Professional Documents
Culture Documents
This chapter deals with some previous research findings, some pertinent
ideas, resume, theoretical framework and hypothesis.
A. Previous Related Findings
The researcher finds some previous findings related to this research and its
can help the writer as her literature in writing this research. They are:
(Aunana, Sinta: 2014) Word order of adjective is one of the materials that
learned in vocational high school. Every student is expected to able to use word
order of adjective in phrase, sentence or in their English simple communication.
However, the fact is that most students can describe person or thing correctly if
they only use one adjective. When they are asked by a teacher to make a phrase or
a sentence by using two or more adjectives, some of them could not do it. The
students still confused to order the adjectives even the teacher had explained the
material.
As well as serving as modifying words like beautiful and big, adjectives are
also used for indicating the position on a scale of comparison. The lowest point on
the scale is known as the absolute form, the middle point is known as the
comparative form, and the highest point is known as the superlative form (www.
Ginger). This is one of the students problem, they are not understand how to use
er-, est, more, and most well.
From previous findings above, the researcher finds out the difficulties
when the students learn adjective and using systematic in reading skill. And
researcher tries to use systematic approach but different topic, it means that the
researcher use systematic approach to helps student to understand adjective
especially order and degrees of adjective.
B. Some Pertinent Ideas
1. Adjectives
a. Definitions of Adjective
Arthur Melville Clark in the Spoken English of Idiomatic Grammar (1958:
64) defined that An adjective is a word that qualifies or tell us something about:
a noun, a pronoun, an adjective or participle used as a noun, a phrase used as a
noun, or a clause used as a noun. In accordance with to Homer C. House
(Descriptive English Grammar, 1950: 109) an adjective is used with a noun or
other substantive as a modifier to describe or define it.
There are many definitions of adjective According to Rachmat and
An adjective is a kind of word that modifies a noun. Nouns are words that
name a place, a person, a thing, or an idea. An adjective is a word that gives
more information about the noun that goes with it. As a rule, in English, the
adjective comes before the noun it describes. It is also a part of speech
(Wikipedia).
d. Functions of Adjective
Related to Masud (1992: 99), function of adjectives is divided into two
kinds:
a. Attribute Adjectives. Attribute adjective is an adjective which explains
Noun. It has position between determiner and noun, for example:
The beautiful painting, the main argument, the small boy, the new
book.
b. Predicative Adjectives. Predicative adjective is an adjective which
explains Noun or Pronoun and has function as a predicate.
There are two kinds of predicative adjectives. Those are:
1) As a subject complement. examples:
Your daughter is pretty.
She is beautiful.
The book is new.
2) As a object complement. examples:
He made his wife happy
She pushed the window open
He writes his letters large
Adjective is a word which explains Noun and Pronoun. It
means that adjective gives more information about it. An adjective can be
indicated as a quality of the person or thing. It can be concluded that
adjective has many classifications, positions, and functions. Each of
themexplains about Noun and Pronoun in a phrase or sentence
e. Order of Adjective
Generally, the definition of adjective is the words that describe noun and
order is the ways in which people or thing are arranged in relation to one
another. According to Swan (1980: 19), adjective order is when several
adjectives come before a noun; they usually have to be put in a particular
order. Murphy (1994: 196) and Masud (1992: 111) explain that adjective
order is divided into two parts:
a. Opinion Adjective
Opinion adjective is an adjective which is put among determiner and fact
in a phrase or sentence, for example: In the kitchen, there was a beautiful
large round wooden table. In that sentence, an adjective beautiful is
opinion.
10
b. Fact adjective
Fact adjective gives the factual information about size, age, color,
origin, and material. Murphy (1994: 196) says that in adjective order,
we use two or more fact adjectives very often (but not always). We put
fact adjectives in this order:
Adjectives of size and length (big, small, tall, short, long, etc.) go before
adjectives of shape and width (round, fat, thin, slim, wide, etc.).
Example:
11
Where: = correct
X = wrong
f. Degrees of Adjective
Adjectives can express degrees of modification:
1) Comparative adjective
We use the comparative for comparing two things and the superlative for
comparing three or more things. Notice that the word than frequently
accompanies the comparative and the word pre-cedes the superlative. The
inflected suffixes -er and -est suffice to form most comparatives and
superlatives, although we need -ier and -iest when a two-syllable adjective
ends in y (happier and happiest); otherwise we use more and most when an
adjective has more than one syllable.Comparative is the name for the grammar
used when comparing two things. The two basic ways to compare are
using as... as or than. Examples of each are shown below:
She s twice as old as her sister
He s not as stupid as he looks?
Im almost as good in maths as in science
This book is not as exciting as the as usual
Russian is not quite as difficult as Chinese.
13
15
Comparative
Superlative
Example
He is cleverer than her.
Cleverer/
MoreCleverest/Most
He is more clever than
Clever
Clever
studious.
This is the most quiet it gets
Quieter/ More Quiet Quietest/ Most Quiet here.
This is the quietest place.
She is braver than other girls.
Braver/ More Brave Bravest/ Most Brave She was more brave than
afraid.
16
Sure
2. Irregular Comparisons These adjectives do not make their comparative and superlative forms using
the rules above. Their comparative and superlative forms are different words
altogether.
Positive
Bad
Good
Far (place & time)
Far (place)
Old (people)
Little (amount)
Late (order)
3. Gradation of adjectives
Comparative
Worse
Better
Further
Farther
Elder
Less
Latter
Superlative
Worst
Best
Furthest
Farthest
Eldest
Least
Last
Rather and quite: used attributively, quiet and rather can either follow the
article, or come before the article: i.e. we can choose between a rather good
book and rather a good book, or quite a nice guy and a quite nice guy. With
17
rather, the choice is generally open, with quite it is more usual to say quite
than a quite.
Adjectives that are in the comparative form can be modified by intensifiers
such as much, far and sometimes by adverbs of degree. Some kinds of
adjectives, notably participles, can be modified by a wide range of adverbs
Examples:
1.
2.
3.
That was much better than last time. It's rather better than I expected.
4.
5.
18
Exceptions
-al
-y
-ful
Word
Nature
Function
Ice
Oil
Beauty
Peace
Mystery
Danger
History
Rust
Adjective
Natural
Functional
Icy
Oily
Beautiful
Peaceful
Mysterious
Dangerous
Historic
Rustic
2.
Noun
Accident
Danger
Length
Star
Wind
Adjective
accidental
dangerous
Long
Starry
Windy
Verb
enjoy
help
obey
play
talk
Adjective
enjoyable
helpful
obedient
playful
talkative
Adjectiv
Adjective
e
Comic Comical
Correct Corrective
Elder
Elderly
Red
Reddish
Sick
Sickly
Systematic Approach
a. Definition of Systematic Approach
19
20
21
22
23
24
of
five
phases,
namely;
analysis,
design,
development,
25
26
Objectives are defined to be specific skills that the learner should be able
to display under defined conditions at a designated time (Gerlach, 1980).
Step three consists of assessing the learners entering behaviors.
Every student affected by this particular model (or lesson plan) will come
into the situation with different starting knowledge. Steps four through
eight are dependent on one another. Any decision that is made in one of
these steps will influence the range of the decisions available in the others.
These decisions are simultaneous and interactive.
Determination of strategy is the first in this special group. The
choices here can range from the expository, more traditional approach of
the teacher presenting all the information, to the inquiry approach where
the teacher is facilitator helping students discover. The next decision in
this model is the organization of groups. The objectives can help select the
most appropriate group size by answering the following three questions
(Gerlach, 1980);
1. Which objectives can be reached by the learners on their own?
2. Which objectives can be achieved through interaction among the learners
themselves?
3. Which objectives can be achieved through formal presentation and
through interaction between you and the learner?
Answers to these questions will also narrow your choices steps six and
seven, where the allocation of time and space are determined. Time can be
divided up among the various teaching strategies, while watching out for time
constraints such as school class periods. Time also can greatly affect the
possible learning spaces and vice versa. The allocation of learning space is
also closely tied to the organization of groups. The last step in this special
27
28
the teacher should apply a strategy in teaching to simulate students in learning and
give the students comprehensible input in English language learning. One ways to
increase the students comprehension in learning English. Especially in English
adjective and it will be focused inteaching adjective especially degree and order of
adjective by using systematic approach.
Using systematic approach will help the students to increase their English
especially in English adjective. So, we have to try to eliminate all problems found
the students and found something that make them enthusiastic to learn English.
Through systematic approach, the students comprehension can be increase
because learn English adjective by using systematic approach is interesting and
the student here not only know adjective in English but also there are any part of
English that can they know after they learn it.
D. Theoretical Framework
Systematic Approach
ASSURE MODEL
T1
T1
T1
T1
Pronounciatio
Usage
Meaning
Sentence
E. Hypothesis
The hypothesis is the systematic approach helpsthe Student at the second
year of SMPN 4 Bajeng in learning English adjective.
29