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CHAPTER I INTRODUCTION
This chapter presents and discusses about the background of the study, the formulation of the problems, the aim of the research, and the contribution of
the research. A.
Background of the Study
Language is thing that people need to communicate in doing daily activities and making an interaction to other people in their life. One of
language that important to learn is English, because English is an international language which hold
s important roles in people‟s life. English is considered as the most prominent international language and has wide influence in the
various fields of activities, such as: economics, tourism, politics, educations, and so on. English is a language, which is unique because of it rules and
function of its language. There seems to be an infinite number of things we can say, but a language does not have an infinite number of words or an
infinite number of ways of combining words.
The department of education has decided that English is a foreign language, has to be taught in every school, taught from elementary primary
school to university.
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Learning at every stage of education start from Pre- school until University, because English is included in Indonesian school
curriculum. English has some of four basic skills they are Listening, Speaking, Reading, and Writing. Listening and Reading are regarded as receptive skills
because they involve reciving messages, but Speaking and Writing are regarded as productive skills because they involve language production.
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Depdikbud, Kurikulum 2004 Standar kompetensi untuk SMA dan MA Jakarta: Depdikbud, 2004, p. 309
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Jeremy Harmer, The Practice of English Language Teaching, New York: Longman, 1989, p. 16
We can summarize the four major language skills in the following way:
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Table 1.1 Four Major Language Skills
MEDIUM
SKILL SPEECH
WRITTEN WORD
RECEPTIVE Listening and
understanding Reading and
understanding PRODUCTIVE
Speaking Writing
To master those skills, we must be supported by sub-skills, they are vocabulary, pronunciation, and grammar. Grammar is one of some aspects can
help us to communicate in English. Master the grammar means that help us to develop language skill, Writing. Good writing is the writing, which has good
grammatical form. Grammar can help us in understanding on listening and speaking when we communicate. In Reading, grammar easier us to understand
about the passage or the sentence mean. So, we can conclude how important grammar.
In English, language aspects are cannot be separate because it can be complete the language skills. To learn English the students should be able to use
appropriate basic structural patterns and master grammar and vocabulary. Grammar is an important aspect for forming words and building English
sentences. Grammar is important to learn for the students because it can make the, more confidents in speaking when the grammatical is correct.
Most of people use grammar as their basic aspect to communication; however, it will be a formal conversation. Grammar has wide discussion, which
need ability to understand, start from kind of tense until the smallest part of grammar like morphemes. Actually, even grammar is needs to learn, it is too
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Jeremy Harmer, The Practice of English Language Teaching, New Edition, New York: Longman, 1991, p. 17
difficult to get good understanding because of the rule of grammar is confusing enough. It make some of students in any school felt some problem to get the
idea well. Moreover, the technique that used is boring and makes the students difficult to get the idea of teaching. Grammar has some aspects, which can be
separate to be some parts, such as passive voice. The passive voice is most frequently used when it is not known or not
important to know exactly who performs an action.
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Passive voice is a sentence, which the object of an active verb become the subject of the passive verb. The
passive voice is especially helpful and even regarded as mandatory in scientific or technical writing or lab reports, where the actor is not important but
the process or principle being described is of ultimate importance. We use the passive voice to good effect in a paragraph in which we wish to shift emphasis
from what was the object in a first sentence to what becomes the subject in subsequent sentences.
According to curriculum, passive voice is learning in Senior High School. It is purpose to make the students know about the variety of sentence in English
and the way to change a sentence from an active voice to be a passive voice . Actually, Passive voice is including of some tenses, just like present tense, past
tense, present progressive, present perfect, present future, and many more. Nevertheless, this paper specially discussed in Simple Present and Past Tense.
The writer chose passive voice as the theme of the reseacrh because of the problem she faced in PPKT. The students whom she observed felt difficult to
get the idea of passive voice. It could be happened because the technique of teaching which the teacher usually used is too old, did not effective enough to
reached their understanding and the rule of passive voice itself. Actually, the students in Senior High School learned about Passive Voice
in XI class. They learn about the rule and the pattern of the passive voice. Nevertheless, still have some difficulties to understand about passive voice. The
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Betty Schramfer Azar, Understanding and Using English Grammar, Englewood Cliffs: Prentice-Hall, Inc., 1989, p.123
students still confused about the way to change the regular and irregular verb, most of them did not know the V3 of each word, which is used in passive voice.
Those cases are quite problematical one and according to the writer, it should be solved because it can arise students‟ understanding in learning
grammar. Moreover, passive voice in present and past are just a small part of English that students have to master to fill their knowledge about English
completely. In teaching, the teachers needs a method to easier them explain about the
material to the students. A method can help the teacher to transfer the knowledge to the students and they can interact well during the class. Actually,
some teachers has their own method to teach the students. Rogers said that methods may be divided into four main categories: presentation methods,
participatory methods, discovery methods, and evaluatory methods.
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In this case, the writer using Contextual Teaching and Learning CTL, because the writer argues that CTL provide some techniques to make the class
more productive, active, and meaningful. This approach can be applied without changed any rules of curriculum.
The majority of students in our schools are unable to make connections between what they are learning and how that knowledge will be used. This is
because the way they process information and their motivation for learning are not touched by the traditional methods of classroom teaching. The students have
a difficult time understanding academic concepts such as math concepts as they are commonly taught that is, using an abstract, lecture method, but they
desperately need to understand the concepts as they relate to the workplace and to the larger society in which they will live and work. Traditionally, students
have been expected to make these connections on their own, outside the classroom.
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Alan Roger, Teaching Adults 3rd Edition, Philadelphia: Open University Press, 2002p, 220
This method related the material with the real situation around us, it is makes the students to make their own constructivism by themselves, and can
apply it in their daily life as a practice from their knowledge in the classroom. CTL is a method which asked the students to experiencing the material not
remembering. Because, by experiencing the material, it wills ea sier the students‟
to get the main point of the material. CTL ask the teacher to use their knowledge and skills in teaching learning process. Besides of that, the teacher should be
implement some simulator between the lessons on the real situation. In CTL,
the teacher‟s role is to help the students to reach their aim in learning. It means, the teacher is more arrange the strategy for learning than give
the student information. In this method, the students can do their work in a group by discussing the material. The teacher manages class as a new team
which work together to find something new for their group. Zahorik 1995, Knowledge is constructed by humans. Knowledge is not a
set of facts, concepts, or laws waiting to be discovered. It is not something that exists independent of a knower. Humans create or construct knowledge as they
attempt to bring meaning to their experience. Everything that we know, we have made.
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From that statement, we can conclude that Contextual Teaching and Learning can be an alter
native to used in teaching. In order to better students‟ understanding by themselves.
According to contextual learning theory, learning occurs only when students learners process new information or knowledge in such a way that it
makes sense to them in their own frames of reference their own inner worlds of memory, experience, and response. This approach to learning and teaching
assumes that the mind naturally seeks meaning in context-that is, in relation to the person‟s current environment-and that it does so by searching for
relationships that make sense and appear useful. So, in this case Contextual Teaching and Learning is a right method to use,
because of many functions of its that will be make the classroom activities
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Departemen Pendidikan Nasional, Pendekatan Kontekstual, jakarta 2003
easier, reach the minimum score KKM, and the aims of the teaching learning process will be achieved.
In this action research, the writer chose the second year students of Vocational High School of “SMK Kesehatan Bina Insan Cendekia Karawaci
Tangerang”. The writer chose the second semester because the students in
second semester are would be learning about passive voice. In this action research, the researcher would like to develop their understanding of passive
voice of present and past tense. Thus, the title of this action research is “Improving Students’ Understanding in Using Passive Voice of Present and
Past Tense Through Contextual Teaching and Learning CTL ” A
Classroom Action Research at Eleven Grade SMK Kesehatan Bina Insan Cendekia Karawaci.
B. Formulation of the Problem
To make the study easier, the writer should be made a formula to solved the problem as follows: “Can Contextual Teaching and Learning help the
students to get the passive voice idea?”, “Can the student understand the
differences between present and past tens e?”. In addition, “How does
Contextual Teaching and Learning can help the students to get the passive voice idea?”
C. The Limitation of The Study
In focusing the study, the writer will limit the research to be smaller and has a specific discussion. The writer will concern and do an actions research
about passive voice of present and past tense at Vocational High School SMK Kesehatan Bina Insan Cendekia Karawaci Tangerang.
D. Aim of the Research
The aim of the research is to know the students‟ improvement in understanding about passive voice of present and past tenses trough Contextual
Teaching and Learning CTL at Vocational High School Kesehatan Bina Insan Cendekia Karawaci Tangerang.
E. Contribution of the Research
The contributions of this research are conveyed to; the teachers, it is help them to find out one more technique which can used for teaching passive voice.
The students it helps them to do passive voice exercises with the right way that they think the method is good for them. In addition, the last one is for the
school, if the student‟s understanding is increase it means that their education quality is increase too.
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CHAPTER II THEORETICAL FRAMEWORK
