Inproving students' understanding in learning passive voice of present continuous tense through arrange world game

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ARRANGE WORD GAME

(An Action Research Study at First Grade at SMAI Al-Azhar 1 Jakarta)

By:

HIJRI RAHMAN 206014000132

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2011 M

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Jl. Ir. H. Juanda No.95 Telp: (62-21) 7443328, 7401925

Ciputat 15142 Jakarta Email: Uinjkt@Cabi.net.id

SURAT PERNYATAAN KARYA SENDIRI

Saya yang bertanda tangan dibawah ini,

Nama : Hijri Rahman

Tempat/Tanggal lahir : Tangerang, 4 September 1988

NIM : 206014000132

Program Studi : Pendidikan Bahasa Inggris

Judul Skripsi : Improving Students’ Understanding in Learning Passive Voice of Present Continuous Tense through Arrange Word Game (An Action Research Study at First Grade at

SMAI Al-Azhar 1 Jakarta)

Dosen Pembimbing : Drs. Syauki, M.Pd

Dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya saya sendiri dan saya bertanggung jawab secara akademis atas apa yang saya tulis. Pernyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah.

Jakarta, 30 Mei 2011 Mahasiswa Ybs

Hijri Rahman NIM. 206014000132

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and salutation be upon to the prophet Muhammad SAW, his family, his companion, and his adherence.

In this occasion, the writer would like to say his great honor and deepest gratitude to his beloved parents: Drs. H. Memed Rahmatullah and Lismalinah, S.Pd, his lovely brother Dzikri Fauzan and Adi Nurfuadi, his lovely sister Eni Nuraini, SH and Yulia Merlisari, S.Ag, and whole family who always gives their love, support, motivation, and advice in accomplishing his study.

The writer also would like to express her sincere gratitude to his advisor, Drs. Syauki, M.Pd who has patiently given his valuable help, guidance, and corrections to finish this skripsi.

The writer also realizes that he would never finish writing this skripsi without the help of some people around him. Therefore, he would like to say a lot of thanks to:

1. All lecturers and staffs of English Education Department. 2. Drs. Syauki, M.Pd., the head of English Education Department. 3. Neneng Sunengsih, M.Pd., the secretary of English Education

Department.

4. Prof. Dr. Dede Rosyada, M.A., the Dean of the Faculty of Tarbiyah and Teachers’ Training Syarif Hidayatullah State Islamic University Jakarta.

5. Drs. Sumarwanto, the head master of SMAI Al-Azhar 1 Jakarta 6. Mariyam, SS., the English teacher of SMAI Al-Azhar 1 Jakarta. 7. All friends in English Department 2006/2007, his beloved friends

Dian Harry Maulana, Zulmi Alfarabi, Fikriandi, Latifah, Neneng Qofiah, Ahmad Efendi, Akbar Khadafi, Joko Susanto, Ady Mulyanto, Ryan Nurdin, Rina Maryana, Hudaf Mandhaga and all friends of English Education Department that writer can not

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contributions on this skripsi. May Allah SWT protect and give them happiness throughout their life. Finally, the writer realizes that the skripsi is far from being perfect. It is a pleasure for him to receive constructive critiques and suggestions from the readers.

Jakarta, May 2011 The Writer

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Voice OF Present Continuous Tense through Arrange Word Game (An Action

Research Study at First Grade at SMAI Al-Azhar 1 Jakarta), Skripsi, English Education Department, The Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta.

Advisor: Drs. Syauki, M.Pd.

Keywords: Students’ Understanding, Passive voice of present continuous tense, Arrange word game technique

This study is aimed to know whether arrange word game technique improve students’ understanding of passive voice present continuous tense at class X.3 of SMAI Al-Azhar 1 Jakarta.

This study is categorized as the Classroom Action Research (CAR) method in which it is used to identify and to solve the problem on students’ understanding of passive voice present continuous tense. In this Classroom Action Research, the writer implements the Hopkins’s design. Meanwhile, the data derived from the interview, questionnaire, observation, and test (pretest and posttest).

Based on the research findings, it can be said that the use of arrange word game technique in teaching passive voice of present continuous tense is success since the criteria of success is achieved. The criterion of success of this research is 70% of students who can pass the Kriteria Ketuntasan Minimal (KKM). which is 75. And the result of the posttest 2 shows that there are 90.32% or 28 students pass the KKM. Besides, the significant improvement is proven by the result of interview, observation, and questionnaire. In sum up, the result of interview, observation, and questionnaire shown that students have a good improvement in learning passive voice of present continuous tense after implementing arrange word game technique in the teaching learning process.

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Voice OF Present Continuous Tense through Arrange Word Game (An Action

Research Study at First Grade at SMAI Al-Azhar 1 Jakarta), Skripsi, English Education Department, The Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta.

Pembimbing: Drs. Syauki, M.Pd.

Kata Kunci: Pemahaman Siswa, Passive voice present continuous tense, Tehnik permainan acak kata.

Penelitian ini bertujuan untuk mengetahui apakah tehnik permainan acak kata dapat meningkatkan pemahaman siswa terhadap passive voice present continuous tense.

Penelitian ini dikategorikan sebagai Penelitian Tindakan Kelas (PTK); untuk mengidentifikasi dan mengatasi permasalahan pemahaman siswa pada materi passive voice present continuous tense. Adapun model Penelitian Tindakan Kelas yang digunakan menganut pada model penelitian Hopkin. Data yang diperoleh berasal dari wawancara terhadap guru, angket untuk murid, observasi di kelas, dan test (pretest dan posttest).

Berdasarkan hasil penelitian, menunjukan bahwa penggunaan tehnik permainan acak kata dalam pengajaran passive voice present continuous tense berhasil, karena criteria kesuksesan dapat dicapai. Kriteria kesuksesan peneletian ini adalah 70% persen siswa dapat mencapai nilai Kriteria Ketuntasan Minimal (KKM) yaitu 75. Dan hasil posttest 2 menunjukan bahwa 90.32% atau 28 siswa mencapai Kriteria Ketuntasan Minimal (KKM). Peningkatan yang signifikan dibuktikan dari hasil interview, observasi dan angket. Singkatnya, hasil dari interview, observasi dan angket menunjukan bahwa siswa mengalami perkembangan yang baik dalam mempelajari passive voice present continuous tense setelah di terapkannya tehnik permainan acak kata dalam proses belajar mengajar.

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SURAT PERNYATAAN KARYA SENDIRI ... ii

APPROVAL ... iii

ENDORSEMENT ... iv

ACKNOWLEDGEMENT ... v

ABSTRACT ... vii

TABLE OF CONTENT ... ix

LIST OF TABLES ... xii

LIST OF FIGURES ... xiii

LIST OF APPENDICES ... xiv

CHAPTER I : INTRODUCTION ... 1

A. Background of the Study ... 1

B. Formulation of the Study ... 4

C. Objective of the Study ... 4

D. Method of the Study ... . 5

E. Significance of the Study ... 5

CHAPTER II : THEORETICAL FRAMEWORK ... 6

A. Passive Voice of Present Continuous Tense ... 6

1. The Understanding of Passive Voice ... 6

2. The Understanding of Present Continuous tense ... 11

3. The Passive Voice of Present Continuous tense .... 12

B. Arrange Word Game ... 16

1. The Understanding of Game ... 16

2. Arrange Word Game ... 22

CHAPTER III : RESEARCH METHODOLOGY ... 25

A. The Method of Research ... 25

B. The Subject and the Object of Study ... 25

1. The Subject of Study ... 25

2. The Object of Study ... 26

C. The Research Setting ... 26

1. The Role of the Writer and the Teacher on the Study 26

2. The Time and Place of the Study ... 26

D. The Research Design ... 26

E. The Classroom Action Research (CAR) Procedures ... 29

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F. The Technique of Collecting Data ... 31

a. Observation ... 31

b. Interview ... 32

c. Test ... 32

d. Questionnaire ... 34

G. The Research Instrument ... 35

1. Lesson Plan ... 35

2. Observation Sheet of Learning Activities ... 35

3. Questionnaires ... 35

4. Test ... 35

H. Test Validity Analysis ... 36

A. Difficulty Level ... 36

B. Distinguishing ... 36

I. The Technique of Data Analysis ... 36

J. The Criteria of the Action Success ... 38

CHAPTER IV : RESEARCH FINDINGS ... 39

A. Data Description ... 39

1. Before Implementing the Action ... 39

a. The Result of Pre Interview ... 39

b. The Result of Pre Research ... 40

c. The Result of Pre Questionnaire ... 41

d. The Result of Pre Test ... 45

2. The Implementation of the Action ... 47

a. Cycle 1 ... 47

1) Planning ... 47

2) Acting ... 48

3) Observing ... 48

4) Reflecting... 52

b. Cycle 2 ... 53

1) Planning ... 53

2) Acting ... 53

3) Observing ... 54

4) Reflecting... 58

3. After Implementing the Action ... 59

a. The Result of Post Interview ... 59

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2. The Interpretation of Observation ... 69

3. The Interpretation of Questionnaire ... 70

4. The Interpretation of Test ... 70

CHAPTER V : CONCLUSION AND SUGGESTION ... 72

A. Conclusion ... 72

B. Suggestion ... 72

BIBLIOGRAPHY ... 73

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Table 3.2 The Blueprint of Pre Questionnaire ... 34

Table 3.3 The Blueprint of Post Questionnaire ... 34

Table 4.1 The Result of Pre Questionnaire ... 42

Table 4.2 The Result of Pre Test ... 46

Table 4.3 The Learning Processing Cycle I ... 49

Table 4.4 The Activity of the Teacher and the Students in Cycle I ... 50

Table 4.5 The Learning Processing Cycle II ... 55

Table 4.6 The Activity of the Teacher and the Students in Cycle II .... 57

Table 4.7 The Result of Post Questionnaire ... 61

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Appendix 2a The Lesson Plan of Cycle 1 ... 78

Appendix 2b The Lesson Plan of Cycle 2 ... 82

Appendix 3 The Questionnaire for Students Before the Action ... 86

Appendix 4a The Blueprint of Pretest ... 88

Appendix 4b The Blueprint of Posttest 1 ... 89

Appendix 4c The Blueprint of Posttest 2 ... 90

Appendix 5a The Item Analysis of Pretest ... 91

Appendix 5b The Item Analysis of Posttest 1 ... 93

Appendix 5c The Item Analysis of Posttest 2 ... 95

Appendix 6a The Question of Pretest ... 97

Appendix 6b The Question of Posttest 1 ... 100

Appendix 6c The Question of Posttest 2 ... 103

Appendix 7a Arrange Word Game Material Cycle 1 ... 106

Appendix 7b Arrange Word Game Material Cycle 2 ... 107

Appendix 8a Arrange Word Game Answer Sheet Cycle 1 ... 108

Appendix 8b Arrange Word Game Answer Sheet Cycle 2 ... 109

Appendix 9a Observation Sheet of Cycle 1 ... 110

Appendix 9b Observation Sheet of Cycle 2 ... 112

Appendix 10a Field Note Cycle 1 ... 114

Appendix 10b Field Note Cycle 2 ... 116

Appendix 11 The Questionnaire for Students after the Action ... 118

Appendix 12 The Student’s Score ... 120

Appendix 13 The Graph of Students’ Score ... 122

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This chapter presents the general account of the present study. It covers background of the study, formulation of the problem, objective of the study, method of the study and significance of the study.

A. Background of the Study

People use language for doing things with each other, and their use of language itself a join action.1 By language, they understand each other, and interest as part of a society. There are many languages used in this world, such as Indonesia, English, Arabic, French, Chinese, Japanese, and many others. One of languages used in this world is English language, and now English becomes an international language.

Every human being who speaks a language knows its grammar. When linguists wish to describe a language, they attempt to describe a language.2 Grammar is one of the important aspects in teaching and learning English. Every student has to understand English grammar, because grammar has the core position in learning English language, without learning grammar, the student cannot use English well. Obviously, for example the students need to know about tenses, they may have difficulty to differ between present tense, past tense, and future tense, and any other grammar materials.

And one of tenses which make student confused is present continuous tense, because when they are demanded to speak based on the tenses, they have to be aware about the time and the verb forms, and also they have to differ between the activity that is in progress or not, unlike the Indonesian language patterns

1

Clark H. Clark, using language, (New York: - Cambridge university press, 2008), p. 387.

2

Victoria Fromkin and Robert Rodman, an introduction to language, ( London: - HBC publishers 1998) P. 14

where the time and the verb forms are regardless. Beside of that present continuous tense is stated in curriculum for the first grade of SMA.

Generally, the student felt confused to change an active voice of present continuous tense into a passive voice of present continuous tense, because in the passive voice, the object of an active verb becomes the subject of the passive verb.3 Passive voice is generally difficult to be understood because of its rule and formula which are dissimilar with active voice. So they felt confused, and sometime they made many mistakes in placing an object and a subject.

One of the important aspects in learning foreign language is the method of teaching. The method of teaching can help the teacher to solve the student‟s learning problem. Teaching methods can best be defined as the types of principles and methods used for instruction. There are many types of teaching methods, depending on what information or skill the teacher is trying to convey. For effective teaching to take place, a good method must be adopted by a teacher. A teacher has many options when choosing a style by which to teach. The teacher may write lesson plans of their own, borrow plans from other teachers, or search online or within books for lesson plans. When deciding what teaching method to use, a teacher needs to consider students' background knowledge, environment, and learning goals. Teachers are aware that students learn in different ways, but almost all children will respond well to praise. Students have different ways of absorbing information and of demonstrating their knowledge. Teachers often use techniques which cater to multiple learning styles to help students retain information and strengthen understanding.4

Many methods are used in teaching English language, such as grammar translation method, direct method, oral approach, situational language teaching, audio-lingual method, total physical response, the silent way, communicative

3

Betty Schrampfer Azhar, Understanding and Using English Grammar, (New York: Longman, 2002), p.208

4

Wikipedia, Teaching Method. This article is accessed on March, 2009 from http://en.wikipedia.org/wiki/Teaching_method

language teaching, natural approach, cooperative language teaching, competency-based language teaching, games method, collaboration method and any others method.

According to Asser, an important condition for successful language learning is the absence of stress. First language acquisition takes place in stress-free environment, whereas the adult language learning environment often causes considerable stress and anxiety.5 And many methods can be used for reducing the stress, one of them is game technique, because game is suitable for all levels and students will fell fun and happy. The teacher can make his own game to make his students understand the lesson and also they fell very fun and happy.

SMAI Al – Azhar 1 Jakarta is one of the schools which are conducting games in teaching learning process. According to the English teacher, games are the way to eliminate students‟ saturation and it makes them interested to learn6

. One of the games that the writer has made is “arrange word game”. Arrange word game is the game which the words are jumbles, and the teacher asks the students to arrange the jumble word into a complete sentence as much as possible. The writer thinks this game will be very useful for making easy student understanding in learning tenses. The writer has used this game in two schools that the writer has taught in it. And the writer thinks this game will make first grade student of SMAI Al-Azhar 1 Jakarta easy to understand passive voice of present continuous tense. According to the writer‟s experience the most benefit of this game enables the students to have strong memory in remembering the form of passive voice present continuous tense, and they will not forget the form of passive voice present continuous tense.

The writer thinks that it is necessary to find out an alternative way to create suitable and interesting techniques related to students‟ condition. They need to be delivered any practices to assist them in increasing grammar comprehension.

5

Jack C Richard and Theodore Rodgers, Approaches and methods in language teaching, (New York: Cambridge university press, 2007), p.75.

6

Taken from the interview result with the English teacher on Wednesday, March 2nd 2011.

For the need of research, the writer chooses the first grade class because, according to the curriculum this class has to learn passive voice. Therefore, the students‟ grammar comprehension needs to be developed. In this research, the writer focuses on passive voice of present continuous tense. It is based on the recommendation from the teacher. Then, the writer realizes that all of those problems are impossible to be solved in a time. That is why the writer tries to find out an appropriate strategy to increase students‟ grammar understanding better that is through arrange word game which considered as one way of grammar comprehension techniques toward passive voice of present continuous tense. Here, the writer‟s basic assumption is students need to learn how to make a sentence of passive voice of present continuous tense by finding jumble words and arrange them intro many sentences of passive voice present continuous tense to make easy their understanding. In other words, through the ability to make a good sentence, to arrange any words into a good sentence, to increase their creativity, and it enables them to have a strong memory of remembering the form of passive voice present continuous tense.

B. Formulation of the Problem

To make the study easy to understand, the writer formulates the problem as follows: “Can arrange word game increase students‟ understanding in learning passive voice of present continuous tense?” In addition, “How does arrange word game increase students‟ understanding in learning passive voice of present continuous tense?”

C. Objective of the Study

The objectives of the study are to know whether arrange word game can increase students‟ understanding in learning passive voice of present continuous tense for the first grade of SMAI Al – Azhar 1 Jakarta, and to describe how the implementation of arrange word game in increasing students‟ understanding of learning passive voice present continuous tense.

D. Method of the Study

In this research the writer takes classroom action research (CAR). The writer will conduct several meeting in teaching passive voice present continuous tense. He will give the student test of passive voice present continuous tense (pre-test) before the action research in the class. The pre-test is not the same as the post-test. The pre-test held to know whether the students have same level of knowledge. And the post-test will take twice test, to know whether the students understand the passive voice present continuous tense.

E. Significance of the Study

The contributions of this technique are conveyed to: First, for the teacher. It gives the alternative solution in teaching grammar skill. Second, is for students. It assists them to solve their problems in making a sentence of passive voice present continuous tense and it can help them to improve creative thinking skills. Third, is for the institution of SMAI Al – Azhar 1. It can be beneficial regarding to improve the education quality.

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THEORETICAL FRAMEWORK

This chapter covers some theories related to the study. The discussions focus on passive voice of present continuous tense, and arrange word game.

A. Passive Voice of Present Continuous Tense 1. The Understanding of Passive Voice

Passive voice is the opposite of active voice in sentence pattern, as writer told in the first chapter, in the passive voice, the object of an active verb becomes the subject of the passive verb1, in other word the object in the active sentence moved into subject position in the passive sentence. Both show different understanding and function and have dissimilar rule in use. In case of this research, there will be only passive voice is explained more rather than one.

In forming passive voice, there are three ways of forming passive voice, such as (1) The object in the active sentence moved into subject in position in the passive sentence, (2) the subject moved to the end of the sentence and by was inserted before it – the sentence now has an agent by phrase, (3) The main verb was changed to its past participle form and the appropriate form of be was inserted before it.2 As example bellow:

Active voice “I eat the rice”

Changed into passive voice: “The rice is eaten by me”

A verb is said to be in the active voice when it expresses an action performed by its subject. A verb is in the passive voice when the action it

1

Betty Schrampfer Azhar, Understanding and Using English Grammar, (New York: Longman, 2002), p.208

2

Ron Cowan, The Teacher’s Grammar of English (Cambridge: Cambridge University Press, 2008), p. 392.

expresses is performed upon its subject. The object of the active sentence has become the subject of the passive one. The subject of the active sentence is expressed in the passive sentence only in prepositional phrase. In fact, it can be omitted from the passive sentence altogether. The verb in a passive sentence is always a verb phrase that includes a form of the verb be and the past participle of the main verb. If other helping verbs appear in the active sentence, they must also be included in the passive3. Here some examples of related active and passive sentences:

S O

ACTIVE : Willa Cather wrote My Antonia S

PASSIVE : My Antonia was written by Willa Cather

S O

ACTIVE : Tono has made a cake S

PASSIVE : A cake has been made by Tono

In the sentence above, Willa Carter and Tono are the subjects who perform the action which is wrote and made. It will be different if the active sentence above changed into the passive voice. Willa Carter and Tono as the subject of active sentence will become an object who receives the action or in other words, it can be said that the action it expresses which is wrote and made are performed upon its subject which is Willa Carter and Tono.

Every sentence, at least, contains of a subject and a verb. Based on the explanation above, a sentence which has no object, or it is usually called intransitive, will not be able to be turned into passive voice. This occurs because in passive sentence, its subject is derived from the object of active sentence. As what

3

John E Warriner, English Grammar and Composition, (New York: Harcout Brain Javanovich Publisher, 1982), p. 166

Azar writes, “Only transitive verbs are used in the passive. It is not possible to use intransitive verbs in the passive”.4

The passive occurs in all tenses, with all the verb phrase combination5, for example:

No Tenses Active Passive Note

1 2 3 4 5 6 7 8 9 Simple present Present progressive Present perfect Simple past Past progressive Past perfect Simple future

Be going to

Future perfect

Mary helps the boy

Mary is helping the boy

Mary has helped the boy

Mary helped the boy

Mary was helping the boy

Mary had helped the boy

Mary will help the boy

Mary is going to help the boy Mary will have helped the boy

The boy is helped by Mary

The boy is being helped by Mary The boy has been helped by marry The boy was helped by Mary

The boy was being helped by Mary The boy had been helped by Mary The boy will be helped by Mary The boy is going to be helped by Mary The boy will have been helped by Mary

From the examples above, the writer concludes every tense has different form. The form simple present is be + past participle, the form of present

4

Betty Schrampfer Azar, Understanding and Using English Grammar, (New York: Longman, 2002), p. 208

5

Eugane J. Hall, Grammar for Use, (Jakarta Barat: Binarupa Aksara Publisher, 1993), p. 214

progressive is be +being + past participle, the form of present perfect is has/have

+been + past participle, the form of simple past is was/ware + past participle, the

form of past progressive is was/were +being + past participle, the form of past perfect is had +been + past participle, the form of simple future is will/going to

+be + past participle, and the form of future perfect is will +have + been + past

participle,.

Moreover, passive voice has two types of passive sentence, they are: a. Passive without agent by – phrase

Usually the passive is used without agent by –phrase. The passive is most frequently used when it is not known or not important to know exactly who perform an action. 6 For example:

“Rice is grown in India.”

From the example, the writer assumes that the rice is grown in India by people, by farmer, or by someone else. It is not known or important to know exactly who grows rice in India.

Passive without agent by – phrase is also called short passive. There are many reasons why a native speaker may decide to use short passives in speech and writing includes the following:

 The most obvious reason for not including the agent is that the speaker does

not know who the agent is.

For example: “His car was stolen in Detroit”

 The speaker does not want to reveal who the agent is. For example, he or

she may use the agentless passive to avoid assigning blame, as in:

“Rather than dwelling unnecessary on the causes of this fiasco, let‟s just say that mistakes were made.”

 The identity of the agent can be assumed or understood, so it is not

necessary to mention the agent.

For example: “Our grapes are usually harvested in late August.”

6

Betty Schrampfer Azar, Understanding and Using English Grammar, (New York: Longman, 2002), p. 211

 The speaker is interested more in the action being reported than in the

agent that carries it out.

For example: “The animals were first given a cue for an orientation, and than a series of grating was presented”7

b. Passive with agent by – phrase

The by –phrase is included only if it is important to know who perform an action8. For example:

“That poem was written by Emily Dickenson.”9

The example told the agent of the poet writer, where the sentence by Emily

Dickenson is an important information.

Else, subject of passive sentences in the corresponding active sentence may be:

 Direct object

The professor was dismissed by the dean  Indirect object

Suzy was given many presents by her father  Object of preposition

This bed has been slept in by president  Object complement

That he had special privileges was resented by everyone10

7

Ron Cowan, The Teacher’s Grammar of English, (Cambridge: Cambridge University Press, 2008), p. 394 – 395

8

Betty Schrampfer Azar, Understanding and Using English Grammar, (New York: Longman, 2002), p. 211

9

Marcel Danesi, Ph.D, Basic American Grammar and Usage, (New York: Baron Educational series, 2006), P.172

10

2. The Understanding of Present Continuous Tense

The present continuous expresses an activity that is in progress at the moment of speaking. It is a temporary activity that began in the past, is continuing at present, and will probably end at some point in the future.11

According to Ron Cowan, present continuous tense is formed with a present form of be (i.e., am, is, are) and the present participle of the main verb12, for example:

 John is sleepingright now.

 I need an umbrella because it is raining

 The students are sitting at their desks right now

The formation of preset continuous tense is concluded as below:13

SUBJECT + BE + VERB+ING

Affirmative and negative Interrogative

Subject Be Verb+ing He is

doing She isn't

It you are They aren't

We

I

am am not

Furthermore, here are some functions of usage present continuous tense declared by Marianne and Celce and Diana Larsen:

11

Azar, Understanding …, p. 13

12

Ron Cowan, The Teacher’s Grammar of English, (Cambridge: Cambridge University Press, 2008), p.362.

13

Margaret Close Sacco, The Simple Present and Progressive present tense , (Ottawa: Canada, 1982),p. 11

Be Be Verb+ing Is He

doing Isn't She

It are you aren't They

We am

I am not

a. Activity in progress:

He is attending a meeting now.

b. Extended present (action will end and therefore lacks the permanence of the simple present tense):

I am studying geology at the University

c. A temporary situation:

Phyllis is living with her parent

d. Repetition or iteration in a series of similar ongoing action:

Henry is kicking the soccer ball around the backyard

e. Express future (when event is planed; usually with a future – time adverbial) She is coming tomorrow

f. Emotional comment on present habit (usually co-occurring with frequency adverb always or forever):

He is always wearing the glasses (approving)

He is forever acting up at these affairs. (disapproving)

g. A change in progress:

She is becoming more and more like her father14

In addition, other perceptions of the usage of present continuous tense sated by Ron Cowan are:

h. Giving statement more emotional strength and intensity:

This operation is really costing a lot of money

i. Focusing on behavior as a change from the norm

You are being stubborn15

3. The Passive Voice of Present Continuous Tense

As they have already been explained, passive voice is a sentence which is formed by to be, followed by past participle and composed by transitive verbs,

14

Marianne Celce Murcia and Diane Larsen Freeman, The Grammar Book, (New York: Heine and Heinle publishers, 1999), p.117

15

Ron Cowan, The Teacher’s Grammar of English, (Cambridge: Cambridge University Press, 2008), p.363

while the present continuous tense is a tense expresses an activity that is in progress at the moment of speaking. If both are fused, there will be a new definition that passive voice of present continuous tense is an expression of present continuous tense in form of passive.

As it has mentioned above, the form of passive voice present continuous tense is be +being + past participle. The passive voice subject determines whether the verb be is singular or plural.

Present Active Passive

Continuous Students are making a cake _{A cake is being made by students}

Tense Sinta is buying three books Three books are being bought by Sinta

Here, there will be a classification of sentence as an example above according to its words composition.

The sentence : Students are making a cake Subject to be V-ing Object

Analysis : The sentence has subject (students), to be + V-ing (are making) and object (a cake). Its verb belongs to present continuous tense and transitive verb because there is an object follows. Thus, it may become passive and it is shown as follows:

The Sentence : A cake is being made by students Subject to be + V-ing past participle

Analysis : Subject in passive sentence (a cake) is derived from object of active sentence as shown above. And, object in passive is taken from subject of active sentence. Object may be involved or not. It is based on the purpose whether the original doer is important or not to be known. Furthermore, as it has been demonstrated, the transformation of verb belongs to passive present continuous tense. It is recognized that the formula is to be + V-ing + past participle (V3). To be is decided by subject whether it is singular first person (I), plural first person (we), singular second person (you), singular third person (she, he, it), or plural third person (they). Subject (a

cake) is singular third person; therefore it applies to be as illustrated below:

Singular first person (I) am

Plural first person (we) are

Singular second person (you) are Singular third person (she, he, it) is Plural third person (they) are

The passive voice present continuous tense can be presented in affirmative, negative, and interrogative form.

To make passive voice present continuous tense in affirmative sentence, the following formula is: subject + to be (am /is /are) + being +

past participle + by agent. To make passive voice present continuous tense

in negative sentence, the following formula is: subject + to be (am /is /are)

+ not + being + past participle + by agent. To make passive voice present

continuous tense in interrogative sentence, the following formula is: to be

(am /is /are) + subject + being + past participle + by agent.

a. Affirmative sentence

Subject To V-ing Past object Complement

be Participle

They

are

being

called by their - instructor The magazines

read by my big - which I like very

much brother

My old car

is

repaired

by a

mechanic -

Tono/Tini/she/he

asked by his/her to help her

b. Negative sentence

Subject To Negative V-ing Past object Complement

be Sign Participle

They

are

not being

called by their - instructor The magazines

read

by my big - which I like very

much brother

My old car

is

repaired

by a

mechanic -

Tono/Tini/she/he

asked by his/her to help her

_{mother job}

c. Interrogative sentence

To

Subject V-ing Past object Complement

be Participle

are

They

being

called by their - instructor? The anime books

read by my big - which I like very much _brother?

is

My old car repaired

by a

mechanic? -

Tono/Tini/she/He

asked by his/her to help her

B. Arrange Word Game

1. The Understanding of Game

Game is an activity which is entertaining and engaging, often challenging, and an activity in which the learners play and usually interact with other.16

According to the statement above, it means that any activity which is interesting, sometimes challenging, and which can make the students enjoy playing and interacting each other can be called a game.

Another definition about the game is an activity with rules, a goal and an element of fun.17

Wolfgang Kramer states in his article that “In the German language, a game is any activity which is executed only for pleasure and without conscious purpose. In this definition every activity that brings pleasure is a game.”18

Sometime teaching English grammar can be hard going for the teacher and students. It doesn‟t have to be difficult of faithful, however. English teacher can teach English using fun, attractive, and communicative games. This way makes the students willing to learn English grammar.

Enjoyment of games is not restricted by age. Some individuals, regardless of age, may be less fond of games than others. But so much depends on the appropriateness of the games and the role. Young learner and adult are very willing to play games.19

In addition, by using the game, the teacher can create the attractive and fun situation, if the teacher can create situations like those suggested

16

Andrew Wright, Games for Language Learning; Third Edition, (Cambridge: Cambridge University Press, 2006), p. 1

17

Jill Hadfield, Advanced Communicative Games, (Hong Kong: Nelson House, 1987), P.iii

18

Wolfgang Kramer, what is a Game. This article is accessed on October 29, 2008 from http:www.thegamesjournal.com/articles/WhatIsaGames.html

19

Andrew Wright, Games for Language Learning; New Edition, (Cambridge: Cambridge University Press, 1984),P. 2

above, such students will find themselves drawn into an atmosphere in which they can forget about their lack of confidence and begin to take part alongside the less shy or the more competent students.20

Furthermore, the objective of games must be clear that the students know what they are expected to do in the activities. Sometimes the teachers use a strategy in playing game to make them interesting. It is according to

Oxford Learner’s Pocket Dictionary, game is “a secret plan or trick.”21 It means that the teachers can make the games more interesting by tricks. They can also have an unlimited goal as a secret plan that is the grammar item to be acquired by the students, if it is connected to the language teaching activity.

There are many reasons why English teachers are using game techniques in their teaching, such as:

1. Language learning is hard work

Language learning is hard work. One must make an effort to understand, to repeat accurately, to adapt and to use newly understood language in conversation and in the written composition. Effort is required at every moment and must be maintained over a long period of time. Games help and encourage many learners to sustain their interest and work.

2. Experiencing language

Games also help the teacher to create contexts in which the language is useful and meaningful. The learners want to take part, and in order to do so must understand what others are saying or have written, and they must speak or write in order to express their own point of view or give information. Games provide one way of

20

L.A. Hill and R.D.S. Fielden, English Language Teaching Game, (London: Evans Brothers Limited, 1974) p.iv

21

Martin H. Manser, Oxpord Learner’s Pocket Dictionary, (London: Oxpord University press, 1991) p.171

helping the learners to experience language rather than merely study.

3. Repeated use of language item

Many games cause as much use of particular language items as more conventional drill exercises; some game do not. What matters, however, is the quality of practice.

The contribution of drill exercises lies in the concentration on a language form and its frequent occurrence during a limited period of time. Many games similarly provide repeated occurrence and use of a particular language form. By making language convey information and opinion, games provide the key feature of „drill‟ with the added opportunity to sense the working of languages as living communication. Games involve the emotions, and the meaning of the language is thus more vividly experienced. It is, for this reason, probably better absorbed than learning based on mechanical drill

4. Central to learning

If it is accepted that games can provide intense and meaningful practice of language, then they must be regarded as central to a language teacher‟s repertoire and not merely a way of passing the time.22

Teacher should be careful to choose situations that are interesting for the students, since this device helps them to arrange new sentence. It is very useful so that teacher can convey the meaning and context in very clear and easy ways.

In learning foreign language the most important thing, is the feeling of fun and pleasant. Competition against others is not the essential ingredient of games, but challenge often is. In competition, some of the

22

Wright, Games for…, p. 2

students win and other lose which sometimes can be destructive for some students. In challenge, everyone feels inspired to „have a go‟ and do their best.

The role of games in teaching and learning grammar cannot be denied. However, in order to achieve the most from grammar games, it is essential that suitable games are chosen.

To use games in language teaching learning activity effectively and successfully, as the teacher of English, we should think carefully about the selection of games we want to implement at the classroom.

There are so many games can be used in teaching grammar. Therefore, in this paper the writer only uses one game, it is arrange word

game.

According to Andrew Wright, there are eight main games in language learning such as:

1. Icebreakers and warmer

Before beginning of the lesson, the teacher can do ice breaker games with a new class and warmer. Games and playfulness as a way of warming people and helping them to focus their minds.

2. Mainly speaking

The games in this section offer a reason for speaking, and thus they can give learners a confirmation and confidence resulting from the successful use of the language or a warning signal on the unsuccessful use of the language.

3. Mainly listening

This game is used for non–verbal response, that is to say, „listen and do‟. The „doing‟ shows, in a fair and accurate way, the extent to which the learner has listened and understood.

4. Mainly writing

The games in this section assume the close relationship between form and communicative purpose.

5. Mainly reading

Two important skills are concentrated on this game, namely skimming for gist, when the learner find out at speed what content a text contains, and scanning, when they search a text for some particular item.

6. Mainly vocabulary and spelling

The aim of this section is to help the learner experience the meanings of the words in contexts. Occasionally, it may be necessary to draw attention to the form of a word as well as its meaning.

7. Mainly grammar

The games in this section focus on particular points of grammar and give the learner the opportunity to experience the language in use in contexts that are meaningful and enjoyable, and to practice using them over and over again.

8. Solo games

This game is helpful to give the learners an opportunity to experience how to select and apply different types of game to suit their specific needs.23

Besides that, Andrew Wright has stated in his book there are seven types of game, such as:

1. Care and share

„Caring and sharing game include all those games in which the learner feels comfortable while sharing personal information with other learner.

2. Do : Move, mime, draw, obey

The learner is expected to do something non-verbally in response to a read or a heard text.

3. Identify: Discriminate, guess, speculate

23

The learner is challenged to identify something which is difficult to identify or to hypothesis about something which is then compared with the facts.

4. Describe

The learner is challenged to describe something to another learner, by speaking or writing.

5. Connect: Compare, match, group

The learner is challenged to connect, compare match, or group various items of information, perhaps pictures or texts, objectively or subjectively. He or she uses language to describe or comment on the pairs or groups of information.

6. Order

The learner is challenged to put various bits of information into an order of quality and importance, subjectively or objectively, or to put texts, pictures, objects, into a development sequence, also subjectively or objectively.

7. Remember

The learner tries to remember something and then communicate what he or she has remembered.

8. Create

The learner is challenged or invited to make a story, write a poem or produce some kind of material using their imagination.24

Finally, let the writer sums up, games are any kind of the interesting activities, sometimes challenging, which have rule – even the simple one and can be done in the classroom and accommodate the lesson that make pleasant atmosphere that students enjoy being involved in and motivated.

24

2. Arrange Word Game

According to Elayne Masters, teachers can fill a vocabulary lesson plan with a variety of learning resources, including games, workshops, and other activities. The goal is to make learning vocabulary fun.25 This statement inspired the writer to make a game for language teaching.

As it has already been mentioned in the first chapter, one of the games that the writer has made is “arrange word game”. Arrange word game is the game which the words are jumbles, and the teacher asks the students to arrange the jumble word into a complete sentence as much as possible.

According to the writer‟s experience, this game is very useful for making easy students‟ understanding in learning passive voice present continuous tense.

The procedures in using arrange word game are:

a. The teacher explains passive voice of present continuous tense. b. The teacher asks the student whether the students have any question. c. The teacher presents many jumble words to the students, as example

bellow:

25

Elayne Masters, Create Fun Vocabulary Lesson with Word Game. This article is accessed on December 01, 2008 from http://www.suite101.com/content/create-fun-vocabulary-lessons-with-word-games-a81517

The fish is by being

read is The ball being

is is The book me

is being my sister by

d. The teacher asks the students to arrange those jumble words into five sentences (or more) of passive voice present continuous tense.

e. Than the students arrange those jumble words into five complete sentences of passive voice present continuous tense, as example bellow:

1).

2).

3).

4).

5).

by played cooked

my brother being the boy by

taken The magazines my mother

eaten

The fish is being

by

eaten

me

The ball is being

by

played

my brother

The book is being

by

read

my sister

The rice is being

by

cooked

my mother

The magazines are being

by

taken

f. After finishing, the students collect their assignment to the teacher. g. Than the teacher corrects the student‟s assignment.

25

This chapter presents the method of research, subject, and object of the study, the research setting, research design, the Classroom Action Research (CAR) procedures technique of collecting data, the research instrument, test validity analysis, technique of the data analysis, and criteria of the action success.

A. The Method of Research

The method used in this study is Classroom Action Research (CAR). According to Richard Sagor, Classroom Action Research (CAR) is a discipline process of inquiry conducted by and for those taking the action. The primary reason for engaging in action research is to assist the “actor” in improving and/or refining his/her action.1 It means that to begin the Classroom Action Research (CAR), the researcher or the teacher needs to find an alternative way for improving students‟ understanding.

B. The Subject and the Object of Study 1. The Subject of Study

The subject of this study is the students at first grade of SMAI Al – Azhar I Jakarta, academic year 2010/2011. The number of the students consists of 31 (thirty one). The research is chosen based upon pre-research interview result with the English teacher at that class proving that they have the lowest achievement of the test among the other first grade classes. That is why they need an appropriate strategy to help them in improving their scores toward passive voice of present continuous tense.

1

Richard Sagor, Guiding school improvement with action research, (New York:Association for Supervision and Curriculum Development 2000), p. 3. From http://books.google.co.id/

2. The Object of Study

The object of this study is arrange word game technique to improve students‟ understanding in learning passive voice present continuous tense.

C. The Research Setting

1. The Writer’s Role on the Study

In this role, the writer is not only as the observer whilst the action but also he prepares a lesson plan and the assessment or test before Classroom Action Research (CAR) pre-test and after Classroom Action Research (CAR) post-test in each final cycle. Else, the writer also collects and analyzes data then reports the result of study. On the other side, the English teacher as an observer when the writer was a teacher and he was a teacher when the writer as an observer.

2. The Time and Place of the Study

This research is carried out for 3 (three) months started from March up to May 2011. The place is at first grade of SMA Al – Azhar Jakarta VIII, academic year 2010/2011.

D. The Research Design

The Classroom Action Research (CAR) procedure used in this research is Hopkins design. It consists of two cycles in which each cycle contains four phases; planning, acting, observing, and reflecting.

Figure 3.1

Hopkins’ Action Research Design

Based on the Hopkins action research design above, the writer would like to describe further concerning the implementation of Classroom Action research (CAR) in the cycle one and cycle two as following:

A. Pre-research which includes the following activities: a. Prepare the research instrument

b. Interviewing the teacher to know the subject of the research condition. c. Giving a pre-test to the students

d. Giving pre-questionnaire to the students

B. Cycle I

1. Planning, which includes the following activities:

a. Curriculum study, programming and planning of learning which involves the application of the meetings

c. Prepare lesson plan d. Prepare evaluation tools

2. Acting, which includes the following activities:

a. Doing learning activity of passive voice present continious tense material through arrange word game with implementation plan learning

b. Giving post-test cycle I to the students 3. Observing, which includes the following activities:

a. Observing the students activities during learning activities

b. Rewriting the events that appear on the students during learning activities

c. Observation data collected during the execution of learning activities 4. Reflecting, which includes the following activities:

a. Analyzing data from the implementation of action

b. Evaluating the implementation of measures that have been done on the cycle I

c. Planning the actions for the second cycle

C. Cycle II

1. Planning, which includes the following activities:

a. Planning the learning implementation consisting of one meeting b. Making the game instrument

c. Prepare the research instrument d. Prepare the evaluation tools

2. Acting, which includes the following activities:

a. Implementing learning activity of passive voice present continious tense material through arrange word game

b. Giving the post-questionaire

c. Giving post-test cycle II to the students 3. Observing, which includes the following activities:

a. Observing the students activities during learning activities

c. Observation data collected during the execution of learning activities 4. Reflecting, which includes the following activities:

a. Analyzing data from the implementation of action

b. Evaluating the implementation of measures that have been done on the cycle II

E. The Classroom Action Research (CAR) Procedures

The Classroom Action Research using Hopkins‟s design consists of four phases within one cycle. Those are planning, acting, observing, and reflecting. After accomplishing the first cycle, it will be probably found a new problem or the previous unfinished problems yet. Therefore, it is necessary to continue to the second cycle in line with the same concept of the first cycle.

To make clear what happens in every phase. Here are the explanations:

1. Planning Phase

Planning involves thinking about what the researcher wants to improve, how he goes about it, and how he evaluates what he has done. In the following sections, the process of planning an action research study is organized into four steps. The first step involves formulating an initial research question by reflecting on puzzling student behaviors, pressing problems, or needs identified by his school district. The second step is „search for a new teaching strategy though his observation of students‟, his dialog with other teachers, and his professional development activities. The third step requires a search of the educational literature for the purpose of further exploring new strategies and finding research evidence that supports their use in the classroom. Forth and finally he needs to consider what method of data collection he will need to evaluate the effectiveness of his teaching strategies.

In this phase, the researcher also explains about what, why, when, where,

by whom, and how the research is done. In the preparation stage of this research,

attention to be observed, and then make an instrument analysis to help him recording the facts that occurred during these procedures.

2. Acting Phase

In this phase, both the writer and the teacher collaborates to carry out the planned action. The teacher uses the determined strategy as he is teaching while the writer observes the class condition during teaching learning activity. Here, it begins the process of going more deeply into the issue being researched. Related to the condition of limited teaching learning period, that is why the writer and the teacher take the action phase during two weeks within two cycles in which each cycle consists of two meetings in action. The schedule is as follows:

Table 3.1

Schedule of the Research

No Activities

Month and Week

March April May

1 2 3 4 1 2 3 4 1 2 3 4

1 Interview X

2 Observation X X

3 Proposal X X X X X X

4 Instrument X

5 Cycle I X

6 Cycle II X

7 Report X

3. Observing Phase

This phase is done by the observer. Both observing and acting will take place in the same time. The second step (action) is given to provide opportunity to the teacher who is also stated as observer. When the teacher implements the

action, he did not have the time to analyze the event while it is happening. Therefore when observing, the observer should notice and note all of activities in the physical classroom. It may be about the teacher‟s performance, class situation, students‟ response, etc. In this phase, it also collects the data derived from evaluation or post-test.

4. Reflecting Phase

This phase is aimed to restate what has been done. This activity is very appropriately when the teacher completed the action based upon data that have been collected, and then it is necessary to hold evaluation for completing the next cycle. This phase is carried out collaboratively, that is to discuss further some problems occurred in the class. Thus, the reflection is able to be determined after implementing the action and observation outcomes. If there still might have found some problems, so it needs to move to the next cycle concerning re-planning, re-acting, and re-observing. Therefore, the unfinished problems yet could be solved.

F. The Technique of Collecting Data

In collecting data, classroom action research (CAR) uses qualitative data (experience-based) and quantitative data (number-based). The qualitative data consists of observation within the physical activity in the classroom and interview to be presented for the teacher. On the other side, the quantitative data uses pre-test and post-test.2 The completely explanation as follows:

a. Observation

Firstly, the writer uses the unstructured or opened observation. to know the occurrences within learning process. It may be about the teacher‟s performance during Classroom Action Research (CAR, and students‟ response concerning the use of arrange word game technique. In general, all of the need

2

aspects that should be noticed are to make sure whether the teaching learning processes in line with the lesson plan or not.

b. Interview

Before implementing Classroom Action Research, the writer asks the teacher whether the students have difficulties in learning passive voice of present continuous tense, and the method or kinds of strategies usually used by the teacher in teaching grammar. The interview also will be carried out after accomplishing Classroom Action Research (CAR) to know the teacher‟s response toward the idea of arrange word game technique.

c. Test

The test used in this study is pre-test and post-test. The pre-test is done before implementing arrange word game technique. It is to measure students‟ understanding in learning passive voice of present continuous tense at first. Meanwhile, the post-test is implemented after using arrange word game technique. In this study, the test is done in form of multiple choices, true false, matching and arranging word. The test is held on every second action of each cycle.

Next, to know the validity of test items, the writer uses discriminating power and the difficulty item. The use of discriminating power of the tests item is to know the difference response between the proportions of the high and low groups to the item.3 The following is the formula to calculate the discriminating power:4

3

Kathleen M. Bailey, Learning about Language Assessment: Dilemmas, Decisions, and Direction, (London: Heinle & Heinle Publisher, 1998), p.135

4

D = The index of Discriminating power.

U = The number of pupils in the upper group who answered the item correctly. L = The number of pupils in the lower group who answered the item correctly. N = Number of pupils in each group.

Then, the discriminating scale uses:5

DP Remark

0.6 – 1.0 Very good

0.4 – 0.6 Good

0.1 – 0.3 Ok

-1 – 0.0 Bad

Furthermore, the difficulty item analysis concerns with the proportion of comparing students who answered correctly with all students who follow the test. To know the difficulty item of the test, the following formula is used:6

P = Index of difficulty.

R = Total number of students who selected the correct answer. T = Total number of students including upper and lower group

The following is the criterion of index difficulty:7

5

J. B. Heaton, Classroom Testing, (New York: Longman Inc, 1990), p. 174 6

Norman E. Grondlund, Costruction Achievement Test, (New York: Prentice Hall, 1982), p.102.

D = U-L N

P = R T

ID Remark

0 – 0.30 High

0.30 – 0.79 Medium

0.80 – 1.00 Low

d. Questionnaire

The questionnaire used after and before CAR. It is to know students‟ response as a subject of study concerning the action. Furthermore, the writer uses yes/ no design in making a questionnaire. In addition for the need of the research, the writer had done the validity of the pre questionnaire before CAR and questionnaire after CAR by using dialogic validity. The followings are the blueprint of questionnaire before CAR and after CAR.

Table 3.2

The Blueprint of Questionnaire before CAR

No Indicators Number

1 Students‟ respond in learning English grammar. 1-6 2 Students‟ understanding to the material 7-12 3 Students‟ activity in teaching learning process 13-15

Table 3.3

The Blueprint of Questionnaire after CAR:

No Indicators Number

1 Students‟ response in teaching learning process 1-4 2 Students‟ understanding to the material 5-8 3 The effectiveness of contextual teaching and

learning method in teaching learning process.

9-15

7

Suharsimi Arikunto , Dasar-Dasar Evaluasi Pendidikan; Edisi Revisi, (Jakarta: Bumi Aksara, 2007), p.210

G. The Research Instrument

The instruments which are used in this research are:

1. Lesson Plan

Lesson plan is a plan that describes the procedures and organization of learning to achieve basic competence under standard content and has been described on the syllabus. Lesson plan consists of the lesson identity, time allocation, competency standards, basic competency, indicators, aim of the study, the materials, learning steps, tools/source, and evaluation.

2. Observation Sheet of Learning Activities

a. Observation sheet of learning management by using arrange word game, to observe the ability of teachers in managing learning

b. Observation sheet of the students and teacher activity, to observe the activity of teacher and students during learning activity.

3. Questionnaires

a. Questionnaire of interview, this questionnaire is used for the teacher to determine whether the learning of passive voice present continuous tense though arrange word game is effective.

b. Questionnaire of interview, this questionnaire is used for the students to determine whether the learning of passive voice present continuous tense though arrange word game can improving their understanding. 4. Test

There are three kinds of test: pre-test, post-test cycle I, and post-test cycle II. The question is about 60 questions, consists of 20 questions for pre-test, 20 questions for post-test cycle I, and 20 questions for post-test cycle II.

H. Test Validity Analysis

Before carrying out data collection through research is a test instrument, and to get a good test, the data must be tested and analyzed. Tests conducted on students outside of the target research, and test analysis was conducted on the:

A. Difficulty Level

Difficulty level is used to determine about the level of test difficulty. Analysis of the problem shows that the test contained:

 12 questions is low  41 questions is medium  7 questions is high B. Distinguishing

Distinguish is an analysis to identify characteristics of the ability to distinguish between students with high and low ability learners. From an analysis of the test criteria obtained 60 good questions, therefore the test used has been qualified from all aspects, such as validity reliability difficulty level and distinguish.

I. The Technique of Data Analysis

The analysis qualitative data used in this study is the observation of students‟ activities during teaching learning process, and the interview before and after Classroom Action Research (CAR). In this case, the writer collected the entire data which have gained. In analyzing the numerical data, first the writer tries to get the average of students‟ score per action within one cycle. It is used to know how well students‟ score as a whole on reading skill. It uses the formula:8

_ X : mean

8

Sudjana, Metoda Statistika, (Bandung: PT. Tarsito, 2002), p. 67.

_ ∑x X = ── n

x : individual score n : number of students

Second, the writer tries to get the class percentage which pass the minimal mastery level criterion (KKM) considering English subject gains score 75 (seventy five) which is adapted from the school agreement at SMA Al-Azhar9. It uses the formula:10

P : the class percentage F : total percentage score N : number of students

Third, after getting mean of students‟ score per actions, the writer identifies whether or not there might have students‟ improvement score on reading comprehension from pre-test up to posttest score in cycle 1 and cycle 2. In analyzing that, the writer uses the formula:11

P : percentage of students‟ improvement y : pre-test result

y1 : post-test 1

P : percentage of students‟ improvement y : pre-test result

y2 : post-test 2

9

Taken from the interview with the English teacher on 2 nd March 2011. 10

Anas Sudijono, Pengantar Statistis Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2008), p. 43.

11

David E. Meltzer, The Relationship between Mathematics Preparation and Conceptual Learning Gains in Physics: A Possible Hidden Variable in Diagnostic Pretest Scores, (Iowa: Department of Physics and Astronomy, 2008), p.3.

F

P = ── X 100% N

y1 - y

P = ───X 100% y

y2 - y

P = ─── X 100% y

J. Criteria of the Action Success

The criteria of action success if it can exceed the criteria which have been determined, and fail if it is cannot exceed the criteria which have been detained. In this study, the research will succeed when there is 70% numbers of students who pass the Kriteria Ketuntasan Minimum (KKM) which is 75, they could achieve some improvement scores from the pre-test until the second post-test in cycle two. If the criterion of the action success achieved, it means that the next action of the Classroom Action Research (CAR) would be stopped, but if this condition has not been reached yet, the alternative action would be done in the next cycle.

39

RESEARCH FINDINGS

This chapter presents the result of the research findings based on the analysis of data collected from the implementation of arrange word game technique in improving students’ understanding passive voice of present continuous tense at grade first grade of SMAI Al – Azhar 1, Jakarta academic year 2010/2011. Related to the discussion of the result, it is divided into three parts. Those are before implementing the action, the implementation of the action and discussion of the data after implementing the action.

A. Data Description

There are three general parts of data description including before implementing the action research, the implementation of the action research, and the result after implementing the action. Those descriptions as following:

1. Before Implementing the Action

Three parts related to before implementing the action are: pre interview, pre observation, and pretest. Those explanations bellow:

a. The Result of Pre Interview

Pre interview held on 2nd March 2011. Here, the writer asked some questions to the teacher related to the teaching learning process of passive voice present continuous tense. The questions divided into three categories. Those were the general conditions in English class primarily on

students’ performance and students’ achievement, the difficulties faced by

students in understanding passive voice of present continuous tense, and

the strategies used by the teacher to solve the students’ difficulties in

Related to the first category, the teacher said that some of students though that English is difficult subject and it influenced their motivation and performance in learning English. Furthermore, those conditions affect

to the students’ achievement. Some students who did not like English

subject are hardly to pass the criterion of minimum completeness (KKM), it is seventy five (75).

The second category discussed about the students’ difficulties in

understanding passive voice of present continuous tense. It was related to

the students’ difficulties in understanding the formula of the sentence and

remembering the past participle. The teacher said students usually forgot about the usage of passive voice present continuous tense.

The third category was related to the strategy used by the teacher to

solve students’ difficulties in understanding passive voice of present

continuous tense. The teacher said he usually gave a brief explanation and focused on students’ who really have difficulties in understanding passive voice of present continuous tense. She also gave some exercises from the

students’ hand book (LKS) or English text book, and some time she took

the material from internet. Unfortunately, it did not really solve the problem. Then, the writer suggested using arrange word game technique to solve the problem. Because through arrange word game technique, hopefully students are able to understand passive voice of present continuous tense easily. Finally, the teacher and the writer agreed to use arrange word game technique in teaching passive voice of present continuous tense.

b. The Result of Pre Research

Pre research was conducted to know the process of teaching learning passive voice of present continuous tense before implementing arrange word game technique. It was conducted at first grade of SMAI Al-Azhar 1. The class consists of thirty one (31) students.

In general, when teaching passive voice of present continuous tense taught deductively and the teaching learning process seemed uninteresting. The teacher wrote some sentences of passive voice present continuous tense. After that, she explained the formula of the sentence and the function of the sentence. Next she asked the students to write the sentences in their book. After that, students had to make a sentence by using passive voice of present continuous tense.

In this teaching learning process, the teacher seemed more active than the students; the students had a little chance to be active in the classroom. When the teacher explained the material, some of the students were paying attention, however some of them instead made own conversation. Consequently, when the teacher gave the exercise, some of them were complaint and asked the teacher what to do. This problem influenced students’ achievement in understanding passive voice of present continuous tense.

c. The Result of Pre Questionnaire

The questionnaire was used to know the students’ response of teaching learning process before implementing CAR. The pre questionnaire was delivered on Monday 2nd May 2011, and the questionnaire consists of ten (15) statements the questioner covers three

categories: the students’ response in learning grammar (question number

1- 6), the second categories was the students’ understanding of passive voice present continuous tense (question number 7- 12), Students’ activity in teaching learning process (question number 13- 15). The following table is the result of the questionnaire before CAR:

Table: 4.1

The Result of Pre Questionnaire

No Students’ answer The Result of Student’s answer

Yes % No %

1 Students feel satisfied with their

English score. 14 45.2% 17 54.8%

2 Students like to learn English

grammar. 17 54.8% 14 45.2%

3 English is an important lesson 28 90.3% 3 9.7% 4 Sometime students feel bored when

learning English 18 58.1% 13 41.9%

5 Students motivated in learning passive voice of present continuous tense

14 45.2% 17 54.8%

6 Students always actively participated in English teaching in material passive voice present continuous tense

8 25.8% 23 74.2%

7 Students understand passive voice

of present continuous tense easily. 23 74.2% 8 25.8% 8 Students could remember the formula

of passive voice present continuous tense

14 45.2% 17 54.8%

9 Students know the use of passive voice of present continuous tense in their daily life.

12 38.7% 19 61.3%

10 Students understand passive voice of present continuous tense, but they could not use it in their daily conversation

11 Students are able to make sentences of passive voice present continuous tense correctly

8 25.8% 23 74.2%

12 Students have the difficulty in using

passive voice present continuous tense. 20 64.5% 11 35.5%

13 Students can do the exercise about passive voice present continuous tense

12 38.7% 19 61.3%

14 The students do the English exercise

individually 26 83.9% 5 16.1%

15 The students do the English exercise in

group 22 71% 9 29%

To find out students’ response and experience about the ideas of

learning passive voice of present continuous tense before implementing the action, the writer used the following formula:1

P = the percentage

f = frequency of the percentage is being calculated

N = number of students

According to statement whether Students feel satisfied with their English score or not, 14 students (45.2%) were satisfied with their English score, and other 17 students (54.8%) did not satisfy with their English score. The statement number two shown that 17 students (54.8%) like to learn English grammar and 14 students (45.2%) did not like to learn

1

Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2008), p.43

English grammar. In the statement number three, 28 students (90.3%) though English is an important lesson, but only 3 students (9.7%) though English is not an important lesson. According to the statement number four, 18 students (58.1%) sometime felt bored when learning English, but 13 students (41.9%) never feel bored when learning English. For statement number five about students’ motivation in learning passive voice present continuous tense, shown that 14 of 31 students (45.2%) felt motivated in learning passive voice present continuous tense, it means 17 students (54.8%) did not feel motivated in learning passive voice of present continuous tense. In the statement number six, only 8 students (25.8%) were always actively participated in English teaching in material passive voice present continuous tense, it means 23 students (74.2%) were not actively participated in English teaching in material passive voice present continuous tense. Next, related to number seven 23 students (74.2%) understand passive voice present continuous tense easily and 8 students (25.8%) were hardly to understand the passive voice present continuous tense. About students’ ability in remembering the formula of passive voice present continuous tense, 14 (45.2%) students could remember the formula of passive voice present continuous tense, while 17 students (54.8%) could not remember the formula of passive voice present continuous tense. Related to statement number nine, there are 12 students (38.7%) who know the use of passive voice present continuous tense in their daily life, and 19 students (61.3%) did not know it. Than in the statement number ten, there are 18 students (58.1%) understand passive voice of present continuous tense, but they could not use it in their daily conversation, and 13 students (41.9%) understand passive voice of present continuous tense, and also they could use it in their daily conversation. The statement

number eleven is about the students’ ability in making sentences of passive

voice present continuous tense correctly, they are only 8 students (25.8%) can make it correctly, but 23 students (74.2%) can not make it correctly. Then for number twelve which stated about students difficulties in learning

passive voice present continuous tense, it stated that 20 students (64.5%) realized that they had a difficulty in using passive voice present continuous tense and 11 students (35.5%) could understand the using of passive voice present continuous tense. Next the responses for students’ ability in doing the exercises of passive voice present continuous tense, there were 12 students (38.7%) could do the passive voice present continuous tense exercises, and 19 students (61.3%) others could not do it. For statement number fourteen, 26 students (83.9%) did the English exercises individually and the other 5 students (16.1%) did not do the English exercises individually. For the last statement number ten, 22 students (71%) did the English exercises in a group and the other 9 students (29%) did not do the exercises in a group.

Based on the result of the pre questionnaire above, here the writer would like to give the explanation. Generally, from the table above it could be seen that some of students have a difficulty in learning passive voice of present continuous tense.

d. The Result of Pre test

The pre test was held on 2nd May 2011. There were 15 questions in a form of multiple choices and 5 questions in a form of essay. The students carried out the test during 20 minutes. The following table is the students’ score result in the pretest:

Table: 4.2 The Result of Pretest

Students’

Number Pretest

1 70

2 60

3 60

4 70

5 50

6 60

7 40

8 40

9 40

10 20

11 60

12 45

13 35

14 65

15 65

16 85*

17 70

18 25

19 65

20 70

21 50

22 60

23 75*

24 85*

25 50

26 45

123

Appendix 14

Interview Guidelines for the Needs Analysis (After CAR) (Friday, May 13th 2011)

A. Kategori kondisi umum kelas

R : Bagaimana kondisi siswa Ibu dalam pembelajaran passive voice present continuous tense setelah menggunakan Arrange Word Game technique?

T : Kalau saya perhatikan mereka sangat bersemangat dan senang mengikuti mata pelajaran ini.

R : Apakah Ibu merasa termotivasi setelah menggunakan Arrange Word Game technique dalam pembelajaran di kelas?

T : Ya, saya sangat termotivasi untuk membuat berbagai macam teknik permainan dalam pengajaran, karena menurut saya jika anak – anak belajar sambil bermain pasti mereka akan sangat senang dan mudah untuk memahami pelajaran tersebut.

R : Bagaimana kemampuan pemahaman passive voice present continuous tense siswa Ibu setelah menerapkan strategi Arrange Word Game technique?

T : Mereka jadi lebih paham tentang materi passive voice present continuous tense.

B. Kategori kesulitan siswa yang dialami

R : Apakah Ibu mengalami kesulitan dalam menerapkan tehnik

Arrange Word Game?

T : Yah sebenarnya tehnik ini cukup mudah untuk digunakan, saya sih merasa tidak mengalami kesulitan dalam menggunakan tehnik ini, hanya kurang bisa memenage waktu aja mungkin

R : Apa penyebab dari kesulitan dalam menerapkan tehnik Arrange Word Game?

T : Yah salah satu penyebabnya karena kurang bisa memenage waktu aja mungkin.

124

Appendix 14

C. Kategori strategi untuk mengalami kesulitan

R : Setelah mengetahui beberapa kesulitan yang Ibu hadapi dalam penggunaan tehnik Arrange Word Game, maka bagaimana cara Ibu mengatasi kesulitan-kesulitan tersebut?

T : Yah mungkin harus lebih memperhatikan waktu aja, mungkin nanti saya akan memakai time kipper atau stopwatch, biar lebih bisa memenage waktu.