Developing students' understanding of passive voice perfect tenses thorough meaningful drills : a clasroom action research at eleventh grade at XI. 1 class of MA Islamiyah Sawangan

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(A Classroom Action Research at Eleventh Grade at X1. 1 Class of MA Islamiyah Sawangan)

BY: SUHAIBAH NIM. 106014000439

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

“SYARIF HIDAYATULLAH” STATE ISLAMIC UNIVERSITY

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The Examination Committee of the Faculty of Tarbiya and Teacher‟s Training Certifies that the “Skripsi” (Scientific Paper) entitled “Developing Students‟

Understanding of Passive Voice of Perfect Tenses through Meaningful Drills ( A Classroom Action Research at Eleventh Grade at X1. 1 Class of MA Islamiyah Sawangan )”, written by Suhaibah, student‟s registration number 106014000439 was examined by the committee on March 02nd , 2011, and was declared to have passed and, therefore, fulfilled one of the requirements for the academic title

„S.Pd‟, (Bachelor of Arts) in English Language Education at the department of English Education.

Jakarta, March 09th, 2011

EXAMINATION COMMITTEE

CHAIRMAN : Drs. Syauki, M.Pd ( )

NIP. 1964121 199103 1 002

SECRETARY : Neneng Sunengsih, M.Pd ( )

NIP. 150 293 236

EXAMINERS :1. Drs. Syauki, M.Pd ( )

NIP. 1964121 199103 1 002

2. Drs. AM. Zaenuri, M.Pd ( ) NIP. 19530304 197903 1 003

Acknowledged by:

Dean of Tarbiya and Teacher‟s Training Faculty

Prof. Dr. Dede Rosyada, MA

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DEVELOPING STUDENTS’ UNDERSTANDING

OF PASSIVE VOICE OF PERFECT TENSES

THROUGH MEANINGFUL DRILLS

( A Classroom Action Research at Eleventh Grade at X1. 1 Class of MA Islamiyah Sawangan )

A Paper

Presented to the Faculty of Tarbiyah and Teachers‟ Training In Partial of Fulfillment of the Requirements for

The Degree of Strata 1 (Bachelor of Arts) English Education

by: SUHAIBAH NIM. 106014000439

Approved by Advisor

Dr. Ratna Sari Dewi, M.Pd

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING “SYARIF HIDAYATULLAH” STATE ISLAMIC UNIVERSITY

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Tenses through Meaningful Drill (A Classroom Action Research at XI.I

Grade of MA Islamiyah Sawangan)”. Skripsi, English Education

Department, Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta, 2011.

Key words: Passive Voice of Perfect Tenses, Meaningful Drill

This research is conducted in order to develop students’ understanding of

passive voice of perfect tenses through meaningful drill at XI.I Grade of MA Islamiyah Sawangan and also to help the English teacher of XI.I grade of MA Islamiyah Sawangan in managing classroom activities in grammar skill. As the subject of the study, were 25 students; 15 boys and 10 girls.

In conducting this research, the researcher used Classroom Action Research (CAR) as the method of research. The researcher taught English grammar using meaningful drills at XI.I grade of MA Islamiyah Sawangan. This research consisted of two cycles and each cycle consisted of four elements, they are: planning, acting, observing, and reflecting. Each cycle conducted in two meetings for one and a half months. To collect and analyze the data, the researcher used information from interview, observation, questionnaire and the

students’ score in pre-test and post-test in order to support the data collected. The result of this research shows that using meaningful drill in teaching grammar at XI.I grade of MA Islamiyah Sawangan can motivate the students to study English and develop their grammar ability in using passive voice of perfect

tenses. The students’ responses showed that they were interested in learning English grammar based on the result of interview and questionnaire they thought that the activities were interesting. Moreover, the analysis of the data showed that

there was a significant difference of students’ achievement in the pre-test and post-test. The students’ average in pre-test was 43.2, the average score in post-test 1 was 67.6 and the average score in post-test II was 76.8. While the improvement score from pre-test to post –test 1 was 24.4, then from post-test 1 to post-test II

was 9.2. The percentage of the students’ improvement in pre-test to post-test 1 was 44%, and pre-test to post-test II was 68 %. The students’ percentage who passed the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) in pre-test was 16%, in post-test 1 was 60%, and in post-test II was 84%.

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Tenses through Meaningful Drill (A Classroom Action Research at XI.I

Grade of MA Islamiyah Sawangan)”. Skripsi, Jurusan Pendidikan Bahasa

Inggris, Fakultas Tarbiyah Dan Ilmu Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2011.

Key words: Passive Voice of Perfect Tenses, Meaningful Drills

Penelitian ini dilaksanakan untuk mengembangkan pemahaman siswa pada passive voice tenses perfect melalui meaningful drill di kelas XI.I MA Islamiyah Sawangan dan juga untuk membantu guru bahasa Inggris kelas XI.I MA Islamiyah Sawangan dalam mengelola kegiatan kelas pada kemampuan grammar. Sebagai subjek penelitian ini, ada 25 siswa; 15 laki-laki dan 10 perempuan.

Dalam melaksanakan penelitian ini, peneliti menggunakan Penelitian Tindakan Kelas (PTK) sebagai metode penelitian. Peneliti mengajarkan grammar bahasa Inggris menggunakan meaningful drill di kelas XI.I MA Islamiyah Sawangan. Penelitian ini terdiri dari dua siklus dan tiap siklus terdiri dari empat unsur: perencanaan, pelaksanaan, observasi dan refleksi. Setiap siklus terdiri dari dua pertemuan selama satu setengah bulan. Untuk mengumpulkan dan menganalisa data, peneliti menggunakan informasi dari wawancara, observasi, angket dan hasil pre-test dan post-test untuk mendukung pengumpulan data.

Hasil penelitian ini menunjukkan bahwa penggunaan meaningful drill dalam mengajar grammar di kelas XI.I MA Islamiyah Sawangan dapat mendorong siswa untuk belajar bahasa Inggris dan mengembangkan kemampuan grammar mereka. Respon dari siswa menunjukkan bahwa mereka tertarik untuk belajar grammar bahasa Inggris karena menurut mereka kegiatan yang digunakan menarik. Disamping itu, data analisis menunjukan bahwa ada perbedaan yang signifikan pada pencapaian siswa dalam pre-test dan post-test. Nilai rata-rata siswa pada pre-test mencapai 43.2, pada post-test 1 mencapai 67.6 dan post-test II mencapai nilai 76.8. sementara peningkatan nilai dari pre-test ke post-test sebesar 24.4, selanjutnya dari post-test 1 ke post-test II sebesar 9.2. Persentase pningkatan siswa dari pre-test ke post-test 1 sebesar 44%, dan pre-test ke post-test II sebesar 68%. Persentase siswa yang lulus Kriteria Ketuntasan Minimal (KKM) pada pre-test sebesar 16%, pada post-test 1 sebesar 60% dan pada post-test II sebesar 84%.

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ACKNOWLEDGEMENT

In the name of Allah SWT, the most beneficent, the most merciful.

First of all, the researcher would like to thank Allah SWT for His favor

and guidance, so she could finish this scientific paper (skripsi). She does believe

there is nothing she could do without His help. All praise belongs to Him, the

Creator of the living things from being nothing to exist, may solution and

benediction is into the nobles of the prophet and messenger, Muhammad SAW.

On this occasion, the researcher would like to thank her beloved parents

(Bapak Ust. Moch. Qurdly, A. Ma and Ibu Sumyati) and her grandfather KH.

Mu’alim Syafi’i who have given her full-financial and spiritual support during her research and the process of making the paper. They are her spirit to get

success in her life and always pray her gave love to her.

This paper is presented to the English Education Department of Tarbiya

and Teaching Sciences Faculty of UIN Syarif Hidayatullah Jakarta as a partial

fulfillment of the requirements for strata 1 (S1). This research could not be

completed without a great deal of help of many people, especially Dr. Ratna Sari

Dewi, M.Pd, as her advisor who has patiently given valuable advice and guidance

to finish this research paper.

The researcher would like to thank some people who have contributed

much while this paper is in process until it becomes a complete work, they are as

follows:

1. Prof. Dr. H. Dede Rosyada, MA., as the Dean of Faculty of Tarbiya and

Teaching Sciences of UIN Syarif Hidayatullah Jakarta.

2. Drs. Syauki , M.Pd., as the head of English Education Department of UIN

Syarif Hidayatullah Jakarta.

3. Mrs. Neneng Sunengsih, M.Pd., the secretary of English Education

Department of UIN Syarif Hidayatullah Jakarta.

4. All lecturers in English Education Department who have taught and educated

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5. Mr. Abdur Rachman, S.Ag., as headmaster of MA Islamiyah Sawangan who

has allowed the researcher to conduct this research in MA Islamiyah

Sawangan, and all teachers and administration staffs who have helped and

supported the researcher in finishing this research.

6. Mr. Ahmad Suja’i, S.Pd., the English teacher of MA Islamiyah Sawangan who has given his contributions such as ideas, time, advised guided and supported

the researcher in the process of doing this research.

7. The researcher’s deepest gratitude goes to the researchers’ brothers Moch. Ghazali, Fachri Maulana, Chaerul Fahmy and sisters Sukma Yanti, S.Pd.I,

Adawiyah, Nurlaila, S.Pd.I., Ismi Lestary, Qiki Azkia for their inspiring spirit,

love and effort to find her dream. They always also give moral

encouragements to finish this research paper. Thanks a lot for all your pray to

her. She is nothing without you.

8. Her beloved one who always gives her high spirit to do the task hardly.

Thanks a lot for everything.

9. She would also thank to all her friends at “C” class of English Education Department academic year 2006, especially mu2t who always become the

shoulders to cry on, thank you for being a good friend during her study at

UIN. She also can’t forget the numerous friends who always laugh and be crazy at the memorable moments, for ina, nia, upech, dila, teh eni, la2, abi,

unink, and rizky she will never forget your contributions.

Finally, the researcher realizes that this paper is far from being perfect and

need more correction. It such great pleasure for the writer to receive critics and

suggestion in developing this research and it will have some value for her and for

a better thing in the future.

Jakarta, January 2011

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TABLE OF CONTENT

TITLE

APPROVAL

ENDORSEMENT SHEET OF EXAMINATION COMMITTEE

ABSTRACT ... i

ABSTRAK ... ii

ACKNOWLEDGEMENT ... iii

TABLE OF CONTENT ... v

LIST OF TABLES ... viii

LIST OF FIGURES ... ix

LIST OF APPENDICES ... x

CHAPTER I INTRODUCTION A. The Background of the Problem ... 1

B. The Identification of the Problem ... 4

C. The Limitation of the Problem ... 4

D. The Formulation of the Problem ... 5

E. The Objective of the Problem ... 5

F. The Use of the Research ... 5

CHAPTER II THEORITICAL FRAMEWORK A. The Reference of Area Theory and Research Focus... 7

1. The Meaning of Tense ... 7

2. The Meaning of Passive Voice ... 8

3. The Usages of Passive Voice ... 9

4. The Form of Passive Voice of Perfect Tenses ... 11

B. The Reference of Intervention Action Alternative Chosen ... 17

1. Meaning of Drill ... 17

2. Kind of Drills in Grammar Exercises ... 17

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4. Characteristic of Meaningful Drill ... 19

5. Advantages and Disadvantages of Meaningful- Drill ... 20

C. Teaching Passive Voice Through Meaningful Drill ... 20

D. Relevant Research ... 21

E. Conceptual Development of Action of Planning ... 22

F. Action Hypothesis ... 23

CHAPTER III RESEARCH METHODOLOGY A. The Purpose of the Research ... 24

B. The Time and Place on the Research ... 24

C. The Method of the Research ... 25

D. The Subject and the Object of the Research ... 25

1. The Subject of the Research ... 25

2. The Object of the Research ... 26

E. Researcher’s Role on the Research ... 26

F. Research Design ... 26

G. Classroom Action Research Procedure ... 27

1. Planning Phase ... 28

2. Acting Phase ... 28

3. Observing Phase ... 28

4. Reflecting Phase ... 29

H. The Expectation Result of Action Intervention ... 29

I. Data and Data Sources ... 29

J. Technique of Data Analysis ... 30

K. Trustworthiness of Study ... 32

1. Validity of Data ... 32

2. Reliability of Data ... 33

3. Discriminating Power ... 34

4. Item Difficulty ... 35

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CHAPTER IV RESULT AND DISCUSSION

A. Data Descriptions ... 37

1. The Result of Observation ... 37

2. The Result of Interview ... 38

3. The Result of Questionnaire ... 39

4. The Result of Pre-Test ... 40

5. Data Descriptions of Cycle 1 ... 43

a. The Implementation of Cycle 1 ... 43

1. Planning ... 43

2. Acting ... 44

3. Observing ... 44

4. Reflecting ... 45

b. The Result of Post-Test 1 ... 46

c. The Result of Cycle 1 ... 49

6. Data Description of Cycle II ... 50

a. The Implementation of Cycle II ... 50

1. Planning ... 50

2. Acting ... 50

3. Observing ... 51

4. Reflecting ... 51

b. The Result of Post-Test II ... 52

c. The Result of Cycle II ... 55

B. Data Analysis ... 55

C. The Interpretation of Analysis Result ... 56

CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ... 58

B. Suggestion ... 59

BIBLIOGRAPHY ... 61

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[image:12.595.113.525.81.466.2]

LIST OF TABLES

Table 2.1 The transformation of passive voice ... 8

Table 2.2 The formula of passive voice ... 13

Table 2.3 Examples of passive voice of present perfect ... 14

Table 2.4 Examples of passive voice of past perfect ... 15

Table 2.5 Examples of passive voice of future perfect ... 16

Table 4.1 Students’ grade in pre-test ... 41

Table 4.2 Students’ grade from pre-test to post-test 1 ... 46

Table 4.3 Students’ grade from pre-test to post-test 2 ... 52

Table 4.4 Percentage of students’ grade improvement ... 56

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LIST OF FIGURES

Figure 3.1 Kurt Lewin’s Action Research Design ... 27

Figure 4.1 Students’ grade chart in pre-test ... 42

Figure 4.2 Students’ grade chart in post-test 1 ... 47

Figure 4.3 Students’ grade chart in post-test 2 ... 53

[image:13.595.125.525.82.466.2]

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LIST OF APPENDICES

Appendix 1a Interview Guideline for English Teacher (before CAR) ... 64

Appendix 1b the Result of Interview of English Teacher (before CAR) ... 65

Appendix 2a Interview Guideline for English Teacher (after CAR) ... 66

Appendix 2b The Result of Interview of English Teacher (after CAR) ... 67

Appendix 3a Questionnaire and Result for Students (before CAR) ... 69

Appendix 3b Questionnaire and Result for Students (after CAR)... 71

Appendix 4 Instrument and key words of pre-test ... 73

Appendix 5 The Result of Pre-Test ... 75

Appendix 6 Instrument and key words of Post-Test 1... 76

Appendix 7 The result of Post-Test 1 ... 78

Appendix 8 Instrument and key words of Post-Test II ... 79

Appendix 9 The result of Post-Test II ... 81

Appendix 10 Pre Observation Sheet of CAR ... 82

Appendix 11 Lesson Plan on action 1 of Cycle 1 ... 84

Appendix 12 Lesson Plan on action II of Cycle 1 ... 89

Appendix 13 Lesson Plan of Cycle II ... 96

Appendix 14 Observation Sheet of Cycle 1 ... 103

Appendix 15 Observation Sheet of Cycle II ... 104

Appendix 16 Syllabus ... 105

Appendix 17 Item Analysis of Test ... 107

Appendix 18 The Result of Discriminating Power ... 109

Appendix 19 The Result of Difficulty Item ... 110

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BIBLIOGRAPHY

Arikunto, Suharsini, Penelitian Tindakan Kelas, Jakarta: Bumi Aksara, 2009 Arikunto, Suharsimi, Dasar-Dasar Evaluasi Pendidikan, Jakarta: Bumi Aksara,

2009

Azar, Betty Schampfer, Understanding and Using English Grammar, 2nd ed., Englewood Cliffs: Prentice Hall Inc., 1989

Bailey, Kathleen M, Learning about Language Assessment: Dillemas, Decisions, and Directions, London:Heinle & Heinle Publisher,1998

Brown H., Douglas, Teaching By Principles: An Interactive Approach To Language Pedagogy, New York: Pearson Education, Inc, 2007

Celce-Murcia, Marianne, The Grammar Book, An ESL/EFL Teachers Course, 2nd ed., New York: Heinle and Heinle Publishers, 1999

Frank, Marcella, Modern English: A Practical Reference Guide, New York University, 1972

Frank, Marcella, Modern English: A Practical Reference Guide, New Jersey: Prentice- Hall, Inc, 1972

Fromkin, Victoria and Robert Rodman, An Introduction to Language, Orlando: Harcourt Brace College Publisher, 1998

Gorell, Robert M. and Charlton Laird. Modern English Handbook, 3rd ed., Englewood Cliffs: Prentice Hall Inc., 1964

Hall, Eugene J. Grammar for Use: A Realistic Approach to Grammar Study for Immediate and Practical Application, Jakarta: Bina Rupa Aksara, 1993 Hewings, Martin, Advanced Grammar in Use: A self-study reference and practice

book for advanced learners of English. Jakarta: Erlangga, 2001

Hornby, A.S., Oxford Advanced Learner’s Dictionary of Current English revised

and updated, Great Britain: Oxford University Press, 1987

http://edweb.sdsu.edu/people/jmora/almmethods.htm(accessed at October

22nd, 2010

http://newterra.chemeketa.edu/faculty/Education/ed257/week7/intro.htm

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http://www.auburn.edu/~nunnath/engl6240/alm.html(accessed at October 22nd, 2010

http://www.khoaanh.net/index.php?module=News&funch=display&sid=1063,

accessed at October 22nd, 2010

Hughes, Arthur, Testing for Language Teachers second edition, Cambridge: Cambridge University Press, 1989

Iskandar, Dr, M.Pd, Penelitian Tindakan Kelas, GP press; Ciputat, 2009

Lyons , John, Linguistics Semantic an Introduction, Cambridge: Cambridge University Press, 1995

Meltzer, David E, The Relationship between Mathematics Preparation and Conceptual Learning Gains in Physics: A Possible Hidden Variable in Diagnostic Pretest Scores, Iowa: Department of Physic and Astronomy, 2008

Mills, Geoffrey E., Action Research: A Guide for the Teacher Researcher, Ohio: Merril Prentice Hall, 2003

Nurhillah, Endah, Some Difficulties Faced by the Students in Learning Passive Voice, Jakarta: FITK UIN, 2008

Oller, John W, Language Test at School, London: Longman Group Limited, 1979 Purwanto, Drs. M. Ngalim, Prinsip-Prinsip dan Teknik Evaluasi Pengajaran

Bandung: Remadja Karya, 1986

Richards, Jack C., and Theodore S. Rodgers, Approaches and Methods in Language Teaching, Cambridge: Cambridge University Press, 1986

Richards, Jack, et al, Longman Dictionary of Applied Linguistic, New York: Longman Group Limited, 1985

Rosyidin, Dindin, The Mastery of Passive Voice, FAH UIN: Jakarta, 2007

Sabin, William A, The Gregg Reference Manual, 9th ed., Woodland Hills: Glencoe McGraw-Hill, 1999

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Sudjana, Metoda Statistika, Bandung: PT. Raja Grafindo Persada, 2008

Sudjiono, Anas Drs, , Pengantar Statistik Pendidikan, Jakarta; PT Raja Grafindo Persada, 2005

Sudijono, Anas, Pengantar Evaluasi Pendidikan, Jakarta : PT. Raja Gravindo Persada, 2005

Surapranata, Sumantra, Dr., Analisis Validitas, Reabilitas dan Interpretasi Hasil Tes, Bandung: Remaja Rosdakarya, 2006

Syamsiyah, The Teaching of Present Perfect Tense By Using Meaningful Drills, Jakarta FITK: UIN, 2006

Thomson A.J., and A.V. Martinet, A Practical English Grammar, Oxford: Oxford University Press, 1985

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Wallace, Michael J, Action Research for Language Teachers, Cambridge: Cambridge University Press, 2006

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1 CHAPTER I

INTRODUCTION

This chapter presents the general account of the present study. It covers

background of the problem, identification of problem, limitation of problem,

formulation of problem, objective of the problem, and the use of the research.

A. The Background of the Problem

As an international language, it is known that English is undoubtedly one

of the well known languages in the world. It has become the most widely

studied foreign language on the earth. As Richards and Rodgers said, “English

is the world‟s most widely studied, five hundred years ago it was Latin”.1

However, English has become the most widely studied foreign language

today.

In English subject, there are many skills that should be mastered by

students which is called the four basic language skills. They are listening,

speaking, reading, and writing. Besides of the four skills, they also have to

master grammar properly.

Every human being who speaks a language should know its grammar.

When linguists wish to describe a language, they attempt to describe the

grammar of the language that exists in the minds of its speakers. 2 There may

1

Jack C. Richard and Theodore S. Rodgers, Approaches and Methods in Language Teaching, (Cambridge: Cambridge University Press, 1986), p. 1

2

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be some differences among speaker knowledge, because it is this grammar

that makes it possible to communicate through language.

From the theories above we have known that grammar should be taught

appropriately because it is the basic element of a language. Without the proper

knowledge of grammar, the learners will find many problems to express their

ideas and built up sentences for communication.

There are many aspects discussed in English grammar. One of them is

passive voice. The passive voice is most frequently used when it is not known

or not important to know exactly who performs an action.3

Based on the result of pre observation there are some problems that arise

especially for adults who want to master the passive voice because the passive

voice is very different from the active voice.4 Here, the researcher found the students in the high school where the researcher did “PPKT” have lack of

understanding Grammar pattern. It proved by the score of pre-test which is

low. In addition, she looked that teacher used monotonous teacher‟s technique

so in the classroom for some students learning passive voice is boring. This

case is often felt by almost of all non- English speaking students. For example

in the sentence of “someone smashed the window” is active voice. If they do not master the rules, they maybe change that sentence to be “the window

smashed by someone”. That sentence is grammatically incorrect. The correct one is the window was smashed. Someone can be omitted because it is

unimportant agent to be written. Without knowing the formula of the passive

voice, the students will feel difficult to write a sentence of the passive voice

correctly. Other possible errors done by them are, for instance, in changing „to

be‟, past participle (V3). „To be‟ and „to have‟ change in harmony with the kind of tense. Students may put „is/ are/ am‟ in the past tense instead of was/

were. For example, the students may change the sentence „the gardener

planted the flower (active voice) to be “the flower was planted by the

gardener” (passive voice). They also may put „has or have‟ in the past perfect

3

Betty Schramfer Azar, Understanding and Using English Grammar, (Englewood Cliffs: Prentice-Hall, Inc., 1989), p.123

4

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tense instead of „had‟. For example, the students may change the sentence

“Sue had cleaned the floor” (active voice) to be “the floor has been cleaned”

(passive voice).

The passive voice is often used both in spoken and written English.

Where, according to Swan “Passives are very common in scientific writing,

and other kinds of expression where we are most interested in events and

processes: in things that happen”.5

The students sometimes make mistake in writing irregular past participle

(V3). For example, „thrown‟ (past participle of throw) is written „thrawen‟, „taught‟ (past participle of teach) is written „tought‟or „teached‟.

The following are the areas of the students‟ mistake in making passive voice

from the sentence based on the result of pre-test and pre observation:6

1. They make mistake in transforming the object of the active voice into the

subject of the passive voice.

2. They make mistake in using the appropriate be on passive voice with the tense used in the active voice and with the number of subject, weather the

subject is singular or plural.

3. They make mistake in using past participle (verb 3).

4. They make mistake in tenses.

Therefore, it is important for English learners to have a good

understanding on passive voice. So, the learners should be taught by using a

method focused on grammar ability. Here, the researcher used meaningful

drill as a strategy to solve this problem. Meaningful drill is one that cannot be

completed without the students‟ understanding the syntax and semantics of

what he/she is saying.

From description above, the researcher intends to do action research

related to the passive voice of perfect tenses. Action research is a way of

reflecting on someone‟s teaching, it is done systematically collecting data on

his or her everyday practice and analyzing it, in order to come to some

5

Michael Swan, Practical English Usage, (Oxford: Oxford University Press, 1980), p.457

6

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decisions about what someone future practice should be.7 In conducting the action research the researcher chooses the second year students of senior high

school “MA ISLAMIYAH SAWANGAN”. Selecting the second year is

appropriate enough, because the second year students were studying about the

passive voice. In this action research, the researcher would like to develop

their understanding of passive voice of perfect tenses. Thus, the title of this

action research is

“Developing Students’ Understanding of Passive Voice of Perfect Tenses through Meaningful Drill” “(A Classroom Action Research at Eleventh Grade at X1. 1 Class of MA Islamiyah Sawangan)”.

B. The Identification of the Problem

Based on the background of the problem above, it can be identified some

problems:

1. The difficulties in transforming the object of the active voice into the

subject of the passive voice.

2. The difficulties in using the appropriate be on passive voice with the tense used in the active voice and with the number of subject, whether the

subject is singular or plural.

3. The difficulties in using past participle (verb 3) and tenses.

Therefore, the writer would like to limit only on mistake in grammar, the

researcher would like to analyze it as follow:

1. What kind of mistake do the students have?

2. How many mistakes do they have?

3. How to change all the mistakes to the right ones?

C. The Limitation of the Problem

To avoid misunderstanding and clarify the problems, it is important to set

some limitation of the problems. The researcher will limit the problem of the

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discussion on developing students‟ understanding of passive voice of perfect

tenses through meaningful drill as prevail in the research at the students of

second year grade of MA Islamiyah Sawangan.

D. The Formulation of the problem

In this „Action Research‟ the researcher will discuss the students‟ understanding in constructing passive voice. In this writing, the researcher will

only discuss the passive voice of perfect tenses as follows present perfect and

past perfect.

The progressive forms of the present perfect, past perfect, future, and

future perfect are very rarely used in the passive.8 Therefore, the researcher does not discuss about them deeply.

Based on the background above, the researcher would like to formulate

the problem as follows:

1. Can meaningful drill develop students‟ understanding of passive voice of

perfect tenses?

2. How does meaningful drill can help the students in developing their

understanding of Passive Voice of perfect tenses in the second year of MA

ISLAMIYAH SAWANGAN?

E. The Objective of the Problem

The objective of the research is to know whether meaningful drill can

develop the students understanding on passive voice of perfect tenses. In

addition, to know how meaningful drill develops students‟ understanding of

passive voice of perfect tenses in the second year of MA Islamiyah Sawangan.

F. The Use of the Research

1. Students

Action research is an applied form of inquiry and it is useful in many

situations. This research is done both in teaching-learning activities and

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evaluations. Hence, there are many advantages which will be taken by the

students as subjects of the research from the title “Developing Students’ Understanding of Passive Voice of Perfect Tenses through Meaningful Drill”. These are the advantages which were found by the researcher and English teacher as collaborator, as follows:

a. Meaningful drill can helps students practice the new grammatical

patterns that have been presented.

b. Drills allow students to practice more actively in the exercises.

c. Meaningful drill can show students‟ quality of teaching – learning

process in the class.

d. Drills improve students‟ participation in the class.

e. Drills material is expected always be meaningful so the students will

know the content words that they are studying.

f. Students can remember grammatical patterns effectively.

g. Meaningful drill obviously carries much more meaning.

h. Students can speak the right pronunciation.

i. The students can respond correctly through the cues.

2. Teachers

The title “Developing Students’ Understanding of Passive Voice of Perfect Tenses through Meaningful Drill” gives many uses both for students and teachers. In above we have known about the uses for students

and these are the uses of meaningful drill in teaching grammar for

teachers. The uses which will be taken by this technique as follows:

a. The teacher can utilize classroom activity for curriculum development.

b. The teacher develops their knowledge and skills actively.

c. Drilling application immediately in the classroom, the teacher can

make problem solving.

d. The teacher is more empowered till he will be professional and

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7 CHAPTER II

THEORETICAL FRAMEWORK

In this chapter, the researcher tries to give clear description of theoretical

framework which is covering of The Reference of Area Theory and Research

Focus, The Reference of Intervention Action Alternative Chosen, Teaching

Passive Voice through Meaningful Drill, Relevant Research, The Conceptual

Development of Action of Planning, and Action Hypothesis.

A.TheReference of Area Theory and Research Focus

1. The Meaning of Tense

One of the important things in learning grammar is tense. The word

“tense” is derived ultimately from the Latin word „tempus‟, meaning „time‟.1

Frank defines, “tense is special verb ending or accompanying

auxiliary verbs signal the time an event take place”.2

These definitions are

supported by Swan who states, “the verb-forms which show differences in

time are called tense. Tenses are formed either by changing the verbs (e.g.

will know, had known)”.3

From the definition above the researcher concludes that tense is a verb

to indicate the time related to activity happening in past, present or future.

1

John Lyons, Linguistics Semantic an Introduction, (Cambridge: Cambridge University Press, 1995), p. 132

2

Marcella Frank, Modern English: A Practical Reference Guide, (New Jersey: Prentice- Hall, Inc, 1972), p. 47

3

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The transposition of verb based on when the state, activity or action

occurred.

2. The Meaning of Passive Voice

The passive allows the things or person that receives the action of the

verb to occupy subject position.4Voice in English grammar refers to the active or passive use of a verb.5 From these definitions it can be inferred passive voice is a grammar etymology to state what happens or what is

done.

A sentence is called the passive voice when the subject receives the

action of the verb. Therefore, in the passive voice, the original receiver of

the action is the grammatical subject and the original doer of the action is

[image:26.595.145.519.143.483.2]

the grammatical object of preposition by. For example:

Table 2.1

The transformation of passive voice

Active Voice Passive Voice

Formula S + HAS/HAVE + PP + O O + HAS/HAVE+ BEEN+PP +S

Example Azka (doer of the action) always opened the door. (receiver of the action)

The door (receiver of the action) was always opened by Azka (doer of the action )

Because the grammatical subject of a passive verb is the original

object of an active verb, only transitive verb may be used in the passive

voice.6

So, verbs which do not take an object (intransitive verbs) do not have passive forms. For example, there are no passive forms for the following sentences:

 I slept for nearly ten hours last night.

 The ship slowly disappeared from view.

However, many verbs can e used at different times with and without objects-that is, they can be both transitive and intransitive. Compare:

 Are they meeting him at the station? (transitive)

4

Marriane Celce-Murcia, The Grammar Book, An ESL/EFL Teachers Course, 2nd ed., (New York: Heinle and Heinle Publishers, 1999), p. 344

5

Marcella Frank, Modern English: A Practical Reference Guide…, p. 55 6

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Is he being met at the airport? (passive)

 When shall we meet? (intransitive; no passive possible).7 Sabin state that the passive form of a verb is appropriate (1) when you

want to emphasize the receiver of the action (by making at the subject) or

(2) when the doer of the action is not important or is deliberately not

mentioned.8

In line with the definition above, it can be said that in an active

sentence, the subject performs the action. In a passive sentence, the subject

receives the action. According to Celce-Murcia, the passive is a focus

construction that exists to put the patient, i.e., the receiver or undergoer of

an action, in subject position. The subject is acted upon and is thus

“passive”. Indeed, Shibitani (1985) has shown that the passive “defocuses”

the agent.9

The following is the example of an active sentence where the agent or

the subject performs the action:

John studied only his Algebra course that year.

In the sentence above, John is the subject who performs the action which is studied. It will be different if the active sentence above is changed into the passive voice. John 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 studied is performed upon its subject which is John. Thus, the passive voice form the sentence above is: Algebra was the only course studied by John.10

3. The Usages of Passive Voice

Since it is generally preferable to make a direct statement of an action,

a good writer chooses the active voice wherever necessary when greater

emphasis is to be placed on the “event” represented by a verb plus its complement than on the “action” involved in this event. Thus, the passive voice will be preferred in the following instance:

7

Martin Hewings, Advanced Grammar in Use: A self-study reference and practice book for advanced learners of English, (Jakarta: Erlangga, 2001), p. 29

8

William A. Sabin, The Gregg Reference Manual, 9th ed., (Woodland Hills: Glencoe McGraw-Hill, 1999), p. 251

9

Marriane Celce-Murcia, The Grammar Book, An ESL/EFL Teachers Course, 2nd ed., (New York: Heinle and Heinle Publishers, 1999), p. 347

10

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a. Attention is to be drawn especially to the “receiver” of the action.

Example: My dog was hit by a car.

In a piece of connected prose, the use of the passive voice permits the

subject under discussion to remain a grammatical subject even when it

is not the „doer‟ of an action. For example:

Faulkner wrote a number of books about a mythological county in the south. He was awarded the Nobel Prize for literature in 1949. b. The “doer” of an action is unimportant or is not known. The omission

of the agent makes it possible for an impersonal toned to be

maintained. Example:

1) Your little boy threw my kitchen window in the morning (active

voice)

2) That window was thrown (passive voice).11

In the first example above, the speaker knows the „doer‟ of the

action. Meanwhile in the second example the doer of the action is

unknown. It means the doer is not referring to any particular person

who has done the action.

The use of the passive voice for impersonal statements occurs

frequently in textbooks, in scientific, technical or business reports, and

in newspapers stories.

Example: The central jewelry store has been robbed several times

The report had been confirmed since yesterday

The passive voice is used in English when it is more convenient or

interesting to stress the thing one than the doer of it, or when the doer

is unknown. Here are some situations where we typically choose a

passive rather than an active:

1) When the agent is not known, is „people in general‟, is unimportant, or is obvious, we prefer passives. In an active sentence we need to include the agent as subject; using a passive allows us to omit the agent by leaving out the prepositional phrase with by.

11

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2) In factual writing particularly in describing procedures or processes, we often wish to omit the agent, and use passives. 3) In spoken English we often use a subject such as people,

somebody, they, we, or you even when we do not know who the agent is. In formal English, particularly writing, we often prefer to use a passive.

4) In English we usually prefer to put old information at the beginning of a sentence (or clause) and new information at the end.

5) It is often more natural to put agents (subjects) which consist of long expressions at the end of a sentence.12

4. The Form of Passive Voice of Perfect Tenses

To form of passive voice, be + past participle is used as the main verb.

According to Azar, the passive voice is formed by using the appropriate

formed of the verb be (am, is, are, was, were, been, being) with the past participle of the main verb.13

The following fact should be noted about the passive: (1) the passive is formed with be and the past participle. (2) Only verb which are transitive in the active can be constructed in the passive. (3) The agent, the performer of the action, is expressed by a prepositional phrase with by. (4) The passive, in fact, occurs in all tenses, with all the verb phrase combinations and with all the modal auxiliaries and idiomatic verb phrase.14

When someone wants to make a passive voice of perfect tenses,

he/she should know first whether the sentence can be changed into passive

voice or not. Therefore, ones who want to make a passive voice should

keep notice on the facts of passive voice as stated above. Below is an

example of a sentence that can be changed into passive voice:

The students have studied English.

The verb in the sentence above which is ‘have studied’ is in the

present perfect tense. Besides, the verb is transitive where it is followed by

object. Thus, the sentence above has fulfilled all the requirements needed

12

Martin Hewings, Advanced Grammar in Use: A self-study reference and practice book for advanced learners of English, (Jakarta: Erlangga, 2001), p. 60

13

Betty Schramfer Azar, Understanding and Using English Grammar…, p. 123 14

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to be able to be changed into passive voice. The tense used in this sentence

also proves that the passive voice can occur in perfect tenses.

The passive voice of an active tense is formed by putting the verb to be into the same tense as the active verb and adding the past participle of the active verb. The object of the verb sentence has become the subject of

the second.15

So, to change the sentence above into passive voice, firstly, is by

placing the object of an active sentence into the subject of passive voice,

then the main verb is changed using be + past participle which is appropriate with the tense used in the sentence which is in this sentence

present perfect tense form. Thus, the passive voice from the sentence

above is:

English has been studied by students.

From this sentence the subject in active is plural but the subject in

passive is singular. So, we have to change befrom active „have‟ to passive

„has‟.

Active A have studied

Passive has been studied by A

The passive by agent is used as the followings:

a. When the agent is new information. Below is an example of a passive voice which includes its agent because the agent is new information to everybody who hears or reads the sentence:

While Jill was walking down the street, her purse was snatched by a young man.

A young man in the sentence above is the agent. It is mentioned because it is new information.

15

Michael Swan, Basic English Usage, (New York: Oxford University Press, 1986), P. 457

OBJECT

B

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b. When the agent is nonhuman (i.e. we expect agent to be human). Below is an example of a passive voice where the agent is mentioned because if it is not to be mentioned, the reader will think that agent is human being, in fact, it is non human:

All the lights and appliances in the Albertson household are switched on and off daily by electrical device.

c. When the agent is a well known personage and should be included as propositional information. Below is an example of passive voice where the agent is a well known person:

The Mona lisa was painted by da Vinci.16

In the sentence above, da Vinci is the agent. The agent of this

sentence is a well known personage. Thus, it should be included.

We make the passive verb with the different tenses of „be‟

[image:31.595.151.522.119.521.2]

followed by the past participle. Here is the table printed by Swan:17 Table 2.2

The Formula of Passive Voice

No Tense Structure

1 Simple Present Am / are / is + pp

2 Present Progressive Am / are / is + being + pp

3 Simple Past Was / were + pp

4 Past Progressive Was / were + being + pp

5 Present Perfect Have / has + been + pp

6 Past Perfect Had + been + pp

7 Future Will + be + pp

8 Future Perfect Will have + been + pp

9 Going to Going to be + pp

From the table above the researcher will explain about the passive voice of perfect tenses that is the passive voice in the present perfect, the passive voice in the past perfect, and the passive voice in the future perfect.

a. The passive voice in the present perfect

The passive voice in the present perfect tense can be presented in affirmative, negative and interrogative forms.

To make a passive voice in the present perfect using the affirmative form of sentence, the following formula is used:

16

Marriane Celce-Murcia, The Grammar Book, An ESL/EFL Teachers Course, 2nd ed..., p. 355

17

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Subject + have/has + been + past participle + by agent. To make a passive voice in the present perfect using the form of negative

sentence, the following formula is used: subject + have/has + not + been + past participle + by agent. To make a passive voice in the present perfect using the form of interrogative sentence, the following

formula is used: has/have + subject + been + past participle + by agent.

For a notice, all subjects in those three formulations are derived from the object of the active sentence and the usage of has/have must be in line with the subject of a passive voice whether it is singular or plural. If the subject is plural, have is used. If the subject is singular, has is used.

[image:32.595.143.523.109.533.2]

The following are the examples of the transformations of active voice into passive voice in the present perfect tense using the affirmative, negative and interrogative forms of sentence based on the formulations above, the active voices are written first then followed by the passive voice, this is done to make it clear to know the transformations happened on each sentence:

Table 2.3

Examples of passive voice of present perfect

Active voice Passive voice

Affirmative Nazmu has closed the window The window has been closed by Nazmu

Negative Nazmu has not closed the window The window has not been closed by Nazmu

interrogative Has Nazmu closed the window? Has the window been closed by Nazmu?

The examples above use „has’ instead of have because the

subject which is the window is singular. If the subject is plural, for

instance: the windows, the sentences will use have. b. The passive voice in the past perfect

The passive voice in the past perfect tense can be presented in

affirmative, negative and interrogative forms.

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using the affirmative form of sentence, the following formula is used:

Subject + had + been + past participle + by agent. To make a passive voice in the past perfect using the form of negative sentence, the following formula is used: subject + had + not + been + past participle + by agent. To make a passive voice in the past perfect using the form of interrogative sentence, the following formula is used: had + subject + been + past participle + by agent.18

For notice, all subjects in those three formulations are derived from

the object of the active sentence and had is used for either singular or plural noun. The following are the examples of the transformations of

active voice into passive voice in the past perfect tense using the

affirmative, negative and interrogative forms of sentence based on the

formulations above, the active voices are written first then followed

by the passive voice, this is done to make it clear to know the

[image:33.595.112.522.129.567.2]

transformations happened on each sentence:

Table 2.4

Examples of passive voice of past perfect

Affirmative Adis had cleaned the whiteboard the whiteboard had been cleaned by Adis

Negative Adis had not cleaned the

whiteboard

the whiteboard had not been cleaned by Adis interrogative Had Adis cleaned the whiteboard? Had the whiteboard been

cleaned by Adis?

c. The passive voice in the future perfect

The passive voice in the future perfect tense can be presented in

affirmative, negative and interrogative forms.

To make a passive voice in the future perfect tense using the

affirmative form of sentence, the following formula is used:

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Subject + will + have + been + past participle + by agent. To make a passive voice in the present perfect using the form of negative

sentence, the following formula is used: subject + will + have + not + been + past participle + by agent. To make a passive voice in the present perfect using the form of interrogative sentence, the following

formula is used: will + subject + have + been + past participle + by agent.

For a notice, all subjects in those three formulations are derived

from the object of the active sentence and the usage of have must be in line with the subject of a passive voice whether it is singular or plural.

The following are the examples of the transformations of active

voice into passive voice in the future perfect tense using the

affirmative, negative and interrogative forms of sentence based on the

formulations above, the active voices are written first then followed

by the passive voice, this is done to make it clear to know the

[image:34.595.142.523.97.559.2]

transformations happened on each sentence:

Table 2.5

Examples of passive voice of future perfect

Affirmative Furqon will have done an

assignment

an assignment will have been done by Furqon Negative Furqon will have not done an

assignment

an assignment will have not been done by Furqon interrogative Will Furqon have done an

assignment?

Will an assignment have been done by Furqon?

According to Tan Cheng Lim (2002, p. 217) in Dindin

Rosyidin (2007: 16) to change an active voice to be the passive

offered the following steps:

1. Move the object of the active sentence to be the subject of the passive form.

2. Add the correct form of the verb „be‟ according to the tense of the verb and the number of the subject.

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+ past participle).

4. Move the subject of the active sentence to the back of the

passive sentence with the aid of the preposition „by‟. If the

subject of the active sentence is not important, omit it.

5. If there is two objects, use one of them (direct or indirect) to the subject of the passive sentence, normally, the indirect object (that is, the person) is used.19

B. The Reference of Intervention Action Alternative Chosen

1. The Meaning of Drill

According to Oxford dictionary, drill is through training by practical

experiences, usually much repetition.20

According to Richards and friends: “Drill is a technique commonly

used in language teaching for practicing sounds or sentence patterns in a

language, based on guided repetition or practice. A drill which practices

some aspects of grammar or sentence formation is often known as pattern

practice.”21

There are usually two parts to a drill:

a. The teacher provides a word or a sentence as a stimulus (the call word

or cue).

b. Students make various types of responses based on repetition,

substitution, or transformation.22

2. Kind of Drills in Grammar Exercises

Drill can help students practice the new grammatical patterns that

have been presented. Most language laboratory programs also contain drill

as oral exercises in which the students‟ answer individually. Teaching

learning activities with oral exercise is done in pairs or small groups. This

19

Dindin Rosyidin, The Mastery of Passive Voice, skripsi, (Jakarta: FAH UIN, 2007) p. 16

20

A S Hornby, Oxford Advanced Learner’s Dictionary of Current English”, revised and updated (Great Britain: Oxford University Press, 1987), p.266

21

Jack, Richards, et al, Longman Dictionary of Applied Linguistic, (New York: Longman Group Limited, 1985), p. 8

22

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type of classroom management allows students to practice more actively in

the exercises.

Richards and friends categorize exercises or drills into three types:

mechanical, meaningful and communicative. 23 But the researcher will only discuss the second type-meaningful drill. That is all because “drill

material should always be meaningful. If the content words are not known,

teach their meaning”.24

3. The Definition of Meaningful Drill

Meaningful drill consists of two words meaningful and drill.

According to Urdang and Flexmer (1968, P. 403& 828-829) in Syamsiyah

(2006: 11):“Meaningful is full of meaning; significant, that which is intended to be, or actually is, expressed or indicated; signification; import.

Drills mean any strict, methodical training, instruction, or exercise: a drill

in spelling.”25

On the other side H. Douglas Brown defined that

meaningful drill is drill activity involving responses with meaningful

choices, as in reference to different information.26 So, a meaningful drill is one in which there is still control over the response, but understanding is

required in order for the student to produce a correct response.

As stated by Penny Ur: “A variety of practice activities that

familiarized them with the structure in context, giving practice both in

form and communicative meaning”.27

A meaningful drill is one that cannot be completed without the

students‟ understanding the grammar and semantics of what he is saying. A drill becomes communicative when a student contributes something freely that they have learned before and is appropriate to

23

http://www.auburn.edu/~nunnath/engl6240/alm.html(accessed at October 22nd, 2010), p. 3

24

http://edweb.sdsu.edu/people/jmora/almmethods.htm(accessed at October 22nd, 2010), p. 3

25

Syamsiyah, The Teaching of Present Perfect Tense By Using Meaningful Drills, skripsi, (Jakarta: FITK UIN, 2006), p. 11

26

H. Daouglas Brown, Teaching By Principles: An Interactive Approach To Language Pedagogy, (New York: Pearson Education, Inc, 2007), P.185

27

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the situation. A drill becomes communicative when a student replies with real information that was not presented.28

Observing the statement above, the researcher concludes the definition

of meaningful drill is a practical exercise using much repetition of context

which the meaning conveyed by matter of the function of the sentence (

utterance ) as a whole in the larger context in which or occurs– give rise to

naturalistic language and allow the learner some element of choice or

discrimination.

In meaningful drill, students must attend to meaning to complete the

exercise. For example:

People in Latin America have spoken Spanish for nearly 600 years. (active)

Spanish has been spoken by people in Latin America for nearly 600 years. (passive)

(students must understand the meaning of the active in order to be able to

use the passive)

4. Characteristic of Meaningful Drill

According to Paulston and Bruder, characteristic of meaningful drill

consist of four categories:

a. Expected terminal behavior

Meaningful drills use of manipulative patterns automatically-formation of habits still working on habit automatically-formation.

b. Degree of control

Less control but there is “right answer” expected.

c. Learning process

Learning through instrumental conditioning by immediate reinforcement of correct response (analogy) and analysis (trial and error).

d. Criteria for selecting response

Selecting response can be given by a teacher, situation, and readings (knowledge common to the class).29

28

http://www.khoaanh.net/index.php?module=news&func=display&sid=sid=1063(access ed at October 22nd, 2010), p. 3

29

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Often drill can be made more meaningful to the students by the

introduction of visuals, situational context, question-answer techniques,

and gesture or mimes.

5. The Advantages and Disadvantages of Using Meaningful Drill

There are advantages and disadvantages of using meaningful drill.

The advantages of meaningful drills are:

a. Students can remember grammatical patterns effectively. b. Meaningful drills obviously carry much more meaning. c. The students can respond correctly through the cues. d. Students can speak the right pronunciation.

The disadvantages of meaningful drills are: a. Students only know a certain vocabulary. b. Teachers only present a restricted material. c. Drill can become tedious.

d. It pays less attention to the spontaneous utterance.30

It can be concluded that meaningful drill can be applied to develop

students‟ grammar ability in order to the students can know not only

grammatical pattern but also its meaning.

C. Teaching Passive Voice Through Meaningful Drill

In teaching learning process by using meaningful drills at the second

year student as a research, the techniques are carried out through dialogue,

demonstration, text, and question-answer.

The following is the teaching-learning activities in the class:

Situation 1:

The researcher gives pre –test

The researcher asks some students about their activity in passive voice as

follow:

Researcher : Had you been made fried rice by your mother for your breakfast?

Student : Yes, I had been made fried rice by my mother for my breakfast.

Then the students have asked to do something, such: Lutvi has cleaned

the floor, Azka had done the assignment, etc. the activities are done by a

student and the other students are hoped to say by using passive voice.

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Ex:

Teacher : Furqon has read an English book.

Students : An English book has been read by Furqon.

Situation 2:

The researcher gives a text and asks the students read the text carefully.

Then, the students are asked to find the sentences by using the Passive Voice,

give an underline, and say the sentences together. Then the teacher gives the

test about the text and asks the students to answer it.

Correct it together

Situation 3:

The teacher gives index cards or flash-cards and asks students to make a

sentence in passive voice and asks all the students to repeat after him.

Inay has been helped by Gesta

The assignment had been done by students

The regulation will have been made by headmaster

Then the teacher gives post-test

D. Relevant Research

The research about present perfect had been done by Syamsiyah that was

“The Teaching of Present Perfect Tense by Using Meaningful Drills”.31 This research explains about the application of meaningful drill in teaching present

perfect. She conducted the observation started on April 3rd, 2006 to Mei 1st, 2006. She used the meaningful drill to teach the present perfect tense in order

to minimize the students‟ errors, because this method is more dominant to the

meaning of the sentence and followed with the structure itself. In fact, the

result of analysis of interpretation of the data shows that teaching present

31

Syamsiyah, The Teaching of Present Perfect Tense By Using Meaningful Drills, skripsi, (Jakarta : FITK UIN, 2006), p. 11

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perfect tense is probably more effective by using meaningful drill it can be

seen from the result of the test.

By using meaningful drill, the researcher hopes that the students will be

interested in grammar, then, it is easier for the researcher to transfer her

knowledge to the students. This is suitable such as what the researcher does to

her research.

E. The Conceptual Development of Action of Planning

Grammar is one of the language aspects which are taught for every

language learner. It is the study of structure to form word or phrase to be a

correct sentence then finally we can say an interpretation correctly in the basic

meaning of what someone has been said and can send written message

grammatically. Grammar has also the important rules in understanding the

English. Where, grammar does not only affect how units of language are

combined in order to be correct, but also to affect their meaning. It will be

useless if the learners know how to form new verb, but they do not know

exactly the meaning when the new verb has been used.

Meanwhile, a sentence is called the passive voice when the subject

receives the action of the verb. It is used in English when it is more convenient

or interesting to stress the thing done than the doer of it, or when the doer is

unknown.

The application of meaningful drill which is addressed by researcher

should based on the material which will be given to the students, till

meaningful drill has been prepared by researcher in developing students‟

understanding of passive voice of perfect tenses can run well, suitable based

on the goal will be reached. As the statement above that meaningful drill make

students interested in grammar and it is easier for the researcher to transfer her

knowledge to the students. Where, multiple choices are chosen as the research

intervention. This is done to know how long the students‟ ability in grammar

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From the statements above the researcher concludes that meaningful drill

in teaching grammar (passive voice of perfect tenses) can improve teaching –

learning activity in the classroom. So, the more teachers use meaningful drill

the more quality will be taken by them.

F. Action Hypothesis

Action hypothesis in this research is formulated as follows: meaningful

drill can develop students‟ understanding of passive voice of perfect tenses at

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24 CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the methodological activities to examine the teaching

of grammar through meaningful drill. They are the objective of the research, the

time and place on the research, the method of the research, the subject and the

object of the research, researcher’s role on the research, research design,

classroom action research procedures, the expectation result of action

intervention, data and data resources, the technique of data analysis, the

trustworthiness of data, criteria of the action success.

A. The Purpose of the Research

The purpose of the research is to know whether meaningful drill can

develop the students understanding on passive voice of perfect tenses. In

addition, to know how meaningful drill develops students’ understanding of

passive voice of perfect tenses in the second grade of MA Islamiyah

Sawangan. Therefore, the researcher hopes that this writing will be useful

especially for herself in developing her English grammar, and in general for

English students and teachers at that school, as well.

B. The Time and Place on the Research

This research was carried out for one half months started from August

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C. The Method of the Research

In this research, the researcher uses Classroom Action Research (CAR)

as a methodology. Action Research is a process in which participants examine

their own educational practice systematically and carefully using the

techniques of research. 1

According to Wallace, CAR is a type of classroom research carried out

by the teacher in order to solve problems or to find answers toward

context-specific issues.2

Some assumptions of the objectives from this research methodology are:

1. Teachers and principals work best on problems they have identified for themselves; to find the solution on those problems to get better atmosphere in educational practice being held.

2. Teachers and principals become more effective when encouraged to examine and assess their own work and then consider ways of working differently; so assessment and examination are needed to be performed in their work to create conducive ethos.

3. Teachers and principals help each other by working collaboratively;

4. Working with colleagues helps teachers and principals in their professional development. 3

The researcher can conclude that in CAR method the English teacher

or researcher have to analyze the problem found learning activity in the

classroom. It is useful for learning innovation to improve the quality of school.