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
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.
iii
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
iv
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 MeaningfulDrill ............................................................................... 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
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
22nd, 2010 http://newterra.chemeketa.edu/faculty/Education/ed257/week7/intro.htm (accessed at October 22nd, 2010 60
October
61
http://www.auburn.edu/~nunnath/engl6240/alm.html(accessed at October 22nd, 2010 http://www.khoaanh.net/index.php?module=News&funch=display&sid=1063, 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 Diagnostic Pretest Scores, Iowa: Department of Physic and Astronomy, 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 Sabin, William A, The Gregg Reference Manual, 9th ed., Woodland Hills: Glencoe McGraw-Hill, 1999 Swan, Michael. Basic English Usage, New York: Oxford University Press, 1986 Swan, Michael. Practical English Usage, Oxford: Oxford University Press, 1980
62
Sudjana, Metoda Statistika, Bandung: PT. Raja Grafindo Persada, 2008 Sudjiono, Anas Drs, , Pengantar Statistik Pendidikan, Jakarta; PT Raja Grafindo Persada, 2005 Sudijono, Anas, Pengantar Evaluasi Pendidikan, Jakarta : PT. Raja Gravindo Persada, 2005 Surapranata, Sumantra, Dr., Analisis Validitas, Reabilitas dan Interpretasi Hasil Tes, Bandung: Remaja Rosdakarya, 2006 Syamsiyah, The Teaching of Present Perfect Tense By Using Meaningful Drills, Jakarta FITK: UIN, 2006 Thomson A.J., and A.V. Martinet, A Practical English Grammar, Oxford: Oxford University Press, 1985 Ur, Penny, A Course in Language Teaching Practice and Theory, New York: Cambridge University Press, 1996 Wallace, Michael J, Action Research for Language Teachers, Cambridge: Cambridge University Press, 2006 Watts, Heidi, Action Research, http://learningmastery.org/2009/07/12/actionresearch-2/ (accessed at october 22, 2010)
CHAPTER I INTRODUCTION This chapter presents the general account of the present study. It covers background of the problem, identification of problem, limitation of problem, formulation of problem, objective of the problem, and the use of the research. A. The Background of the Problem As an international language, it is known that English is undoubtedly one of the well known languages in the world. It has become the most widely studied foreign language on the earth. As Richards and Rodgers said, “English 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
1
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
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.
1
John Lyons, Linguistics Semantic an Introduction, (Cambridge: Cambridge University Press, 1995), p. 132 2 Marcella Frank, Modern English: A Practical Reference Guide, (New Jersey: PrenticeHall, Inc, 1972), p. 47 3 Michael Swan, Practical English…, P. 604
7
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) The door (receiver of the action) always opened the door. was always opened by Azka (receiver of the action) (doer of the action )
Because the grammatical subject of a passive verb is the original object of an active verb, only transitive verb may be used in the passive 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, 9th 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)
11
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.
Marcella Frank, Modern English: A Practical Reference Guide… , p. 56
11
2) 3)
4)
5)
In factual writing particularly in describing procedures or processes, we often wish to omit the agent, and use passives. In spoken English we often use a subject such as people, somebody, they, 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. In English we usually prefer to put old information at the beginning of a sentence (or clause) and new information at the end. It is often more natural to put agents (subjects) which consist of long expressions at the end of a sentence.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‟.
OBJECT
Active Passive
A B
have
B
studied
has been studied
by A
SUBJECT
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
457
Michael Swan, Basic English Usage, (New York: Oxford University Press, 1986), P.
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 1 2 3 4 5 6 7 8 9
Tense Simple Present Present Progressive Simple Past Past Progressive Present Perfect Past Perfect Future Future Perfect Going to
Structure Am / are / is + pp Am / are / is + being + pp Was / were + pp Was / were + being + pp Have / has + been + pp Had + been + pp Will + be + pp Will have + been + pp 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, 2 nd ed...,
17
Michael Swam, Basic English Usage, (New York: Oxford University Press, 1986),
p. 355 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 Nazmu has closed the window
Affirmative Negative interrogative
Passive voice The window has been closed by Nazmu Nazmu has not closed the window The window has not been closed by Nazmu 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 Affirmative Negative interrogative
Active voice Adis had cleaned the whiteboard
Passive voice the whiteboard had been cleaned by Adis Adis had not cleaned the the whiteboard had not whiteboard been cleaned by Adis 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 Affirmative Negative interrogative
Active voice Passive voice Furqon will have done an an assignment will have assignment been done by Furqon Furqon will have not done an an assignment will have assignment not been done by Furqon Will Furqon have done an Will an assignment have assignment? 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 automaticallyformation 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.
HELP
Do
Make
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
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.
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 th
31 up to October 5th, 2010. The place is in the second grade of MA Islamiyah Sawangan, academic year 2010/2011.
24
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 contextspecific 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 Heidi Watts, Action Research, http://learningmastery.org/2009/07/12/action-research-2/ (accessed at October 22, 2010), p. 2. 3
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. b. c. d.
Identifying and analyzing the problem. Fixing reason why the research performed. Formulating the problem clearly, with question or statement. 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. Dr. Iskandar, M.Pd, Penelitian Tindakan Kelas ..., p. 117 7 Suharsini Arikunto, Penelitian Tindakan Kelas, (Jakarta: Bumi Aksara, 2009), p. 21-23 6
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 See appendix 4, p. 73 11 See appendix 8, p. 79 10
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:
X
x n
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=
f x100% N
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=
y1 y 100% y
P : percentage of students’ improvement y : pre-test result y1 : post-test 1 P=
12
y2 y 100% y
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 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. 18
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 r11 r11 r11 r11
= 0.91 – 1.00 = 0.71 – 0.90 = 0.41 – 0.70 = 0.21 – 0.40 = < 0.21
= very high = high = enough = low = 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
21
p.24.
22
D
= PA – PB, where
PA
=
D PA PB
= discriminating power = the proportion of high class = the proportion of low class
BA BB and PB = JA JB
Suharsimi Arikunto, Dasar-Dasar Evaluasi Pendidikan, (Jakarta: Bumi Aksara, 2009),
See appendix 20, p. 112 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 23
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=
NP 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 26
247
27
See appendix 18, p. 109 John W. Oller, Language Test at School, (London: Longman Group Limited, 1979), p. 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
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 2
See appendix 10, p. 82 See appendix 14 and 15, p. 103-104
37
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 4
See appendix 2b, p. 67 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.
5
The problem which they found in learning English.
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 A B C D E F G H I J K L M N O P Q 1 1 T U V X X Y MEAN
Pre-Test 30 20 50 50 30 40 40 40 50 60* 60* 20 50 50 50 40 50 50 40 50 70* 70* 20 20 30 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;
x n
1080 25
43.2 Then, to the percentage of students who passed the KKM score, the researcher used the following formula:
F x 100% N
4x100% 25
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 A
Pre-Test 30
Post-Test 1 50
47
B 20 C 50 D 50 E 30 F 40 G 40 H 40 I 50 J 60* K 06* L 20 M 50 N 50 O 50 P 40 Q 50 R 50 S 40 T 50 U 70* V 70* W 20 X 20 Y 30 MEAN 43.2 *student who passed the KKM The
40 90* 70* 10 50 80* 90* 80* 80* 90* 50 50 80* 80* 50 80* 80* 50 80* 90* 80* 50 50 90* 67.6 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
1690 25
67.6 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=
F 100% N
P:
15 100% 25
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
y1 y 100% y
P=
67.6 43.2 100% 43.2
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 posttest 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 A B C D E F G H
Pre-Test 30 20 50 50 30 40 40 40
Post-Test 1 50 40 90* 70* 10 50 80* 90*
Post-Test 2 70* 55 100* 90* 50 70* 55 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 posttest 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;
X
x n
X
1920 25
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=
y2 y 100% y
P=
76.8 43.2 100% 43.2
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=
F 100% N
P=
21 100% 25
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 posttest 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 pretest 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
1 2
1 2
No 1 2 3
passive voice lowest Highest 1 9 4.5 10 Table 4.5 Data of Research Result Test Average Activities Pre-test 43.2 Post-test 1 67.6 Post-test II 76.8
60 % 84 %
Percentage 16% 60% 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
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.
58
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 English Teacher School
: Suhaibah : Mr. Ahmad Suja’i, S.Pd : 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 English Teacher School
: Suhaibah : Mr. A hmad Suja’i, S.Pd : 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 English Teacher School
: Suhaibah : Mr. Suja’i, S.Pd : 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
Suhaibah
Interviewee
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
71
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. b. c. d. e. f. g. h. i. j.
Student A Student B Student C Student D Student E Student F Student G Student H Student I Student J
: menarik karena sering menggunakan bhs. Inggris : menarik karena sering menggunakan bhs. Inggris : senang dan tidak membosankan : menarik karena sering menggunakan bhs. Inggris : santai tapi serius : mudah untuk diikuti : santai tapi serius : santai tapi serius : santai tapi serius : 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 c. had slashed b. has not slashed d. have been slashing 2. Many years ago, the pyramids ………… by the Egyptians. a. have been c. has constructed constructing d. Would have b. had been constructed constructed 3. The pencils …… by Inay. a. has sharpened c. have been sharpened b. has been sharpened d. had been sharpening 4. By this time tomorrow, the announcement …… by the president. a. Will have made c. Will have been b. Would have been making d. Will have been made made 5. The room looks much better. It …… by some students. a. have been cleaned c. has been cleaning b. had cleaned d. has been cleaned 6. A Rome …… by the Romans a long time ago. c. had been built a. have been building d. has been built b. has built 7. The electricity light …… by Edison before I was born. a. had invented c. Would have invented b. had been invented d. has been inventing 8. English homework …… by Fauzan and Fiqry. a. has been done c. has done b. have been done d. had been doing 9. The date of the meeting…… by teacher. a. had been changed c. has been changing b. have changed d. Will have changed 10. English…… by Dewi by the time her brother comes. a. Will have studied c. has been studied b. Will have been d. had been studying studied 11. Many grasses …… by the gardener in the school yard. a. have mown c. had been mown b. has been mown d. Will have mown 12. A new motorcycle ……… by Sofwan to the school. a. had been trying c. have been tried b. has tried d. has been tried 13. Many pupils……… by head master this afternoon.
74
c. will have been a. had been advising b. will have been advised advising d. has been advised 14. Five thousand rupiahs……… by Aini in the break time. a. have spent c. has been spent b. have been spent d. had spent 15. Irfan’s secret……… by Agustiar about his bad habitual. a. has been knowing c. had been known b. had known d. have been knowing 16. Many students XI.I……… by Syahrul. a. has been punished c. have been punishing b. had punished d. have been punished 17. Some money……… by Nurlaili every month. a. had saved c. have been saved b. have been saving d. had been saved 18. The window………. By Rizkiyah. a. has not closed c. has not been closed b. have not been closed d. Will have not closed 19. English teacher ……… by students’ XI.I. d. Would have been a. have been waiting b. had been waited waiting c. has waited 20. Newspaper ……… by Khairul’s grandmother in the morning. a. has not been read c. had not read b. have not been read d. has not been reading
76
Appendix 5 The Result of Pre-Test Respondents A B C D E F G H I J K L M N O P Q 1 1 T U V X X Y MEAN *student who passed the KKM
Pre-Test 30 20 50 50 30 40 40 40 50 60* 60* 20 50 50 50 40 50 50 40 50 70* 70* 20 20 30 43.2
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 c. would have invented b. had been invented d. has been inventing 2. Many grasses …… by the gardener in the school yard. a. have mown c. had been mown b. has been mown d. Will have mown 3. Six thousand rupiahs……… by Inay in the break time. a. have spent c. has been spent b. have been spent d. had spent 4. Magazine ……… by Aprilia’s grandmother in the morning. c. had not read a. has not been read b. have not been read d. has not been reading 5. The room looked much better. It …… by some students. a. have been cleaned c. has been cleaning b. had cleaned d. had been cleaned 6. The door………. By Gestananda. c. has not been closed a. has not closed d. will have not closed b. have not been closed 7. Mala’s secret……… by Alfia about her bad habitual. a. has been knowing c. had been known b. had known d. have been knowing 8. Many students……… by head master. a. had been advised c. will have advised b. had been advising d. has been advised 9. Some money……… by Aldi every week. a. had saved c. have been saved b. have been saving d. had been saved 10. English teacher ……… by students’ XI.I. a. have been waiting c. has waited b. had been waited d. would have been waiting 11. A new bicycle ……… by Mustazha to the school. a. had been trying c. have been tried d. has been tried b. has tried 12. A Rome …… by the Romans a long time ago. a. have been building c. had been built b. has 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 c. have been punishing b. had punished d. have been punished 15. The time of the meeting…… by headmaster. a. had been changed c. has been changing b. have changed d. will have changed 16. The picture ……… with a cutter by Sophy. a. has not been slashed c. had slashed b. has not slashed d. have been slashing 17. By this time tomorrow, the announcement …… by the president. a. will have made c. will have been making b. would have been made d. will have been made 18. Many years ago, the pyramids ………… by the Egyptians. a. have been constructing c. has constructed b. had been constructed d. would have constructed 19. English…… by Irfan by the time his sister comes. a. will have studied c. has been studied b. will have been studied d. had been studying 20. The pencil colors …… by Khairul. c. have been sharpened a. has sharpened d. had been sharpening b. has been sharpened
76
Appendix 7 The Result of Post-Test 1 Respondents A B C D E F G H I J K L M N O P Q R S T U V W X Y MEAN *student who passed the KKM
Pre-Test 30 20 50 50 30 40 40 40 50 60* 06* 20 50 50 50 40 50 50 40 50 70* 70* 20 20 30 43.2
Post-Test 1 50 40 90* 70* 10 50 80* 90* 80* 80* 90* 50 50 80* 80* 50 80* 80* 50 80* 90* 80* 50 50 90* 67.6
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 c. has been solving b. would have been solving d. had been solved 2. The formalin…………… for food preservative. a. has not been suggested c. would have been b. had not been suggesting suggested d. have been suggested 3. Many years ago, the pyramids ………… by the Egyptians. a. have been constructing c. has constructed b. had been constructed d. would have constructed 4. English teacher…………..by students’ XI.I. c. had been waited a. have been waiting d. would have been waiting b. has waited 5. When formalin ………. For food preservative, it would have been very dangerous to humans’ body. a. would have been used c. will have been using b. had been used d. has been used 6. English…… by Agustiar by the time his sister comes. a. will have been studied c. will have studied b. has been studied d. had been studying 7. In recent years, through improved technology, these ideas and many others ……….. a. has been disproving c. will have been disproving d. have been disproved b. had disproved 8. A Rome …… by the Romans a long time ago. a. have been building c. had been built d. has been building b. has built 9. During the last several decades, powerful telescopes and spaceship……. a. has developed c. had been developing b. will have been developed d. have been developed 10. Newspaper ……… by Mini’s father in the last morning. a. have not been read c. has not been reading b. had not been read d. had been reading 11. The electricity light …… by Edison before I was born. a. had been invented c. have invented b. has been inventing d. will have been inventing
76
12. The most important discoveries ……… in the last 100 years. a. has been making c. had made b. have been made d. have been making 13. By this time tomorrow, the announcement …… by the president. a. will have made c. will have been making b. would have been made d. will have been made 14. Formalin ……………….. for human beings, but it is used for biological specimen and experiment. a. had not been using c. has not been used b. will have not been used d. had been used 15. Hanafi’s secret……… by Abib about his bad habitual. a. had been known c. had known b. have been knowing d. has been knowing 16. The used of formalin ………………wide all over the Indonesian regions. a. had spread c. has been spread b. will have spread d. have spread 17. A new motorcycle ……… by Gustian to the school last week. a. had been trying c. have tried b. had been tried d. has been tried 18. The room looked much better. It …… by some students. a. had been cleaned c. had cleaned b. has been cleaning d. have been cleaned 19. People …………………by the universe. a. has always fascinated c. have always been b. had always been fascinated d. would have always fascinating fascinated 20. The improvement technology ………………..that trillions of galaxies like our own fill the universe. a. would have estimated c. have been estimated b. will have been estimated d. has been estimated
80
Appendix 9 The Result of Post-Test II Respondents A B C D E F G H I J K L M N O P Q R S T U V W X Y MEAN *student who passed the KKM
Pre-Test 30 20 50 50 30 40 40 40 50 60* 60* 20 50 50 50 40 50 50 40 50 70* 70* 20 20 30 43.2
Post-Test 1 50 40 90* 70* 10 50 80* 90* 80* 80* 90* 50 50 80* 80* 50 80* 80* 50 80* 90* 80* 50 50 90* 67.6
Post-Test 2 70* 55 100* 90* 50 70* 55 75* 80* 75* 90* 80* 45 75* 80* 70* 80* 80* 80* 75* 100* 80* 80* 85* 100* 76.8
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.
83
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
sure
certainly
by
right away
Not at all all
means OK
of course
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 Shopkeeper 2. Dedi Roy
: Excuse me. Could you show me where the fitting room is? : ………it is over there. : Roy, will your pen be borrowed? : ….., here it is.
84
3. Passenger
: Is it allowed to bring a bird on the plane? : I am sorry,…..
Officer 4. Student
: Sir, are they allowed to join the extracurricular? : …….., but after the end of the class.
Teacher 5. Rani
: Will your dictionary be lent by her? : ……. Here it is.
Jono 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. PRESENT Is / am / are + V3 PAST Was / were + V3
FUTURE Will
PERFECT has / have
CONTINUOUS s / am / are
would
had
Was / were
Be + V3
been + V3
Being + V3
Several changes in the forms of verb in each tenses are as follows: Active Nina makes a cake Nina is making a cake Nina has made a cake Nina made a cake Nina was making a cake Nina had make a cake Nina will make a cake Nina is going to make a cake
Passive A cake is made by Nina A cake is being made by Nina A cake has been made by Nina A cake was made by Nina A cake was being made by Nina A cake had been made by Nina A cake will be made by Nina 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 b.
school students, Erlangga, 2007, Jakarta.
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. Thesis
Arguments
Conclusion
SCHEMATIC STUCTURES : The author’s point of view (stated in introduction) toward the problem Introduction also covers the preview of arguments which will be given. : 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) : 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 Formalin Participant Use of Modality Can Use of Simple Present Tense formalin is not for human beings The use of formalin and other dangerous preservatives in foods has Use of Present Perfect Tense 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: Subject + to be (have/has) + been + past participle + by agent Past : to bein(had) + been + past participle bynegative agent form To makeSubject passive+voice the present/past perfect using +the of sentence, the following formula is used: Present: Subject + to be (have/has) + not + been + past participle + by agent Past: 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: To be (have/has) + S + been + past participle + by agent? Past : To be (had) + S + been + past participle + by agent?
Example: Present Affirmative
Negative interrogative Past Affirmative Negative interrogative
Active Voice Passive Voice We have admitted Bintang has been Bintang as the leader admitted as the leader by us We have not admitted Bintang has not been Bintang as the leader admitted as the leader (by us) Have we admitted Has Bintang been Bintang as the leader? admitted as the leader? Active Voice Chaerul had picked up some flowers.
Passive Voice Some flowers had been picked up
Chaerul had not picked up some flowers. Had Chaerul picked up some flowers?
Some flowers had not been picked up Had some picked up?
flowers
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 ungkapanungkapan 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 b. Bentuk c. Instrumen
: Tes tulisan : Tulisan : 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 Isi benar, tata bahasa benar Isi benar, tata bahasa kurang tepat Isi dan tata bahasa kurang tepat Tidak menjawab
NILAI 3 2 1 0
Mengetahui, Guru Bahasa Inggris
Depok, 23 September 2010 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: Subject + to be (have/has) + been + past participle + by agent To make passive voice in the present perfect using the negative form of sentence, the following formula is used: Subject + to be (have/has) + not + been + past participle + by agent To make passive voice in the present perfect using the interrogative form of sentence, the following formula is used: To be (have/has) + S + been + past participle + by agent
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: Subject + to be (had) + been + past participle + by agent To make passive voice in the past perfect using the negative form of sentence, the following formula is used: Subject + to be (had) + not + been + past participle + by agent To make passive voice in the past perfect using the interrogative form of sentence, the following formula is used: To be (had) + S + been + past participle + by agent?
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: Subject + will + to be(have) + been+ past participle + by agent To make passive voice in the future perfect using the negative form of sentence, the following formula is used: 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: Will + S + to be (have) + been + past participle + by agent? Example: Present Affirmative Negative Interrogative Past Affirmative Negative interrogative
future Affirmative
Negative Interrogative
Active Voice She has picked up some flowers She has not picked up some flowers
Passive Voice Some flowers have been picked up by her Some flowers have not been picked up Has she picked up Have Some flowers been picked up ? some flowers? Active Voice
The director had suggested a new idea. The director had not suggested a new idea. Had the director suggested a new idea?
Passive Voice A new idea had been suggested by the director A new idea had not been suggested by the director
Had a new idea been suggested by the director?
Active Voice Passive Voice Head master will have Some computers will bought some computers have been bought by head master He will have not bought Some computers will some computers. have not been bought by him Will he have bought Will Some computers have been bought? some computers?
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)
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 Isi benar, tata bahasa benar Isi benar, tata bahasa kurang tepat Isi dan tata bahasa kurang tepat Tidak menjawab
NILAI 3 2 1 0
Mengetahui, Guru Bahasa Inggris
Depok, 30 september 2010 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 Mata Pelajaran Kelas Semester 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
: Madrasah Aliyah Islamiyah : Bahasa Inggris : XI.I :1 Kompetensi Materi Dasar Pembelajaran
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. Memahami 5.2 merespon makna teks makna dan fungsional langkah pendek dan retorika esei sederhana dalam esei berbentuk yang report, menggunakan narrative dan ragam bahasa analytical tulis secara exposition akurat, lancer dalam konteks dan berterima kehidupan dalam sehari-hari dan konteks untuk kehidupan mengakses sehari-hari. ilmu
Kegiatan Pembelajaran
banner, poster, dan Membaca nyaring pamphlet 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.
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
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. 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.
Penilaian Performans tertulis (PG dan uraian)
Quiz
Alokasi Waktu Sumber (menit) bahan/alat 1 x 45 ESOL ONLINE English online English K6modules
2x 45
ESOL ONLINE English online
Tes tertulis Jakarta post tugas
English K6modules
103
Appendix 17 No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 P Q Pi 0.qi
Item Analysis of Tests Test number 1
2
3
4
5
6
7
8
9
10 11 12 13 14 15 16
0 1 0 1 0 1 1 1 0 1 0 0 0 0 1 0 0 1 1 0 1 0 1 0 1 1 13 13
1 0 1 1 0 1 1 0 1 1 1 1 1 0 1 1 1 0 1 0 1 0 1 0 1 0 17 9
1 1 0 1 1 0 1 1 1 1 1 1 1 1 0 0 1 1 0 0 0 0 0 1 0 0 15 11
0 1 1 1 1 1 1 1 1 0 1 1 1 1 0 1 1 1 0 0 1 0 0 1 0 0 17 9
1 0 0 1 0 1 0 1 0 1 1 1 0 0 1 1 1 0 1 0 1 1 1 1 0 0 15 11
1 1 0 0 0 0 1 1 0 1 0 0 1 0 1 1 0 1 0 0 1 0 1 0 1 1 13 13
1 0 1 1 0 0 0 0 1 0 0 1 1 0 1 0 1 1 0 0 1 0 1 1 0 1 13 13
0 0 0 0 0 0 1 1 1 1 1 1 0 0 0 1 1 0 1 0 1 0 1 0 1 0 12 14
0 1 0 0 1 1 1 1 0 1 0 1 0 0 1 1 0 1 0 1 1 1 1 1 0 0 15 11
1 1 0 1 0 0 1 1 0 1 1 0 1 0 1 1 0 1 0 1 0 0 1 1 1 1 16 10
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
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
0.25
1
Pi.qi 0.25 0.22 0.23
0.22
0.23
0.24
0.23
0.23
0 0 1 1 0 0 0 1 1 0 1 1 0 0 1 1 1 1 1 0 0 1 1 1 0 0 14 12
0.24
1 1 0 0 1 1 1 1 0 1 1 1 1 1 1 1 1 0 1 0 1 0 1 0 0 1 18 8
0.20
1 1 1 1 1 0 1 1 1 1 0 1 1 0 1 1 0 1 1 0 1 0 1 1 1 0 19 7
0.18
1 0 1 1 0 1 1 1 1 1 1 1 0 1 1 1 1 0 0 0 1 0 1 1 1 1 19 7
0.18
1 1 0 1 1 1 1 1 1 1 1 1 0 0 1 1 1 0 0 0 1 1 0 1 0 0 17 9
0.22
0 1 1 1 1 1 1 1 0 1 0 0 1 0 1 1 0 1 0 0 1 0 0 1 1 1 16 10
0.23
104
17
18
Test Number 19 20 21 22 23 24 25 26 27 28 29 30
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26
0 1 0 0 1 1 1 1 0 1 1 1 0 1 1 1 1 0 0 0 1 1 1 1 0 0
1 1 0 0 0 0 1 1 0 1 1 1 0 1 0 1 1 0 0 1 1 0 1 1 1 0
0 1 1 1 0 1 1 1 1 1 0 1 1 0 1 1 0 1 1 1 1 0 1 0 0 1
1 1 0 1 1 1 1 1 1 0 1 1 1 1 1 1 0 1 0 0 1 1 1 1 1 1
0 0 1 1 0 0 1 0 1 1 1 1 0 1 1 0 1 1 1 0 1 0 1 1 0 0
1 1 0 0 0 0 0 1 1 1 1 0 1 0 0 1 1 1 0 1 1 0 0 1 0 0
1 0 0 0 0 1 1 0 1 0 1 1 0 0 1 0 1 1 0 0 1 0 1 0 0 1
1 0 1 1 1 0 1 1 0 1 1 0 1 0 1 1 0 0 0 0 0 0 1 1 1 0
0 1 0 1 1 0 0 1 1 0 1 1 0 0 1 1 0 1 0 0 1 1 1 1 1 0
0 1 1 1 1 1 1 1 0 1 0 1 1 0 1 1 1 1 1 0 1 0 1 1 0 0
1 0 0 1 0 1 1 1 1 1 1 0 1 1 0 1 1 0 0 0 1 0 1 1 0 1
1 1 1 1 0 0 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1 1 0 0
1 1 0 1 1 0 0 0 1 1 0 1 1 0 1 1 1 1 0 0 1 0 0 0 0 1
0 1 0 0 0 1 1 1 1 1 0 0 1 0 0 1 1 1 0 0 1 0 1 1 1 0
18 21 12 21 13 16 23 25 19 24 20 22 17 10 23 24 20 20 11 6 26 8 24 21 13 11
324 441 144 441 169 256 529 625 361 576 400 484 289 100 529 576 400 400 121 36 676 64 576 441 169 121
P q Pi qi
16
14
18
19
16
15
11
15
14
18
16
19
15
14
468
7446
10
12
8
7
10
11
15
11
12
8
10
7
11
12
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
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
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
No
Pi.qi
Xt
Xt2
105
Appendix 18 The Result of Discriminating Power Test Number
BA
BB
JA
JB
PA
PB
D
Interpretation
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
7 8 5 6 8 7 5 6 8 7 6 8 9 9 8 7 8 7 9 8 7 5 4 8 6 9 7 8 6 6
4 4 2 4 3 2 2 2 4 3 3 5 4 5 3 5 4 3 4 5 4 2 1 4 3 4 3 4 3 2
9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9
9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9
0.7 0.8 0.5 0.6 0.8 0.7 0.5 0.6 0.8 0.7 0.6 0.8 1 1 0.8 0.7 0.8 0.7 1 0.8 0.7 0.5 0.4 0.8 0.6 1 0.7 0.8 0.6 0.6
0.4 0.4 0.2 0.4 0.3 0.2 0.2 0.2 0.4 0.3 0.3 0.5 0.4 0.5 0.3 0.5 0.4 0.3 0.4 0.5 0.4 0.2 0.1 0.4 0.3 0.4 0.3 0.4 0.3 0.2
0.3 0.4 0.3 0.2 0.5 0.5 0.3 0.4 0.4 0.4 0.3 0.3 0.6 0.5 0.5 0.2 0.4 0.4 0.6 0.3 0.3 0.3 0.3 0.4 0.3 0.6 0.4 0.4 0.3 0.4
Enough Good Good Good Good Good Enough Good Good Good Enough Enough Good Good Good Enough Good Good Good Enough Enough Enough Enough Good Good Good Good Good Enough Good
106
Appendix 19 The Result of Difficulty Item No
Test Number 1
0 1 1 2 0 3 1 4 0 5 1 6 1 7 1 8 0 9 1 10 0 11 0 12 0 13 0 14 1 15 0 16 0 17 1 18 1 19 0 20 1 21 0 22 1 23 0 24 1 25 1 26 13 NP 0.5 P Result fair
2
3
4
5
6
7
8
9
10
11
12
13
14
15
1 0 1 1 0 1 1 0 1 1 1 1 1 0 1 1 1 0 1 0 1 0 1 0 1 0 17
1 1 0 1 1 0 1 1 1 1 1 1 1 1 0 0 1 1 0 0 0 0 0 1 0 0 15
0 1 1 1 1 1 1 1 1 0 1 1 1 1 0 1 1 1 0 0 1 0 0 1 0 0 17
1 0 0 1 0 1 0 1 0 1 1 1 0 0 1 1 1 0 1 0 1 1 1 1 0 0 15
1 1 0 0 0 0 1 1 0 1 0 0 1 0 1 1 0 1 0 0 1 0 1 0 1 1 13
1 0 1 1 0 0 0 0 1 0 0 1 1 0 1 0 1 1 0 0 1 0 1 1 0 1 13
0 0 0 0 0 0 1 1 1 1 1 1 0 0 0 1 1 0 1 0 1 0 1 0 1 0 12
0 1 0 0 1 1 1 1 0 1 0 1 0 0 1 1 0 1 0 1 1 1 1 1 0 0 15
1 1 0 1 0 0 1 1 0 1 1 0 1 0 1 1 0 1 0 1 0 0 1 1 1 1 16
0 0 1 1 0 0 0 1 1 0 1 1 0 0 1 1 1 1 1 0 0 1 1 1 0 0 14
1 1 0 0 1 1 1 1 0 1 1 1 1 1 1 1 1 0 1 0 1 0 1 0 0 1 18
1 1 1 1 1 0 1 1 1 1 0 1 1 0 1 1 0 1 1 0 1 0 1 1 1 0 19
1 0 1 1 0 1 1 1 1 1 1 1 0 1 1 1 1 0 0 0 1 0 1 1 1 1 19
1 1 0 1 1 1 1 1 1 1 1 1 0 0 1 1 1 0 0 0 1 1 0 1 0 0 17
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
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
0 1 1 1 1 1 1 1 0 1 0 0 1 0 1 1 0 1 0 0 1 0 0 1 1 1 16
0
1
0
1
0
1
1
1
0
0
1
1
1
0
1
1
1
1
0
1
0
0
1
1
0
1
1
1
0
0
1
0
1
0
0
1
0
1
0
1
0
0
0
0
1
1
1
0
0
1
1
1
1
1
1
0
1
0
0
1
0
0
0
1
1
1
0
0
1
0
1
0
1
1
0
0
1
0
0
1
1
0
0
1
1
1
1
1
1
0
1
1
0
1
1
1
0
1
1
1
1
1
0
1
0
1
1
1
1
1
0
1
0
0
1
1
1
1
1
0
1
0
1
1
1
1
1
1
1
0
1
1
0
1
0
1
1
1
1
1
1
1
0
1
1
1
1
1
1
0
1
1
0
0
1
1
1
1
1
0
1
0
1
1
0
1
1
0
0
0
1
1
0
1
0
1
0
1
1
0
1
1
1
1
0
1
1
0
0
0
0
0
1
1
0
0
1
0
1
1
1
0
1
1
1
1
0
1
1
0
1
1
1
1
0
1
0
1
1
1
1
0
1
1
1
1
0
0
1
1
1
0
0
1
1
1
1
1
0
0
1
1
1
1
1
0
1
1
0
1
1
1
0
0
1
0
1
0
0
0
0
1
0
1
0
0
0
1
1
0
0
1
0
0
0
0
0
1
0
0
1
1
1
1
1
1
1
0
1
1
1
1
1
1
1
0
0
1
0
0
0
0
1
0
0
1
0
0
1
1
1
1
1
0
1
1
1
1
1
1
0
1
1
1
0
1
1
1
0
1
1
1
1
1
0
1
0
1
0
1
0
0
0
1
1
0
0
0
0
1
0
0
1
1
0
0
1
0
0
0
1
0
1
0
16
14
18
19
16
15
11
15
14
18
16
19
15
14
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
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26
NP P
108
Appendix 20 RELIABILITY OF TEST Xt Xt2 pq
= 468 = 7446 = 7.597
1.007 (Reliable, very high)
