- S + tobe + not + V3 + by O + … c. Present Continuous Tense
Active Voice + S + tobe + V_ing + O + …
- S + tobe + not + V_ing + O + … Passive Voice
+ S + tobe + being + V3 + by O + … - S + tobe + not + being + V3 + by O + …
h. Past Continuous Tense Active Voice
+ S + tobe + V_ing + O + … - S + tobe + not + V_ing + O + …
Passive Voice + S + tobe + being + V3 + by O +…
- S + tobe + not + being + V3 + by O + … i.
Present Perfect Tense Active Voice
+ S + hashave + V3 + O +… - S + hashave + not + V3 + O + …
Passive Voice + S + hashave + been + V3 + by O +...
- S + hashave + not + been + V3 + by O + … j.
Past Perfect Tense Active Voice
+ S + had + V3 + O + … - S + had + not + V3 + O +…
Passive Voice + S + had + been + V3 + by O + …
- S + had + not + been + V3 + by O + … g. Future Tense
Active Voice + S + will + V1 + O + …
- S + will + not + V1 + O + … Passive Voice
+ S + will + be + V3 + by O + … - S + will + not + be + V3 + by O + …
3. The Key Points in Teaching Passive Voice
Aspect Grammar and Writing are the intended aspects to be achieved by students in learning Passive Voice. Its objective has been stated in syllabus. Students
are expected to use Passive Voice in sentence grammatically correct. Therefore, there are some key points should be considered by teachers in teaching Passive Voice.
a. Teaching Active Sentence. Teaching Passive cannot be separated to teaching Active Voice. Teachers
need to give information about active voice to differ the meaning from passive voice. By giving understanding on the active sentence may help
students identify the meaning of passive sentence. b. Teaching the position of Subject, Predicate, and Object.
A complete sentence has the basic parts – the subject and the predicate. Because one of the objectives in teaching Passive Voice is the ability to
change the active sentence into passive, so the object is also necessary in sentence. Students should know which one the subject and the object in
the active sentence before transforming into passive. The subject of active sentence becomes the object of the preposition by in the passive sentence
and the direct object of the active becomes the subject of passive. c. Teaching Verb-form.
The form of Passive Voice is followed by the past participle of the main verb. Thus, it is important for teachers to introduce the verb-form to
students, especially the irregular verb because it does not have the same form as the regular verb.
d. Teaching Tenses. Introducing students about tenses indicates the time of the event expressed
in sentence. By knowing tense, students will understand the right verb used in the passive sentence.
e. Teaching Subject-Verb Agreement.
The subject and verb of a sentence must agree in number.
26
It means a singular subject should be matched with a singular verb be. In teaching
passive voice, the agreement of subject and verb should be taught to avoid students making error in this part.
f. Teaching Pronoun Reference
One cause of ambiguity in writing is the use of pronouns without clear antecedents.
27
Sometimes, students make mistake when they have to convert pronoun as a subject becomes an object. Actually, the meaning of
pronouns will be clear when the readers know to which its words refer to, but teachers should teach pronouns reference to avoid students doing
mistake in producing passive sentence.
D. Relevant Studies
Lilis Purwaningsih conducts a research about the use of Power Point in Biology learning
process titles “Pemanfaatan Media Power
Point untuk Meningkatkan Pemahaman Konsep oleh Siswa pada materi Sistem Reproduksi
Manusia Berbasis Nilai”. The research aims to know the use of Power Point in improving students’ understanding on the concept of human reproductive system.
Different from the design of this research, Purwaningsih conducts class action research design with thirty six students as the sample of research.
Purwaningsih’s research has the difference in its dependent variable with this research. This research is conducted to know the influence of entertaining Power
Point media on students’ understanding of Passive Voice meanwhile Purwaningsih accomplishes her research to find out the benefit of Power Point to improve students’
understanding on Biology subject.
26
Marjorie Farmer, Composition and Grammar, Illinois: Laidlaw Brothers, 1985, p. 404.
27
Warriner, op. cit., p. 162.
Based on the result of her research, Purwaningsih concludes that the use of Power Point media on the learning of human reproductive system has improved
students’ understanding. Her research shows that the average of students’ test has increased. The average of pre-test is 71.53 and then, after doing treatment, the
average of students’ post-test is 82.50. To sum up, the use of Power Point media through showing pictures, colors,
sounds, etc. can surely help teachers in teaching. Therefore, it can be considered that Power Point may diminish the speech, and develop students’ participation.
The second relevant study which is also about the use of Power Point in learning process is conducted by Agnurani Naomi. Her research is “Power Point in
Evaluating Students’ Grammar”. In her research, she explains that the use of Power Point is applied to evaluate students’ learning achievement. Naomi suggests that the
use of Power Point can simplify teachers’ duty in preparing language test Grammar. Then, Power Point can attract students’ attention and motivation to do the language
test because the test has been designed interestingly. In this case, Naomi takes advantage of the benefit of Power Point, first is to
enhance students’ motivation, the second is to help teachers prepare and evaluate the language test for students. Naomi uses qualitative method to conduct her research,
while this research is conducted by applying the quantitative method – a quasi- experimental design. If Naomi’s research focuses on the use of Power Point in
evaluating students’ Grammar, this research not only focuses on the evaluation but also the learning process.
Another study is from Silvya Hanuryanti, 2012 under the title “Pengaruh Media Power Point terhadap Keterampilan Menulis Argumentasi pada Siswa Kelas
XI IPA 2 SMAN 109 Jakarta”. The objective of her research is to know the influence of using Power Point media on students’ writing skill of Indonesian language subject.
The method of her research is quantitative, it is same with this research design. Yet, Hanuryanti conducts an experimental design with only one group pretest and posttest
design. So, she just looks at the influence based on the data pretest and posttest from one group. This research is conducted by implementing the quasi-experimental
design with pretest and posttest control group design. Thus, this research compares students’ test score between the controlled and experimental class.
Besides that, her research has similarity with this research. Both research are conducted in the language learning in the Senior High School students. One is
Indonesian, and other is English. Based on her research, Hanuryanti concludes that there is a positive influence of using Power Point media on improving students’
writing skill. From the calculation, the average of pre-test is 69.88 and then the average of
post-test becomes 82.93. The score of t
observed
, Hanuryanti gets score 0.726 t
table
: 0,304. It shows that there is significant influence of using Power Point in the
language learning on students’ writing skill. Meanwhile, this research focuses on looking at the influence of using entertaining Power Point media on students’
understanding about grammar. In this case, the researcher wants to look at students’ understanding on Passive Voice.
E. Conceptual Framework
Based on the explanation about the key points in teaching Passive Voice which has been stated before, there are some parts of grammar should be taught by
teachers to their students related to the subject of Passive Voice. Teachers should introduce the rules of language before they get students to produce passive sentence
correctly. The process in introducing such information in front of people may be defined as presentation. Conducting presentation in the classroom is more
emphasized on teachers because they are the source of information for their students. As the experts say that presentation can help teachers enhance the outcomes of
teaching and learning because a good presentation may lead to good production.
