KENYA METHODIST UNIVERSITY

1. TITLE OF THE PROJECT: ADJECTIVES

(DEGREES OF COMPARISON)
2. SCHOOL: EDUCATION AND SOCIAL SCIENCES
3. DEPARTMENT: EDUCATION ARTS 4.
TEACHING PRACTICE SCHOOL: NYAMACHE BOYS
SECONDARY SCHOOL
5. COURSE CODE: 404
6. COURSE TITLE: EDUCATIONAL PROJECT
7. PROJECT TITLE: PARTS OF SPEECH
8. STUDENT TEACHER: ELIUD NYABUKU
NYANG'ARI
9. REGISTRATION NO: EDA-1-5404-3/2021
10. RESENTED TO: MADAM SABINA BAHATI

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Table of Contents
COVER
PAGE............................................................................................................................................
.1

TABLE OF
CONTENTS................................................................................................................................2

TITLE.........................................................................................................,........................................
......3
INTRODUCTION TO THE
PROJECT............................................................................................................4
BACKGROUND
INFORMATION...................................................................................................................5

OBJECTIVES,......,................................................................,..............................................................
.....6

JUSTIFICATION OF THE
PROJECT..........................................................................................................7/8

PROJECT
DESIGN...................................................................................................................................9

BUDGET. ...........................................................................................................................................
....10

WORK
PLAN ...........................................................................................................................................
11

BIBLIOGRAPHY..................................................................................................................................
......12

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CHAPTER I

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 INTRODUCTION

1.1 INTRODUCTION TO THE PROJECT

Mastery of grammar is a crucial component in language education. By having a solid grasp of

grammatical rules, students can effectively and accurately convey their thoughts and ideas.
Furthermore, proper knowledge of grammar allows them to discern the veracity of their
statements. The acquisition of sound grammatical skills aids learners in minimizing
difficulties when using English, comprehending written material, and enhancing writing
proficiency.

In the 2024 curriculum, second-year students are expected to utilize social function, text
structure, and linguistic elements in both written and verbal communications. These
interactions will involve asking for and providing information related to comparisons
between people, animals, and objects within their given context. Let's work together to
make this learning experience enjoyable!

In the study of grammar, English instructors typically cover tenses, direct and indirect speech,
question tags, parts of speech, and more. The eight parts of speech include adjective,
adverb, verb, noun, conjunction, interjection, preposition,and pronoun. Adjectives are
utilized to modify nouns and can also function as inflection for grade. In other words,the
degrees of comparison (plain form versus comparative versus superlative) are indicated by
adjectives.

When it comes to mastering the degrees of comparison for adjectives, students in the eighth
grade at Nyamache Boys High School often face challenges. Many struggle with making
errors when constructing sentences that require this skill. Specifically, they tend to use the
same form for both comparative and superlative degrees. Additionally, some students find it
challenging to differentiate between patterns of one or more syllables within adjectives.

Hence, it is crucial to identify methods, techniques, strategies or media that can mitigate
students' challenges in comprehending degrees of comparison of adjectives and enable
them to apply the concept. The English teacher can employ diverse approaches to create an
engaging learning environment. These may include leveraging audio-visual aids and adopting
the audio-lingual method when teaching language. Such varied instructional materials will

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 likely enhance student motivation and understanding of degrees of comparison of
adjectives.

In this study, visual media in the form of pictures are utilized to facilitate and enhance the
teaching of degrees of comparison. This approach proves particularly effective as pictures
serve as a powerful tool for motivating students in language learning, thereby minimizing
boredom and promoting active participation amongst learners. Pictures play an
indispensable role in aiding English teachers since they provide a concrete visual description
that effectively conveys meaning within comparisons being taught. As such, pictures enable
students to better comprehend and internalize these concepts with greater ease and clarity.

1.1 Problem Statement

Drawing on the aforementioned background, students encounter several difficulties in

comprehending degrees of comparison within adjectives. Firstly, many students mistakenly
employ identical forms for both comparative and superlative degrees. Secondly, learners
often struggle with distinguishing between patterns of one or more syllables within
adjectives. The researcher poses the following research query: "Can images be an effective
tool for instructing form two adjective degrees of comparison at Nyamache boys high
school?"

1.2 Objective of the Research

The aim of this study is to address the research problem identified in the problem
statement. Specifically, we seek to investigate whether pictures can serve as a useful tool for
teaching eighth-grade students at Nyamache boys high school about degrees of comparison
of adjectives. Additionally, our goal is to assess the impact that pictures have on students'
achievement in this area.

1.3 JUSTIFICATION OF THE PROJECT

This study is poised to yield several advantages for students, educators, and fellow researchers.

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 1. Students can be stimulated in their acquisition of degrees of comparison in adjectives by
utilizing visual aids.
2. Educators are able to employ this methodology as a pedagogical technique for teaching
degrees of comparison in adjectives.
3. Furthermore, it will assist other researchers in discovering pertinent sources or materials for
those interested in conducting similar studies and subsequently advancing research
efforts.Scope of the Research:Output: Formal English
1.4 Scope of the Research

When conducting research, it is crucial to define the problem's scope in order to obtain specific
data. The researcher will narrow their focus to teaching degrees of comparison within form
two of Nyamache boys high school. This study will examine the positive degree, comparative
degree, and superlative degree of adjectives in their regular form. Notably, abstract
adjectives such as "good,""safe,"or "brave"will not be considered for analysis. Additionally,
visual media in the form of photographs depicting people, animals, and objects will be
utilized.
1.5 Operational Definition of Key Terms

To avoid any potential misunderstandings and to elucidate the subject matter of this research, it
is imperative that key terms be defined. Teaching is a dynamic process involving interaction
between an educator and their students. Degrees of comparison pertain to adjectives
written in varying forms for the purpose of comparing one or more nouns; these words
describe people, places, and things. Adjectives are lexical units used to modify or describe
nouns. A picture is a visual representation created through various mediums such as
painting, drawing, or photography.

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 CHAPTER II

PROJECT DESIGN

2.1 Related Studies

During the course of this research, the investigator has come across two pertinent prior studies
that lend support to their work. The first study was conducted by Afifah (2014) in her skripsi
entitled "The Effect of Using Pictures in Learning Comparative Adjectives to Students’ Score
and Perception, A Mixed Method Research in the Eighth Grade of MTs Al- Islamiyah Ciledug
Tangerang."She employed a mixed-method approach with an explanatory sequential design
that involved gathering both quantitative and qualitative data sequentially over two phases,
with one form of data collection following and informing the other. Her techniques for
collecting data included testing for quantitative information and interviewing for qualitative
insights. The results yielded from the quantitative data indicated that employing pictures as
a pedagogical tool when teaching comparative adjectives had a discernible impact on
learners' scores.
The second study was authored by Haryati (2015), who conducted her own skripsi titled "The
Use of Picture in Teaching Comparison Degree at the Second Year Students of SMP Negeri 9
Mataram in Academic 2014/2015."In this research endeavor, she utilized tests and
questionnaires as means to collect quantitative data. Her findings showed that experimental
classes scored higher mean scores than control groups did; thus signifying that using pictures
while instructing degrees of comparison could have an influential effect.
Drawing connections between these two studies enables us to conclude definitively that
implementing pictorial aids can be an effective method for teaching degrees of comparison
concerning adjectives.

2.2 Literature Review

2.2.1 The Definition of Degrees of Comparison

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 Comparison according to Randolph Quirk, et, al “comparison is with gradable adjective and
adverb to show its three degrees of quality.” Degrees of comparison in English grammar are
made with the adjective and adverb words to show how big or small, high or low, more or less,
many or few, etc., of the qualities, numbers and positions of the nouns (persons, things and
places) in comparison to the others mentioned in the other part of a sentence or expression.
Meanwhile, Danesi states “Comparison of adjectives and adverbs can be used to indicate that
something or someone has relatively equal, greater, or lesser degree of some quality or feature.”
So, degrees of comparison is the modification of adjectives and adverbs to indicate that
something or someone has relatively equal, greater, or lesser degree of some quality or
quantity.

2.2.2 The Definition of Adjective

Seaton and Mew (2007:52) state, “An adjective is a describing word. It tells you
more about noun. An adjective usually appears before the noun it describes. Sometimes,
though, the adjective appears after the noun, later in sentence.” This statement means
that the words that belong to adjectives are told to describe and give information or
description. The form of this description is information that tells you about the quality,
total or amount, and another description about noun and pronoun that is described by
adjective. To give more explanation, here are some examples of adjective:
- A smart cat : (Smart is an adjective describes cat as a noun).
- A big house : (Big is an adjective describes house as a noun).
- The sky is blue : (Blue is an adjective describes the sky as a noun).
- Jessica is beautiful : (Beautiful is an adjective describes Jessica as a noun)

2.2.3 Types of Degrees of Comparison of Adjective

2.2.3.1 Positive Degree

Positive degree of adjective is an adjective in its simple form. The positive degree
is used to compare two things that have same quality. Danesi states that “to compare
to things (people, animals, or objects) that they are have the same or equal degree of
some attribute or feature, we use as .... as and not as .... as to compare things that they
are not having the same quality.” For examples:
- Janie is beautiful.
- Harry is as tall as Louis.
- Her cake is not as delicious as yours.

2.2.3.2 Comparative Degree

We use comparative to compare two person or two things. The comparative
degree shows that the quality expressed by the adjective exists to a greater or to a
lesser degree in one of the two person or thing that are being compared. When we
want to compare two things or people, we need to add –er at the end of the words that
have one syllable and more before the words that have two or more syllables, and
followed by than. For examples:
- Cat is smaller than tiger.
- Car is more expensive than bicycle.

2.2.3.3 Superlative Degree

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 Superlative degree distinguishes one thing or person from the number of others.
We use superlative degree to compare one thing or person with the whole group that
the thing or person belongs to. The superlative degree indicates that the quality is
possessed to the greatest or to the least degree by one of the person or things included
in comparison. In superlative degree, we use the + adjective + est for adjectives that
have one syllable and the most before the adjectives that have two or more syllable.
For examples:
- Lola is the smartest students in her class.
- Dani’s car is the most expensive in his family.

2.2.4 Forms of Degrees of Comparison of Adjective

2.2.4.1 Regular Form

2.2.4.1.1 One-syllable adjectives
2.2.4.1.1.1 Ending in –e, add –r after the adjectives for comparative and –st for superlative.
Positive Comparative Superlative
Large Larger than The largest
Ripe Riper than The ripest

2.2.4.1.1.2 Ending in a single vowel + a single consonant, double the final consonant and
add –er for comparative and –est for superlative.
Positive Comparative Superlative
Big Bigger than The biggest
Hot Hotter than The hottest
Thin Thinner than The thinnest
Sad Sadder than The saddest
Fat Fatter than The fattest

2.2.4.1.1.3 Ending in a consonant + y, change y into i and add –er

Positive Comparative Superlative
Dry Drier than The driest
Exception:
Positive Comparative Superlative
Shy Shyer than The shyest

2.2.4.1.1.4 One syllable past participle adjectives

Positive Comparative Superlative
Bored More bored than Most bored
Creased More creased than Most creased
Pleased More pleased than Most pleased

2.2.4.1.2 Two-syllable adjectives

Positive Comparative Superlative
Famous More famous than The most famous
Boring More boring than The most boring
Confused More confused than The most confused
Charming More charming than The most charming

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2.2.4.1.2.1 Two-syllable adjectives that end in –y use –er than and the –est for comparative
and superlative respectively.
Positive Comparative Superlative
Pretty Prettier than The prettiest
Busy Busier than The busiest
Lazy Lazier than The laziest
Happy Happier than The happiest

Certain two-syllables adjectives are used with either –er than or more than/the –est or
the most. They are able, angry, clever, cruel, friendly, gentle, handsome, narrow,
obscure, polite, quiet, secure, simple, and stupid.
Positive Comparative Superlative
Cleverer than The cleverest
Clever
More clever than The most clever
Simpler than The simplest
Simple
More simple than The most simple

2.2.4.1.3 Three or more syllable adjectives

Positive Comparative Superlative
Important More important The most important
Beautiful More beautiful The most beautiful
Fascinating More fascinating The most fascinating
Expensive More expensive The most expensive

2.2.5 Picture
2.2.5.1 Definition of Picture

According to Klasone (2013) pictures can spark interest on learners, put into
context a particular language point, and motivate students to learn. Meanwhile,
Andrew Wright (1990) stated that “pictures are not just an aspect of method but
through their representation of places, objects, and people they are an essential part of
the overall experiences we must help our students to cope with.” Syzke in English
Teaching Forum articles (1981) stated that “Picture provide a change in maintaining a
high level of interest, they are simpler and more vivid to gives clear concept of what a
word or structure may mean that a long explanation.”
Picture is a painting, drawing that shows a scene, a person or thing. Picture not
only describes a thousand words but also is used in a wide variety of teaching
activities. Teacher can teach more effectively and the students can understand the
materials easily by using pictures. Using pictures as one of media will make the class
more alive.

2.2.5.2 Advantages and Disadvantages of Pictures

All kinds of pictures can be used in multiplicity of ways, such as:

1. Drills
With lower level students a traditional use for pictures especially flashcards.
Flashcards are particularly useful for ‘drilling’ grammar items for cueing different
sentence or practicing vocabulary.

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 2. (Communication) games
Pictures are extremely useful for a variety of communication activities, especially
where they have a game-like feel, such as describe and draw activities.
3. Understanding
One of the most appropriate uses for pictures is for thepresenting and checking the
meaning of the word.
4. Ornamentation
Pictures of various kinds are often used to make work more appealing.
5. Prediction
The pictures are useful for getting students to predict what is coming next in
lesson.
6. Discussion
Pictures can stimulate questions such as: what is showing? How does it make you
feel? How much would you pay for the picture?.

From the statement above, it clearly shows that there are many advantages of using
pictures in teaching and learning activities, such as in drilling, picture can be used for
practicing grammar items or practicing vocabulary. In communication games, picture
can be used for describing something and drawing activities. Picture also can be used
for presenting the meaning of word in order to make the students get the meaning
easily, picture will make work more appealing or interesting, for the student
especially, picture can make them predict what the next lesson and the last picture can
stimulate the questions for the students to discuss.

According to Li-Shing in English Teaching Forum articles some benefits that

provided by the use of pictures, they are:
1. Pictures can add students‟ interest and attract their attention.
2. Pictures create an atmosphere in which students enable to learn to thing and speak
in English naturally.
3. Pictures create a live language situation.

Pictures not only have advantages in some cases, but they also have several
disadvantages as media in teaching-learning process. One of the disadvantages is
unclear pictures will make the students misunderstand of what the picture describe.
Lado stated that, “Pictures provide a great deal of information at a glance, but when
used to illustrate the meaning of a particular expression, they can mislead.”
Furthermore Nick Under Hill pointed out about the disadvantages of pictures are:
1. With a visual stimulus there is a danger. That the learner will miss the point of
pictures or story, for personal or culture reason.
2. Unless vocabulary items in the pictures are supplied, the learner who knows the
names of only two or three crucial item will be at strong. Advantage over those
who do not. Even if the items are supplied on request and mark not deducted, it is
physiological demodulating, to have to ask for vocabulary before you begin.
3. Suitable cartoon stories are hard to find and difficult for an amateur to draw. Even
deciding on a good storyline can be difficult task. Particularly in situation where
learner can and find several alternative.

2.2.5.3 Teaching Degrees of Comparison of Adjectives Through Pictures

In teaching learning English, picture is very important especially for vocabulary

and grammar lesson. Pictures can present all parts of people, things, and places. They

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 can also stimulate the student’s brain, feeling, attention, and desire. Interesting or
entertaining pictures motivate students to respond in ways that more routine teaching
aids. Moore (1982) assumed “visual aids, especially pictures and colourful posters can
add much to the attractiveness and atmosphere of a classroom.” Furthermore, Byrne
(1990) maintains that pictures can stimulate students’ discussion and interpretation of
the topic.

Relating to importance of teaching degrees of comparison of adjectives through

pictures there are many ways to make the students interested in what they are learning
which the students can think an adjective that related to the picture. Teaching degrees
of comparison of adjectives through pictures make students easily to catch the ideas
or information more clearly from pictures to compare the people, things or places.

2.3 Theoretical Framework

As been known already, the title of this research is teaching degrees of comparison of
adjectives through pictures. It is obvious that the researcher must explain the background
of the research and the theory about degrees of comparison generally, types of degrees of
comparison of adjectives and its form. Besides that, the researcher also explains the
media that the researcher used in this research. To give more obvious explanation, look
at the chart 1.1.

2.4 Hypothesis
The hypothesis of the research is supposed as the temporary answer concerning to the
problem that has been formulated in the research and it also needs to validate the truth
which using empirical data. The hypothesis also means as the temporary conclusion
about the relation between two variables. After elaborating some theories related to this
research, the researcher has assumption or hypothesis which related to teaching degrees
of comparison of adjectives through picture. The hypothesis is pictures can be effective
in teaching degrees of comparison of adjectives to the eighth grade at SMP Negeri 3
Palu.

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 CHAPTER III

RESEARCH METHOD

3.1 Research Design

The research design in this research will be non-equivalent (pre-test post-test) control
group design which belongs to quasi-experimental design. This quasi-experiment will be
conducted in pre-test, treatment and post-test. The pre-test will be given to the
experimental and control class. It is to measure students’ understanding in learning
degrees of comparison at first. Then, the post-test will be given to the experimental class
to find out the improvement of the students’ understanding about degrees of comparison
which is taught by using pictures. The post-test also will be given to the control class but
they do not receive the treatment. The formula of be non-equivalent (pre-test post-test)
control group design can be seen as follows:

O1 X O2
O3 O4
Where:
O1 = Pre Test in Experimental Group
O2 = Post Test in Experimental Group
O3= Pre Test in Control Group
O4= Post Test in Control Group
X = Independent Variable/Treatment

In control group, the researcher will teach the students about degrees of comparison of
adjectives without using pictures. First, the researcher will ask two students to stand up.
Then, the other students will compare their height. Next, the researcher will explain
about the topic. After the researcher explain about the material, the students will make a
simple paragraph by using degree of comparison of adjective in positive, comparative
and also superlative. They also will be divided into groups. The researcher will ask the
students to make two sentences related to positive, comparative and superlative degree of
adjectives. At the end, the students will do task related to the topic.

3.2 Population and Sample

3.2.1 Population

Population is one of the components that have to be determined by researcher in a

research. The population in this research will be the eighth grade students SMP Negeri
3 Palu consisting of VIII A to VIII G. Each class consists of 40 up to 42 students. The
distribution of each class could be seen in the following table:

Table 3.1
Population Distribution

No Grades Number of Students

1 VIII A 02
2 VIII B 03
3 VIII C 05
4 VIII D 01
5 VIII E 00

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 6 VIII F 10
7 VIII G 14
Total

3.2.2 Sample

Sample is a smaller group or subset of a population. In this research, the researcher

will use cluster sampling technique. To decide which class becomes experimental and
control group, the researcher will provide five pieces of paper. Two pieces of paper are
written control group and experimental group while other three pieces are blank. The
representative of class VIII A until VIII E will choose the paper. From that, VIIIA will
be the control group and VIII C will be the experimental group for being the sample of
research.

3.3 Research Variable

In this research, the variable will be independent and dependent variable. Independent
variables are those that (probably) cause, influence, or affect outcomes. They are also
called treatment, manipulated, antecedent, or predictor variables. Dependent variables
are those that depend on the independent variables; they are the outcomes or results of
the influence of the independent variables. Other names for dependent variables are
criterion, outcome, effect, and response variables. The independent variable in this
research is the use of picture, and then the dependent variable is the ability of the eighth
grade students at SMP Negeri 3 Palu in degrees in comparison of adjectives.

3.4 Technique of Data Collection

In this research, the researcher will use a method to collect the data. The researcher
will use paper and pencil method. In conducting this research, the researcher will use test
as the research instrument. The test will be divided into pre-test and post-test. The pre-
test will be conducted first, before giving the treatment. Then, the post-test will be
conducted to measure the performance of the students in using pictures in degrees of
comparison of adjectives after get the treatment.

Table 3.2
Scoring Rubric

Aspects Scores Criteria

5 Very appropriate
4 Appropriate
Mechanics of Writing 3 Rather appropriate
2 Less appropriate
1 Not appropriate
5 Very appropriate
4 Appropriate
Organization 3 Rather appropriate
2 Less appropriate
1 Not appropriate

3.4.1.1. Pre Test

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 Pre-test will be applied before treatment in order to know the students ability in
degrees of comparison of adjectives. It can be guidance for the researcher to know the
students ability in mastering degrees of comparison of adjectives. The result of this
test gives the researcher preceding information about the students’ ability in degrees
of comparison of adjectives. The test consists of 20 questions. Multiple choices
consist of 15 items from number 1 to number 15. The score for each item is 5. Fill in
the blank consists of 5 items from number 1 to number 5. The score for each item is 5.

3.4.1.2. Post Test

Post-test will be given after conducting the treatment. The purpose of this post-test
is to know the students ability in degrees of comparison of adjectives after giving the
treatment. It is also purposed to know the significant difference between the students’
ability in degrees of comparison of adjectives before and after treatment and to find
out whether the media that is used will be effective or not. The test that is used for
post-test are the same as the test that is used in pre-test.

3.5 Treatment
Treatment will be the researcher’s opportunity to use pictures in order to achieve the
objective of the research. The treatment will be conducted after giving the pre-test. The
researcher conducted the treatment for six meetings. Each meeting will take about 2x40
minutes.

Table 3.1 Teaching Outlines

Activities
Meetings Topic
Teacher Students
1st
Positive Degree  Asks two students to stand  Pay attention to the
of People and up. teacher
Animals  Asks the other students to  Answer the question.
compare their height.
 Introduces the topic.  Pay attention to the
 Gives other examples of teacher.
positive degree by using
pictures.
 Asks the volunteer students  Write the sentence.
to write a sentence based on
the pictures in the
whiteboard.
 Explains about positive  Pay attention to the
degree. teacher.
 Divides students into groups.
Each group consists of 5-6
students.
 Asks each group to make  Do the task.
sentences of positive degree
based on the pictures that
they have been received.
 Asks each group to read

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 loudly one of their sentences
while showing the picture in
front of the class.
 Asks each student to make a
paragraph that related to
positive degree of people or
animals.
2nd Positive Degree  Asks the students to compare  Answer the question.
of Things two things which have
similarities.
 Gives other examples of  Pay attention to the
positive degree by using teacher.
pictures.
 Asks the volunteer students  Write the sentence.
to write a sentence based on
the pictures in the
whiteboard.
 Divides students into groups.
Each group consists of 5-6
students.
 Asks each group to make  Do the task.
sentences of positive degree
based on the pictures that
they have been received.
 Asks each group to read
loudly one of their sentences
while showing the picture in
front of the class.
 Asks each student to make a
paragraph that related to
positive degree of things.
3rd Comparative  Asks two students to stand  Pay attention to the
Degree of up. teacher
People and  Asks the other students to  Answer the question.
Animals compare their height.
 Introduces the topic.  Pay attention to the
 Gives other examples of teacher.
comparative degree by using
pictures.
 Asks the volunteer students  Write the sentence.
to write a sentence based on
the pictures in the
whiteboard.
 Explains about comparative  Pay attention to the
degree. teacher.
 Divides students into groups.
Each group consists of 5-6
students.
 Asks each group to make  Do the task.

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 sentences of comparative
degree based on the pictures
that they have been received.
 Asks each group to read
loudly one of their sentences
while showing the picture in
front of the class.
 Asks each student to make a
paragraph that related to
comparative degree of people
or animals.
4th Comparative  Asks the students to compare  Answer the question.
Degree of two things.
Things  Gives other examples of  Pay attention to the
comparative degree by using teacher.
pictures.
 Asks the volunteer students  Write the sentence.
to write a sentence based on
the pictures in the
whiteboard.
 Divides students into groups.
Each group consists of 5-6
students.
 Asks each group to make  Do the task.
sentences of comparative
degree based on the pictures
that they have been received.
 Asks each group to read
loudly one of their sentences
while showing the picture in
front of the class.
 Asks each student to make a
paragraph that related to
comparative degree of things.
5th Superlative  Asks three students to stand  Pay attention to the
Degree of up. teacher
People and  Asks the other students to  Answer the question.
Animals compare their height.
 Introduces the topic.  Pay attention to the
 Gives other examples of teacher.
superlative degree by using
pictures.
 Asks the volunteer students  Write the sentence.
to write a sentence based on
the pictures in the
whiteboard.
 Explains about superlative  Pay attention to the
degree. teacher.
 Divides students into groups.

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 Each group consists of 5-6
students.
 Asks each group to make  Do the task.
sentences of superlative
degree based on the pictures
that they have been received.
 Asks each group to read
loudly one of their sentences
while showing the picture in
front of the class.
 Asks each student to make a
paragraph that related to
superlative degree of people
or animals.
6th Superlative  Asks the students to compare  Answer the question.
Degree of more than two things.
Things  Gives other examples of  Pay attention to the
superlative degree by using teacher.
pictures.
 Asks the volunteer students  Write the sentence.
to write a sentence based on
the pictures in the
whiteboard.
 Divides students into groups.
Each group consists of 5-6
students.
 Asks each group to make  Do the task.
sentences of superlative
degree based on the pictures
that they have been received.
 Asks each group to read
loudly one of their sentences
while showing the picture in
front of the class.
 Asks each student to make a
paragraph that related to
superlative degree of things.

3.6 Technique of Data Analysis

In analyzing the data, the researcher employs a simple statistics analysis. The
researcher computes the individual score both in pre-test and post-test by using the
formula proposed by Arikunto (2006:240) as follows:
❑
x
∑
❑
¿ x 100
n

Where:
∑ : Standard score
x : Number of correct items

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n : Maximum score

After getting the students’ individual score, the researcher calculates the students’
mean score in both experimental and control group by using the formula proposed by
Arikunto (2006:307) as follows:

∑X
M=
N

Where:
M : mean scores
∑x : the sum of the score
N : the number of students

After having the mean scores of experimental and control group, the researcher
computes the standard of deviation both of groups. She uses formula proposed by
Arikunto (2006:312) as follows:

The formula for experimental group

∑X
Mx=
N

The formula for control group

∑y
My =
N

Where
Mx : Mean score of deviation of experimental group
Mx : Mean score of deviation of control group
∑X : Sum scores of experimental group
∑y : Sum scores of control group
N : Number of students in each group

The next stage of analyzing the data is to compute the sum of squared deviation by
employing formula proposed by Arikunto (2006:312) as follows:

The formula for experimental group:

2
(∑ x )
∑ x 2=∑ x 2−
n

The formula for control group:

2
(∑ y )
∑ y 2=∑ y 2−
n

Where:
❑
∑2 : The square deviation sum of experimental group
x

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 ❑
∑2 : The square deviation sum control group
y
❑
∑
❑
x : The score sum of experimental group
❑
∑
❑
y : The score sum of control group
N : The total number of students

After calculating all of the formula above, the researcher computes the result of the
mean score and square deviation in order to know the significant difference in both two
groups by using t-count formula as proposed by Arikunto (2006:311) as follows:

Mx−My
t=

√{ }{
❑ ❑
∑ 2+∑ 2
x y
nx +ny −2
+
1 1
+
nx ny }
Where:
Mx : Mean of experimental group
My : Mean of control group
❑
∑2 : The total square of experimental group
x
❑
∑2 : The total square of control group
y
Nx : Total number of experimental group
Ny : Total number of control group

3.7 Testing Hypothesis

To know the effectiveness of pictures in teaching degrees of comparison of adjectives,
the researcher will test the hypothesis whether it will be rejected or accepted. If there is
significant difference of students’ achievement that are taught degree of comparison by
using pictures in experiment class and students’ achievement who are taught degree of
comparison without using picture or through conventional teaching method in control
class. But, if there is no significant difference of students’ achievement that are taught
degree of comparison by using pictures in experiment class and students’ achievement
who are taught degree of comparison without using picture or through conventional
teaching method in control class.

Statistic hypothesis:

 If t-test (t0) > t-table (tt): there is significance difference. The alternative hypothesis
(Ha) is accepted and null hypothesis (H0) is rejected.
 If t-test (t0) < t-table (tt): there is no significance difference. The alternative hypothesis
(Ha) is rejected and null hypothesis (H0) is accepted.

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BUDGET
Some of the resources are locally available within the school. The materials
include black paint for the wall, nails and paints with different colours.This will
minimize the financial cost incurred during the project development.

Items Quantity Unit cost Total

Brush 6 1 250 250
inches
Brush 2 2 200 400
inches
Labour 1 1000 1000
Pictures of 3 in pairs 1000 1000
different
sizes
Masking 2 200 200
tape
Metre rule 1 100 100
Total cost 2950

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WORK PLAN
Activity/ Week Week We We We Wee Wee
week 1 2/3 ek 4 ek ek 7 k k
5/6 8/9 10/1
4
Finding
project
proposal
topic
Proposal
writing
Material
collection
Project
developm
ent
Project
report

BIBLIOGRAPHY

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KLB student book by Phyllis mangi 2003

Integrated approach by Phyllis mwangi , Mr Muchiri Mukunga 2003

Headstart student book by

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