THE USE OF BOARD GAME IN TEACHING PASSIVE VOICE AT SENIOR HIGH SCHOOL
THESIS
Submitted by:
LIZA MUNIRA NIM. 170203113
The Student of Faculty of Education and Teacher Training Department of English Language Education
FACULTY OF EDUCATION AND TEACHER TRAINING AR-RANIRY STATE ISLAMIC UNIVERSITY
BANDA ACEH 2021/2022
iii
ACKNOWLEDGEMENT
Bismillahirrahmanirrahim!
Alhamdulillahirabbil’alamin, praise belongs to ALLAH SWT, The Most Gracious, The most Merciful, and The Lord of Universe. Because of ALLAH SWT, I able to finish his graduating papers as the one of the requirements the S-1 degree program at English Department of UIN Ar-Raniry. Secondly, peace and solution always be given to our prophet Muhammad SAW who has guided us from the darkness to the lightness.
However, this success would not be achieved without those supports, guidance, advice, help, and encouragement from individual and institution, and I realize that an appropriate moment for me to express my deepest gratitude for Mr Prof. Safrul Muluk, S.Ag., M.A., M.Ed., Ph. D. and to MissAzizah., S.Ag., M.Pd.
as the supervisor for their valuable guidance, advice, support, patience, time, insightful comment, and immense knowledge in completing this thesis. I also want to thank all the lecturers and staffs of English education who have lectured, inspired, and encourage me during my study in the English Education Department of UIN Ar-Raniry.
My special and endless gratitude goes to my lovely family, my father Rusydi Ahmad and my mother Nazariah Usman, who always motivating me, supporting me, praying for me, giving me a lot of love, and giving me the strength to live this challenging life. My thankfulness also goes to my brothers, Haris
Iv
Saputra, Faisal Rusydi, and Akmal Hanif for always helping me; they all are my precious people who make me keep moving forward.
Moreover I would like to express my gratitude to all beloved people behind this scene. I want to address special thanks to all of my friends in English Department of Education who have given me cheerful memories during my study in UIN Ar-Raniry, helped me with the inspiration to finish this thesis.
Finally Irealizes that this thesis is far from being perfect. The criticisms and suggestions for the improvement of this thesis are highly appreciated. The last, hopefully, this thesis gives contributions to the advancement of the education.
Banda Aceh, November 16th 2022 The writer,
Liza Munira NIM. 170203113
v ABSTRACT
Name : Liza Munira
NIM : 170203113
Thesis working title : The Use of Board Game in Teaching Passive Voice by Using Board Game
Main Supervisor : Safrul Muluk, S.Ag., M.A., M.Ed., Ph. D.
Co- Supervisor : Azizah., S.Ag., M.Pd.
Keywords : Passive Voice, Board Game.
This study was designed to consider that passive voice is one of subject to be mastered by learners. Using correct teaching is essential to developing students’
understanding of English especially passive voice. explored the effect of using board game in teaching passive and found out the student’s opinions about using board game to develop their understanding of passive voice at SMAN 1 Baitusalam.
The research was conducted at SMAN 1 Baitussalam involving 17 second-grade students. This research used quantitative pre-experimental research approaches and designs and data-gathering through pre-test, post-test, and questionnaire. The data used in this research is analyzed by using t-test formula. The calculation showed that t score is higher than t table (11.45>1.746), at 0.05 level significance. The data show that the alternative hypothesis (Ha) is accepted. It means that using board game has improved students’ understanding of passive voice. In addition, based on students’ responses to the questionnaire, they consider using board game is a suitable method of teaching passive voice. This finding conforms to the previous study that using board game can help students to improve students’ understanding of passive voice.
vi
TABLE OF CONTENTS
DECLARATION OF ORIGINALITY ... i
ACKNOWLEDGEMENT ... iii
ABSTRACT ... v
TABLE OF CONTENTS ... vi
LIST OF TABLE ... viii
LIST OF FIGURES ... vi
LIST OF APPENDICES ... vii
CHAPTER I INTRODUCTION ... 1
A. Background of the Study ... 1
B. Research Question ... 1
C. Research Aim... 6
D. Research Hypothesis ... 6
E. Significant of the Study ... 6
F. Research Terminologies ... 6
CHAPTER II LITERATURE REVIEW ... 8
A. Concept of Passive Voice ... 8
B. The Concept of Board Game ... 13
C. Conceptual Framework ... 15
CHAPTER III RESEARCH DESIGN/METHODOLOGY ... 17
A. Research Design ... 17
B. Research Sites and Participant ... 18
C. Method of Data Collection ... 19
D. Method of Data Analysis ... 22
CHAPTER IV FINDINGS AND DISCUSSION ... 24
A. The Result of Test ... 24
B. Hypothesis Testing ... 30
C. The analysis of Questionnare... 33
D. Discussion ... 37
vii
CHAPTER V CONCLUSION AND SUGGESTION ... 39
A. Conclusion ... 39
B. Suggestion ... 39
REFERENCES ... 41
APPENDICES ... 45
AUTOBIOGRAPHY ... 45
viii List of Tables
Table 4.1 : TheScores of Pre-Test and Post-Test ... 24
Table 4.2 : TheDistribution Frequency of Pre-Test ... 26
Table 4.3 : TheDistribution Frequency of Post-Test ... 28
Table 4.4 : The Students’ Mean Scores of Pre-test and Post-test ... 29
Table 4.5 : The Difference Scores of Pre-test and Post-test ... 30
Table 4.6 : Analysis of Questionnaire ... 33
ix
List of Appendices
1. The Consent Letter by The Dean of Tarbiyah and Teacher
Training Faculty ... 46
2. The Recommendation Letter of Conducting Research from Faculty of Tarbiyah and Teacher Training ... 47
3. The Confirmation Letter of Conducting Research from SMAN 1 BAITUSSALAM ... 48
4. Lesson Plan ... 49
5. Pre-test and Post-test ... 67
6. T table ... 69
7. Questionnaire ... 70
8. Documentation in teaching leaning process at SMAN 1 BAITUSSALAM Aceh Besar ... 75
9. Autobiography ... 76
1 CHAPTER I INTRODUCTION A. Background of the Study
There are four basic skills in English, namely listening, speaking, reading, and writing. Speaking and writing are considered as a productive skill because they are used to express the language and deliver information. On the other hand, reading and listening are regarded as skills as they are involved in acquiring the language and obtaining information.
Writing is one of basic skills in English known as productive skills.
According to (Husnayaini et al., 2021) writing is different from speaking or other receptive skills. Learners who learn writing not only need a lot of vocabulary in composing paragraph, but also need correct grammar, and writing’s rule in order to be comprehensible. However, grammar is very important by learners who learn writing.
There are many aspects discussed in English Grammar, one of them is passive voice. Passive voice is very important to be known by students who are studying English. As stated by (Basri, 2017) passive voice is one of the components of English grammar, which is included in a significant part the students have to master in order to be able to communicate both oral and writing.
Passive voice is one of grammatical structures which occur when the object of the active sentence structure is changed to be the subject of passive one.
According to (Nuraini, 2019) passive voice and active voice are grammatical structures that play a significant role in the way meaning is conveyed through
written and spoken communication. Passive voice is usually used when the subject (doers) are not important, therefore they might be erased from sentences (the subject disappear).
Based on (Widiati et al., 2018) in passive voices, the process is more important than the subject. This is why, in order to write good sentence, students must understand passive voice. However, many students struggle to write in the passive voice due to a lack of understanding of English grammar and rules, inability to master the past participle verbs, and other issues.
In academic writing, the writer must use many passive sentences. A passive sentence is one in which the subject does not carry out the verbs’ action. In a passive sentence, the verb’s action is directed at the subject. We don’t always want to focus on who is doing an action in academic writing; instead, we want to focus on who is receiving or experiencing the action. Therefore passive voice is very important to be understood by students.
Passive voice is important to be understood by students because students are not speaking English orally but also in written form. It can be seen in English written form the correct or incorrect passive voice pattern they made. In this case, teacher also has an important role to motivated students in learning passive voice.
Based on the observation, most of the students in senior high school especially in SMA N 1 Baitussalam feel that learning English is not easy. They are still confused to know the usage of some differential structures on tenses.
Theresearcher found that the students felt difficult when the teacher asked them to make sentences in the passive voice form. Most of them had known about the rules
of simple present tense, but they are still confused to make a sentence using the rules. In passive voice form, when the active voice uses the simple present tense, the passive voice must be changed into simple present tense.
Many students feel less enthusiastic about learning English for several reasons, one of them is boring. According to (Yusny & Nanda Kumita, 2017) English grammar is one of part of English that often receive complaints by students and is claimed as a boring subject. Many English teachers especially in developing countries still use traditional method in teaching grammar. This method is not very suitable for learners because it makes them feel boring while learning grammar.
However, the researcher interested to use Board game strategies in teaching grammar, especially in teaching passive voice.
Based on the problem above, the researcher interested to use Board game strategies in teaching passive voice at senior high school. Based on (Hunsucker, 2016) board game is usually a flat of cardboard or sometimes plastic that is used by the board game system in order to keep of the current game state. Board games require two or more players, which contrasts with puzzles or video games which are generally solitary activities, though there is the option of other people joining the game. Board game has the important aspect that they are social in nature because they require players to interact meaningfully with other players.
Board game is actually the old game that nowadays can be modified in any form depending on the time and place. Based on (Mardon, 1980)board game have been played thousands years ago. There is evidence of the existence of board games in some of the earliest known human settlements found, with no indication that
these were the first of their kind. However, although this form of entertainment is very old, there are some obvious things in common between the games of our distant ancestors and what we play today.
Board game is one of the games that can be used by the teacher to teach in every part of English. The board game is an outstanding game in the world; the game is familiar and very simple for students to play the game. Moreover, board game is also can be modified by the teacher when the teacher uses it.
According to(Dewi, 2021)board game aims to help teacher difficulties in the classroom and for students to make the students live brave to speak up with another friend. Students can recall their vocabulary from their long-term memory when the students describe based on the picture on the box directly. Furthermore, the game can also increase students’ fluency in speaking ability when playing this game.
Board game is also one of the interesting games to make the students enjoy when they are studying passive voice. By using it, they are expected to improve their skill in catching material of passive voice. Moreover, they can be more active and creative in the learning process.
There are several studies using Board Game, which have been done. The first previous study was conducted by (Tiing & Yunus, 2021) with the title “Board Game in Improving Pupils’ Speaking Skills: A Systematic Review”. In this study, a systematic review was conducted to examine the pupils’ perceptions on the use of board games in learning and speaking, as well as the use usefulness of board game in improving their speaking skills. The result of the study showed pupils’
enjoyed board games as the fun and relaxing gaming atmosphere encouraged them to speak English without feeling fear of making mistakes.
The second previous study was conducted by (Ratminingsih, 2018) she state in her research “Implementasi Board Games dan Pengaruhnya Terhadap Hasil Belajar Bahasa Inggris”. In this study, the researcher used quasi-experimental and collect the data using post-test-only control design. There are 12 experiment groups were given 4 different types of board games, they are Monopoly, Snake and Ladder, and Puzzle, in grades 4, 5, and 6, while 12 control groups were taught without using board game, they are taught as usual using strategies and textbook media. The result of this study proves that board game have an effect on improving students’ English learning outcomes.
Board game has a positive effect on teaching English especially, in teaching passive voice. This strategy can be used to improve English language teaching especially in terms of teaching passive voice.
Because of the problem above, the researcher tried to use Board Game in teaching passive voice. The researcher conducted a research entitled, “The Use of Board Game in Teaching Passive Voice at Senior High School”.
B. Research Question
In this research, the researcher wants to examine the use of Board game in teaching passive voice at senior high school. As a result, a research questions is:
1. Does the application of board game improve students in learning passive voice at SMAN 1 Baitussalam?”
2. What are students’ opinions in learning passive voice by using board game strategy?
C. Research Aim The aim of this study is:
• To find out whether the use of board game improve students in learning passive voice at senior high school students
• To find out the opinions of students in learning passive voice by using board game strategy
D. Research Hypothesis a. Alternative Hypothesis (Ha)
Teaching by using Board Game can improve students’ learning passive voice for Senior High School Student
b. Null Hypothesis (Ho)
Teaching by using Board Game cannot improve students’ learning passive voice for Senior High School Student
E. Significant of the Study
Theoretically, the researcher expect that this study could give a contribution to English teachers in using Board Game because the result of this research could be a learning reference to improve English language teaching especially, in terms of teaching passive voice.
F. Research Terminologies
To avoid misunderstanding in this script, the researcher would like to give some definitions about the keywords.
1 Board game
In the learning process, the teacher required to use some strategies to attract student in learning the material. Board game is one of the strategies that can be used in the class room. Board game is a game with a board, which has some boxes where instructions and questions are written in each box. Board game can be used as an instrument to grab the students’ attention to follow and participate actively during the teaching and learning process. According to (Bayeck, 2020)board game simplify complex problems and systems, which make them suitable for further exploring learning and concepts such as motivation and computational thinking in formal and informal settings.
2 Passive voice
Passive voice is common in scientific writing because writers in this case like to pay more emphasis on facts than o the subject (Teedja, 2019). The passive voice is viewed as a deviation from the active voice. This means that it is a change in the world order of active voice, more precisely, it is the inversion of subject- object position; by that, it is meant that the subject take place of the object and the object takes the place of the subject and by that the object functions as the grammatical subject of the passive sentence.
8 CHAPTER II LITERATURE REVIEW
This section focuses on several topics, which are the concept of passive voice, the concept of board game, and previous study
A. Concept of Passive Voice
a. Definition of Passive Voice
There are many aspects discussed in English grammar, one of them is passive voice. Passive voice is a style of writing where what would be the object of sentences becomes the subject of the sentences. The passive voice writing occurs when something that is ordinarily ”done by” the subject of a sentence is “done by”
the object of a sentence.
According to (Scholastica, 2018) the passive voice is the grammatical concept in which a head noun functioning as the subject of a sentence, clause or verb is affected by the action of a verb or being acted upon by the verb. It means that passive voice is one of the concepts in the grammatical idea that explain where the subject of a sentence, clause or verb is affected by the action of verb.
Passive voice is known as a deviation of active voice. It means that the word order of the active voice is the opposite of the subject-object position, thus, it is meant that the subject takes place of the object and the object takes place of the subject, and by that the object functions as the grammatical subject of the passive sentence.
Based on (Baratta, 2009), the passive voice, while traditionally thought of as contributing to an overall objective tone in academic writing, by means of either
deleting or deemphasizing the subject within a sentence, can also be used to reveal the writer stance. It means that the use of passive voice can help the writer to make his writing simpler.
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 subject of the active verb becomes the object of the passive verb.
In addition, (Rohmah & Nugraha, 2017) defined the definition of passive voice as fellow; passive voice is an important grammatical structure that appears in every form of written and spoken English. She says that knowledge of this construction is vital for reading and writing English in everyday life.
b. The Useof Passive Voice
It seems unreasonable to read and write without having any purpose.
Passive voice is very important in everyday life, especially in the scope of education. The passive voice lends an impersonal tone to the writing which was perceived to be more objective and formal. Traditionally, this tone was considered favorable for scientific writing and authors when they used first-person references, such as “I”, “we”, “my” and “our”, in their academic research papers.
Passive voice is used in writing much more than in speech, and they are used more in some types of writing. According to (Moaddab, 2014) Passive voice is used more in journalism (newspaper, magazines) than in function (novels, stories), but most journalists and function writers use more active than passive voice. However, passive voice is commonly used in all types of scientific and
technical writing. English students should learn how to used passive voice because it is very important for explaining the process and for business situations.
Many authors in his book get into the habit of using passive voice because it is the most common type of voice use uses in academic writing.Academic writing typically refers to active language as more simplistic. (Moaddab, 2014) states that the uses of passive voice are as follows:
1. Use passive voice when we want to emphasize the person or thing acted on.
2. When we focus attention on the “object” of an action, use passive voice 3. When we want to give our writing an objective and impersonal tone, use passive
voice
Besides, (Dabrowska & Street, 2006) study about some native-speakers’
difficulties with the passive voice, it is perhaps little wonder that its use by non- native English language learners often causes problems especially, in written English. As (Hinkel, 2004) points out, English as foreign language (EFL) learners often choose to avoid the difficulties of passive voice when writing in English, and consequently, their writing may sometimes seem simplistic. Increasingly in Southeast Asia, especially in Indonesia, many students are expected to their academic written English. Therefore, given the importance of passive voice in formal, written English, it can help students in order to thrive in their current and future studies.
c. Difficulties of Learning Passive Voice
Passive voice is not a common thing that we use in daily life. Most English learners usually fine difficulties when they learn passive voice. Learning passive
voice in a country where English is not the first language is quite challenging. They have to learn about tenses because when they write passive voice they have to be capable of some tenses.
Based on (Agustini, 2017) there are two common difficulties of learning passive voice that are faced by English learners. The first difficulty is based on the fact that passive voice is less common than active. In fact, active voice is more often used in the English language. Many people learn English by watching or listening to daily conversations, and many of words are in active. However, people who want to learn passive voice have to learn about the rule first.
Besides, passive voice is more often used in written than spoken. Because of the lack of use of passive voice in daily conversation, people will find it a little bit difficult to understand passive voice when they first encounter it. It is easier to make active voice than passive voice in spoken language, for active voice “I ate rice” rather than passive voice “Rice was eaten by me”.
In addition, (Agustini, 2017) states that the second difficulty in learning passive voice is that English learners need to pay attention to tenses. When they want to make sentences in passive voice they need to pay attention to the tenses in the active voice. For examples:
Simple Present Active:
Budi plays football Passive:
Football was played by Budi
Present Continuous Active:
He is painting a view Passive:
The view is being painted by him Present Perfect
Active:
He has painted a view Passive:
The view has been painted by him Past Simple
Active:
Budi played football Passive:
Football was played by Budi Past Continuous
Active:
He was painting a view Passive:
A view was being painted by him Past Perfect
Active:
He had painted a view
Passive:
A view had been painted by him
It is quite challenging for English learners to change active form into passive voice because they have to pay attention not only to the basic change but also the passive voice will be different if it is applied to different tenses.
B. The Concept of Board Game
a Definition Game
Game is an entertaining activity or sport, especially one played by children or the equipment needed for such an activity. (Cambridge Advanced Learner’s Dictionary-3rd Edition). This activity can help children to achieve complete development in terms of physical, moral, intellectual, social, and emotional.
According to (Deesri, 2000), game is considered as a useful and important strategy for stimulating language acquisition. Game is defined as a form of play about competition, rules, and fun. So, educators should use some games in teaching to attract students’ attention, reduce students’ stress and give them the opportunity to communicate effectively.
Game is one unit that cannot be separated in the children’s world. This activity is very fun for children, in playing activities and games they are free to express their idea and there is no pressure because in this activity, it can help children to develop their language development, cognitive development, aspects of social-emotional development, and so on.
b Definition of Board Game
Board game is a game played by two or more people, in the form of board game that has been designed in such a way according to the type of game. It uses board as a material, but generally, it made of thick cardboard. Monopoly, chess, ludo, halma, snakes and, ladders are some well-known of board game. Board game usually uses coins, dice, pawns, cards, and a certain way, according to the rules of each.
This is a fun game to practice passive and active voice of verbs. Students move around the board and change the active sentences into passive sentences. If students answer it correctly they can remain on their group until their next turns. If students answer it incorrectly they must go back to their previous spot and wait until their next turn to try again. The student that reaches the finish square first in the game when their time is up wins.
According to (Falim & Prestiliano, 2018) board game is one type of table top game. Table top game is a game that is played on the table or other flat surfaces.
The board game itself is a type of game are placed or moved on a marked or divided surface according to a set of rules.
Based on (Berland & Lee, 2011) board game is game that provides recreational activities, is played in groups, and can lead them to play competitively, cooperatively, and collaboratively. Furthermore, (Lester & Lee, 2012) states that board games have many advantages in language learning, as long as the teacher clearly determines the linguistic aspects that will be studied by students.
Moreover, (Oren, 2008) states that a board game instead of online digital apps, was chosen to stimulate entrepreneurial experiences because it encourages players to interact with one another without having to hide behind alternative identities or animosity. So, board game can be used to help students in expressing their idea as much as they want.
C. Conceptual Framework
Passive voice is one aspects of grammar. However, teaching passive voice is very important for students who learn English. Additionally, the students’
inability in writing passive voice is related to some issues, including a lack of self- confidence, a lack of grammar’ understanding, lack of enthusiasm in learning passive voice, fear making mistakes, and nervousness.
However, the researcher intended to avoid these issues by introducing board game into passive voice class. This model was chosen because board game can motivate student to be more active in learning passive voice, board game are method that is very helpful for teaching activities, especially in teaching passive voice. As a result, they are used to expressing their thoughts in English. Because passive voice is one of grammar’s aspects that student must learn and the teacher must find models to improve students’ understanding about passive voice. One of the models is through the use of board game.
Board game can be used to improve students’ understanding about passive voice at SMAN 1 Baitussalam. It can motivate and encourage the students to practice English especially passive voice. It made them easy to write passive voice.
So, the students can improve their understanding in writing passive voice.
The researcher applied experimental teaching that has four phases. They are; pre-test, experimental teaching, post-test, and questionnaires. In the end, the researcher gives questionnaires to the students. This aims is to find out the students’
opinion after learning using board game.
Using board game in improving students understating in writing passive voice at SMAN 1 Baitussalam can motivate and encourage the students to practice English especially in writing passive voice. It made them easy to write passive voice.
The conceptual framework of this research is in the following diagram:
Figure 1.1 Conceptual Frameworks Passive voice
Using Board Game
Experimental Teaching
Cycle:
• Pre-Test
• Teaching Experimental
• Post-Test
• Questionnaires
Students’ understanding of passive voice
17 CHAPTER III
RESEARCH DESIGN/METHODOLOGY A. Research Design
The method used in this research is Quantitative method. According to (Apuke, 2017) quantitative research method deals with quantifying and analyzing variables in order to get a result. It involves the utilization and analysis of numerical data using specific statistical techniques to answer the questions.
This research design is an experimental study. The researcher intended to acquire information on the implementation of using board game in teaching passive voice at senior high school (An experimental study at SMAN 1 Baitussalam Aceh Besar).
According to (Sugiyono, 2019) Experimental Research is a quantitative method used to determine the effect of the independent variable (treatment) on the dependent variable (outcome) under specified conditions. In addition, (Harland, n.d.) experimental research is referred to as hypothesis testing or a deductive research method.
The model of pre-experimental design in this study is called “one-group Pre-test Post-test Design”. According to (Taber, 2013) one-group Pre-test Post-test Design involves pre-tested, exposed to an experimental treatment, and then post- tested in order to measure the effectiveness of the treatment. Below is the scheme of the one group pre-test and post-test.
E = O1_______X______O2
Where : E = Experimental group
X = treatment O1 = Pre-test O2 = Post-test B. Research Sites and Participant
Population is any way of individuals that has one or more characteristics in common and that is interest to the researcher. According to (Supardi, 1993) population is a unit of individuals or subjects in an area and time with certain qualities to be studied. Therefore, this study is going to carry out in SMAN 1 Baitussalam. This school is on Kecamatan Baitussalam, Aceh Besar. The population of this study is the second-year students of SMAN 1 Baitussalam Aceh Besar. 122 of them belong to second years which would be population of this study.
The sample is part of the population, which is chosen to participate in the study. The researcher used the purposive sampling technique to take the sample. It is a way of choosing a sample by considering certain characteristics.
By considering several characteristics, class XI MIA 1 was chosen as the sample of this research. There are 17 students in this class. The researcher believed that the class complies with the requirements to be the sample. The researcher found information about class XI 1 by observation. All students in class XI 1 had quite similar to basic competence, high motivation in learning English but less mastery of the subject. The teacher at the school also informed the researcherthat most students in the class were not really good at making sentences especially, using passive voice. Therefore, the researcher interested in choosing that class.
C. Method of Data Collection 1. Test
Test is one of the instruments used in this research. Test is one of the planned measurement efforts used by teachers that try to create opportunities for students to show their achievements in relation to predetermined goals. The expected answer in the test can be in writing, verbally, or inaction.
In this study, the researcher use pre-test and post-test to collect the data.
Pre-test is given to students before treatment to determine the initial ability of students related to the material to be delivered. While post test is given to students after treatment. This is done to determine whether teaching passive voice by using Board Game is effective for senior high school.
2. Experimental Teaching
In order to collect the data, experimental teaching is conducted in this research. Teaching experiments are a sequence of teaching where researchers test hypotheses about how students learn and reason. During the course of the teaching new hypothesis can also be generated. These hypotheses are tested through observations and recording. This study was conducted in five meetings.
a) First Meeting
In the first meeting, the researcher introduced herself and explains the purpose of his coming. After that, the researcher give pre-test to students to find out their ability in writing sentences especially, making passive sentences before treatment. The pre-test consists of a passive voice based on the syllabus and curriculum for senior high school. There are five questions created.
Students had time 30 minutes to answer the questions. After the students finished the question, the researcher gave treatment to the student. It was begun by introducing board game to the students before implementing them. This meeting lasted for 70 minutes.
b) Second Meeting
In the second meeting, the researcher taught passive voice by using board game. The researcher gave the first passive voice material which is related to the students’ syllabus and curriculum for Senior High School. The material will be taught is including the definition of passive voice, the formula of passive voice, and some examples of passive voice. In this meeting, the researcher will divide students into groups; the researcher will give active sentences and each group should change the active sentences into passive sentences. In this meeting, the researcher taught students how to make passive sentences using board game strategy.
c) Third meeting
In the third meeting, the researcher continued teaching passive voice by using board game. The students will divide into groups and each group has their turn to roll the dice. If students answer it correctly they can remain on their group until their next turns. If students answer it incorrectly they must go back to their previous spot and wait until their next turn to try again. The student that reaches the finish square first in the game when their time is up wins. After that, the teacher with students will correct the answers together.
d) Fourth Meeting
In the fourth meeting, the researcher continued teaching passive voice by using board game. A teacher also reviewed the previous lesson and continued teaching passive voice. All of students sit in their group and start to play the game. Each group have chance to roll the dice and answer the question of changing of active voice into passive voice. Like the previous activity, the researcher corrects the answer of each group. The researcher with the students corrects the answer together. This meeting lasted in seventy minutes.
e) Fifth Meeting
In this meeting, the researcher continued to teach students by using board game again. Just like in the previous meeting, the researcher will give some active voice to each group and each group should change active sentences into passive sentences.
Furthermore, the researcher will give post-test to the students. Its purpose was to measure students’ ability in making passive voice after treatments. The material of the test was given based on the syllabus and curriculum for second-year students. The students had time 30 minutes to finish the post-test which consisted of five questions created. To score the post-test, the cumulative score ranged 0 to 100. Each correct answer was scored ten just like in the pre-test.
3. Questionnaire
In this research, the researcher used a close questionnaire with paper as a data collection tool. The researcher gives a questionnaire to students and provides
fifteen questions. This was used to find out the obstacle in learning passive voice by using board game.
D. Method of Data Analysis
After the researcher collect the data from the student’s answers, the researcher use some formula to process it. The formula that is used in this study was analyzed by using statistical procedures. In order to get ‘the result of the average data, I use the formula stated by (Arikunto, 2012):
𝑴 =∑𝐗 𝐧 Where:
M: mean
∑X: the sum of the score N: the number of sample
Then the researcher analyzed and processed it by using statistical calculation. The procedures are as follows:
D= ∑𝑫
𝑵
Where:
D : mean score of difference between pre-test and post-test
∑D : total score of post-test – total score of pre-test N : number of students
The researcher also uses the T-test formula to find out whether both pre- test and post-test have a significant score. Then T-test will be taken from (Arikunto, 2002) is:
𝒕 = D
√∑𝑫𝟐−(∑𝑫)𝟐𝐍 𝐍(𝐍−𝟏)
Where:
𝑡 : The significant of score
D : The mean from different pre-test and post-test D2 : Square of D
N : Number of students
After knowing the test result and students’scores, the researcher obtained thedata of questionnaire by counting percentage of students’ answers in each item of the questionnaires. It is used to identify the students’ respones after being taught using board game to develop students’ understanding of passive voice. Based on (Sudjana, 2008) the formula used is:
𝑷 =𝑭
𝐍 𝐱 𝟏𝟎𝟎%
Where:
P = Percentage F= Frequeancy
N= Number of sample 100% = Constant of value
24 CHAPTER IV
FINDINGS AND DISCUSSION
This chapter includes the data description and data analysis. They are: (A) the analysis of tests, (B) examining hypothesis, (C) the analysis of the questionnaire, and (D) discussion.
A. The Result of Test
In analyzing the data, the researcher used statistical calculation for the tests given for this research. There were two types of tests in this research; pre-test and post-test. The following table shows the result of the pre-tests and post-tests.
Table 4.1
The Score of the Pre-test and Post-test No Students’ initial Pre-Test Post-Test
1 S1 20 60
2 S2 60 80
3 S3 40 80
4 S4 60 80
5 S5 40 60
6 S6 40 60
7 S7 40 60
8 S8 60 80
9 S9 60 80
10 S10 40 60
11 S11 40 80
12 S12 40 80
13 S13 40 60
14 S14 40 80
15 S15 80 100
16 S16 60 80
17 S17 60 80
Total 820 1260
Table 4.1 shows the pre-test and post-test scores from 17 students of passive voice material. After completing the data of pre-test and post-test, the table indicates that the lowest score of the pre-test is 20 and the highest score are 80. In post-tests, the lowest score is 40 and the highest score is 100.
1. Pre-Test
In the pre-test score, the raw scores were gained before the research was conducted. In other words, the raw scores purely represented the students’ ability in learning passive voice before the treatment was given. The researcher calculated the score to find out Mean (M), Range (R), Class Interval (K), and Length of Interval Class (P), by using a statistical formula, which is:
• Computing Mean (M) for Pre-test
M =
∑𝑥𝑁
Based on table 4.1 total score of pre-test is 820 and the total of students is 17, thus the Mean for pre-test is:
M =
∑𝑥𝑁
M =
82017
M = 48.23
• The frequency distribution for pre-test score:
Range (R) = 80-20 = 60
The amount of Class Interval (K) = 1+3.3 log 17
= 1+3.3 (1.23)
= 1+4.05
= 5
Length of Interval Class (P)
= 60
5
=12
The result of students’ scores of pre-tests is presented in the following frequency distribution table:
Table 4.2
The Distribution Frequency of Pre-test Score Class interval
(students score)
Frequency (students)
Percentage of students
20-31 1 6%
32-43 9 52%
44-55 0 0
56-67 6 35%
68-80 1 6%
Total 17 100%
The table shows that the students’ scores spread randomly from 80 which was the highest and 20 which was the lowest. It can be seen that the highest score is 68 until 80 which was only achieved by 1 student; while the lowest score is 20 until 30 was only achieved by 1 student. Based on the table and figure, it can be seen that only 1 student achieved the minimum passing grade (KKM) required by their school which is 73. Therefore, based on the explanation above, it can be noticed that the students’ passive voice understanding was still low.
2. Post-test
After the researcher conducted the treatment, he gave post test to the students. The score of post-tests was gained after the treatment was given. It reflects the raw score obtained after the use of board game in teaching passive voice. The researcher calculated the score to find out Mean (M), Range (R), Class Interval (K), and Length of Interval Class (P) by using statistical formula, which are:
• Computing Mean (M) for Post-test
M =
∑𝑥𝑁
Based on the table 4.1 total score of post-test is 1260 and the total of students is 17, thus the Mean for post-test is:
M =
∑𝑥𝑁
M =
126017
M = 74.11
• The frequency distribution for pre-test score:
Range (R) = 100-60 = 40
The Amount of Class Interval (K) = 1+3.3 log 17
= 1+3.3 (1.23)
= 1+4.05
= 5
Length of Interval Class (P)
= 40
5
=8
The result of students’ score of pre-tests is presented in the following frequency distribution table:
Table 4.3
The Distribution Frequency of Post-test Score Class Interval
(students score)
Frequency (students) Percentage of Student
60-68 6 35%
69-76 0 0
77-84 10 58%
85-92 0 0
93-100 1 6%
Total 17 100%
The table presents the result of post-test score. It is illustrated the students’
post-test score after the treatment was applied. It can be seen the highest score is
100 which increased 20 points from the highest score of pre-test (80). The lowest score of post-test is 60; it shows a significant change where it is up to 30 points from the lowest score of pre-test (20). It can be concluded that the result of the post- test is higher than the score of the pre-test. It means the treatment was successful.
Thus, using board game in teaching passive voice can be recommended as the solution to improve students’ of learning passive voice.
3. Comparison between Pre-test and Post-test Mean Score
After the researcher conducted the pre-test and post-test, the researcher got the result and compared the score both of pre-test and post-test. The researcher obtained of pre-test in the first meeting before teaching the students by using the board game strategy. The score of post-test he got in the last meeting after students were taught by board game. The following chart shows the result of data in both pre-test and post-test.
Table 4.4
The Students’ Mean Scores of Pre-test and Post-test
In analyzing the mean of pre-test and post-test, the researcher used a simple calculation. Both sums of the scores were divided by the number of students. In the pre-test, the sum of score is 820, while in the post-test the sum of scores is 1260.
Pre-test Post-test
48.23 74.11
The number of students who participated in the pre-test and post-test was 17. As the result, the researcher found the mean score of pre-test was 48.23 and the mean score of post-test was 74.11. If the two are compared, it is clear that the mean of post-test score was higher than the mean of pre-test score. It means the treatments given were effective.
B. Hypothesis Testing
In examining the hypothesis, the researcher used the “t” test to determine the significant difference in examining the students’ pre-test and post-test scores.
Firstly, the hypothesis was examined as using board game to improve students in learning passive voice. Secondly, the researcher listed the pre-test and post-test scores to find the different scores among those tests.
According to (Arikunto, 2013), the testing criteria used for the hypothesis result is: if t-test > t-table, it means the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected.
Table 4.5
The difference scores of pre-test and post-test No Students’
initial
Pre-Test (X)
Post-Test (Y)
Difference (D) (X-Y)
Square D2
1 S1 20 60 40 1600
2 S2 60 80 20 400
3 S3 40 80 40 1600
4 S4 60 80 20 400
5 S5 40 60 20 400
6 S6 40 60 20 400
7 S7 40 60 20 400
8 S8 60 80 20 400
9 S9 60 80 20 400
10 S10 40 60 20 400
11 S11 40 80 40 1600
12 S12 40 80 40 1600
13 S13 40 60 20 400
14 S14 40 80 40 1600
15 S15 80 100 20 400
16 S16 60 80 20 400
17 S17 60 80 20 400
N= 17 SUM ∑X=820 ∑Y=1260 ∑D=440 (D)2=1280
0
• Computing mean of Difference (D ) D= ∑𝐷
𝑁
D
=
44017
D= 25.88 = 26
After the researcher computing the mean of pre-test, post-test, and difference; the researcher computing t-test by using the following formula:
𝑡 =
D√
∑𝐷2−(∑𝐷)2 N N(N−1)
=
26√1280−(440)217 17(17−1)
=
26√12800−1936017 17x16
=
26√12800−11388.23 272
=
26√1411.77 272
= 26
√5.190= 26 2.27
t= 11.45
After getting the t-test, the last step was to examine the t-table with the level significance α0.05 with a degree of freedom (df) by using the following formula:
Df=N-1 = 17-1 = 16 is 1.746.
The calculation of Mean score, T-test, and T-table Test Score Mean Difference (D) T-test T-table
Pre-test 820 48.23 25.88 11.45 1.746
Post-test 1260 74.11
The table above explains the significant differences between pre-test and post-test. The researcher used simple calculation to get the mean score (M) of both tests. The mean score of pre-test was 48.23 and the mean score of post-test was 74.11 If we compare that two means of two means of the test, it is clear that the mean score of post-test is higher than the mean score of pre-test. It indicates that
the treatments given were effective.
Furthermore, the researcher analyzed data by using t-test formula. He found the result of t-test was 11.45 and t-table was 1.746. In summary, t-test is higher than t-table (11.45>1.746), so the alternative hypothesis (Ha) of this research is accepted, while the null hypothesis (Ho) is rejected.
C. The analysis of Questionnare
The questionnaire was created to find the students’ obstacles in learning passive voice using board game. The questionnaire consisted of fifteen questions.
Through this treatment, it can be seen the students’ obstacle in learning passive voice. The questionnaire was given to students of class XI MIA 1, totaling 17 students. As mentioned in chapter III, I used the following formula:
P= 𝐹
𝑁
x
100%Furthermore, the result of the questionnaire can be seen in the table below:
Table 4.6
Analysis of Questionnaire No Statement Strongly
agree
Agree Disagree Strongly
disagree
F P F P F P F P
1 Using board game is a new method that I know in
learningpassive voice
4 23.52
%
13 76.47
%
0 0 0 0
2 Using board game is
appropriate for learning passive voice
3 17.64 14 82.35
% 0 0 0 0
3 The learning process become more interesting by using board game
0 0 17 100% 0 0 0 0
4 By using board game, I become more motivated in learning passive voice
2 11.76
%
15 88.23
%
0 0 0 0
5 By using board game I become more confident
5 29.41
%
12 70.58
%
0 0 0 0
6 By using board game, I could express the idea easily
1 5.9% 14 82.35
%
2 11.76
%
0 0
7 By using board game, my grammar in writing passive voice was better
2 11.76
%
15 88.23
%
0 0 0 0
8 Using a board game is a boring method
0 0 0 0 1
7
100% 0 0
9 By using board game, passive voice become easier to be practiced
1 5.9% 16 94.11
% 0 0 0 0
10 I faced some difficulties in learning passive voice by using board game method
0 0 2 11.76
% 1
5 88.23
%
0 0
11 By using board game, the atmosphere of the classroom become more comfortable
3 17.64
% 14 82.35
% 0 0 0 0
12 I could understand passive voice
4 23.52
%
12 70.58
%
0 0 0 0
easily by using board game
13 The teacher had used board game method well
0 0 17 100% 0 0 0 0
14 I still could not write passive voice after learning by using board game
0 0 0 0 1
0 58.82
% 7 41.17
%
15 I like learning passie voice by using board game method
7 41.17
% 10 58.82
% 0 0 0 0
Table 4.6 illustrates the percentages of each statement in the questionnaire.
Overall, the students agree with the statements. There were three kinds of statements. First, the students were about the introduction to using the board game method. They were 1st and 2nd statements. In these statements, most of the participants agree using board game is a new method appropriate for teaching passive voice. Second, they learned about passive voice by using board game; 3rd, 4th, 5th, 6th, 7th, 9th, 10th, 12th, and 14th statements. The method can motivate students to learn English, especially learning passive voice and it helps the teacher to make the students feel more interested and enjoy learning passive voice. Therefore, most students agree using board game can improve their understanding of passive voice.
Furthermore, all students also agree that the method facilitated them to develop their understanding of passive voice and express their ideas about writing passive voice. In these statements, there were three statements negative sentences;
they are statements of 8th, 10th, and 14th. However, the participants disagree with the statements. The result showed that the students responded positively to the
teaching method based on three statements. Third, the statements were about the learning process. There is a 13th statement. Many participants agree with them. The teacher had using board game method well. So, that the teacher could direct the learning instructions and express the material clearly, and the students got feedback from the teacher.
Nevertheless, there were some opinions gained in using board game method to improve students’ understanding of passive voice. They were proved by the response of the respondent to the questionnaire. The opinions were shown by the 7th and 12th statements. Some students could apply grammar correctly by learning passive voice by using board game. Most students can understand passive voice easily when the teacher teaches passive voice by using board game. Fourth are evaluation statements. They were 12th, and 15th. Most of participants agreed that they could understand passive voice easily after the teacher applied board game method. Moreover, they liked learning passive voice by using board game. Using the board game method, they improved their English especially passive voice, which is effective and suitable method for teaching English.
D. Discussion
Based on the data analysis, the researcher would like to discuss the research questions in this research. The first research question was, “Does the application of board game improve students in learning passive voice at SMAN 1 Baitussalam?”
To answer the question, the researcher conducted a test and gave a questionnaire to the students. The researcher taught passive voice by using board game. The pre-test
was given before the treatment, while the post-test was given after the students finished the treatment.
The result of pre-test and post-test showed a significant difference, as explained in the data analysis. Based on the calculation the mean score of the pre- test was 48.23, and the post-test was 74.11. The test result showed that there were improved students in learning passive voice at SMAN 1 Baitussalam. The student’s understanding of passive voice was improved after using board game. It was proved that the mean score of post-test was higher than pre-test.
Furthermore, the result of data analysis showed that the tscore 11.45 and the ttable at the significant level of α0.05 is 1.746. Thus, the data shows that t0 was higher than ttable (11.45>1.746). The data indicated that the alternative hypothesis (Ha) was accepted, and the null hypothesis (H0) was rejected. Consequently, the hypothesis accepted was that the use of board game improves students in learning passive voice. Based on the data analysis, using board game is appropriate for teaching passive voice.
This research supported the previous study by (Se-diy et al., 2011)as an English Language Education student of Universitas Ahmad Dahlan, (Elin Ermasari-FITK, n.d.) as an English Language student of Syarif Hidayatullah State Islamic University, and (Tiing & Yunus, 2021) as the students of University Kebangsaan Malaysia. They said that using board game was an effective method of improving students English skills especially passive voice. By using board game, students were easy to understand English skill especially passive voice.
In addition, to answer the second research question, “What are students’
opinions in learning passive voice by using board game strategy?” The questionnaire result showed that using board game motivated the students to learn passive voice. This result is also relevant to the opinion of (Wulandary, 2012) which mentions that the students were motivated and interested learning speaking by using pictures, and the questionnaires is modified by writer that asking to the student about learning passive voice by using board game. So, it helps the teacher to make them interested and enjoy English, especially passive voice. Moreover, the method facilitated the students to improved students understanding of passive voice.
Therefore, the method has changed the situation of the learning become enjoyable and enhanced students’ English skills, especially passive voice.
39 CHAPTER V
CONCLUSION AND SUGGESTION A. Conclusion
After conducting her research at SMAN 1 Baitussalam and getting the result of statistical analysis, the researcher needs to conclude several conclusions. First, using board game in teaching passive voice, it can improve students’ understanding of passive voice. It can be seen from the result of pre-test and post-test. The student’s score in the post-test is higher than in the pre-test. The highest score in the post-test is 100, while the highest score on pre-test is 80.
Furthermore, the lowest score on post-test is 60, while the lowest score on pre-test is 20. It means there were some improvement or a slight increase in both pre-test and post-test. It was also proved by the statistical analysis. The T-test was higher than T-table, which means the hypothesis or alternative hypothesis (Ha) was accepted, “The Use of Board Game in Teaching Passive Voice at Senior High School”
B. Suggestion
Based on research findings, some suggestions are addressed for English teachers, language learners, and other researchers. The suggestions are as follow:
a. For English Teacher
For the sake of improvement of students’ understanding of passive voice, English teacher are suggested to select and present material that is appropriate to the student’s level and need. In teaching passive voice (simple present tense), the teacher also required implementing strategies that interest students’ motivation to
improve it. They need to be motivated that the passive voice was also an important part of English which the students need to master in both oral and written.
b. For Language Learner
There are several suggestions for students in learning passive voice such as; the students should develop their motivations because it was an important part of English learning, the students must learn more about how to write passive voice in simple present tense since the result showed that they had a problem in writing passive voice for that tense, and the students must answer every question which is given by teacher in bravely without afraid to answer false.
c For other Researcher
The researcher suggest other researchers conduct similar studies from different perspective of passive voice, consequently, the result may have positive contribution about the use of board game in teaching passive voice. Besides, future researchers are suggested to investigate the effectiveness of using board game in teaching other skills in English like listening, speaking, and reading. Hopefully, using board game may have a significant impact on other skills as well.
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APPENDICES APPENDIX 1
APPENDIX 2
