CONTINUOUS TENSE THROUGH
PATTERN DRILLS
(An Action Research Study at First Grade at SMK BINA INSANI Tangerang)
By:
AHMAD EFFENDI
206014000100
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
PATTERN DRILLS
(An Action Research Study at First Grade at SMK BINA INSANI Tangerang)
A “Skripsi”
Presented to the Faculty of Tarbiyah and Teacher’s Training in a Partial Fulfillment of the Requirements
for the Degree of S.Pd. (Bachelor of Art) in English Language Education
By:
AHMAD EFFENDI
206014000100
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
UNDERSTANDING IN LEARNING PASSIVE VOICE OF PRESENT CONTINUOUS TENSE THROUGH PATTERN DRILL” (An Action Research Study at First Grade at SMK BINA INSANI Tangerang), written by AHMAD EFFENDI, student’s
registration number 206014000100 was examined in the examination session of the Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta on June, 2013. The “skripsi” has been accepted and declared to have fulfilled one of the requirements for the degree of “S.Pd” (Bachelor of Arts) in English Language Education at the English Education Department.
Jl. Ir. H. Juanda No.95 Telp: (62-21) 7443328, 7401925 Ciputat 15142 Jakarta Email: Uinjkt@Cabi.net.id
SURAT PERNYATAAN KARYA SENDIRI
Saya yang bertanda tangan dibawah ini,
Nama : Ahmad Effendi
Tempat/Tanggal lahir : Tangerang, 1 Maret 1986
NIM : 206014000100
Program Studi : Pendidikan Bahasa Inggris
Judul Skripsi : Improving Students’ Understanding in Learning Passive Voice
of Present Continuous Tense through Pattern Drills (An Action Research Study at First Grade at SMK BINA INSANI Tangerang)
Dosen Pembimbing : Drs. Nasrun Mahmud. 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.
Tangerang, 05 Juni 2013 Mahasiswa Ybs
OF Present Continuous Tense through Pattern Drills (An Action Research Study at First Grade at SMK Bina Insani Tangerang), Skripsi, English Education Department, The Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta.
Advisor : Drs. Nasrun Mahmud, M.Pd.
Keywords : Students’ Understanding, Passive Voice of Present Continuous Tense
through Pattern Drills
This study is aimed to know whether improve students’ understanding of Passive Voice of Present Continuous Tense at class X.AK of SMK Bina Insani Tangerang.
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 of Present Continuous Tense. In this Classroom Action Research, the writer implements Kurt Lewin’s design. Meanwhile, the data derived from the interview, questionnaire, observation, and test (pretest and posttest).
OF Present Continuous Tense through Pattern Drills (An Action Research Study at First Grade at SMK Bina Insani Tangerang), Skripsi, English Education Department, The Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta.
Pembimbing: Drs. Nasrun Mahmud, M.Pd.
Kata Kunci: Pemahaman Siswa, Passive Voice Present Continuous Tense, Pattern Drills
Penelitian ini bertujuan untuk mengetahui apakah tehnik Pattern Drill 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 Kurt Lewin . Data yang diperoleh berasal dari wawancara terhadap guru, angket untuk murid, observasi di kelas, dan test (pretest dan posttest).
be upon to the prophet Muhammad Saw, his family, his companion, and his adherence. On this occasion, the writer would like to give his great honor and deepest gratitude to his beloved parents: H. Ahad and Hj. Omsanih. And whole family who always gives their love, support, motivation, and advice in accomplishing his study.
The writer also would like to express his sincere gratitude to his advisor, Drs. Nasrun Mahmud, 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. Dra. Nurlena Rifa’i, MA, Ph.D the Dean of the Faculty of Tarbiyah and Teachers’ Training Syarif Hidayatullah State Islamic University Jakarta.
5. Drs H. Musa Kaisan, the principle of SMK Bina Insani Tangerang 6. Syifa Fauziah S.Pd, the English teacher of SMK Bina Insani Tangerang.
7. All friends in English Department 2006/2007, his beloved friends Dian Harry Maulana, Hijri Rahman, Zulmi Alfarabi, Fikriandi, Parwono, Ibrahim Hasan, Akbar Khadafi, Joko Susanto, Ady Mulyanto, Fahmi, Eka Oktavia, Moh Wildan, and all friends of English Education Department that writer can not 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.
APPROVAL ... ii
ENDORSEMENT ... iii
SURAT PERNYATAAN KARYA SENDIRI ... iv
ABSTRACT ... v
ABSTRAK ... vi
ACKNOWLEDGEMENT ... vii
TABLE OF CONTENT ... viii
LIST OF TABLES ... x
LIST OF FIGURE ... xi
LIST OF APPENDICES
... xiiCHAPTER I : INTRODUCTION A. Background of the Study ... 1
B. Limitation and Formulation of the Problem ... 3
C. Objective of the Research ... 3
D. Contribution of the Research... 3
E. The Organization of the Writing ... 4
CHAPTER II : THEORETICAL FRAMEWORK A. English Tenses ... 5
1. Kinds of English Tenses ... 5
2. Forms of English Tenses ... 6
3. The Present Continuous Tense ... 9
B. The Passive Voice ... 11
C. The Passive Voice of the Present Continuous Tense .. 15
D. Pattern Drills ... 18
1. The Understanding of Pattern Drill ... 18
2. The Kinds of Pattern Drill ... 20
3 The Procedures of Pattern Drill ... 23
E. The Use of Pattern Drill in Teaching Passive form of Present Continuous Tense ... 23
CHAPTER III : RESEARCH METHODOLOGY A. The Method of Research ... 26
B. The Subject and the Object of Study ... 26
a. Planning Phase ... 30
b. Acting Phase ... 30
c. Observing Phase ... 30
d. Reflecting Phase ... 31
G. Instrument of The Research ... 31
H. The Technique of Collecting Data ... 31
1. Interview ... 32
2. Observation ... 32
3. Test ... 32
I. Technique of Data Analysis ... 33
CHAPTER IV : RESULT AND DISCUSSION A. Before Implementing The Action ... 35
1. The Result of Pre Interview ... 35
2. The Result of Pre Observation ... 37
3. The Result of Pre Test ... 37
B. The Implementation of Classroom Action Research .... 38
1. CYCLE 1 ... 38
a. Planning ... 38
b. Acting ... 38
c. Observing ... 39
d. Reflecting ... 40
2. CYCLE 2 ... 41
a. Planning ... 41
b. Acting ... 41
c. Observing ... 42
d. Reflecting ... 42
C. The Discussion of the Data After CAR ... 43
1. The Result of Post Interview ... 43
2. The Result of The Post Test ... 44
CHAPTER V : CONCLUSION AND SUGGESTION A. Conclusion ... 52
B. Suggestion ... 53
BIBLIOGRAPHY ... 54
Table 2.1 The Schedule of the Research ... 6
Table 2.2 The Blueprint of Pre Questionnaire ... 7
Table 2.3 The Blueprint of Post Questionnaire ... 8
Table 2.4 The Result of Pre Questionnaire ... 13
Figure 3.1 Kurt Lewin’s Action Research Design ... 28
Figure 3.1 The Phases of Classroom Action Research Modified by
Appendix 1 Interview for the English Teacher before the Action ... 56
Appendix 2a The Lesson Plan of Cycle 1 ... 59
Appendix 2b The Lesson Plan of Cycle 2 ... 63
Appendix 3 The Questionnaire for Students Before the Action ... 67
Appendix 4a The Blueprint of Pretest ... 67
Appendix 4b The Blueprint of Posttest 1 ... 68
Appendix 4c The Blueprint of Posttest 2 ... 68
Appendix 6a The Question of Pretest ... 69
Appendix 6b The Question of Posttest 1 ... 72
Appendix 6c The Question of Posttest 2 ... 75
Appendix 7a Arrange Word Game Material Cycle 1 ... 78
Appendix 7b Arrange Word Game Material Cycle 2 ... 79
Appendix 8a Arrange Word Game Answer Sheet Cycle 1 ... 80
Appendix 8b Arrange Word Game Answer Sheet Cycle 2 ... 81
Appendix 9a Observation Sheet of Cycle 1 ... 82
Appendix 9b Observation Sheet of Cycle 2 ... 84
Appendix 10a Field Note Cycle 1 ... 86
Appendix 10b Field Note Cycle 2 ... 88
Appendix 11 The Questionnaire for Students after the Action ... 91
Appendix 12 The Student’s Score ... 93
Appendix 13 The Graph of Students’ Score ... 94
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 because people as a homohominisocious, and their use of language itself is joint 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 English, Indonesian, Arabic, Chinese, French, Japanese, and many others. One of the 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 different between Past Tense, Present Tense, and Future Tense, and any other grammar materials.
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 verb forms and the time, and also they have to different between the activity that is in progress or not, unlike the Indonesian language patterns where the time and the verb forms are regardless. Beside the Present Continuous Tense is stated in curriculum for the first grade of Senior High School.
1
Clark H. Clark, Using Language, (New York: -Cambridge university press, 2008), p. 387.
2
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.
The important aspects in learning foreign language are 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. 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 language teaching, natural approach, cooperative language teaching, competency-based language teaching, games method, collaboration method and any others method.
3
Betty SchrampferAzhar, Understanding and Using English Grammar, (New York: Longman, 2002), p.208
4
The writer is interested in discussing about one of the grammar parts that is passive voice. In this research the writer focuses on the Passive form of Present Continuous Tense. The writer considers that it is necessary to find out the best techniques in teaching grammar that appropriate and interesting related to students’ condition. Students in the X grade Accountancy at SMK Bina Insani Tangerang are chosen by the writer to do his research. The teacher and the writer try to find out an appropriate strategy to improve students’ understanding in learning passive form of Present Continuous Tense better that is by using pattern drill. It is giving the class practice in making changes to grammar pattern.
B. Limitation and Formulation of the Problem
The problem that will be discussed in this ‘skripsi’ is limited only to improving students’ understanding of the passive form of Present Continuous Tense.
The formulation of the problem which is going to be discussed in this ‘skripsi’ is as follows: “Can pattern drill improve students’ understanding in mastering the passive form of Present Continuous Tense?” In addition, “How can pattern drill improve students’ understanding in mastering the passive form of Present Continuous Tense?”
C. Objective of the Research
The objective of the research is to know whether or not pattern drill can improve students’ understanding in mastering the passive form of Present Continuous Tense, and also to know how pattern drill can improve students’ understanding in mastering the passive form of Present Continuous Tense for the first year students at SMK Bina Insani Tangerang
D. Contributions of the Research
passive form of Present Continuous Tense and it can help them to improve their knowledge of structure and creative thinking skills. Third, for the institution of SMK Bina Insani Tangerang, it can be beneficial regarding to improve the education quality.
E. The Organization of the writing
This ‘skripsi’ is divided into five chapters. The First chapter discusses The Introduction which consists of five parts; The Background of Study, Limitation and Formulation of the Problem, Objective of the Research, Contributions of the Research, and The Organization of the Writing.
The Second chapter discusses about The Theoretical Framework of the research which is divided into three parts. Part A discusses about English Tenses, Kinds of English Tenses, Form of English Tenses, and the Present Continuous Tense. Part B discusses about Passive Voice. Part C discusses about The Passive Voice of Present Continuous Tense. Part D discusses about Pattern Drills, the Understand of Pattern Drills, The Kinds of Pattern Drills, The Procedures of Pattern Drill, The advantage and disadvantage of Pattern Drills. Part E discusses about The Use of Pattern Drill in Teaching Passive Form of The Present Continuous Tense.
The Third chapter discusses about The Research Methodology, which covers The Method of Research, The Subject and Object of Study, The Writer Role of the Study, The Time and Place of the Study, The Research Design, The Classroom Action Research (CAR) Procedures, Planning Phase, Acting Phase, Observing Phase, Reflecting Phase, Instrument of the Research, The Technique of Collecting Data and The Technique of Data Analysis.
CHAPTER II
THEORETICAL FRAMEWORK
This chapter covers some theories related to the study. The discussion focuses on The Passive form of Present Continuous Tense and Pattern Drill
A. English Tenses
1. Kinds of English Tenses
According to A.S. Hornby, Tenses refers to an action, activity or state that may occur in Past, Present and Future1, therefore there are three tenses in language, Past, Present, and Future. It is in line with Kam Chuan Aik who defined that the tense refers to indication of time by the form of the verb or verb phrase, whether an action is a past, present, and future.2
Meanwhile, Sydney Greenbaum defined that the tenses is a grammatical category that is realized by verb inflection3. Other definition from Michael San said, “The verb forms which show differences in time are called tenses”. Tenses are formed either by changing the verb (e.g. know, knew, work, worked), or by adding auxiliary verbs (e.g. will know, had worked) according to those definitions, the word ‘tense’ stand for a verb or series of verbs used for declare a time relation.
There are many kinds of tenses in grammar; they are Simple Present Tense, Present Continuous Tense, Present Perfect Tense, Present Perfect Continuous Tense, Simple Past Tense, Past Continuous Tense, Past Perfect Tense, Past Perfect Continuous Tense, Simple Future Tense, Future Continuous Tense, Past Future tense, Past Future Continuous Tense.
1
A.S Hornby, guide to Pattern and usage in English, (New York: Low Price Inc, 1975),p. 78
2
KamChuanAik and Kam Kai Hui, Longman Dictionary of grammar and Usage, (Addison wesley Longman Singapore Pte Ltd, 1992),p.294
3
2. Forms of English Tenses
According to A.J. Thomson and A.V. Martinet, the forms of English Tenses of Simple Present, Present Progressive, Simple Past, Past Progressive, Past Perfect, Simple Future, Be Going to, Future Perfect, they are;
a. Affirmative
To make affirmative statement by using this formula SUBJECT + (TO BE) + Verb + Complement
Table 2.1
No Tenses Subject Rule example
1 2 3 4 5 6 7 8 9 Simple Present Present progressive Present perfect Simple past Past progressive Past perfect Simple future
Be going to
Future perfect
I, You, We, They, She, He, It
S + verb 1 (s/es) + complement
S+(am, are, is)+ verb + ing + complement
S + have/has + verb 3 + complement
S + verb 2 + complement S + (was/were) + verb + ing + complement
S + had + verb 3 + complement
S + will + verb 1 + complement
S +(am, is, are) + going to +verb 1+ complement S + will + have + verb 3 + complement
I speak English
I am speaking English
I have spoken English
I spoke English I was speaking English
I had spoken English
I will speak English
[image:18.595.111.517.193.749.2]b. Negative
To make Negative statement, put “not” after the auxiliary SUBJECT + (TO BE) + Not + Verb + Complement
Table 2.2
N Tenses Subject Rule example
1 2 3 4 5 6 7 8 9 Simple present Present progressive Present perfect Simple past Past progressive Past perfect Simple future
Be going to
Future perfect
I, you, we, they, she, he, it
S + do not/ does not + verb 1 + complement
S+(am, are, is)+ not + verb – ing + complement
S + have/has + not + verb 3 + complement
S + did + not + verb 1 + complement
S + (was/were) + not + verb – ing + complement
S + had + not + verb 3 + complement
S + will + not + verb 1 + complement
S +(am, is, are) + not + going to +verb 1+ complement S + will + not + have + verb 3 + complement
I don’t speak English
I am not speaking English
I have not spoken English
I did not speak English
I was not speaking English
I had not spoken English
I will not speak English
I am not going to speak English
[image:19.595.83.549.199.736.2]c. Interrogative
[image:20.595.107.517.129.749.2]To make Interrogative statement, put “be” before the subject
Table 2.3
No Tenses Subject Rule example
1 2 3 4 5 6 7 8 9 Simple Present Present Progressive Present Perfect Simple Past Past Progressive Past Perfect Simple Future
Be Going To
Future Perfect
I, you, we, they, she, he, it
Do/does + S + verb 1 (s/es) + complement?
(Am, Are, Is) + S+ verb – ing + complement?
Have/Has + S +verb 3 + complement?
Did + S + verb 1 + complement?
(Was/Were) + S + verb – ing + complement?
Had +S + verb 3 + complement?
Will +S + verb 1 + complement?
(Am, Is, Are) +S + going to +verb 1+ complement? Will + S +have + verb 3 + complement?
Do I speak English?
Am I speaking English?
Have I spoken English?
Did I speak English?
Was I speaking English?
Had I spoken English?
Will I speak English?
Will I have spoken English?
3. The Present Continuous Tense
The Present Continuous Tense 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.4
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 verb5, for example:
John is eating bread right not.
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 bellow:6
SUBJECT + BE + VERB+ING
Affirmative and negative Interrogative
4
Azar, Understanding …, p. 13 5
Ron Cowan, The Teacher’s Grammar of English, (Cambridge: Cambridge University Press, 2008), p.362.
6
Margaret Close Sacco, The Simple Present and Progressive present tense , (Ottawa: Canada, 1982),p. 11
Subject Be Verb+ing
He is
doing She isn't
It you are They aren't
We
Be Subject Verb+ing
Is He
Doing? Isn't She
It are you aren't They
We am
Furthermore, here are some functions of usage Present Continuous Tense declared by Marianne and Celce and Diana Larsen:
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 delivering in a clutch situation (approving)
He is forever acting up at these affairs. (disapproving)
g. A change in progress:
She is becoming more and more like her father7
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 stubborn8
7
Marianne Celce Murcia and Diane Larsen Freeman, The Grammar Book, (New York: Heine and Heinle publishers, 1999), p.117
8
B. The Passive Voice.
Passive voice is the opposite of active voice in sentence pattern, in the passive voice, the object of an active verb becomes the subject of the passive verb9, 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.10 As example bellow:
Active voice “I am speaking English”
Changed into passive voice: “Englishis being spoken byme”
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 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 passive11. Here some examples of related active and passive sentences:
9
Betty Schrampfer Azhar, Understanding and Using English Grammar, (New York: Longman, 2002), p.208
10
Ron Cowan,The Teacher’s Grammar of English (Cambridge: Cambridge University Press, 2008), p. 392.
11
S O ACTIVE : Hasan is writing a letter
S
PASSIVE :A letter is being written by Hasan
S O
ACTIVE : Sadam has taken a book S
PASSIVE : A book has been taken by Sadam
In the sentence above, Hasan and Sadam are the subject who performs the action which is wrote andtook. It will be different if the active sentence above changed into the passive voice. Hasan and Sadam as the subject of active sentence will become an object who receives the action or in other word, it can be said that the action it expresses which is wrote and took are performed upon its subject which is Hasan and Sadam.
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 Azar writes, “Only transitive verbs are used in the passive. It is not possible to use intransitive verbs in the passive”.12
The passive occurs in all tenses, with all the verb phrase combination13, for example:
12
Betty SchrampferAzar, Understanding and Using English Grammar, (New York: Longman, 2002), p. 208
13
Table 2.4
No Tenses Active Passive Note
1 2 3 4 5 6 7 8 9 Simple Present Present Progressive Present Perfect Simple Past Past Progressive Past Perfect Simple Future
Be Going to
Future Perfect
Jack drinks a cup of milk
Jack is drinking a cup of milk
Jack has drunk a cup of milk
Jack drank a cup of milk
Jack was drinking a cup of milk
Jack had drunk a cup of milk
Jack will drink a cup of milk
Jack is going to drink a cup of milk Jack will have drunk a cup of milk
A cup of milk is drunk by jack
A cup of milk is being drunk by jack
A cup of milk has been drunk by jack A cup of milk was drunk by jack
A cup of milk was being drunk by jack A cup of milk had been drunk by jack A cup of milk will be drunk by jack
A cup of milk is going to be drunk by jack A cup of milk will have been drunk by jack
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. 14 For example:
“Tree is grown in the forest.”
From the example, the writer assumes that the tree is grown in forest by people, by farmer, or by animals. It is not known or important to know exactly who grows tree in the forest.
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: “Her rings were stolen at home”
The speaker does not want to reveal who the agent is. For example, he or she may use the agent less 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.”
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 then a series of grating was presented”15
14
Betty SchrampferAzar, Understanding and Using English Grammar, (New York: Longman, 2002), p. 211
15
b. Passive with agent by –phrase
The by –phrase is included only if it is important to know who perform an action16. For example:
“That novel was written by Ahmad Fauzi.”17
The example told the agent of the poet writer, where the sentence by Ahmad Fauzi 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 lecturer Object complement
That he had special privileges was resented by everyone18
C. 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, 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 of Present Continuous Tense is be +being + past participle. The passive voice subject determines whether the verb be is singular or plural.
16
Betty SchrampferAzar, Understanding and Using English Grammar, (New York: Longman, 2002), p. 211
17
Marcel Danesi, Ph.D, Basic American Grammar and Usage, (New York: Baron Educational series, 2006), P.172
18
Present Active Passive
Continuous Students are making a cake A cake is being made by students
Tense Sintais bringing three books Three books are being brought 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 made by students Subject to be + V-ing past participle
Analysis : 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 voice of 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 cake) is singular third person; therefore it applies to be as illustrated below:
Singular first person (I) am
Plural first person (we) are
Plural third person (they) are
The passive voice of Present Continuous Tense can be presented in affirmative, negative, and interrogative form.
To make passive voice of 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 of 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 of 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 V-ing Past object Complement
be Participle
They
are
being
called by their - instructor
The anime books
read
by my big -
which I like very
much brother
My old car
is
repaired
by a
mechanic -
Tono/Tini/she/he
asked by his/her to help her
mother job
b. Negative sentence
Subject To Negative V-ing Past object Complement
be Sign Participle
They
are not being called
by their -
instructor
which I like very
much brother
My old car
is
repaired
by a
mechanic -
Tono/Tini/she/he
asked by his/her to help her
mother job
c. Interrogative sentence To
Subject V-ing Past object Complement
be Participle
are
They
being
called by their - Instructor?
The anime books
read by my big - which I like very much Brother?
is
My old car repaired
By a
mechanic? -
Tono/Tini/she/He
asked by his/her to help her
mother Job?
D. PATTERN DRILL
1. The Understanding of Pattern Drill
Pattern drill is a technique that has been used in foreign language classrooms for many years. It was a key feature of audio-lingual method approaches,which placed emphasis on repeating structural patterns through oral practice.Drilling means listening to a model, provided by the teacher, or a tape or another student and repeat what is heard.19It is a technique that is still used by many teachers when introducing new language items to their students. In addition,
19
according to Harmer states that drilling is mechanical ways if getting students to demonstrate and practice their ability to use specific language items in a controlled manner.20From those theories above, it can be concluded that drilling is a technique that has been used in foreign language classrooms which emphasis on repeating structural pattern through oral practice to demonstrate students’ ability in using specific language items in a controlled manner.
Pattern drill also has principles which used in teaching English lesson in the classroom, those are:
1. The learners must know what they are saying. Make the meaning evident as you present the utterance. This is a most important principle and it applies to every aspect of teaching.
2. Let the learners hear the pattern several times. They need to internalize the form before they are called upon to reproduce it.
3. Break down a long utterance into shorter parts.
4. Do not force individuals to speak until there has been some chorus repetition to build up familiarity and confidence.
5. Keep the drill brisk and short. 40-60 seconds is about right for each drill. Do not use more than six or so drills at one time.
6. Give clear gestures to show who is to speak, rather than using names 7. Show approval of well formed utterances, but leave verbal praise until
afterwards.21
It is easy to use and can be conducted at any phase of the lesson. It is vital that everyone understands what is being practice. Where possible, use visual prompts to convey the meaning. One or two briskly conducted pattern drill will ensure that everyone has been involved to same extent. If there are problems of pronunciation or intonation or when students stumble over an expression, so we can used one of pattern drills to build up confidence in saying the part of dialogue, to teach the words of a song or rhyme, or to give the learners the language their
20
Harmer Jeremy, The practice of English Language Teaching, (UK, Longman, 1991),p183.
21
need to play a language game. Pattern drill is easiest way to teach the students in the classroom language they need with teacher.
2. The Kinds of Pattern Drill
Pattern drill may be classified in a number of different ways, depending upon what the learner is to change or manipulate. Sometimes two or three drills are involved in the same pattern change. In addition, according to Haycraft, after presentation and explanation of the new structure, students may use controlled practice in saying useful and correct sentence patterns in combination with appropriate vocabulary. These patterns are known as kind of drills. They can be inflexible: students often seem to master a structure in drilling, but are then incapable of using it in other contexts.22 Furthermore, pattern drills have several types in form:
a. Repetition Drill
Repetition drill is usually used at very beginning of the course. The students merely repeat what they have heard the teacher say or the tape recorder produce. The repetition drill is the basic drill for the presentation of new vocabulary and verb ending. Completed sentences are used.
Example:
Teacher : It is an umbrella Students : It is an umbrella
b. Substitution Drill
The students replace the subject of the model sentence with a pronoun of different person, number, or gender. They are required to make the necessary change in the verb.
Example:
Teacher : I go to Bandung. She? Students: She goes to Bandung.
22
Teacher: We?
Student: We go to Bandung.
c. Transformation Drill
This drill the model is changed from the singular to the plural, from the plural to the singular, from the affirmative to Passive, from the declarative to the interrogative, and so on.
Example: (positive into passive) Teacher: she buys a book.
Students: a book is bought by her. Teacher: She brings a bag.
Students: A bag is brought by her.
d. Replacement Drill
This is really the same drill as the substitution drill. Generally it involves the replacement of a noun by a pronoun
Example:
Teacher: Would you please…… (Gesture to the window) Students: Would you please open the window.
Teacher: (showing picture of a chair). Students: Would you please sit down?
When the replacement drill is used as a progressive substitution drill, it is not too easy for the students, since they must listen to the cues for the different slots.
e. Respond Drill
This drill the answers are patterned after the questions. They are of various types ranging from the simple Yes or No answer to complete answer:
Example:
Teacher : Does she buya bag? Yes? Students : Yes, she does.
Students : No, she does not.
f. Completion Drill
The students supply the missing word in a statement Teacher: He writes the letter to his mother in Bogor. Students: He writes the letter to his mother in Bogor.
g. Expansion Drill
A simple statement is build up by adding word and phrase Example:
Teacher : My mother is a teacher. Students: My mother is a teacher Teacher: She works in the school. Students: She works in the school
Teacher: My mother is a teacher. She works in the school. Students: My mother is a teacher. She works in the school Teacher: She takecares the students.
Students: She take cares the students
Teacher: My mother is a teacher. She works in the school. She take cares the students
Students: My mother is a teacher. She works in the school. She take cares the students
h. Translation Drill
Students translate English sentences involving the same structure into the foreign language.23
Example:
Teacher: Andy membelisebuahtasminggukemarin Student: Andy bought a bag last Sunday.
The teacher write on the white board the sentence by students’ native language and then the students translate it into foreign language.
23
3. The Procedures of Pattern Drill
The most common purpose of pattern drill is to involve the whole class together in the practice of grammar pattern. Almost the teachers also use pattern drill to get students to learn useful phrase by heart.24 In this approach, the students never refer to the written form of a drill in the book session; all model sentences for students’ response are supplied by teacher orally. In essence, two independent procedures are available.
The first method, the teacher uses the book, but the students do not refer to it at all. In Variation A, the teacher first gives the variable element for the sentence and then says the complete model sentence. The students repeat the complete sentence. In Variation B, the teacher not only gives complete sentence before the students response but also again after the students response. In Variation C, the teacher selects an individual student for the first repetition. The teacher says the complete sentence after the students, and finally the entire classes repeat the complete sentence.
In the following drill, the variable element is isolated in the left column, and the pattern sentence is in the right column.
PATTERN DRILL
No. The variable element The pattern sentence 1.
2. 3. 4. 5.
buy take bring write listen
The students havebought it already The students havetaken it already The students havebrought it already The students have writtenit already The students havelistened it already
E. The Use Of Pattern Drill In Teaching Passive Form Of Present
Continuous Tense
Pattern drill has various drills which the teacher uses for teaching English in the classroom. It has good way to make students understand about English
24
lesson. Hence, the writer would describe to use pattern drill in teaching passive form of Present Continuous Tense. There are two methods how to teach English lesson in the classroom by using pattern drill.
The first method, In Variation A, the teacher first gives the variable element for the sentence and then says the complete model sentence. The students repeat the complete sentence. In Variation B, the teacher not only gives complete sentence before the students response but also again after the students response. In Variation C, the teacher selects an individual student for the first repetition. The teacher says the complete sentence after the students, and finally the entire classes repeat the complete sentence.
In the following drill, the variable element is isolated in the left column, and the pattern sentence is in the right column.
PATTERN DRILL
No. The variable element The pattern sentence 1.
2. 3. 4. 5.
Write take Send Bring Give
The letter is being written by students The letteris being taken by students The letter is being sent by students The letteris being brought by students The letter is being given by students
Example (Variation A): Teacher: write. The letter is being written by students. Students: The letter is being written by students. Teacher: Take. The letter is being taken by students. Students: The letter is being taken by students, etc.
Example (variation B): Teacher: Write. The letter is being written by students. Students: The letter is being written by students. Teacher: The letter is being written by students. Take. The letter is being taken by students. Students: The letter is being taken by students. Teacher: The letter is being taken by students.
being written by students. Everyone in class: The letter is being written by students. Teacher: Take. The letter is being taken by students.
The second method, the teacher uses the book, but the students do not refer to it all. As the first method, the teacher gives variable element and then says the complete sentence. However, the students do not repeat. The teacher does the entire column in this fashion (Variation A) or do a sufficient number of sentences fix the pattern in the students’ mind (Variation B). In Variation A, the teacher then returns to the beginning of the exercise and gives only the variable element. The students then supply the complete sentence after students. The procedure is the same for variation B except that the teacher, instead of going back to the beginning of the drill, continues with the next sentence.
PATTERN DRILL
No. The variable element The pattern sentence 1.
2. 3. 4. 5. 6. 7. 8.
Give Put Take Read Study Write Buy Bring
English book is being given by him English book is being put by them English book is being taken by you English book is being read by him English book……….by me English book……….by her English book……….by you English book……….by me
This chapter presents the method of research, the subject of the study, the writer’s role on the study, time and place, research design, the Classroom Action Research (CAR) procedures, instrument of the research, technique of collecting data and technique of analyzing data.
A.The Method of Research
The Classroom Action Research (CAR) is used as the method in conducting this research. Many educational experts tried to define Action Research, one of them is R. B. Burns, according to him, Action Research is the application of fact finding to practical problem solving in a social situation with a view to improving the quality of action within it, involving the collaboration and co-operation of researchers, practitioners and laymen.1 It means that to start the Classroom Action Research (CAR), the researcher has to find any problems faced in the classroom related with student’s condition in learning. To conduct the research, the writer also need to collaborate with the teacher and together discuss the problem, and then find the best solution to solve the problem.
B. The subject and Object of the Study
The subject of the study is the students at first grade Accountancy of SMK Bina Insani Tangerang. The number of students consists of 31 (thirty one). It is chosen based on the interview result with the English teacher at that class proving that they have the lowest score of midterm test among the other classes. Grounded on that case, the writer and the teacher consider that they need to be helped by finding an appropriate strategy to improve their scores, in this case is
1
grammar. Object of the study is pattern drill techniques to improve students’ understanding of the passive form of Present Continuous Tense
C. The Writer’s Role on the Study
In this research, the writer has two roles, as observer and collaborator. As the observer, the writer observes the situation in the classroom. As the collaborator, the writer makes the lesson plan and then, the teacher carries out the action based upon it. The writer also makes the pre-test, that is a test that is given before Classroom Action Research (CAR) indented to know the students’ weakness and Post-test, the test that is given after CAR to know whether or not they make an improvement.
D. The Time and Place of the Study
This research is carried out for three months started from February to April 2012. The place is at grade I Accountancy of SMK Bina Insani Tangerang, academic year 2011/2012.
E. The Research Design
Figure 3.1
Kurt Lewin’s Action Research Design
CYCLE 1
CYCLE 2
The implementation of Clasroom Action Research (CAR) based on the Kurt Lewin’s design, in each cycle as follows:
PLANNING ACTING
OBSERVING REFLECTING
PLANNING ACTING
Figure 3.2
The Phases of Classroom Action Research modified by the writer
CYCLE 1
CYCLE 2
PlanningAfter doing several things to get scaffolding of the class, such as interviewing the teacher, observing the class, and giving the pre-test, here the writer and the teacher prepare the lesson plan, observational guidelines, and the post-test.
Acting
The teacher applies the lesson plan that has been made; that is teaching passive form of Present Continuous Tense by using pattern drill.
Observing
While the process of teaching-learning is taking place, the writer observes the teacher’s performance, the class situation, and students’ responses. At the end of cycle 1, the students are given a post test 1, that intent to know whether or not the students’ make any progress toward improvement.
Reflecting
After getting the result of post-test 1, the write and the teacher discuss about the implementation of the action. Next, they make some modification to revise the founded obstacles that may occur in the first cycle.
Planning
The writer and the teacher are together making a new lesson plan which some emendation in pattern drill strategy, and also prepare the observational guidelines and post-test.
Acting
The teacher implements the lesson plan; where students need to be emphasized on changing the negative form of Present Continuous Tense to become the passive form.
Reflecting
The writer and the teacher discuss about the result in implementing the emendation action. If the target of CAR has already achieved, the cycle will be stopped. But if it is not, the cycle will continue to the next one.
Observing
F. The Classroom Action Research (CAR) Procedures
The Kurt Lewin’s design of Classroom Action Research (CAR) consists of four phases in each cycle. There are planning, acting, observing and reflecting. After completing the cycle 1, the writer and the teacher still find many problems which are usually coming from the previous problem unfinished yet, and also the new problems that emerge upon the new treatment; so, it is necessary to the writer and the teacher to continue to the second cycle that has the same concept as the first cycle. Here is explanation more detail about the phases in each cycle as follows:
a. Planning Phase
In this phase, the writer and the teacher are together make a lesson plan that still in line with the syllabus but then it is appropriated with an action to implementing the pattern drill in teaching the past form of Present Continuous tense. Besides making the lesson plan, the writer also prepared the research instruments, including the post-test and also the observation sheet.
b. Acting Phase
After preparing the lesson plans, here the writer and the teacher are implementing them in this phase. The action of the cycle 1 was done on April 18th and 19th 2012; the teacher applied the strategy that has been designed and the writer observed the activities during the teaching learning activity. This phase is taking place in three weeks within two cycles. In each cycle consists of three meetings in action. c. Observing Phase
d. Reflecting Phase
The object of this phase is to see the impact of all actions that have been done in the previous phases. In this phase also, the writer and the teacher collaboratively evaluate the results which are coming from the data that have been collected through the observation, and then decide whether they will continue to the next cycle or not by considering if there still found any problem; if there is, so it is necessary to move to the next cycle.
G . Instrument of the Research
The research instruments that are used for this study inspirited by experimental design are (a) observation, (b) documentation, and (c) evaluation or test.
Observation is used to observe the teaching learning process conducted by the English teacher in the classroom including English teacher’s activity, the book used by English teacher and students, problem faced by English teacher in teaching the passive form of Present Continuous Tense, teacher’s performance including their methods and the evaluation used by the English teacher.
Documentation is used to complete the data such as the teaching preparations made by the English teacher, and the kinds of media were used by the English teacher in teaching learning activity. It is carried out by copying the teacher’s documentations of the teaching preparations and kinds of media were applied in teaching and learning activities.
Test is used to know how well the students have already mastered the passive form of Present Continuous Tense and it is also to prove the significances of using pattern drill.
H. The Technique of Collecting Data
observing the teaching-learning process in the classroom in the middle of action phase. Mean while, the quantitative data uses pre-test and post test.2 The more explanation is as follows:
1. Interview
Before and after applying the Classroom Action Research (CAR) in the classroom, the writer makes a schedule to interview the teacher. The first interview, that is going on before implementing CAR, is aimed to identify students’ difficulties in learning grammar, students’ response in learning activity, and the method or strategy that is usually used by the teacher in teaching grammar. Mean while, the interview that is held at the end of CAR, head for knowing the teacher’s response
2. Observation
To know all the activities that happened in the class room, including class situation, teacher’s performance, and students’ feedback in teaching learning activities during the implementation of pattern drill in teaching the passive form of Present Continuous Tense Classroom Action Research (CAR), the writer carries out the observation. It is also been done to know whether or not the process of teaching learning activity is still in line with the lesson plan.
3. Test
The writer uses pre-test and post-test to know the students’ progress. Pre-test is done before applying the pattern drill technique. It is aimed to measure student’s initial ability in understanding the passive form of the Present Continuous Tense. Whereas, the post-test is held after implementing the pattern drill technique, it is head for knowing whether the students’ result show any progress toward improvement or not. In other words, the post-test is done to prove that the technique has been succeeded in improving students’ understanding.
2
I. Technique of Analyzing Data.
J. 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’ reading 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:3
_
X : mean
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 70 (seventy) which is adapted from the school agreement at SMK Bina Insani Tangerang since 2008. It uses the formula:4
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
3
Sudjana, Metoda Statistika, (Bandung: PT. Tarsito, 2002), p. 67. 4
Anas Sudijono, Pengantar Statistis Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2008), p. 43.
_ ∑x X = ──
n
F
P = ── X 100%
reading comprehension from pre-test up to posttest score in cycle 1 and cycle 2. In analyzing that, the writer uses the formula:5
P : percentage of students’ improvement y : pre-test result
y1 : post-test 1
P : percentage of students’ improvement y : pre-test result
y2 : post-test 2
5
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.
y1 - y
P = ─── X 100%
y
y2 - y
P = ─── X 100%
This chapter presents the result of research. In this case, it discuses the way to improve students’ grammar comprehension of passive form of the Present Continuous Tense by using pattern drill at X grade of SMK Bina Insani Tangerang academic year 2011-2012. 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 all the data after implementing the action.
A. Before Implementing the Action
These are three parts that include before implementing the action. Those are pre interview, pre observation, and pre test. The exhalations about them as follow:
1. The Result of Pre Interview
Before implementing the action, the writer needs to know the general account about the process of teaching and learning activity in the classroom that include the condition of the class when the teaching learning activity, in this case is English subject, is taking place, the difficulties that students face in understanding the grammatical rules especially the passive form, and also the teaching strategies that the teacher used to solve the students’ difficulties in understanding the grammar rules before implementing Classroom Action Research (CAR).
condition, the teacher said that it is very hard to the students to pass the criterion of minimum completeness (KKM) in English subject.
The second discussion is about the difficulties that students face in understanding the grammatical rules especially passive form. With many different pattern of tense that they have to remember in active form, also they have to remember some patterns in passive form. The teacher said that most of the students were not understand yet about the active form, but they are insisted to know how to change the active to the passive form which has different pattern in each tenses, so they have to remember again some patterns of that changing that absolutely increase their confusedness. Next, the teacher stated that the students were hardly to concentrate when they learned new tenses. It happened because when they were not really understood yet, they have to learn the new tense with the new different pattern from the previous tense. The teacher even had given sufficient time to the students to absorb the material by giving them some practices including homework, but it did not solve the problem, even the students thought it was a kind of boring activity. Based on the problem that is explained above, the teacher concludes that the major problem is the teacher did not find yet an appropriate teaching strategy to solve that problem.
2. The Result of Pre Observation
Pre observation was conducted to observe the process of teaching learning in grammar material before implementing the action. It was held on Monday at X grade Accountancy of SMK Bina Insani Tangerang academic year 2011/2012. There consisted of 31 students in the class. The pre observation was conducted on the 6th and 13th February 2012. It was started at 07.00 A.M. and finished at 09.00 A.M. in general, during the teaching learning in the classroom, the teacher liked to dominate the class. Hence, the teacher did not give less opportunity for students to be active in the class. Next, the teacher merely asked students to read orally the form of Present Continuous Tense and changed into passive form of Present Continuous Tense. After that, the students do their works which change the form Present Continuous Tense into passive form of Present Continuous Tense. When the teacher asked students to do their works in the class, they seemed not to have motivation moreover most of them were hardly to finish the works. In other words, they could not finish the works on time and the teacher often ignored that behavior. Instead, he asked students to continue the works at home. Furthermore, as the teacher was explaining the passive form of Present Continuous Tense, most of them did not care of the teacher. Consequently, the students did not understand to change the form Present Continuous Tense into passive form of Present Continuous Tense because of their difficulties in comprehending the form.
3. The result of Pre Test
The pretest had done before the Classroom Action Research (CAR). It was conducted on Monday, April 16th 2012. It started at 07.00 A.M. there were actually 20 questions in multiple-choice form in which the students carried out the test during 25 minutes.
the other 27 students were below that criterion. The lowest achievement gained score 35. From that analyzing, it could be seen that almost of the students at X grade Accountancy of SMK Bina Insani Tangerang are still need to increase their understanding in learning passive form of the Present Continuous Tense.
B. The Implementation of Classroom Action Research (CAR)
1. CYCLE 1
a. Planning
In this phase, the writer and the teacher made a planning for the action based upon the problems faced by students toward grammar rules. In this case, the writer determined the selected material and exercises into a lesson plane. Therefore, passive form of Present Continuous Tense was chosen as material to be delivered for students by using pattern drill. In the lesson plane, there were many forms of Present Continuous Tense to be changed into passive form of Present Continuous Tense. Beside of making lesson plane, the writer also prepared unstructured observation sheet to observe the students’ and the teacher’ activities in teaching learning process whether it was in line with the lesson plane had made before or not. And the writer also prepared the post test 1 to collect the data; to know whether there are some students’ improvement score from pretest to posttest.
b. Acting
Continuous Tense and how to use of passive form of Present Continuous Tense. After explaining that, the teacher asked students make the passive sentence of the Present Continuous Tense from active sentence of the Present Continuous Tense. Then, to make sure students understand how to analyze how to make passive sentence of Present Continuous Tense from active sentence of Present Continuous Tense. Afterwards, to know how well students’ understanding the passive form of Present Continuous Tense given, and then the teacher asked to students to do exercises into the passive form of Present Continuous Tense sheet just by noting the key words. This task was done by the students individually.
c. Observing
In this phase, the observer made to notice all activities in the physical classroom activity. It might be about the teacher’s performance, class situati
