Improving students’ understanding in using passive voice of the present and past tense through Contextual Teaching And Learning (CTL): a classroom action research at eleven-grade SMK Kesehatan Bina Insan Cendekia Karawaci

i

“IMPROVING

STUDENTS’ UNDERSTANDING IN

USING PASSIVE VOICE OF THE PRESENT AND PAST

TENSE THROUGH CONTEXTUAL TEACHING AND

LEARNING (CTL)

”

(A Classroom Action Research at Eleven-Grade SMK Kesehatan Bina Insan Cendekia Karawaci).

By:

Nindia Muhibbatul Ummah

106014000416

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

ii

“IMPROVING STUDENTS’ UNDERSTANDING IN USING PASSIVE

VOICE OF THE PRESENT AND PAST TENSE THROUGH CONTEXTUAL TEACHING AND LEARNING (CTL)”

(A Classroom Action Research at Eleven-Grade SMK Kesehatan Bina Insan Cendekia Karawaci).

A “Skripsi”

Presented to the Faculty of Tarbiyah and Teacher‟s Training in a Partial

Fulfillment of the Requirements for the Degree of Strata 1 (Bachelor of Art) in English Language Education

By:

NINDIA MUHIBBATUL UMMAH 106014000416

Approved by the Advisor

Dr. Farida Hamid M.Pd NIP. 1963101 19910 3 003

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF

TARBIYAH AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

iii

2013

ENDORSEMENT SHEET

The Examination Committee of the Faculty of Tarbiyah and Teachers‟

Training certifies that the Paper entitled, “Improving Students’ Understanding in Using Passive Voice of the Present and Past Tense Through Contextual Teaching and Learning (CTL) ” (A Classroom Action Research at Eleven Grade SMK Kesehatan Bina Insan Cendekia Karawaci). Written by Nindia Muhibbatul Ummah, student‟s registration number : 106014000416, was examined by the Committee on 2013, and was declared to have passed and, therefore, fulfilled one of the requirements for the academic title of S.Pd. (Bachelor of Arts) in English Language Education at the Department of English Education.

Jakarta, , 2013

EXAMINATION COMMITTEE

CHAIRMAN : Drs. Syauki M.Pd. (__________________) NIP. 19641212 199103 1 002

SECRETARY : Zaharil Anasy M. Hum (__________________) NIP. 19761007 200710 1 002

EXAMINERS : 1. Dr. Fahriany, M. Pd (__________________) NIP. 19700611 199101 2 001

2. Drs. Syauki M.Pd. (__________________) NIP. 19641212 199103 1 002

Acknowledged by:

Dean of Tarbiyah and Teachers‟ Training Faculty

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ACKNOWLEDGEMENTS

Praised be to Allah, Lord of the world, who has given the writer His Mercies, Blesses and permission to accomplish this “Skripsi”. Peace and salutation be upon to the prophet Muhammad SAW, his family, his companion, and his followers.

The greatest expression of her thankful is addressed to her beloved parents Akh. Suharja S.Pd and Rusnanih, who always support, love, and pray. Her sister Intan Ninda Sumila Deri S.Kom and her brother, Surajani Akbar who always support, and her beloved husband, Hery Irawan S.E who always help and motivate

in completing this “Skripsi”.

Next, the writer would like to express her great appreciation to Farida Hamid M.Pd, her advisor, for her valuable guidance, motivation, suggestion and

help throughout the “Skripsi” writing process.

The writer would also like to express her gratitude to:

1.Dra. Nurlena Rifa‟I, MA. Ph.D as the Dean of the Faculty of Tarbiyah and

Teachers‟ Training Syarif Hidayatullah State Islamic University Jakarta.

2.Drs. Syauki, M.Pd, as the head of English Education Department.

3.Zaharil Anasy M. Hum as the Secretary of English Education Department. 4.All lecturers in English Education Departmentwho have taught the writer useful

knowledge and skills.

5.Dra. Sri Wiwik Herdiani as the headmaster of SMK Kesehatan Bina Insan Cendekia Karawaci.

6.Siti Zakiyah S.Pd as the English Teacher of SMK Kesehatan Bina Insan Cendekia Karawaci who has given ideas, time, guiding, advice and support during conducting the research.

7.All of the students in the second year of SMK Kesehatan Bina Insan Cendekia Karawaci.

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8.All friends in English Department 2006 academic year especially in C-class and her close friends Viki Velayati S.Pd, Siti Zakiyah S.Pd, and Siti Latifah (Thanks for sharing, accompanying the writer, and making her smile and laugh).

The writer realizes that this “skripsi” is not a perfect writing. Some suggestions and critiques will be useful to make it better. Hopefully, this “skripsi”

will give advantages for English Department. .

Jakarta, December 2013

vi ABSTRACT

Ummah, Nindia Muhibbatul, 2013. Improving Students’ Understanding of the Passive Voice of Present and Past Tense by Using Contextual Teaching and Learning. (A Classroom Action Research at Eleven-Grade SMK Kesehatan Bina Insan Cendekia Karawaci). Skripsi,

English Education Department, Faculty of Tarbiyah and Teachers‟

Training, Syarif Hidayatullah State Islamic University Jakarta.

Advisor: Dr. Farida Hamid, M.Pd

Key words: Students‟ understanding in passive voice, present and past tense.

This study was carried out to improve students‟ understanding in

grammar, especially passive voice in present and past tense through Contextual Teaching Learning (CTL) in the second year of SMK Kesehatan Bina Insan Cendekia Karawaci academic year 2012/2013. The subject of this study consisted of 30 students at eleven-grade.

Classroom Action Research (CAR) was the method used. The Classroom Action Research is a collaborative designed. Therefore, the writer collaborated with the English teacher as the observer and collaborator. According to Kemmis and Taggart, the study conducted in two cycles that consisted of planning, acting, observing, and reflecting in each cycles. The data of this study gathered through qualitative and quantitative research. Qualitative data gathered by analyzing the interview and observation result. Quantitative data were obtained from the

students‟ score of pretest and posttest and questionnaire.

The data showed there was improvement in students‟ understanding in

passive voice of present and past tense. The score Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) of English lesson was 75 (seventy-five). In pretest, most of students could not answer the question well, only 9 students (30%) who passed the KKM with the mean score was 56. Then, in the first cycle the mean score was 65.5 and 16 students (53.33%) who passed the KKM. In second cycle, the mean score was 70.5 and there were 21 students (73%) who passed the KKM. Besides, the questionnaire before Classroom Action Research (CAR) showed that in pretest only 11 students (36%) felt motivated in learning passive voice and 8 students (26%) who satisfied with their English score. Then, the questionnaire after Classroom Action Research (CAR) showed that 23 students (76%) felt motivated in learning English and 20 students (66%) felt the score increased. So, the criterion of success was achieved. Related to the results of

the gained data, it can be concluded that the students‟ understanding in passive

voice of present and past tense was improved and the students felt more motivated in learning English.

vii ABSTRACT

Ummah, Nindia Muhibbatul, 2013. Improving Students’ Understanding of the Passive Voice of Present and Past Tense by Using Contextual Teaching and Learning. (A Classroom Action Research at Eleven-Grade SMK Kesehatan Bina Insan Cendekia Karawaci). Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta.

Pembimbing: Dr. Farida Hamid, M.Pd

Key words: Pemahaman siswa tentang passive voice, present and past tense. Penelitian ini dilaksanakan untuk meningkatkan pemahaman siswa tentang grammar, khususnya kalimat pasif dalam present dan past tense melalui Belajar Mengajar secara Kontekstual pada tahun kedua di SMK Kesehatan Bina Insan Cendekia Karawaci tahun ajaran 2012/2013. Subjek dari penelitian ini terdiri dari 30 siswa di kelas sebelas.

Tindakan kelas adalah metode yang digunakan. Tindakan kelas merupakan tindakan kolaboratif. Penulis berkolaborasi dengan guru bahasa inggris sebagai peneliti dan kolaborator. Berdasarkan Kemmis dan Taggart, penelitian dilaksanakan dalam dua siklus yang terdiri dari perencanaan, tindakan, penelitian, and refleksi pada setiap siklusnya. Data dalam penelitian ini dikumpulkan melalui metode kualitatif dan kuantitatif. Kualitatif data dikumpulkan melalui menganalisa hasil interview dan observasi. Kuantitatif data didapatkan dari nilai pretest, posttest I, posttest II, dan kuesioner siswa.

Data menunjukkan bahwa ada peningkatan siswa dalam memahami kalimat pasif pada present dan past tense. Nilai minimum ketuntasan dalam pelajaran bahasa inggris adalah 75. Pada pretest, kebanyakan siswa tidak bisa menjawab soal dengan baik, hanya ada 9 siswa (30%) yang lulus nilai KKM dengan nilai rata-rata 56. Sedangkan, disiklus pertama nilai rata-ratanya 65.5 dan ada 16 siswa (53.33%) yang lulus nilai KKM. Pada siklus kedua, nilai rata-ratanya 70.5 dan ada 21 siswa (73%) yang lulus nilai KKM. Sedangkan, kuesioner sebelum tindaka kelas menunjukkan bahwa di pretest hanya ada 11 siswa (36%) yang merasa termotovasi untuk belajar kalimat pasif dan ada 8 siswa (26%) yang merasa puas dengan nilai bahasa inggris mereka. Lalu, kuesioner setelah tindakan kelas menunjukkan bahwa ada 23 siswa (76%) yang termotivasi dalam belajar bahasa inggris dan ada 20 siswa (66%) yang merasa nilainya meningkat. Jadi, kriteria kesuksesan tercapai. Berdasarkan semua hasil data yang diperoleh, dapat disimpulkan bahwa pemahaman siswa dalam kalimat pasif pada present dan past tense meningkat dan siswa merasa lebih termotivasi untuk belajar bahasa inggris.

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TABLE OF CONTENTS

SURAT PERNYATAAN ... i

ADVISOR APPROVEMENT ... ii

ENDORSEMENT SHEET ... iii

ACKNOWLEDGMENTS ... iv

ABSTRACT ... vi

ABSTRAK ... vii

TABLE OF CONTENTS ... viii

LIST OF TABLES ... xi

LIST OF FIGURES ... xii

LIST OF APPENDICES ... xiii

CHAPTER I INTRODUCTION A. Background of the Study ... 1

B. Formulation of the Problem ... 6

C. The Limitation of The Study... 7

D. Aim of the Research ... 7

E. Contribution of the Research ... 7

CHAPTER II THEORETICAL FRAMEWORK A. The General Concept of the Grammar and Passive Voice ... 8

1. The Definition of Grammar ... 8

2. The Definition of Tense ... 9

3. The Simple Present Tense ... 10

4. The Past Tense ... 11

5. The Passive Voice ... 11

6. The form of Passive Voice of Simple Present Tense and Past Tense ... 14

ix

8. The Usage of Passive Voice ... 18

B. Contextual Teaching and Learning ... 20

1. The Understanding of Contextual Teaching and Learning ... 20

2. The Components of Contextual Teaching and Learning ... 21

3. The Strategies of Contextual Teaching and Learning ... 23

4. Design of Contextual Teaching and Learning ... 27

CHAPTER III RESEARCH METHODOLOGY A. The Setting and Subject of the Study ... 30

B. Research Design ... 30

C. Research Procedures ... 33

D. Technique of Collecting Data ... 35

E. The Technique of Data Analysis ... 36

F. The Validity Data ... 38

CHAPTER IV RESEARCH FINDINGS A. Description of the Data ... 42

1. Findings of the Preliminary Study ... 42

a. Result of Pre- Interview ... 42

b. Pre- Observation ... 42

c. Pre- Questionnaire ... 43

d. The Result of Pre-test ... 45

2. The implementation of Classroom Action Research. 45 1) Cycle 1... 45

a. Planning ... 45

x

c. Observing ... 46

d. Reflecting ... 47

e. Revision of The First Cycle ... 47

2) Cycle 2... 48

a. Planning ... 48

b. Acting ... 48

c. Observing ... 49

d. Reflecting ... 49

3. The Discussion of Data after Classroom Action Research (CAR ... 50

a. The Result of Post-Interview ... 50

b. Post- Observation ... 50

c. The Result of Post- Questionnaire ... 51

d. The Result of Pre-Test, Post-Test I and Post-Test. 52 4. The Result of The Test Explanation ... 54

1) Pre- Test ... 54

2) Post- Test I ... 55

3) Post-Test II ... 57

B. The Interpretation of the Data ... 59

1. Data of Observation ... 59

2. Data of Questionnaire ... 59

3. Data of Interview ... 60

4. Data of Test ... 60

CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ... 61

B. Suggestion ... 61

BIBLIOGRAPHY ... 62

xi

LIST OF TABLES

Table 1.1 Four Major Language Skill ... 2 Table 2.1 Example of Present and Past Tense in Active and Passive Voice .... 17 Table 4.1 The Result of Pre- Questionnaire ... 43 Table 4.2 The Result of Post- Questionnaire ... 51

xii

LIST OF FIGURES

Figure 3.1 Kurt Lewin‟s Action Research Design ... 32

Figure 3.2 The Classroom Action Research Adapted from Kurt Lewin‟s Action Research Design ... 33

Figure 4.1 The Result of Student‟s Score in Pretest ... 55

Figure 4.2 The Result of Student‟s Score in Post- Test I ... 56

Figure 4.3 The Result of Student‟s Score in Post- Test II ... 58

Figure 4.4 The Students‟ Achievement Score in Pre-test, Post-test I and Post-test II ... 60

xiii

LIST OF APPENDICES

Appendix 1 Interview before CAR ... 64

Appendix 2 Interview after CAR ... 66

Appendix 3 Questionnaire before CAR ... 67

Appendix 4 Questionnaire after CAR... 68

Appendix 5 Students‟ Score ... 69

Appendix 6 Lesson Plans... 71

Appendix 7 Blueprint Test of Pre-test and Post-test ... 84

1

CHAPTER I

INTRODUCTION

This chapter presents and discusses about the background of the study, the formulation of the problems, the aim of the research, and the contribution of the research.

A. Background of the Study

Language is thing that people need to communicate in doing daily activities and making an interaction to other people in their life. One of language that important to learn is English, because English is an international language which holds important roles in people‟s life. English is considered as the most prominent international language and has wide influence in the various fields of activities, such as: economics, tourism, politics, educations, and so on. English is a language, which is unique because of it rules and function of its language. There seems to be an infinite number of things we can say, but a language does not have an infinite number of words or an infinite number of ways of combining words.

The department of education has decided that English is a foreign language, has to be taught in every school, taught from elementary/ primary school to university.1 Learning at every stage of education start from Pre-school until University, because English is included in Indonesian Pre-school curriculum. English has some of four basic skills they are Listening, Speaking, Reading, and Writing. Listening and Reading are regarded as receptive skills because they involve reciving messages, but Speaking and Writing are regarded as productive skills because they involve language production.2

1

Depdikbud, Kurikulum 2004 Standar kompetensi untuk SMA dan MA (Jakarta: Depdikbud, 2004), p. 309

2

Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman, 1989), p. 16

We can summarize the four major language skills in the following way:3 Table 1.1

Four Major Language Skills MEDIUM

SKILL

SPEECH WRITTEN WORD

RECEPTIVE Listening and

understanding

Reading and understanding

PRODUCTIVE Speaking Writing

To master those skills, we must be supported by sub-skills, they are vocabulary, pronunciation, and grammar. Grammar is one of some aspects can help us to communicate in English. Master the grammar means that help us to develop language skill, Writing. Good writing is the writing, which has good grammatical form. Grammar can help us in understanding on listening and speaking when we communicate. In Reading, grammar easier us to understand about the passage or the sentence mean. So, we can conclude how important grammar.

In English, language aspects are cannot be separate because it can be complete the language skills. To learn English the students should be able to use appropriate basic structural patterns and master grammar and vocabulary. Grammar is an important aspect for forming words and building English sentences. Grammar is important to learn for the students because it can make the, more confidents in speaking when the grammatical is correct.

Most of people use grammar as their basic aspect to communication; however, it will be a formal conversation. Grammar has wide discussion, which need ability to understand, start from kind of tense until the smallest part of grammar like morphemes. Actually, even grammar is needs to learn, it is too

3

Jeremy Harmer, The Practice of English Language Teaching, New Edition, (New York: Longman, 1991), p. 17

difficult to get good understanding because of the rule of grammar is confusing enough. It make some of students in any school felt some problem to get the idea well. Moreover, the technique that used is boring and makes the students difficult to get the idea of teaching. Grammar has some aspects, which can be separate to be some parts, such as passive voice.

The passive voice is most frequently used when it is not known or not important to know exactly who performs an action.4 Passive voice is a sentence, which the object of an active verb become the subject of the passive verb. The passive voice is especially helpful (and even regarded as mandatory) in scientific or technical writing or lab reports, where the actor is not important but the process or principle being described is of ultimate importance. We use the passive voice to good effect in a paragraph in which we wish to shift emphasis from what was the object in a first sentence to what becomes the subject in subsequent sentences.

According to curriculum, passive voice is learning in Senior High School. It is purpose to make the students know about the variety of sentence in English and the way to change a sentence from an active voice to be a passive voice . Actually, Passive voice is including of some tenses, just like present tense, past tense, present progressive, present perfect, present future, and many more. Nevertheless, this paper specially discussed in Simple Present and Past Tense.

The writer chose passive voice as the theme of the reseacrh because of the problem she faced in PPKT. The students whom she observed felt difficult to get the idea of passive voice. It could be happened because the technique of teaching which the teacher usually used is too old, did not effective enough to reached their understanding and the rule of passive voice itself.

Actually, the students in Senior High School learned about Passive Voice in XI class. They learn about the rule and the pattern of the passive voice. Nevertheless, still have some difficulties to understand about passive voice. The

4

Betty Schramfer Azar, Understanding and Using English Grammar, (Englewood Cliffs: Prentice-Hall, Inc., 1989), p.123

students still confused about the way to change the regular and irregular verb, most of them did not know the V3 of each word, which is used in passive voice. Those cases are quite problematical one and according to the writer, it

should be solved because it can arise students‟ understanding in learning

grammar. Moreover, passive voice in present and past are just a small part of English that students have to master to fill their knowledge about English completely.

In teaching, the teachers needs a method to easier them explain about the material to the students. A method can help the teacher to transfer the knowledge to the students and they can interact well during the class. Actually, some teachers has their own method to teach the students. Rogers said that methods may be divided into four main categories: presentation methods, participatory methods, discovery methods, and evaluatory methods. 5

In this case, the writer using Contextual Teaching and Learning (CTL), because the writer argues that CTL provide some techniques to make the class more productive, active, and meaningful. This approach can be applied without changed any rules of curriculum.

The majority of students in our schools are unable to make connections between what they are learning and how that knowledge will be used. This is because the way they process information and their motivation for learning are not touched by the traditional methods of classroom teaching. The students have a difficult time understanding academic concepts (such as math concepts) as they are commonly taught (that is, using an abstract, lecture method), but they desperately need to understand the concepts as they relate to the workplace and to the larger society in which they will live and work. Traditionally, students have been expected to make these connections on their own, outside the classroom.

5

Alan Roger, Teaching Adults 3rd Edition, (Philadelphia: Open University Press, 2002)p, 220

This method related the material with the real situation around us, it is makes the students to make their own constructivism by themselves, and can apply it in their daily life as a practice from their knowledge in the classroom.

CTL is a method which asked the students to experiencing the material not remembering. Because, by experiencing the material, it wills easier the students‟ to get the main point of the material. CTL ask the teacher to use their knowledge and skills in teaching learning process. Besides of that, the teacher should be implement some simulator between the lessons on the real situation.

In CTL, the teacher‟s role is to help the students to reach their aim in learning. It means, the teacher is more arrange the strategy for learning than give the student information. In this method, the students can do their work in a group by discussing the material. The teacher manages class as a new team which work together to find something new for their group.

Zahorik (1995), Knowledge is constructed by humans. Knowledge is not a set of facts, concepts, or laws waiting to be discovered. It is not something that exists independent of a knower. Humans create or construct knowledge as they attempt to bring meaning to their experience. Everything that we know, we have made.6

From that statement, we can conclude that Contextual Teaching and Learning can be an alternative to used in teaching. In order to better students‟ understanding by themselves.

According to contextual learning theory, learning occurs only when students (learners) process new information or knowledge in such a way that it makes sense to them in their own frames of reference (their own inner worlds of memory, experience, and response). This approach to learning and teaching assumes that the mind naturally seeks meaning in context-that is, in relation to

the person‟s current environment-and that it does so by searching for relationships that make sense and appear useful.

So, in this case Contextual Teaching and Learning is a right method to use, because of many functions of its that will be make the classroom activities

6

easier, reach the minimum score (KKM), and the aims of the teaching learning process will be achieved.

In this action research, the writer chose the second year students of

Vocational High School of “SMK Kesehatan Bina Insan Cendekia Karawaci Tangerang”. The writer chose the second semester because the students in second semester are would be learning about passive voice. In this action research, the researcher would like to develop their understanding of passive voice of present and past tense. Thus, the title of this action research is “Improving Students’ Understanding in Using Passive Voice of Present and Past Tense Through Contextual Teaching and Learning (CTL) ” (A Classroom Action Research at Eleven Grade SMK Kesehatan Bina Insan Cendekia Karawaci).

B. Formulation of the Problem

To make the study easier, the writer should be made a formula to solved

the problem as follows: “Can Contextual Teaching and Learning help the

students to get the passive voice idea?”, “Can the student understand the

differences between present and past tense?”. In addition, “How does Contextual Teaching and Learning can help the students to get the passive voice

idea?”

C. The Limitation of The Study

In focusing the study, the writer will limit the research to be smaller and has a specific discussion. The writer will concern and do an actions research about passive voice of present and past tense at Vocational High School (SMK) Kesehatan Bina Insan Cendekia Karawaci Tangerang.

D. Aim of the Research

The aim of the research is to know the students‟ improvement in

Teaching and Learning (CTL) at Vocational High School Kesehatan Bina Insan Cendekia Karawaci Tangerang.

E. Contribution of the Research

The contributions of this research are conveyed to; the teachers, it is help them to find out one more technique which can used for teaching passive voice. The students it helps them to do passive voice exercises with the right way that they think the method is good for them. In addition, the last one is for the

school, if the student‟s understanding is increase it means that their education

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CHAPTER II

THEORETICAL FRAMEWORK

In this chapter, the writer tries to give a description of theoretical framework, which is covering of The General Concept of the Grammar and Passive Voice, the Contextual Teaching and Learning.

A. The General Concept of the Grammar and Passive voice 1. The Definition of Grammar

Grammar is use to understand the meaning of the conversation means and to know the rule of the grammar in the practice. Grammar is important, but most of the time, in most parts of the world, people, especially students probably teach too much of it.

Grammar is the system of relationships between elements of the sentence

that links the „sounds‟ to the „meanings‟. Grammar is the structural foundation

of our ability to express ourselves. The more we are aware of how it works, the more we can monitor the meaning and effectiveness of the way others and we use language.

According to Richard Nordquist, grammar divided into two types; Descriptive grammar refers to the structure of a language, as it is actually use by speakers and writers. Perspective grammar refers to the structure of a language as certain people think it should be used. Both kinds of grammar are concerned with rules, but in different ways. Specialist in descriptive grammar (linguist) studies the rules or patterns that underlie our use of words, phrases, clauses, and sentences. On the other hand, perspectives grammarians (most

editors and teachers) layout rules about what they believe to be the „correct‟ or „incorrect‟ use of language.7

From the text above, we can conclude that grammar has any different function for each user with their rules and different ways.

7

In our Glossary of Grammatical and Rhetorical Terms, there are two definitions of grammar:

1. The systematic of study and description of a language.

2. A set of rules and examples dealing with the syntax and word structures of a language, usually intended as an aid to the learning of that language.8

Actually, every language has a grammatical system. The grammatical system of English makes possible the expression of meaning. Grammar easier the speaker and listener to understand what they are talking about.

The study of grammar as process is the study of grammar as it is deployed in communication, and communication is concerned in part with the exchange and sharing of knowledge through language. Grammar is important in this process, but it does not stand-alone. Rather, grammar is a resource that we elaborate more or less, as the occasion requires.

Grammar of a language as the knowledge that every speaker of the language has, or the explicit description made by a linguist, or both, the grammar must contain three parts. Part one, of course as semantics, the knowledge (from the point of view of the individual who speaks and hears

other speaking), or the description (from a linguist‟s point of view), of

meaningful units like words and meaningful combinations of words like sentences.9

2. The Definition of Tense

Tense is used to show the relation between the action of state described by the verb and the time, which is reflected in the form of the verb.

Tense is one aspect in English that is important to give a clear explanation about something in a sentence. There are some tenses in English which can we learned; Present Tense, Past Tense, Present Progressive Tense, Present

8

Grammar.about.com/od/basicsentensegrammar/a/grammarintro.htm

9

Perfect, Present Future, etc. In English, tense can showed the time of the sentence happened exactly.

Tense is a pattern in English that used for communication and written form. Tense shows the time when someone speaks. Grammatical tense is a temporal linguist quality expressing the time at, during, or over which a state or action denoted by a verb occurs.

3. The Simple Present Tense

The present tense is a grammatical tense that locates a situation of event in present time. The simple present says that something was true in the past, is true in the present, and will be true in the future. It is used for general statements of fact. The simple present is used to express habitual or everyday activity.10 We use the present simple to describe things that are always true, or situations that exist now and, as far as we know, will go on definitely.

Form of present tense:

 Affirmative form

S + to be (is, am ,are) + V1 I drink coffee

She drinks coffee

 Negative form

S + do/does + not + V1 I do not drink coffee She does not drink coffee

 Interrogative form Do/does + S + V + ? Do you like coffee? Does Bob like coffee?

10

Azar Betty Schrampfer, Understanding and Using English Grammar, (New Jersey: Prentice-Hall, 1989), p. 11

4. Past Tense

The past tense is a grammatical tense whose principal function is to place an action or situation in past time. In languages, which have a past tense, it thus provides a grammatical means of indicating that the event being referred to look place in the past. 11

When we want to indicate that something happened at a specific time in the past, we use the past simple. We can either say it happen, using a time adverb, or assume that the listener already knows when it happen or can understand this from the context.

Form of Past Tense:

 Affirmative form

S + was/were + V2 / S + did + V2 I was an employer last month. I studied English in Paris.

 Negative form

S + to be (was/were) + V2 / S + did + V1 I was not an employer last month.

I did not study in Paris.

 Interrogative form

Did + S + V1 + ? / Was/were + S + V + ? Did you study in Paris last year?

Were you in class yesterday?

5. The Passive Voice

According to Eugene J. Hall, passive voice is a sentence, which arranged so that what would be the object of an active becomes the subject.12 There are some facts about the passive; 1) the passive is usually formed with be and the past participle. 2) Only verbs that are transitive in the active can be used in the

11

En.m.wikipedia.org/wiki/Past_tense

12

Eugene J. Hall, Grammar For Use, A Realistic Approach to Grammar Study for Immediate and Practical Application, (Jakarta: Bina Rupa Aksara, 1993), p. 214

passive. 3) The agent, the performer of the action, is expressed by a

prepositional phrase with “by”. 4) The passive occurs in all tenses, with all the

verb phrase combinations and with all the modal auxiliaries and idiomatic verb phrases.

The passive can be said to have a grammatical meaning rather than a lexical one. Is is a focus construction that exists to put the patient, i.e., the receiver or undergoer of an action, in subject position. The subject is acted

upon and is thus “passive.” Indeed, Shibitani (1985) has shown that the passive “defocuses” the agent. No matter when it is used or what its form, then, it will have this core meaning.13

In general, we tend to use the active voice. That is when a subject does an action to an object.

Ex: Somebody stole my wallet S V O

The passive voice is used when we want to emphasize the action (verb) and the object of a sentence rather than subject. This means that the subject either less important than the action itself of that we do not know who or what the subject is.

Ex: Passive : Napa Valley is known for its excellent wines.

Active : (many people) know Napa Valley for its excellent wines.

The passive voice is a grammatical construction in which the subject of clause denotes the recipient of the action rather than the performer (the agent). The passive voice in English is formed periphrastically, with an auxiliary verb plus a participle of a verb, usually a transitive verb.

13

Celse Muria. Marianne, and Diane Larsen Freeman, The Grammar Book an ESL/EFL Teacher‟s Course Second Edition, (United State of America: Heinle & Heinle Publishers, 1999), p. 347

In the passive, the object of an active verb becomes the subject of the passive verb. The subject of an active verb follows by in a passive sentence. The noun that follows by is called the “agent”.14

Ex: Active : Leonard Da Vinci painted the Mona Lisa.

Passive : The Mona Lisa was painted by Leonard Da Vinci. Agent

Passive voice can be used without referring to the agent of an action; it may therefore be used when the agent is unknown or unimportant, of the speaker does not wish to mention the agent.15

From that statement, we can conclude that passive voice is can be used not only for a known actor but for the unknown actor too. For example;

- Three stones were robbed last night. (The identity of the agent may be unknown)

- A new cancer drug was discovered. (The identity of the agent may be unimportant in the context)

- Mistakes were made on this project. (The speaker may not wish to identity the agent)

The passive of an active tense if formed by putting the verb to be into the same tense as the active verb and adding the past participle of the active verb.

The subject of the active verb becomes “agent” of the passive verb. The agent

is very often not mentioned. When it is mentioned it is preceded by “by” and placed at the end of the clause.16

The active and passive voices are have a same tenses. If the active voice is present, the passive voice is should be present too by adding the V3. Agent

14

Azar Betty Schramfer, Understanding and Using English Grammar Third Edition, (United State: Longman, 1999), p. 208).

15

http://en.wikipedia.org/wiki/present_tense/Engish_passive_voice

16

A.J. Thomson and A.V. Martinet, A Practical English Grammar, Fourth Edition (London: Oxford University Press, 1985), p. 302

is called for the subject of the active verb, when the agent is mentioned will be

joined by “by” before the object.

Usually agent or actor needs to be mentioned first in a sentence, so that we know what we are talking about. However, sometimes the agent or actor is less important that the action or the result; sometimes the actor is unknown, or should not be mentioned. By changing the form of the verb and varying word order, we can shift emphasis away from the actor. The actor is either omitted or relegated to a subordinate position in the sentence.

When someone wants to use a passive voice, he/she has to know that the sentence can be changed into the passive or not. Passive voice can only be applied in case of having an acting subject.

One of difficulties that causes the students make mistake or errors in

learning passive is it is difficult for the students to understand teacher‟s

explanation. The students usually confuse in using to be (is, am, are, was, were) corresponded with the subject as its antecedence in a sentence. Passive voice in English is different from passive voice in Indonesian. In English, passive voice has some of be that must be followed, each tense has different form of be. Passive voice in Indonesian language is not like that, it does not have any to be or auxiliary verb and tense.

Example: Adi belajar bahasa Inggris. (active)

Bahasa Inggris dipelajari oleh Adi. (passive)

6. The form of Passive Voice of Simple Present Tense and Past Tense

Form of the passive voice: be + past participle

The passive of an active is formed by putting the verb to be into the same tense as the active and adding the past participle of the active verb.17

There is a pattern of Passive Voice in present tense:

17

A.J. Thomson and A.V. Martinet, A Practical English Grammar, (London: Oxford University Press, 1986), p. 302

An active sentence with present tense I study English every day.

I study English everyday

S V O Adv.

A passive sentence with present tense English is studied by me everyday.

English studied by me everyday.

O V S Adv.

Note: in Active form: study = V1

Passive form: study + ed = studied = V3

7. The Way to Transform Active to the Passive

The explanation above showed about the way to transform the active to the passive voice. There are some steps that must be taken in order to a sentence to be converted from its active form into its passive form. In the demonstration to follow, each step has been isolated to show step how the passive form is built.

General rules for changing active into passive form:18 1) Inverse the position of subject (agent) and object.

2) Always use the correct form of verb „be‟ in the passive voice. 3) Use the third form (past participle) of the verb.

4) Introduce the preposition „by‟ before the agent.

5) Never change the tense while making passive from the active voice.

 Present Tense

Active form: Shakespears writes this poem Subject Verb Direct Object Step 1: Switch the Subject and Direct Object

18

http://indiastudychanel.com/resouces/136857-Passive-Voice-Sentece-Simple-present.aspx

Result: This poem writes Shakespeare Direct Object Subject

Step 2: Insert the appropriate form of be immediately in front of the verb.

Result: This poem is write Shakespeare Verb

Step 3: Change the verb to its past participle form Result: This poem is written Shakespeare

Verb

Step 4: Insert the word by immediately in front of the subject. Result: This poem is written by Shakespeare

Subject

The active sentence has been successfully converted into its passive form,

“This poem is written by Shakespeare.”  Past Tense

Active form: Shakespeare wrote this poem Subject Verb Direct Object Step 1: Switch the Subject and Direct Object

Result: This poem wrote Shakespeare Direct Object Subject

Step 2: Insert the appropriate form of be immediately in front of the verb.

Result: This poem was wrote Shakespeare Verb

Step 3: Change the verb to its past participle form Result: This poem was written Shakespeare

Verb

Step 4: Insert the word by immediately in front of the subject. Result: This poem was written by Shakespeare

The active sentence has been successfully converted into its passive form,

“This poem was written by Shakespeare.”

The passive voice of verbs in the present and past tense is formed in this way; be (is, am, are, was, were) + past participle (+ by + agent).19

Table 2.1

Examples Active and Passive Voice

Examples Notes

Active

Passive

Subject Verb Object

Nine Planets Orbit The Sun.

The Sun Is Orbited by Nine Planets.

Subject Verb agent

Focus of active sentence: nine planets.

Focus of passive sentence: the sun.

Active

Passive

Subject Verb Object

Alexander Graham Bell invented the telephone.

The telephone was invented by Alexander Graham Bell.

Subject Verb Agent

Focus of active sentence: Alexander Graham Bell.

Focus of passive sentence: the telephone.

8. The Usage of Passive Voice

According to Marriane Celce-Murcia, the passive is a focus construction exists to put the patient, i.e., the receiver or undergoes of an action, in subject

19

Eilaine Kirn, Darcy Jack, and O‟Sullivan Jill Korey, Interactions 1 Grammar 4th

position. The subject is acted upon and is thus “passive”. Indeed, Shibitani (1985) has shown that the passive “defocuses” the agent.20

There are some situations that can be used a passive voice rather than an active;21

- When the agent is not known, „people in general‟, is unimportant, or is obvious. Using a passive allows us to omit the agent by leaving out the prepositional phrase with by.

- In factual writing, particularly in describing procedures or processes, we often wish to omit the agent, and use passives.

- In spoken English, we often use a subject such as people, somebody, they, you, or we even when we do not know who the agent is. In informal English, particularly writing, we often prefer to use a passive. - In English, we usually prefer to put old information at the beginning of

a sentence and new information at the end.

- It is often more natural to put agents (subjects) which consist of long expressions at the end of a sentence.

The English passive can be used to report adversity as well; the passive in English has a wider distribution than in many other languages. Nevertheless, the passive is the marked voice; English speaker normally select the agent as subject and use the active voice.

A.J. Thomson and A. V. Martinet (1986: 304), there are some of uses of passive voice;22

- When the actor is not clear:

The rubbish has not been collected Your hand will be X-rayed

20

Marriane Celce-Murcia, The Grammar Book, An ESL/EFL Teachers Course, 2nd ed.,

(New York: Heinle and Heinle Publishers, 1999), p. 347

21

Martin Hewings, Advanced Grammar in Use: A self-study reference and practice book for advanced learners of English, (Jakarta: Erlangga, 2001), p. 60

22

A. J Thomson and A. V Martinet, A Practical English Grammar 4th Edition, (London: Oxford Unversity Press), p. 304

The streets are swept everyday - When the actor is not known:

The minister was murdered

You’ll be met at the station

- When „people‟ is the object of the active verb:

He is suspected of receiving stolen goods. (People suspect him of ....)

- When the subject of the active sentence is pronoun one: One sees this sort of advertisement everywhere would usually be expressed:

This sort of advertisement is seen everywhere.

In colloquial speech, we can use the indefinite pronoun you and an active verb:

You see this sort of advertisement everywhere.

But more formal English requires one + active verb or the more usual passive form.

- When the doer of action is not interesting:

The house next door has been bought (by a Mr. Jones). If, however, we know Mr. Jones, we would use the active:

Your father’s friend, Mr. Jones, has bought the house next door.

- The passive may be used for an ungrammatical sentence. This is usually done by avoiding a change of subject:

When he arrived home a detective arrested him. Would be better expressed:

When we arrived home he was arrested (by a detective). - The passive is sometimes use for psychological reasons.

A speaker may use it to disclaim responsibility for disagreeable announcements:

EMPLOYER: Overtime rates are being reduced/will have to be reduced.

The active will, of course, be used for agreeable announcements: I am/ We are going to increase overtime rates.

- For the have + object + past participle construction, I had the car re-sprayed.

There are three specifics time when we want to defocus the agent;23

- The passive is used when the agent is not to be mentioned because of it is redundant or easy to supply, it is unknown, very general, the speaker or writer is being tactful, and the speaker is being evasive.

- The passive is used when the non-agent is more closely related than the agent is to the theme of the text.

- The passive is used when the non-agent is a participant in the immediately preceding sentence.

B. Contextual Teaching and Learning

1. The Understanding of Contextual Teaching and Learning

Commonly, the researcher can see that students in the real life cannot catch the whole of material lesson, sometimes they got a lot of material that was out of context. It will be difficult for them to make a connection between the material they learn and the situation in their daily life. Moreover, the methods teacher used sometimes not suitable or touch the learning process.

The hierarchy of Contextual Teaching and Learning is a studying concept

which is helped the teacher to connected the material with the students‟ real

situation and support them to make a relation between knowledge they have with their application in their daily life, including of constructivism, questioning, inquiry, learning community, modeling, and authentic assessment.24

23

Marriane Celce-Murcia, The Grammar Book, An ESL/EFL Teachers Course, 2nd ed.,

(New York: Heinle and Heinle Publishers, 1999), p. 353

24

Departemen Pendidikan Nasional, Pendekatan Kontekstual, (Jakarta: Departemen Pendidikan Nasional, 2002), p. 5

From that text above, we can conclude that learning by using CTL is

connecting the material with the real situation that happen in students‟ daily

life in order to the understanding of the material is better. It can be apply by inquiry, create a community to learn, and more practice.

CTL is needs an approach that more asks the students to constructivism the knowledge in their mind, not remember the material. Besides of that, CTL ask the students to experiencing, not remembering.

CTL asked the students to more creative in improving their knowledge to the situations in real life that make them understanding better. In addition, the teacher will be creative too in create the classroom fun and more attractive.

2. The Components of Contextual Teaching and Learning

According to Elaine B Johnson, the Contextual Teaching and Learning (CTL) have eight of components. They are as follow:25

a) Making meaningful connections

When the learners make a connection between the materials with their own experience until becomes an idea, then discover it into a meaning, and meaning gives them a reason for learning. The effective ways to

connect teaching and learning with the context of students‟ daily life

including six methods:

 Traditional stand-alone class of material with the student‟s context

 The infusion into stand-alone class of material from another field

 Linked courses that remain separate but cover related topics

 The integrated course bringing together two or more disciplines into a single class

 Combining school and work;

25

Elaine B. Johnson, Contextual Teaching and Learning: what it is and why it’s here to

- Work-based learning

- Career pathways

- School-based work experience

 Service learning b) Doing significance work

Significant work is engaging students actively and responsibly in learning activities.

c) Self-regulated learning

Self-regulated learning it is a learning method that forced students in self-action when sometime that activities involved one person, usually a group.

d) Collaborating

An essential part of Contextual Teaching and Learning system, plays a significant role in self-regulated learning.

e) Critical ad creative thinking

Thinking is an active, purposeful, organized process that we use to make sense of the world.

f) Nurturing the individual

CTL teacher assist each students to develop the intelligences that are challenging. Then, they encourage young people to cultivate their intelligences, releasing the talent potential residing within.

g) Reaching high standards

Asking too little of students, lowering standard for them, manifest a callous disregard for their latent potential and future well-being.

h)Using authentic assessment

These tasks challenge student to apply their knowledge and skills to real world situation for significant purposes.

3. The Strategies of Contextual Teaching and Learning

Contextual Teaching and Learning (CTL) helps us relate subject matter content to real world situations and motivate students to make connections between knowledge and its applications to their lives as family members, citizens, and workers and engage in the hard work that learning requires. Contextual teaching and learning strategies:26

 Problem-based. CTL can begin with a simulated or real problem. Students use critical thinking skills and a systemic approach to inquiry to address the problem or issue. Students may also draw upon multiple content areas to solve these problems. Worthwhile problems that are relevant to

students‟ families, school experiences, workplaces, and communities hold greater personal meaning for students.

 Using multiple contexts. Theories of situated cognition suggest that knowledge can not be separated from the physical and social context in which it develops. How and where a person acquires and creates knowledge is therefore very important. CTL experiences are enriched when students learn skills in multiple contexts (i.e. school, community, workplace, family).

 Drawing upon student diversity. On the whole, our student population is becoming more diverse, and with increased diversity comes differences in values, social mores, and perspectives. These differences can be the impetus for learning and can add complexity to the CTL experience. Team collaboration and group learning activities respect students‟ diverse histories, broaden perspectives, and build inter-personal skills.

26

 Supporting self-regulated learning. Ultimately, students must become lifelong learners. Lifelong learners are able to seek out, analyze, and use information with little to no supervision. To do so, students must become more aware how they process information, employ problem-solving strategies, and use background knowledge. CTL experiences should allow for trial and error; provide time and structure for reflection; and provide adequate support to assist students to move from dependent to independent learning.

 Using interdependent learning groups. Students will be influenced by and will contribute to the knowledge and beliefs of others. Learning groups, or learning communities, are established in workplaces and schools in an effort to share knowledge, focus on goals, and allow all to teach and learn from each other. When learning communities are established in schools, educators act as coaches, facilitators, and mentors.

 Employing authentic assessment. CTL is intended to build knowledge and skills in meaningful ways by engaging students in real life, or "authentic" contexts. Assessment of learning should align with the methods and purposes of instruction. Authentic assessments show (among other things) that learning has occurred; are blended into the teaching/learning process; and provide students with opportunities and direction for improvement. Authentic assessment is used to monitor student progress and inform teaching practices.

Many of these strategies are used in classrooms today. Activities such as team teaching, cooperative learning, integrated learning, work-based learning, service learning, problem-based learning, and others support CTL and are already occurring in many classrooms and schools. Many educators routinely use these activities to encourage inquiry, creative problem solving, and use of higher order thinking skills. These educators see these teaching/learning processes as methods to help all students meet state and local standards.

For CTL to be effective, all strategies must be present in the teaching/learning experience. Implementation of CTL may not require drastic changes in practice for all educators. It may require enhancement of practice in one characteristic and not another. Continual use and reflection on CTL

processes broadens and deepens educators‟ knowledge and ability to facilitate

learning.

Similarly, implementation of CTL has ramifications for the school organization. According to some CTL advocates: "This approach differs from other ways to think about teaching and learning. Here, we are not attempting to raise achievement scores by teaching basic skills. Furthermore, a quiet, orderly classroom is not to be expected. Principals, school boards, parents, and

other members of the community must support this approach… to increase its

probability of success" (Carr, M., et al., 1999, p.2). For CTL to be successful for all students, a school must value and support the approach. Newmann and Wehlage (1997) describe a system of support for authentic learning that has been adapted to describe supports for CTL.27

According to Zahorik (1995), there are five elements in CTL;28 1) Activating knowledge

2) Acquiring knowledge

3) Understanding knowledge

4) Applying knowledge, and

5) Reflecting knowledge

Contextual Teaching and Learning (CTL) is involves the students to the important activities which help them to get connection between the material with the real situation which they faced. With connected both of them, the

27

file://localhost/E:/Contextual%20Teaching%20and%20Learning.htm

28

Departemen Pendidikan Nasional, Pendekatan Kontekstual, (Jakarta: Departemen Pendidikan Nasional, 2002), p. 7

students can catch the meaning of their work. When the students start to arrange their work or find something interesting problem, when they make choices and accepted the responsibility, searching information, and get the summary, when they chose actively, arranged, preparing, finding out, questioning, and make decision, they connected the material with the situation in daily life.

The significance for CTL of three specific principles;29 1) The principle of interdependence

To manifest itself, for example, when the students came together to solve problems and the teachers entered meeting with colleagues. This was evident when different subjects are connected, and when combining school partnership with business and community.

2) The principle of Differentiation

Become evident if the students are asked to respect the uniqueness and differences of each student, to be creative, to work together, to generate new ideas and different results, and to realize that diversity is a sign of strength. 3) The principle of self-organization

This is seen when the students seek and discover their own abilities and different interests, and benefit from feedback given by authentic assessment, reviewing their efforts in the guidance of clear goals and high standard.

4. Design of Contextual Teaching and Learning a) The Objectives

The main objective of Contextual teaching and Learning (CTL) is to give the students an opportunity to relate their knowledge with the reality around them. With that, they can expresses their thinking and acquire their knowledge by themselves.

29

Elaine B. Johnson, Contextual Teaching and Learning, (USA: Corwin Press: 2002), p. 26

b) The Syllabus

The syllabus of CLT should be include of culture, social life, environment of students and so on. Because, Contextual Teaching Learning (CTL) aims to

improve students‟ understanding, increase their motivation in learning, help them in comprehend the material, increase their communication ability and many more.

c) Types of Learning and Teaching Activities

REACT, which the students for relating, experiencing, applying, cooperating, and transferring.

 Relating

Learning related with the real world experience context.

 Experiencing

Learning focused on the exploration, discovery, and invention.

 Applying

Learning should be presented into the context of useful.

 Cooperating

Learning through interpersonal communication context, together, etc.

 Transferring30

Learning by using the knowledge in context or in new situation.

d) Learners Roles

The learners‟ roles are central and active. They do the activities,

experience knowledge, and information, apply the concept, cooperate with other learner, and then reflect their learning activities.

30 _{Jack Richards, “The Context of Language Teaching”,}

e) Teacher Roles

According to Robert G. Berns and Patricia M. Erickson there are some of

teacher‟s roles in CTL they are facilitator, organizer of the

teaching/learning/assessment process, role model, learning mentor, content specialist, and knowledge dispenser.

There are some activities that should be done by a teacher;31

 Discuss a concept and basic competency that will be learned by students.

 Understand the background and experience of the students

 Make a lesson plan which is related to concept, competency, and context of application

 Apply the lesson plan

 Assess the students comprehension

 Reflect and revise the lesson plan.

According to Satriani, Emilia, and Gunawan the adventages on Contextual Teaching Learning (CTL):32

- It motivates the students to take a charge of their own learning and to relate between knowledge and its application to the various contexts of their lives.

- It can produce the process of learning more meaningful because the students can enjoy their own learning by doing the practical activity.

- It can strengthen students‟ memory and understanding of the concept because the students are learning through the material that has taken from their experience and new knowledge.

31

Nurhadi, The Washington State Consortium for Contextual Teaching and Learning in Pembelajaran Kontekstual (CTL) dan Penerapannya dalam KBK, (Malang: Universitas Negeri Malang: 2004)

32

So, they will easily remember, recall, and comprehending the material. Beside of those advantages, CTL has some of weakness too. A teaching learning process which used CTL needs more time to preparation; in preparing

the lesson plans, teacher should recognize students‟ diversity, and then utilize difference to create a rich learning environment.

30 CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the methodological activities to know the effectiveness of teaching grammar through Contextual Teaching and Learning. This chapter concerns with the research design, research setting and subject, and research procedures.

A. The Setting and Subject of the Study

This research was conducted at SMK Kesehatan Bina Insan Cendekia Karawaci, Tangerang, at the second semester for the second grade 2012/2013. This research has done on March 2013. The researcher selected the second grade as the object of this study because this material consisted of the curriculum. This material is not too easy and not to difficult too, but many of students felt difficult to understand well about this, because of the rules which they have to know about pattern and the usage of V3.

In this study, the writer has double roles. As the teacher, the writer gave explanation about material to the students and practiced the method to the class. As the collector and analyzer, analyze the data then reported the result.

The aim of this research is to know the students‟ improvement in

understanding about Passive Voice especially in Present and Past Tense by using Contextual Teaching and Learning (CTL). It can help the teacher to find out the right method to teach the students.

B. Research Design

In this research, the writer used Action Research. Action research is any systematic inquiry conducted by teachers, principals, school counselors, or other stakeholders in the teaching-learning environment, to gather information

about the ways in which their particular school operates, the teachers teach, and the students learn. 33

From that statement, the writer can be concluded that Action Research is a method which is used by the teacher, school or other environment to get

students‟ understanding and draw up that the teachers teach and the students

learn. Action research significantly contributes to the professional stance that teachers adopt because it is encouraged them to examine the dynamics of their classrooms, ponder the actions and interactions of students, validate and challenge existing practices, and take risk in the process.

Classroom action research called CAR because the study focuses on a particular problem and a particular group of students in a certain classroom. According Wallace, CAR is a type of classroom research carried out by the teacher in order to solve problems or to find answers toward context-specific issues.34

Classroom Action Research (CAR) is indicated as a process in which

teachers investigate and learning to improve students‟ learning problems.35

Action research is focused on individual or small group practice. Its tries to take an action and positive effects of educational in the specific school environment that students were studied.

This research used Kurt Lewin‟s design to get some result. The design

consists of two cycles in which each cycle contains four phases; planning, acting, observing, and reflecting.

33

L. R. Gay, Geoffrey E. Mills, and Peter Airasian, Educational Reseach, (New Jersey: Pearson Education, Inc, 2006), p. 499.

34

Michael J. Wallace, Action Research for Language Teachers, (Cambridge: Cambridge University Press, 2006), p.5

35

Cheron Verster, www.teachingenglish.org.uk/think/methodology/action_research.html, September 29th, 2011.

CYCLE 1

CYCLE 2

Figure 3. 1

Kurt Lewin’s Action Research Design

From the figure above, the writer, conclude that the students will face with two cycles to know their ability about the material, each cycle consists of planning, acting, observing, and reflecting. If the students cannot catch the idea, we have to continue to the second cycle with the same procedure and aspects of the first cycle.

Acting

Acting

Reflecting Reflecting

Observing

Planning

Planning

C. Research Procedures

In CAR, two cycles have to pass by the researcher. Each cycle has four phases; planning, acting, observing, and reflecting. To get the data we have to do this cycle, twice or more with the same phases.

Figure 3. 2

The Classroom Action Research Adapted from Kurt Lewin’s Action Research Design

Preliminary Study

Interviewing the English teacher, giving questionnaire and pretest to the students, in the second year of SMK Kesehatan Bina Insan Bina Cendekia Karawaci

Analysis and findings

Analysis : Analyzing the result of preliminary study Finding : Result of students‟ grammar score was still low.

1. The students have difficulty to transform the tense. 2. The students were not actively involved in grammar class. 3. The students have low knowledge about passive

Causes :

Acting

Conducting the lesson plan

Planning

1. Designing lesson plan.

2. Preparing the model of Contextual Teaching and Learning

Observing

Observing the teaching learning condition

Reflecting

1. Analyzing the collected data

2. Determining whether or not the action is successful

Revise the plan and continue the next

cycle Fail

Succeed

In the first meeting, the researcher gives them some of exercises about the material without explanation by the method used. Then, the researcher conducted an interview to the teacher related the material, condition, method he/she used, and the problems during the teaching learning process, especially for Passive Voice. After that, the researcher can start to research with the

procedure of Kurt Lewins‟:

1. Planning

In this phase the researcher and the teacher collaborate to prepare the lesson plans, instruments, the Contextual Teaching and Learning, and setting of criterias of CAR. It can be prepare when the researcher has

known about the problem of the students‟ understanding about passive

voice.

This phase has done after the researcher finished identifying the

student‟s problems in comprehending passive voice in present and past

tense. She identified the problems into a smaller part to make easier to manage. Then, the setting of research and the others instrument prepare.

According to discussion between the teacher and the researcher, she decided to create 4 (four) lesson plans that she created by herself, which is each lesson plans used in the learning activity. The research has two cycles; each cycle consists of two meetings.

The next step in planning phase is prepare the instruments that need in teaching learning process, just like the guidelines of interview, questionnaire, pre-test, and post-test. In this phase, the researcher have to help the students to reach the KKM, 75 score.

2. Acting

According to Arikunto, the acting phases should be implemented by two cycles continuously. These steps are the practice of the lesson plan and apply it into the real condition.

In this phase, both the writer and the teacher collaborate to carry out the planned action. The learning and teaching process are doing based on the lessons plan that has been arranged. The researcher observed anything that happened in the classroom during teaching learning activity.

3. Observing

From the acting phase, the researcher will get the data which have to analyzed to know the result of the research. The data showed the aspects and the implementation during the teaching learning activity happened. The analyzing will be showed the method is used success or not.

4. Reflecting

This is the last step to finish the research. This phase is to know whether Contextual Teaching Learning successful or not in teaching passive voice by compare the result of observation and the criteria of success. If the result of cycle one shows not satisfy about the success, so they must be make a plan again, second cycle with the same phases; re-planning, re-acting, and re-observing. Until all the data are collected and can be analyzed.

D. Technique of Collecting Data

In Action Research, the techniques used are qualitative and quantitative data. Qualitative is an observation that got from the physical activity in the classroom and interview from the teacher. Quantitative is the data that is got from the questionnaire and the test that the researcher gave to the student. The test consists of pre-test and post-test.

1. Observation is the way to get data by observing the English-learning process in the real situation. The researcher can observe how the way the teacher teaching, giving the explanation about the material, and the

observed the teaching and learning process in the classroom. This technique can be categorized as non-participant observation.

2. Interview is used to get the concept of the teacher used and the response of the students in teaching learning process. It can help the researcher to make a plan what she has to do in the next step and find out the way out to make students understand well. In the last session, interview can be used

to know the teacher‟s assumption about the researcher‟s method in

teaching the material.

3. Test is used to getting data of study result and students activities in teaching learning. In this study, the researcher used two kind of tests; pre-test and post-pre-test. Pre-pre-test is given before Action research (CAR) applied, from that the researcher can be known about the response of the material before used the method she used in the research. Post-test is given after Action Research (CAR) applied. For example, the first cycle is finish, the researcher gave the students post-test. In this research, the test is done in form of multiple choices. The tests are held at every second action of each cycle.

4. Questionnaire is given twice. First, is done before the implementation of Action research (CAR), to know the response and understanding of students about passive voice and their teaching learning process. Second, is done after Action research (CAR) applied, to know the improvement of the students‟ response and understanding of the material.

5. Field notes used to record detailed information about the teaching learning process using Contextual Teaching Learning in the classroom. It can be

show the students‟ activity during the class, their attention, and others.

E. The Technique of Data Analysis

In this research, the writer used analysis qualitative data for the observation of writer and students‟ activities during teaching learning process. The writer will discuss about entire data collection in every observation from

performing action research cycles analyzed descriptively by using percentage to see tendency that happened in learning activity.

Here, she looked for the average of students‟ grammar score per action within one cycle to analyze numerical data, those are:

First, did it to know how well students‟ score on grammar skill:

X : mean

x : individual score n : number of students

Second, to know the class percentage that pass the KKM 60, the writer used as reference is according to Anas Sudjiono (2006), it is called by of relative frequency distribution whose formula as follows: 36

P : the class percentage F : total percentage score

N: number of sample of students.

Third, after the mean of students‟ scores per action is gained, the writer identified whether there is or no students‟ improvement scores on grammar

from pre-test up to post-test score in cycle 1 and cycle 2. In identifying that, she uses the formula:37

P = 1  100%

y y y

36

Anas Sudjiono, Pengantar Statistik Pendidikan, (Jakarta; PT Raja Grafindo Persada: 2006), p. 34.

37

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

n x

X  

P = f x100% N

P : percentage of students‟ improvement

y : pre-test result y1 : post-test 1

P = 2  100%

y y y

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

y2 : post-test 2

F. The Validity Data

To measure the quality of evaluating of the research, validity is a good

way to used. So, the writer adopted from Anderson, Herr, and Nihlen‟s criteria

that mention the validity of action research including democratic validity, outcome validity, process validity, catalytic validity, and dialogic validity.38 In this study, the writer uses democratic, process, and dialogic validity. Anderson defines outcome validity as:

Outcome validity requires that the action emerging from a particular study leads to the successful resolution of the problem that was being studied, that is, your study can be considered valid of you learn something that can be applied to the subsequent research cycle.39

According the statement above, can be conclude that the validity can be shown from the result of the test. If the result of cycle two shows the improvement score from the first cycle, it means that the study is successful.

38

Geoffrey E. Mills, Action Research: A Guide for the Teacher Researcher, (Columbus: Merrill Prentice Hall, 2003), p. 84.

39_Ibid

U - L D= N

Process validity is “the validity that requires a study has been conducted in a

“dependable” and “competent” manner.”40

To analyze the examined test items, the writer put the credibility of the test. There are some phases including:

1. _{Discriminating Power}

The analysis of discriminating power of the test is to know the students‟ achievement in understanding passive voice through contextual teaching learning. Discriminating power provides a more detailed analysis of the test items than does item difficulty, because it shows how the top scores and lower scores performed on each item.41

The computing of discriminating power uses the formula as following:42

In which, D : The index of discriminating power

U : The number of pupils in the upper group who answered the item correctly

L : The number of pupils in the lower group who answered the item correctly

N : Number of pupils in each of the groups

40

Geoffrey E. Mills, Action Research: A Guide for the Teacher Researcher, (Columbus: Merrill Prentice Hall, 2003), p. 84

41

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

42

Next, the discriminating scale used:43

DP REMARKS

0.7 – 1.0 VERY GOOD

0.4 – 0.6 GOOD

0.1 – 0.3 OK

0 – 0.2 BAD

2. _{Difficulty Item}

The difficulty item analysis is an analysis which comparing the students who answer the test correctly with all of the students who join the test. Item difficulty is how easy or difficult an item is form the viewpoint of the group of students or examinees taking the test of which that item is a part.44 The formula as following:45

R

P = ──

T

In which, P : Index of difficulty

R : The total number of students who selected the correct answer T : The total number of students including upper and lower group

The criterion using as follows:46

43

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

44

John W. Oller, Language Test at School, (London: Longman Group Limited, 1979), p. 246.

45

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

46

ID REMARK

0 – 0.30 High

0.30 – 0.79 Medium

42

CHAPTER IV

RESULT AND DISCUSSION

This chapter presents the result and discussion based on the data collected from the implementation of Contextual Teaching and Learning (CTL) to

develop students‟ understanding of passive voice of present and past tense at XI.VII Nurse class of SMK Kesehatan Bina Insan Cendekia Karawaci academic year 2012/2013. The discussion presented data description of cycle I, data description of cycle II, validity of data, data analysis, and the interpretation of analysis result.

A. Data Description

1. Findings of the Preliminary Study a. Result of Pre- Interview

The interview held on Monday, 11 March 2013. The researcher asked the teacher about the class and the method she used generally. The questions talked about the situation in the classroom then teaching and learning until the

students‟ motivation. Because of the old method that the teacher used, the students felt bore with the situation and difficult to understand what the material is. That are some of problems happened in the classroom that the teacher said.

Actually, the students have more seriously problems in understanding grammar. Most of them felt difficult to differ between the regular and irregular verb in grammar usage. And memorizing, the method that used in grammar is too old. All of them make the students could not understand the material well.

b. Pre- Observation

The observation was conducted at SMK Kesehatan Bina Insan Cendekia Karawaci Tangerang academic year 2012/2013. This observation was conducted on Monday, 11 March 2013. The researcher chose XI.VII Nurse class as to observed. There were 30 students consisted of 4 males and 26 females, the teaching learning process started at 10. 15 A.M until 12. 15 P. M. The class conducted with an old method that make the students bored, could

not open mind in any idea, moreover could not improve their ability in English. During the teaching learning process, the researcher saw the teacher as the center of information; the students just followed what the teacher instructed. It make the students passive and did not feel enjoy with the material. The students used dictionary as their source to know the regular and irregular verb.

c. Pre- Questionnaire

The questionnaire consisted of the motivation of learning, the method the

teacher used, and the students‟ understanding the material. The researcher

made two sessions of questionnaire, the first was gave before implementing the CAR and the second was after implementing the CAR. It used to compare

the students‟ improvement before and after using CAR.

Table 4.1

The Result of Pre- Questionnaire

No Students’ Answer The Result of Percentage

YES % NO %

1 Students felt enjoy with English teaching

learning process 12 40% 18 60%

2 Students felt motivated in learning English 11 36% 19 63% 3 Students felt satisfied with their English

score 8 26% 22 73%

4 Students felt difficult in learning passive 25 83% 5 16% 5 Students knew about the passive voice 9 30% 21 70% 6 Students knew the passive voice

characteristic 7 23% 23 76%

7 Students knew about present and past tense 27 90% 3 1% 8 Students did their work by group 19 63% 11 36% 9 Students ever used passive voice in their

activity 2 6% 28 93%

89

10.Chinese people celebrate the Chinese New Year on 10th February 2013.

A. The Chinese new year is celebrated the Chinese people on 10th February 2013.

B. The Chinese new year was celebrated the Chinese people on the 10th February 2013.

C. Chinese people are celebrated the Chinese new year on the 10th February 2013.

D. Chinese people were celebrated the Chinese new year on the 10th February 2013.

11.R.A Kartini __________ in Jepara in 1879. A. is born

B. was born

C. would be born D. has been born

12.Which the negative form of past tense of the following passive contraction is not correct?

A. The AMI Award was not held by the committee last year.

B. The flag ceremony was not being attended by some of the students.

C. My handmade were not stolen by the thieve two day ago. D. MotoGP 800cc was not won by Rossi.

13.”BNN founds Methylon, the new kind of addictive in Indonesia”

The passive form of the above sentence is: “Methylon, the new addictive

_________ by BNN in Indonesia.” A. founded

B. was founded

C. are being found

D. is founded

14.Politician in some parties‟ ___________ by KPK.

A. was investigated

B. investigates

C. investigating D. is investigated 15.Miss World 2013 ________ in Indonesia.

A. organize B. organizing

C. is organized

D. was organized

16.According to quick count, West Java Governor election _________ by Aher and Dedy Mizwar.

A. is won

B. was won

C. win D. won

17.8 of Indonesian Army (TNI) ___________ by OPM (Operasi Indonesia Merdeka).

A. is shot B. shot

C. are shoot

D. were shot

18.According to the survey, Jokowi have the biggest percentage to __________ as the president in 2014 period.

90

A. nominated

B. nominates

C. was nominated D. is nominated

19.Tower ATS in Soekarno – Hatta __________ by the Director General of Transportation.

A. took over B. taken over

C. is taken over

D. was taken over

20.All of the employees in Batavia ____________ after they claimed bankrupt.

A. dismissed

B. are dismissed

C. was dismissed D. were dismissed

91 APPENDIX VIII KUNCI JAWABAN PRE- TEST 1. B 2. D 3. C 4. A 5. D 6. B 7. C 8. B 9. D 10.A 11.D 12.C 13.B 14.C 15.B 16.D 17.C 18.C 19.B 20.D

POST- TEST I

1. A 2. B 3. D 4. C 5. A 6. D 7. B 8. A 9. D 10.B 11.A 12.B 13.B 14.C 15.B 16.D 17.D 18.C 19.A 20.B

POST –TEST II

1. A 2. D 3. B 4. C 5. A 6. A 7. C 8. D 9. C 10.A 11.B 12.B 13.D 14.A 15.C 16.A 17.D 18.A 19.D 20.B