AN ANALYSIS ON STUDENTS’ GRAMMATICAL ERROR IN USING

DEGREES OF COMPARISON

(A Case Study at the Second Grade of Students MTs Al-Islamiyah, Kebon Jeruk)

By

HIDAYATULLOH

108014000038

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2015

iii

ABSTRACT

Hidayatulloh. 2015. An Analysis on Students’ Grammatical Error in Using

Degrees of Comparison (A Case Study at the Second Grade Students MTs Al-

Islamiyah, Kebon Jeruk).

Advisor I : Dr. Fahriany, M.Pd.

Advisor II : Neneng Sunengsih, M.Pd.

Keywords : Error Analysis, Degrees of Comparison.

The objective of this research was to know the students’ error in types and

sources of error. The data sources of this research are 30 students of VIII A of second

grade students at MTs Al-Islamiyah, Kebon Jeruk.

The method in this research used qualitative was supported by quantitative

data. The data collection take the form of words based on statement of Bogdan.

Technique of data collecting was done by giving a test, and organizing data into

categories, and identifying patterns. The test consisted of two types: fill in the blank

and essay. This test consisted of 30 items and each number of degrees of comparison

was put in random. Besides a test, it used questionnaire sheets to know why the

students made the errors in using degrees of comparison. In this research, errors

which are analyzed about types of error and sources of error. Types of error consist of

omission, addition, misformation, and misorder. Besides that, Sources of error consist

of interlingual, intralingual, contextual learning, and communication strategies.

The result of the research are 455 total errors, from types of error there are

247 (54.28%) errors of Misformation, 89 (19.56%) errors of Omission, 87 (19.12%)

errors of Misorder and 33 (7.25%) errors of Addition. From sources of error there are

194 (42.63%) errors of Communication strategies, 96 (21.09%) errors of Interlingual,

94 (20.65%) errors of Intralingual, and 71 (15.60%) errors of Contextual learning. It

can be concluded that the most of types of errors made by students of MTs Al-

Islamiyah is misformation 54.28%, and the most of sources of error made by students

of MTs Al-Islamiyah is communication strategies 42.63%. The students’ error of

MTs Al-Islamiyah based on the result of interpretation was from misformation and

communication strategies that students do not understand in using one or more

syllable in comparative and superlative with the reasons are less of reading grammar

and low motivation.

iv

ABSTRAK

Hidayatulloh. 2015. An Analysis on Students’ Grammatical Error in Using

Degrees of Comparison.

Advisor I : Dr. Fahriany, M.Pd.

Advisor II : Neneng Sunengsih, M.Pd.

Keywords : Error Analysis, Degrees of Comparison.

Tujuan penelitian ini adalah untuk mengetahui kesalahan siswa dalam tipe dan

sumber kesalahan itu. Sumber data dalam penelitian ini adalah sebanyak 30 siswa

dari kelas VIII A MTs Al-Islamiyah, Kebon Jeruk.

Metode dalam penelitian ini menggunakan kualitatif yang didukung data

kuantitatif. Pengumpulan data mengambil pola kata-kata berdasarkan pernyataan

Bogdan. Pengumpulan data dilakukan dengan memberikan instrument berupa test,

dan mengkordinasikan data pada kategori, dan mengidentifikasikan pada pola-pola.

Adapun test yang diberikan berjumlah 30 soal dan disusun dalam dua bentuk, yaitu:

Isian singkat (fill in the blank) dan Essai (Essay). Selain test, penelitian menggunakan

kuisioner untuk mengetahui mengapa siswa membuat kesalahan dalam menggunakan

degrees of comparison. Dalam penelitian ini, kesalahan-kesalahn yang di analisis

adalah tentang types of error dan source of error. Types of error terdiri atas omission,

addition, misformation, dan misorder. Sedangkan sources of error terdiri atas

interlingual, intralingual, contextual learning, dan communication strategies.

Hasil dalam penelitian ini yaitu 455 kesalahan, Pada types of error ada 247

(54.28%) kesalahan misformation, 89 (19.56%) kesalahan omission, 87 (19.12%)

kesalahan misorder, dan 33 (7.25%) kesalahan addition. Sedangkan pada sources of

error ada 194 (42.63%) kesalahan communication strategies, 96 (21.09%) kesalahan

interlingual, 94 (20.65%) kesalahan intralingual, dan 71 (15.60%) kesalahan

contextual learning. Ini bisa disimpulkan bahwa types of error yang paling banyak

dilakukan siswa adalah misformation sebesar 54.28%, sedangkan sources of error

yang paling banyak dilakukan siswa adalah 42.63%. Kesalahan siswa-siswa MTs Al-

Islamiyah berdasarkan hasil interpretasi berasal dari misformation dan

communication strategies yang mana siswa tidak mengerti dalam penggunaan satu

atau lebih pengucapan dalam comparative dan superlative dengan alasan – alasan

kurang membaca buku grammar dan rendahnya motivasi.

v

ACKNOWLEDGEMENT

In the name of Allah, the Beneficent, the Merciful. Praise be to Allah, Lord of

the world who has blessed the writer in completing this ‘research paper’. Peace and

Blessing be upon the Prophet Muhammad SAW, his family, his companion, and his

followers.

In this opportunity, the writer would like to express his greatest honor to his

beloved family; his parents, his wife and his son who always give their support and

moral encouragement in finishing his study. Also, he would like to address his

greatest thanks to his advisors Dr. Fahriany, M.Pd. and Neneng Sunengsih, M.Pd.

who have spent her time, guidance, valuable helps, correction and suggestion during

completing this ‘research paper’.

The writer realized that without support and motivation from people around

him, he could not finish this ‘research paper’, Therefore, he would like to give his

deepest appreciation for:

1. All lecturers in Department of English Education who always give their

motivation and valuable knowledge and also unforgettable experience during

his study at State Islamic University ‘Syarif Hidayatullah’ Jakarta.

2. Drs. Syauki, M.Pd. the chairman of Department of English Education and

Zahril Anasy, M.Hum. the secretary of Department of English Education.

3. Prof, Dr. Ahmad Thib Raya, M.A. the Dean of Faculty of Tarbiyah and

Teachers Training of State Islamic University ‘Syarif Hidayatullah’ Jakarta.

4. Fadli Hz, S.Kom. The headmaster of MTs Al-Islamiyah who has allowed the

writer to do the research there.

5. Leni Masfufah, S.Pd. as the English teacher of second grade who has guided

the writer in doing the research.

6. The second grade students of VIII A of MTs Al-Islamiyah who helped the

writer by doing the test given.

vi

7. My wife and my son, Reni and Muhammad Raihan Ramadhan who supported

the writer.

Perhaps this ‘research paper’ can be useful to the readers, particularly to the

writer. Also, the writer realized that this ‘research paper’ is far from being perfect. It

is a pleasure for him to receive constructive critics and suggestion from anyone who

read his ‘research paper.’

Jakarta, 19th March 2015

The Writer

vii

TABLE OF CONTENTS

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

ABSTRACT …………………………………………….…………………......... iii

ACKNOWLEDGEMENT ……………………………..………………………. v

TABLE OF CONTENTS ………………………………..………………........... vii

LIST OF TABLES………………………………………..……………….......... xi

LIST OF APPENDICES ..................................................................................... xiii

CHAPTER I. INTRODUCTION ...................................................................... 1

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

B. Identification of the Problem ................................................. 3

C. Limitation of the Problem and Research Question ................ 3

1. Limitation of the Problem ................................................ 3

2. Research Question ............................................................ 3

D. Objectives of the Study and Significance of the Study .......... 4

1. Objective of the Study ...................................................... 4

2. Significance of the Study ................................................. 4

CHAPTER II. REVIEW OF RELATED LITERATURE ............................... 5

A. Error Analysis ........................................................................ 5

1. The definition of Error ..................................................... 5

2. Errors versus Mistakes ..................................................... 7

3. The definition of Error Analysis ...................................... 8

4. The steps of Error Analysis .............................................. 8

a. Identifying Errors ......................................................... 9

b. Describing Errors ......................................................... 9

c. Explaining Errors .......................................................... 10

d. Evaluating Errors .......................................................... 10

viii

5. The causes of Errors ......................................................... 11

a. Overgeneralization ....................................................... 11

b. Ignorance of Rule Restriction ...................................... 11

c. Incomplete Application of Rules .................................. 11

d. False Concept Hypothesized ........................................ 11

6. Sources of Errors .............................................................. 11

a. Interlingual Transfer ...................................................... 12

b. Intralingual Transfer ..................................................... 12

c. Context of Learning ...................................................... 12

d. Communication Strategies ........................................... 13

7. Types of Errors ................................................................. 13

a. Omission ....................................................................... 13

b. Addition ........................................................................ 14

c. Misinformation ............................................................. 14

d. Misorder ....................................................................... 14

B. Degrees of Comparison ................................................................. 14

1. Adjectives ................................................................................... 14

a. Definition of Adjectives ........................................................ 14

b. Kinds of Adjectives ............................................................... 15

2. Adverbs ...................................................................................... 16

a. Definition of Adverbs ............................................................ 16

a. Types of Adverbs .................................................................. 16

ix

3. Degrees of Comparison .............................................................. 16

a. Definition of Degrees of Comparison ................................... 16

b. Kinds of Usage of Degrees of Comparison ........................... 16

1. Positive .......................................................................... 17

2. Comparative .................................................................. 17

3. Superlative ..................................................................... 17

c. The form of Adjective Comparison ....................................... 17

1. Positive Form ................................................................ 18

2. Comparative Form ......................................................... 18

3. Superlative Form ........................................................... 18

d. The objectives of Degrees of Comparison ............................ 20

e. Types of Degrees of Comparison .......................................... 20

C. Previous of Related Studies ................................................... 22

CHAPTER III. RESEARCH METHODOLOGY ............................................ 24

A. Time and Location ................................................................ 24

B. Method of Study ................................................................... 24

C. Data and Data Source ........................................................... 24

D. The Technique of Data Collection ........................................ 25

1. Test ................................................................................ 25

2. Interview ........................................................................ 25

E. Instrument ............................................................................. 25

F. The Technique of Data Analysis .......................................... 26

1. Test ................................................................................ 28

2. Interview ........................................................................ 28

x

CHAPTER IV. RESEARCH FINDINGS AND INTERPRETATION ........... 29

A. Research Findings .................................................................... 29

1. Data Analysis ....................................................................... 37

B. Data Interpretation .................................................................... 43

CHAPTER V. CONCLUSIONS AND SUGGESTIONS .................................. 46

A. Conclusions .............................................................................. 46

B. Suggestions ............................................................................... 46

REFERENCES .................................................................................................... 47

APPENDIXES .................................................................................................... 49

xi

LIST OF TABLES

Page

Chart 2.1 Psycholinguistic Sources of Errors .......................................................... 10

Table 2.2 The Examples of Attributive and Predicative of Adjectives.................... 15

Table 2.3 The Examples of Postpositive and External Modifiers of Adjectives...... 15

Table 2.7 Irregular Adjectives.................................................................................. 18

Table 2.8 Irregular Adverbs...................................................................................... 19

Table 3.1 Tested Area and Test Item Distribution .................................................. 26

Table 3.2 Percentage of Errors Based on Types of Errors....................................... 27

Table 3.3 Percentage of Errors Based on Source of Errors) .................................... 27

Table 4.1 Tested Area and Test Item Distribution of Degrees of Comparison........ 29

Table 4.2 Asked Area and Question Item Distribution............................................ 30

Table 4.3 Recapitulation Based on Types of Errors................................................. 31

Table 4.4 Recapitulation Based on Source of Errors................................................ 32

Table 4.5 Recapitulation Based on Types of Errors on Comparative Degree.......... 33

Table 4.6 Recapitulation Based on Types of Errors on Superlative Degree............ 34

Table 4.7 Recapitulation Based on Source of Errors on Comparative Degree......... 35

Table 4.8 Recapitulation Based on Source of Errors on Superlative Degree........... 36

Chart 4.9 Percentage Based on Types of Errors...................................................... 37

Chart 4.10 Percentage Based on Source of Errors..................................................... 38

Chart 4.11 Percentage Based on Comparative of Types of Errors............................. 39

Chart 4.12 Percentage Based on Superlative of Types of Errors............................... 40

Chart 4.13 Percentage Based on Comparative of Source of Errors........................... 41

Chart 4.14 Percentage Based on Superlative of Source of Errors............................. 42

Table4.15 Percentage of Errors Based on the Highest to the Lowest of Types

Errors....................................................................................................... 43

xii

Chart4.16 Percentage of Errors based on the Highest to the Lowest of Types

Errors....................................................................................................... 44

Table4.17 Percentage of Errors based on the Highest to the Lowest of Sources

Errors....................................................................................................... 44

Chart4.18 Percentage of Errors based on the Highest to the Lowest of Sources

Errors....................................................................................................... 45

xiii

LIST OF APPENDICES

Page

Appendix 1. The Patterns of Degrees of Comparison .............................. 49

Appendix 2. Some Ending Adjectives of Comparison ............................ 50

Appendix 3. Test ...................................................................................... 51

Appendix 4. Answer Key ........................................................................ 53

Appendix 5. Rekapitulasi Nilai ................................................................ 54

Appendix 6. Rekapitulasi Kesalahan Siswa ............................................. 55

Appendix 7. Hasil Wawancara Siswa ..................................................... 83

Appendix 8. Hasil Wawancara Guru ....................................................... 88

Appendix 9. Surat Pengesahan proposal ................................................. 91

Appendix 10. Surat Bimbingan Skripsi ................................................... 92

Appendix 11. Surat Izin Penelitian .......................................................... 93

Appendix 12. Surat Keterangan Telah Melakukan Penelitian ................. 94

Appendix 13. Profil Sekolah ................................................................... 95

1

CHAPTER 1

INTRODUCTION

A. Background of the Study

English is a foreign language in Indonesia and becomes a compulsory

subject that must be taught officially at school. It is taught from elementary school

up to University. As the goals of teaching English in Indonesia based on the 2013

Curriculum is to enable students to get ideas from other country as globalisation

and politeness in using language. Therefore, they must learn and master four basic

skills such as listening, speaking, reading and writing.

The students not only learn about those four basic skills, but also language

components which support communication. Grammar is an important component

language. It is in line with Larsen’s argument that “Grammar is a body of

explication code in the system of language.”1 It is the basic knowledge and has

important role in learning English because it uses of the rules how words change

the forms and combine with the other words to make a good sentence by some

codes.

One of the component grammars is Degrees of Comparison. According the

2013 curriculum goal is to force the SKL (Standar Kompetensi Lulusan). Based

on the 2013 curriculum aims that “it has 9 aims such as beriman, bertakwa,

berilmu, bertanggung jawab, sehat, cakap, kreatif, mandiri and demokratis.”2 One

of the aims in the 2013 curriculum is mandiri. The students should be independent

in their future life. So, they should learn or study some material in the school. In

English material has many subjects. One of them is degrees of comparison. It is

also said that “Degrees of Comparison are used when we compare one person or

1 Nunan, David. Teaching English to Speakers of Other Languages, (Cambridge:Cambridge

University Press 2001), p. 34. 2 Departemen Pendidikan Nasional. Permendikbud Kurikulum 2013, (Jakarta:Departemen

Pendidikan Nasional, 2013).

2

one thing with another by using adjective and adverb.”3 Such as “A Mosque is

bigger than my house” (Comparative Degree) and “KPK building is the

biggest building in this street” (Superlative Degree). “Lina is more beautiful

than Dina” (Comparative degree) and “Annisa is the most beautiful girl in

Class VIII B” (Superlative degree).

But Indonesian students have difficulties in using degrees of comparison.

Based on writer’s experience that the students have some problems in using

degrees of comparison. Firstly, the students use same pattern in Comparative

degree during its Superlative degree. For example, Bolt runs faster in the

Olympic athletic (Superlative degree). In this case, the adjective “faster“ in the

sentence Bolt runs faster in the Olympic athletic should be “the fastest“.

Secondly, the students also confuse how to differentiate pattern when the

adjective is one or more syllables. For example, Sport is interestinger than

politic (three syllables). In this case, the adjective “interestinger“ in the sentence

Sport is interestinger than politic should be “more interesting“.

Thirdly, the students have problem how to differentiate pattern when the

adjective is three syllables in comparative degree or superlative degree. For

example, Annisa is the more beautiful girl in Class VIII B (Superlative degree).

In this case, the adjective “the more beautiful” in the sentence Annisa is the

more beautiful girl in Class VIII B should be “the most beautiful“.

Finally, the students still confuse that the adjective has irregular change in

comparative and superlative degree. For example, My score is gooder than Anton

(Comparative degree). In this case, the adjective “gooder“ in the sentence My

score is gooder than Anton should be “better“.

Therefore, the writer is interested in analyzing the errors related to degrees

of comparison which are made by Indonesian students, entitled “An Analysis of

Students’ Grammatical Errors In Using Degrees of Comparison” (A Case Study

at the Second Grade Of Students MTs Al-Islamiyah, Kebon Jeruk). By knowing

3 Michael Swan. Basic English Usage, (Oxford New York:Oxford University Press 1984). pp.

84—87.

3

these errors, the writer will find out some good solutions to minimize errors which

are made by the students in using degrees of comparison.

B. Identification of the Problem

Based on the background of the study above, there are some problems that

can be identified in this research.

1. the students use same pattern in Comparative degree during its Superlative

degree.

2. the students also confuse how to differentiate pattern when the adjective is

one or more syllables.

3. the students still confuse that the adjective has irregular change in

comparative and superlative degree.

They are the students’ error made by the Second Grade students of MTs Al-

Islamiyah in using degrees of comparison.

C. Limitation of the Problem and Research Question

1. Limitation of the Problem

In a research, it is important to make the scope of problem to get the

specific data. In this research, the writer limits his research to analyze the errors of

using degrees of comparison in comparative and superlative degree (one or more

syllables and irregular adjective) by the second grade students of MTs Al-

Islamiyah.

2. Research Question

The research question is made by the limitation of the problem’s students

in comparative and superlative degree by using degrees of comparison, the study

attempts:

1. What error types were made by the students of MTs Al-Islamiyah in using

degrees of comparison?

2. What are the percentages of grammatical errors made by the students of

MTs Al-Islamiyah in using degrees of comparison?

4

3. What were causes made by the students of MTs Al-Islamiyah in using

degress of comparison?

D. Objectives of the Study and Significance of the Study

1. Objectives of the Study

The objectives of the study were:

1. To know what error types were made by the students of MTs Al-Islamiyah

in using degrees of comparison.

2. To know the percentages of grammatical errors made by the students of

MTs Al-Islamiyah in using degress of comparison.

3. To know causes of errors made by students of MTs Al-Islamiyah in using

degrees of comparison.

2. Significance of the Study

This research will give useful information for students at Junior High

School, Senior High School and University, they will know some common errors

made by the students in using degrees of comparison, and they will learn more

about it. For English teachers, by knowing some common errors that are faced by

the students in using degrees of comparison, they will find out a better strategy to

teach it in order that the students can solve their errors. This research also can be

used as a reference for other researchers who are interested in doing a further

linguistic research which relates to degrees of comparison.

5

CHAPTER II

REVIEW OF RELATED LITERATURE

A. Error Analysis

Learning a foreign language cannot be separated from conducting the

errors. Error is a natural process that often happens when the students learn a new

language because language learning is actually a process of trials and errors. In

English learning process; first, the students commit some errors, and then they can

learn from their own errors.

In language learning process, the learners receive input from the teacher.

However, not all inputs that are given can be received because there are some

factors that influence the learner‘s condition in receiving input such as motivation

and anxiety. If the students have low motivation, they will not receive all inputs

that the teacher gives. Beside that, the students‘ condition is anxiety. They cannot

involve themselves in language learning process well.1 Therefore, low motivation

and anxiety will cause the errors occur. According to theory of language learning,

psycholinguistic and cognitive process involve in language learning process.

Errors in language learning are not only caused by learner‘s condition, but

also the type of input itself. According to Corder too that ―It might be supposed

that they have some knowledge of what the input has been, since this is largely

within the control of the teacher.‖2 In this case, input is syllabus that the teacher

should control and make easy to undertand for students‘ thinking. However, if

learner‘s condition is not good or input that is given is not interesting, errors will

occur.

1. The Definition of Error

According Corder, He argued that ―Errors are when the students get

examination it becomes clear that these obvious differences imply nothing

about the processes that take place in the learning the first and second

1 S. Pit Corder, Error Analysis and Interlanguage, (New York:Oxford University Press,1981),

pp. 6—10. 2 Ibid, p. 8.

6

language.‖3 It actually helps the teacher to know how far towards the goal the

learner has progressed and what remains for him to learn of a second language.

By knowing some errors which are made by students, the teacher will know

whether his teaching is success or not.

In addition, Erdogen also said that ―Errors are the use of linguistic item

in a way that a fluent or native speaker of the language regards it as showing

faulty or incomplete learning.‖4 It occurs because the learner doesn‘t know

what is correct, and thus it cannot be self-corrected. Error can show what the

learner has learnt whether they understand material that teacher gives or not.

Meanwhile, Dulay also stated that ―errors are the flawed side of learner speech

or writing. They are those parts of conversation or composition that deviate

from some selected norm of mature language performance.‖5

In this case, they learn English as foreign language, and it is natural

phenomenon if they commit error. Based on behaviorist thinking, language is a

new set of habit formation, so they still bring L1 In learning new language.

Besides that, there is a negative transfer that causes error. Learners bring or

apply language rule in L1 to L2 meanwhile they have different language rule. It

becomes problem in their language learning process because L1 still influences

them in using some rules in L2.

Actually, Errors can be useful for the teacher and syllabus designer.

According to Corder that ― the next step would be to determine whether the

students-generated sequence, it is called built-in syllabus.‖6 Errors tell the

teacher how far towards the goal the learner has progressed and what remains

for him to learn. Errors also are significant data as they show what items are

important to be included or which items needs to be recycled in the syllabus.

From the explanations above, errors cannot be avoided in language

learning because it is natural when students learn a new language because

learning is process where they make errors first to improve their ability.

Although errors are bad, errors can bring some benefits for some aspects. For

3Ibid, p. 6.

4 Vacide Erdogan, Contribution of Error Analysis to Foreign Language Teaching, Journal of

the faculty of Education 1st (New York:2005), pp. 261—270.

5 Heidi Dulay, et all., Language two, (New York:Oxford University Press,1982), p. 138.

6 Corder, op.cit, p. 9.

7

example errors can useful for students, teacher and syllabus designer to make a

good education in the future.

2. Errors versus Mistakes

At this point, Corder introduces an important distinction between

―errors‖ and ―mistakes‖.

Mistakes are deviations due to performance factors such as memory

limitations (eg mistakes in the sequence of tenses and agreement in long

sentences), spelling pronunciation, fatigue, emotional strain, etc. On the

other hand, Errors are systematic, consistent deviances characteristics of

the learner‘s linguistic system at a given stage of learning. 7

According to James that ―if the students is inlined and able to correct a

fault in his or her output, it is assumed that the form he or she selected was not

the one intended, and it shall say that the fault is a mistake. On the other hand,

if the students is unable or in any way disinclined to make the correction, it

assume the form the students used was the one intended, and that it is an

error.‖8

From explanation above, it is clear that error and mistake are exactly

different. When students make error, they do not know what is correct and

occurs repeatedly. Meanwhile, mistake can occur because of slips of the

tongue, and students can correct by themselves because they know what is

correct.

For examples of the errors, My brother is more smarter than My sister,

My brother is more smart than My sister, exectera. It is called error because it

occurs repeatedly when the students do exercises. However, the teacher has

taught the students. The students still do incorrect in their exercise. In other

side, for examples of the mistakes, My brother is smarter My sister, My brother

is smarter than My sister. It is called mistake because the students only do

incorrect sentence in the first statement. But in the next statement, the students

have known to make correct sentence.

7Jacek Fisiak. Contrastive Linguistics and Language Teacher, (New York:Oxford Pergamon

Press,1981), p. 224.

8 Carl James, Errors in Language Learning and Use, (New York:Wesley Longman,1998), pp.

77—78.

8

3. The Definition of Error Analysis

To know errors which are made by students, the teachers must do error

analysis. Brown stated that ―Error analysis is a branch of applied linguistics

where the teacher can observe, analyze and classify errors that students made

to reveal something of the system operating within the learner, led to a surge of

study of learners‘ errors.‖9

Then, Ellis also argued that ―Error Analysis (EA) was one of the first

method used to investigate learner language. It achieved considerable

popularity in the 1970s, replacing contrastive analysis.‖10

Based on the statements above, when a teacher wants to know students‘

error in language learning, he or she must do an analysis. This analysis can be

useful for the teacher what errors which are made by students. By knowing

errors, the teachers can improve their teaching quality in order that the errors

can be minimized.

4. The Steps of Error Analysis

When the teachers know some errors is made by their students, Error

analysis should be realized to know what is a problem. Therefore, the teachers

should know some steps in error analysis. Based on Fisiak, he said that ―the

steps of error analysis are collection of data, identification of errors,

classification into error types, statement of relative frequency of error types,

identification of the areas of difficulty in the target language, therapy or

remedial.‖11

Collection of data by students from examination answers which the

teachers give the exercise. Then, identification of errors which is labeling with

varying degrees of precision depending on the linguistic sophistication brought

to bear on the tasks by respecting to the exact nature of the deviation, dangling

preposition, sequencing of tenses.

9H. Douglas Brown, Principles of Language Learning and Teaching, (New York:Pearson

Longman, 2007), p. 259.

10

Rod Ellis, The Study of Second Language Acquisition, (New York:Oxford University Press,

1994), p. 68.

11Fisiak, op. cit, p. 222.

9

After that, classification into error types. It belongs to article, verb

forms etc. Moreover, statement of relative frequency of error types by

accounting them. In addition, the teachers should identify of the areas of

difficulty in the target language. Finally, when the teachers have known some

errors are made by the students, they make theraphy or remedial drills for the

students.

When the teachers want to know students‘ error, they should do

analysis error. Ellis introduces four steps of error analysis; they are identifying

errors, describing errors, explaining errors, and evaluating errors.12

Here are the

explanation about them.

a. Identifying errors

The first step that must be done is identifying errors. On this step, a

writer identifies all errors which are made by students. An error can be

defined by four questions.13

Firstly, there is the question regarding which

variety of the target language should serve as the norm. Then, a second

question concerns the distinction between errors and mistakes.

Third, a question concerns whether the error is overt or covert;

overt error is easy to identify because there is a clear deviation form,

covert error is superficially well-formed but which do not mean what the

learner intended them to mean. Finally, a question concern whether the

analysis should examine only deviations in correctness or also deviation in

appropratness.

b. Describing Errors

After all errors have been identified, the teachers should do

describing errors of the students involves a comparison of the students‘

idiosyncratic utterances with a reconstruction of those utterances in the

target language. According Dulay, Burt and Krashen said that focus

describing errors is in observable, surface and explanation of errors.14

Based on the statement above that when the the teachers observe the

12 Rod Ellis, Second Language Acquisition, (New York:Oxford University Press, 2003), pp.

50—63. 13

Ibid, pp. 50—52. 14

Ibid, p. 54.

10

students‘ errors, they should describe the surface errors are made by

students.

c. Explaining Errors

On this step, a writer explains why students make errors. He finds

our sources of error based on error types which are found. According

Abbot, He said that the aim of any EA (Error of Analysis) is to provide a

psychological explanation.Here is the picture of psycholinguistic sources

of errors.15

Chart 2.1

Psycholinguistic sources of errors

Transfer

Competence Intralingual (overgeneralization )

( errors) Unique

Errors

Performance Processing problems

( Mistake ) Communication strategies

d. Evaluating Errors

After knowing the sources the students error, the teachers should

do evaluation. According to Ellis that ―error evaluation onvolves a

consideration of the affect that errors have on the persons addressed.‖16

The purpose of the error analysis is to help the students learn L2. There is

a need to evaluate global errors to minimize errors which are made by the

students.

Burt defined that ―global errors as errors that affect overall

sentence organization. Examples are wrong word order, missing or

wrongly placed sentence connectors, and syntactic overgeneralization.‖17

15 Ibid, p. 58.

16

Ibid, p. 63.

17

Ibid, p. 64.

11

5. The Causes of Errors

As usually, to know the students‘ errors, the teachers should find the

causes of students‘ errors. It is important because to make easy and to divide

some characteristic errors. Richards divided causes of error into four areas.

They are overgeneralization, ignorance of rule restriction, incomplete

application of rules, and false concept hypothesized.18

a. Overgeneralization

Learners make overgeneralization of rules that they are learning

which cause errors occur. According to Ellis that ―the students think that

second language is simple, short of experience, and partial learning.‖19

Based on the statement above that the students in mother tongue think that

the second language is easy because it is the same as their language, and

they study in a few time.

b. Ignorance of rule restriction

This is the application of rule to contexts where they do not apply.

Learners sometimes ignore the rule restriction that must be applied.

c. Incomplete application of rules

This is the occurrences of structures whose deviant represents the

degree of development if the rule required to produce acceptable

utterances.

d. False concept hypothesized

This is a faulty rule learning at various levels, there is a class of

developmental error, which derived from faulty comprehension of

distraction in the target language.

6. Sources of Error

When the students do error, the teachers must know what are sources of

students error. This is important to know about them because the teacher will

know how they will do after getting sources of students error. There are some

18 Ibid, p. 59.

19

Erdogan, op. cit, p. 266.

12

sources of students error, They are interlingual transfer, intralingual transfer,

context of learning, and communication strategies.20

a. Interlingual Transfer

Interlingual transfer is a significant source of error for all students.

The beginning stages of learning a second language are especially

vulnerable to interlingual transfer from the native language, or

interference.21

In English language learning process, students still bring L1

to L2 because they are learned by the same habit formation process.

Therefore, either positive or negative transfer occurs. Positive transfer is

similar structures facilitate learning. L1 habit can successfully be used in

L2. Negative transfer is interference from the L1. L1 habits will cause

errors in the L2. Negative transfer is often become source of error because

it causes errors in language learning process.

b. Intralingual Transfer

Intralingual transfer (within the target language itself) is a major

factor in second language learning.22

One of examples is

overgeneralization, which is the negative counterpart of intralingual

transfer.

c. Context of Learning

A third major source of error is context of learning. Context refers

to the classroom with its teacher and its materials in the case of school

learning or the social situation in the case of untutored second language

learning. In a classroom context the teacher or the text book can lead the

learner to make faulty hypothesis about the language.23

Students often

make errors because of a misleading explanation from the teacher, faulty

presentation of a structure or word in a textbook, or even because of a

pattern that was memorized in a drill but improperly contextualized.

20H.Douglas Brown, Principles of Language Learning and Teaching, (New York:Longman,

2007), pp. 263—266.

21 Ibid, p. 263.

22

Ibid, p.264.

23

Ibid, p.266.

13

d. Communication Strategies

Communication strategies were defined and related to learning

styles. Learners obviously use production strategies in order to enhance

getting their messages across, but at times these techniques can themselves

become a source of error.24

Based on the statement above, the some sources errors is made by

students from inter lingual transfer, the students think that between in

mother tongue and second language has same constructions. In other hand,

intralingual transfer, the students think that they make in second language

by overgeneralization. Then, in context of learning that the students make

errors because of misleading of teacher‘s explanation. Finally, in

communication strategies that the students make errors because of their

message across about foreign language.

7. The types of errors

According to Dulay, He introdeced about types of students errors in The

Surface Structure Taxonomy. He said that ― It is based on the ways in which

the learner‘s erroneous version is different from the presumed target version.‖

There are four steps of students errors; They are Ommission, Addition,

Misinformation, and Misorder.25

a. Omission

Ommision occurs when the learner ommitted a necessary element of

word.26

Here are some examples of omission errors which commited by

the students:

1) Roni is fater than Agus.

2) Lili is tallst girl in her class.

3) Bicycle is cheap than motorcycle.

24 Ibid, p. 266.

25

James, op.cit, pp. 106—110.

26

Ibid, p. 106.

14

b. Addition

Addition occurs when learners presented unnecessary element to

their sentences.27

Here are some examples of omission errors which

commited by the students:

1. My new bicycle is more cheaper than new motorcycle.

2. Raisa is more fattest of all.

3. Tedi is more older than Amy.

c. Misformation

Misformation error occurs when the students chose the wrong form

of structure or morpheme.28

such as the following sentences:

1. A pencil is more cheap than pen

2. Sally‘s score is gooder than Ani.

d. Misorder

Misorder errors occur when the learner put an utterence in wrong

order.29

Such as in the following sentence:

1. My father is the buisest person.

2. Pensil is than cheaper a pen.

B. Degrees of Comparison

In this part, the writer explains about the adjective, the adverb, and the

degrees of comparison.

1. Adjective

a. Definition of Adjective

Adjective is a part of Grammar, It includes in the part of speech

which is functioned to know the condition of a language. It is an important

element and it is needed to know about grammar and syntax. It is also as

modifier of noun.

27 Ibid, p. 107.

28

Ibid, p. 108.

29

Ibid, p. 110.

15

b. Kinds of Adjective

In many languages, adjectives can be compared. In English, for

example, it can be said that a car is big, that it is bigger than another is, or

that it is is the biggest car of all. There are three kinds of adjective. They

are Attributive, Postpositive, and Predicative. They are where an adjectives

can be placed, such as before a noun, after a noun, or in the predicate.

According to Pullum and Huddleston, they said that Attributive

adjectives function as internal pre-head modifier to a following noun, and

Predicative adjectives function mainly as predicative complement in clause

structure.30

Here are some examples:

Table 2.2

The Examples of Attributive and Predicative of Adjectives

Atributive use An old car, black hair, good news.

Predicative use The car is old, Her hair is black, The news is good

However, Not only adjectives functions such as attributive and

predicative, but also there are two minor adjectives functions. They are

Postpositive and External modifiers. Postpositive adjectives function as

post–head internal modifier becaude the adjective has its own post-head

dependents.On the other hand, external modifiers form of Adjective Phrase

at the beginning of the Noun Phrase, before the indefinite article.31

Here

are some example:

Table 2.3

The Examples of Postpositive and External Modifiers of Adjectives

Postpositive use children keen on sport, a report full of errors

External modifiers It seemed such a bargain, What a fool I was

30 Huddleston Rodney & Pullum Geoffrey K, A Student’s Introduction to English Grammar,

(Cambridge:Cambridge University Press,2005), pp. 112—122.

31

Ibid, p. 121.

16

2. Adverbs

a. The Definitions of Adverb

Adverb is the last part of speech in the language. So, it is important

that the students to know about it. Adverbs are adjectives which are given

by –ly in the last word of adjective and it is also as modifier of verbs.32

For

example, A happy family (adjective), They lived happily ever after

(adverb).

As the first example is adjective can be modifier of noun, adjective

is happy, and it will modify noun which is family. As the last example is

adverb can be modifier of verb. Because adverb is happily, and it will

modify verb which is lived. Not all adjectives –ly are adverbs, but there

are some adjectives have formed –ly in the last word. For example,

beastly, cowardly, deathly, fatherly, friendly, princely, womanly.33

b. The Types of Adverb

These adverbs consist of several types:

1. Adverbs of manner. Example hard, fast

One group of manner adverbs has two forms, one with ending –ly

such as slow – slowly, quick – quickly, cheap – cheaply, dear –

dearly, loud – loudly, clear – clearly. and one without ending –ly

are less formal ; they generally appear only directly after the verb

such as Please drive slower ( or more slowly ).

2. Adverb of distance and direction. Example close, far, near,

straight, low, high. The –ly adverbs of manner are compared by

the use of more – than, the most. Less – than, the least are also

used in the comparison of manner adverbs.

3. Degrees of Comparison

a. The Definitions of Degrees of Comparison

A general definition of degree of comparison can be given along the

following lines. Leech argued that ―Degrees of Comparison are used when

compare one person or one thing with another by using adjective and

32 Ibid. p. 122.

33

Ibid. p. 124.

17

adverb.‖34

Based on above statement that Degrees of comparison consist of

adjective and adverb. They also have special forms. Both have same forms

by the addition of –er and -est or more and the most based on the one or

more syllable.

b. Kinds and The Usage of Degrees of Comparison

Adjectives and Adverbs have three degrees of comparison. Such as:

positive, comparative and superlative.35

1. Positive

Positive expresses a quality without comparison; it is called

positive because it does not relate to any superior or inferior qualities of

other things in speech. For example, Joe is tall. In this case that Joe

does not have person‘s comparing. On the hand, it can use as .... as for

comparing two persons or things that have similarity of quality or

quantity. For example, The girl is as clever as that one. In this case that

the girl is compared by the other girl which is same quality or quantity.

2. Comparative

Comparative expresses a higher or lower degree than the

positive two persons or things are compared. The comparative degree

denotes a greater amount of a quality relative to something else. For

example, John is taller than Ricky. Andini is more beautiful than Anita.

In this case that two persons which is compared each other has position

as higher or lower degree.

3. Superlative

Superlative is the highest or lowest degree when more than two

persons or things are compared. For example, John is the tallest boy in

the club basketball. Andini is the most beautiful girl in her class.

34 Rozakis Laurie. English Grammar for the Utterly Confused, (New York:The McGraw Hill

Companies, 2003), pp. 49—52.

35

http;//en.wikipedia.org/wiki/Degrees_of_comparison

18

c. The Form of Adjective Comparison

To make the degrees of comparison is not easy. According to

Parrot that ―It depends on the length of the adjective words such as short or

long and also depends on the syllable of the adjective itself.‖36

Syllable is a

small part of a sentence or discourse; anything concise or short; a particle

and it is a unit of spoken language.37

As stated by the writer above, the comparison that is used in this

form is about the adjective or adverb comparison.38

Here are the pattern:

1. Positive form

There are two ways to make the positive comparison, such as:

a. The simplest form that only use a single adjective after be or

article ( a, an, the ).

b. Adding as before and as after the adjective.

2. Comparative form

The way to compare two things, persons or places use the

comparative form of adjective as follows:

a. Adjective + -er + than

b. More + adjective + than

3. Superlative form

The way to compare more two things, persons or places use

the superlative form of adjective as follows:

a. Using The + adjective + -est

b. Using The most adjective

c. The Differences form Adjective and Adverb Degrees of

Comparison.

There are patterns of them in the appendixes. In other hand, The

rules for adjectives of two syllables are more complicated. Some endings

of adjectives have more complicated. There are some ending of adjectives

of comparison in appendixes.

36 Martin Parrot, Grammar for English Language Teachers, (Cambridge:Cambridge University

Press,2010), pp. 79—87.

37

http;//www.weblearn.in/degrees_of_comparison/

38

Azar Betty Schrampher, Fundamental English Grammar, (New York:Prentice Hall. Inc,

1992), p. 331.

19

There are some irregular adjectives in degrees of comparison. Here

are irregular adjectives:

Table 2.7

Irregular Adjectives

Positive Degree Comparative Degree Superlative Degree

Good

Bad

Far

Little

Much

Many

Old

Better

Worse

Farther

Further

Less

More

Elder

Best

Worst

Farthest

Furthest

Least

Most

Eldest

The rules for contructing the comparative and superlative degrees

of adverb are the adverb has an inflectional form only for comparison. Short

adverbs ( mostly one-syllable adverbs ) that have the same form as

adjectives are compared by the addition of –er, -est. As usual, only adverb

of manner and adverb of distance and direction.39

A few short adverbs have an irregular comparison:40

Table 2.8

Irregular Adverbs

Positive Comparative Superlative

Well Better Best

Badly Worse Worst

Far Farther Farthest

Further Furthest

Much More Most

Little Less Least

39 Ibid, p. 157.

40

Ibid, p. 157.

20

d. The Objectives of Degrees of Comparison

1. To know different levels of quality, quantity or relation from

adjectives or adverb words.

2. To identify of features similarity.

3. To act the process of comparing persons, things or places.

e. Types of Degrees of Comparison

There are two types of Degrees of Comparison:41

1. Adjectives comparison

2. Adverbs comparison

However, in this research, the writer will focus on the explanation of

adjectives and adverbs comparison in comparative and superlative degree.

From theories above, the writer takes one of theories which are proposed

by some linguists. He takes the definition of error according to Vacide Erdogan.

Error is the use of linguistic item in a way that a fluent or native speaker of the

language regards it as showing faulty or incomplete learning. It occurs because the

learner doesn‘t know what is correct, and thus it cannot be self-corrected.42

Error

can show what the learner has learnt whether they understand material that teacher

gives or not.

To know errors which are made by the students, the teacher must do error

analysis. According to Dulay, error analysis is a branch of applied linguistics

where teacher can observe, analyze and classify errors that students made to

reveal something of the system operating within the learner, led to a surge of

study of learners‘ errors.43

In doing error analysis, a researcher uses steps of error analysis. There are

some steps of error analysis according to Fisiak. They are collection of data,

identification of errors, classification into error types, statement of relative

frequency of error types, identification of the areas of difficulty in the target

language, and therapyh or remedial.44

41

Parrot, op.cit, p. 79. 42

Erdogan, op. cit, p. 263. 43

Brown, op. cit, p. 259. 44

Fisiak, op. cit, p. 222.

21

After finding the result what types of errors which are made by students, the

writer wants to know why students make errors. In analyzing causes of students‘

error, the writer took a theory of causes of error from Peter Hubbard, et.al. There

are three major causes of error according to Hubbard, et all. They are mother-

tongue interference, over-generalization, and errors are encouraged by teaching

material or method.45

In this research, the writer wants to know what kinds of errors which are

made by students in comparative and superlative degree. Therefore, the writer will

explain about degrees of comparison itself.

According to Frank and Parrot, Degrees of comparison consist of two

types. They are made by adjective and adverb.46

In English, a lot of important

meanings are expressed by changes in the adjective and adverb itself. For example

add –er and –est or more and most.

In determining kinds of tests which are used as instrument, the writer has

to consider them based on theory of language testing. Because the writer will

measure students‘ ability in grammar, there is a hint or guide how to construct test

of grammar and usage in language testing book.

There are some of the most common types of objective items used to test

awareness of the grammatical features of the language, such as: multiple choices

items, error recognition items, rearrangement items, completion items,

transformation items, items involving the changing of words, ‗broken sentence‘

items, pairing and matching items, combination items, and addition items.

From explanation above, the writer can choose some of types of objective

items to construct test of grammar. In this research, the writer makes two types of

tests. They are fill in the blank and essay, and interview.

45 Hubbard, et all. A Training Course for TEFL, (Walton Street:Oxford University Press,

1983), pp. 140—142.

46

Frank, op cit, pp. 118—157.

22

C. Previous of Related Studies

There are two previous studies that the writer takes about error analysis.

They are The Analysis on Students’ Difficulties in Learning Degrees of

Comparison and An Analysis on Students’ Mastery of Degrees of Comparison.

The first previous study is about The Analysis on Students‘ Difficulties in

Learning Degrees of Comparison, a case study in second grade of SMP Dua Mei

Ciputat Tangerang Selatan ( Lulus Fatmawati, 2010). The study focused on what

difficulties is made by the students in learning Degrees of Comparison especially

in comparative and superlative degrees. The subjects of this research are the

second grade students of SMP Dua Mei Ciputat Tangerang Selatan which consists

of 0ne class which is 36 students and it is located on Jl.H. Abdul Gani No. 135

Cempaka Putih Kecamatan Ciputat Timur Kota Tangerang Selatan.

The technique of data collecting was done by giving a test and conducting

an observation. The type of test that the writer used is multiple choices and it

consists of 30 items which is 10 questions for comparative degrees, 10 questions

for superlative degrees, and 10 questions for comparative and superlative degrees.

In this research, errors which are analyzed are about comparative degrees,

Superlative degrees, comparative and superlative degrees. From the result of

analysis, the percentage of error is in using comparative degrees (76.11%), and the

percentage of error is in using superlative degrees (65%). And the percentage of

error in using comparative and superlative degrees (87.77%). Finally, the students

have highest difficulty is in using comparative and superlative degrees. So, the

students still confuse to diffirentiate comparative and superlative degrees.

The second previous study is about An Analysis on Students‘ Mastery of

Degrees of Comparison, a case study in second grade of SMPN 03 South of

Tangerang Ciputat (Methania Aris Shusantie, 2011). The study focused on what

difficulties the students in learning Degrees of Comparison especially in

comparative and superlative degrees. The subjects of this research are the second

grade students of SMPN 03 South of Tangerang consists of one class which is 36

students and it is located on Jl.Ir.H. Juanda Ciputat Tangerang Selatan.

23

The technique of data collecting was done by giving a test and conducting

an observation. The type of test that the writer used is multiple choices and it

consists of 20 items which is 5 questions for comparative degrees, 5 questions for

superlative degrees, and 10 questions for essay (translate to english) comparative

and superlative degrees. In this research, errors which are analyzed are about

comparative degrees, Superlative degrees, comparative and superlative degrees.

From the result of analysis, the percentage of error is in using comparative

degrees (16.66%), and the percentage of error is in using superlative degrees

(33.77%). And the percentage of error in using comparative and superlative

degrees (49.57%). Finally, the students have highest difficulty in using

comparative and superlative degrees.

The writer concluded that there are 5 reasons that the students find

difficulties in mastering degrees of comparison; they are confused to put suffix-er

for comparative and –st/-est for superlative or prefix more for comparative and

most for superlative, they forgot to add the article in the superlative form and

confused to omit or misplaced the use of be, they forgot to add then after adjective

for comparative form, they do not know that is ended in –y to –i and add –er/-est,

and some students confused to differentiate the usage of comparative and

superlative degrees.

24

CHAPTER III

RESEARCH METHODOLOGY

A. Time and Location

This research took place at MTs Al-Islamiyah which is located on Jl.

Kebayoran Lama 242 Kp. Kecil Kebon Jeruk, West of Jakarta. This research

started from March 27th until April 24th ,2014.

B. Method of Study

The writer used the qualitative as the method in this research because

he presented the data collected focus on pictures rather than numbers. Based

on Bogdan said that In a case study design is the data collected take the form

of words or pictures rather than numbers. The written results of the research

contain quotations from the data to illustrate and substantiate the presentation.

The data include interview transcript, fieldnotes, photgraphs, videotapes,

personal documents, memos, and other official records.1

The writer also used qualitative data analysis. Bogdan also said that

Qualitative data is descriptive, Descriptive data are particularly important

because qualitative methods enable researchers to study what people take for

granted.2 Therefore, The writer makes organizing data into categories and

identifying patterns in types of error and sources of error. Types of error are

Addition, omission, misformation, and misorder. In other hand, sources of

error are interlingual, intralingual, contextual learning, and communication

strategies.

C. Data and Data Source

The writer came to the school to get the data. The writer also did the

observation to the class which class is taken the research. After that, the

writer choosed and made the test for students. The data of the research were

1 Bogdan. Robert C & Biklen Sari K , Qualitative Research for Education An Introduction to

Theory and Methods Fifth Edition, (New York:Pearson Education, 2006), pp. 3—7.

2 Ibid, p. 5—6.

25

the students’ error in using degrees of comparison (comparative and

superlative degrees); the data sources were taken from test and interview. The

data from test were used to know kinds of errors made by students of MTs

Al-Islamiyah in using degrees of comparison. The data from interview were

used to know why students made errors in using degrees of comparison.

D. The Technique of Data Collection

To collect data, the writer gave the test and interview to students of

MTs Al-Islamiyah West of Jakarta.

1. Test

This test was used to know kinds of errors made by students of

MTs Al-Islamiyah in using degrees of comparison. The writer gave a test

which focused on the use of comparative and superlative degrees, and this

test consists of 20 items are fill in the blank questions, and 10 items are

essay. Throughout 20 items about degrees of comparison asking about 10

items comparative degrees and 10 items asking about superlative degrees

in fill in the blank, and 5 items asking about comparative degrees and 5

items asking about superlative degrees in essay. The writer put the items at

random. The distribution of the test items is described in table 3.1 of this

chapter.

2. Interview

Interview was used to know why students of MTs Al-Islamiyah in

using degrees of comparison. The writer did an interview which focused

on why students of MTs Al-Islamiyah make errors in using degrees of

comparison (comparative and superlative degrees), and it consists of 4

items. The instrument sheet can be seen in appendix.

E. Instrument

The writer did the abservation into the class. Then, the writer saw

what did the students have the difficult to do the exercise about degrees of

comparison. Therefore, the writer could take the conclusion about the class

from abservation. The conclusion is about how far did the student study about

26

grammar espesially about degrees of comparison. So, the writer gave the test

and interview to students of MTs Al-Islamiyah, West of Jakarta to get the

data. This test consists of 20 items of fill in the blank and 10 items of essay

with the tested areas which are put in random throughout the items.

Table 3.1

Tested Area and Test Item Distribution

No Degrees of Comparison Item Number

1.

Fill in the

blank

Comparative

degree 1, 2, 3, 4, 5, 6, 7, 8, 9, 10

Superlative

degree

11, 12, 13, 14, 15, 16,

17, 18, 19, 20

2.

Essay

Comparative

degree 21, 22, 23, 24, 25

Superlative

Degree 26, 27, 28, 29, 30

F. The Technique of Data Analysis

After collecting the data, the writer analyzed according to objectives

of the research, i.e. finding out the kinds and causes of error. Since each

objective is analyzed by using different instrument, the data analysis also

presented differently based on each instrument.

1. Test

After collecting the data, the writer analyzed the students’ errors by

focusing on their errors in using degrees of comparison from the students’

answer sheets. For data analysis procedure, the writer used descriptive

analysis technique (percentage).

Besides, the writer used some procedures in doing the analysis of data.

Firstly, collecting the data which will be analyzed. Secondly, identifying and

analyzing the errors made by the students by circling the errors. Thirdly,

classifying the errors are produced from types of error and sources of errors,

whether they are the error of types of error in comparative and superlative

27

degrees (Omission, Addition, Misformation and Misorder), and sources of

error in comparative and superlative degree (Interlingual, Intralingual,

Contextual Learnong, and Communication Strategies). Finally, tabulating the

errors by counting the errors, putting the errors into the tables based on the

classification of errors, and counting the percentage of the errors. It will be

described in the table of percentage obtained by using the formula as

follows:3

P=

x 100%

P= Percentage

F= Frequency of wrong answer

N= Number of sample

Having count the percentage of errors, the writer analyzed sources of

error to know why students make errors. Finally, by looking up the results of

the analysis, the next step is drawing some conclusions.

After testing the students and identifying students’ errors. The third

step in the procedure is classifying the errors. The students’ errors are

classified based on the kind degrees of comparison, as seen in table:

Table 3.2

Percentage of Errors Based on Types of Errors

No. Kinds Degrees of

Comparison

Types of error Frequency

of Error

Percentage

1 Comparative degrees Omission

Addition

Misformation

Misorder

2. Superlative degrees Omission

Addition

Misformation

Misorder

3 Allan G. Bluman. Elementary Statistics:A Step by Step Approach 5

th edition, (New York:the

McGraw-Hill Companies, Inc, 2004), p. 68.

28

Table 3.3

Percentage of Errors Based on Source of Errors

No. Kinds Degrees of

Comparison Sources of error

Frequency

of Error Percentage

1 Comparative degrees Interlingual

Intralingual

Contextual

Learning

Communication

Strategies

2. Superlative degrees Interlingual

Intralingual

Contextual

Learning

Communication

Strategies

2. Interview

The writer did an interview which focused on why students of MTs

Al-Islamiyah make errors in using degrees of comparison (comparative and

superlative degrees), and it consists of 4 items.

29

CHAPTER IV

RESEARCH FINDINGS AND INTERPRETATION

A. Research Findings

The writer gave a test which focused on the use of degrees of

comparison, those are comparative and superlative degree. This test consists

of 30 items. 10 items comparative and 10 items superlative degree are fill in

the blank questions, 5 items comparative and 5 items superlative degree are

Essay. Throughout the 30 items, the writer put the items at random as seen

below:

Table 4.1

Tested Area and Test Item Distribution

No Degrees of Comparison Item Number

1.

Fill in the blank

Comparative

degree 1, 2, 3, 4, 5, 6, 7, 8, 9, 10

Superlative

degree

11, 12, 13, 14, 15, 16,

17, 18, 19, 20

2.

Essay

Comparative

degree 21, 22, 23, 24, 25

Superlative

Degree 26, 27, 28, 29, 30

30

The writer also gave a questionnaire which focused on the

understanding of degress of comparison (comparative and superlative

degrees). This questionnaire consists of 4 items as seen below:

Table 4.2

Asked Area and Question Item Distribution

No The Understanding of Degrees of Comparison Item

Number

1 Comparative degree 1, 2, 3, 4

2 Superlative degree

To find types of error and sources of error, the writer uses the

classification both of them by corecction one by one students’ work. After

that, the writer has the nominal of error and writes in the recapitulation types

and sources of error. Moreover, the questionere from students and teacher as

supporting the reason why students make errors.

31

Table 4.3

Recapitulation Based on Types of Errors

Name Omission Addition Misformation Misorder Total of Errors

Student 1 - - 11 4 15

Students 2 - 2 13 3 18

Stuedent 3 - - 3 - 3

Student 4 5 - 9 3 17

Student 5 - - 4 4 8

Student 6 - - 11 3 14

Student 7 - - 9 4 13

Student 8 2 - 14 3 19

Student 9 1 - 1 5 7

Student 10 1 2 15 1 19

Student 11 2 - 14 4 20

Student 12 3 2 6 2 13

Student 13 2 - 10 4 16

Student 14 10 - 9 1 20

Student 15 6 - 4 1 11

Student 16 - 2 14 1 17

Student 17 3 - 4 - 7

Student 18 - 8 13 3 24

Student 19 3 2 15 3 23

Student 20 - - 3 4 7

Student 21 - 1 1 5 7

Student 22 7 1 2 7 17

Student 23 - - 1 4 5

Student 24 2 - 10 4 16

Student 25 7 - 9 5 21

Student 26 6 - 11 4 21

Student 27 8 6 1 1 16

Student 28 3 2 16 - 21

Student 29 10 - 8 1 19

Student 30 12 - 6 3 21

TOTAL 89 33 247 87 455

From the highest recapitulation based on types of error is Misformation,

there are 247 errors in this case. The students did not understand about degrees of

comparison because of misformation.

32

Table 4.4

Recapitulation Based on Source of Errors

Name Interlingual Intralingual Contextual Learning Communication Strategies Total

Student 1 2 - 5 8 15

Student 2 4 1 1 12 18

Student 3 1 2 - - 3

Student 4 2 3 2 10 17

Student 5 - 1 4 3 8

Student 6 3 1 4 6 14

Student 7 8 1 4 - 13

Student 8 2 - 2 15 19

Student 9 - 2 5 - 7

Student10 - 10 3 6 19

Student11 - 2 3 15 20

Student12 1 4 3 5 13

Student13 9 3 4 - 16

Student14 9 5 1 5 20

Student15 4 6 1 - 11

Student16 7 1 1 8 17

Student17 4 3 - - 7

Student18 4 9 2 9 24

Student19 1 5 2 15 23

Student20 2 1 4 - 7

Student21 - 2 5 - 7

Student22 - 3 1 13 17

Student23 - 1 4 - 5

Student24 5 3 2 6 16

Student25 6 5 2 8 21

Student26 3 6 2 10 21

Student27 - 5 - 11 16

Student28 5 1 - 15 21

Student29 7 6 1 5 19

Student30 7 2 3 9 21

TOTAL 96 94 71 194 455

From the highest recapitulation based on sources of error is

Communication strategies, there are 194 errors in this case. The students did not

understand about degrees of comparison because of communication strategies.

33

Table 4.5

Recapitulation Based on Types of Errors on Comparative Degree

Name Omission Addition Misformation Misorder Total of

Errors

Student 1 - - 2 1 3

Student 2 - - 2 1 3

Student 3 - - - - -

Student 4 1 - 2 2 5

Student 5 - - 4 1 5

Student 6 - - 3 1 4

Student 7 - - 3 2 5

Student 8 - - 3 1 4

Student 9 1 - 1 2 4

Student 10 - 2 5 - 7

Student 11 - - 3 2 5

Student 12 2 2 6 1 11

Student 13 - - 2 2 4

Student 14 1 - 3 1 5

Student 15 2 - 2 1 5

Student 16 - 2 4 - 6

Student 17 - - 3 - 3

Student 18 - 5 5 2 12

Student 19 - 2 8 2 12

Student 20 - - 2 2 4

Student 21 - - 1 2 3

Student 22 3 - 1 1 5

Student 23 - - 1 2 3

Student 24 - - 2 2 4

Student 25 4 - 2 1 7

Student 26 2 - 2 2 6

Student 27 1 6 1 1 9

Student 28 1 - 5 - 6

Student 29 - - 3 1 4

Student 30 6 - 2 2 10

TOTAL 24 19 83 38 164

From the highest recapitulation based on types of error on comparative

degrees is Misformation, there are 83 errors in this case. The students did not

understand about degrees of comparison because of misformation.

34

Table 4.6

Recapitulation Based on Types of Errors on Superlative Degree

Name Omission Addition Misformation Misorder Total of

Errors

Student 1 - - 9 3 12

Student 2 - 2 11 2 15

Student 3 - - 3 - 3

Student 4 4 - 7 1 12

Student 5 - - - 3 3

Student 6 - - 8 2 10

Student 7 - - 6 2 8

Student 8 2 - 11 2 15

Student 9 - - - 3 3

Student 10 1 - 10 1 12

Student 11 2 - 11 2 15

Student 12 1 - - 1 2

Student 13 2 - 8 2 12

Student 14 9 - 6 - 15

Student 15 4 - 2 - 6

Student 16 - - 10 1 11

Student 17 3 - 1 - 4

Student 18 - 3 8 1 12

Student 19 3 - 7 1 11

Student 20 - - 1 2 3

Student 21 - 1 - 3 4

Student 22 4 1 1 6 12

Student 23 - - - 2 2

Student 24 2 - 8 2 12

Student 25 3 - 7 4 14

Student 26 4 - 9 2 15

Student 27 7 - - - 7

Student 28 2 2 11 - 15

Student 29 10 - 5 - 15

Student 30 6 - 4 1 11

TOTAL 69 9 164 49 291

From the highest recapitulation based on Types of error on superlative

degree is Misformation, there are 164 errors in this case. The students did not

understand about degrees of comparison because of misformation.

35

Table 4.7

Recapitulation Based on Source of Errors on Comparative Degree

Name Interlingual Intralingual Contextual Learning Communication Strategies Total

Student 1 1 - 2 - 3

Student 2 1 1 1 - 3

Student 3 1 2 - - 3

Student 4 1 2 1 - 4

Student 5 - 1 1 3 5

Student 6 2 1 1 - 4

Student 7 2 1 2 - 5

Student 8 2 - 2 - 4

Student 9 - 2 2 - 4

Student10 - 7 - - 7

Student11 - 2 3 - 5

Student12 - 4 2 5 11

Student13 1 1 2 - 4

Student14 2 2 1 - 5

Student15 1 3 1 - 5

Student16 5 1 - - 6

Student17 3 - - - 3

Student18 - 7 1 4 12

Student19 - 2 1 9 12

Student20 1 1 2 - 4

Student21 - 1 2 - 3

Student22 - 1 1 3 5

Student23 - 1 2 - 3

Student24 1 1 2 - 4

Student25 - 1 2 4 7

Student26 1 4 1 - 6

Student27 - 5 - 4 9

Student28 5 1 - - 6

Student29 2 1 1 - 4

Student30 2 1 2 5 10

TOTAL 34 57 38 37 166

From the highest recapitulation based on sources of error on comparative

degree is intralingual, there are 57 errors in this case. The students did not

understand about degrees of comparison because of intralingual.

36

Table 4.8

Recapitulation Based on Source of Errors on Superlative Degree

Name Interlingual Intralingual Contextual Learning Communication Strategies Total

Student 1 1 - 3 8 12

Student 2 3 - - 12 15

Student 3 - - - - -

Student 4 1 1 1 10 13

Student 5 - - 3 - 3

Student 6 1 - 3 6 10

Student 7 6 - 2 - 8

Student 8 - - - 15 15

Student 9 - - 3 - 3

Student10 - 3 3 6 12

Student11 - - - 15 15

Student12 1 - 1 - 2

Student13 8 2 2 - 12

Student14 7 3 - 5 15

Student15 3 3 - - 6

Student16 2 - 1 8 11

Student17 1 3 - - 4

Student18 4 2 1 5 12

Student19 1 3 1 6 11

Student20 1 - 2 - 3

Student21 - 1 3 - 4

Student22 - 2 - 10 12

Student23 - - 2 - 2

Student24 4 2 - 6 12

Student25 6 4 - 4 14

Student26 2 2 1 10 15

Student27 - - - 7 7

Student28 - - - 15 15

Student29 5 5 - 5 15

Student30 5 1 1 4 11

TOTAL 62 37 33 157 289

From the highest recapitulation based on sources of error is

communication strategies, there are 157 errors in this case. The students did not

understand about degrees of comparison because of communication strategies.

37

1. Data Analysis

After the writer did the research, he got the description of students’

error which consist of two categories. They are types of error and sources of

error the frequency and percentage of students’ error in using degrees of

comparison (comparative and superlative).

The writer makes some charts based on Table 4.4, 4.5, 4.6, 4.7, 4.8,

and 4.9 to explain the recapitulation of percentage based on the total errors of

using degrees of comparison based on types of error and sources of error as

seen below:

0

10

20

30

40

50

60

Omission Addition Misformation Misorder

types of error

Chart 4.9

Percentage Based on Types of Errors

The Chart above shows that there are four type of errors (omission,

addition, misformation, and misorder) which are analyzed. The highest frequency

of error is in using misformation with 54.28%, and the lowest one is the frequency

of error in using addition with 7.25% . Most students make errors in using

misformation because they still have not understood about the usage of

comparative and superlative by choosing the wrong form of structure or

morpheme. Besides that, they are still confused about changing the adjectives or

adverbs on comparative and superlative form with one or more syllables.

38

0

10

20

30

40

50

Interlingual Intralingual Contextual

Learning

Commmunication

Strategies

Sources of error

Chart 4.10

Percentage Based on Source of Errors

The Chart above shows that there are four source of errors (interlingual,

intralingual, contextual learning, and communication strategies) which are

analyzed. The highest frequency of error is in using communication strategies

with 42.63%, and the lowest one is the frequency of error in using contextual

learning with 15.60% . Most students make errors in using communication

strategies because they still have not understood about the usage of comparative

and superlative by thinking that between in mother tongue and second language

has same constructions. Besides that, they are still confused about changing the

adjectives or adverbs on comparative and superlative form with one or more

syllables. So, they think to make same constructions to make answer easy.

39

0

5

10

15

20

Omission Addition Misformation Misorder

types of error

Chart 4.11

Percentage Based on Comparative of Types of Errors

The Chart above shows that there are four type of errors on comparative

degree (omission, addition, misformation, and misorder) which are analyzed. The

highest frequency of error is in using misformation with 18.24%, and the lowest

one is the frequency of error in using addition with 4.17%. Most students make

errors in using misformation because they still have not understood about the

usage of comparative by choosing the wrong form of structure or morpheme.

Besides that, they are still confused about changing the adjectives or adverbs on

comparative form with one or more syllables.

40

0

5

10

15

20

25

30

35

40

Omission Addition Misformation Misorder

types of error

Chart 4.12

Percentage Based on Superlative of Types of Errors

The Chart above shows that there are four type of errors on Superlative

degree (omission, addition, misformation, and misorder) which are analyzed. The

highest frequency of error is in using misformation with 36.04%, and the lowest

one is the frequency of error in using addition with 1.97%. Most students make

errors in using misformation because they still have not understood about the

usage of superlative by choosing the wrong form of structure or morpheme.

Besides that, they are still confused about changing the adjectives or adverbs on

superlative form with one or more syllables.

41

0

2

4

6

8

10

12

14

Interlingual Intralingual Contextual

Learning

Commmunication

Strategies

Sources of error

Chart 4.13

Percentage Based on Comparative of Source of Errors

The Chart above shows that there are four source of errors on comparative

degree (interlingual, intralingual, contextual learning, and communication

strategies) which are analyzed. The highest frequency of error is in using

intralingual with 12.52%, and the lowest one is the frequency of error in using

interlingual with 7.47%. Most students make errors in using intralingual because

they still have not understood about the usage of comparative by

overgeneralization, which is the negative counterpart of intralingual transfer.

Besides that, they are still confused about changing the adjectives or adverbs on

comparative form with one or more syllables. So, they think partial study.

42

0

5

10

15

20

25

30

35

Interlingual Intralingual Contextual

Learning

Commmunication

Strategies

Sources of error

Chart 4.14

Percentage Based on Superlative of Source of Errors

The Chart above shows that there are four source of errors on superlative

degree (interlingual, intralingual, contextual learning, and communication

strategies) which are analyzed. The highest frequency of error is in using

communication strategies with 34.50%, and the lowest one is the frequency of

error in using contextual learning with 7.25%. Most students make errors in using

communication strategies because they still have not understood about the usage

of superlative by thinking that between in mother tongue and second language has

same constructions. Besides that, they are still confused about changing the

adjectives or adverbs on superlative form with one or more syllables. So, they

think to make same constructions to make answer easy.

Having made percentage the errors produced, the next procedure is

analyzing types and sources of error to know why students of MTs Al-Islamiyah

make errors in using degrees of comparison. This research did not only focus on

what kinds of errors made by students, but also the causes of error. The writer

gave questionnaire to students to know the causes of error, and there will be

discussed why the students make errors in using degrees of comparison.

After the writer finished giving some questioners for 30 students of MTs

Al-Islamiyah, the writer found the reasons why students got errors in using

degrees of comparison about the one or more syllable in comparative and

superlative degree. The reasons why students did the errors are less of reading

grammar and low motivation.

43

B. Data Interpretation

Based on the analysis of the results above, it can be shown from the Table

below:

Table 4.15

Percentage of Errors Based on the Highest to the Lowest of Total Errors

No. Kinds Degrees of

Comparison

Types of error Frequency of

Error

Percentage

1 Comparative and

Superlative degree

Misformation 247 54.28%

Omission 89 19.56%

Misorder 87 19.12%

Addition 33 7.25%

The Table above shows that the highest frequency of types of errors is

misformation (247 errors), and the lowest one is addition (33 errors). However, it

does not mean that the most errors that the students made are in using

misformation. The writer does not use the highest frequency of errors as a

criterion to count the most errors which are made by students because there are

two types of error in comparative and superlative degree. Therefore, he uses the

average to count the percentage of errors which are made by students, and the

result shows that the most errors which are made by students on second grade of

MTs Al-Islamiyah is in misformation with percentage 54.28%. With those

percentages, teachers must pay more attention to this misformation. Moreover,

students have not understood the usage of misformation, and they still think that

when the students chose the wrong form of structure or morpheme.The second is

omission with percentage 19.56%, and the third is misorder with percentage

19.12%,and the last is addition with percentage 7.25%. For clearer understanding,

the distribution of those percentages can be described by using graphic in form of

histogram as follow:

44

0

10

20

30

40

50

60

Misformation Omission Misorder Addition

types of error

Chart 4.16

Percentage of Errors based on the Highest to the Lowest of Total Errors

Table 4.17

Percentage of Errors Based on the Highest to the Lowest of Total Errors

No. Kinds Degrees of

Comparison

Sources of

error

Frequency of

Error

Percentage

1 Comparative and

Superlative degree

Communication

Strategies 194 42.63%

Interlingual 96 21.09%

Intralingual 94 20.65%

Contextual

Learning 71 15.60%

The Table above shows that the highest frequency of types of errors is

communication strategies (194 errors), and the lowest one is contextual learning

(71 errors). However, it does not mean that the most errors that the students made

are in using communication strategies. The writer does not use the highest

frequency of errors as a criterion to count the most errors which are made by

students because there are two types of error in comparative and superlative

degree. Therefore, he uses the average to count the percentage of errors which are

made by students, and the result shows that the most errors which are made by

students on second grade of MTs Al-Islamiyah is in communication strategies

45

with percentage 42.63%. With those percentages, teachers must pay more

attention to this communication strategies. Moreover, students have not

understood the usage of communication strategies, and they still think that when

the students chose the wrong form of structure or morpheme. The second is

Interlingual with percentage 21.09%, and the third is intralingual with percentage

20.65%, and the last is contextual learning with percentage 15.60%. For clearer

understanding, the distribution of those percentages can be described by using

graphic in form of histogram as follow:

0

10

20

30

40

50

Communication

strategies

Interlingual Intralingual Contextual

learning

Sources of error

Chart 4.18

Percentage of Errors based on the Highest to the Lowest of Total Errors

The result of test and questionnaire are match. Both test and questionnaire

have the same findings about the most errors which are made by students of MTs

Al-Islamiyah; they are misformation of types error and communication strategies

of sources error. The result of test shows that students still have not understood

the use of misformation with percentage 54.28%, and communication strategies

with percentage 42.63%. Meanwhile, the result of questionnaire shows that

students do not understand in one or more syllable in comparative and superlative

with the reasons are less of reading grammar and low motivation.

46

CHAPTER V

CONCLUSION AND SUGGESTIONS

A. Conclusion

After conducting the research, the writer found several findings; types of

error are Misformation(54.28%), Omission(19.56%), Misorder(19.12%),

Addition(7.25%), and sources of errors are Communication Strategies (42.63%),

Interlingual (21.09%), Intralingual(20.65%), Contextual Learning(15.60%). It

can be concluded that the most errors made by students of MTs Al-Islamiyah,

Kebon Jeruk is in Misformation of types of errors and Communication Strategies

of sources of error.

The reasons based on the interview why the students made errors in using

degrees of comparison are students do not understand in one or more syllable in

comparative and superlative with the reasons are less of reading grammar and low

motivation.

B. Suggestions

Based on the conclusion above, it can be delivered some suggestions:

1. English teachers are suggested to teach how to use degrees of comparison in

sentence, both oral and written clearly and completely.

2. English teachers should give more exercises and practices to the students

regarding any kinds of examples of degrees of comparison.

3. Students should learn more diligently.

4. Students should read any kinds of grammar books to enrich their ability in

understanding language structures.

5. School should provide some books which help students.

47

References

Bogdan. Robert C & Biklen Sari K,Qualitative Research for Education An

Introduction to Theory and Methods Fifth Edition,(New York:Pearson

Education, 2006).

Brown, H.D. Principles of language learning and teaching Fifth Edition. (New York:

Pearson Longman, 2007).

Corder, S.P. Error Analysis and Interlanguage.(New York:Oxford University Press,

1981).

Dulay, H. Language two.(New York: Oxford University Press, 1982).

Departemen Pendidikan Nasional. Permendikbud Kurikulum 2013.(Jakarta:

Departemen Pendidikan Nasional, 2013).

Ellis, R. The Study of Second Language Acquisition. (New York:Oxford University,

1994).

Ellis, R. Second Language Acquisition. (New York:Oxford University Press, 2003).

Erdogan,V. Contribution of Error Analysis to Foreign Language Teaching, Journal

of the faculty of Education, first edition.(New York:2005).

Fatmawati, L. The Analysis on Students’ Difficulties in Learning Degrees of

Comparison, a case study in second grade of SMP Dua Mei, (Ciputat:

Tangerang Selatan, 2010).

Fisiak, J. Contrastive Linguistics and Language Teacher, (New York:Pergamon

Press, 1981).

http;//www.weblearn.in/degrees_of _comparison/

http;//en.wikipedia.org/wiki/Degrees_of_comparison

Hubbard, et all.A Training Course for TEFL,(Walton Street:Oxford University Press,

1983).

48

James, C. Errors in Language Learning and Use. (New York:Wesley

Longman:1998).

Methania, A.S. An Analysis on Students’ Mastery of Degrees of Comparison, a case

study in second grade of SMPN 03 South of Tangerang, (Ciputat: Tangerang

Selatan, 2011).

Nunan, D. Teaching English to Speakers of Other Languages,(Cambridge:Cambridge

University Press 2001).

Parrot, M. Grammar for English Language Teachers,(Cambridge:Cambridge

University Press, 2010).

Rodney, H & Pullum, G.K. A Student’s Introduction to English Grammar, (New

York, Cambridge University Press:2005).

Rozakis, Laurie. English Grammar for the Utterly Confused, (New York:The

McGraw Hill Companies, 2003).

Schramper, B.A. Fundamental English Grammar. (New York:Prentice Hall.

Inc,1992).

Swan, Michael.Basic English Usage, (New York:Oxford University Press 1984).

49

Appendix 1

The patterns of degrees of comparison

Positive degree

Two units are

compared to an

equal degree

Comparative degree

Two units are

Compared to an

Unequal degree

Superlative degree

Three or more

Units are compared

To an unequal degree

As tall as

As beautiful as

Taller ( adj ) than

Faster ( adv ) than

More Beautiful (adj) than

More carefully (adv) than

The tallest (adj)

The fastest (adv)

The most beautiful (adj)

The most carefully (adv)

Not so ( or as ) tall

Not so ( or as ) beautiful as

Less tall ( adj ) than

Less faster ( adv ) than

Less beautiful ( adj )

than

Less carefully (adv) than

The least tall (adj)

The least fast (adv)

The least beautiful (adj)

The least carefully (adv)

50

Appendix 2

Some Ending Adjectives of Comparison.

1. Adjectives ending in –y

preceded by a

consonant

Ex. Prettier, dirtier, noisier,

happier.

1. Most adjectives

ending in derrivational

suffixes : -ous, -ful, -

ish, -ing, -ed,

Ex. More famous, more

useful, more childish,

more interesting, more

tired.

1. Adjectives ending in : -er

Ex.Cleverer,tenderer,bitterer,

narrower,shallower,mellow

er

2. Adjective ending in –ple,

-ble, occasionally –tle,

-dle.

Ex. Simpler, nobler, humbler,

subtler, idler.

2. Many adjectives

ending in –ct, -nt, -st.

Ex. More exact, more

recent, more honest,

more urgent.

2. Others stressed on the first

syllable :pleasanter,

crueler, quieter, stupider,

commoner,

Others stressed on second

syllable : politer,

profounder, remoter,

obscurer, sincerer, severer,

securer.

51

Appendix 3

ENGLISH TEST “DEGREES OF COMPARISON”

Name :

Class :

Part I

Fill in the Blank Questions with the appropriate Degrees of Comparison!

A. Comparative Degree

1. Frank has ............................................(good) score than Anisa.

2. Which is...............................................( strong ) tiger or elephant?

3. Your skirt is ........................................( dirty ) than mine.

4. Laptop is .............................................( cheap ) than motorcycle.

5. Daus Mini is .......................................( short ) than Ony syahrial.

6. Julia is ................................................( clever ) than Alika.

7. My father is ........................................( handsome ) than Anton.

8. Hockey ice is ......................................( dangerous ) than basketball.

9. Which is ..............................................( difficult ) Math or English lesson?

10. Which is ............................................( expensive ) Handphone or Laptop?

B. Superlative Degree

11. Sule is ……............... ............( funny ) than other comedians in Indonesia.

12. Who is ...................................( old ) in your family?

13 Jessica is .................................( pretty ) of the five girls.

14. Mount Jaya Wijaya is ............( high ) mountain in Indonesia.

15. My mother is .........................( beautiful ) than any other girls.

16. My father’s car is ..................( quickly ) car in my city.

17. Borobudur is .........................( funtastic ) temple in Indonesia.

18. Sport is ..................................( interesting ) of politic and comedy.

19. That is ...................................( helpful ) idea so far.

20. It was ....................................( horrible ) feeling I have ever heard.

52

Part II

Translate to English with the correct!

A. Comparative Degree

21. Ayahku lebih ganteng daripada pamanku. (Handsome)

Answer : ........................................................................................

22. Televisi lebih murah daripada motor. (Cheap)

Answer : ........................................................................................

23. Andi lebih cepat daripada Anton. (Fast)

Answer : ........................................................................................

24. Komeng lebih lucu daripada Olga. (Funny)

Answer : ......................................................................................

25. IPA lebih susah daripada bahasa inggris. (Difficult)

Answer : ......................................................................................

B. Superlative Degree

26. Ayahku paling ganteng di keluargaku. (Handsome)

Answer :........................................................................................

27. Radio paling murah dari televisi dan motor. (Cheap)

Answer : ........................................................................................

28. Adam paling cepat di kelasnya. (Fast)

Answer : .......................................................................................

29. Indro Warkop adalah komedian paling lucu di Indonesia. (Funny)

Answer : ......................................................................................

30. Matematika paling susah dari semua pelajaran di kelas. (Difficult)

Answer : ......................................................................................

53

Appendix 4

ANSWER KEY

Fill in the Blank

1. Better

2. Stronger

3. Dirtier

4. Cheaper

5. Shorter

6. Cleverer

7. More handsome

8. More dangerous

9. More difficult

10. More expensive

11. The funniest

12. The oldest

13. The prettiest

14. The highest

15. The most beautiful

16. the most quickly

17. the most funtastic

18. the most interesting

19. the most helpful

20. the most horrible

Translate to English!

A. Comparative Degree

21. My father is more handsome in myfamily.

22. Television is cheaper than motorcycle.

23. Andi is more quickly/ faster than Anton.

24. Komeng is funnier than Olga.

25. Science is more difficult than English.

B. Superlative Degree

26. My father is the most handsome in myfamily.

27. Radio is the cheapest television and motorcycle.

28. Adam is the most quickly/ the fastest in his classroom.

29. Indro warkop is the funniest comedian in Indonesia.

30. Math is the most difficult of all lessons in the classroom.

54

Appendix 5

REKAPITULASI NILAI BAHASA INGGRIS

“DEGREES OF COMPARISON”

No Students Comparative Superlative Comparative Superlative

Score 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

1 student1 0 1 0 1 1 1 1 1 1 1 0 1 0 1 0 0 0 0 0 0 1 1 1 0 1 0 0 0 0 1 15

2 student2 0 1 0 1 1 1 1 1 1 1 0 0 0 0 0 0 0 0 0 0 1 1 1 0 1 0 0 0 0 0 12

3 student3 0 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 27

4 student4 0 1 0 1 1 0 1 1 1 1 0 0 0 0 0 0 0 0 0 0 0 1 1 0 1 1 0 1 0 1 13

5 student5 0 1 0 1 1 1 1 1 1 1 0 1 0 1 1 1 1 1 1 1 1 0 0 0 1 1 1 0 1 1 22

6 student6 0 1 0 1 1 0 1 1 1 1 0 0 0 0 0 0 0 0 0 1 1 1 1 0 1 1 1 1 0 1 16

7 student7 0 1 0 1 1 0 1 1 1 1 0 0 0 1 1 1 0 1 0 1 1 1 1 0 0 1 0 0 0 1 17

8 student8 0 1 0 1 1 1 1 1 1 1 0 0 0 0 0 0 0 0 0 0 1 1 1 0 0 0 0 0 0 0 11

9 student9 0 1 0 1 1 0 1 1 1 1 0 1 0 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 1 23

10 student10 0 1 0 0 1 0 1 0 1 0 0 0 0 0 0 0 0 0 0 1 1 1 1 0 1 0 1 0 0 1 11

11 student 11 0 1 0 1 1 1 1 1 1 1 0 0 0 0 0 0 0 0 0 0 0 1 1 0 0 0 0 0 0 0 10

12 student 12 0 1 0 1 1 0 0 0 0 0 0 1 1 1 1 1 1 1 1 1 0 1 0 0 0 0 1 1 1 1 17

13 student 13 0 1 0 1 1 0 1 1 1 1 0 0 0 0 1 1 0 0 0 0 1 1 1 0 1 0 0 0 0 1 14

14 student 14 0 1 0 1 1 1 0 0 1 1 0 0 0 0 0 0 0 0 0 0 1 1 1 0 1 0 0 0 0 0 10

15 student 15 0 1 0 1 1 0 0 1 1 1 0 1 0 1 1 1 1 1 1 1 1 1 1 0 1 0 0 0 0 1 19

16 student 16 0 1 0 1 1 0 1 0 1 0 0 0 0 0 0 0 0 0 0 1 1 1 1 0 1 1 1 0 0 1 13

17 student 17 0 1 0 1 1 1 1 1 1 1 1 0 0 1 1 1 1 1 1 1 1 1 1 0 1 1 0 0 1 1 23

18 student 18 0 0 0 1 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 1 1 0 0 1 0 1 0 0 6

19 student 19 0 1 0 1 1 0 0 0 0 0 0 0 0 0 1 1 0 0 0 0 0 0 0 0 0 1 0 0 0 1 7

20 student 20 0 1 0 1 1 0 1 1 1 1 0 1 0 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 1 23

21 student 21 0 1 0 1 1 1 1 1 1 1 0 1 0 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 0 1 23

22 student 22 0 1 0 1 1 1 1 1 1 1 0 0 0 0 0 0 0 0 0 0 1 0 0 0 1 0 1 1 0 1 13

23 student 23 0 1 0 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 1 25

24 student 24 0 1 0 1 1 0 1 1 1 1 0 0 0 0 1 0 0 0 0 0 1 1 1 0 1 1 0 0 0 1 14

25 student 25 0 1 0 1 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 1 0 1 1 0 0 0 0 9

26 student 26 0 1 0 1 1 0 1 1 1 1 0 0 0 0 0 0 0 0 0 0 1 0 0 0 1 0 0 0 0 0 9

27 student 27 0 1 0 1 1 1 0 0 0 0 0 0 0 0 1 1 1 1 1 1 0 1 1 0 0 1 0 0 0 1 14

28 student 28 0 1 0 0 1 1 1 1 0 1 0 0 0 0 0 0 0 0 0 0 1 0 1 1 0 0 0 0 0 0 9

29 student 29 0 1 0 1 1 1 1 1 1 1 0 0 0 0 0 0 0 0 0 0 1 1 1 0 0 0 0 0 0 0 11

30 student 30 0 1 0 1 1 0 0 0 0 0 0 0 0 1 1 1 0 0 0 0 1 0 1 0 0 1 0 0 0 0 9

Total of wrong

answers

3

0 1

2

9 2 1

1

6 8 9 7 8

2

8

2

0

2

7

1

8

1

5

1

6

2

0

1

9

2

0

1

6 6 6 5

2

9

1

0

1

3

2

0

2

0

2

6

1

0

111 199 56 89 455

Keterangan:

1 = Jawaban betul

0 = Jawaban salah

55

Appendix 6

Rekapitulasi Kesalahan Siswa

Students Sentence of Error Types of Error Source of Error

1. Comparative

Frank has goods score than Anisa.

Your skirt is dirtyer than mine.

Komeng is funnyest than Olga.

Superlative

Sule is the funnyest than other

comedian in Indonesia.

Jessica is the prettyest of the five

girls.

My mother is the beautifulest than

any other girls.

My father’s car is the quicklyest

car in my city.

Borobudur is the funtasticest

temple in Indonesia.

Sport is the interestingest of

politic and comedy.

That is the helpfulest idea so far.

It was the horriblest feeling I have

ever heard.

My father is more handsome in

family.

Radio is cheaper from television

and motorcycle.

Adam is faster in his class.

Misinformation

Misorder

Misinformation

Misorder

Miorder

Misinformation

Misinformation

Misinformation

Misinformation

Misinformation

Misinformation

Misinformation

Misinformation

Misinformation

Interlingual

Contextual Learning

Contextual Learning

Contextual Learning

Contextual Learning

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Interlingual

Communication Strategies

Communication Strategies

56

Indro warkop is the funnyest

comedian in Indonesia.

Misorder

Contextual Learning

2. Comparative

Frank has goods score than Anisa.

Your skirt dirtyer than mine.

Komeng is funnys than Olga.

Superlative

Sule is the funnyst than other

comedians in Indonesia.

Who is the oldst in your family?

Jessica is the prettyst of the five

girls.

Mount Jaya Wijaya is the highst

mountain in Indonesia.

My mother is the beautifulst than

any other girls.

My father’s car is the quicklyst car

in my city.

Borobudur is the funtasticst

temple in Indonesia.

Sport is the interestingerst of

politic and comedy.

That is the helpfulst idea so far.

It was the horriblest feeling I

have ever heard.

My father is the handsomest from

my family.

Radio is cheaper from television

and motorcycle.

Adam is faster in the class.

Misinformation

Misorder

Misinformation

Misorder

Omission

Misorder

Omission

Misinformation

Misinformation

Misinformation

Misinformation

Misinformation

Misinformation

Misinformation

Misinformation

Misinformation

Interlingual

Contextual Learning

Intralingual

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Interlingual

Communication Strategies

Communication Strategies

57

Indro warkop is the more funny

from Indonesia.

Math is more difficult from all

lesson in the class.

Misinformation

Misinformation

Interlingual

Interlingual

3. Comparative

Frank has gooder score than Anisa.

Julia is more clever than Alika.

Komeng is funniest than Olga.

Misinformation

Misinformation

Misinformation

Intralingual

Interlingual

Intralingual

4.

Comparative

Frank has gooder score than

Anisa.

Your skirtis dirtyer than mine.

Julia is more clever than Alika.

My father is handsome than

uncle.

Komeng is funnyer than Olga.

Superlative

Sule is the funnist than other

comedians in Indonesia.

Who is the oldst in your family?

Jessica is the prettyst of the five

girls.

Mount Jaya Wijaya is the highst

mountain in Indonesia.

My mother is the beautifulst than

any other girls.

My father’s car is the quicklyst

car in my city.

Borobudur is the funtasticst

Misinformation

Misorder

Misinformation

Omission

Misorder

Omission

Omission

Misorder

Omission

Misinformation

Misinformation

Misinformation

Intralingual

Contextual Learning

Interlingual

Intralingual

Contextual Learning

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

58

temple in Indonesia.

Sport is the interestingerst of

politic and comedy.

That is the helpfulst idea so far.

It was the horriblest feeling I

have ever heard.

Radio is the cheapst from

television and motorcycle.

Indro warkop is the most funny

comedian in Indonesia.

Misinformation

Misinformation

Misinformation

Omission

Misinformation

Communication Strategies

Communication Strategies

Communication Strategies

Intralingual

Interlingual

5. Comparative

Frank has gooder score than Anisa.

Your skirt is dirtyer than mine.

Television is more cheap from

motorcycle.

Andi is more fast from Anton.

Komeng is more funny from Olga.

Superlative

Sule is the funnyest than other

comedians in Indonesia.

Jessica is the prettyest of five girls.

Indro warkop is the funnyest

comedian in Indonesia.

Misinformation

Misorder

Misinformation

Misinformation

Misinformation

Misorder

Misorder

Misorder

Intralingual

Contextual Learning

Communication Strategies

Communication Strategies

Communication Strategies

Contextual Learning

Contextual Learning

Contextual Learning

6. Comparative

Frank has the gooder score than

Anisa.

Your skirt dirtyer than mine.

Julia is more clever than Alika.

Komeng is more funny than Olga.

Superlative

Misinformation

Misorder

Misinformation

Misinformation

Intralingual

Contextual Learning

Interlingual

Interlingual

59

Sule is the most funnyest than

other comedians in Indonesia.

Who is the most oldest in your

family?

Jessica is the most prettyest of five

girls.

Mount Jaya Wijaya is the most

highest mountain in Indonesia.

My mother the most beautifulest

than any other girls.

My father’s car is the most

quicklyest car in my city.

Borobudur is the most funtasticest

temple in Indonesia.

Sport is the most interestingest of

politic and comedy.

That is the most helpfulest idea so

far.

Indro warkop is a the funnyest

comedian in Indonesia.

Misorder

Misinformation

Misinformation

Misinformation

Misinformation

Misinformation

Misinformation

Misinformation

Misinformation

Misorder

Contextual Learning

Interlingual

Contextual Learning

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Contextual Learning

7. Comparative

Frank has is gooder score than

Anisa.

Your skirt is dirtyer than mine.

Julia is more clever than Alika.

Komeng is funnyer than Olga.

IPA is difficulter than English

Superlative

Sule is the funnyest than other

comedians in Indonesia.

Misinformation

Misorder

Misinformation

Misoder

Misinformation

Misorder

Intralingual

Contextual Learning

Interlingual

Contextual Learning

Interlingual

Contextual Learning

60

Who is the most old in your

family?

Jessica is the most pretty of five

girls.

Borobudur is the funtasticest

temple in Indonesia.

That is the heplfulest idea so far.

Radio is the most cheap from

television and motorcycle.

Adam is the most fast in the class.

Indro warkop is the funnyest

comedian in Indonesia.

Misinformation

Misinformation

Misinformation

Misinformation

Misinformation

Misinformation

Misorder

Interlingual

Interlingual

Interlingual

Interlingual

Interlingual

Interlingual

Contextual Learning

8. Comparative

Frank has goods score than Anisa.

Your skirt is dirtyer than mine.

Komeng is funny than Olga.

IPA is difficultes than English.

Superlative

Sule is the funnyest than other

comedians in Indonesia.

Who is the oldst in your family?

Jessica is the prettyest of five girls.

Mount Jaya Wijaya is the highst

mountain in Indonesia.

My mother is the beautifulst than

any other girls.

My father’s car is the quicklyst car

in my city.

Borobudur is the funtasticst temple

in Indonesia.

Misinformation

Misorder

Misinformation

Misinformation

Misorder

Omission

Misorder

Omission

Misinformation

Misinformation

Misinformation

Interlingual

Contextual Learning

Contextual Learning

Interlingual

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

61

Sport is the interestingst of politic

and comedy.

That is the helpfulst idea so far.

It was the horriblest feeling I have

ever heard.

My father is the more handsome in

my family.

Radio is the more cheap from

television and motorcycle.

Adam is the more faster in the

class.

Indro warkop is the more funny

comedian in Indonesia.

Math is the more difficult from all

lesson.

Misinformation

Misinformation

Misinformation

Misinformation

Misinformation

Misinformation

Misinformation

Misinformation

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

9. Comparative

Frank has is gooder score than

Anisa.

Your skirt is dirtyer than mine.

Julia is clever than Alika.

Komeng is funnyer than Olga.

Superlative

Sule is the funnyest than other

comedians in Indonesia.

Jessica is the prettyest of five girls.

Indro warkop is the funnyest

comedian in Indonesia.

Misinformation

Misorder

Omission

Misorder

Misorder

Misorder

Misorder

Intralingual

Contextual Learning

Intralingual

Contextual Learning

Contextual Learning

Contextual Learning

Contextual Learning

10. Comparative

Frank has the gooder score than

Anisa.

Misinformation

Intralingual

62

Your skirt is the more dirty than

mine.

Laptop is the more cheaper than

motorcycle.

Julia is the more clever than Alika.

Hockey ice is the more dangerous

than basketball.

Which is the more expensive

handphone or laptop?

Komeng is the more funny than

Olga.

Superlative

Sule is the most funnyest than

other comedians in Indonesia.

Who is the most oldest in your

family?

Jessica is the most prettyest of five

girls.

Mount Jaya Wijaya is the most

highest mountain in Indonesia.

My mother is the most beautifulest

than any other girls.

My father’s car is the most

quicklyest car in my city.

Borobudur is the most funtasticest

temple in Indonesia.

Sport is the most interestingest of

politic and comedy.

That its the most helpfulest idea so

far.

Misinformation

Misinformation

Misinformation

Addition

Addition

Misinformation

Misorder

Misinformation

Misinformation

Misinformation

Misinformation

Misinformation

Misinformation

Misinformation

Misinformation

Intralingual

Intralingual

Intralingual

Intralingual

Intralingual

Intralingual

Contextual Learning

Intralingual

Contextual Learning

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

63

My father is most handsome in my

family.

Adam is the most faster in the

class.

Indro warkop is the most funnyest

comedian in Indonesia.

Omission

Misinformation

Misinformation

Intralingual

Intralingual

Contextual Learning

11. Comparative

Frank has goodes score than Anisa.

Your skirt is dirtyer than mine.

My father is handsomer than my

uncle.

Komeng is funnyer than Olga.

IPA is difficultes than English.

Superlative

Sule is the funnyst than other

comedians in Indonesia.

Who is the oldst in your family?

Jessica is the prettyest of five girls.

Mount Jaya Wijaya is the highst

mountain in Indonesia.

My mother is the beautifulst than

any other girls.

My father’s car is the quicklyst car

in my city.

Borobudur is the funtasticst temple

in Indonesia.

Sport is the interestingst of politic

and comedy.

That is the helpfulst idea so far.

It was the horriblest feeling I have

Misinformation

Misorder

Misinformation

Misorder

Misinformation

Misorder

Omission

Misorder

Omission

Misinformation

Misinformation

Misinformation

Misinformation

Misinformation

Misinformation

Intralingual

Contextual Learning

Intralingual

Contextual Learning

Contextual Learning

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

64

ever heard.

My father is the more handsomes

in my family.

Radio is the more cheaper from

television and motorcycle.

Adam is the more faster in the

class.

Indro warkop is the more funnyer

in Indonesia.

Math is the more difficult from all

lesson.

Misinformation

Misinformation

Misinformation

Misinformation

Misinformation

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

12. Comparative

Frank has gooder score than Anisa.

Your skirt is dirtyer than mine.

Julia is more clever than Alika.

My father is handsomer than

Anton.

Hockey ice is dangerouser than

basketball.

Which is difficulter Math or

English lesson?

Which is expensiver handphone or

laptop?

My father is more handsomer than

uncle.

Andi is fast than Anton.

Komeng is funnist than Olga.

IPA is more difficulter than

English.

Superlative

Misinformation

Misorder

Misinformation

Misinformation

Misinformation

Misinformation

Misinformation

Addition

Omission

Omission

Addition

Intralingual

Contextual Learning

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Intralingual

Intralingual

Contextual Learning

Intralingual

65

Sule is the funnist than other

comedians in Indonesia.

My father is the handsome in my

family.

Misorder

Omission

Contextual Learning

Interlingual

13. Comparative

Frank has good score than Anisa.

Your skirt is dirtyer than mine.

Julia is more clever than Alika.

Komeng is funnyer than Olga.

Superlative

Sule is the funnyest than other

comedians in Indonesia.

Who is oldest in your family?

Jessica is prettyest of five girls.

Mount Jaya Wijaya is highest

mountain in Indonesia.

Borobudur is the more funtastics

temple in Indonesia.

Sport is the more interesting of

politic and comedy.

That is helpfulest idea so far.

It was the more horrible feeling I

have ever heard.

My father is the more handsome in

my family.

Radio is the more cheap from

television and motorcycle.

Adam is the most fast in his class.

Indro warkop is the most funnyest

comedian in Indonesia.

Misinformation

Misorder

Misinformation

Misorder

Misorder

Omission

Misorder

Omission

Misinformation

Misinformation

Misinformation

Misinformation

Misinformation

Misinformation

Misinformation

Misinformation

Intralingual

Contextual Learning

Interlingual

Contextual Learning

Contextual Learning

Intralingual

Contextual Learning

Intralingual

Interlingual

Interlingual

Interlingual

Interlingual

Interlingual

Interlingual

Interlingual

Interlingual

66

14. Comparative

Frank has gooder score than Anisa.

Your skirt is dirtyer than mine.

My father is handsome than Anton.

Hockey ice is dangerouser than

basketball.

Komeng is more funny than Olga.

Superlative

Sule is most funny than other

comedians in Indonesia.

Who is oldes in your family?

Jessica is most pretty of five girls.

Mount Jaya Wijaya is highes

mountain in Indonesia.

My mother is more beautiful than

any other girls.

My father’s car is more quickly car

in my city.

Borobudur is most funtastic temple

in Indonesia.

Sport is most interesting of politic

and comedy.

That is most helpful idea so far.

It was most horrible feeling I have

ever heard.

My father is most handsome in my

family.

Radio is most cheap from

television and motorcycle.

Adam is faster in the class.

Misinformation

Misorder

Omission

Misinformation

Misinformation

Misinformation

Omission

Misinformation

Omission

Misinformation

Omission

Omission

Omission

Omission

Omission

Omission

Misinformation

Misinformation

Intralingual

Contextual Learning

Interlingual

Intralingual

Interlingual

Interlingual

Intralingual

Interlingual

Intralingual

Interlingual

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Interlingual

Interlingual

Intralingual

67

Indro warkop is most funny

comedian in Indonesia.

Math is most difficult from all

lesson in the class.

Misinformation

Omission

Interlingual

Interlingual

15. Comparative

Frank has gooder score than Anisa.

Your skirt is dirtyer than mine.

Julia is clever than Alika.

Myfather is more hadsome than

Anton.

Komeng is more funny than Olga.

Superlative

Sule is the funnest than other

comedians in Indonesia.

Jessica is the most pretty of five

girls.

My father is most handsome

myfamily.

Radio is the most cheap from

television and motorcycle.

Adam is fastest in the class.

Indro warkop is funnest comedian

in Indonesia.

Misinformation

Misorder

Omission

Omission

Misinformation

Omission

Misinformation

Omission

Misinformation

Omission

Omission

Intralingual

Contextual Learning

Intralingual

Intralingual

Interlingual

Intralingual

Interlingual

Interlingual

Interlingual

Intralingual

Intralingual

16. Comparative

Frank has the gooder score than

Anisa.

Your skirt is the more dirty than

mine.

Julia is the more clever than Alika.

Hockey ice is the more dangerous

Misinformation

Misinformation

Misinformation

Addition

Intralingual

Interlingual

Interlingual

Interlingual

68

than basketball.

Which is the more expensive

handphone or laptop?

Komeng is more funny than Olga.

Superlative

Sule is the most funnyest than

other comedians i Indonesia.

Who is the most oldest in your

family?

Jessica is the most prettyest of five

girls.

Mount Jaya Wijaya is the most

highest mountain in Indonesia.

My mother is the most beautifulest

than any other girls.

My father’s car is the most

quicklyest car in my city.

Borobudur is the most funtasticest

temple in Indonesia.

Sport is the most interestingest of

politic and comedy.

That is the most helpfulest idea so

far.

Adam is the most faster in the

class.

Indro warkop is the most funnyest

comedian in Indonesia.

Addition

Misinformation

Misorder

Misinfromation

Misinfromation

Misinfromation

Misinfromation

Misinfromation

Misinfromation

Misinfromation

Misinfromation

Misinfromation

Misinfromation

Interlingual

Interlingual

Contextual Learning

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Interlingual

Interlingual

17. Comparative

Frank has more good score than

Anisa.

Misinformation

Interlingual

69

Your skirt is more dirty than mine.

Komeng is more funny than Olga.

Superlative

Who is oldest in your family?

Jessica is the most pretty of ifve

girls.

Radio is cheapest from television

and motorcycle.

Adam is fastest in his class.

Misinformation

Misinformation

Omission

Misinformation

Omission

Omission

Interlingual

Interlingual

Intralingual

Interlingual

Intralingual

Intralingual

18. Comparative

Frank has gooder score than Anisa.

Which is more stronger tiger or

elephant?

Your skirt is dirtyer than mine.

Daus mini is more shorter than

Any Syahrial.

Julia is more cleverer than Alika.

My father is handsomer than

Anton.

Hockey ice is dangerouser than

basketball.

Which is difficulter Math or

English lesson?

Which is expensiver handphone or

laptop?

Myfather is more handsomer than

uncle.

Komeng is funnyer than Olga.

IPA is more difficulter than

English lesson.

Misinformation

Addition

Misorder

Addition

Addition

Misinformation

Misinformation

Misinformation

Misinformation

Addition

Misorder

Addition

Intralingual

Intralingual

Intralingual

Intralingual

Intralingual

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Intralingual

Contextual Learning

Intralingual

70

Superlative

Sule is the more funnyst than other

comedians in Indonesia.

Jessica is the prettyest of five girls.

Mount Jaya Wijaya is the more

highest mountain in Indonesia.

My mother is the more beautiful

than any other girls.

My father’s car is the more

quicklyest car in my city.

Borobudur is the more funtasticest

temple in Indonesia.

Sport is the more interestingest of

politic and comedy.

That is the helpfulest idea so far.

It was the horriblest feeling I have

ever heard.

Radio is the more cheapest from

television and motorcycle.

Indro warkop is the most funnyest

in Indonesia.

Math is the most difficultest from

all lesson in the class.

Misinformation

Misorder

Addition

Misinformation

Misinformation

Misinformation

Misinformation

Misinformation

Misinformation

Addition

Addition

Misinformation

Intralingual

Contextual Learning

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Interlingual

Interlingual

Intralingual

Interlingual

Interlingual

19. Comparative

Frank has gooder score than Anisa.

Your skirt is dirtyer than mine.

Julia is cleverer than Alika.

My father is handsomer than

Anton.

Misinformation

Misorder

Misorder

Misinformation

Misinformation

Intralingual

Contextual Learning

Intralingual

Communication Strategies

71

Hockey ice is dangerouser than

basketball.

Which is difficulter Math or

English lesson?

Which is expensiver handphone or

laptop?

My father is the more handsome

than uncle.

Television is the more cheap than

motorcycle.

Andi is the more funny than Anton.

Komeng is the more funny than

Olga.

IPA is the more difficult than

English.

Superlative

Sule is funniest than other

comedians in Indonesia.

Who is oldest in your family?

Jessica is prettyest of five girls.

Mount Jaya Wijaya is highes

mountain in Indonesia.

Borobudur is funtastices temple in

Indonesia.

Sport is the most interestinges of

politic and comedy.

That is the most helpfulest idea so

far.

It was the most horriblest feeling I

have ever heard.

Misinformation

Misinformation

Addition

Misinformation

Misinformation

Misinformation

Addition

Omission

Omission

Misorder

Omission

Misinformation

Misinformation

Misinformation

Misinformation

Misinformation

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Intralingual

Intralingual

Contextual Learning

Intralingual

Interlingual

Communication Strategies

Communication Strategies

Communication Strategies

72

Radio is the most cheap from

television and motorcycle.

Adam is the most fast in the class.

Indro warkop is the most funny

comedian in Indonesia.

Misinformation

Misinformation

Misinformation

Communication Strategies

Communication Strategies

Communication Strategies

20. Comparative

Frank has gooder score than Anisa.

Your skirt is dirtyer than mine.

Julia is more clever than Alika.

Komeng is funnyer than Olga.

Superlative

Sule is the funnyest than other

comedians in Indonesia.

Jessica is the prettyst of five girls.

Indro warkop is the most funny

comedian in Indonesia.

Misinformation

Misorder

Misinformation

Misorder

Misorder

Misorder

Misinformation

Intralingual

Contextual Learning

Interlingual

Contextual Learning

Contextual Learning

Contextual Learning

Interlingual

21. Comparative

Frank has is gooder score than

Anisa.

Your skirt is dirtyer than mine.

Komeng is funnyer than Olga.

Superlative

Sule is the funnyest than other

comedians in Indonesia.

Jessica is the prettyest of five girls.

Radio is the cheapeest from

television and motorcycle.

Indro warkop is the funnyest

comedian in Indonesia.

Misinformation

Misorder

Misorder

Misorder

Misorder

Addition

Misorder

Intralingual

Contextual Learning

Contextual Learning

Contextual Learning

Contextual Learning

Intralingual

Contextual Learning

22. Comparative

73

Frank has is gooder score than

Anisa.

Your skirt is dirtyer than mine.

Television is cheap than

motorcycle.

Andi is fast than Anton.

Komeng is funny than Olga.

Superlative

Sule is funnyest than other

comedians in Indonesia.

Who is oldest in your family ?

Jessica is prettyest of five girls.

Mount Jaya Wijaya is highest

mountain in Indonesia.

My mother is mose beautiful than

any other girls.

My father’s car is mose quickly car

in my city.

Borobudur is mose funtastic temple

in Indonesia.

Sport is mose interesting of politic

and comedy.

That is mose helpful idea so far.

It was mose horrible feeling I have

ever heard.

My father is the mose handsome

than my family.

Indro warkop is funny comedian in

Indonesia.

Misinformation

Misorder

Omission

Omission

Omission

Omission

Omission

Omission

Omission

Misorder

Misorder

Misorder

Misorder

Misorder

Misorder

Addition

Misinformation

Intralingual

Contextual Learning

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Intralingual

Intralingual

23. Comparative

74

Frank has gooder score than Anisa.

Your skirt is dirtyer than mine.

Komeng is funnyer than Olga.

Superlative

Sule is the funnyest than other

comedians in Indonesia.

Indro warkop is the funnyest

comedian in Indonesia.

Misinformation

Misorder

Misorder

Misorder

Misorder

Intralingual

Contextual Learning

Contextual Learning

Contextual Learning

Contextual Learning

24. Comparative

Frank has good score than Anisa.

Your skirt is dirtyer than mine.

Julia is more clever than Alika.

Komeng is funnyer than Olga.

Superlative

Sule is funnyest than other

comedians in Indonesia.

Who is oldest in your family ?

Jessica is prettyest of five girls.

Mount Jaya Wijaya is highest

mountain in Indonesia.

My father’s car is quicklyest car in

my city.

Borobudur is the more funtastic

temple in Indonesia.

Sport is the more interesting of

politic and comedy.

That is helpfulest idea so far.

It was the most horrible feeling I

have ever heard.

My father is the most handsome in

Misinformation

Misorder

Misinformation

Misorder

Misorder

Omission

Misorder

Omission

Misinformation

Misinformation

Misinformation

Misinformation

Misinformation

Misinformation

Intralingual

Contextual Learning

Interlingual

Contextual Learning

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Interlingual

Communication Strategies

Communication Strategies

Interlingual

Intralingual

Interlingual

75

my family.

Radio is the most cheap from

television and motorcycle.

Adam is the most fastest in his

class.

Misinformation

Misinformation

Intralingual

Interlingual

25. Comparative

Frank has gooder score than Anisa.

Your skirt is dirtyer than mine.

My father is the more handsome

than Anton.

Hockey ice is the more dangerous

than basketball.

Which is the more difficult Math or

English?

Which is the more expensive

handphone or laptop?

Komeng is funnyer than Olga.

Superlative

Sule is funnyes than other

comedians in Indonesia.

Who is the mose old in your

family?

Jessica is the mose pretty of five

girls.

Mount Jaya Wijaya is highes

mountain in indonesia.

My mother is the mose beautiful

than any other girls.

My father’s car is quicklyes car in

my city.

Misinformation

Misorder

Omission

Omission

Omission

Omission

Misinformation

Misorder

Misorder

Misorder

Omission

Misorder

Misinformation

Intralingual

Contextual Learning

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Contextual Learning

Intralingual

Communication Strategies

Communication Strategies

Intralingual

Intralingual

Interlingual

76

Borobudur is funtastic temple in

Indonesia.

Sport is interestinges of politic and

comedy.

That is helpfules idea so far.

It was horrible feeling I have ever

heard.

Radio is the most cheapes from

television and motorcycle.

Adam is the most fast in class.

Indro warkop is funnyes comedian

in Indonesia.

Math is diffilcutes all lesson.

Omission

Misinformation

Misinformation

Omission

Misinformation

Misinformatiion

Misinformation

Misinformation

Interlingual

Communication Strategies

Communication Strategies

Interlingual

Interlingual

Interlingual

Intralingual

Interlingual

26. Comparative

Frank has gooder score than Anisa.

Your skirt is dirtyer than mine.

Julia is clevered than Alika.

Television is cheaper than

motorcycle.

Andi is faster than Anton.

Komeng is more funny than Olga.

Superlative

Sule is the funnyst than other

comedians in Indonesia.

Who is the oldst in your family?

Jessica is the prettyst of five girls.

Mount Jaya Wijaya is the highst

mountain in Indonesia.

My mother is the beautifulst than

any other girls.

Misinformation

Misorder

Misorder

Omission

Omission

Misinformation

Misorder

Omission

Omission

Misinformation

Misinformation

Intralingual

Contextual Learning

Intralingual

Intralingual

Intralingual

Interlingual

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

77

My father’s car is the quicklst car

in my city.

Borobudur is the funtasticst temple

in Indonesia.

Sport is the interestingst of politic

and comedy.

That is the helpfulst idea so far.

It was the horriblest feeling I have

ever heard.

My father is more handsomest

family.

Radio is the cheapst from

television and motorcycle.

Adam is the fastst in the class.

Indro warkop is the funnyst

comedian in Indonesia.

Math is the difficultst from lesson

in the class.

Misinformation

Misinformation

Misinformation

Misinformation

Misinformation

Misinformation

Omission

Omission

Misorder

Misinformation

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Interlingual

Intralingual

Intralingual

Contextual Learning

Interlingual

27. Comparative

Frank has gooder score than Anisa.

Your skirt is dirter than mine.

My father is the more handsome

than Anton.

Hockey ice is the more dangerous

than basketball.

Which is the more difficult Math or

English lesson?

Which is the more expensive

handphone or laptop?

My father is the more handsome

Misinformation

Misorder

Addition

Addition

Addition

Addition

Addition

Intralingual

Intralingual

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Intralingual

78

than uncle.

Komeng is funner than Olga.

IPA is the more difficult than

English lesson.

Superlative

Sule is funnes than other

comedians in Indonesia.

Who is older in your family?

Jessica is prettes of five girls.

Mount Jaya Wijaya is highes

mountain in Indonesia.

Radio is cheapes from television

and motorcycle.

Adam is fastes in the class.

Indro warkop is funnes comedian

in Indonesia.

Omission

Addition

Omission

Omission

Omission

Omission

Omission

Omission

Omission

Intralingual

Intralingual

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

28. Comparative

Frank has the goodes score than

Alika.

Your skirt is dirter than mine.

Laptop is the cheapes than

motorcycle.

Which is the difficultes than

basketball.

Television is more cheap than

motorcycle.

IPA is difficulter than English.

Superlative

Sule is the most funnest than other

comedians in Indonesia.

Misinformation

Omission

Misinformation

Misinformation

Misinformation

Misinformation

Omission

Interlingual

Intralingual

Interlingual

Interlingual

Interlingual

Interlingual

Communication Strategies

79

Who is the most oldest in your

family?

Jessica is the most prettest of five

girls.

Mount Jaya Wijaya is the most

highest mountain in Indonesia.

My mother is the most beautifules

than any other girls.

My father’s car is the most

quicklest car in my city.

Borobudur is the most funtasticest

temple in Indonesia.

Sport is the most interestingest of

politic and comedy.

That is the most helpfulest idea so

far.

It was the most horriblest feeling I

have ever heard.

My father is the most handsomes in

my family.

Radio is the most cheapest than

television and motorcycle.

Adam is the most fastest in the

classroom.

Indro warkop is the most funnest

comedian in Indonesia.

Math is the most difficultest than

all lesson in the class.

Addition

Omission

Misinformation

Misinformation

Misinformation

Misinformation

Misinformation

Misinformation

Misinformation

Addition

Misinformation

Misinformation

Misinformation

Misinformation

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

29. Comparative

Frank has gooder score than Anisa.

Misinformation

Intralingual

80

Your skirt is dirtyer than mine.

Komeng is more funny than Olga.

IPA is most difficult than English.

Superlative

Sule is most funny than other

comedians in Indonesia.

Who is oldes in your family?

Jessica is most pretty of five girls.

Mount Jaya Wijaya is highes

mountain in Indonesia.

My mother is most beautiful than

any other girls.

My father’s car is most quickly car

in my city.

Borobudur is most funtastic temple

in Indonesia.

Sport is most interesting of politic

and comedy.

That is most helpful idea so far.

It was horribles feeling I have ever

heard.

My father is most handsome in

family.

Radio is cheapes from television

and motorcycle.

Adam is faster her class.

Indro warkop is most funny

comedian in Indonesia.

Math is most difficult from all

lesson in the class.

Misorder

Misinformation

Misinformation

Misinformation

Omission

Misinformation

Omission

Omission

Omission

Omission

Omission

Omission

Misinformation

Omission

Omission

Misinformation

Misinformation

Omission

Contextual Learning

Interlingual

Interlingual

Interlingual

Intralingual

Interlingual

Intralingual

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Interlingual

Intralingual

Intralingual

Interlingual

Interlingual

Intralingual

81

30. Comparative

Frank has gooder score than Anisa.

Your skirt is dirtyer than mine.

Julia is clever than Alika.

My father is handsome than Anton.

Hockey ice is dangerous than

basketball.

Which is difficult Math or English

lesson?

Which is expensive handphone or

laptop?

Television is cheap than

Motorcycle.

Komeng is funnyer than Olga.

IPA is difficult than English.

Superlative

Sule is the funnyest than other

comedians in Indonesia.

Who is the old in your family?

Jessica is the most pretty of ifve

girls.

Borobudur is the funtastic temple

in Indonesia.

Sport is the interesting of politic

and comedy.

That is the helpful idea so far.

It was the horrible feeling I have

ever heard.

Radio is the most cheap from

television and motorcycle.

Misinformation

Misorder

Omission

Omission

Omission

Omission

Omission

Misinformation

Misorder

Omission

Misorder

Omission

Misinformation

Omission

Omission

Omission

Omission

Misinformation

Intralingual

Contextual Learning

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Interlingual

Contextual Learning

Interlingual

Contextual Learning’

Intralingual

Interlingual

Communication Strategies

Communication Strategies

Communication Strategies

Communication Strategies

Interlingual

82

Adam is the most from class.

Indro warkop is the most funny in

Indonesia.

Math is the most all lesson.

Misinformation

Misinformation

Omission

Interlingual

Interlingual

Interlingual

83

Appendix 7

Hasil Wawancara

Tanggal : 17 April 2014

Tempat : Kelas

1. Bagaimana pendapatmu tentang Degrees of Comparison (Tingkatan

Perbandingan)? Jelaskan!

Student 1 : Saya kurang mengerti karena kurang membaca buku

Student 2 : Sangat menarik untuk dipelajari walau saya tidak mengerti

Student 3 : Mudah untuk diingat dan dipelajari

Student 4 : Susah untuk memahami karena rumusnya susah

Student 5 : Mudah dimengerti tapi sering terbalik - balik

Student 6 : Lumayan mudah dan sulit

Student 7 : Saya tidak mengerti tentang syllable nya

Student 8 : Sempurna untuk meningkatkan pelajaran Bahasa Inggris

Student 9 : Mudah tetapi terkadang suka bingung kalo guru mengasih soal

Student 10 : Saya kurang paham karena minimnya jam belajar

Student 11 : Mudah diingat dan dipelajari

Student 12 : Ada yang mudah, ada yang sulit

Student 13 : Mudah

Student 14 : Bisa meningkatkan kualitas belajar Bahasa Inggris, Jadi tau

Student 15 : Mudah tetapi terkadang sering terbalik-balik

Student 16 : Gampang-gampang susah, tapi kebanyakan gampangnya.

Student17 : Sangat menambah wawasan tetapi sulit mebedakan

tingkatannya

Student 18 : Lumayan mudah untuk dikerjakan dan diingat rumusnya

Student 19 : Mudah, bisa untuk dipahami dan diingat

Student 20 : Bagus untuk meningkatkan pelajaran Bahasa Inggris

Student 21 : Bisa menambah ilmu Bahasa Inggris

Student 22 : Mudah tetapi ada juga yang sulit, hanya perlu pemahaman

Student 23 : Mudah dan ada sulitnya

84

Student 24 : Kurang memahami apa yaang sudah diajarkan

Student 25 : Sangat menarik karena cuma diganti/ditambah syllable

Student 26 : Lumayan mudah

Student 27 : Lumayan gampang dan sulit

Student 28 : Bisa dipahami dan mudah dipelajari

Student 29 : Gampang dan ada yang susah

Student 30 : Kalau lupa rumusnya jadi susah tapi kalo dipelajari terus

gampang

2. Jawab : Apakah kamu kesulitan memahami tentang Comparative Degree?

Jika kamu kesulitan memahami Comparative Degree, pada hal apakah yang

kamu tidak mengerti. Jelaskan!

Jawab :

Student 1 : Saya kesulitan pada syllable

Student 2 : Saya tidak mengerti di syllable nya

Student 3 : Saya kurang teliti saja dalam menjawabnya

Student 4 : Rumusnya hampir sama semua, jadi sering salah

Student 5 : Hanya lupa saja rumusnya

Student 6 : Mudah dan tidak ada kesulitan

Student 7 : Tidak mengerti pada syllabble nya untuk mengubah rumusnya

Student 8 : Tidak sulit karena saya ingat rumusnya

Student 9 : Tidak kesulitan

Student 10 : Saya kurang paham ketika penambahan huruf

Student 11 : Saya tidak kesulitan tetapi kurang teliti dalam menjawabnya

Student 12 : Agak – agak mudah

Student 13 : Ya, Pada hal syllable karena saya kurang mengerti rumus

Student 14 : Tidak ada kesulitan

Student 15 : Tidak. Tapi kadang sering lupa

Student 16 : Tidak

Student 17 : Sulit membedakan pada syllable nya masing-masing

Student 18 : Lumayan ada kesulitan, pada hal penempatan more / most

yang harus ditulis atau tidak

85

Student 19 : Tidak terlalu sulit

Student 20 : Tidak ada kesulitannya

Student 21 : Tidak ada kesulitan

Student 22 : Mudah

Student 23 : Kesulitan tapi tidak begitu sulit juga

Student 24 : Saya terkadang bingung dangan huruf belakangnya

Student 25 : Lumayan, tentang mengganti syllable nya

Student 26: Tidak ada kesulitan

Student 27 : Mudah

Student 28 : Tidak sulit

Student 29 : Mudah dimengerti

Student 30 : Lumayan gampang dan mudah dipelajari

3. Apakah kamu kesulitan memahami tentang Superlative Degree? Jika kamu

kesulitan memahami Superlative Degree, pada hal apakah yang kamu tidak

mengerti. Jelaskan!

Jawab :

Student 1 : Saya kurang mengerti di bagian kata gantinya

Student 2 : Saya tidak mengerti dengan gantinya saja

Student 3 : Tidak kesulitan hanya kurang teliti saja

Student 4 : Saya lupa rumusnya jadi kesulitan dech

Student 5 : Tidak kesulitan hanya lupa saja

Student 6 : Lumayan kesulitan, saat kata “the” ditambah atau tidak

Student 7 : Saya tidak mengerti tentang tambahannya

Student 8 : Kesulitan, karena saya tidak memahami syllable

Student 9 : kadang – kadang kesulitan

Student 10 : Saya kurang paham saat penambahan (est) jika satu dan dua

kata saya kurang paham ketika penambahan (most)

Student 11 : Saya tidak kesulitan hanya kurang teliti

Student 12 : Agak-agak bingung untuk menaruh letak rumus nya

Student 13 : Saya kurang mengerti rumus dan pengucapannya

86

Student 14 : Tidak terlalu sulit

Student 15 : Tidak, tapi kadang suka lupa

Student 16 : Sedikit, tentang pake the atau enggak

Student 17 : Bingung pada penambahan the pada 1 syllable

Student 18 : Tidak mengerti pada penempatan most

Student 19 : Masih bisa dipahami

Student 20 : Tidak ada kesulitan

Student 21 : Agak sulit karena saya kurang memahami

Student 22 : Sulitnya hanya pake the atau tidak

Student 23 : Sulit, karena saya tidak mengetahui pada kata apa most

digunakan

Student 24 : Saya tidak memahami

Student 25 : Lumayan, tentang mengganti syllable

Student 26: Sedikit kesulitan pada suku katanya yang 1 syllable seperti

smart

Student 27 : Pada menyusun kata yang benar dan rumus apakah yang

digunakan

Student 28 : Saya agak bingung di syllable nya dan peletakannya

Student 29 : Saya kurang paham pada syllable nya

Student 30 : Lumayan susah dan dimengerti, kadang juga keliru pake the

atau engga

4. Apa penyebabnya kamu sulit memahami dan menguasai Degrees of

Comparison (Tingkatan Perbandingan)?

a. Metode pengajaran guru tidak menarik

b. Motivasi belajar kurang

c. Kurang membaca tentang buku-buku grammar

Student 1 : Kurang membaca tentang buku-buku grammar

Student 2 : Motivasi belajar kurang

Student 3 : Kurang membaca tentang buku-buku grammar

Student 4 : Kurang membaca tentang buku-buku grammar

87

Student 5 : Kurang membaca tentang buku-buku grammar

Student 6 : Motivasi belajar kurang

Student 7 : Motivasi belajar kurang

Student 8 : Kurang membaca tentang buku-buku grammar

Student 9 : Kurang membaca tentang buku-buku grammar dan Motivasi

belajar kurang

Student 10 : Motivasi belajar kurang

Student 11 : Kurang membaca tentang buku-buku grammar

Student 12 : Motivasi belajar kurang

Student 13 : Kurang membaca tentang buku-buku grammar

Student 14 : Kurang membaca tentang buku-buku grammar

Student 15 : Kurang membaca tentang buku-buku grammar

Student 16 : Motivasi belajar kurang

Student 17 : Motivasi belajar kurang

Student 18 : Metode pengajaran guru tidak menarik

Student 19 : Kurang membaca tentang buku-buku grammar

Student 20 : Kurang membaca tentang buku-buku grammar

Student 21 : Kurang membaca tentang buku-buku grammar

Student 22 : Kurang membaca tentang buku-buku grammar

Student 23 : Motivasi belajar kurang

Student 24 : Kurang membaca tentang buku-buku grammar

Student 25 : Motivasi belajar kurang

Student 26 : Kurang membaca tentang buku-buku grammar

Student 27 : Motivasi belajar kurang

Student 28 : Kurang membaca tentang buku-buku grammar

Student 29 : Motivasi belajar kurang

Student 30 : Kurang membaca tentang buku-buku grammar

88

Appendix 8

Hasil Wawancara Guru

Nama Guru : Leni Masfufah, S.Pd

Tanggal : 17 April 2014

1. Kapan Bapak/Ibu mengajar di sekolah MTs Al-Islamiyah, Kebon Jeruk ?

Jawab : Saya mulai mengajar tahun 2010.

2. Bagaimakah antusiasme atau ketertarikan siswa anda terhadap pelajaran

Bahasa Inggris ketika berada didalam kelas?

Jawab : Alhamdulillah Baik.

3. Apa sajakah fasilitas yang tersedia di sekolah yang dapat menunjang anak

didik anda dalam belajar Bahasa Inggris ?

Jawab : Di sekolah ini fasilitas kurang memadai untuk Bahasa Inggris.

4. Apa buku teks yang Bapak/ibu gunakan sebagai sumber bahan ajar untuk

mengajar pelajaran Bahasa Inggris?

Jawab : Saya menggunakan buku teks terbitan Airlangga.

5. Seberapa pentingkah pengajaran grammar bagi siswa anda menurut sudut

pandang Bapak/ibu ?

Jawab : Sangat penting karena dalam materi ini para siswa diajarkan cara

menyusun dan membuat kalimat yang baik dan benar.

6. Kendala apa sajakah yang Bapak/ibu rasakan, ketika mengajar materi

grammar?

Jawab : Kesalahan siswa dalam menyusun atau membuat kalimat tersebut.

7. Kesalahan - kesalahan apa saja yang sering dilakukan siswa dalam

mempelajari Degrees of Comparison (Tingkatan Perbandingan)?

Jawab : Ketidak pahaman siswa dalam menterjemahkan sehingga

membuat mereka salah dalam membandingkan.

96

PROFIL SEKOLAH

Nama Sekolah : Madrasah Tsanawiyah Al-Islamiyah Kp.Kecil

Kepala Madrasah : Fadli Zulkarnain, S,Kom

Wakil Kesiswaan Madrasah : Drs. Dzul Jamal

Wakil Kurikulum Madrasah : Drs. Achmad Zawawi

Alamat : Jalan Al-Islamiyah kp. Kecil no. 242

Sukabumi Selatan Kebon Jeruk Jakarta Barat

DKI JAKARTA

No. Telp : 021 – 5320379

Berdiri : Tahun 1935

Jumlah Guru dan Karyawan : 40 guru dan 5 karyawan

Fasilitas - fasilitas : 10 kelas, 1 laboratorium komputer, 1 laboratorium bahasa,

1 perpustakaan, 1 ruang Tata Usaha, 2 ruang kepala dan wakil

madrasah, 1 ruang guru, koperasi, kantin dan lapangan.

Kegiatan Ekstrakurikuler : 1. Pramuka 5. Marching Band

2. Paskibra 6. Palang Merah Remaja

3. Futsal 7. Silat

4. Badminton

BIOGRAPHY

Hidayatulloh was born on the 3rd

of May 1989 in

Jakarta. He is the fifth child from married couple of H. Rohmat

(Alm) and Hj. Asenah (Almh), and he has married, his wife is

Reni. He has a son, his name Muhammad Raihan Ramadhan.

He had been a student of English Department Faculty of

Tarbiyah State Islamic University Syarif Hidayatullah Jakarta

from 2008. He was graduated from Senior High School Al-

Islmiyah Jakarta in 2008. Formerly, he began his study at SDI

Al-Falah 1 Pg at Sukabumi Selatan Kebon Jeruk, West Jakarta.

After that, he continued in Junior high School Al-Islamiyah.

Then, he continued Senior high school in boarding school

Daar- el Qolam Gintung Jayanti Tangerang only for two years.

And he finished 1 year in Senior High School Al-Islamiyah.

When he was at the school, he was active in many extracurricular such as Scout and

OSIS. He was also the chief of OSIS period 2007-2008. While, when he was a student of

English Education Department of “Syarif Hidayatullah” State Islamic University Jakarta, he

actived in teaching for private and also the staff of library in the school.

His motto is “Be confident so you can do your best”. He believes that self-confidence is the

power of everything. So that, everyone who has big self-confidence can do his or her best.

HIDAYATULLOH