IMPROVING STUDENTS’ UNDERSTANDING IN LEARNING PASSIVE VOICE OF PRESENT CONTINUOUS TENSE THROUGH ARRANGE WORD GAME (An Action Research Study at First Grade at SMAI Al-Azhar 1 Jakarta)
By: HIJRI RAHMAN 206014000132
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2011 M
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DEPARTEMEN AGAMA UNIVERSITAS ISLAM NEGERI (UIN) SYARIF HIDAYATULLAH JAKARTA FAKULTAS ILMU TARBIYAH DAN KEGURUAN Jl. Ir. H. Juanda No.95 Ciputat 15142 Jakarta
Telp: (62-21) 7443328, 7401925 Email:
[email protected]
SURAT PERNYATAAN KARYA SENDIRI Saya yang bertanda tangan dibawah ini, Nama
: Hijri Rahman
Tempat/Tanggal lahir : Tangerang, 4 September 1988 NIM
: 206014000132
Program Studi
: Pendidikan Bahasa Inggris
Judul Skripsi
: Improving Students’ Understanding in Learning Passive Voice of Present Continuous Tense through Arrange Word Game (An Action Research Study at First Grade at SMAI Al-Azhar 1 Jakarta)
Dosen Pembimbing
: Drs. Syauki, M.Pd
Dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya saya sendiri dan saya bertanggung jawab secara akademis atas apa yang saya tulis. Pernyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah.
Jakarta, 30 Mei 2011 Mahasiswa Ybs
Hijri Rahman NIM. 206014000132
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ACKNOWLEDGEMENT iv
All praise be to Allah, the beneficent and the merciful, who has given the writer His love and compassion to finish the last assignment in his study. Peace and salutation be upon to the prophet Muhammad SAW, his family, his companion, and his adherence. In this occasion, the writer would like to say his great honor and deepest gratitude to his beloved parents: Drs. H. Memed Rahmatullah and Lismalinah, S.Pd, his lovely brother Dzikri Fauzan and Adi Nurfuadi, his lovely sister Eni Nuraini, SH and Yulia Merlisari, S.Ag, and whole family who always gives their love, support, motivation, and advice in accomplishing his study. The writer also would like to express her sincere gratitude to his advisor, Drs. Syauki, M.Pd who has patiently given his valuable help, guidance, and corrections to finish this skripsi. The writer also realizes that he would never finish writing this skripsi without the help of some people around him. Therefore, he would like to say a lot of thanks to: 1. All lecturers and staffs of English Education Department. 2. Drs. Syauki, M.Pd., the head of English Education Department. 3. Neneng Sunengsih, M.Pd., the secretary of English Education Department. 4. Prof. Dr. Dede Rosyada, M.A., the Dean of the Faculty of Tarbiyah and Teachers’ Training Syarif Hidayatullah State Islamic University Jakarta. 5. Drs. Sumarwanto, the head master of SMAI Al-Azhar 1 Jakarta 6. Mariyam, SS., the English teacher of SMAI Al-Azhar 1 Jakarta. 7. All friends in English Department 2006/2007, his beloved friends Dian Harry Maulana, Zulmi Alfarabi, Fikriandi, Latifah, Neneng Qofiah, Ahmad Efendi, Akbar Khadafi, Joko Susanto, Ady Mulyanto, Ryan Nurdin, Rina Maryana, Hudaf Mandhaga and all friends of English Education Department that writer can not
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mention one by one. Thanks for the advice, kindness, support, and everything. The words are not enough to say any appreciations for their help and contributions on this skripsi. May Allah SWT protect and give them happiness throughout their life. Finally, the writer realizes that the skripsi is far from being perfect. It is a pleasure for him to receive constructive critiques and suggestions from the readers. Jakarta, May 2011 The Writer
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ABSTRACT Hijri Rahman. 2011. Improving Students’ Understanding in Learning Passive Voice OF Present Continuous Tense through Arrange Word Game (An Action Research Study at First Grade at SMAI Al-Azhar 1 Jakarta), Skripsi, English Education Department, The Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta. Advisor: Drs. Syauki, M.Pd. Keywords:
Students’ Understanding, Passive voice of present continuous tense, Arrange word game technique
This study is aimed to know whether arrange word game technique improve students’ understanding of passive voice present continuous tense at class X.3 of SMAI Al-Azhar 1 Jakarta. This study is categorized as the Classroom Action Research (CAR) method in which it is used to identify and to solve the problem on students’ understanding of passive voice present continuous tense. In this Classroom Action Research, the writer implements the Hopkins’s design. Meanwhile, the data derived from the interview, questionnaire, observation, and test (pretest and posttest). Based on the research findings, it can be said that the use of arrange word game technique in teaching passive voice of present continuous tense is success since the criteria of success is achieved. The criterion of success of this research is 70% of students who can pass the Kriteria Ketuntasan Minimal (KKM). which is 75. And the result of the posttest 2 shows that there are 90.32% or 28 students pass the KKM. Besides, the significant improvement is proven by the result of interview, observation, and questionnaire. In sum up, the result of interview, observation, and questionnaire shown that students have a good improvement in learning passive voice of present continuous tense after implementing arrange word game technique in the teaching learning process.
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ABSTRAK Hijri Rahman. 2011. Improving Students’ Understanding in Learning Passive Voice OF Present Continuous Tense through Arrange Word Game (An Action Research Study at First Grade at SMAI Al-Azhar 1 Jakarta), Skripsi, English Education Department, The Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta.
Pembimbing: Drs. Syauki, M.Pd. Kata Kunci:
Pemahaman Siswa, Passive voice present continuous tense, Tehnik permainan acak kata.
Penelitian ini bertujuan untuk mengetahui apakah tehnik permainan acak kata dapat meningkatkan pemahaman siswa terhadap passive voice present continuous tense. Penelitian ini dikategorikan sebagai Penelitian Tindakan Kelas (PTK); untuk mengidentifikasi dan mengatasi permasalahan pemahaman siswa pada materi passive voice present continuous tense. Adapun model Penelitian Tindakan Kelas yang digunakan menganut pada model penelitian Hopkin. Data yang diperoleh berasal dari wawancara terhadap guru, angket untuk murid, observasi di kelas, dan test (pretest dan posttest). Berdasarkan hasil penelitian, menunjukan bahwa penggunaan tehnik permainan acak kata dalam pengajaran passive voice present continuous tense berhasil, karena criteria kesuksesan dapat dicapai. Kriteria kesuksesan peneletian ini adalah 70% persen siswa dapat mencapai nilai Kriteria Ketuntasan Minimal (KKM) yaitu 75. Dan hasil posttest 2 menunjukan bahwa 90.32% atau 28 siswa mencapai Kriteria Ketuntasan Minimal (KKM). Peningkatan yang signifikan dibuktikan dari hasil interview, observasi dan angket. Singkatnya, hasil dari interview, observasi dan angket menunjukan bahwa siswa mengalami perkembangan yang baik dalam mempelajari passive voice present continuous tense setelah di terapkannya tehnik permainan acak kata dalam proses belajar mengajar.
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TABLE OF CONTENT TITLE ................................................................................................................ SURAT PERNYATAAN KARYA SENDIRI ................................................ APPROVAL ..................................................................................................... ENDORSEMENT ............................................................................................. ACKNOWLEDGEMENT ................................................................................ ABSTRACT ....................................................................................................... TABLE OF CONTENT .................................................................................... LIST OF TABLES ........................................................................................... LIST OF FIGURES ......................................................................................... LIST OF APPENDICES .................................................................................
i ii iii iv v vii ix xii xiii xiv
CHAPTER I
: INTRODUCTION ........................................................... A. Background of the Study .............................................. B. Formulation of the Study .............................................. C. Objective of the Study .................................................. D. Method of the Study .................................................... . E. Significance of the Study ............................................
1 1 4 4 5 5
CHAPTER II
: THEORETICAL FRAMEWORK ................................ A. Passive Voice of Present Continuous Tense ................ 1. The Understanding of Passive Voice ..................... 2. The Understanding of Present Continuous tense ... 3. The Passive Voice of Present Continuous tense .... B. Arrange Word Game .................................................... 1. The Understanding of Game .................................. 2. Arrange Word Game ..............................................
6 6 6 11 12 16 16 22
CHAPTER III
: RESEARCH METHODOLOGY ................................. 25 A. The Method of Research ...................................................... B. The Subject and the Object of Study .................................... 1. The Subject of Study .................................................... 2. The Object of Study ..................................................... C. The Research Setting .......................................................... 1. The Role of the Writer and the Teacher on the Study 2. The Time and Place of the Study ................................. D. The Research Design ........................................................... E. The Classroom Action Research (CAR) Procedures ............ 1. Planning Phase ............................................................
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25 25 25 26 26 26 26 26 29 29
2. Acting Phase ................................................................. 3. Observing Phase ........................................................... 4. Reflecting Phase ........................................................... F. The Technique of Collecting Data ...................................
30 30 31 31
a. Observation ........................................................... b. Interview ................................................................ c. Test .............................................................................. d. Questionnaire ........................................................ The Research Instrument .............................................. 1. Lesson Plan ............................................................ 2. Observation Sheet of Learning Activities .............. 3. Questionnaires ........................................................ 4. Test ......................................................................... Test Validity Analysis .................................................. A. Difficulty Level ...................................................... B. Distinguishing ........................................................ The Technique of Data Analysis .................................. The Criteria of the Action Success .................................
31 32
G.
H.
I. J. CHAPTER IV
32
34 35 35 35 35 35 36 36 36 36 38
: RESEARCH FINDINGS ................................................ 39 A. Data Description ........................................................... 39 1. Before Implementing the Action ........................... 39 a. The Result of Pre Interview .................................. b. The Result of Pre Research .................................. c. The Result of Pre Questionnaire ........................... d. The Result of Pre Test .......................................
39 40 41 45
2. The Implementation of the Action ........................ 47 a. Cycle 1 ................................................................. 47 1) Planning ........................................................ 2) Acting ........................................................... 3) Observing ...................................................... 4) Reflecting ...................................................... b. Cycle 2 ................................................................. 1) Planning ........................................................ 2) Acting ........................................................... 3) Observing ...................................................... 4) Reflecting ......................................................
3.
47 48 48 52 53 53 53 54 58
After Implementing the Action ............................ 59 a. The Result of Post Interview .......................... 59 b. The Result of Post Questionnaire ................... 60
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c. The Result of Post Test ..................................... B. Data Interpretation ........................................................ 1. The Interpretation of Interview ............................. 2. The Interpretation of Observation ......................... 3. The Interpretation of Questionnaire ...................... 4. The Interpretation of Test ...................................... CHAPTER V
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68 68 69 70 70
: CONCLUSION AND SUGGESTION .......................... 72 A. Conclusion .................................................................... 72 B. Suggestion .................................................................... 72
BIBLIOGRAPHY ............................................................................................ 73 APPENDICES ................................................................................................... 75
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LIST OF TABLES Table 3.1 Table 3.2 Table 3.3 Table 4.1 Table 4.2 Table 4.3 Table 4.4 Table 4.5 Table 4.6 Table 4.7 Table 4.8
The Schedule of the Research ............................................ The Blueprint of Pre Questionnaire .................................... The Blueprint of Post Questionnaire ................................... The Result of Pre Questionnaire ......................................... The Result of Pre Test .......................................................... The Learning Processing Cycle I ......................................... The Activity of the Teacher and the Students in Cycle I ..... The Learning Processing Cycle II ........................................ The Activity of the Teacher and the Students in Cycle II .... The Result of Post Questionnaire ......................................... The Result of Post Test ........................................................
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30 34 34 42 46 49 50 55 57 61 64
LIST OF FIGURES Figure 3.1
Hopkin’s Action Research Design .......................................
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LIST OF APPENDICES Appendix 1 Appendix 2a Appendix 2b Appendix 3 Appendix 4a Appendix 4b Appendix 4c Appendix 5a Appendix 5b Appendix 5c Appendix 6a Appendix 6b Appendix 6c Appendix 7a Appendix 7b Appendix 8a Appendix 8b Appendix 9a Appendix 9b Appendix 10a Appendix 10b Appendix 11 Appendix 12 Appendix 13 Appendix 14
Interview for the English Teacher before the Action ......... The Lesson Plan of Cycle 1 ................................................. The Lesson Plan of Cycle 2 ................................................. The Questionnaire for Students Before the Action ............. The Blueprint of Pretest ....................................................... The Blueprint of Posttest 1 .................................................. The Blueprint of Posttest 2 .................................................. The Item Analysis of Pretest................................................ The Item Analysis of Posttest 1 ........................................... The Item Analysis of Posttest 2 ........................................... The Question of Pretest ....................................................... The Question of Posttest 1 ................................................... The Question of Posttest 2 .................................................. Arrange Word Game Material Cycle 1 ............................... Arrange Word Game Material Cycle 2 ............................... Arrange Word Game Answer Sheet Cycle 1 ....................... Arrange Word Game Answer Sheet Cycle 2 ...................... Observation Sheet of Cycle 1 ............................................ Observation Sheet of Cycle 2 ............................................ Field Note Cycle 1 ............................................................. Field Note Cycle 2 ............................................................. The Questionnaire for Students after the Action ............... The Student’s Score ............................................................ The Graph of Students’ Score ............................................. Interview for the English Teacher after the Action .............
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75 78 82 86 88 89 90 91 93 95 97 100 103 106 107 108 109 110 112 114 116 118 120 122 123
CHAPTER I INTRODUCTION This chapter presents the general account of the present study. It covers background of the study, formulation of the problem, objective of the study, method of the study and significance of the study.
A. Background of the Study People use language for doing things with each other, and their use of language itself a join action.1 By language, they understand each other, and interest as part of a society. There are many languages used in this world, such as Indonesia, English, Arabic, French, Chinese, Japanese, and many others. One of languages used in this world is English language, and now English becomes an international language. Every human being who speaks a language knows its grammar. When linguists wish to describe a language, they attempt to describe a language.2 Grammar is one of the important aspects in teaching and learning English. Every student has to understand English grammar, because grammar has the core position in learning English language, without learning grammar, the student cannot use English well. Obviously, for example the students need to know about tenses, they may have difficulty to differ between present tense, past tense, and future tense, and any other grammar materials. And one of tenses which make student confused is present continuous tense, because when they are demanded to speak based on the tenses, they have to be aware about the time and the verb forms, and also they have to differ between the activity that is in progress or not, unlike the Indonesian language patterns
1
Clark H. Clark, using language, (New York: - Cambridge university press, 2008), p.
387. 2
Victoria Fromkin and Robert Rodman, an introduction to language, ( London: - HBC publishers 1998) P. 14
1
2
where the time and the verb forms are regardless. Beside of that present continuous tense is stated in curriculum for the first grade of SMA. Generally, the student felt confused to change an active voice of present continuous tense into a passive voice of present continuous tense, because in the passive voice, the object of an active verb becomes the subject of the passive verb.3 Passive voice is generally difficult to be understood because of its rule and formula which are dissimilar with active voice. So they felt confused, and sometime they made many mistakes in placing an object and a subject. One of the important aspects in learning foreign language is the method of teaching. The method of teaching can help the teacher to solve the student’s learning problem. Teaching methods can best be defined as the types of principles and methods used for instruction. There are many types of teaching methods, depending on what information or skill the teacher is trying to convey. For effective teaching to take place, a good method must be adopted by a teacher. A teacher has many options when choosing a style by which to teach. The teacher may write lesson plans of their own, borrow plans from other teachers, or search online or within books for lesson plans. When deciding what teaching method to use, a teacher needs to consider students' background knowledge, environment, and learning goals. Teachers are aware that students learn in different ways, but almost all children will respond well to praise. Students have different ways of absorbing information and of demonstrating their knowledge. Teachers often use techniques which cater to multiple learning styles to help students retain information and strengthen understanding.4 Many methods are used in teaching English language, such as grammar translation method, direct method, oral approach, situational language teaching, audio-lingual method, total physical response, the silent way, communicative 3
Betty Schrampfer Azhar, Understanding and Using English Grammar, (New York: Longman, 2002), p.208 4
Wikipedia, Teaching Method. This article is accessed on March, 2009 from
http://en.wikipedia.org/wiki/Teaching_method
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language teaching, natural approach, cooperative language teaching, competencybased language teaching, games method, collaboration method and any others method. According to Asser, an important condition for successful language learning is the absence of stress. First language acquisition takes place in stressfree environment, whereas the adult language learning environment often causes considerable stress and anxiety.5 And many methods can be used for reducing the stress, one of them is game technique, because game is suitable for all levels and students will fell fun and happy. The teacher can make his own game to make his students understand the lesson and also they fell very fun and happy. SMAI Al – Azhar 1 Jakarta is one of the schools which are conducting games in teaching learning process. According to the English teacher, games are the way to eliminate students’ saturation and it makes them interested to learn6. One of the games that the writer has made is “arrange word game”. Arrange word game is the game which the words are jumbles, and the teacher asks the students to arrange the jumble word into a complete sentence as much as possible. The writer thinks this game will be very useful for making easy student understanding in learning tenses. The writer has used this game in two schools that the writer has taught in it. And the writer thinks this game will make first grade student of SMAI Al-Azhar 1 Jakarta easy to understand passive voice of present continuous tense. According to the writer’s experience the most benefit of this game enables the students to have strong memory in remembering the form of passive voice present continuous tense, and they will not forget the form of passive voice present continuous tense. The writer thinks that it is necessary to find out an alternative way to create suitable and interesting techniques related to students’ condition. They need to be delivered any practices to assist them in increasing grammar comprehension.
5
Jack C Richard and Theodore Rodgers, Approaches and methods in language teaching, (New York: Cambridge university press, 2007), p.75. 6
2011.
Taken from the interview result with the English teacher on Wednesday, March 2nd
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For the need of research, the writer chooses the first grade class because, according to the curriculum this class has to learn passive voice. Therefore, the students’ grammar comprehension needs to be developed. In this research, the writer focuses on passive voice of present continuous tense. It is based on the recommendation from the teacher. Then, the writer realizes that all of those problems are impossible to be solved in a time. That is why the writer tries to find out an appropriate strategy to increase students’ grammar understanding better that is through arrange word game which considered as one way of grammar comprehension techniques toward passive voice of present continuous tense. Here, the writer’s basic assumption is students need to learn how to make a sentence of passive voice of present continuous tense by finding jumble words and arrange them intro many sentences of passive voice present continuous tense to make easy their understanding. In other words, through the ability to make a good sentence, to arrange any words into a good sentence, to increase their creativity, and it enables them to have a strong memory of remembering the form of passive voice present continuous tense.
B. Formulation of the Problem To make the study easy to understand, the writer formulates the problem as follows: “Can arrange word game increase students’ understanding in learning passive voice of present continuous tense?” In addition, “How does arrange word game increase students’ understanding in learning passive voice of present continuous tense?”
C. Objective of the Study The objectives of the study are to know whether arrange word game can increase students’ understanding in learning passive voice of present continuous tense for the first grade of SMAI Al – Azhar 1 Jakarta, and to describe how the implementation of arrange word game in increasing students’ understanding of learning passive voice present continuous tense.
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D. Method of the Study In this research the writer takes classroom action research (CAR). The writer will conduct several meeting in teaching passive voice present continuous tense. He will give the student test of passive voice present continuous tense (pretest) before the action research in the class. The pre-test is not the same as the post-test. The pre-test held to know whether the students have same level of knowledge. And the post-test will take twice test, to know whether the students understand the passive voice present continuous tense.
E. Significance of the Study The contributions of this technique are conveyed to: First, for the teacher. It gives the alternative solution in teaching grammar skill. Second, is for students. It assists them to solve their problems in making a sentence of passive voice present continuous tense and it can help them to improve creative thinking skills. Third, is for the institution of SMAI Al – Azhar 1. It can be beneficial regarding to improve the education quality.
CHAPTER II THEORETICAL FRAMEWORK This chapter covers some theories related to the study. The discussions focus on passive voice of present continuous tense, and arrange word game.
A. Passive Voice of Present Continuous Tense 1. The Understanding of Passive Voice Passive voice is the opposite of active voice in sentence pattern, as writer told in the first chapter, in the passive voice, the object of an active verb becomes the subject of the passive verb1, in other word the object in the active sentence moved into subject position in the passive sentence. 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. In forming passive voice, there are three ways of forming passive voice, such as (1) The object in the active sentence moved into subject in position in the passive sentence, (2) the subject moved to the end of the sentence and by was inserted before it – the sentence now has an agent by phrase, (3) The main verb was changed to its past participle form and the appropriate form of be was inserted before it.2 As example bellow: Active voice
“I eat the rice”
Changed into passive voice: “The rice is eaten by me” A verb is said to be in the active voice when it expresses an action performed by its subject. A verb is in the passive voice when the action it 1
Betty Schrampfer Azhar, Understanding and Using English Grammar, (New York: Longman, 2002), p.208 2
Ron Cowan, The Teacher’s Grammar of English (Cambridge: Cambridge University Press, 2008), p. 392.
6
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expresses is performed upon its subject. The object of the active sentence has become the subject of the passive one. The subject of the active sentence is expressed in the passive sentence only in prepositional phrase. In fact, it can be omitted from the passive sentence altogether. The verb in a passive sentence is always a verb phrase that includes a form of the verb be and the past participle of the main verb. If other helping verbs appear in the active sentence, they must also be included in the passive3. Here some examples of related active and passive sentences: S
O
ACTIVE : Willa Cather wrote My Antonia S PASSIVE : My Antonia was written by Willa Cather S
O
ACTIVE : Tono has made a cake S PASSIVE : A cake has been made by Tono
In the sentence above, Willa Carter and Tono are the subjects who perform the action which is wrote and made. It will be different if the active sentence above changed into the passive voice. Willa Carter and Tono as the subject of active sentence will become an object who receives the action or in other words, it can be said that the action it expresses which is wrote and made are performed upon its subject which is Willa Carter and Tono. Every sentence, at least, contains of a subject and a verb. Based on the explanation above, a sentence which has no object, or it is usually called 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
3
John E Warriner, English Grammar and Composition, (New York: Harcout Brain Javanovich Publisher, 1982), p. 166
8
Azar writes, “Only transitive verbs are used in the passive. It is not possible to use intransitive verbs in the passive”.4 The passive occurs in all tenses, with all the verb phrase combination5, for example: No
Tenses
1
Simple present
Active Mary helps the boy
Passive
Note
The boy is helped by Mary
2
3
4
Present
Mary is helping the
The boy is being
progressive
boy
helped by Mary
Present perfect
Mary has helped the
The boy has been
boy
helped by marry
Mary helped the boy
The boy was helped
Simple past
by Mary 5
6
7
8
9
Past
Mary was helping
The boy was being
progressive
the boy
helped by Mary
Past perfect
Mary had helped the
The boy had been
boy
helped by Mary
Mary will help the
The boy will be
boy
helped by Mary
Mary is going to
The boy is going to be
help the boy
helped by Mary
Mary will have
The boy will have
helped the boy
been helped by Mary
Simple future
Be going to
Future perfect
From the examples above, the writer concludes every tense has different form. The form simple present is be + past participle, the form of present 4
Betty Schrampfer Azar, Understanding and Using English Grammar, (New York: Longman, 2002), p. 208 5
214
Eugane J. Hall, Grammar for Use, (Jakarta Barat: Binarupa Aksara Publisher, 1993), p.
9
progressive is be +being + past participle, the form of present perfect is has/have +been + past participle, the form of simple past is was/ware + past participle, the form of past progressive is was/were +being + past participle, the form of past perfect is had +been + past participle, the form of simple future is will/going to +be + past participle, and the form of future perfect is will +have + been + past participle,. Moreover, passive voice has two types of passive sentence, they are: a. Passive without agent by – phrase Usually the passive is used without agent by – phrase. The passive is most frequently used when it is not known or not important to know exactly who perform an action. 6 For example: “Rice is grown in India.” From the example, the writer assumes that the rice is grown in India by people, by farmer, or by someone else. It is not known or important to know exactly who grows rice in India. Passive without agent by – phrase is also called short passive. There are many reasons why a native speaker may decide to use short passives in speech and writing includes the following:
The most obvious reason for not including the agent is that the speaker does not know who the agent is.
For example: “His car was stolen in Detroit”
The speaker does not want to reveal who the agent is. For example, he or she may use the agentless passive to avoid assigning blame, as in:
“Rather than dwelling unnecessary on the causes of this fiasco, let‟s just say that mistakes were made.”
The identity of the agent can be assumed or understood, so it is not necessary to mention the agent.
For example: “Our grapes are usually harvested in late August.”
6
Betty Schrampfer Azar, Understanding and Using English Grammar, (New York: Longman, 2002), p. 211
10
The speaker is interested more in the action being reported than in the agent that carries it out.
For example: “The animals were first given a cue for an orientation, and than a series of grating was presented”7 b. Passive with agent by – phrase The by – phrase is included only if it is important to know who perform an action8. For example: “That poem was written by Emily Dickenson.”9 The example told the agent of the poet writer, where the sentence by Emily Dickenson is an important information. Else, subject of passive sentences in the corresponding active sentence may be:
Direct object The professor was dismissed by the dean
Indirect object Suzy was given many presents by her father
Object of preposition This bed has been slept in by president
Object complement That he had special privileges was resented by everyone10
7
Ron Cowan, The Teacher’s Grammar of English, (Cambridge: Cambridge University Press, 2008), p. 394 – 395 8
Betty Schrampfer Azar, Understanding and Using English Grammar, (New York: Longman, 2002), p. 211 9
Marcel Danesi, Ph.D, Basic American Grammar and Usage, (New York: Baron Educational series, 2006), P.172 10
Cowan, The Teacher’s…, p. 398
11
2. The Understanding of Present Continuous Tense The present continuous expresses an activity that is in progress at the moment of speaking. It is a temporary activity that began in the past, is continuing at present, and will probably end at some point in the future.11 According to Ron Cowan, present continuous tense is formed with a present form of be (i.e., am, is, are) and the present participle of the main verb12, for example: John is sleeping right now. I need an umbrella because it is raining The students are sitting at their desks right now The formation of preset continuous tense is concluded as below:13 SUBJECT + BE + VERB+ING
Affirmative and negative Subject
Be
He She It you They We I
Interrogative Verb+ing
Be
Be
is isn't
Is Isn't
are aren't
are aren't
He She It you They We
doing
am
am
am not
am not
Verb+ing
doing
I
Furthermore, here are some functions of usage present continuous tense declared by Marianne and Celce and Diana Larsen:
11
Azar, Understanding …, p. 13
12
Ron Cowan, The Teacher’s Grammar of English, (Cambridge: Cambridge University Press, 2008), p.362. 13
Margaret Close Sacco, The Simple Present and Progressive present tense , (Ottawa: Canada, 1982),p. 11
12
a.
Activity in progress: He is attending a meeting now.
b. Extended present (action will end and therefore lacks the permanence of the simple present tense): I am studying geology at the University c. A temporary situation: Phyllis is living with her parent d. Repetition or iteration in a series of similar ongoing action: Henry is kicking the soccer ball around the backyard e. Express future (when event is planed; usually with a future – time adverbial) She is coming tomorrow f. Emotional comment on present habit (usually co-occurring with frequency adverb always or forever): He is always wearing the glasses (approving) He is forever acting up at these affairs. (disapproving) g. A change in progress: She is becoming more and more like her father14 In addition, other perceptions of the usage of present continuous tense sated by Ron Cowan are: h. Giving statement more emotional strength and intensity: This operation is really costing a lot of money i. Focusing on behavior as a change from the norm You are being stubborn15
3. The Passive Voice of Present Continuous Tense As they have already been explained, passive voice is a sentence which is formed by to be, followed by past participle and composed by transitive verbs,
14
Marianne Celce Murcia and Diane Larsen Freeman, The Grammar Book, (New York: Heine and Heinle publishers, 1999), p.117 15
Ron Cowan, The Teacher’s Grammar of English, (Cambridge: Cambridge University Press, 2008), p.363
13
while the present continuous tense is a tense expresses an activity that is in progress at the moment of speaking. If both are fused, there will be a new definition that passive voice of present continuous tense is an expression of present continuous tense in form of passive. As it has mentioned above, the form of passive voice present continuous tense is be +being + past participle. The passive voice subject determines whether the verb be is singular or plural. Present
Active
Passive
Continuous
Students are making a cake
Tense
Sinta is buying three books
A cake is being made by students Three books are being bought by Sinta
Here, there will be a classification of sentence as an example above according to its words composition. The sentence : Students are making a cake Subject to be V-ing Object Analysis
: The sentence has subject (students), to be + V-ing (are making) and object (a cake). Its verb belongs to present continuous tense and transitive verb because there is an object follows. Thus, it may become passive and it is shown as follows:
The Sentence : A cake is being Subject to be + V-ing Analysis
made by students past participle
: Subject in passive sentence (a cake) 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. Furthermore, as it has been demonstrated, the transformation of verb belongs to passive present continuous 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 third person (they). Subject (a
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cake) is singular 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
The passive voice present continuous tense can be presented in affirmative, negative, and interrogative form. To make passive voice present continuous tense in affirmative sentence, the following formula is: subject + to be (am /is /are) + being + past participle + by agent. To make passive voice present continuous tense in negative sentence, the following formula is: subject + to be (am /is /are) + not + being + past participle + by agent. To make passive voice present continuous tense in interrogative sentence, the following formula is: to be (am /is /are) + subject + being + past participle + by agent.
a. Affirmative sentence Subject
To be
V-ing
They
Past Participle called
object by their
Complement -
instructor The magazines which I like very much
are read being
My old car
repaired
by my big
-
brother by a mechanic
-
by his/her
to help her
mother
job
is Tono/Tini/she/he
asked
15
b. Negative sentence Subject
To
Negative
be
Sign
V-ing
Past
They
called
The magazines which I like very much
object
Participle
Complement
by their
-
instructor
are
by my big
-
brother by a mechanic
-
by his/her
to help her
mother
job
read not
My old car
being repaired
is Tono/Tini/she/he
asked
c. Interrogative sentence To
Subject
be
V-ing
They are
Past Participle called
object by their
Complement -
instructor? The anime books
read
which I like very much being My old car
repaired
by my big
-
brother? by a mechanic?
-
by his/her
to help her
mother
job?
is Tono/Tini/she/He
asked
16
B. Arrange Word Game 1. The Understanding of Game Game is an activity which is entertaining and engaging, often challenging, and an activity in which the learners play and usually interact with other.16 According to the statement above, it means that any activity which is interesting, sometimes challenging, and which can make the students enjoy playing and interacting each other can be called a game. Another definition about the game is an activity with rules, a goal and an element of fun.17 Wolfgang Kramer states in his article that “In the German language, a game is any activity which is executed only for pleasure and without conscious purpose. In this definition every activity that brings pleasure is a game.”18 Sometime teaching English grammar can be hard going for the teacher and students. It doesn‟t have to be difficult of faithful, however. English teacher can teach English using fun, attractive, and communicative games. This way makes the students willing to learn English grammar. Enjoyment of games is not restricted by age. Some individuals, regardless of age, may be less fond of games than others. But so much depends on the appropriateness of the games and the role. Young learner and adult are very willing to play games.19 In addition, by using the game, the teacher can create the attractive and fun situation, if the teacher can create situations like those suggested
16
Andrew Wright, Games for Language Learning; Third Edition, (Cambridge: Cambridge University Press, 2006), p. 1 17
Jill Hadfield, Advanced Communicative Games, (Hong Kong: Nelson House, 1987), P.iii
18
Wolfgang Kramer, what is a Game. This article is accessed on October 29, 2008 from http:www.thegamesjournal.com/articles/WhatIsaGames.html 19
Andrew Wright, Games for Language Learning; New Edition, (Cambridge: Cambridge University Press, 1984),P. 2
17
above, such students will find themselves drawn into an atmosphere in which they can forget about their lack of confidence and begin to take part alongside the less shy or the more competent students.20 Furthermore, the objective of games must be clear that the students know what they are expected to do in the activities. Sometimes the teachers use a strategy in playing game to make them interesting. It is according to Oxford Learner’s Pocket Dictionary, game is “a secret plan or trick.”21 It means that the teachers can make the games more interesting by tricks. They can also have an unlimited goal as a secret plan that is the grammar item to be acquired by the students, if it is connected to the language teaching activity. There are many reasons why English teachers are using game techniques in their teaching, such as:
1. Language learning is hard work Language learning is hard work. One must make an effort to understand, to repeat accurately, to adapt and to use newly understood
language
in
conversation
and
in
the
written
composition. Effort is required at every moment and must be maintained over a long period of time. Games help and encourage many learners to sustain their interest and work. 2. Experiencing language Games also help the teacher to create contexts in which the language is useful and meaningful. The learners want to take part, and in order to do so must understand what others are saying or have written, and they must speak or write in order to express their own point of view or give information. Games provide one way of
20
L.A. Hill and R.D.S. Fielden, English Language Teaching Game, (London: Evans Brothers Limited, 1974) p.iv 21
Martin H. Manser, Oxpord Learner’s Pocket Dictionary, (London: Oxpord University press, 1991) p.171
18
helping the learners to experience language rather than merely study. 3. Repeated use of language item Many games cause as much use of particular language items as more conventional drill exercises; some game do not. What matters, however, is the quality of practice. The contribution of drill exercises lies in the concentration on a language form and its frequent occurrence during a limited period of time. Many games similarly provide repeated occurrence and use of a particular language form. By making language convey information and opinion, games provide the key feature of „drill‟ with the added opportunity to sense the working of languages as living communication. Games involve the emotions, and the meaning of the language is thus more vividly experienced. It is, for this reason, probably better absorbed than learning based on mechanical drill 4. Central to learning If it is accepted that games can provide intense and meaningful practice of language, then they must be regarded as central to a language teacher‟s repertoire and not merely a way of passing the time.22
Teacher should be careful to choose situations that are interesting for the students, since this device helps them to arrange new sentence. It is very useful so that teacher can convey the meaning and context in very clear and easy ways. In learning foreign language the most important thing, is the feeling of fun and pleasant. Competition against others is not the essential ingredient of games, but challenge often is. In competition, some of the 22
Wright, Games for…, p. 2
19
students win and other lose which sometimes can be destructive for some students. In challenge, everyone feels inspired to „have a go‟ and do their best. The role of games in teaching and learning grammar cannot be denied. However, in order to achieve the most from grammar games, it is essential that suitable games are chosen. To use games in language teaching learning activity effectively and successfully, as the teacher of English, we should think carefully about the selection of games we want to implement at the classroom. There are so many games can be used in teaching grammar. Therefore, in this paper the writer only uses one game, it is arrange word game. According to Andrew Wright, there are eight main games in language learning such as: 1. Icebreakers and warmer Before beginning of the lesson, the teacher can do ice breaker games with a new class and warmer. Games and playfulness as a way of warming people and helping them to focus their minds. 2. Mainly speaking The games in this section offer a reason for speaking, and thus they can give learners a confirmation and confidence resulting from the successful use of the language or a warning signal on the unsuccessful use of the language. 3. Mainly listening This game is used for non–verbal response, that is to say, „listen and do‟. The „doing‟ shows, in a fair and accurate way, the extent to which the learner has listened and understood. 4. Mainly writing The games in this section assume the close relationship between form and communicative purpose.
20
5. Mainly reading Two important skills are concentrated on this game, namely skimming for gist, when the learner find out at speed what content a text contains, and scanning, when they search a text for some particular item. 6. Mainly vocabulary and spelling The aim of this section is to help the learner experience the meanings of the words in contexts. Occasionally, it may be necessary to draw attention to the form of a word as well as its meaning. 7. Mainly grammar The games in this section focus on particular points of grammar and give the learner the opportunity to experience the language in use in contexts that are meaningful and enjoyable, and to practice using them over and over again. 8. Solo games This game is helpful to give the learners an opportunity to experience how to select and apply different types of game to suit their specific needs.23 Besides that, Andrew Wright has stated in his book there are seven types of game, such as: 1. Care and share „Caring and sharing game include all those games in which the learner feels comfortable while sharing personal information with other learner. 2. Do : Move, mime, draw, obey The learner is expected to do something non-verbally in response to a read or a heard text. 3. Identify: Discriminate, guess, speculate
23
Wright, Games for…, p. 11 - 171
21
The learner is challenged to identify something which is difficult to identify or to hypothesis about something which is then compared with the facts. 4. Describe The learner is challenged to describe something to another learner, by speaking or writing. 5. Connect: Compare, match, group The learner is challenged to connect, compare match, or group various items of information, perhaps pictures or texts, objectively or subjectively. He or she uses language to describe or comment on the pairs or groups of information. 6. Order The learner is challenged to put various bits of information into an order of quality and importance, subjectively or objectively, or to put texts, pictures, objects, into a development sequence, also subjectively or objectively. 7. Remember The learner tries to remember something and then communicate what he or she has remembered. 8. Create The learner is challenged or invited to make a story, write a poem or produce some kind of material using their imagination.24
Finally, let the writer sums up, games are any kind of the interesting activities, sometimes challenging, which have rule – even the simple one and can be done in the classroom and accommodate the lesson that make pleasant atmosphere that students enjoy being involved in and motivated.
24
Wright, Games for…, p. 4-5
22
2. Arrange Word Game According to Elayne Masters, teachers can fill a vocabulary lesson plan with a variety of learning resources, including games, workshops, and other activities. The goal is to make learning vocabulary fun.25 This statement inspired the writer to make a game for language teaching. As it has already been mentioned in the first chapter, one of the games that the writer has made is “arrange word game”. Arrange word game is the game which the words are jumbles, and the teacher asks the students to arrange the jumble word into a complete sentence as much as possible. According to the writer‟s experience, this game is very useful for making easy students‟ understanding in learning passive voice present continuous tense. The procedures in using arrange word game are: a. The teacher explains passive voice of present continuous tense. b. The teacher asks the student whether the students have any question. c. The teacher presents many jumble words to the students, as example bellow:
25
The fish
is
by
being
read
is
The ball
being
is
is
The book
me
is
being
my sister
by
The rice
by
being
are
Elayne Masters, Create Fun Vocabulary Lesson with Word Game. This article is accessed on December 01, 2008 from http://www.suite101.com/content/create-fun-vocabularylessons-with-word-games-a81517
23
by
played
cooked
eaten
my brother
being
the boy
by
taken
The magazines
my mother
d. The teacher asks the students to arrange those jumble words into five sentences (or more) of passive voice present continuous tense. e. Than the students arrange those jumble words into five complete sentences of passive voice present continuous tense, as example bellow: 1).
2).
3).
The fish
is
by
me
The ball
is
by
my brother
The book
is
by
my sister
being
eaten
being
played
being
read
4).
5).
The rice
is
by
my mother
The magazines
by
being
are
the boy
being
cooked
taken
24
f. After finishing, the students collect their assignment to the teacher. g. Than the teacher corrects the student‟s assignment. h. Finally, the teacher concludes the lesson, and shows the right answer.
CHAPTER III RESEARCH METHODOLOGY
This chapter presents the method of research, subject, and object of the study, the research setting, research design, the Classroom Action Research (CAR) procedures technique of collecting data, the research instrument, test validity analysis, technique of the data analysis, and criteria of the action success.
A. The Method of Research The method used in this study is Classroom Action Research (CAR). According to Richard Sagor, Classroom Action Research (CAR) is a discipline process of inquiry conducted by and for those taking the action. The primary reason for engaging in action research is to assist the “actor” in improving and/or refining his/her action.1 It means that to begin the Classroom Action Research (CAR), the researcher or the teacher needs to find an alternative way for improving students‟ understanding.
B. The Subject and the Object of Study 1. The Subject of Study The subject of this study is the students at first grade of SMAI Al – Azhar I Jakarta, academic year 2010/2011. The number of the students consists of 31 (thirty one). The research is chosen based upon pre-research interview result with the English teacher at that class proving that they have the lowest achievement of the test among the other first grade classes. That is why they need an appropriate strategy to help them in improving their scores toward passive voice of present continuous tense.
1
Richard Sagor, Guiding school improvement with action research, (New York: Association for Supervision and Curriculum Development 2000), p. 3. From http://books.google.co.id/
25
26
2. The Object of Study The object of this study is arrange word game technique to improve students‟ understanding in learning passive voice present continuous tense. C. The Research Setting 1. The Writer’s Role on the Study In this role, the writer is not only as the observer whilst the action but also he prepares a lesson plan and the assessment or test before Classroom Action Research (CAR) pre-test and after Classroom Action Research (CAR) post-test in each final cycle. Else, the writer also collects and analyzes data then reports the result of study. On the other side, the English teacher as an observer when the writer was a teacher and he was a teacher when the writer as an observer.
2. The Time and Place of the Study This research is carried out for 3 (three) months started from March up to May 2011. The place is at first grade of SMA Al – Azhar Jakarta VIII, academic year 2010/2011.
D. The Research Design The Classroom Action Research (CAR) procedure used in this research is Hopkins design. It consists of two cycles in which each cycle contains four phases; planning, acting, observing, and reflecting.
27
Figure 3.1 Hopkins’ Action Research Design
Based on the Hopkins action research design above, the writer would like to describe further concerning the implementation of Classroom Action research (CAR) in the cycle one and cycle two as following:
A.
Pre-research which includes the following activities: a. Prepare the research instrument b. Interviewing the teacher to know the subject of the research condition. c. Giving a pre-test to the students d. Giving pre-questionnaire to the students
B. Cycle I 1.
Planning, which includes the following activities: a. Curriculum study, programming and planning of learning which involves the application of the meetings b. Prepare game tools
28
c. Prepare lesson plan d. Prepare evaluation tools 2.
Acting, which includes the following activities: a. Doing learning activity of passive voice present continious tense material through arrange word game with implementation plan learning b. Giving post-test cycle I to the students
3.
Observing, which includes the following activities: a. Observing the students activities during learning activities b. Rewriting the events that appear on the students during learning activities c. Observation data collected during the execution of learning activities
4.
Reflecting, which includes the following activities: a. Analyzing data from the implementation of action b. Evaluating the implementation of measures that have been done on the cycle I c. Planning the actions for the second cycle
C. Cycle II 1. Planning, which includes the following activities: a. Planning the learning implementation consisting of one meeting b. Making the game instrument c. Prepare the research instrument d. Prepare the evaluation tools 2. Acting, which includes the following activities: a. Implementing learning activity of passive voice present continious tense material through arrange word game b. Giving the post-questionaire c. Giving post-test cycle II to the students 3. Observing, which includes the following activities: a. Observing the students activities during learning activities b. Rewriting the events that appear on the students during learning activities
29
c. Observation data collected during the execution of learning activities 4. Reflecting, which includes the following activities: a. Analyzing data from the implementation of action b. Evaluating the implementation of measures that have been done on the cycle II
E. The Classroom Action Research (CAR) Procedures The Classroom Action Research using Hopkins‟s design consists of four phases within one cycle. Those are planning, acting, observing, and reflecting. After accomplishing the first cycle, it will be probably found a new problem or the previous unfinished problems yet. Therefore, it is necessary to continue to the second cycle in line with the same concept of the first cycle. To make clear what happens in every phase. Here are the explanations:
1. Planning Phase Planning involves thinking about what the researcher wants to improve, how he goes about it, and how he evaluates what he has done. In the following sections, the process of planning an action research study is organized into four steps. The first step involves formulating an initial research question by reflecting on puzzling student behaviors, pressing problems, or needs identified by his school district. The second step is „search for a new teaching strategy though his observation of students‟, his dialog with other teachers, and his professional development activities. The third step requires a search of the educational literature for the purpose of further exploring new strategies and finding research evidence that supports their use in the classroom. Forth and finally he needs to consider what method of data collection he will need to evaluate the effectiveness of his teaching strategies. In this phase, the researcher also explains about what, why, when, where, by whom, and how the research is done. In the preparation stage of this research, the researcher determines the point or centre of events that need special
30
attention to be observed, and then make an instrument analysis to help him recording the facts that occurred during these procedures. 2. Acting Phase In this phase, both the writer and the teacher collaborates to carry out the planned action. The teacher uses the determined strategy as he is teaching while the writer observes the class condition during teaching learning activity. Here, it begins the process of going more deeply into the issue being researched. Related to the condition of limited teaching learning period, that is why the writer and the teacher take the action phase during two weeks within two cycles in which each cycle consists of two meetings in action. The schedule is as follows:
Table 3.1 Schedule of the Research
Month and Week No
Activities
March 1
2
3
X
X
April
May
4
1
2
3
4
1
X
X
X
X
X
X
1
Interview
2
Observation
3
Proposal
4
Instrument
X
5
Cycle I
X
6
Cycle II
7
Report
2
3
4
X
X X
3. Observing Phase This phase is done by the observer. Both observing and acting will take place in the same time. The second step (action) is given to provide opportunity to the teacher who is also stated as observer. When the teacher implements the
31
action, he did not have the time to analyze the event while it is happening. Therefore when observing, the observer should notice and note all of activities in the physical classroom. It may be about the teacher‟s performance, class situation, students‟ response, etc. In this phase, it also collects the data derived from evaluation or post-test.
4. Reflecting Phase This phase is aimed to restate what has been done. This activity is very appropriately when the teacher completed the action based upon data that have been collected, and then it is necessary to hold evaluation for completing the next cycle. This phase is carried out collaboratively, that is to discuss further some problems occurred in the class. Thus, the reflection is able to be determined after implementing the action and observation outcomes. If there still might have found some problems, so it needs to move to the next cycle concerning re-planning, re-acting, and re-observing. Therefore, the unfinished problems yet could be solved.
F. The Technique of Collecting Data In collecting data, classroom action research (CAR) uses qualitative data (experience-based) and quantitative data (number-based). The qualitative data consists of observation within the physical activity in the classroom and interview to be presented for the teacher. On the other side, the quantitative data uses pre-test and posttest.2 The completely explanation as follows:
a. Observation Firstly, the writer uses the unstructured or opened observation. to know the occurrences within learning process. It may be about the teacher‟s performance during Classroom Action Research (CAR, and students‟ response concerning the use of arrange word game technique. In general, all of the need 2
Suharsimi Arikunto, Penelitian Tindakan Kelas, (Jakarta: Bumi Aksara, 2009), p. 127-132.
32
aspects that should be noticed are to make sure whether the teaching learning processes in line with the lesson plan or not. b. Interview Before implementing Classroom Action Research, the writer asks the teacher whether the students have difficulties in learning passive voice of present continuous tense, and the method or kinds of strategies usually used by the teacher in teaching grammar. The interview also will be carried out after accomplishing Classroom Action Research (CAR) to know the teacher‟s response toward the idea of arrange word game technique. c. Test The test used in this study is pre-test and post-test. The pre-test is done before implementing arrange word game technique. It is to measure students‟ understanding in learning passive voice of present continuous tense at first. Meanwhile, the post-test is implemented after using arrange word game technique. In this study, the test is done in form of multiple choices, true false, matching and arranging word. The test is held on every second action of each cycle. Next, to know the validity of test items, the writer uses discriminating power and the difficulty item. The use of discriminating power of the tests item is to know the difference response between the proportions of the high and low groups to the item.3 The following is the formula to calculate the discriminating power:4
3
Kathleen M. Bailey, Learning about Language Assessment: Dilemmas, Decisions, and Direction, (London: Heinle & Heinle Publisher, 1998), p.135 4
Wilmar Tambunan, Evaluation of Student Achievement, (Jakarta: Depdiknas, 1998), p.139
33
D = U-L N D = The index of Discriminating power. U = The number of pupils in the upper group who answered the item correctly. L = The number of pupils in the lower group who answered the item correctly. N = Number of pupils in each group. Then, the discriminating scale uses:5 DP
Remark
0.6 – 1.0
Very good
0.4 – 0.6
Good
0.1 – 0.3
Ok
-1 – 0.0
Bad
Furthermore, the difficulty item analysis concerns with the proportion of comparing students who answered correctly with all students who follow the test. To know the difficulty item of the test, the following formula is used:6
P=R T P = Index of difficulty. R = Total number of students who selected the correct answer. T = Total number of students including upper and lower group The following is the criterion of index difficulty:7 5
6
p.102.
J. B. Heaton, Classroom Testing, (New York: Longman Inc, 1990), p. 174 Norman E. Grondlund, Costruction Achievement Test, (New York: Prentice Hall, 1982),
34
ID
Remark
0 – 0.30
High
0.30 – 0.79
Medium
0.80 – 1.00
Low
d. Questionnaire The questionnaire used after and before CAR. It is to know students‟ response as a subject of study concerning the action. Furthermore, the writer uses yes/ no design in making a questionnaire. In addition for the need of the research, the writer had done the validity of the pre questionnaire before CAR and questionnaire after CAR by using dialogic validity. The followings are the blueprint of questionnaire before CAR and after CAR.
Table 3.2 The Blueprint of Questionnaire before CAR No
Indicators
Number
1
Students‟ respond in learning English grammar.
1-6
2
Students‟ understanding to the material
7-12
3
Students‟ activity in teaching learning process
13-15
Table 3.3 The Blueprint of Questionnaire after CAR: No
Indicators
Number
1
Students‟ response in teaching learning process
1-4
2
Students‟ understanding to the material
5-8
3
The effectiveness of contextual teaching and
9-15
learning method in teaching learning process.
7
Suharsimi Arikunto , Dasar-Dasar Evaluasi Pendidikan; Edisi Revisi, (Jakarta: Bumi Aksara, 2007), p.210
35
G. The Research Instrument The instruments which are used in this research are:
1.
Lesson Plan Lesson plan is a plan that describes the procedures and organization of
learning to achieve basic competence under standard content and has been described on the syllabus. Lesson plan consists of the lesson identity, time allocation, competency standards, basic competency, indicators, aim of the study, the materials, learning steps, tools/source, and evaluation.
2. Observation Sheet of Learning Activities a. Observation sheet of learning management by using arrange word game, to observe the ability of teachers in managing learning b. Observation sheet of the students and teacher activity, to observe the activity of teacher and students during learning activity. 3. Questionnaires a. Questionnaire of interview, this questionnaire is used for the teacher to determine whether the learning of passive voice present continuous tense though arrange word game is effective. b. Questionnaire of interview, this questionnaire is used for the students to determine whether the learning of passive voice present continuous tense though arrange word game can improving their understanding. 4. Test There are three kinds of test: pre-test, post-test cycle I, and post-test cycle II. The question is about 60 questions, consists of 20 questions for pretest, 20 questions for post-test cycle I, and 20 questions for post-test cycle II.
36
H. Test Validity Analysis Before carrying out data collection through research is a test instrument, and to get a good test, the data must be tested and analyzed. Tests conducted on students outside of the target research, and test analysis was conducted on the: A. Difficulty Level Difficulty level is used to determine about the level of test difficulty. Analysis of the problem shows that the test contained: 12 questions is low 41 questions is medium 7 questions is high B. Distinguishing Distinguish is an analysis to identify characteristics of the ability to distinguish between students with high and low ability learners. From an analysis of the test criteria obtained 60 good questions, therefore the test used has been qualified from all aspects, such as validity reliability difficulty level and distinguish.
I. The Technique of Data Analysis The analysis qualitative data used in this study is the observation of students‟ activities during teaching learning process, and the interview before and after Classroom Action Research (CAR). In this case, the writer collected the entire data which have gained. In analyzing the numerical data, first the writer tries to get the average of students‟ score per action within one cycle. It is used to know how well students‟ score as a whole on reading skill. It uses the formula:8 _ ∑x X = ── n _ X : mean 8
Sudjana, Metoda Statistika, (Bandung: PT. Tarsito, 2002), p. 67.
37
x : individual score n : number of students Second, the writer tries to get the class percentage which pass the minimal mastery level criterion (KKM) considering English subject gains score 75 (seventy five) which is adapted from the school agreement at SMA Al-Azhar9. It uses the formula:10
F P = ── X 100% N
P : the class percentage F : total percentage score N : number of students
Third, after getting mean of students‟ score per actions, the writer identifies whether or not there might have students‟ improvement score on reading comprehension from pre-test up to posttest score in cycle 1 and cycle 2. In analyzing that, the writer uses the formula:11 P : percentage of students‟ improvement y1 - y P = ─── X 100% y
y : pre-test result y1 : post-test 1
P : percentage of students‟ improvement y2 - y P = ─── X 100% y 9
y : pre-test result y2 : post-test 2
Taken from the interview with the English teacher on 2 nd March 2011.
10
Anas Sudijono, Pengantar Statistis Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2008),
p. 43. 11
David E. Meltzer, The Relationship between Mathematics Preparation and Conceptual Learning Gains in Physics: A Possible Hidden Variable in Diagnostic Pretest Scores, (Iowa: Department of Physics and Astronomy, 2008), p.3.
38
J. Criteria of the Action Success The criteria of action success if it can exceed the criteria which have been determined, and fail if it is cannot exceed the criteria which have been detained. In this study, the research will succeed when there is 70% numbers of students who pass the Kriteria Ketuntasan Minimum (KKM) which is 75, they could achieve some improvement scores from the pre-test until the second post-test in cycle two. If the criterion of the action success achieved, it means that the next action of the Classroom Action Research (CAR) would be stopped, but if this condition has not been reached yet, the alternative action would be done in the next cycle.
CHAPTER IV RESEARCH FINDINGS
This chapter presents the result of the research findings based on the analysis of data collected from the implementation of arrange word game technique in improving students’ understanding passive voice of present continuous tense at grade first grade of SMAI Al – Azhar 1, Jakarta academic year 2010/2011. Related to the discussion of the result, it is divided into three parts. Those are before implementing the action, the implementation of the action and discussion of the data after implementing the action. A. Data Description There are three general parts of data description including before implementing the action research, the implementation of the action research, and the result after implementing the action. Those descriptions as following: 1. Before Implementing the Action Three parts related to before implementing the action are: pre interview, pre observation, and pretest. Those explanations bellow: a. The Result of Pre Interview Pre interview held on 2nd March 2011. Here, the writer asked some questions to the teacher related to the teaching learning process of passive voice present continuous tense. The questions divided into three categories. Those were the general conditions in English class primarily on students’ performance and students’ achievement, the difficulties faced by students in understanding passive voice of present continuous tense, and the strategies used by the teacher to solve the students’ difficulties in understanding passive voice of present continuous tense.
39
40
Related to the first category, the teacher said that some of students though that English is difficult subject and it influenced their motivation and performance in learning English. Furthermore, those conditions affect to the students’ achievement. Some students who did not like English subject are hardly to pass the criterion of minimum completeness (KKM), it is seventy five (75). The second category discussed about the students’ difficulties in understanding passive voice of present continuous tense. It was related to the students’ difficulties in understanding the formula of the sentence and remembering the past participle. The teacher said students usually forgot about the usage of passive voice present continuous tense. The third category was related to the strategy used by the teacher to solve students’ difficulties in understanding passive voice of present continuous tense. The teacher said he usually gave a brief explanation and focused on students’ who really have difficulties in understanding passive voice of present continuous tense. She also gave some exercises from the students’ hand book (LKS) or English text book, and some time she took the material from internet. Unfortunately, it did not really solve the problem. Then, the writer suggested using arrange word game technique to solve the problem. Because through arrange word game technique, hopefully students are able to understand passive voice of present continuous tense easily. Finally, the teacher and the writer agreed to use arrange word game technique in teaching passive voice of present continuous tense.
b. The Result of Pre Research Pre research was conducted to know the process of teaching learning passive voice of present continuous tense before implementing arrange word game technique. It was conducted at first grade of SMAI AlAzhar 1. The class consists of thirty one (31) students.
41
In general, when teaching passive voice of present continuous tense taught deductively and the teaching learning process seemed uninteresting. The teacher wrote some sentences of passive voice present continuous tense. After that, she explained the formula of the sentence and the function of the sentence. Next she asked the students to write the sentences in their book. After that, students had to make a sentence by using passive voice of present continuous tense. In this teaching learning process, the teacher seemed more active than the students; the students had a little chance to be active in the classroom. When the teacher explained the material, some of the students were paying attention, however some of them instead made own conversation. Consequently, when the teacher gave the exercise, some of them were complaint and asked the teacher what to do. This problem influenced students’ achievement in understanding passive voice of present continuous tense. c. The Result of Pre Questionnaire The questionnaire was used to know the students’ response of teaching
learning
process
before
implementing
questionnaire was delivered on Monday 2
nd
CAR.
The
pre
May 2011, and the
questionnaire consists of ten (15) statements the questioner covers three categories: the students’ response in learning grammar (question number 1- 6), the second categories was the students’ understanding of passive voice present continuous tense (question number 7- 12), Students’ activity in teaching learning process (question number 13- 15). The following table is the result of the questionnaire before CAR:
42
Table: 4.1 The Result of Pre Questionnaire The Result of Student’s answer
No
Students’ answer
1
Students feel satisfied with their English score.
2
Students like to learn English grammar.
3
English is an important lesson
4
Sometime students feel bored when learning English
5
Students
motivated
in
Yes
%
No
%
14
45.2%
17
54.8%
17
54.8%
14
45.2%
28
90.3%
3
9.7%
18
58.1%
13
41.9%
14
45.2%
17
54.8%
8
25.8%
23
74.2%
23
74.2%
8
25.8%
14
45.2%
17
54.8%
12
38.7%
19
61.3%
18
58.1%
13
41.9%
learning
passive voice of present continuous tense 6
Students
always
actively
participated in English teaching in material
passive
voice
present
continuous tense 7
Students understand passive voice of present continuous tense easily.
8
Students could remember the formula of passive voice present continuous tense
9
Students know the use of passive voice of present continuous tense in their daily life.
10
Students understand passive voice of present continuous tense, but they could not use it in their daily conversation
43
11
Students are able to make sentences of passive voice present continuous
8
25.8%
23
74.2%
20
64.5%
11
35.5%
12
38.7%
19
61.3%
26
83.9%
5
16.1%
22
71%
9
29%
tense correctly Students have the difficulty in using
12
passive voice present continuous tense.
13
Students can do the exercise about passive voice present continuous tense
14
The students do the English exercise individually The students do the English exercise in
15
group
To find out students’ response and experience about the ideas of learning passive voice of present continuous tense before implementing the action, the writer used the following formula:1
P = the percentage f = frequency of the percentage is being calculated N = number of students According to statement whether Students feel satisfied with their English score or not, 14 students (45.2%) were satisfied with their English score, and other 17 students (54.8%) did not satisfy with their English score. The statement number two shown that 17 students (54.8%) like to learn English grammar and 14 students (45.2%) did not like to learn 1
Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2008), p.43
44
English grammar. In the statement number three, 28 students (90.3%) though English is an important lesson, but only 3 students (9.7%) though English is not an important lesson. According to the statement number four, 18 students (58.1%) sometime felt bored when learning English, but 13 students (41.9%) never feel bored when learning English. For statement number five about students’ motivation in learning passive voice present continuous tense, shown that 14 of 31 students (45.2%) felt motivated in learning passive voice present continuous tense, it means 17 students (54.8%) did not feel motivated in learning passive voice of present continuous tense. In the statement number six, only 8 students (25.8%) were always actively participated in English teaching in material passive voice present continuous tense, it means 23 students (74.2%) were not actively participated in English teaching in material passive voice present continuous tense. Next, related to number seven 23 students (74.2%) understand passive voice present continuous tense easily and 8 students (25.8%) were hardly to understand the passive voice present continuous tense. About students’ ability in remembering the formula of passive voice present continuous tense, 14 (45.2%) students could remember the formula of passive voice present continuous tense, while 17 students (54.8%) could not remember the formula of passive voice present continuous tense. Related to statement number nine, there are 12 students (38.7%) who know the use of passive voice present continuous tense in their daily life, and 19 students (61.3%) did not know it. Than in the statement number ten, there are 18 students (58.1%) understand passive voice of present continuous tense, but they could not use it in their daily conversation, and 13 students (41.9%) understand passive voice of present continuous tense, and also they could use it in their daily conversation. The statement number eleven is about the students’ ability in making sentences of passive voice present continuous tense correctly, they are only 8 students (25.8%) can make it correctly, but 23 students (74.2%) can not make it correctly. Then for number twelve which stated about students difficulties in learning
45
passive voice present continuous tense, it stated that 20 students (64.5%) realized that they had a difficulty in using passive voice present continuous tense and 11 students (35.5%) could understand the using of passive voice present continuous tense. Next the responses for students’ ability in doing the exercises of passive voice present continuous tense, there were 12 students (38.7%) could do the passive voice present continuous tense exercises, and 19 students (61.3%) others could not do it. For statement number fourteen, 26 students (83.9%) did the English exercises individually and the other 5 students (16.1%) did not do the English exercises individually. For the last statement number ten, 22 students (71%) did the English exercises in a group and the other 9 students (29%) did not do the exercises in a group. Based on the result of the pre questionnaire above, here the writer would like to give the explanation. Generally, from the table above it could be seen that some of students have a difficulty in learning passive voice of present continuous tense.
d. The Result of Pre test The pre test was held on 2nd May 2011. There were 15 questions in a form of multiple choices and 5 questions in a form of essay. The students carried out the test during 20 minutes. The following table is the students’ score result in the pretest:
46
Table: 4.2 The Result of Pretest Students’ Number
Pretest
1
70
2
60
3
60
4
70
5
50
6
60
7
40
8
40
9
40
10
20
11
60
12
45
13
35
14
65
15
65
16
85*
17
70
18
25
19
65
20
70
21
50
22
60
23
75*
24
85*
25
50
26
45
27
55
47
28
70
29
70
30
70
31
60
Mean: 𝑋=
𝑋 𝑛
57.58
Based on the result of the pre test, those were only 3 students who passed the KKM. Meanwhile, the other 28 students could not pass the KKM. The mean of the pretest result is 57, 58. The highest score of pre test was 85 and the lowest score that was gained by the student was 25. From the data above, it could be seen that most of the students in class X.3 needed an improvement to understand passive voice of present continuous tense. 2. The Implementation of Classroom Action Research a. CYCLE 1 1) Planning In this phase, the writer prepared learning device which consists of lesson plan, the textbook which is related to the material, many cards of word for playing games, and other learning tools that support. Beside that the writer also prepared the research instruments, such as the question of posttest 1, and observation sheet of learning.
48
2) Acting The implementation of learning activities for the cycle I was held on 6th May 2011 at class X.3 and attended by 31 students, in this case the writer acts as teachers, so the English support to act as observer and the learning activities as follows: 1. Before beginning the lesson, the teacher admonished to greet the students, next he asked about the students’ condition so called roll the students then gave a motivation to the students and then described the material to be discussed. 2. The teacher asked some students to make a sentence of present continuous tense, and then asked other students to change it into passive voice, next teacher described the passive voice present continuous tense, and then the students were asked to arrange jumbles word into five sentences. 3. Before closing the lesson, the teacher gave students the opportunity to ask questions about material that is not understood at the meeting, and then in the end of the lesson he gave the posttest 1.
3) Observing
In this phase, the English teacher became the observer, and the writer became the teacher at the cycle 1. The English teacher observed all the occasions that happened during an action phase. It was included the teacher performance, class situation and students’ response. And the result of observation as follows:
49
Table: 4.3 The Learning Processing Cycle I No.
Indicators
I
Pre Teaching Preparing in the students to start the teaching learning process Engaging the students using language clearly and easy to understand Motivated the students The teacher helped the students to memorize the previous lesson While Teaching Material The material was appropriate with the lesson objective The teacher explained the material systematically Connecting the material with other knowledge Exploring the material as clearly as possible Lesson Strategy Doing the teaching learning process which appropriate with students’ competence Doing teaching learning systematically The teacher was able to manage the class The teacher involved the students in teaching learning process Material Resource The material was appropriate with the lesson objective and the students’ level The teacher used the environment as the material resource Involving the students in finding the material Post Teaching Evaluating Doing pre evaluating Doing process evaluating Doing post evaluating The assessment was suitable with the material Closing Doing reflection Making conclusion of the teaching learning process Giving suggestion to the students
II
III
Score 3 3 2 3
3 3 3 3 3 3 2 3 3 3 3
3 3 3 3 3 3 2
50
Note
: Score : Criteria 1
: Not good
2
: Less good
3
: Good enough
4
: Good
Based on above table, the aspects got less good are motivated the students, classroom management, and giving suggestions to the students. The three aspects received less good rating above is a weakness that occurred in cycle I. And used as study materials for reflection and revision that will be done on the cycle II. The next observation is the result of activities such as teachers and students in the following table: Table: 4.4 The Activity of the Teacher and the Students in Cycle I NO
The Observation of Teacher’s Activity
Percentage
1
Express purposes
6.0
2
Motivate learners
7.3
3
Link the previous lesson with the next lesson
8.3
4
Supervise and guide students in making sentences
7.3
of present continuous tense in active and passive 5
Explain the material
13.3
6
Explain the procedures of arrange word game
10.0
7
Observe and guide learners in making the passive
21.7
voice sentences 8
Conclude t the learning material
10.3
9
Give feedback
15.3
51
NO
The Observation of Students’ Activity
Percentage
1
Listen to the teacher introduction
5.3
2
Listen to teacher explanation about the material to
8.2
be discussed 3
Make an example of present continuous tense
8.3
4
Make an example of passive voice present
7.4
continuous tense 5
Listen and pay attention to teachers' explanations
13,3
6
Ask the difficult material
7.4
7
Play arrange word game
18.7
8
Listen to the teacher’s conclusion
10.4
9
Do the test and evaluation
21
Based on the above table, it appears that the teacher’s most dominant activity in the cycle I is to guide and to observe learners in making the passive voice sentences which is 21.7 %. Another activity that has a large enough percentage is giving feedback and explaining the material each of them 15.3 % and 13.3 % while the most dominant activity of the students is doing the test and evaluation and playing arrange word game each of them 21% and 18.7%. In this observing phase, the writer also carried out the posttest 1 to measure the improvement score of students’ understanding of passive voice present continuous tense. Related to the result of the posttest 1 the mean score of posttest 1 is 67.58, and there were 12 students could achieve the KKM. In the cycle I, the learning activity by using arrange word game done well, although teacher still dominant enough to give
52
explanations and directions because this model is still felt new by learners. 4). Reflecting In teaching and learning activities, information obtained from observations as follows:
1. The teacher is lack of good in motivating the students, and giving the suggestion 2. The teacher is lack of good in managing class 3. The students are less enthusiastic during the learning progress 4. The result of pretest 1 data showed only 9.7% of the students could passed (KKM)
Implementation of teaching and learning activities in the cycle I is still no shortage, so need to be revised in the next cycle:
1. Teacher need to be more skilled in motivating students 2. Teacher had to pay more attention to the students, the teacher had to use a time keeper in order to make teaching learning activity run well
After reflecting the teaching learning process of cycle 1, the writer and the teacher decided to conduct the next cycle. To get the better result in the next cycle, the teacher and the writer modified a previous lesson plan in order to make students more enthusiastic and more active during teaching learning process. In this case, the teacher orders the students to correct their friend assignment in order they know the right and the wrong sentences of passive voice present continuous tense. Hopefully, by using this technique, the students
53
could understand the material of passive voice of present continuous tense easily.
b. CYCLE 2 1) Planning As in the previous cycle, in this phase the writer and the teacher selected the material and the exercise into a lesson and modified it based on the result of reflecting phase in the first cycle. The lesson plan which was used still in line with the principal and the component of arrange word game, but in this case the writer and the teacher gave some modifications in the lesson plan in order to make the students more enthusiastic and more comprehend with the material of passive voice of present continuous tense. The modifications were added to improve the teaching learning process, such as; students correct student in order they know the right and the wrong sentences of passive voice present continuous tense, the teacher had to pay more attention to the students, the teacher had to use a time keeper in order to make teaching learning activity run well. Beside that, the writer also prepared the instruments and the learning tools as he prepared at the cycle 1.
2) Acting The implementation of learning activities for the cycle I was held on 13th May 2011 at class X.3 and attended by 31 students, in this case the English acted as teachers, so writer supported to act as observer and the learning activities as follows:
1. Before beginning the lesson, the teacher admonished to greet the students, next he asked about the students’ condition so
54
called roll the students and motivated the students, then reviewed the previous material and then described the material to be discussed. 2. Students are required to make the passive voice present continuous tense in the form of positive, negative and interrogative, and asked to express their difficulties in studying the passive voice of present continuous tense and they were asked to answer questions relating to materials, next they asked to arrange jumble words into one sentence of passive voice present continuous tense in the form of positive, one sentence in the form of negative and one sentence in the form of interrogative, and after they finished arranging the sentences, they were asked to correct the assignment theme. 3. Before closing the lesson, the teacher gave students the opportunity to ask questions about material that is not understood at the meeting, and then in the end of the lesson he gave the posttest 2.
3) Observing In the second observation, the English teacher became the teacher, and the writer became the observer at the cycle II. The writer observed all the occasions that happened during an action phase. It was included the teacher performance, class situation and students’ response. And the result of observation as follows:
55
Table: 4.5 The Learning Processing Cycle II
No.
Indicators
I
Pre Teaching Preparing in the students to start the teaching learning process Engaging the students using language clearly and easy to understand Motivated the students The teacher helped the students to memorize the previous lesson While Teaching Material The material was appropriate with the lesson objective The teacher explained the material systematically Connecting the material with other knowledge Exploring the material as clearly as possible Lesson Strategy Doing the teaching learning process which appropriate with students’ competence Doing teaching learning systematically The teacher was able to manage the class The teacher involved the students in teaching learning process Material Resource The material was appropriate with the lesson objective and the students’ level The teacher used the environment as the material resource Involving the students in finding the material Post Teaching Evaluating Doing pre evaluating Doing process evaluating Doing post evaluating The assessment was suitable with the material Closing Doing reflection Making conclusion of the teaching learning process Giving suggestion to the students
II
III
Score 4 4 3 4
4 4 3 4 4 4 3 4 4 4 4
4 4 4 4 4 4 3
56
Note
: Score : Criteria 1
: Not good
2
: Less good
3
: Good enough
4
: Good
Based on above table, aspects that observed in teaching and learning activities (cycle II) through arrange word game got a good score from the observation. It means from all assessments there were no less score. But it is not an optimal result; therefore, there are several aspects that need attention to be improved in the implementation of learning passive voice present continuous tense through arrange word game. The aspects are motivating students, connecting the material with other knowledge, managing the class, and giving suggestion to the students. The observer mentioned that the teacher had been shown the improvement in her teaching; the teacher spoke not too fast in explaining the material that is why the students could get clear understanding about the material. Then, related to the students’ responses the observer said that the students’ were more active in teaching learning process, although there were several students’ who still ashamed in expressing their ideas. The next observation is the result of activities such as teachers and students in the following table:
57
Table: 4.6 The Activity of the Teacher and the Students in Cycle II NO
The Observation of Teacher’s Activity
Percentage
1
Discuss the previous material
7.7
2
Motivate learners
5.7
3
Link the previous lesson with the next lesson
6.7
4
Explain the material
10.7
5
Explain the procedures of arrange word game
11.7
6
Observe and guide learners in implementing
25.7
arrange word game technique 7
Explain difficult material
8.3
8
Order and guide the students to conclude the lesson
10.8
9
Give feedback
12.7
NO
The Observation of Students’ Activity
Percentage
1
Listen to the teacher explanation about the previous
6.3
material 2
Discuss with the teacher about the material to be
7.4
discussed 3
Make an example of passive voice present
9.3
continuous tense in the form positive, negative and interrogative 4
Listen and pay attention to teachers' explanations
7.3
5
Play arrange word game
18.6
6
Correct another students’ assignment
10.0
7
Conclude the lesson
12.2
8
Ask the difficult material
6.7
9
Do the test and evaluation
22.2
58
Based on the above table, it appears that the teacher’s most dominant activity in the cycle II is observe and guide learners in implementing arrange word game technique which is 25.7 %. Another activity which has a large enough percentage is giving feedback and explaining the procedure of arrange word game each of them 12.7 % and 11.7 % while the most dominant activity of the students is doing test evaluation and playing arrange word game each of them 22.2 % and 18.6%. In this phase, the writer also conducted the posttest 2 related to the students’ understanding of passive voice present continuous tense. Based on the posttest 2, the mean score of the class in passive voice present continuous tense test is 85.64. And students whose score passed the KKM there are 28 students. 4) Reflecting As the writer has been mentioned above, there were no fewer score in all assessments, but it is not an optimal result; therefore, there are several aspects that need attention to be improved in the implementation of learning passive voice present continuous tense through arrange word game, the aspects are:
1. Motivating students 2. Connecting the material with other knowledge 3. Managing the class 4. Giving suggestion to the students
Therefore, improvement the above aspects in determining the technique of arrange word game is expected to succeed as much as possible. According to students’ score from pretest to posttest 2, there was a significant improvement that was shown by the
59
students; there was 90.32% students who derived the KKM (75). It means, the writer and the teacher’s action was successful to improve students’ understanding of passive voice present continuous tense. Therefore, the writer and the teacher decided to stop the CAR, considering to the teacher and the writer agreement that the action called success if there was 70% of students could achieve the KKM. Based on the result of the reflection, the writer and the teacher concluded that teaching passive voice of present continuous tense through arrange word game that was implemented in CAR was very effective.
3. After Implementing the Action Research The description of the data after implementing the action consisted of three parts. Those were the result of post interview, the result of post questionnaire, and the result of post test. a. The Result of Post Interview. The post interview was carried out on Friday, 13th May 2011. The post interview was conducted to know the teacher’ responses related to the use of arrange word game in improving students’ understanding of passive voice present continuous tense. Here, the writer asked 6 questions related to the use of arrange word game in improving students’ understanding of passive voice present continuous tense. The six questions were divided into three general categories. Those were the general condition of the classroom after CAR, the difficulties of using arrange word game during CAR, and the strategy had been use to solved the problems. For the first category, the teacher mentioned that the general condition of the class during CAR was better than before. It could be seen from the students’ activities during CAR. Almost all students in the class seem very happy and active during teaching learning process, the student
60
more understand the material than before. Besides of that, the students who understood the material were better, it was proven from the outcome of post test 2, that almost 70% students’ score could pass the KKM. The second category is about the difficulties of using arrange word game technique during CAR. Related to this category, the teacher said there was not problem in using this technique. But, she told that she had a difficulty in managing time. Related to the last category, the teacher mentioned that she had some ways that had been tried to overcome the problem. The teacher tried to use time keeper in order to make teaching learning process run efficiency.
b. The Result of Post Questionnaire. The post questionnaire was delivered on Friday, 13th May 2011, and the questionnaire consisted of fifteen (15) statements. The questionnaire was used to know students’ responses related to the use of arrange word game in improving students’ understanding of passive voice of present continuous tense. The questioner covers three categories: the students response in teaching learning process (question number 1- 4), the second categories was the students’ understanding of passive voice present continuous tense (question number 5- 8), the last categories was the effectiveness of arrange word game in teaching learning process. (question number 9- 15). The following table was the result of the questionnaire after CAR:
61
Table: 4.7 The Result of Post Questionnaire The Result of Student’s answer
No
Students’ answer
1
Students like the material of passive voice of present continuous tense
2
Yes
%
No
%
21
67.7%
10
32.3%
26
83.9%
5
16.1%
17
54.8%
14
45.2%
29
93.5%
2
6.5%
17
54.8%
14
45.2%
28
90.3%
3
9.7%
31
100%
0
0%
21
67.7%
10
32.3%
29
93.5%
2
6.5%
28
90.3%
3
9.7%
The teaching learning process was easier
to
understand
than
before
the
implementation of arrange word game
3
The students felt motivated in teaching learning process after the implementation of arrange word game
4
The strategy was suitable with the students’ expectation.
5
The students could remember the formula of passive voice present continuous tense easier than before.
6
The students could do the exercise of passive voice present continuous tense easier than before
7
The students ability in making the sentence was better than before the implementation of arrange word game
8
The students could make sentences of passive voice quickly and easily after the implementation of arrange word game
9
The Students prefer arrange word game technique than the teaching technique before the implementation of arrange word game
10
Arrange word game technique made
62
students more active and creative in learning English
11
Students used the opportunity to give question
12
8
25.8%
23
74.2%
25
80.6%
6
19.4%
29
93.5%
2
6.5%
22
71%
9
29%
22
71%
9
29%%
The students are able to do the tasks
assigned by teachers individually after the implementation of arrange word game 13
Arrange word game makes students happy and easy to understand lessons
14
The students feel more enjoy in learning continuous
passive tense
voice than
present
before
the
implementation of arrange word game
15
The strategy could help the students to implement the material in their daily life.
In analyzing the result of post questionnaire, the writer used the formula which used in analyzing the pre questionnaire. The following is the formula:
P = the percentage f = frequency of the percentage is being calculated N = number of cases Relating to the first statement it is known that 21 students (67.7%) were like the material of passive voice present continuous tense after using Arrange Word Game. And there were 26 students (83.9%) who felt that the teaching learning process was easier to understand than before implementing arrange word game. Next, related to the third questions 17 (54.8%) students felt motivated in teaching learning process. Beside of
63
that 29 students (93.5%) stated that arrange word game was suitable to teach passive voice present continuous tense. Then, 17 students (54.8%) stated that they could remember the formula of passive voice present continuous tense easier than before. and also 28 students (90.3%) were agreed that they could do the exercises passive voice present continuous tense easier after implementing the arrange word game in the teaching learning process. Next, according to the seven statements, all students (100%) realized that their ability in making sentence by using passive voice present continuous tense was better than before the implementation of arrange word game. And in the statement number eight, 21 students (67.7) could make sentences of passive voice quickly and easily after the implementation of arrange word game. Then in the statement number nine, 29 students (93.5%) prefer arrange word game technique than the teaching technique before the implementation of arrange word game. Next, 28 students (90.3%) agreed that Arrange word game technique made students more active and creative in learning English. But related to the statement number eleven, there were only 8 students (25.8%) who used the opportunity to give a question. In the question number twelve, 25 students (80.6%) are able to do the tasks assigned by teachers individually after the implementation of arrange word game. In the question number thirteen 29 students (93.5%) agreed that arrange word game makes students happy and easy to understand lessons. The question number fourteen stated that 22 students (71%) felt more enjoy in learning passive voice present continuous tense than before the implementation of arrange word game. And the last, 22 students (71%) agreed that the arrange word game help them to implement the material in their daily lives. According to the data of the post questionnaire above, the writer would like to give some explanations. From the table above it could be seen that most of students are respond the action positively. Beside that the data shown the improvements compared with the questionnaire before CAR.
64
c. The Result of Post Test. For the need of the research, the writer had done the trustworthiness of the test by using discriminating power and difficulty item for pretest, posttest 1, and posttest 2. According to the data, there was found no item would be dropped. It could be seen in the appendix. Furthermore, the following table illustrated the data on students’ achievement’ score of pretest, post test 1, and post test 2
Table: 4.8 The Result of Post Test
Students’
Pretest
Cycle 1 Post Test
Cycle 2 Post Test
1
70
70
80*
2
60
70
90*
3
60
75*
95*
4
70
80*
90*
5
50
50
60
6
60
65
95*
7
40
70
90*
8
40
45
60
9
40
45
85*
10
20
50
75*
11
60
65
75*
12
45
65
90*
13
35
40
75*
14
65
70
85*
15
65
70
95*
16
85*
85*
100*
17
70
80*
100*
Number
65
18
25
75*
95*
19
65
70
75*
20
70
80*
100*
21
50
75*
85*
22
60
60
90*
23
75*
75*
80*
24
85*
85*
100*
25
50
60
75*
26
45
45
50
27
55
60
80*
28
70
80*
95*
29
70
75*
95*
30
70
85*
100*
31
60
75*
95*
57.58
67.58
85.64
Mean: 𝑋=
𝑋 𝑛
*: The students who passed KKM (75) To know the students’ improvement score from pretest to posttest in each cycle, the writer used some steps. The steps are calculating the students’ mean score of the test, calculating the class percentage, and calculating the students’ improvement score from pretest to posttest1 and 2 into percentage. To analyze the data of pre test, the first step is to get the mean score of the class. The following is the calculation: X= X=
𝐱 𝐧 𝟏𝟕𝟖𝟓 𝟑𝟏
𝑋 = 57.58 From the calculation above, it was known that the mean score of the class in pretest is 57.58. In other words, the students’ achievement
66
score of passive voice present continuous tense before implementing Classroom Action Research (CAR) is 57.58 The next step is to know the percentage of students’ score who passed the KKM (75). The writer computes as follows: 𝑭
P = 𝑵 X 100% 𝟑
P = 𝟑𝟏 X100% P = 9.68% From the computation above the students’ score percentage in the pretest was 9.7%. It means that the students who pass the KKM are 3 students and the other 28 students were below the KKM (75). Furthermore, in the cycle 1 after getting students’ score in the posttest 1, the writer analyzed the data in order to compare the result between pretest and posttest 1. There are three steps to know the comparing result of pretest and posttest1. Those are calculating the students’ mean score of the class, calculating the students’ improvement into percentage, and calculating the class percentage. The first step was calculating the mean score of posttest 1. It was calculated as follows: 𝑋= 𝑋=
𝐱 𝐧
𝟐𝟎𝟗𝟓 𝟑𝟏
𝑋 = 67.58 The calculation above shown that the students’ mean score of posttest 1 was 67.58. It was shown that there were some improvements score from the pretest mean score. It could be seen from the pretest mean score (57.58) to the mean score of posttest 1 (67.58). In other word there was an improvement about 10 (67.58 – 57.58). Next, the percentage of students’ improvement score could be explained from the following computation:
67
P= P=
𝐲𝟏−𝐲 𝐲
X 100 %
𝟔𝟕.𝟓𝟖−𝟓𝟕.𝟓𝟖 𝟓𝟕.𝟓𝟖
X 100 %
𝟏𝟎
P = 𝟓𝟕.𝟓𝟖 X 100% P = 17.37% Based on the result above, the percentage of students’ improvement score from the pretest to the posttest 1 was 17.37%. It means that the score in the cycle 1 improved about 17.37% from the pretest score. After that, the writer would like to know the percentage of students who passed the KKM. It used the calculation as following: 𝑭
P = 𝑵 X 100% 𝟏𝟐
P = 𝟑𝟏 X100% P = 38.71% According to the calculation, the class percentage which passed the KKM in the posttest 1 was 38.71%. In the other word, there were 12 students who derived the KKM and the other 19 students were out of target. The class percentage of posttest 1 saw some improvements of the class percentage in the pretest (9.68%). It could be concluded the students’ improvement which derived the KKM is 29.03% (38.71% – 9.68%). In cycle 2, the writer used the same steps to get the mean score of the class, to get the percentage of the students’ improvement score, and to know the class percentage which derived the KKM (75). Firstly, to get the mean score of the class, the writer used calculation as follows: 𝑋= 𝑋=
𝐱 𝐧 𝟐𝟔𝟓𝟓 �𝟑𝟏
𝑋 = 85.64
68
From that calculation, the mean score of posttest 2 is 85.64. It means that there are some students’ improvements scores from the mean score of posttest 1 (67.58). Next, to get the percentage of students’ improvement scores, the following is the calculation: P= P=
𝐲𝟐−𝐲 𝐲
X 100 %
𝟖𝟓.𝟔𝟒−𝟓𝟕.𝟓𝟖 𝟓𝟕.𝟓𝟖
X 100 %
𝟐𝟖.𝟎𝟔
P = 𝟓𝟕.𝟓𝟖 X 100% P = 48.73% According to that calculation, It could be said that the posttest 2 improves 48.73% from the pretest and improves 31.36% from the posttest 1 (48.73 – 17.37). Then, to know the percentage of students who passed the KKM could be explained in the following computation: 𝑭
P = 𝑵 X 100% 𝟐𝟖
P = 𝟑𝟏 X100% P = 90.32% From that calculation, the class percentage is 90.32%. It means that in the cycle 2 there were 28 students who pass the KKM and 3 students were below the KKM. Furthermore, the class percentage of posttest 2 saw the improvements 80.64% (90.32% – 9.68%) from the percentage of pretest or 51.61% (90.32%– 38.71) from the percentage of posttest 1.
B. Data Interpretation 1. The Interpretation of Interview In this part the writer would like to interpret the data results from the interview before the action and the interview after implementing the action. According to the pre interview result with the English teacher of SMAI Al –
69
Azhar 1 it could be said that some students class X.3 of SMAI Al - Azhar 1 have some difficulties in learning English grammar, it was caused because some of them thought that English is difficult subject. Furthermore, they have a difficulty in understanding passive voice present continuous tense, they confused in determining past participle. They usually made mistakes in determining past participle. Furthermore, after implementing the action the teacher realized that the teaching learning process was better than before implementing the action. It was seen from students’ involvement during teaching learning activity and the result of students’ score. However, there are some difficulties faced by the teacher in implementing the action such as managed the time in order to make teaching learning activity run well. To overcome those difficulties the teacher had been tried some ways to overcome the problems, such us use the time keeper to manage the time.
2. The Interpretation of Observation Related to the observation results, the writer assumed that one of students’ difficulties was caused by the teaching learning process in the classroom, such as the teacher used inappropriate method in delivering the material. In the observation the writer found the teacher dominated the classroom during the teaching learning. Beside of that, the teacher explained material deductively which made students had a little chance in constructing their ideas. As a whole, that teaching learning process seemed uninteresting which affect students’ motivation and enthusiastic in learning passive voice present continuous tense. But, there are some improvements found during the teaching learning process. Some students seemed more active and enthusiastic in learning process. In addition, the teacher explained the material inductively and he gave more attention to the students. Furthermore, the teacher gave the students more chance to express and to construct their idea. It made the teaching learning activity was better, and the teacher not the only one who act actively in the teaching learning process.
70
3. The Interpretation of Questionnaire According to the pre questionnaire result it could be concluded some of the students did not like learn English grammar because they judged English grammar as the complex material. Hence, some of them had a low motivation in learning English grammar. Consequently, those problems influenced their understanding in learning passive voice of present continuous tense. Most of them felt hard to understand the use and the formula of passive voice present continuous tense. Fortunately, the writer found the significant improvement on students’ response to the teaching learning process. In the post questionnaire it could be seen that most of students’ felt motivated in learning passive voice of present continuous tense after the implementation of arrange word game in the teaching learning process. Students’ high motivation automatically affects their understanding to the passive voice present continuous tense. Some of them could remember the formula of passive voice present continuous tense easier than before. Moreover, students’ ability in doing the exercise of passive voice present continuous tense shown a good improvement. Beside of that, Students realized that the teaching learning process was better than before the implementation of arrange word game.
4. The Interpretation of the Test Here, the writer would like to interpret the data results among the pretest, the posttest of cycle 1 and the posttest of cycle 2 are as following: In the pretest, the students’ mean score on passive voice present continuous tense test before carrying out CAR is 57.58. It meant the class percentages which pass the KKM is 9.68%. In other words from the 28 students, there were only 3 students who can pass the KKM (75) and the other 28 students were out of target. Next, the students mean score of posttest 1 is 67.58 It saw the students’ score improvements from the pretest that is 10 (67.58– 57.58) or 17.37%. Meanwhile, the class percentage which passed the KKM posttest 1 is 38.71%. It
71
meant there were 12 students who passed the KKM and 19 students whose score still below KKM. Although the result saw more improvement, but it was still needed an improvement to reach the target of success CAR, which is 70% of the class percentage or at least could achieved the KKM. Then, in the second cycle the students’ mean score of posttest 2 is 85.64. It was shown the improvement from the posttest 1 18.06 (85.64 – 67.58) or 48.73% students’ improvement in the score percentage from the pretest or 31.36% students’ improvement from the posttest 1. Furthermore, the class percentage whose pass the KKM is 90.32%, in other words there are 28 students who pass the KKM and the other 3 students were still out of target. The class percentage shows the improvement 80.64% (90.32% – 9.68%) from the pretest or 51.61% (90.32%– 38.71) from the posttest 1. Based on that calculation, it could be said that the posttest 2 of CAR was success. It was indicated by a number of students who passed the KKM score more than 70%, meaning that it has already met the criterion of success.
CHAPTER V CONCLUSION AND SUGGESTION After finishing the whole steps of this research, the writer would like to makes some conclusion about the result of this research. After that, related to the conclusion the writer would give some suggestions
A. Conclusion Related to the finding of this research, it could be said that this research was success. It is proven by the test result, there was 48.73% improvements of students’ mean score from pretest to the posttest in the second cycle. In the pretest, there were only 3 students who passed the KKM and the other 28 students were out of target. In the posttest 1, there were 12 or 38.71% students who passed the KKM. And in the result of cycle 2 there were 28 or 90.32% students who passed the KKM in which their mean score of passive voice of present continuous tense test derived 85.64.
B. Suggestion In this part the writer would like to give some suggestions for the teacher. First, the teacher must be creative in creating the teaching learning activities, the teacher should focus on teaching learning strategy not only focus on transferring information. Second, arrange word game is an appropriate technique to improve student’s understanding of grammar skill especially passive voice of present continuous tense. So, the writer hopes the teacher maintain the use of arrange word game technique in passive voice of present continuous tense or another grammar material in the next new academic year.
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BIBLIOGRAPHY Arikunto, Suharsimi, Penelitian Tindakan Kelas, Jakarta, Bumi Aksara, 2009 Arikunto, Suharsimi , Dasar-Dasar Evaluasi Pendidikan; Edisi Revisi, Jakarta, Bumi Aksara, 2007. Azhar, Betty Schrampfer, Understanding and Using English Grammar, New York Longman, 2002. Celce, Marianne, Murcia and Freeman, Diane Larsen, The Grammar Book, New York, Heine and Heinle publishers, 1999. Clark, Clark H, using language, New York: - Cambridge university press 2008. Bailey, Kathleen M., Learning about Language Assessment: Dilemmas, Decisions, and Direction, London, Heinle & Heinle Publisher, 1998. Cowan, Ron, The Teacher’s Grammar of English Cambridge, Cambridge University Press, 2008. Danesi, Marcel, Ph.D, Basic American Grammar and Usage, New York, Baron Educational series, 2006. Fromkin, Victoria and Rodman, Robert, an introduction to language, London HBC publishers, 1998. Grondlund, Norman E., Costruction Achievement Test, New York, Prentice Hall, 1982. Hadfield, Jill, Advanced Communicative Games, Hong Kong, Nelson House, 1987. Hall, Eugane J, Grammar for Use, Jakarta Barat, Binarupa Aksara Publisher1993. Heaton, B, Classroom Testing, New York, Longman Inc, 1990. Hill, L.A. and Fielden, R.D.S., English Language Teaching Game, London, Evans Brothers Limited, 1974. Kramer, Wolfgang, what is a Game. The Game Journal 29 October 2008, Masters Elayne, Teacher can make Learning Interesting and Inspire Student, Create Fun Vocabulary lesson with Word Game 01 December 2008,
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74
Manser, Martin H. Oxpord Learner’s Pocket Dictionary, London, Oxpord University press, 1991. Meltze, David E. r, The Relationship between Mathematics Preparation and Conceptual Learning Gains in Physics: A Possible Hidden Variable in Diagnostic Pretest Scores, Iowa, Department of Physics and Astronomy, 2008. Richards, Jack C. Rodgers and, Theodore S. Approaches and methods in language teaching, New York, Cambridge University press, 2007. Sacco, Margaret Close, The Simple Present and Progressive present tense, Ottawa, Canada 1982. Sagor, Richard , Guiding school improvement with action research, New York: Association for Supervision and Curriculum Development 2000 Sudijono, Anas, Pengantar Statistis Pendidikan, Jakarta, PT. Raja Grafindo Persada, 2008. Sudjana, Metoda Statistika, Bandung, PT. Tarsito, 2002. Tambunan, Wilmar, Evaluation of Student Achievement, Jakarta, Depdiknas, 1998 Warriner, John E, English Grammar and Composition, New York, Harcout Brain Javanovich Publisher, 1982. Wikipedia, Teaching Method, Wikipedia the free encyclopedia March 2009 Wright, Andrew, Games for Language Learning; Third Edition, Cambridge, Cambridge University Press, 2006
75
Appendix 1 Interview Guidelines for the Needs Analysis (Before CAR) (Wednesday, March 2nd 2011)
R
: The researcher
T
: The teacher
A. Kategori kondisi umum kelas R
: Bagaimana tanggapan siswa ibu selama ini dalam proses pembelajaran Bahasa Inggris?
T
: Menurut saya mereka bersemangat ketika mengikuti pelajaran Bahasa Inggris, tapi terkadang kelas suka ribut, kadang – kadang mereka mengobrol dengan temannya ketika saya sedang mengajar
R
: Berapa standar nilai KKM untuk pelajaran Bahasa Inggris? Dan bagaimana hasil perolehan nilai Bahasa Inggris siswa ibu?
T
: Standar nilai untuk pelajar Bahasa Inggris itu 75, yah sebagian mampu mencapai KKM tersebut, tapi sebagian lagi tidak mampu mencapai KKM tersebut
R
: Skill Bahasa Inggris apa yang dianggap paling sulit oleh siswa?
T
: Kalau dari pengamatan saya skill yang dianggap paling sulit oleh siswa itu speaking dan writing
R
: Dari keseluruhan kelas yang Ibu ajar. kelas manakah yang kemampuan pemahaman grammar-nya sangat rendah?
T
: Kalau dari pengamatan saya, kelas yang grammarnya sangat rendah itu kelas X.3
R
: Untuk semester ini, jenis materi apa saja yang harus mereka kuasai?
T
: Salah matu materi yang harus mereka kuasai adalah tentang passive voice
R
: Darimana Ibu mendapatkan sumber materi tersebut?
T
: Biasanya saya mengambil materi nya itu dari buku ‘Look Ahead’, ‘English in Mind’, ‘LKS’, dan terkadang say ambil dari internet.
76
Appendix 1 B. Kategori kesulitan siswa yang dialami dalam hal pemahaman (passive voice present continuous tense) R
: Ketika mempelajari passive voice present continuous tense, kesulitan apa yang kiranya dialami oleh siswa?
T
: Kalau dari pengamatan saya, mereka sering sekali keliru dalam menentukan past participle nya.
R
:Menurut Ibu, apa saja penyebab kesulitan yang dialami oleh siswa Ibu?
T
: Penyebabnya biasanya karena mereka lupa.
C. Kategori strategi pengajaran didalam grammar R
:Memangnya, teknik mengajar seperti apa yang sudah Bapak gunakan dalam pengajaran grammar?
T
: Wah kalau untuk masalah tehnik saya biasa hanya memakai tehnik ceramah saja, jadi saya menjelaskan dan murid mendengar dan bertanya, terkadang juga jika ada murid yang belum paham, saya jelaskan materi tersebut sampai dia paham.
R
: Untuk saat ini, apakah Ibu mempunyai rencana lain untuk mengatasi kesulitan siswa dalam pengajaran grammar?
T
: Sebenarnya sudah sangat lama saya ingin mengadakan PTK untuk mata pelajaran saya, tapi saya belum sempat mengadakan PTK untuk mata pelajaran saya, nah dengan kamu datang ke AlAzhar dan mengadakan PTK di sini, saya merasa senang, akhirnya mata pelajaran saya di PTK kan juga, agar saya lebih bisa mengavaluasi cara saya mengajar dan hasil pengajaran saya.
R
: Apakah guru – guru di sini pernah menggunakan tehnik permainan dalam pengajaran?
T
: Ya beberapa guru disini terkadang menggunakan tehnik permainan dalam pengajarannya, tapi kalau saya sendiri belum terlalu paham tentang tehnik permainan tersebut.
R
: Menurut Ibu apa pentingya tehnik permainan dalam pengajaran itu sendiri?
77
Appendix 1 T
: Setau saya itu bagus, karena mungkin murid tidak akan jenh dengan pelajaran, dan mereka juga akan merasa senang.
R
: Jika ada penelitian tindak kelas tentang tehnik permainan, bagaimana tanggapan Ibu?
T
: Wah itu bagus sekali, karena saya juga ingin mengetahui mekanisme
tehnik
permainan,
kepala
sekolah
kami
juga
menganjurkan kami untuk menggunakan tehnik permainan dalam pengajaran, tetapi karena saya belum terlalu paham, saya belum menggunakan tehnik tersebut.
78
Appendix 2a RENCANA PELAKSANAAN PEMBELAJARAN PASSIVE VOICE OF PRESENT CONTINUOUS TENSE (Cycle 1 of CAR) I. IDENTITAS Satuan Pendidikan Mata Pelajaran Kelas/Semester Tema Aspek/Skill Alokasi Waktu Tahun Pelajaran
: SMAI Al-Azhar 1 Jakarta : B. Inggris : X (Sepuluh) / Genap : A Friend in Need is a Friend Indeed : Grammar/Writing : 2X30 menit : 2010/2011
II. STANDAR KOMPETENSI Menulis Mengungkapkan makna dalam teks fungsional pendek dan esei berbentuk narrative, spoof dan hortatory exposition dalam konteks kehidupan seharihari. III. KOMPETENSI DASAR Menulis Mengungkapkan makna dalam teks fungsional pendek (misalnya banner, poster, pamphlet, dll.) resmi dan tak resmi dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari. VI. INDIKATOR 1. Mampu melengkapi kalimat menggunakan bentuk aktif atau pasif dengan benar 2. Mampu menuliskan kalimat aktif dan pasif 3. Mampu menuliskan kalimat pertanyaan dalam bentuk pasif berdasarkan jawaban yang ada 4. Mampu mengidentifikasi kesalahan dan membetulkannya dalam kalimat 5. Dapat menysun kalimat pasif
79
Appendix 2a V. TUJUAN PEMBELAJARAN Pada akhir pembelajaran siswa dapat: 1. Melengkapi kalimat menggunakan bentuk aktif atau pasif dengan benar 2. Menuliskan kalimat aktif dan pasif 3. Menuliskan kalimat pertanyaan dalam bentuk pasif berdasarkan jawaban yang ada 4. Mengidentifikasi kesalahan dan membetulkannya dalam kalimat 5. Menysun kalimat pasif VI. MATERI POKOK DAN URAIAN MATERI Intruction : Arrange these jumble word into five sentences of passive voice present continuous tense (3 positive sentences, 1 negative sentence, 1 interrogative sentence) The rice
by
being
are
by
played
cooked
eaten
my brother
being
the boy
by
taken
The magazines
The fish
is
by
being
read
is
The ball
being
is
is
The book
me
is
being
my sister
by
is
the meeting
by
Alex
the flowers
The zoo
is
being
my mother
80
Appendix 2a
Her hair
talked
being
our papers
them?
not
by
being
Is
is
by
washed
Suzy?
collected
by
the teacher
being
Karen
are
by
watered
not
being
visited
VII. METODE PEMBELAJARAN Arrange word game technique VIII. LANGKAH-LANGKAH KEGIATAN a. Kegiatan Pendahuluan Greeting (memberi salam dan tegur sapa) Tanya jawab berbagai hal terkait kondisi siswa. Mengabsen siswa. Memberi motivasi kepada siswa. Penjelasan tentang materi yang akan dibahas. b. Kegiatan inti. Meminta beberapa siswa untuk membuat kalimat present continuous tense Meminta beberapa siswa untuk merubah kalimat active present continuous tense menjadi kalimat passive. Menjelaskan passive voice present continuous tense Siswa dimita menyusun jumble word menjadi lima buah kalimat passive voice present continuous tense. c. Kegiatan penutup Menyimpulkan materi pembelajaran. Menanyakan kesulitan siswa selama KBM Memberi tugas pada siswa yang berkaitan dengan materi.
81
Appendix 2a IX. SUMBER BELAJAR. a. M.Sudarwati, Look Ahead An English Course, Bandung: Erlangga, 2005. b. Nasrun Mahmud M.Pd, English for University Students Jakarta: UIN Jakarta, 2004. c. Kurikulum Bahasa Inggris (KTSP grade VIII) X. PENILAIAN a. Teknik b. Bentuk
: Tes Tulis : Tertulis.
XI. PEDOMAN PENILAIAN a. Nilai siswa = Skor prolehan X 100, Max. score: 100 Skor siswa b. Rubrik penilaian No 1-5
Uraian Jawaban benar Jawaban tidak tepat
Skor 20 0
82
Appendix 2b RENCANA PELAKSANAAN PEMBELAJARAN PASSIVE VOICE OF PRESENT CONTINUOUS TENSE (Cycle 2 of CAR) I. IDENTITAS Satuan Pendidikan Mata Pelajaran Kelas/Semester Tema Aspek/Skill Alokasi Waktu Tahun Pelajaran
: SMAI Al-Azhar 1 Jakarta : B. Inggris : X (Sepuluh) / Genap : A Friend in Need is a Friend Indeed : Grammar/Writing : 2X30 menit : 2010/2011
II. STANDAR KOMPETENSI Menulis Mengungkapkan makna dalam teks fungsional pendek dan esei berbentuk narrative, spoof dan hortatory exposition dalam konteks kehidupan seharihari. III. KOMPETENSI DASAR Menulis Mengungkapkan makna dalam teks fungsional pendek (misalnya banner, poster, pamphlet, dll.) resmi dan tak resmi dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari. VI. INDIKATOR 1. Mampu melengkapi kalimat menggunakan bentuk aktif atau pasif dengan benar 2. Mampu menuliskan kalimat aktif dan pasif 3. Mampu menuliskan kalimat pertanyaan dalam bentuk pasif berdasarkan jawaban yang ada 4. Mampu mengidentifikasi kesalahan dan membetulkannya dalam kalimat 5. Dapat menysun kalimat pasif
V. TUJUAN PEMBELAJARAN
83
Appendix 2b Pada akhir pembelajaran siswa dapat: 1. Melengkapi kalimat menggunakan bentuk aktif atau pasif dengan benar 2. Menuliskan kalimat aktif dan pasif 3. Menuliskan kalimat pertanyaan dalam bentuk pasif berdasarkan jawaban yang ada 4. Mengidentifikasi kesalahan dan membetulkannya dalam kalimat 5. Menysun kalimat pasif VI. MATERI POKOK DAN URAIAN MATERI Intruction : Arrange these jumble word into five sentences of passive voice present continuous tense (3 positive sentences, 1 negative sentence, 1 interrogative sentence) English
read
being
are
the course
is
being
by
me
studied
by
is
That report
compositions
joined
being
being
the teacher
The book
prepared
the teacher
is
Kate?
by
is
being
is
written
his hair
me
being
by
by
cut
The lesson
Joe?
is
by
washed
by
being
A novel
now
Alex
This time
explained
by
84
Appendix 2b me
The car
by
my father
being
is
taken
being
by
written
is
being
not
her
Five courses
are
VII. METODE PEMBELAJARAN Arrange word game technique VIII. LANGKAH-LANGKAH KEGIATAN a. Kegiatan Pendahuluan Greeting (memberi salam dan tegur sapa) Tanya jawab berbagai hal terkait kondisi siswa. Mengabsen siswa. Memberi motivasi kepada siswa. Me-review materi pertemuan sebelumnya Penjelasan tentang materi yang akan dibahas. b. Kegiatan inti. Siswa diminta untuk membuat kalimat passive voice present continuous tense dalam bentuk positive, negative dan introgative Siswa diminta untuk mengemukakan kesulitan – kesulitan mereka dalam pembelajaran passive voice present continuous tense Siswa diminta menjawab pertanyaan yang berkaitan dengan materi. Siswa dimita menyusun jumble word menjadi satu buah kalimat passive voice present continuous tense Siswa diminta untuk mengoreksi tugas temanya. c. Kegiatan penutup Menyimpulkan materi pembelajaran. Menanyakan kesulitan siswa selama KBM Memberi tugas pada siswa yang berkaitan dengan materi. IX. SUMBER BELAJAR. a. M.Sudarwati, Look Ahead An English Course, Bandung: Erlangga, 2005. b. Nasrun Mahmud M.Pd, English for University Students Jakarta: UIN Jakarta, 2004. c. Kurikulum Bahasa Inggris (KTSP grade VIII)
85
Appendix 2b X. PENILAIAN a. Teknik : Tes Tulis b. Bentuk : Tertulis. c. Instrumen : Terlampir XI. PEDOMAN PENILAIAN a. Nilai siswa = Skor prolehan X 100, Max. score: 100 Skor siswa b. Rubrik penilaian: No 1
Uraian Jawaban benar Jawaban tidak tepat
Skor 100 0
86
Appendix 3 The Questionnaire for Students (Before CAR) Nama
: ___________________
Kelas : _____________________
Cara pengisian: 1. Berilah check list (√) pada salah satu jawaban Ya atau Tidak 2. Jawablah dengan jujur sesuai dengan keadaan! 3. Periksa kembali jawaban sebelum diserahkan kepada guru! Pertanyaan 1. Saya merasa puas dengan nilai pelajaran Bahasa Inggris yang saya peroleh. 2. Saya menyukai belajar aturan – aturan Bahsa Inggris
3. Menurut saya pelajar bahasa Inggris adalah pelajaran Yang penting 4. Kadang – kadang saya merasa jenuh dengan pelajaran bahasa Inggris
5. Saya merasa bersemangat ketika mengikuti pelajaran Bahasa Inggris materi passive voice of present continuous tense
6. Saya selalu aktif dalam mengikuti pelajaran bahasa Inggris materi passive voice present continuous tense
7. Saya dapat memahami materi passive voice present continuous tense dengan baik
8. Saya hafal formula dan rumus passive voice present continuous tense
Ya
Tidak
87
Appendix 3
9. Saya mengetahui cara memakai kalimat passive voice present continuous tense dalam kehidupan sehari – hari.
10. Saya memahami materi passive voice present continuous tense, namun tidak bisa mengunakannya dalam percakapan sehari - hari
11. Saya dapat membuat kalimat passive voice present continuous tense dengan benar
12. Saya mengalami kesulitan dalam membuat kalimat passive voice present continuous tense
13. Saya dapat mengerjakan tugas yang diberikan oleh guru tentang passive voice present continuous tense
14. Saya mengerjakan tugas bahasa inggris secara individual
15. Saya mengerjakan tugas bahasa inggris secara kelompok
KISI – KISI PENULISAN SOAL PRETEST CLASSROOM ACTION RESEARCH (CAR) TAHUN PELAJARAN 2010/2011
Nama Sekolah
: SMAI Al – Azhar I Jakarta
Alokasi Waktu
: 20 menit
Mata Pelajaran
: Bahasa Inggris
Jumlah Soal
: 20 (dua puluh)
Kurikulum Acuan
: KTSP 2006
Semester
: II (genap)
KOMPETENSI DASAR MENULIS 11.1 Mengungkapkan makna dalam teks fungsional pendek (misalnya banner, poster, pamphlet, dll.) resmi dan tak resmi dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan seharihari
INDIKATOR
Jenis soal
Melengkapi kalimat menggunakan bentuk aktif atau pasif dengan benar
Menuliskan kalimat aktif dan pasif
Menuliskan kalimat pertanyaan dalam bentuk pasif
Nomor soal
Jumlah
1,4,5,8,9
20
MC
ESSAY
16,17,18,19, 20
MC
2,6,10
MC
11,12,13,14, 15
MC
3,7
berdasarkan jawaban yang ada
Mengidentifikasi kesalahan dan membetulkannya dalam kalimat
Menyusun kalimat passive
88
KISI – KISI PENULISAN SOAL POSTTEST I CLASSROOM ACTION RESEARCH (CAR) TAHUN PELAJARAN 2010/2011
Nama Sekolah
: SMAI Al – Azhar I Jakarta
Alokasi Waktu
: 20 menit
Mata Pelajaran
: Bahasa Inggris
Jumlah Soal
: 20 (dua puluh)
Kurikulum Acuan
: KTSP 2006
Semester
: II (genap)
KOMPETENSI DASAR MENULIS Mengungkapkan makna dalam teks fungsional pendek (misalnya banner, poster, pamphlet, dll.) resmi dan tak resmi dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan seharihari
INDIKATOR
Melengkapi kalimat menggunakan bentuk aktif atau
Jenis soal MC
Nomor soal
Jumlah
1,2,7,8,10
20
pasif dengan benar
Menuliskan kalimat aktif dan pasif
Menuliskan kalimat pertanyaan dalam bentuk pasif
ESSAY
16,17,18,19, 20
MC
3,4,9
MC
11,12,13,14, 15
MC
5,6
berdasarkan jawaban yang ada
Mengidentifikasi kesalahan dan membetulkannya dalam kalimat
Menyusun kalimat passive
89
KISI – KISI PENULISAN SOAL POSTTEST II CLASSROOM ACTION RESEARCH (CAR) TAHUN PELAJARAN 2010/2011
Nama Sekolah
: SMAI Al – Azhar I Jakarta
Alokasi Waktu
: 20 menit
Mata Pelajaran
: Bahasa Inggris
Jumlah Soal
: 20 (dua puluh)
Kurikulum Acuan
: KTSP 2006
Semester
: II (genap)
KOMPETENSI DASAR MENULIS Mengungkapkan makna dalam teks fungsional pendek (misalnya banner, poster, pamphlet, dll.) resmi dan tak resmi dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan seharihari
INDIKATOR
Melengkapi kalimat menggunakan bentuk aktif atau
Jenis soal MC
Nomor soal
Jumlah
1,3,6,7,10
20
pasif dengan benar
Menuliskan kalimat aktif dan pasif
Menuliskan kalimat pertanyaan dalam bentuk pasif
ESSAY
16,17,18,19,20
MC
4,5,9
MC
11,15
MC
2,8
berdasarkan jawaban yang ada
Mengidentifikasi kesalahan dalam kalimat
Menyusun kalimat passive
90
91
Appendix 5a
ITEM ANALYSIS OF ENGLISH PRETEST N
: 40
MG
: 20
UG
: 10
LG
: 10
Item No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Group UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG
A 0 2 2 3 7* 1* 3 6 4 5 1 3 2 2 3 1 0 3 9* 0* 8* 2* 1 5 1 5 0 8 0 0
Options B C 0 8* 3 4* 3 0 6 0 0 1 6 0 7* 0 2* 1 6* 0 1* 4 1 8* 3 2* 1 7* 5 2* 3 1 5 3 10* 0 6* 0 1 0 7 1 1 1 6 0 4* 4 1* 0 0 8* 0 4* 2 1 0 1 1 8* 3 6*
D 2 1 5* 1* 2 2 0 1 0 0 0 2 0 1 3* 1* 0 1 0 2 0 2 1 4 1 1 7* 1* 1 1
DIF (%)
DES
Status
60%
0,4
Used
30%
0,4
Used
40%
0,6
Used
45%
0.5
Used
35%
0.5
Used
50%
0.6
Used
45%
0,5
Used
20%
0.2
Used
80%
0.4
Used
45%
0.9
Used
50%
0.6
Used
25%
0.3
Used
60%
0.4
Used
40%
0.6
Used
70%
0.2
Used
92
Appendix 5a Item No. 15 16 17 18 19 20
Answers Right Wrong 8 2 4 6 9 1 4 6 10 0 9 1 7 3 3 6 9 1 5 5 9 1 4 6
Group UG LG UG LG UG LG UG LG UG LG UG LG
DIF (%)
DES
Status
55%
0,6
Used
65%
0,5
Used
95%
0,1
Used
50%
0,4
Used
70%
0,4
Used
65%
0,4
Used
PEDOMAN PENILAIAN DIFFICULTY DISCRIMINATION
0% - 30%
30% - 79%
80% - 100%
High
Medium
Low
-1 – 0,0
Bad
DROPPED
DROPPED
DROPPED
0,1 – 0,3
OK
USED
REVISED
USED
0,4 – 0,6
Good
USED
USED
USED
0,6 – 1,0
Very Good
USED
USED
USED
93
Appendix 5b
ITEM ANALYSIS OF ENGLISH POSTTEST I N
: 40
MG
: 18
UG
: 10
LG
: 10
Item No. 1
2
3
4
5
6 7 8
9
10
11 12 13
UG
A *10
Options B C 0 0
D 0
LG
*2
3
2
3
UG
1
0
*9
0
LG
2
5
*1
2
UG
1
*8
1
0
LG
4
*0
4
2
UG
1
1
0
*8
LG
3
3
2
*2
UG
2
1
0
*7
LG
4
2
1
*3
UG
0
*10
0
0
LG
2
*6
2
0
UG LG UG
3 1 *8
3 5 0
1 3 2
3* 1* 0
LG
*0
2
5
2
UG
0
0
*8
2
LG
4
0
*4
2
UG
0
*10
0
0
LG
0
*7
3
0
UG
0
0
*10
0
LG
0
4
*3
3
UG LG UG
2 4 0
0 0 *10
*8 *4 0
0 2 0
LG
1
*4
4
1
Group
DIF (%)
DES
Status
60%
O,8
Used
50%
0,8
Used
40%
0,8
Used
50%
0,6
Used
50%
0,4
Used
80%
0,4
Used
20%
0,2
Used
40%
0,8
used
60%
0,4
Used
85%
0,3
Used
65%
0,7
Used
60%
0,4
Used
70%
0,6
Used
94
Appendix 5b 14
15
UG
1
*9
0
0
LG
4
*0
1
5
UG
4
0
*5
1
LG
3
0
*1
6
Item No. 16 17 18 19 20
Group UG LG UG LG UG LG UG LG UG LG
Answers Right Wrong 10 0 8 2 8 2 4 6 8 2 3 7 6 4 5 5 9 1 7 7
45%
0,9
Used
30%
0,4
Used
DIF (%)
DES
Status
90%
0,2
Used
60%
0,4
Used
55%
0,5
Used
10%
0.5
Used
80%
0,2
Used
PEDOMAN PENILAIAN DIFFICULTY DISCRIMINATION
0% - 30%
30% - 79%
80% - 100%
High
Medium
Low
-1 – 0,0
Bad
DROPPED
DROPPED
DROPPED
0,1 – 0,3
OK
USED
REVISED
USED
0,4 – 0,6
Good
USED
USED
USED
0,6 – 1,0
Very Good
USED
USED
USED
95
Appendix 5c
ITEM ANALYSIS OF ENGLISH TEST POST TEST II N
: 40
MG
: 20
UG
: 10
LG
: 10
Item No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Group UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG UG LG
A *7 *2 0 3 1 2 0 1 0 2 0 2 0 0 *10 *4 1 1 0 0 2 3 0 2 0 2 1 2 2 0
Options B C 2 0 3 1 1 0 3 0 *6 3 *0 4 1 *8 2 *4 3 *7 2 *3 0 2 2 3 0 *10 3 *6 0 0 5 0 *8 1 *2 3 0 0 3 1 *8 0 *4 0 1 0 1 4 0 *10 2 *6 0 *9 3 *5 *7 1 *3 4
D 1 4 *9 *4 0 5 1 3 0 3 *8 *3 0 1 0 1 0 4 *10 *6 0 3 *9 *3 0 0 0 0 0 2
DIF (%)
DES
Status
45%
0,5
Used
0,5
Used
0,6
Used
0,4
Used
0,4
Used
0,5
Used
0,4
Used
0,6
Used
0,6
Used
0,4
Used
0,4
Used
0,6
Used
0,4
Used
0,4
Used
0,4
Used
65% 30% 60% 50% 55% 80% 70% 50% 80% 60% 60% 80% 70% 50%
96
Appendix 5c
Item No. 16 17 18 19 20
Group UG LG UG LG UG LG UG LG UG LG
Answers Right Wrong 8 2 4 6 9 1 5 5 10 0 7 3 8 2 4 6 10 0 8 2
DIF(%)
DES
Status
55%
0,6
Used
70%
0,4
Used
85%
0,3
Used
60%
0,4
Used
90%
0,2
Used
PEDOMAN PENILAIAN DIFFICULTY DISCRIMINATION
0% - 30%
30% - 79%
80% - 100%
High
Medium
Low
-1 – 0,0
Bad
DROPPED
DROPPED
DROPPED
0,1 – 0,3
OK
USED
REVISED
USED
0,4 – 0,6
Good
USED
USED
USED
0,6 – 1,0
Very Good
USED
USED
USED
97
Appendix 6a Pre-Test
Name :
Class :
A. In this part of the test, you have to choose the best answer to each question in the Passive Voice Present Continuous Tense from the alternatives given.
1. He is bursting the door open now. The door open …… by him now a. are being burst
c. is being burst
b. are being bursted
d. is being bursted
2. Q : ……………………………….. A : No, the flowers are being watered by Shinta. a. is the flowers being watered by Suzy? b. is being the flowers watered by Suzy? c. are being the flowers watered by Suzy? d. are the flowers being watered by Suzy? 3. recited verses being Quranic the prayer muslims by are in 1
2
3
4
5
6
7 8 9
a. 4 – 2 – 8 – 3 – 1 – 7 – 6 – 9 – 5 b. 8 - 4 – 2– 3 – 1 – 7 – 6 – 9 – 5 c. 2 - 4– 8 – 7 - 3 – 1– 6 – 9 – 5 d. 6 – 2 – 8 – 3 –9 – 7 – 4 - 1– 5 4. Every male and female student …….. by the teacher (test) a. are being tested
c. are being test
b. is being tested
d. is being test
5. A new school building which has ten classes ……. by the government in the village now. (build) a. is being builded
c. are being built
b. is being built
d. are being builded
98
Appendix 6a 6. Q : ……………………………….. A : Yes, the book is being read by the boy. a. are the book being read by the boy? b. is being the book read by the boy? c. is the book being read by the boy? d. are being the book read by the boy? 7. change in are Penguins being the Antarctic not global threatened by climate 1
2 3
4
5
6
7
8
9
10
11
living 12 a. 12 – 4 – 2 – 6 – 3 – 7 – 5 – 9 – 10 – 8 – 11 – 1 b. 6 – 4 - 2– 12 – 3 –10– 5 – 9 - 7 –8 – 11 – 1 c. 4 – 12 – 2 – 6 – 3 – 7 – 5 – 9 – 10 – 8 – 11 – 1 d. 2 - 4 – 12 –– 7 - 6 – 3 –5 – 9 – 10 – 8 – 11 – 1 8. The debt …….. by the costumer to the debt collector (pay) a. are being payed
c. is being payed
b. are being paid
d. is being paid
9. The books which only have one color …… by librarian to the library (bring) a. are being bought
c. is being brought
b. are being brought
d. is being bought
10. Q : ……………………………….. A : No, a piece of chocolate cake is being eaten by Jack. a. is a piece of chocolate cake being eaten by William? b. are a piece of chocolate cake being eaten by William? c. are being a piece of chocolate cake eaten by William? d. is being a piece of chocolate cake eaten by William?
99
Appendix 6a B. Identify the one word or phrase that must be changed in order for the sentence to be grammatical correct in passive voice of present continuous tense form
11. A meeting was being attended by him now, and he will discuss the role. A
B
C
D
12. Every man and women are being trained by the trainer A
B
C
D
13. The boy who bring five books is being teach by his teacher A
B C
D
14. A lot of money is being having by Abu Rizal Bakri A
B
C
D
15. The man in addition to his ten children are being called by sinta. A
B
C
D
C. Change these active sentences into passive sentences!
16. A government is building a good road from Kebayoran to Ciputat ________________________________________________________ ________________________________________________________ 17. When the Janitor is cleaning the classroom, the student should stay outside _______________________________________________________ _______________________________________________________ 18. Are the students buying ‘English for Muslim University Student’ at any store around the campus? ______________________________________________________ ______________________________________________________ 19. The students are not cleaning the board of the classroom ______________________________________________________ ______________________________________________________ 20. My friend is singing three beautiful songs _____________________________________________________
100
Appendix 6b Post-Test 1 Name :
Class :
A. In this part of the test, you have to choose the best answer to each question in the Passive Voice Present Continuous Tense from the alternatives given. 1. They are repairing the streets this month. The streets …… this month a. are being repaired
c. is being repaired
b. is being repairded
d. are being repairded
2. These offices …… now. (clean) a. is being cleaned
c. are being cleaned
b. is being cleanned
d. are being cleanned
3. Q : ……………………………….. A : Yes, they are being called by their instructor. a. are being they called by their instructor? b. are they being called by their instructor? c. is they being called by their instructor? d. is being they called by their instructor? 4. Q : ……………………………….. A : Yes, a cup of tea is being drunk by Sheila. a. are a cup of tea being drunk by Sheila? b. are being a cup of tea drunk by Sheila? c. is being a cup of tea drunk by Sheila? d. is a cup of tea being drunk by Sheila? 5. him This composition not another one written being Ali, written by and is 1
2
3
4
5
6
7
8
being by is 12
13 14
a. 7- 3- 2 – 6 – 5 – 9 – 4 – 14 - 11– 12 – 8 – 13 – 1 b. 4 – 11 – 2 - 3 – 6 - 8– 5 – 9 – 7 – 10 – 14 – 12 –– 13 – 1 c. 2 – 11 – 3 - 4– 6 – 5 – 9 – 7 – 14 – 8 – 13 – 1 - 12
9 10 11
101
Appendix 6b d. 2 – 11 – 3 – 6 – 5 – 9 – 7 – 4 – 10 - 14 – 12 – 8 – 13 – 1 6. being the world cup all over televised soccer this is the word year? 1
2
3
4
5
6
8
9
10
a. 8 – 9 - 1 – 4 – 3 – 2 – 6 – 10 b. 8 – 2 - 1 – 4 – 3 – 9 – 6 – 10 c. 9 – 8 - 1 – 4 – 3 – 2 – 6 – 10 d. 2 - 8 – 1 – 4 – 3 – 9 – 6 – 10 7. Lebaran cakes ……. by my mother in the kitchen now. (make) a. is being made
c. are being maked
b. is being maked
d. are being made
8. The classroom which has five windows ……. by the janitor this time (clean) a. is being cleaned
c. is being cleanned
b. are being cleanned
d. are being cleaned
9. Q : ……………………………….. A : No, the cows are being milked by farmer Joe. a. is being the cows milked by farmer Lie? b. is the cows being milked by farmer Lie? c. are the cows being milked by farmer Lie? d. are being the cows milked by farmer Lie? 10. The Qur’an which has two covers ……. By the qori this time. (read) a. is being readed
c. are being readed
b. is being read
d. are being read
102
Appendix 6b B. Identify the one word or phrase that must be changed in order for the sentence to be grammatical correct in passive voice of present continuous tense form
11. My hair is being cutted by the professional A
B
C
D
12. All of the money are being taken by Kate in the bank A
B
C
D
13. All of the book are being read by teacher the in library A
B
C
D
14. Each male and female student are being given an advice A
B
C
D
15. The girl together with her two cats are being persuaded by the handsome boy A
B
C
D
C. Change these active sentences into passive sentences! 16. Is Al – Azhar graduating a lot of students? _________________________________________________________ _________________________________________________________ 17. The government is not doing a lot of thing to alleviate poverty ________________________________________________________ ________________________________________________________ 18. Is UIN building four new faculty buildings? _______________________________________________________ _______________________________________________________ 19. When the Qori is reciting the Qur’an , we must be quiet ______________________________________________________ ______________________________________________________ 20. is your mother making lebaran cakes in the kitchen now? _____________________________________________________
103
Appendix 6b
103
Appendix 6c Post-Test 2 Name :
Class :
A. In this part of the test, you have to choose the best answer to each question in the Passive Voice Present Continuous Tense from the alternatives given. 1. The door which has five colors …… by Tom now (open) a. is being opened
c. are being opened
b. is being oppened
d. are being oppened
2. pancakes made are the kitchen? in being 1
2
3
4
5
6
a. 1 – 3 – 2 – 6 – 5 – 4 b. 1 – 3 – 6 – 2 – 5 – 4 c. 3 – 1 – 6 – 5 – 2 – 4 d. 3 – 1 – 6 – 2 – 5 – 4 3. The ball ……. by the students today (play) a. are being played
c. are being playded
b. is being played
d. is being playded
4. Q : ……………………………….. A : No, the party is being prepared by committee. a. are the party being prepared by Joe? b. are being the party being prepared by Joe? c. is the party being prepared by Joe? d. is being the party prepared by Joe? 5. Q : ……………………………….. A : Yes, the meeting is being talked by them. a. are being the meeting talked by them? b. is being the meeting talked by them? c. is the meeting being talked by them? d. are the meeting being talked by them?
104
Appendix 6c 6. English ….. by me this year (study) a. are being studied
c. is being studyed
b. are being studied
d. is being studied
7. The book ……. By me this month (write) a. is being writen
c. is being written
b. are being writen
d. are being written
8. This being garden flowers grown in are 1 2 3 4 5 a. 4 – 7 – 2 – 5 – 6 – 1 – 3
6 7
b. 1 – 3 – 7 – 2 – 5 – 6 – 4 c. 1 – 3 – 7 – 2 – 5 – 4 – 6 d. 4 – 2 – 7 – 5 – 6 – 1 – 3 9. Q : ……………………………….. A : Yes, the movie is being made in Hollywood. a. are the movie being made in Hollywood? b. is the movie being made in Hollywood? c. is being the movie made in Hollywood? d. are being the movie made in Hollywood? 10. The lesson which all students liked ….. by the teacher now (explain) a. is being explainned
c. are being explained
b. are being explainned
d. is being explained
105
Appendix 6c B. Identify the one word or phrase that must be changed in order for the sentence to be grammatical correct in passive voice of present continuous tense form
11. The New York times are being read by the boy A
B
C
D
12. Much water is being drink by William A
B C
D
13. Only little oil are being taken by the worker A
B C
D
14. All the books are being holded by the teacher A
B
C
D
15. English is being spoke by native speaker A
B
C
D
C. Change these active sentences into passive sentences!
16. The maid is laying the table which has four colors _________________________________________________________ _________________________________________________________ 17. Is the government building a new school in the village now? ________________________________________________________ ________________________________________________________ 18. Muslims are performing shalat on time _______________________________________________________ _______________________________________________________ 19. We are painting the house for the coming lebaran day ______________________________________________________ ______________________________________________________ 20. In this semester, I am taking five courses _____________________________________________________
106
Appendix 7a Arrange Word Game CYCLE I
The rice
by
being
are
by
played
cooked
eaten
my brother
being
the boy
by
taken
The magazines
The fish
is
by
being
read
is
The ball
being
is
is
The book
me
is
being
my sister
by
is
the meeting
by
Alex
the flowers
The zoo
is
being
Her hair
talked
being
our papers
them?
not
by
being
Is
is
by
washed
Suzy?
collected
by
the teacher
being
Karen
are
by
watered
not
being
visited
my mother
107
Appendix 7b Arrange Word Game CYCLE II English
read
being
are
the course
is
being
by
me
studied
by
is
That report
compositions
joined
being
being
the teacher
The book
prepared
the teacher
is
Kate?
by
is
being
is
written
his hair
me
being
by
by
cut
The lesson
Joe?
is
by
washed
by
being
A novel
now
Alex
This time
explained
me
The car
by
my father
being
is
taken
being
by
written
is
being
not
her
Five courses
are
by
108
Appendix 8a
Arrange Word Game ANSWER SHEET Name
: ………………………….
Class
: …………………………
1).
(POSITIVE +)
2).
(POSITIVE +)
3).
(POSITIVE +)
4).
(NEGATIVE -)
5).
(INTROGATIVE ?)
109
Appendix 8b
Arrange Word Game ANSWER SHEET Name
: ………………………….
Class
: ………………………… (POSITIVE +)
Arrange Word Game ANSWER SHEET Name
: ………………………….
Class
: …………………………
(NEGATIVE -)
Arrange Word Game ANSWER SHEET Name
: ………………………….
Class
: ………………………… (INTROGATIVE ?)
110
Appendix 9a Observation Sheet of Cycle I (Friday, May 6th 2011) No.
Indicators
I
Pre Teaching Preparing in the students to start the teaching learning process Engaging the students using language clearly and easy to understand Motivated the students The teacher helped the students to memorize the previous lesson While Teaching Material The material was appropriate with the lesson objective The teacher explained the material systematically Connecting the material with other knowledge Exploring the material as clearly as possible Lesson Strategy Doing the teaching learning process which appropriate with students’ competence Doing teaching learning systematically The teacher was able to manage the class The teacher involved the students in teaching learning process Material Resource The material was appropriate with the lesson objective and the students’ level The teacher used the environment as the material resource Involving the students in finding the material Post Teaching Evaluating Doing pre evaluating Doing process evaluating Doing post evaluating The assessment was suitable with the material Closing Doing reflection Making conclusion of the teaching learning process Giving suggestion to the students
II
III
Score 3 3 2 3
3 3 3 3 3 3 2 3 3 3 3
3 3 3 3 3 3 2
111
Appendix 9a
Note
: Score : Criteria 1
: Not good
2
: Less good
3
: Good enough
4
: Good
112
Appendix 9a
Observation Sheet of Cycle II (Friday, May 13th 2011)
No.
Indicators
I
Pre Teaching Preparing in the students to start the teaching learning process Engaging the students using language clearly and easy to understand Motivated the students The teacher helped the students to memorize the previous lesson While Teaching Material The material was appropriate with the lesson objective The teacher explained the material systematically Connecting the material with other knowledge Exploring the material as clearly as possible Lesson Strategy Doing the teaching learning process which appropriate with students’ competence Doing teaching learning systematically The teacher was able to manage the class The teacher involved the students in teaching learning process Material Resource The material was appropriate with the lesson objective and the students’ level The teacher used the environment as the material resource Involving the students in finding the material Post Teaching Evaluating Doing pre evaluating Doing process evaluating Doing post evaluating The assessment was suitable with the material Closing Doing reflection Making conclusion of the teaching learning process Giving suggestion to the students
II
III
Score 4 4 3 4
4 4 3 4 4 4 3 4 4 4 4
4 4 4 4 4 4 3
113
Appendix 9a
Note
: Score : Criteria 1
: Not good
2
: Less good
3
: Good enough
4
: Good
114
Appendix 9a
FIELD NOTES
Cycle
: Cycle 1
Day/ Date
: Friday, 6th May 2011
The Activity of the Teacher and the Students in Cycle I NO
The Observation of Teacher’s Activity
Percentage
1
Express purposes
6.0
2
Motivate learners
7.3
3
Link the previous lesson with the next lesson
8.3
4
Supervise and guide students in making sentences
7.3
of present continuous tense in active and passive 5
Explain the material
13.3
6
Explain the procedures of arrange word game
10.0
7
Observe and guide learners in making the passive
21.7
voice sentences 8
Conclude t the learning material
10.3
9
Give feedback
15.3
NO
The Observation of Students’ Activity
Percentage
1
Listen to the teacher introduction
5.3
2
Listen to teacher explanation about the material to
8.2
be discussed 3
Make an example of present continuous tense
8.3
4
Make an example of passive voice present
7.4
continuous tense 5
Listen and pay attention to teachers' explanations
13,3
6
Ask the difficult material
7.4
115
Appendix 9a 7
Play arrange word game
18.7
8
Listen to the teacher’s conclusion
10.4
9
Do the test and evaluation
21
116
Appendix 9a FIELD NOTES
Cycle
: Cycle 2
Day/ Date
: Friday, 13th May 2011
The Activity of the Teacher and the Students in Cycle I NO
The Observation of Teacher’s Activity
Percentage
1
Discuss the previous material
7.7
2
Motivate learners
5.7
3
Link the previous lesson with the next lesson
6.7
4
Explain the material
10.7
5
Explain the procedures of arrange word game
11.7
6
Observe and guide learners in implementing
25.7
arrange word game technique 7
Explain difficult material
8.3
8
Order and guide the students to conclude the lesson
10.8
9
Give feedback
12.7
NO
The Observation of Students’ Activity
Percentage
1
Listen to the teacher explanation about the previous
6.3
material 2
Discuss with the teacher about the material to be
7.4
discussed 3
Make an example of passive voice present
9.3
continuous tense in the form positive, negative and interrogative 4
Listen and pay attention to teachers' explanations
7.3
5
Play arrange word game
18.6
6
Correct another students’ assignment
10.0
117
Appendix 9a 7
Conclude the lesson
12.2
8
Ask the difficult material
6.7
9
Do the test and evaluation
22.2
FIELD NOTES
Cycle
: Cycle 2
Day/ Date
: Friday, 13th May 2011
The Activity of the Teacher and the Students in Cycle I NO
The Observation of Teacher’s Activity
Percentage
1
Discuss the previous material
7.7
2
Motivate learners
5.7
3
Link the previous lesson with the next lesson
6.7
4
Explain the material
10.7
5
Explain the procedures of arrange word game
11.7
6
Observe and guide learners in implementing
25.7
arrange word game technique 7
Explain difficult material
8.3
8
Order and guide the students to conclude the lesson
10.8
9
Give feedback
12.7
NO
The Observation of Students’ Activity
Percentage
1
Listen to the teacher explanation about the previous
6.3
material 2
Discuss with the teacher about the material to be
7.4
discussed 3
Make an example of passive voice present continuous tense in the form positive, negative and interrogative
9.3
118
Appendix 9a 4
Listen and pay attention to teachers' explanations
7.3
5
Play arrange word game
18.6
6
Correct another students’ assignment
10.0
7
Conclude the lesson
12.2
8
Ask the difficult material
6.7
9
Do the test and evaluation
22.2
118
Appendix 11 The Questionnaire for Students (After CAR) Nama
: ___________________
Kelas : _____________________
Cara pengisian: 1. Berilah check list (√) pada salah satu jawaban Ya atau Tidak 2. Jawablah dengan jujur sesuai dengan keadaan! 3. Periksa kembali jawaban sebelum diserahkan kepada guru! Pertanyaan 1. Saya merasa senang dengan pelajaran Bahasa Inggris materi passive voice of present continuous tense sekarang
2. Saya merasa pengajaran pada materi passive voice of present continuous tense lebih mudah dipahami
3. Saya merasa lebih bersemangat denagn pengajaran Bahasa Inggris materi passive voice of present continuous tense sekarang
4. Belajar sambil bermain adalah pengajaran yang sesuai dengan keinginan saya
5. Saya merasa lebih mudah dalam mengingat formula atau rumus penggunaan passive voice of present continuous tense dengan strategi yang digunakan sekarang
6. Saya merasa lebih mudah dalam mengerjakan tugas yang diberikan guru
Ya
Tidak
119
Appendix 11 7. Saya merasa mengalami peningkatan/lebih baik dalam membuat kalimat passive voice of present continuous tense
8. Saya dapat membuat kalimat passive voice of present continuous tense dengan cepat dan mudah
9. Saya lebih senang belajar sambil bermain
10. Pembelajaran menggunakan permainan membuat saya lebih aktiv dan kreatif dalam belajar
11. Saya sering mengajukan pertanyaan ketika pembelajaran berlangsung
12. Saya merasa mampu mengerjakan tugas yang diberikan oleh guru secara individu
13. Belajar sambil bermain membuat saya senang dan mudah memahami pelajaran
14. Saya merasa enjoy dengan metode pembelajaran yang sekarang
15. Saya merasa strategi yang digunakan sekarang membantu saya Untuk menerapkan penggunaan passive voice of present continuous tense dalam kehidupan sehari – hari.
120
Appendix 12
Students’ Score of Pretest, Posttest 1, and Posttest 2 Pretest
Cycle I Posttest
Cycle II Posttest
Aisyah Mayasaphira Nabila
70
70
80
Allissa Nabila Putri
60
70
90
Amalia Nadhira Warman
60
75
95
Ananda Eraz Irfananto
70
80
90
Ananka
50
50
60
Anidya Fildzah Shabrina
60
65
95
Arina Saufi Ardi
40
70
90
Arvellanto Muhammad Taqwatama
40
45
60
Azuraningtias Subiantoro
40
45
85
Bagus Razy Syabandita
20
50
75
Diaz Hendratta Abyan
60
65
75
Dimas Rangga Satrianto
45
65
90
Erry Satrio Widyanto
35
40
75
Farisan Satria Bakkara
65
70
85
Fauzan Makarin
65
70
95
Hening Ardhoratri Sesahayu
85
85
100
Larasati Devi Adayani
70
80
100
Muhammad Arfiansyah Brahma Brat
25
75
95
Muhammad Azmi Hafizha Rachman
65
70
75
Muhammad Besari Ariel
70
80
100
Muhammad Feriza Pandu
50
75
85
Nabila Putri Tamariyani
60
60
90
Nadia Amalia
75
75
80
Nadira Aulia
85
85
100
Nirwanda Yogiswara
50
60
75
Probo Wicaksono
45
45
50
Putri Intan Permatasari
55
60
80
Qashmal Adika Utomo
70
80
95
Tsamara Fahrana
70
75
95
Students' Name
121
Appendix 12
Vadie Akbar
70
85
100
Wiysha Citra Riana
60
75
95
57.58
67.58
85.64
Mean
The Improvement of Students’ Score During CAR
122
123
Appendix 14 Interview Guidelines for the Needs Analysis (After CAR) (Friday, May 13th 2011)
A. Kategori kondisi umum kelas R
: Bagaimana kondisi siswa Ibu dalam pembelajaran passive voice present continuous tense setelah menggunakan Arrange Word Game technique?
T
: Kalau saya perhatikan mereka sangat bersemangat dan senang mengikuti mata pelajaran ini.
R
: Apakah Ibu merasa termotivasi setelah menggunakan Arrange Word Game technique dalam pembelajaran di kelas?
T
: Ya, saya sangat termotivasi untuk membuat berbagai macam teknik permainan dalam pengajaran, karena menurut saya jika anak – anak belajar sambil bermain pasti mereka akan sangat senang dan mudah untuk memahami pelajaran tersebut.
R
: Bagaimana kemampuan pemahaman passive voice present continuous tense siswa Ibu setelah menerapkan strategi Arrange Word Game technique?
T
: Mereka jadi lebih paham tentang materi passive voice present continuous tense.
B. Kategori kesulitan siswa yang dialami R
: Apakah Ibu mengalami kesulitan dalam menerapkan tehnik Arrange Word Game?
T
: Yah sebenarnya tehnik ini cukup mudah untuk digunakan, saya sih merasa tidak mengalami kesulitan dalam menggunakan tehnik ini, hanya kurang bisa memenage waktu aja mungkin
R
: Apa penyebab dari kesulitan dalam menerapkan tehnik Arrange Word Game?
T
: Yah salah satu penyebabnya karena kurang bisa memenage waktu aja mungkin.
124
Appendix 14 C. Kategori strategi untuk mengalami kesulitan R
: Setelah mengetahui beberapa kesulitan yang Ibu hadapi dalam penggunaan tehnik Arrange Word Game, maka bagaimana cara Ibu mengatasi kesulitan-kesulitan tersebut?
T
: Yah mungkin harus lebih memperhatikan waktu aja, mungkin nanti saya akan memakai time kipper atau stopwatch, biar lebih bisa memenage waktu.
