality. For example:

1) Farras is the tallest boy in the class.

2) Kalimantan is the biggest island in Indonesia.

3) Justin Bieber is the most handsome singer from Canada.

4) Harry Potter is the most interesting book I’ve ever read.

3. Forms of Degrees of Comparison

Degrees of comparison are compared regularly in two different ways.8

a. Regular Comparison

1) Comparison by adding –er and –est

Words that have one or two syllables are formed in comparative adjective by

adding –er (taller) and in superlative adjective by adding –est (tallest). For

instance,


Small Smaller Smallest

Thick Thicker Thickest

Cool Cooler Coolest

Low Lower Lowest

High Higher Highest

a) When the positive adjective has one syllable and ends with e, it is

added by –r for the comparative adjective and –st for the superlative

one. For instance,

7Michael Swan, Practical English Usage, (Oxford: Oxford University Press, 1980), p. 144.8James C. Fernald, English Grammar Simplified, (New York: Harper & Row Publisher,

1979) p. 66 – 67.

10


Brave Braver Bravest

Large Largest Largest

Wise Wiser Wisest

Wide Wider Widest

Simple Simpler Simplest

b) When the positive adjective is monosyllable ends with a single

consonant preceded by a single vowel, the final consonant is double

before –er for the comparative adjective and –est for the superlative

one. For instance,


Big Bigger Biggest

Thin Thinner Thinnest

Red Redder Reddest

Slim Slimmer Slimmest

c) When the positive adjective has one syllable and ends with y preceded

by a consonant, the y is changed to i before –er. For instance,


Happy Happier Happiest

Dry Drier Driest

Pretty Prettier Prettiest

2) Comparison by adding determiner more and most

a) We use more and most before adjectives if they have more than one or

two syllables. For instance,

11


Charming More Charming Most Charming

Handsome More Handsome Most Handsome

Beautiful More Beautiful Most Beautiful

Mesmerizing More Mesmerizing Most Mesmerizing

Intelligent More Intelligent Most Intelligent

Marvelous More Marvelous Most Marvelous

b) We use more and most before past participle adjective that has only

one syllable.9 For instance,


Bored More Bored Most Bored

Creased More Creased Most Creased

Pleased More Pleased Most Pleased

Worn More Worn Most Worn

b. Irregular Comparison

Here are list of irregular comparative and superlative forms:


Good Better Worse

Bad Worse Worst

Little Less Least

Many / Much More Most

Far Farther / Further Farthest / Furthest

Old Older / Elder Oldest / Eldest

Late Later Latest / Last

9Martin Hewings, Advanced Grammar in Use, Second Edition, (Cambridge: Cambridge University Press, 2005), p.144.

12

B. Inductive Technique

1. Definitions of Inductive Technique

Experts believe in some teaching techniques used in teaching and

learning English such as dictation, guided repetition, drilling, problem

solving, and so forth. Each method has its own technique and strategy

which depends on method used by the teachers. One of some known

techniques is induction which is known as inductive technique. This

technique is mostly used in direct method.10

Induction is a process of reasoning moving from specific

observations to broader generalizations and theories.11 In other words,

inductive technique is logical reasoning process that obtains or discovers

general laws from particular facts or examples. It is a process of explaining

something which is started by presenting the examples and ended by

theories or grammar rules. It is also called bottom-up approach.12

Inductive technique is one of many techniques that can be applied

in classroom. It can ease the teacher in explaining the material and its

examples. In an inductive technique, the teacher first gives the students

examples of the grammatical structure to be learned. After the examples

have been practiced, the students are guided in forming a generalization

about grammatical principle they have been working with.

There are some arguments about the meaning of inductive

technique. According to Thornbury, inductive technique is generalizing

the rule discovered by students.13 The one who is generalizing the formula

or the rule is student, without teacher’s help. His argument shows that

students are expected to increase their autonomy. But, Moutone stated that

10 Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching, (Cambridge: Cambridge University Press, 1992), p. 10.

11 S.M. Aqil Burney, Inductive and Deductive Research Approach, (Pakistan: Karachi University, 2008). p. 5.

12 George J. Posner, Analyzing the Curriculum, (United States: McGraw – Hill, 2004).,p. 170.


13

by using inductive technique, teachers give the example of the patterns and

guide students to identify the concept rule of the patterns. Also, Allen and

Valette added, after giving the examples at the first presentation, the

students practice the form in sentences and they are guided to generalize

the grammatical point in structure that the teacher had given.14

In inductive technique, the teacher gives students the material and

lets students draw their own conclusions from the material. The students

notice how the concept is used and figure out and then verbalize the rule.

The inductive technique to teaching is not glorification of learning

specific answer as opposed to learning general principles.15 It means that

the inductive technique starts the learning process with the interest and

challenges of people and moves toward an understanding of general

principles that may provide a basis for solving other problems in similar

circumstances.

When taught inductively, the students observe a number of specific

instances and they infer a general principle or concept. In the case of

pedagogical grammar, inductive technique suggests that a teacher teaches

grammar starting with presenting some examples of sentences. In this

sense, learners understand grammatical rules from the examples. The

presentation of grammatical rules can be spoken or written.

Inductive technique makes use of student “noticing”. Instead of

explaining a given concept and following this explanation with examples,

the teacher presents with many examples showing how the concept is

used. The intent is for students to “notice”, by way of the examples, how

the concept works. 16

The more interesting an activity of inductive technique is, the

easier to get students’ focusing and involving in the lesson. The inductive


15 Ernest W. Anderson, An Approach to Effective Teaching, Journal of Extension, pp. 9.16http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/inductivedeductiv

e.html.



14

technique is also effective for developing perceptual and observational

skills. Students not only learn content but they also learn how to analyze

the grammar rules.

It can be concluded that using inductive technique in teaching

grammar either teacher states the rule to the students or students identify

the rule by themselves.

2. Procedures of Inductive Technique

Inductive presentation of grammar follows some general patterns.

They are presentation of examples, oral or written practice, and

generalization or rule that grows out of the previous activity.17

a. Presentation of Examples

In this step, teacher presents many examples of each type of degrees of

comparison also some examples obtained with the help of students.

Teacher give examples:

ÿ Her wallet is as beautiful as my bag.

ÿ My picture book is as thick as her comic book.

ÿ James is fatter than Paul.

ÿ Ani is more beautiful than Sinta.

ÿ Paul is the thinnest man.

ÿ Andi Arsyil Rahman is the most handsome actor in

Indonesia.

Teacher ask students to make other examples and must remind them if

they make mistakes. Probably, they will say:

ÿ I am beautiful you. (false)‡ I am as beautiful as you.

(true)


15

ÿ My sister is thin me. (false) ‡ My sister is as thin as me.

(true)

ÿ Mr. Halim is thin Miss. Ainul. (false) ‡ Mr. Halim is

thinner Miss. Ainul. (still false) ‡ Mr. Halim is thinner

than Miss. Ainul. (true)

ÿ Rizky is handsome Acong. (false) ‡ Rizky is more

handsome than Acong. (true)

ÿ Miss. Ria is kind teacher. (false) ‡ Miss. Ria is kindest

teacher. (still false) ‡ Miss Ria is the kindest teacher.

(true)

ÿ I am beautiful student. (false) ‡ I am the most beautiful

student. (true)

In this step, teacher and students work together to make examples. If

students are mistaken in making some examples, the teacher must

remind them to see the examples once more time. The teacher is not

allowed to tell the pattern of degrees of comparison. She or he must

force them to think critically.

b. Oral or written practice

In this step, teacher ask students to read the examples aloud and also

they are asked to make other examples in oral practice. For instance:

T : (Teacher point one student) Make an example of positive degree!

S : He is as handsome as my father.

T : (Teacher point another student) Ahmad, make an example of

comparative adjective!

S : I am smarter than you.

T : Excellent for you Ahmad and Baihaqie! Thank you for your

answers.

16

After asking some students to make some similar examples, teacher

ask the students to do the written practice to deepen their

understanding of degrees of comparison. They are asked to do the

written practice as well as they can. This step is aimed to know how far

they understand degrees of comparison. If they still make mistake in

written practice, it can be solved in the next step through

generalization.

c. Generalization

After the examples presented and practices done, the teacher and the

students decide some common formula or principle by mutual

discussion. Before the teacher elaborate the formula, she or he may ask

the students’ opinion first although every student has his or her own

opinion. The questions will be like:

ÿ T : How is the formula of positive degree? Anyone knows?

ÿ S1 : Adding as and as before and after adjective, Sir.

ÿ T : Anyone else?

ÿ S2 : Subject + as + adjective + as + complement, Sir!

ÿ T : Anyone else?

ÿ S3 : Subject + be + as + adjective + as + complement, Sir!

Such these questions can be asked to the students for the remaining

types of degrees of comparison. In this step, students are forced to

construct their own opinion about how to elaborate the formula of

degrees of comparison. Not only the teacher will elaborate the formula

or the principle by himself or herself but also the students will

participate in elaborating the formula.

3. Advantages and Disadvantages of Inductive Technique

Advantages Disadvantages

Learners are trained to be familiar The technique is time and energy-

17

with the rule discovery; this could

enhance learning autonomy and

self-reliance

consuming as it leads learners to

have the appropriate concept of

the rule.

Learners’ greater degree of

cognitive depth is “exploited”.

The concepts given implicitly

may lead the learners to have the

wrong concepts of the rule taught.

The learners are more active in

the learning process, rather than

being simply passive recipients. In

this activity, they will be

motivated.

The technique can place emphasis

on teachers in planning a lesson.

The technique involves learners’

pattern-recognition and problem

solving abilities in which

particular learners are interested

in this challenge.

It encourages the teacher to

design the material taught

carefully and systematically.

If the problem-solving activity is

done collaboratively, learners get

an opportunity for extra language

practice.

The technique may frustrate the

learners with their personal

learning style or their past

learning experience (or both)

would prefer simply to be told the

rule.

C. Previous Studies

This study is related to other study conducted by Afriani18 with her

skripsi entitled The Effectiveness of Teaching Degrees of Comparison

through Picture conducted in 2012. Her skripsi was conducted at SMP Al-

Hasra. It is conducted to find out the empirical evidence whether there is

18 Dia Eliza Afriani, “The Effectiveness of Teaching Degrees of Comparison through Pictures”, Skripsi at UIN Syarif Hidayatullah, Jakarta, 2012, unpublished.

18

any significant differences between students’ achievement in learning the

degrees of comparison through pictures or not. She used experimental

method and the result showed that the t-observation (to = 3.33) was higher

than t-table (tt = 2.05). It concluded that there is a significant difference

between students’ achievement in learning degrees of comparison through

picture.

The second study is conducted by Fuadah19 with the title The

Comparative Study of Using Deductive and Inductive Techniques in

Teaching the Present Continuous Tense (A Case Study in Mts. Syafi’iyah

Pulorejo Ngoro Jombang East Java). It was conducted in 2007. She

conducted this study to find out whether there is a significant difference

between teaching present continuous tense deductively and inductively.

The population of the study was 60 students and she used random

sampling system. Therefore, she only took 40 students for both of

experimental and controlled classes. The result of this study showed that to

was lower than tt in significant level 5% (2.02) and significant level 1%

(2.71) where to was 1.73. It is concluded that the use of inductive and

deductive technique and in teaching present continuous tense do not have

any significant difference to students’ achievement in learning present

continuous tense.

The last study related to this study is The Application of Cooperative

Learning in Teaching Degrees of Comparison (An Experimental Study of Second

Year Students at MTS Attaqwa 02 Bekasi) conducted by Salwa20. The purpose

of her study is to know the effectiveness of cooperative learning in

teaching degrees of comparison. It took the same material as Afriani took

but she used other teaching technique. In this study, Salwa used total-

population sampling. It means she used all of the population as the sample

in her study. In this study, she found that the mean score of post-test of

19Zakiyatul Fuadah, “The Comparative Study of Using Deductive and Inductive Techniques in Teaching the Present Continuous Tense”, Skripsi at UIN Syarif Hidayatullah, Jakarta, 2007, unpublished.

20Siti Salwa, “The Application of Cooperative Learning in Teaching Degrees of Comparison”, Skripsi at UIN Syarif Hidayatullah, Jakarta, 2009, unpublished.

19

experimental class was 79.46 and the controlled class was 68.13. It was

proven that there is significant difference in students’ score between

learning degrees of comparison using cooperative learning and without

cooperative learning.

From all of the previous studies above, the writer will conduct about

teaching degrees of comparison like Salwa and Afriani did but in this study, the

writer will use different technique in teaching degrees of comparison. The writer

will teach degrees of comparison by using inductive technique like Fuadah did in

her study. The writer will teach the degrees of comparison to the eighth grade

students of SMPIT Cordova.

D. Hypotheses of the Study

In this research, the writer proposes null hypothesis (Ho) and alternative

hypothesis (Ha):

(Ho) : “There is no significant difference of students’ mastery of degrees

of comparison achievement between students who are taught by inductive


(Ha) : “There is a significant difference of students’ mastery of degrees of

comparison achievement between students who are taught by inductive


20

CHAPTER III

RESEARCH METHODOLOGY

A. Place and Time of the Study

This study was conducted to the eighth grade students of SMP IT Cordova

located on Jl. Japos Raya, Pondok Jati, West Jurang Mangu, Pondok Aren,

South Tangerang. It was conducted in October - November 2015.

B. Method and Design of the Study

A quasi experimental study was used as the method in this study. It

has controlled group but it can’t control the outer variables thoroughly

which influence the implementation of experimental design. It is

developed from true experimental design. Furthermore, the design used in

this study was non – equivalent control group design because the writer

will conduct the research by dividing the students into experimental and

control group. This design is similar to pre-test post-test control group

design. Both of them has experimental and control groups but this design

used non-random sampling meanwhile pre-test post-test control group

design used random sampling. The study compared students’ achievement

in mastery of comparison degrees by using inductive technique in

experimental group and vice versa for the control group. This quasi

experimental study was divided into steps which were observation,

teaching, tests, and analysis.

1. Observation

The writer observed the researched school and asked the students what

the difficulties they faced in learning grammar. This observation was

done to know how far the differences between experimental and

control groups in this study.

21

2. Teaching

In this step, the writer gave treatment to both of experimental and

control groups with teaching. Although they were given same material,

the writer taught in different ways. The writer taught degrees of

comparison to experimental group by using inductive technique and to

control group without using inductive technique.

3. Tests

Tests were pre-test and post-test. The writer gave pre-test to both of

experimental and control groups before teaching degrees of

comparison. The objective of giving pre-test is to know the basic

knowledge which students have. After being given treatment, they also

were given post-test to know the result of their achievement in learning

degrees of comparison. Each of pre-test and post-test consisted of 25

multiple choice questions.

4. Analysis

It was the last step in this study. In this step, the writer calculated the

data obtained from students’ result of pre-test and post-test. The

objective of this step is to know students’ learning achievement in

mastery of comparison degrees of both experimental and control

groups.

Tabel 3.1 Design of the Study

Sample Pre-test Treatment Post-test

Experimental Group

(EG)

Control Group (CG)

O1

O1

XE

XC

O2

O2

The description:

O1 : Pre-test for EG

O2 : Post-test for CG

22

XE : The treatment of experimental group by using inductive technique on

students’ achievement of mastery of comparison degrees.

XC : The treatment of control group without using inductive technique on

students’ achievement of mastery of comparison degrees.

C. Population and Sample

The population of the study were the eighth grade students of SMP IT

Cordova. There were only two classes and each of class consisted of thirty

students. Thus, the total of the population was sixty students. In sampling

technique, the writer used all of the population as the sample. It is called as total

population sampling1. The writer used this sampling technique because the

population were too small. The writer decided to use class 8A and 8B for the

sample.

The writer gave pre – test to both of classes. The writer found that class 8B is

higher than 8A in pre – test scoring. Therefore, the writer decided to use 8A as the

experimental class and 8B as the control group because 8A need more

improvement in learning degrees of comparison than the control class.

D. Instrument of the Study

Instruments used in this study were pre – test and post – test. The writer gave

the same test for experimental and controlled group. Before doing pre – test, the

writer conducted validity and reliability test for some items used as pre – test. The

writer conducted the validity and reliability test to other eighth grade students in

other school.

The writer used 45 items for the validity test of pre – test and each item was 2

for correct answer and 0 for the wrong one. If the answers are correct, they will

get 90. Additionally, the writer also used 30 items for the validity test of post –

test and each item was 3 for the best answer and 0 for the wrong answer. They

1 Sugiono, Metode Penelitian Pendidikan, (Bandung: Alfabeta, 2012), p. 124.

23

will also get 90 if they answer the questions correctly. To measure the validity and

reliability, the writer used ANATES software.

A language test will be valid if it measures language skills accurately2 because

validity is vital to know how accurate the test represents students’ language skill

is. For all of researches, validity is very important to measure what they want to

measure by using instrument.

In this study, the writer used ANATES program to know the validity of the

test consisted of 75 multiple choice items. By using ANATES, the writer found 38

significant items from the validity test of pre – test and 26 significant items from

the validity test of post – test.

In addition to validity, reliability is also important. Reliability is the degree

where an assessment tool produces stable and consistent result. Similarly, Hughes

adds that to be valid a test must provide consistently accurate measurement. It

must therefore be reliable. 3 In other words, reliability is necessary in the research

to assess whether the instrument good or not and whether the students get stable

and consistent result or not after getting that instrument. To know the reliability

score, the writer used ANATES.

E. Data Collection

1. Pre-test

The pre-test was conducted to both of the groups, experimental, and

control group, in order to know students’ ability on mastery of comparison

degrees before the treatment was being given.

2. Treatment

The writer taught degrees of comparison to both of experimental and

control group. In experimental group, the writer delivered the material by

using inductive technique but not using it in control group.

2 Arthur Hughes, Testing for Language Teachers, (New York: Cambridge University

Press, 2003), p. 26.

3 Hughes, op. cit., p. 50.

24

3. Post-test

The post-test was given after the writer had gave treatment. It was used to

know whether or not the students understood the degrees of comparison.

F. Data Analysis

After the writer getting students’ scores of comparison degrees pre-test

and post-test between experimental and control classes, the writer analyzed the

data by using requirement tests before. It consisted of normality and

homogeneity test.

1. Normality test

Normality test is to determine whether the data from population spread

normally or not.4 The purpose of the normality test is to ensure the

distribution of data taken from the population had normal distribution or

not. Normality test used is the Liliefors test. The writer tested normality test

by using SPSS 18. The criteria of the testing follow:

If the value (p) > significant (α =0,05) it means that the sample

from the population, Ho was accepted and H1 was rejected (normal

distribution).

If the value (p) < significant (α =0,05) it means Ho was rejected

and H1 was accepted (not normal distribution).

2. Homogeneity test

Homogeneity test is to know whether the variance in population of

the research is homogenous or not. Homogeneity test was used to measure

the data of the population whether it is homogenous or not. The writer used

SPSS 18 in this research. The criteria of the testing are as follows:

a. If the value (p) > significant (α =0,05), H0 is accepted, it means

that sample has homogenous variance which means the students

had the same character on mastery of comparison degrees.

Moreover, if it is homogeneous, the data will be valid.

4 Budi Susetyo, Statistika untuk Analisis Data Penelitian, (Bandung: Aditama, 2010), p.

137.

25

b. If the value (p) < significant (α =0.05), H0 is rejected, it means that

sample does not have homogenous variance which means, the

students had not the same character on mastery of comparison

degrees.

3. T-test formulation

The writer analyzed the scores between experimental and control

classes. This test assumed that the data are normally distributed. The

technique of data analysis in this study was statistical analysis with t-test to

know the effectiveness of inductive technique on students’ mastery of

comparison degrees which is the significance α= 0,05. The formula is as

follows5:

� = �̅ − �̅� √� + � ��ℎ �̅ = ∑ �� ̅ = ∑ ��

� = √ � − � + � − �� + � −

Description: � � = the price of t value �̅ = average score of the experimental class �̅ = average score of the control class � = variant data of the experimental class � = variant data of the control class � = standard deviation of both classes � = the total students of the experimental class � = the total students of the control class

5 Dr. Kadir, M.Pd, Statistika untuk Penelitian Ilmu-ilmu Sosial.(Jakarta: Rosemata

Sampurna, 2010), p. 195.

26

After all of the data calculated, the last procedure is determining of

df (degree of freedom). The formula:

df = N1 + N2 - 2

The criteria of the testing are as follows:

If � � ≤ � � , H0 is accepted and Ha is rejected

If � � > � � , H0 is rejected and Ha is accepted

4. Mean

Mean or average is a sum of all scores divided by number of

scores. 6 Moreover, Charles and Dianne adds that mean is score on a test

which is commonly known as the average; that is the sum of all the

students’ scores divided by the number of students.

a. Determining mean of gained score of experimental group, the formula :

Mx =

b. Determining mean of gained score of control group, the formula :

My =

5. Range

The symbol of range is (R) and range is the difference between

lowest score and highest score. 7

The formula is follow:

Range (R) = Rmax- Rmin

6. Variance

Variance is the amount of dispersion from standard deviation. The

formula is: � = ∑� � − x∑�

6 Prof. Drs.Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo,

2012), p. 79.

7 Ibid., p. 144.

27

7. Standard Deviation

Standard deviation is the square root of variance. Standard

deviation is aimed to measure the degree of dispersion data from mean.

The formula is:

S= √∑ ��−� 2∑� or (S) = √S2

8. Effect Size

The effect size is used to know whether the differences of two

groups or the relationship between two variables are strong or weak.8

Moreover, the effect size of Cohen’s d has formula as follows:9

d = � � − � � P l a a via i

Pooled standard deviation =

(standard deviation of group 1 + standard deviation of group 2)

2

The criteria of effect size range are small, medium, or large. The

criteria are:10

Table 3.2 Criteria of Cohen’s d (Effect Size)

Effect size range Criteria

0.2 Small

0.5 Medium

0.8 Large

8Daniel Muijis, Doing Quantitative Research in Education,(London: Sage Publications,

2004), p. 139.

9Ibid, p. 136.

10

Barry H.Cohen and R. Booke Lea, Essentials of Statistics for the Social and Behavioral

Sciences, (New Jersey: John Wiley & sons, Inc.,2004), p. 125.

28

G. Statistical Hypothesis of the Study

The statistical hypotheses of the study are:

1. Ho = X1 < X2 ; If � � ≤ � � (There is no significant difference of

using inductive technique on students’ mastery of comparison

degrees).

2. Ha = X 1 > X2 ; If � � > � � (There is significant difference of

using inductive technique on students’ mastery of comparison

degrees).

29

CHAPTER IV

RESEARCH FINDING

A. Data Description

1. The Experimental Class Data

The writer obtained the data pre-test and post-test from experimental

class consisted of 30 students of the eighth grade.

Table 4.1

The Scores of Experimental Class

No Student's

Name

Pre-test Post-test Gained Score

(X1) (X2) (X)

1 Adinda 88 88 0

2 Nisa 92 88 -4

3 Dede 84 92 8

4 Zorvan 84 76 -8

5 Rafly 80 80 0

6 Omar 76 84 8

7 Restu 76 76 0

8 Zaidan 76 96 20

9 Rasyid 76 92 16

10 Steven 72 80 8

11 Khosyi 72 80 8

12 Rafi 72 76 4

13 Rifa 72 80 8

14 Haikal 68 80 12

15 Rifki 68 64 -4

16 Haydar 64 84 20

17 Tsaqif 64 80 16

18 Nabila 64 72 8

30

19 Zakky 60 80 20

20 Azizi 60 76 16

21 Imani 60 68 8

22 Fadil 60 60 0

23 Dedaza 56 76 20

24 Ramadhan 56 80 24

25 Ersya 56 80 24

26 Rinaldi 56 72 16

27 Fahimah 52 68 16

28 Nada 52 84 32

29 Abiy 52 68 16

30 Nail 52 64 12

Total score 2020 2344 324

Mean score (X) 67.3 78.13 10.8

Max score 92 96 32

Min score 52 60 -8

The table shows the results pre-test and post-test scores from

experimental class. The table shows that the mean score of pre-test is 67.3

and the mean score of post-test is 78.13. Moreover, the highest score of

pre-test is 92 meanwhile the lowest score of pre-test is 52. Then, the table

also shows that the highest score of post-test is 96 whereas the lowest

score of post-test is 60.

2. The Control Class Data

The writer obtained the data of pre-test and post-test from control class

consisted of 30 students of the eighth grade.

31

Table 4.2

The Scores of Control class

No Student's

Name

Pre-test Post-test Gained Score

(Y1) (Y2) (Y)

1 Aini 88 68 -20

2 Regita 80 80 0

3 Emilia 80 80 0

4 Nur 80 60 -20

5 Anisa 80 72 -8

6 Fifah 80 80 0

7 Nazhifah 80 56 -24

8 Rifah 76 76 0

9 Dzaky 76 72 -4

10 Lingga 76 72 -4

11 Aiman 76 76 0

12 Hikmal 72 88 16

13 Huzaifah 72 84 12

14 Tanti 72 80 8

15 Alify 72 56 -16

16 Wanda 68 68 0

17 Ana 68 68 0

18 Ani 64 88 24

19 Habib 64 56 -8

20 Hafidz 64 76 12

21 Alif 64 72 8

22 Bintang 60 84 24

23 Febrian 60 72 12

24 Wafiki 60 76 16

25 Reza 60 80 20

32

26 Faras 60 56 -4

27 Ara 60 76 16

28 Hanin 56 76 20

29 Khanza 52 60 8

30 Umais 52 60 8

Total score 2072 2168 96

Mean score (X) 69.06 72.26 3.2

Max score 88 88 24

Min score 52 56 -24

The table shows the results pre-test and post-test scores from

controlled class. The table shows that the mean score of pre-test is 69.06

and the mean score of post-test is 72.26. Moreover, the highest score of

pre-test is 88 meanwhile the lowest score of pre-test is 52. Then, the table

also shows that the highest score of post-test is 88 whereas the lowest

score of post-test is 56.

B. Data Analysis

After the writer had got student’s scores of pre – test and post – test

from both experimental and control classes, she will analyze by using t-

test formula to test the hypotheses that the writer proposed before. Before

calculating them by using t-test formula, she tested normality and

homogeneity test after she got students’ score in pre-test and post-test of

degrees of comparison by using SPSS 18.

1. Normality Test of Pre-test and Post-test

Based on Lilifors from sample (n) 30 with significance level α= 0.05

a. If the value (p) > significant (α =0.05) it means that the sample

from the population, 69.7. Ho was accepted and H1 was rejected

(normal distribution).

33

b. If the value (p) < significant (α =0.05) it means Ho was rejected

and H1 was accepted (not normal distribution)

Table 4.3 Experimental and controlled class (pre-test)

Pre-test Kolmogorov-Smirnova

Statistic Df Sig.

Experimnt Al ,138 30 ,150

Controlled ,135 30 ,170

Based on table 4.3 above, the writer compared of normality

in pre-test of experimental class was 0.150 with significant 0.05. It

concluded the result pre-test of experimental was higher than the

significant 0.05; (0.150 > 0.05). Furthermore, the normality in pre-

test of control class was 0.170 with significant 0.05. The result pre-

test of control class was higher than the significant 0.05; (0.170 >

0.05). Therefore, the data pre-test of experimental and control

classes was normal distribution.

Table 4.4 Experimental and controlled class (post-test)

Post-test Kolmogorov-Smirnova

Statistic Df Sig.

Experimnt al ,152 30 ,074

Controlled ,156 30 ,061

Based on table 4.4 above, the writer compared of normality

in post-test of experimental class was 0.074 with significant 0.05. It

concluded the result post-test of experimental was higher than the

significant 0.05; (0.074 > 0.05). Furthermore, the normality in post-

test of control class was 0.061 with significant 0.05. The result post-

test of control class was higher than the significant 0.05; (0.061 >

34

0.05). Therefore, the data post-test of experimental and control class

were normal distribution.

2. Homogeneity Test of Pre-test and Post-test

The writer tested homogeneity test after she got students’ score of

degrees of comparison in experimental and control class (Pre-test and

Post-test of degrees of comparison by using SPSS 18.)

Table 4.5 Experimental and Controlled Class (pre-test)

Levene Statistic df1 df2 Sig.

1,167 1 58 ,285

Based on table 4.5 above, the result of homogeneity test (pre-test)

of experimental and controlled class was higher than the significant

0.05; (0.285 > 0.05) it means that the data was homogenous.

Table 4.6 Experimental and Controlled Class (post-test)

Levene Statistic df1 df2 Sig.

,580 1 58 ,450

The result of homogeneity test (post-test) from the table 4.6

described for experimental and control class was higher than the

significant 0.05; (0.450 > 0.05) it means that the data were

homogenous.

3. Hypothesis Test

After the data had been proved in normality and homogeneity tests,

the writer calculated the data to test the hypotheses by using t-test

formula. This was main calculation and it is vital to this research

35

because this calculation functions as an answer for the research

problem to know whether the inductive technique is effective or not on

students’ mastery of comparison degrees.

Before the writer found the frequency distribution, she had

recapitulated the mean scores of both experimental and control classes.

Table 4.7 Brief Summary of Mean Scores

Mean Scores Experimental Control

Pre – Test 67.3 78.13

Post – Test 69.06 72.26

a. Experimental Class Frequency Distribution

Table 4.8 Frequency Distribution (Experimental Class Pre-Test)

No. Interval Fi Xi Xi2

Fixi

Fixi2

(Xi-X)2 f(Xi- X)

2

1 52-58 8 55 3025 440 193600 151.29 1210.32

2 59-65 7 62 3844 434 188356 28.1 196.7

3 66-72 6 69 4761 414 171396 2.89 17.34

4 73-79 4 76 5776 304 92416 75.69 302.76

5 80-87 3 83.5 6972.25 250.5 62750.25 262.44 787.32

6 88-94 2 91 8281 182 33124 561.69 1123.38

Total 30 2024.5 3637.82

1) Mean (X)

Mx = �

= 2024,5 = 67.48

30

2) Variance (�� = ∑� �� − x∑�

36

= 3637.82 = 121.261

30

3) Standard Deviation (S)

S= √∑ �− 2∑�

= √ . = √ . = 11.01

Table 4.9 Frequency Distribution (Experimental Class Post-Test)


Fixi

Fixi2

(Xi-X)2 f(Xi- X)

2

1 60-66 3 63 3969 189 35721

228.92 686.76

2 67-72 5 69.5 4830.25 347.5 120756.25

74.48 372.4

3 73-78 5 75.5 5700.25 377.5 142506.25

6.92 34.6

4 79-84 12 81.5 6642.25 978 956484

11.36 136.32

5 85-90 2 87.5 7656.25 175 30625

87.79 175.58

6 91-96 3 93.5 8742.25 280.5 78680.25

236.23 708.69

Total 30 2347.5

2114.35

4) Mean (X)

Mx =

= 2347,5 = 78.25

30

5) Variance (�� = ∑� �� − x∑�

= 2114.35 = 70.48

30

37


S= √∑ �− 2∑�

= √ . = √ . = 8.39

b. Control Class Frequency Distribution

Table 4.10 Frequency Distribution (Control Class Pre-Test)


Fixi

Fixi2

(Xi-X)2 f(Xi- X)

2

1 52-57 3 54.5 2970.25 163.5 26732.25 211.99 635.97

2 58-63 6 60.5 3660.25 363 131769 73.27 439.62

3 64-69 6 66.5 4422.25 399 159201 6.55 39.3

4 70-75 4 72.5 5256.25 290 84100 11.83 47.32

5 76-82 10 79 6241 790 624100 98.8 988

6 83-88 1 85.5 7310.25 85.5 7310.25 270.27 270.27

Total 30 2091

2420.48

1) Mean (X)

Mx =

= 2091 = 69.7

30

2) Variance (�� = ∑� �� − x∑�

= 2420.48 = 80.683

30


S= √∑ �− 2∑�

38

= √ . = √ . = 8.98

Table 4.11 Frequency Distribution (Control Class Post-Test)


Fixi

Fixi2

(Xi-X)2 f(Xi- X)

2

1 56-61 7 58.5 3422.25 409.5 167690.3 189.34 1325.4

2 62-67 0 64.5 4160.25 0 0 60.22 0

3 68-73 8 70.5 4970.25 564 318096 3.09 24.72

4 74-79 6 76.5 5852.25 459 210681 17.98 107.88

5 80-85 7 82.5 6806.25 577.5 333506,3 104.86 734.02

6 86-91 2 88.5 7832.25 177 31329

263.74 527.5

Total 30 2187

2719.52

4) Mean (X)

Mx =

= 2187 = 72.9

30

5) Variance (�� = ∑� �� − x∑�

= 2719.52 = 90.65

30


S= √∑ �− 2∑�

= √ . = √ . = 9.52

39

From the calculation above, here is the table of brief summary from the

calculation above.

Table 4.12 Brief Summary of the Calculation of Post-Test Data

Variable Total of

Students

(n)

Mean (X) Variance

(S2)

Standar

Deviation (S)

Experimental

Class

30 78.25 70.48 8.39

Control

Class

30 72.9 90.65 9.52

After the writer found the calculation of mean, variance, and standar

deviation score, she found the score of t-test which has the significance α= 0.05.

Here is the description of t-test calculation:

Descriptions: � = the price of t value �̅ = average score of experimental class �̅ = average score of control class � = variant data of experimental class � = variant data of control class � = standard deviation of both classes � = the total students of experimental class � = the total students of control class

� = √ � − � + � − �� + � −

= √ − . + − .+ −

40

= √ . + .

= √ .

= √ .

= 8.98 � = �̅ − �̅� √� + �

� = . − .. √ +

� = .. √

� = .. √ .

� = .. . .

� = ..

41

� = .

Based on calculating above, the result of t-test from experimental and controlled

classes is 2.47.

c. Determining the t-test significance level α= 0.05 by calculating the

degree of freedom

df = (N1 + N2) - 2

df = (30 + 30) – 2

= 60 -2

= 58

The degree of freedom (df) = 58

Those all of calculations showed us that t-count (2.47) was higher than t-table

(1.684). The writer concluded that � � > � � ; 2.47 > 1.684 or H0 is rejected

and H1 is accepted. In other words, t-count was higher than t-table.

d. The Effect Size

The effect size is used to know the strong or weak of the difference of two

groups or the relationship between two variables.

Cohen’s formula :

d = � � − � � P l a a via i


(standard deviation of group 1 + standard deviation of group 2)

2


= . + .

= 8.96

42

d = . − ..

= ..

= 0,597

Therefore, the calculation of effect size was 0.597 (medium effect).

Table 4.13 the Result of Experimental and Control Class

(Post-test)

Statistic Experimental Controlled

Mean (X) 78.25 72.9

Variance (S2) 70.48 90.65

S gab 8.98

t – value 2.47

t – table 1.684

Effect Size 0.597

The table shows the statistic calculation of the research. The mean

score of experimental class is 78.25 and the mean score of control class is

72.9. The variance score for experimental class is 70.48 and for control

class is 90.65. Additionally the standard deviation for both classes is 8.98.

Then, the result of t-value is 2.47. It is higher than t-table, 1.684.

Moreover, the effect size is 0.597. It is indicated as medium effect.

C. Data Interpretation

After calculating the data, the writer found her hypothesis. Based

on the calculation, the hypothesis test states:

a. If � � ≤ � � , it means that H0 is accepted and Ha is

rejected.

b. If � � > � � , it means that H0 is rejected and Ha is

accepted.

43

As the result of the writer’s calculation, the writer gained the tvalue

was 2.47 while ttable was 1.684. Moreover, it concluded that tvalue (2.07) >

ttable (1.684) or H0 is rejected and Ha is accepted. Therefore, there was a

significant effect of using inductive technique on students’ mastery of

comparison degrees.

On the other hands, after the writer found the result of t-test which

proved a significant effect of using inductive technique on students’

mastery in degrees of comparison, the writer used Statistic Calculators The

Effect Size (Cohen’s d) Calculator for a Student t-Test to know how large

the effect of inductive technique applied in the learning process of

comparison degrees in the class is. The result of the effect size (Cohen’s d)

was 0.597 and as stated in table 3.2 on chapter three that was medium

effect. Therefore, inductive technique has medium effect size in the class

on students’ mastery of comparison degrees.

Both of those classes from pre-test and post-test scores got

normality and homogeneity data which the value (p) < significant (α

=0.05). The gained hypothesis test using t-test with significant 0.05

showed that tvalue (2.47) > ttable (1.684). It concluded there was a significant

effect using inductive technique as a treatment in the experimental class on

students’ mastery in degrees of comparison. Furthermore, based on the

effect size range of Cohen that found a medium effect by using inductive

technique on students’ mastery in degrees of comparison was 0.597.

Degrees of comparison are part of grammar that should be learnt. It

tells about comparison between adjective or even adverb sometimes. The

students feel confused to learn it because it has many parts and rules.

Inductive technique treatment in the experimental class gave a chance to

the students to be familiar with some examples meaningful in their life.

The result of the post-test showed that there was a significant

difference between experimental and control class. The experimental class

44

students got higher score than control class students because the

experimental class were taught by using inductive technique but the

control class were taught without using inductive technique.

The result above is related to the previous study conducted by

Zakiyatul Fuadah with the title “The Comparative Study of Using

Deductive and Inductive Techniques in Teaching The Present Continous

Tense” (A Case Study in Mts. Syafi’iyah Pulorejo Ngoro Jombang East

Java). Although the study found that inductive technique cannot improve

the students’ present continuous mastery but in this study, inductive

technique was effective in teaching degrees of comparison.

As the conclusion, the description stated in this chapter told us that

the calculation scores of post-test in experimental class given treatment of

inductive technique had higher scores than control class taught without

inductive technique. Therefore, there was a significant effect on students’

achievement in mastery degrees of comparison by using inductive

technique.

45

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the findings of the research, the result of the statistical

hypothesis on significance level α=0.05 showed that tvalue was higher than

ttable (2.47 >1.68), thus the H0 (Null hypothesis) was rejected and Ha

(Alternative hypothesis) was accepted. Besides, the main effect size used in

this research is to know the strength of inductive technique as a treatment on

students’ mastery in the degrees of comparison by statistical calculators The

Effect Size (Cohen’s d) Calculator for a Student t-Test. Based on the

calculation, it was found 0.597. As stated in the category of table, it means

medium effect. Therefore, inductive technique is effective in teaching degrees

of comparison at the eighth grade students of SMP IT Cordova.

B. Suggestion

Based on the result of the study, the writer gives suggestions as follows:

a. English teachers should improve their knowledge of English language

method and technique in teaching and should be creative and confident in

the teaching and learning process.

b. For other researchers, the result of this study can be used as reference or

basic information to do the further research and this technique can be

applied in their classroom for other grammar material or this material can

be applied by using other teaching technique.

46

BIBLIOGRAPHY

Allen, Edward David, and Valette, Rebecca M., Classroom Techniques: Foreign Languages and English as a Second Language, New York: Harcourt Brace Jovanovich, Inc., 1983.

Badan Standar Nasional Pendidikan, Standar Kompetensi dan Kompetensi Dasar, Jakarta: Departemen Pendidikan Nasional, 2006.

Cohen, Barry H., and Lea, R. Brooke, Essentials of Statistics for the Social and Behavioral Sciences, New York: John Wiley and Sons, Inc., 2004.

Danesi, Marcel, Basic American Grammar and Usage, New York: Barrons Educational Series, 2006.

Fernald, James C., English Grammar Simplified, New York: Funk and Wagnalls Company, Inc., 1968.

Foley, Mark, and Hall, Diane, Advanced Learners’ Grammar, London: PearsonEducation Longman, 2008.

Freeman, Diane Larsen, Teaching Grammar in Teaching English as a Second or Foreign Language, Oxford: Oxford University Press, 2011.

Guth, Hans P., Concise English Handbook, California: Wadsworth PublishingCompany, Inc., 1969.

Hughes, Arthur, Testing for Language Teachers, Cambridge: Cambridge University Press, 2003.

Kadir, Statistika untuk Penelitian Ilmu – Ilmu Sosial, Jakarta: Rosemata Sampurna, 2010.

Mubin, Helmy Abd., A Communicative Grammar of English for Pesantren in Indonesia, Jakarta: Daarur Rahman Press, 2010.

Muijs, Daniel, Doing Quantitative Research in Education with SPSS, California: Sage Publications, 2004.

Posner, George J., Analyzing the Curriculum, New York: McGraw-Hill Companies, 2004.

Richards, Jack C., and Renandya, Willy A., An Anthology of Current Practice, Cambridge: Cambridge University Press, 2002.

47

Richards, Jack C., and Theodore S. Rodgers, Approaches and Methods inLanguage Teaching, Cambridge: Cambridge University Press, 1992

Rozakis, Laurie, English Grammar for the Utterly Confused, New York: McGraw- Hill Companies, 2008.

Sudijono, Anas, Pengantar Statistik Pendidikan, Jakarta: Rajawali Press, 2009.

Sugiono, Metode Penelitian Pendidikan, Bandung: Alfabeta, 2012.

Susetyo, Budi, Statistika untuk Analisis Data Penelitian, Bandung: Refika Aditama, 2010.

Thornbury, Scott, How to Teach Grammar, London: Pearson Education Longman, 1999.


49

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP 1 – Experimental Class)

SMP/MTS : SMP IT Cordova

Kelas/Semester : VIII A / 1

Jenis Kelas : Kelas Experimental

Standar Kompetensi : 2. Memahami makna dalam teks lisan fungsional dan monolog

pendek sederhana berbentuk descriptive dan recount untuk

berinteraksi dengan lingkungan sekitar

Kompetensi Dasar : 2.2 Merespon makna yang terdapat dalam monolog pendek

sederhana secara akurat, lancar, dan berterima untuk berinteraksi

dengan lingkungan sekitar dalam teks berbentuk descriptive dan

recount

Jenis teks : Monologue (descriptive)

Tema : Beloved Parents

Aspek/Skill : Menulis

Alokasi Waktu : 2 x 40 menit

1. Tujuan Pembelajaran

Pada akhir pembelajaran, siswa dapat:

a. Memahami teks deskriptif secara komprehensif

b. Mengidentifikasi kata sifat (adjective) dalam teks deskriptif

c. Memahami struktur dan penggunaan positive degree di dalam adjective

2. Materi Pembelajaran

a. Teks deskriptif

Beautiful Presents

My father bought me a new beautiful bag today. The bag is big and blue. It has

a pencil case and tumbler in it. He also bought a new beautiful wallet for my sister.

The wallet is pink with a picture of Doraemon on it. Her wallet is as beautiful as my

bag. Moreover, not only my father, but also my mother gave me a picture book and

comic book for my sister. The picture book has 50 pages and the comic book also has

50 pages. My picture book is as thick as her comic book. We are really happy today

because our mother is as kind as our mother. They really love us.

b. Grammar Material of Positive Degree

Positive Degree digunakan untuk menunjukkan 2 benda yang bersifat sama

atau benda tersebut memiliki kesamaan.

50

Dalam hal ini, kita menggunakan “as” sebelum dan sesudah adjective (as . . . .

as). Contoh:

Her wallet is as beautiful as my bag.

My picture book is as thick as her comic book.

Our mother is as kind as our father.

c. Grammar Exercise

Fill in the missing words with the appropriate positive degree forms!

1. My ruler is 35 cm in length and Andi’s ruler is also 35 cm in length. It means my ruler is . . . his ruler. (long)

2. We have to be careful of some animals such as tiger and lion because lion is . . .

tiger. (wild)

3. English dictionary is 2 kg meanwhile my bag is also 2 kg in weight. My bag is . . .

the English dictionary. (heavy)

4. Razor and knife are used to cut. Razor is to cut hair mustache or beard whereas

knife is used to cut something or as a weapon. Razor is . . . knife. (sharp)

5. Money is important for our needs and health is also important for our life.

Therefore, health is . . . money. (important)

3. Tekhnik Pembelajaran: inductive technique

4. Langkah-langkah Kegiatan

A. Kegiatan Pendahuluan

Mengucapkan salam dengan ramah kepada siswa.

Mengkondisikan kelas (mempersiapkan para siswa untuk mengikuti pembelajaran

yang akan dilakukan dengan meminta para siswa untuk duduk dengan rapi).

Warming-up activity: mention your favorite teacher and describe him! The winner

is who described clearly.

Tanya jawab tentang benda yang mereka sukai

Menjelaskan pentingnya materi yang akan dipelajari berikut kompetensi yang

harus dikuasai siswa

B. Kegiatan Inti

Memberikan contoh berupa teks deskriptif

Meminta para siswa untuk membaca teks tersebut

Melakukan tanya jawab tentang isi materi teks dan beberapa kata sifat dari teks

tersebut.

Menjelaskan kepada siswa beberapa contoh kalimat yang terdapat degrees of

comparison.

Guru memberikan contoh lain tentang degrees of comparison.

51

Para siswa menganalisa bersama tentang rumus penggunaan degrees of

comparison.

Para siswa memberikan hasil analisa mereka tentang penggunaan degrees of

comparison kepada guru.

Guru memeriksa kembali hasil analisa terhadap rumus tersebut dan

memaparkannya kepada para siswa.

Meminta para siswa untuk mengerjakan latihan tentang degrees of comparison

yang telah disediakan.

C. Kegiatan Penutup

Memberikan kesimpulan akan pelajaran hari ini.

Memberikan kesempatan kepada siswa untuk bertanya sebelum KBM berakhir.

Menutup pertemuan dengan salam.

5. Sumber belajar

a. Buku teks yang relevan (English in Focus Grade VIII)

b. Teks deskriptif yang relevan

c. Gambar-gambar yang relevan

6. Penilaian

Indikator Pencapaian

Kompetensi

Teknik

Penilaian

Bentuk

Instrumen Instrumen/ Soal

1. Mengidentifikasi

informasi/makna

yang terdapat

dalam teks

deskriptif

2. Mengidentifikasi

kata sifat

(adjective) dalam

teks deskriptif

3. Memahami struktur

dan penggunaan

positive degree di

dalam adjective

Tes lisan

Tes lisan

Tes tulis

Pertanyaan

lisan

Pertanyaan

lisan

Pertanyaan

tulis

Answer the questions orally based

on the text you listened to!

Please, mention some adjectives

based on the text you’ve read!

Fill in the missing words with the

appropriate positive degree forms!

a. Instrumen Lisan (1):

Answer the questions orally based on the text you listened to!

1) What did the Father buy for the writer and her sister?

2) How are the bag and the wallet?

3) What did the mother buy for the writer and her sister?

4) How are the picture book and the comic book?

52

5) How are their parents’ character?

b. Instrumen Lisan (2):

Please, mention some adjectives based on the text you’ve read!


53

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP 1 – Controlled Class)

SMP/MTS : SMP IT Cordova

Kelas/Semester : VIII B / 1

Jenis Kelas : Kelas Kontrol

Standar Kompetensi : 2. Memahami makna dalam teks lisan fungsional dan monolog

pendek sederhana berbentuk descriptive dan recount untuk

berinteraksi dengan lingkungan sekitar

Kompetensi Dasar : 2.2 Merespon makna yang terdapat dalam monolog pendek

sederhana secara akurat, lancar, dan berterima untuk berinteraksi

dengan lingkungan sekitar dalam teks berbentuk descriptive dan

recount

Jenis teks : Monologue (descriptive)

Tema : Beloved Parents

Aspek/Skill : Menulis

Alokasi Waktu : 2 x 40 menit

1. Tujuan Pembelajaran

Pada akhir pembelajaran, siswa dapat:

a. Memahami teks deskriptif secara komprehensif

b. Mengidentifikasi kata sifat (adjective) dalam teks deskriptif

c. Memahami struktur dan penggunaan positive degree di dalam adjective

2. Materi Pembelajaran

a. Teks deskriptif

Beatiful Presents

My father bought me a new beautiful bag today. The bag is big and blue. It has

a pencil case and tumbler in it. He also bought a new beautiful wallet for my sister.

The wallet is pink with a picture of Doraemon on it. Her wallet is as beautiful as my

bag. Moreover, not only my father, but also my mother gave me a picture book and

comic book for my sister. The picture book has 50 pages and the comic book also has

50 pages. My picture book is as thick as her comic book. We are really happy today

because our mother is as kind as our mother. They really love us.

b. Grammar Material of Positive Degree

Positive Degree digunakan untuk menunjukkan 2 benda yang bersifat sama

atau benda tersebut memiliki kesamaan.

54

Dalam hal ini, kita menggunakan “as” sebelum dan sesudah adjective (as . . . .

as). Contoh:

Her wallet is as beautiful as my bag.

My picture book is as thick as her comic book.

Our mother is as kind as our father.

c. Grammar Exercise

Fill in the missing words with the appropriate positive degree forms!

1. My ruler is 35 cm in length and Andi’s ruler is also 35 cm in length. It means my ruler is . . . his ruler. (long)

2. We have to be careful of some animals such as tiger and lion because lion is . . .

tiger. (wild)

3. English dictionary is 2 kg meanwhile my bag is also 2 kg in weight. My bag is . . .

the English dictionary. (heavy)

4. Razor and knife are used to cut. Razor is to cut hair mustache or beard whereas

knife is used to cut something or as a weapon. Razor is . . . knife. (sharp)

5. Money is important for our needs and health is also important for our life.

Therefore, health is . . . money. (important)

3. Tekhnik Pembelajaran: deductive technique

4. Langkah-langkah Kegiatan

A. Kegiatan Pendahuluan

Mengucapkan salam dengan ramah kepada siswa.

Mengkondisikan kelas (mempersiapkan para siswa untuk mengikuti pembelajaran

yang akan dilakukan dengan meminta para siswa untuk duduk dengan rapi).

Warming-up activity: mention your favorite teacher and describe him! The winner

is who described clearly.

Tanya jawab tentang benda yang mereka sukai

Menjelaskan pentingnya materi yang akan dipelajari berikut kompetensi yang

harus dikuasai siswa

B. Kegiatan Inti

Menjelaskan tentang degrees of comparison

Menjelaskan tentang rumus degrees of comparison serta penggunaannya di dalam

kalimat.

Memberikan beberapa contoh degrees of comparison

Memberikan contoh berupa teks deskriptif

Meminta para siswa untuk membaca teks tersebut

55

Melakukan tanya jawab tentang isi materi teks dan meminta siswa untuk

menganalisa contoh degrees of comparison yang terdapat di dalam teks deskriptif

tersebut.

Meminta para siswa untuk mengerjakan latihan tentang degrees of comparison

yang telah disediakan.

C. Kegiatan Penutup

Memberikan kesimpulan akan pelajaran hari ini.

Memberikan kesempatan kepada siswa untuk bertanya sebelum KBM berakhir.

Menutup pertemuan dengan salam.

5. Sumber belajar

a. Buku teks yang relevan.(English in Focus Grade VIII)

b. Teks deskriptif yang relevan

c. Gambar-gambar yang relevan

6. Penilaian

Indikator Pencapaian

Kompetensi

Teknik

Penilaian

Bentuk

Instrumen Instrumen/ Soal

1. Mengidentifikasi

informasi/makna

yang terdapat

dalam teks

deskriptif

2. Mengidentifikasi

kata sifat

(adjective) dalam

teks deskriptif

3. Memahami struktur

dan penggunaan

positive degree di

dalam adjective

Tes lisan

Tes lisan

Tes tulis

Pertanyaan

lisan

Pertanyaan

lisan

Pertanyaan

tulis

Answer the questions orally based

on the text you listened to!

Please, mention some adjectives

based on the text you’ve read!

Fill in the missing words with the

appropriate positive degree forms!

a. Instrumen Lisan (1):

Answer the questions orally based on the text you listened to!

1) What did the Father buy for the writer and her sister?

2) How are the bag and the wallet?

3) What did the mother buy for the writer and her sister?

4) How are the picture book and the comic book?

5) How are the their parents’ character?

56

b. Instrumen Lisan (2):


57

PRE-TEST

Name : Class :

Choose the correct answer by crossing a, b, c, or d!

These sentences are for number 1 – 3.

Biology and History book have 50 pages. Chemistry book has 43 pages and Psychology book

has 70 pages.

1. Chemistry book is _______ than Biology book.

a. as thin as b. thinner c. the thinnest d. more thin

2. Psychology book is ______ book of all.

a. more thick b. thicker c. as thick as d. the thickest

3. History book is _______ Biology book.

a. the thinnest b. the most thick c. as thick as d. thicker

4. Alfa’s toys are lost today because she doesn’t put them away after playing them.

Unlike her brother, she is … than her brother.

a. careless b. more careless c. as careless as d. most careless

5. My father cannot bring the box and my mother also cannot bring the same box. My

mother is … my father.

a. most weak b. more weak c. weaker d. as weak as

6. Dian Peishesha was _______ singer in 1985.

a. gooder b. as good as c. the best d. better

7. TV programs are _______ than radio programs.

a. more interesting b. most interesting c. as interesting as d. interestinger

8. Slug and snail walk slowly. In other words, snail is … slug.

a. slower b. as slow as c. slowest d. slow

9. Ika talks about her family whereas Jannah also talks about her school every day.

Jannah is … Ika.

a. talkative b. more talkative c. most talkative d. as talkative as

10. Titanic is one of … movies I have ever seen.

a. as amazing as b. more amazing c. the most amazing d. amazinger

11. Tomy came to the school at 07.40 a.m. meanwhile Andri came to the school at 07.43

a.m. Their teacher considered that Andri is … Tomy.

58

a. more late b. the most late c. latest d. as late as

12. In Cinderella story, a witch is usually … than the seven dwarves.

a. as ugly as b. uglier c. ugliest d. most ugly

13. Nil river is …. river in the world.

a. long b. longer c. the longest d. more long

This picture is for number 14 – 18.

14. Paul is _______ boy among them.

a. younger b. the youngest c. more young d. the oldest

15. James is _______ than Paul.

a. older b. younger c. more old d. as young as

16. Toby is the _______ boy among them.

a. youngest b. younger c. as old as d. oldest

17. James is _______ than Toby.

a. as young as b. most young c. younger d. as old as

18. Paul is _______ than Toby.

a. heavier b. more heavy c. as heavy as d. the most heavy

19. Sinta can lift the box and Tati also can lift the same box. It means Tati is ______

Sinta.

a. the strongest b. strong c. stronger d. as strong as

59

20. Ali helps his father in the garden every Sunday and Usman helps his sister in his

bookstore every Saturday. Usman is ______ Ali.

a. diligent b. diligenter c. as diligent as d. more diligent

This table is for number 21 – 25.

Item Lists Price Lists

LED TV Rp. 2.000.000,00

Washing Machine Rp. 1.500.000,00

Air Conditioner (AC) Rp. 2.800.0000,00

Handphone Rp. 2.000.000,00

21. Based on the table, AC is _______ thing among them.

a. the cheapest b. more cheap c. expensive d. the most

expensive

22. Handphone is ______ LED TV.

a. the most cheap b. expensiver c. as expensive as d. cheaper

23. Washing machine is _______ thing among them.

a. cheaper b. the cheapest c. as expensive as d. as cheap as

24. AC is _______ than LED TV.

a. more expensive c. as cheap as

b. expensivest d. the most expensive

25. Washing machine is _______ than handphone.

a. as cheap as b. expensive c. cheaper d. the most cheap

60

POST-TEST

Name : Class :

Choose the correct answer by crossing a, b, c, or d!

1. Ali’s father died today because of accident and Umar’s sister also died because of

cancer. Umar is … Ali today.

a. sadder b. sad c. as sad as d. saddest

2. My friend asked who … girl in your class is.

a. pretty b. the prettiest c. prettier d. most pretty

3. Sinta can lift the box and Tati also can lift the same box. It means Tati is ______

Sinta.

a. the strongest b. strong c. stronger d. as strong as

4. Rendang, Indonesian food, is one of … food in the world.

a. more delicious b. delicious c. deliciouser d. most delicious

5. I can do these exercises because these exercises are … than I did before.

a. easier b. easiest c. as easy as d. most easy

6. Mount Mahameru is one of … mountain in Indonesia.

a. wonderful b. more wonderful

b. the most wonderful c. wonderfuler

7. Amazon river is … than Cisadane river.

a. dangerous b. most dangerous c. more dangerous d. dangerousest

8. The Hunger Games is one of … movies I have ever seen.

a. as amazing as b. more amazing c. the most amazing d. amazinger

9. My uncle sweeps his room and dining room every day then I find his room is always

… his dining room.

a. cleaner b. as clean as c. cleanest d. most clean

10. Razor is … knife.

a. sharper b. as sharp as c. sharpest d. most sharp

11. Aburizal Bakrie is one of … man in Indonesia.

a. the richest b. richer c. more rich d. rich

12. We understand English grammar because the explanation of English grammar

delivered by Mrs. Rosi is … the explanation of English grammar delivered by Mr.

Fauzi.

61

a. clearer b. clearest c. as clear as d. more clear

13. Travelling by car is … travelling by bus.

a. as safe as b. safer c. the safest d. more safe

14. My grandpa has never been sick for one month and my grandma has never got an ill

for four weeks. Recently, my grandma is … my grandpa.

a. as healthy as b. healthier c. healthiest d. healthy

Theses sentences are for number 15 – 18.

Ina got 85 in Biology exam meanwhile Dian got 90 for hers. Windy got only 60 for the

Biology exam whereas Dhea got 85 for hers.

15. Dian got _______ score among them.

a. higher b. lower c. the highest d. the lowest

16. Windy got _______ score among them.

a. as high as b. the lowest c. higher d. low

17. Dhea’s score is _______ Ina’s score.

a. as high as b. the most low c. more high d. lower

18. Ina’s score is _______ than Windy’s score.

a. lower b. the lowest c. higher d. more low

19. Going to Yogyakarta by an airplane is ______ than by bus.

a. the fastest b. faster c. the most fast d. more fast

20. The patient is _______ today than he was yesterday.

a. bader b. the badest c. as bad as d. worse

21. Gold is _______ than metal.

a. valuabler b. valuablest c. as valuable d. more valuable

This picture is for number 22 – 24.

22. Based on the picture, Ana is _______ girl among them.

62

a. the shortest b. the tallest c. shorter d. taller

23. Eni is _______ than Ani.

a. shorter b. as short as c. taller d. the most tall

24. Eni is _______ girl among them.

a. the most short b. the most tall c. the tallest d. the shortest

25. This exercise book is ______ than that notebook.

a. as good as b. better c. best d. gooder

Date post:	03-Jul-2020
Category:	Documents
Upload:	others
View:	0 times
Download:	0 times

THE EFFECTIVENES OF USING INDUCTIVE TECHNIQUE IN TEACHING...

Documents