TEACHING PASSIVE VOICE OF PRESENT PROGRESSIVE TENSE BY USING COMMUNICATIVE APPROACH
An Experimental Study at the Second Year of SMK Islamiyah Ciputat – Tangerang
A “Skripsi”
Presented to the Faculty of Tarbiyah and Teachers’ Training in a Partial Fulfillment of the Requirements
for the Degree of S.Pd. in English Language Education
By:
Dade Pamungkas NIM. 103014027034
ENGLISH DEPARTMENT
TARBIYAH AND TEACHERS’ TRAINING FACULTY STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH
TEACHING PASSIVE VOICE OF PRESENT PROGRESSIVE TENSE BY USING COMMUNICATIVE APPROACH
An Experimental Study at the Second Year of SMK Islamiyah Ciputat – Tangerang
A “Skripsi”
Presented to the Faculty of Tarbiyah and Teachers’ Training in a Partial Fulfillment of the Requirements
for the Degree of S.Pd. in English Language Education
By:
Dade Pamungkas NIM. 103014027034
Approved by:
Drs. Syauki, M.Pd. NIP. 150 246 289
ENGLISH DEPARTMENT
TARBIYAH AND TEACHERS’ TRAINING FACULTY STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH
ENDORSEMENT SHEET
The examination committee of the faculty of Tarbiya and Teachers Training certifies that the “skripsi” (scientific paper) entitled “Teaching Passive Voice of Present Progressive Tense by Using Communicative Approach (an experimental study at the second year of SMK Islamiyah Ciputat – Tangerang)”, written by Dade Pamungkas, student’s registration number is 103014027034, and was examined by the committee on 26th March 2008, and was declared to have passed and, therefore fulfilled one of the requirements for the academic title of “S.Pd” (Bachelor of Arts) in English Language Education at Department Of English Education.
Jakarta, 26 March 2008
Examination committee
Chairman : Drs. Nasrun Mahmud, M.Pd. ( ) NIP. 150 041 070
Secretary : Nida Husna, M.Pd. ( )
NIP. 150 326 910
Examiners : 1. Drs. Nasrun Mahmud, M.Pd. ( ) NIP. 150 041 070
2. Drs. A. M. Zaenuri, M.Pd. ( ) NIP. 150 188 512
Acknowledged by:
Dean of Tarbiya and Teachers’ Training Faculty
ACKNOWLEDGEMENT
In the name of Allah, The Beneficent, The Merciful.
All praises be to Allah, The Lord of Worlds, by His helps, guidance, and blessing finally the writer is able to finish this “skripsi”. Peace and blessing be
upon Muhammad SAW., his descendants, his companions, and his followers. In this opportunity, the writer would like to express his greatest honor to his beloved family; his parents H. E. Purkon Ali Sudira and Hj. E. Suprijatin, his brothers and sisters (Dian Bahari, Dina Mardiana, Dena Juliawitri, S.Ag., Dandi Wijaya, Dendi Kusumah, and Didah Muharomah) who always give their support and moral encouragement in finishing his study.
The writer would love to address his thanks and great gratitude to his advisor Drs. Syauki, M.Pd., for his time, guidance, and valuable helps and corrections during completing this “skripsi”.
The writer realized that he would have never finished in writing his “skripsi” without the help of some people around him. Therefore, he would like to give his gratitude and best appreciation to:
1. Prof. Dr. Dede Rosyada, MA., the Dean of Faculty of Tarbiyah and Teachers’ Training of State Islamic University of Syarif Hidayatullah Jakarta.
2. Drs. Nasrun Mahmud, M.Pd., the Head of English Department and Nida Husna, M.Pd., the Secretary of English Education Department.
3. All lecturers in English Department who always give their motivation and valuable knowledge during his study at State Islamic University of Syarif Hidayatullah Jakarta.
4. The librarians of main and faculty library who had let him to overview the references which are required.
5. Drs. Mas’ud, the head of “SMK Islamiyah Ciputat – Tangerang” and Drs.
6. All of his classmates in class C and friends in class A and B who had shared the time and experience together.
7. His beloved person, Elis Fadliyah, who always supports and guides him by all means.
8. All of his friends in “Keluarga Mahasiswa Islam Karawang (KMIK) Jakarta”
who motivate him by having a nice friendship.
9. His friends in his boarding house, they are Erfan, Agin, Ronal, Togar, Nana, Ujang, Ulum, and others that he may not be able to mention them one by one. 10.The second year students of “SMK Islamiyah Ciputat – Tangerang”,
especially class 2 Ak I and 2 Ak II who had given their best attention and participation during gaining the data.
The words are not enough to say much appreciation for their help and contribution in finishing this “skripsi”. May Allah SWT guides and gives you the happiness throughout your life. May Allah, The Almighty, bless them all.
Jakarta, February 2008
TABLE OF CONTENTS
ACKNOWLEDGEMENT ………... i
TABLE OF CONTENTS ………... iii
LIST OF TABLES ………... v
CHAPTER I INTRODUCTION
A. The Background of Study ………..
B. The Limitation and the Formulation of Problem ……... C. The Objective of Study ……….. D. The Method of Study ………. E. The Hypothesis of Study ……… F. The Organization of Study ……….
1 3 3 4 4 4
CHAPTER II THEORETICAL FRAMEWORK
A. Passive Voice of Present Progressive Tense …………..
1. The Understanding of Passive Voice ……….. 2. The Understanding of Present Progressive Tense ... 3. The Passive Voice of Present Progressive Tense … B. Communicative Approach ………. 1. The Understanding of Communicative Approach .. 2. The Communicative Competence ………...
3. The Characteristics and Features of Communicative Approach ………..
C. Audio-Lingual Method
………...
1. The Understanding of Audio-Lingual Method …... 2. The Objective of Audio-Lingual Method ………... 3. The Characteristics and Features of Audio-Lingual
Method ……… D. Teaching Passive Voice of Present Progressive Tense
CHAPTER III RESEARCH METHODOLOGY AND FINDING A. Research Methodology ………...
1. The Subject of Research ………... 2. The Place and Time ………..
3. The Population and Sample
………..
4. The Instrument of Research ………. 5. The Teaching Procedures ………. 6. The Technique of Data Collecting ………... 7. The Technique of Data Analysis ……….. B. Research Findings ……….. 1. The Description of Data ………... 2. The Analysis of Data ……… 3. The Hypothesis Testing ……… 4. The Interpretation of Data ………
30 30 30
30 31 31 32 33 34 34 35 39 39
CHAPTER IV CONCLUSION AND SUGGESTION
A. Conclusion ………..
B. Suggestion ………..
41 41 BIBLIOGRAPHY
APPENDIX
... ...
LIST OF TABLES
3.1 The Test Score of The Experiment Class ……….. 34
CHAPTER I INTRODUCTION
A. The Background of Study
The English language is the prominent international language which
has significant role in the various fields in Indonesia, for instance, in education, economy, science, politic, technology, etc. Because of its significant effect, English becomes a compulsory subject needs to be learnt by the students in every level of formal education started from elementary school, even it is introduced informally to the earlier level (play group or kindergarten), up to the university level. Moreover, there are big amount of informal institutions that provide an extra class for those who want to learn more English. This indicates that English is very important to be studied in order, for example, to have well communication in English whether spoken or written and to get more update knowledge which particularly they are almost in English.
Mastering English means mastering its skills; they are Listening, Speaking, Reading, and Writing. To support mastering the four language skills the learners obviously should have well understanding of English sub-skills, they are vocabulary, pronunciation, and grammar as a core of having structured English in communication and comprehension. As Penny Ur states that “There is no doubt that a knowledge – implicit or explicit – of grammatical rules is essential for the mastery of a language”.1
Every sub-skill has particular function and, here, grammar works in arranging and formulating a structure. Grammar is a set of rules that defines how words (of parts of words) are combined or changed to form acceptable
1
units of meaning within a language.2 Grammar has wide scope and one of its units discusses about passive voice.
Passive voice is generally introduced firstly in Junior High School. It aims for the students to have various kinds of sentence while, for instance, they are learning an active voice. Passive voice is quite difficult to be
understood because of its rule and formula which are dissimilar with active voice. Therefore, it needs special attention when the students study this material.
To be successful in giving the material to the students, it requires an appropriate way or it is called by method. A method, on the other hand, is a set of procedures, i.e., a system that spells out rather precisely how to teach language.3 Having good method is not only oriented to achieve the students’ recognition toward their teacher’s explanation, but also is aimed to create the understanding for them, thus, they may be able at least to use the material given in arranging a simple sentence whether it is spoken or written. William F. Mackey notes that “The method used has often been said to be the cause of success or failure in language; for it is ultimately the method that determines the what and the how of language interaction”.4
There are various methods provide different teaching manners in order to fulfill the underlying necessities. One of method that synchronizes with the current curriculum in Indonesia is Communicative Language Teaching or Communicative Approach. The formal education institutions in Indonesia that employ the Communicative Approach perhaps have the reason, it is that the students are expected to be more active and creative particularly in studying English. As Freeman mentions about the motive of using the Communicative Approach that “… students will be more motivated to study a foreign
2
Penny Ur, a Course in Language Teaching, (Cambridge: Cambridge University Press, 1996), p. 87.
3
Marianne Celce-Murcia, Teaching English as a Second or Foreign Language, (Boston: Heinle & Heinle Publishers, 1991), second edition, p. 5.
4
language since they will feel they are learning to do something useful with the language they study”.5
Based on the previous ideas, the writer tries to implement the Communicative Approach in teaching the passive voice of present progressive tense especially to the second year students of “SMK Islamiyah Ciputat –
Tangerang”. Passive voice is chosen in order it seems difficult to be mastered for its complexity of guideline and formula. A chosen tense for passive voice here is present progressive tense. It aims the research study will not too broad and present progressive tense expresses events or actions in progress. Therefore, the students will easily find the examples from their nearest environment. The recent method which is being used in every single teaching there, it is applied Audio Lingual Method, will be compared for both significance and effectiveness.
B. The Limitation and the Formulation of Problem 1. The Limitation
This study limits the subject matter in teaching Passive Voice of Present Progressive Tense by using Communicative Approach in the second year students of “SMK Islamiyah Ciputat – Tangerang”.
2. The Formulation
Based on the preceding discussion, the writer would like to formulize the problem that is whether teaching Passive Voice of Present Progressive Tense by using Communicative Approach is more effective than using Audio Lingual Method.
C. The Objective of Study
Here are the objectives of study, they are:
5
1. To contrast the significant difference of results in teaching Passive Voice of Present Progressive Tense by using Communicative Approach and Audio-Lingual Method.
2. To find out the effectiveness of using Communicative Approach in teaching Passive Voice of Present Progressive Tense.
D. The Method of Study
In gaining good data, the writer obtains the method of study by using field research. The field research is done by conducting an experiment at two classes using different methods of teaching. The first class or experiment class, the writer employs the teaching by using Communicative Approach. Then, another class or controlled class, the writer applies the teaching by using Audio-Lingual Method. The writer gives the pre-test to make the population becomes homogenous before he does the teaching of passive voice of present progressive tense. And, finally, the writer presents the post-test to inform the significance differences of results after the lesson is finished.
E. The Hypothesis of Study 1. Alternative Hypothesis (Ha)
There is a significant difference of the students’ results between using Communicative Approach and using Audio-Lingual Method in teaching passive voice of present progressive tense.
2. Null Hypothesis (Ho)
There is no a significant difference the students’ results between using Communicative Approach and using Audio-Lingual Method in teaching passive voice of present progressive tense.
F. The Organization of Study
Problem, the Objective of Study, the Method of Study, the Hypothesis of Study, and the Organization of Study.
Chapter Two explains the Theoretical Framework that consists of Passive Voice of Present Progressive Tense, Communicative Approach, Audio-Lingual Method, and Teaching Passive Voice of Present Progressive
Tense by Using Communicative Approach. Moreover, Passive Voice of Present Progressive Tense includes the understanding of passive voice, present progressive tense, and passive voice of present progressive tense. Communicative Approach includes the understanding, communicative competence, and the characteristics and features of using Communicative Approach. Audio-Lingual method involves its understanding, objectives, and characteristics and features.
Chapter Three conveys about the Research Methodology and Finding. Research Methodology involves the subject of research, the place and time, the population and sample, the instrument of research, the teaching procedures, the technique of data collecting, and the technique of data analysis. Then, Research Finding involves the description of data, the analysis of test, the testing of hypothesis, and the interpretation of data.
CHAPTER II
THEORETICAL FRAMEWORK
G. Passive Voice of Present Progressive Tense 1. The Understanding of Passive Voice
As a two-sided coin, passive voice is the opposite of active voice in sentence pattern. Both show different understanding and function and have dissimilar rule in use. In case of this research, there will be only passive voice is explained more rather than one.
Some linguists have already tried to have comprehensive view about passive voice, and H. Sweet is the one of those whom has done it. He states, “The passive voice is … a grammatical device for (a) bringing the object of a transitive verb into prominence by making it the subject of the sentence, and (b) getting rid of the necessity of naming the subject of a transitive verb”.6 Another idea belongs to Warriner, it is “A verb is said to be in the active voice when it expresses an action performed by its subject”.7
Sentence does, at least, contain of a subject and a verb. Based on the explanation above, a sentence which has no object, or it is usually named intransitive, will not be able to be turned into passive voice. This occurs because in passive sentence, its subject is derived from the object of active sentence. As what Azar writes, “In the passive, the object of an active verb becomesthe subject of the passive verb”.8
According to Marcella Frank about passive voice that “… the same action is referred to indirectly; that is, the original ‘receiver’ of the action
6
Ljiljana Mihailovic, “Some Observations on the Use of the Passive Voice”, in W. L. Darley (ed.), English Language Teaching, (Plaistow: Oxford University Press, 1963), vol. XVII No. 2, p. 77.
7
John E. Warriner, English Grammar and Composition, (New York: Harcout Brain Jovanovich Publisher, 1982), p. 166.
8
is the grammatical subject, and the original ‘doer’ of the action is the grammatical object of the preposition by”.9 Here, she illustrates the subject by naming original doer and the object refers to original receiver. Also, it is used a preposition by to clear what things to be the object.
As it has been demonstrated in the beginning, passive voice has
certain function in its usage. Martin Parrot says “We choose passive constructions to avoid very long subjects – a passive construction allows us to put a long and/or complex phrase at the end of a clause where it is easier to understand than at the beginning”.10
Then, another is simply addressed by Marcella Frank, “The passive voice is preferred when the “doer” of an action (or, the agent) is unimportant or unknown”.11 In line with hers, Menachem B. Dagut tells that “… the passive in English is primarily used to enable the speaker/writer to describe an action or event, without being obliged to specify the doer or cause of the action or event”.12
Furthermore, in detail of its general use, Martin Parrot implies as follows:
a. to describe processes
The beans are picked in late summer and are left to dry in the sun.
b. to introduce evidence, argument, or opinion
It is sometimes argued that …
c. to avoid the implication of personal involvement or responsibility
The vase got broken, Mum.
d. with certain verbs – verbs we use when the person who did the action is generally unimportant
He is alleged to be in sanatorium.13
9
Marcella Frank, Modern English; a practical reference guide, (New Jersey: Prentice Hall, 1972), p. 55.
10
Martin Parrot, Grammar for English Language Teachers, (Cambridge: Cambridge University Press, 2000), p. 288.
11
Frank, Modern English; part I, (New Jersey: Prentice Hall, 1972), p. 67.
12
Menachem B. Dagut, “a Teaching Grammar of the Passive Voice in English”, in Bertil Malmberg and Gerhard Nickel (eds.), International Review of Applied Linguistics in Language Teaching, (Hemsbach: Beltz Offsetdruck, 1985), p. 5.
13
It may be illustrated for the summary of passive voice’s usage shown by Patrick Kameen:
a. use the passive to place a short object and verb before a long subject thus avoiding front-heavy sentences
The IRS has been cheated by otherwise honest individuals who feel too large a percentage of their salaries goes for taxes and who believe that the government is wasting their tax dollars.
b. use the “it” or “second passive” form to sound objective or to indicate that there is no absolute proof for the statement
It is said that the governor is a high-stakes gambler.
c. use the agentless passive when the agent is well known, unknown, or unimportant
Cars are manufactured in Detroit.
d. use the agentless passive to describe technical processes and to report research procedures and results
Hydrogen and chlorine were combined, and the resulting chemical reaction was observed
e. use the passive with the by-agent phrase when referring to historically or socially significant works
Gone With the Wind was written by Margaret Mitchell. 14
Else, there is a rule must be noticed in forming passive voice. Dissimilar with active, in producing passive sentence, not all the verbs are able to be turned into passive. As it has been viewed that only transitive verbs are able to be changed to passive. But, not all transitive verbs can be a verb for passive. Michael Swan has told that “Some transitive verbs cannot be used in the passive, at least in certain of their meanings. Most of these are “stative” verbs (verbs which refer to states, not actions, and which often have no progressive forms). Examples are: They have a nice house. (But not: A nice house is had …)”.15
Moreover, Biber has mentioned the verbs (single word transitive verbs and single-object prepositional verbs) as follows:
• single word transitive verbs: agree, climb, dare, exclaim, guess, hate, have, hesitate, joke, lack, let, like, love, mind, pretend, quit, reply,
14
Patrick Kameen, “the Passive Voice: it must be spoken for”, in John F. Haskel (ed.),
TESOL NEWSLETTER, (Illinois: Pantagraph Printing, 1983), p. 181.
15
resemble, survive, swear, thank, try, undergo, want, watch, wish, wonder, yell
• single-object prepositional verbs: agree to/with, apologise to/for, belong to, bet on, come across/for, compete with, cope with, correspond to, glance at, laugh about/at, listen to, live like/with, look at/like, participate in, smile at, stay with, talk about/to, wait for/with16
2. The Understanding of Present Progressive Tense
Present progressive tense belongs to the several tenses stand for the events in progress. This corresponds to what Azar states that “The progressive tenses give the idea that an action is in progress during a particular time. The tenses say that an action begins before, is in progress during, and continues after another time or action”.17
A similar assertion has been made by Patricia K. Werner, it is “The present continuous tense can describe activities at the moment of speaking, activities currently in progress, or plans for the future”.18 And here are her examples to be noticed:
Uses Examples Notes
Activities at the Moment of Speaking
I’m doing my homework now. She’s studying at the library.
Activities Currently in Progress
I’m taking math this semester. He’s majoring in Chemistry.
Plans for the Future
We aren’t moving tomorrow. We’re moving on Saturday.
Time expressions often used with the present continuous tense include now, right now, at the moment, today, this week (month, year), these days, currently, nowadays.
Moreover, B. D. Graver argues that “The progressive forms represent actions or events, viewed at some point between their beginning and end”.19
16
Douglas Biber, et al., Grammar of Spoken and Written English, (London: Longman, 1999), p. 481.
17
Azar, Understanding and …, p. 3.
18
Patricia K. Werner, et al., Interactions 2 Grammar, (New York: McGraw-Hill, 2002), p. 11.
19
Like other tenses, it is required to have general consideration for using present progressive tense. Martin Parrot pronounces its usage that “… to refer to something temporary which has begun and has not finished, something which is completable and is in the process of being completed”.20
Furthermore, here are some functions of employing present progressive tense declared by Michael Swan:
a. The present progressive tense is made with am/are/is + -ing. The commonest use of the present progressive tense is to talk about actions and situations that are already going on at the moment of speaking.
Why are you crying? Is something wrong?
b. The present progressive is also used to talk about future happenings.
My sister is living at home for the moment.
c. We sometimes use the present progressive in a more general way, to talk about something that may be going on at any time.
You look lovely when you are smiling.21
In addition, other perceptions of the usage of present progressive tense stated by Rosamund Moon, they are “… to indicate that an action continues to happen before and after a particular time (ex: I’m looking at the photographs my brother sent me.), and … for an action that continues to happen before and after another action that interrupts it (ex: The phone always rings when I’m having a bath.)”.22
3. The Passive Voice of Present Progressive Tense
As they have already been explained, passive voice is a sentence pattern formed by to be and followed by a past participle and composed by transitive verbs, while present progressive tense is a tense functions to express actions or events in progress. If both are fused, there will be a new
20
Parrot, Grammar for …, p. 157.
21
Swan, Practical English …, p. 496-497.
22
definition that passive voice of present progressive tense is an expression of present progressive tense in form of passive.
To form the passive voice of the present continuous tense, use am, is, or are + being + past participle. The passive voice subject determines whether the verb be is singular or plural.23 In another, a same thought has been found in Cobuild Student’s Dictionary and Grammar drawn that “Continuous passive tenses are formed with a form of the auxiliary ‘be’ followed by being and the past participle of a main verb”.24
Active Passive The Soviet Union is sending
ships into outer space.
Ships are being sent into outer space.
Present Continuous
Tense Researchers are launching a new rocket today.
A new rocket is being launched today.
Here, there will be a classification of sentence as an example according to its words composition.
The sentence : The Soviet Union is sending ships into outer space. Subject to be V-ing Object
Analysis : The sentence has Subject (the Soviet Nation), to be + V-ing (is sending), and Object (ships). Its verb belongs to present progressive tense and transitive verb because
there is an Object follows. Thus, it may become passive and it is shown as follows:
The Sentence : Ships are being sent into outer space. Subject to be+V-ing past participle
Analysis : Subject in passive sentence (ships) is derived from Object of active sentence as shown above. And, Object in passive is taken from Subject of active sentence. Object may be involved or not. It is based on the purpose whether the original doer is important or not to be known.
23
Werner, et al., Interactions 2 …, p. 280-281.
24
Furthermore, as it has been demonstrated, the transformation of Verb belongs to passive present progressive tense. It is recognized that the formula is to be + V-ing + past participle (V3). To be is decided by Subject whether it is singular first person (I), plural first
person (we), singular second person (you), singular third person (she, he, it), or plural second person (they). Subject (ships) is plural third person, therefore it applies
to be as illustrated below:
Singular first person (I) am Plural first person (we) are Singular second person (you) are Singular third person (she, he, it) is Plural third person (they) are Therefore, Subject (ships) uses to be “are”.
According to the purposes, sentences can be divided into four sub-types; declarative, imperative, interrogative, and exclamatory sentence.25 In this occasion, there will be only explained declarative, contains of affirmative and negative sentence, and interrogative sentence.
a. Affirmative sentence
Subject To
be V-ing
Past
Participle Object Complement
They lectured by their
teacher
-
The apple pies which I like very much
are
eaten by my young brother
-
My brother’s black
motorcycle repaired a mechanic
-
Mary/Anton/She/He is
being
asked by his/her mother
to buy some meals
25
b. Negative sentence
Subject To
be
Negative
Sign V-ing
Past
Participle Object Complement
They lectured by their
teacher -
The apple pies which I like very much are eaten by my young brother - My brother’s black motorcycle
repaired by a mechanic - Mary/Anton/ She/He is not being asked by his/her mother
to buy some meals
c. Interrogative sentence
To
be Subject V-ing
Past
Participle Object Complement
they lectured by their
teacher?
- Are
the apple pies which
i like very much asked
by my young brother?
-
my brother’s black
motorcycle repaired
by a mechanic? - Is Mary/Anton/she/he being
eaten by his/her mother
to buy some meals?
H. Communicative Approach
The various language teaching methods which have already created and been available serve simply to the one whom is linked in an educational system, for instance a teacher, a syllabus maker, etc., to choose which method is appropriate to be applied. Even, it is possible not only to select one of language teaching methods but also to pick more than one of them which will
be applied in the different education level in order to get effectively the certain goals gained by the language learners.
In this case, to recognize completely the chosen methods to be implemented in this research, therefore there will be some discussions explain about Communicative Approach and Audio-Lingual Method.
1. The Understanding of Communicative Approach
Communicative Approach was created to fulfill certain necessities and to achieve its purposes that those didn’t happen in the preceding time. Historically, as Scott Thornbury writes, “The development, in the 1970s, of Communicative Language Teaching (CLT) was motivated by developments in the new science of sociolinguistics, and the belief that communicative competence consists of more than simply the knowledge of the rules of grammar”.26 In addition, “The Communicative Approach could be said to be the product of educators and linguists who had grown dissatisfied with the audio-lingual and grammar-translation methods of foreign language instruction”.27
Communicative Approach which is usually called Communicative Language Teaching is “An approach to the teaching of second and foreign languages that emphasizes interaction as both the means and the ultimate
26
Scott Thornbury, How to Teach Grammar, (Edinburgh Gate: Pearson Education Limited, 1999), p. 22.
27
goal of learning a language”.28 In line with the initial definition, Jack C. Richards, John Platt, and Heidi Platt cite that Communicative Approach is “An approach to foreign or second language teaching which emphasizes that the goal of language learning is communicative competence”.29
Furthermore, Hymes and Halliday note some ideas about
Communicative Approach, they are:
a. It is assumed that the goal of language teaching is learner ability to communicate in the target language.
b. It is assumed that the content of a language course will include semantic notions and social functions, not just linguistic structure. c. Classroom materials and activities are often authentic to reflect
real-life situations and demands.30
It may be resumed from the reflections above that “Communicative
Language Teaching makes use of real-life situations that necessitate communication”.31 Real-life situations, here, refer to the actions or events which the learners experience in their daily life, for instance receiving a phone, asking direction, etc.
Then, Communicative Approach underlines the use of a language in language teaching and learning and, as Jack C. Richards and Theodore S. Rodgers argue that “It stresses the importance of providing learners with opportunities to use their English for communicative purposes”.32
Michael Canale and Merrill Swain state “A Communicative Approach … is organized on the basis of communicative functions … that a given learner or group of learners needs to know and emphasizes the ways in which particular grammatical forms may be used to express these
28
http://en.wikipedia.org/wiki/Communicative_language_teaching (Friday, 3rd of August 2007: 19.23).
29
http://www.freewebs.com/dzchun/Unit%202.htm (Friday, 3rd of August 2007: 19.41).
30
Celce-Murcia, Teaching English …, p. 8.
31
http://www.monografias …, (Friday, 3rd of August 2007: 19.39).
32
functions accurately”.33 Although grammar is not stressed exclusively, it is concerned how the learners are able to produce a communication with the correct grammar. Grammar is important, and learners seem to focus best on grammar when it relates to their communicative needs and experiences.34 This means there is a special consideration for grammar lesson in this method and it affiliates to other competencies to work together.
After having viewed several theories of Communicative Approach, it may be understood partially of its essence, as it has been asserted by Marianne Celce-Murcia that “The essence of Communicative Language Teaching is the engagement of learners in communication in order to allow them to develop their communicative competence”.35
2. The Communicative Competence
Communicative competence, as shown in the previous discussion, is the aim of language learning in Communicative Approach. According to Menachem B. Dagut, communicative competence is “the ability to communicate both actively, by expression, and passively, by comprehension, in the foreign language”.36
Meanwhile, as it is found in a website about communicative competence, it tells that “Communicative competence is a linguistic term which refers to a learner's L2 ability. It not only refers to a learner's ability to apply and use grammatical rules, but also to form correct utterances, and know how to use these utterances appropriately”.37
33
Michael Canale and Merrill Swain, Approaches to Communicative Competence, (30 Orange Grove Road: Seameo Regional Language Centre, 1980), occasional papers no. 14,p. 2.
34
Celce-Murcia, Teaching English …, third edition, p. 25.
35
Celce-Murcia, Teaching English …, p. 27.
36
Dagut, “a Teaching …, p. 2.
37
From both references, it is obvious that communicative competence means the learners ability to use language in their communication regarding to its utterances and use of structures.
Communicative competence involves being able to use the language appropriate to a given social context.38 Also, as cited by Scott Thornbury, “Communicative competence involves knowing how to use the grammar and vocabulary of the language to achieve communicative goals and knowing how to do this in a socially appropriate way”.39 Therefore, Diane Larsen-Freeman suggests that to accomplish those, “… students need knowledge of the linguistic forms, meanings, and functions”.40
Canale and Swain (1980) in Approach and Methods in Language Teaching written by Jack C. Richards and Theodore S. Rodgers mention that there are four dimensions to identify communicative competence as follows:
… four dimensions of communicative competence are identified: grammatical competence, sociolinguistic competence, discourse competence, and strategic competence. Grammatical competence refers to what Chomsky calls linguistic competence and what Hymes intends by what is “formally possible.” It is the domain of grammatical and lexical capacity. Sociolinguistic competence refers to an understanding of the social context in which communication takes place, including role relationships, the shared information of the participants, and the communicative purpose for their interaction. Discourse competence refers to the interpretation of individual message elements in terms of their interconnectedness and how meaning is represented in relationship to the entire discourse or text. Strategic competence refers to the coping strategies that communicators employ to initiate, terminate, maintain, repair, and redirect communication.41
38
Diane Larsen-Freeman, Techniques and Principles in Language Teaching, (Oxford: Oxford University Press, 1986), p. 131.
39
Thornbury, How to …, p. 18.
40
Larsen-Freeman, Techniques and …, p. 131.
41
The previous explanation tells how communicative competence, which is interpreted in every single term, is classified. Furthermore, another comprehensive classification, as found in website, refers to:
a. Grammatical competence: is the degree to which the language user has mastered the linguistic code, including vocabulary, grammar, pronunciation, spelling, and word formation.
b. Sociolinguistic competence: is the extent to which utterances can be used or understood appropriately in various social contexts. It includes knowledge of speech acts such as persuading, apologizing, and describing.
c. Discourse competence: is the ability to combine ideas to achieve cohesion in form and coherence in thought, above the level of the single sentence.
d. Strategic competence: is the ability to use strategies like gestures or “talking around” an unknown word in order to overcome limitation in language knowledge.42
Finally, it is clear that in learning a language, the learners need not only knowledge of structures and vocabularies, but also they require to know how the language elements work together when the learners try to produce a well communication as an achievement of communicative competence.
3. The Characteristics and Features of Communicative Approach
Communicative Approach, like another language teaching method, has some characteristics which can distinguish it from others. William Littlewood notes that “One of the most characteristic features of communicative language teaching is that it pays systematic attention to functional as well as structural aspects of language, combining these into a more fully communicative view”.43
42
http://www.freewebs.com/dzchun/Unit%202.htm (Friday, 3rd of August 2007: 19.33).
43
In line with his opinion, Diane Larsen-Freeman asserts that “The most obvious characteristic of the Communicative Approach is that almost everything that is done is done with a communicative intent”.44
Based on both statements, it may be concluded that the characteristic of Communicative Approach is obviously stressed on how
language is given and produced communicatively.
Then, features are also available in Communicative Approach. Marianne Celce-Murcia asserts that “… one of the features of the Communicative Approach is that students be given a choice of how they wish to express themselves”.45
The similar assertions come from David Nunan. He mentions some features of Communicative Approach, they are:
a. An emphasis on learning to communicate through interaction in the target language.
b. The introduction of authentic texts into the learning situation.
c. The provision of opportunities for learners to focus, not only on language but also on the learning process itself.
d. An enhancement of the learner’s own personal experiences as important contributing elements to classroom learning.
e. An attempt to link classroom language learning with language activities outside the classroom.
The more clear features, as Finocchiaro and Brumfit point out, are: a. Meaning is paramount.
b. Dialogs, if used, center around communicative functions and are not normally memorized.
c. Contextualization is a basic promise.
d. Language learning is learning to communicate. e. Effective communication is sought.
f. Drilling may occur, but peripherally. g. Comprehensible pronunciation is sought.
h. Any device which helps the learners is accepted – varying according to their age, interest, etc.
i. Attempts to communicate may be encouraged from the very beginning. j. Judicious use of native language is accepted where feasible.
k. Translation may be used where students need or benefit from it.
44
Larsen-Freeman, Techniques and …, p. 132.
45
l. Reading and writing can start from the first day, if desired.
m. The target linguistic system will be learned best through the process of struggling to communicate.
n. Communicative competence is the desired goal (i.e. the ability to use the linguistic system effectively and appropriately).
o. Linguistic variation is a central concept in materials and methodology. p. Sequencing is determined by any consideration of content, function, or
meaning which maintains interest.
q. Teachers help learners in any way that motivates them to work with the language.
r. Language is created by the individual often trough trial and error. s. Fluency and acceptable language is the primary goal: accuracy is
judged not in the abstract but in context.
t. Students are expected to interact with other people, either in the flesh, through pair and group work, or in their writings.
u. The teacher cannot know exactly what language the students will use. v. Intrinsic motivation will spring from an interest in what is being
communicated by the language.46
I. Audio Lingual Method
1. The Understanding of Audio-Lingual Method
There are at least two underlying causes for the birth of Audio-Lingual Method, they are;”… the belief that all behavior (including language) was learnt through repetition and positive or negative reinforcement, and … the outbreak of World War II, which created the need to post large number of American servicemen … to provide these soldiers with at least basic verbal communication skills”.47
Therefore, Audio-Lingual Method’s theory of learning is partly derived from habitual activities by viewing its theory of language, as what William Moulton in Approaches and Methods in Language Teaching argues “language is speech, not writing … a language is a set of habits … teach the language, not about the language … a language is what its native
46
Richards and Rodgers, Approaches and …, p. 67.
47
speakers say, not what someone thinks they ought to say … languages are different”.48
In line with his view of language, Scott Thornbury asserts that “Audiolingualism derived its theoretical base from behaviorist psychology, which considered language as simply a form of behavior, to
be learned through the formation of correct habits”.49
Behavior is an individual’s act or the way how someone behaves. It may turn into a habit if it is performed frequently. In the view of theory of learning, behavior is principally specified into three: “A stimulus, which serves to elicit behavior; a response triggered by stimulus; and reinforcement, which serves to mark the response”.50
Stimulus – response - reinforcement, those are linked tightly to provide a good behavior. There will be presented a good habit particularly in learning process if those continue regularly. By being a core in using those models to the language learning, as what Harmer has expressed, “... it attempted, through a continuous process of such positive reinforcement, to engender good habits in language learners”.51
2. The Objective of Audio-Lingual Method
Unlike the objective of Communicative Approach is to achieve communicative competence, however, Audio-Lingual Method has probably no similar objectives with it and other methods. Brooks clarifies the objectives of Audio-Lingual Method into two terms, short-range and long-range objectives. He explains “Short-range objectives include training in listening comprehension, accurate pronunciation, recognition of
48
Richards and Rodgers, Approaches and …, p. 49-50.
49
Thornbury, How to …, p. 21.
50
Richards and Rodgers, Approaches and …, p. 50.
51
speech symbols as graphic signs on the printed page, and ability to reproduce these symbols in writing, and … long-range objectives must be language as the native speaker uses it …“.52
Continuing previous explanation of Audio-Lingual Method’s objectives, others are as follows:
a. accurate pronunciation and grammar
b. ability to respond quickly and accurately in speech situations c. knowledge of sufficient vocabulary to use with grammar patterns53
To attain those objectives, the learners should have, as found in article of certain website, “… extensive repetition and a variety of elaborate drills”.54 In case, the teacher is emphasized to modify a subject matter which is given to the learners. The subject matter should be easily understood and repeated. It is expected the learners may follow to the learning activities without being uninterested for keeping identical teaching.
Furthermore, Jack C. Richards and Theodore S. Rodgers imply the fundamental teaching-learning activities, that “Dialogues and drills form the basis of audiolingual classroom practices … dialogues are used for repetition and memorization … correct pronunciation, stress, rhythm, and intonation are emphasized”.55
It is clear that the repetition and drills underlying the techniques in learning activities emphasize the learners to be an imitator. They will follow repeatedly what their teacher does. The repeated activities on a dialogue for gaining students memorization need a listening skill. Therefore, it requires a native speaker-like model in order to avoid an incorrectly-material production. In addition, grammar, as the basic
52
Richards and Rodgers, Approaches and …, p. 52.
53
http://www.sil.org/lingualinks/LANGUAGELEARNING/WaysToApproachLanguageLearnin g/TheAudioLingualMethod.htm (Friday, 3rd of August 2007: 18.32).
54
http://www.englishraven.com/method_audioling.html (Friday, 3rd of August 2007: 18.16).
55
skill, is supplied from the given dialogue or example. In conclusion, well performance of the teacher’s teaching style in serving new languages will decide the learners’ competence in producing communication.
3. The Characteristics and Features of Audio-Lingual Method
The characteristics of Audio-Lingual Method, according to Freeman, they are: “new vocabulary and structures are presented through dialogs. The dialogs are learned through imitation and repetition. Drills (such as repetition, backward build-up, chain, substitution, transformation, and question-and-answer) are conducted based upon the pattern presents in the dialog. Students’ successful responses are positively reinforced. Grammar is induced from the examples given; explicit grammar rules are not provided. Cultural information is contextualized in the dialogs or presented by the teacher. Students’ reading and written work is based upon the oral work they did earlier”.56
The features of Audio-Lingual Method are as follows: a. lessons begin with dialogs
b. mimicry and memorization are used, based on the assumption that language is habit formation
c. grammatical structures are sequenced and rules are taught inductively d. skills are sequenced: listening, speaking, reading, writing postponed e. pronunciation is stressed from the beginning
f. vocabulary is severely limited in initial stages g. a great effort is made to prevent learner errors
h. language is often manipulated without regard to meaning or context i. the teacher must be proficient only in the structures, vocabulary, etc.
that s/he is teaching since learning activities and materials are carefully controlled57
To have more knowledge comprehensively about the features of Audio-Lingual Method, Finocchiaro and Brumfit mention in detail of it as follows:
a. attends to structure and form more than meaning b. demands memorization of structure-based dialogs c. language items are not necessarily contextualized
d. language learning is learning structures, sounds, and words e. mastery or over-learning is sought
56
Larsen-Freeman, Techniques and …, p. 43.
57
f. drilling is a central technique
g. native-speaker-like pronunciation is sought h. grammatical explanation is avoided
i. communicative activities only come after a long process of rigid drills and exercises
j. the use of the student’s native language is forbidden k. translation is forbidden at early levels
l. reading and writing are deferred till speech is mastered
m. the target linguistic system will be learned through the overt teaching of the patterns of the system
n. linguistic competence is the desired goal
o. varieties of language are recognized but not emphasized
p. the sequence of units is determined solely by principles of linguistic complexity
q. the teachers control the learners and prevents them from doing anything that conflicts with the theory
r. language is habit so errors must be prevented at all costs s. accuracy in terms of formal correctness is a primary goal
t. students are expected to interact with the language system, embodied in machines or controlled materials
u. the teacher is expected to specify the language that students are to use v. intrinsic motivation will spring from an interest in the structure of the
language58
J. Teaching Passive Voice of Present Progressive Tense by Using Communicative Approach
The teaching process that should be adjusted with the material will be given. In teaching grammar, it requires the certain steps in order to make the
teaching process successively and the students may get the point gradually. Therefore, Marianne Celce-Murcia and Sharon Hilles have pointed out the steps of teaching grammar in general:
1. Presentation, … introduces the grammar structure, either inductively or deductively.
2. Focused practice, in which the learner manipulates the structure in question while all other variables are held constant. The purpose of this step is to allow the learner to gain control of the form without the added pressure and distraction of trying to use the form for communication. 3. Communicative practice, in which the learner engages in communicative
activities to practice the structure being learned.
58
• Information gap, in the course of doing the activity, one participant should be in a position to tell one or more other people soothing that the others do not yet know.
• Choice, the speaker must have some role in deciding exactly what he will say and how he will say it.
• Feedback, what the speaker says to the person(s) he is communicating with depends not only on what the other person(s) says, but also on what the speaker wants to accomplish via the conversation.
4. Teacher feedback and correction, … teacher feedback should always attempt to engage the student cognitively rather than to simply point out the error and provide the appropriate target form.59
There are various techniques and resources that can be used during the presentation. The presentation itself is affected by a method used in teaching process and it should correspond to the appropriateness towards the given material. The selection of presentation is made according to the teacher, the students’ preferences, and the subject matter.
According to Freeman, there are some techniques and materials which those characteristics belong to Communicative Approach, they are:
• Authentic materials
To overcome the typical problem that students can’t transfer what they learn in the classroom to the outside world and to expose students to natural language in a variety of situations, adherents of the Communicative Approach advocate the use of authentic materials, for instance using newspaper, realia, etc.
• Scrambled sentences
The students learn how sentences are bound together at the suprasentential level through formal linguistic devices, for instance the students are asked to unscramble the sentences into the correct one.
• Language games
The students find them enjoyable, and if they are properly designed, they give students valuable communicative practice.
• Picture strip story
The students can share information or work together to arrive at solution. This gives students practice in negotiating meaning.
59
Celce-Murcia and Sharon Hilles, Techniques and Resources in Teaching Grammar,
• Role play
Role plays are very important in the Communicative Approach because they give students an opportunity to practice communicating in different social contexts and different social roles.60
Moreover, there are some guidelines written by Penny Ur for having a good presentation commonly in presenting and explaining a new grammatical structure
1. A good presentation should include both oral, and written forms, and both form and meaning.
2. It is important for learners to have plenty of contextualized examples of the structure and to understand them. Visuals materials can also contribute to understanding.
3. The learners will benefit more from the use of terminology.
4. The explanation should cover the great majority of instances learners are likely to encounter.61
Then, here are the steps how passive voice of present progressive tense, which is derived from Marianne Celce-Murcia’s Techniques and Resources in Teaching Grammar, is introduced. The technique of presenting material uses a role play/storytelling combination. It is preferred in order to elicit the rule for forming the passive from the students rather than simply telling them the rule.62
The teacher felt that by the time students reach an intermediate level, they should be proficient at both hamming it up and participating as an audience. The teacher acts as a narrator of the story. He/she is helped by two students, a girl as Luisa and a boy as the man as the actor. Luisa is given a purse for supporting the story. The other students keep on listening and watching and try to follow the story. Before the teacher reads his/her story, he/she guides the actors to do based on the scenario.
The teacher’s narration of the scene for the class as follows:
“Luisa is walking alone with her purse hung on her hand.”
60
Larsen-Freeman, Techniques and …, p. 155-157.
61
Ur, a Course …, p. 82-83.
62
“In the other side, a man is watching her curiously. “Luisa doesn’t realize that she is being followed.” The teacher tries to focus the students by asking them: “What is happening to Luisa?”
The students are expected to answer; she is being followed. They will
probably answer incorrectly, but it is tolerated. The teacher directs the correct answer without wasting more time. After that he/she continues to concentrate them to the role play and her narration.
“The man approaches her and, soon, he grabs her purse which is being held.”
“She screams loudly and everyone around her tries to chase him” The teacher stops his/her narration and asks to one or all of the students:
“What is happening to Luisa’s purse?”
The answer should be; it is being grabbed. The teacher maintains his/her story:
“Now, the man is being chased so he runs faster.” “But, he can’t save himself and he is arrested.” The teacher asks to the audience:
“At the present, what is happening to the man?”
The teacher writes each statement on the board after eliciting it from the students. Not all the suggestions are grammatically correct, but when they can’t provide the form exactly, he/she accepts appropriate content and puts the grammatically correct form on the board in order to give feedback:
“The man is being chased, he is being caught …”
The teacher ends his/her narration and thanks the two students for participating in role play while the others give applause.
After all the forms are written on the board, the teacher proceeds as follows:
Perhaps, there are no students provide the name of the form, so the teacher says:
“This is called passive voice, specifically is named passive voice of present progressive tense.”
If one of the students can answer the teacher’s question, he/she may
ask that student to repeat his/her answer loudly until the others can listen it well.
Then the teacher explains why the context demands use of the passive voice. His/her explanation is more like a dialog with the students than a lecture. It goes something like this:
“What is important to Luisa?” The students respond, “Her purse.”
“That’s right. Luisa is interested in her purse. She doesn’t even know the person who took it. The thief isn’t interesting. If Luisa calls you on the phone to tell you about her experience, what are you interested in?”
Again, the students respond, “Her purse.”
“That’s right. And that’s why Luisa is talking about her purse, not the person who took it. Sometimes we’re more interested in what receives the action than what does the action. In this case, the person who did the action is a stranger. We’re not interested in her. We want to talk about what’s important to us. So this is one time we would use the passive voice in English.”
The teacher then writes the rule on the board, under the heading
Passive Voice of Present Progressive Tense. He/she explains its formula and rules and how they are implemented in forming the sentences.
After having introduced what is passive voice of present progressive tense, the next activities may run variously. The activities tend to have students’ understanding by doing focused practice. The focused practice
1. The teacher divides the class into two groups consist of active and passive group.
2. He/she presents the active group an article which contains active voice and vice versa. Both articles use present progressive tense.
3. He/she asks the active group to underline the verbs in the passage and
change them to passive and vice versa.
4. He/she requests each group to write the results on board and asks them to analyze their opponent’s answer based on the articles they have. If there is an incorrect answer, the opponent should mark it and change correctly. 5. He/she lets them to know the correct answer by giving the explanation. 6. Then, for additional activity, he/she may have them to find out as much as
CHAPTER III
RESEARCH METHODOLOGY AND FINDING
A. Research Methodology 1. The Subject of Research
The subject of the research was the second year students of Accountancy Department of “SMK Islamiyah Ciputat – Tangerang”. They were divided into two classes called experiment class and controlled class. Experiment class was a class where the writer taught Passive Voice of Present Progressive Tense by using Communicative Approach (class 2 Ak II) and controlled class was taught by using Audio-Lingual Method (class 2 Ak I).
2. The Place and Time of Research
The research was held at “SMK Islamiyah Ciputat – Tangerang”, located on Jl. Kihajar Dewantara No. 23 Ciputat Tangerang. The research started on January 18, 2008 till February 16, 2008.
3. The Population and Sample
In this research, the population of this study was the students in the second year of “SMK Islamiyah Ciputat – Tangerang”. The number of the whole second year students was 428 students. They were not entirely involved in the research. By taking 10 % of them, it is expected that the sample may represent the remains. According to Anas Sudijono, “Sampel adalah suatu proporsi kecil dari populasi yang seharusnya diteliti, yang dipilih atau ditetapkan untuk keperluan analisis”.63 Or, sample is a small proportion from a population which should be examined, chosen or
established for analysis requirement. It is simply understood that the result which is obtained from the sample may generalize the final conclusion.
63
The students were from two different classes, whereas the samples are 40 students, where 20 students were from class 2 Ak II (experiment class) and 20 students were from class 2 Ak I (controlled class).
4. The Instrument of Research
To complete the research, the writer added the instrument of research included tests. He gave pre-test before the teaching process and post-test after it. The teaching was done four times for both classes. He compared the achievement of pre-test and post-test; to identify the effectiveness of using Communicative Approach in teaching the passive voice of present progressive tense.
To direct the achievement of pre-test and post-test, the writer made the lattice work of both tests (see appendix). Each lattice works contains the description of the tests; the general instructional objectives, the subject matters, the indicator of questions, the form of tests, and the specification of questions. The general instructional objectives, the subject matters, and the indicator of questions are based on the four language skills which are involved. They should be synchronized in order to have the appropriateness with the questions.
5. The Teaching Procedures
The teaching was done for delivering the material to the students. It was conducted in four occasions. The further descriptions for each meeting will be shown bravely as follows:
a. In the first meeting, the students were given a dialog which involves the structure of passive voice of present progressive tense. The students were expected to try to recognize the sentence pattern. They
use of passive voice of present progressive tense in every idea they produced.
b. The second meeting was the developing concept of teaching process from the previous meeting. Here, the students were given a certain theme or topic which should be discussed in group. They were
expected to express what they knew about the material. The discussion was also possible to be done by one group to another. The teacher kept on focusing them to employ passive voice of present progressive tense and guided to have the comprehension of its use and function.
c. In the third meeting, the teacher delivered a certain text which was derived from a magazine, a newspaper, or another mass media by regarding its sentence form that should contain passive voice of present progressive tense. The students were asked to analyze about the kind of text and the use of structure in the text. They had to answer the questions based on the text and the answer would become a new paragraph arrangement in different format. Moreover, they were asked to change the form active sentence into passive sentence and vice versa. All the activities here were done in group.
d. In the last section, the teacher made 4 to 5 groups of students. They were requested to arrange the jumbled words into the correct sentence. Those sentences, then, had to be changed into active or vice versa. The teacher provided a picture which contained some activities. The students were asked to create a sentence based on the activities in the picture. The sentence should be in passive voice of present progressive tense.
6. The Technique of Data Collecting
The technique of data collecting used in this research is: a. Observation
done by visiting the school to search about the students of second year, the English teacher, the English curriculum, and the English teaching learning process in the classroom.
b. Experiment
The writer acted as a teacher in the teaching passive voice of
present progressive tense by using Communicative Approach to the experiment class and by using Audio-Lingual Method to the controlled class. The teaching process was conducted in four times for each class and systematically arranged in a lesson plan (see appendix). Every lesson plan, at least, illustrates the general objectives and instructions, the method of teaching, and the detail steps of teaching.
c. Test (pre-test and post-test)
The test was done for obtaining the data of students’ achievement in mastering passive voice of present progressive tense by using Communicative Approach in experiment class and by using Audio-Lingual Method in controlled class. The format of both tests was same. Each test consists of 20 questions on the subject matter of passive voice of present progressive tense by engaging four language skills and its question format is 20 multiple choices (see appendix). Each correct question is multiplied by 5.
7. The Technique of Data Analysis
In analyzing the data, the writer used the comparative technique. The comparative technique is an analyses technique to evaluate hypothesis concerning differences between two variables examined statistically.
In the comparative technique, the variables are compared to recognize whether differences are significant. The writer used t-test to
MD1 – MD2 to =
SEMD1 – SEMD264
MD1 = Mean of Difference of Experiment Class MD2 = Mean of Difference of Controlled Class SEMD1 = Standard Error of Experiment Class SEMD2 = Standard Error of Controlled Class
B. Research Finding
1. The Description of Data
[image:42.595.99.514.85.730.2]Here are the data descriptions taken from the students’ respond towards the tests.
Table 3.1
The Test Score of the Experiment Class (2 AK II)
Students Pre-test (x) Post-test (y) D = y-x D2 = (y-x)2
1 53 60 7 49
2 54 78 24 576
3 49 82 33 1089
4 55 60 5 25
5 49 54 5 25
6 68 53 -15 225
7 59 62 3 9
8 58 60 2 4
9 53 58 5 25
10 68 55 -13 169
11 64 60 -4 16
12 58 72 14 196
13 64 59 -5 25
14 48 60 12 144
15 58 85 27 729
16 63 85 24 484
17 40 45 5 25
18 45 50 5 25
19 73 80 7 49
20 44 63 19 361
ΣD = 152 ΣD2 = 4250
64
Table 3.2
The Test Score of the Controlled Class (2 AK I)
Students Pre-test (x) Post-test (y) D = y-x D2 = (y-x)2
1 49 53 4 16
2 59 57 -2 4
3 58 58 0 0
4 72 70 -2 4
5 44 43 -1 1
6 44 63 19 361
7 44 84 40 1600
8 59 64 5 25
9 54 59 5 25
10 49 59 10 100
11 35 36 1 1
12 74 75 1 1
13 73 75 2 4
14 78 84 6 36
15 64 58 -6 36
16 68 83 15 225
17 24 53 29 841
18 78 80 2 4
19 54 59 5 25
20 59 57 -2 4
ΣD = 131 ΣD2 = 3313
2. The Analysis of Data
From the data descriptions above, the writer analyzed the score from experiment and controlled class by integrating the results into the formula as follows:
a. Determining Mean of Difference of Experiment Class:
ΣD
MD1 =
N
152
=
MD1 = 7.60
b. Determining Mean of Difference of Controlled Class:
ΣDY
MD2 =
N
131
=
20
MD2 = 6.55
c. Determining Deviation Standard of Difference of Experiment Class:
ΣD2 (ΣD) 2
SDD1 = -
N N
4250 (152) 2
= -
20 20
= 212.50 - (7.60) 2
= 212.50 - 57.76
= 154.74
SDD1 = 12.44
d. Determining Deviation Standard of Difference of Controlled Class:
ΣD2 (ΣD) 2 SDD2 = -
N N
3313 (131) 2
= -
= 165.65 - (6.55) 2
= 165.65 - 42.90
= 122.75
SDD2 = 11.08
e. Determining Standard Error from Mean of Difference of Experiment Class:
SDD
SEMD1 =
N – 1
12.44
=
20 – 1
12.44
=
19
12.44
=
4.36
SEMD1 = 2.85
f. Determining Standard Error from Mean of Difference of Controlled Class:
SDD
SEMD2 =
N – 1
11.08
=
11.08
=
19 11.08
=
4.36
SEMD2 = 2.54
g. Determining t-observation (to): MD1 – MD2
to =
SEMD1 – SEMD2
7.60 – 6.55 =
2.85 – 2.54
1.05 =
0.31
to = 3.38
h. Determining t-table (tt)in significant level 5% and 1% with Degree of Freedom (df)
df = (N1 + N2) – 2 = (20 + 20) – 2 = 40 – 2
= 38 (see the table of “t” values at the degree of significance of 5% and 1%)
Because the value of 38 is not mentioned in the table, the
writer used the closest value to 38 is 40 as degree of freedom (df):
5% = to > tt = 3.38 > 2.02 1% = to > tt = 3.38 > 2.71
3. The Hypothesis Testing The statistic hypothesis states:
(a) If to > tt, it means that the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted. Thus, there is significant difference in result of teaching passive voice of present progressive tense between using Communicative Approach and Audio-Lingual Method.
(b) If to < tt, it means that the null hypothesis (Ho) is accepted and the alternative hypothesis (Ha) is rejected. Thus, there is no significant difference in result of teaching passive voice of present progressive tense between using Communicative Approach and Audio-Lingual Method.
4. The Interpretation of data
In the simply resume, the result may be formulated as follows: to > tt = 3.38 > 2.02 in 5%
to > tt = 3.38 > 2.71 in 1% Thus, to > tt = 2.02 < 3.38 > 2.71
The result of statistic calculation indicates that to > tt in (5%) and (1%) is significant, it means there is obvious difference between the average of score from the res
