ISSN 0216 - 809X (Prin.
ISSN 2685Ae 4112 (Onlin.
Understanding the Use of Adjective Order for Senior High School 21 Makassar Abdollah1.
Muhammad Yunus2.
Effander Elivan3 Sastra Inggris.
Fakultas Sastra.
Universitas Muslim Indonesia Pendidikan Bahasa Inggris.
Fakultas Sastra.
Universitas Muslim Indonesia abdollah@umi.
Abstract The present study is about the ordering adjective in adjective order.
In this study the writer explores the studentsAo understanding and the student errors in the adjective order term.
The writer employed pre-experimental method with one group pre-test and post-test design.
The sample consisted of 40 students taken from the second class of SMA Negeri 21 Makassar, academic 2014/2015.
The data were collected by giving the student test.
The data collected were analyzed by using scoring classification, mean score and percentage.
To find out whether fighting question method can improve student understanding in ordering adjective orders and what is the most student errors in term adjective order.
The result of the data analysis showed that there was a significant difference between pre-test and post-test.
The value of mean of mean score post-test .
is greater than the pre-test .
and the most students errors in adjective order term is the position of an adjective AyShapeAy.
Keywords: Grammar Competence.
Experimental.
Senior Highschool Students Introduction English language learning not only covers the language performance but also the language competences.
Language performance is the actual use of language which is generally classified into listening, speaking, reading, and writing.
The language competence refers to the knowledge of the systems of language.
One of the most important systems of English language that should be mastered by the learners is grammar.
In the study of English as foreign language, the students have been taught that adjective is used to modify a noun.
However.
English has many different types of adjective namely articles, size, shape, age, color, nationality, material, purpose, etc.
those types of adjective have to be placed in a correct order.
It is sometime found that an English noun phrase may consist of more than one adjective.
Therefore, a problem with the correct order of adjectives may be occurred in constructing a noun phrase.
English is a foreign language which needs to be mastered because it is an VOL.
17 NO.
1 JUNE
international language.
There some important parts in learning English such as speaking, listening, writing and grammar.
In this research the writer only focuses on grammar Grammar is the set of rules that explain how words are used in a language.
Producing the words by using rules can make a good The use of word classes is the part of making communication that needs to be paid attention.
Adjective as one of the word classes describes or modifies another person or thing in the sentence.
In linguistics, an adjective is a "describing word", the main syntactic role of which is to qualify a noun or noun phrase, giving more information about the object Adjective comes from Latin AuadjectvumAy additionall noun.
In many languages,adjectives are inflected to mark concord with nouns they modify.
English has no inflection showing gender, number, and case of adjectives, but inflection in number and gender occurs.
(Mastronarde.
Donald J.
Introduction to Attic Greek.
University of California Press, 2013.
The calques of Ancient Greek:
aE (E) epytheton .
"additional .
ISSN 0216 - 809X (Prin.
ISSN 2685Ae 4112 (Onlin.
Aadjectives were inflected for gender, number, and case like nouns .
process called declensio.
, they were considered a subtype of noun.
The words that are today typically called nouns were then called substantive nouns .
smen substantvu.
The terms noun substantive and noun adjective were formerly used in English, until the word noun came to refer only to the former type, and the second type came to be known simply as adjectives.
(McMenomy.
Bruce A.
Syntactical Mechanics: A New Approach to English.
Latin, and Greek.
University of Oklahoma Press, 2014.
In English, established Structure rules place no limit on the number of adjectives before a noun.
The adjectives, however, cannot occur in just any order, and speakers of English have very particular intuitions about what order is more correct, even if they have never been explicitly taught ordering rules.
In this study the writer would like to describe aboutAy the adjective orderAy.
Adjective order is one of studies in Adjective is the one of easy studies in grammatical, but it will be hard to study when we do not know how to use it.
The function of adjective order itself is to sort some of the adjectives that are sometimes founding used in English.
Based on the statement above the writer would like to formulate the problems as follows.
To what extend do the students of SMA 21 MAKASSAR understand about the adjective order? And .
What are difficulties faced by the students of SMA 21 MAKASSAR in using the adjective order?.
Method This research belongs to the one-group pretest-posttest of pre-experimental design.
This design consists of one group which was given pre-test (O), treatment (X), and posttest (O).
The design of this research can be formulated as follows:
O : pre-test X : treatment O: post-test The presentation indicates that VOL.
17 NO.
1 JUNE
there were only one group which exposed to a pre-test, treatment and post-test.
The treatment of this research is called fighting question method.
According to Gay .
, the success of the treatment is determined by comparing pre-test and post-test score.
The population of this research was the students of class XI of SMA 21 Makassar.
The total number of the population in the second year was 150 The sample of this research applied cluster random sampling technique in which only one class was picked out as the sample .
lass XI IPA .
The total number of sample was 40 students.
The writer will apply an instrument to collect the data in this research, the instrument is pre-test and post-test.
Treatment was given two times after examining the pre-test.
The writer gave treatment by using fighting question to find the interesting of the student in collecting the data, the researcher applied three main procedures.
Firstly, the researcher gave the pre-test which aimed to find out the basic ability of the students in arranging the adjective.
Secondly, the researcher applied the treatment which aimed to improve studentsAo ability in the application of adjective order.
The treatment is called fighting question Finally, the researcher gave the post-test to find out the student ability after having the treatment.
The result of the post-test was used to determine the studentsAo improvement.
The researcher analyzed the data of this research by applying some techniques which is shown in the following Calculating studentsAo score StudentsAo score was the main data of this research.
The score of pretest and post-test are both calculated in the following formula:
% =
Where :
F = Frequency N = Number of sample (Depdikbud, 1.
ISSN 0216 - 809X (Prin.
ISSN 2685Ae 4112 (Onlin.
Student 2 Oo Student 3 Oo Student 4 Oo Oo Student 5 Oo Oo Oo Student 6 Oo Oo Student 7 Oo Oo Student 8 Oo Student 9 Oo Student 10 Oo Oo Student 11 Oo Oo Student 12 Oo Student 13 Oo Oo Oo Student 14 Oo Student 15 Oo Student 16 Oo Oo Oo Student 17 Oo Student 18 Oo Oo Oo Oo Student 19 Oo Oo Oo Oo Student 20 Oo Oo Oo Oo Oo Oo Oo Student 23 Oo Oo (Eu X ) = The square of the sum.
Student 24 Oo Oo Student 25 Oo Student 26 Oo Student 27 Oo Student 28 Oo Oo Oo Student 29 Oo Student 30 Oo Oo Oo Oo Student 22 Oo Student 21 Student 31 Oo Oo Oo Oo Oo Student 32 Oo Oo Oo Oo Oo Student 33 Student 34 Oo Oo Oo Student 35 Oo Oo Student 36 Oo Oo Oo Oo Student 37 Student 38 Oo Oo Student 39 Oo Oo Student 40 Oo Age Color Origin 100% Material of corrects Nou Classifying studentsAo score No.
Classification Very Good Good Fair Poor Very Poor Score 91 Ae 100 76 Ae 90 61 Ae 75 51 Ae 60 Less than 50 Calculating mean score and Standard EuX Where:
= Mean score Eu AE = The sum of all score = Number of student (Eu X ) SD = EuX2 Oe N Oe1 Where:
=Standard deviation Eu X = The sum of the square =Total number of subject = Constant number (Gay, 2.
Findings and Discussion The findings of the research revealed the description of the result of analysis about the lexical cohesion in the novel AJane EyreAo by Charlotte Bronte in the chapter 1 Gateshead which was consisted of 80 sentences.
The correct of pretest in ordering adjectives order Table 4.
The corrects of Pretest in ordering adjective order Deter Student 1 Oo VOL.
17 NO.
1 JUNE
Opin Size Shape Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo Oo ISSN 0216 - 809X (Prin.
ISSN 2685Ae 4112 (Onlin.
The table 4.
The correct of Pre test in SMA 21 Makassar class of tenth point one grade shows the mastery of tenth point one grade student of SMA 21 is very low.
The errors percentage of understanding the position of purpose and origin are the higest errors order.
The arrange of adjective orders from opinion up to purpose are confusing them while the determiner is already been understood by the student of SMA 21 Makassar.
Based on the table 4.
1 the writer transferred and accumulated the data into the criteria below Table 4.
StudentsAo score Total Student 28 Student 29 Student 30 Student 31 Student 32 Student 33 Student 34 Student 35 Student 36 Student 37 Student 38 Student 39 Student 40 Correct Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Table 4.
2 Pretest scores criteria Scores Criteria Frequency Percentage 91 Ae Very 76 Ae Good 61 Ae Fair 51 Ae Poor Less Very Total Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 Student 18 Student 19 Student 20 Student 21 Student 22 Student 23 Student 24 Student 25 Student 26 The table describes the 85 studentsAo scores and criteria in the pretest.
It indicates that there were 32 students .
%) got very poor scores, 7 85 students .
%) obtained scores that 85 classified as poor score, 1 student 85 .
,25%) gained score that categorized into fair and none of the students 85 archived good and very good score.
85 Therefore, the pre-test score implied 100 that the ability of the students in using adjective order was very poor.
The correct of posttest in ordering 100 adjectives order In the posttest the student got the and criteria that are displayed in the following table.
Student 27 VOL.
17 NO.
1 JUNE
Table 4.
The corrects of Posttest ISSN 0216 - 809X (Prin.
ISSN 2685Ae 4112 (Onlin.
in ordering adjective order It shows the understanding of student increased.
The position of determiner and noun are correct as the higest percentage.
The order of shape was more confusing for student to arrage as the result it was the lower percentage.
The calculated all the scores into the number of alphabeth as seen in the table below Scores Criteria Frequency Percentage 91 Ae Very 76 Ae Good 61 Ae Fair 51 Ae Poor Less Very Total Table 4.
2 Posttest scores criteria The table shows the studentsAo score and criteria in the post-test.
It reveals there were 6 students .
%) obtained very poor score, 8 students .
%) got poor scores, 11 students .
5%) acquired fair score, 13 students .
%) archived good score and 2 students reached very good score.
It meant that the ability of the student in ordering adjective order improved after receiving treatment namely fighting questions.
Students ability in understanding adjective order enhancement Based on the table 4.
2 and 4.
1 the application of studentsAo understanding in ordering adjective order by using fighting question method is effective in improve student ability in ordering adjective order as indicated by the difference between the mean score of their pretest and posttest as shown in table below.
Table 4.
3 Students ability in Pretest VOL.
17 NO.
1 JUNE
Posttest Mean Score Standard The results shows that the mean score of the studentsAo pretest was 43.
and the mean score of the studentsAo posttest was 69.
The mean score of posttest was higher than the mean score of It means that the studentsAo ability in using adjective order obtained a significant development gain which is 25.
Discussions The aim of this study is to know how far the students of SMA 21 Makassar understand about adjective order.
The first result of this research shows the result of the pretest.
Pretest shows that The understanding of students of SMA 21 makassar were low.
The arragement of adjective order exchange each The students did not understand yet.
The order of adjectives AupurposeAy was more confused to arrange for them.
It was about 5 percent it happened because the students felt confuse to differentiate between purpose and material While the order of adjectives AudeterminerAy and AunounAy were correct to arrange as the first and the last order.
The order of adjectives opinion got fair correct answer around 45% it means that the some of the students understood enough to order opinion as the second order in adjective order.
Beside they understand about the meaning of the word but they can not arrange in order The order of adjective AusizeAy and AushapeAy were in 40 percent and 40 percent that shows the students are little bit understand about the position of this adjective The other side, the result of posttest shows that 100 percent for the adjectives determiner and for the noun are correct to arrange as the first and the last order.
The order of adjective AupurposeAy got increasing after treatment the result is 65%.
It shows that the students got improvement in ordering purpose before a noun.
All item in adjectives order also acquired such us AuopinionAy 45 percent become 70 percent in posttest, adjective order size 40 percent in pretest developed 60 percent in posttest, the order ISSN 0216 - 809X (Prin.
ISSN 2685Ae 4112 (Onlin.
of adjective Au shape Au.
AuageAy n AuoriginAy obtained 55, 57.
5 and 57.
5 percent.
It shows that students obtained less of development because the most of the student still lack in The mean score obtained from the studentsAo pre-test was 43.
25 and the mean score of the studentsAo post-test was 69.
This studentsAo understanding in ordering adjective order improved after being exposed to a In the treatment at the first meeting the researcher actually found that there were most of the students got problem in ordering an adjective, because the most of students still lack in vocabulary.
The second meeting until last they tried to make many questions and also they pay attention to the explanations that given by the researcher to them at the end of each meeting From the discussion above, it can be concluded that the second year students of SMAN 21 Makassar have fair ability in understanding adjective order after learning by using fighting method.
Conclusion Having presented the finding and the discussion the writer would like to give conclusion based on the presentation of data analysis as follows The understanding of SMA 21 Makassar student about adjective order based on pretest is low besides the posttest shows the other result It proves that The understanding of SMA 21 Makassar student increase.
The understanding comes after giving an The errors of this study shows the less of knowledge about the adjective order.
The student of SMA 21 Makassar didnAot understand the rules to organize the orders.
This study has not been thought yet.
References