TEACHING PASSIVE VOICE OF PRESENT PROGRESSIVE TENSE BY USING COMMUNICATIVE APPROACH An Experimental Study at the Second Year of SMK Islamiyah Ciputat – Tangerang
A “Skripsi” Presented to the Faculty of Tarbiyah and Teachers’ Training in a Partial Fulfillment of the Requirements for the Degree of S.Pd. in English Language Education
By: Dade Pamungkas NIM. 103014027034
ENGLISH DEPARTMENT TARBIYAH AND TEACHERS’ TRAINING FACULTY STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH JAKARTA 2008
TEACHING PASSIVE VOICE OF PRESENT PROGRESSIVE TENSE BY USING COMMUNICATIVE APPROACH
An Experimental Study at the Second Year of SMK Islamiyah Ciputat – Tangerang
A “Skripsi” Presented to the Faculty of Tarbiyah and Teachers’ Training in a Partial Fulfillment of the Requirements for the Degree of S.Pd. in English Language Education
By: Dade Pamungkas NIM. 103014027034
Approved by:
Drs. Syauki, M.Pd. NIP. 150 246 289
ENGLISH DEPARTMENT TARBIYAH AND TEACHERS’ TRAINING FACULTY STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH JAKARTA 2008
ENDORSEMENT SHEET The examination committee of the faculty of Tarbiya and Teachers Training certifies that the “skripsi” (scientific paper) entitled “Teaching Passive Voice of Present Progressive Tense by Using Communicative Approach (an experimental study at the second year of SMK Islamiyah Ciputat – Tangerang)”, written by Dade Pamungkas, student’s registration number is 103014027034, and was examined by the committee on 26th March 2008, and was declared to have passed and, therefore fulfilled one of the requirements for the academic title of “S.Pd” (Bachelor of Arts) in English Language Education at Department Of English Education. Jakarta, 26 March 2008
Examination committee Chairman
: Drs. Nasrun Mahmud, M.Pd. NIP. 150 041 070
(
)
Secretary
: Nida Husna, M.Pd. NIP. 150 326 910
(
)
Examiners
: 1. Drs. Nasrun Mahmud, M.Pd. NIP. 150 041 070
(
)
2. Drs. A. M. Zaenuri, M.Pd. NIP. 150 188 512
(
)
Acknowledged by: Dean of Tarbiya and Teachers’ Training Faculty
Prof. Dr. Dede Rosyada, MA. NIP. 150 231 356
ACKNOWLEDGEMENT
In the name of Allah, The Beneficent, The Merciful. All praises be to Allah, The Lord of Worlds, by His helps, guidance, and blessing finally the writer is able to finish this “skripsi”. Peace and blessing be upon Muhammad SAW., his descendants, his companions, and his followers. In this opportunity, the writer would like to express his greatest honor to his beloved family; his parents H. E. Purkon Ali Sudira and Hj. E. Suprijatin, his brothers and sisters (Dian Bahari, Dina Mardiana, Dena Juliawitri, S.Ag., Dandi Wijaya, Dendi Kusumah, and Didah Muharomah) who always give their support and moral encouragement in finishing his study. The writer would love to address his thanks and great gratitude to his advisor Drs. Syauki, M.Pd., for his time, guidance, and valuable helps and corrections during completing this “skripsi”. The writer realized that he would have never finished in writing his “skripsi” without the help of some people around him. Therefore, he would like to give his gratitude and best appreciation to: 1. Prof. Dr. Dede Rosyada, MA., the Dean of Faculty of Tarbiyah and Teachers’ Training of State Islamic University of Syarif Hidayatullah Jakarta. 2. Drs. Nasrun Mahmud, M.Pd., the Head of English Department and Nida Husna, M.Pd., the Secretary of English Education Department. 3. All lecturers in English Department who always give their motivation and valuable knowledge during his study at State Islamic University of Syarif Hidayatullah Jakarta. 4. The librarians of main and faculty library who had let him to overview the references which are required. 5. Drs. Mas’ud, the head of “SMK Islamiyah Ciputat – Tangerang” and Drs. Dedi, the second year English teacher of “SMK Islamiyah Ciputat – Tangerang” who had sincerely spent their spare time and offered much help in collecting the data that the writer needed.
6. All of his classmates in class C and friends in class A and B who had shared the time and experience together. 7. His beloved person, Elis Fadliyah, who always supports and guides him by all means. 8. All of his friends in “Keluarga Mahasiswa Islam Karawang (KMIK) Jakarta” who motivate him by having a nice friendship. 9. His friends in his boarding house, they are Erfan, Agin, Ronal, Togar, Nana, Ujang, Ulum, and others that he may not be able to mention them one by one. 10. The second year students of “SMK Islamiyah Ciputat – Tangerang”, especially class 2 Ak I and 2 Ak II who had given their best attention and participation during gaining the data. The words are not enough to say much appreciation for their help and contribution in finishing this “skripsi”. May Allah SWT guides and gives you the happiness throughout your life. May Allah, The Almighty, bless them all.
Jakarta, February 2008
The writer
TABLE OF CONTENTS
ACKNOWLEDGEMENT ……………………………………………………………... i TABLE OF CONTENTS
……………………………………………………………... iii
LIST OF TABLES
……………………………………………………………... v
CHAPTER I
INTRODUCTION A. The Background of Study ……………………………..
1
B. The Limitation and the Formulation of Problem ……...
3
C. The Objective of Study ………………………………..
3
D. The Method of Study ………………………………….
4
E. The Hypothesis of Study ……………………………… 4 F. The Organization of Study ……………………………. 4 CHAPTER II
THEORETICAL FRAMEWORK A. Passive Voice of Present Progressive Tense ………….. 6 1. The Understanding of Passive Voice ……………..
6
2. The Understanding of Present Progressive Tense ...
9
3. The Passive Voice of Present Progressive Tense …
10
B. Communicative Approach …………………………….
13
1. The Understanding of Communicative Approach ..
14
2. The Communicative Competence ………………...
16
3. The
Characteristics
and
Features
of
Communicative Approach ……………………….. C. Audio-Lingual
18
Method 20
………………………………...
20
1. The Understanding of Audio-Lingual Method …...
21
2. The Objective of Audio-Lingual Method ………... 3. The Characteristics and Features of Audio-Lingual 23 Method …………………………………………… D. Teaching Passive Voice of Present Progressive Tense 24 by Using Communicative Approach …………………..
CHAPTER III
RESEARCH METHODOLOGY AND FINDING A. Research Methodology ………………………………... 30 1. The Subject of Research …………………………... 30 2. The Place and Time ……………………………….. 30 3. The
Population
and
Sample 30
……………………….. 4. The Instrument of Research ……………………….
31 31
5. The Teaching Procedures …………………………. 32 6. The Technique of Data Collecting ………………...
33
7. The Technique of Data Analysis ………………….. 34 B. Research Findings ……………………………………..
34
1. The Description of Data …………………………...
35
2. The Analysis of Data ……………………………… 39 3. The Hypothesis Testing …………………………… 39 4. The Interpretation of Data ………………………… CHAPTER IV
CONCLUSION AND SUGGESTION A. Conclusion …………………………………………….. 41 B. Suggestion ……………………………………………..
41
BIBLIOGRAPHY
............................................................................................... 42
APPENDIX
............................................................................................... 43
LIST OF TABLES
3.1 The Test Score of The Experiment Class ……………………………….. 34 3.2 The Test Score of The Controlled Class ………………………………...
35
CHAPTER I INTRODUCTION
A. The Background of Study The English language is the prominent international language which has significant role in the various fields in Indonesia, for instance, in education, economy, science, politic, technology, etc. Because of its significant effect, English becomes a compulsory subject needs to be learnt by the students in every level of formal education started from elementary school, even it is introduced informally to the earlier level (play group or kindergarten), up to the university level. Moreover, there are big amount of informal institutions that provide an extra class for those who want to learn more English. This indicates that English is very important to be studied in order, for example, to have well communication in English whether spoken or written and to get more update knowledge which particularly they are almost in English. Mastering English means mastering its skills; they are Listening, Speaking, Reading, and Writing. To support mastering the four language skills the learners obviously should have well understanding of English sub-skills, they are vocabulary, pronunciation, and grammar as a core of having structured English in communication and comprehension. As Penny Ur states that “There is no doubt that a knowledge – implicit or explicit – of grammatical rules is essential for the mastery of a language”.1 Every sub-skill has particular function and, here, grammar works in arranging and formulating a structure. Grammar is a set of rules that defines how words (of parts of words) are combined or changed to form acceptable
1
Penny Ur, Grammar Practice Activities; a Practical Guide for Teachers, (Cambridge: Cambridge University Press, 1992), p. 4.
units of meaning within a language.2 Grammar has wide scope and one of its units discusses about passive voice. Passive voice is generally introduced firstly in Junior High School. It aims for the students to have various kinds of sentence while, for instance, they are learning an active voice. Passive voice is quite difficult to be understood because of its rule and formula which are dissimilar with active voice. Therefore, it needs special attention when the students study this material. To be successful in giving the material to the students, it requires an appropriate way or it is called by method. A method, on the other hand, is a set of procedures, i.e., a system that spells out rather precisely how to teach language.3 Having good method is not only oriented to achieve the students’ recognition toward their teacher’s explanation, but also is aimed to create the understanding for them, thus, they may be able at least to use the material given in arranging a simple sentence whether it is spoken or written. William F. Mackey notes that “The method used has often been said to be the cause of success or failure in language; for it is ultimately the method that determines the what and the how of language interaction”.4 There are various methods provide different teaching manners in order to fulfill the underlying necessities. One of method that synchronizes with the current curriculum in Indonesia is Communicative Language Teaching or Communicative Approach. The formal education institutions in Indonesia that employ the Communicative Approach perhaps have the reason, it is that the students are expected to be more active and creative particularly in studying English. As Freeman mentions about the motive of using the Communicative Approach that “… students will be more motivated to study a foreign 2
Penny Ur, a Course in Language Teaching, (Cambridge: Cambridge University Press, 1996), p. 87. 3
Marianne Celce-Murcia, Teaching English as a Second or Foreign Language, (Boston: Heinle & Heinle Publishers, 1991), second edition, p. 5. 4
William F. Mackey, Language Teaching Analysis, (London: Longman, 1966), p. 138.
language since they will feel they are learning to do something useful with the language they study”.5 Based on the previous ideas, the writer tries to implement the Communicative Approach in teaching the passive voice of present progressive tense especially to the second year students of “SMK Islamiyah Ciputat – Tangerang”. Passive voice is chosen in order it seems difficult to be mastered for its complexity of guideline and formula. A chosen tense for passive voice here is present progressive tense. It aims the research study will not too broad and present progressive tense expresses events or actions in progress. Therefore, the students will easily find the examples from their nearest environment. The recent method which is being used in every single teaching there, it is applied Audio Lingual Method, will be compared for both significance and effectiveness.
B. The Limitation and the Formulation of Problem 1. The Limitation This study limits the subject matter in teaching Passive Voice of Present Progressive Tense by using Communicative Approach in the second year students of “SMK Islamiyah Ciputat – Tangerang”. 2. The Formulation Based on the preceding discussion, the writer would like to formulize the problem that is whether teaching Passive Voice of Present Progressive Tense by using Communicative Approach is more effective than using Audio Lingual Method.
C. The Objective of Study Here are the objectives of study, they are:
5
Diane Larsen-Freeman, Techniques and Principles in Language Teaching, (New York: Oxford University Press, 1986), p. 133.
1. To contrast the significant difference of results in teaching Passive Voice of Present Progressive Tense by using Communicative Approach and Audio-Lingual Method. 2. To find out the effectiveness of using Communicative Approach in teaching Passive Voice of Present Progressive Tense.
D. The Method of Study In gaining good data, the writer obtains the method of study by using field research. The field research is done by conducting an experiment at two classes using different methods of teaching. The first class or experiment class, the writer employs the teaching by using Communicative Approach. Then, another class or controlled class, the writer applies the teaching by using Audio-Lingual Method. The writer gives the pre-test to make the population becomes homogenous before he does the teaching of passive voice of present progressive tense. And, finally, the writer presents the post-test to inform the significance differences of results after the lesson is finished.
E. The Hypothesis of Study 1. Alternative Hypothesis (Ha) There is a significant difference of the students’ results between using Communicative Approach and using Audio-Lingual Method in teaching passive voice of present progressive tense. 2. Null Hypothesis (Ho) There is no a significant difference the students’ results between using Communicative Approach and using Audio-Lingual Method in teaching passive voice of present progressive tense.
F. The Organization of Study To facilitate the discussion and presentation, the organization of this writing is divided into four chapters. Chapter One is an Introduction that consists of the Background of Study, the Limitation and the Formulation of
Problem, the Objective of Study, the Method of Study, the Hypothesis of Study, and the Organization of Study. Chapter Two explains the Theoretical Framework that consists of Passive Voice of Present Progressive Tense, Communicative Approach, Audio-Lingual Method, and Teaching Passive Voice of Present Progressive Tense by Using Communicative Approach. Moreover, Passive Voice of Present Progressive Tense includes the understanding of passive voice, present progressive tense, and passive voice of present progressive tense. Communicative Approach includes the understanding, communicative competence, and the characteristics and features of using Communicative Approach. Audio-Lingual method involves its understanding, objectives, and characteristics and features. Chapter Three conveys about the Research Methodology and Finding. Research Methodology involves the subject of research, the place and time, the population and sample, the instrument of research, the teaching procedures, the technique of data collecting, and the technique of data analysis. Then, Research Finding involves the description of data, the analysis of test, the testing of hypothesis, and the interpretation of data. Finally, the last chapter or Chapter Four is about the Conclusion and Suggestion. They are core review of previous discussion in this paper and some suggestions may be useful, especially, for the English teachers in “SMK Islamiyah Ciputat – Tangerang”, and the readers in general.
CHAPTER II THEORETICAL FRAMEWORK
G. Passive Voice of Present Progressive Tense 1. The Understanding of Passive Voice As a two-sided coin, passive voice is the opposite of active voice in sentence pattern. Both show different understanding and function and have dissimilar rule in use. In case of this research, there will be only passive voice is explained more rather than one. Some linguists have already tried to have comprehensive view about passive voice, and H. Sweet is the one of those whom has done it. He states, “The passive voice is … a grammatical device for (a) bringing the object of a transitive verb into prominence by making it the subject of the sentence, and (b) getting rid of the necessity of naming the subject of a transitive verb”.6 Another idea belongs to Warriner, it is “A verb is said to be in the active voice when it expresses an action performed by its subject”.7 Sentence does, at least, contain of a subject and a verb. Based on the explanation above, a sentence which has no object, or it is usually named intransitive, will not be able to be turned into passive voice. This occurs because in passive sentence, its subject is derived from the object of active sentence. As what Azar writes, “In the passive, the object of an active verb becomes the subject of the passive verb”.8 According to Marcella Frank about passive voice that “… the same action is referred to indirectly; that is, the original ‘receiver’ of the action 6
Ljiljana Mihailovic, “Some Observations on the Use of the Passive Voice”, in W. L. Darley (ed.), English Language Teaching, (Plaistow: Oxford University Press, 1963), vol. XVII No. 2, p. 77. 7
John E. Warriner, English Grammar and Composition, (New York: Harcout Brain Jovanovich Publisher, 1982), p. 166. 8
Betty Schrampfer Azar, Understanding and Using English Grammar, (New Jersey: Prentice-Hall, 1989), second edition, p. 120.
is the grammatical subject, and the original ‘doer’ of the action is the grammatical object of the preposition by”.9 Here, she illustrates the subject by naming original doer and the object refers to original receiver. Also, it is used a preposition by to clear what things to be the object. As it has been demonstrated in the beginning, passive voice has certain function in its usage. Martin Parrot says “We choose passive constructions to avoid very long subjects – a passive construction allows us to put a long and/or complex phrase at the end of a clause where it is easier to understand than at the beginning”.10 Then, another is simply addressed by Marcella Frank, “The passive voice is preferred when the “doer” of an action (or, the agent) is unimportant or unknown”.11 In line with hers, Menachem B. Dagut tells that “… the passive in English is primarily used to enable the speaker/writer to describe an action or event, without being obliged to specify the doer or cause of the action or event”.12 Furthermore, in detail of its general use, Martin Parrot implies as follows: a. to describe processes The beans are picked in late summer and are left to dry in the sun. b. to introduce evidence, argument, or opinion It is sometimes argued that … c. to avoid the implication of personal involvement or responsibility The vase got broken, Mum. d. with certain verbs – verbs we use when the person who did the action is generally unimportant He is alleged to be in sanatorium.13 9
Marcella Frank, Modern English; a practical reference guide, (New Jersey: Prentice Hall, 1972), p. 55. 10
Martin Parrot, Grammar for English Language Teachers, (Cambridge: Cambridge University Press, 2000), p. 288. 11
Frank, Modern English; part I, (New Jersey: Prentice Hall, 1972), p. 67.
12
Menachem B. Dagut, “a Teaching Grammar of the Passive Voice in English”, in Bertil Malmberg and Gerhard Nickel (eds.), International Review of Applied Linguistics in Language Teaching, (Hemsbach: Beltz Offsetdruck, 1985), p. 5. 13
Parrot, Grammar for ..., p. 288 – 289.
It may be illustrated for the summary of passive voice’s usage shown by Patrick Kameen: a. use the passive to place a short object and verb before a long subject thus avoiding front-heavy sentences The IRS has been cheated by otherwise honest individuals who feel too large a percentage of their salaries goes for taxes and who believe that the government is wasting their tax dollars. b. use the “it” or “second passive” form to sound objective or to indicate that there is no absolute proof for the statement It is said that the governor is a high-stakes gambler. c. use the agentless passive when the agent is well known, unknown, or unimportant Cars are manufactured in Detroit. d. use the agentless passive to describe technical processes and to report research procedures and results Hydrogen and chlorine were combined, and the resulting chemical reaction was observed e. use the passive with the by-agent phrase when referring to historically or socially significant works Gone With the Wind was written by Margaret Mitchell. 14 Else, there is a rule must be noticed in forming passive voice. Dissimilar with active, in producing passive sentence, not all the verbs are able to be turned into passive. As it has been viewed that only transitive verbs are able to be changed to passive. But, not all transitive verbs can be a verb for passive. Michael Swan has told that “Some transitive verbs cannot be used in the passive, at least in certain of their meanings. Most of these are “stative” verbs (verbs which refer to states, not actions, and which often have no progressive forms). Examples are: They have a nice house. (But not: A nice house is had …)”.15 Moreover, Biber has mentioned the verbs (single word transitive verbs and single-object prepositional verbs) as follows: •
single word transitive verbs: agree, climb, dare, exclaim, guess, hate, have, hesitate, joke, lack, let, like, love, mind, pretend, quit, reply,
14
Patrick Kameen, “the Passive Voice: it must be spoken for”, in John F. Haskel (ed.), TESOL NEWSLETTER, (Illinois: Pantagraph Printing, 1983), p. 181. 15
Michael Swan, Practical English Usage, (Oxford: Oxford University Press, 1983), p. 462.
•
resemble, survive, swear, thank, try, undergo, want, watch, wish, wonder, yell single-object prepositional verbs: agree to/with, apologise to/for, belong to, bet on, come across/for, compete with, cope with, correspond to, glance at, laugh about/at, listen to, live like/with, look at/like, participate in, smile at, stay with, talk about/to, wait for/with16
2. The Understanding of Present Progressive Tense Present progressive tense belongs to the several tenses stand for the events in progress. This corresponds to what Azar states that “The progressive tenses give the idea that an action is in progress during a particular time. The tenses say that an action begins before, is in progress during, and continues after another time or action”.17 A similar assertion has been made by Patricia K. Werner, it is “The present continuous tense can describe activities at the moment of speaking, activities currently in progress, or plans for the future”.18 And here are her examples to be noticed: Uses Activities at the Moment of Speaking Activities Currently in Progress Plans for the Future
Examples
Notes
I’m doing my homework now. Time expressions often used She’s studying at the library. with the present continuous tense include now, right now, I’m taking math this semester. at the moment, today, this He’s majoring in Chemistry. week (month, year), these days, currently, nowadays. We aren’t moving tomorrow. We’re moving on Saturday.
Moreover, B. D. Graver argues that “The progressive forms represent actions or events, viewed at some point between their beginning and end”.19 16
Douglas Biber, et al., Grammar of Spoken and Written English, (London: Longman, 1999),
p. 481. 17
Azar, Understanding and …, p. 3.
18
Patricia K. Werner, et al., Interactions 2 Grammar, (New York: McGraw-Hill, 2002), p.
19
B. D. Graver, Advanced English Practice, (Oxford: Oxford University Press, 2003), p. 62.
11.
Like other tenses, it is required to have general consideration for using present progressive tense. Martin Parrot pronounces its usage that “… to refer to something temporary which has begun and has not finished, something which is completable and is in the process of being completed”.20 Furthermore, here are some functions of employing present progressive tense declared by Michael Swan: a. The present progressive tense is made with am/are/is + -ing. The commonest use of the present progressive tense is to talk about actions and situations that are already going on at the moment of speaking. Why are you crying? Is something wrong? b. The present progressive is also used to talk about future happenings. My sister is living at home for the moment. c. We sometimes use the present progressive in a more general way, to talk about something that may be going on at any time. You look lovely when you are smiling.21 In addition, other perceptions of the usage of present progressive tense stated by Rosamund Moon, they are “… to indicate that an action continues to happen before and after a particular time (ex: I’m looking at the photographs my brother sent me.), and … for an action that continues to happen before and after another action that interrupts it (ex: The phone always rings when I’m having a bath.)”.22
3. The Passive Voice of Present Progressive Tense As they have already been explained, passive voice is a sentence pattern formed by to be and followed by a past participle and composed by transitive verbs, while present progressive tense is a tense functions to express actions or events in progress. If both are fused, there will be a new
20
Parrot, Grammar for …, p. 157.
21
Swan, Practical English …, p. 496-497.
22
Rosamund Moon, et al., Cobuild Student’s Dictionary and Grammar, (London: HarperCollins Publishers Ltd., 1994), p. 43.
definition that passive voice of present progressive tense is an expression of present progressive tense in form of passive. To form the passive voice of the present continuous tense, use am, is, or are + being + past participle. The passive voice subject determines whether the verb be is singular or plural.23 In another, a same thought has been found in Cobuild Student’s Dictionary and Grammar drawn that “Continuous passive tenses are formed with a form of the auxiliary ‘be’ followed by being and the past participle of a main verb”.24 Active The Soviet Union is sending ships into outer space. Researchers are launching a new rocket today.
Present Continuous Tense
Passive Ships are being sent into outer space. A new rocket is being launched today.
Here, there will be a classification of sentence as an example according to its words composition. The sentence : The Soviet Union is sending ships into outer space. Subject to be V-ing Object Analysis
: The sentence has Subject (the Soviet Nation), to be + V-ing (is sending), and Object (ships). Its verb belongs to present progressive tense and transitive verb because there is an Object follows. Thus, it may become passive and it is shown as follows:
The Sentence : Ships are being sent into outer space. Subject to be+V-ing past participle Analysis
: Subject in passive sentence (ships) is derived from Object of active sentence as shown above. And, Object in passive is taken from Subject of active sentence. Object may be involved or not. It is based on the purpose whether the original doer is important or not to be known.
23
Werner, et al., Interactions 2 …, p. 280-281.
24
Moon, et al., Cobuild Student’s …, p. 85.
Furthermore,
as
it
has
been
demonstrated,
the
transformation of Verb belongs to passive present progressive tense. It is recognized that the formula is to be + V-ing + past participle (V3). To be is decided by Subject whether it is singular first person (I), plural first person (we), singular second person (you), singular third person (she, he, it), or plural second person (they). Subject (ships) is plural third person, therefore it applies to be as illustrated below: Singular first person
(I)
am
Plural first person
(we)
are
Singular second person
(you)
are
Singular third person
(she, he, it)
is
Plural third person
(they)
are
Therefore, Subject (ships) uses to be “are”. According to the purposes, sentences can be divided into four subtypes; declarative, imperative, interrogative, and exclamatory sentence.25 In this occasion, there will be only explained declarative, contains of affirmative and negative sentence, and interrogative sentence.
a. Affirmative sentence Subject
To be
V-ing
They
lectured
The apple pies which I like very much My brother’s black motorcycle Mary/Anton/She/He
25
89-90.
Past Participle
are eaten being
Object by their teacher by my young brother
repaired
a mechanic
asked
by his/her mother
is
Complement to buy some meals
Muhammad Farkhan, an Introduction to Linguistic, (Jakarta: UIN Jakarta Press, 2006), p.
b. Negative sentence To be
Subject
Negative Sign
V-ing
They
Past Participle lectured
The apple pies which I like very much My brother’s black motorcycle
are eaten not
being repaired
is
Mary/Anton/ She/He
asked
Object
Complement
by their teacher by my young brother
-
-
by a mechanic by his/her mother
to buy some meals
c. Interrogative sentence To be
Subject
V-ing
they Are
Is
Past Participle lectured
the apple pies which i like very much my brother’s black motorcycle
asked being
Mary/Anton/she/he
repaired eaten
Object by their teacher? by my young brother? by a mechanic? by his/her mother
Complement to buy some meals?
H. Communicative Approach There are several methods used in a language teaching. Each method has different objectives which are formulized according to how the language and its teaching and learning principles are viewed. A language teaching principle dynamically will keep on varying since there are more desires to make a new change in designing the system to address a new language to the learners. Therefore, there will be no language teaching method is employed for a long time as a transformation of a method will always be made to achieve certain needs.
The various language teaching methods which have already created and been available serve simply to the one whom is linked in an educational system, for instance a teacher, a syllabus maker, etc., to choose which method is appropriate to be applied. Even, it is possible not only to select one of language teaching methods but also to pick more than one of them which will be applied in the different education level in order to get effectively the certain goals gained by the language learners. In this case, to recognize completely the chosen methods to be implemented in this research, therefore there will be some discussions explain about Communicative Approach and Audio-Lingual Method.
1. The Understanding of Communicative Approach Communicative Approach was created to fulfill certain necessities and to achieve its purposes that those didn’t happen in the preceding time. Historically, as Scott Thornbury writes, “The development, in the 1970s, of Communicative Language Teaching (CLT) was motivated by developments in the new science of sociolinguistics, and the belief that communicative competence consists of more than simply the knowledge of the rules of grammar”.26 In addition, “The Communicative Approach could be said to be the product of educators and linguists who had grown dissatisfied with the audio-lingual and grammar-translation methods of foreign language instruction”.27 Communicative Approach which is usually called Communicative Language Teaching is “An approach to the teaching of second and foreign languages that emphasizes interaction as both the means and the ultimate
26
Scott Thornbury, How to Teach Grammar, (Edinburgh Gate: Pearson Education Limited, 1999), p. 22. 27
http://www.monografias.com/trabajos18/the-communicative-approach/the-communicativeapproach.shtml (Friday, 3rd of August 2007: 19.14).
goal of learning a language”.28 In line with the initial definition, Jack C. Richards, John Platt, and Heidi Platt cite that Communicative Approach is “An approach to foreign or second language teaching which emphasizes that the goal of language learning is communicative competence”.29 Furthermore, Hymes and Halliday note some ideas about Communicative Approach, they are: a. It is assumed that the goal of language teaching is learner ability to communicate in the target language. b. It is assumed that the content of a language course will include semantic notions and social functions, not just linguistic structure. c. Classroom materials and activities are often authentic to reflect reallife situations and demands.30 It may be resumed from the reflections above that “Communicative Language Teaching makes use of real-life situations that necessitate communication”.31 Real-life situations, here, refer to the actions or events which the learners experience in their daily life, for instance receiving a phone, asking direction, etc. Then, Communicative Approach underlines the use of a language in language teaching and learning and, as Jack C. Richards and Theodore S. Rodgers argue that “It stresses the importance of providing learners with opportunities to use their English for communicative purposes”.32 Michael Canale and Merrill Swain state “A Communicative Approach … is organized on the basis of communicative functions … that a given learner or group of learners needs to know and emphasizes the ways in which particular grammatical forms may be used to express these 28
http://en.wikipedia.org/wiki/Communicative_language_teaching (Friday, 3rd of August 2007: 19.23). 29
http://www.freewebs.com/dzchun/Unit%202.htm (Friday, 3rd of August 2007: 19.41).
30
Celce-Murcia, Teaching English …, p. 8.
31
http://www.monografias …, (Friday, 3rd of August 2007: 19.39).
32
Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching, (New York: Cambridge University Press, 1986), p. 66.
functions accurately”.33 Although grammar is not stressed exclusively, it is concerned how the learners are able to produce a communication with the correct grammar. Grammar is important, and learners seem to focus best on grammar when it relates to their communicative needs and experiences.34 This means there is a special consideration for grammar lesson in this method and it affiliates to other competencies to work together. After having viewed several theories of Communicative Approach, it may be understood partially of its essence, as it has been asserted by Marianne Celce-Murcia that “The essence of Communicative Language Teaching is the engagement of learners in communication in order to allow them to develop their communicative competence”.35
2. The Communicative Competence Communicative competence, as shown in the previous discussion, is the aim of language learning in Communicative Approach. According to Menachem B. Dagut, communicative competence is “the ability to communicate
both
actively,
by
expression,
and
passively,
by
36
comprehension, in the foreign language”.
Meanwhile, as it is found in a website about communicative competence, it tells that “Communicative competence is a linguistic term which refers to a learner's L2 ability. It not only refers to a learner's ability to apply and use grammatical rules, but also to form correct utterances, and know how to use these utterances appropriately”.37 33
Michael Canale and Merrill Swain, Approaches to Communicative Competence, (30 Orange Grove Road: Seameo Regional Language Centre, 1980), occasional papers no. 14, p. 2. 34
Celce-Murcia, Teaching English …, third edition, p. 25.
35
Celce-Murcia, Teaching English …, p. 27.
36
Dagut, “a Teaching …, p. 2.
37
19.56).
http://en.wikipedia.org/wiki/Communicative_competence (Friday, 3rd of August 2007:
From both references, it is obvious that communicative competence means the learners ability to use language in their communication regarding to its utterances and use of structures. Communicative competence involves being able to use the language appropriate to a given social context.38 Also, as cited by Scott Thornbury, “Communicative competence involves knowing how to use the grammar and vocabulary of the language to achieve communicative goals and knowing how to do this in a socially appropriate way”.39 Therefore, Diane Larsen-Freeman suggests that to accomplish those, “… students need knowledge of the linguistic forms, meanings, and functions”.40 Canale and Swain (1980) in Approach and Methods in Language Teaching written by Jack C. Richards and Theodore S. Rodgers mention that there are four dimensions to identify communicative competence as follows: … four dimensions of communicative competence are identified: grammatical competence, sociolinguistic competence, discourse competence, and strategic competence. Grammatical competence refers to what Chomsky calls linguistic competence and what Hymes intends by what is “formally possible.” It is the domain of grammatical and lexical capacity. Sociolinguistic competence refers to an understanding of the social context in which communication takes place, including role relationships, the shared information of the participants, and the communicative purpose for their interaction. Discourse competence refers to the interpretation of individual message elements in terms of their interconnectedness and how meaning is represented in relationship to the entire discourse or text. Strategic competence refers to the coping strategies that communicators employ to initiate, terminate, maintain, repair, and redirect communication.41
38
Diane Larsen-Freeman, Techniques and Principles in Language Teaching, (Oxford: Oxford University Press, 1986), p. 131. 39
Thornbury, How to …, p. 18.
40
Larsen-Freeman, Techniques and …, p. 131.
41
Richards and Rodgers, Approaches and …, p. 71.
The previous explanation tells how communicative competence, which is interpreted in every single term, is classified. Furthermore, another comprehensive classification, as found in website, refers to: a. Grammatical competence: is the degree to which the language user has mastered the linguistic code, including vocabulary, grammar, pronunciation, spelling, and word formation. b. Sociolinguistic competence: is the extent to which utterances can be used or understood appropriately in various social contexts. It includes knowledge of speech acts such as persuading, apologizing, and describing. c. Discourse competence: is the ability to combine ideas to achieve cohesion in form and coherence in thought, above the level of the single sentence. d. Strategic competence: is the ability to use strategies like gestures or “talking around” an unknown word in order to overcome limitation in language knowledge.42 Finally, it is clear that in learning a language, the learners need not only knowledge of structures and vocabularies, but also they require to know how the language elements work together when the learners try to produce a well communication as an achievement of communicative competence.
3. The Characteristics and Features of Communicative Approach Communicative Approach, like another language teaching method, has some characteristics which can distinguish it from others. William Littlewood notes that “One of the most characteristic features of communicative language teaching is that it pays systematic attention to functional as well as structural aspects of language, combining these into a more fully communicative view”.43
42
43
http://www.freewebs.com/dzchun/Unit%202.htm (Friday, 3rd of August 2007: 19.33).
William Littlewood, Communicative Language Teaching, (Cambridge: Cambridge University Press, 1998), p. 1.
In line with his opinion, Diane Larsen-Freeman asserts that “The most obvious characteristic of the Communicative Approach is that almost everything that is done is done with a communicative intent”.44 Based on both statements, it may be concluded that the characteristic of Communicative Approach is obviously stressed on how language is given and produced communicatively. Then, features are also available in Communicative Approach. Marianne Celce-Murcia asserts that “… one of the features of the Communicative Approach is that students be given a choice of how they wish to express themselves”.45 The similar assertions come from David Nunan. He mentions some features of Communicative Approach, they are: a. An emphasis on learning to communicate through interaction in the target language. b. The introduction of authentic texts into the learning situation. c. The provision of opportunities for learners to focus, not only on language but also on the learning process itself. d. An enhancement of the learner’s own personal experiences as important contributing elements to classroom learning. e. An attempt to link classroom language learning with language activities outside the classroom. The more clear features, as Finocchiaro and Brumfit point out, are: a. Meaning is paramount. b. Dialogs, if used, center around communicative functions and are not normally memorized. c. Contextualization is a basic promise. d. Language learning is learning to communicate. e. Effective communication is sought. f. Drilling may occur, but peripherally. g. Comprehensible pronunciation is sought. h. Any device which helps the learners is accepted – varying according to their age, interest, etc. i. Attempts to communicate may be encouraged from the very beginning. j. Judicious use of native language is accepted where feasible. k. Translation may be used where students need or benefit from it. 44
Larsen-Freeman, Techniques and …, p. 132.
45
Celce-Murcia, Teaching English …, p.294.
l. Reading and writing can start from the first day, if desired. m. The target linguistic system will be learned best through the process of struggling to communicate. n. Communicative competence is the desired goal (i.e. the ability to use the linguistic system effectively and appropriately). o. Linguistic variation is a central concept in materials and methodology. p. Sequencing is determined by any consideration of content, function, or meaning which maintains interest. q. Teachers help learners in any way that motivates them to work with the language. r. Language is created by the individual often trough trial and error. s. Fluency and acceptable language is the primary goal: accuracy is judged not in the abstract but in context. t. Students are expected to interact with other people, either in the flesh, through pair and group work, or in their writings. u. The teacher cannot know exactly what language the students will use. v. Intrinsic motivation will spring from an interest in what is being communicated by the language.46 I. Audio Lingual Method 1. The Understanding of Audio-Lingual Method There are at least two underlying causes for the birth of AudioLingual Method, they are;”… the belief that all behavior (including language) was learnt through repetition and positive or negative reinforcement, and … the outbreak of World War II, which created the need to post large number of American servicemen … to provide these soldiers with at least basic verbal communication skills”.47 Therefore, Audio-Lingual Method’s theory of learning is partly derived from habitual activities by viewing its theory of language, as what William Moulton in Approaches and Methods in Language Teaching argues “language is speech, not writing … a language is a set of habits … teach the language, not about the language … a language is what its native
46
Richards and Rodgers, Approaches and …, p. 67.
47
http://en.wikipedia.org/wiki/Audio-Lingual_Method (Friday, 3rd of August 2007: 19.47).
speakers say, not what someone thinks they ought to say … languages are different”.48 In line with his view of language, Scott Thornbury asserts that “Audiolingualism
derived
its
theoretical
base
from
behaviorist
psychology, which considered language as simply a form of behavior, to be learned through the formation of correct habits”.49 Behavior is an individual’s act or the way how someone behaves. It may turn into a habit if it is performed frequently. In the view of theory of learning, behavior is principally specified into three: “A stimulus, which serves to elicit behavior; a response triggered by stimulus; and reinforcement, which serves to mark the response”.50 Stimulus – response - reinforcement, those are linked tightly to provide a good behavior. There will be presented a good habit particularly in learning process if those continue regularly. By being a core in using those models to the language learning, as what Harmer has expressed, “... it attempted, through a continuous process of such positive reinforcement, to engender good habits in language learners”.51
2. The Objective of Audio-Lingual Method Unlike the objective of Communicative Approach is to achieve communicative competence, however, Audio-Lingual Method has probably no similar objectives with it and other methods. Brooks clarifies the objectives of Audio-Lingual Method into two terms, short-range and long-range objectives. He explains “Short-range objectives include training in listening comprehension, accurate pronunciation, recognition of 48
Richards and Rodgers, Approaches and …, p. 49-50.
49
Thornbury, How to …, p. 21.
50
Richards and Rodgers, Approaches and …, p. 50.
51
Jeremy Harmer, the Practice of English Language Teaching, (Edinburgh Gate: Pearson Education Limited, 2001), third edition, p. 79.
speech symbols as graphic signs on the printed page, and ability to reproduce these symbols in writing, and … long-range objectives must be language as the native speaker uses it …“.52 Continuing previous explanation of Audio-Lingual Method’s objectives, others are as follows: a. accurate pronunciation and grammar b. ability to respond quickly and accurately in speech situations c. knowledge of sufficient vocabulary to use with grammar patterns53 To attain those objectives, the learners should have, as found in article of certain website, “… extensive repetition and a variety of elaborate drills”.54 In case, the teacher is emphasized to modify a subject matter which is given to the learners. The subject matter should be easily understood and repeated. It is expected the learners may follow to the learning activities without being uninterested for keeping identical teaching. Furthermore, Jack C. Richards and Theodore S. Rodgers imply the fundamental teaching-learning activities, that “Dialogues and drills form the basis of audiolingual classroom practices … dialogues are used for repetition and memorization … correct pronunciation, stress, rhythm, and intonation are emphasized”.55 It is clear that the repetition and drills underlying the techniques in learning activities emphasize the learners to be an imitator. They will follow repeatedly what their teacher does. The repeated activities on a dialogue for gaining students memorization need a listening skill. Therefore, it requires a native speaker-like model in order to avoid an incorrectly-material production. In addition, grammar, as the basic sub52
Richards and Rodgers, Approaches and …, p. 52.
53
http://www.sil.org/lingualinks/LANGUAGELEARNING/WaysToApproachLanguageLearnin g/TheAudioLingualMethod.htm (Friday, 3rd of August 2007: 18.32). 54
http://www.englishraven.com/method_audioling.html (Friday, 3rd of August 2007: 18.16).
55
Richards and Rodgers, Approaches and …, p. 53.
skill, is supplied from the given dialogue or example. In conclusion, well performance of the teacher’s teaching style in serving new languages will decide the learners’ competence in producing communication.
3. The Characteristics and Features of Audio-Lingual Method The characteristics of Audio-Lingual Method, according to Freeman, they are: “new vocabulary and structures are presented through dialogs. The dialogs are learned through imitation and repetition. Drills (such as repetition, backward build-up, chain, substitution, transformation, and question-and-answer) are conducted based upon the pattern presents in the dialog. Students’ successful responses are positively reinforced. Grammar is induced from the examples given; explicit grammar rules are not provided. Cultural information is contextualized in the dialogs or presented by the teacher. Students’ reading and written work is based upon the oral work they did earlier”.56 The features of Audio-Lingual Method are as follows: a. lessons begin with dialogs b. mimicry and memorization are used, based on the assumption that language is habit formation c. grammatical structures are sequenced and rules are taught inductively d. skills are sequenced: listening, speaking, reading, writing postponed e. pronunciation is stressed from the beginning f. vocabulary is severely limited in initial stages g. a great effort is made to prevent learner errors h. language is often manipulated without regard to meaning or context i. the teacher must be proficient only in the structures, vocabulary, etc. that s/he is teaching since learning activities and materials are carefully controlled57 To have more knowledge comprehensively about the features of Audio-Lingual Method, Finocchiaro and Brumfit mention in detail of it as follows: a. b. c. d. e.
attends to structure and form more than meaning demands memorization of structure-based dialogs language items are not necessarily contextualized language learning is learning structures, sounds, and words mastery or over-learning is sought
56
Larsen-Freeman, Techniques and …, p. 43.
57
Celce-Murcia, Teaching English …, p. 6.
f. g. h. i. j. k. l. m. n. o. p. q. r. s. t. u. v.
drilling is a central technique native-speaker-like pronunciation is sought grammatical explanation is avoided communicative activities only come after a long process of rigid drills and exercises the use of the student’s native language is forbidden translation is forbidden at early levels reading and writing are deferred till speech is mastered the target linguistic system will be learned through the overt teaching of the patterns of the system linguistic competence is the desired goal varieties of language are recognized but not emphasized the sequence of units is determined solely by principles of linguistic complexity the teachers control the learners and prevents them from doing anything that conflicts with the theory language is habit so errors must be prevented at all costs accuracy in terms of formal correctness is a primary goal students are expected to interact with the language system, embodied in machines or controlled materials the teacher is expected to specify the language that students are to use intrinsic motivation will spring from an interest in the structure of the language58
J. Teaching Passive Voice of Present Progressive Tense by Using Communicative Approach The teaching process that should be adjusted with the material will be given. In teaching grammar, it requires the certain steps in order to make the teaching process successively and the students may get the point gradually. Therefore, Marianne Celce-Murcia and Sharon Hilles have pointed out the steps of teaching grammar in general: 1. Presentation, … introduces the grammar structure, either inductively or deductively. 2. Focused practice, in which the learner manipulates the structure in question while all other variables are held constant. The purpose of this step is to allow the learner to gain control of the form without the added pressure and distraction of trying to use the form for communication. 3. Communicative practice, in which the learner engages in communicative activities to practice the structure being learned.
58
Richards and Rodgers, Approaches and …, p. 67.
•
Information gap, in the course of doing the activity, one participant should be in a position to tell one or more other people soothing that the others do not yet know. • Choice, the speaker must have some role in deciding exactly what he will say and how he will say it. • Feedback, what the speaker says to the person(s) he is communicating with depends not only on what the other person(s) says, but also on what the speaker wants to accomplish via the conversation. 4. Teacher feedback and correction, … teacher feedback should always attempt to engage the student cognitively rather than to simply point out the error and provide the appropriate target form.59 There are various techniques and resources that can be used during the presentation. The presentation itself is affected by a method used in teaching process and it should correspond to the appropriateness towards the given material. The selection of presentation is made according to the teacher, the students’ preferences, and the subject matter. According to Freeman, there are some techniques and materials which those characteristics belong to Communicative Approach, they are: •
•
• •
59
Authentic materials To overcome the typical problem that students can’t transfer what they learn in the classroom to the outside world and to expose students to natural language in a variety of situations, adherents of the Communicative Approach advocate the use of authentic materials, for instance using newspaper, realia, etc. Scrambled sentences The students learn how sentences are bound together at the suprasentential level through formal linguistic devices, for instance the students are asked to unscramble the sentences into the correct one. Language games The students find them enjoyable, and if they are properly designed, they give students valuable communicative practice. Picture strip story The students can share information or work together to arrive at solution. This gives students practice in negotiating meaning.
Celce-Murcia and Sharon Hilles, Techniques and Resources in Teaching Grammar, (Oxford: Oxford University Press, 1988), p. 27-28.
•
Role play Role plays are very important in the Communicative Approach because they give students an opportunity to practice communicating in different social contexts and different social roles.60 Moreover, there are some guidelines written by Penny Ur for having a
good presentation commonly in presenting and explaining a new grammatical structure 1. A good presentation should include both oral, and written forms, and both form and meaning. 2. It is important for learners to have plenty of contextualized examples of the structure and to understand them. Visuals materials can also contribute to understanding. 3. The learners will benefit more from the use of terminology. 4. The explanation should cover the great majority of instances learners are likely to encounter.61 Then, here are the steps how passive voice of present progressive tense, which is derived from Marianne Celce-Murcia’s Techniques and Resources in Teaching Grammar, is introduced. The technique of presenting material uses a role play/storytelling combination. It is preferred in order to elicit the rule for forming the passive from the students rather than simply telling them the rule.62 The teacher felt that by the time students reach an intermediate level, they should be proficient at both hamming it up and participating as an audience. The teacher acts as a narrator of the story. He/she is helped by two students, a girl as Luisa and a boy as the man as the actor. Luisa is given a purse for supporting the story. The other students keep on listening and watching and try to follow the story. Before the teacher reads his/her story, he/she guides the actors to do based on the scenario. The teacher’s narration of the scene for the class as follows: “Luisa is walking alone with her purse hung on her hand.” 60
Larsen-Freeman, Techniques and …, p. 155-157.
61
Ur, a Course …, p. 82-83.
62
Celce-Murcia and Hilles, Techniques and …, p. 30.
“In the other side, a man is watching her curiously. “Luisa doesn’t realize that she is being followed.” The teacher tries to focus the students by asking them: “What is happening to Luisa?” The students are expected to answer; she is being followed. They will probably answer incorrectly, but it is tolerated. The teacher directs the correct answer without wasting more time. After that he/she continues to concentrate them to the role play and her narration. “The man approaches her and, soon, he grabs her purse which is being held.” “She screams loudly and everyone around her tries to chase him” The teacher stops his/her narration and asks to one or all of the students: “What is happening to Luisa’s purse?” The answer should be; it is being grabbed. The teacher maintains his/her story: “Now, the man is being chased so he runs faster.” “But, he can’t save himself and he is arrested.” The teacher asks to the audience: “At the present, what is happening to the man?” The teacher writes each statement on the board after eliciting it from the students. Not all the suggestions are grammatically correct, but when they can’t provide the form exactly, he/she accepts appropriate content and puts the grammatically correct form on the board in order to give feedback: “The man is being chased, he is being caught …” The teacher ends his/her narration and thanks the two students for participating in role play while the others give applause. After all the forms are written on the board, the teacher proceeds as follows: “Now this is sort of interesting. We have a new grammatical form here. Does anyone know what this is called?”
Perhaps, there are no students provide the name of the form, so the teacher says: “This is called passive voice, specifically is named passive voice of present progressive tense.” If one of the students can answer the teacher’s question, he/she may ask that student to repeat his/her answer loudly until the others can listen it well. Then the teacher explains why the context demands use of the passive voice. His/her explanation is more like a dialog with the students than a lecture. It goes something like this: “What is important to Luisa?” The students respond, “Her purse.” “That’s right. Luisa is interested in her purse. She doesn’t even know the person who took it. The thief isn’t interesting. If Luisa calls you on the phone to tell you about her experience, what are you interested in?” Again, the students respond, “Her purse.” “That’s right. And that’s why Luisa is talking about her purse, not the person who took it. Sometimes we’re more interested in what receives the action than what does the action. In this case, the person who did the action is a stranger. We’re not interested in her. We want to talk about what’s important to us. So this is one time we would use the passive voice in English.” The teacher then writes the rule on the board, under the heading Passive Voice of Present Progressive Tense. He/she explains its formula and rules and how they are implemented in forming the sentences. After having introduced what is passive voice of present progressive tense, the next activities may run variously. The activities tend to have students’ understanding by doing focused practice. The focused practice should be based on Communicative Approach’s principles. One of its illustrations, which are adopted from New Ways in Teaching Grammar, may be shown as follows:
1. The teacher divides the class into two groups consist of active and passive group. 2. He/she presents the active group an article which contains active voice and vice versa. Both articles use present progressive tense. 3. He/she asks the active group to underline the verbs in the passage and change them to passive and vice versa. 4. He/she requests each group to write the results on board and asks them to analyze their opponent’s answer based on the articles they have. If there is an incorrect answer, the opponent should mark it and change correctly. 5. He/she lets them to know the correct answer by giving the explanation. 6. Then, for additional activity, he/she may have them to find out as much as possible the information from each passage and discuss it together.
CHAPTER III RESEARCH METHODOLOGY AND FINDING
A. Research Methodology 1. The Subject of Research The subject of the research was the second year students of Accountancy Department of “SMK Islamiyah Ciputat – Tangerang”. They were divided into two classes called experiment class and controlled class. Experiment class was a class where the writer taught Passive Voice of Present Progressive Tense by using Communicative Approach (class 2 Ak II) and controlled class was taught by using Audio-Lingual Method (class 2 Ak I).
2. The Place and Time of Research The research was held at “SMK Islamiyah Ciputat – Tangerang”, located on Jl. Kihajar Dewantara No. 23 Ciputat Tangerang. The research started on January 18, 2008 till February 16, 2008.
3. The Population and Sample In this research, the population of this study was the students in the second year of “SMK Islamiyah Ciputat – Tangerang”. The number of the whole second year students was 428 students. They were not entirely involved in the research. By taking 10 % of them, it is expected that the sample may represent the remains. According to Anas Sudijono, “Sampel adalah suatu proporsi kecil dari populasi yang seharusnya diteliti, yang dipilih atau ditetapkan untuk keperluan analisis”.63 Or, sample is a small proportion from a population which should be examined, chosen or established for analysis requirement. It is simply understood that the result which is obtained from the sample may generalize the final conclusion. 63
p. 280.
Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT RajaGrafindo Persada, 2005),
The students were from two different classes, whereas the samples are 40 students, where 20 students were from class 2 Ak II (experiment class) and 20 students were from class 2 Ak I (controlled class).
4. The Instrument of Research To complete the research, the writer added the instrument of research included tests. He gave pre-test before the teaching process and post-test after it. The teaching was done four times for both classes. He compared the achievement of pre-test and post-test; to identify the effectiveness of using Communicative Approach in teaching the passive voice of present progressive tense. To direct the achievement of pre-test and post-test, the writer made the lattice work of both tests (see appendix). Each lattice works contains the description of the tests; the general instructional objectives, the subject matters, the indicator of questions, the form of tests, and the specification of questions. The general instructional objectives, the subject matters, and the indicator of questions are based on the four language skills which are involved. They should be synchronized in order to have the appropriateness with the questions.
5. The Teaching Procedures The teaching was done for delivering the material to the students. It was conducted in four occasions. The further descriptions for each meeting will be shown bravely as follows: a. In the first meeting, the students were given a dialog which involves the structure of passive voice of present progressive tense. The students were expected to try to recognize the sentence pattern. They probably had already known it or not before. The teacher asked and directed them to have the understanding about the dialog given. Moreover, the students, in group, were presented an opportunity in order to share their ideas which related to the dialog by involving the
use of passive voice of present progressive tense in every idea they produced. b. The second meeting was the developing concept of teaching process from the previous meeting. Here, the students were given a certain theme or topic which should be discussed in group. They were expected to express what they knew about the material. The discussion was also possible to be done by one group to another. The teacher kept on focusing them to employ passive voice of present progressive tense and guided to have the comprehension of its use and function. c. In the third meeting, the teacher delivered a certain text which was derived from a magazine, a newspaper, or another mass media by regarding its sentence form that should contain passive voice of present progressive tense. The students were asked to analyze about the kind of text and the use of structure in the text. They had to answer the questions based on the text and the answer would become a new paragraph arrangement in different format. Moreover, they were asked to change the form active sentence into passive sentence and vice versa. All the activities here were done in group. d. In the last section, the teacher made 4 to 5 groups of students. They were requested to arrange the jumbled words into the correct sentence. Those sentences, then, had to be changed into active or vice versa. The teacher provided a picture which contained some activities. The students were asked to create a sentence based on the activities in the picture. The sentence should be in passive voice of present progressive tense.
6. The Technique of Data Collecting The technique of data collecting used in this research is: a. Observation Before doing research, the writer first of all observed the location where the research would be carried out. The observation was
done by visiting the school to search about the students of second year, the English teacher, the English curriculum, and the English teaching learning process in the classroom. b. Experiment The writer acted as a teacher in the teaching passive voice of present progressive tense by using Communicative Approach to the experiment class and by using Audio-Lingual Method to the controlled class. The teaching process was conducted in four times for each class and systematically arranged in a lesson plan (see appendix). Every lesson plan, at least, illustrates the general objectives and instructions, the method of teaching, and the detail steps of teaching. c. Test (pre-test and post-test) The test was done for obtaining the data of students’ achievement in mastering passive voice of present progressive tense by using Communicative Approach in experiment class and by using Audio-Lingual Method in controlled class. The format of both tests was same. Each test consists of 20 questions on the subject matter of passive voice of present progressive tense by engaging four language skills and its question format is 20 multiple choices (see appendix). Each correct question is multiplied by 5.
7. The Technique of Data Analysis In analyzing the data, the writer used the comparative technique. The comparative technique is an analyses technique to evaluate hypothesis concerning differences between two variables examined statistically. In the comparative technique, the variables are compared to recognize whether differences are significant. The writer used t-test to know whether the students’ achievement from the experiment or controlled class in learning passive voice of present progressive tense is significantly different or not. The formula is as follow:
MD1 – MD2 to
=
MD1
= Mean of Difference of Experiment Class
MD2
= Mean of Difference of Controlled Class
SEMD1 – SEMD264
SEMD1 = Standard Error of Experiment Class SEMD2 = Standard Error of Controlled Class
B. Research Finding 1. The Description of Data Here are the data descriptions taken from the students’ respond towards the tests. Table 3.1 The Test Score of the Experiment Class (2 AK II) Students 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
64
Pre-test (x) 53 54 49 55 49 68 59 58 53 68 64 58 64 48 58 63 40 45 73 44
Post-test (y) 60 78 82 60 54 53 62 60 58 55 60 72 59 60 85 85 45 50 80 63
Sudijono, Pengantar Statistik …, p. 307.
D = y-x 7 24 33 5 5 -15 3 2 5 -13 -4 14 -5 12 27 24 5 5 7 19 ΣD = 152
D2 = (y-x)2 49 576 1089 25 25 225 9 4 25 169 16 196 25 144 729 484 25 25 49 361 ΣD2 = 4250
Table 3.2 The Test Score of the Controlled Class (2 AK I) Pre-test (x) 49 59 58 72 44 44 44 59 54 49 35 74 73 78 64 68 24 78 54 59
Students 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Post-test (y) 53 57 58 70 43 63 84 64 59 59 36 75 75 84 58 83 53 80 59 57
D = y-x 4 -2 0 -2 -1 19 40 5 5 10 1 1 2 6 -6 15 29 2 5 -2 ΣD = 131
D2 = (y-x)2 16 4 0 4 1 361 1600 25 25 100 1 1 4 36 36 225 841 4 25 4 ΣD2 = 3313
2. The Analysis of Data From the data descriptions above, the writer analyzed the score from experiment and controlled class by integrating the results into the formula as follows:
a. Determining Mean of Difference of Experiment Class: ΣD MD1
= N 152 = 20
MD1
= 7.60
b. Determining Mean of Difference of Controlled Class: ΣDY MD2
= N 131 = 20
MD2
= 6.55
c. Determining Deviation Standard of Difference of Experiment Class: ΣD2 SDD1
=
(ΣD) 2 -
N
N
4250
(152) 2
=
20
SDD1
20
=
212.50 - (7.60) 2
=
212.50 - 57.76
=
154.74
=
12.44
d. Determining Deviation Standard of Difference of Controlled Class: ΣD2 SDD2
=
(ΣD) 2 -
N
N
3313
(131) 2
=
20
20
SDD2
=
165.65 - (6.55) 2
=
165.65 - 42.90
=
122.75
=
11.08
e. Determining Standard Error from Mean of Difference of Experiment Class: SDD SEMD1
= N–1 12.44 = 20 – 1
12.44 = 19 12.44 = 4.36 SEMD1
=
2.85
f. Determining Standard Error from Mean of Difference of Controlled Class: SDD SEMD2
= N–1 11.08 = 20 – 1
11.08 = 19 11.08 = 4.36 SEMD2
=
2.54
g. Determining t-observation (to): MD1 – MD2 to = SEMD1 – SEMD2 7.60 – 6.55 = 2.85 – 2.54 1.05 = 0.31 to =
3.38
h. Determining t-table (tt) in significant level 5% and 1% with Degree of Freedom (df) df = (N1 + N2) – 2 = (20 + 20) – 2 = 40 – 2 = 38 (see the table of “t” values at the degree of significance of 5% and 1%) Because the value of 38 is not mentioned in the table, the writer used the closest value to 38 is 40 as degree of freedom (df):
t table (tt) at significance 5% = 2.02 t table (tt) at significance 1% = 2.71
5%
= to > tt = 3.38 > 2.02
1%
= to > tt = 3.38 > 2.71
3. The Hypothesis Testing The statistic hypothesis states: (a) If to > tt, it means that the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted. Thus, there is significant difference in result of teaching passive voice of present progressive tense between using Communicative Approach and Audio-Lingual Method. (b) If to < tt, it means that the null hypothesis (Ho) is accepted and the alternative hypothesis (Ha) is rejected. Thus, there is no significant difference in result of teaching passive voice of present progressive tense between using Communicative Approach and Audio-Lingual Method.
4. The Interpretation of data In the simply resume, the result may be formulated as follows: to > tt = 3.38 > 2.02 in 5% to > tt = 3.38 > 2.71 in 1% Thus, to > tt = 2.02 < 3.38 > 2.71 The result of statistic calculation indicates that to > tt in (5%) and (1%) is significant, it means there is obvious difference between the average of score from the results of learning in experiment class and the average of score from the result of learning in controlled class. Based on the analysis of the results in the table above, it can be observed that teaching Passive Voice of Present Progressive Tense by using Communicative Approach is more effective than by using AudioLingual
Method.
It
simply
illustrates
that
teaching
by
using
Communicative Approach may help the students to improve their ideas and they have a clear description about what have to be done in arranging
a sentence using Passive Voice of Present Progressive Tense. Furthermore, the final resume of the research that employs Communicative Approach is that it has good impact particularly in teaching Passive Voice of Present Progressive Tense for the second year students of “SMK Islamiyah Ciputat – Tangerang” as it is shown on Mean of Difference of both classes (experiment class is 7.60 and controlled class is 6.55).
CHAPTER IV CONCLUSION AND SUGGESTION
A. Conclusion After carrying out the experiment and the result of the students’ pretest and post-test in the second year students of “SMK Islamiyah Ciputat – Tangerang”, the writer found that the students who were taught by using Communicative Approach got the higher result than the students who were taught by using Audio-Lingual Method. The average of the result of using Communicative Approach is 7.60 and Audio Lingual Method is 6.55. The result of the analysis of the research shows the value of to (t observation) = 3.38. It is higher than the value tt (t table) of the significance 5% and 1% is 2.02 and 2.71. It can be interpreted that there is significant difference between teaching Passive Voice of Present Progressive Tense by using Communicative Approach and Audio-Lingual Method.
B. Suggestion The writer’s suggestion indicates for the teacher to consider another method of teaching that is used in teaching English. It is proven by the writer that Communicative Approach affects the significant result than AudioLingual Method in teaching, especially, Passive Voice of Present Progressive Tense. Communicative Approach, here, is the experimental method applied by the writer and Audio-Lingual Method is the method which is usually employed by the teacher. In this case, the writer also recommends to the teacher to try and examine Communicative Approach to be implemented in teaching another English material.
BIBLIOGRAPHY
Biber, Douglas., et al., Grammar of Spoken and Written English. London: Longman. 1999. B. Dagut, Menachem. “A Teaching Grammar of the Passive Voice in English”, in Bertil Malmberg and Gerhard Nickel (eds.), International Review of Applied Linguistics in Language Teaching. Hemsbach: Beltz Offsetdruck. 1985. Canale, Michael, and Merrill Swain, Approaches to Communicative Competence, occasional papers no. 14. 30 Orange Grove Road: Seameo Regional Language Centre. 1980. Celce-Murcia, Marianne. Teaching English as a Second or Foreign Language, second edition. Boston: Heinle & Heinle Publishers. 1991. Celce-Murcia, Marianne and Sharon Hilles. Techniques and Resources in Teaching Grammar. Oxford: Oxford University Press. 1988. C. Richards, Jack, and Theodore S. Rodgers. Approaches and Methods in Language Teaching. New York: Cambridge University Press. 1986. E. Warriner, John. English Grammar and Composition. New York: Harcout Brain Jovanovich Publisher. 1982. Farkhan, Muhammad. An Introduction to Linguistic. Jakarta: UIN Jakarta Press. 2006. Frank, Marcella. Modern English; a practical reference guide. New Jersey: Prentice Hall. 1972. _____. Modern English; part I. New Jersey: Prentice Hall. 1972. F. Mackey, William. Language Teaching Analysis. London: Longman. 1966. Graver, B. D. Advanced English Practice. Oxford: Oxford University Press. 2003. Harmer, Jeremy. The Practice of English Language Teaching, third edition. Edinburgh Gate: Pearson Education Limited. 2001. Kameen, Patrick. “The Passive Voice: it must be spoken for”, in John F. Haskel (ed.), TESOL NEWSLETTER. Illinois: Pantagraph Printing. 1983.
K. Werner, Patricia., et al., Interactions 2 Grammar. New York: McGraw-Hill. 2002. Larsen-Freeman, Diane. Techniques and Principles in Language Teaching. Oxford: Oxford University Press. 1986. Littlewood, William. Communicative Language Cambridge University Press. 1998.
Teaching.
Cambridge:
Mihailovic, Ljiljana. “Some Observations on the Use of the Passive Voice”, in W. L. Darley (ed.), English Language Teaching, vol. XVII No. 2. Plaistow: Oxford University Press 1963. Moon, Rosamund., et al., Cobuild Student’s Dictionary and Grammar. London: HarperCollins Publishers Ltd., 1994. Parrot, Martin. Grammar for English Language Teachers. Cambridge: Cambridge University Press. 2000. Schrampfer Azar, Betty. Understanding and Using English Grammar, second edition. New Jersey: Prentice-Hall. 1989. Sudijono, Anas. Pengantar Statistik Pendidikan. Jakarta: PT RajaGrafindo Persada. 2005. Swan, Michael. Practical English Usage. Oxford: Oxford University Press. 1983. Thornbury, Scott. How to Teach Grammar. Edinburgh Gate: Pearson Education Limited. 1999. Ur, Penny. Grammar Practice Activities; a Practical Guide for Teachers. Cambridge: Cambridge University Press. 1992. _____. A Course in Language Teaching. Cambridge: Cambridge University Press. 1996. http://www.englishraven.com/method_audioling.html (Friday, 3rd of August 2007: 19.30). http://www.freewebs.com/dzchun/Unit%202.htm (Friday, 3rd of August 2007: 19.30). http://www.monografias.com/trabajos18/the-communicative-approach/thecommunicative-approach.shtml (Friday, 3rd of August 2007: 19.30). http://en.wikipedia.org/wiki/Audio-Lingual_Method (Friday, 3rd of August 2007: 19.30).
http://en.wikipedia.org/wiki/Communicative_competence (Friday, 3rd of August 2007: 19.30). http://en.wikipedia.org/wiki/Communicative_language_teaching (Friday, 3rd of August 2007: 19.30). http://www.sil.org/lingualinks/LANGUAGELEARNING/WaysToApproachLang uageLearning/TheAudioLingualMethod.htm (Friday, 3rd of August 2007: 19.30).
Appendix I Rencana Pelaksanaan Pembelajaran (Experiment Class) Mata Pelajaran Kelas/Semester Pertemuan KeAlokasi Waktu Standar Kompetensi
Kompetensi Dasar
Indikator
I.
II.
: Bahasa Inggris : XI/4 :1 : 2 x 45 menit : 2. Memahami makna dalam wacana lisan interpersonal dan transaksional, secara formal maupun informal, dalam bentuk mendengarkan permintaan dan perintah yang berkaitan dengan pekerjaan. : 2.1 Memahami percakapan sederhana sehari-hari baik dalam konteks profesional maupun pribadi dengan orang bukan penutur asli. : Pertanyaan dengan pola question tags dan questions words dalam konteks kegiatan sehari-hari diperagakan dan dijawab dengan benar.
Tujuan Pembelajaran Pada akhir pembelajaran siswa dapat: • Merespon ungkapan/percakapan questions with question words • Meminta dan memberi informasi • Menggunakan kosa kata baru
mengenai;
question
tags
dan
Materi Ajar • Percakapan-percakapan sederhana yang memuat ungkapan-ungkapan berikut: Question tags A: Is your ruler being used? B: No, it isn’t. A: Can I borrow it? B: Oh, sure! Questions with question words X: What is happening there? Y: An old building is being destroyed. X: What for? Y: I don’t know. •
III.
Kosa kata yang terkait dengan tema/jenis teks, seperti: display, painting, heard, born, original, dll.
Metode Pembelajaran/Teknik: Metode Pembelajaran Komunikatif/Student Teams-Achievement Divisions (STAD)
IV.
Langkah-langkah Pembelajaran A. Kegiatan Awal 1. Guru memberikan salam dan bertegur sapa. 2. Guru mengarahkan siswa pada topik yang akan dibahas dengan mengajukan beberapa pertanyaan. 3. Guru memberikan kertas latihan soal tentang materi yang akan dibahas dan siswa mengerjakannya dengan batas waktu maksimal 25 menit. (pre-test) 4. Guru menjelaskan tujuan pembelajaran. B. Kegiatan Inti 1. Guru membentuk kelompok heterogen yang terdiri dari 4-5 orang setiap kelompoknya. 2. Guru membagikan hands out yang memuat dialog rumpang. 3. Siswa secara berkelompok melengkapi dialog rumpang tersebut dengan mendengarkan percakapan pada kaset yang diputar dan dibahas dengan kelompok lainnya. 4. Guru mengadakan kuis dengan memberikan beberapa pertanyaan sederhana mengenai percakapan sebelumnya yang harus dijawab oleh siswa berkelompok secara lisan tanpa melihat hands out dan kemudian dievaluasi. 5. Siswa mencari definisi dan fungsi dari tiap kata yang ditentukan pada dialog dan dibahas bersama. 6. Siswa menganalisa bentuk kalimat dan pemakaian tenses pada dialog dan dibahas bersama. 7. Siswa menjawab secara lisan dari setiap pertanyaan yang dilontarkan, pertanyaan berkenaan dengan bentuk kalimat dan pemakaian tenses, yakni passive voice of present progressive tense. 8. Siswa membuat kalimat tentang meminta dan memberi informasi secara sederhana dengan menggunakan bentuk kalimat dan pemakaian tenses yang telah dibahas dalam konteks di dalam dan sekitar ruangan kelas kemudian dibahas bersama.
C. Kegiatan Akhir 1. Guru menanyakan kesulitan yang dihadapi siswa. 2. Guru menyimpulkan materi pembelajaran. 3. Guru memberikan reward dan menutup kegiatan belajar mengajar. V.
Alat/Bahan/Sumber Belajar:
• • • •
VI.
Cassette tape player dan kaset rekaman percakapan Hands out Kurikulum Bahasa Inggris kelas XI/SMK/2007 Buku teks Bahasa Inggris untuk siswa SMK kelas XI: Habib Basirun, Improve Yourself; High School English Textbook, penerbit Sarana Panca Karya tahun 2006
Penilaian: A. Teknik : Tes lisan dan tulisan B. Bentuk : Dialog berpasangan dan melengkapi kalimat C. Instrumen : Terlampir
Lampiran Listen to the tape and answer the following questions! A B A B A B A
: Look! What’s happening there? : I think a painting is being noticed for its great creature. : Is that a (1) ……… by Leonardo? : No, it is Michelangelo’s paintings. : What do we (2) ……… that painting? : Creation of Adam. : Is it the original one?
B A B A B A B A B A B A B A B
: No. I don’t (3) ……… so. : Why? : No one will (4) ……… the masterpiece to public. : Really? : Yeah, that painting is one of the most (5) ……… in the world. : So, who is the original one? : I don’t know. However, he (6) ……… be a rich man. : A rich man? : Yeah, that kind of painting may (7) ……… million dollars. : Are you kidding? : No, it’s true. : By the way, was Michelangelo (8) ……… in Italy? : Right. As a matter of fact, he was a student of Leonardo da Vinci. : Wow. I have never (9) ……… that before. : Now, its replica is being (10) ……… for charity.
Answer the questions below according to the previous conversation! 1. 2. 3. 4. 5.
How many persons are there in the dialog and what are they doing? Where are they exactly? What does the most expensive painting belong to? Where was Michelangelo born? Why the replica painting is being auctioned?
Lampiran Jawaban Part I 1. Painting 2. Call 3. Think 4. Show 5. Expensive 6. Must 7. Cost 8. Born 9. Known 10. Auctioned
Part II 1. There are two persons in the dialog and they are watching the painting exhibition 2. In the museum 3. A rich man 4. Michelangelo was born in Italy 5. The replica painting is being auctioned for charity
Rencana Pelaksanaan Pembelajaran (Experiment Class) Mata Pelajaran Kelas/Semester Pertemuan KeAlokasi Waktu Standar Kompetensi
Kompetensi Dasar Indikator
: Bahasa Inggris : XI/4 :2 : 2 x 45 menit : 2. Mengungkapkan makna secara lisan dalam wacana interpersonal dan transaksional, secara formal maupun informal, dalam bentuk mendengarkan permintaan dan perintah yang berkaitan dengan pekerjaan. : 2.5 Mengungkapkan berbagai macam maksud hati. : Ungkapan-ungkapan untuk menyatakan argumentasi digunakan dengan benar.
I.
Tujuan Pembelajaran Pada akhir pembelajaran siswa dapat: • Menggunakan percakapan/ungkapan mengenai; expressing opinions dan expressing arguments • Mengungkapkan dan menerima informasi • Menggunakan kosa kata baru
II.
Materi Ajar • Percakapan-percakapan sederhana yang memuat ungkapan-ungkapan berikut: Expressing arguments A: What do you think about the oceans in our country? B: They are so beautiful. But, I worry I can’t see their beauty anymore. A: Why do you say like that? B: As you know, some of them are being polluted by industrial wave. A: I see. I’ve known it. Expressing opinions I think that’s not true …… What I have in my mind is that …… • Kosa kata yang terkait dengan tema/jenis teks, seperti: pumping, ignore, pollution, chemicals, dll.
III.
Metode Pembelajaran/Teknik: Metode Pembelajaran Komunikatif/Mind Mapping
IV.
Langkah-langkah Pembelajaran A. Kegiatan Awal 1. Guru memberikan salam dan bertegur sapa.
2. Guru mengarahkan siswa pada topik yang akan dibahas dengan mengajukan beberapa pertanyaan. 3. Guru menjelaskan tujuan pembelajaran. B. Kegiatan Inti 1. Guru membentuk kelompok heterogen yang terdiri dari 4-5 orang setiap kelompoknya. 2. Guru dan siswa menentukan permasalahan yang sedang marak dibicarakan dan guru mendeskripsikannya. Pendeskripsian masalah bisa dengan membaca artikel dari koran atau ilustrasi gambar. 3. Guru menuliskan tiap permasalahan yang ditemukan di papan tulis dengan menggunakan kalimat sederhana. 4. Guru menginstruksikan para siswa untuk berdiskusi dengan kelompok masing-masing mencari saran atau solusi untuk menanggulangi masalah tersebut beserta alasannya. 5. Hasil diskusi dipresentasikan dan kelompok lain menanggapi apakah mereka sependapat atau tidak. 6. Guru menuliskan tiap pernyataan siswa dan menyimpulkannya. 7. Guru membahas tiap kosa kata yang berkaitan dan jenis struktur yang dipakai. 8. Siswa membuat kalimat tentang expressing opinions dan arguments secara sederhana dengan menggunakan bentuk kalimat dan pemakaian tenses yang telah dibahas dalam konteks permasalahan yang ada di dalam dan sekitar ruangan kelas kemudian dibahas bersama. C. Kegiatan Akhir 1. Guru menanyakan kesulitan yang dihadapi siswa. 2. Guru menyimpulkan materi pembelajaran. 3. Guru memberikan reward dan menutup kegiatan belajar mengajar. V.
VI.
Alat/Bahan/Sumber Belajar: • Gambar dan media massa yang berkaitan dengan tema • Kurikulum Bahasa Inggris kelas XI/SMK/2007 • Buku teks Bahasa Inggris untuk siswa SMK kelas XI: M. Purwati, E. R. Prasetyaningsih, English for a Better Life, penerbit Pakar Raya tahun 2006 Penilaian: A. Teknik : Tes lisan dan tulisan B. Bentuk : Membuat tanggapan dan kalimat sederhana C. Instrumen : Terlampir
Lampiran Make a suggestion according to the following problems! 1. 2. 3. 4. 5.
The oceans are being polluted by industrial waste. Drinking water is being contaminated because of river pollution. Fish supplies are being depleted due to overfishing. Underground water is being infected by agricultural waste. The air quality is being lowered because of automobile pollution.
Rencana Pelaksanaan Pembelajaran (Experiment Class) Mata Pelajaran Kelas/Semester Pertemuan KeAlokasi Waktu Standar Kompetensi
Kompetensi Dasar
Indikator
: Bahasa Inggris : XI/4 :3 : 2 x 45 menit : 2. Memahami makna dalam wacana tulis interpersonal dan transaksional, secara formal maupun informal, dalam bentuk menyimak permintaan dan perintah yang berkaitan dengan pekerjaan. : 2.1 Memahami percakapan sederhana sehari-hari baik dalam konteks profesional maupun pribadi dengan orang bukan penutur asli. : Pertanyaan dengan pola question tags dan questions words dalam konteks kegiatan sehari-hari diperagakan dan dijawab dengan benar.
I.
Tujuan Pembelajaran Pada akhir pembelajaran siswa dapat: • Menganalisa ide utama dan ide pendukung pada teks tertentu • Menyederhanakan paragraf tertentu • Menyusun ulang suatu paragraf
II.
Materi Ajar • Descriptive text a. The purpose; to describe current activities or events (running commentaries) b. The structure; identification and description c. The language features; specific participants, the use of passive voice of present progressive tense, and action verbs
III.
Metode Pembelajaran/Teknik: Metode Pembelajaran Komunikatif/Cooperative Integrated Reading and Composition (CIRC)
IV.
Langkah-langkah Pembelajaran A. Kegiatan Awal 1. Guru memberikan salam dan bertegur sapa.
2. Guru mengarahkan siswa pada topik yang akan dibahas dengan mengajukan beberapa pertanyaan. 3. Guru menjelaskan tujuan pembelajaran. B. Kegiatan Inti 1. Guru membentuk kelompok heterogen yang terdiri dari 4-5 orang setiap kelompoknya. 2. Guru mendistribusikan hands out yang berisikan teks dan beberapa pertanyaan yang diperlukan. 3. Siswa secara berkelompok bekerja sama saling membacakan, menemukan ide pokok, dan menjawab setiap pertanyaannya. 4. Setiap jawaban yang dihasilkan akan menjadi bagian dari suatu paragraf baru yang harus disusun oleh setiap kelompok setelahnya. 5. Setiap kelompok menunjuk salah seorang anggotanya untuk membacakan hasil temuannya dan dibahas bersama. 6. Guru menyimpulkan dan mengulas setiap kosa kata yeng tercantum dan struktur kalimat yang digunakan. 7. Siswa membuat paragraf pendek dengan pola dan aturan yang sama mengenai hal apapun. C. Kegiatan Akhir 1. Guru menanyakan kesulitan yang dihadapi siswa. 2. Guru menyimpulkan materi pembelajaran. 3. Guru memberikan reward dan menutup kegiatan belajar mengajar. V.
Alat/Bahan/Sumber Belajar: • Gambar dan media massa yang berkaitan dengan tema • Kurikulum Bahasa Inggris kelas XI/SMK/2007 • Buku teks Bahasa Inggris untuk siswa SMK kelas XI: Desmal Dardjis, English, penerbit Bumi Aksara tahun 2004
VI.
Penilaian: A. Teknik : Tes tertulis B. Bentuk : Menjawab pertanyaan dan paragraf pendek C. Instrumen : Terlampir
Lampiran Read the passage below and answer the questions!
Today is April 18th. Elis is seventeen years of age now. She is holding a small party in her house. She is wearing a new pretty dress. It is violet and white. Her classmates are enjoying the party. Some of them are having meals and soft drinks. Others are playing some games, singing, dancing, and listening to the music. Adel, who is special guest for her, is having talk with her. She is really happy for her birthday party because she receives many beautiful birthday presents. 1. What is the date today? 2. Whose birthday it is? 3. How old is she? 4. Is the birthday party is being held by Elis? 5. Is a new pretty dress is being worn by her? 6. Is the party is being enjoyed by her classmates? 7. Are some meals and soft drinks are being had by her friends? 8. Are they playing some games, singing, dancing, and listening to the music? 9. Who is special guest and what is he/she doing? 10. Does she feel happy and why does she feel like that?
Lampiran Jawaban Today is April 18th and it is Elis Birthday. She is seventeen years old. The birthday party is being held and a new dress is being worn by her. The party is being enjoyed and some meals and drinks are being had by her friends. They also are playing some games, singing, dancing, and listening to the music. The special guest is Adel and he is having talk with Elis. She feels really happy because she receives many birthday presents.
Rencana Pelaksanaan Pembelajaran (Experiment Class) Mata Pelajaran Kelas/Semester Pertemuan KeAlokasi Waktu Standar Kompetensi
Kompetensi Dasar Indikator
: Bahasa Inggris : XI/4 :4 : 2 x 45 menit : 2. Mengungkapkan makna secara tertulis dalam wacana interpersonal dan transaksional, secara formal maupun informal, dalam bentuk menyimak permintaan dan perintah yang berkaitan dengan pekerjaan. : 2.2 Mencatat pesan-pesan sederhana baik dalam interaksi langsung maupun melalui alat. : Pesan (message) yang diterima secara langsung dicatat dengan benar.
I.
Tujuan Pembelajaran Pada akhir pembelajaran siswa dapat: • Menyusun ulang kalimat acak • Mencatat pesan yang diterima • Merubah kalimat aktif menjadi pasif dan sebaliknya
II.
Materi Ajar Ungkapan-ungkapan reported speech, seperti: • He said that the tickets are being ordered. • She told that your car is being washed. • The journalists reported that the evacuation is being done. • The executive leader said that the yearly reports are being copied
III.
Metode Pembelajaran/Teknik: Metode Pembelajaran Komunikatif/Concept Sentence
IV.
Langkah-langkah Pembelajaran A. Kegiatan Awal 1. Guru memberikan salam dan bertegur sapa. 2. Guru mengarahkan siswa pada topik yang akan dibahas dengan mengajukan beberapa pertanyaan. 3. Guru menjelaskan tujuan pembelajaran.
B. Kegiatan Inti 1. Guru membentuk kelompok heterogen yang terdiri dari 4-5 orang setiap kelompoknya.
2. Guru mendistribusikan hands out yang memuat sejumlah kalimat acak (scrambled sentences) yang diperlukan dan gambar yang memuat beberapa aktifitas. 3. Siswa secara berkelompok menyusun ulang menjadi kalimat sempurna dan membuat kalimat berdasarkan gambar dengan diberi batasan waktu. 4. Jawaban ditulis di papan tulis dan dibahas bersama. 5. Masih dengan kelompok yang sama, secara berkelompok siswa ditugaskan membuat sebuah laporan kejadian yang sedang berlangsung dengan topik yang tidak terbatas dan menggunakan struktur kalimat yang telah dipelajari. 6. Setiap kelompok mengirim anggotanya untuk membacakan hasil laporannya dengan melingkupi gaya/teknik pembawaan berita. 7. Siswa dapat menggunakan alat bantu seperti gambar, media massa, atau realia lainnya guna mendukung presentasinya. 8. Hasil laporan dibahas untuk setiap kosa kata dan struktur yang digunakan dan didiskusikan bersama. 9. Guru mengadakan post-test selama 25 menit. C. Kegiatan Akhir 1. Guru menanyakan kesulitan yang dihadapi siswa. 2. Guru menyimpulkan materi pembelajaran. 3. Guru memberikan reward dan menutup kegiatan belajar mengajar. V.
Alat/Bahan/Sumber Belajar: • Gambar dan media massa yang berkaitan dengan tema • Kurikulum Bahasa Inggris kelas XI/SMK/2007 • Buku teks Bahasa Inggris untuk siswa SMK kelas XI: Eliza Ratna Muthia, Bahasa Inggris, penerbit Sarana Panca Karya tahun 2006
VI.
Penilaian: A. Teknik : Tes lisan dan tulisan B. Bentuk : Merangkai kalimat acak dan membacakan naskah C. Instrumen : Terlampir
Lampiran Re-arrange these jumbled words into perfect sentences! 1. are – because of – the lives of people – and – poverty – in many cities – ruined
2.
3.
4.
5.
1 2 3 4 5 6 7 – being – overcrowding 8 9 the cutting down – rare plants – are – wildlife – and – of – destroyed – being – 1 2 3 4 5 6 7 8 through – destroyed – rain forest 9 10 11 forests and life – acid rain – are – damaged – rivers and lakes – in – being – 1 2 3 4 5 6 7 due to 8 threatened – air pollution – the health – are – by – older people and children – 1 2 3 4 5 6 being – of 7 8 contaminated – drinking water – being – because of – river pollution – is 1 2 3 4 5 6
Lampiran Jawaban 1. The lives of people are being ruined because of poverty and overcrowding. 2. Rare plants and wildlife of rain forest are being destroyed through the cutting down. 3. Forests and life in rivers and lakes are being damaged due to acid rain. 4. The health of older people and children are being threatened by air pollution. 5. Drinking water is being contaminated because of river pollution.
Rencana Pelaksanaan Pembelajaran (Controlled Class) Mata Pelajaran Kelas/Semester Pertemuan KeAlokasi Waktu Standar Kompetensi
Kompetensi Dasar
Indikator
: Bahasa Inggris : XI/4 :1 : 2 x 45 menit : 2. Memahami makna dalam wacana lisan interpersonal dan transaksional, secara formal maupun informal, dalam bentuk mendengarkan permintaan dan perintah yang berkaitan dengan pekerjaan. : 2.1 Memahami percakapan sederhana sehari-hari baik dalam konteks profesional maupun pribadi dengan orang bukan penutur asli. : Pertanyaan dengan pola question tags dan questions words dalam konteks kegiatan sehari-hari diperagakan dan dijawab dengan benar.
I.
Tujuan Pembelajaran Pada akhir pembelajaran siswa dapat: • Merespon ungkapan/percakapan mengenai; question tags dan questions with question words • Meminta dan memberi informasi • Menggunakan kosa kata baru
II.
Materi Ajar • Percakapan-percakapan sederhana yang memuat ungkapan-ungkapan berikut: Question tags A: Is your ruler being used? B: No, it isn’t. A: Can I borrow it? B: Oh, sure! Questions with question words X: What is happening there? Y: An old building is being destroyed. X: What for? Y: I don’t know. •
Kosa kata yang terkait dengan tema/jenis teks, seperti: display, painting, heard born, original, dll.
III.
Metode Pembelajaran/Teknik: Metode Pembelajaran AudioLingual/Repetition Drill
IV.
Langkah-langkah Pembelajaran A. Kegiatan Awal 5. Guru memberikan salam dan bertegur sapa. 6. Guru mengarahkan siswa pada topik yang akan dibahas dengan mengajukan beberapa pertanyaan. 7. Guru memberikan kertas latihan soal tentang materi yang akan dibahas dan siswa mengerjakannya dengan batas waktu maksimal 25 menit. (pre-test) 8. Guru menjelaskan tujuan pembelajaran. B. Kegiatan Inti 9. Guru membagikan hands out yang memuat dialog rumpang. 10. Siswa melengkapi dialog rumpang tersebut dengan mendengarkan percakapan pada kaset yang diputar. 11. Jawaban dibahas bersama dengan mendengarkan/memutar ulang dialog. 12. Guru membuat percakapan berbalas sederhana. 13. Guru membacakan dialog tersebut dengan atau tanpa melihat teks yang diikuti siswa setelahnya. 14. Guru memilih beberapa kosa kata pada dialog untuk diucapkan kembali dengan jelas dan diikuti siswa setelahnya 15. Siswa mencari definisi dan fungsi dari tiap kata yang ditentukan pada dialog dan dibahas bersama. 16. Siswa menganalisa bentuk kalimat dan pemakaian tenses pada dialog dan dibahas bersama. C. Kegiatan Akhir 4. Guru menanyakan kesulitan yang dihadapi siswa. 5. Guru menyimpulkan materi pembelajaran. 6. Guru memberikan reward dan menutup kegiatan belajar mengajar.
V.
Alat/Bahan/Sumber Belajar: • Cassette tape player dan kaset rekaman percakapan • Hands out • Kurikulum Bahasa Inggris kelas XI/SMK/2007 • Buku teks Bahasa Inggris untuk siswa SMK kelas XI:
Habib Basirun, Improve Yourself; High School English Textbook, penerbit Sarana Panca Karya tahun 2006 VI.
Penilaian: A. Teknik : Tes lisan B. Bentuk : Dialog berpasangan C. Instrumen : Terlampir
Lampiran Listen to the tape and answer the following questions! A B A B A B A B A B A B A B A B A B A B A B
: Look! What’s happening there? : I think a painting is being noticed for its great creature. : Is that a (1) ……… by Leonardo? : No, it is Michelangelo’s paintings. : What do we (2) ……… that painting? : Creation of Adam. : Is it the original one? : No. I don’t (3) ……… so. : Why? : No one will (4) ……… the masterpiece to public. : Really? : Yeah, that painting is one of the most (5) ……… in the world. : So, who is the original one? : I don’t know. However, he (6) ……… be a rich man. : A rich man? : Yeah, that kind of painting may (7) ……… million dollars. : Are you kidding? : No, it’s true. : By the way, was Michelangelo (8) ……… in Italy? : Right. As a matter of fact, he was a student of Leonardo da Vinci. : Wow. I have never (9) ……… that before. : Now, its replica is being (10) ……… for charity.
Answer the questions below according to the previous conversation! 6. How many persons are there in the dialog and what are they doing? 7. Where are they exactly? 8. What does the most expensive painting belong to? 9. Where was Michelangelo born? 10. Why the replica painting is being auctioned?
Lampiran Jawaban Part I 11. Painting 12. Call 13. Think 14. Show 15. Expensive 16. Must 17. Cost 18. Born 19. Known 20. Auctioned Part II 6. There are two persons in the dialog and they are watching the painting exhibition 7. In the museum 8. A rich man 9. Michelangelo was born in Italy 10. The replica painting is being auctioned for charity
Rencana Pelaksanaan Pembelajaran (Controlled Class) Mata Pelajaran Kelas/Semester Pertemuan KeAlokasi Waktu Standar Kompetensi
Kompetensi Dasar Indikator
: Bahasa Inggris : XI/4 :2 : 2 x 45 menit : 2. Mengungkapkan makna secara lisan dalam wacana interpersonal dan transaksional, secara formal maupun informal, dalam bentuk mendengarkan permintaan dan perintah yang berkaitan dengan pekerjaan. : 2.5 Mengungkapkan berbagai macam maksud hati. : Ungkapan-ungkapan untuk menyatakan argumentasi digunakan dengan benar.
I.
Tujuan Pembelajaran Pada akhir pembelajaran siswa dapat: • Menggunakan percakapan/ungkapan mengenai; expressing opinions dan expressing arguments • Mengungkapkan dan menerima informasi • Menggunakan kosa kata baru
II.
Materi Ajar • Percakapan-percakapan sederhana yang memuat ungkapan-ungkapan berikut: Expressing arguments A: What do you think about the oceans in our country? B: They are so beautiful. But, I worry I can’t see their beauty anymore. A: Why do you say like that? B: As you know, some of them are being polluted by industrial wave. A: I see. I’ve known it. Expressing opinions I think that’s not true …… What I have in my mind is that …… • Kosa kata yang terkait dengan tema/jenis teks, seperti: pumping, ignore, pollution, chemicals, dll.
III.
Metode Pembelajaran/Teknik: Metode Pembelajaran AudioLingual/Dialog Memorization
IV.
Langkah-langkah Pembelajaran A. Kegiatan Awal 9. Guru memberikan salam dan bertegur sapa.
10. Guru mengarahkan siswa pada topik yang akan dibahas dengan mengajukan beberapa pertanyaan. 11. Guru menjelaskan tujuan pembelajaran. B. Kegiatan Inti 17. Guru membuat dialog sederhana yang memuat materi dan penggunaan struktur kalimat terkait 18. Guru membacakan dialog tersebut dan diikuti oleh siswa. 19. Dialog bisa dibacakan secara berpasangan ataupun dengan dua kelompok besar dan bergantian. 20. Siswa menghafalkan dialog dan membacanya secara berpasangan atau dua kelompok besar tanpa melihat teks. 21. Dengan dialog yang sama, guru membacakan dialog tersebut dengan mengganti salah satu unsur dari tiap kalimat (subjek, predikat, objek, dll) dan diikuti oleh siswa. 22. Guru menyebutkan sebuah kata dan siswa secara langsung diminta untuk mengucapkan kalimat sederhana. 23. Guru membahas tiap kosa kata yang berkaitan dan jenis struktur yang dipakai. C. Kegiatan Akhir 7. Guru menanyakan kesulitan yang dihadapi siswa. 8. Guru menyimpulkan materi pembelajaran. 9. Guru memberikan reward dan menutup kegiatan belajar mengajar. V.
Alat/Bahan/Sumber Belajar: • Gambar dan media massa yang berkaitan dengan tema • Kurikulum Bahasa Inggris kelas XI/SMK/2007 • Buku teks Bahasa Inggris untuk siswa SMK kelas XI: M. Purwati, E. R. Prasetyaningsih, English for a Better Life, penerbit Pakar Raya tahun 2006
VI.
Penilaian: A. Teknik : Tes lisan B. Bentuk : Membuat kalimat sederhana C. Instrumen : Terlampir
Lampiran Repeat and memorize the following conversations! our oceans?
A: What do you think about our villagers? Indonesian cultures? etc.
B: I think
our oceans are beautiful. our villagers are kind. Indonesian cultures are various.
Rencana Pelaksanaan Pembelajaran (Controlled Class) Mata Pelajaran Kelas/Semester Pertemuan KeAlokasi Waktu Standar Kompetensi
Kompetensi Dasar
Indikator
: Bahasa Inggris : XI/4 :3 : 2 x 45 menit : 2. Memahami makna dalam wacana tulis interpersonal dan transaksional, secara formal maupun informal, dalam bentuk menyimak permintaan dan perintah yang berkaitan dengan pekerjaan. : 2.1 Memahami percakapan sederhana sehari-hari baik dalam konteks profesional maupun pribadi dengan orang bukan penutur asli. : Pertanyaan dengan pola question tags dan questions words dalam konteks kegiatan sehari-hari diperagakan dan dijawab dengan benar.
I.
Tujuan Pembelajaran Pada akhir pembelajaran siswa dapat: • Menyederhanakan paragraf tertentu • Merubah kalimat aktif menjadi pasif dan sebaliknya • Menggunakan kosa kata baru
II.
Materi Ajar Descriptive text d. The purpose; to describe current activities or events (running commentaries) e. The structure; identification and description f. The language features; specific participants, the use of passive voice of present progressive tense, and action verbs
III.
Metode Pembelajaran/Teknik: Metode Pembelajaran AudioLingual/Transformation Drill
IV.
Langkah-langkah Pembelajaran A. Kegiatan Awal 12. Guru memberikan salam dan bertegur sapa. 13. Guru mengarahkan siswa pada topik yang akan dibahas dengan mengajukan beberapa pertanyaan. 14. Guru menjelaskan tujuan pembelajaran. B. Kegiatan Inti
24. Guru mendistribusikan hands out yang berisikan teks dan beberapa pertanyaan yang diperlukan. 25. Guru membacakan teks dan siswa mengikuti setelahnya. 26. Siswa menjawab pertanyaan yang berkaitan dengan teks dan dibahas bersama. 27. Guru menentukan beberapa kosa kata yang dirasa sulit pada teks untuk dilafalkan dan diterjemahkan bersama. 28. Guru menentukan beberapa kalimat pada teks dan siswa diminta untuk merubah jenis kalimat tersebut. 29. Setiap jawaban ditulis ditulis dipapan tulis dan dibahas bersama. C. Kegiatan Akhir 10. Guru menanyakan kesulitan yang dihadapi siswa. 11. Guru menyimpulkan materi pembelajaran. 12. Guru memberikan reward dan menutup kegiatan belajar mengajar. V.
Alat/Bahan/Sumber Belajar: • Gambar dan media massa yang berkaitan dengan tema • Kurikulum Bahasa Inggris kelas XI/SMK/2007 • Buku teks Bahasa Inggris untuk siswa SMK kelas XI: Desmal Dardjis, English, penerbit Bumi Aksara tahun 2004
VI.
Penilaian: A. Teknik : Tes tertulis B. Bentuk : Menjawab pertanyaan dan paragraf pendek C. Instrumen : Terlampir
Lampiran Read the passage below and answer the questions! Today is April 18th. Elis is seventeen years of age now. She is holding a small party in her house. She is wearing a new pretty dress. It is violet and white. Her classmates are enjoying the party. Some of them are having meals and soft drinks. Others are playing some games, singing, dancing, and listening to the music. Adel, who is special guest for her, is having talk with her. She is really happy for her birthday party because she receives many beautiful birthday presents. 11. What is the date today? 12. Whose birthday it is? 13. How old is she? 14. Is the birthday party is being held by Elis? 15. Is a new pretty dress is being worn by her? 16. Is the party is being enjoyed by her classmates? 17. Are some meals and soft drinks are being had by her friends? 18. Are they playing some games, singing, dancing, and listening to the music? 19. Who is special guest and what is he/she doing? 20. Does she feel happy and why does she feel like that?
Lampiran Jawaban Today is April 18th and it is Elis Birthday. She is seventeen years old. The birthday party is being held and a new dress is being worn by her. The party is being enjoyed and some meals and drinks are being had by her friends. They also are playing some games, singing, dancing, and listening to the music. The special guest is Adel and he is having talk with Elis. She feels really happy because she receives many birthday presents.
Rencana Pelaksanaan Pembelajaran (Controlled Class) Mata Pelajaran Kelas/Semester Pertemuan KeAlokasi Waktu Standar Kompetensi
Kompetensi Dasar Indikator
: Bahasa Inggris : XI/4 :4 : 2 x 45 menit : 2. Mengungkapkan makna secara tertulis dalam wacana interpersonal dan transaksional, secara formal maupun informal, dalam bentuk menyimak permintaan dan perintah yang berkaitan dengan pekerjaan. : 2.2 Mencatat pesan-pesan sederhana baik dalam interaksi langsung maupun melalui alat. : Pesan (message) yang diterima secara langsung dicatat dengan benar.
I.
Tujuan Pembelajaran Pada akhir pembelajaran siswa dapat: • Mencatat pesan yang diterima • Merubah kalimat aktif menjadi pasif dan sebaliknya • Menggunakan kosa kata baru
II.
Materi Ajar Ungkapan-ungkapan reported speech, seperti: • He said that the tickets are being ordered. • She told that your car is being washed. • The journalists reported that the evacuation is being done. • The executive leader said that the yearly reports are being copied
III.
Metode Pembelajaran/Teknik: Metode Pembelajaran AudioLingual/Transformation Drill
IV.
Langkah-langkah Pembelajaran A. Kegiatan Awal 15. Guru memberikan salam dan bertegur sapa. 16. Guru mengarahkan siswa pada topik yang akan dibahas dengan mengajukan beberapa pertanyaan. 17. Guru menjelaskan tujuan pembelajaran.
B. Kegiatan Inti 30. Guru menyediakan gambar yang meliputi beberapa aktifitas.
31. Guru menyebutkan beberapa kalimat dari gambar tersebut dan siswa mengulanginya. 32. Guru menunjuk semua atau beberapa siswa untuk mengulangi kalimat sebelumnya dengan melihat gambar. 33. Guru memperlihatkan gambar yang berbeda dan siswa diminta untuk membuat kalimat dengan pola yang sama seperti sebelumnya. 34. Guru mengevaluasi hasil kerja siswa dengan memeriksa hasil tulisannya ataupun dengan menyebutkannya secara lisan. 35. Siswa diminta untuk merubah kalimat yang dihasilkan menjadi kalimat aktif ataupun sebaliknya. 36. Guru mengadakan post-test selama 25 menit. C. Kegiatan Akhir 13. Guru menanyakan kesulitan yang dihadapi siswa. 14. Guru menyimpulkan materi pembelajaran. 15. Guru memberikan reward dan menutup kegiatan belajar mengajar. V.
Alat/Bahan/Sumber Belajar: • Gambar dan media massa yang berkaitan dengan tema • Kurikulum Bahasa Inggris kelas XI/SMK/2007 • Buku teks Bahasa Inggris untuk siswa SMK kelas XI: Eliza Ratna Muthia, Bahasa Inggris, penerbit Sarana Panca Karya tahun 2006
VI.
Penilaian: A. Teknik : Tes lisan dan tulisan B. Bentuk : Merangkai kalimat acak dan membacakan naskah C. Instrumen : Terlampir
Lampiran Make a sentence based on the picture below! Appendix II KISI-KISI PENULISAN SOAL INSTRUMEN PENELITIAN
Jenis Sekolah
: SMK Islamiyah Ciputat - Tangerang Alokasi Waktu
Mata Pelajaran
: 25 menit
: Bahasa Inggris
Jumlah Soal Kurikulum No.
Kompetensi
Urut
Dasar
: 20 soal
: KTSP Materi
Indikator
Bentuk
No.
Spesifikasi
Soal
Tes
Soal
Soal
Pilihan
1-
Ganda
15
ulang kata acak
Pilihan
16 –
menjadi
Ganda
20
Siswa dapat menentukan kata kerja
Memahami
bantu (to be)
percakapan 1.
yang sesuai
sederhana
dengan subjek
sehari-hari
Passive
baik dalam
sebelumnya
Voice of
konteks
dan bentuk
Present
kata kerja past
profesional maupun pribadi
Progressive participle yang Tense tepat Siswa dapat
dengan
menyusun
orang bukan 2.
C2
penutur asli.
C5
kalimat sempurna Penjelasan: C1
: Memorization
C3
: Application
C5
: Synthesis
C2
: Comprehension
C4
: Analysis
C6
: Evaluation
Appendix III RESEARCH INSTRUMENT
Name : Class :
Choose the correct answer by giving mark (X)! 1. The yard … by Charlie Harris. a. is being swept
c. is being sweeped
b. are being swept
d. are being sweeped
2. Mrs. Sharp is washing her clothes in Laundromat because her washing machine … a. are being fix
c. are being fixed
b. is being fix
d. is being fixed
3. Because his car … so Mr. Tom goes to office by bus. a. are being borrowed
c. is be borrowing
b. is being borrowed
d. are be borrowing
4. The computer … thus I can type my letter now. a. aren’t be using
c. isn’t be using
b. aren’t being used
d. isn’t being used
5. The students seem so happy because they … to do a homework. a. isn’t being asked
c. aren’t being asked
b. aren’t be asking
d. isn’t be asking
6. A : Where is your motorcycle, John? B : It … a. do being repaired
c. are being repaired
b. is being repaired
d. does being repaired
7. A : If your guitar …, can I borrow it? B : Just take it! a. isn’t being played
c. doesn’t being played
b. aren’t being played
d. don’t being played
8. A : Mom, can I have my lunch and drink now? B : Wait a moment! Your lunch and drink … a. is being maked
c. are being maked
b. is being made
d. are being made
9. A : Why were your daughter absent today? B : She is sick. She … in the hospital. a. are be nursing
c. is being nursed
b. are being nursed
d. is be nursing
10. A : … the building’s windows … by a window washer? B : Yes, they are. a. are – being cleaned
c. is – being cleaned
b. is – be cleaning
d. are – be cleaning
11. The oceans in Indonesia are not beautiful enough because … by industrial waste. a. it is being polluted
c. it does polluted
b. they are being polluted
d. they do polluted
12. The air is not clean enough because … by automobile pollution.
a. they do contaminated
c. it is being contaminated
b. they are being contaminated
d. it does contaminated
13. The amount of fishes in the sea becomes unstable because … due to overfishing. a. they are being depleted
c. they do being depleted
b. it does being depleted
d. it is being depleted
14. Global planting may create a better environment and, now, … by the government. a. it being accomplished
c. it is being accomplished
b. they are being accomplished
d. they being accomplished
15. The local government concerns about the rules of traffic jam since … well. a. they don’t being applied
c. it doesn’t being applied
b. they aren’t being applied
d. it isn’t being applied
Rearrange the following words into the correct sentences! 16. the computer – because – I – being – can’t – my report – is – used – type 1
2
3
4
5
6
a. 3-5-9-6-2-1-7-2-8
c. 1-5-9-6-2-3-7-2-8
b. 3-5-9-1-2-6-7-2-8
d. 1-5-9-3-2-6-7-2-8
7
8
9
17. discussed – the headmasters? – being – the problems – by – Are 1
2
3
4
a. 6-4-5-1-3-2
c. 2-4-5-1-3-6
b. 6-4-3-1-5-2
d. 2-4-3-1-5-6
5
6
18. while – I – a – massaged – being – reading – am – magazine – am – I 1
2 3
4
5
6
7
8
a. 2-7-1-4-9-10-5-6-3-8
c. 2-7-5-4-10-9-1-6-3-8
b. 8-7-1-4-9-10-5-6-3-2
d. 8-7-5-4-10-9-1-6-3-2
9
10
19. their – The junior – are – coach – being – players – by – trained 1
2
3
4
5
6
7
a. 4-6-8-5-3-7-1-2
c. 4-6-3-5-8-7-1-2
b. 2-6-8-5-3-7-1-4
d. 2-6-3-5-8-7-1-4
8
20. now – radio – The – channel – not – broadcasted – is – new – being 1
2
3
4
5
6
7
a. 1-8-2-4-7-5-9-6-3
c. 3-8-2-4-7-5-9-6-1
b. 1-8-5-7-4-2-9-6-3
d. 3-8-5-7-4-2-9-6-1
8
9
