Developing students' understanding of passive voice perfect tenses thorough meaningful drills : a clasroom action research at eleventh grade at XI. 1 class of MA Islamiyah Sawangan

  

DEVELOPING STUDENTS’ UNDERSTANDING

OF PASSIVE VOICE OF PERFECT TENSES

THROUGH MEANINGFUL DRILLS

  

(A Classroom Action Research at Eleventh Grade at X1. 1 Class of MA

Islamiyah Sawangan)

  BY: SUHAIBAH NIM. 106014000439

  

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

“SYARIF HIDAYATULLAH” STATE ISLAMIC UNIVERSITY

JAKARTA

ENDORSEMENT SHEET

  The Examination Committee of the Faculty of Tarbiya and Teacher‟s Training Certifies that the “Skripsi” (Scientific Paper) entitled “Developing Students‟ Understanding of Passive Voice of Perfect Tenses through Meaningful Drills ( A Classroom Action Research at Eleventh Grade at X1. 1 Class of MA Islamiyah Sawangan )

  ”, written by Suhaibah, student‟s registration number 106014000439

  nd

  was examined by the committee on March 02 , 2011, and was declared to have passed and, therefore, fulfilled one of the requirements for the academic title „S.Pd‟, (Bachelor of Arts) in English Language Education at the department of English Education.

  th

  Jakarta, March 09 , 2011 EXAMINATION COMMITTEE

  CHAIRMAN : Drs. Syauki, M.Pd ( ) NIP. 1964121 199103 1 002

  SECRETARY : Neneng Sunengsih, M.Pd ( ) NIP. 150 293 236

  EXAMINERS :1. Drs. Syauki, M.Pd ( ) NIP. 1964121 199103 1 002

  2. Drs. AM. Zaenuri, M.Pd ( ) NIP. 19530304 197903 1 003

  Acknowledged by: Dean of Tarbiya and Teacher‟s Training Faculty

  Prof. Dr. Dede Rosyada, MA NIP. 19571005 198703 1 003

  

APPROVAL SHEET OF ADVISOR

DEVELOPING STUDENTS’ UNDERSTANDING

OF PASSIVE VOICE OF PERFECT TENSES

THROUGH MEANINGFUL DRILLS

  

( A Classroom Action Research at Eleventh Grade at X1. 1 Class of MA

Islamiyah Sawangan )

  A Paper Presented to the Faculty of T arbiyah and Teachers‟ Training

  In Partial of Fulfillment of the Requirements for The Degree of Strata 1 (Bachelor of Arts)

  English Education by:

  

SUHAIBAH

  NIM. 106014000439 Approved by

  Advisor

  

Dr. Ratna Sari Dewi, M.Pd

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

“SYARIF HIDAYATULLAH” STATE ISLAMIC UNIVERSITY

  

JAKARTA

  

ABSTRACT

Suhaibah

  , “Developing Students’ Understanding of Passive Voice of Perfect (A Classroom Action Research at XI.I

  Tenses through Meaningful Drill

  Grade of MA Islamiyah Sawangan)”. Skripsi, English Education Department, Faculty of Tarbiyah and Teache rs’ Training, Syarif Hidayatullah State Islamic University Jakarta, 2011.

  Key words: Passive Voice of Perfect Tenses, Meaningful Drill

  This research is conducted in order to develop students’ understanding of passive voice of perfect tenses through meaningful drill at XI.I Grade of MA Islamiyah Sawangan and also to help the English teacher of XI.I grade of MA Islamiyah Sawangan in managing classroom activities in grammar skill. As the subject of the study, were 25 students; 15 boys and 10 girls.

  In conducting this research, the researcher used Classroom Action Research (CAR) as the method of research. The researcher taught English grammar using meaningful drills at XI.I grade of MA Islamiyah Sawangan. This research consisted of two cycles and each cycle consisted of four elements, they are: planning, acting, observing, and reflecting. Each cycle conducted in two meetings for one and a half months. To collect and analyze the data, the researcher used information from interview, observation, questionnaire and the students’ score in pre-test and post-test in order to support the data collected.

  The result of this research shows that using meaningful drill in teaching grammar at XI.I grade of MA Islamiyah Sawangan can motivate the students to study English and develop their grammar ability in using passive voice of perfect tenses. The students’ responses showed that they were interested in learning English grammar based on the result of interview and questionnaire they thought that the activities were interesting. Moreover, the analysis of the data showed that there was a significant difference of students’ achievement in the pre-test and post- test. The students’ average in pre-test was 43.2, the average score in post-test 1 was 67.6 and the average score in post-test II was 76.8. While the improvement score from pre-test to post

• –test 1 was 24.4, then from post-test 1 to post-test II was 9.2. The percentage of the students’ improvement in pre-test to post-test 1 was 44%, and pre-test to post-test II was 68 %. The students’ percentage who passed the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) in pre-test was 16%, in post-test 1 was 60%, and in post-test II was 84%.

  Based on this result, the implication of the research showed that meaningful drill can be applied to develop students’ grammar ability. It helped students to remember grammatical patterns effectively, respond correctly through the cues and speak the right pronunciation.

  

ABSTRAK

Suhaibah,

  “Developing Students’ Understanding of Passive Voice of Perfect

  Tenses through Meaningful Drill (A Classroom Action Research at XI.I

  Grade of MA Islamiyah Sawangan)”. Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Tarbiyah Dan Ilmu Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2011.

  Key words: Passive Voice of Perfect Tenses, Meaningful Drills

  Penelitian ini dilaksanakan untuk mengembangkan pemahaman siswa pada passive voice tenses perfect melalui meaningful drill di kelas XI.I MA Islamiyah Sawangan dan juga untuk membantu guru bahasa Inggris kelas XI.I MA Islamiyah Sawangan dalam mengelola kegiatan kelas pada kemampuan grammar. Sebagai subjek penelitian ini, ada 25 siswa; 15 laki-laki dan 10 perempuan.

  Dalam melaksanakan penelitian ini, peneliti menggunakan Penelitian Tindakan Kelas (PTK) sebagai metode penelitian. Peneliti mengajarkan grammar bahasa Inggris menggunakan meaningful drill di kelas XI.I MA Islamiyah Sawangan. Penelitian ini terdiri dari dua siklus dan tiap siklus terdiri dari empat unsur: perencanaan, pelaksanaan, observasi dan refleksi. Setiap siklus terdiri dari dua pertemuan selama satu setengah bulan. Untuk mengumpulkan dan menganalisa data, peneliti menggunakan informasi dari wawancara, observasi, angket dan hasil pre-test dan post-test untuk mendukung pengumpulan data.

  Hasil penelitian ini menunjukkan bahwa penggunaan meaningful drill dalam mengajar grammar di kelas XI.I MA Islamiyah Sawangan dapat mendorong siswa untuk belajar bahasa Inggris dan mengembangkan kemampuan grammar mereka. Respon dari siswa menunjukkan bahwa mereka tertarik untuk belajar grammar bahasa Inggris karena menurut mereka kegiatan yang digunakan menarik. Disamping itu, data analisis menunjukan bahwa ada perbedaan yang signifikan pada pencapaian siswa dalam pre-test dan post-test. Nilai rata-rata siswa pada pre-test mencapai 43.2, pada post-test 1 mencapai 67.6 dan post-test II mencapai nilai 76.8. sementara peningkatan nilai dari pre-test ke post-test sebesar 24.4, selanjutnya dari post-test 1 ke post-test II sebesar 9.2. Persentase pningkatan siswa dari pre-test ke post-test 1 sebesar 44%, dan pre-test ke post-test

  II sebesar 68%. Persentase siswa yang lulus Kriteria Ketuntasan Minimal (KKM) pada pre-test sebesar 16%, pada post-test 1 sebesar 60% dan pada post-test II sebesar 84%.

  Berdasarkan hasil ini, implikasi dari penelitian menunjukkan bahwa meaningful drill bisa diterapkan untuk mengembangkan kemampuan grammar siswa. Meaningful drill membantu siswa ingat pola grammar secara efektif, menjawab dengan benar lewat petunjuk-petunjuk dan berbicara dengan pelafalan yang benar.

  

ACKNOWLEDGEMENT

In the name of Allah SWT, the most beneficent, the most merciful.

  First of all, the researcher would like to thank Allah SWT for His favor and guidance, so she could finish this scientific paper (skripsi). She does believe there is nothing she could do without His help. All praise belongs to Him, the Creator of the living things from being nothing to exist, may solution and benediction is into the nobles of the prophet and messenger, Muhammad SAW.

  On this occasion, the researcher would like to thank her beloved parents (Bapak Ust. Moch. Qurdly, A. Ma and Ibu Sumyati) and her grandfather KH.

  

Mu’alim Syafi’i who have given her full-financial and spiritual support during

  her research and the process of making the paper. They are her spirit to get success in her life and always pray her gave love to her.

  This paper is presented to the English Education Department of Tarbiya and Teaching Sciences Faculty of UIN Syarif Hidayatullah Jakarta as a partial fulfillment of the requirements for strata 1 (S1). This research could not be completed without a great deal of help of many people, especially Dr. Ratna Sari

  

Dewi, M.Pd, as her advisor who has patiently given valuable advice and guidance

to finish this research paper.

  The researcher would like to thank some people who have contributed much while this paper is in process until it becomes a complete work, they are as follows: 1.

  Prof. Dr. H. Dede Rosyada, MA., as the Dean of Faculty of Tarbiya and Teaching Sciences of UIN Syarif Hidayatullah Jakarta.

  2. Drs. Syauki , M.Pd., as the head of English Education Department of UIN Syarif Hidayatullah Jakarta.

  3. Mrs. Neneng Sunengsih, M.Pd., the secretary of English Education Department of UIN Syarif Hidayatullah Jakarta.

  4. All lecturers in English Education Department who have taught and educated the writer so she knows many things.

  5. Mr. Abdur Rachman, S.Ag., as headmaster of MA Islamiyah Sawangan who has allowed the researcher to conduct this research in MA Islamiyah Sawangan, and all teachers and administration staffs who have helped and supported the researcher in finishing this research.

  6. Mr. Ahmad Suja’i, S.Pd., the English teacher of MA Islamiyah Sawangan who has given his contributions such as ideas, time, advised guided and supported the researcher in the process of doing this research.

  7. The researcher’s deepest gratitude goes to the researchers’ brothers Moch.

  Ghazali, Fachri Maulana, Chaerul Fahmy and sisters Sukma Yanti, S.Pd.I, Adawiyah, Nurlaila, S.Pd.I., Ismi Lestary, Qiki Azkia for their inspiring spirit, love and effort to find her dream. They always also give moral encouragements to finish this research paper. Thanks a lot for all your pray to her. She is nothing without you.

  8. Her beloved one who always gives her high spirit to do the task hardly.

  Thanks a lot for everything.

  9. She would also thank to all her friends at “C” class of English Education Department academic year 2006, especially mu2t who always become the shoulders to cry on, thank you for being a good friend during her study at UIN. She also can’t forget the numerous friends who always laugh and be crazy at the memorable moments, for ina, nia, upech, dila, teh eni, la2, abi, unink, and rizky she will never forget your contributions.

  Finally, the researcher realizes that this paper is far from being perfect and need more correction. It such great pleasure for the writer to receive critics and suggestion in developing this research and it will have some value for her and for a better thing in the future.

  Jakarta, January 2011

   The Writer

  

TABLE OF CONTENT

TITLE APPROVAL ENDORSEMENT SHEET OF EXAMINATION COMMITTEE

ABSTRACT ...................................................................................................... i

ABSTRAK ........................................................................................................ ii

ACKNOWLEDGEMENT ................................................................................ iii

TABLE OF CONTENT ................................................................................... v

LIST OF TABLES ........................................................................................... viii

LIST OF FIGURES ......................................................................................... ix

LIST OF APPENDICES ................................................................................. x

  CHAPTER I INTRODUCTION A. The Background of the Problem ........................................ 1 B. The Identification of the Problem ...................................... 4 C. The Limitation of the Problem .......................................... 4 D. The Formulation of the Problem ........................................ 5 E. The Objective of the Problem ............................................ 5 F. The Use of the Research .................................................... 5 CHAPTER II THEORITICAL FRAMEWORK A. The Reference of Area Theory and Research Focus........... 7 1. The Meaning of Tense .................................................. 7 2. The Meaning of Passive Voice ..................................... 8 3. The Usages of Passive Voice ....................................... 9 4. The Form of Passive Voice of Perfect Tenses ............. 11 B. The Reference of Intervention Action Alternative Chosen ................................................................................. 17 1. Meaning of Drill ........................................................... 17 2. Kind of Drills in Grammar Exercises ......................... 17

  4. Characteristic of Meaningful Drill ................................ 19 5.

  Advantages and Disadvantages of Meaningful- Drill ............................................................................... 20 C. Teaching Passive Voice Through Meaningful Drill ........... 20 D. Relevant Research ............................................................... 21 E. Conceptual Development of Action of Planning ................ 22 F. Action Hypothesis ............................................................... 23

  CHAPTER III RESEARCH METHODOLOGY A. The Purpose of the Research ............................................... 24 B. The Time and Place on the Research .................................. 24 C. The Method of the Research ............................................... 25 D. The Subject and the Object of the Research ....................... 25 1. The Subject of the Research ......................................... 25 2. The Object of the Research .......................................... 26 E. Researcher’s Role on the Research ..................................... 26 F. Research Design ................................................................. 26 G. Classroom Action Research Procedure .............................. 27 1. Planning Phase ............................................................. 28 2. Acting Phase ................................................................ 28 3. Observing Phase ........................................................... 28 4. Reflecting Phase ........................................................... 29 H. The Expectation Result of Action Intervention .................. 29 I. Data and Data Sources ........................................................ 29 J. Technique of Data Analysis ................................................ 30 K. Trustworthiness of Study .................................................... 32

  1. Validity of Data ........................................................ 32

  2. Reliability of Data ..................................................... 33

  3. Discriminating Power ............................................... 34

  4. Item Difficulty .......................................................... 35 L. Criteria of the Action Success ............................................ 36

  CHAPTER IV RESULT AND DISCUSSION A. Data Descriptions ................................................................ 37

  6. Data Description of Cycle II ......................................... 50

  C. The Interpretation of Analysis Result .................................. 56

  B. Data Analysis ....................................................................... 55

  c. The Result of Cycle II ............................................... 55

  b. The Result of Post-Test II ......................................... 52

  Planning ............................................................. 50 2. Acting ............................................................... 50 3. Observing ......................................................... 51 4. Reflecting ......................................................... 51

  a. The Implementation of Cycle II ................................ 50 1.

  c. The Result of Cycle 1 ............................................... 49

  1. The Result of Observation ............................................ 37

  Planning ............................................................ 43 2. Acting ............................................................... 44 3. Observing ......................................................... 44 4. Reflecting ......................................................... 45 b. The Result of Post-Test 1 .......................................... 46

  The Implementation of Cycle 1 ............................... 43 1.

  5. Data Descriptions of Cycle 1 ........................................ 43 a.

  4. The Result of Pre-Test .................................................. 40

  3. The Result of Questionnaire ......................................... 39

  2. The Result of Interview ................................................ 38

  CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ......................................................................... 58 B. Suggestion .......................................................................... 59

BIBLIOGRAPHY ........................................................................................... 61

APPENDICES ................................................................................................. 64

  

LIST OF TABLES

Table 2.1 The transformation of passive voice ................................................. 8Table 2.2 The formula of passive voice ............................................................ 13Table 2.3 Examples of passive voice of present perfect ................................... 14Table 2.4 Examples of passive voice of past perfect ........................................ 15Table 2.5 Examples of passive voice of future perfect ..................................... 16Table 4.1 S tudents’ grade in pre-test ................................................................ 41Table 4.2 St udents’ grade from pre-test to post-test 1 ...................................... 46Table 4.3 S tudents’ grade from pre-test to post-test 2 ...................................... 52

  Table 4.4 Percentage of students’ grade improvement ..................................... 56

Table 4.5 Data of research result....................................................................... 57

  

LIST OF FIGURES

  Figure 3.1 Kurt Lewin’s Action Research Design ............................................. 27

  Figure 4.1 Students’ grade chart in pre-test ....................................................... 42

  Figure 4.2 Students’ grade chart in post-test 1 ................................................... 47

  Figure 4.3 Students’ grade chart in post-test 2 ................................................... 53

Figure 4.4 Stude nts’ grade chart from pre-test to post-test 2 ............................. 57

  

LIST OF APPENDICES

  Appendix 1a Interview Guideline for English Teacher (before CAR) ............. 64 Appendix 1b the Result of Interview of English Teacher (before CAR) ......... 65 Appendix 2a Interview Guideline for English Teacher (after CAR) ................ 66 Appendix 2b The Result of Interview of English Teacher (after CAR) ........... 67 Appendix 3a Questionnaire and Result for Students (before CAR) ................. 69 Appendix 3b Questionnaire and Result for Students (after CAR).................... 71 Appendix 4 Instrument and key words of pre-test ......................................... 73 Appendix 5 The Result of Pre-Test ................................................................ 75 Appendix 6 Instrument and key words of Post-Test 1.................................... 76 Appendix 7 The result of Post-Test 1 ............................................................. 78 Appendix 8 Instrument and key words of Post-Test II ................................... 79 Appendix 9 The result of Post-Test II ............................................................ 81 Appendix 10 Pre Observation Sheet of CAR ................................................... 82 Appendix 11 Lesson Plan on action 1 of Cycle 1 ............................................ 84 Appendix 12 Lesson Plan on action II of Cycle 1 ........................................... 89 Appendix 13 Lesson Plan of Cycle II .............................................................. 96 Appendix 14 Observation Sheet of Cycle 1 ..................................................... 103 Appendix 15 Observation Sheet of Cycle II .................................................... 104 Appendix 16 Syllabus ...................................................................................... 105 Appendix 17 Item Analysis of Test .................................................................. 107 Appendix 18 The Result of Discriminating Power .......................................... 109 Appendix 19 The Result of Difficulty Item ..................................................... 110 Appendix 20 Reliability of Test ...................................................................... 112

  

BIBLIOGRAPHY

  Prentice- Hall, Inc, 1972 Fromkin, Victoria and Robert Rodman, An Introduction to Language, Orlando:

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  http://edweb.sdsu.edu/people/jmora/almmethods.htm(accessed at October

  Oxford Advanced Learner’s Dictionary of Current English revised and updated , Great Britain: Oxford University Press, 1987

  Hornby, A.S.,

  book for advanced learners of English. Jakarta: Erlangga, 2001

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  Immediate and Practical Application , Jakarta: Bina Rupa Aksara, 1993

  Englewood Cliffs: Prentice Hall Inc., 1964 Hall, Eugene J. Grammar for Use: A Realistic Approach to Grammar Study for

  rd ed .,

  Harcourt Brace College Publisher, 1998 Gorell, Robert M. and Charlton Laird. Modern English Handbook, 3

  University, 1972 Frank, Marcella, Modern English: A Practical Reference Guide, New Jersey:

  Arikunto, Suharsini, Penelitian Tindakan Kelas, Jakarta: Bumi Aksara, 2009 Arikunto, Suharsimi, Dasar-Dasar Evaluasi Pendidikan, Jakarta: Bumi Aksara,

  1999 Frank, Marcella, Modern English: A Practical Reference Guide, New York

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  New York: Heinle and Heinle Publishers

  nd ed.,

  Celce-Murcia, Marianne, The Grammar Book, An ESL/EFL Teachers Course, 2

  Language Pedagogy , New York: Pearson Education, Inc, 2007

  Brown H., Douglas, Teaching By Principles: An Interactive Approach To

  and Directions, London:Heinle & Heinle Publisher,1998

  Englewood Cliffs: Prentice Hall Inc., 1989 Bailey, Kathleen M, Learning about Language Assessment: Dillemas, Decisions,

  nd ed .,

  2009 Azar, Betty Schampfer, Understanding and Using English Grammar, 2

  , 2010 http://newterra.chemeketa.edu/faculty/Education/ed257/week7/intro.htm

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  Voice,

  ed., Woodland Hills: Glencoe McGraw-Hill, 1999

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  Rosyidin, Dindin, The Mastery of Passive Voice, FAH UIN: Jakarta, 2007 Sabin, William A, The Gregg Reference Manual, 9

  Richards, Jack, et al, Longman Dictionary of Applied Linguistic, New York: Longman Group Limited, 1985

  

Language Teaching , Cambridge: Cambridge University Press, 1986

  Bandung: Remadja Karya, 1986 Richards, Jack C., and Theodore S. Rodgers, Approaches and Methods in

  Jakarta: FITK UIN, 2008 Oller, John W, Language Test at School, London: Longman Group Limited, 1979 Purwanto, Drs. M. Ngalim, Prinsip-Prinsip dan Teknik Evaluasi Pengajaran

  Merril Prentice Hall, 2003 Nurhillah, Endah, Some Difficulties Faced by the Students in Learning Passive

  http://www.auburn.edu/~nunnath/engl6240/alm.html(accessed at October 22

  2008 Mills, Geoffrey E., Action Research: A Guide for the Teacher Researcher, Ohio:

  Conceptual Learning Gains in Physics: A Possible Hidden Variable in Diagnostic Pretest Scores, Iowa: Department of Physic and Astronomy,

  University Press, 1995 Meltzer, David E, The Relationship between Mathematics Preparation and

  Cambridge University Press, 1989 Iskandar, Dr, M.Pd, Penelitian Tindakan Kelas, GP press; Ciputat, 2009 Lyons , John, Linguistics Semantic an Introduction, Cambridge: Cambridge

  , 2010 Hughes, Arthur, Testing for Language Teachers second edition, Cambridge:

  nd

  , 2010 accessed at October 22

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  Swan, Michael. Basic English Usage, New York: Oxford University Press, 1986 Swan, Michael. Practical English Usage, Oxford: Oxford University Press, 1980

  62

  Sudjana, Metoda Statistika, Bandung: PT. Raja Grafindo Persada, 2008 Sudjiono, Anas Drs, , Pengantar Statistik Pendidikan, Jakarta; PT Raja Grafindo

  Persada, 2005 Sudijono, Anas, Pengantar Evaluasi Pendidikan, Jakarta : PT. Raja Gravindo

  Persada, 2005 Surapranata, Sumantra, Dr., Analisis Validitas, Reabilitas dan Interpretasi Hasil

  Tes, Bandung: Remaja Rosdakarya, 2006

  Syamsiyah, The Teaching of Present Perfect Tense By Using Meaningful Drills, Jakarta FITK: UIN, 2006

  Thomson A.J., and A.V. Martinet, A Practical English Grammar, Oxford: Oxford University Press, 1985

  Ur, Penny, A Course in Language Teaching Practice and Theory, New York: Cambridge University Press, 1996

  Wallace, Michael J, Action Research for Language Teachers, Cambridge: Cambridge University Press, 2006

  Watts, Heidi, Action Research, http://learningmastery.org/2009/07/12/action- research-2/ (accessed at october 22, 2010)

CHAPTER I INTRODUCTION This chapter presents the general account of the present study. It covers

  background of the problem, identification of problem, limitation of problem, formulation of problem, objective of the problem, and the use of the research.

A. The Background of the Problem

  As an international language, it is known that English is undoubtedly one of the well known languages in the world. It has become the most widely studied foreign language on the earth. As

  Richards and Rodgers said, “English

  1 is the world‟s most widely studied, five hundred years ago it was Latin”.

  However, English has become the most widely studied foreign language today.

  In English subject, there are many skills that should be mastered by students which is called the four basic language skills. They are listening, speaking, reading, and writing. Besides of the four skills, they also have to master grammar properly.

  Every human being who speaks a language should know its grammar. When linguists wish to describe a language, they attempt to describe the

  2

  grammar of the language that exists in the minds of its speakers. There may ₁ Jack C. Richard and Theodore S. Rodgers, Approaches and Methods in Language

  Teaching , (Cambridge: Cambridge University Press, 1986), p. 1 ₂

  2

  be some differences among speaker knowledge, because it is this grammar that makes it possible to communicate through language.

  From the theories above we have known that grammar should be taught appropriately because it is the basic element of a language. Without the proper knowledge of grammar, the learners will find many problems to express their ideas and built up sentences for communication.

  There are many aspects discussed in English grammar. One of them is passive voice. The passive voice is most frequently used when it is not known

  3 or not important to know exactly who performs an action.

  Based on the result of pre observation there are some problems that arise especially for adults who want to master the passive voice because the passive

  4

  voice is very different from the active voice. Here, the researcher found the students in the high school where the researcher did “PPKT” have lack of understanding Grammar pattern. It proved by the score of pre-test which is low. In addition, she looked that teacher used monotonous teacher

  ‟s technique so in the classroom for some students learning passive voice is boring. This case is often felt by almost of all non- English speaking students. For example in the sentence of “someone smashed the window” is active voice. If they do not master the rules, they maybe change that sentence to be “the window smashed by someone”. That sentence is grammatically incorrect. The correct one is the window was smashed. Someone can be omitted because it is unimportant agent to be written. Without knowing the formula of the passive voice, the students will feel difficult to write a sentence of the passive voice correctly. Oth er possible errors done by them are, for instance, in changing „to be‟, past participle (V3). „To be‟ and „to have‟ change in harmony with the kind of tense. Students may put „is/ are/ am‟ in the past tense instead of was/ were. For example, the students m ay change the sentence „the gardener planted the flower (a ctive voice) to be “the flower was planted by the gardener” (passive voice). They also may put „has or have‟ in the past perfect ₃ Betty Schramfer Azar, Understanding and Using English Grammar, (Englewood Cliffs:

  3

  tense instead of „had‟. For example, the students may change the sentence “Sue had cleaned the floor” (active voice) to be “the floor has been cleaned” (passive voice).

  The passive voice is often used both in spoken and written English. Where, according to Swan “Passives are very common in scientific writing, and other kinds of expression where we are most interested in events and

  5 processes: in things that happen”.

  The students sometimes make mistake in writing irregular past participle (V3). For example, „thrown‟ (past participle of throw) is written „thrawen‟, „taught‟ (past participle of teach) is written „tought‟or „teached‟.

  The following are the areas of the students‟ mistake in making passive voice

  6

  from the sentence based on the result of pre-test and pre observation: 1.

  They make mistake in transforming the object of the active voice into the subject of the passive voice.

  2. They make mistake in using the appropriate be on passive voice with the tense used in the active voice and with the number of subject, weather the subject is singular or plural.

  3. They make mistake in using past participle (verb 3).

  4. They make mistake in tenses.

  Therefore, it is important for English learners to have a good understanding on passive voice. So, the learners should be taught by using a method focused on grammar ability. Here, the researcher used meaningful drill as a strategy to solve this problem. Meaningful drill is one that cannot be completed without the students‟ understanding the syntax and semantics of what he/she is saying.

  From description above, the researcher intends to do action research related to the passive voice of perfect tenses. Action research is a way of reflecting on s omeone‟s teaching, it is done systematically collecting data on his or her everyday practice and analyzing it, in order to come to some ₅ Michael Swan, Practical English Usage, (Oxford: Oxford University Press, 1980),

  4

  7

  decisions about what someone future practice should be. In conducting the action research the researcher chooses the second year students of senior high school “MA ISLAMIYAH SAWANGAN”. Selecting the second year is appropriate enough, because the second year students were studying about the passive voice. In this action research, the researcher would like to develop their understanding of passive voice of perfect tenses. Thus, the title of this action research is

  “Developing Students’ Understanding of Passive Voice of Perfect Tenses through Meaningful Drill

  ” “(A Classroom Action Research at Eleventh Grade at X1. 1 Class of MA Islamiyah Sawangan)”.

B. The Identification of the Problem

  Based on the background of the problem above, it can be identified some problems:

  1. The difficulties in transforming the object of the active voice into the subject of the passive voice.

  2. The difficulties in using the appropriate be on passive voice with the tense used in the active voice and with the number of subject, whether the subject is singular or plural.

  3. The difficulties in using past participle (verb 3) and tenses.

  Therefore, the writer would like to limit only on mistake in grammar, the researcher would like to analyze it as follow:

  1. What kind of mistake do the students have? 2.

  How many mistakes do they have? 3. How to change all the mistakes to the right ones? C.

   The Limitation of the Problem

  To avoid misunderstanding and clarify the problems, it is important to set some limitation of the problems. The researcher will limit the problem of the ₇

  5

  discuss ion on developing students‟ understanding of passive voice of perfect tenses through meaningful drill as prevail in the research at the students of second year grade of MA Islamiyah Sawangan.

  D. The Formulation of the problem

  In this „Action Research‟ the researcher will discuss the students‟ understanding in constructing passive voice. In this writing, the researcher will only discuss the passive voice of perfect tenses as follows present perfect and past perfect.

  The progressive forms of the present perfect, past perfect, future, and

  8

  future perfect are very rarely used in the passive. Therefore, the researcher does not discuss about them deeply.

  Based on the background above, the researcher would like to formulate the problem as follows:

  1. Can meaningful drill develop students‟ understanding of passive voice of perfect tenses?

  2. How does meaningful drill can help the students in developing their understanding of Passive Voice of perfect tenses in the second year of MA

  ISLAMIYAH SAWANGAN? E.

   The Objective of the Problem

  The objective of the research is to know whether meaningful drill can develop the students understanding on passive voice of perfect tenses. In addition, to know how meaningful drill develops students‟ understanding of passive voice of perfect tenses in the second year of MA Islamiyah Sawangan.

  F. The Use of the Research 1. Students

  Action research is an applied form of inquiry and it is useful in many situations. This research is done both in teaching-learning activities and

  6

  evaluations. Hence, there are many advantages which will be taken by the students as subjects of the research from the title “Developing Students’

  Understanding of Passive Voice of Perfect Tenses through Meaningful Drill

  ”. These are the advantages which were found by the researcher and English teacher as collaborator, as follows: a.

  Meaningful drill can helps students practice the new grammatical patterns that have been presented.

  b.

  Drills allow students to practice more actively in the exercises.

  c.

  Meaningful drill can show students‟ quality of teaching – learning process in the class.

  d.

  Drills improve students‟ participation in the class.

  e.

  Drills material is expected always be meaningful so the students will know the content words that they are studying.

  f.

  Students can remember grammatical patterns effectively.

  g.

  Meaningful drill obviously carries much more meaning.

  h.

  Students can speak the right pronunciation. i.

  The students can respond correctly through the cues.

2. Teachers

  The title “Developing Students’ Understanding of Passive Voice of

  Perfect Tenses through Meaningful Drill

  ” gives many uses both for students and teachers. In above we have known about the uses for students and these are the uses of meaningful drill in teaching grammar for teachers. The uses which will be taken by this technique as follows: a.

  The teacher can utilize classroom activity for curriculum development.

  b.

  The teacher develops their knowledge and skills actively.

  c.

  Drilling application immediately in the classroom, the teacher can make problem solving.

  d.

  The teacher is more empowered till he will be professional and autonomous which has self confidence.

  7

CHAPTER II THEORETICAL FRAMEWORK In this chapter, the researcher tries to give clear description of theoretical

  framework which is covering of The Reference of Area Theory and Research Focus, The Reference of Intervention Action Alternative Chosen, Teaching Passive Voice through Meaningful Drill, Relevant Research, The Conceptual Development of Action of Planning, and Action Hypothesis.

A. The Reference of Area Theory and Research Focus 1. The Meaning of Tense

  One of the important things in learning grammar is tense. The word “tense” is derived ultimately from the Latin word „tempus‟, meaning

  1

  „time‟. Frank defines, “tense is special verb ending or accompanying

  2 These definitions are auxiliary verbs signal the time an event take place”.

  supported by Swan who states, “the verb-forms which show differences in time are called tense. Tenses are formed either by changing the verbs (e.g.

  3 will know, had known)”.

  From the definition above the researcher concludes that tense is a verb ₁ to indicate the time related to activity happening in past, present or future.

  John Lyons, Linguistics Semantic an Introduction, (Cambridge: Cambridge University Press, 1995), p. 132 ₂ Marcella Frank, Modern English: A Practical Reference Guide, (New Jersey: Prentice-

  8 The transposition of verb based on when the state, activity or action occurred.

2. The Meaning of Passive Voice

  The passive allows the things or person that receives the action of the

  

4

  verb to occupy subject position. Voice in English grammar refers to the

  5

  active or passive use of a verb. From these definitions it can be inferred passive voice is a grammar etymology to state what happens or what is done.

  A sentence is called the passive voice when the subject receives the action of the verb. Therefore, in the passive voice, the original receiver of the action is the grammatical subject and the original doer of the action is the grammatical object of preposition by. For example:

Table 2.1 The transformation of passive voice

  Active Voice Passive Voice Formula S + HAS/HAVE + PP + O O + HAS/HAVE+ BEEN+PP +S Example Azka (doer of the action) The door (receiver of the action) always opened the door. was always opened by Azka

  (receiver of the action) (doer of the action ) Because the grammatical subject of a passive verb is the original object of an active verb, only transitive verb may be used in the passive

  6 voice.

  So, verbs which do not take an object (intransitive verbs) do not have passive forms. For example, there are no passive forms for the following sentences:  I slept for nearly ten hours last night.

   The ship slowly disappeared from view. However, many verbs can e used at different times with and without objects-that is, they can be both transitive and intransitive. Compare: ₄  Are they meeting him at the station? (transitive) _nd

  Marriane Celce-Murcia, The Grammar Book, An ESL/EFL Teachers Course, 2 ed., (New York: Heinle and Heinle Publishers, 1999), p. 344 ₅

  9 Is he being met at the airport? (passive)

  7  When shall we meet? (intransitive; no passive possible).

  Sabin state that the passive form of a verb is appropriate (1) when you want to emphasize the receiver of the action (by making at the subject) or (2) when the doer of the action is not important or is deliberately not

  8 mentioned.