the application of communicative approach...
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THE IMPROVING OF STUDENTS’ COMPARATIVE DEGREE
SCORE USING ROLE PLAYING IN COMMUNICATIVE
APPROACH A “Skripsi”
Presented to the Faculty of Tarbiyah and Teachers Training
In a Partial Fulfillment of the Requirements
For the degree of S.Pd. (Bachelor of Arts) in English Language Education
By :
Ahmad Dasuki
NIM: 103014026936
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TARBIYA AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
1431H/2010
ENDORSEMENT SHEET
The examination committee of the Faculty of Tarbiya and teachers’ training certifies
that the ‘skripsi’ entitled “THE IMPROVING OF STUDENTS’ COMPARATIVE
DEGREE SCORE USING ROLE PLAY TECHNIQUE IN COMMUNICATIVE
APPROACH” written by Ahmad Dasuki, student’s registration number:
103014026936 was examined by the committee in June 9th 2010 on Wednesday, and
was declared to have passed and, therefore, fulfilled one of the requirements for the
academic title of ‘S. Pd’ (Bachelor of Arts) in English Language Education
Department. Jakarta, June 20th 2010
Examination Committee
CHAIRMAN : Drs. Syauki, M. Pd. ( ) NIP: 150 246 289
SECRETARY : Neneng Sunengsih, S. Pd. ( )
NIP: 150 293 236
EXAMINERS : 1. DR.H Atiq Susilo,MA ( )
NIP:
2. Drs. Nasrun Mahmud, M. Pd ( ) NIP:
Acknowledged by:
Dean of Tarbiyah and Teachers Training Faculty
Prof. Dr. Dede Rosyada, MA.
NIP 150 231 356
ACKNOWLEDGEMENT In the Name of Allah, the Beneficent, the Merciful
All praises be to Allah Lord of the Universe. The Almighty God for His
blessing, guidance, love, help who has bestowed upon the writer in completing this
‘skripsi’. Peace and blessing be upon the Prophet Muhammad S.A.W. and his family,
his companions, and his followers.
This ‘skripsi’ is presented to English Education Department of faculty of
Tarbiya and Teachers’ Training, State Islamic University Syarif Hidayatullah Jakarta
as a partial fulfillment of requirements for the Degree of Strata I (SI), entitled
THE IMPROVING OF STUDENTS’ COMPARATIVE DEGREE
SCORE USING ROLE PLAYING IN COMMUNICATIVE
APPROACH ( A Pre-Experimental Study at the Sixth Year of SDN Duri
kosambi 07 Pagi ) In this occasion, the writer would like to express his thanks and great
appreciation to his beloved father H. Saiman (Alm) , his mother Hj. Tasniyah (
Alm), My all sisters who always give motivation and support in various endeavors
and moral encouragement to finish his study.
The writer would also like to give his great appreciation, honor and gratitude
to DR.Didik Santoso Mpd. as his advisor, for his time, guidance, kindness,
contributions and patience in correcting and helping him in finishing this ‘skripsi’.
His gratitude also goes to:
1. All lecturers of English Education Department who has taught the writer
during his study.
2. Prof. Dr. Dede Rosyada, M.A. the Dean of Faculty Tarbiya and Teachers’
Training.
3. Drs. Syauki, M. Pd. the Head of English Department of the Faculty of
Tarbiyah and Teachers’ Training.
4. Neneng Sunengsih, S. Pd, the Secretary of English Department of the
Faculty of Tarbiyah and Teachers’ Training.
5. The staff and officers of the libraries of UIN, British Council, Atmajaya,
AMCOR who have given permission to the writer to use their books.
6. Drs. Samsudin AE. as the Principal of SDN Duri Kosambi 07 Pagi and all
of teachers who had been cooperation during the writer conducting research in the
school.
7. All his friends in academic year 2003 at class A, B and C that he can not
mention one by one who always help and give support him during his study. May
Allah guide and give them all happiness through out their lives. Amin.
Finally, the writer realizes that this ‘skripsi’ is far from being prefect.
Therefore, the writer would like to accept any constructive criticism and suggestion to
make this ‘skripsi’ better.
Jakarta, April 23rd 2010
The Writer
TABLE OF CONTENTS
ACKNOWLEDGEMENTS ……………..…………………………………… i
TABLE OF CONTENTS ……………….…………………………………… iii
LIST OF TABLES ……………………..…………………………………… v
CHAPTER I : INTRODUCTION
A. The Background of the Study …………..………… 1
B. The Limitation of Problem ……………………… 6
C. The Formulation of Problem …………..………….. 6
D. The Method of Study ……………………....... 6
E. The Organization of Writing ….………………...... 7
CHAPTER II : THEORETICAL FRAMEWORK
A. Comparative Degree ……………………………… 8
1. Definition of Comparative Degree ...….. 7
2. The Pattern of Comparative Degree …… 9
B. Communicative Approach ……………………… 15
1. Principles ………………………………… 15
2. Designs …………………………………… 22
3. Procedure ………………………………… 24
4. Strength and Weakness ………………….. 26
C. Application of Communicative Approach in Teaching
Comparative Degree …………………..………… 26
1. Preparing the materials …………………… 26
2. Stimulating students through Communicative
Approach ………………………………… 27
3. Technique of presentation ……………….. 27
D. Hypothesis of the Study …………………………. 32
CHAPTER III : RESEARCH METHODOLOGY AND FINDINGS
A. Research Methodology ………………………….. 33
1. Purpose of Study …………………………. 33
2. Place and time of study ………………....... 33
3. Population and sample of study ………….. 33
4. Instrument of Study ……………………… 34
5. Procedure of Collecting Data …………...... 35
6. Technique of Analyzing Data .…………… 36
B. Research Findings ……………………...……….. 37
1. Description of Data …………………. 37
2. Interpretation of Data …………………... 43
3. Test of Hypothesis ……………………. 44
CHAPTER IV : CONCLUSION AND SUGGESTION
1. Conclusion …………………………….. 46
2. Suggestion …………………………….. 46
BIBLIOGRAPHY ………………………………………………………………. 48
APPENDIX …………………………………………………………………….. 50
LIST OF TABLES
1. Table 3.1 : The Spefification of the question ……………………………. 35
2. Table 3.2 : The Result of the Pre-Test …………………………………. 37
3. Table 3.3 : The Result of the Post-Test ……………………………….. 38
4. Table 3.4 : The Comparison between the Pre-Test and Post-Test ……….. 40
CHAPTER I
INTRODUCTION
A. Background of Study
By the end of the twentieth century English was already well on it’s way to
becoming a genuine lingua franca, that is a language used widely communication
between people who do not share the same first ( or even second ) language. Just in
the Middle Ages Latin became for a time a language of international communication (
at least in Roman Empire ), so English is now commonly used in exchanges between,
say, Japanese and Argentinean Business people, or between Singaporeans and their
Vietnamese counterparts. English is also, of course, a mother tongue for many people
in the world, thought as well see, such ‘native speakers’ are increasingly out –
numbered by people who have English as a second or third language and use it for
international communication.1
As an international language, English is used for communication among
people in daily life and academic all over the world. It is not only used as
communication tools but also used as written text in many books and source of
knowledge to society.
. A distinction is often made that depends on how the language is learned: as a
native language (or mother tongue), acquired when the speaker is a young child
(generally in the home), or as a foreign language, acquired at some subsequent
period.
In educational world especially in Indonesian school, English is determined as
a compulsory subject in the national curriculum. It is taught beginning from
elementary school up to the university level. it is formally taught in schools from
elementary level until university level and become obligatory subject in national
1 Jeremy Harmer , The Practice of English Language Teaching ; fourth edition , (England:
Pearson Longma, 2007), p. 13
examination ( ujian nasional ) for junior and senior high school. So Indonesian people
have about 8-10 years for learning English language.
Although we have much time to learn English, in fact many students do not
master the English yet, especially in using for grammar in the sentences either on
speaking or writing. This can be proven in a score examination; many students get
lower than limited score in each of school level in Indonesia.
There are many aspects that cause this problem. They come from the internal
aspect and external aspect. The internal aspects are from inside the students
themselves such as motivation, interest, intelligence etc. and the external aspect are
from outside of the students such as economic background, learning materials,
method of teaching, etc.
One of external aspect is in method of teaching, In fact, when the students
learn a second or foreign language, they will meet a method or an approach that it
cannot be separated from their process in learning language. And basically, a method
or an approach will often be influenced by a view or a theory of language. According
to Mackey, “difference in ideas on language learning will affect both method of
teaching of it.”2 This statement means that a view of language and approach will
affect the method of language teaching. Therefore, a view to the language is very
important for language teaching and so is an approach. Because of a view as well as
an approach will require a particular method of teaching.
Approach defined as theories about the nature of language and language
learning that serves as the source of practices and principles in language teaching
(Richard and Rodgers 1986: 16).3 And method is an overall plan for the orderly
presentation of language material, no part of which contradicts, and all of which is
2 William Frances Mackey, Language Teaching Analysis, (London: Indiana University Press,
1967), p. xi 3 Jeremy Harmer, The Practice of English Language Teaching; Third Edition, (England:
Pearson Education Limited, 2001), p. 78
based upon, the selected approach. So it can be said that approach is axiomatic which
describes the nature of the subject matter to be taught and a method is a procedural.
Sometimes students feel bored in learning grammar with the monotonous
method, they just write in the book and remember for meanwhile but they didn’t
practice anyway. To make the situation of classroom and teaching learning process
lively, the writer would like to suggest an alternative approach, that is
Communicative Approach. This approach will give the students opportunity to be
active and creative during the teaching learning process.
The writer would like to propose and alternative method to make teaching –
learning process more lively other than teacher – centered approach or others, that is
one which common known under the term “communicative Approach” this approach
will give the students opportunity to play an active role trough out the whole teaching
– learning process.
Communicative approach is an approach in language teaching based on the
humanistic view that emphasizes the centrally of the learner than the supremacy of
the subject matter on the teacher. Teaching a language with communicative approach
means, the language is taught as a means of communicative. The goal of teaching is
the ability to communicate in target language.
The application of communicative approach in teaching of English throughout
the world including Indonesia nowadays is no longer a new thing. In Indonesia
communicative approach has been adopted since the implementation of the 1984
Curriculum continued with the 1994 curriculum, the 2004 curriculum, the 2006
curriculum, and now the KTSP “Kurikulum Tingkat Satuan Pendidikan”
It is fact of communication approach in teaching – learning process implicates
to the student’s activity. Although the quality each activity is different. Their
activities can not be observed when the teaching – learning process is running on. We
can observe it when two or more students act to be questioners and answer the
teacher’s question. The optimal learning result can be achieved when students and
teachers act intention activity, as Hans said : “…….the crucial factor which
contributed toward successful teaching are overall atmosphere and in particular the
personal relationship between teacher an learners, learner and learner”
Even though the optimal learning result and successful teaching depend
mostly on the activity of teacher and learners and relationship between them, it is the
fact that teacher – centered approach used in teaching learning process seems not to
achieve good outcomes.
Role Playing is one of the techniques in the communicative approach.
Teaching comparative degree using role playing is very fun and easy to
understandable because the role play develops greater understanding of the complexity of
professional practice and enables students to develop skills to engage in negotiations within
the controlled environment of the classroom. Role play in the classroom can be implemented
in a number of ways. It can involve face-to face interactions. The length of the process can
also vary according to the aims of the activity. This guide will outline role play techniques
found to be most useful for the language classroom at a tertiary level. Role play in the
classroom involves students actively in the learning process by enabling them to act as
stakeholders in an imagined or real scenario. It is a technique that complements the
traditional lecture and assignment format of tertiary level social science learning. In a role
play, the teacher selects a particular event or situation that illuminates key theories or may be
of importance to the topic of study. Students are given detailed background readings and
assigned stakeholder roles as preparation. The format of interaction between stakeholders can
be varied and may depend on time or resources available. The role play is concluded with a
debriefing or reflection stage which reinforces the concepts introduced by the role play.4
Teaching of English is stressed on mastering the four basic skills : listening,
speaking, reading, and writing. Besides, the knowledge of grammar is one of the
important factor that students should masters, in order to be able to listen, speak, read,
and write correctly.
4 Dr. Kanokwan Manorom and Zoë Pollock, Role Play as a Teaching Method:A Practical Guide,( Ubon Ratchathani University,2006)p.3
Grammar mainly has a role in language teaching particular theories of
grammar and learning associated with them provided justification for syllabus and in
methodology in language teaching for decades.
Grammar is one of the language aspects which is taught to every language
learners. Penny Ur noted that “grammar is defined as away words are put together to
make correct sentences. It doesn’t only affect how the units of words are combined in
order to make correct sentences but also affects their meaning.5 Therefore, the
teaching of grammar means providing students with opportunities to use English in
variety of realistic situations in order to learn to communicate effectively.6
Unfortunately, grammar is often taught in isolated, unconnected sentences that
give a fragmented, unrealistic picture of English and make it difficult for students to
apply what they have learned in actual situations. It is as the basic knowledge and as
important role in understanding the English language. So by learning grammar, we
can communicate our message clearly and precisely.
Talking about grammar, there are parts of speech. Adjective and adverb both
are parts of speech. Both of them involved in expressing equal and unequal, they are
positive, comparative and superlative degree. They are not as easy as we as think
especially for learners. In expressing comparative and superlative meaning is more
complex in English than in many languages, not all languages make a distinction
between comparative and superlative , and some learners may find the distinction an
awkward one to grasp. In learning of comparative degree learners need to know what
and adjective and adverb are and they also need to learn when they cannot be used
and what to use instead. Comparative are adjective and adverbs that in – er for one
syllable ( e.g. taller, bigger, faster) and preceding more- for more than one syllable
(e.g. more handsome, more beautiful ) .therefore, learners need to know about
5 Penny Ur, A Course in Language Teaching: Practice and Theory, (London: Cambridge
University Press, 1996), p. 75 6 Sandra L. McKay, Teaching Grammar; Form, Function and Technique, (London: Prentice
Hall International, 1987), p. xi
adjective and adverb before they compare two things or person in comparative forms.
But some problems appear when they are learning comparative, learners often have
wrong in using more or ending –er (e.g. more big or handsomer ) some learners have
difficulty in distinction using more - and –er. And also the learners may not know
the appropriate irregular forms ( e.g. good - better – best ).
From these statements above, the writer analyze that the learners tend to make
a mistake because the lack of knowledge about the comparative degree and they have
difficulty in using them appropriately.
Based on the explanation above, the writer is interested in applying Role Play
technique in Communicative Approach in teaching comparative degree to the sixth
class of SDN. Duri Kosambi 07 Pagi on Jln. Raya Kresek No.51 RT 007/08 kec.
Cengkareng 11750 Jakarta Barat.
B. The Limitation of The Problem
There are many problems that can cause the low ability of the students in
using comparative degree namely the facility, the teacher performance, students’
interests , students’ motivation, the method in teaching and etc. Including the
approaches that the teacher uses in teaching English. Therefore this research would
apply the communicative approach in teaching comparative degree
C. The Formulation of The Problem
Based on the background of study, the writer formulates the problem as
follows: “Is there any improvement in the students’ scores of the comparative degree
after being taught by using the Communicative Approach ?”
D. The Method of The Study
The study is based on field research. In this research, the writer used pre-
experimental method by using “one group pre-test and post test design” where
the writer did the research in a single group only. He used the same material to
treated the students.
The method is used to know any increases of the students’ scores of
Comparative Degree after being taught by Communicative Approach.
E. Organization of The Study
This paper consists of four chapters. The first chapter is introduction. It covers
background of study, limitation and formulation of Study, significance of the Study,
and organization of study.
The second chapter discusses theoretical framework consisting of four parts.
Part A is Comparative Degree which covers definition of comparative degree, and
pattern of Comparative Degree. Part B is Communicative Approach which covers
Principles, Designs, procedure , and Strength and Weakness of Communicative
Approach .part C is Teaching comparative Degree through Communicative
Approach D is Hypothesis of the Study
The third chapter is Research methodology and findings which covers two
parts. Part A is Research Methodology which consists of purpose of study, purpose of
study, Place and Time of study, Population and Sample of study, Instrument of Study,
and Technique of analyzing Data. Part B is Research finding decided into three; the
first is description of Data, the second is interpretation of Data and the third one is
Test of Hypothesis
The last chapter presents Conclusion and Suggestion. It is core review of
previous discussion in this paper. And there are some suggestion that might be profile
the language teachers, learners in teaching – learning process
CHAPTER II
THEORETICAL FRAMEWORK
A. Comparative Degree
1. Definition
The term “ comparison” derived ultimately from Latin word” compare”
meaning make equal , liken , compare “7 According to Oxford Advanced Learners’
Dictionary ; “ Comparison is the process of comparing two or more things or people “
.8
Meanwhile based on the World University Encyclopedia “ The comparison is
the act of setting forth the points of similarity or contrast between on thing or person
and another . in grammar, comparison is that inflection of adjectives or adverbs which
indicates differences in degree of quality, the three degrees of comparison are
positive, comparative and Superlative9 .and the degrees of comparison are known as
degrees of modifiers. Many modifiers can be distinguished either as adjectives which
modify nouns and pronouns, or as adverbs, which modify other parts of the sentences
.We recognize three degrees of modifiers as follows : : Positive, implying no
comparison my home is as big as your home ) comparative implying that one
exceeds another ( my home is bigger than your and more beautiful than your home )
and the superlative which implies the highest degree, at least within the certain
limitation ( my home is the biggest and the most beautiful home in the town ) 10
From some terms above, the writer conclude that comparison is to show or to
point out three degrees quality and quantity of all of creations in this life and it’s
degrees as follows :
7 Barnhat, Robert K, “ Dictionary of Etymology “ ( New York ; Harper Collins publishers, inc. 1988). P.144 8A.s. Honrby , “ Oxford Advanced Learner’s Dictionary “. ( London; Oxford University Press 1991) p.245. 9 Mervill W, Feldman and Rudolp H . Yeatman J.R “ the word University Encyclopedia “ ( Washington Dc; published company , inc.1964 ) 10 Gorell and Laird , “ Modern English Handbook “ ( New Jersey; Prentice Hall ,Inc,1964). P.369
a. Positive degree , it used when two units are compared to an equal degree
Example : My book is as cheap as your book
( Buku saya sama murahmya dengan buku kamu )
b. Comparative degree, it used when two units are compared to unequal
degree.
Example : 1. My book is cheaper than your book
( Buku saya lebih murah dari buku kamu )
2. my class is more comfortable than your class
( Kelas saya lebih nyaman dari pada kelas kamu )
c. the superlative Degree, it is used when three units or three are compared
to unequal degree.
Example : 1. My book is the cheapest book between my classmate’s books
( buku saya adalah buku termurah diantara buku- buku temen-teman saya )
2. My class is the most comfortable class in my school
( Kelas saya adalah kelas yang ternyaman di sekolah saya )
However, the writer only focuses on Comparative Degree to be discussed in
this paper. Moreover The writer concludes that Comparative Degree is To modifies
adjectives and adverbs when we want to express the notion that a person, thing or
situation has more or less of a quality which is formed grammatically by adding –er
ending to the base form ( short adjective or adverb of one syllable ) or by giving
more – in beginning of the base form (long adjective or adverb of more than one
syllable.
2. The Pattern of Comparative Degree
a. Comparative form of Adjective
Adjective is a word indicates a quality of the person or thing referred to by a
noun11, meanwhile, according to Merriam Webster “ adjective is a word belonging to
one of the major form classes in any of great many languages, typically used as
modifier of a noun to denote a quality or extent, or to specify or designate a thing as
distinct from something else12
The adjective change their form to express different degrees of quality. One of
them is comparative degree. There are some groups or exceptions of comparative
form from adjective. they are :
1. one syllable adjectives.
Form the comparative of a one-syllable adjective by adding –er.
One-Syllable Adjective Comparative Form
Tall taller
Old older
Long longer
• Mary is taller than Max.
• Max is older than John.
• My hair is longer than your hair.
If the one-syllable adjective ends with an e, just add –r for the comparative form
One-Syllable Adjective with Final -e Comparative Form
Large larger
11 A.s. Honrby , “ Oxford Advanced Learner’s Dictionary “. ( London; Oxford University Press 1991) p.15. 12 PhilipBadcock Merriam Webster, “ Editorial staff Webster’s Third International Dictionary of English Language Unabridged “ ( USA; G&C,Merriam Company Publisher, 1996).p.27
One-Syllable Adjective with Final -e Comparative Form
Wise wiser
• Mary's car is larger than Max's car.
• Max is wiser than his brother.
If the one-syllable adjective ends with a single consonant with a vowel before it,
double the consonant and add –er for the comparative form;
One-Syllable Adjective Ending with a Single Consonant with a
Single Vowel before It
Comparative
Form
Big Bigger
Thin Thinner
Fat Fatter
• My dog is bigger than your dog.
• Max is thinner than John.
• My mother is fatter than your mother.
2. Two-syllable adjectives.
With most two-syllable adjectives, you form the comparative with more …
Two-Syllable Adjective Comparative Form
Peaceful more peaceful
Pleasant more pleasant
Careful more careful
Thoughtful more thoughtful
• This morning is more peaceful than yesterday morning.
• Max is more careful than Mike.
• Jill is more thoughtful than your sister.
If the two-syllable adjectives ends with –y, change the y to i and add –er for the
comparative form.
Two-Syllable Adjective Ending with -y Comparative Form
Happy happier
Angry angrier
Busy busier
• John is happier today than he was yesterday.
• Max is angrier than Mary.
• Mary is busier than Max.
Two-syllable adjectives ending in –er, -le, or –ow take –er to form the comparative
Two-Syllable Adjective Ending with -er, -le, or -ow Comparative Form
Narrow narrower
Gentle gentler
• The roads in this town are narrower than the roads in the city.
• Big dogs are gentler than small dogs.
3. Adjectives with three or more syllables.
For adjectives with three syllables or more, you form the comparative with more and
Adjective with Three or More Syllables Comparative Form
Generous more generous
Important more important
Intelligent more intelligent
• John is more generous than Jack.
• Health is more important than money.
• Women are more intelligent than men.
Exceptions.
Irregular adjectives.
Irregular Adjective Comparative Form
Good better
Bad worse
Far farther
Little less
Many more
• Italian food is better than American food.
• My mother's cooking is worse than your mother's cooking.
Two-syllable adjectives that follow two rules. These adjectives can be used with -er
and with more
Two-Syllable Adjective Comparative Form
Clever cleverer
Two-Syllable Adjective Comparative Form
Clever more clever
Gentle gentler
Gentle more gentle
Friendly friendlier
Friendly more friendly
Quiet quieter
Quiet more quiet
Simple simpler
Simple more simple
• Big dogs are gentler than small dogs..
• Big dogs are more gentle than small dogs.13
b. Comparative Form of Adverbs
An adverb is a part of speech. It is any word that modifies any other part of
language: verbs, adjectives (including numbers), clauses, sentences and other
adverbs, except for nouns; modifiers of nouns are primarily determiners and
adjectives. Adverbs typically answer questions such as how? (or in what way?),
when?, where?, why? and to what extent?. In English, they often end in -ly.14
Here are common four kinds of adverbs, they are :
1.Adverb of place ; here, there, at home, in the office etc.
2. Adverb of time ; now, today, tomorrow, yesterday, etc.. 13 www.eflnet.com 14 http;//en.wilkipidia.org/wiki/adverb
3.adverb of frequency ; always, usually, sometimes, seldom, ever etc.
4. Adverb of manner ; Hard, well, Happily, quickly, slowly, carefully, etc.
But in this study, the writer only discussed adverb of manner.Adverb of manner is an
adverb that explains the condition of verb. This adverb is divided two kinds: pure
such as well, hard , fast etc. and not pure which are usually formed by ending –ly ,
such as quickly, happily, slowly etc. 15
In general, comparative form of adverbs is the same as for adjectives:
a. add -er to short adverbs:
Adverb Comparative
hard
late
fast
harder
later
faster
Example:
• Jim works harder than his brother.
b. adverbs ending in -ly, use more for the comparative :
Adverb Comparative
quietly
slowly
seriously
more quietly
more slowly
more seriously
15 Drs. Ahmad Izzan and FM. Mahpuddin , How to Master English ,( Jakarta :Kasain Blanc, 2007) p. 148
Example:
• The teacher spoke more slowly to help us to understand.
• Could you sing more quietly please?
c. Some adverbs have irregular comparative forms:
Adverb Comparative
badly
far
little
well
worse
farther/further
less
better
Example:
• The little boy ran further than his friends.
• You're driving worse today than yesterday !16
B. Role Playing in Communicative Approach
The full name of the Communicative Approach (CA) is "The Communicative-
Adaptive approach." This highlights the two most distinctive features of the CA: first,
that it is a new way to understand human emotionally-laden communications and
second, that it has shown that the primary function of the emotion-processing mind is
to cope with - adapt to - immediate emotionally-charged triggering events.
The communicative approach (CA) was developed by Robert Langs MD, In the
early 1970's. It is a new theory or paradigm of emotional life and psychoanalysis that
is centered on human adaptations to emotionally-charged events--with full
16 www.eflnet.com
appreciation that such adaptations take place both within awareness (consciously) and
outside of awareness (unconsciously). The approach gives full credence to the
unconscious side of emotional life and has rendered it highly sensible and
incontrovertible by discovering a new, validated, and deeply meaningful way of
decoding unconscious messages. This procedure-called trigger decoding--has brought
forth new and highly illuminating revisions of our understanding of both emotional
life and psychotherapy, and it calls for significant changes in presently accepted
psychoanalytic thinking and practice17.
1. Principles
The communicative approach is quite popular in the teaching of English “ it is
partially a reaction against the artificiality of pattern practice and also against the
belief that consciously learning the grammar of a language will necessarily result in
an ability to use the language “18
The communicative approach could be said to be the product of educators and
linguists who had grown dissatisfied with the audio-lingual and grammar translation
methods of foreign language instruction. They felt that students were not learning
enough realistic. They did not know how to communicate using appropriate social
language, gestures, or expressions so they were at a loss to communicate in the
culture of the language studied.
The Communicative approach-or Communicative Language Teaching (CLT)-
is the name which was given to a set of beliefs which included not only a re-
examination of what aspects of language to teach, but also a shift in emphasis in how
to teach.19 The term ‘what to teach’ is an aspect of the Communicative approach
stressed the significance of language functions rather than focusing solely on
grammar and vocabulary. A guiding principle was to train students to use these
17 http://www.escp.org/approach.html 18 George Yule, The Study of Language, ( Cambridge ; Cambridge University Press, 1996) p. 194
19 Jeremy Harmer, ”The Practice of English”…, p. 84-85
language forms appropriately in a variety of contexts and for a variety of purpose.
And the term ‘how to teach’ of the Communicative approach is closely related to the
idea that ‘language learning will take care of itself’, and that plentiful exposure to
language in use and plenty of opportunities to use it are vitally important for a
student’s development of knowledge and skill.
In recent years ‘Communicative Language Teaching’ has become a
fashionable term to cover a variety of developments in syllabus design and, to a lesser
extent, in the methodology of teaching foreign language.20
Communicative Approach to language teaching derives from the fact that at
every stage such as the setting of learning targets, the definition of syllabus, the
development of learning materials, the elaboration and implementation of classroom
activities, and the assessment of learners’ progress as a medium of communication.21
According to Jack C. Richard (2001), ”communicative language teaching is a
broad approach to teaching that resulted from a focus on communication as the
organizing principle for teaching rather than a focus on mastery of the grammatical
system of language”. In 1970s, linguistics moved away from a focus on grammar as
the core component of language abilities to a consideration of how language is used
by speakers in different contexts of communication.22
Meanwhile Diane Larsen-Freeman said “…in the communicative approach
the notion of what it takes to be communicatively competent is much expanded”.23
Thus Jack Richard and Theodore S. Rodgers asserted, “The communicative approach
in language teaching starts from a theory of language as communication. The goal of
20 C. J. Brumfit and K. Johnson, The Communicative Approach to Language Teaching,
(Oxford: Oxford University Press, 1979), p.ix 21 Ann Swarbrick, Teaching Modern Language, (London: The Open University, 1994), p. 43 22 Jack C. Richards, Curriculum Development in Language Teaching, (Cambridge:
Cambridge University Press, 2001), p. 36 23 Diane Larsen-Freeman, Techniques and Principles in Language Teaching, (New York:
Oxford University Press, 1986), p. 131
language teaching is to develop what Hymes (1972) referred to as “communicative
competence”.24
As said Widdowson (1978) in “The Learner-Centered Curriculum” written by
David Nunan, “…a basic principle underlying all communicative approaches is that
learners must learn not only to make grammatically correct, prepositional statements
about the experiential world, but also to develop the ability to use language to get
things done”.
Also Ian Tudor in “Learner-Centeredness as language Education” noted that
“CLT may be seen as being learner centered by having accorded centre-stage in
programme design to the messages learners wish to convey and communicative goals
they need to pursue in real-world situations of use. Furthermore CLT claimed that the
teaching objective is the development of communicative competence, that is the
ability to use English for communication in real-life situations as opposed to
classroom situations.25
The term communicative approach has the same meaning as the term notional
and functional.” The distinction between them is clearly set out by Johnson: “notions
are rather abstract concepts-frequency, location, quality, and so on. And functions
refer to the practical uses to which we put language, most usually interaction with
other people”.26
From quotations above, the writer can conclude that communicative
approach only emphasizes communicative competence in language learning by using
interaction and communication in natural situation and also The Communicative
Approach can be applied in teaching grammar.
24 Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching, (Cambridge: Cambridge University Press), p. 69
25 Nuril Huda, Language Learning and Teaching Issues and Trends, (Malang: IKIP
MALANG publisher, 1999), p. 93 26 Jo. Mc. Donough and Cristopher Shaw, Material and Methods in ELT, (Oxford: BlackWell,
2003), p. 27
2. Communicative Competence
The definition of ‘communicative competence’ has been widely discussed or
mentioned by many scholars. Hymes referred communicative competence as that
aspect of our competence that enables us to convey and interpret messages and to
negotiate meanings interpersonally within specific contexts. Meanwhile,
Savignon (1983: 9) noted that “communicative competence is relative, not absolute,
and depends on the cooperation of all the participants involved.27
Jack C. Richards noted that, “the capacity to use language appropriately in
communication based on the setting, the roles of the participants, and the nature of
transaction was referred to as communicative competence”.28
Michael Canale has suggested (1983) that communicative competence has the
following four components; the first two subcategories reflect the use of the linguistic
system itself; the last two define the functional aspects of communicative:29
a. Grammatical competence is that aspect of communicative competence that
encompasses “knowledge of lexical items and of rules of morphology, syntax,
sentence-grammar semantic, and phonology” (Canale and Swain 1980: 29). It
is the competence that we associate with mastering the linguistic code of a
language, the “linguistic” competence of Hymes and Paulston, referred to
above. Krashen’s (1982) said that grammar can be acquired naturally from
meaningful input and opportunities to interact in the classroom: in other
words, that grammatical competence can develop in a fluency-oriental
environment without conscious on language forms. 30
27 H. Douglas Brown, Principles of Language Learning and Teaching 4th edition, (New York:
Addison Weslon Longman, Inc. : 2000), p. 246 28 Jack C. Richards, “Curriculum Development”…, p. 36 29 H. Douglas Brown, “Principles of Language Learning”…, p. 246-247 30 Tricia Hedge, Teaching and Learning in the Language Classroom, (Oxford: Oxford
University Press, 2000), p. 143-145
b. The second subcategory is discourse competence, the complement of
grammatical competence in many ways. It is the ability we have to connect
sentences in stretches of discourse and to form a meaningful whole out of a
series of utterances. Discourses mean everything from simple spoken
conversation to lengthy written texts (article, books and the like). While
grammatical competence focuses on sentence level grammar, discourse
competence is concerned with intersentential relationships.
c. Sociolinguistic competence is the knowledge of the sociocultural rules of
language and of discourse. This type of competence “requires are
understanding of the social context in which language is used: the roles of the
participants, the information they share, and the function of the interaction.
Only in a full context of this kind can judgments be made on the
appropriateness of a particular utterance” (Savignon 1983: 37)
d. The fourth subcategory is strategic competence, a content that is exceedingly
complex. Canale and Swain (1980: 30) described strategic competence as “the
verbal and non verbal communication strategies that may be called into action
to compensate for breakdowns in communication due to performance
variables or due to insufficient competence.” Strategic competence consists of
using communication strategies. These strategies come into play when
learners are unable to express what they want to say because they lack the
resources to do so successfully. They compensate for this either by changing
their original intention or by searching for other means of expression. 31
Based on the statement above it is important to understand and to know
communicative competence which included four domains of knowledge and skills,
i.e. Grammatical, discourse, sociolinguistic and strategic competence in language
learning. The fourth characteristic of CLT often made it difficult for a no-native
speaking teacher who is not very proficient in the second language to teach
31 Tricia Hedge, “Teaching and Learning”…, p. 52
effectively. Dialogs, drills, rehearsed exercises, and discussions (in the first language)
of grammatical rules are much simpler for some no-native speaking teachers to
contend with.
Here are the main core principles which make it the most successful language
learning approach in use today.
3.Basic Principles for Teachers
b. A teacher's main role is a facilitator and monitor rather than leading the class. In
other words, "the guide by the side" and not "the sage on the stage".
c. Lessons are usually topic or theme based, with the target grammar "hidden" in the
context e.g. a job interview.
d. Lessons are built round situations/functions practical and authentic in the real
world e.g. asking for information, complaining, apologizing, job interviews,
telephoning.
e. Activities set by the teacher have relevance and purpose to real life situations -
students can see the direct benefit of learning
f. Dialogues are used that centre around communicative functions, such as
socializing, giving directions, making telephone calls
g. Emphasis on engaging learners in more useful and authentic language rather than
repetitive phrases or grammar patterns
h. Emphasis on communication and meaning rather than accuracy. Being understood
takes precedence over correct grammar. The fine tuning of grammar comes later.
i. Emphasis is put on the “appropriacy” of language. What is the most appropriate
language and tone for a particular situation?
j. Communicative competence is the desired goal. i.e. being able to survive,
converse and be understood in the language.
k. Emphasis is put on correct pronunciation and choral (group) and individual
drilling is used
l. Authentic listening and reading texts are used more often, rather than artificial
texts simply produced to feature the target language
m. Feedback and correction is usually given by the teacher after tasks have been
completed, rather than at the point of error, thus interrupting the flow.
4.Basic Principles for Learners
a. Learners are often more motivated with this approach as they have an interesting
what is being communicated, as the lesson is topic or theme based.
b. Learners are encouraged to speak and communicate from day one, rather than just
barking out repetitive phrases
c. Learners practice the target language a number of times, slowly building on
accuracy
d. Language is created by the individual, often through trial and error
e. Learners interact with each other in pairs or groups, to encourage a flow of
language and maximize the percentage of talking time, rather than just teacher to
student
f. Unless the focus is on the accuracy stage of the lesson, learners are corrected at
the end of an activity so as not to interrupt their thought process
5. The Techniques and The Steps in Role Playing
Activities in CLT typically involve students in real or realistic
communication, when the accuracy of the language they use is less important than
successful achievement of the communicative task they are performing. Thus role-
play and simulation have become very popular in CLT, where students simulate a
television programmed or a scene at an airport-or they might put together the
simulated front page of a newspaper. Sometimes they have to solve a puzzle and can
only do so by sharing information. Sometimes they have to write a poem or construct
a story together.32
There are some techniques or materials associated with the communicative
approach which can be applied in the teaching learning process such as, oral drills,
scrambled sentences, guessing games, picture, and role play:
a. Through Oral Drills
Oral drills are a very structured way to introduce students to a new
grammatical structure. Depending on the drill, the teacher can either call on students
individually or ask the class for a chorale response. Either way, the drill should move
quickly.
Here are some activities for oral drills:
Form Activity: Form drill for comparative degree by short adjective
Grammar: Students practice forming comparative degree by short adjective
Procedure: The teacher provides two sentences . the students combine two sentences
into one sentence of comparative degree
Example: Teacher: Doni is 6 years old
Susi is 7 years old
Students (chorale response): Susi is older than doni
Teacher: wawan is 100 cm
Ratih is 90 cm
Students (chorale response): wawan is taller than ratih
b. Through Scrambled Sentences
This type of exercise teaches students about the cohesion and coherence
properties of language. They learn how sentences are bound together at the
suprasentensial level through formal linguistic devices such as pronouns, which make
a text cohesive, and semantic propositions, which unify a text and make it coherent.
32 Jeremy Harmer, ”The Practice of English”…, p. 85
Here are some examples from scrambled sentences;
Put the words in the correct order.
1.
is a cat Bigger a dog Than
2.
Lion Is The Animal Wildest
3.
like? you What do animal
4.
? Which Ice cream Ice tea Is
c. Through Guessing Games
Games are used frequently in CLT. The students find them enjoyable, and if
they are properly designed, they give students valuable communicative practice.
and Between One Cheaper
According to Morrow there are three features of communicative activities
were manifested in the card game which observed in the following way: An
information gap existed because the speaker did not know what her classmate was
going to do in the weekend. The speaker had a choice as to what she would predict
(which animal) and how she would predict it (which form her prediction would take).
And the last, the speaker received feedback from the members of her group. If her
prediction was incomprehensible, there is no the members of her group would
respond. If she got a meaningful response, it means her prediction was understood.
Here are the activities for guessing games:
Procedure: Give the class the name of an animal. For this activity student’s
work in pairs or small groups to prepare a description of an animal. (For a longer
activity have each group prepare 3-5 separate animal descriptions. Note that if you
allow students to write out their description, this becomes more like a focused
practice activity). Once students have prepared their descriptions, each group takes
turn telling a description to the rest of the class, who then guess the name of the
animal.
Example: A possible description of a rabbit could include, “It lives in a hole,
it eats plants and vegetables.
It bigger than mouse It has a lot of babies. It runs very fast.”33
d. Through Pictures
Pictures are versatile and useful resources for teaching aspects of grammar
that require a structure-meaning match. They can used in all phases of a grammar
lesson (such as in presentation, focused practice, communicative practice and for
feedback and correction.34
Using picture is more effective to help students in understanding simple
present tense. The teacher tells one of the student to in front of class, gives student a
33 Penny Ur, Grammar Practice Activities: A Practical guide for teachers, (Cambridge,
Cambridge University Press, 1988), p. 256 34 Marianne Celce-Murcia, “Techniques and Resources”…, p. 73
picture about the animal, the student read the description about the animal is; in the
Comparative sentences . For example, a cat
It is a pet
It usually lives in our homes
It is smaller than the dog
It is more beautiful than the birds
It likes to eat the fish
Then other students try to guess what the animal is.
e. Role Play
Role-Play is Communicative activity in which the learners are given a task to
complete. In order to ensure a lively and unpredictable course of the activity, the
learners are told who they are, what their opinions are and what know that is
unknown to the others.35 Role plays are very important in CLT because they give
students an opportunity to practice communicating in different social contexts and in
different social roles. Role plays can be set up so that they are very structured (for
example, the teacher tells the students who they are and what they should say) or in a
less structured way (for example, the teacher tell the students who they are, what the
situation is, and what they are talking about, but the students determine what they will
say).
Using role-playing require the students to imagine in situation. This could be
occurred in conversation for example conversation talking about going to the
bookstore in which giving suggestion by comparing price and distance. In this session
the students express their daily conversation by English language. The teacher wants
two students come forward to play the role as in the conversation; here is the
conversation
Alan : Hi Susi
Susi : Hi. Alan how are you in this morning ?
35 Aleksandra Golebiowska , Getting Students to Talk , ( Prentice ; Hall International , 1990), p. 5
Alan : fine thanks. Where are you going to ?
Susi : Book store. I want to buy a history book.
Alan : I think you can buy it in Alfa book store.
Susi : Why?
Alan : Because the price is cheaper than another book store and the place is near
from here
Susi : Alright !. it’s better for me to buy it right now . do you want go with me ?
Alan : I am sorry. I have more important business right now
Susi : it’s okay. Thanks for your information “Good bye Alan “
Alan : you are welcome “Good bye Susi”
2. Designs
a. Objectives
Piepho (1981) discusses the following levels of objectives in a
communicative approach:
1. an integrative and content level (language as a means of expression)
2. a linguistic and instrumental level (language as a semiotic system and an
object of learning);
3. an affective level of interpersonal relationship and conduct (language as a
means of expressing values and judgments about oneself and others);
4. a level of individual learning needs (remedial learning based on error
analysis);
5. a general educational level of extra-linguistic goals (language learning
within the school curriculum).36
b. The Syllabus
36 Jack C. Richards and Theodore S. Rodgers, “Approaches and Methods”…, p. 73
Discussions of the nature of the syllabus have been central in
Communicative Language Teaching. We have seen that one of the first
syllabus models to be proposed was described as a notional syllabus (Wilkins
1976), which specified the semantic-grammatical categories (e.g., frequency,
motion, location) and the categories of communicative function that learners
need to express. The Council of Europe expanded and developed this into a
syllabus that included descriptions of the objectives of foreign language
courses for European adults, the situations in which they might typically need
to use a foreign language (e.g., travel, business), the topics they might need to
talk about (e.g., personal identification, education, shopping), the functions
they needed language for (e.g., describing something, requesting information,
expressing agreement and disagreement), the notions made use of in
communication (e.g., time, frequency, duration), as well as the vocabulary and
grammar needed. The result was published as Threshold Level English (van
Ek and Alexander 1980) and was an attempt to specify what was needed in
order to be able to achieve a reasonable degree of communicative proficiency
in a foreign language, including the language items needed to realize this
"threshold level."37
c. Types of learning and teaching activities
The range of exercise types and activities compatible with a
communicative approach is unlimited, provided that such as exercises enable
learners to attain the communicative objectives of the curriculum, engage
learners in communication, and require the use of such communicative
process as information sharing, negotiation of meaning, and interaction.
Littlewood (1981) distinguishes between “functional communication
activities” and “social interaction activities” as major activity types in
37http://www.vobs.at/ludescher/Alternative%20methods/communicative_language_teaching.h
tm
Communicative Language Teaching. Functional communication activities
include such tasks learners comparing sets of pictures and noting similarities
and differences. Social interaction activities include conversation and
discussion sessions, dialogues and role plays, simulation, skits,
improvisations, and debates.
d. Learner Roles
The emphasis in Communicative Language Teaching on the processes
of communication, rather than mastery of language. The role of learner as
negotiator between the self, the learning process, and the object of learning-
emerges from and interacts with the role of joint negotiation within the group
and within the classroom procedures and activities which the group
undertakes. The implication for the learner is that he should contribute as
much as he gains, and thereby learn in an interdependent way.
e. Teacher Roles
The teacher has two main roles: the first role is to facilitate the
communication process between all participants in the classroom, and
between these participants and the various activities and texts. The second
role is to act as an independent participant within the learning teaching group.
These roles imply a set of secondary roles for the teacher; first, as an
organizer of resources and as a resource himself, second as a guide within the
classroom procedures and activities, a third role as a researcher and learner,
with much to contribute in terms of appropriate knowledge and abilities,
actual and observed experience of the nature of learning and organizational
capacities.
f. The Role of Instructional materials
A wide variety of materials have been used to support communicative
approaches to language teaching. Unlike some contemporary methodologies,
such as Community Language Learning, practitioners of Communicative
Language Teaching view materials as a way of influencing the quality of
classroom interaction and language use. Materials thus have the primary role
of promoting communicative language use. We will consider three kinds of
materials currently used in CLT and label these text-based, task-based, and
realia.
3. Procedures
Savignon (1983) discusses techniques and classroom management procedures
associated with number of CLT classroom procedures (e.g., group activities, language
games, role plays) but neither these activities nor the ways in which they are used are
exclusive to CLT classroom. Finocchiaro and Brumfit offer a lesson outline for
teaching the function “making a suggestion” for learners in the beginning level of
secondary school program that suggest that CLT procedures are evolutionary rather
than revolutionary:38
1. Presentation of a brief dialog or several mini dialogs, preceded by a
motivation (relating the dialog situations) to the learners’ probable community
experiences) and a discussion of the function and situation-people, roles,
setting, topic, and the informality or formality of the language which the
function and situation demand
2. Oral practice of each utterance of the dialog segment to be presented that day
(entire class repetition, half-class, groups individuals) generally preceded by
your model
3. Questions and answers based on the dialog topic (s) and situation itself.
4. Questions and answers related to the students’ personal experiences but
centered around the dialog theme.
5. Study one of the basic communicative expressions in the dialog or one of the
structures which exemplify the function.
38 Jack C. Richards and Theodore S. Rodgers, “Approaches and Methods”…, p. 80-81
6. Learner discovery of generalization or rules underlying the functional
expression or structure.
7. oral recognition, interpretative activities (two to five depending on the
learning level, the language knowledge of the students, and related factors).
8. Oral production activities-proceeding from guided to freer communication
activities.
9. Copying of the dialogs or mini-dialogs or modules if they are not in the class
text.
10. Sampling of the written homework assignment, if given.
11. Evaluation of learning (oral only), e.g., How would you ask your friend
to……….? And how would you ask me to………….?”
4. Strength and Weakness of Communicative Approach
1. Strength:
Each approach has its strength and weakness. Here is some strength of
communicative approach:
a. Psychologically students are more active in asking question based o their
communication needs.
b. The students can use the language that it is learned as an instrument to
communicate.
c. It is more humanistic, because it concern with the students, activities in
real situations and has meaning in content of function in language.
d. Communicative interaction gives learners more opportunities to express
their own individuality in the classroom.39
2. Weakness:
a. It takes more time for the teacher to make preparation
b. It needs teacher’s creativity to make the class a live
39 William Littlewood, Communicative Language Teaching, (Cambridge: Cambridge University Press, 1981), p. 94
c. The teacher should master the materials in sorts of real situation in class
activities
d. Discouraging shy students to express their ideas (to produce sentences)
because they are shy to other people in front of the class.
e. Often makes difficult for a non native speaking teacher who is not very
proficient in the second language to teach effectively.
C. Application Role Playing in Communicative Approach in Teaching
Comparative Degree
1. Preparing Learning Material
Before starting the teaching and learning process in the class, a teacher should
note several preparations to achieve a successful and to meet student’s need:
1. Selecting and preparing materials and classroom activities. It can be achieved
by searching from various sources such as magazines, newspaper, reading
other grammar book, etc.
2. Integrating form, meaning and content in syllabus design.
3. Identifying and analyzing which students’ errors to concentrate on at any
given time.
4. Preparing appropriate exercises and activities for rule presentation or error
correction.
5. Consulting a variety of grammar reference books in order to establish how a
structure if formed, when it is used, and whether there are any particular rules
or exceptions governing it s usage.
6. Answering student’s question about grammar.40
2. Stimulating Students Through Communicative Practice
Teacher should understand that learners have to be motivated and involved in
order to be successful. A very effective way of increasing learners’ motivation and
involvement is by giving reinforcement through communicative and meaningfulness
40 Marianne Celce-Murcia and Sharon Hilles, Techniques and Resources In Teaching Grammar, (Oxford: Oxford University Press, 1988), p. 7-8
talk. The language used both teacher and students to express the function, which is
based on simple structural pattern with part of to be in present tense. For example:
talking about our routines and habits.
Besides making the students ready in accepting the lesson, it also enables the
teacher to diagnose student’s weakness in a particular kind of communication and it
enables the students aware of their language needs. So they have high motivation to
concentrate their attention to teaching learning process.
D. Hypothesis of the Study
1. Null Hypothesis ( Ho )
“There is no significant difference between teaching comparative degree
through communicative approach and teaching Comparative Degree without
communicative approach at SDN Duri Kosambi 07 Pagi Cengkareng Jakbar. ”
2. Alternative Hypothesis ( Ha )
“There is significant difference between teaching Comparative Degree
through communicative approach and teaching Comparative Degree without
communicative approach at SDN Duri Kosambi 07 Pagi Cengkareng Jakbar.
Thus, the communicative Approach can be used to teach comparative degree.
But the specific technique in communicative approach is the steps those applied in
teaching comparative degree. By designing the suitable steps in Role Playing such as
beginning by Oral Drills, then doing scrambled sentence, next reinforcing by
guessing game about the comparative degree, and showing the picture. The last, the
student applied the understanding of comparative degree using role play which the
dialogue is given by the teacher
CHAPTER III
RESEARCH METHODOLOGY AND FINDINGS
A. RESEARCH METHODOLOGY
1. Purpose of Study
The purpose of this study is to know any improvement of the students’ scores
of the Comparative Degree after being taught by Role Playing in the Communicative
Apporach.
2. Place and Time of Study
The writer did research at SDN. Duri Kosambi 07 Pagi on Jln. Raya Kresek
No.51 RT 007/08 kec. Cengkareng 11750 Jakarta Barat. He conducted this reserach
from 28 Juli up to 10 September 2009
3. Population and Sample of Study
The object of the research is the sixth grade of SDN 07 pagi Cengkareng
Jakarta Barat. The sixth grade of this school consists of two classes with 42 students
in class VI A, 41 students in class VI B. So there are 83 students in number.
Here, the writer did not take total of population as sample. But for
observation the sample are 41 students, that is class VI B. The reasoning to take this
class is that the student’s score of VI B is they are direcly involved with my purpose
to know the effecctiveness and this research is an experimental study in which class
was treated by communicative approach.
4. Instrument of Study
In this research, the writer used the test which is made by himself. The
material of the test will be taken from their handbook and other related book about
Comparative Degree. The test consists of 15 items divided into three parts. First part
consists of 5 items for matching the pictures by the sentences to measure the students’
knowledge about adjective regular comparisons. The second consists of 5 items for
multiple choice to measure their understanding abaut adjective and adverb regular
comparison. The last part consists of 5 items for making the sentences by available
words to measure their understanding about irregular adjective and adverb in
comparative form. The score per items from numbers 1 until 15 is 6.7 . it means if a
student get 10 items rights so he/ she gets the score 66.7. From the description above
we can conclude that the highest score is 10. the following is the description of the
test
Table 3.1
The Speficication of Questions
NO COMPARATIVE DEGREE
QUESTION
NUMBERS TOTAL
easy 1,2
Middle 3 1 Part of body
difficult 4,5
5
easy 1,2
Middle 3 2 transportation
difficult 4,5
5
easy 1,2
Middle 3 3 Animal
difficult 4,5
5
15
5.Procedure of Collecting Data
Collecting Data is one important thing in the research that can be determined the
result of the research, as follows:
a. Pre-Test
The writer did the pre-test by giving the students test as mentioned
above as a pre-test. After they were taught Comparative Degree without using
Communicative Approach. They were only given one hour to finish
completing the test.
b. Post-Test
the writer did post-test to the students. The test was the same as the
pre-test. However, the post test was given after treatment had been given by
teaching Comparative Degree through Role Playing in Communicative
Apporach.
6. Technique of Analyzing Data
Having got the data from pre-test and post-test, they were analyzed and
processed by using statistic calculation of the T-test formula with the significance
degree 5% and 1%. The formula as follows;
to = MDSE
MD 41
MD : Mean of difference: the average score from the differences gained scores
between I variable and II variable, which are calculated with the formula;
MD = ∑ ND
∑ D : Total score between I variable (X variable) and II variable (Y variable).
And D is gained with formula; D = X – Y
N : Number of Class
SDD : The standard deviation from the differences between score of X variable
and Y variable, which is gained with the formula:
SDD = ND
ND 22 )(∑∑ −
SEMD : The standard error from mean of differences that is gained with the
formula;
SEMD = SDD
N-1 41 Anas Sudjono, Pengantar Statistik Pendidikan , (Jakarta: PT. Raja Grafindo Pustaka, 1997), Cet. Ke-8, p. 289
df : Degree of freedom with formula: N – 1
A. RESEARCH FINDINGS
1. Description of Data
After conducting the research, the writer obtained two kinds of data; the
scores of the pre-test and the scores of post-test.
a. The Pre-Test Scores
Table 3.2
The result of Pre-test
NO SCORE NO SCORE
1 40 22 73
2 67 23 80
3 67 24 80
4 73 25 87
5 47 26 60
6 53 27 60
7 73 28 73
8 53 29 68
9 47 30 68
10 60 31 60
11 60 32 60
12 73 33 77
13 73 34 93
14 80 35 60
15 60 36 60
16 93 37 80
17 73 38 73
18 60 39 80
19 68 40 73
20 80 41 80
21 77 ∑X 2822
the writer calculated the result of variable x ( ∑x ) is 2822, and seeking the mean
score of variable y, the higher score, and lower score of the students’ pre-test with
formula:
• Mx = ∑ x = 2822 = 68.83(Mean score)
N 41
• The higher score = 93
• The lower score = 40
b. The Post-Test Scores
Table 3.3
The Result of the Students’ Post-test
NO SCORE NO SCORE
1 60 22 67
2 80 23 100
3 73 24 100
4 60 25 73
5 53 26 80
6 67 27 73
7 80 28 80
8 80 29 60
9 67 30 73
10 80 31 60
11 80 32 67
12 67 33 73
13 93 34 100
14 100 35 60
15 73 36 67
16 80 37 80
17 67 38 80
18 73 39 93
19 80 40 77
20 80 41 93
21 80 ∑y 3127
Based on the table of the result on pre-test, the writer calculated the result
of variable x ( ∑y ) is 3127, and seeking the mean score of variable y, the higher
score, and lower score of the students’ pre-test with formula:
• My = ∑ y = 3127 = 76,26 (Mean score)
N 41
• The higher score = 100
• The lower score = 53
c. The comparison between the pre-test and post test score
After finding the score of the students’ pre-test and post-test, he compared
the result of the test by using t-test formul
to = MDSE
MD
Table 3.4
The result of the students’ English Pre-Test and Post-Test
No. The score of
pre-test (x)
The score of
post-Test (y)
D = ( X – Y) D2 = ( X – Y )2
1 40 60 -20 400
2 67 80 -13 169
3 67 73 -6 36
4 73 60 17 289
5 47 53 -6 36
6 53 67 -14 196
7 73 80 -7 49
8 53 80 -27 729
9 47 67 -10 100
10 60 80 -20 400
11 60 80 -20 400
12 73 67 6 36
13 73 93 -20 400
14 80 100 -20 400
15 60 73 -13 169
16 93 80 13 169
17 73 67 6 36
18 60 73 -6 36
19 68 80 -12 144
20 80 80 0 0
21 77 80 -3 9
22 73 67 6 36
23 80 100 -20 400
24 80 100 -20 400
25 87 73 14 196
26 60 80 -20 400
27 60 73 -13 169
28 73 80 -13 169
29 68 60 8 64
30 68 73 -5 25
31 60 60 0 0
32 60 67 -7 49
33 77 73 4 16
34 93 100 -7 49
35 60 60 0 0
36 60 67 -7 49
37 80 80 0 0
38 73 80 -7 49
3 9 80 93 -13 169
40 73 77 -4 16
41 80 93 -13 169
N= 51 ∑X 2822 ∑y 3127 ∑ D =- 292 ∑ D2 =6625
Notes:
N = Number of cases
x = The score of pre-test
y = The score of post-test
D = Difference
∑x = The total score of x
∑y = The total score of y
∑D = The total of difference
∑D2 = The total of quadrate difference
Based on the data in table 3, writer calculated the result of ∑ D = -292 and ∑
D2 = 6625. Then, the writer tried to find out the standard deviation with the formula:
SDD = ND
ND 22 )(∑∑ − 41
)292(41
6625 2−−
= 2)13.7(5.161 −−
= 83,505.161 −
= 67.110
= 10.52
To find out the mean of differences (MD) between variable X and Y, the
writer used the formula;
MD = ∑ D
N
= -292
41
= -7,12
After finding the result of SDD, the writer can seek SEMD (Standard Error of
the Mean of Difference) using formula as follows:
SEMD = SDD
N-1
= 141
52.10−
= 4052.10
= 33.652.10
= 1.66
The last calculation is determining the result of to (t observation) of the test
with formula:
to = MDSE
MD
= 66.112.7
= - 4.29
The last result – 4.29 indicated that there was a difference of degree as much
as – 4.29. Regardless the minus, it does not indicate negative score.
Then, to complete the result of the research, the writer tried to find out the
degree of freedom ( df ) with formula:
df = N – 1
= 41 - 1
= 40
df = 40 (See table of “t” value at degree of significance of 5% and 1%)
At the degree of significance of 5% = 2, 02
At the degree of significance of 1% = 2, 69
2. Interpretation of Data
Based on the collected data, the writer found that the mean scores of post-test
after being taught using communicative approach was 76.26 while the mean score of
pre-test before using communicative approach was 68.83. the degree ( df ) is 40 is
obtained from ( df = N-1) =(df = 41-1 = 50) in this paper, the writer used the degree
of significance of 5% and 1 % . the values of degree of significance are 2,02 and 2,69.
comparing the t0 with each values of degree significance, the result is 2,02 < 4.29 > 2,
69 its shows that t- observation is bigger than t- table, so the alternative hypothesis (
Ha) is accepted and the nulll hyphotesis ( Ho) is rejected.
From the result of the three table above, we can see that the teaching
comparative degree through communicative approach is adequately successful. It can
be seen on the table above there is any increase about students score after being
taught using communicative approach.
3. Test of Hypothesis
As Sujiono stated that if the result of calculation to( t observation ) is bigger
than tt ( t table ) to > tt so the null hypothesis is rejected42. It means there is a
significance increases in teaching the comparative degree through
communicative approach.. and if the result of calculation to ( t ovservation ) is
smaller than tt (t table ) to< tt so the null hypothesis ( Ho) is accepeted It means
there no is a significance increases in teaching the comparative degree through
communicative approach.
So the hypothesis of this research as follows : 1 (Ha) “ there is a significant
difference between the students’ scores of the comparative degree after being
taught by using the Communicative Approach and before being taught by using
the Communicative Approach “. 2 ( H0) ““ there is no a significant difference
between the students’ scores of the comparative degree after being taught by
42 Ibid p. 328
using the Communicative Approach and before being taught by using the
Communicative Approach “.
The statistic hypothesis If to > tt : There is a significant deference and the
alternative hypothesis (Ha) is accepted and null hypothesis (Ho) is rejected.If to <
tt : There is no significant deference and the alternative hypothesis (Ha) is rejected
and null hypothesis (Ho) is accepted.
According to the result of the statistic calculation indicates that the value of to
is 4.29 meanwhile, the values of degree of significance of 5% and 1 % are 2,02
and 2,71. obtained from ( df = N-1) =(df = 41-1 = 40). by comparing the t0 with
each values of degree significance( t-table ),, the result is 2,02 < 4.29> 2, 71.since
the to score in the table is bigger than tt score obtained from the result of
calculating , so the alternative hypothesis (Ha) is accaepted and the null
hypothesis (Ho) is rejected.
CHAPTER IV
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the result of the analysis of the research, it shows that the value of to
is 4.29. meanwhile, the values of degree of significance of 5% and 1 % are 2,02
and 2,71 obtained from ( df = N-1) =(df = 41-1 = 40). by comparing the t0 with
each values of degree significance( t-table ), the result is 2,02 < 4.29 > 2, 71.since
the to score in the table is bigger than tt score obtained from the result of
calculating , so the alternative hypothesis (Ha) is accaepted and the null
hypothesis (Ho) is rejected. So it can be said that there is significance increase in
the students’ score after being tought by communicative approach
the writer makes conclusion that the communicative approach can improve
the students’ score of comparative degree. it can be proven from the result of the
analysis research. The result shows that the t- observation is bigger than t- table.
From the result of the data analysis the writer concluded that there is a
significance increase in students’ score after being taught by communicative
approach.
B. Suggestion
There are some suggestions that can be given in relation to the writer’s
conclusion. The suggestions are as follows:
1. The teachers are suggested to use the communicative approach in teaching
English, especially in teaching comparative degree
2. The teacher should be able to motivate the students in teaching learning
process to get the good result of the test.
3. The teacher should choose the suitable technique or materials in applying the
communicative approach.
4. The students are suggested to be familiar in learning Grammar based on the
communicative approach procedure.
5. The headmaster should consider the communicative approach in teaching
comparative degree can improve students’ ability and increase the students’
score on the test.
BIBLIOGRAPHY Brown, H. Douglas, Principles of Language Learning and Teaching 4th edition, New
York: Addison Weslon Longman, Inc. : 2000
Brumfit, C. J. and K. Johnson, The Communicative Approach to Language Teaching,
Oxford: Oxford University Press, 1979
Celce-Murcia, Marianne and Sharon Hilles, Techniques and Resources In Teaching
Grammar, Oxford: Oxford University Press, 1988
Donough, Jo. Mc. and Cristopher Shaw, Material and Methods in ELT, Oxford:
BlackWell, 2003
Feldman, Mervill W, and Rudolp H . Yeatman J.R “ the word University
Encyclopedia “ Washington Dc; published company , inc.1964
Gorell and Laird , “ Modern English Handbook “ New Jersey; Prentice Hall ,Inc,1964
Golebiowska , Aleksandra, Getting Students to Talk , Prentice Hall International , 1990 Harmer, Jeremy, The Practice of English Language Teaching; Third Edition,
England: Pearson Education Limited, 2001
________, Jeremy , The Practice of English Language Teaching ; fourth edition , England: Pearson Longman, 2007 Hedge, Tricia, Teaching and Learning in the Language Classroom, Oxford: Oxford
University Press, 2000
Honrby, A.s. , “ Oxford Advanced Learner’s Dictionary “. London; Oxford
University Press 1991
Huda, Nuril, Language Learning and Teaching Issues and Trends, Malang: IKIP
MALANG publisher, 1999
http://www.escp.org/approach.html http;//en.wilkipidia.org/wiki/adverb http://www.vobs.at/ludescher/Alternative%20methods/communicative_language_teaching.htm
Izzan Ahmad Drs. and FM. Mahpuddin , How to Master English , Jakarta :Kasain
Blanc, 2007
Jack, Richards, C., Curriculum Development in Language Teaching, Cambridge:
Cambridge University Press, 2001
Larsen-Freeman, Diane, Techniques and Principles in Language Teaching, New
York: Oxford University Press, 1986
Littlewood, William, Communicative Language Teaching, Cambridge: Cambridge
University Press, 1981
Mackey, William Frances, Language Teaching Analysis, London: Indiana University
Press, 1967
Merriam, PhilipBadcock Webster, “ Editorial staff Webster’s Third International
Dictionary of English Language Unabridged “ USA; G&C,Merriam Company
Publisher, 1996
McKay, Sandra L., Teaching Grammar; Form, Function and Technique, London:
Prentice Hall International, 1987
Richards, Jack C. and Theodore S. Rodgers, Approaches and Methods in Language
Teaching, Cambridge: Cambridge University Press
Robert, Barnhat, K, “ Dictionary of Etymology “ New York ; Harper Collins
publishers, inc. 1988
Sudjono, Anas, Pengantar Statistik Pendidikan , Jakarta: PT. Raja Grafindo Pustaka,
1997
Swarbrick, Ann, Teaching Modern Language, London: The Open University, 1994
Ur, Penny, A Course in Language Teaching: Practice and Theory, London:
Cambridge University Press, 1996
_________, Grammar Practice Activities: A Practical guide for teachers, Cambridge,
Cambridge University Press, 1988
Yule, George, The Study of Language, Cambridge ; Cambridge University Press,
1996
www.eflnet.com
www.eflnet.com
APPENDIX
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
SD : _____________________
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VI/1
Standar Kompetensi : 3. Memahami tulisan bahasa Inggris dan teks
deskriptif
bergambar sangat sederhana dalam konteks
sekolah
Kompetensi Dasar : 3.2 Memahami kalimat, pesan tertulis, dan teks
deskriptif
bergambar sangat sederhana secara tepat dan
berterima
Indikator : 3.2.1 Mengidentifikasi berbagai informasi dalam
kalimat-kalimat sangat sederhana
3.2.2 Mengidentifikasi berbagai informasi dalam
pesan tertulis
sangat sederhana
3.2.3 Mengidentifikasi teks deskriptif bergambar
sangat
sederhana
Tujuan Pembelajaran : 1. Siswa dapat mengidentifikasi berbagai informasi
dalam kalimat-kalimat sangat sederhana
2. Siswa dapat mengidentifikasi berbagai informasi
dalam pesan tertulis sangat sederhana
3. Siswa dapat mengidentifikasi berbagai informasi
dalam teks
deskriptif bergambar sangat sederhana
Tema : Animal ( in the zoo )
Aspek/ Skill : all of the skills
Alokasi waktu : 2 x 35
Materi pembelajaran :
a. Perbandingan dua hal yang berbeda :
• Satu suku kata S1 + tobe/verb + adj/adverb + er +than +S2
Contoh :
1. Elephant is bigger than deer
2. Tiger runs faster than fox
• Lebih dari satu suku kata S1 + tobe/ verb + more + adj/adverb +
than + S2
Contoh :
Lion is more dangerous than elephant
b. kosa kata yang terkait.
Pendekatan, tehnik dan Metode Pembelajaran
1). Pendekatan : komunikatif
2). Tekhnik : using realia
3). Metode pembelajara : whole class
Langkah-langkah Kegiatan Pembelajaran:
1. Kegiatan Pendahuluan
• Tegur sapa
• Mengabsen kehadiran siswa
• Memotivasi siswa
2. Kegiatan Inti
• Guru menanyakan tentang nama – nama hewan yang murid – murid ketahui
dengan menggunakan bahasa inggris
• Murid merespon dengan menyebutkan nama – nama hewan yang mereka
ketahui dengan menggunakan bahasa inggris
• Guru meminta murid menyebutkan kata kata sifat yang mereka tahu yang
berhubungan dengan hewan.
• Murid – murid menyebutkan kata – kata sifat sambil guru menuliskannya di
papan tulis lalu guru menambahkan dengan kata keterangan sederhana
• Guru menerangkan perbandingan ( comparative degree ) beserta pola –
polanya dengan menggunakan gambar dan realia.
• Guru meminta murid – murid untuk membuat kalimat perbandingan
berdasarkan gambar dan realia.
• Murid – murid merespon dengan menyebutkan kalimat perbandingan
berdasarkan gambar dan realia dengan langsung.
• Guru memperbaiki kalimat murid – murid yang kurang tepat
• Guru memberikan siswa hand out dan meminta mereka untuk mengisi
exercise pada hand out yang diberikan
• Membahas exercise pada hand out
3. Kegiatan Penutup
Mengadakan Refleksi dengan Tanya jawab tentang materi yang telah
dipelajari dan bertanya tentang hambatan-hambatan yang dihadapi siswa pada
saat pelajaran berlangsung.
Alat/Sumber Belajar:
1. Buku teks Grow with English penerbit Erlangga
2. Buku LKS B. Inggris
3. Kamus
4. Gambar dan Realia
Penilaian:
a. Teknik : Tulisan dan lisan
b. Bentuk instrumen : membuat kalimat comparative degree
Kata sifat : tall, short, big, long, clean, thin, thick, beautiful, handsome, dangerous dll.
Kata keterangan : soon, quickly, dll.
Mengetahui, ………………,………………………
Kepala SD …………………… Guru Bahasa Inggris
(________________________) (_______________________)
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Satuan Pendidikan : SDN Duri kosambi 07 pagi
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VI/1
Standar Kompetensi : 1.1 Memahami tulisan bahasa Inggris dan teks
deskriptif bergambar sangat sederhana dalam konteks
sekolah
Kompetensi Dasar : 1.2 Membaca nyaring dengan ucapan, tekanan, dan
intonasi secara tepat dan berterima yang melibatkan:
kata, frasa, dan kalimat sangat sederhana
Indikator : 1.1.1 Melafalkan kata, frasa, dan kalimat dengan baik
dan benar
1.1.2 Membaca kata, frasa, dan kalimat dengan
tekanan dan intonasi yang benar
1.1.3 Membaca nyaring dengan baik dan benar
Alokasi Waktu : 2 x 35 menit
Tujuan Pembelajaran : 1. Siswa dapat melafalkan kata, frasa, dan kalimat
dengan baik dan benar
2. Siswa dapat membaca kata, frasa, dan kalimat
dengan tekanan dan intonasi yang benar
3. Siswa dapat membaca nyaring dengan baik dan
benar
Tema : Part of the body
Aspek/ Skill : all of the skills
Alokasi waktu : 2 x 35
Materi pembelajaran :
a. Perbandingan dua hal yang berbeda :
• Satu suku kata S1 + tobe/verb + adj/adverb + er +than +S2
Contoh :
3. My hand is shorter than my leg
4. I am taller than my sister
• Lebih dari satu suku kata S1 + tobe/ verb + more + adj/adverb
+ than + S2
Contoh :
1. I am more handsome than my brother
b. kosa kata yang terkait.
Pendekatan, tehnik dan Metode Pembelajaran
1). Pendekatan : komunikatif
2). Tekhnik : Oral drill
3). Metode pembelajara : whole class
Langkah-langkah Kegiatan Pembelajaran:
2. Kegiatan Pendahuluan
• Tegur sapa
• Mengabsen kehadiran siswa
• Memotivasi siswa
4. Kegiatan Inti
• Guru menanyakan tentang perbandingan dalam Bahasa Indonesia “ Apa
yang kalian gunakan( ucapkan ) untuk membandingkan satu dengan yang
lainnya”
• Murid merespon dan menyontohkan dengan kalimat seperti “ kelas ini lebih
bersih dari pada kelas itu “
• Guru meminta murid menyebutkan kata kata sifat yang mereka tahu
• Murid – murid menyebutkan kata – kata sifat sambil guru menuliskannya di
papan tulis lalu guru menamkan dengan kata keterangan sederhana
• Guru menerangkan kembali perbandingan ( comparative degree ) beserta
pola – polanya dengan menggunakan anggota tubuh
• Guru meminta beberapa siswa untuk maju kedepan, lalu meminta murid –
murid yang lain untuk membandingkan siswa yang didepan sesuai yang
telah dicontohkan
• Murid – murid merespon dengan menyebutkan kalimat perbandingan
berdasarkan perintah guru dengan langsung.
• Guru memperbaiki kalimat murid – murid yang kurang tepat
• Guru membagikan hand out yang berisikan teks dan latihan
• Guru membaca teks secara lantang dengan pengucapan dan intonasi yang
sesuai sementara siswa mendengar.
• Masing-masing siswa membaca nyaring sendiri dengan lafal, intonasi, dan
jeda yang baik dan benar (sementara siswa melakukan kegiatan ini, guru
mengitari siswa dan membetulkan apabila terdapat siswa yang melakukan
kesalahan dalam membaca).
• Guru meminta murid – murid untuk megidentifikasi kalimat perbandingan
pada teks yang sedang dibaca.
• Murid – murid mengidentifikasi kalimat perbandingan dengan langsung
diungkapkan secara lisan.
5. Kegiatan Penutup
Mengadakan Refleksi dengan Tanya jawab tentang materi yang telah
dipelajari dan bertanya tentang hambatan-hambatan yang dihadapi siswa pada
saat pelajaran berlangsung.
Alat/Sumber Belajar:
5. Buku teks Grow with English penerbit Erlangga
6. Buku LKS B. Inggris
7. Kamus
8. Gambar dan Realia
Penilaian:
a. Teknik : Tulisan dan lisan
b. Bentuk instrumen : membuat kalimat comparative degree
Kata sifat : tall, short, big, long, clean, thin, thick, beautiful, handsome, interesting
dll.
Kata keterangan : soon, quickly, dll.
Mengetahui, ………………,………………………
Kepala SD …………………… Guru Bahasa Inggris
(________________________) (_______________________)
some activities for oral drills:
Form Activity: Form drill for comparative degree by short adjective
Grammar: Students practice forming comparative degree by short adjective
Procedure: The teacher provides two sentences . the students combine two sentences
into one sentence of comparative degree
Example: Teacher: Doni is 6 years old
Susi is 7 years old
Students (chorale response): Susi is older than doni
Teacher: wawan is 100 cm
Ratih is 90 cm
Students (chorale response): wawan is taller than ratih
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Satuan Pendidikan : SDN Duri kosambi 07 pagi
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VI/1
Standar Kompetensi : 1.1 Memahami tulisan bahasa Inggris dan teks
deskriptif bergambar sangat sederhana dalam konteks
sekolah
Kompetensi Dasar : 1.2 Membaca nyaring dengan ucapan, tekanan, dan
intonasi secara tepat dan berterima yang melibatkan:
kata, frasa, dan kalimat sangat sederhana
Indikator : 1.1.1 Melafalkan kata, frasa, dan kalimat dengan baik
dan benar
1.1.2 Membaca kata, frasa, dan kalimat dengan
tekanan dan intonasi yang benar
1.1.3 Membaca nyaring dengan baik dan benar
Alokasi Waktu : 2 x 35 menit
Tujuan Pembelajaran : 1. Siswa dapat melafalkan kata, frasa, dan kalimat
dengan baik dan benar
2. Siswa dapat membaca kata, frasa, dan kalimat
dengan tekanan dan intonasi yang benar
3. Siswa dapat membaca nyaring dengan baik dan
benar
Tema : Transportation
Aspek/ Skill : all of the skills
Alokasi waktu : 2 x 35
Materi pembelajaran :
a. Perbandingan dua hal yang berbeda :
• Satu suku kata S1 + tobe/verb + adj/adverb + er +than +S2
Contoh :
5. the bus is longer than the car
6. the padicab move faster than cart
• Lebih dari satu suku kata S1 + tobe/ verb + more + adj/adverb
+ than + S2
Contoh :
1. The airplane is more comfortable than the train
b. kosa kata yang terkait.
Pendekatan, tehnik dan Metode Pembelajaran
1). Pendekatan : komunikatif
2). Tekhnik : using role play
3). Metode pembelajara : whole class
Langkah-langkah Kegiatan Pembelajaran:
3. Kegiatan Pendahuluan
• Tegur sapa
• Mengabsen kehadiran siswa
• Memotivasi siswa
6. Kegiatan Inti
• Guru menanyakan tentang perbandingan dalam Bahasa Indonesia “ Apa
yang kalian gunakan( ucapkan ) untuk membandingkan satu dengan yang
lainnya”
• Murid merespon dan menyontohkan dengan kalimat seperti “ badan kamu
lebih kurus daripada badan adi”
• Guru meminta murid menyebutkan kata kata sifat yang mereka tahu
• Murid – murid menyebutkan kata – kata sifat sambil guru menuliskannya di
papan tulis lalu guru menambahkan dengan kata keterangan sederhana
• Guru menerangkan kembali perbandingan ( comparative degree ) beserta
pola – polanya dengan menggunakan nama – nama transportasi.
• Guru meminta murid – murid untuk membuat kalimat perbandingan
berdasarkan petunjuk yang diberikan tentang transportasi
• Murid – murid merespon dengan menyebutkan kalimat perbandingan
berdasarkan petunjuk yang diberikan tentang transportasi dengan langsung.
• Guru memperbaiki kalimat murid – murid yang kurang tepat
• Guru memberikan hand out yang berisi percakapan
• Guru meminta murid – murid untuk megidentifikasi kalimat perbandingan
pada teks percakapan yang sedang dibaca.
• Murid – murid menyebutkan kalimat perbandingan pada teks percakapan
secara lisan.
7. Kegiatan Penutup
Mengadakan Refleksi dengan Tanya jawab tentang materi yang telah
dipelajari dan bertanya tentang hambatan-hambatan yang dihadapi siswa pada
saat pelajaran berlangsung.
Alat/Sumber Belajar:
9. Buku teks Grow with English penerbit Erlangga
10. Buku LKS B. Inggris
11. Kamus
12. Gambar dan Realia
Penilaian:
c. Teknik : Tulisan dan lisan
d. Bentuk instrumen : membuat kalimat comparative degree
Kata sifat : tall, short, big, long, clean, thin, thick, beautiful, handsome, interesting
dll.
Kata keterangan : soon, quickly, dll.
Mengetahui, ………………,………………………
Kepala SD …………………… Guru Bahasa Inggris
(________________________) (_______________________)
Using role-playing require the students to imagine in situation.. This could be
occurred in conversation for example conversation talking about going to the
bookstore in which giving suggestion by comparing price and tranportation . In this
session the students express their daily conversation in English. The teacher wants
two students come forward to play the role as in the conversation; here is the
conversation
Alan : Hi Susi
Susi : Hi. Alan how are you in this morning ?
Alan : fine thanks. Where are you going to ?
Susi : Book store. I want to buy a history book.
Alan : I think you can buy it in Alfa book store.
Susi : Why?
Alan : Because the price is cheaper than another book store and the place is near
from
Here
Susi : Alright !. it’s better for me to buy it right now .
Alan : How do you go there?
Susi : I will go to the market by car.
Alan : Why don’t you go there by motorcycle. It moves faster than car in this
condition “
Susi : Yes, I see. Jakarta is often in traffic jam.
Alan : I think you should go in a hurry. Look the sky is getting dark.
Susi : Yes, you are right. Thank you for your information.
Alan : You are welcome. See you next time.
Susi : See you,Alan
Name :
Class :
A. Match the following sentences with the pictures
1. The car is smaller than buss A.
2. Pretty is thinner than Anna B.
3. The shirt is more expensive than the bag C.
4. The boy is shorter than his mother D.
5. Mr. Yanto is taller than Mr. Warno E.
B. Choose the correct words to complete each sentence ..!
1. the goat is _____________than the cow
a. small c. more small
b. smaller d. more smaller
2. the elephant is__________than the buffalo
a. bigger c. more big
b. big d. more bigger
3. my grand father is _________than my father
a. more old c. older
b. oldest d. younger
4. I run __________than my friends
a. well c. more quick
b. more quickly d. quick
5. A glass of ice tea is _________than a glass of avocado juice
a. expensive c. cheap
b. more expensive d. cheaper
C. Write Comparative sentences, Use the words in the parenthesis
1. ( A rabbit/fast/ a turtle )
____________________________________________
2. ( Rido’s home/ far / Ewin’s home from the School )
____________________________________________
3. ( Andi’s hair / long / Bobi)
_____________________________________________
4. ( Susi / beautiful / Sinta )
______________________________________________
5. ( Ari’s score / bad / Dewi’s score )
_______________________________________________
Tabel Nilai “t” untuk berbagai df Harga Kritik “t”pada taraf signifikansi Df atau db
5% 1% 1 2 3 4 5 6 7 8 9
10 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 35 40 45 50 60 70 80 90
100 125 150 200 300 400 500 1000
12.71 4.30 3.18 2.78 2.57 2.45 2.36 2.31 2.26 2.23 2.20 2.18 2.16 2.14 2.13 2.12 2.11 2.10 2.09 2.09 2.08 2.07 2.07 2.05 2.05 2.04 2.04 2.03 2.03 2.02 2.02 2.01 2.00 2.00 1.99 1.99 1.98 1.98 1.98 1.97 1.97 1.97 1.97 1.96 1.96
63.66 9.92 9.92 5.84 4.60 4.03 3.71 3.50 3.36 3.25 3.17 3.11 3.06 3.01 2.98 2.92 2.90 2.88 2.86 2.84 2.83 2.82 2.81 2.80 2.79 2.78 2.77 2.76 2.75 2.72 2.71 2.69 2.68 2.65 2.65 2.64 2.63 2.63 2.62 2.61 2.60 2.59 2.59 2.59 2.58