DEVELOPING STUDENTS’ UNDERSTANDING

OF PASSIVE VOICE OF PERFECT TENSES

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

Islamiyah Sawangan)

BY:

SUHAIBAH

NIM. 106014000439

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

“SYARIF HIDAYATULLAH” STATE ISLAMIC UNIVERSITY

JAKARTA

2011

ENDORSEMENT SHEET

The Examination Committee of the Faculty of Tarbiya and Teacher‟s Training

Certifies that the “Skripsi” (Scientific Paper) entitled “Developing Students‟

Understanding of Passive Voice of Perfect Tenses through Meaningful Drills ( A

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

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

was examined by the committee on March 02nd

, 2011, and was declared to have

passed and, therefore, fulfilled one of the requirements for the academic title

„S.Pd‟, (Bachelor of Arts) in English Language Education at the department of

English Education.

Jakarta, March 09th

, 2011

EXAMINATION COMMITTEE

CHAIRMAN : Drs. Syauki, M.Pd ( )

NIP. 1964121 199103 1 002

SECRETARY : Neneng Sunengsih, M.Pd ( )

NIP. 150 293 236

EXAMINERS :1. Drs. Syauki, M.Pd ( )

NIP. 1964121 199103 1 002

2. Drs. AM. Zaenuri, M.Pd ( )

NIP. 19530304 197903 1 003

Acknowledged by:

Dean of Tarbiya and Teacher‟s Training Faculty

Prof. Dr. Dede Rosyada, MA

NIP. 19571005 198703 1 003

APPROVAL SHEET OF ADVISOR

DEVELOPING STUDENTS’ UNDERSTANDING

OF PASSIVE VOICE OF PERFECT TENSES

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

Islamiyah Sawangan )

A Paper

Presented to the Faculty of Tarbiyah and Teachers‟ Training

In Partial of Fulfillment of the Requirements for

The Degree of Strata 1 (Bachelor of Arts)

English Education

by:

SUHAIBAH

NIM. 106014000439

Approved by

Advisor

Dr. Ratna Sari Dewi, M.Pd

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

“SYARIF HIDAYATULLAH” STATE ISLAMIC UNIVERSITY

JAKARTA

2011

ABSTRACT

Suhaibah, “Developing Students’ Understanding of Passive Voice of Perfect

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

Grade of MA Islamiyah Sawangan)”. Skripsi, English Education

Department, Faculty of Tarbiyah and Teachers’ Training, Syarif

Hidayatullah State Islamic University Jakarta, 2011.

Key words: Passive Voice of Perfect Tenses, Meaningful Drill

This research is conducted in order to develop students’ understanding of

passive voice of perfect tenses through meaningful drill at XI.I Grade of MA

Islamiyah Sawangan and also to help the English teacher of XI.I grade of MA

Islamiyah Sawangan in managing classroom activities in grammar skill. As the

subject of the study, were 25 students; 15 boys and 10 girls.

In conducting this research, the researcher used Classroom Action

Research (CAR) as the method of research. The researcher taught English

grammar using meaningful drills at XI.I grade of MA Islamiyah Sawangan. This

research consisted of two cycles and each cycle consisted of four elements, they

are: planning, acting, observing, and reflecting. Each cycle conducted in two

meetings for one and a half months. To collect and analyze the data, the

researcher used information from interview, observation, questionnaire and the

students’ score in pre-test and post-test in order to support the data collected.

The result of this research shows that using meaningful drill in teaching

grammar at XI.I grade of MA Islamiyah Sawangan can motivate the students to

study English and develop their grammar ability in using passive voice of perfect

tenses. The students’ responses showed that they were interested in learning

English grammar based on the result of interview and questionnaire they thought

that the activities were interesting. Moreover, the analysis of the data showed that

there was a significant difference of students’ achievement in the pre-test and

post-test. The students’ average in pre-test was 43.2, the average score in post-test

1 was 67.6 and the average score in post-test II was 76.8. While the improvement

score from pre-test to post –test 1 was 24.4, then from post-test 1 to post-test II

was 9.2. The percentage of the students’ improvement in pre-test to post-test 1

was 44%, and pre-test to post-test II was 68 %. The students’ percentage who

passed the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) in

pre-test was 16%, in post-test 1 was 60%, and in post-test II was 84%.

Based on this result, the implication of the research showed that

meaningful drill can be applied to develop students’ grammar ability. It helped

students to remember grammatical patterns effectively, respond correctly through

the cues and speak the right pronunciation.

ABSTRAK

Suhaibah, “Developing Students’ Understanding of Passive Voice of Perfect

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

Grade of MA Islamiyah Sawangan)”. Skripsi, Jurusan Pendidikan Bahasa

Inggris, Fakultas Tarbiyah Dan Ilmu Keguruan, Universitas Islam Negeri

Syarif Hidayatullah Jakarta, 2011.

Key words: Passive Voice of Perfect Tenses, Meaningful Drills

Penelitian ini dilaksanakan untuk mengembangkan pemahaman siswa pada

passive voice tenses perfect melalui meaningful drill di kelas XI.I MA Islamiyah

Sawangan dan juga untuk membantu guru bahasa Inggris kelas XI.I MA

Islamiyah Sawangan dalam mengelola kegiatan kelas pada kemampuan grammar.

Sebagai subjek penelitian ini, ada 25 siswa; 15 laki-laki dan 10 perempuan.

Dalam melaksanakan penelitian ini, peneliti menggunakan Penelitian

Tindakan Kelas (PTK) sebagai metode penelitian. Peneliti mengajarkan grammar

bahasa Inggris menggunakan meaningful drill di kelas XI.I MA Islamiyah

Sawangan. Penelitian ini terdiri dari dua siklus dan tiap siklus terdiri dari empat

unsur: perencanaan, pelaksanaan, observasi dan refleksi. Setiap siklus terdiri dari

dua pertemuan selama satu setengah bulan. Untuk mengumpulkan dan

menganalisa data, peneliti menggunakan informasi dari wawancara, observasi,

angket dan hasil pre-test dan post-test untuk mendukung pengumpulan data.

Hasil penelitian ini menunjukkan bahwa penggunaan meaningful drill

dalam mengajar grammar di kelas XI.I MA Islamiyah Sawangan dapat

mendorong siswa untuk belajar bahasa Inggris dan mengembangkan kemampuan

grammar mereka. Respon dari siswa menunjukkan bahwa mereka tertarik untuk

belajar grammar bahasa Inggris karena menurut mereka kegiatan yang digunakan

menarik. Disamping itu, data analisis menunjukan bahwa ada perbedaan yang

signifikan pada pencapaian siswa dalam pre-test dan post-test. Nilai rata-rata

siswa pada pre-test mencapai 43.2, pada post-test 1 mencapai 67.6 dan post-test II

mencapai nilai 76.8. sementara peningkatan nilai dari pre-test ke post-test sebesar

24.4, selanjutnya dari post-test 1 ke post-test II sebesar 9.2. Persentase

pningkatan siswa dari pre-test ke post-test 1 sebesar 44%, dan pre-test ke post-test

II sebesar 68%. Persentase siswa yang lulus Kriteria Ketuntasan Minimal (KKM)

pada pre-test sebesar 16%, pada post-test 1 sebesar 60% dan pada post-test II

sebesar 84%.

Berdasarkan hasil ini, implikasi dari penelitian menunjukkan bahwa

meaningful drill bisa diterapkan untuk mengembangkan kemampuan grammar

siswa. Meaningful drill membantu siswa ingat pola grammar secara efektif,

menjawab dengan benar lewat petunjuk-petunjuk dan berbicara dengan pelafalan

yang benar.

iii

iii

ACKNOWLEDGEMENT

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

First of all, the researcher would like to thank Allah SWT for His favor

and guidance, so she could finish this scientific paper (skripsi). She does believe

there is nothing she could do without His help. All praise belongs to Him, the

Creator of the living things from being nothing to exist, may solution and

benediction is into the nobles of the prophet and messenger, Muhammad SAW.

On this occasion, the researcher would like to thank her beloved parents

(Bapak Ust. Moch. Qurdly, A. Ma and Ibu Sumyati) and her grandfather KH.

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

her research and the process of making the paper. They are her spirit to get

success in her life and always pray her gave love to her.

This paper is presented to the English Education Department of Tarbiya

and Teaching Sciences Faculty of UIN Syarif Hidayatullah Jakarta as a partial

fulfillment of the requirements for strata 1 (S1). This research could not be

completed without a great deal of help of many people, especially Dr. Ratna Sari

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

to finish this research paper.

The researcher would like to thank some people who have contributed

much while this paper is in process until it becomes a complete work, they are as

follows:

1. Prof. Dr. H. Dede Rosyada, MA., as the Dean of Faculty of Tarbiya and

Teaching Sciences of UIN Syarif Hidayatullah Jakarta.

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

Syarif Hidayatullah Jakarta.

3. Mrs. Neneng Sunengsih, M.Pd., the secretary of English Education

Department of UIN Syarif Hidayatullah Jakarta.

4. All lecturers in English Education Department who have taught and educated

the writer so she knows many things.

iv

iv

5. Mr. Abdur Rachman, S.Ag., as headmaster of MA Islamiyah Sawangan who

has allowed the researcher to conduct this research in MA Islamiyah

Sawangan, and all teachers and administration staffs who have helped and

supported the researcher in finishing this research.

6. Mr. Ahmad Suja’i, S.Pd., the English teacher of MA Islamiyah Sawangan who

has given his contributions such as ideas, time, advised guided and supported

the researcher in the process of doing this research.

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

Ghazali, Fachri Maulana, Chaerul Fahmy and sisters Sukma Yanti, S.Pd.I,

Adawiyah, Nurlaila, S.Pd.I., Ismi Lestary, Qiki Azkia for their inspiring spirit,

love and effort to find her dream. They always also give moral

encouragements to finish this research paper. Thanks a lot for all your pray to

her. She is nothing without you.

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

Thanks a lot for everything.

9. She would also thank to all her friends at “C” class of English Education

Department academic year 2006, especially mu2t who always become the

shoulders to cry on, thank you for being a good friend during her study at

UIN. She also can’t forget the numerous friends who always laugh and be

crazy at the memorable moments, for ina, nia, upech, dila, teh eni, la2, abi,

unink, and rizky she will never forget your contributions.

Finally, the researcher realizes that this paper is far from being perfect and

need more correction. It such great pleasure for the writer to receive critics and

suggestion in developing this research and it will have some value for her and for

a better thing in the future.

Jakarta, January 2011

The Writer

v

v

i

TABLE OF CONTENT

TITLE

APPROVAL

ENDORSEMENT SHEET OF EXAMINATION COMMITTEE

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

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

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

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

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

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

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

CHAPTER I INTRODUCTION

A. The Background of the Problem ........................................ 1

B. The Identification of the Problem ...................................... 4

C. The Limitation of the Problem .......................................... 4

D. The Formulation of the Problem ........................................ 5

E. The Objective of the Problem ............................................ 5

F. The Use of the Research .................................................... 5

CHAPTER II THEORITICAL FRAMEWORK

A. The Reference of Area Theory and Research Focus........... 7

1. The Meaning of Tense .................................................. 7

2. The Meaning of Passive Voice ..................................... 8

3. The Usages of Passive Voice ....................................... 9

4. The Form of Passive Voice of Perfect Tenses ............. 11

B. The Reference of Intervention Action Alternative

Chosen ................................................................................. 17

1. Meaning of Drill ........................................................... 17

2. Kind of Drills in Grammar Exercises ......................... 17

3. Definition of Meaningful Drill ...................................... 18

ii

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

5. Advantages and Disadvantages of Meaningful-

Drill ............................................................................... 20

C. Teaching Passive Voice Through Meaningful Drill ........... 20

D. Relevant Research ............................................................... 21

E. Conceptual Development of Action of Planning ................ 22

F. Action Hypothesis ............................................................... 23

CHAPTER III RESEARCH METHODOLOGY

A. The Purpose of the Research ............................................... 24

B. The Time and Place on the Research .................................. 24

C. The Method of the Research ............................................... 25

D. The Subject and the Object of the Research ....................... 25

1. The Subject of the Research ......................................... 25

2. The Object of the Research .......................................... 26

E. Researcher’s Role on the Research ..................................... 26

F. Research Design ................................................................. 26

G. Classroom Action Research Procedure .............................. 27

1. Planning Phase ............................................................. 28

2. Acting Phase ................................................................ 28

3. Observing Phase ........................................................... 28

4. Reflecting Phase ........................................................... 29

H. The Expectation Result of Action Intervention .................. 29

I. Data and Data Sources ........................................................ 29

J. Technique of Data Analysis ................................................ 30

K. Trustworthiness of Study .................................................... 32

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

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

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

4. Item Difficulty .......................................................... 35

L. Criteria of the Action Success ............................................ 36

iii

CHAPTER IV RESULT AND DISCUSSION

A. Data Descriptions ................................................................ 37

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

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

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

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

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

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

1. Planning ............................................................ 43

2. Acting ............................................................... 44

3. Observing ......................................................... 44

4. Reflecting ......................................................... 45

b. The Result of Post-Test 1 .......................................... 46

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

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

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

1. Planning ............................................................. 50

2. Acting ............................................................... 50

3. Observing ......................................................... 51

4. Reflecting ......................................................... 51

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

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

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

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

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion ......................................................................... 58

B. Suggestion .......................................................................... 59

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

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

iv

LIST OF TABLES

Table 2.1 The transformation of passive voice ................................................. 8

Table 2.2 The formula of passive voice ............................................................ 13

Table 2.3 Examples of passive voice of present perfect ................................... 14

Table 2.4 Examples of passive voice of past perfect ........................................ 15

Table 2.5 Examples of passive voice of future perfect ..................................... 16

Table 4.1 Students’ grade in pre-test ................................................................ 41

Table 4.2 Students’ grade from pre-test to post-test 1 ...................................... 46

Table 4.3 Students’ grade from pre-test to post-test 2 ...................................... 52

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

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

v

LIST OF FIGURES

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

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

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

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

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

vi

LIST OF APPENDICES

Appendix 1a Interview Guideline for English Teacher (before CAR) ............. 64

Appendix 1b the Result of Interview of English Teacher (before CAR) ......... 65

Appendix 2a Interview Guideline for English Teacher (after CAR) ................ 66

Appendix 2b The Result of Interview of English Teacher (after CAR) ........... 67

Appendix 3a Questionnaire and Result for Students (before CAR) ................. 69

Appendix 3b Questionnaire and Result for Students (after CAR).................... 71

Appendix 4 Instrument and key words of pre-test ......................................... 73

Appendix 5 The Result of Pre-Test ................................................................ 75

Appendix 6 Instrument and key words of Post-Test 1.................................... 76

Appendix 7 The result of Post-Test 1 ............................................................. 78

Appendix 8 Instrument and key words of Post-Test II ................................... 79

Appendix 9 The result of Post-Test II ............................................................ 81

Appendix 10 Pre Observation Sheet of CAR ................................................... 82

Appendix 11 Lesson Plan on action 1 of Cycle 1 ............................................ 84

Appendix 12 Lesson Plan on action II of Cycle 1 ........................................... 89

Appendix 13 Lesson Plan of Cycle II .............................................................. 96

Appendix 14 Observation Sheet of Cycle 1 ..................................................... 103

Appendix 15 Observation Sheet of Cycle II .................................................... 104

Appendix 16 Syllabus ...................................................................................... 105

Appendix 17 Item Analysis of Test .................................................................. 107

Appendix 18 The Result of Discriminating Power .......................................... 109

Appendix 19 The Result of Difficulty Item ..................................................... 110

Appendix 20 Reliability of Test ...................................................................... 112

60

BIBLIOGRAPHY

Arikunto, Suharsini, Penelitian Tindakan Kelas, Jakarta: Bumi Aksara, 2009

Arikunto, Suharsimi, Dasar-Dasar Evaluasi Pendidikan, Jakarta: Bumi Aksara,

2009

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

ed.,

Englewood Cliffs: Prentice Hall Inc., 1989

Bailey, Kathleen M, Learning about Language Assessment: Dillemas, Decisions,

and Directions, London:Heinle & Heinle Publisher,1998

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

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

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

ed., New York: Heinle and Heinle Publishers, 1999

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

University, 1972

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

Prentice- Hall, Inc, 1972

Fromkin, Victoria and Robert Rodman, An Introduction to Language, Orlando:

Harcourt Brace College Publisher, 1998

Gorell, Robert M. and Charlton Laird. Modern English Handbook, 3rd

ed.,

Englewood Cliffs: Prentice Hall Inc., 1964

Hall, Eugene J. Grammar for Use: A Realistic Approach to Grammar Study for

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

Hewings, Martin, Advanced Grammar in Use: A self-study reference and practice

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

Hornby, A.S., Oxford Advanced Learner’s Dictionary of Current English revised

and updated, Great Britain: Oxford University Press, 1987

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

22nd

, 2010

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(accessed at October 22nd

, 2010

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2010

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accessed at October 22nd

, 2010

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

Cambridge University Press, 1989

Iskandar, Dr, M.Pd, Penelitian Tindakan Kelas, GP press; Ciputat, 2009

Lyons , John, Linguistics Semantic an Introduction, Cambridge: Cambridge

University Press, 1995

Meltzer, David E, The Relationship between Mathematics Preparation and

Conceptual Learning Gains in Physics: A Possible Hidden Variable in

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2008

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

Merril Prentice Hall, 2003

Nurhillah, Endah, Some Difficulties Faced by the Students in Learning Passive

Voice, Jakarta: FITK UIN, 2008

Oller, John W, Language Test at School, London: Longman Group Limited, 1979

Purwanto, Drs. M. Ngalim, Prinsip-Prinsip dan Teknik Evaluasi Pengajaran

Bandung: Remadja Karya, 1986

Richards, Jack C., and Theodore S. Rodgers, Approaches and Methods in

Language Teaching, Cambridge: Cambridge University Press, 1986

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

Longman Group Limited, 1985

Rosyidin, Dindin, The Mastery of Passive Voice, FAH UIN: Jakarta, 2007

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research-2/ (accessed at october 22, 2010)

1

CHAPTER I

INTRODUCTION

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

background of the problem, identification of problem, limitation of problem,

formulation of problem, objective of the problem, and the use of the research.

A. The Background of the Problem

As an international language, it is known that English is undoubtedly one

of the well known languages in the world. It has become the most widely

studied foreign language on the earth. As Richards and Rodgers said, “English

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

However, English has become the most widely studied foreign language

today.

In English subject, there are many skills that should be mastered by

students which is called the four basic language skills. They are listening,

speaking, reading, and writing. Besides of the four skills, they also have to

master grammar properly.

Every human being who speaks a language should know its grammar.

When linguists wish to describe a language, they attempt to describe the

grammar of the language that exists in the minds of its speakers. 2

There may

1 Jack C. Richard and Theodore S. Rodgers, Approaches and Methods in Language

Teaching, (Cambridge: Cambridge University Press, 1986), p. 1 2 Victoria Fromkin and Robert Rodman, An Introduction to Language, (Orlando:

Harcourt Brace College Publisher, 1998), p. 14

2

be some differences among speaker knowledge, because it is this grammar

that makes it possible to communicate through language.

From the theories above we have known that grammar should be taught

appropriately because it is the basic element of a language. Without the proper

knowledge of grammar, the learners will find many problems to express their

ideas and built up sentences for communication.

There are many aspects discussed in English grammar. One of them is

passive voice. The passive voice is most frequently used when it is not known

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

Based on the result of pre observation there are some problems that arise

especially for adults who want to master the passive voice because the passive

voice is very different from the active voice.4 Here, the researcher found the

students in the high school where the researcher did “PPKT” have lack of

understanding Grammar pattern. It proved by the score of pre-test which is

low. In addition, she looked that teacher used monotonous teacher‟s technique

so in the classroom for some students learning passive voice is boring. This

case is often felt by almost of all non- English speaking students. For example

in the sentence of “someone smashed the window” is active voice. If they do

not master the rules, they maybe change that sentence to be “the window

smashed by someone”. That sentence is grammatically incorrect. The correct

one is the window was smashed. Someone can be omitted because it is

unimportant agent to be written. Without knowing the formula of the passive

voice, the students will feel difficult to write a sentence of the passive voice

correctly. Other possible errors done by them are, for instance, in changing „to

be‟, past participle (V3). „To be‟ and „to have‟ change in harmony with the

kind of tense. Students may put „is/ are/ am‟ in the past tense instead of was/

were. For example, the students may change the sentence „the gardener

planted the flower (active voice) to be “the flower was planted by the

gardener” (passive voice). They also may put „has or have‟ in the past perfect

3 Betty Schramfer Azar, Understanding and Using English Grammar, (Englewood Cliffs:

Prentice-Hall, Inc., 1989), p.123 4 See appendix 10, p. 81

3

tense instead of „had‟. For example, the students may change the sentence

“Sue had cleaned the floor” (active voice) to be “the floor has been cleaned”

(passive voice).

The passive voice is often used both in spoken and written English.

Where, according to Swan “Passives are very common in scientific writing,

and other kinds of expression where we are most interested in events and

processes: in things that happen”.5

The students sometimes make mistake in writing irregular past participle

(V3). For example, „thrown‟ (past participle of throw) is written „thrawen‟,

„taught‟ (past participle of teach) is written „tought‟or „teached‟.

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

from the sentence based on the result of pre-test and pre observation:6

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

subject of the passive voice.

2. They make mistake in using the appropriate be on passive voice with the

tense used in the active voice and with the number of subject, weather the

subject is singular or plural.

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

4. They make mistake in tenses.

Therefore, it is important for English learners to have a good

understanding on passive voice. So, the learners should be taught by using a

method focused on grammar ability. Here, the researcher used meaningful

drill as a strategy to solve this problem. Meaningful drill is one that cannot be

completed without the students‟ understanding the syntax and semantics of

what he/she is saying.

From description above, the researcher intends to do action research

related to the passive voice of perfect tenses. Action research is a way of

reflecting on someone‟s teaching, it is done systematically collecting data on

his or her everyday practice and analyzing it, in order to come to some

5 Michael Swan, Practical English Usage, (Oxford: Oxford University Press, 1980),

p.457 6 See appendix 5 and 10, p. 73 and 80

4

decisions about what someone future practice should be.7 In conducting the

action research the researcher chooses the second year students of senior high

school “MA ISLAMIYAH SAWANGAN”. Selecting the second year is

appropriate enough, because the second year students were studying about the

passive voice. In this action research, the researcher would like to develop

their understanding of passive voice of perfect tenses. Thus, the title of this

action research is

“Developing Students’ Understanding of Passive Voice of Perfect Tenses

through Meaningful Drill” “(A Classroom Action Research at Eleventh

Grade at X1. 1 Class of MA Islamiyah Sawangan)”.

B. The Identification of the Problem

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

problems:

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

subject of the passive voice.

2. The difficulties in using the appropriate be on passive voice with the tense

used in the active voice and with the number of subject, whether the

subject is singular or plural.

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

Therefore, the writer would like to limit only on mistake in grammar, the

researcher would like to analyze it as follow:

1. What kind of mistake do the students have?

2. How many mistakes do they have?

3. How to change all the mistakes to the right ones?

C. The Limitation of the Problem

To avoid misunderstanding and clarify the problems, it is important to set

some limitation of the problems. The researcher will limit the problem of the

7 Michael J. Wallace, Action Research for Language Teachers, (Cambridge University

Press; Cambridge: 1998), p.4.

5

discussion on developing students‟ understanding of passive voice of perfect

tenses through meaningful drill as prevail in the research at the students of

second year grade of MA Islamiyah Sawangan.

D. The Formulation of the problem

In this „Action Research‟ the researcher will discuss the students‟

understanding in constructing passive voice. In this writing, the researcher will

only discuss the passive voice of perfect tenses as follows present perfect and

past perfect.

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

future perfect are very rarely used in the passive.8 Therefore, the researcher

does not discuss about them deeply.

Based on the background above, the researcher would like to formulate

the problem as follows:

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

perfect tenses?

2. How does meaningful drill can help the students in developing their

understanding of Passive Voice of perfect tenses in the second year of MA

ISLAMIYAH SAWANGAN?

E. The Objective of the Problem

The objective of the research is to know whether meaningful drill can

develop the students understanding on passive voice of perfect tenses. In

addition, to know how meaningful drill develops students‟ understanding of

passive voice of perfect tenses in the second year of MA Islamiyah Sawangan.

F. The Use of the Research

1. Students

Action research is an applied form of inquiry and it is useful in many

situations. This research is done both in teaching-learning activities and

8 Betty Schramfer Azar, Understanding and Using English ………, p. 120

6

evaluations. Hence, there are many advantages which will be taken by the

students as subjects of the research from the title “Developing Students’

Understanding of Passive Voice of Perfect Tenses through Meaningful

Drill”. These are the advantages which were found by the researcher and

English teacher as collaborator, as follows:

a. Meaningful drill can helps students practice the new grammatical

patterns that have been presented.

b. Drills allow students to practice more actively in the exercises.

c. Meaningful drill can show students‟ quality of teaching – learning

process in the class.

d. Drills improve students‟ participation in the class.

e. Drills material is expected always be meaningful so the students will

know the content words that they are studying.

f. Students can remember grammatical patterns effectively.

g. Meaningful drill obviously carries much more meaning.

h. Students can speak the right pronunciation.

i. The students can respond correctly through the cues.

2. Teachers

The title “Developing Students’ Understanding of Passive Voice of

Perfect Tenses through Meaningful Drill” gives many uses both for

students and teachers. In above we have known about the uses for students

and these are the uses of meaningful drill in teaching grammar for

teachers. The uses which will be taken by this technique as follows:

a. The teacher can utilize classroom activity for curriculum development.

b. The teacher develops their knowledge and skills actively.

c. Drilling application immediately in the classroom, the teacher can

make problem solving.

d. The teacher is more empowered till he will be professional and

autonomous which has self confidence.

7

7

CHAPTER II

THEORETICAL FRAMEWORK

In this chapter, the researcher tries to give clear description of theoretical

framework which is covering of The Reference of Area Theory and Research

Focus, The Reference of Intervention Action Alternative Chosen, Teaching

Passive Voice through Meaningful Drill, Relevant Research, The Conceptual

Development of Action of Planning, and Action Hypothesis.

A. The Reference of Area Theory and Research Focus

1. The Meaning of Tense

One of the important things in learning grammar is tense. The word

“tense” is derived ultimately from the Latin word „tempus‟, meaning

„time‟.1 Frank defines, “tense is special verb ending or accompanying

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

supported by Swan who states, “the verb-forms which show differences in

time are called tense. Tenses are formed either by changing the verbs (e.g.

will know, had known)”.3

From the definition above the researcher concludes that tense is a verb

to indicate the time related to activity happening in past, present or future.

1John Lyons, Linguistics Semantic an Introduction, (Cambridge: Cambridge University

Press, 1995), p. 132

2 Marcella Frank, Modern English: A Practical Reference Guide, (New Jersey: Prentice-

Hall, Inc, 1972), p. 47 3 Michael Swan, Practical English…, P. 604

8

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

occurred.

2. The Meaning of Passive Voice

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

verb to occupy subject position.4Voice in English grammar refers to the

active or passive use of a verb.5 From these definitions it can be inferred

passive voice is a grammar etymology to state what happens or what is

done.

A sentence is called the passive voice when the subject receives the

action of the verb. Therefore, in the passive voice, the original receiver of

the action is the grammatical subject and the original doer of the action is

the grammatical object of preposition by. For example:

Table 2.1

The transformation of passive voice

Active Voice Passive Voice

Formula S + HAS/HAVE + PP + O O + HAS/HAVE+ BEEN+PP +S

Example Azka (doer of the action)

always opened the door.

(receiver of the action)

The door (receiver of the action)

was always opened by Azka

(doer of the action )

Because the grammatical subject of a passive verb is the original

object of an active verb, only transitive verb may be used in the passive

voice.6

So, verbs which do not take an object (intransitive verbs) do not have

passive forms. For example, there are no passive forms for the

following sentences:

I slept for nearly ten hours last night.

The ship slowly disappeared from view.

However, many verbs can e used at different times with and without

objects-that is, they can be both transitive and intransitive. Compare:

Are they meeting him at the station? (transitive)

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

nd ed.,

(New York: Heinle and Heinle Publishers, 1999), p. 344 5 Marcella Frank, Modern English: A Practical Reference Guide…, p. 55

6 Marcella Frank, Modern English: A Practical Reference Guide… , p. 56

9

Is he being met at the airport? (passive)

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

Sabin state that the passive form of a verb is appropriate (1) when you

want to emphasize the receiver of the action (by making at the subject) or

(2) when the doer of the action is not important or is deliberately not

mentioned.8

In line with the definition above, it can be said that in an active

sentence, the subject performs the action. In a passive sentence, the subject

receives the action. According to Celce-Murcia, the passive 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.9

The following is the example of an active sentence where the agent or

the subject performs the action:

John studied only his Algebra course that year.

In the sentence above, John is the subject who performs the action

which is studied. It will be different if the active sentence above is

changed into the passive voice. John as the subject of active sentence

will become an object who receives the action or in other word, it can

be said that the action it expresses which is studied is performed upon

its subject which is John. Thus, the passive voice form the sentence

above is: Algebra was the only course studied by John.10

3. The Usages of Passive Voice

Since it is generally preferable to make a direct statement of an action,

a good writer chooses the active voice wherever necessary when greater

emphasis is to be placed on the “event” represented by a verb plus its

complement than on the “action” involved in this event. Thus, the passive

voice will be preferred in the following instance:

7 Martin Hewings, Advanced Grammar in Use: A self-study reference and practice book

for advanced learners of English, (Jakarta: Erlangga, 2001), p. 29 8 William A. Sabin, The Gregg Reference Manual, 9

th ed., (Woodland Hills: Glencoe

McGraw-Hill, 1999), p. 251 9 Marriane Celce-Murcia, The Grammar Book, An ESL/EFL Teachers Course, 2

nd ed.,

(New York: Heinle and Heinle Publishers, 1999), p. 347 10

Robert M. Gorrell and Charlton Laird, Modern English Handbook, 3rd

ed., (Englewood

Cliffs: Prentice Hall Inc, 1964), p. 286

10

a. Attention is to be drawn especially to the “receiver” of the action.

Example: My dog was hit by a car.

In a piece of connected prose, the use of the passive voice permits the

subject under discussion to remain a grammatical subject even when it

is not the „doer‟ of an action. For example:

Faulkner wrote a number of books about a mythological county in

the south. He was awarded the Nobel Prize for literature in 1949.

b. The “doer” of an action is unimportant or is not known. The omission

of the agent makes it possible for an impersonal toned to be

maintained. Example:

1) Your little boy threw my kitchen window in the morning (active

voice)

2) That window was thrown (passive voice).11

In the first example above, the speaker knows the „doer‟ of the

action. Meanwhile in the second example the doer of the action is

unknown. It means the doer is not referring to any particular person

who has done the action.

The use of the passive voice for impersonal statements occurs

frequently in textbooks, in scientific, technical or business reports, and

in newspapers stories.

Example: The central jewelry store has been robbed several times

The report had been confirmed since yesterday

The passive voice is used in English when it is more convenient or

interesting to stress the thing one than the doer of it, or when the doer

is unknown. Here are some situations where we typically choose a

passive rather than an active:

1) When the agent is not known, is „people in general‟, is

unimportant, or is obvious, we prefer passives. In an active

sentence we need to include the agent as subject; using a

passive allows us to omit the agent by leaving out the

prepositional phrase with by.

11

Marcella Frank, Modern English: A Practical Reference Guide… , p. 56

11

2) In factual writing particularly in describing procedures or

processes, we often wish to omit the agent, and use passives.

3) In spoken English we often use a subject such as people,

somebody, they, we, or you even when we do not know who

the agent is. In formal English, particularly writing, we often

prefer to use a passive.

4) In English we usually prefer to put old information at the

beginning of a sentence (or clause) and new information at

the end.

5) It is often more natural to put agents (subjects) which consist

of long expressions at the end of a sentence.12

4. The Form of Passive Voice of Perfect Tenses

To form of passive voice, be + past participle is used as the main verb.

According to Azar, the passive voice is formed by using the appropriate

formed of the verb be (am, is, are, was, were, been, being) with the past

participle of the main verb.13

The following fact should be noted about the passive: (1) the passive

is formed with be and the past participle. (2) Only verb which are

transitive in the active can be constructed in the passive. (3) The

agent, the performer of the action, is expressed by a prepositional

phrase with by. (4) The passive, in fact, occurs in all tenses, with all

the verb phrase combinations and with all the modal auxiliaries and

idiomatic verb phrase.14

When someone wants to make a passive voice of perfect tenses,

he/she should know first whether the sentence can be changed into passive

voice or not. Therefore, ones who want to make a passive voice should

keep notice on the facts of passive voice as stated above. Below is an

example of a sentence that can be changed into passive voice:

The students have studied English.

The verb in the sentence above which is ‘have studied’ is in the

present perfect tense. Besides, the verb is transitive where it is followed by

object. Thus, the sentence above has fulfilled all the requirements needed

12 Martin Hewings, Advanced Grammar in Use: A self-study reference and practice book

for advanced learners of English, (Jakarta: Erlangga, 2001), p. 60 13

Betty Schramfer Azar, Understanding and Using English Grammar…, p. 123 14

Eugene J. Hall, Grammar For Use, A Realistic Approach to Grammar Study for

Immediate and Practical Application, (Jakarta: Bina Rupa Aksara, 1993), p. 214

12

to be able to be changed into passive voice. The tense used in this sentence

also proves that the passive voice can occur in perfect tenses.

The passive voice of an active tense is 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 object of the verb sentence has become the subject of

the second.15

So, to change the sentence above into passive voice, firstly, is by

placing the object of an active sentence into the subject of passive voice,

then the main verb is changed using be + past participle which is

appropriate with the tense used in the sentence which is in this sentence

present perfect tense form. Thus, the passive voice from the sentence

above is:

English has been studied by students.

From this sentence the subject in active is plural but the subject in

passive is singular. So, we have to change be from active „have‟ to passive

„has‟.

Active A have studied

Passive has been studied by A

The passive by agent is used as the followings:

a. When the agent is new information. Below is an example of a

passive voice which includes its agent because the agent is new

information to everybody who hears or reads the sentence:

While Jill was walking down the street, her purse was snatched by

a young man.

A young man in the sentence above is the agent. It is mentioned

because it is new information.

15

Michael Swan, Basic English Usage, (New York: Oxford University Press, 1986), P.

457

OBJECT

B

B

SUBJECT

13

b. When the agent is nonhuman (i.e. we expect agent to be human).

Below is an example of a passive voice where the agent is

mentioned because if it is not to be mentioned, the reader will think

that agent is human being, in fact, it is non human:

All the lights and appliances in the Albertson household are

switched on and off daily by electrical device.

c. When the agent is a well known personage and should be included

as propositional information. Below is an example of passive voice

where the agent is a well known person:

The Mona lisa was painted by da Vinci.16

In the sentence above, da Vinci is the agent. The agent of this

sentence is a well known personage. Thus, it should be included.

We make the passive verb with the different tenses of „be‟

followed by the past participle. Here is the table printed by Swan:17

Table 2.2

The Formula of Passive Voice

No Tense Structure

1 Simple Present Am / are / is + pp

2 Present Progressive Am / are / is + being + pp

3 Simple Past Was / were + pp

4 Past Progressive Was / were + being + pp

5 Present Perfect Have / has + been + pp

6 Past Perfect Had + been + pp

7 Future Will + be + pp

8 Future Perfect Will have + been + pp

9 Going to Going to be + pp

From the table above the researcher will explain about the passive

voice of perfect tenses that is the passive voice in the present perfect, the

passive voice in the past perfect, and the passive voice in the future

perfect.

a. The passive voice in the present perfect

The passive voice in the present perfect tense can be presented in

affirmative, negative and interrogative forms.

To make a passive voice in the present perfect using the affirmative

form of sentence, the following formula is used:

16

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

ed...,

p. 355 17

Michael Swam, Basic English Usage, (New York: Oxford University Press, 1986),

P. 458

14

Subject + have/has + been + past participle + by agent. To make a

passive voice in the present perfect using the form of negative

sentence, the following formula is used: subject + have/has + not +

been + past participle + by agent. To make a passive voice in the

present perfect using the form of interrogative sentence, the following

formula is used: has/have + subject + been + past participle + by

agent.

For a notice, all subjects in those three formulations are

derived from the object of the active sentence and the usage of

has/have must be in line with the subject of a passive voice whether it

is singular or plural. If the subject is plural, have is used. If the subject

is singular, has is used.

The following are the examples of the transformations of active

voice into passive voice in the present perfect tense using the

affirmative, negative and interrogative forms of sentence based on the

formulations above, the active voices are written first then followed

by the passive voice, this is done to make it clear to know the

transformations happened on each sentence:

Table 2.3

Examples of passive voice of present perfect

Active voice Passive voice

Affirmative Nazmu has closed the window The window has been

closed by Nazmu

Negative Nazmu has not closed the window The window has not been

closed by Nazmu

interrogative Has Nazmu closed the window? Has the window been

closed by Nazmu?

The examples above use „has’ instead of have because the

subject which is the window is singular. If the subject is plural, for

instance: the windows, the sentences will use have.

b. The passive voice in the past perfect

The passive voice in the past perfect tense can be presented in

affirmative, negative and interrogative forms.

According to Lado to make a passive voice in the past perfect

15

using the affirmative form of sentence, the following formula is used:

Subject + had + been + past participle + by agent. To make a

passive voice in the past perfect using the form of negative

sentence, the following formula is used: subject + had + not +

been + past participle + by agent. To make a passive voice in the

past perfect using the form of interrogative sentence, the following

formula is used: had + subject + been + past participle + by

agent.18

For notice, all subjects in those three formulations are derived from

the object of the active sentence and had is used for either singular or

plural noun. The following are the examples of the transformations of

active voice into passive voice in the past perfect tense using the

affirmative, negative and interrogative forms of sentence based on the

formulations above, the active voices are written first then followed

by the passive voice, this is done to make it clear to know the

transformations happened on each sentence:

Table 2.4

Examples of passive voice of past perfect

Active voice Passive voice

Affirmative Adis had cleaned the whiteboard the whiteboard had been

cleaned by Adis

Negative Adis had not cleaned the

whiteboard

the whiteboard had not

been cleaned by Adis

interrogative Had Adis cleaned the whiteboard? Had the whiteboard been

cleaned by Adis?

c. The passive voice in the future perfect

The passive voice in the future perfect tense can be presented in

affirmative, negative and interrogative forms.

To make a passive voice in the future perfect tense using the

affirmative form of sentence, the following formula is used:

18 M.J Lado, A Guide to Modern English, cet. Ke-2, (Jakarta: Aksara Persada Indonesia,

1992), p. 107-115

16

Subject + will + have + been + past participle + by agent. To

make a passive voice in the present perfect using the form of negative

sentence, the following formula is used: subject + will + have + not +

been + past participle + by agent. To make a passive voice in the

present perfect using the form of interrogative sentence, the following

formula is used: will + subject + have + been + past participle + by

agent.

For a notice, all subjects in those three formulations are derived

from the object of the active sentence and the usage of have must be in

line with the subject of a passive voice whether it is singular or plural.

The following are the examples of the transformations of active

voice into passive voice in the future perfect tense using the

affirmative, negative and interrogative forms of sentence based on the

formulations above, the active voices are written first then followed

by the passive voice, this is done to make it clear to know the

transformations happened on each sentence:

Table 2.5

Examples of passive voice of future perfect

Active voice Passive voice

Affirmative Furqon will have done an

assignment

an assignment will have

been done by Furqon

Negative Furqon will have not done an

assignment

an assignment will have

not been done by Furqon

interrogative Will Furqon have done an

assignment?

Will an assignment have

been done by Furqon?

According to Tan Cheng Lim (2002, p. 217) in Dindin

Rosyidin (2007: 16) to change an active voice to be the passive

offered the following steps:

1. Move the object of the active sentence to be the subject of the

passive form.

2. Add the correct form of the verb „be‟ according to the tense of

the verb and the number of the subject.

3. Place the past participle of the verb after the verb „be‟. If there

is a modal verb, it must be kept in this form: (modal verb + be

17

+ past participle).

4. Move the subject of the active sentence to the back of the

passive sentence with the aid of the preposition „by‟. If the

subject of the active sentence is not important, omit it.

5. If there is two objects, use one of them (direct or indirect) to

the subject of the passive sentence, normally, the indirect object

(that is, the person) is used.19

B. The Reference of Intervention Action Alternative Chosen

1. The Meaning of Drill

According to Oxford dictionary, drill is through training by practical

experiences, usually much repetition.20

According to Richards and friends: “Drill is a technique commonly

used in language teaching for practicing sounds or sentence patterns in a

language, based on guided repetition or practice. A drill which practices

some aspects of grammar or sentence formation is often known as pattern

practice.”21

There are usually two parts to a drill:

a. The teacher provides a word or a sentence as a stimulus (the call word

or cue).

b. Students make various types of responses based on repetition,

substitution, or transformation.22

2. Kind of Drills in Grammar Exercises

Drill can help students practice the new grammatical patterns that

have been presented. Most language laboratory programs also contain drill

as oral exercises in which the students‟ answer individually. Teaching

learning activities with oral exercise is done in pairs or small groups. This

19 Dindin Rosyidin, The Mastery of Passive Voice, skripsi, (Jakarta: FAH UIN, 2007) p.

16 20

A S Hornby, Oxford Advanced Learner’s Dictionary of Current English”, revised and

updated (Great Britain: Oxford University Press, 1987), p.266 21

Jack, Richards, et al, Longman Dictionary of Applied Linguistic, (New York: Longman

Group Limited, 1985), p. 8 22 Jack, Richards, et al, Longman Dictionary of Applied Linguistic…, p. 8

18

type of classroom management allows students to practice more actively in

the exercises.

Richards and friends categorize exercises or drills into three types:

mechanical, meaningful and communicative. 23

But the researcher will

only discuss the second type-meaningful drill. That is all because “drill

material should always be meaningful. If the content words are not known,

teach their meaning”.24

3. The Definition of Meaningful Drill

Meaningful drill consists of two words meaningful and drill.

According to Urdang and Flexmer (1968, P. 403& 828-829) in Syamsiyah

(2006: 11):“Meaningful is full of meaning; significant, that which is

intended to be, or actually is, expressed or indicated; signification; import.

Drills mean any strict, methodical training, instruction, or exercise: a drill

in spelling.”25

On the other side H. Douglas Brown defined that

meaningful drill is drill activity involving responses with meaningful

choices, as in reference to different information.26

So, a meaningful drill is

one in which there is still control over the response, but understanding is

required in order for the student to produce a correct response.

As stated by Penny Ur: “A variety of practice activities that

familiarized them with the structure in context, giving practice both in

form and communicative meaning”.27

A meaningful drill is one that cannot be completed without the

students‟ understanding the grammar and semantics of what he is

saying. A drill becomes communicative when a student contributes

something freely that they have learned before and is appropriate to

23

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

, 2010),

p. 3 24

http://edweb.sdsu.edu/people/jmora/almmethods.htm(accessed at October 22nd

, 2010),

p. 3 25

Syamsiyah, The Teaching of Present Perfect Tense By Using Meaningful Drills,

skripsi, (Jakarta: FITK UIN, 2006), p. 11 26

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

Pedagogy, (New York: Pearson Education, Inc, 2007), P.185 27

Penny Ur, A Course in Language Teaching Practice and Theory, (New York:

Cambridge University Press, 1996) p.83

19

the situation. A drill becomes communicative when a student replies

with real information that was not presented.28

Observing the statement above, the researcher concludes the definition

of meaningful drill is a practical exercise using much repetition of context

which the meaning conveyed by matter of the function of the sentence (

utterance ) as a whole in the larger context in which or occurs– give rise to

naturalistic language and allow the learner some element of choice or

discrimination.

In meaningful drill, students must attend to meaning to complete the

exercise. For example:

People in Latin America have spoken Spanish for nearly 600 years.

(active)

Spanish has been spoken by people in Latin America for nearly 600 years.

(passive)

(students must understand the meaning of the active in order to be able to

use the passive)

4. Characteristic of Meaningful Drill

According to Paulston and Bruder, characteristic of meaningful drill

consist of four categories:

a. Expected terminal behavior

Meaningful drills use of manipulative patterns automatically-

formation of habits still working on habit formation.

b. Degree of control

Less control but there is “right answer” expected.

c. Learning process

Learning through instrumental conditioning by immediate

reinforcement of correct response (analogy) and analysis (trial and

error).

d. Criteria for selecting response

Selecting response can be given by a teacher, situation, and

readings (knowledge common to the class).29

28

http://www.khoaanh.net/index.php?module=news&func=display&sid=sid=1063(access

ed at October 22nd

, 2010), p. 3 29 Penny Ur, A Course in Language Teaching Practice and Theory, (New York:

Cambridge University Press, 1996) p.9

20

Often drill can be made more meaningful to the students by the

introduction of visuals, situational context, question-answer techniques,

and gesture or mimes.

5. The Advantages and Disadvantages of Using Meaningful Drill

There are advantages and disadvantages of using meaningful drill.

The advantages of meaningful drills are:

a. Students can remember grammatical patterns effectively.

b. Meaningful drills obviously carry much more meaning.

c. The students can respond correctly through the cues.

d. Students can speak the right pronunciation.

The disadvantages of meaningful drills are:

a. Students only know a certain vocabulary.

b. Teachers only present a restricted material.

c. Drill can become tedious.

d. It pays less attention to the spontaneous utterance.30

It can be concluded that meaningful drill can be applied to develop

students‟ grammar ability in order to the students can know not only

grammatical pattern but also its meaning.

C. Teaching Passive Voice Through Meaningful Drill

In teaching learning process by using meaningful drills at the second

year student as a research, the techniques are carried out through dialogue,

demonstration, text, and question-answer.

The following is the teaching-learning activities in the class:

Situation 1:

The researcher gives pre –test

The researcher asks some students about their activity in passive voice as

follow:

Researcher : Had you been made fried rice by your mother for your breakfast?

Student : Yes, I had been made fried rice by my mother for my breakfast.

Then the students have asked to do something, such: Lutvi has cleaned

the floor, Azka had done the assignment, etc. the activities are done by a

student and the other students are hoped to say by using passive voice.

30

http://newterra.chemeketa.edu/faculty/Education/ed257/week7/intro.htm (accessed at

October 22nd

, 2010), p. 9

21

Ex:

Teacher : Furqon has read an English book.

Students : An English book has been read by Furqon.

Situation 2:

The researcher gives a text and asks the students read the text carefully.

Then, the students are asked to find the sentences by using the Passive Voice,

give an underline, and say the sentences together. Then the teacher gives the

test about the text and asks the students to answer it.

Correct it together

Situation 3:

The teacher gives index cards or flash-cards and asks students to make a

sentence in passive voice and asks all the students to repeat after him.

Inay has been helped by Gesta

The assignment had been done by students

The regulation will have been made by headmaster

Then the teacher gives post-test

D. Relevant Research

The research about present perfect had been done by Syamsiyah that was

“The Teaching of Present Perfect Tense by Using Meaningful Drills”.31

This

research explains about the application of meaningful drill in teaching present

perfect. She conducted the observation started on April 3rd

, 2006 to Mei 1st,

2006. She used the meaningful drill to teach the present perfect tense in order

to minimize the students‟ errors, because this method is more dominant to the

meaning of the sentence and followed with the structure itself. In fact, the

result of analysis of interpretation of the data shows that teaching present

31

Syamsiyah, The Teaching of Present Perfect Tense By Using Meaningful Drills,

skripsi, (Jakarta : FITK UIN, 2006), p. 11

HELP Do Make

22

perfect tense is probably more effective by using meaningful drill it can be

seen from the result of the test.

By using meaningful drill, the researcher hopes that the students will be

interested in grammar, then, it is easier for the researcher to transfer her

knowledge to the students. This is suitable such as what the researcher does to

her research.

E. The Conceptual Development of Action of Planning

Grammar is one of the language aspects which are taught for every

language learner. It is the study of structure to form word or phrase to be a

correct sentence then finally we can say an interpretation correctly in the basic

meaning of what someone has been said and can send written message

grammatically. Grammar has also the important rules in understanding the

English. Where, grammar does not only affect how units of language are

combined in order to be correct, but also to affect their meaning. It will be

useless if the learners know how to form new verb, but they do not know

exactly the meaning when the new verb has been used.

Meanwhile, a sentence is called the passive voice when the subject

receives the action of the verb. It is used in English when it is more convenient

or interesting to stress the thing done than the doer of it, or when the doer is

unknown.

The application of meaningful drill which is addressed by researcher

should based on the material which will be given to the students, till

meaningful drill has been prepared by researcher in developing students‟

understanding of passive voice of perfect tenses can run well, suitable based

on the goal will be reached. As the statement above that meaningful drill make

students interested in grammar and it is easier for the researcher to transfer her

knowledge to the students. Where, multiple choices are chosen as the research

intervention. This is done to know how long the students‟ ability in grammar

especially passive voice.

23

From the statements above the researcher concludes that meaningful drill

in teaching grammar (passive voice of perfect tenses) can improve teaching –

learning activity in the classroom. So, the more teachers use meaningful drill

the more quality will be taken by them.

F. Action Hypothesis

Action hypothesis in this research is formulated as follows: meaningful

drill can develop students‟ understanding of passive voice of perfect tenses at

the second grade students of MA Islamiyah Sawangan.

24

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the methodological activities to examine the teaching

of grammar through meaningful drill. They are the objective of the research, the

time and place on the research, the method of the research, the subject and the

object of the research, researcher’s role on the research, research design,

classroom action research procedures, the expectation result of action

intervention, data and data resources, the technique of data analysis, the

trustworthiness of data, criteria of the action success.

A. The Purpose of the Research

The purpose of the research is to know whether meaningful drill can

develop the students understanding on passive voice of perfect tenses. In

addition, to know how meaningful drill develops students’ understanding of

passive voice of perfect tenses in the second grade of MA Islamiyah

Sawangan. Therefore, the researcher hopes that this writing will be useful

especially for herself in developing her English grammar, and in general for

English students and teachers at that school, as well.

B. The Time and Place on the Research

This research was carried out for one half months started from August

31th

up to October 5th

, 2010. The place is in the second grade of MA Islamiyah

Sawangan, academic year 2010/2011.

25

C. The Method of the Research

In this research, the researcher uses Classroom Action Research (CAR)

as a methodology. Action Research is a process in which participants examine

their own educational practice systematically and carefully using the

techniques of research. 1

According to 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.2

Some assumptions of the objectives from this research methodology are:

1. Teachers and principals work best on problems they have identified

for themselves; to find the solution on those problems to get better

atmosphere in educational practice being held.

2. Teachers and principals become more effective when encouraged

to examine and assess their own work and then consider ways of

working differently; so assessment and examination are needed to

be performed in their work to create conducive ethos.

3. Teachers and principals help each other by working

collaboratively;

4. Working with colleagues helps teachers and principals in their

professional development. 3

The researcher can conclude that in CAR method the English teacher

or researcher have to analyze the problem found learning activity in the

classroom. It is useful for learning innovation to improve the quality of school.

D. The Subject and the Object of the Research

1. The Subject of the Research

The subject of this research was students at grade XI.I Social class of

Islamic Senior High School Sawangan, academic year 2010/2011. The

number of students consists of 25 (twenty five). Selecting the second grade

1

Heidi Watts, Action Research, http://learningmastery.org/2009/07/12/action-research-2/

(accessed at october 22, 2010), p. 2.

2 Michael J. Wallace, Action Research for Language Teachers…, p.5

3 Heidi Watts, Action Research, http://learningmastery.org/2009/07/12/action-research-2/

(accessed at October 22, 2010), p. 2.

26

is appropriate enough, because the second year students were studying

about the passive voice of perfect tenses. In this action research, the

researcher would like to develop their understanding of passive voice of

perfect tenses.

2. The Object of the Research

The object of this research is developing students’ understanding of

passive voice of perfect tenses by using meaningful drill.

E. The Researcher’s Role on the Research

In this research, the researcher acts not only as the researcher but also she

is making pre-test and post-test in each final cycle, lesson planning,

observing, collecting and analyzing the data, and reporting the result of the

research. Besides, the researcher is helped by the teacher who teaches that

subjects and he acts as observer.

The researcher does teaching learning activity immediately and attempt

to collect the data based on research focus. As a main implementer in this

research, the researcher is hoped can obtain accurate data till research goal for

developing students’ understanding of passive voice of perfect tenses.

F. The Research Design

In this research the CAR procedure was used by the researcher is Kurt

Lewin’s design. His design consists of two cycles in which each cycle

contains four phases; planning, acting, observing, and reflecting.

27

Figure 3.1

Kurt Lewin’s Action Research Design4

From the figure above, we can see that CAR consists of four phases within

one cycle. They are planning, acting, observing and reflecting. If the students

cannot exceed the criteria, so it is necessary to continue to the second cycle

with the same concept of the first cycle which uses the same phases.

G. The Classroom Action Research (CAR) Procedures

This research uses classroom Action Research which consists of four

phases within one cycle. Those are planning, acting, observing and reflecting.

This research will be done on two cycles. That is all because after

accomplishing the first cycle. It will be probably found a new problem or the

previous unfinished problems yet. Hence, it needed to be continued to the

second cycle in line with the same concept of the first cycle.

Here are the explanations about four phases:

4 Michael J. Wallace, Action Research for Language Teachers…, p.14

28

1. Planning Phase

Planning is an explanation of what, why, when, where, who and how

action performed. As complete planning steps here there are:

a. Identifying and analyzing the problem.

b. Fixing reason why the research performed.

c. Formulating the problem clearly, with question or statement.

d. Fixing way which the writer performs to find the answer as an

action hypothesis formula.

e. Determining way to examine action hypothesis with explaining

indicators of success.

f. Making action arrangement.5

The lesson plan has been prepared to be implemented in XI.I grade

social class at MA Islamiyah Sawangan. It mentions any instruction

regarding procedures of teaching, media, resources, and evaluation.

2. Acting Phase

Acting performed by the researcher to solve or answer the problem by

analyzing classroom organization, or who needs to be a collaborator, and

who will take the test. 6 In this phase, both the researcher and the teacher

collaborate to carry out the planned action.

The researcher does teaching learning process based on lesson

planning which has been arranged, with the material has been planned

based on the result of decision with observer.

According to Arikunto, the acting phase should be implemented at

least two cycles continuously; and the time period for each cycle depends

on the material needs that existed in the semester or annual program

designed by the teacher.7

3. Observing Phase

In this step, the researcher writes what all happened to know, and

make document for each indicator from the result and process are obtained

either is appeared by planning or not in the class during acting. Collecting

the data needs observation or assessment format which is arranged to

5 Dr. Iskandar, M.Pd, Penelitian Tindakan Kelas, ( GP press; Ciputat: 2009), pp. 116-117.

6 Dr. Iskandar, M.Pd, Penelitian Tindakan Kelas ..., p. 117

7 Suharsini Arikunto, Penelitian Tindakan Kelas, (Jakarta: Bumi Aksara, 2009), p. 21-23

29

accurate of performing scenario acting from time to time and the impact

toward the process of teaching and learning activity in the class.

This observation is done to know suitability of action

implementation with action planning which has been arranged before, and

to know how long the action implementation is running can get the

transformation which is hoped that is to improve students’ understanding

of passive voice of perfect tenses.

4. Reflecting Phase

Reflecting is a step for processing the data which the researcher

finds when acting observation. It is necessary to hold evaluation for

completing the next cycle. The data are interpreted and looked for

explanation and analyzed. In processing the data may involve collaborator

as happens during observing. His participation in this part just helps the

researcher accurate to do reflecting and evaluation.

H. The Expectation Result of Action Intervention

There are several categories that show the successful of the application of

meaningful drill, they are: first, meaningful drill is expected develop students’

understanding in learning passive voice of perfect tenses and they will be

interested in grammar. Second, it can develop students’ ideas, opinions and

give positive response on each action. The last, it can make students pass the

minimum mastery criterion (KKM-60) by improving their scores in pre-test up

to post-test II.

I. Data and Data Sources

In this research the researcher used qualitative data (experience-based)

and quantitative data (number based). The qualitative data consists of

observation within the physical activity in the classroom and interview to be

presented for the teacher. On the other hand, the quantitative data uses pre-test

and post-test.8

8 Suharsini Arikunto, Penelitian Tindakan Kelas..., p. 127.

30

The technique of collecting data used by the researcher to get the data

observation is by using:

1. Observations, is a technique for collecting data about researcher and

students’ activities in teaching and learning process. Then observation

sheet is given based on reality in the classroom, the type of observation

which is used in this research is direct observation.

2. Interview, to get data about success of implementation meaningful drill in

teaching grammar. Before implementing CAR the researcher asks the

teacher to know students’ difficulties in grammar skill. Then, after

implementing CAR she asks the teacher about the feedbacks of the

strengths and weaknesses of meaningful drill technique had been

conducted in the classroom.

3. Questionnaire, was given to the students of Madrasah Aliyah Islamiyah

Sawangan grade eleventh to reveal students’ opinion of grammar class had

been conducted both before and after implementing CAR.9

4. Test, is used for getting data of study result and students activities in

teaching learning. There are two tests used in this study as follows:

a. Pre-test is done before implementing meaningful drill. It is to measure

students’ grammar skill at the first time.10

b. Post-test is implemented after using meaningful drill.11

In this research the test is done in form of multiple choices. The test is

held on every second action of each cycle.

J. Technique of Data Analysis

In this research the researcher used analysis qualitative data that is the

observation of writer and students’ activities during teaching learning process.

The researcher will discuss about entire data collection in every observation

from performing action research cycles are analyzed descriptively to see

tendency that happened in learning activity.

9 See appendix 3a and 3b, p. 69 and 71

10 See appendix 4, p. 73

11 See appendix 8, p. 79

31

Here, the researcher looked for the average of students’ grammar score

per action within one cycle to analyze numerical data, those are:

First, it is done to know how well students’ score on grammar skill:

n

xX

X : mean

x : individual score

n : number of students

Second, to know the class percentage that pass the minimum mastery

criterion- criteria ketuntasan minimal (KKM) 60, the writer uses as reference

according to Anas Sudjiono (2006) it is called by of relative frequency

distribution whose formula as follows: 12

P = N

f x100%

P : the class Percentage

F : total percentage score

N: number of sample of students.

Third, after mean of students’ scores per action is gained. The researcher

identifies 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:13

P = %1001

y

yy

P : percentage of students’ improvement

y : pre-test result

y1 : post-test 1

P = %1002

y

yy

12

Anas Sudjiono, Pengantar Statistik Pendidikan, (Jakarta; PT Raja Grafindo Persada:

2006), p. 43. 13

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

32

P : percentage of students’ improvement

y : pre-test result

y2 : post-test 2

K. Trustworthiness of Study

1. Validity of Data

Validity is one of the essential requirements of good educational

testing which can represent an acceptable of an action research. The other

words validity is the most requirements for instrument of evaluation.

Hughes stated that “a test is said to be valid if it accurately what it is

intended to measure”.14

It means that a test can be said valid if the test

measures what it will be measured. Terminologically, in Indonesia “valid”

is “shahih”. Validity is not an absolute feature from technique evaluation.

It is a relative feature for a purpose which will be reached by the test

maker. Validity should be determined by the purpose will be reached by

using test. Therefore validity refers to extent to which the results of an

evaluation procedure serve the particular uses for which they are intended.

In this research the researcher adopts Anderson, Herr, and Nihlen’s

criteria that mention that validity of action research including democratic

validity, outcome validity, process validity, catalytic validity, and dialogic

validity.15

In this research she uses three kinds of validity are outcome,

process, and dialogic validity. First, 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.16

Second, process validity is “the validity that

requires a study has been conducted in a “dependable” and competent

14

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

University Press, 1989), p.26 15

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

Prentice Hall, 2003), p. 84. 16

Geoffrey E.Mills, Action Research: A Guide for the Teacher Researcher…, p. 84

33

“manner”.17

The last, dialogic validity; “it involves having a critical

conversation with peers about research finding and practices.”18

It could be concluded from the explanation above that we can see the

outcome validity from the students’ result of the test. Moreover, in process

validity the researcher notes all events happening during the CAR.

Therefore, in these validities the study is said successful if the result of

cycle II is better than cycle 1. Besides, if there might have some mistakes

in the method of teaching, so the researcher should discuss this problem

with the teacher to modify the further strategies. Then, for dialogic

validity, to avoid invalid data the researcher and the teacher discuss and

assess the students’ test result of two cycles.

The result of this research showed that the test was valid. Here, three

kinds of validity were outcome, process, and dialogic had done well.

Where, the result of cycle 2 was better than cycle 1. In addition, both the

researcher and teacher collaborated in discussing and assessing the

students’ test result of two cycles.

2. Reliability of Data

The second characteristic of a good test is reliability. A test should be

reliable as a measuring instrument. A test cannot measure anything well

unless it measure consistently. Therefore, reliability is a consistency or

accuracy an instrument of evaluation. A test or the instrument of

evaluation is said reliable if the test/ instrument of evaluation can be

trusted, consistency, or stable and productive.19

Reliability defines whether

an instrument can measure something to be measured constantly from time

to time. To know the reliability of test instrument of student achievement,

Kuder-Richardson (K-R 20) formula is used:20

17

Geoffrey E.Mills, Action Research: A Guide for the Teacher Researcher…, p. 84 18

Geoffrey E.Mills, Action Research: A Guide for the Teacher Researcher…, p. 85 19

Drs. M. Ngalim Purwanto, Prinsip-Prinsip dan Teknik Evaluasi Pengajaran (Bandung:

Remadja Karya, 1986), p. 179 20

Dr. Sumantra Surapranata, Analisis, Validitas, Reabilitas dan Interpretasi Hasil Tes,

(Bandung: Remaja Rosdakarya, 2006), pp.114-115.

34

rxx = reliability KR-20

k = number of item on the test

S = standard deviation of score test

p = proportion of pupil answering each item correctly

q = proportion of pupil answering each item wrong (q= 1 – p)

The criterion:21

r11 = 0.91 – 1.00 = very high

r11 = 0.71 – 0.90 = high

r11 = 0.41 – 0.70 = enough

r11 = 0.21 – 0.40 = low

r11 = < 0.21 = very low

From the criterion above, the researcher obtained the result of

reliability was 1.007. It showed that reliability of this research was very

high.22

3. Discriminating Power

The analysis of discriminating power of test items is to know the

performance of the test through distinguishing students who have high

achievement and low achievement. Discriminating power provides a more

detailed analysis of the test items than does item difficulty, because it

shows how the test scores performed on each item.23

The calculation

technique of discriminating power analysis uses formula as follows:24

D = PA – PB, where

PA = JA

BA and PB =

JB

BB

D = discriminating power

PA = the proportion of high class

PB = the proportion of low class

21

Suharsimi Arikunto, Dasar-Dasar Evaluasi Pendidikan, (Jakarta: Bumi Aksara, 2009),

p.24. 22

See appendix 20, p. 112 23

Kathleen M. Bailey, Learning about Language Assessment: Dillemas, DecisionS, and

Directions, (London:Heinle & Heinle Publisher, 1998), p. 135 24

Anas Sudijono, “Pengantar Evaluasi Pendidikan”…, p 387

35

BA = the number of high class students who get the right

answer for each item

BB = the number of low class students who get the right

answer for each item

JA = the number of high class students

JB = the number of low class students

The classification of discriminating power:

D < 0.2 = bed

D = 0.2 – 0.4 =enough

D = 0.4 – 0.7 =good

D = 0.7 – 1 = very good

In this research the researcher gave thirty questions. The

interpretation showed that there were twenty good questions and ten

enough questions.25

4. Item Difficulty

The item difficulty analysis concerns with the proportions of

comparing students who answer correctly with all of students who follow

the test. Item difficulty is how easy or difficult an item is form the

viewpoint of the group of students or examines taking the test of which

that item is a part.26

Difficulty item is the average score from the number

of test’s participants. The examination of difficulty item uses formula as

follows:27

P = N

P N

Explanation:

P = index difficulty for each item

Np = the number of students who get the right answer

N = the number of all students

The criteria of index difficulty:

< 0. 30 = difficult

0. 30 – 0. 70 = fair

> 0. 70 = easy

25

See appendix 18, p. 109 26

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

247 27

Anas Sudijono, “Pengantar Evaluasi Pendidikan…, p. 185

36

From the analysis of the item difficulty, there were twenty nine

questions were fair and one questions was easy.28

L. The Criteria of the Action Success

CAR can be called fail if it cannot exceed the criteria which have been

determined and successful if it can exceed the criteria has been determined.

According to the teacher the research could be called success if there is 80 %

of the students should achieve the target score of KKM 60 (sixty) of grammar

test started from the pre-test up to the post-test.

28

See appendix 19, p.110

37

CHAPTER IV

RESULT AND DISCUSSION

This chapter presents the result and discussion based on the data collected

from the implementation of meaningful drill to develop students’ understanding of

passive voice of perfect tense at XI.I Social class of MA Islamiyah Sawangan

academic year 2010/2011. The discussion presented data description of cycle I,

data description of cycle II, data analysis, and the interpretation of analysis result.

A. Data Description

1. The Result of Observation

The researcher conducted observation to observe the process of

teaching learning in grammar activity in implementing the action. It

was held on at XI.I MA Islamiyah Sawangan academic year 2010/2011.

There consisted 25 students in the class. The observation was conducted

before implementing action research and on each action.1 The

observation on each item was done to know whether the observer used

meaningful drill in teaching learning process or not.2 Generally, the

English teacher liked to dominate the class during lesson runs.

Consequently, the students didn’t have opportunity to show their

ability. So, the researcher had an idea to use meaningful drill in

teaching grammar especially passive voice of perfect tenses. Hence, she

1 See appendix 10, p. 82

2 See appendix 14 and 15, p. 103-104

38

taught the material based on lesson plan made through meaningful drill.

Here, students were asked to make and change active voice to passive

voice contextually and repeated their answer till got the right one. This

activity had purpose to make students understand the formula without

memorize.

First time the students looked so bored and made any noisy but in

the long run they seemed have motivation on following the lesson.

That’s all because she tried to make the class be active by pointing

student out to answer her flash card. She hopes it will create the positive

atmosphere in the classroom.

2. The Result of Interview

In this study the researcher conducted the structured interview.3

Here she gave to the teacher some questions on Tuesday, April 20th

2010 started at 08.20 A.M and finished at 09.05 A.M.

Based on the interview with English teacher of XI.I grade of MA

Islamiyah Sawangan, it is known that English teacher found some

problems in getting students’ attentions and participations in the

classroom, furthermore, the students are very active and noisy, it is very

difficult to get their attentions and to keep them silent. The English

teacher thought that the cause may be because not all students

motivated in learning English. Besides, it is very difficult to motivate

the students to make English sentence or to perform in front of the

class.

From this interview, the researcher knew that the English teacher

teaches grammar by introducing grammar pattern to the students. Then,

he asks them to practice by making sentences, it is also known that the

English teacher is very rare facilitates the students in studying

grammar.4 The reason is that the time of teaching learning process

3 See appendix 2b, p. 67

4 See appendix 1b, p. 65

39

inside the classroom is very limited. So it is very difficult to find a

suitable activity in this situation.

According to English teacher, the students’ ability in grammar is

still low, however they have shown some improvements compared their

ability before they learn in MA Islamiyah Sawangan. At first, they look

confuse in making sentence, but now they start to understand in making

sentence.

3. The Result of Questionnaire

The questionnaire was conducted to know about the students’ response

about English lesson especially grammar skill. The questionnaire used in this

study was open questionnaire. The questionnaire was given to the students in

the second year of MA Islamiyah Sawanagan. The pre questionnaire had six

questions and the post questionnaire had five questions. The description of the

pre questionnaire as follows:5

1. The students’ opinion about teaching learning English during them have

studied at MA Islamiyah Sawangan.

The result of the questionnaire showed that seven of ten students think

that learning English is fun but difficult, two students feel bored.

2. The most difficult skill in English lesson

Six of ten students answer grammar, three students answer reading and

one say listening.

3. The teacher’s style in teaching English.

The result showed that five students said that the teacher gave the

formula then fill the assignment, three students said that teacher explain the

material then fill the assignment. But two of students said that the teacher’s

way in teaching is easy to be understood.

4. Students’ opinion when they are taught by using teacher’s strategy.

It showed that eight of them thought that the strategy is interesting but

they feel difficult in memorizing the formula, one of them said she was afraid

asked a sentence.

5. The problem which they found in learning English.

5 See appendix 3a, p. 69

40

The result was four students had difficulties in translation, three

students could not make a sentence, two students could not change the

transformation of translation (English to Indonesia) and one student cold not

memorize.

6. The teacher’s language in teaching English.

Six of them said that the teacher sometimes used English or Indonesia,

and four said the teacher used Indonesia.

Then, the post-questionnaire was conducted to know about the students’

response after learning grammar through meaningful drill. The description of

the post questionnaire as follows:6

1. Students’ grammar ability before implementing meaningful drill.

The result of the first question showed that five of them were confused,

three said grammar was difficult enough, and one had no ability.

2. Students’ opinion about meaningful drill in teaching learning process.

The second question showed that all of them thought meaningful drill is

very important. They said that they made a sentence easier and no memorizing

the formula.

3. Students’ problem in learning English by using meaningful drill.

It showed that two of them had no problem, one felt the teacher was so

fast, and seven of them sometimes confused because they had not wonted yet

learning by using English but they understood faster.

4. The feeling toward teaching learning grammar through meaningful drill.

Five of them said that it was slowly but sure, three of them interested in

subject because they learned by using English and the last though it was fun.

5. Teacher’s style during teaching grammar through meaningful drill.

The result of the last question showed that the students were “interested

in” the teacher style during the action because he used English, “good idea”

because it made them had spirit, no bored and relax.

4. The Result of Pre-Test

As the preliminary study, pre-test was conducted to know students’

ability in understanding grammar. The students’ scores from pre-test

showed that students’ abilities in understanding grammar were still low. It

6 See appendix 3b , p. 71

41

was proven that from 25 students, only 4 students who passed the KKM.

Therefore, the researcher needed to apply the technique which can solve

students’ problems. In the pre-test, the writer asked students to choose the

best choice consists of twenty questions.

The researcher had done pre-test before CAR. It was conducted on

Tuesday, September 21st 2010. It started at 10.30 A.M. there are actually

20 questions in multiple-choice form in which the students carried out the

test during 20 minutes.

Table 4.1

Students’ grade in pre-test

Respondents Pre-Test

A 30 B 20 C 50 D 50 E 30 F 40 G 40 H 40 I 50 J 60* K 60* L 20 M 50 N 50 O 50 P 40 Q 50 1 50 1 40 T 50 U 70* V 70* X 20 X 20 Y 30

MEAN 43.2

42

*student who passed the KKM The scores are processed from students’

answer sheets

From the data above, it can be made a chart as follows:

Figure 4.1

Students’ grade chart in pre-test

To get the mean of the pretest score, the researcher calculated the data

by using the following formula;

n

x

25

1080

2.43

Then, to the percentage of students who passed the KKM score, the

researcher used the following formula:

%100xN

F

25

%1004x

%16

Based on the result of the pre test on the table, the data showed that the

mean score of pre-test was 43.2 there were only 4 students who derived

the score above the minimum mastery criterion (KKM) meanwhile the

other 21 students were below that criteria where the lowest achievement

43

gained score 2. Next, the percentage of the students who passed the KKM

was 16 %. From that analyzing, it could be seen that almost of the XI.I

Social students’ grammar for passive voice of perfect tenses was still very

low. Therefore, the researcher needed to apply the technique which can

solve students’ problems.

5. Data Description of Cycle I

Students’ ability in grammar had been followed by 25 students for two

meetings in one cycle. Each meeting had one hour (45 minutes) obtained

the grade as follow: highest grade was 9 (nine), lowest grade was 1 (one)

and grade average was 67.6. In addition, the percentage of students’

grammar ability was 60%.

Based on the statement above, it could be obtained the information that

from 25 students there were five students got the highest grade (nine) and

there was one student got the lowest grade (one).

a. The Implementation of Cycle I

1. Planning

In this phase, the researcher made a planning for the Action

Research based upon the problems faced by students toward

grammar. In this case, the researcher determined selected material

and exercises into lesson plan. Based on syllabus, there are some

kinds of text on this term, as follows: analytical exposition, report,

news item, and narrative. But analytical exposition, news item and

report were chosen as the text to be delivered for students. That

was only discussing some sentences that consist of passive voice.

In the lesson plan, there were some paragraphs to identify grammar

structure.

Besides of making lesson plan, the researcher also prepared

observation sheet to observe the students and writer’s activities in

teaching learning process whether it was in line with the lesson

plan had made before or not. And the researcher also prepared the

44

post test 1 to collect the data; to know there are some students’

improvement scores from pre-test to post-test.

2. Acting

The action of the cycle 1 was done on Thursday, September

23rd

2010 at 08.30- 09.15 A.M and 10.30- 11.15 A.M. the

researcher implemented the teaching leaning process based on the

lesson plan had been made. This teaching learning process used

meaningful drill. Here, after the researcher started to convey what

materials that would like to be learned by students, she began to

ask students to read the text silently. Furthermore, some students

were asked to point out the sentences used passive voice of perfect

tenses. Next, the students were asked to see activities around them

and made the active voice to be changed the passive voice

sentence. Here, the researcher asked them to repeat their answers

up to get the right one. Then to make sure students’ understanding

passive voice of perfect tense, the researcher showed flash card to

the student and asked him to make passive voice sentence that the

answer was repeated by his friends. Next, the other students were

asked to change their friend’s answer by using different structure

(ex: present perfect to be past perfect, etc.)

Afterwards, to know how well students’ understanding of

passive voice of perfect tenses given, the researcher explained the

vocabularies attached and sentences’ structure used. Finally, she

asked the students’ difficulties and gave exercises by using passive

voice of perfect tenses based on context. This task was done by the

students individually.

3. Observing

In this observation, the researcher as the observer tried to notice

all activities in the physical classroom activity on teaching learning

process by using meaningful drill. But students’ understanding

aspect was observed by giving assignment on the last cycle. Here

45

the researcher had accomplished the text in line with the lesson

plan had been made.

On the first instruction students still look confused because

they memorize grammar pattern which were taught by the

researcher and tend to look lazy to run out teaching learning

process. Besides, till many students did not have discipline by

making dialogue and joking till the class situation was still under

control. Even the researcher should admonish them who make any

noise in the classroom.

From observation above, it could be taken conclusion that most

of students still did not pay attention to the researcher’s

explanation. Furthermore, there were found some students

especially girls who actively in answering the writer’s questions

correctly related to the perfect tenses within grammar pattern.

4. Reflecting

Based on the result of observation cycle 1, the researcher as

researcher found success and failure for action given. By observing

teaching learning process had done, it looked that some students

(girls) start to develop their activities and to improve their ability in

making sentence. Besides, students’ performance was also showed

their confidence to propose their ability. However, the

implementation of meaningful drill had not maximal yet mainly in

developing students’ understanding of passive voice of perfect

tenses.

Here, the writer and collaborator analyzed the problem and

found the main causal factors of failure to reach passive voice of

perfect tense by using meaningful drill were students’ lack of

vocabularies, mistake in transforming the object of the active voice

into the subject of the passive voice and their ability in using V3

both regular and irregular. This could identify that there was

students’ enthusiastic in “reading”. In teaching learning process

46

had not succeed yet in spit of had started appear. It could be proven

that there were many students not discipline by making dialogue

and joke. Even, initiative to repeat the answer till got the right one

should wait her command. Hence, she tried to modify in order

students more understand in using passive voice of perfect tenses

and in order 80% of students in the class could pass the minimum

mastery criterion because in the result of post-test 1 showed only

60% of students who passed the minimum mastery criterion.

This result made the researcher had to still reflect the improver

implementation of using meaningful drill. Here, the researcher still

had difficulties in implementing meaningful drill in the class, she

had idea to walk around the class to check students’ activities to

avoid they made any noise and cheated each other in doing tasks.

Next, some students said that the researcher’s explanation was too

fast till made them confuse and asked her to repeat the explanation

more slowly and clearly.

So, there must be more efforts to develop students’

understanding of passive voice of perfect tenses through

meaningful drill. It needed to be improved again in the next cycle.

This effort was done in the next lesson plan of cycle 2.

b. The Result of Post-test I

The researcher had done post-test I after implementing Classroom

Action Research. It was conducted on Tuesday, September 28th

2010.

It started at 08.30-08.45 A.M. there are actually 20 questions in

multiple-choice form in which the students carried out the test during

15 minutes.

Table 4.2

Students’ grade from pre-test to post-test 1

Respondents Pre-Test Post-Test 1

A 30 50

47

B 20 40 C 50 90* D 50 70* E 30 10 F 40 50 G 40 80* H 40 90* I 50 80* J 60* 80* K 06* 90* L 20 50 M 50 50 N 50 80* O 50 80* P 40 50 Q 50 80* R 50 80* S 40 50 T 50 80* U 70* 90* V 70* 80* W 20 50 X 20 50 Y 30 90*

MEAN 43.2 67.6 *student who passed the KKM The scores are processed from

students’ answer sheets

From the data above, it can be made a chart as follows:

Figure 4.2

Students’ grade chart in post-test 1

48

After conducting the posttest 1 of cycle 1, the researcher analyzed

the numerical data to get the average of students’ grammar score

within one cycle. It was used to know how well students’ score as a

whole on grammar skill from the pretest to posttest 1 result. It used

formula:7

x

: mean

x : individual score

n : number of students

25

1690

6.67

In the 1st cycle of post-test 1, there were 15 students who passed

the KKM. If it was calculated into class percentage, it was derived

60% through the formula:

P = %100N

F

P : %10025

15

P : 60%

After calculating the scores of post-test 1, it showed that the mean

scores of posttest 1 are 67.6 and the percentage score of posttest 1 is 60

%. Compared with the scores of pre-test, it was known that there was

improvement from post-test 1. The mean of post-test 1 improves 24.4

(67.6-43.2) and the class percentage which passed the KKM improved

44 % (60 % - 16 %).

7 Sudjana, Metoda Statistika, (Bandung: PT. Raja Grafindo Persada, 2008), p. 43

49

To get mean of students’ score per actions, the researcher wanted

know whether there might have students’ improvement into percentage

or not, she calculated as following:8

%1001

y

yy

P = %1002.43

2.436.67

P = 56.48 %

P : percentage of students’ improvement

y : pre-test result

y1: post-test 1

From the data above, it could be concluded that there was students’

improvement between pre-test and post-test 1 with the percentage

56.48 %. The improvement was not enough so the researcher

considered to continuing the action to the second cycle.

After continuing the action to the second cycle, the researcher did

the posttest 2 of cycle 2. Then, she utilized the data from the posttest 2

by using the same formula as the previous.

c. The Result of Cycle I

Data observation had been got by the result of Classroom Action

Research held in grade XI.I MA Islamiyah Sawangan, Depok. The

number of student was 25 students. This data observation include of

students’ improvement in understanding of passive voice of perfect

tenses through meaningful drill.

To derive the data about students’ improvement in understanding

of passive voice of perfect tenses through meaningful drill, the

researcher did instruction based on lesson plan made. The

implementation of teaching learning process in cycle I she gained the

8 David E. Meltzer, The Relationship between Mathematics Preparation and Conceptual

Learning Gains in Physics: A Possible Hidden Variable in Diagnostic Pretest Scores, (Lowa:

Department of Physics and Astronomy, 2008), p.3

50

data about achievement was gained from lesson plan by using

meaningful drill. She observed teaching learning process to know the

effectiveness meaningful drill in developing students’ understanding of

passive voice of perfect tenses. Next, classroom condition was noted

on observation sheet.

6. Data Description of Cycle II

a. The Implementation of Cycle II

1. Planning

There was a way which must be done on this cycle that was the

researcher should prepare lesson plan. This lesson plan should be

arranged by using meaningful drill. In this planning, the researcher

modified the previous lesson plan based on the result of reflecting

phase in the first cycle. There were some modifications in the

second cycle. In this cycle the researcher used lesson plan, teaching

learning process started with researcher’s explanation about the

aim of instruction which will be reached. This was done in order to

students had awareness about competence which must be mastered.

All of Action Research on cycle 2 attached on lesson plan cycle 2.

Students did all assignment well which was given by the

researcher. During the Action Research run, the researcher

mentioned and noted all of development in the class.

2. Acting

Teaching learning process on cycle 2 was done on material

“Cutting – Edge Technology”. The researcher done teaching

learning process based on lesson plan had made. This action used

meaningful drill.

The researcher prepared hand out and flash cards to be

demonstrated to students. Every action on this cycle was done

individually to see students’ ability directly. Students were asked to

develop their creativities in making active voice to be changed

passive voice sentence. The first, the researcher made stimulus by

51

making active voice, hopefully students could answer it with

passive voice. Individually, a student was asked to repeat his/her

answer and continued by the other students. Next, the researcher

showed flash cards for every student got one consist of one

vocabulary.

The last action, the researcher concluded the result of

instruction and asked students’ difficulties. Finally, students were

asked to develop their ideas, opinions and gave positive response

on each action was done together.

3. Observing

The observation was done in teaching learning process

involved students’ activities and their abilities in understanding

passive voice of perfect tenses through meaningful drill. Besides,

students’ comprehend were observed by giving assignment in the

last cycle.

In the beginning lesson in this cycle, students looked more

interesting than before. It could be seen from the students who

were ready to follow the lesson and when they followed the

grammar lesson, most of them were enthusiastic to answer some

questions given by her. This condition showed that grammar lesson

is not always boring. Furthermore, when they were given exercises

by her, they did it individually without cheating one another.

Finally, in the second action of cycle two, she held on post-

test 2 regarding students’ understanding of passive voice of perfect

tenses. Based on the result of the post-test 2, the mean score of the

class in grammar test gained 76.8 in which there were 21 students

who derived the score above KKM.

4. Reflecting

Based on the observation result of cycle 2, she found success

by conducting given. By observing teaching learning process, it

looked that students could develop their activities and creativities

52

in doing assignments from her. It could be known from their ability

in making sentences both active and passive. In addition, students’

performance when they were asked to come forward indicated their

self confidences.

Here, she and English teacher felt satisfied inasmuch their

efforts to improve the students’ grammar ability had been realized.

The students could understand the form easily. It was proven by

their improving scores from the pre-test to post-test. Indeed, they

seemed more interesting during the teaching learning process.

Finally, she decided to stop CAR because students had gained

the target of minimum mastery criterion that was more than 80%. It

means that the implementing of CAR in developing students’

understanding of passive voice of perfect tenses through

meaningful drill was appropriate with the planning. Therefore, she

did not have to revise the lesson.

b. The Result of Post-test II

The researcher had done post test 2 after implementing Classroom

Action Research and gained score of pre-test before cycle I. It was

conducted on Tuesday, October 5th

2010. It started at 08.30-08.50 A.M.

there were actually 20 questions in multiple choices form in which the

students carried out the test during 15 minutes.

Here, the table of students’ grade from pre-test to post-test 2:

Table 4.3

Students’ grade from pre-test to post-test 2

Respondents Pre-Test Post-Test 1 Post-Test 2

A 30 50 70* B 20 40 55 C 50 90* 100*

D 50 70* 90* E 30 10 50 F 40 50 70* G 40 80* 55 H 40 90* 75*

53

I 50 80* 80* J 60* 80* 75* K 60* 90* 90* L 20 50 80* M 50 50 45 N 50 80* 75* O 50 80* 80* P 40 50 70* Q 50 80* 80* R 50 80* 80* S 40 50 80* T 50 80* 75* U 70* 90* 100* V 70* 80* 80* W 20 50 80* X 20 50 85* Y 30 90* 100*

MEAN 43.2 67.6 76.8 From the data above, it can make a chart as follows:

Figure 4.3

Students’ grade chart in post-test ll

After conducting the posttest 2 of cycle 2, she analyzed the

numerical data like in cycle before. It was used to know how well

students’ score as a whole on grammar skill from the pre-test to post-

test 2 result. It used formula:9

9 Sudjana, Metode Statistika, (Bandung: PT. Raja Grafindo Persada, 2008), p. 43

54

First, the researcher calculated the data to get the mean score used

the following formula;

n

xX

25

1920X

X = 76.8

To know the improvement from the pretest to posttest 2 into

percentage, after getting the mean score 76.8, the writer made a

percentage calculation as following:

P = %1002

y

yy

P = %1002.43

2.438.76

P = 77.77%

P : percentage of students’ improvement

y : pre-test result

y2: post-test 2

The result of data from post-test 2 showed that the posttest 2 had

77.77% improvement from the pretest. Meanwhile, to know the

percentage of the class that passed the KKM, it could be calculated as

following:

P = %100N

F

P = %10025

21

P = 84%

In the end of cycle two, the result of the pos-test 2 showed that

there were 21 students or 84% who passed the KKM. It improved from

the pre-test which gained only 16% and in the posttest 1 which had any

improvement become 60%. Therefore, based on the class percentage

result from the pre-test to the post-test 2 in the second cycle improved

55

about 68% (84 – 16). It proved that it met the criteria of the action

success of CAR in which minimum 80% students passed the KKM

could be achieved.

c. The Result of Cycle II

Data observation gained from the result of CAR was held on XI.I

MA Islamiyah Sawangan Depok. The number of students was 25. This

data observation talked about students’ improvement in understanding

of passive voice of perfect tenses through meaningful drill.

The researcher gains the data about students’ improvement in

understanding passive voice of perfect tenses through meaningful drill

in cycle 2. The researcher did teaching learning process based on lesson

plan made previously. The researcher observed teaching learning

process to know the effectiveness through meaningful drill in

developing students’ knowledge and improving their grammar ability.

Furthermore, class condition was noted on observation sheet.

The implementation of cycle 2, was derived 84% (21 students) had

achieved the target of minimum mastery criterion. It could be known

from students’ score as follows: the highest score was 10 and the lowest

score was 4.5. Based on the implementation of cycle 2, it could be

concluded that 84% (21 students) with minimum mastery criterion 60

had achieved and did not continue to next cycle.

B. Data Analysis

Data analysis based on the result had been gained as follows:

1. Teaching learning process through meaningful drill on cycle I had not

optimal yet. It had known from students’ grade average was 67.6. On

cycle 2 had shown students’ improvement on passive voice of perfect

tenses with grade average was 76.8. Where, the main causal factors

were students’ lack of vocabulary, and mistake in transforming the

object of the active voice into the subject of the passive voice.

56

2. The data had been gained from her observation result in teaching

grammar every cycle as follows: cycle I students’ enthusiastic was low

(2 students), effectiveness in giving response was still low (6 students);

Cycle 2 students’ enthusiastic had appeared (7 students), effectiveness

in giving response was very well (12 students). These results indicated

that students’ ability in understanding passive voice of perfect tenses

through meaningful drill had been achieved.

C. The Interpretation of Analysis Result

The result of the research at XI.I grade of MA Islamiyah Sawangan by

using meaningful drill in teaching grammar shows that the students’

average in pre-test was 43.2, the average score in post-test 1 was 67.6 and

the average score in post-test II was 76.8. While the improvement score

from pre-test to post –test 1 was 24.4, then from post-test 1 to post-test II

was 9.2. The percentage of the students’ improvement in pre-test to post-

test 1 was 44%, and pre-test to post-test II was 68 %. The students’

percentage who passed the Minimum Mastery Criterion-Kreteria

Ketuntasan Minimal (KKM) in pre-test was 16%, in post-test 1 was 60%,

and in post-test II was 84%.

These data can be concluded that meaningful drill motivates the

students to study English and develop their grammar ability in using

passive voice of perfect tenses. In addition, the analysis of the data shows

that there is a significant difference of students’ achievement in the pre-

test and post-test. This is proved in cycle 2 students’ ability in

understanding passive voice of perfect tenses through meaningful drill has

shown the target is hoped.

Here, the researcher describes the result of CAR in every cycle on the

table below:

Table 4.4

Percentage of students’ grade improvement

No Cycle Students’ understanding of Percentage

57

passive voice

lowest Highest

1 1 1 9 60 %

2 2 4.5 10 84 %

Table 4.5

Data of Research Result

No Test

Activities

Average Percentage

1 Pre-test 43.2 16%

2 Post-test 1 67.6 60%

3 Post-test II 76.8 84%

Next, the chart of analysis students’ grade from pre-test to post-test II:

Figure 4.4

Students’ grade chart from pre-test to post-test II

58

58

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

A. Conclusions

Based on analysis and interpretation of the data, the researcher concludes

that most of the students at the second year of senior high school “MA

ISLAMIYAH SAWANGAN” have a poor ability of the passive voice. From

the research which has been done by the researcher shows that meaningful

drill can develop students‟ understanding of passive voice of perfect tenses.

Where, students can develop their activities and creativities in doing

assignments from the researcher. It can be seen from the result of the test

proves that in pre-test there are only four students can exceed the criteria has

been determined. Meanwhile, after implementing meaningful drill in post-test

1 and post-test II students‟ score have shown the improvement. Where, the

class percentage from pre-test to post-test 1 which passed the (KKM) improves

44 % and from pre-test to post-test II improves 68%. So, teaching passive

voice of perfect tenses is probably more effective by using meaningful drill. It

can be seen from the result of the test.

In addition, the result of interview and questionnaire after implementing

Classroom Action Research (CAR) show that meaningful drill help the

students to be active and have participation in the classroom. Where, the

students try to arrange their ideas till they are used to speak English in front of

the class. The important thing is the students interested in using English both

written and oral language.

59

B. Suggestions

Based on the conclusion above, in this section, the researcher would like to

give some suggestions to improve English proficiency, especially in

constructing passive voice of perfect tenses. The researcher proposes some

suggestions for the following parties:

1. The institution “MA ISLAMIYAH SAWANGAN” to:

a. Provide book collections of English basic grammar in the school

library to support the students‟ ability of English basic grammar.

b. Provide any different books containing the passive voice of English

from any different publishers.

2. The English Teacher to:

a. Improve the effectiveness of teaching methodology.

b. Improve learning process in teaching English by explaining the

differences between English and Indonesian grammar clearly,

especially in the passive voice.

c. Teacher should give more emphasis and attention to the materials

which are quite difficult for the students. In fact it can give more

advantages on the students‟ English proficiency.

d. The teacher absolutely should master the material that will be taught to

the students well and should know the problems faced by the students

in learning English.

e. To make classroom alive, the English teacher should be active and

creative in developing the teaching activities.

f. The English teacher should motivate students, make students interested

in, awake and students‟ opportunities to be active in teaching learning

process.

3. The Learners to:

a. To have a good ability in transforming the active voice into the passive

voice, the learners should master the transformation of the object of the

active voice into the subject of the passive voice.

60

b. Consider the usage of the appropriate „to be‟ on passive voice with the

tense used in the active voice and with the number of subject, whether

the subject is singular or plural.

c. Learners should consider the usage of past participle (V3) whether the

verb is regular or irregular.

d. Point out the kind of tense on the active voice obtains the tense in the

passive voice.

4. The Researcher to:

The result of the study can be used as an additional reference or further

research with different discussion.

Finally, the researcher hopes this study will be useful for the future

improvement of studying structure, especially “the passive voice of perfect

tenses form”.

64

Appendix 1 a

Interview

Interview Guideline for English Teacher of XI.I Grade of MA Islamiyah

Sawangan-Depok (Before CAR)

Researcher : Suhaibah

English Teacher : Mr. Ahmad Suja’i, S.Pd

School : MA Islamiyah Sawangan

1. What does curriculum MA Islamiyah use?

2. What does kind of book you use to teach English?

3. What does the method you implement in teaching grammar especially

passive voice form?

4. Have you ever found some problems/ difficulties in teaching Grammar

since you taught in MA Islamiyah? What are they?

5. English teacher usually finds some problems in teaching grammar. Have

you ever asked the students to memorize passive voice’s formula to solve

this problem?

6. How do you usually teach grammar to the students?

7. How are students’ responses in grammar class?

8. How are they scores in grammar?

9. How is their grammar ability compared to their ability before they study in

your class?

10. In teaching English, which one do you more emphasize: language skills

(listening, speaking, reading, and writing) or language components

(grammar, vocabulary, and pronunciation)?

English Teacher

Ahmad Suja’i, S. Pd

65

Appendix 1 b

Interview

The Result of Interview with English Teacher of XI.I Grade of MA Islamiyah

Sawangan-Depok (Before CAR)

Researcher : Suhaibah

English Teacher : Mr. Ahmad Suja’i, S.Pd

School : MA Islamiyah Sawangan

1. MA Islamiyah used KTSP curriculum.

2. I used some textbooks from different publisher, students’ work sheet

(LKS), internet and newspaper or magazine.

3. I used lecture method and number head together.

4. In teaching grammar, I found some problems in getting their attentions.

Furthermore, they are very active and noisy.

5. Yes, in teaching grammar I usually ask the students to memorize the

formula. Hopefully, they can use it in making sentences.

6. I usually introduce grammar pattern to the students. Then, I ask them to

practice by making sentences.

7. There are active and passive students. Even, there are some students make

some noisy with their friend in the class.

8. Their scores in grammar are still low. It is not rarity because English is

foreign language.

9. Their grammar ability is low. It appeared that at first they looked confuse.

Now, they have some improvements compared before they learn in my

class.

10. Language component (grammar), because in my opinion if they have

mastered language component they will have not faced some difficulties in

learning language skill.

English Teacher

Ahmad Suja’i, S.Pd

66

Appendix 2 a

Interview for the English Teacher after Classroom Action

Research

Researcher : Suhaibah

English Teacher : Mr. A hmad Suja’i, S.Pd

School : MA Islamiyah Sawangan

1. Bagaimana keadaan siswa bapak dalam pembelajaran grammar setelah

menggunakan meaningful drill strategy?

2. Bagaimana kemampuan pemahaman grammar siswa bapak setelah

menerapkan strategi meaningful drill?

3. Bagaimana partisipasi siswa ketika pembelajaran grammar menggunakan

meaningful drill berlangsung?

4. Apa kendala yang muncul saat mengajar grammar menggunakan

meaningful drill?

5. Dari kendala yang didapat, bagaimana cara bapak mengatasi kendala itu?

6. Bagaimana menurut bapak setelah melihat pembelajaran grammar

menggunakan meaningful drill?

7. Apakah setelah melihat penggunaan meaningful drill strategy bapak

termotivasi dalam pembelajaran di kelas?

8. Bagaimana aktifitas yang dilaksanakan dalam proses pembelajaran

grammar dengan menggunakan meaningful drills?

9. Apakah menurut bapak strategi pembelajaran meaningful drills efektif

diterapkan pada pembelajaran sub-skill grammar?

10. Menurut anda, setelah menjadi collaborator, apakah strategi pengajaran

meaningful drill dapat meningkatkan kemampuan grammar siswa dalam

bahasa Inggris?

67

Appendix 2 b

The result of interview of English Teacher (after CAR)

Researcher : Suhaibah

English Teacher : Mr. Suja’i, S.Pd

School : MA Islamiyah Sawangan

1. Saya melihat keadaan para siswa lebih baik dari sebelumnya karena mereka

terlihat lebih bersemangat dalam mengikuti proses belajar mengajar grammar

terlebih saat mereka diminta untuk merubah kalimat hingga mendapat jawaban

yang benar. Para siswa berusaha saling mendahului temannya untuk memberikan

jawaban.

2. Penggunaan meaningful drills membuat kemampuan mereka lebih meningkat. Ini

terlihat dari nilai grammar mereka yang menunjukkan perbaikan.

3. Pada awalnya siswa terlihat masih canggung dan belum terbiasa namun

karena mereka dituntut untuk terlibat dalam membuat dan mencari

jawaban yang benar. Akhirnya lama kelamaam siswa terlihat cukup

berpartisipasi

4. Saya melihat kendala yang ada pada siswa saat mereka harus membuat

kalimat sendiri dari “1 kata” yang saya berikan. Karena belum terbiasa

menggunakan meaningful drills membuat mereka bingung untuk

mengawalinya. Ini dikarenakan kurangnya vocabulary sehingga mereka

kesulitan dalam menemukan kosakata yang mereka maksud.

5. Kekurangan vocabulary adalah kendala yang saya hadapi bukan hanya

untuk grammar tapi juga untuk skill lainnya. Oleh karena itu, saya selalu

mengingatkan mereka untuk selalu membawa kamus bahasa Inggris

Indonesia dan sebaliknya tiap kali pertemuan.

6. Bagus, meaningful drills terbukti membantu siswa mengembangkan

kemampuan grammar. Karena selama ini mereka harus menghafal rumus

yang membuat mereka bosan dan jenuh. Dengan meaningful drills mereka

jadi lebih memperhatikan guru dan berusaha mencari kosa kata untuk

dijadikan kalimat.

68

7. ya, saya merasa termotivasi, strategi ini bisa saya gunakan di waktu yang

akan datang sebagai alternative dalam pembelajaran grammar.

8. Kelas menjadi aktif karena di dalam kegiatan pembelajarannya siswa

diminta untuk menjawab pertanyaan tanpa mengetahui siapa yang akan

ditunjuk. Ini menuntut siswa untuk mencari jawaban secara pribadi.

9. Setelah melihat proses KBM dengan meaningful drills, menurut saya

strategi ini cukup efektif dalam pembelajaran sub-skill grammar karena

dapat memebantu siswa dalam mengeluarkan ide dan menyusun ide

tersebut dalam sebuah kalimat. Selain itu meaningful drills juga membuat

siswa terbiasa untuk berbicara didepan kelas.

10. Menurut saya meaningful drills ini dapat meningkatkan kemampuan

grammar siswa, ini terlihat pada nilai yang semakin meningkat. Selain itu

meaningful drills dapat mempermudah siswa dalam mengeluarkan ide dan

menyusun ide tersebut sehingga pada akhirnya menjadi kalimat.

Interviewer Interviewee

Suhaibah Ahmad Suja’i, S.Pd

69

Appendix 3 a Questionnaire and Result for Students on the Preliminary Study

(Before CAR)

1. Menurut anda bagaimana proses pembelajaran bahasa Inggris selama anda

belajar di MA Islamiyah?

a. Student A : menyenangkan tapi susah

b. Student B : menyenangkan tapi susah

c. Student C : gurunya ramah

d. Student D : kadang membosankan

e. Student E : menyenangkan tapi susah

f. Student F : kadang membosankan

g. Student G : menyenangkan tapi susah

h. Student H : menyenangkan tapi susah

i. Student I : menyenangkan tapi susah

j. Student J : menyenangkan tapi susah

2. Apakah skill bahasa Inggris yang paling sulit bagi anda?

a. Student A : grammar, pastinya

b. Student B : buat saya grammar

c. Student C : reading

d. Student D : reading bikin ngantuk

e. Student E : mendengarkan karena ga tau artinya

f. Student F : cape baca reading

g. Student G : grammar yang paling susah

h. Student H : bingung sama grammar

i. Student I : masih grammar

j. Student J : grammar yang buat pusing

3. Bagaimana cara yang digunakan oleh guru bahasa Inggris anda dalam

mengajar grammar?

a. Student A : diberi rumus kemudian mengisi soal

b. Student B : diterangkan lalu menghafal

c. Student C : diberi rumus kemudian mengisi soal

d. Student D : diberi rumus kemudian mengisi soal

e. Student E : diterangkan lalu menghafal

f. Student F : diberi rumus kemudian mengisi soal

g. Student G : diberi rumus kemudian mengisi soal

h. Student H : mengajarnya mudah difahami

i. Student I : diterangkan lalu menghafal

j. Student J : mengajarnya mudah difahami

4. Bagaimanakah menurut anda belajar bahasa Inggris dengan cara mengajar

seperti yang dilakukan guru bahasa Inggris anda?

a. Student A : menarik tapi susah menghafalnya

b. Student B : menarik tapi susah menghafalnya

c. Student C : enak dan tidak enak

d. Student D : menarik tapi susah menghafalnya

e. Student E : menarik tapi susah menghafalnya

70

f. Student F : menarik tapi susah menghafalnya

g. Student G : menarik tapi susah menghafalnya

h. Student H : menarik tapi susah

i. Student I : seneng tapi takut disuruh buat kalimat

j. Student J : menarik tapi susah dihafalnya

5. Dalam mempelajari grammar dengan guru bahasa Inggris anda, masalah apa

yang anda hadapi?

a. Student A : sulit mengubah dari bhs. Indonesia ke bhs. Inggris

b. Student B : sulit mengubah dari bhs. Indonesia ke bhs. Inggris

c. Student C : mencari arti

d. Student D : menghafal

e. Student E : mengartikan

f. Student F : mengartikan

g. Student G : sulit membuat kalimat

h. Student H : sulit membuat kalimat

i. Student I : mengartikan

j. Student J : sulit membuat kalimat

6. Apakah bahasa pengantar yang sering guru bahasa Inggris anda gunakan

selama penyampaian materi pelajaran?

a. Student A : kadang Indonesia kadang Inggris

b. Student B : kadang Indonesia kadang Inggris

c. Student C : lebih sering Indonesia

d. Student D : kadang Inggris

e. Student E : lebih sering Indonesia

f. Student F : kadang Indonesia kadang Inggris

g. Student G : lebih sering Indonesia

h. Student H : kadang Indonesia kadang Inggris

i. Student I : lebih sering Indonesia

j. Student J : kadang Indonesia kadang Inggris

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Appendix 3 b Questionnaire and Result for Students

(after CAR)

1. Bagaimanakah kemampuan grammar anda sebelum anda belajar dengan

metode meaningful drill?

a. Student A : bingung

b. Student B : agak susah

c. Student C : kurang sekali

d. Student D : bingung

e. Student E : bingung

f. Student F : bingung

g. Student G : belum terlalu bisa

h. Student H : agak susah

i. Student I : bingung

j. Student J : agak susah

2. Apakah menurut anda penggunaan meaningful drill dalam proses

pembelajaran itu penting?

a. Student A : penting sekali, buat kalimatnya jadi mudah

b. Student B : penting sekali, buat kalimatnya jadi mudah

c. Student C : penting, karena diulang-ulang jadi ga ngafal

d. Student D : penting sekali, buat kalimatnya jadi mudah

e. Student E : penting sekali, buat kalimatnya jadi mudah

f. Student F : sangat penting

g. Student G : penting sekali, buat kalimatnya jadi mudah

h. Student H : sangat penting, saya jadi tahu kesalahan yang saya

buat

i. Student I : sangat penting

j. Student J : sangat penting, saya ga cape ngafal

3. Apakah anda menghadapi masalah dalam belajar bahasa Inggris dengan

metode meaningful drill?

a. Student A : kadang bingung

b. Student B : kadang bingung dengerin bahasa Inggrisnya

c. Student C : sepertinya tidak ada

d. Student D : kadang bingung

e. Student E : kadang bingung tapi lebih mudah faham

f. Student F : kadang bingung

g. Student G : kadang bingung

h. Student H : kadang bingung tapi cepat mengerti

i. Student I : tidak ada

j. Student J : gurunya terlalu cepat berbicara bhs. Inggris

4. Bagaimanakah menurut anda belajar grammar dengan metode meaningful

drill?

72

a. Student A : menarik karena sering menggunakan bhs. Inggris

b. Student B : menarik karena sering menggunakan bhs. Inggris

c. Student C : senang dan tidak membosankan

d. Student D : menarik karena sering menggunakan bhs. Inggris

e. Student E : santai tapi serius

f. Student F : mudah untuk diikuti

g. Student G : santai tapi serius

h. Student H : santai tapi serius

i. Student I : santai tapi serius

j. Student J : santai tapi serius jadi tidak bosan

5. Bagaimanakah menurut anda cara guru anda mengajar grammar dengan

meaningful drill?

a. Student A : menarik karena sering menggunakan bhs. Inggris

b. Student B : menyenangkan jadi ga bosen

c. Student C : senang dan tidak membosankan

d. Student D : menarik jadi mulai menggunakan bhs. Inggris

e. Student E : bagus, saya mulai paham artinya

f. Student F : baik untuk meningkatkan gaya belajar

g. Student G : bagus, jadi semangat belajarnya

h. Student H : santai tapi serius

i. Student I : bagus jadi ga bosen

j. Student J : santai tapi serius jadi tidak bosan

73

Appendix 4 Instrument and key words of Pre-Test

Name :

Class : XI.I

Choose the Correct Answer by Giving Mark (X)

1. The picture ……… with a knife by Maya.

a. has not been slashed

b. has not slashed

c. had slashed

d. have been slashing

2. Many years ago, the pyramids ………… by the Egyptians.

a. have been

constructing

b. had been constructed

c. has constructed

d. Would have

constructed

3. The pencils …… by Inay.

a. has sharpened

b. has been sharpened

c. have been sharpened

d. had been sharpening

4. By this time tomorrow, the announcement …… by the president.

a. Will have made

b. Would have been

made

c. Will have been

making

d. Will have been made

5. The room looks much better. It …… by some students.

a. have been cleaned

b. had cleaned

c. has been cleaning

d. has been cleaned

6. A Rome …… by the Romans a long time ago.

a. have been building

b. has built

c. had been built

d. has been built

7. The electricity light …… by Edison before I was born.

a. had invented

b. had been invented

c. Would have invented

d. has been inventing

8. English homework …… by Fauzan and Fiqry.

a. has been done

b. have been done

c. has done

d. had been doing

9. The date of the meeting…… by teacher.

a. had been changed

b. have changed

c. has been changing

d. Will have changed

10. English…… by Dewi by the time her brother comes.

a. Will have studied

b. Will have been

studied

c. has been studied

d. had been studying

11. Many grasses …… by the gardener in the school yard.

a. have mown

b. has been mown

c. had been mown

d. Will have mown

12. A new motorcycle ……… by Sofwan to the school.

a. had been trying

b. has tried

c. have been tried

d. has been tried

13. Many pupils……… by head master this afternoon.

74

a. had been advising

b. will have been

advising

c. will have been

advised

d. has been advised

14. Five thousand rupiahs……… by Aini in the break time.

a. have spent

b. have been spent

c. has been spent

d. had spent

15. Irfan’s secret……… by Agustiar about his bad habitual.

a. has been knowing

b. had known

c. had been known

d. have been knowing

16. Many students XI.I……… by Syahrul.

a. has been punished

b. had punished

c. have been punishing

d. have been punished

17. Some money……… by Nurlaili every month.

a. had saved

b. have been saving

c. have been saved

d. had been saved

18. The window………. By Rizkiyah.

a. has not closed

b. have not been closed

c. has not been closed

d. Will have not closed

19. English teacher ……… by students’ XI.I.

a. have been waiting

b. had been waited

c. has waited

d. Would have been

waiting

20. Newspaper ……… by Khairul’s grandmother in the morning.

a. has not been read

b. have not been read

c. had not read

d. has not been reading

76

Appendix 5 The Result of Pre-Test

Respondents Pre-Test

A 30

B 20

C 50

D 50

E 30

F 40

G 40

H 40

I 50

J 60*

K 60*

L 20

M 50

N 50

O 50

P 40

Q 50

1 50

1 40

T 50

U 70*

V 70*

X 20

X 20

Y 30

MEAN 43.2 *student who passed the KKM The scores are processed from students’ answer sheets

76

Appendix 6

Instrument and key words of Post-Test 1 Name :

Class : XI.I

Change the sentence carefully from active to passive and answer the question by choosing A, B, C or D

1. The electricity light …… by Edison before I was born.

a. had invented

b. had been invented

c. would have invented

d. has been inventing

2. Many grasses …… by the gardener in the school yard.

a. have mown

b. has been mown

c. had been mown

d. Will have mown

3. Six thousand rupiahs……… by Inay in the break time.

a. have spent

b. have been spent

c. has been spent

d. had spent

4. Magazine ……… by Aprilia’s grandmother in the morning.

a. has not been read

b. have not been read

c. had not read

d. has not been reading

5. The room looked much better. It …… by some students.

a. have been cleaned

b. had cleaned

c. has been cleaning

d. had been cleaned

6. The door………. By Gestananda.

a. has not closed

b. have not been closed

c. has not been closed

d. will have not closed

7. Mala’s secret……… by Alfia about her bad habitual.

a. has been knowing

b. had known

c. had been known

d. have been knowing

8. Many students……… by head master.

a. had been advised

b. had been advising

c. will have advised

d. has been advised

9. Some money……… by Aldi every week.

a. had saved

b. have been saving

c. have been saved

d. had been saved

10. English teacher ……… by students’ XI.I.

a. have been waiting

b. had been waited

c. has waited

d. would have been waiting

11. A new bicycle ……… by Mustazha to the school.

a. had been trying

b. has tried

c. have been tried

d. has been tried

12. A Rome …… by the Romans a long time ago.

a. have been building

b. has built

c. had been built

d. has been built

13. English assignment …… by Yuda and Tia.

a. has been done b. have been done

76

c. has done d. had been doing

14. Many students XI.I……… by Maulana.

a. has been punished

b. had punished

c. have been punishing

d. have been punished

15. The time of the meeting…… by headmaster.

a. had been changed

b. have changed

c. has been changing

d. will have changed

16. The picture ……… with a cutter by Sophy.

a. has not been slashed

b. has not slashed

c. had slashed

d. have been slashing

17. By this time tomorrow, the announcement …… by the president.

a. will have made

b. would have been made

c. will have been making

d. will have been made

18. Many years ago, the pyramids ………… by the Egyptians.

a. have been constructing

b. had been constructed

c. has constructed

d. would have constructed

19. English…… by Irfan by the time his sister comes.

a. will have studied

b. will have been studied

c. has been studied

d. had been studying

20. The pencil colors …… by Khairul.

a. has sharpened

b. has been sharpened

c. have been sharpened

d. had been sharpening

76

Appendix 7 The Result of Post-Test 1

Respondents Pre-Test Post-Test 1

A 30 50

B 20 40

C 50 90*

D 50 70*

E 30 10

F 40 50

G 40 80*

H 40 90*

I 50 80*

J 60* 80*

K 06* 90*

L 20 50

M 50 50

N 50 80*

O 50 80*

P 40 50

Q 50 80*

R 50 80*

S 40 50

T 50 80*

U 70* 90*

V 70* 80*

W 20 50

X 20 50

Y 30 90*

MEAN 43.2 67.6 *student who passed the KKM The scores are processed from students’ answer sheets

76

Appendix 8

Instrument and key words of Post-Test II Name :

Class : XI.I

Change the sentence carefully from active to passive and answer the question by choosing A, B, C or D

1. Many of the mysteries of the universe ………………by technology.

a. have been solved

b. would have been solving

c. has been solving

d. had been solved

2. The formalin…………… for food preservative.

a. has not been suggested

b. had not been suggesting

c. would have been

suggested

d. have been suggested

3. Many years ago, the pyramids ………… by the Egyptians.

a. have been constructing

b. had been constructed

c. has constructed

d. would have constructed

4. English teacher…………..by students’ XI.I.

a. have been waiting

b. has waited

c. had been waited

d. would have been waiting

5. When formalin ………. For food preservative, it would have been very

dangerous to humans’ body.

a. would have been used

b. had been used

c. will have been using

d. has been used

6. English…… by Agustiar by the time his sister comes.

a. will have been studied

b. has been studied

c. will have studied

d. had been studying

7. In recent years, through improved technology, these ideas and many others

………..

a. has been disproving

b. had disproved

c. will have been disproving

d. have been disproved

8. A Rome …… by the Romans a long time ago.

a. have been building

b. has built

c. had been built

d. has been building

9. During the last several decades, powerful telescopes and spaceship…….

a. has developed

b. will have been developed

c. had been developing

d. have been developed

10. Newspaper ……… by Mini’s father in the last morning.

a. have not been read

b. had not been read

c. has not been reading

d. had been reading

11. The electricity light …… by Edison before I was born.

a. had been invented

b. has been inventing

c. have invented

d. will have been inventing

76

12. The most important discoveries ……… in the last 100 years.

a. has been making

b. have been made

c. had made

d. have been making

13. By this time tomorrow, the announcement …… by the president.

a. will have made

b. would have been made

c. will have been making

d. will have been made

14. Formalin ……………….. for human beings, but it is used for biological

specimen and experiment.

a. had not been using

b. will have not been used

c. has not been used

d. had been used

15. Hanafi’s secret……… by Abib about his bad habitual.

a. had been known

b. have been knowing

c. had known

d. has been knowing

16. The used of formalin ………………wide all over the Indonesian regions.

a. had spread

b. will have spread

c. has been spread

d. have spread

17. A new motorcycle ……… by Gustian to the school last week.

a. had been trying

b. had been tried

c. have tried

d. has been tried

18. The room looked much better. It …… by some students.

a. had been cleaned

b. has been cleaning

c. had cleaned

d. have been cleaned

19. People …………………by the universe.

a. has always fascinated

b. had always been

fascinating

c. have always been

fascinated

d. would have always

fascinated

20. The improvement technology ………………..that trillions of galaxies like

our own fill the universe.

a. would have estimated

b. will have been estimated

c. have been estimated

d. has been estimated

80

Appendix 9 The Result of Post-Test II

Respondents Pre-Test Post-Test 1 Post-Test 2

A 30 50 70*

B 20 40 55

C 50 90* 100*

D 50 70* 90*

E 30 10 50

F 40 50 70*

G 40 80* 55

H 40 90* 75*

I 50 80* 80*

J 60* 80* 75*

K 60* 90* 90*

L 20 50 80*

M 50 50 45

N 50 80* 75*

O 50 80* 80*

P 40 50 70*

Q 50 80* 80*

R 50 80* 80*

S 40 50 80*

T 50 80* 75*

U 70* 90* 100*

V 70* 80* 80*

W 20 50 80*

X 20 50 85*

Y 30 90* 100*

MEAN 43.2 67.6 76.8 *student who passed the KKM The scores are processed from students’ answer sheets

81

Appendix 10

Pre Observation Sheet of Action Research

1. Guru memberi salam dan tegur sapa.

2. Guru melakukan tanya jawab berbagai hal terkait kondisi siswa.

3. Mengabsen siswa.

4. Guru memberikan penjelasan tentang topic yang akan dibahas.

5. Siswa diminta untuk membuka buku atau LKS pada halaman materi yang

akan dipelajari.

6. Guru melakukan tanya jawab yang berhubungan dengan materi.

7. Guru terkadang mengulangi tema yang telah diajarkan sebelumnya pada saat

awal pelajaran.

8. Dalam mengajarkan grammar guru memulainya dengan memberikan rumus

kemudian mengisi soal dan siswa diminta untuk menghafal.

9. Siswa terlihat merasa kesulitan dalam menghafal.

10. Siswa kesulitan mengubah bahasa Indonesia ke bahasa Inggris dan

sebaliknya.

11. Pada pelajaran passive voice siswa kesulitan mengubah kalimat aktif ke pasif

dan sebaliknya.

12. Siswa terlihat kesulitan pada perubahan subjek dan objek dari aktif ke pasif

yang menunjukkan tunggal atau jamak.

13. Siswa banyak yang melakukan kesalahan dalam penempatan be.

14. Siswa banyak yang melakukan kesalahan dalam menggunakan past

participle (Verb 3) maupun tenses.

15. Dalam mengajar, guru lebih sering menggunakan bahasa Indonesia.

16. Guru terlihat monoton dalam menyampaikan materi ajar.

17. Guru tidak memberikan siswa kesempatan untuk mengembangkan ide

mereka dalam membuat kalimat.

18. Banyak siswa yang tidak bawa kamus sehingga mereka kesulitan membuat

kalimat dengan kosa-kata yang terbatas.

19. Ada beberapa siswa terlihat mengantuk.

82

20. Siswa yang duduk di belakang terlihat sedang bercakap-cakap.

21. Guru menyimpulkan materi pembelajaran.

22. Guru menanyakan kesulitan siswa selama KBM.

23. Guru menugaskan siswa untuk mengisi soal-soal yang ada di LKS.

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Appendix 11

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP) SPEAKING

Satuan Pendidikan : MA ISLAMIYAH SAWANGAN

Mata Pelajaran : Bahasa Inggris

Kelas/ Semester : XI (Sebelas) / 1

Tema : Granting and denying request

Aspek/ Skill : Berbicara

Alokasi Waktu : 2 x 45 menit

Jenis Teks : Interpersonal

Tahun Pelajaran : 2010/2011

I. Standar Kompetensi

Berbicara

(3) Mengungkapkan makna dalam teks percakapan transaksional dan

interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari

– hari.

II. Kompetensi Dasar

Berbicara

(3.2) Mengungkapkan makna dalam percakapan transaksional (to get things

done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan

menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam

konteks kehidupan sehari – hari dan melibatkan tindak tutur: menasehati,

memperingatkan, meluluskan permintaan, serta menyatakan perasaan relief,

pain and pleasure.

III. Indikator

Siswa mampu merespon ungkapan – ungkapan:

24. Meluluskan permintaan

25. Menolak permintaan

26. Merespon secara interpersonal

84

IV. Tujuan Pembelajaran

Pada akhir pembelajaran siswa dapat:

1. Merespon ungkapan meluluskan permintaan

2. Merespon ungkapan menolak permintaan

3. Menggunakan kalimat-kalimat passive voice.

4. Menggunakan kalimat-kalimat passive untuk meluluskan

permintaan.

5. Menggunakan kalimat-kalimat passive untuk menolak permintaan.

6. Menjawab pertanyaan guru dengan menggunakan struktur passive

voice.

7. Merespon ungkapan – ungkapan secara interpersonal.

V. Materi Pembelajaran

Study the following expressions.

Granting Request

alright

certainly

right away

of course

sure

by all

means

OK

Not at all

No, I don’t

mine

I think so

Denying Request

I’d prefer you not to

I’d rather you didn’t

You may not

You mustn’t

Use the expression to complete the dialogue below

1. Costumer : Excuse me. Could you show me where the fitting room is?

Shopkeeper : ………it is over there.

2. Dedi : Roy, will your pen be borrowed?

Roy : ….., here it is.

84

3. Passenger : Is it allowed to bring a bird on the plane?

Officer : I am sorry,…..

4. Student : Sir, are they allowed to join the extracurricular?

Teacher : …….., but after the end of the class.

5. Rani : Will your dictionary be lent by her?

Jono : ……. Here it is.

Passive voice

In passive sentences, the object of active sentence becomes the subject in

passive sentence.

Example: Active : Nina makes a cake.

Passive : A cake is made by Nina.

FUTURE PERFECT CONTINUOUS

PRESENT

Is / am / are +

V3

Will has / have s / am / are

PAST

Was / were + V3

would had Was / were

Be + V3 been + V3 Being + V3

Several changes in the forms of verb in each tenses are as follows:

Active Passive

Nina makes a cake A cake is made by Nina

Nina is making a cake A cake is being made by Nina

Nina has made a cake A cake has been made by Nina

Nina made a cake A cake was made by Nina

Nina was making a cake A cake was being made by Nina

Nina had make a cake A cake had been made by Nina

Nina will make a cake A cake will be made by Nina

Nina is going to make a cake A cake is going to be made by Nina

VI. Metode Pembelajaran / Teknik: Three-phase technique.

VII. Langkah-langkah Kegiatan:

a. Kegiatan Pendahuluan

Greeting (memberi salam dan tegur sapa).

Tanya jawab berbagai hal terkait kondisi siswa.

Mengabsen siswa.

85

Memberi motivasi kepada siswa.

Brainstorming activity (Guru mengarahkan siswa pada topic yang akan

dibahas dengan mengajukkan beberapa pertanyaan)

Penjelasan tentang topic yang akan dibahas.

b. Kegiatan Inti

Siswa diminta untuk membuka buku atau LKS pada halaman

materi yang akan dipelajari.

Tanya jawab yang berhubungan dengan materi

Guru memberikan ungkapan-ungkapan sesuai materi.

Guru membuat pertanyaan dan siswa menjawab dengan

ungkapan – ungkapan / kalimat sesuai materi dengan

menggunakan bentuk passive.

Membahas kosakata dan struktur percakapan.

Siswa diminta untuk mengucapkan kalimat passive voice dari

aktifitas yang sedang dilakukan oleh teman atau guru mereka

baik di dalam maupun di luar kelas.

Guru meminta siswa untuk mengulang-ulang jawaban

sehingga mendapat jawaban yang benar.

Guru memberikan kalimat active berdasarkan konteks dan

siswa diminta untuk mengubahnya menjadi kalimat passive

secara langsung.

Guru meminta siswa untuk membuat kalimat sesuai dengan

keadaan.

Guru memberikan flash card dan meminta siswa untuk

membuat kalimat dalam passive voice.

Guru menyimpulkan dan mengulas setiap kosa kata yang

tercantum dan struktur kalimat yang digunakan.

c. Kegiatan Penutup

a. Menyimpulkan materi pembelajaran.

b. Menanyakan kesulitan siswa selama KBM.

c. Menugaskan siswa untuk menggunakan ungkapan-

86

ungkapan yang dipelajari dalam situasi yang sesungguhnya.

VIII. Sumber Belajar

a. - Buku teks (Grace, Eudia dan Th. M. Sudarwati. “Look Ahead”) for

senior high school students, Erlangga, 2007, Jakarta.

b. Script percakapan

c. Kurikulum bahasa Inggris (grade XI)

d. LKS (Kus H. dan Dwi Tungga A, Mitra Pustaka, Pratam Mitra Aksara:

Jakarta)

e. Syllabus MA (grade XI)

IX. Penilaian

a. Teknik : Merespon ungkapan / pertanyaan secara lisan

b. Bentuk : performance

c. Instrumen : Terlampir

X. Pedoman Penilaian

a. Untuk tiap jawaban benar diberi skor = 1

b. Nilai maksimal = 10

c. Nilai siswa = Skor Perolehan x 10

Skor Maksimal

d. Rubrik penilaian =

URAIAN NILAI

Isi benar, tata bahasa benar 3

Isi benar, tata bahasa kurang tepat 2

Isi dan tata bahasa kurang tepat 1

Tidak menjawab 0

Mengetahui, Depok, 23 September 2010

Guru Bahasa Inggris Action Researcher

Ahmad Suja’i, S.Pd Suhaibah

NIM. 106014000439

87

Appendix 12

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP) READING

Satuan Pendidikan : MA ISLAMIYAH SAWANGAN

Mata Pelajaran : Bahasa Inggris

Kelas/ Semester : XI (Sebelas) / 1

Tema : Use of Formalin and Other Additives in Foods

Aspek/ Skill : Membaca

Alokasi Waktu : 2 x 45 menit

Jenis Teks : Interpersonal

Tahun Pelajaran : 2010/2011

I. Standar Kompetensi

Membaca

(5) Memahami makna teks fungsional pendek dan esei sederhana berbentuk

report, narrative dan analytical exposition dalam konteks kehidupan sehari –

hari dan untuk mengakses ilmu pengetahuan.

II. Kompetensi Dasar

Membaca

(5.1) merespon makna dalam teks fungsional pendek (misalnya banner, poster,

pamphlet, dll) resmi dan tak resmi yang menggunakan ragam bahasa tulis

secara akurat, lancar dan berterima dalam konteks kehidupan sehari – hari.

III. Indikator

Siswa dapat:

1. Membaca nyaring bermakna wacana ragam tulis yang dibahas dengan

ucapan dan intonasi yang benar.

2. Mengidentifikasi topic dari teks yang dibaca.

3. Mengidentifikasi informasi tertentu dari teks fungsional pendek.

4.

IV. Tujuan Pembelajaran

Pada akhir pembelajaran siswa dapat:

1. Membaca nyaring bermakna wacana ragam tulis yang dibahas

dengan ucapan dan intonasi yang benar.

2. Mengidentifikasi berita yang dipaparkan dalam teks analytical

exposition.

3. Mengidentifikasi topic dari teks analytical exposition.

4. Mengidentifikasi informasi tertentu dari teks analytical exposition.

5. Mengidentifikasi langkah-langkah retorika dari teks.

6. Mendiskusikan predikat / kata-kata yang menggunakan passive

dalam kalimat.

7. Mencari dan mendiskusikan makna dari kalimat yang berpola

passive yang tertera pada wacana yang ada.

8. Menjawab pertanyaan dengan menggunakan struktur passive.

88

V. Materi Pembelajaran

ANALYTICAL EXPOSITION TEXT

Analytical Exposition text is a text that intended to persuade the reader or

listener that something is the case.

The text consists of Schematic Structures and Linguistic Features.

SCHEMATIC STUCTURES

Thesis : The author’s point of view (stated in introduction) toward

the problem

Introduction also covers the preview of arguments which

will be given.

Arguments : Point (state the main argument)

Elaboration (develops and supports the argument).

A series argument to convince the audience:

Reason (use generalizations or good reasons to support

the argument)

Evidence (use evidence to prove the generalization such

as research report, expert opinions, etc)

Cause and effect (show the cause and effect relationship

using because, so, etc)

Conclusion : Reiteration (restatement) is to sum up your arguments.

You can either restate the point of view or make a short

summary of your arguments.

Use of Formalin and Other Additives in Foods

Thesis The use of formalin and other dangerous preservatives in foods has

been a serious problem for three reasons.

Argument1

Point Firstly, formalin has not been used for human beings, but it is used

for biological specimen and experiments.

Elaboration Formalin in biology is a 10% solution of formaldehyde in water

which is usually used as a disinfectant or to preserve biological specimens.

Thus, it has not been suggested for food Preservative. Of course when it

had been used for food preservative, it would have been very dangerous to

human’s body.

Argument2

Point The second reason is that there is no tight control from the

government.

Elaboration This condition makes the people’s health is really in a threat. When

the control is weak and the used of formalin has been spread wide all over

the Indonesian regions, and these days it has really happened, the citizen’s

bodies will be badly contaminated with the poisons. Fish or food traders

still sell their products which contain formalin and dangerous

preservatives. Can you imagine that our digestive system absorbs the

substance that should be for the human and animal corpses?

89

Argument3

Point The third is that the difficult economy seems not to end. This can

make the situation worse.

ElaborationWe all know that today’s economy is very difficult. People buy daily

products and fulfill their need with high costs. Things are getting more and

more expensive. Consequently, the food production cost increases. For

example, the preservation process for fish will be much cheaper if the

producers use formalin. They know the danger of formalin, but they don’t

care about the other’s health. What is in their mind is only how to get

profit.

Conclusion Considering the reasons, we can make a conclusion that the use of

formalin and other preservatives is really a serious problem if it has not

been resolved immediately.

Underline the following passive sentences! And then change its pattern!

LINGUISTIC FEATURES

Generic human and non-human

Participant Formalin

Use of Modality Can

Use of Simple Present Tense formalin is not for human beings

Use of Present Perfect Tense

The use of formalin and other

dangerous preservatives in foods has

been a serious problem for three

reasons

Use of passive voice it had been used for food

Use of Relational Process When

Internal Conjunction to state Argument Thus

Reasoning through causal conjunction Firstly

The form of passive voice of present perfect tense and past perfect

tense

To make passive voice in the present/past perfect using the affirmative

form of sentence, the following formula is used:

Present:

Past :

To make passive voice in the present/past perfect using the negative form

of sentence, the following formula is used:

Present:

Past:

Subject + to be (have/has) + been + past participle + by agent

Subject + to be (have/has) + not + been + past participle + by agent

Subject + to be (had) + been + past participle + by agent

Subject + to be (had) + not + been + past participle + by agent

90

To make passive voice in the present/past perfect using the interrogative

form of sentence, the following formula is used:

Present:

Past :

Example:

Present Active Voice Passive Voice

Affirmative

We have admitted

Bintang as the leader

Bintang has been

admitted as the leader

by us

Negative

We have not admitted

Bintang as the leader

Bintang has not been

admitted as the leader

(by us)

interrogative Have we admitted

Bintang as the leader?

Has Bintang been

admitted as the leader?

Past Active Voice Passive Voice

Affirmative Chaerul had picked up

some flowers.

Some flowers had

been picked up

Negative

Chaerul had not

picked up some

flowers.

Some flowers had not

been picked up

interrogative Had Chaerul picked

up some flowers?

Had some flowers

picked up?

To be (have/has) + S + been + past participle + by agent?

To be (had) + S + been + past participle + by agent?

90

VI. Metode Pembelajaran / Teknik: Three-phase technique.

VII. Langkah-langkah Kegiatan:

a. Kegiatan Pendahuluan

Greeting (memberi salam dan tegur sapa).

Tanya jawab berbagai hal terkait kondisi siswa.

Mengabsen siswa.

Memberi motivasi kepada siswa.

Brainstorming activity (Guru mengarahkan siswa pada topic yang akan

dibahas dengan mengajukkan beberapa pertanyaan)

Penjelasan tentang topic yang akan dibahas.

b. Kegiatan Inti

Siswa diminta untuk membuka buku atau LKS pada halaman

materi yang akan dipelajari.

Tanya jawab yang berhubungan dengan materi

Guru memberikan kalimat/paragraph dan meminta siswa

untuk membacanya kemudian siswa diminta untuk mencari

kalimat dengan menggunakan passive voice.

Membahas kosa kata dan struktur kalimat.

Guru meminta siswa untuk mencari kalimat yang

menggunakan passive voice.

Guru memberikan pertanyaan active untuk diubah menjadi

passive yang sesuai dengan keadaan.

Siswa secara pribadi membaca jawabannya dengan pola dan

aturan yang sama.

Guru meminta siswa lain untuk mengulang kembali jawaban

temannya.

Guru menunjukkan flash card pada seorang siswa dan

memintanya untuk membuat kalimat dalam passive voice

kemudian meminta siswa lainnya untuk mengulang

jawabannya.

Guru meminta siswa untuk mengubah jawaban temannya

dengan struktur yang berbeda.

Guru menyimpulkan dan mengulas setiap kosa kata yang

tercantum dan struktur kalimat yang digunakan.

c. Kegiatan Penutup

Menyimpulkan materi pembelajaran.

Menanyakan kesulitan siswa selama KBM.

Menugaskan siswa untuk menggunakan ungkapan-

ungkapan yang dipelajari dalam situasi yang sesungguhnya.

91

VIII. Sumber Belajar

a. Buku teks (Grace, Eudia dan Th. M. Sudarwati. “Look Ahead”) for senior

high school students, Erlangga, 2007, Jakarta.

b. LKS (Kus H. dan Dwi Tungga A, Mitra Pustaka, Pratam Mitra Aksara:

Jakarta.)

c. Kurikulum bahasa Inggris (grade XI)

d. Hand out

e. Flash card

f. Syllabus MA (grade XI)

IX. Penilaian

a. Teknik : Tes tulisan

b. Bentuk : Tulisan

c. Instrumen : Terlampir

X. Pedoman Penilaian

a. Untuk tiap jawaban benar diberi skor = 12.5

b. Nilai maksimal = 10

c. Nilai siswa = Skor Perolehan x 10

Skor Maksimal

d. Rubrik penilaian =

URAIAN NILAI

Isi benar, tata bahasa benar 3

Isi benar, tata bahasa kurang tepat 2

Isi dan tata bahasa kurang tepat 1

Tidak menjawab 0

Mengetahui, Depok, 23 September 2010 Guru Bahasa Inggris Action Researcher

Ahmad Suja’i, S.Pd Suhaibah NIM.10601400043

92

Lampiran:

Lembar Kegiatan KBM (kegiatan belajar mengajar)

Membaca

-----------------------------------------------------------------------------

Use of Formalin and Other Additives in Foods

Thesis The use of formalin and other dangerous

preservatives in foods has been a serious problem for three reasons.

Argument1

Point Firstly, formalin has not been used for human beings, but it is used

for biological specimen and experiments.

Elaboration Formalin in biology is a 10% solution of formaldehyde

in water which is usually used as a disinfectant or to preserve biological

specimens. Thus, it has not been suggested for food Preservative. Of

course when it had been used for food preservative, it would have been

very dangerous to human’s body.

Argument2

Point The second reason is that there is no tight control from the

government.

Elaboration This condition makes the people’s health is really in a threat.

When the control is weak and the used of formalin has been spread wide

all over the Indonesian regions, and these days it has really happened, the

citizen’s bodies will be badly contaminated with the poisons. Fish or food

traders still sell their products which contain formalin and dangerous

preservatives. Can you imagine that our digestive system absorbs the

substance that should be for the human and animal corpses?

Argument3

Point The third is that the difficult economy seems not to end.

This can make the situation worse.

Elaboration We all know that today’s economy is very difficult.

People buy daily products and fulfill their need with high costs. Things are

getting more and more expensive. Consequently, the food production cost

increases. For example, the preservation process for fish will be much

cheaper if the producers use formalin. They know the danger of formalin,

but they don’t care about the other’s health. What is in their mind is only

how to get profit.

Conclusion Considering the reasons, we can make a conclusion that the

use of formalin and other preservatives is really a serious problem if it has

not been resolved immediately.

Underline the following passive sentences!

93

Appendix 13

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP) READING

Satuan Pendidikan : MA ISLAMIYAH SAWANGAN

Mata Pelajaran : Bahasa Inggris

Kelas/ Semester : XI (Sebelas) / 1

Tema : Cutting-Edge Technology

Aspek/ Skill : Membaca

Alokasi Waktu : 2 x 45 menit

Jenis Teks : Interpersonal

Tahun Pelajaran : 2010/2011

I. Standar Kompetensi

Membaca

(5) Memahami makna teks fungsional pendek dan esei sederhana berbentuk

report, narrative dan analytical exposition dalam konteks kehidupan sehari –

hari dan untuk mengakses ilmu pengetahuan.

II. Kompetensi Dasar

Membaca

(5.2) merespon makna dan langkah retorika dalam esei yang menggunakan

ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks

kehidupan sehari – hari.

III. Indikator

Siswa dapat:

1. Mengidentifikasi makna kata dalam teks yang dibaca.

2. Mengidentifikasi kejadian dalam teks yang dibaca.

3. Mengidentifikasi cirri-ciri dari benda/orang yang dilaporkan.

4. Mengidentifikasi kasus yang dibahas dalam teks.

5. Mengidentifikasi argument yang diberikan.

6. Mengidentifikasi langkah-langkah retorika dari teks.

7. Mengidentifikasi tujuan komunikasi teks yang dibaca.

94

IV. Tujuan Pembelajaran

Pada akhir pembelajaran siswa dapat:

1. Mengidentifikasi makna kata dalam teks yang dibaca.

2. Mengidentifikasi kejadian dalam teks yang dibaca.

3. Mengidentifikasi langkah-langkah retorika dari teks.

4. Mendiskusikan subjek / kata-kata yang menggunakan passive dalam

kalimat.

5. Mencari dan mendiskusikan makna dari kalimat yang berpola passive

yang tertera pada wacana yang ada.

6. Menjawab pertanyaan dengan menggunakan struktur passive.

V. Materi Pembelajaran

Report text

The purpose of the text:

To report something, just like the way it is. The subject includes natural

things, environment, Social matters, description of a general classification.

Text structure:

General classification which includes the report’s subject, information, and

its classification.

Description of the subject.

Cutting-Edge Technology

People have always been fascinated by the universe, but many of the most

important discoveries have been made in the last 100 years. Cutting-edge

technology has made these discoveries possible. During the last several

decades, powerful telescopes, satellites and spaceships have been developed.

Through these advances in technology, many of the mysteries of the universe

have been solved.

Until 60 years ago, it was believed that our galaxy, the milky way was

unique. It was believed that our galaxy was the universe. In recent years,

through improved technology, these ideas and many others have been

disproved. It has been estimated that trillions of galaxies like our own fill the

universe. The universe itself is calculated to be between 15 and 18 billion

years old.

95

The form of passive voice of present perfect tense

To make passive voice in the present perfect using the affirmative form of

sentence, the following formula is used:

To make passive voice in the present perfect using the negative form of

sentence, the following formula is used:

To make passive voice in the present perfect using the interrogative form

of sentence, the following formula is used:

The form of passive voice of past perfect tense

To make passive voice in the past perfect using the affirmative form of

sentence, the following formula is used:

To make passive voice in the past perfect using the negative form of

sentence, the following formula is used:

To make passive voice in the past perfect using the interrogative form of

sentence, the following formula is used:

The form of passive voice of future perfect tense

To make passive voice in the future perfect using the affirmative form of

sentence, the following formula is used:

To make passive voice in the future perfect using the negative form of

sentence, the following formula is used:

Subject + to be (had) + been + past participle + by agent

Subject + to be (had) + not + been + past participle + by agent

To be (had) + S + been + past participle + by agent?

Subject + to be (have/has) + been + past participle + by agent

Subject + to be (have/has) + not + been + past participle + by agent

To be (have/has) + S + been + past participle + by agent

Subject + will + to be(have) + been+ past participle + by agent

Subject + will + to be (have)+not + been + past participle + by

agent

96

To make passive voice in the future perfect using the interrogative form of

sentence, the following formula is used:

Example:

Present Active Voice Passive Voice

Affirmative She has picked up some

flowers

Some flowers have been

picked up by her

Negative She has not picked up

some flowers

Some flowers have not

been picked up

Interrogative Has she picked up

some flowers?

Have Some flowers

been picked up ?

Past Active Voice Passive Voice

Affirmative The director had

suggested a new idea.

A new idea had been

suggested by the director

Negative The director had not

suggested a new idea.

A new idea had not been

suggested by the director

interrogative

Had the director

suggested a new idea?

Had a new idea been

suggested by the

director?

future Active Voice Passive Voice

Affirmative

Head master will have

bought some computers

Some computers will

have been bought by

head master

Negative

He will have not bought

some computers.

Some computers will

have not been bought by

him

Interrogative Will he have bought

some computers?

Will Some computers

have been bought?

VI. Metode Pembelajaran / Teknik: Three-phase technique.

VII. Langkah-langkah Kegiatan:

a. Kegiatan Pendahuluan

Greeting (memberi salam dan tegur sapa).

Tanya jawab berbagai hal terkait kondisi siswa.

Mengabsen siswa.

Memberi motivasi kepada siswa.

Brainstorming activity (Guru mengarahkan siswa pada topic yang akan

dibahas dengan mengajukkan beberapa pertanyaan)

Will + S + to be (have) + been + past participle + by agent?

97

Penjelasan tentang topic yang akan dibahas.

b. Kegiatan Inti

Siswa diminta untuk membuka buku atau LKS pada halaman materi

yang akan dipelajari.

Tanya jawab yang berhubungan dengan materi.

Guru memberikan kalimat/paragraph dan meminta siswa untuk

membacanya kemudian siswa diminta untuk mencari kalimat dengan

menggunakan passive voice.

Membahas kosa kata dan struktur kalimat.

Guru memberikan pertanyaan active untuk diubah menjadi passive

yang sesuai dengan keadaan.

Siswa diminta untuk mengembangkan kreatifitas mereka dalam

membuat kalimat aktif agar mampu mengubahnya ke dalam kalimat

pasif.

Siswa secara pribadi membaca jawabannya dengan pola dan aturan

yang sama.

Guru meminta siswa lain untuk mengulang kembali jawaban temannya

hingga mendapat jawaban yang tepat.

Guru menunjukkan flash card pada seorang siswa dan memintanya

untuk membuat kalimat dalam passive voice kemudian meminta siswa

lainnya untuk mengulang jawabannya.

Guru meminta siswa untuk mengubah jawaban temannya dengan

struktur yang berbeda.

Guru meminta siswa untuk mengembangkan ide mereka dalam

membuat kalimat pasif dan memberikan respon positif dari setiap

tindakan yang dilakukan.

Guru menyimpulkan dan mengulas setiap kosa kata yang tercantum

dan struktur kalimat yang digunakan.

c. Kegiatan Penutup

Menyimpulkan materi pembelajaran.

Menanyakan kesulitan siswa selama KBM.

Menugaskan siswa untuk menggunakan ungkapan-ungkapan passive

voice of perfect tenses yang dipelajari dalam situasi yang

sesungguhnya.

VIII. Sumber Belajar

a. - Buku teks (Grace, Eudia dan Th. M. Sudarwati. “Look Ahead”) for

senior high school students, Erlangga, 2007, Jakarta.

- Buku teks (Nursahid, et. al. “New Light”) for senior high school

students, PT Pabelan Cerdas Nusantara, 2005, Surakarta.

98

b. LKS (Kus H. dan Dwi Tungga A, Mitra Pustaka, Pratam Mitra Aksara:

Jakarta.

c. Kurikulum bahasa Inggris (grade XI)

d. Hand out

e. flash card

f. Syllabus SMA (grade XI)

IX. Penilaian

a. Teknik : Tes tulisan

b. Bentuk : Tulisan

c. Instrumen : Terlampir

X. Pedoman Penilaian

a. Untuk tiap jawaban benar diberi skor = 20

b. Nilai maksimal = 10

c. Nilai siswa = Skor Perolehan x 10

Skor Maksimal

Rubrik penilaian =

URAIAN NILAI

Isi benar, tata bahasa benar 3

Isi benar, tata bahasa kurang tepat 2

Isi dan tata bahasa kurang tepat 1

Tidak menjawab 0

Mengetahui, Depok, 30 september 2010 Guru Bahasa Inggris Action Researcher

Ahmad Suja’i, S.Pd Suhaibah NIM.106014000439

99

Lampiran:

Lembar Kegiatan KBM (kegiatan belajar mengajar)

Membaca

-----------------------------------------------------------------------------

Cutting-Edge Technology

People have always been fascinated by the universe, but many of the most

important discoveries have been made in the last 100 years. Cutting-edge

technology has made these discoveries possible. During the last several

decades, powerful telescopes, satellites and spaceships have been developed.

Through these advances in technology, many of the mysteries of the universe

have been solved.

Until 60 years ago, it was believed that our galaxy, the milky-way was

unique. It was believed that our galaxy was the universe. In recent years,

through improved technology, these ideas and many others have been

disproved. It has been estimated that trillions of galaxies like our own fill the

universe. The universe itself is calculated to be between 15 and 18 billion

years old.

1. Underline the following passive sentences!

2. Answer the questions below based on the text!

a. What space technologies have been developed since then?

b. When was the first rocket invented?

c. What is the goal of space technology now?

d. Do you think people will live in the moon someday? why or why not?

The answer key:

1. Have always been fascinated, have been made, have been developed, have

been solved, have been disproved, has been estimated.

2. a. Space technologies that have been developed since then was Reusable

Rockets.

b. The first rocket was invented in 1920s.

c. The goal of the space technology is to go farther and stay longer in the

space.

99

Appendix 14

LEMBAR OBSERVASI ACTION RESEARCH (SIKLUS 1)

Collaborator : Mr. Ahmad Suja’i, S.Pd

Researcher : Suhaibah

Berilah tanda (X) pada jawaban yang anda anggap benar! 1. Apakah researcher melakukan tanya jawab pada siswa yang berhubungan dengan

materi?

a. Ya b. tidak

2. Apakah siswa diminta untuk membaca teks dengan pelan?

a. Ya b. tidak

3. Apakah siswa diminta untuk mencari kalimat yang menggunakan passive voice?

a. Ya b. tidak

4. Apakah siswa diminta untuk melihat aktifitas sekitar mereka (contextual) untuk

dibuat kedalam kalimat aktif lalu diubah menjadi kalimat pasif?

a. Ya b. tidak

5. Apakah researcher meminta siswa untuk mengucapkan kembali kalimat pasif

yang diberikan?

a. Ya b. tidak

6. Apakah researcher meminta siswa untuk mengulang jawaban mereka sampai

medapatkan jawaban yang benar?

a. Ya b. tidak

7. Apakah researcher menunjukkan flash card dan meminta siswa untuk membuat

kalimat pasif yang jawabannya diulang oleh teman mereka?

a. Ya b. tidak

8. Apakah siswa diminta untuk mengubah jawaban teman mereka dengan

menggunakan struktur yang berbeda?

a. Ya b. tidak

9. Apakah researcher menjelaskan kosa kata dan struktur kalimat yang digunakan?

a. Ya b. tidak

10. Apakah researcher menanyakan kesulitan siswa dan memberikan latihan dengan

menggunakan passive voice of perfect tenses berdasarkan konteks?

a. Ya b.tidak

English teacher

Ahmad Suja’i, S.Pd

100

Appendix 15

LEMBAR OBSERVASI ACTION RESEARCH (SIKLUS II)

Collaborator : Mr. Ahmad Suja’i, S.Pd

Researcher : Suhaibah

Berilah tanda (X) pada jawaban yang anda anggap benar! 1. Apakah researcher melakukan tanya jawab pada siswa yang berhubungan dengan

materi?

a. Ya b. tidak

2. Apakah siswa diminta untuk membaca teks dengan pelan?

a. Ya b. tidak

3. Apakah siswa diminta untuk mencari kalimat yang menggunakan passive voice?

a. Ya b. tidak

4. Apakah siswa diminta untuk melihat aktifitas sekitar mereka (contextual) untuk

dibuat kedalam kalimat aktif lalu diubah menjadi kalimat pasif?

a. Ya b. tidak

5. Apakah researcher meminta siswa untuk mengembangkan kreatifitas mereka

dalam membuat kalimat aktif agar mampu mengubahnya kedalam kalimat pasif?

a. Ya b. tidak

6. Apakah researcher meminta siswa untuk mengulang jawaban mereka sampai

medapatkan jawaban yang benar?

a. Ya b. tidak

7. Apakah researcher menunjukkan flash card dan meminta siswa untuk membuat

kalimat pasif yang jawabannya diulang oleh teman mereka?

a. Ya b. tidak

8. Apakah siswa diminta untuk mengubah jawaban teman mereka dengan

menggunakan struktur yang berbeda?

a. Ya b. tidak

9. Apakah researcher memeinta siswa untuk mengembangkan ide mereka dalam

membuat kalimat pasif dan memberikan respon positif dari setiap tindakan yang

dilakukan?

a. Ya b. tidak

10. Apakah researcher menanyakan kesulitan siswa dan memberikan latihan dengan

menggunakan passive voice of perfect tenses berdasarkan konteks?

a. Ya b.tidak

English teacher

Ahmad Suja’i, S.Pd

101

Appendix 16

SILABUS Nama Sekolah : Madrasah Aliyah Islamiyah

Mata Pelajaran : Bahasa Inggris

Kelas : XI.I

Semester : 1

Standar

Kompetensi

Kompetensi

Dasar

Materi

Pembelajaran

Kegiatan Pembelajaran

Membaca

5. Memahami

makna teks

fungsional

pendek dan

esei sederhana

berbentuk

report,

narrative dan

analytical

exposition

dalam konteks

kehidupan

sehari-hari dan

untuk

mengakses

ilmu

pengetahuan

5.1 merespon

makna dalam

teks

fungsional

pendek

(misalnya

banner,

poster,

pamphlet,dll.)

resmi dan tak

resmi yang

menggunakan

ragam bahasa

tulis secara

akurat, lancer

dan berterima

dalam

konteks

kehidupan

sehari-hari.

banner, poster, dan

pamphlet

Membaca nyaring

bermakna teks

berita/deskripsi/naratif

secara individual.

Mendiskusikan berbagai

aspek dari teks seperti

isi, struktur teks secara

berkelompok.

Berlatih menggunakan

kalimat simple present

untuk menyatakan fakta

dan kalimat pasif untuk

menyatakan inti berita.

Memahami

makna teks

fungsional

pendek dan

esei sederhana

berbentuk

report,

narrative dan

analytical

exposition

dalam konteks

kehidupan

sehari-hari dan

untuk

mengakses

ilmu

5.2 merespon

makna dan

langkah

retorika

dalam esei

yang

menggunakan

ragam bahasa

tulis secara

akurat, lancer

dan berterima

dalam

konteks

kehidupan

sehari-hari.

Noun phrase

Adjective clause

Teks berbentuk

narrative

Teks tulis berbentuk

report

Teks tulis berbentuk

analytical exposition

Membaca nyaring

bermakna teks

narrative/report/analytica

l exposition secara

individu.

Mendiskusikan berbagai

aspek seperti isi, struktur

teks secara berkelompok.

102

pengetahuan

Indicator Penilaian Alokasi Waktu

(menit)

Sumber

bahan/alat

Membaca nyaring

bermakna wacana

ragam tulis yang

dibahas dengan

ucaapan dan

intonasi yang benar. Mengidentifikasi

topic dari teks yang

dibaca. Mengidentifikasi

informasi tertentu

dari teks fungsional

pendek.

Performans

tertulis

(PG dan uraian)

1 x 45 ESOL ONLINE

English online

English

K6modules

Mengidentifikasi

makna kata dari teks

yang dibaca. Mengidentifikasi

komplikasi dalam

sebuah cerita narasi. Mengidentifikasi

kejadian dalam teks

yang dibaca. Mengidentifikasi

cirri-ciri dari benda

atau orang yang

dilaporkan.

Mengidentifikasi

kasus yang dibahas

dalam teks. Mengidentifikasi

argument yang

diberikan. Mengidentifikasi

langkah-langkah

retorika dari teks. Mengidentifikasi

tujuan komunikasi

teks dibaca.

Quiz

Tes tertulis

tugas

2x 45 ESOL ONLINE

English online

Jakarta post

English

K6modules

103

Appendix 17

Item Analysis of Tests

No Test number

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

1 0 1 1 0 1 1 1 0 0 1 0 1 1 1 1 0

2 1 0 1 1 0 1 0 0 1 1 0 1 1 0 1 1

3 0 1 0 1 0 0 1 0 0 0 1 0 1 1 0 1

4 1 1 1 1 1 0 1 0 0 1 1 0 1 1 1 1

5 0 0 1 1 0 0 0 0 1 0 0 1 1 0 1 1

6 1 1 0 1 1 0 0 0 1 0 0 1 0 1 1 1

7 1 1 1 1 0 1 0 1 1 1 0 1 1 1 1 1

8 1 0 1 1 1 1 0 1 1 1 1 1 1 1 1 1

9 0 1 1 1 0 0 1 1 0 0 1 0 1 1 1 0

10 1 1 1 0 1 1 0 1 1 1 0 1 1 1 1 1

11 0 1 1 1 1 0 0 1 0 1 1 1 0 1 1 0

12 0 1 1 1 1 0 1 1 1 0 1 1 1 1 1 0

13 0 1 1 1 0 1 1 0 0 1 0 1 1 0 0 1

14 0 0 1 1 0 0 0 0 0 0 0 1 0 1 0 0

15 1 1 0 0 1 1 1 0 1 1 1 1 1 1 1 1

16 0 1 0 1 1 1 0 1 1 1 1 1 1 1 1 1

17 0 1 1 1 1 0 1 1 0 0 1 1 0 1 1 0

18 1 0 1 1 0 1 1 0 1 1 1 0 1 0 0 1

19 1 1 0 0 1 0 0 1 0 0 1 1 1 0 0 0

20 0 0 0 0 0 0 0 0 1 1 0 0 0 0 0 0

21 1 1 0 1 1 1 1 1 1 0 0 1 1 1 1 1

22 0 0 0 0 1 0 0 0 1 0 1 0 0 0 1 0

23 1 1 0 0 1 1 1 1 1 1 1 1 1 1 0 0

24 0 0 1 1 1 0 1 0 1 1 1 0 1 1 1 1

25 1 1 0 0 0 1 0 1 0 1 0 0 1 1 0 1

26 1 0 0 0 0 1 1 0 0 1 0 1 0 1 0 1

P 13 17 15 17 15 13 13 12 15 16 14 18 19 19 17 16

Q 13 9 11 9 11 13 13 14 11 10 12 8 7 7 9 10

Pi 0.5 0.65 0.57 0.65 0.57 0.5 0.5 0.46 0.57 0.61 0.53 0.69 0.73 0.73 0.65 0.61

qi 0. 0.5 0.34 0.42 0.34 0.42 0.5 0.5 0.53 0.42 0.38 0.46 0.30 0.26 0.26 0.34 0.38

Pi.qi 0.25 0.22 0.23 0.22 0.23 0.25 1 0.24 0.23 0.23 0.24 0.20 0.18 0.18 0.22 0.23

104

No Test Number

Xt Xt2 17 18 19 20 21 22 23 24 25 26 27 28 29 30

1 0 1 0 1 0 1 1 1 0 0 1 1 1 0 18 324

2 1 1 1 1 0 1 0 0 1 1 0 1 1 1 21 441

3 0 0 1 0 1 0 0 1 0 1 0 1 0 0 12 144

4 0 0 1 1 1 0 0 1 1 1 1 1 1 0 21 441

5 1 0 0 1 0 0 0 1 1 1 0 0 1 0 13 169

6 1 0 1 1 0 0 1 0 0 1 1 0 0 1 16 256

7 1 1 1 1 1 0 1 1 0 1 1 1 0 1 23 529

8 1 1 1 1 0 1 0 1 1 1 1 1 0 1 25 625

9 0 0 1 1 1 1 1 0 1 0 1 1 1 1 19 361

10 1 1 1 0 1 1 0 1 0 1 1 1 1 1 24 576

11 1 1 0 1 1 1 1 1 1 0 1 1 0 0 20 400

12 1 1 1 1 1 0 1 0 1 1 0 1 1 0 22 484

13 0 0 1 1 0 1 0 1 0 1 1 0 1 1 17 289

14 1 1 0 1 1 0 0 0 0 0 1 1 0 0 10 100

15 1 0 1 1 1 0 1 1 1 1 0 1 1 0 23 529

16 1 1 1 1 0 1 0 1 1 1 1 0 1 1 24 576

17 1 1 0 0 1 1 1 0 0 1 1 1 1 1 20 400

18 0 0 1 1 1 1 1 0 1 1 0 1 1 1 20 400

19 0 0 1 0 1 0 0 0 0 1 0 1 0 0 11 121

20 0 1 1 0 0 1 0 0 0 0 0 1 0 0 6 36

21 1 1 1 1 1 1 1 0 1 1 1 1 1 1 26 676

22 1 0 0 1 0 0 0 0 1 0 0 1 0 0 8 64

23 1 1 1 1 1 0 1 1 1 1 1 1 0 1 24 576

24 1 1 0 1 1 1 0 1 1 1 1 1 0 1 21 441

25 0 1 0 1 0 0 0 1 1 0 0 0 0 1 13 169

26 0 0 1 1 0 0 1 0 0 0 1 0 1 0 11 121

P 16 14 18 19 16 15 11 15 14 18 16 19 15 14 468 7446

q 10 12 8 7 10 11 15 11 12 8 10 7 11 12

Pi 0.61 0.53 0.69 0.73 0.61 0.57 0.42 0.57 0.53 0.69 0.61 0.73 0.57 0.53

qi 0.38 0.46 0.30 0.26 0.38 0.42 0.57 0.42 0.46 0.30 0.38 0.26 0.42 0.46

Pi.qi 0.23 0.24 0.20 0.18 0.23 0.23 0.23 0.23 0.24 0.20 0.23 0.18 0.23 0.24

105

Appendix 18

The Result of Discriminating Power

Test

Number BA BB JA JB PA PB D Interpretation

1 7 4 9 9 0.7 0.4 0.3 Enough

2 8 4 9 9 0.8 0.4 0.4 Good

3 5 2 9 9 0.5 0.2 0.3 Good

4 6 4 9 9 0.6 0.4 0.2 Good

5 8 3 9 9 0.8 0.3 0.5 Good

6 7 2 9 9 0.7 0.2 0.5 Good

7 5 2 9 9 0.5 0.2 0.3 Enough

8 6 2 9 9 0.6 0.2 0.4 Good

9 8 4 9 9 0.8 0.4 0.4 Good

10 7 3 9 9 0.7 0.3 0.4 Good

11 6 3 9 9 0.6 0.3 0.3 Enough

12 8 5 9 9 0.8 0.5 0.3 Enough

13 9 4 9 9 1 0.4 0.6 Good

14 9 5 9 9 1 0.5 0.5 Good

15 8 3 9 9 0.8 0.3 0.5 Good

16 7 5 9 9 0.7 0.5 0.2 Enough

17 8 4 9 9 0.8 0.4 0.4 Good

18 7 3 9 9 0.7 0.3 0.4 Good

19 9 4 9 9 1 0.4 0.6 Good

20 8 5 9 9 0.8 0.5 0.3 Enough

21 7 4 9 9 0.7 0.4 0.3 Enough

22 5 2 9 9 0.5 0.2 0.3 Enough

23 4 1 9 9 0.4 0.1 0.3 Enough

24 8 4 9 9 0.8 0.4 0.4 Good

25 6 3 9 9 0.6 0.3 0.3 Good

26 9 4 9 9 1 0.4 0.6 Good

27 7 3 9 9 0.7 0.3 0.4 Good

28 8 4 9 9 0.8 0.4 0.4 Good

29 6 3 9 9 0.6 0.3 0.3 Enough

30 6 2 9 9 0.6 0.2 0.4 Good

106

Appendix 19

The Result of Difficulty Item

No Test Number

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

1 0 1 1 0 1 1 1 0 0 1 0 1 1 1 1

2 1 0 1 1 0 1 0 0 1 1 0 1 1 0 1

3 0 1 0 1 0 0 1 0 0 0 1 0 1 1 0

4 1 1 1 1 1 0 1 0 0 1 1 0 1 1 1

5 0 0 1 1 0 0 0 0 1 0 0 1 1 0 1

6 1 1 0 1 1 0 0 0 1 0 0 1 0 1 1

7 1 1 1 1 0 1 0 1 1 1 0 1 1 1 1

8 1 0 1 1 1 1 0 1 1 1 1 1 1 1 1

9 0 1 1 1 0 0 1 1 0 0 1 0 1 1 1

10 1 1 1 0 1 1 0 1 1 1 0 1 1 1 1

11 0 1 1 1 1 0 0 1 0 1 1 1 0 1 1

12 0 1 1 1 1 0 1 1 1 0 1 1 1 1 1

13 0 1 1 1 0 1 1 0 0 1 0 1 1 0 0

14 0 0 1 1 0 0 0 0 0 0 0 1 0 1 0

15 1 1 0 0 1 1 1 0 1 1 1 1 1 1 1

16 0 1 0 1 1 1 0 1 1 1 1 1 1 1 1

17 0 1 1 1 1 0 1 1 0 0 1 1 0 1 1

18 1 0 1 1 0 1 1 0 1 1 1 0 1 0 0

19 1 1 0 0 1 0 0 1 0 0 1 1 1 0 0

20 0 0 0 0 0 0 0 0 1 1 0 0 0 0 0

21 1 1 0 1 1 1 1 1 1 0 0 1 1 1 1

22 0 0 0 0 1 0 0 0 1 0 1 0 0 0 1

23 1 1 0 0 1 1 1 1 1 1 1 1 1 1 0

24 0 0 1 1 1 0 1 0 1 1 1 0 1 1 1

25 1 1 0 0 0 1 0 1 0 1 0 0 1 1 0

26 1 0 0 0 0 1 1 0 0 1 0 1 0 1 0

NP 13 17 15 17 15 13 13 12 15 16 14 18 19 19 17

P 0.5 0.65 0.57 0.65 0.57 0.5 0.5 0.46 0.57 0.61 0.53 0.69 0.73 0.73 0.65

Result fair fair fair fair fair fair fair fair fair fair fair fair fair fair fair

107

No Test Number

16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

1 0 0 1 0 1 0 1 1 1 0 0 1 1 1 0

2 1 1 1 1 1 0 1 0 0 1 1 0 1 1 1

3 1 0 0 1 0 1 0 0 1 0 1 0 1 0 0

4 1 0 0 1 1 1 0 0 1 1 1 1 1 1 0

5 1 1 0 0 1 0 0 0 1 1 1 0 0 1 0

6 1 1 0 1 1 0 0 1 0 0 1 1 0 0 1

7 1 1 1 1 1 1 0 1 1 0 1 1 1 0 1

8 1 1 1 1 1 0 1 0 1 1 1 1 1 0 1

9 0 0 0 1 1 1 1 1 0 1 0 1 1 1 1

10 1 1 1 1 0 1 1 0 1 0 1 1 1 1 1

11 0 1 1 0 1 1 1 1 1 1 0 1 1 0 0

12 0 1 1 1 1 1 0 1 0 1 1 0 1 1 0

13 1 0 0 1 1 0 1 0 1 0 1 1 0 1 1

14 0 1 1 0 1 1 0 0 0 0 0 1 1 0 0

15 1 1 0 1 1 1 0 1 1 1 1 0 1 1 0

16 1 1 1 1 1 0 1 0 1 1 1 1 0 1 1

17 0 1 1 0 0 1 1 1 0 0 1 1 1 1 1

18 1 0 0 1 1 1 1 1 0 1 1 0 1 1 1

19 0 0 0 1 0 1 0 0 0 0 1 0 1 0 0

20 0 0 1 1 0 0 1 0 0 0 0 0 1 0 0

21 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1

22 0 1 0 0 1 0 0 0 0 1 0 0 1 0 0

23 0 1 1 1 1 1 0 1 1 1 1 1 1 0 1

24 1 1 1 0 1 1 1 0 1 1 1 1 1 0 1

25 1 0 1 0 1 0 0 0 1 1 0 0 0 0 1

26 1 0 0 1 1 0 0 1 0 0 0 1 0 1 0

NP 16 16 14 18 19 16 15 11 15 14 18 16 19 15 14

P 0.65 0.61 0.53 0.69 0.73 0.61 0.57 0.42 0.57 0.53 0.69 0.61 0.73 0.57 0.53

Result fair fair fair fair fair fair fair fair fair fair fair fair easy fair fair

108

Appendix 20 RELIABILITY OF TEST

Xt = 468

Xt2

= 7446

pq = 7.597

1.007 (Reliable, very high)