Passive voice mastery of the second semester students of English Language Education Study Program in Sanata Dharma University - USD Repository

  

PASSIVE VOICE MASTERY OF THE SECOND SEMESTER

STUDENTS OF ENGLISH LANGUAGE EDUCATION STUDY

PROGRAM IN SANATA DHARMA UNIVERSITY

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

  

By

Carolina Wardhanie

Student number: 081214023

  

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  

PASSIVE VOICE MASTERY OF THE SECOND SEMESTER

STUDENTS OF ENGLISH LANGUAGE EDUCATION STUDY

PROGRAM IN SANATA DHARMA UNIVERSITY

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

  

By

Carolina Wardhanie

Student number: 081214023

  

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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  Don’t  put off till tomorrow what you can do today …     

  There  is a will, there is a way …      We  will never know if we never try … 

                 

  

This  thesis is dedicated to my father, my mother, my sisters and my brother for their 

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ABSTRACT

Wardhanie, Carolina. 2012. Passive Voice Mastery of the Second Semester

Students of English Language Education Study Program in Sanata Dharma

University: English Language Education Study Program, Sanata Dharma

University Yogyakarta.

  The use of passive voice becomes one of the problems for Indonesian

people who learn English. The second semester students of English Language

Education Study Program in Sanata Dharma University, who were chosen as the

participants, also face such a problem.

  This study explored the second semester students’ mastery in the use of

passive voice focusing on three research problems: 1) How much have the second

semester students of English Language Education Study Program in Sanata

Dharma University mastered the use of passive voice? 2) What are the students’

difficulties in mastering passive voice? 3) What are the possible causes of the

difficulties? To answer those questions, a test consisting of multiple choice and

fill in the gap items was administered to 80 second semester students 2011/2012

academic year. To select a representative sample, the cluster sampling was used.

  This research applied a quantitative research method. To answer the first

questions, the researcher applied quantitative research. Meanwhile, to discover the

students’ difficulties and students’ errors, the researcher explored the descriptions

of observations which are not ordinarily expressed in quantitative terms.

  It was found that the students’ mastery of the use of passive voice was

good. The mean of their achievement score was 15.46 which fell on the category

of good (13-16). This score was above the minimum passing score (11). The

writer found out that the students have mastered the three requirements of

mastering the language: mastering the form, meaning, and function. The students

achieved the average 98.75% of correct answers in the first part of the test which

emphasized the form and the meaning. In the second part of the test, which

emphasized on the use of passive voice, the students achieved the average 87.50%

of correct answers, which was above the minimum standard of mastery (56%).

  However, the writer found out that the students had difficulties in

mastering the use of passive voice using Past Perfect Tense. The students only

achieved 31.25% of correct answers on this item. Their difficulties were caused

from three possible causes, namely the nature of passive voice, the nature of the

learners, and the context of learning.

  Based on the test result, there are several suggestions. First, the lecturers of

the English Language Education Study Program were recommended to teach

passive voice with further explanation because of the complexity they have.

Second, the students should be more active and creative in using their time to

study in order to improve their mastery. Third, the future researchers who have

concerns with passive voice may continue this research by giving more items on

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ABSTRAK

Wardhanie, Carolina. 2012. Passive Voice Mastery of the Second Semester

Students of English Language Education Study Program in Sanata Dharma

University: English Language Education Study Program, Sanata Dharma

University Yogyakarta.

  Walaupun dianggap sederhana, penggunaan kalimat pasif masih menjadi

masalah bagi orang Indonesia yang belajar bahasa Inggris, tidak terkecuali

mahasiswa semester dua Pendidikan Bahasa Inggris, subjek penelitian ini, yang

dianggap sudah menguasai bahasa ini. Sebagai calon guru seharusnya mereka

dapat memberikan contoh penggunaan bahasa yang baik dan benar, terutama

mengenai kalimat pasif.

  Penelitian ini meneliti penguasaan konsep kalimat pasif dengan menjawab

3 pertanyaan besar: 1) Seberapa besar mahasiswa semester dua, Program Studi

Pendidikan Bahasa Inggris, Universitas Sanata Dharma menguasai penggunaan

kalimat pasif? 2) Kesulitan apakah yang dialami para mahasiswa? 3) Apakah

penyebab dari kesulitan yang di hadapi oleh para mahasiswa? Untuk menjawab

pertanyaan tersebut, peneliti memberikan tes kepada 80 mahasiswa, semester 2

tahun 2011. Untuk memilih sampel, digunakan metode Cluster Sampling.

  Penelitian ini menerapkan metode metode kuantitatif. Pertanyaan pertama

dijawab dengan menggunakan metode kuantitatif. Sedangkan untuk menjawab

pertanyaan kedua dan ketiga, peneliti memaparkan deskripsi dari hasil kuantitatif

tersebut.

  Dalam studi ini peneliti menemukan bahwa penguasaan mahasiswa akan

penggunaan kalimat pasif dinilai baik. Skor rata-rata yang mereka capai adalah

  

15.46. Walaupun begitu, para mahasiswa pun mempunyai kesulitan dalam

penggunaan kalimat pasif dalam Past Perfect Tense. Mereka hanya mencapai

31.25% dari keseluruhan jawaban yang benar. Kemungkinan sumber-sumber

penyebab kesulitan yang dihadapi oleh subyek studi ini adalah sifat dari materi

ini, karakter dari siswa, dan juga pengaruh dari factor eksternal, yaitu dosen atau

guru, ruang kelas, dan textbook yang digunakan oleh dosen atau guru.

  Berdasarkan hasil tes, maka penulis memberikan beberapa rekomendasi.

Kepada para dosen Program Studi Pendidikan Bahasa Inggris disarankan untuk

mengajarkan materi ini secara lebih mendalam. Akan lebih baik apabila para

dosen memberikan waktu yang khusus dalam mata kuliah Structure untuk

mengajarkan materi ini. Kepada para mahasiswa program Pendidikan Bahasa

Inggris, mereka disarankan untuk bisa menggunakan waktu mereka secara aktif

dan kreatif diluar waktu belajar diluar kelas, karena terbatasnya waktu yang

mereka punya untuk belajar didalam kelas. Dan rekomendasi ini juga diberikan

kepada para peneliti yang melakukan peneltian lebih lanjut mengenai topik ini,

untuk dapat memperdalam instrumen yang digunakan.

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ACKNOWLEDGEMENTS

First of all, I would like to express my gratitude from the bottom of my

heart to My Lord Jesus Christ for all the things He had given to me. Without his

blessing and guidance, I believe that these pages would still be empty pages with

no single letter written here.

  I would like to thank my sponsor Agustinus Hardi Prasetyo S.Pd., M.A.,

who has willingly sacrificed his time to give suggestions and opinions to my

thesis. His suggestions and opinions were like an alarm for me; it warned me that

I still had a lot of things to do to finish my thesis. What he said about my thesis

was really beneficial for me.

  I would like to express my gratefulness to Christina Kristiyani S.Pd., M.

Pd., and Maria Septiyani, S.Pd. for letting me interrupt their classes to conduct my

test. For the second semester students academic year 2011 of English Language

Education Study Program in Sanata Dhrama University, I would like to thank

them for the willingness to do the test.

  My special gratitude was for my parents, Albertus Wiwoho and Susana

Evilina for raising me until now. I also appreciate my sisters, Victoria Marvianti

and Advina Risa Wijayanti for their support and care. I would like to appreciate

someone who once helped me to find myself, Gregorius Marciano Yudhistira. He

really gave me more spirit to finish my study.

  My sincere thanks go to my uncles: Uncle Tatok, Romo Fransiskus

Widyantardi Lic. ThM., Altril Rayendra S. Tr., and my aunt: Khristina

Candrawasih. Without their advice, I would still be drowning in the joy of earning

money. Their support really kept in my brain in the right position.

  My sincere thanks also go to my beloved friends, Sinta, Ririn, Mari, Vita,

Wanda, Ripo, Yuda, Bang Rian. I really appreciate the wonderful time. Laughing

at and with them in the middle of the thesis time really gave me high spirit.

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TABLE OF CONTENTS

TITLE PAGE …………………………………………………………………... i

  

APPROVAL PAGES ……………………………………………………….…. ii

BOARD OF EXAMINERS ……………………………………………….….. iii

DEDICATION PAGE ………………………………………………………... iv

STATEMENT OF WORK’S ORIGINALITY ………………….………..…. v

PERNYATAAN PERSETUJUAN PUBLIKASI ………………….………….. vi

ABSTRACT ………………………………………………………..…………. vii

ABSTRAK ………………………………………………………….…………. viii

ACKNOWLEDGEMENTS ……………………………………….……..….. ix

TABLE OF CONTENTS ………………………………………………………x

LIST OF TABLES ……………………………………………………...…… xiv

LIST OF APPENDIX …………………………………………………...…… xv

CHAPTER I: INTRODUCTION ………………………………………………1

  

1.1 Research Background ………………………………………….…………….. 1

  

1.2 Research Problem ………………………………………..…..………………. 3

  

1.3 Problem Limitation ……………………………………….……………......... 3

  

1.4 Research Objectives …………………………………….…………………... 4

  

1.5 Research Benefits …………………………………….……………………... 4

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CHAPTER II: REVIEW OF RELATED LITERATURE …………………... 6

  

2.1 Theoretical Description ………………………………….……………………6

  2.1.1 Voice ………………………………………………………………… 6

  2.1.2 Active and Passive Voice Form ……………………..………………. 7

  2.1.3 Forms of English Passive Voice …………………………..…........... 9

  2.1.4 Meaning……………………………………...……...……………… 15

  2.1.5 The Use of Passive Voice …………………………………………. 16

  2.1.6 Language Errors ……………………...…………………….……… 17

  2.1.7 Theoretical Framework …………………………….……………….19

  

CHAPTER III: METHODOLOGY …………………………………………. 22

  

3.1 Research Method …………………………………….…………………… 22

  

3.2 Research Setting …………………………………….……………………. 23

  

3.3 Research Participants/Subjects ………………..………………………...... 23

  

3.4 Instruments and Data Gathering Technique ………………………..…….. 25

  3.4.1 Validity ……………………………………………………..… 26

  3.4.2 Reliability ………………………………………………..…… 28

  

3.5 Data Analysis Technique …………………………..…………………….. 31

  

3.6 Research Procedure ………………………………..…………………….. 31

  

CHAPTER IV: RESULTS AND DISCUSSION ..………………………… 33

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  4.2.1 The Reliability of the Test ………………………….….……..…. 36

  4.2.2 Presentation of Descriptive Statistics ……………………….…… 37

  4.2.3 The Analysis on the Students’ Achievement in Each Tense …….. 39

  

4.3 Discussion ………………………………………………………………….. 43

  

4.3.1 The Students’ Passive Voice Mastery ...……………….……………… 43

  

4.3.2 The Students Difficulties in Passive Voice Mastery ……………........... 46

  4.3.2.1 The Students’ Difficulties of Passive Voice in Simple Present Tense 47

  4.3.2.2 The Students’ Difficulties of Passive Voice in Simple Past Tense … 49

  

4.3.2.3 The Students’ Difficulties of Passive Voice in Present Progressive

Tense ………………………………………………………………. 51

  4.3.2.4 The Students’ Difficulties of Passive Voice in Simple Future Tense 54

  4.3.2.5 The Students’ Difficulties of Passive Voice in Present Perfect Tense55

  4.3.2.6 The Students’ Difficulties of Passive Voice in Past Perfect Tense ... 58

  4.3.2.7 The Students’ Difficulties of Passive Voice in Modality ………….. 59

  4.3.3 The Possible Causes of the Students’ Difficulties in Passive Voice Mastery …………………….………………………….…................................... 60

  4.3.3.1 The Nature of Passive Voice …………………..…………………... 61

  4.3.3.2 The Nature of the Learners ………………….…………. …………. 62

  4.3.3.3 The Context of Learning ……………………..………. ....................63

  

CHAPTER V: CONCLUSIONS AND RECOMMENDATIONS ………… 64

  

5.1 Conclusions ………………………………………………………...…....... 66

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BIBLIOGRAPHY ………………………………………………………….. 70

APPENDICES ……………………………………………………………… 71

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LIST OF TABLES

  

3.1 The Distribution of the Test Items …………………………………....…… 25

  

4.1 The Students ‘Achievement in the Whole Part of the Test ………...…....... 33

  

4.2 The Students’ Achievement in the First Part of the Test ……..………....... 34

  

4.3 The Students’ Achievement in the Second Part of the Test …….….…….. 34

  

4.4 The Descriptive Statistics …………………………………………….….. 36

  

4.5 The Students’ Score in Relation to the Category ……..…………….…… 38

  

4.6 The Students’ Achievement in the use of Passive Voice in Simple Present

Tense …………………………………………………..……………….…. 39

  

4.7 The Students’ Achievement in the use of Passive Voice in Simple Past Tense

………………………………………………..……………………. …….. 39

  

4.8 The Students’ Achievement in the use of Passive Voice in Present Progressive

Tense ……………………………………….………..…………………. 39

  

4.9 The Students’ Achievement in the use of Passive Voice in Simple Future

Tense …………………………………………………………………… 40

  

4.10 The Students’ Achievement in the use of Passive Voice in Present Perfect

Tense ………………………………………………….…………..…… 40

  

4.11 The Students’ Achievement in the use of Passive Voice in Past Perfect Tense

………………………………………………..………………………… 40

  

4.12 The Students’ Achievement in the use of Passive Voice in Modality…... 41

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LIST OF APPENDIX

  

The Test ……………..…………………………..…………………………..…………………………..……………  72

……………..…………………………..…………………………..…………………………. The Key Answer

   75

The Reliability of Half Test ……………..…………………………..…………………………..……….  76

Reliability of Full Test ……………..…………………………..…………………………..……………….  77 

  ……………..…………………………..…………………………..…………………  78 The Students’ Scores

Descriptive Statistic ……………..…………………………..…………………………..………………….  82

Permission Letter …..…………………………..…..…………………………..…..……………………….  83

The Sample of Students’ Test …..…………………………..…..…………………………..…..…..  84

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CHAPTER I

INTRODUCTION

1.1 Research Background

  One of the basic problems for the students of English Language Education Study Program (ELESP) in Sanata Dharma University Yogyakarta is the use of passive voice. Azar (1992) points out that in a passive sentence, the object of an active verb becomes the subject of the passive verb. In the other words, the subject of the clause is the one who does the action, for example:

  1. Andi cleaned the blackboard. (active sentence)

  2. The blackboard was cleaned by Andi. (passive sentence) In brief, the writer who is going to make a passive sentence has to change the active verb into past participle in making a passive sentence.

  From the writer’s observation, the writer realized that the ELESP students in Sanata Dharma University, who are trained to be English teachers, showed that they had a problem in making passive voice. They were still confused in making passive sentences. When the students made a passive sentence, they did not change their sentence into passive sentence correctly. However, the students as teacher candidates need to be a good language model for their future students. They are expected to be

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  Therefore, it is important for them to master their language skills and elements, including passive voice. Passive voice is one of grammatical points that have to be mastered by the students ELESP in Sanata Dharma University Yogyakarta because according to Hewings (1999), the use of passive voice really affects the result of the students’ writing whereas writing is also one of essential parts in language skills in learning English, especially for ELESP students.

  In this study, the researcher conducted a research on the students’ mastery in using passive voice. Their mastery would be analyzed through a test. The test result may show the students’ mastery in making passive voice. Fries (1948) states that there are three requirements of mastering the language: mastering the form, meaning, and function.

  The ELESP students in Sanata Dharma University learned passive voice in semester two. Having that condition, the researcher chose to conduct the research after the ELESP students in Sanata Dharma University learned passive voice. It would be very useful for the students to know their mastery of passive voice right after they learn passive voice in semester two, since it helped the students not to make mistake again when they use passive voice on the following semester. Furthermore, the researcher also examined the students’ difficulties in using passive voice. The aim was to realize the students’ difficulties in making passive voice. In addition, the researcher also tries to find the possible causes of the students’ errors. This will help

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  1.2 Research Problem

  Considering the previous explanation, the problems were formulated as follows:

  1. How much have the second semester students of English Language Education Study Program in Sanata Dharma University mastered the use of passive voice?

  2. What are the students’ difficulties in mastering passive voice?

  3. What are the possible causes of the difficulties?

  1.3 Problem Limitation

  This research dealt with the students’ mastery in the use of passive voice in ELESP students. The researcher chose passive voice because passive voice is one of essential parts in language elements. The researcher wanted to examine the students’ mastery in using passive voice from the very beginning. It was because the researcher realized that the students of ELESP in Sanata Dharma University still make mistake in using passive voice.

  This research was conducted in the second semester students 2011/2012 academic year of ELESP in Sanata Dharma University. This research helped the students to realize their difficulties in the use of passive voice so that the students will

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  finding the students’ difficulties of making passive voice in their second semester can help the students not to make mistake in making passive voice.

  1.4 Research Objectives

  This research was aimed to answer three research questions in the problem formulation. Thus, the objectives of this research were to find out:

  1. How much the second semester students of English Language Education Study Program in Sanata Dharma University have mastered the use of passive voice.

  2. The students’ difficulties in mastering passive voice.

  3. The possible causes of the students’ difficulties.

  1.5 Research Benefits

  This research was expected to give benefits for ELESP students as the English teacher candidates and also the readers of this research. In brief, the benefit of this research was that it was an attempt to know the students mastery in using passive voice. The result of this research could also help the students to realize their difficulties in making passive voice. Therefore, the students will not make mistake in making passive voice. In addition, the writer also examined the possible causes of errors so that the students could know their errors in making passive voice. Moreover,

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  voice. To sum up, this research is useful for the learners and also the lecturers to increase the students’ ability in using passive voice.

1.6 Definition of Terms

  1.6.1 Passive Voice

  In this study, this term refers to a way of phrasing the sentence so that the subject does not refer to the person or thing responsible for the action. In passive voice, the direct or indirect object of the active sentence becomes the subject of the corresponding passive voice (Quirk et. al., 1973). Azar (1992) emphasizes that in a passive sentence, the object of an active verb becomes the subject of the passive verb.

  1.6.2 Mastery

  In this study, the writer focuses on the mastery of the structure of the language. It means that passive voice is the part of the structure of the language. Fries (1948) points out that there are three requirements of mastering the language: mastering the form, the meaning, and the function. Therefore, the students are expected to:

  a. know the forms and the rules underlying them

  b. know the meaning of those forms

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CHAPTER II REVIEW OF RELATED LITERATURE In this chapter, the writer presents the theories which are related to this

  research. There two main topics in this chapter: theoretical description and theoretical framework. The theoretical description explains the relevant theories that support the writer’s research. It also elaborates the framework summarized and synthesized from the discussion of the theories in the theoretical description.

1.1 Theoretical Description

  In this part, the writer elaborates the passive. In the beginning, the writer explores the active and also passive voice. Then, the writer specifies the explanation into explanation of passive voice. The writer also discusses the form of passive voice. Finally, the writer states the use of passive voice.

1.1.1 Voice

  Quirk et al. (1972) defines voice as a grammatical category which makes it possible to view the action of a sentence in two ways, without change in the facts reported:

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    In those examples, sentence (a) is active, and sentence (b) is passive.

  In the definition above, Quirk does not exactly state the difference between active and passive voice. However, House et al. (1957) defines voice as the modification of a transitive verb which indicates whether the subject is acting or being acted upon. When the subject of the verb represents the actor or agent the voice is called to be active. When the subject receives or denotes the object to which action is directed, the verb is said to be in a passive voice.

  The example:

  John killed the bird. (active voice) The bird was killed by John. (passive voice)

  From the definition above, the writer concludes that voice refers to the form of the verb which shows whether the subject is acting (active voice) or being acted upon (passive voice).

1.1.2 The Active and Passive Voice Form In an active voice, the subject of a clause is the one who does the action.

  Murcia and Freeman (1999) emphasizes that the subject of a clause is most often the agent, or doer of some action. e.g. Darwin studied the fauna of the Galapagos Islands.

  If that sentence is changed into passive, the direct or indirect object of the

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    e.g. The fauna of Galapagos Islands was studied by Darwin.

  Quirk (1973) argues that the active and passive have different verb phrases. The difference is the passive has an additional auxiliary: a form of the auxiliary be followed by an –ed participle.

  The example of corresponding active and passive verb phrases:

ACTIVE PASSIVE

  loves is loved sold was sold is reading is being read has written has been written will buy will be bought may have take may have been taken

  On the other hand, Azar (1992) emphasizes that only transitive verbs (verbs that are followed by an object) are used in the passive. When we are going to make a passive voice, “by phrase” is included only if it is important to know who performs an action. In brief, the passive is a way of phrasing the sentence so that the subject does not refer to the person or thing responsible (directly or indirectly) for the action.

  In line with Quirk, Azar (1992) also states that it is possible to use intransitive verbs in passive voice such as happen, sleep, come, and seem. It means that the passive form of the sentence does not use a “by phrase”. This kind of passive

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  For example: The accident happened.

  Rice is grown in Indonesia. Our house was built in 1890.

  In addition, Quirk (1973) also agrees that there are some passive sentences that do not contain the by-phrase. He states that it is felt to be unnecessary to identify the person (perhaps because irrelevant or obvious) or it is felt to be tactless to do so.

  Snakes were being skinned outside our restaurant. Most of the buildings were destroyed. The decision has already been taken.

1.1.3 Forms of English Passive Voice

2.1.3.1 The Passive with Tense and Aspect

  Curme (1931) explains that the use of to be depends on the person and number of the subject as well as the tenses. The form of be which occurs in the passive sentence is the same as the form of the main verb in the corresponding active sentence.

  The following table shows example of verb forms related to the different tenses both in active and passive, with the main verb “write.”

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    Tense Active Passive

  Simple Present Present Progressive Present Perfect Simple Past Past Progressive Past Perfect Simple Future Future Progressive Future Perfect write/writes am/is/are writing has/have written wrote was/were writing had written will/shall write will/shall be writing will/shall have written am/is/are written is/am/are being written has/have been written was/were written was/were being written had been written will/shall be written will/shall being written will/shall have been written

  The following table shows example of verb forms related to modals and similar expressions:

  THE PASSIVE VOICE: modal + be + past participle a) Tom will be invited to the picnic.

  b) The window can’t be opened.

  c) Children should be taught to respect their elders.

  d) May I be excused from class? e) This book had better be returned to the library before Friday.

  f) This letter ought to be sent before June 1

^st

.

  g) Mary has to be told about our change in plans.

  h) Fred is supposed to be told about the meeting.

  THE PAST-PASSIVE FORM: modal + have been + past participle i) The letter should have been sent last week. j) This house must have been built over 200 years ago.

  k) Jack ought to have been invited to the party.

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2.1.3.2 Other Passive Verbs

  It is common for us that the auxiliary verb of passive verb is be. However, there are still some possible verbs to be used in passive voice.

2.1.3.2.1 Get Get is an informal auxiliary verb. It is an alternative to be in passive voice.

  This is the example: Barry got invited to the party.

  Our house is getting painted. I’m getting hungry.

  The difference between be-passive and get-passive is when those kinds of passive are used in negatives and questions. Get does not function as a true auxiliary in questions and negatives the way that be does. In get-passive, it needs do when it is changed into negatives or questions. According to Murcia and Freeman (1999), do serves as an operator for get in questions and negatives.

  Be- passive get-passive

  A: Was Bruno arrested?

  A: Did Bruno get arrested? B: No. He wasn’t even caught.

  B: No. He didn’t even get caught. Another difference between be-passive and get-passive is that the latter can occur more readily with the perfect progressives:

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  2.1.3.2.2 Be (in complex passive)

  The be passive can also interact with complements such as that-clauses and infinitives producing complex passives.

  For example: That he will get the job has been decided.

  John is thought to be intelligent.

  2.1.3.2.3 Have It is also possible for have to function as a passive auxiliary.

  For example: Mary had her purse snatched.

  The tenses used in this research are:

  1. Simple Present Tense

  2. Simple Past Tense

  3. Present Progressive Tense

  4. Past Progressive Tense

  5. Present Perfect Tense

  6. Past Perfect Tense

  7. Simple Future Tense

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