Suggestion - CONCLUSION AND SUGGESTION - The Use Of Board Game in Teaching Passive Voice At Sen

CHAPTER V CONCLUSION AND SUGGESTION

B. Suggestion

Based on research findings, some suggestions are addressed for English teachers, language learners, and other researchers. The suggestions are as follow:

a. For English Teacher

For the sake of improvement of students’ understanding of passive voice, English teacher are suggested to select and present material that is appropriate to the student’s level and need. In teaching passive voice (simple present tense), the teacher also required implementing strategies that interest students’ motivation to

improve it. They need to be motivated that the passive voice was also an important part of English which the students need to master in both oral and written.

b. For Language Learner

There are several suggestions for students in learning passive voice such as; the students should develop their motivations because it was an important part of English learning, the students must learn more about how to write passive voice in simple present tense since the result showed that they had a problem in writing passive voice for that tense, and the students must answer every question which is given by teacher in bravely without afraid to answer false.

c For other Researcher

The researcher suggest other researchers conduct similar studies from different perspective of passive voice, consequently, the result may have positive contribution about the use of board game in teaching passive voice. Besides, future researchers are suggested to investigate the effectiveness of using board game in teaching other skills in English like listening, speaking, and reading. Hopefully, using board game may have a significant impact on other skills as well.

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APPENDICES APPENDIX 1

APPENDIX 2

APPENDIX 3

APPENDIX 4

RENCANA PELAKSANAAN PEMBELAJARAN

Sekolah : SMAN 1 BAITUSSALAM

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : XI/Genap

Aspek : Writing

Tema : Passive Voice

Alokasi waktu : 1 x 45 menit (pertemaun ke-2) Standar Kompetensi

3.5.Menganalisis fungsi sosial, struktur teks , dan unsure kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait keadaan/tindakan/kegiatan/kejadian tanpa perlu menyebutkan pelakunya dalam teks ilmiah, sesuai dengan konteksnya ( perhatikan unsure kebahasaaan passive voice)

Kompetensi Dasar

3.5.1 Menyusun teks interaksi transaksional lisan tulis yang melibatkan tindakan member dan meminta informasi/terkait keadaan/tindakan/kegiatan/kejadian tanpa perlu menyebutkan pelakunya dalam teks ilmiah dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.

Indikator

1. Mampu mengidentifikasi makna dalam kalimat passive voice

2. Mampu mengetahui penggunaan tenses dalam kalimat passive voice

3. Mampu memahami cara membuat kalimat passive voice setelah pengunaan metode board game

4. Mampu memilih dan menyusun kalimat passive voice dengan menggunakan tenses yang benar

A. Tujuan Pembelajaran

Melalui kegiatan pembelajaran dengan pendekatan saintifik menggunakan model Genre Based Learning, peserta didik dapat memahami, menerapkan dan menalar fungsi sosial, struktur teks dan unsur kebahasaan dari tindakan memberi dan meminta informasi terkait keadaan/tindakan/kegiatan/kejadian tanpa perlu menyebutkan pelakunya dalam teks ilmiah (Passive Voice).

B. Materi Pembelajaran

Passive Voice is a sentence whose subject is not the doer of an catvity, but it is the object of an activity as its verb.

The basic patern of passive voice is BE +V3

“Be” must addapt to the FORM and TENSES.

Example:

1) The teachers are in the class to teach the students. (active) 2) The students are in the class to be tought by the teacher. (passive) 3) The students are in the class for being tought by the teacher. (passive)

Because TO must be followed by invinitive, “...to be tought...” is used, butbecause FOR must be followed by V-ing, “...for being tought...” is used.

It is explained in the Raymond Murphy’s English Grammar in Use (1985: 84),

This house was built in 1985.

This is a passive sentence. Compare:

Somebody built this house in 1985. (active) This house was built in 1985.(passive) Here is the implication in the tenses.

SIMPLE PRESENT TENSE

• Her parents call the girl once every day. (active)

• The girl is called by her parents once every day. (passive) SIMPLE PAST TENSE:

• Someone stole our wallet last Sunday.(active)

• Our wallet was stolen last Sunday.(passive) PRESENT CONTINUOUS TENSE

• Father is repairing my bicycle in front of our home. (active)

• My bicycle is being repaired by father in front of our home.(passive) PRESENT CONTINUOUS TENSE

• Father is repairing my bicycle in front of our home. (active)

• My bicycle is being repaired by father in front of our home. (passive) PAST CONTINUOUS TENSE

• At 9 sharp last week the XII graders were doing the national examination.(active)

• At 9 sharp last week the national examination was being done.(passive) PRESENT PERFECT TENSE

• That artist has finished his phenomenal statue. (active)

• The phenomenal statue has been finished. (passive) PAST PERFECT TENSE

• When a late cutomer came, others had bought all the favourite menu.(active)

• When a late cutomer came, all the favourite menu had been bought. (passive) C. Metode Pengajaran

• Pendekatan: Saintifik

• Model : Genre based learning

• Metode : Diskusi kelompok, tanya jawab, discovery learning D. Media Pembelajaran

• Worksheet/lembaran kerja siswa

• Materi passive voice

• Papan Tulis E. Sumber Belajar

• Buku Bahasa Inggris Kelas XI

• Internet

F. Langkah-langkah Kegiatan Pembelajaran 1. Kegiatan Pendahuluan

No Kegiatan Guru Kegiatan Siswa Waktu

1 Guru memberikan salam kepada siswa Siswa menjawab salam dari guru 20 menit

2 Guru menanyakan kabar siswa Siswa menjawab dan menanyakan kabar guru

3 Guru mengecek kehadiran siswa Siswa menanggapi

4 Guru menuliskan kalimat passive voice dipapan

Siswa mengamati kalimat passive voice

5 Guru menanyakan kepada siswa berkaitan dengan kalimat passive voice

Siswa menanggapi pertanyaan guru

G. Kegiatan Inti

No Kegiatan Guru Kegiatan Siswa Waktu

1 Eksplorasi 45 menit

a). Guru menyuruh siswa membentuk group

a). Siswa membentuk group

b). Guru memperlihatkan kalimat passive voice yang telah di tulis dalam kertas karton

b). Siswa memperhatikan kalimat passive voice yang telah di tulis dalam kertas karton

c). Guru menjelaskan cara permainan dalam kelompok

c). Siswa mendengarkan penjalasan guru mengenai cara permainan dalam kelompok

d). Guru memberikan giliran tiap kelompok untuk menjawab pertanyaan

d). Siswa mendapatkan giliran untuk menjawab pertanyaan

2 Elaborasi

a). Guru menyuruh siswa menjawab soal setiap kali mendapat giliran kelompok

a). Siswa menjawab soal setiap kali mendapat giliran kelompok

b). Guru menunjuk siswa untuk membacakan hasilnya di depan kelas.

b). Siswa membacakan hasilnya di depan kelas.

c). Guru menyuruh siswa untuk menyusun kalimat passive voice

c). Siswa menyusun kalimat yang diberikan oleh guru secara berkelompok

d). Guru memberikan soal active voice untuk diubah menjadi passive voice

d). Siswa mengerjakan soal

3 Konfirmasi

a). Guru memberikan reward pada siswa yang berhasil menjawab dengan baik berupa pujian secara lisan.

a). Siswa mendengarkan reward dari guru

b). Guru menyuruh siswa untuk mempresentasikan hasil kerjanya di depan kelas.

b). Siswa mempresentasikan hasil kerjanya di depan kelas.

H. Kegiatan Penutup

I. Penilain Teknik : tes tulis

• Bentuk : menulis kalimat passive voice

No Kegiatan Guru Kegiatan Siswa Waktu

1 Guru menanyakan kesulitan siswa dalam menulis kalimat passive voice

Siswa menjawab pertanyaan guru 15 menit

3 Guru memberikan kesimpulan mengenai materi

Siswa mendengarkan dan menyimak

4 Guru mengakhiri pelajaran dan memberikan salam penutup

Siswa menjawab salam guru

Rubric Penilaian Writing

NO COMPONENTS RANGE DESCRIPTION

1 CONTENT 30 – 27

26 – 22 21 – 17 16 – 13

EXCELLENT TO VERY GOOD: related ideas GOOD: occasionally unrelated ideas

FAIR TO POOR: very often unrelated ideas VERY POOR: irrelevant ideas

2 ORGANIZATION 20 – 18 17 – 14 13 – 10 9 – 7

EXCELLENT TO VERY GOOD: effective and well organized

GOOD: occasionally ineffective, weak transition and incomplete organization

FAIR TO POOR: lack organization VERY POOR: little or no organization 3 VOCABULARY 20 – 18

17 – 14 13 – 10 9 – 7

EXCELLENT TO VERY GOOD: effective word choice GOOD: mostly effective word choice

FAIR TO POOR: frequently error in word choice VERY POOR: mostly ineffective word choice 4 LANGUAGE USE 25 – 22

21 – 18 17 – 11 10 – 5

EXCELLENT TO VERY GOOD: grammatically correct

GOOD: mostly grammatically correct

FAIR TO POOR: frequently error in grammar VERY POOR: very often error in grammar

5 MECHANICS 5

4 3 2

EXCELLENT TO VERY GOOD: few errors in spelling, punctuation, capitalization, paragraphing

GOOD: occasionally errors in spelling, punctuation, capitalization, paragraphing

FAIR TO POOR: frequent errors in spelling, punctuation, capitalization, paragraphing

VERY POOR: dominated by errors in spelling, punctuation, capitalization, paragraphing

TOTAL SCORE

Scoring rubric:

Excellent : 81-100 (A) Good : 61-80 ( B ) Fair : 41-60 ( C ) Useless : 21-40 ( D ) Poor : 0-20 ( E)

Aceh Besar, 2022 Researcher Liza Munira NIM. 170203113

RENCANA PELAKSANAAN PEMBELAJARAN

Sekolah : SMAN 1 BAITUSSALAM

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : XI/Genap

Aspek : Writing

Tema : Passive Voice

Alokasi waktu : 1 x 45 menit (pertemaun ke-3) Standar Kompetensi

3.5. Menganalisis fungsi sosial, struktur teks , dan unsure kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait keadaan/tindakan/kegiatan/kejadian tanpa perlu menyebutkan pelakunya dalam teks ilmiah, sesuai dengan konteksnya ( perhatikan unsure kebahasaaan passive voice)

Kompetensi Dasar

Indikator

5. Mampu mengidentifikasi makna dalam kalimat passive voice

6. Mampu mengetahui penggunaan tenses dalam kalimat passive voice

7. Mampu memahami cara membuat kalimat passive voice setelah pengunaan metode board game

8. Mampu memilih dan menyusun kalimat passive voice dengan menggunakan tenses yang benar

A. Tujuan Pembelajaran

B. Materi Pembelajaran

Passive Voice is a sentence whose subject is not the doer of an catvity, but it is the object of an activity as its verb.

The basic patern of passive voice is BE +V3

“Be” must addapt to the FORM and TENSES.

Example:

4) The teachers are in the class to teach the students.(active)

5) The students are in the class to be tought by the teacher.(passive) 6) The students are in the class for being tought by the teacher.(passive) Because TO must be followed by invinitive, “...to be tought...” is used, butbecause FOR must be followed by V-ing, “...for being tought...” is used.

It is explained in the Raymond Murphy’s English Grammar in Use (1985:

84),

This house was built in 1985.

This is a passive sentence. Compare:

Somebody built this house in 1985. (active) This house was built in 1985.(passive) Here is the implication in the tenses.

SIMPLE PRESENT TENSE

• Her parents call the girl once every day. (active)

• The girl is called by her parents once every day. (passive) SIMPLE PAST TENSE:

• Someone stole our wallet last Sunday.(active)

• Our wallet was stolen last Sunday.(passive) PRESENT CONTINUOUS TENSE

• Father is repairing my bicycle in front of our home.(active)

• My bicycle is being repaired by father in front of our home.(passive) PRESENT CONTINUOUS TENSE

• Father is repairing my bicycle in front of our home.(active)

• My bicycle is being repaired by father in front of our home.(passive) PAST CONTINUOUS TENSE

• At 9 sharp last week the XII graders were doing the national examination.(active)

• At 9 sharp last week the national examination was being done.(passive)

PRESENT PERFECT TENSE

• That artist has finished his phenomenal statue. (active)

• The phenomenal statue has been finished. (passive) PAST PERFECT TENSE

• When a late cutomer came, others had bought all the favourite menu.(active)

• When a late cutomer came, all the favourite menu had been bought. (passive) C. Metode Pengajaran

• Pendekatan : Saintifik

• Model : Genre based learning

• Metode : Diskusi kelompok, tanya jawab, discovery learning D. Media Pembelajaran

• Worksheet/lembaran kerja siswa

• Materi passive voice

• Papan Tulis E. Sumber Belajar

• Buku Bahasa Inggris Kelas XI

• Internet

F. Langkah-langkah Kegiatan Pembelajaran 2. Kegiatan Pendahuluan

No Kegiatan Guru Kegiatan Siswa Waktu

1 Guru memberikan salam kepada siswa Siswa menjawab salam dari guru 20 menit

2 Guru menanyakan kabar siswa Siswa menjawab dan menanyakan kabar guru

3 Guru mengecek kehadiran siswa Siswa menanggapi

4 Guru menuliskan kalimat passive voice dipapan

Siswa mengamati kalimat passive voice

5 Guru menanyakan kepada siswa

berkaitan dengan kalimat passive voice

Siswa menanggapi pertanyaan guru

G. Kegiatan Inti

No Kegiatan Guru Kegiatan Siswa Waktu

1 Eksplorasi 45 menit

a). Guru menyuruh siswa membentuk group

a). Siswa membentuk group

b). Guru memperlihatkan kalimat passive voice yang telah di tulis dalam kertas karton

b). Siswa memperhatikan kalimat passive voice yang telah di tulis dalam kertas karton

c). Guru menjelaskan cara permainan dalam kelompok

c). Siswa mendengarkan penjalasan guru mengenai cara permainan dalam kelompok

d). Guru memberikan giliran tiap kelompok untuk menjawab pertanyaan

d). Siswa mendapatkan giliran untuk menjawab pertanyaan

2 Elaborasi

a). Guru menyuruh siswa menjawab soal setiap kali mendapat giliran kelompok

a). Siswa menjawab soal setiap kali mendapat giliran kelompok

b). Guru menunjuk siswa untuk membacakan hasilnya di depan kelas.

b). Siswa membacakan hasilnya di depan kelas.

c). Guru menyuruh siswa untuk menyusun kalimat passive voice

c). Siswa menyusun kalimat yang diberikan oleh guru secara berkelompok

d). Guru memberikan soal active voice untuk diubah menjadi passive voice

d). Siswa mengerjakan soal

3 Konfirmasi

a). Guru memberikan reward pada siswa yang berhasil menjawab dengan baik berupa pujian secara lisan.

a). Siswa mendengarkan reward dari guru

b). Guru menyuruh siswa untuk mempresentasikan hasil kerjanya di depan kelas.

b). Siswa mempresentasikan hasil kerjanya di depan kelas.

H. Kegiatan Penutup

No Kegiatan Guru Kegiatan Siswa Waktu

1 Guru menanyakan kesulitan siswa dalam menulis kalimat passive voice

Siswa menjawab pertanyaan guru 15 menit

3 Guru memberikan kesimpulan mengenai materi

Siswa mendengarkan dan menyimak

4 Guru mengakhiri pelajaran dan memberikan salam penutup

Siswa menjawab salam guru

I. Penilain Teknik : tes tulis

• Bentuk : menulis kalimat passive voice Rubric Penilaian Writing

NO COMPONENTS RANGE DESCRIPTION

1 CONTENT 30 – 27

26 – 22 21 – 17 16 – 13

EXCELLENT TO VERY GOOD: related ideas GOOD: occasionally unrelated ideas

FAIR TO POOR: very often unrelated ideas VERY POOR: irrelevant ideas

2 ORGANIZATION 20 – 18 17 – 14 13 – 10 9 – 7

EXCELLENT TO VERY GOOD: effective and well organized

GOOD: occasionally ineffective, weak transition and incomplete organization

FAIR TO POOR: lack organization VERY POOR: little or no organization 3 VOCABULARY 20 – 18

17 – 14 13 – 10 9 – 7

EXCELLENT TO VERY GOOD: effective word choice GOOD: mostly effective word choice

FAIR TO POOR: frequently error in word choice VERY POOR: mostly ineffective word choice 4 LANGUAGE USE 25 – 22

21 – 18 17 – 11 10 – 5

EXCELLENT TO VERY GOOD: grammatically correct

GOOD: mostly grammatically correct

FAIR TO POOR: frequently error in grammar VERY POOR: very often error in grammar

5 MECHANICS 5

4 3 2

EXCELLENT TO VERY GOOD: few errors in spelling, punctuation, capitalization, paragraphing

GOOD: occasionally errors in spelling, punctuation, capitalization, paragraphing

FAIR TO POOR: frequent errors in spelling, punctuation, capitalization, paragraphing

VERY POOR: dominated by errors in spelling, punctuation, capitalization, paragraphing

TOTAL SCORE Scoring rubric:

Excellent : 81-100 (A) Good : 61-80 ( B ) Fair : 41-60 ( C ) Useless : 21-40 ( D ) Poor : 0-20 ( E)

Aceh Besar, 2022 Researcher Liza Munira NIM. 170203113

APPENDIX 5

PRE TEST Name:

Class:

Change the active voice below into a passive voice!

1. Active: Tom kills the ant Passive:

2. Active: Sehun draws the mountain Passive:

3. Active: My mother make a cake Passive:

4. Active: The girl beats a cat Passive:

5. Active: He makes his assignment every night Passive

POST TEST

Name:

Class

Change the active voice below into a passive voice!

1. Active: My mother cooks at the kitchen Passive:

2. Active: Mary watches the movie Passive:

3. Active: The boy plays basket ball Passive:

4. Active: He sing a beautiful song Passive:

5. Active: John fixes the bicycle Passive:

APPENDIX 6

T table

APPENDIX 7

ANGKET RESPON SISWA/I SMAN 1 BAITUSSALAM, KELAS IX MIA1 TERHADAP PENGGUNAAN METIODE USING BOARD GAME UNTUK MENINGKATKANPEMAHAMAN SISWA TERHADAP

PASSIVE VOICE

Responden Yth, Angket ini diajukan oleh peneliti yang saat ini sedang melakukan penelitian mengenai respon siswa/I terhadap penggunaan Metode Using Board Game untuk meningkatkan pemahaman siswa terhadap passive voice.Demi tercapainya hasil yang diinginkan, dimohon siswa/i untuk berpartisipasi dengan mengisi angket ini secara lengkap.Perlu saya informasikan bahwa tidak ada yang dinilai benar atau salah. Pilih sesuai dengan apa yang anda

ketahui atau rasakan. Akhir kata saya ucapkan banyak terima kasih atas partisipasi anda dalam survey ini.

Nama :

Jenis Kelamin :

Lembaran ini merupakan salah satu instrument untuk mengumpulkan data skripsi.

Pilihlah salah satu jawaban yang tersedia dibawah ini dengan cermat dan jujur.

1. Using Board game adalahmetodeyangbarusayakenaldalam pembelajaran passive voice

a. Sangatsetuju b. Setuju c. Tidaksetuju d. Sangattidaksetuju

2. Metode Using Board Game sesuaiditerapkandalampembelajaran passive voice a. Sangatsetuju

b. Setuju c. Tidaksetuju d. Sangattidaksetuju

3. Prosespembelajaran passive voice menjadilebihmenarikdenganmenggunakan metodeUsing Board Game

a. Sangatsetuju b. Setuju c. Tidaksetuju d. Sangattidaksetuju

4. Dengan menggunakan metode Board Game, saya lebih termotivasi untuk

belajar passive voice a. Sangatsetuju

b. Setuju c. Tidaksetuju d. Sangattidaksetuju

5. Dengan menggunakan metode Board Game, menjadikan saya lebih percaya diri dalam belajar passive voice

a. Sangatsetuju b. Setuju c. Tidaksetuju d. Sangattidaksetuju

6. metode Using Board Game membuat saya lebih mudah mengungkapkan ide saya dalam belajar passive voice

a. Sangatsetuju b. Setuju c. Tidaksetuju d. Sangattidaksetuju

7. Dengan metode Using Board Game, penggunaan grammar (tata bahasa) dalam penulisan passive voice menjadi lebih baik

a. Sangatsetuju b. Setuju c. Tidaksetuju d. Sangattidaksetuju

8. Metode Using Board Game adalah cara yang membosankan a. Sangatsetuju

b. Setuju c. Tidaksetuju d. Sangattidaksetuju

9. Dengan metode Using Board Game, belajar passive voice menjadi lebih mudah

a. Sangatsetuju b. Setuju c. Tidaksetuju d. Sangattidaksetuju

10. Saya mengalami kesulitan dalam belajar passive voice dengan menggunakan metode Using Board Game

a. Sangatsetuju b. Setuju c. Tidaksetuju d. Sangattidaksetuju

11. Dengan menggunakan metode Using Board, suasana belajar passive voice menjadi lebih menyenakan

a. Sangatsetuju b. Setuju c. Tidaksetuju d. Sangattidaksetuju

12. Belajar dengan menggunakan metode Using Board Game, membuat saya lebih memahami materi passive voice

a. Sangatsetuju b. Setuju

c. Tidaksetuju d. Sangattidaksetuju

13. Penerapan metode Using Board Game sudah dilakukan dengan baik oleh guru a. Sangatsetuju

b. Setuju c. Tidaksetuju d. Sangattidaksetuju

14. Saya tetap tidak bisa menulis kalimat passive voice setelah guru menggunakan metode Using Board Game

a. Sangatsetuju b. Setuju c. Tidaksetuju d. Sangattidaksetuju

15. Saya suka pembelajaran passive voice dengan metode Using Board Game a. Sangatsetuju

b. Setuju c. Tidaksetuju d. Sangattidaksetuju

Dalam dokumen The Use Of Board Game in Teaching Passive Voice At Senior High School (Halaman 50-85)