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MUHAMMAMYAH U N I V E R S I T Y PALEMBANG F A C U L T Y O F T E A C H E R TRAINING AND EDUCATION
This thesb written by Eoi RafiBa has bcea certified to be damined
PaleaibaBK* Jaly 23,2eM Advisor I ,
D n . A. RaziZakaria
Paienbaag, Jn^y 23,20W Advisor n .
Hj. HaHmah Thohir, SJ»d.
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D n . A. Rem Zakaria, ChairpcrsoD
HJ. HaUauto Ihohir, &P<L, Meaiber
Ifns Husis is dedicated to:
JiQdA Sf^t ^ almighty the oxoner of this univeru that has given me
power, patience andwilBngness. So I can finish this Ifiesis.
• My Beloved Jiyahandd (Mr. K Sukiman (B.A) and iBundd (Mrs. K].
Zakha). lHanh^ for your Cove, care, advices, and prayer. I am very proud
to Be one of your (Daughter J Cove you so much.
• My sisters (Efi, ehg, wo, ten ),My Brother ( rohi) and My grandmother (
iCj. Eatimah)YouantheBestfamifythatIeverhad iCoveyou.
• My (friends (
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, Emi, ^ihg, Mek, <flpd, (Ek, ^(sna) thanl^for Beautfuf
friendships. I hope ourfnendship.
^ Someone speciaCm my heart (joni) (Thanhs for your he^, support, can
andprayers, I Cave you.
<* My Beloved thru advisors (<DraA-^zi ZahgriaX (HJJfaBmah (Thohir
S'pd) and(Saridem S.pdM.pd) who he^ me in writing this thesis.
*> My Behaved ad tfnryfieridsespedalfymAcade^
• Motyfriends EEC
andiaKfl-JiCCpeopCe who he^s me, whose name can't Be metttionedhen one By one.
My ^run Jihnamater.
A B S T R A C T
Rafilia , Eni. 2008. The Competency of Eleventh Grade Students of SMA Azharyah Palembang in Changing Active into Passive Voice. Thesis, English Education Study Program. Sarjana Degree ( S I ) , Faculty o f Teacher Training and Education Muhammadiyah University Palembang. Advisors: (1) Drs. A . Rozi Zakaria, ( I I ) H j . Halimah Thohir, S.Pd.
Key w o r d s : competency, active, and passive.
This research is entitled, "The Competency o f the Eleventh Grade Students o f S M A Azharyah Palembang in Changing Active into Passive Voice, the problems o f this study were: (1) How far could the students change active sentences into passive ones. (2) Why do the students face some difficulties in changing active sentences into passive ones, the objectives o f this study were: (1) to know the students' competency in changing active sentences into passive ones, (2) to find out the causes o f the problems faced by the students in changing active sentences into passive ones. The total population was 102 students consisted o f 3 classes, 30 students o f I P A l were taken as the sample by using cluster random sampling technique. The descriptive method was used in this study. The test was used in this thesis and analyzed by using percentage analysis. From the result o f percentage, the students' achievement score was 63%. It means that the eleventh grade students' competency in changing active into passive voice was "fair" level. There were some problems faced by the students in changing active into passive voice. The problems were: (1) the students did not know the structure well about tenses, especially in active voice and passive voice, (2) the students didn't know how to change active sentences into passive ones based on the formula o f tenses and they get confused in changing o f tenses, possessive pronoun, verb form, and to be. It can be concluded that the students had the problems in changing active into passive voice, the causes were: (1) the students only knew about the pattern o f active voice, (2) they did not have practice and they did not ask to the teacher, (3) they did not try to learn English well not only at home but also outside the school.
A C K N O W L E D G E M E N T
The gratitude to the Almighty God that the writer finally finished this thesis
entitled "The Competency o f the Eleventh Grade Students o f S M A Azharyah
Palembang in Changing Active into Passive Voice" as partial fulfillment o f the
requirements for attending the Sarjana Degree ( S I ) at English Education Study
Program, Language and Arts Education Department, Faculty o f Teacher Training and
Education, Muhammadiyah University Palembang.
In the process o f writing this thesis, Furthermore, the writer would like to
express her greatest gratitude to her two advisors: Drs. A Rozi Zakaria and H j .
Halimah Thohir S.Pd for their guidance, patience and encouragement in guiding her
to complete this thesis.
The writer is also thankful to the Dean o f Faculty o f Teacher Training and
Education, the Head o f Language and Arts Education Department, the Head o f
English Education Study Program, University o f Muhammadiyah Palembang and all
o f her lecturers.
Finally the writer would like to express her deepest appreciation to her
beloved mother, brothers, sisters, her beloved boyfriend and friends for their prayers
and supports.
The writer realizes that this thesis is still far fi-om being perfect, therefore any
suggestions and comments are welcome.
Palembang, July 2008 The writer
E R
C O N T E N T S
Pages
T I T T L E i
A G R E E M E N T S n
A P P R O V E M E N T S i i i
M O T T O A N D D E D I C A T I O N i v
A B S T R A C T v
A C K N O W L E D G E M E N T v i
C O N T E N T S v i i
L I S T O F T A B L E v i i i
L I S T O F A P P E N D I C E S ix
C H A P T E R 1 I N T R O D U C T I O N
1.1 Background 1 1.2 Problems 4 1.2.1 Problems 4 1.2.2 Limitation o f the problems 4
1.2.3 Formulation o f the problems 4
1.3 Objectives 5 1.4 Significances 5
C H A P T E R 2 L I T E R A T U R E R E V I E W
2.1 The Concept o f Competency 6 2.2 The Concept o f Active Sentence 7 2.3 The Concept o f Passive Sentence 13 2.3.1 Passive forms o f Modal Auxiliaries 20
2.4 Previous Study 22
C H A P T E R 3 M E T H O D AND P R O C E D U R E S
3.1 Method o f Research 24 3.2 Operational Definitions 24
3.2.1 Competency 25 3.2.2 Active and Passive Sentences 25
3.3 Population and Sample 27
3.3.1 Population 15 3.3.2 Sample 28 3.4 Technique for Collecting the Data 28
3.4.1 Test 29 3.4.2 Validity 29 3.4.3 Reliability 30 3.5 Technique for Analyzing the Data 34
3.5.1 The Percentage Analysis 34 3.5.2 Conversion o f Percentage Range 34
C H A P T E R 4 F I N D I N G S A N D I N T F R P R E T A T I O N
4.1 Findings 36 4.1.1 The Result o f the Students' Test 36
4.2 Interpretations 41
C H A P T E R 5 C O N C L U S I O N S A N D S U G G E S T I O N S
5.1 Conclusions 43 5.2 Suggestions 44
R E F E R E N C E S 45
A P P E N D I C E S 46
L I S T O F T A B L E S
Pages
Tables
1. The Population o f the Study 27
2. The Sample o f Study 28
3. The Students' score in try out o f instruments 31
4. Levels o f Achievement 35
5. The Result o f the Average Scores 36
6. The Result o f the Students' Scores in Multiple Choice 39
7. The Distribution o f the Scores 40
8. The Result o f the Students' Questionnaires 40
L I S T O F A P P E N D I C E S
Appendices
1. The Instruments o f Test 46
2. The Answer Keys o f Punctuation Marks 47
3. Usui Judul Skripsi 48
4. Surat Keputusan Dekan FKIP U M P 49
5. Surat Permohonan Penelitian 50
6. Surat Keterangan Telah Melaksanakan Penelitian 51
7. Surat Izin Penelitian 52
8. Kartu Bimbingan Skripsi 53
9. Kartu Catatan Kemajuan Bimbingan Skripsi 54
C H A P T E R 1
I N T R O D U C T I O N
In this chapter: (1) background, (2) problems, (3) objectives o f the study, and
(4) significances o f the study are presented.
1.1 B a c k g r o u n d
English is an international language, which is used all over the world for
communication. English has been chosen as supplementary subject and as
compulsory subject at elementary school, junior high school, senior high school, and
university level. There are four basic language skills; listening, speaking, reading, and
writing. It is important to learn grammar because it promotes the development o f all
language skills. Structure is the essential one in learning English but students still do
not get inters in structure.
Curriculum is an educational programme which states the educational purpose
o f the programme (the ends), the content o f teaching procedures and learning
experiences which w i l l be necessary to achieve this purpose (the means), some means
for assessing whether or not the educational ends have been achieved. In Indonesia,
recently the used curriculum is " K T S P " (Kurikulum Tingkat Satuan Pendidikan).
Grammar means forms o f word and arrangement o f words in phrases and
sentences (Saleh, 1995:18). A grammar plays an important role in language skills
because without sufficient understanding o f grammar, many students are still unable
2
to communicate in English. One o f the causes might be the fact that they are not good
enough at English structure. Very often they do not know how lo produce and to
write good sentences in English. Besides, many students say that English is boring.
The students would not be able to do anything more than utter separate items o f
language, in real condition, the students in our country have some difficulties in
studying structure, i t means most o f them do not understand how to use grammar in
sentences, especially the way how to change active into passive voice, for examples:
Questions;
(1) A j i plays a game
(2) He is writing a letter
(3) She has finished her homework
(4) Ivo loved flowers
(5) Eka was singing a son
(6) He w i l l have brought a book
Students' wrong answers:
(1) A game played by A j i
(2) A letter was writing by h i m
(3) Her homework had finished by her
(4) Flowers is loved by Ivo
(5) A song was sung by Eka
(6) A book w i l l brought by h i m
Correct answers:
(1) A game is played by A j i
(2) A letter was being brought by h i m
(3) She has been finished by her
(4) Flowers were loved by Ivo
(5) A song was being sung by Eka
3
Observing those examples above, it is interesting to investigate the problem
faced by the students about active and passive voice.
Furthermore, it can be seen that those examples involve the change o f (1) the
objective o f the transitive verb in the active voice becoming the subject o f the verb in
the passive voice. (2) Part o f the verb to be (a helping verb) used w i t h the past
participle o f the active verb. (3) The subject o f the verb in the active voice becoming
a noun or pronoun in the objective case after the preposition "by".
Depdikbud adds (1994:1);
That the language components such as grammar, vocabulary,
pronunciation, and spelling can be taught to develop the four language
skills.
Since grammar covers many grammatical items, including active and passive
voice, which is always used both in oral and written forms, many tenses are used,
there are so many students who still get difficulties in learning grammar, especially in
active and passive voice, observing those examples above, it is motivated to
investigate the problem faced by the students at S M A Azharyah Palembang in
changing active voice into passive voice. The standard o f competence in the English
subject is a competence that the students should have as a result o f learning English
which enable them to use English for the communication both oral and written forms.
I n this context, competence refers to knowledge, skill, and basic value reflected upon
4
1.2. Problems
1.2.1 Problems
Based on the background o f the problems, there were some problems that can
be identified. They were: (1) The students' competency in changing active into
passive sentences is still low. (2) They often face difficulties in changing active into
passive ones.
1.2.2 Limitation of the Problems
The problem o f this study is to find out the students' competency in changing
active into passive sentences in difficult tenses. The tenses are limited as follows:
a. Simple Present Tense
b. Present Continuous Tense
c. Present Perfect Tense
d. Simple Past Tense
e. Past Continuous Tense
f. Future Perfect Tense
1.2.3 Formulation of the problems
Based on the limitation above, the problems o f this study are stated in these
questions:
5
2) W h y do the students face some difficulties in changing active voice into
passive ones?
1.3 Objectives
The objectives o f this study are to:
1) Know the students' competency in changing active voice into passive ones.
2) Find out the cause o f the problem faced by the students in changing active
voice into passive ones.
1.4 Significances
There are some benefits o f this study those are:
1) TTiis study is expected to give some contribution to the teacher o f English in
developing their teaching structure "active and passive voice" especially at
S M A Azharyah Palembang.
2) The teacher o f English could anticipate them by applying the most suitable
teaching material and teaching technique to know much about active and
passive sentence.
3) The result o f this study can be used as a source o f knowledge, experience,
and information.
4) The result o f this study could also be used by other researchers as information
C H A P T E R 2
L I T E R A T U R E R E V I E W
In this chapter: (1) The concept o f competency, (2) The concept o f active
sentence, (3) The concept o f passive sentence are presented.
2.1 The Concept of Competency
Competency is the ability that the students can do embracing knowledge,
skill, attitude, and behaviour. It also deals with basic competency, that is minimal
competency that graduates should have; minimal competency that the students should
be able to do or perform in relation to standard competency, the competency that
graduates should in terms o f English (CBC: 2004). Competence is a standardized
requirement for an individual to properly perform a specific j o b .
According to the Competency Based Curriculum (CBC) for EEL teaching at
SMP and S M A , competency means knowledge, skill, and action habits which
reflected into the way in thinking and attitude. Competency can be defined a person's
ability to do something (Hornby, 1995).
According to Depdiknas: 2003, Competency means ability that can be done
by the students involving knowledge, skills and behaviour. Competency for English
subject is a competency that the students should have a result o f learning English.
7
2.2 T h e Concept of Active Sentence
According to Tushar Arora (2005:137), active voice is used when we want to
show who or what has done something.
The active sentence is a sentence i n which the subject performs an active.
Generally the active voice is used in making a straightforward statement about an
action; that is, the doer o f the action is the subject o f the sentence.
According to Wren and Martin (2005), active voice is used when the agent
(i.e. does the action) is to be made prominent, for examples:
1) . 1 buy a book.
2) . He borrowed m y pen last night.
In sentences (1) and (2) the word " I " and "He" indicate the subjects are
performing the activity. The word "buy" and "borrowed" indicate that the verbs are
expressing the actions. So that, the two sentences are called "acftVe", because:
(1) The object o f an active sentence is the subject o f the corresponding
passive sentence.
(2) I n the passive sentence, a form o f be appears before the main verb.
(3) In the active form, the tense is shown by the main verb (present write, past
wrote.) I n the passive form, the tense is shown by the form o f be: present
am, is, are: past was, were.
I f the main verb of the Then be of the corresponding passive
Sentence is:
a) Present tense
b) Past tense
c) Infinitive
d) Continuous
e) Past participle
sentence is:
Present tense: am, is, are
Past tense: was, were
Infinitive: be
Continuous: being
Past participle: been
I n the active voice, there are sixteen tenses:
1) Simple Present Tense
S + to be (are,am,is) + O ,
for examples: - We are busy everyday.
- He is teacher in m y school.
S + V E R B 1 + O ,
for examples: - They drink a glass o f water.
- She goes to school.
2) Present Continuous Tense
S + to be (am,are,is) + V I + ing + O ,
for examples: - They are playing badminton now.
9
According to Wren and Martin (2005:71, cited in Ratna Suci 2006) Present
Continuous tense is used for:
1) an action going on the time o f speaking.
for example: - She is singing (now).
2) an temporary action which may not be action happening at the time o f speaking,
for example: - M o l l y is teaching English this year.
3) an action that has already been arranged to take please in the near lliture,
for example: - She is going to the cinema tonight.
3) Present Perfect tense
S + have/has + Past participle + O ,
for examples: - We have taken a book.
- He has bought a new car.
4) Present Perfect Continuous Tense
S + have/has + been + V I + Ing + O ,
for examples: - We have been watching T V .
- A j i has been waiting for you.
5) Simple Past Tense
S + V E R B I I + O ,
- She wrote a letter.
S + to be (was,were) + O ,
for example: - 1 was a teacher.
- We were students.
6) Past Continuous Tense
S + to be (was,were) + V E R B I + Ing + O ,
for examples: - A j i was cutting his hair.
- He was correcting your homework.
7) Past Perfect Tense
S + had + Past participle + O ,
for examples: - She had been here before 1986.
- We had brought a book.
8) Past Perfect Continuous Tense
S + bad + been + V E R B I + Ing + O ,
for examples: - She had been waiting for you.
9) Simple Future Tense
S + ShallAVill + V E R B I + O ,
for example: - We shall bring a dictionary.
- She w i l l celebrate her party.
10) Future Continuous Tense
S + ShallAVill + be + V E R B I + Ing + 0 ,
for examples: - 1 shall be making a cake.
- He w i l l be playing football.
11) Future perfect Tense
S + ShallAVill + have + been + Past participle + O ,
for examples: - We shall have been bought a dictionary.
- She w i l l have been done her homework.
12) Future Perfect Continuous Tense
S + Shall/Will + have + been + V E R B I + Ing + O ,
for examples: - 1 shall have been going to Palembang.
13) Past Future Tense
S + ShouldAVould + V E R B I + O ,
for examples: - Eni would come to meet you.
- 1 should write a letter.
14) Past Future Continuous Tense
S + ShouldAVould + be + V E R B T + Ing + O ,
for examples: - They would be giving the money for you.
- He would be playing a game.
15) Past Future Perfect Tense
S + Should/would + have + Past participle + O ,
for examples: - He would have gone to Jakarta.
- 1 should have helped you.
16) Past Future Perfect Continuous Tense
S + ShouldAVould + have + been + V E R B I + Ing + O ,
for examples: - 1 should have been studying English.
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2.3 The Concept of Passive Sentence ("be" + V E R B I I I )
According to Tushar Arora (2005:137-138), passive voice is used when the
subject o f a sentence. Passive voice is a form o f a transitive verb expressing whether
the subject names the actor or the recipient o f the action.
Intransitive verbs cannot be used in the passive. This is because they cannot
have objects and so there is nothing to become the subject o f the passive sentence, for
example with verbs "like, die, or arrive" (Tushar Arora, 2005:138).
•t* Passive voice is used when we don't know or aren't bothered exactly who has
done something. This is called passive without agent where the recipient o f
the action becomes the subject,
for examples :
- The office was cleaned. (What was cleaned? - T h e o{f'ice=the subject)
- M y car was stolen. (What was stolen - The car= the subject)
• Passive voice is used to report what someone has said but avoid who said it.
for examples:
- 1 was told he wasn't coming
- Y o u were asked to bring some wine to the party
• Passive voice is used to mention who carried out the action. This is called
14
for example:
- The office was cleaned by Mrs Smith.
• Or you may use a subject such as people, someone, they etc, when you don't
know who the agent is.
for example:
- The car was stolen /jy joyriders.
According to W. Stannard Allen (1995, 269-270), When the verb in the active
voice takes two objects, it is more usual in English to make the PERSONAL object the subject o f the passive voice.
Active : Someone gave me a book
Passive : I was given a book
The form A book was given (to) me would be used when we need to stress
this new subject.
According to Robert J. Dixson (1983:103), the passive voice shows that the
subject is receiving the action the verb. Form the passive voice by using the
appropriate form o f to be and the past participle o f the main verb.
1) Present Simple Tense
2) Present Continuous Tense
3) Present Perfect Tense
4) Simple Past Tense
5) Past Continuous Tense
6) Past Perfect Tense
7) Simple Future Tense
8) Future Continuous Tense
9) Future Perfect Tense
1) Passive Sentence in the Simple Present Tense
S + to be (am, is, are) + Past Participle + by + O ,
for examples: Our meals are prepared by mother everyday.
A new car is bought by m y father.
2) Passive Sentence in the Present continuous Tense
S + to be (is, am, are) + being + Past Participle + by + O ,
for examples: A glass o f m i l k is being drunk by her.
3) Passive Sentence in the Present Perfect tense
S + have/has + been + Past Participle + by + O ,
for examples: A book has been bought by you.
A game has been played by A j i .
4) Passive Sentence in the Simple Past Tense
S + was/were + Past participle + by + O ,
for examples: 1 was called by A j i .
The letters were written by Ivo.
5) Passive Sentence in the Past Continuous Tense
S + was/were + being + Past participle + by + O ,
for examples: English was being studied by them.
These pictures were being taken by Eka,
6) Passive Sentence in the Past Perfect Tense
S + bad + been + Past participle + by + O ,
for examples: The Kuta beach had been gone by her.
7) Passive Sentence in the Simple future Tense
S + will/shall + be + Past participle+ by + O ,
for examples: Some bread w i l l be needed by us for lunch.
A new bag w i l l be brought by them.
8) Passive Sentence in the Future Continuous Tense
S + will/shall + be + being + Past participle + O ,
for examples: She w i l l be being invited by h i m .
A book w i l l be being putting on the table.
9) Passive Sentence in the Future Perfect Tense
S + will/shall + have + been + Past Participle + by + O ,
for example: The rice w i l l have been eaten by us.
M y father w i l l have been
Examples:
Active voice
1) A j i brings a book
2) A j i is bringing a book
3) A j i has brought a book
4) A j i brought a book
5) A j i was bringing a book
Passive voice
1) A book is brought by A j i
2) A book is being brought by A j i
3) A book has been brought by A j i
4) A book was bought by A j i
18
6) A j i had brought a book 6) A book had been brought by A j i
7) A j i w i l l bring a book 7) A book w i l l be brought by A j i
8) A j i w i l l be bringing a book 8) A book w i l l be being brought by A j i
9) A j i w i l l have brought a book 9) A book w i l l have been brought by A j i
According to Betty Azar (2002:120), How to make passive form:
Form o f the passive: **be + Past participle**.
In the passive: the object o f an active verb becomes the subject o f the passive verb.
Only transitive verbs (verbs that are followed by an object) are used in the passive. It
is not possible to use verbs such as happen, sleep, come, seem (intransitive verbs) in
the passive.
"77ze progressive form, past perfect, future, and future perfect are very rarely used in the passive" (Betty Azar, 2002:120).
The use o f the passive forms can be stated as follows:
1) Usually the passive voice is used without " b y pbrase", the passive voice is most
frequently used when it is not known or not important to know exactly who
performs the action.
for examples: (a) Rice is grown in India.
(b) Our house was built in 1986.
In (a) Rice is grown in India by people, by farmers, by someone. In
19
India, (a), (b) illustrate the most common use o f the passive. I.e., without the "by
Phrase".
2) The "by Phrase" is included only when it is important to know who performs the
action.
For example; (c) Life on the Mississippi was written by Marie Twain.
In (c), by Mark Twain is important information.
3) I f the speaker/writer knows who performs the action, usually the active form is
used.
for example: (d) M y aunt made this rug (active).
4) The passive may be used w i t h the "by Phrase" instead o f the active when wanted
to focus attention on the subject o f a sentence.
For example: (e) This rug was made by m y aunt.
T h e passive forms have the following characteristics;
1) I n the active sentence Subject becomes Object in the Passive.
2) The form o f passive "be + Past participle".
3) I n the continuous o f passive form "being".
20
2.3.1 Passive forms of modal A U X I L I A R I E S
M o d a l auxiliaries + be + Past participle,
Active : We must obey the rules we made (kita harus mematuhi peraturan-peraturan
yang kita buat).
Passive : The rules we made must be obeyed (peraturan-peraturan yang kita buat
hams dipatuhi).
Modal auxiliaries have two forms, Present Tense and Past Tense, and Present
form are used to show in the Future (Sofia Hasibuan, 2000:118), form the passive
voice o f can, have to, may, must, w i l l , shall w i t h be and the past participle o f the
main verb(Robert J. Dixson, 1983:105).
Present Tense
M o d a l auxiliaries + be + Past participle ( V I I I ) ,
Examples: can be written would be done
must be typed might be written
may be written have/has to be accompanied
should be sent etc.
The following are examples o f sentences using the active and the passive
21
for examples:
1) Active : The workers can finish the work in two hours.
Passive : The work can be finished in two hours by the workers.
2) Active : Students' parents should write letters to lecturers.
Passive : Letters to lecturers should be written by students' parents.
3) Active : A good secretary must type the document.
Passive : The document must be typed by a good secretary.
4) Active : A nurse has to accompany the patient.
Passive : The patient has to be accompanied by a nurse.
5) Active : The police has to inform the people about the accident.
Passive : The people have to be informed about the accident by the police.
6) Active : Parents should teach manners to the students.
Passive : The students should be taught manners by parents.
P a s t T e n s e
M o d a l auxiliaries (past tense) + be/been + Past participle ( V I I I ) ,
for examples: Could be played
Could have been stolen
Might have been killed
22
Should be delivered
Should have been delivered
Had to be installed
Ought to have been raised.
for examples:
1) Active
Passive
2) Active
Passive
3) Active
Passive
: He could put all his eggs in one basket.
A l l his eggs could be put by him in one basket.
The workers in the bank could have stolen the money.
The money could have been stolen by the workers in the bank.
poisonous gas might have killed the children.
The children might have been killed by poisonous gas.
2.4 Previous Studies
In this part, two previous studies related lo the topic investigation are
described. The previous studies here were written by Muslimatin (1999) and the
writer. Muslimatin's thesis entitled "The Second Year Students' Difficulties in
Studying Active and Passive Voice at S M K PGRI Lubuklinggau" and the writers'
thesis entitled "The Competency o f the Eleventh Grade Students o f S M A Azharyah
Palembang in Changing Active into Passive Voice".
Muslimatin's thesis and this thesis have similarities and differences in doing
23
problems faced by the students and the factors o f the problems. The differences were
on the limitations o f the problems. The problems o f Muslimatin's thesis limited to the
students' ability in transforming active sentences into passive, used correct pronouns
in sentences used correct forms o f "be" in sentences and used correct forms o f past
participle in sentences. The problems o f this thesis limited about tenses, and how to
C H A P T E R 3
M E T H O D A N D P R O C E D U R E S
In this chapter: (1) method o f research, (2) operational definition, (3)
population and sample, (4) technique for collecting the data, (5) technique for
analyzing the data are presented.
3.1 Method of Research
The method o f the research used in this study was the descriptive method.
This method was chosen because it was appropriated to describe the facts and the
data obtained from the research. According to Best (1997:166) " A descriptive study
describes and interpreters what it is concerned w i t h the conditions or relationship that
exist; opinions that are held, processes that are going on, fact that are evident or
trends that are developing. It is primarily concerned with the presents, although it
often considers past events and influences as they relate to current condition". This
method is used because all the facts o f the competency o f the students o f S M A
Azharyah Palembang i n changing active sentences into passive voice.
3.2 Operational Definitions
Operational definition is very important to do this study because i t makes the
readers understand more clearly, what is being studied. Based on the topics o f the
25
study, the term "Competency" and "Active and Passive sentences" were defined as
follow;
3.2.1 Competency
Competency refers to the ability that can be done by the students involving
knowledge, skills, and behaviour. So in the present study, competency means being
competent or having ability to use conjunctions reflected by means o f answering test
item correctly. Competency standard for English subject is a competency that the
students should have and do after following some process o f learning subjects.
According to Depdiknas: 2003, Competency means ability that can be done
by the students involving knowledge, skills and behaviour. Competency for English
subject is a competency that the students should have a result o f learning English.
3.2.2 Active and Passive Sentences
According to Betty Azar (2002:120), H o w to make passive form:
Form o f the passive: **be + Past participle**.
In the passive: the object o f an active verb becomes the subject o f the passive verb.
Only transitive verbs (verbs that are followed by an object) are used in the passive. It
is not possible to use verbs such as happen, sleep, come, and seem (intransitive verbs)
in the passive because they cannot have objects and so there is nothing to become the
26
Active voice is used when we want to show who or what has done something
(Tushar Arora, 2005:137), for example;
• She cleaned the office. (Who cleaned the office? She did^the subject)
• He stole m y car. (Who stole m y car? He d'id=the subject)
According to Tushar Arora (2005:137-138), passive voice is used when the
subject o f a sentence.
According to W . Stannard Allen (1995, 269-270), When the verb in the active
voice takes two objects, it is more usual in English to make the PERSONAL object the subject o f the passive voice.
Active : Someone gave me a book
Passive : I was given a book
The form A book was given (to) me would be used when we need to stress
this new subject.
Passive sentences are used in place o f the corresponding active sentences
when the subject o f the active sentence is unimportant or unknown (Robert Krohn:
208), for example;
-Where was that car made?
-it was made in England.
27
3.3 Population and Sample
3.3.1 Population
According to Millan (1992:62), a population is a group o f elements or cases
whether individuals, objects, or events, that conform to specific criteria and to which
we intend to generalize the result o f the research. Arikunto (2002:108) says,
"Population is all things, people or events that are the subject o f investigation." The
eleventh grade which consisted o f three classes at S M A A Z H A R I Y A H
P A L E M B A N G academic year 2007-2008, the eleventh grade students at S M A
A Z H A R I Y A H Palembang consists o f 42 students o f class X I / I P A I , 30 students of
class Xl/IPS 2, 30 students o f class X l / l P S 3, The distribution o f the population was
shown in Table 3.1
Table 3.1 The Population of the Eleventh Grade Students at S M A A Z H A R V A H
Palembang (2008-2009)
No Class
Male
Students
Female
Total
1 X I I P A l 17 15 30
2 X ! IPS 2 20 18 38
3 X I IPS 3 16 18 34
T O T A L 51 51 102
28
3.3.2 Sample
The sample o f this study w i l l be chosen through the cluster random sampling.
A l l individuals in a cluster w i l l be including i n a sample. I n determining the sample,
the cluster random sampling is used, that only 1 class can be taken as the sample o f
the research. The sample o f this research was I P A l consist o f 30 students. According
the Arikunto (1997:117), the sample is a part o f population that w i l l be investigated.
Furthermore, Arikunto (2002-112) states that i f the population o f the study consist o f
more than 100; take 15%-20% or 20%-25% as the sample but i f the population
consists o f less than 100, take all less the sample.
Table 3.2 The Sample of the Eleventh Grade Students of S M A A Z H A R Y A H
Palembang
No Class
Male
Students
Female
Total
1 X I I P A l 17 15 30
Source: S M A A Z H A R Y A H Palembang
3.4 Techniques for Collecting the Data
In this study, the documentation technique w i l l be used to get the data. The
following technique was used in collecting the data. I n collecting the data, the student
is given a test. I n this study, the documentation technique was used. They were test,
29
3.4.1 Test
According to Arikunto (2006: 150) "a test is a set o f question a long w i t h
other tool that is used to measure skill, knowledge o f intelligence, the ability or talent
o f individuals or groups. The test used as an instrument to collect the data because it
is a systematic procedure for observing one's achievement and describe by the aid o f
numerical device or category system. The test was administered to find out the
students' competency in changing active sentences into passive sentences. The form
o f the test that used was multiple choice questions consisting o f 20 items. Each item
o f the test consisted o f 4 choice (a, b, c, d), and the test about active and passive
voice.
3.4.2 Validity
Validity is the most important variable i n judging the adequacy o f a
measurement (Tinambunan, 1988:1). The validity o f the test is used i n the contents
validity. Richard, et al (1985:304, cited i n Ratna suci 2006:19) "Validity is the degree
to which a test measures what it is supposed".
The validity o f the test materials was checked through the content validity. It
is a form o f validity which based on the degree to which a test adequately and
30
3.4.3 Reliability
Reliability refers to the consistency o f the test score (Tinambunan, 1986:6) to
evaluate the reliability o f the test material, the writer was used the material
consistency reliability. The internal consistency reliability is estimated through a
Kudder Richards reliability coefficient. It is a statistical formula used as one o f
esteem the reliability o f the test that is based on the number o f the items in the test,
the means scores and the standard deviation. The following is the Kudder Richards 21
( K R 21) formula (Frankle and Wallen, 1993:149):
T h e formula of K u d e r R i c h a r d s o n 21:
KR-2\ =
K-\l KiSDf
K M(K-M)
Where:
KR-21 : Kuder-Richardson Reliability Coefficient
K : Number o f Items in the Test
M : Mean o f the Set o f Scores
SD : Standard Deviation o f the Sets o f the Test Scores
31
The Formula of Standard Deviation
S D = N
Where: SD Standard Deviation
^ j c ^ = Total scores o f students
N = Number o f Samples
Fraenkle and Wallen (1993:149) stated that reliability coefficient for the
purpose o f research should be at least 0.70 and preferably higher. The following was
the results o f the test materials after estimating by a Kuder Richardson Coefficient.
Table 3.3 The Students' Score in T r y out of the Instruments
Number Number Correct Score ( X ) Score squares
o f o f Answers (X^) Samples Item
1 20 16 8 64
2 20 15 7.5 56.25
3 20 10 5 25
4 20 14 7 49
5 20 13 6.5 42.25
6 20 14 7 49
7 20 10 5 25
8 20 13 6.5 42.25
9 20 9 4.5 20.25
10 20 15 7.5 56.25
11 20 10 5 25
12 20 11 5.5 30.25
13 20 15 7.5 56.25
14 20 15 7.5 56.25
15 20 15 7.5 56.25
32
Number Number Correct Score ( X ) Score squares
o f o f Answers
Samples Item
J." J.'
Continuation 11
1 7 2 0 1 A
1 4
1 ^ 1 ^
1 o 2 0 1 n J IZ
Z J 1 n 2 0 i n 1 1 J . J z z i nJ U . Z J 1 ^
2 0 2 0 i n 11 0 n c
J
1 C 2 J
2 1 i n 2 0 11 0 n c
J
1 ^ 2 J
2 2 i n 2 0 1 6 o 5 04
2 3 2 0 1 4 7 4 9
2 4 2 0 1 0 5 2 5
2 5 2 0 1 6 8 6 4
2 6 2 0 9 4 . 5 2 0 . 2 5
2 7 2 0 1 4 7 4 9
2 8 2 0 1 4 7 4 9
2 9 2 0 1 0 5 2 5
3 0 2 0 9 4 . 5 2 0 . 2 5
T O T A L 1 8 9 1 2 4 8
= 1 8 9
N = 3 0
K = 2 0
Mean = N
1 8 9
3 0
= 6 . 3
SD = N
SD =
1248
V 3 0
SD = V 4 L 6
33
To know the reliability coefficient o f test, the KR21 was applied
K R 2 1 = K K~\ 1
-M{K-M)
Where: K = 20
M = 6.3
SD = 6.4
K R 2 1 = K K-\ 1
-M{K-M)
K R 2 1 = 20 2 0 - 1 1
-6 . 3 ( 2 0 - -6 . 3 )
20(6.4)'
20
19 1
-6.3(13.7)
20(40.96)
20
19 1
-86.31
819.2
= 1.051-0.1053
= 1.05 0.8947
= 0.93 (Reliable).
34
3.5 Technique for Analyzing the Data
The data from the tests were analyzed by using percentage analysis because
percentage analysis was used to find out the students' score and it showed us the
students' competency and students' difficulties i n changing active voice into passive
voice.
3.5.1 Percentage Analysis
Percentage analysis was applied to find out the student's individual scores.
The formula is as follows:
X = — ^ 1 0 0 % TxN
In which:
X = Average percentage
R = Total o f correct answers
N = Total number o f test item
T = Number o f samples
3.5.2 Conversion of Percentage Range
To interpret the students' individual score, the conversion o f percentage
analysis is used in this analyzing. The conversion o f the percentage analysis is shown
35
Table 3.4 Levels of Achievement
Percentages of the
Correct Answer
Grade Level of the Students'
competency
80 - 1 0 0 A E X C E L L E N T
7 0 - 7 9 B G O O D
5 6 - 6 9 C F A I R
4 0 - 5 5 D P O O R
< 4 0 E V E R Y P O O R
C H A P T E R 4
F I N D I N G S A N D I N T E R P R E T A T I O N S
This chapter presents the findings and interpretations o f the study. Findings
consist o f the results o f the test, while interpretations discuss about interpretations
based on the findings from the results o f the test was given to the eleventh grade
students o f S M A A Z H A R Y A H Palembang.
4.1 Findings
The findings o f this study deals w i t h the results o f the test that was done by
the students. The test administered in order to know the students' competency in
changing active voice into passive voice. The test consisted o f 20 items in multiple
choices.
4.1.1 The Result of the Students' Test
The test consists o f 20 items. The total numbers o f the samples were 30
students. The result o f the students' scores was presented in table 4. 1 .
Table 4.1 The Result of the Students' Scores in Mulitiple Choice
Number Number Score
o f o f Correct Incorrect Scores Samples Item
1 20 16 4 80
2 20 15 5 75
37
Table 4.1 The Result of Multiple Choice Test
Number Number Score
o f o f Correct Incorrect Scores Samples Item
Continuation
1
J 20 10 10 50
4 20 14 6 70
5 20 13 7 65
6 20 14 6 70
7 20 10 10 50
8 20 13 7 65
9 20 9 11 45
10 20 15 5 75
11 20 10 10 50
12 20 11 9 55
13 20 15 5 75
14 20 15 5 75
15 20 15 5 75
16 20 16 4 80
17 20 16 4 80
18 20 10 10 50
19 20 11 9 55
20 20 10 10 50
21 20 10 10 50
22 20 16 4 80
23 20 14 6 70
24 20 10 10 50
25 20 16 4 80
26 20 9 11 45
27 20 14 6 70
28 20 14 6 70
29 20 10 5 50
30 20 9 11 45
38
The Average o f Correct answers in Multiple Choice o f the test was:
Average ( X ) = — X I 0 0 %
TxN
I n which:
X = Average percentage
R = Total o f correct answers
N = Total number o f samples
T = Number o f items
Average ( X ) = — X I 0 0 % TxN
-X100% 2 0 X 3 0
378
600
63%
X I 0 0 %
Based on the result o f the test was given to the students, the eleventh grade
students o f S M A Azharyah Palembang were who able to change active sentences into
passive ones were only 63%. It means that the competency o f eleventh grade students
39
T h e Result of Multiple Choice Test
The result o f the test was described i n the percentage o f students who
answering correctly and the percentage o f students who answering incorrect, from the
table 3.2, it could be conclude that the data was taken from 30 students.
Table 4.2 The Result of Multiple Choice Test
No Test Item Percentage (%) Total Number of Sample
Correct Incorrect Correct Incorrect
1 1 70% 30% 21 9
2 2 86% 1 4 % 26 4
3 3 73% 27% 22 8
4 4 77% 23% 23 7
5 5 60% 40% 18 12
6 6 73% 27% 22 8
7 7 60% 40% 18 12
8 8 80% 20% 24 6
9 9 50% 50% 15 15
10 10 60% 40% 18 12
11 11 64% 36% 19 11
12 12 64% 36% 19 11
13 13 64% 36% 19 11
14 14 66% 34% 20 10
15 15 40% 60% 12 18
16 16 50% 50% 15 15
17 17 53% 47% 16 14
18 18 50% 50% 15 15
19 19 53% 47% 16 14
20 20 66% 34% 20 10
40
Table 4.3 The Distribution of the Scores of the Eleventh Grade Students of
S M A A Z H A R Y A H Palembang.
Percentages of the Level of the
No Correct Answer Frequency Grade Students' Competency
Percentage
1 7 5 - 8 0 9 A Excellent 24%
2 7 0 - 7 4 6 B Good 6%
3 5 5 - 6 9 12 C F a i r 32%
4 4 5 - 5 4 3 D Poor 8%
5 4 0 - 4 4 0 E Very Poor 0%
Total 30 Students 80%
Table 4.4 The Result of the Students' Questionnaires
Responses
No Questionnaires Frequency Percentage
Yes No Yes No
1) Do you know about tenses? 18 12 60% 40%
2) Do you know how much tenses in active 21 9 70% 30% and passive voice?
3) Do you always use tenses in making 12 18 40% 60% sentences and speaking?
4) Do you know the pattern o f passive? 12 18 40% 60% 5) Do you think English is difficult? 15 15 50% 50% 6) When you got difficulties in learning English, 12 18 40% 60%
did you ask your teacher?
7) Do you get difficulties in learning active and 24 6 80% 20% passive voice?
8) Do you can change the tenses, to be, verb form, 21 9 70% 30% possessive pronoun in passive voice?
41
Based on the result o f the questionnaires, it was found out that 18(60%) o f the
students knew about tenses, 21(70%) students knew tenses o f active and passive
voice, 12(40%) students used tenses in making sentences and speaking, 12(40%)
students knew the pattern o f passive voice, 15(50%) students assumed that English is
difficult, 12(40%) students asked to their teacher i f they had difficulties in learning
English, 24(80%) students got difficulties in learning active and passive voice,
21(70%) students could change the tenses, To Be, verb form, possessive pronoun in
passive voice, 12(40%) students repeated English lesson at home, and 12(40%)
students learned English outside the school.
4.2 Interpretations
Based on the findings above, in the multiple choice test the lowest score was
40 and the highest was 80. From the result o f percentage, the students' achievement
score was 63%. It means that the eleventh grade students' competency i n changing
active into passive voice was "fair" level. The causes o f the problems were faced by
the students i n changing active sentences into passive ones o f the eleventh grade
students at S M A Azharyah Palembang, the students didn't really understand about
the use and the rules i n changing active into passive voice, The students didn't know
how to change active sentences into passive ones based on the formula o f tenses and
they got confused in changing o f tenses, possessive pronouns, verb form, and to be.
42
don't understand about tenses and the students don't know the meaning o f active and
passive sentences clearly. It seemed that the students used to be, verb form and
possessive pronoun in passive sentences, there are so many students who still get
C H A P T E R 5
C O N C L U S I O N S A N D S U G G E S T I O N S
In this chapter some conclusions and suggestions are presented.
5.1 Conclusions
Based on the analysis o f the data previously, some conclusions were drawn.
(1) The students had problems in changing active into passive voice.
The problems were: (1) H o w far could the students change Active into
Passive ones, (2) W h y do the students face some difficulties in changing active
sentences into passive ones. There were some problems faced by the students in
changing active into passive voice. The problems were: (1) the students did not know
the structure well about tenses, especially in active voice and passive voice, (2) the
students didn't know how to change active sentences into passive ones based on the
formula o f tenses and they get confused in changing o f tenses, possessive pronoun,
verb form, and to be. (3) the students did not know how to use and rules o f active and
passive voice. From the result o f percentage, the students' achievement score was
63%. It means that the eleventh grade students' competency in changing active into
passive voice was on "fair" level.
(2) There were some causes o f the problems faced by the students in changing active
into passive voice.
44
The causes were: (1) the students only knew about the pattern o f active voice,
(2) they did not have practice and they did not ask to the teacher, (3) they did not try
to learn English well not only at home but also outside the school.
5.2 Suggestions
Some suggestions are offered to the teacher, the students and the school.
5.2.1 The Students are expected:
(1) Repeat materials at home and it was also better for them to use the materials
in practicing either orally or in writing.
(2) Understand the English material was given to them at school. It is necessary
that the students would review the materials before and after school.
(3) Have the dictionary or the book, especially in grammar such as active voice
and passive voice and also the tenses.
5.2.2 Teachers of English are expected:
The teachers o f English are suggested to:
(1) Teach step by step and create many strategies suited the condition o f the
students who have different motivation, attitudes, and abilities.
(2) Explain the use o f active voice and passive voice clearly, especially which
45
(3) Encourage the students to make their own sentences to support their
understanding in changing active voice and passive voice.
5.2.3 The School
The school is expected to have facilities such as: teaching media, relevant
books in English, in the library with sufficient English books especially about
grammar, so the students can get a lot o f information and other teaching equipment
R E F E R E N C E S
Arikunto, Suharsimi. 2002. Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: PT. Rineka Cipta.
Arikunto, Suharsimi. 1993. Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: PT. Rineka Cipta.
Arora, Tushar. 2005. Grammar and Composition for Middle School. Delhi: Bhola Nath Nagar, Shahdara.
Azar, Betty. S. 2002. Basic English Grammar. Englewood Cliffs. New Jersey: Prentice Hal. Inc.
Azar, Betty Scramper. 1992. Fundamental of English Grammar. New Jersey: Prentice Hal, Inc.
Azar, Betty Scramper. 1998. Understanding and Using English Grammar. New Jersey: Prentice Hal, Inc.
Cyssco, R Danny. 2000. Practical English Grammar and Daily Conversations. Jakarta: Puspa Swara.
Depdiknas. 2003. Kurikulum 2004 Standar Kompetensi. Mata Pelajaran Bahasa Inggris Sekolah Menengah Atas dan Madrasah Aliyah. Department Pendidikan Nasional. Jakarta: Departemen Pendidikan Nasional.
Fariz, Hilman. 2002. Complete English Grammar. Yogyakarta: Absolut.
FKIP. 2008. Pedoman Penulisan Skripsi. Pelembang: Fakultas Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah Palembang.
Fraenkel, Jack R., and Norman E. Wallen. 1990. How to Design and Evaluate Research in Education. Newyork: M c G r a w - H i l l Publisliing Company.
Lou, Robby. 2006. English Tenses and How to Use Them. Jakarta: E Plus.
Muslimatin. 1999. The Second Year Students' Difficulties in Studying Active and Passive Voice at SMK PGRI Luhuk Linggau. Palembang: Institute o f Teacher Training and Education Teacher Association o f the Republic o f Indonesian.
M c M i l l a n , James H . 1992. Educational Research: Fundamentals for the Consumer. Newyork, N y : Harper Collins Publishers.
Saleh, Yuslizal. 1997. Methodology of TEFL in the Indonesian Context Book One. Palembang: Universitas Sriwijaya.
Soesanto, Sam. A . 1991. Complete English Grammar. Surabaya: Apollo.
Tinambunan. W i l l i a m 1998. Technique of Evaluating. Jakarta: Depbikbud.
Tinambunan, W i l l i a m , 1988. Education o f Students Achievement. Jakarta: Departcment Pendidikan dan Kcbudayaan.
Wren. P.C., and H . Martin. 2005. High School English Grammar and Composition. New Delhi: S. Chand and Company L t d .
Appendices A
N a m e : C l a s s :
• C r o s s out the best a n s w e r (a,b,c, or d) to complete the sentences, from active into passive voice.
1. The gate by people everyday.
a. is locked c. has been locked b. are locked d. was locked
2. Orchids by people i n tropical countries. a. is grown c. are grown b. was grown d. has been grown
3. Last night a mouse by my cat.
a. was caught c. is caught
b. was catching d. has been caught
4. Tomorrow the car by m y brother. a. has been driven c. was driven b. is driven d. w i l l be driven
5. We like Mr. Nelson very much. We English by h i m for 3 years. a. are taught c. have been taught
b. have taught d. has taught
6. She seen by us i n 1986
a. has c. has be b. had been d. have been
7. A j i invited by her next week.
a. w i l l be c. w i l l have b. w i l l has d. w i l l
8. Our meals prepared by mother everyday. a. have c. is
b. had d. are
9. We w i l l taken to Australia by h i m by the end o f December. a. have been c. has been
b. have d. has
10. The young girl by the man last night. a. are killed c. were killed b. has killed d. was killed
Appendices A
Name :
Class :
• Change the Following Sentences from Active voice into
Passive voice
1. The gate by people everyday.
a. is locked c. has been locked b. are locked d. was locked
2. Orchids by people in tropical countries. a. is grown c. are grown b. was grown d, has been grown
3. Last night a mouse by my cat.
a. was caught c. is caught
b. was catching d. has been caught
4. Tomorrow the car by my brother. a. has been driven c. was driven b. is driven d, w i l l be driven
5. We like Mr. Nelson very much. We English by h i m for 3 years. a. are taught c. have been taught
b. have taught d. has taught
6. She seen by us in 1986
a. has c. has be b. had been d. have been
7. A j i invited by her next week.
a. w i l l be c. w i l l have b. w i l l has d. w i l l
8. Our meals prepared by mother everyday. a. have c is
b. had d. are
9. We w i l l taken to Australia by him by the end o f December. a. have been c. has been
b. have d has
10. The young girl by the man last night. a. are killed c. were killed b. has killed d. was killed
11. T w o houses a. w i l l have b. w i l l has
12. He saved by us before you came. a. had been c. have been b. has been d. was been.
13. Your book found by somebody. a. have been c. was been b. has been d. are
14. John w i l l buy the dictionary, means a. The dictionary w i l l bought by John. b. The dictionary w i l l have bought by John. c. The dictionary w i l l be bought by John. d. The dictionary w i l l has bought by John.
15. We can do this, means
a. This can done by us c. This can be done by us b. This could done by us d. This could be done by us
16. It done by nana long before you come. a. was have been c. has been b. was been d. had been
17. A game Played by A j i now.
a. is being c. were being b. are being d. is
18. Tennis w i l l played by Eka. a. has c. have b. be being d. been
19. Did he break the glass?
The passive form o f this sentence is a. Was the glass broke by him? b. Did the glass break?
c. Has the glass broken by him? d. Was the glass broken by him'^
20. We had studied English for 3 year's ago. in the passive form, this is
N a m e C l a s s
^Questionnaires*
1) Do you know about tenses? a. Yes b. N o
2) Do you know how much tenses in active and passive voice? a. Yes b. No
3) Do you always use tenses in making sentences and speaking? a. Yes b No
4) Do you know the pattern o f passive? a. Yes b. No
5) Do you think English is difficult'^ a. Yes b. No
6) When you got difficulties in learning English, did you ask your teacher? a. Yes b. No
7) Do you get difficulties in learning active and passive voice? a. Yes b. No
8) Do you can change the tenses, to be, verb form, possessive pronoun in passive voice?
a. Yes b. No
9) Do you repeat your English lesson at home? a. Yes b. No
10) Do you learn English outside the school?
Appendix B
Answers the Key
1) A is locked
2) C are grown
3) A was caught
4) D will be driven
5) C have been taught
6) B had been
7) A will be
8) D are
9) A have been
10) D was killed
H ) D will have been
12) A had been
13) B has been
14) C The dictionary will be bought by john
15) C This can be done by us
16) D bad been
17) A is being
18) B be being
19) D Was the glass broken by him?
Appendix C
U N I V E R S I T A S M U H A M M A D I Y A H P A L E M B A N G F A K U L T A S K E G U R U A N D A N I L M U P E N D I D I K A N
S T A T U S D I S A M A K A N / T E R A K R E D I T A S
Alamat:Jln. Jend Ahmad Yani 13 Ulu Palembang 30263 Telp. (0711) 510842 Fax (0711) 513078,Email:[email protected]
U S U L J U D U L D A N P E M B I M B I N G S K R I P S I Nomor: 37.04.055/G.17.2/KPTS/FKIP UMP/2008
Nama
N I M
Jurusan
Program Studi
Judul Skripsi
Eni Rafilia
372004095
Pendidikan Bahasa dan Seni
Pendidikan Bahasa Inggris
1. The Competency o f the Eleventh Grade Students o f S M A Azharyah Palembang in Changing Active into Passive voice.
2. Teaching English Vocabulary to young Learners by Using Pictures to The Sixth Year Students o f SD Negeri 23 Lubuk Linggau.
3. The Effectiveness o f Using Word Games in Teaching Vocabulary to The Fifth Grade Students o f SD Negeri 23 Lubuk linggau.
Diusulkan Judul Nomor
Pembimbing I
Pembimbing I I
Batas Waktu Penyeleaian Skripsi
1 (Satu)
Drs.A. Rozi Zakaria
H j . Halimah Thohir, S.Pd ^i^f^
Palembang, 4 A p r i l 2008 Ketua Proffl-^nStudi
Dibuat rangkap tiga:
1. Ketua Program Studi 2. Pembimbing I
3. Pembimbing I I
Lppendix D
U N I V E R S I T A S M U H A M M A D I Y A H P A L E M B A N G F A K U L T A S K E G U R U A N D A N I L M U P E N D I D I K A N
STATUS D I S A M A K A N / T E R A K R E D I T A S I
y Alamat : Jin. Jend. Ahmad Yani 13 Ulu Palembang Telp. (0711) 510842, Fax (0711) 513078, E-mail: fkip [email protected]
KEPUTUSAN DEKAN
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS MUHAMMADIYAH PALEMBANG Nomor: 37.04.055/G.17.2/KPTS/FKIP UMP/2008
Tentang
' Pengangkatan Dosen Pembimbing Penulisan Skripsi Mahasiswa FKIP Universitas Muhammadiyah Palembang
MEMPERHATIKAN:
Surat permohonan mahasiswa kepada Dekan Fakultas Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah Palembang untuk pembimbing penulisan skripsi
MENIMBANG:
a. bahwa untuk kelancaran mahasiswa FKIP UMP dalam rrtenyelesaikan program I studinya, diperlukan pengangkatan dosen pembimbing penulisan skripsi
b. bahwa sehubungan dengan butir a di atas, dipandang perlu diterbitkan surat keputusan pengangkatan sebagai landasan hukumnya.
MENGINGAT:
1. UU Rl Nomor 20 tahun 2003
2. Qaidah Perguruan Tinggi Muhammadiyah 3. Peraturan Pemerintah Nomor: 60 Tahun 1999 4. Piagam Pendirlan UMP Nomor: 036/111.SMs.79/80 5. Keputusan MPT PPM Nomor: 084//KEP/I.3/C/2007
MENETAPKAN Pertama
MEMUTUSKAN
Mengangkat dosen pembimbing penulisan skripsi mahasiswa FKIP Universitas Muhammadiyah Palembang
Nama NIM Dosen Pembimbing Eni Rafilia 372004095 1. Drs. A. Rozi Zakaria
2. Hj. Halimah Thohir, S.Pd.
Kedua Keputusan ini berlaku sejak tanggal ditetapkan, dengan ketentuan bahwa segata sesuatu akan diubah dan/atau diperbaiki sebagaimana mestinya apabila terdapat kekeliruan dalam keputusan ini.
itetapkan di : Palembang
ada tanggal : 05 Rabi'ul Awal 1429 H 13 Maret 2008 M
Tembusan:
1. Ketua Program Studi 2. Dosen Pembimbing
T)
Appendix E
U N I V E R S I T A S M U H A M M A D I Y A H P A L E M B A N G F A K U L T A S K E G U R U A N D A N I L M U P E N D I D I K A N
S T A T U S D I S A M A K A N / T E R A K R E D I T A S I
A l a m a t : Jin. Jend. Ahmad Yani 13 U l u Palembang Telp. (0711) 510842, Fax. (0711) 513078, E - m a i l : [email protected]
Nomor : 71!? /G.17.3/FKIP U M P / 7/200c 1 ? J u m a d - l U l l a 1429 H.
Hal : Permohonan Riset ' " ' ^ i 200b
Y t h . i ^ e p . ^ l g Si-'iA A z h a r i y a h
Palembang
Assalamu'alaikum w.,w.
K a m i mohon kesediaan Saudara memberikan bantuan kepada mahasiswa :
Nama : 2 a f i l i a
N I M : 57200b09!?
Jurusan : P e n d i d i k a n B a h a s a d a n c e n i
Program Studi : P e n d i d i k a n ^ a h a s a I n g g r i s
Untuk melakukan riset d i lingkungan : BM 'i \ z h ° r i y a h P a l e m t - n g
Dalam rangkamenyusun skripsi dengan j u d u l : ^ h e G o r p e t e n c y o f t h e
e l e v e n t h G r a d e S t u d e n t s c f O . LI A o h a r i y a h P o l e r r t a n g i n C h a n g i n g A c t i v e i n t o P a s s i v e v o i c e .
Atas perhatian Saudara, kami ucapkan terima kasih.
Appendix F
YASAN PERGURUAN I S L A M AZHARYAH
J a l a n K . H . A . A z h a r y 12 U l u Palembang. T e l p . 510447
S M A A Z H A R Y A H
Status : D i a k u
