PASSIVE SENTENCES ENCOUNTERED B Y T H E GRADE E L E V E N n U D K N T S O F »MA N E G E R I 15 PALEMBANG
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SOME DIFFICCILUBS I N CHANGING ACTIVE SENTENCES INTO
PASSIVE S E N T E N C E S E N C O U N T E R E D B Y T H E GRADE E L E V E N
n U D K N T S O F »MA N E G E R I 15 PALEMBANG
ts
BY
AHMAD G H A Z A U
NIM 372003121
MUHAMMADIYAH UNIVERSITY PALEMBANG
F A C U L T Y O F T E A C H E R TRAINING AND EDUCATION
E N G L I S H EDUCATION STUDY PROGRAM
F E B R U A R Y 2008
SOME D i m C U L T I E S IN CHANGING A C T I V E SENTENCES INTO
PASSIVE SENTENCES ENCOUNTERED B Y T H E G R A D E E L E V E N
STUDENTS O F SMA N E G E R I 15 PALEMBANG
THESIS
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NIM 372003121
MUHAMMADIYAH UNIVERSITY PALEMBANG
F A C U L T Y O F T E A C H E R TRAINING AND EDUCATION
E N G L I S H EDUCATION STUDY PROGRAM
Febmory 2000
The thctb by Ahmad Ghazali has been certified to be eiamtocd.
PhlMBbufy 5* Febnuury 2006
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D n . a MaUdiB Mahmad
Palembaag, 5** February 2008
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M O T T O AND DEDICATION
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9kf balovad parents (Abdullah Tjik Tojib and Siti Mabhoyu) lYwiks f o r your bva,
pray and everything that you hove ghmn to ma I love you oil mora than everything m
tha world and I cant give you anything except to say thanks and proy.
My t i t i a s i i brothaia end sisters from no 1 until ne 10 thonks for your support, pray
and motertol spiritual thot you hove given to ma.
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My balovad big family who have ghmn support t o ma. thanks f o r your pray.
All of my best friends
My PPL Friends thanks f o r your times to help me (Ano, Ayu, Umi. Popy, udjo )
All of my KlChrs frionds, thanks f o r nice moments.
My best dossmates ( A» Montop, Hendri Umor, Red, Alfa Zohri, Dion Apriyanto)
thanks f o r best moments.
AH my friends M F K P from c k M A until C ( Siti A s l 2 a h , M f d i a r a , ^
AH of my friends and all the people who ever help me and con not be msntioned one
fay one. Thanks for your help and pray
SCMA PERSADA."*
Riyondo N. thanks f o r y o i r nice time, si^port, pray ond everything you hove done to
me.
My Abnomatcr.
iii
ABSTRACT
G h a z a l i , A h m a d . 2 0 0 8 . Some Difficulties in Changing Active Sentences into
Passive Sentences Encountered by the Grade Eleven Students of SMA Negeri 15
Palembang. T h e s i s , E n g l i s h E d u c a t i o n S t u d y p r o g r a m , S a r j a n a D e g r e e ( S I ) ,
Faculty o f Teacher Training a n d Education, University o f M u h a m m a d i y a h
Palembang. Advisors : ( I ) Drs. H . M a h i d i n M a h m u d , ( I I ) V i t a N i r m a l a . S.Pd.
Key words : d i f f i c u l t i e s , a c t i v e s e n t e n c e s , p a s s i v e
sentence.
T h e problems o f this thesis were: 1 ) w h a t difficulties w e r e encountered b y the
g r a d e e l e v e n s t u d e n t s o f S M A N e g e r i 15 P a l e m b a n g i n c h a n g i n g a c t i v e s e n t e n c e s
into passive sentences and 2 ) w h y w e r e they difficult to change. T h e objectives o f
this study w a s t o investigate and identify some difficulties i n changing active
sentences i n t o passive sentences encountered b y t h e grade eleven students o f
S M A N e g e r i 15 P a l e m b a n g . T h e p o p u l a t i o n w a s a l l t h e e l e v e n t h g r a d e s t u d e n t s o f
S M A N e g e r i 15 Palembang, consisting o f 3 6 6 students. T h e sample w a s t a k e n
1 5 % f r o m t h e w h o l e p o p u l a t i o n . T h i s t h e s i s u s e d t h e d e s c r i p t i v e m e t h o d t o find
t h e f a c t s b a s e d o n t h e d a t a fix)m t h e test. T h e t e s t w a s g i v e n i n t w o f o r m s ,
q u e s t i o n n a i r e a n d w r i t t e n t e s t . T h e r e w e r e s e v e r a l findings f r o m t h e d a t a a n l y s i s :
1) t h e students w e r e confused i n f o r m i n g tenses a n d 2 ) t h e students did n o t
understand the f o r m u l a i n changing active sentences i n t o passive sentences yet.
iv
ACKNOWLEDGMENT
First o f all, t h e w r i t e r thanks t o G o d t h e A l m i g h t y for h i s blessings a n d
h e l p i n g h i m t o b e a b l e t o finish t h i s t h e s i s . I t i s o n e o f t h e r e q u i r e m e n t s t o f u l f i l l
the Sarjana Degree E x a m i n a t i o n at the E n g l i s h Education Study Program, Faculty
o f Teacher Training and Education M u h a m m a d i y a h University o f Palembang.
T h e w r i t e r w o u l d l i k e t o express h i s great gratitude t o h i s t w o advisors: D r s . H
M a h i d i n M a h m u d a n d V i t a N i r m a l a S.Pd. f o r their encouragment a n d valuable
advise i n w r i t i n g this thesis. H e is also grateful t o the D e a n o f Faculty o f Teacher
Training and Education M u h a m m a d i y a h University o f Palembang, the Head o f
English Department, the Head o f English Education Study Program, and the
a d m i n i s t r a t i v e s t a f f f o r t h e i r assitence i n a d m i n i s t r a t i o n m a t t e r s as w e l l as t h e
lecturers w h o taught h i m during his study at the Faculty.
T h i s thesis w a s conducted at S M A N e g e r i 15 P a l e m b a n g . S o t h e w r i t e r
w o u l d like t o express h i s appreciation t o t h e Headmaster, E n g l i s h teachers, staff
a n d also students f o r their assitence and cooperation i n c o l l e c t i n g the data.
F i n a l l y , t h e w r i t e r w o u l d l i k e t o express h i s deepest ^ p r e c i a t i o n t o h i s
b e l o v e d parents ( A b d u l l a h T j i k T o j i b a n d Siti M a l a h a y u ) , brothers and sisters a n d
a l l n e p h e w f o r t h e i r supports a n d prayer, a n d also t o h i s best
fiiends,
his
c l a s s m a t e s from C l a s s A u n t i l C l a s s C f o r t h e i r s u p p o r t s , t i m e a n d p r a y e r a n d a l s o
h i s s o u l m a t e f o r great support a n d prayers . T h e w r i t e r realizes that t h i s thesis i s
far being perfect. H e n c e any constructive c r i t i c i s m , suggestions and c o m m e n t s a r e
a l w a y s happily accepted.
Palembang, 05 Februari 2008
The writer
A.G
V
CONTENTS
Page
TITLE
i
AGREEMENT
ii
M O T T O AND DEDICATION
Hi
ABSTRACT
iv
ACKNOWLEDGMENTS
v
CONTENTS
vi
viii
LIST OF TABLES
ix
L I S T O F APPENDICES
C H A P T E R I . INTRODUCTION
1. B a c k g r o u n d
2 P r o b l e m o f the Study
3 Objective o f the Study
4 Significances o f the study
1
2
3
3
C H A P T E R 11. T H E O R I T I C A L F R A M E W O R K
2.1 T h e Concept o f G r a m m a r
2.2 Concept o f active sentences
2.3 C o n c e p t o f passive sentences
2.3.1 F o r m i n g the Passive sentence
2.3.2 U s i n g the Passive sentence
2.3.3 Indirect Object as Passive sentence
2.3.4 U s i n g Past Participle as A d j e c t i v e (Stative Passive Sentence)....
2.3.5 T h e Passive w i t h G e t
vi
4
4
5
6
7
9
9
11
CHAPTER III. RESEARCH PROCEDURES
3.1 Operational D e f i n i t i o n s
3.2 M e t h o d o f Research
3.3 P o p u l a t i o n a n d s a m p l e
3.3.1 P o p u l a t i o n
3.3.2 S a m p l e
3.4 Techniques f o r collecting the Data.....
3.4.1 Test
3.4.2 Questionnaire
3.4.3 R e U a b i l i t y
3.4.4 V a l i d i t y
3.4.5 T e c h n i q u e s for a n a l y z i n g the D a t a
—-
12
13
14
14
15
16
16
17
17
20
20
C H A P T E R IV. FINDINGS AND I N T E R P R E T A T I O N S
4.1 Findings
4.1.1 T h e Result o f w r i t t e n test
4.1.2 T h e Index o f Difficulty Analysis
4.1.3 T h e Index o f D i f f i c u l t y Percentage A n a l y s i s
4.1.4 T h e Result o f Questionnaire
4.2 Interpretations
C H A P T E R V. CONCLUSIONS AND
5.1 Conclusions
5.2 Suggestions
5.2.1 Teacher
5.2.2 I n s t i t u t i o n
22
22
25
27
28
29
SUGGESTIONS
30
30
30
31
REFERENCES
32
APPENDICES
33
L I S T OF T A B L E S
Page
Table 1. T h e Population o f the Study
14
T a b l e 2. T h e Sample o f the Study
16
Table 3. T h e Result o f T r y out Test
18
Table 4. T h e Range o f Categorization
21
T a b l e 5. T h e scores o f S t u d e n t s w r i t t e n test
23
T a b l e 6, T h e L e v e l o f S t u d e n t s A b i l i t y
24
T a b l e 7. T h e R a n g e o f C a t e g o r i z a t i o n
26
T a b l e 8. T h e I n d e x o f D i f f i c u l t y o f t h e Q u e s t i o n
26
T a b l e 9. T h e Index o f Difficulty o f the Q u e s t i o n
27
viii
L I S T OF APPENDICES
Page
APPENDICES A
: Instrument o f the Thesis
34
APPENDICES B
: Usui Judul dan Bimbingan Skripsi
35
APPENDICES C
: Surat Keputusan D e k a n F K I P U M P
36
APPENDICES D
: Surat Permohonan Penelitian
37
APPENDICES E
: Surat keterangan izin penelitian
38
APPENDICES F
: Surat keterangan telah mengadakan penelitian
39
APPENDICES G
: Kartu Bimbingan sknpsi
40
APPENDICES H
: Laporan kemajuan Bimbingan Skripsi
41
ix
CHAPTER I
INTRODUCTION
T h i s chapter presents : 1) background, 2 ) p r o b l e m o f t h e study, 3 )
objectives o f the study, and 4 ) significances o f the study.
1.1 Background
According t o H a r m e r (1983 ; 23 ) , grammar plays a n important rule i n
language skill because w i t h o u t s o m e understanding o f g r a m m a r , students w o u l d
n o t be able t o d o a n y t h i n g m o r e t h a n separate i t e m s o r f u n c t i o n o f languge . I t
means that g r a m m a r has important rule i n the process o f teaching and learning t o
m a s t e r y f o u r skill o f languge, they are, reading, speaking, listening, and w r i t i n g .
People associate g r a m m a r w i t h errors and correctness. B u t k n o w i n g about
g r a m m a r also helps us t o understand w h a t makes sentences a n d paragraphs clear
a n d interesting a n d precise. M a n y l i n g u i s t s a n d researchers h a v e g i v e n support t o
grammar instruction i n E S L and E F L language teaching and learning. G r a m m a r is
v i e w e d as o n e component o f c o m m u n i c a t i v e competence. W i t h o u t
grammar,
learners can c o m m u n i c a t i v e effectively o n l y i n a limited n u m b e r o f situation
I n addition. G a m e r (1989:73 ) strongly supports the teaching o f grammar.
G a m e r belives that g r a m m a r gives u s a means t o analyze a n d describe o u r
language. Furthermore, m a n y E F L leamers i n Indonesia w h o w a n t t o further their
studies abroad still h a v e t o take a n intensive course i n g r a m m a r i n order t o pass
1
2
s u c h e x a m as t h e T e s t o f E n g l i s h as a F o r e i g n L a n g u a g e ( T O E F L ) a n d t h e
International English Language Testing System ( l E L T S ) .
B a s e d o n t h e e x p e r i e n c e field, g r a m m a r i s v e r y i n t e r e s t i n g a n d i m p o r t a n t
to master especially w h e n they w e r e supposed to change active sentences i n t o
passive sentences. W h e r e a s , m a n y students i n the S e n i o r H i g h S c h o o l still f o u n d
difficulties i n m a k i n g passive sentences due to the complicated tenses i n E n g l i s h .
Therefore, the writer wants t o write a thesis entitiled " S o m e Difficulties i n
C h a n g i n g A c t i v e Sentences into Passive Sentences Encountered by the Grade
E l e v e n S t u d e n t s o f S M A N e g e r i 15 P a l e m b a n g "
1.2 Problems
Based o n the background above, the problems o f the study can
be
formulated i n the questions :
1.) W h a t are t h e d i f f i c u l t i e s i n c h a n g i n g a c t i v e sentences i n t o
sentences encountered b y the grade e l e v e n
Palembang ?
2 .) W h y a r e t h e y d i f f i c u l t t o c h a n g e ?
passive
students o f S M A N e g e r i 15
3
U
Objectives
T h e objectives o f this study are t o :
1. Identify the difficulties i n changing active sentences i n t o passive sentences
e n c o u n t e r e d b y t h e g r a d e e l e v e n s t u d e n t s o f S M A N e g e r i 15 P a l e m b a n g .
2. F i n d o u t w h y they are difficult.
1.4 Significances
The significances of this investigation are :
1.) B y f u l i s h i n g t h e i n v e s t i g a t i o n , t h e w r i t e r s h o u l d k n o w h o w t o i m p r o v e t h e
m e t h o d s o f teaching i n changing active i n t o passive sentences.
2 . ) B y f i n i s h i n g the use o f active a n d passive sentences, the teacher o f E n g l i s h
m a y k n o w the difficulties faced b y the students t o change active i n t o
passive sentences.
3 .) F o r t h e S t u d e n t s , t h e y m a y g e t a l o t o f i n f o r m a t i o n a n d t h e y m a y b e
m o t i v a t e d to learn i n changing active i n t o passive sentences
4. ) I t i s h o p e d t h a t t h e w r i t i n g o f t h i s t h e s i s w i l l i m p r o v e t e a c h i n g E n g l i s h
e s p e c i a l l y f o r t e a c h i n g g r a m m a r a t S M A N e g e r i 15 P a l e m b a n g .
5. ) I t i s h o p e d that the result o f the i n v e s t i g a t i o n w o u l d g i v e s o m e t h i n g
valuable for the teachetr o f E n g l i s h , the students, and the w r i t e r h i m self.
CHAPTER II
THEORITICAL FRAME WORK
T h i s chapter presents : 1) concept o f grammar, 2 ) concept o f active
sentence, a n d 3 ) concept o f passive sentence.
2.1 The Concept of Grammar
G r a m m a r i s t h e study o f the rules g o v e r n i n g t h e u s e o f languge. T h e set o f
rules i s also called t h e g r a m m a r o f t h e languge a n d each language has its o w n
distinct g r a m m a r . G r a m m a r i s part o f t h e general study o f languge
called
linguistics ( F r o m k i n et all, 1990)
T h e subfiles o f g r a m m a r are phonetiocs, phonology, m o r p h o l o g y , syntax,
and semantics. I n traditional terms, grammar includes only m o r p h o l o g y a n d
syntax.
2.2 Concept of Active Sentences
A c c o r d i n g t o W r e n a n d M a r t i n ( 1 9 8 1 : 9 3 ) , active is used w h e n t h e agent
(i,e, d o t h e A c t i o n ) is t o be m a d e prominent,
for examples:
a.
I repair his television there
b. H e b o r r o w e d m y shoes last n i g h t
I n sentence
k
( 1 ) a n d ( 2 ) t h e w o r d " I " a n d " H e " indicate that the subi
performing the activity. T h e w o r d
"repair" a n d " b o r r o w e d " indicat
verbs are exspressing t h e actions. S o that, t h e t w o sentences are called a c ^ ( v ^
4
^^^^'T27.-^^
5
23 Concept of Passive Sentences
A c c o r d i n g t o S w a n ( 1 9 8 0 : 4 5 7 ) not a l l verbs can have passive f o r m .
Intransitive verb (e.g " l i k e , die, arrive) cannot become passive because they have
n o object a n d n o t h i n g t o become the subject o f passive sentences.
A c c o r d i n g to T h o m s o n and M a r t i n e n l ( 1 9 8 6 :263), the passive o f an active
tenses i n f o r w a r d b y p u t t i n g t h e v e r b " t o b e " i n t o t h e s a m e tenses as t h e a c t i v e v e r b
a n d a d d i n g " the past p a r t i c i p l e " o f t h e active verb. T h e subject o f the active v e r b
b e c o m e s the "agent" o f passive verb. T h e agent is v e r y o f t e n n o t m e n t i o n e d w h e n
it is preceded b y " b y " a n d placed at t h e a n d o f t h e clause. T h e f o r m s o f passive, b e
+ past participle, f o r e x a m p l e :
Active
: - M a r r y helped the boy
Passive
: - T h e boy was helped by Marry.
O n l y t r a n s i t i v e verbs (verbs that are f o l l o w e d b y a n object) are used i n t h e
passive. I t i s possible the u s e verbs such a s , happen, sleep, c o m e , a n d s e e m
(intransitive verbs) i n the passive.
A c c o r d i n g t o A z a r ( 1 9 8 9 : 1 2 0 ) , the passive f o r m s o f a v e r b are created by
c o m b i n i n g a f o r m o f " t o be v e r b " s u c h as a m , are, is, w e r e , w a s o r been. W i t h t h e
past participle o f the m a i n verb ( l o be + Past Participle)
6
23.1 Forming the Passive Sentence
A c c o r d i n g t o A z a r ( 1 9 8 9 : 1 2 0 ) , t h e passive f o r m o f a v e r b are created b y
c o m b i n i n g a f o r m o f " t o b e v e r b " , s u c h a s am, is, was, were, are, o r been w i t h t h e
p a s t p a r t i c i p l e o f t h e m a i n v e r b (Tobe + past participle). T a b l e 2 . 1 s h o w s u s t h e
differences b e t w e e n the f o i m o f active a n d passive sentences ( A z a r , 1989 : 1 2 0 )
Table 2.1 English Sentences in the Form of Active and Passive.
Tense
Active
Passive
S i m p l e present
A l l helps I c h a
I c h a is helped
Present Progressive
A l l is helping
Present Perfect
A l i has helped
S i m p l e Past
A l l helped
Past Progressive
A l i was helping
Icha
I c h a was being
Past Perfect
A l i had helped
Icha
I c h a had been helped
Simple Future
A l i w i l l help I c h a
I c h a w i l l be helped
Be going to
A l i is going
I c h a is going
Future Perfect
A l i w i l l have helped
Modal Auxilaries
A l i can help
Icha
I c h a is being
Icha
by A l i
I c h a has been helped
Icha
I c h a was helped
to help I c h a
Icha
by A l i
helped
Icha
by A l i
by A l i
helped
by Icha
by A l i
by A l i
to be helped
by A l i
I c h a w i l l have been helped
by Ali
I c h a can be helped
by A l i
A n a l y z i n g the differences between active and passive. B a k e r (1996:1),
further states:
7
1 .) T h e i n t e r n a l a r g u m e n t ( A l i ) b e c o m e s t h e e x t e r n a l a r g u m e n t ( S u b j e c t ) T h e
effort o f this change i s that a transitive verb becomes intransitive. Y o u
m u s t start w i t h a direct object.
2. ) T h e external argument (Icha) becomes a n optional internal argument, i n
the f o r m o f a by-phrase.
3 .) T h e v e r b t a k e s t h e f o r m o f t h e p a s t p a s s i v e p a r t i c i p l e .
4. ) T h e p a s s i v e v e r b m u s t f o l l o w ( a ) c o p u l a o r ( b ) a n y o f p a r t i c u l a r s e t o f
verbs, w h i c h select a passive v e r b .
O n l y transitif verbs (verbs that are f o l l o w e d b y a n object) c a n b e
t r a n s f o r m e d i n t o passive constructions, f o r e x a m p l e : study, l i s t e n , buy, etc. I f t h e
active sentence consist o f i n t r a n s i t i v e verbs (verbs that are n o t f o l l o w e d b y a n
object), f o r e x a m p l e : g o , sleep, happen, etc. I t cannot be t r a n s f o r m e d i n t o passive
structures, for e x a m p l e s :
I go to school every day
Cannot be changed into passive :
-
T h e school is gone by m e every day ( f a l s e )
23.2 U s i n g t h e Passive Sentences
U s u a l l y the passive sentences i n E n g l i s h are used w i t h o u t " b y phrase" o r
"agent"
Passive sentences are m o s t
frequently
used w h e n i t i s not k n o w n or not
i m p o r t a n t t o k n o w e x a c t l y w h o p e r f o r m s a n a c t i o n ( A z a r , 1 9 8 9 : 1 2 4 ) . W e c a n see
it at t h e e x a m p l e b e l o w :
8
•
R i c e is grown i n I n d i a
•
O u r h o u s e was built i n 1 9 9 1
T h e r e are three n a r r o w instances w h e n speakers w r i t e r s tend t o express
them
(Azar, 1989:124):
1. ) T h e a g e n t i s e x p r e s s e d w h e n i t i s i m p o r t a n t t o k n o w w h o p e r f o r m s a n
action
•
M o n a l i s a was painted by L e o n a r d o d a V i n c i
2. ) T h e agent i s expressed i f the speaker / writer k n o w s w h o performs a n
action, usually the active is used
•
M y aunt made this rug (active)
3 .) T h e a g e n t i s e x p r e s s e d w h e n t h e s p e a k e r / w r i t e r w a n t s t o f o c u s a t t e n t i o n
o n the subject o f a sentence.
•
T h i s rug was made by m y aunt
•
That rug was made by m y mother.
I n these sentences the focus attention is o n t w o rugs.
I n addition Glass ( 2 0 0 2 ) gives another uses o f passive:
1. ) T h e Passive is associated w i t h an impersonal f o r m a l style . It is often used
i n notices and
•
announcements.
C u s t o m e r s a r e r e q u e s t e d t o r e f t n i n from s m o k i n g .
2. ) Y o u c a n use passive c o n s t r u c t i o n w i t h say, b e l i v e , etc. T o s h o w that y o u
are n o t sure o f the t r u t h o f the statement o r that y o u w a n t t o distance
yourself for it.
9
It
a.
+ passive + that clause
I t is believed t h a t t h e g o v e r n m e n t w i l l r e d u c e s t a x e s
Subject + passive +to + infinitive when the belief is refering to an
eriier action
b . T h e G o v e r n m e n t is said t o h a v e r e d u c e d t a x e s .
233
Indirect Object as Passive Sentence
T h e verb i n the active voice m i g h t take t w o objects-indirect object ( I . O )
and D i r e c t object ( D . O ) . E i t h e r an Indirect object or a direct object m a n y become
t h e s u b j e c t o f a p a s s i v e s e n t e n c e ( A z a r , 1 9 8 9 : 1 2 5 ) . W e c a n see i t a t t h e e x a m p l e
D.O
1.0
S o m e o n e gave M r s . Lee an award
c.
Mrs. Lee w a s g i v e n a n a w a r d
Someone gave an award to M r s . Lee
d . An award w a s g i v e n t o M r s . L e e
T o i s u s u a l l y u s e d i n front o f t h e i n d i r e c t o b j e c t w h e n t h e d i r e c t o b j e c t
becomes the subject
23.4 Using Past Participle as Adjective (Stative Passive Sentence)
W h e n the passive f o r m express a n e x c i t i n g state rather t h a n a n a c t i o n , i t is
c a l l e d t h e " s t a t i v e p a s s i v e " ( A z a r , 1 9 8 9 : 1 3 5 ) . Be, c a n b e f o l l o w e d b y a n
adjective. T h e adjective describes o r gives i n f o r m a t i o n about the subject o f the
sentence.
e.
T h e d o o r is o l d
f.
T h e d o o r is green
10
B e c a n b e f o l l o w e d b y a past participle (the passive f o r m ) . T h e past
participle i s o f t e n l i k e a n adjective. I t describes o r gives i n f o r m a t i o n about the
subject o f t h e sentence. I t i s used as adjective i n m a n y c o m m a n , e v e r y d a y
expressions.
•
H a r r y is married
•
H a r r y is tired
O f t e n the past participle i n these expression a r e f o l l o w e d b y particular
preposition + an object,
for e x a m p l e :
E, g :
•
M a r r i e d i s f o l l o w e d b y to ( + a n o b j e c t )
•
E x c i t e d i s f o l l o w e d b y about
•
Prepared is f o l l o w e d b y f a r ( + a n o b j e c t )
{+ a n o b j e c t )
-
P a u l i s married to s u s a n .
-
P a u l i s excited about t h e g a m e
-
P a u l will be prepared for t h e e x a m .
11
23.5 The Passive with "get"
T h e w o r d "Get" c a n b e f o l l o w e d b y a n a d j e c t i v e . I t g i v e s t h e i d e a o f
c h a n g e , t h e i d e a o f b e c o m i n g . B e g i n n i n g t o b e , g r o w i n g t o be ( A z a r , 1 9 8 9 : 1 3 9 )
•
I'm getting hungry. L e t ' s eat s o o n .
•
Y o u s h o u l d n ' t e a t s o m u c h y o u ' l l get fat
•
I s t o p p e d w o r k i n g b e c a u s e I got Sleepy.
S o m e t i m e s get i s f o l l o w e d b y a past participle . T h e past participle after
get is l i k e a n adjective ; it describes the subject o f the sentence.
•
I s t o p p e d w o r k i n g b e c a u s e I got tired
•
T h e y are getting married n e x t m o n t h .
•
I got worried b e c a u s e h e w a s t w o h o u r s l a t e .
CHAPTER III
RESEARCH PROCEDURE
T h i s chapter presents : 1 ) operational definitions. 2 ) m e t h o d o f research 3 )
p o p u l a t i o n a n d sample, 4 ) technique f o r c o l l e c t i n g t h e data, a n d 5 ) technique f o r
a n a l y z i n g the data.
3.1 Operational Definition
The
title o f this thesis w a s " S o m e Difficulties i n C h a n g i n g A c t i v e
Sentences into Passive Sentences Encountered b y t h e Grade E l e v e n Students o f
S M A N e g e r i 15 P a l e m b a n g " T h e t e r m s needed t o b e defined i n this research w e r e
difficulties active and passive sentence.
1. ) Difficulties
P r o c t e r ( 1 9 7 8 :304 ) says " D i f f i c u l t i e s m e a n s , n o t easy, h a r d t o d o , m a k e
or carry o u t W h i l e H o m b y ( 1 9 9 5 : 3 2 2 ) states that difficulties m e a n s r e q u i r i n g
effort, strength, s k i l l , o r ability, n o t easy.
2. ) Active Sentence
A c c o r d i n g t o A l l e n (cited i n A d r i a n y , 1992 : 2 3 ) a n active sentences i s a
sentences i n w h i c h t h e person o r t h i n g denoted b y t h e subject i s t h e doer o f the
—-i^^^'^r:^
action.
12
13
3.) Passive Sentence
A c c o r d i n g t o the m e a n i n g , passive sentences are the sentences i n w h i c h
the subject i s not the doer o f the a c t i o n o r the subject are treated as a n object
(Ramlanetal, 1994:22).
3.2 Method of Research
T h e research i n this study w a s done t h r o u g h a descriptive m e t h o d . M a s o n
a n d B r a m b l e ( 1 9 7 8 : 3 1 ) states that descriptive m e t h o d represents a b r o a d range
o f activities that have i n c o m m a n the purpose o f describing situations o r t o
phenomena.
I t can b e concluded that descriptive m e t h o d i s detailed study t o
d i s c o v e r n e w facts about language e d u c a t i o n .
N a w a w i ( 1 9 9 6 : 7 3 ) states that a descriptive m e t h o d is a procedure t o
find
the result o f investigation w h i c h describes o r interprets the object o f research at
the present t i m e correlate t o the current c o n d i t i o n . I t can be said that the m e t h o d
is a system, orderliness w a y o f d o i n g s o m e t h i n g and descriptive means g i v i n g a
picture i n words, or describing something.
14
3 3 Population and Sample
33.1 Population
I n this study, t h e p o p u l a t i o n w a s t h e grade eleven students o f S M A N e g e r i
15 P a l e m b a n g w h i c h c o n s i s t e d o f n i n e c l a s s e s . A c c o r d i n g t o M c M i l l a n ( 1 9 9 2 :
6 9 ) , " p o p u l a t i o n i s a g r o u p o f e l e m e n t s o r cases, w h e t h e r i n d i v i d u a l s , objects, o r
event that c o n f o r m t o specific criteria a n d t o w h i c h w e intend t o generalize t h e
result o f the research. " O r i n other w o r d s , p o p u l a t i o n i s persons t o w h o m results
can b e generalized. T h e distribution o f t h e pupulation c a n b e seen i n table 3.2
below:
Table 3.1 The Population of the Study
STUDENTS
TOTAL
NO
CLASS
1
X I IPS 1
19
22
41
2
X I IPS 2
17
24
41
3
X I IPS 3
20
20
40
4
X I IPS 4
22
19
41
5
X I IPS 5
19
21
40
6
XIIPA 1
15
26
41
7
XIIPA 2
15
25
40
8
XI IPA 3
16
25
41
9
XI IPA 4
17
24
41
TOTAL
160
206
366
MALE
Source : S M A N e g e r i 1 5 P a l e m b a n g
FEMALE
15
33.2 Sample
S a m p l e i s a s m a l l p r o p o r t i o n o f p o p u l a t i o n selected f o r o b s e r v a t i o n a n d
analysis (Best, 1993: 13). I n a d i t i o n , A r i k u n t o ( 1 9 9 6 : 117) states that a sample i s
a part o f p o p u l a t i o n w h i c h i s investigated. T h e sample o f this study w a s chosen
t h r o u g h the cluster r a n d o m sampling. A l l individuals i n a cluster w e r e included i n
t h e s a m p l e . T h e c l u s t e r w a s p r o b a b l y s e l e c t e d r a n d o m l y from t h e p o p u l a t i o n o f
t h e cluster. M a s o n a n d B r a m b l e ( 1 9 7 8 : 1 7 2 ) state that r a n d o m s a m p l i n g is o n e i n
w h i c h each m e m b e r o f the population has an equal chance o f being chosen for the
sample, a n d w h e n t h e procedure f o r the s i m p l e r a n d o m s a m p l i n g are applied t o
cluster, a r a n d o m cluster is o b t a i n e d i n c h o o s i n g the sample. T h e w r i t e r o n l y t a k e
1 5 % o f t h e s a m p l e from t h e p o p u l a t i o n , i t m e a n s f r o m t h e 3 6 6 s t u d e n t s t h e r e a r e
5 4 students w i l l b e chose, due t o the p o p u l a t i a n there are n i n e class s o each o f
class o n l y s i x students. I n choosing the samples, the w r i t e r w r o t e each n a m e
from
each class ( X I . 1, X I . 2 , X 1 . 3 , X I . 4 , X I . 5 , X I . 6 , X I . . 7 , X I . 8 , X I . 9 ) . O n s m a l l pieces
o f paper and then rolled t h e m up after that he picked one by one the n a m e f r o m
p i e c e s o f p a p e r r a n d o m l y from e a c h c l a s s . T h e n , s o m e o f t h e s t u d e n t s m a l e o r
f e m a l e f r o m each class w e r e chosen t o be the samples o f this investigation. I t can
be seen i n table 3.2 b e l o w :
16
Table 3.2 The Sample of this Study :
STUDENTS
TOTAL
NO
CLASS
MALE
FEMALE
1
X. 1
3
3
6
2
X.2
5
1
6
3
X. 3
3
3
6
4
X. 4
3
3
6
5
X. 5
4
2
6
6
X.6
5
1
6
7
X. 7
4
2
6
8
X. 8
3
3
6
9
X.9
3
3
6
TOTAL
33
21
54
3.4 Technique for Collecting the Data
3.4.1 Test
I n o r d e r t o o b t a i n t h e data needed, i t i s used a w r i t t e n test. A c c o r d i n g t o
A r i k u n t o ( 1 9 9 5 : 165 ) " T e s t i s a set o f a q u e s t i o n w h i c h i s used t o m e a s u r e
students difficulties
" T h e test w a s used because i t w a s considered as t h e m o s t
reliable w a y t o get s o m e i n f o r m a t i o n . T e n b r i n k ( 1 9 9 7 : 6 ) states that testing tends
t o b e t h e o b j e c t i v e t e c h n i q u e t o set r e l i a b l e i n f o r m a t i o n . T h e test w a s g i v e n i n t h e
f o r m o f 10 m u l t i p l e choice i t e m s , 1 0 essay i t e m s
17
3.4.2 Questionnaire
A r i k u n t o ( 2 0 0 2 : 1 2 8 ) states that t h e q u e s t i o n n a i r e is a list o f questions t o
be a n s w e r e d b y a g r o u p o f people. I t w i l l use t o get i n f o r m a t i o n o f t h e fact. T h e
questionnaire w i l l b e consisted o f 10 questions, w r i t t e n i n I n d o n e s i a a n d w i l l use
to f i n d o u t the students difficulties i n changing active sentences into passive
sentences.
3.43 ReUability
Reliability i sthe extand to w h i c h a text instrument consistently produces
similar result ( R u b i n , 1997 : 34). T h e writer used K - R 21 (Kuder- Richardson 2 1 )
f o r m u l a t o find i t s r e l i a b i l i t y . T h e f o l l o w i n g i s t h e f o r m u l a o f K - R 2 1 a s s t a t e d i n
Hatch and Farhady (1982 : 2 4 8 )
K
{K-M
KVt
V
Where:
Fn
: Instrument reliability
K
: the number o f questions
M
: the average o f scores
Vt
: Total Variance
18
Table 3 3 The Result of Try Out Test
Students No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
TOTAL
X
45
37
24
35
20
46
45
18
28
31
23
18
25
23
44
38
27
35
31
45
32
16
18
24
37
17
28
16
12
17
25
35
32
29
31
28
31
28
23
32
1149
2025
1369
576
1156
400
2116
2025
324
784
%1
529
324
625
529
1936
1444
729
1225
961
2025
1024
256
324
576
1369
289
784
256
144
289
625
1225
1024
841
961
784
961
784
529
1024
34196
19
1149
34196
1320201
r/i=:
KVt
Where:
R
K
M
Vt
:
:
:
:
Instrument
reliability
the number o f questions
the average o f scores
Total Variance
K = 50
M = ^ N^
1149
= —4 0 =
28.73
N
Vt-
N
34196-
1320201
40
34196-33005.03
40
40
R
50
II
v49y
1-28.73
(1.021 1 - 2 8 . 7 3
(l
= 29.77
(50-28.73)^
50(29.77)
(21.27)
1488.5.
.02X1 - 0.41) = (1,02X0.59) = 0.6 Reliable
20
3.4.4 Validity
According t o Rubin (1997
: 3 4 ) . v a l i d i t y refers
to the
approprieteness,
m e a n i n g f u l n e s s , a n d usefulness o f the specific inferences m a d e f r o m t h e test
scores. A c c o r d i n g t o R i c h a r d , e t a l , ( 1 9 8 5 : 6 1 ) " V a l i d i t y o f t h e test m a t e r i a l s i s
checked t h r o u g h the content v a l i d i t y , i t is a f o r m o f v a l i d i t y w h i c h is based o n t h e
degree t o w h i c h a test adequately and sufficient measures that a particular s k i l l s o r
b e h a v i o r s i t sets o u t t o m e a s u r e . "
T o t a k e the test h a v e a h i g h degree o f content v a l i d i t y is c o n f o r m s the test
i t e m s i n accordance w i t h the s p e c i f i c a t i o n table o f t h e test.
3.4.5
Technique for AnaUyzing the Data
I n this investigation, the data collected w e r e analyzed b y using percentage
calculation (Hatch and Farhardy, 1982 : 43). I n order t o k n o w w h a t i s some
difficulties i n changing active sentences i n t o passive sentences encountered by the
g r a d e t e n s t u d e n t s o f S M A N e g e r i 15 P a l e m b a n g . t h i s c a n b e u s e d t o a n a l y z e d t h e
degree o f difficulty o f question b y using the index o f difficulty f o r m u l a w a s as
follow:
NA
In which:
D I
= Difficulty index
N C A = N u m b e r o f Correct A n s w e r
NA
= N u m b e r o f students
21
A t the end o f the analysis, i t could be found the lowest and the highest
scores i n percentages. Based o n this calculating, i t can be k n o w n the difficulties o f
the students i n c h a n g i n g active sentences into passive sentences.
Table 3.4 The Range of Categorization
No
Range
Categories
1
0.00-0 JO
Difficulty
2
OJl-0.70
Medium
3
0.71 -1.00
Easy
Source: Arikunto
CHAPTER IV
FINDINGS AND I N T E R P R E T A T I O N
T h i s c h a p t e r p r e s e n t s ; 1 ) findings a n d 2 ) i n t e r p r e t a t i o n
4.1 Findings
T h e total n u m b e r s o f t h e sample i n this research w e r e 5 4 students w h o
c a m e f r o m e each class. T h e w r i t e r g a v e t w e n t y questions o f c h a n g i n g active
sentences into passive sentences a n d questionnaire w i t h 10 questions. A f t e r t h e
data w e r e collected, they w e r e analyzed b y u s i n g percentage analysis. T h e r e w e r e
t w o findings i n t h i s s t u d y a s t h e r e s u l t o f t h e w r i t t e n t e s t a n d q u e s t i o n a i r e .
4.1.1 The Result of the Written Test
T h e test w a s g i v e n t o t h e grade e l e v e n students o f S M A N e g e r i 15
P a l e m b a n g . T h e highest score w a s 9 5 a n d t h e l o w e s t score w a s 4 0 . T h e average o f
score w a s 6 6 . 0 % , w h i c h w a s obtained b y d i v i d i n g t h e total n u m b e r o f students'
correct a n s w e r ( 7 1 3 ) b y s a m p l e students ( 5 4 ) a n d t h e n u m b e r o f t h e test i t e m ( 2 0 ) ,
and t h e n m u l t i p l i e d b y 1 0 0 % it c a n be seen i n the f o l l o w i n g table.
22
23
Table 4.1 The Scores of the Students Written Test
f>0
AfUueniS
m f \ ——j>j>d
1
• M
A A
V*U>*XW*d
v . ' M i c g u r y
3
Answer
19
incorTeci
Answer
1
95
Excellent
2
7
18
2
90
Excellent
3
8
17
3
85
Excellent
4
7
16
4
80
Excellent
5
2
15
5
75
Good
6
3
14
6
70
Good
7
2
13
7
65
Fair
8
3
11
9
55
Poor
9
2
10
10
50
Poor
10
9
9
11
45
Poor
11
7
8
12
40
Poor
54
713
341
3555
T h e a v e r a g e o f t h e t e s t i s as f o l l o w :
Total N u m b e r o f the Correct A n s w e r
713
N u m b e r o f Students
54
Number o f Items
20
T h e average percentage o f the correct a n s w e r i n the test w a s o b t a i n e d b y
using the following calculation.
24
=
xlOO%
TxN
Where :
W : Total N u m b e r o f Percentage
R ; N u m b e r o f Correct Answers
N
: N u m b e r o f Items
T :Number o f Sample
(Arikunto, 1996:139)
T h e total n u m b e r o f correct answer ( R ) i s 713, the n u m b e r o f the students
( T ) is 54 and the n u m b e r o f items ( N ) is 20.
X = — x I 0 0 %
TxN
713
54x20
=
713
— x l 0 0 %
1080
= 0.660 X 1 0 0 %
- 66.0%
Table 4.2 The level of the Students' Ability
Score
Level of Ability
75^80
Excellent
70-74
Good
56-69
Fair
45-54
Poor
* - ^ N R q h R T A W 1 i j H A * | M ft
SOME DIFFICCILUBS I N CHANGING ACTIVE SENTENCES INTO
PASSIVE S E N T E N C E S E N C O U N T E R E D B Y T H E GRADE E L E V E N
n U D K N T S O F »MA N E G E R I 15 PALEMBANG
ts
BY
AHMAD G H A Z A U
NIM 372003121
MUHAMMADIYAH UNIVERSITY PALEMBANG
F A C U L T Y O F T E A C H E R TRAINING AND EDUCATION
E N G L I S H EDUCATION STUDY PROGRAM
F E B R U A R Y 2008
SOME D i m C U L T I E S IN CHANGING A C T I V E SENTENCES INTO
PASSIVE SENTENCES ENCOUNTERED B Y T H E G R A D E E L E V E N
STUDENTS O F SMA N E G E R I 15 PALEMBANG
THESIS
Pi'ctcBtod toy
UnivcnHy of Muhuunadlyah Polcmbuig
I s pMitol ftilfillment of tfae reqaircmcnt
For tiM SMtjtum degree to Eoglish Luigiuige Edncotioa
AtefldCliandi
NIM 372003121
MUHAMMADIYAH UNIVERSITY PALEMBANG
F A C U L T Y O F T E A C H E R TRAINING AND EDUCATION
E N G L I S H EDUCATION STUDY PROGRAM
Febmory 2000
The thctb by Ahmad Ghazali has been certified to be eiamtocd.
PhlMBbufy 5* Febnuury 2006
Adtrfaorly
D n . a MaUdiB Mahmad
Palembaag, 5** February 2008
Advisor n ,
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Vita Nirmalay SJ*d.
T U i b sMliiy tfMl M i M l IHM b M iifffuvii by
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mectia reqaimneat far tbe Smjmm Dig'— bi E f S ^ b Uagugt EducatioB
M O T T O AND DEDICATION
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9kf balovad parents (Abdullah Tjik Tojib and Siti Mabhoyu) lYwiks f o r your bva,
pray and everything that you hove ghmn to ma I love you oil mora than everything m
tha world and I cant give you anything except to say thanks and proy.
My t i t i a s i i brothaia end sisters from no 1 until ne 10 thonks for your support, pray
and motertol spiritual thot you hove given to ma.
All of my baloMd nophaiM
My balovad big family who have ghmn support t o ma. thanks f o r your pray.
All of my best friends
My PPL Friends thanks f o r your times to help me (Ano, Ayu, Umi. Popy, udjo )
All of my KlChrs frionds, thanks f o r nice moments.
My best dossmates ( A» Montop, Hendri Umor, Red, Alfa Zohri, Dion Apriyanto)
thanks f o r best moments.
AH my friends M F K P from c k M A until C ( Siti A s l 2 a h , M f d i a r a , ^
AH of my friends and all the people who ever help me and con not be msntioned one
fay one. Thanks for your help and pray
SCMA PERSADA."*
Riyondo N. thanks f o r y o i r nice time, si^port, pray ond everything you hove done to
me.
My Abnomatcr.
iii
ABSTRACT
G h a z a l i , A h m a d . 2 0 0 8 . Some Difficulties in Changing Active Sentences into
Passive Sentences Encountered by the Grade Eleven Students of SMA Negeri 15
Palembang. T h e s i s , E n g l i s h E d u c a t i o n S t u d y p r o g r a m , S a r j a n a D e g r e e ( S I ) ,
Faculty o f Teacher Training a n d Education, University o f M u h a m m a d i y a h
Palembang. Advisors : ( I ) Drs. H . M a h i d i n M a h m u d , ( I I ) V i t a N i r m a l a . S.Pd.
Key words : d i f f i c u l t i e s , a c t i v e s e n t e n c e s , p a s s i v e
sentence.
T h e problems o f this thesis were: 1 ) w h a t difficulties w e r e encountered b y the
g r a d e e l e v e n s t u d e n t s o f S M A N e g e r i 15 P a l e m b a n g i n c h a n g i n g a c t i v e s e n t e n c e s
into passive sentences and 2 ) w h y w e r e they difficult to change. T h e objectives o f
this study w a s t o investigate and identify some difficulties i n changing active
sentences i n t o passive sentences encountered b y t h e grade eleven students o f
S M A N e g e r i 15 P a l e m b a n g . T h e p o p u l a t i o n w a s a l l t h e e l e v e n t h g r a d e s t u d e n t s o f
S M A N e g e r i 15 Palembang, consisting o f 3 6 6 students. T h e sample w a s t a k e n
1 5 % f r o m t h e w h o l e p o p u l a t i o n . T h i s t h e s i s u s e d t h e d e s c r i p t i v e m e t h o d t o find
t h e f a c t s b a s e d o n t h e d a t a fix)m t h e test. T h e t e s t w a s g i v e n i n t w o f o r m s ,
q u e s t i o n n a i r e a n d w r i t t e n t e s t . T h e r e w e r e s e v e r a l findings f r o m t h e d a t a a n l y s i s :
1) t h e students w e r e confused i n f o r m i n g tenses a n d 2 ) t h e students did n o t
understand the f o r m u l a i n changing active sentences i n t o passive sentences yet.
iv
ACKNOWLEDGMENT
First o f all, t h e w r i t e r thanks t o G o d t h e A l m i g h t y for h i s blessings a n d
h e l p i n g h i m t o b e a b l e t o finish t h i s t h e s i s . I t i s o n e o f t h e r e q u i r e m e n t s t o f u l f i l l
the Sarjana Degree E x a m i n a t i o n at the E n g l i s h Education Study Program, Faculty
o f Teacher Training and Education M u h a m m a d i y a h University o f Palembang.
T h e w r i t e r w o u l d l i k e t o express h i s great gratitude t o h i s t w o advisors: D r s . H
M a h i d i n M a h m u d a n d V i t a N i r m a l a S.Pd. f o r their encouragment a n d valuable
advise i n w r i t i n g this thesis. H e is also grateful t o the D e a n o f Faculty o f Teacher
Training and Education M u h a m m a d i y a h University o f Palembang, the Head o f
English Department, the Head o f English Education Study Program, and the
a d m i n i s t r a t i v e s t a f f f o r t h e i r assitence i n a d m i n i s t r a t i o n m a t t e r s as w e l l as t h e
lecturers w h o taught h i m during his study at the Faculty.
T h i s thesis w a s conducted at S M A N e g e r i 15 P a l e m b a n g . S o t h e w r i t e r
w o u l d like t o express h i s appreciation t o t h e Headmaster, E n g l i s h teachers, staff
a n d also students f o r their assitence and cooperation i n c o l l e c t i n g the data.
F i n a l l y , t h e w r i t e r w o u l d l i k e t o express h i s deepest ^ p r e c i a t i o n t o h i s
b e l o v e d parents ( A b d u l l a h T j i k T o j i b a n d Siti M a l a h a y u ) , brothers and sisters a n d
a l l n e p h e w f o r t h e i r supports a n d prayer, a n d also t o h i s best
fiiends,
his
c l a s s m a t e s from C l a s s A u n t i l C l a s s C f o r t h e i r s u p p o r t s , t i m e a n d p r a y e r a n d a l s o
h i s s o u l m a t e f o r great support a n d prayers . T h e w r i t e r realizes that t h i s thesis i s
far being perfect. H e n c e any constructive c r i t i c i s m , suggestions and c o m m e n t s a r e
a l w a y s happily accepted.
Palembang, 05 Februari 2008
The writer
A.G
V
CONTENTS
Page
TITLE
i
AGREEMENT
ii
M O T T O AND DEDICATION
Hi
ABSTRACT
iv
ACKNOWLEDGMENTS
v
CONTENTS
vi
viii
LIST OF TABLES
ix
L I S T O F APPENDICES
C H A P T E R I . INTRODUCTION
1. B a c k g r o u n d
2 P r o b l e m o f the Study
3 Objective o f the Study
4 Significances o f the study
1
2
3
3
C H A P T E R 11. T H E O R I T I C A L F R A M E W O R K
2.1 T h e Concept o f G r a m m a r
2.2 Concept o f active sentences
2.3 C o n c e p t o f passive sentences
2.3.1 F o r m i n g the Passive sentence
2.3.2 U s i n g the Passive sentence
2.3.3 Indirect Object as Passive sentence
2.3.4 U s i n g Past Participle as A d j e c t i v e (Stative Passive Sentence)....
2.3.5 T h e Passive w i t h G e t
vi
4
4
5
6
7
9
9
11
CHAPTER III. RESEARCH PROCEDURES
3.1 Operational D e f i n i t i o n s
3.2 M e t h o d o f Research
3.3 P o p u l a t i o n a n d s a m p l e
3.3.1 P o p u l a t i o n
3.3.2 S a m p l e
3.4 Techniques f o r collecting the Data.....
3.4.1 Test
3.4.2 Questionnaire
3.4.3 R e U a b i l i t y
3.4.4 V a l i d i t y
3.4.5 T e c h n i q u e s for a n a l y z i n g the D a t a
—-
12
13
14
14
15
16
16
17
17
20
20
C H A P T E R IV. FINDINGS AND I N T E R P R E T A T I O N S
4.1 Findings
4.1.1 T h e Result o f w r i t t e n test
4.1.2 T h e Index o f Difficulty Analysis
4.1.3 T h e Index o f D i f f i c u l t y Percentage A n a l y s i s
4.1.4 T h e Result o f Questionnaire
4.2 Interpretations
C H A P T E R V. CONCLUSIONS AND
5.1 Conclusions
5.2 Suggestions
5.2.1 Teacher
5.2.2 I n s t i t u t i o n
22
22
25
27
28
29
SUGGESTIONS
30
30
30
31
REFERENCES
32
APPENDICES
33
L I S T OF T A B L E S
Page
Table 1. T h e Population o f the Study
14
T a b l e 2. T h e Sample o f the Study
16
Table 3. T h e Result o f T r y out Test
18
Table 4. T h e Range o f Categorization
21
T a b l e 5. T h e scores o f S t u d e n t s w r i t t e n test
23
T a b l e 6, T h e L e v e l o f S t u d e n t s A b i l i t y
24
T a b l e 7. T h e R a n g e o f C a t e g o r i z a t i o n
26
T a b l e 8. T h e I n d e x o f D i f f i c u l t y o f t h e Q u e s t i o n
26
T a b l e 9. T h e Index o f Difficulty o f the Q u e s t i o n
27
viii
L I S T OF APPENDICES
Page
APPENDICES A
: Instrument o f the Thesis
34
APPENDICES B
: Usui Judul dan Bimbingan Skripsi
35
APPENDICES C
: Surat Keputusan D e k a n F K I P U M P
36
APPENDICES D
: Surat Permohonan Penelitian
37
APPENDICES E
: Surat keterangan izin penelitian
38
APPENDICES F
: Surat keterangan telah mengadakan penelitian
39
APPENDICES G
: Kartu Bimbingan sknpsi
40
APPENDICES H
: Laporan kemajuan Bimbingan Skripsi
41
ix
CHAPTER I
INTRODUCTION
T h i s chapter presents : 1) background, 2 ) p r o b l e m o f t h e study, 3 )
objectives o f the study, and 4 ) significances o f the study.
1.1 Background
According t o H a r m e r (1983 ; 23 ) , grammar plays a n important rule i n
language skill because w i t h o u t s o m e understanding o f g r a m m a r , students w o u l d
n o t be able t o d o a n y t h i n g m o r e t h a n separate i t e m s o r f u n c t i o n o f languge . I t
means that g r a m m a r has important rule i n the process o f teaching and learning t o
m a s t e r y f o u r skill o f languge, they are, reading, speaking, listening, and w r i t i n g .
People associate g r a m m a r w i t h errors and correctness. B u t k n o w i n g about
g r a m m a r also helps us t o understand w h a t makes sentences a n d paragraphs clear
a n d interesting a n d precise. M a n y l i n g u i s t s a n d researchers h a v e g i v e n support t o
grammar instruction i n E S L and E F L language teaching and learning. G r a m m a r is
v i e w e d as o n e component o f c o m m u n i c a t i v e competence. W i t h o u t
grammar,
learners can c o m m u n i c a t i v e effectively o n l y i n a limited n u m b e r o f situation
I n addition. G a m e r (1989:73 ) strongly supports the teaching o f grammar.
G a m e r belives that g r a m m a r gives u s a means t o analyze a n d describe o u r
language. Furthermore, m a n y E F L leamers i n Indonesia w h o w a n t t o further their
studies abroad still h a v e t o take a n intensive course i n g r a m m a r i n order t o pass
1
2
s u c h e x a m as t h e T e s t o f E n g l i s h as a F o r e i g n L a n g u a g e ( T O E F L ) a n d t h e
International English Language Testing System ( l E L T S ) .
B a s e d o n t h e e x p e r i e n c e field, g r a m m a r i s v e r y i n t e r e s t i n g a n d i m p o r t a n t
to master especially w h e n they w e r e supposed to change active sentences i n t o
passive sentences. W h e r e a s , m a n y students i n the S e n i o r H i g h S c h o o l still f o u n d
difficulties i n m a k i n g passive sentences due to the complicated tenses i n E n g l i s h .
Therefore, the writer wants t o write a thesis entitiled " S o m e Difficulties i n
C h a n g i n g A c t i v e Sentences into Passive Sentences Encountered by the Grade
E l e v e n S t u d e n t s o f S M A N e g e r i 15 P a l e m b a n g "
1.2 Problems
Based o n the background above, the problems o f the study can
be
formulated i n the questions :
1.) W h a t are t h e d i f f i c u l t i e s i n c h a n g i n g a c t i v e sentences i n t o
sentences encountered b y the grade e l e v e n
Palembang ?
2 .) W h y a r e t h e y d i f f i c u l t t o c h a n g e ?
passive
students o f S M A N e g e r i 15
3
U
Objectives
T h e objectives o f this study are t o :
1. Identify the difficulties i n changing active sentences i n t o passive sentences
e n c o u n t e r e d b y t h e g r a d e e l e v e n s t u d e n t s o f S M A N e g e r i 15 P a l e m b a n g .
2. F i n d o u t w h y they are difficult.
1.4 Significances
The significances of this investigation are :
1.) B y f u l i s h i n g t h e i n v e s t i g a t i o n , t h e w r i t e r s h o u l d k n o w h o w t o i m p r o v e t h e
m e t h o d s o f teaching i n changing active i n t o passive sentences.
2 . ) B y f i n i s h i n g the use o f active a n d passive sentences, the teacher o f E n g l i s h
m a y k n o w the difficulties faced b y the students t o change active i n t o
passive sentences.
3 .) F o r t h e S t u d e n t s , t h e y m a y g e t a l o t o f i n f o r m a t i o n a n d t h e y m a y b e
m o t i v a t e d to learn i n changing active i n t o passive sentences
4. ) I t i s h o p e d t h a t t h e w r i t i n g o f t h i s t h e s i s w i l l i m p r o v e t e a c h i n g E n g l i s h
e s p e c i a l l y f o r t e a c h i n g g r a m m a r a t S M A N e g e r i 15 P a l e m b a n g .
5. ) I t i s h o p e d that the result o f the i n v e s t i g a t i o n w o u l d g i v e s o m e t h i n g
valuable for the teachetr o f E n g l i s h , the students, and the w r i t e r h i m self.
CHAPTER II
THEORITICAL FRAME WORK
T h i s chapter presents : 1) concept o f grammar, 2 ) concept o f active
sentence, a n d 3 ) concept o f passive sentence.
2.1 The Concept of Grammar
G r a m m a r i s t h e study o f the rules g o v e r n i n g t h e u s e o f languge. T h e set o f
rules i s also called t h e g r a m m a r o f t h e languge a n d each language has its o w n
distinct g r a m m a r . G r a m m a r i s part o f t h e general study o f languge
called
linguistics ( F r o m k i n et all, 1990)
T h e subfiles o f g r a m m a r are phonetiocs, phonology, m o r p h o l o g y , syntax,
and semantics. I n traditional terms, grammar includes only m o r p h o l o g y a n d
syntax.
2.2 Concept of Active Sentences
A c c o r d i n g t o W r e n a n d M a r t i n ( 1 9 8 1 : 9 3 ) , active is used w h e n t h e agent
(i,e, d o t h e A c t i o n ) is t o be m a d e prominent,
for examples:
a.
I repair his television there
b. H e b o r r o w e d m y shoes last n i g h t
I n sentence
k
( 1 ) a n d ( 2 ) t h e w o r d " I " a n d " H e " indicate that the subi
performing the activity. T h e w o r d
"repair" a n d " b o r r o w e d " indicat
verbs are exspressing t h e actions. S o that, t h e t w o sentences are called a c ^ ( v ^
4
^^^^'T27.-^^
5
23 Concept of Passive Sentences
A c c o r d i n g t o S w a n ( 1 9 8 0 : 4 5 7 ) not a l l verbs can have passive f o r m .
Intransitive verb (e.g " l i k e , die, arrive) cannot become passive because they have
n o object a n d n o t h i n g t o become the subject o f passive sentences.
A c c o r d i n g to T h o m s o n and M a r t i n e n l ( 1 9 8 6 :263), the passive o f an active
tenses i n f o r w a r d b y p u t t i n g t h e v e r b " t o b e " i n t o t h e s a m e tenses as t h e a c t i v e v e r b
a n d a d d i n g " the past p a r t i c i p l e " o f t h e active verb. T h e subject o f the active v e r b
b e c o m e s the "agent" o f passive verb. T h e agent is v e r y o f t e n n o t m e n t i o n e d w h e n
it is preceded b y " b y " a n d placed at t h e a n d o f t h e clause. T h e f o r m s o f passive, b e
+ past participle, f o r e x a m p l e :
Active
: - M a r r y helped the boy
Passive
: - T h e boy was helped by Marry.
O n l y t r a n s i t i v e verbs (verbs that are f o l l o w e d b y a n object) are used i n t h e
passive. I t i s possible the u s e verbs such a s , happen, sleep, c o m e , a n d s e e m
(intransitive verbs) i n the passive.
A c c o r d i n g t o A z a r ( 1 9 8 9 : 1 2 0 ) , the passive f o r m s o f a v e r b are created by
c o m b i n i n g a f o r m o f " t o be v e r b " s u c h as a m , are, is, w e r e , w a s o r been. W i t h t h e
past participle o f the m a i n verb ( l o be + Past Participle)
6
23.1 Forming the Passive Sentence
A c c o r d i n g t o A z a r ( 1 9 8 9 : 1 2 0 ) , t h e passive f o r m o f a v e r b are created b y
c o m b i n i n g a f o r m o f " t o b e v e r b " , s u c h a s am, is, was, were, are, o r been w i t h t h e
p a s t p a r t i c i p l e o f t h e m a i n v e r b (Tobe + past participle). T a b l e 2 . 1 s h o w s u s t h e
differences b e t w e e n the f o i m o f active a n d passive sentences ( A z a r , 1989 : 1 2 0 )
Table 2.1 English Sentences in the Form of Active and Passive.
Tense
Active
Passive
S i m p l e present
A l l helps I c h a
I c h a is helped
Present Progressive
A l l is helping
Present Perfect
A l i has helped
S i m p l e Past
A l l helped
Past Progressive
A l i was helping
Icha
I c h a was being
Past Perfect
A l i had helped
Icha
I c h a had been helped
Simple Future
A l i w i l l help I c h a
I c h a w i l l be helped
Be going to
A l i is going
I c h a is going
Future Perfect
A l i w i l l have helped
Modal Auxilaries
A l i can help
Icha
I c h a is being
Icha
by A l i
I c h a has been helped
Icha
I c h a was helped
to help I c h a
Icha
by A l i
helped
Icha
by A l i
by A l i
helped
by Icha
by A l i
by A l i
to be helped
by A l i
I c h a w i l l have been helped
by Ali
I c h a can be helped
by A l i
A n a l y z i n g the differences between active and passive. B a k e r (1996:1),
further states:
7
1 .) T h e i n t e r n a l a r g u m e n t ( A l i ) b e c o m e s t h e e x t e r n a l a r g u m e n t ( S u b j e c t ) T h e
effort o f this change i s that a transitive verb becomes intransitive. Y o u
m u s t start w i t h a direct object.
2. ) T h e external argument (Icha) becomes a n optional internal argument, i n
the f o r m o f a by-phrase.
3 .) T h e v e r b t a k e s t h e f o r m o f t h e p a s t p a s s i v e p a r t i c i p l e .
4. ) T h e p a s s i v e v e r b m u s t f o l l o w ( a ) c o p u l a o r ( b ) a n y o f p a r t i c u l a r s e t o f
verbs, w h i c h select a passive v e r b .
O n l y transitif verbs (verbs that are f o l l o w e d b y a n object) c a n b e
t r a n s f o r m e d i n t o passive constructions, f o r e x a m p l e : study, l i s t e n , buy, etc. I f t h e
active sentence consist o f i n t r a n s i t i v e verbs (verbs that are n o t f o l l o w e d b y a n
object), f o r e x a m p l e : g o , sleep, happen, etc. I t cannot be t r a n s f o r m e d i n t o passive
structures, for e x a m p l e s :
I go to school every day
Cannot be changed into passive :
-
T h e school is gone by m e every day ( f a l s e )
23.2 U s i n g t h e Passive Sentences
U s u a l l y the passive sentences i n E n g l i s h are used w i t h o u t " b y phrase" o r
"agent"
Passive sentences are m o s t
frequently
used w h e n i t i s not k n o w n or not
i m p o r t a n t t o k n o w e x a c t l y w h o p e r f o r m s a n a c t i o n ( A z a r , 1 9 8 9 : 1 2 4 ) . W e c a n see
it at t h e e x a m p l e b e l o w :
8
•
R i c e is grown i n I n d i a
•
O u r h o u s e was built i n 1 9 9 1
T h e r e are three n a r r o w instances w h e n speakers w r i t e r s tend t o express
them
(Azar, 1989:124):
1. ) T h e a g e n t i s e x p r e s s e d w h e n i t i s i m p o r t a n t t o k n o w w h o p e r f o r m s a n
action
•
M o n a l i s a was painted by L e o n a r d o d a V i n c i
2. ) T h e agent i s expressed i f the speaker / writer k n o w s w h o performs a n
action, usually the active is used
•
M y aunt made this rug (active)
3 .) T h e a g e n t i s e x p r e s s e d w h e n t h e s p e a k e r / w r i t e r w a n t s t o f o c u s a t t e n t i o n
o n the subject o f a sentence.
•
T h i s rug was made by m y aunt
•
That rug was made by m y mother.
I n these sentences the focus attention is o n t w o rugs.
I n addition Glass ( 2 0 0 2 ) gives another uses o f passive:
1. ) T h e Passive is associated w i t h an impersonal f o r m a l style . It is often used
i n notices and
•
announcements.
C u s t o m e r s a r e r e q u e s t e d t o r e f t n i n from s m o k i n g .
2. ) Y o u c a n use passive c o n s t r u c t i o n w i t h say, b e l i v e , etc. T o s h o w that y o u
are n o t sure o f the t r u t h o f the statement o r that y o u w a n t t o distance
yourself for it.
9
It
a.
+ passive + that clause
I t is believed t h a t t h e g o v e r n m e n t w i l l r e d u c e s t a x e s
Subject + passive +to + infinitive when the belief is refering to an
eriier action
b . T h e G o v e r n m e n t is said t o h a v e r e d u c e d t a x e s .
233
Indirect Object as Passive Sentence
T h e verb i n the active voice m i g h t take t w o objects-indirect object ( I . O )
and D i r e c t object ( D . O ) . E i t h e r an Indirect object or a direct object m a n y become
t h e s u b j e c t o f a p a s s i v e s e n t e n c e ( A z a r , 1 9 8 9 : 1 2 5 ) . W e c a n see i t a t t h e e x a m p l e
D.O
1.0
S o m e o n e gave M r s . Lee an award
c.
Mrs. Lee w a s g i v e n a n a w a r d
Someone gave an award to M r s . Lee
d . An award w a s g i v e n t o M r s . L e e
T o i s u s u a l l y u s e d i n front o f t h e i n d i r e c t o b j e c t w h e n t h e d i r e c t o b j e c t
becomes the subject
23.4 Using Past Participle as Adjective (Stative Passive Sentence)
W h e n the passive f o r m express a n e x c i t i n g state rather t h a n a n a c t i o n , i t is
c a l l e d t h e " s t a t i v e p a s s i v e " ( A z a r , 1 9 8 9 : 1 3 5 ) . Be, c a n b e f o l l o w e d b y a n
adjective. T h e adjective describes o r gives i n f o r m a t i o n about the subject o f the
sentence.
e.
T h e d o o r is o l d
f.
T h e d o o r is green
10
B e c a n b e f o l l o w e d b y a past participle (the passive f o r m ) . T h e past
participle i s o f t e n l i k e a n adjective. I t describes o r gives i n f o r m a t i o n about the
subject o f t h e sentence. I t i s used as adjective i n m a n y c o m m a n , e v e r y d a y
expressions.
•
H a r r y is married
•
H a r r y is tired
O f t e n the past participle i n these expression a r e f o l l o w e d b y particular
preposition + an object,
for e x a m p l e :
E, g :
•
M a r r i e d i s f o l l o w e d b y to ( + a n o b j e c t )
•
E x c i t e d i s f o l l o w e d b y about
•
Prepared is f o l l o w e d b y f a r ( + a n o b j e c t )
{+ a n o b j e c t )
-
P a u l i s married to s u s a n .
-
P a u l i s excited about t h e g a m e
-
P a u l will be prepared for t h e e x a m .
11
23.5 The Passive with "get"
T h e w o r d "Get" c a n b e f o l l o w e d b y a n a d j e c t i v e . I t g i v e s t h e i d e a o f
c h a n g e , t h e i d e a o f b e c o m i n g . B e g i n n i n g t o b e , g r o w i n g t o be ( A z a r , 1 9 8 9 : 1 3 9 )
•
I'm getting hungry. L e t ' s eat s o o n .
•
Y o u s h o u l d n ' t e a t s o m u c h y o u ' l l get fat
•
I s t o p p e d w o r k i n g b e c a u s e I got Sleepy.
S o m e t i m e s get i s f o l l o w e d b y a past participle . T h e past participle after
get is l i k e a n adjective ; it describes the subject o f the sentence.
•
I s t o p p e d w o r k i n g b e c a u s e I got tired
•
T h e y are getting married n e x t m o n t h .
•
I got worried b e c a u s e h e w a s t w o h o u r s l a t e .
CHAPTER III
RESEARCH PROCEDURE
T h i s chapter presents : 1 ) operational definitions. 2 ) m e t h o d o f research 3 )
p o p u l a t i o n a n d sample, 4 ) technique f o r c o l l e c t i n g t h e data, a n d 5 ) technique f o r
a n a l y z i n g the data.
3.1 Operational Definition
The
title o f this thesis w a s " S o m e Difficulties i n C h a n g i n g A c t i v e
Sentences into Passive Sentences Encountered b y t h e Grade E l e v e n Students o f
S M A N e g e r i 15 P a l e m b a n g " T h e t e r m s needed t o b e defined i n this research w e r e
difficulties active and passive sentence.
1. ) Difficulties
P r o c t e r ( 1 9 7 8 :304 ) says " D i f f i c u l t i e s m e a n s , n o t easy, h a r d t o d o , m a k e
or carry o u t W h i l e H o m b y ( 1 9 9 5 : 3 2 2 ) states that difficulties m e a n s r e q u i r i n g
effort, strength, s k i l l , o r ability, n o t easy.
2. ) Active Sentence
A c c o r d i n g t o A l l e n (cited i n A d r i a n y , 1992 : 2 3 ) a n active sentences i s a
sentences i n w h i c h t h e person o r t h i n g denoted b y t h e subject i s t h e doer o f the
—-i^^^'^r:^
action.
12
13
3.) Passive Sentence
A c c o r d i n g t o the m e a n i n g , passive sentences are the sentences i n w h i c h
the subject i s not the doer o f the a c t i o n o r the subject are treated as a n object
(Ramlanetal, 1994:22).
3.2 Method of Research
T h e research i n this study w a s done t h r o u g h a descriptive m e t h o d . M a s o n
a n d B r a m b l e ( 1 9 7 8 : 3 1 ) states that descriptive m e t h o d represents a b r o a d range
o f activities that have i n c o m m a n the purpose o f describing situations o r t o
phenomena.
I t can b e concluded that descriptive m e t h o d i s detailed study t o
d i s c o v e r n e w facts about language e d u c a t i o n .
N a w a w i ( 1 9 9 6 : 7 3 ) states that a descriptive m e t h o d is a procedure t o
find
the result o f investigation w h i c h describes o r interprets the object o f research at
the present t i m e correlate t o the current c o n d i t i o n . I t can be said that the m e t h o d
is a system, orderliness w a y o f d o i n g s o m e t h i n g and descriptive means g i v i n g a
picture i n words, or describing something.
14
3 3 Population and Sample
33.1 Population
I n this study, t h e p o p u l a t i o n w a s t h e grade eleven students o f S M A N e g e r i
15 P a l e m b a n g w h i c h c o n s i s t e d o f n i n e c l a s s e s . A c c o r d i n g t o M c M i l l a n ( 1 9 9 2 :
6 9 ) , " p o p u l a t i o n i s a g r o u p o f e l e m e n t s o r cases, w h e t h e r i n d i v i d u a l s , objects, o r
event that c o n f o r m t o specific criteria a n d t o w h i c h w e intend t o generalize t h e
result o f the research. " O r i n other w o r d s , p o p u l a t i o n i s persons t o w h o m results
can b e generalized. T h e distribution o f t h e pupulation c a n b e seen i n table 3.2
below:
Table 3.1 The Population of the Study
STUDENTS
TOTAL
NO
CLASS
1
X I IPS 1
19
22
41
2
X I IPS 2
17
24
41
3
X I IPS 3
20
20
40
4
X I IPS 4
22
19
41
5
X I IPS 5
19
21
40
6
XIIPA 1
15
26
41
7
XIIPA 2
15
25
40
8
XI IPA 3
16
25
41
9
XI IPA 4
17
24
41
TOTAL
160
206
366
MALE
Source : S M A N e g e r i 1 5 P a l e m b a n g
FEMALE
15
33.2 Sample
S a m p l e i s a s m a l l p r o p o r t i o n o f p o p u l a t i o n selected f o r o b s e r v a t i o n a n d
analysis (Best, 1993: 13). I n a d i t i o n , A r i k u n t o ( 1 9 9 6 : 117) states that a sample i s
a part o f p o p u l a t i o n w h i c h i s investigated. T h e sample o f this study w a s chosen
t h r o u g h the cluster r a n d o m sampling. A l l individuals i n a cluster w e r e included i n
t h e s a m p l e . T h e c l u s t e r w a s p r o b a b l y s e l e c t e d r a n d o m l y from t h e p o p u l a t i o n o f
t h e cluster. M a s o n a n d B r a m b l e ( 1 9 7 8 : 1 7 2 ) state that r a n d o m s a m p l i n g is o n e i n
w h i c h each m e m b e r o f the population has an equal chance o f being chosen for the
sample, a n d w h e n t h e procedure f o r the s i m p l e r a n d o m s a m p l i n g are applied t o
cluster, a r a n d o m cluster is o b t a i n e d i n c h o o s i n g the sample. T h e w r i t e r o n l y t a k e
1 5 % o f t h e s a m p l e from t h e p o p u l a t i o n , i t m e a n s f r o m t h e 3 6 6 s t u d e n t s t h e r e a r e
5 4 students w i l l b e chose, due t o the p o p u l a t i a n there are n i n e class s o each o f
class o n l y s i x students. I n choosing the samples, the w r i t e r w r o t e each n a m e
from
each class ( X I . 1, X I . 2 , X 1 . 3 , X I . 4 , X I . 5 , X I . 6 , X I . . 7 , X I . 8 , X I . 9 ) . O n s m a l l pieces
o f paper and then rolled t h e m up after that he picked one by one the n a m e f r o m
p i e c e s o f p a p e r r a n d o m l y from e a c h c l a s s . T h e n , s o m e o f t h e s t u d e n t s m a l e o r
f e m a l e f r o m each class w e r e chosen t o be the samples o f this investigation. I t can
be seen i n table 3.2 b e l o w :
16
Table 3.2 The Sample of this Study :
STUDENTS
TOTAL
NO
CLASS
MALE
FEMALE
1
X. 1
3
3
6
2
X.2
5
1
6
3
X. 3
3
3
6
4
X. 4
3
3
6
5
X. 5
4
2
6
6
X.6
5
1
6
7
X. 7
4
2
6
8
X. 8
3
3
6
9
X.9
3
3
6
TOTAL
33
21
54
3.4 Technique for Collecting the Data
3.4.1 Test
I n o r d e r t o o b t a i n t h e data needed, i t i s used a w r i t t e n test. A c c o r d i n g t o
A r i k u n t o ( 1 9 9 5 : 165 ) " T e s t i s a set o f a q u e s t i o n w h i c h i s used t o m e a s u r e
students difficulties
" T h e test w a s used because i t w a s considered as t h e m o s t
reliable w a y t o get s o m e i n f o r m a t i o n . T e n b r i n k ( 1 9 9 7 : 6 ) states that testing tends
t o b e t h e o b j e c t i v e t e c h n i q u e t o set r e l i a b l e i n f o r m a t i o n . T h e test w a s g i v e n i n t h e
f o r m o f 10 m u l t i p l e choice i t e m s , 1 0 essay i t e m s
17
3.4.2 Questionnaire
A r i k u n t o ( 2 0 0 2 : 1 2 8 ) states that t h e q u e s t i o n n a i r e is a list o f questions t o
be a n s w e r e d b y a g r o u p o f people. I t w i l l use t o get i n f o r m a t i o n o f t h e fact. T h e
questionnaire w i l l b e consisted o f 10 questions, w r i t t e n i n I n d o n e s i a a n d w i l l use
to f i n d o u t the students difficulties i n changing active sentences into passive
sentences.
3.43 ReUability
Reliability i sthe extand to w h i c h a text instrument consistently produces
similar result ( R u b i n , 1997 : 34). T h e writer used K - R 21 (Kuder- Richardson 2 1 )
f o r m u l a t o find i t s r e l i a b i l i t y . T h e f o l l o w i n g i s t h e f o r m u l a o f K - R 2 1 a s s t a t e d i n
Hatch and Farhady (1982 : 2 4 8 )
K
{K-M
KVt
V
Where:
Fn
: Instrument reliability
K
: the number o f questions
M
: the average o f scores
Vt
: Total Variance
18
Table 3 3 The Result of Try Out Test
Students No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
TOTAL
X
45
37
24
35
20
46
45
18
28
31
23
18
25
23
44
38
27
35
31
45
32
16
18
24
37
17
28
16
12
17
25
35
32
29
31
28
31
28
23
32
1149
2025
1369
576
1156
400
2116
2025
324
784
%1
529
324
625
529
1936
1444
729
1225
961
2025
1024
256
324
576
1369
289
784
256
144
289
625
1225
1024
841
961
784
961
784
529
1024
34196
19
1149
34196
1320201
r/i=:
KVt
Where:
R
K
M
Vt
:
:
:
:
Instrument
reliability
the number o f questions
the average o f scores
Total Variance
K = 50
M = ^ N^
1149
= —4 0 =
28.73
N
Vt-
N
34196-
1320201
40
34196-33005.03
40
40
R
50
II
v49y
1-28.73
(1.021 1 - 2 8 . 7 3
(l
= 29.77
(50-28.73)^
50(29.77)
(21.27)
1488.5.
.02X1 - 0.41) = (1,02X0.59) = 0.6 Reliable
20
3.4.4 Validity
According t o Rubin (1997
: 3 4 ) . v a l i d i t y refers
to the
approprieteness,
m e a n i n g f u l n e s s , a n d usefulness o f the specific inferences m a d e f r o m t h e test
scores. A c c o r d i n g t o R i c h a r d , e t a l , ( 1 9 8 5 : 6 1 ) " V a l i d i t y o f t h e test m a t e r i a l s i s
checked t h r o u g h the content v a l i d i t y , i t is a f o r m o f v a l i d i t y w h i c h is based o n t h e
degree t o w h i c h a test adequately and sufficient measures that a particular s k i l l s o r
b e h a v i o r s i t sets o u t t o m e a s u r e . "
T o t a k e the test h a v e a h i g h degree o f content v a l i d i t y is c o n f o r m s the test
i t e m s i n accordance w i t h the s p e c i f i c a t i o n table o f t h e test.
3.4.5
Technique for AnaUyzing the Data
I n this investigation, the data collected w e r e analyzed b y using percentage
calculation (Hatch and Farhardy, 1982 : 43). I n order t o k n o w w h a t i s some
difficulties i n changing active sentences i n t o passive sentences encountered by the
g r a d e t e n s t u d e n t s o f S M A N e g e r i 15 P a l e m b a n g . t h i s c a n b e u s e d t o a n a l y z e d t h e
degree o f difficulty o f question b y using the index o f difficulty f o r m u l a w a s as
follow:
NA
In which:
D I
= Difficulty index
N C A = N u m b e r o f Correct A n s w e r
NA
= N u m b e r o f students
21
A t the end o f the analysis, i t could be found the lowest and the highest
scores i n percentages. Based o n this calculating, i t can be k n o w n the difficulties o f
the students i n c h a n g i n g active sentences into passive sentences.
Table 3.4 The Range of Categorization
No
Range
Categories
1
0.00-0 JO
Difficulty
2
OJl-0.70
Medium
3
0.71 -1.00
Easy
Source: Arikunto
CHAPTER IV
FINDINGS AND I N T E R P R E T A T I O N
T h i s c h a p t e r p r e s e n t s ; 1 ) findings a n d 2 ) i n t e r p r e t a t i o n
4.1 Findings
T h e total n u m b e r s o f t h e sample i n this research w e r e 5 4 students w h o
c a m e f r o m e each class. T h e w r i t e r g a v e t w e n t y questions o f c h a n g i n g active
sentences into passive sentences a n d questionnaire w i t h 10 questions. A f t e r t h e
data w e r e collected, they w e r e analyzed b y u s i n g percentage analysis. T h e r e w e r e
t w o findings i n t h i s s t u d y a s t h e r e s u l t o f t h e w r i t t e n t e s t a n d q u e s t i o n a i r e .
4.1.1 The Result of the Written Test
T h e test w a s g i v e n t o t h e grade e l e v e n students o f S M A N e g e r i 15
P a l e m b a n g . T h e highest score w a s 9 5 a n d t h e l o w e s t score w a s 4 0 . T h e average o f
score w a s 6 6 . 0 % , w h i c h w a s obtained b y d i v i d i n g t h e total n u m b e r o f students'
correct a n s w e r ( 7 1 3 ) b y s a m p l e students ( 5 4 ) a n d t h e n u m b e r o f t h e test i t e m ( 2 0 ) ,
and t h e n m u l t i p l i e d b y 1 0 0 % it c a n be seen i n the f o l l o w i n g table.
22
23
Table 4.1 The Scores of the Students Written Test
f>0
AfUueniS
m f \ ——j>j>d
1
• M
A A
V*U>*XW*d
v . ' M i c g u r y
3
Answer
19
incorTeci
Answer
1
95
Excellent
2
7
18
2
90
Excellent
3
8
17
3
85
Excellent
4
7
16
4
80
Excellent
5
2
15
5
75
Good
6
3
14
6
70
Good
7
2
13
7
65
Fair
8
3
11
9
55
Poor
9
2
10
10
50
Poor
10
9
9
11
45
Poor
11
7
8
12
40
Poor
54
713
341
3555
T h e a v e r a g e o f t h e t e s t i s as f o l l o w :
Total N u m b e r o f the Correct A n s w e r
713
N u m b e r o f Students
54
Number o f Items
20
T h e average percentage o f the correct a n s w e r i n the test w a s o b t a i n e d b y
using the following calculation.
24
=
xlOO%
TxN
Where :
W : Total N u m b e r o f Percentage
R ; N u m b e r o f Correct Answers
N
: N u m b e r o f Items
T :Number o f Sample
(Arikunto, 1996:139)
T h e total n u m b e r o f correct answer ( R ) i s 713, the n u m b e r o f the students
( T ) is 54 and the n u m b e r o f items ( N ) is 20.
X = — x I 0 0 %
TxN
713
54x20
=
713
— x l 0 0 %
1080
= 0.660 X 1 0 0 %
- 66.0%
Table 4.2 The level of the Students' Ability
Score
Level of Ability
75^80
Excellent
70-74
Good
56-69
Fair
45-54
Poor