improving students’ understanding in learning...
TRANSCRIPT
i
IMPROVING STUDENTS’ UNDERSTANDING IN
LEARNING PASSIVE VOICE OF PRESENT
CONTINUOUS TENSE THROUGH
PATTERN DRILLS
(An Action Research Study at First Grade at SMK BINA INSANI Tangerang)
By:
AHMAD EFFENDI
206014000100
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2013
ii
IMPROVING STUDENTS’ UNDERSTANDING IN LEARNING PASSIVE
VOICE OF PRESENT CONTINUOUS TENSE THROUGH
PATTERN DRILLS
(An Action Research Study at First Grade at SMK BINA INSANI Tangerang)
A “Skripsi”
Presented to the Faculty of Tarbiyah and Teacher’s Training
in a Partial Fulfillment of the Requirements
for the Degree of S.Pd. (Bachelor of Art) in English Language Education
By:
AHMAD EFFENDI
206014000100
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2013
iii
ENDORSEMENT SHEET
The “Skripsi” (Scientific Paper) entitle “IMPROVING STUDENTS’
UNDERSTANDING IN LEARNING PASSIVE VOICE OF PRESENT
CONTINUOUS TENSE THROUGH PATTERN DRILL” (An Action Research Study at
First Grade at SMK BINA INSANI Tangerang), written by AHMAD EFFENDI, student’s
registration number 206014000100 was examined in the examination session of the
Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic
University Jakarta on June, 2013. The “skripsi” has been accepted and declared to have
fulfilled one of the requirements for the degree of “S.Pd” (Bachelor of Arts) in English
Language Education at the English Education Department.
Jakarta, June, 2013
iv
DEPARTEMEN AGAMA
UNIVERSITAS ISLAM NEGERI (UIN)
SYARIF HIDAYATULLAH JAKARTA
FAKULTAS ILMU TARBIYAH DAN KEGURUAN
Jl. Ir. H. Juanda No.95 Telp: (62-21) 7443328, 7401925
Ciputat 15142 Jakarta Email: [email protected]
SURAT PERNYATAAN KARYA SENDIRI
Saya yang bertanda tangan dibawah ini,
Nama : Ahmad Effendi
Tempat/Tanggal lahir : Tangerang, 1 Maret 1986
NIM : 206014000100
Program Studi : Pendidikan Bahasa Inggris
Judul Skripsi : Improving Students’ Understanding in Learning Passive Voice
of Present Continuous Tense through Pattern Drills (An Action
Research Study at First Grade at SMK BINA INSANI
Tangerang)
Dosen Pembimbing : Drs. Nasrun Mahmud. M.Pd
Dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya saya
sendiri dan saya bertanggung jawab secara akademis atas apa yang saya tulis.
Pernyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah.
Tangerang, 05 Juni 2013
Mahasiswa Ybs
Ahmad Effendi
NIM. 206014000100
v
ABSTRACT
Ahmad Effendi. 2013. Improving Students’ Understanding in Learning Passive Voice
OF Present Continuous Tense through Pattern Drills (An Action Research Study at First
Grade at SMK Bina Insani Tangerang), Skripsi, English Education Department, The
Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic
University Jakarta.
Advisor : Drs. Nasrun Mahmud, M.Pd.
Keywords : Students’ Understanding, Passive Voice of Present Continuous Tense
through Pattern Drills
This study is aimed to know whether improve students’ understanding of
Passive Voice of Present Continuous Tense at class X.AK of SMK Bina Insani
Tangerang.
This study is categorized as the Classroom Action Research (CAR) method in
which it is used to identify and to solve the problem on students’ understanding of
Passive Voice of Present Continuous Tense. In this Classroom Action Research, the
writer implements Kurt Lewin’s design. Meanwhile, the data derived from the
interview, questionnaire, observation, and test (pretest and posttest).
Based on the research findings, it can be said that the use of Pattern Drills
technique in teaching Passive Voice of Present Continuous Tense is success since the
criteria of success is achieved. The criterion of success of this research is 70% of
students who can pass the Kriteria Ketuntasan Minimal (KKM). Which are 70. And the
result of the posttest two shows that there are 90.32% or 28 students pass the KKM.
Besides, the significant improvement is proven by the result of interview, observation,
and questionnaire. To sum up, the result of interview, observation, and questionnaire
shown that students have a good improvement in learning passive voice of Present
Continuous Tense after implementing Pattern Drills technique in the teaching learning
process.
vi
ABSTRAK
Ahmad Effendi. 2013. Improving Students’ Understanding in Learning Passive Voice
OF Present Continuous Tense through Pattern Drills (An Action Research Study at First
Grade at SMK Bina Insani Tangerang), Skripsi, English Education Department, The
Faculty of Tarbiyah and Teachers’ Training, Syarif Hidayatullah State Islamic
University Jakarta.
Pembimbing: Drs. Nasrun Mahmud, M.Pd.
Kata Kunci: Pemahaman Siswa, Passive Voice Present Continuous Tense, Pattern
Drills
Penelitian ini bertujuan untuk mengetahui apakah tehnik Pattern Drill dapat
meningkatkan pemahaman siswa terhadap Passive Voice Present Continuous Tense.
Penelitian ini dikategorikan sebagai Penelitian Tindakan Kelas (PTK); untuk
mengidentifikasi dan mengatasi permasalahan pemahaman siswa pada materi Passive
Voice Present Continuous Tense. Adapun model Penelitian Tindakan Kelas yang
digunakan menganut pada model penelitian Kurt Lewin . Data yang diperoleh berasal
dari wawancara terhadap guru, angket untuk murid, observasi di kelas, dan test (pretest
dan posttest).
Berdasarkan hasil penelitian, menunjukan bahwa tehnik Pattern Drill ini dalam
pengajaran Passive Voice Present Continuous Tense berhasil, karena criteria
kesuksesan dapat dicapai. Kriteria kesuksesan peneletian ini adalah 70% persen siswa
dapat mencapai nilai Kriteria Ketuntasan Minimal (KKM) yaitu 70. Dan hasil posttest
ke-dua menunjukan bahwa 90.32% atau 28 siswa mencapai Kriteria Ketuntasan
Minimal (KKM). Peningkatan yang signifikan dibuktikan dari hasil interview, observasi
dan angket. Singkatnya, hasil dari interview, observasi dan angket menunjukan bahwa
siswa mengalami perkembangan yang baik dalam mempelajari Passive Voice Present
Continuous Tense setelah di terapkan dalam proses belajar mengajar.
vii
ACKNOWLEDGEMENT
All praise be to Allah, the Beneficent and the Merciful, Who has given the writer
His love and compassion to finish the last assignment in his study. Peace and Salutation
be upon to the prophet Muhammad Saw, his family, his companion, and his adherence.
On this occasion, the writer would like to give his great honor and deepest
gratitude to his beloved parents: H. Ahad and Hj. Omsanih. And whole family who
always gives their love, support, motivation, and advice in accomplishing his study.
The writer also would like to express his sincere gratitude to his advisor, Drs.
Nasrun Mahmud, M.Pd who has patiently given his valuable help, guidance, and
corrections to finish this skripsi.
The writer also realizes that he would never finish writing this skripsi without
the help of some people around him. Therefore, he would like to say a lot of thanks to:
1. All lecturers and staffs of English Education Department.
2. Drs. Syauki, M.Pd., the head of English Education Department.
3. Neneng Sunengsih, M.Pd., the secretary of English Education Department.
4. Dra. Nurlena Rifa’i, MA, Ph.D the Dean of the Faculty of Tarbiyah and Teachers’
Training Syarif Hidayatullah State Islamic University Jakarta.
5. Drs H. Musa Kaisan, the principle of SMK Bina Insani Tangerang
6. Syifa Fauziah S.Pd, the English teacher of SMK Bina Insani Tangerang.
7. All friends in English Department 2006/2007, his beloved friends Dian Harry
Maulana, Hijri Rahman, Zulmi Alfarabi, Fikriandi, Parwono, Ibrahim Hasan, Akbar
Khadafi, Joko Susanto, Ady Mulyanto, Fahmi, Eka Oktavia, Moh Wildan, and all
friends of English Education Department that writer can not mention one by one.
Thanks for the advice, kindness, support, and everything.
The words are not enough to say any appreciations for their help and
contributions on this skripsi. May Allah SWT protect and give them happiness
throughout their life. Finally, the writer realizes that the skripsi is far from being perfect.
It is a pleasure for him to receive constructive critiques and suggestions from the
readers.
Jakarta, June 2013
The Writer
viii
TABLE OF CONTENT
TITLE ............................................................................................................ i
APPROVAL ................................................................................................. ii
ENDORSEMENT ......................................................................................... iii
SURAT PERNYATAAN KARYA SENDIRI ............................................. iv
ABSTRACT .................................................................................................. v
ABSTRAK ..................................................................................................... vi
ACKNOWLEDGEMENT ............................................................................ vii
TABLE OF CONTENT ................................................................................ viii
LIST OF TABLES ........................................................................................ x
LIST OF FIGURE ....................................................................................... xi
LIST OF APPENDICES ........................................................................ xii
CHAPTER I : INTRODUCTION
A. Background of the Study ............................................ 1
B. Limitation and Formulation of the Problem ................ 3
C. Objective of the Research .......................................... 3
D. Contribution of the Research.......................................... 3
E. The Organization of the Writing ............................... 4
CHAPTER II : THEORETICAL FRAMEWORK
A. English Tenses ........................................................... 5
1. Kinds of English Tenses ....................................... 5
2. Forms of English Tenses ...................................... 6
3. The Present Continuous Tense ............................. 9
B. The Passive Voice ...................................................... 11
C. The Passive Voice of the Present Continuous Tense .. 15
D. Pattern Drills .............................................................. 18
1. The Understanding of Pattern Drill ....................... 18
2. The Kinds of Pattern Drill ..................................... 20
3 The Procedures of Pattern Drill ............................ 23
E. The Use of Pattern Drill in Teaching Passive form of
Present Continuous Tense .......................................... 23
CHAPTER III : RESEARCH METHODOLOGY
A. The Method of Research ..................................................... 26
B. The Subject and the Object of Study .................................... 26
C. The Writer’s Role on the Study .......................................... 27
ix
D. The Time and Place of The Study ....................................... 27
E. The Research Design ............................................................ 27
F. The Classroom Action Research Procedures ....................... 30
a. Planning Phase .................................................... 30
b. Acting Phase ....................................................... 30
c. Observing Phase ........................................................ 30
d. Reflecting Phase ................................................. 31
G. Instrument of The Research ........................................ 31
H. The Technique of Collecting Data .............................. 31
1. Interview .............................................................. 32
2. Observation .......................................................... 32
3. Test ..................................................................... 32
I. Technique of Data Analysis ....................................... 33
CHAPTER IV : RESULT AND DISCUSSION
A. Before Implementing The Action ............................... 35
1. The Result of Pre Interview .................................. 35
2. The Result of Pre Observation ............................. 37
3. The Result of Pre Test ......................................... 37
B. The Implementation of Classroom Action Research .... 38
1. CYCLE 1 .................................................................... 38
a. Planning ............................................................... 38
b. Acting ................................................................... 38
c. Observing ............................................................. 39
d. Reflecting ............................................................. 40
2. CYCLE 2 ..................................................................... 41
a. Planning ............................................................... 41
b. Acting ................................................................... 41
c. Observing ............................................................. 42
d. Reflecting ............................................................. 42
C. The Discussion of the Data After CAR ......................... 43
1. The Result of Post Interview .................................... 43
2. The Result of The Post Test .......................................... 44
CHAPTER V : CONCLUSION AND SUGGESTION
A. Conclusion ................................................................. 52
B. Suggestion ................................................................. 53
BIBLIOGRAPHY ........................................................................................ 54
APPENDICES ............................................................................................... 56
x
LIST OF TABLES
Table 2.1 The Schedule of the Research ........................................... 6
Table 2.2 The Blueprint of Pre Questionnaire .................................. 7
Table 2.3 The Blueprint of Post Questionnaire .................................. 8
Table 2.4 The Result of Pre Questionnaire ........................................ 13
Table 4.1 The Students’ Grammer Seore of Pretest, Posttest 1 And
Posttest .............................................................................. 45
xi
LIST OF FIGURES
Figure 3.1 Kurt Lewin’s Action Research Design .................................. 28
Figure 3.1 The Phases of Classroom Action Research Modified by
The Writer ........................................................................... 29
xii
LIST OF APPENDICES
Appendix 1 Interview for the English Teacher before the Action ......... 56
Appendix 2a The Lesson Plan of Cycle 1 ................................................ 59
Appendix 2b The Lesson Plan of Cycle 2 ................................................ 63
Appendix 3 The Questionnaire for Students Before the Action ............. 67
Appendix 4a The Blueprint of Pretest ..................................................... 67
Appendix 4b The Blueprint of Posttest 1 ................................................. 68
Appendix 4c The Blueprint of Posttest 2 ................................................. 68
Appendix 6a The Question of Pretest ...................................................... 69
Appendix 6b The Question of Posttest 1 ................................................. 72
Appendix 6c The Question of Posttest 2 ................................................ 75
Appendix 7a Arrange Word Game Material Cycle 1 .............................. 78
Appendix 7b Arrange Word Game Material Cycle 2 .............................. 79
Appendix 8a Arrange Word Game Answer Sheet Cycle 1 ...................... 80
Appendix 8b Arrange Word Game Answer Sheet Cycle 2 ...................... 81
Appendix 9a Observation Sheet of Cycle 1 ........................................... 82
Appendix 9b Observation Sheet of Cycle 2 ........................................... 84
Appendix 10a Field Note Cycle 1 ........................................................... 86
Appendix 10b Field Note Cycle 2 ........................................................... 88
Appendix 11 The Questionnaire for Students after the Action ............... 91
Appendix 12 The Student’s Score .......................................................... 93
Appendix 13 The Graph of Students’ Score ........................................... 94
Appendix 14 Interview for the English Teacher after the Action ............. 95
1
CHAPTER I
INTRODUCTION
This chapter presents the general account of the present study. It covers
background of the study, formulation of the problem, objective of the study,
method of the study and significance of the study.
A. Background of the Study
People use language for doing things with each other because people as a
homohominisocious, and their use of language itself is joint action.1 By language,
they understand each other, and interest as part of a society. There are many
languages used in this world, such as English, Indonesian, Arabic, Chinese,
French, Japanese, and many others. One of the languages used in this world is
English language, and now English becomes an international language.
Every human being who speaks a language knows its grammar. When
linguists wish to describe a language, they attempt to describe a language.2
Grammar is one of the important aspects in teaching and learning English. Every
student has to understand English grammar, because grammar has the core
position in learning English language. Without learning grammar, the student
cannot use English well. Obviously, for example the students need to know about
tenses, they may have difficulty to different between Past Tense, Present Tense,
and Future Tense, and any other grammar materials.
One of tenses which make student confused is Present Continuous Tense,
because when they are demanded to speak based on the tenses, they have to be
aware about the verb forms and the time, and also they have to different between
the activity that is in progress or not, unlike the Indonesian language patterns
where the time and the verb forms are regardless. Beside the Present Continuous
Tense is stated in curriculum for the first grade of Senior High School.
1Clark H. Clark, Using Language, (New York: -Cambridge university press, 2008), p.
387. 2Victoria Fromkin and Robert Rodman, an introduction to language, ( London: - HBC
publishers 1998) P.14
2
Generally, the student felt confused to change an active voice of Present
Continuous Tense into a passive voice of Present Continuous Tense, because in
the Passive Voice, the object of an active verb becomes the subject of the passive
verb.3 Passive voice is generally difficult to be understood because of its rule and
formula which are dissimilar with active voice.
The important aspects in learning foreign language are the method of
teaching. The method of teaching can help the teacher to solve the student‟s
learning problem. Teaching methods can best be defined as the types of principles
and methods used for instruction. There are many types of teaching methods,
depending on what information or skill the teacher is trying to convey. For
effective teaching to take place, a good method must be adopted by a teacher. The
teacher may write lesson plans of their own, borrow plans from other teachers, or
search online or within books for lesson plans. When deciding what teaching
method to use, a teacher needs to consider students' background knowledge,
environment, and learning goals. Teachers are aware that students learn in
different ways, but almost all children will respond well to praise. Students have
different ways of absorbing information and of demonstrating their knowledge.
Teachers often use techniques which cater to multiple learning styles to help
students retain information and strengthen understanding.4
Many methods are used in teaching English language, such as grammar
translation method, direct method, oral approach, situational language teaching,
audio-lingual method, total physical response, the silent way, communicative
language teaching, natural approach, cooperative language teaching, competency-
based language teaching, games method, collaboration method and any others
method.
3Betty SchrampferAzhar, Understanding and Using English Grammar, (New York:
Longman, 2002), p.208 4Wikipedia, Teaching Method.http://en.wikipedia.org/wiki/Teaching_method
3
The writer is interested in discussing about one of the grammar parts that
is passive voice. In this research the writer focuses on the Passive form of Present
Continuous Tense. The writer considers that it is necessary to find out the best
techniques in teaching grammar that appropriate and interesting related to
students‟ condition. Students in the X grade Accountancy at SMK Bina Insani
Tangerang are chosen by the writer to do his research. The teacher and the writer
try to find out an appropriate strategy to improve students‟ understanding in
learning passive form of Present Continuous Tense better that is by using pattern
drill. It is giving the class practice in making changes to grammar pattern.
B. Limitation and Formulation of the Problem
The problem that will be discussed in this „skripsi‟ is limited only to
improving students‟ understanding of the passive form of Present Continuous
Tense.
The formulation of the problem which is going to be discussed in this
„skripsi‟ is as follows: “Can pattern drill improve students‟ understanding in
mastering the passive form of Present Continuous Tense?” In addition, “How can
pattern drill improve students‟ understanding in mastering the passive form of
Present Continuous Tense?”
C. Objective of the Research
The objective of the research is to know whether or not pattern drill can
improve students‟ understanding in mastering the passive form of Present
Continuous Tense, and also to know how pattern drill can improve students‟
understanding in mastering the passive form of Present Continuous Tense for the
first year students at SMK Bina Insani Tangerang
D. Contributions of the Research
The contributions of this research are conveyed to someone first, for the
teacher, it gives the alternative solution in teaching passive form of Present
Continuous Tense. Second, for students, it assists them to solve their problems in
4
passive form of Present Continuous Tense and it can help them to improve their
knowledge of structure and creative thinking skills. Third, for the institution of
SMK Bina Insani Tangerang, it can be beneficial regarding to improve the
education quality.
E. The Organization of the writing
This „skripsi‟ is divided into five chapters. The First chapter discusses The
Introduction which consists of five parts; The Background of Study, Limitation
and Formulation of the Problem, Objective of the Research, Contributions of the
Research, and The Organization of the Writing.
The Second chapter discusses about The Theoretical Framework of the
research which is divided into three parts. Part A discusses about English Tenses,
Kinds of English Tenses, Form of English Tenses, and the Present Continuous
Tense. Part B discusses about Passive Voice. Part C discusses about The Passive
Voice of Present Continuous Tense. Part D discusses about Pattern Drills, the
Understand of Pattern Drills, The Kinds of Pattern Drills, The Procedures of
Pattern Drill, The advantage and disadvantage of Pattern Drills. Part E discusses
about The Use of Pattern Drill in Teaching Passive Form of The Present
Continuous Tense.
The Third chapter discusses about The Research Methodology, which
covers The Method of Research, The Subject and Object of Study, The Writer
Role of the Study, The Time and Place of the Study, The Research Design, The
Classroom Action Research (CAR) Procedures, Planning Phase, Acting Phase,
Observing Phase, Reflecting Phase, Instrument of the Research, The Technique of
Collecting Data and The Technique of Data Analysis.
The fourth chapter discusses about The Result and Discussion of the
Research that consists of Before Implementing the Action, The Implementation of
CAR and The Discussion of Data after CAR. The fifth chapter deals with
Conclusion and Suggestion.
5
CHAPTER II
THEORETICAL FRAMEWORK
This chapter covers some theories related to the study. The discussion
focuses on The Passive form of Present Continuous Tense and Pattern Drill
A. English Tenses
1. Kinds of English Tenses
According to A.S. Hornby, Tenses refers to an action, activity or state that
may occur in Past, Present and Future1, therefore there are three tenses in
language, Past, Present, and Future. It is in line with Kam Chuan Aik who defined
that the tense refers to indication of time by the form of the verb or verb phrase,
whether an action is a past, present, and future.2
Meanwhile, Sydney Greenbaum defined that the tenses is a grammatical
category that is realized by verb inflection3. Other definition from Michael San
said, “The verb forms which show differences in time are called tenses”. Tenses
are formed either by changing the verb (e.g. know, knew, work, worked), or by
adding auxiliary verbs (e.g. will know, had worked) according to those
definitions, the word „tense‟ stand for a verb or series of verbs used for declare a
time relation.
There are many kinds of tenses in grammar; they are Simple Present
Tense, Present Continuous Tense, Present Perfect Tense, Present Perfect
Continuous Tense, Simple Past Tense, Past Continuous Tense, Past Perfect Tense,
Past Perfect Continuous Tense, Simple Future Tense, Future Continuous Tense,
Past Future tense, Past Future Continuous Tense.
1 A.S Hornby, guide to Pattern and usage in English, (New York: Low Price Inc,
1975),p. 78 2KamChuanAik and Kam Kai Hui, Longman Dictionary of grammar and Usage,
(Addison wesley Longman Singapore Pte Ltd, 1992),p.294 3 Sidney Greenbaum and Randolph Quirk, Student’s Grammar of The English Language,
(London: Pearson Education Limited, 1990)p.47
5
6
2. Forms of English Tenses
According to A.J. Thomson and A.V. Martinet, the forms of
English Tenses of Simple Present, Present Progressive, Simple Past, Past
Progressive, Past Perfect, Simple Future, Be Going to, Future Perfect, they
are;
a. Affirmative
To make affirmative statement by using this formula
SUBJECT + (TO BE) + Verb + Complement
Table 2.1
No Tenses Subject Rule example
1
2
3
4
5
6
7
8
9
Simple
Present
Present
progressive
Present
perfect
Simple past
Past
progressive
Past perfect
Simple future
Be going to
Future perfect
I, You,
We, They,
She, He, It
S + verb 1 (s/es) +
complement
S+(am, are, is)+ verb +
ing + complement
S + have/has + verb 3 +
complement
S + verb 2 + complement
S + (was/were) + verb +
ing + complement
S + had + verb 3 +
complement
S + will + verb 1 +
complement
S +(am, is, are) + going
to +verb 1+ complement
S + will + have + verb 3
+ complement
I speak English
I am speaking
English
I have spoken
English
I spoke English
I was speaking
English
I had spoken
English
I will speak
English
I am going to
speak English
I will have spoken
English
7
b. Negative
To make Negative statement, put “not” after the auxiliary
SUBJECT + (TO BE) + Not + Verb + Complement
Table 2.2
N Tenses Subject Rule example
1
2
3
4
5
6
7
8
9
Simple present
Present
progressive
Present perfect
Simple past
Past progressive
Past perfect
Simple future
Be going to
Future perfect
I, you, we,
they, she,
he, it
S + do not/ does not + verb 1 +
complement
S+(am, are, is)+ not + verb –
ing + complement
S + have/has + not + verb 3 +
complement
S + did + not + verb 1 +
complement
S + (was/were) + not + verb –
ing + complement
S + had + not + verb 3 +
complement
S + will + not + verb 1 +
complement
S +(am, is, are) + not + going
to +verb 1+ complement
S + will + not + have + verb 3
+ complement
I don‟t speak English
I am not speaking
English
I have not spoken
English
I did not speak
English
I was not speaking
English
I had not spoken
English
I will not speak
English
I am not going to
speak English
I will not have
spoken English
8
c. Interrogative
To make Interrogative statement, put “be” before the subject
Table 2.3
No Tenses Subject Rule example
1
2
3
4
5
6
7
8
9
Simple Present
Present
Progressive
Present Perfect
Simple Past
Past
Progressive
Past Perfect
Simple Future
Be Going To
Future Perfect
I, you,
we, they,
she, he, it
Do/does + S + verb 1
(s/es) + complement?
(Am, Are, Is) + S+ verb –
ing + complement?
Have/Has + S +verb 3 +
complement?
Did + S + verb 1 +
complement?
(Was/Were) + S + verb –
ing + complement?
Had +S + verb 3 +
complement?
Will +S + verb 1 +
complement?
(Am, Is, Are) +S + going
to +verb 1+ complement?
Will + S +have + verb 3 +
complement?
Do I speak
English?
Am I speaking
English?
Have I spoken
English?
Did I speak
English?
Was I speaking
English?
Had I spoken
English?
Will I speak
English?
Am I going to
speak English?
(TO BE) +SUBJECT + Verb + Complement?
9
Will I have
spoken English?
3. The Present Continuous Tense
The Present Continuous Tense expresses an activity that is in progress at
the moment of speaking. It is a temporary activity that began in the past, is
continuing at present, and will probably end at some point in the future.4
According to Ron Cowan, Present Continuous Tense is formed with a
Present form of be(i.e., am, is, are) and the present participle of the main verb5,
for example:
John is eating bread right not.
I need an umbrella because it is raining
The students are sitting at their desks right now
The formation of preset continuous tense is concluded as bellow:6
SUBJECT + BE + VERB+ING
Affirmative and negative Interrogative
4Azar, Understanding …, p. 13
5 Ron Cowan, The Teacher’s Grammar of English, (Cambridge: Cambridge University
Press, 2008), p.362. 6Margaret Close Sacco, The Simple Present and Progressive present tense , (Ottawa:
Canada, 1982),p. 11
Subject Be Verb+ing
He is
doing
She isn't
It
you are
They aren't
We
Be Subject Verb+ing
Is He
Doing?
Isn't She
It
are you
aren't They
We
am
I am not
10
Furthermore, here are some functions of usage Present Continuous Tense
declared by Marianne and Celce and Diana Larsen:
a. Activity in progress:
He is attending a meeting now.
b. Extended present (action will end and therefore lacks the permanence
of the Simple Present Tense)
I am studying geology at the University
c. A temporary situation:
Phyllis is living with her parent
d. Repetition or iteration in a series of similar ongoing action:
Henry is kicking the soccer ball around the backyard
e. Express future (when event is planed; usually with a future – time
adverbial)
She is coming tomorrow
f. Emotional comment on present habit (usually co-occurring with
frequency adverb always or forever):
He is always delivering in a clutch situation (approving)
He is forever acting up at these affairs. (disapproving)
g. A change in progress:
She is becoming more and more like her father7
In addition, other perceptions of the usage of Present Continuous Tense
sated by Ron Cowan are:
h. Giving statement more emotional strength and intensity:
This operation is really costing a lot of money
i. Focusing on behavior as a change from the norm
You are being stubborn8
7Marianne Celce Murcia and Diane Larsen Freeman, The Grammar Book, (New York:
Heine and Heinle publishers, 1999), p.117 8Ron Cowan, The Teacher’s Grammar of English, (Cambridge: Cambridge University
Press, 2008), p.363
11
B. The Passive Voice.
Passive voice is the opposite of active voice in sentence pattern, in the
passive voice, the object of an active verb becomes the subject of the passive
verb9, in other word the object in the active sentence moved into subject position
in the passive sentence. Both show different understanding and function and have
dissimilar rule in use. In case of this research, there will be only passive voice is
explained more rather than one.
In forming passive voice, there are three ways of forming passive voice,
such as (1) The object in the active sentence moved into subject in position in the
passive sentence, (2) the subject moved to the end of the sentence and by was
inserted before it – the sentence now has an agent by phrase, (3) The main verb
was changed to its past participle form and the appropriate form of be was
inserted before it.10
As example bellow:
Active voice “I am speaking English”
Changed into passive voice:
“English is being spoken by me”
A verb is said to be in the active voice when it expresses an action
performed by its subject. A verb is in the passive voice when the action it
expresses is performed upon its subject. The object of the active sentence has
become the subject of the passive one. The subject of the active sentence is
expressed in the passive sentence only in prepositional phrase. In fact, it can be
omitted from the passive sentence altogether. The verb in a passive sentence is
always a verb phrase that includes a form of the verb be and the past participle of
the main verb. If other helping verbs appear in the active sentence, they must also
be included in the passive11
. Here some examples of related active and passive
sentences:
9Betty Schrampfer Azhar, Understanding and Using English Grammar, (New York:
Longman, 2002), p.208 10
Ron Cowan,The Teacher’s Grammar of English (Cambridge: Cambridge University
Press, 2008), p. 392. 11
John E Warriner, English Grammar and Composition, (New York: Harcout Brain
Javanovich Publisher, 1982), p. 166
12
S O
ACTIVE : Hasan is writing a letter
S
PASSIVE :A letter is being written by Hasan
S O
ACTIVE : Sadam has taken a book
S
PASSIVE : A book has been taken by Sadam
In the sentence above, Hasan and Sadam are the subject who performs
the action which is wrote andtook. It will be different if the active sentence above
changed into the passive voice. Hasan and Sadam as the subject of active
sentence will become an object who receives the action or in other word, it can be
said that the action it expresses which is wrote and took are performed upon its
subject which is Hasan and Sadam.
Every sentence, at least, contains of a subject and a verb. Based on the
explanation above, a sentence which has no object, or it is usually called
intransitive, will not be able to be turned into passive voice. This occurs because
in passive sentence, its subject is derived from the object of active sentence. As
what Azar writes, “Only transitive verbs are used in the passive. It is not possible
to use intransitive verbs in the passive”.12
The passive occurs in all tenses, with all the verb phrase combination13
,
for example:
12
Betty SchrampferAzar, Understanding and Using English Grammar, (New York:
Longman, 2002), p. 208 13
Eugane J. Hall, Grammar for Use, (Jakarta Barat: BinarupaAksara Publisher, 1993), p.
214
13
Table 2.4
No Tenses Active Passive Note
1
2
3
4
5
6
7
8
9
Simple Present
Present
Progressive
Present Perfect
Simple Past
Past
Progressive
Past Perfect
Simple Future
Be Going to
Future Perfect
Jack drinks a cup of
milk
Jack is drinking a
cup of milk
Jack has drunk a cup
of milk
Jack drank a cup of
milk
Jack was drinking a
cup of milk
Jack had drunk a cup
of milk
Jack will drink a cup
of milk
Jack is going to
drink a cup of milk
Jack will have drunk
a cup of milk
A cup of milk is
drunk by jack
A cup of milk is being
drunk by jack
A cup of milk has
been drunk by jack
A cup of milk was
drunk by jack
A cup of milk was
being drunk by jack
A cup of milk had
been drunk by jack
A cup of milk will be
drunk by jack
A cup of milk is going
to be drunk by jack
A cup of milk will
have been drunk by
jack
From examples above, the writer concludes every tense has different form.
The form Simple Present is be + Past Participle, the form of Present Progressive
is be +being + Past Participle, the form of Present Perfect is has/have +been +
Past Participle, the form of Simple Past is was/ware + Past Participle, the form
of Past Progressive is was/were +being + Past Participle, the form of Past Perfect
is had +been + Past Participle, the form of Simple Future is will/going to +be +
Past Participle, and the form of Future Perfect is will +have + been + past
participle,.
14
Moreover, passive voice has two types of passive sentence, they are:
a. Passive without agent by – phrase
Usually the passive is used without agent by – phrase. The passive is most
frequently used when it is not known or not important to know exactly who
perform an action. 14
For example:
“Tree is grown in the forest.”
From the example, the writer assumes that the tree is grown in forest by
people, by farmer, or by animals. It is not known or important to know exactly
who grows tree in the forest.
Passive without agent by – phrase is also called short passive. There are
many reasons why a native speaker may decide to use short passives in speech
and writing includes the following:
The most obvious reason for not including the agent is that the speaker
does not know who the agent is.
For example: “Her rings were stolen at home”
The speaker does not want to reveal who the agent is. For example, he or
she may use the agent less passive to avoid assigning blame, as in:
“Rather than dwelling unnecessary on the causes of this fiasco, let‟s just say
that mistakes were made.”
The identity of the agent can be assumed or understood, so it is not
necessary to mention the agent.
For example: “Our grapes are usually harvested in late August.”
The speaker is interested more in the action being reported than in the
agent that carries it out.
For example: “The animals were first given a cue for an orientation, and then a
series of grating was presented”15
14
Betty SchrampferAzar, Understanding and Using English Grammar, (New York:
Longman, 2002), p. 211
15
Ron Cowan, The Teacher’s Grammar of English, (Cambridge: Cambridge University
Press, 2008), p. 394 - 395
15
b. Passive with agent by – phrase
The by – phrase is included only if it is important to know who perform an
action16
. For example:
“That novel was written by Ahmad Fauzi.”17
The example told the agent of the poet writer, where the sentence by
Ahmad Fauzi is an important information.
Else, subject of passive sentences in the corresponding active sentence
may be:
Direct object
The professor was dismissed by the dean
Indirect object
Suzy was given many presents by her father
Object of preposition
This bed has been slept in by lecturer
Object complement
That he had special privileges was resented by everyone18
C. The Passive Voice of Present Continuous Tense
As they have already been explained, passive voice is a sentence which is
formed by to be, followed by past participle and composed by transitive verbs,
while the Present Continuous Tense is a tense expresses an activity that is in
progress at the moment of speaking. If both are fused, there will be a new
definition that passive voice of Present Continuous Tense is an expression of
Present Continuous Tense in form of passive.
As it has mentioned above, the form of passive voice of Present
Continuous Tense is be +being + past participle. The passive voice subject
determines whether the verb be is singular or plural.
16
Betty SchrampferAzar, Understanding and Using English Grammar, (New York:
Longman, 2002), p. 211 17
Marcel Danesi, Ph.D, Basic American Grammar and Usage, (New York: Baron
Educational series, 2006), P.172 18
Cowan, The Teacher’s…, p. 398
16
Present Active Passive
Continuous Students are making a cake A cake is being made by students
Tense Sintais bringing three books Three books are being brought by
Sinta
Here, there will be a classification of sentence as an example above
according to its words composition.
The sentence : Students are making a cake
Subject to be V-ing Object
Analysis : The sentence has subject (students), to be + V-ing (are making)
and object (a cake). Its verb belongs to Present Continuous Tense
and transitive verb because there is an object follows. Thus, it may
become passive and it is shown as follows:
The Sentence : A cake is being made by students
Subject to be + V-ing past participle
Analysis : Subject in passive sentence (a cake) is derived from object of
active sentence as shown above. And, object in passive is taken
from subject of active sentence. Object may be involved or not. It
is based on the purpose whether the original doer is important or
not to be known. Furthermore, as it has been demonstrated, the
transformation of verb belongs to passive voice of Present
Continuous Tense. It is recognized that the formula is to be + V-
ing + past participle (V3). To be is decided by subject whether it is
singular first person (I), plural first person (we), singular second
person (you), singular third person (she, he, it), or plural third
person (they). Subject (a cake) is singular third person; therefore it
applies to be as illustrated below:
Singular first person (I) am
Plural first person (we) are
Singular second person (you) are
Singular third person (she, he, it) is
17
Plural third person (they) are
The passive voice of Present Continuous Tense can be presented in
affirmative, negative, and interrogative form.
To make passive voice of Present Continuous Tense in affirmative
sentence, the following formula is: subject + to be (am /is /are) + being +
past participle + by agent. To make passive voice of Present Continuous
Tense in negative sentence, the following formula is: subject + to be (am
/is /are) + not + being + past participle + by agent. To make passive
voice of Present Continuous Tense in interrogative sentence, the following
formula is: to be (am /is /are) + subject + being + past participle + by
agent.
a. Affirmative sentence
Subject To
V-ing Past
object Complement be Participle
They
are
being
called by their -
instructor
The anime books
read
by my big -
which I like very
much brother
My old car
is
repaired
by a
mechanic -
Tono/Tini/she/he asked
by his/her to help her
mother job
b. Negative sentence
Subject To Negative
V-ing Past
object Complement be Sign Participle
They are not being
called by their -
instructor
The anime books read by my big -
18
which I like very
much brother
My old car
is
repaired
by a
mechanic -
Tono/Tini/she/he asked
by his/her to help her
mother job
c. Interrogative sentence
To Subject V-ing
Past object Complement
be Participle
are
They
being
called by their -
Instructor?
The anime books read
by my big -
which I like very much Brother?
is
My old car repaired
By a
mechanic? -
Tono/Tini/she/He asked
by his/her to help her
mother Job?
D. PATTERN DRILL
1. The Understanding of Pattern Drill
Pattern drill is a technique that has been used in foreign language
classrooms for many years. It was a key feature of audio-lingual method
approaches,which placed emphasis on repeating structural patterns through oral
practice.Drilling means listening to a model, provided by the teacher, or a tape or
another student and repeat what is heard.19
It is a technique that is still used by
many teachers when introducing new language items to their students. In addition,
19
http://universityblog.wordpress.comtgl. 17 January 2013
19
according to Harmer states that drilling is mechanical ways if getting students to
demonstrate and practice their ability to use specific language items in a
controlled manner.20
From those theories above, it can be concluded that drilling is
a technique that has been used in foreign language classrooms which emphasis on
repeating structural pattern through oral practice to demonstrate students‟ ability
in using specific language items in a controlled manner.
Pattern drill also has principles which used in teaching English lesson in
the classroom, those are:
1. The learners must know what they are saying. Make the meaning
evident as you present the utterance. This is a most important principle
and it applies to every aspect of teaching.
2. Let the learners hear the pattern several times. They need to internalize
the form before they are called upon to reproduce it.
3. Break down a long utterance into shorter parts.
4. Do not force individuals to speak until there has been some chorus
repetition to build up familiarity and confidence.
5. Keep the drill brisk and short. 40-60 seconds is about right for each
drill. Do not use more than six or so drills at one time.
6. Give clear gestures to show who is to speak, rather than using names
7. Show approval of well formed utterances, but leave verbal praise until
afterwards.21
It is easy to use and can be conducted at any phase of the lesson. It is vital
that everyone understands what is being practice. Where possible, use visual
prompts to convey the meaning. One or two briskly conducted pattern drill will
ensure that everyone has been involved to same extent. If there are problems of
pronunciation or intonation or when students stumble over an expression, so we
can used one of pattern drills to build up confidence in saying the part of dialogue,
to teach the words of a song or rhyme, or to give the learners the language their
20
Harmer Jeremy, The practice of English Language Teaching, (UK, Longman,
1991),p183. 21
Cross David, A Practical Handbook of Language Teaching, (London, British library
cataloguing in Publication Data, 1991), p 40.
20
need to play a language game. Pattern drill is easiest way to teach the students in
the classroom language they need with teacher.
2. The Kinds of Pattern Drill
Pattern drill may be classified in a number of different ways, depending
upon what the learner is to change or manipulate. Sometimes two or three drills
are involved in the same pattern change. In addition, according to Haycraft, after
presentation and explanation of the new structure, students may use controlled
practice in saying useful and correct sentence patterns in combination with
appropriate vocabulary. These patterns are known as kind of drills. They can be
inflexible: students often seem to master a structure in drilling, but are then
incapable of using it in other contexts.22
Furthermore, pattern drills have several
types in form:
a. Repetition Drill
Repetition drill is usually used at very beginning of the course.
The students merely repeat what they have heard the teacher say or the
tape recorder produce. The repetition drill is the basic drill for the
presentation of new vocabulary and verb ending. Completed sentences
are used.
Example:
Teacher : It is an umbrella
Students : It is an umbrella
b. Substitution Drill
The students replace the subject of the model sentence with a
pronoun of different person, number, or gender. They are required to
make the necessary change in the verb.
Example:
Teacher : I go to Bandung. She?
Students: She goes to Bandung.
22
Theodore Huebener, How to Teach Foreign Languages Effectively Revised Edition,
(UK, New York University Press, 1969), p 19.
21
Teacher: We?
Student: We go to Bandung.
c. Transformation Drill
This drill the model is changed from the singular to the plural,
from the plural to the singular, from the affirmative to Passive, from the
declarative to the interrogative, and so on.
Example: (positive into passive)
Teacher: she buys a book.
Students: a book is bought by her.
Teacher: She brings a bag.
Students: A bag is brought by her.
d. Replacement Drill
This is really the same drill as the substitution drill. Generally it
involves the replacement of a noun by a pronoun
Example:
Teacher: Would you please…… (Gesture to the window)
Students: Would you please open the window.
Teacher: (showing picture of a chair).
Students: Would you please sit down?
When the replacement drill is used as a progressive substitution
drill, it is not too easy for the students, since they must listen to the cues
for the different slots.
e. Respond Drill
This drill the answers are patterned after the questions. They are
of various types ranging from the simple Yes or No answer to complete
answer:
Example:
Teacher : Does she buya bag? Yes?
Students : Yes, she does.
Teacher : No?
22
Students : No, she does not.
f. Completion Drill
The students supply the missing word in a statement
Teacher: He writes the letter to his mother in Bogor.
Students: He writes the letter to his mother in Bogor.
g. Expansion Drill
A simple statement is build up by adding word and phrase
Example:
Teacher : My mother is a teacher.
Students: My mother is a teacher
Teacher: She works in the school.
Students: She works in the school
Teacher: My mother is a teacher. She works in the school.
Students: My mother is a teacher. She works in the school
Teacher: She takecares the students.
Students: She take cares the students
Teacher: My mother is a teacher. She works in the school. She take
cares the students
Students: My mother is a teacher. She works in the school. She take
cares the students
h. Translation Drill
Students translate English sentences involving the same
structure into the foreign language.23
Example:
Teacher: Andy membelisebuahtasminggukemarin
Student: Andy bought a bag last Sunday.
The teacher write on the white board the sentence by students‟
native language and then the students translate it into foreign
language.
23
Theodore Huebener, How to Teach Foreign Languages Effectively Revised Edition,
(UK, New York University Press, 1969), p 17.
23
3. The Procedures of Pattern Drill
The most common purpose of pattern drill is to involve the whole class
together in the practice of grammar pattern. Almost the teachers also use pattern
drill to get students to learn useful phrase by heart.24
In this approach, the students
never refer to the written form of a drill in the book session; all model sentences
for students‟ response are supplied by teacher orally. In essence, two independent
procedures are available.
The first method, the teacher uses the book, but the students do not refer to
it at all. In Variation A, the teacher first gives the variable element for the
sentence and then says the complete model sentence. The students repeat the
complete sentence. In Variation B, the teacher not only gives complete sentence
before the students response but also again after the students response. In
Variation C, the teacher selects an individual student for the first repetition. The
teacher says the complete sentence after the students, and finally the entire classes
repeat the complete sentence.
In the following drill, the variable element is isolated in the left column,
and the pattern sentence is in the right column.
PATTERN DRILL
No. The variable element The pattern sentence
1.
2.
3.
4.
5.
buy
take
bring
write
listen
The students havebought it already
The students havetaken it already
The students havebrought it already
The students have writtenit already
The students havelistened it already
E. The Use Of Pattern Drill In Teaching Passive Form Of Present
Continuous Tense
Pattern drill has various drills which the teacher uses for teaching English
in the classroom. It has good way to make students understand about English
24
Cross David, A Practical Handbook of Language Teaching, (London, British library
cataloguing in Publication Data, 1991), p 40.
24
lesson. Hence, the writer would describe to use pattern drill in teaching passive
form of Present Continuous Tense. There are two methods how to teach English
lesson in the classroom by using pattern drill.
The first method, In Variation A, the teacher first gives the variable
element for the sentence and then says the complete model sentence. The students
repeat the complete sentence. In Variation B, the teacher not only gives complete
sentence before the students response but also again after the students response. In
Variation C, the teacher selects an individual student for the first repetition. The
teacher says the complete sentence after the students, and finally the entire classes
repeat the complete sentence.
In the following drill, the variable element is isolated in the left column,
and the pattern sentence is in the right column.
PATTERN DRILL
No. The variable element The pattern sentence
1.
2.
3.
4.
5.
Write
take
Send
Bring
Give
The letter is being written by students
The letteris being taken by students
The letter is being sent by students
The letteris being brought by students
The letter is being given by students
Example (Variation A): Teacher: write. The letter is being written by
students. Students: The letter is being written by students. Teacher: Take. The
letter is being taken by students. Students: The letter is being taken by students,
etc.
Example (variation B): Teacher: Write. The letter is being written by
students. Students: The letter is being written by students. Teacher: The letter is
being written by students. Take. The letter is being taken by students. Students:
The letter is being taken by students. Teacher: The letter is being taken by
students.
Example (Variation C): Teacher: Write. The letter is being written by
students. Andy: The letter is being written by students. Teacher: The letter is
25
being written by students. Everyone in class: The letter is being written by
students. Teacher: Take. The letter is being taken by students.
The second method, the teacher uses the book, but the students do not refer
to it all. As the first method, the teacher gives variable element and then says the
complete sentence. However, the students do not repeat. The teacher does the
entire column in this fashion (Variation A) or do a sufficient number of sentences
fix the pattern in the students‟ mind (Variation B). In Variation A, the teacher then
returns to the beginning of the exercise and gives only the variable element. The
students then supply the complete sentence after students. The procedure is the
same for variation B except that the teacher, instead of going back to the
beginning of the drill, continues with the next sentence.
PATTERN DRILL
No. The variable element The pattern sentence
1.
2.
3.
4.
5.
6.
7.
8.
Give
Put
Take
Read
Study
Write
Buy
Bring
English book is being given by him
English book is being put by them
English book is being taken by you
English book is being read by him
English book…………….by me
English book…………….by her
English book…………….by you
English book…………….by me
At least four sentences would be required to fix the pattern although using
six sentences as examples before giving the cue for student participation would
more definitely assure fixing the pattern.
26
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the method of research, the subject of the study, the
writer’s role on the study, time and place, research design, the Classroom Action
Research (CAR) procedures, instrument of the research, technique of collecting
data and technique of analyzing data.
A. The Method of Research
The Classroom Action Research (CAR) is used as the method in
conducting this research. Many educational experts tried to define Action
Research, one of them is R. B. Burns, according to him, Action Research is the
application of fact finding to practical problem solving in a social situation with a
view to improving the quality of action within it, involving the collaboration and
co-operation of researchers, practitioners and laymen.1 It means that to start the
Classroom Action Research (CAR), the researcher has to find any problems faced
in the classroom related with student’s condition in learning. To conduct the
research, the writer also need to collaborate with the teacher and together discuss
the problem, and then find the best solution to solve the problem.
B. The subject and Object of the Study
The subject of the study is the students at first grade Accountancy of SMK
Bina Insani Tangerang. The number of students consists of 31 (thirty one). It is
chosen based on the interview result with the English teacher at that class proving
that they have the lowest score of midterm test among the other classes.
Grounded on that case, the writer and the teacher consider that they need to be
helped by finding an appropriate strategy to improve their scores, in this case is
1 Michael J. Wallace, Action Research for Language Teachers, (Cambridge: Cambridge
University Press, 2006), p. 5.
27
grammar. Object of the study is pattern drill techniques to improve students’
understanding of the passive form of Present Continuous Tense
C. The Writer’s Role on the Study
In this research, the writer has two roles, as observer and collaborator. As
the observer, the writer observes the situation in the classroom. As the
collaborator, the writer makes the lesson plan and then, the teacher carries out the
action based upon it. The writer also makes the pre-test, that is a test that is given
before Classroom Action Research (CAR) indented to know the students’
weakness and Post-test, the test that is given after CAR to know whether or not
they make an improvement.
D. The Time and Place of the Study
This research is carried out for three months started from February to April
2012. The place is at grade I Accountancy of SMK Bina Insani Tangerang,
academic year 2011/2012.
E. The Research Design
The writer adopted Kurt Lewin’s design of Classroom Action Research
(CAR) in this research. It consists of two cycles in which cycle contains four
phases, namely, planning, acting, observing, and reflecting.
28
Figure 3.1
Kurt Lewin’s Action Research Design
CYCLE 1
CYCLE 2
The implementation of Clasroom Action Research (CAR) based on the
Kurt Lewin’s design, in each cycle as follows:
PLANNING ACTING
OBSERVING REFLECTING
PLANNING ACTING
REFLECTING OBSERVING
29
Figure 3.2
The Phases of Classroom Action Research modified by the writer
CYCLE 1
CYCLE 2
Planning
After doing several things to get
scaffolding of the class, such as
interviewing the teacher, observing the
class, and giving the pre-test, here the
writer and the teacher prepare the lesson
plan, observational guidelines, and the
post-test.
Acting
The teacher applies the lesson
plan that has been made; that is
teaching passive form of Present
Continuous Tense by using
pattern drill.
Observing
While the process of teaching-
learning is taking place, the writer
observes the teacher’s performance,
the class situation, and students’
responses. At the end of cycle 1, the
students are given a post test 1, that
intent to know whether or not the
students’ make any progress toward
improvement.
Reflecting
After getting the result of post-test 1, the
write and the teacher discuss about the
implementation of the action. Next, they
make some modification to revise the
founded obstacles that may occur in the
first cycle.
Planning
The writer and the teacher are together
making a new lesson plan which some
emendation in pattern drill strategy,
and also prepare the observational
guidelines and post-test.
Acting
The teacher implements the lesson
plan; where students need to be
emphasized on changing the negative
form of Present Continuous Tense to
become the passive form.
Reflecting
The writer and the teacher discuss
about the result in implementing the
emendation action. If the target of
CAR has already achieved, the cycle
will be stopped. But if it is not, the
cycle will continue to the next one.
Observing
The writer observes the teacher’s
performance, the class situation, and the
student’s response. At the end of cycle
two, the students were given the post-test
2. Then, the writer calculates the score
and sees if there is some improvement
from the previous test.
30
F. The Classroom Action Research (CAR) Procedures
The Kurt Lewin’s design of Classroom Action Research (CAR) consists of
four phases in each cycle. There are planning, acting, observing and reflecting.
After completing the cycle 1, the writer and the teacher still find many problems
which are usually coming from the previous problem unfinished yet, and also the
new problems that emerge upon the new treatment; so, it is necessary to the writer
and the teacher to continue to the second cycle that has the same concept as the
first cycle. Here is explanation more detail about the phases in each cycle as
follows:
a. Planning Phase
In this phase, the writer and the teacher are together make a
lesson plan that still in line with the syllabus but then it is appropriated
with an action to implementing the pattern drill in teaching the past
form of Present Continuous tense. Besides making the lesson plan, the
writer also prepared the research instruments, including the post-test
and also the observation sheet.
b. Acting Phase
After preparing the lesson plans, here the writer and the teacher
are implementing them in this phase. The action of the cycle 1 was
done on April 18th
and 19th
2012; the teacher applied the strategy that
has been designed and the writer observed the activities during the
teaching learning activity. This phase is taking place in three weeks
within two cycles. In each cycle consists of three meetings in action.
c. Observing Phase
In this phase, the writer observes all activities occurred in the
classroom, including the teacher’s performance, the situation of the
class, and the students’ response toward the implementation of the
action. He takes a note and uses unstructured observation sheet to get
the data.
31
d. Reflecting Phase
The object of this phase is to see the impact of all actions that
have been done in the previous phases. In this phase also, the writer and
the teacher collaboratively evaluate the results which are coming from
the data that have been collected through the observation, and then
decide whether they will continue to the next cycle or not by
considering if there still found any problem; if there is, so it is
necessary to move to the next cycle.
G . Instrument of the Research
The research instruments that are used for this study inspirited by
experimental design are (a) observation, (b) documentation, and (c) evaluation or
test.
Observation is used to observe the teaching learning process conducted by
the English teacher in the classroom including English teacher’s activity, the book
used by English teacher and students, problem faced by English teacher in
teaching the passive form of Present Continuous Tense, teacher’s performance
including their methods and the evaluation used by the English teacher.
Documentation is used to complete the data such as the teaching
preparations made by the English teacher, and the kinds of media were used by
the English teacher in teaching learning activity. It is carried out by copying the
teacher’s documentations of the teaching preparations and kinds of media were
applied in teaching and learning activities.
Test is used to know how well the students have already mastered the
passive form of Present Continuous Tense and it is also to prove the significances
of using pattern drill.
H. The Technique of Collecting Data
This research is using qualitative (experience-based) and quantitative
(number-based) in collecting the data. The qualitative data consists of
interviewing the English teacher at the beginning and the end of research, and
32
observing the teaching-learning process in the classroom in the middle of action
phase. Mean while, the quantitative data uses pre-test and post test.2 The more
explanation is as follows:
1. Interview
Before and after applying the Classroom Action Research (CAR)
in the classroom, the writer makes a schedule to interview the teacher.
The first interview, that is going on before implementing CAR, is aimed to
identify students’ difficulties in learning grammar, students’ response in
learning activity, and the method or strategy that is usually used by the
teacher in teaching grammar. Mean while, the interview that is held at the
end of CAR, head for knowing the teacher’s response
2. Observation
To know all the activities that happened in the class room,
including class situation, teacher’s performance, and students’ feedback in
teaching learning activities during the implementation of pattern drill in
teaching the passive form of Present Continuous Tense Classroom Action
Research (CAR), the writer carries out the observation. It is also been done
to know whether or not the process of teaching learning activity is still in
line with the lesson plan.
3. Test
The writer uses pre-test and post-test to know the students’
progress. Pre-test is done before applying the pattern drill technique. It is
aimed to measure student’s initial ability in understanding the passive form
of the Present Continuous Tense. Whereas, the post-test is held after
implementing the pattern drill technique, it is head for knowing whether
the students’ result show any progress toward improvement or not. In other
words, the post-test is done to prove that the technique has been succeeded
in improving students’ understanding.
2 Suharsimi Arikunto, Penelitian Tindakan Kelas, (Jakarta: Bumi Aksara, 2009), p. 127-132.
33
I. Technique of Analyzing Data.
J. The analysis qualitative data used in this study is the observation of
students’ activities during teaching learning process, and the interview
before and after Classroom Action Research (CAR). In this case, the
writer collected the entire data which have gained. In analyzing the
numerical data, first the writer tries to get the average of students’ reading
score per action within one cycle. It is used to know how well students’
score as a whole on reading skill. It uses the formula:3
_
X : mean
x : individual score
n : number of students
Second, the writer tries to get the class percentage which pass the minimal
mastery level criterion (KKM) considering English subject gains score 70
(seventy) which is adapted from the school agreement at SMK Bina Insani
Tangerang since 2008. It uses the formula:4
P : the class percentage
F : total percentage score
N : number of students
Third, after getting mean of students’ score per actions, the writer
identifies whether or not there might have students’ improvement score on
3 Sudjana, Metoda Statistika, (Bandung: PT. Tarsito, 2002), p. 67.
4 Anas Sudijono, Pengantar Statistis Pendidikan, (Jakarta: PT. Raja Grafindo Persada,
2008), p. 43.
_ ∑x
X = ──
n
F
P = ── X 100%
N
34
reading comprehension from pre-test up to posttest score in cycle 1 and cycle 2. In
analyzing that, the writer uses the formula:5
P : percentage of students’ improvement
y : pre-test result
y1 : post-test 1
P : percentage of students’ improvement
y : pre-test result
y2 : post-test 2
5 David E. Meltzer, The Relationship between Mathematics Preparation and Conceptual
Learning Gains in Physics: A Possible Hidden Variable in Diagnostic Pretest Scores, (Iowa:
Department of Physics and Astronomy, 2008), p.3.
y1 - y
P = ─── X 100%
y
y2 - y
P = ─── X 100%
y
35
CHAPTER IV
RESULT AND DISCUSSION
This chapter presents the result of research. In this case, it discuses the
way to improve students’ grammar comprehension of passive form of the Present
Continuous Tense by using pattern drill at X grade of SMK Bina Insani
Tangerang academic year 2011-2012. Related to the discussion of the result, it is
divided into three parts. Those are before implementing the action, the
implementation of the action, and discussion of all the data after implementing the
action.
A. Before Implementing the Action
These are three parts that include before implementing the action. Those are
pre interview, pre observation, and pre test. The exhalations about them as follow:
1. The Result of Pre Interview
Before implementing the action, the writer needs to know the
general account about the process of teaching and learning activity in the
classroom that include the condition of the class when the teaching
learning activity, in this case is English subject, is taking place, the
difficulties that students face in understanding the grammatical rules
especially the passive form, and also the teaching strategies that the
teacher used to solve the students’ difficulties in understanding the
grammar rules before implementing Classroom Action Research (CAR).
The first discussion is about the condition in the classroom when
teaching learning activity is taking place. The teacher said most of
students face some difficulties to understand the grammar rules in this
case is tenses, they said that they were confuse because too many tenses
that they have to learn. Moreover, every tense has each different rule. So,
they thought English is very hard to learn and complicated with many
pattern of grammar rules that they have to remember. Considering to that
36
condition, the teacher said that it is very hard to the students to pass the
criterion of minimum completeness (KKM) in English subject.
The second discussion is about the difficulties that students face in
understanding the grammatical rules especially passive form. With many
different pattern of tense that they have to remember in active form, also
they have to remember some patterns in passive form. The teacher said
that most of the students were not understand yet about the active form,
but they are insisted to know how to change the active to the passive form
which has different pattern in each tenses, so they have to remember again
some patterns of that changing that absolutely increase their
confusedness. Next, the teacher stated that the students were hardly to
concentrate when they learned new tenses. It happened because when they
were not really understood yet, they have to learn the new tense with the
new different pattern from the previous tense. The teacher even had given
sufficient time to the students to absorb the material by giving them some
practices including homework, but it did not solve the problem, even the
students thought it was a kind of boring activity. Based on the problem
that is explained above, the teacher concludes that the major problem is
the teacher did not find yet an appropriate teaching strategy to solve that
problem.
The third discussion is related to the teaching strategies that the
teacher used to solve the students’ difficulties in understanding the
grammar rules. It was found when the teacher has tried many methods to
teach passive form of Present Continuous Tense and then the teacher get
appropriate method to teach it. The teacher said that he ever had gotten
problem when he thought the students without using method certainly, in
the fact, only some students who gained high score. At last, the teacher
suggest to the writer to use pattern drill in assisting students’ difficulties
in grammar rules. It is compatible with kind of passive voice such as
passive form of Present Continuous Tense.
37
2. The Result of Pre Observation
Pre observation was conducted to observe the process of teaching
learning in grammar material before implementing the action. It was held
on Monday at X grade Accountancy of SMK Bina Insani Tangerang
academic year 2011/2012. There consisted of 31 students in the class. The
pre observation was conducted on the 6th
and 13th
February 2012. It was
started at 07.00 A.M. and finished at 09.00 A.M. in general, during the
teaching learning in the classroom, the teacher liked to dominate the class.
Hence, the teacher did not give less opportunity for students to be active in
the class. Next, the teacher merely asked students to read orally the form
of Present Continuous Tense and changed into passive form of Present
Continuous Tense. After that, the students do their works which change
the form Present Continuous Tense into passive form of Present
Continuous Tense. When the teacher asked students to do their works in
the class, they seemed not to have motivation moreover most of them were
hardly to finish the works. In other words, they could not finish the works
on time and the teacher often ignored that behavior. Instead, he asked
students to continue the works at home. Furthermore, as the teacher was
explaining the passive form of Present Continuous Tense, most of them
did not care of the teacher. Consequently, the students did not understand
to change the form Present Continuous Tense into passive form of Present
Continuous Tense because of their difficulties in comprehending the form.
3. The result of Pre Test
The pretest had done before the Classroom Action Research (CAR). It
was conducted on Monday, April 16th
2012. It started at 07.00 A.M. there
were actually 20 questions in multiple-choice form in which the students
carried out the test during 25 minutes.
Based on the result of the pre test, the data showed that the mean
score of pretest was 54.96. There were only four students who derived the
score above the criterion of minimum completeness (KKM) meanwhile
38
the other 27 students were below that criterion. The lowest achievement
gained score 35. From that analyzing, it could be seen that almost of the
students at X grade Accountancy of SMK Bina Insani Tangerang are still
need to increase their understanding in learning passive form of the
Present Continuous Tense.
B. The Implementation of Classroom Action Research (CAR)
1. CYCLE 1
a. Planning
In this phase, the writer and the teacher made a planning for the
action based upon the problems faced by students toward grammar rules.
In this case, the writer determined the selected material and exercises into
a lesson plane. Therefore, passive form of Present Continuous Tense was
chosen as material to be delivered for students by using pattern drill. In
the lesson plane, there were many forms of Present Continuous Tense to
be changed into passive form of Present Continuous Tense. Beside of
making lesson plane, the writer also prepared unstructured observation
sheet to observe the students’ and the teacher’ activities in teaching
learning process whether it was in line with the lesson plane had made
before or not. And the writer also prepared the post test 1 to collect the
data; to know whether there are some students’ improvement score from
pretest to posttest.
b. Acting
The action of the cycle 1 was done on April 23rd
and 24th
2012. The
teacher implemented the teaching learning process based on the lesson
plane had been made. Here, after the teacher started to determine what
materials that would like to be learned by students, he began to ask
students to read the form of Present Continuous Tense rapidly. After that,
the teacher asked one by one of the students to read it loudly. Next, the
teacher moved to explain the definition of passive form of Present
39
Continuous Tense and how to use of passive form of Present Continuous
Tense. After explaining that, the teacher asked students make the passive
sentence of the Present Continuous Tense from active sentence of the
Present Continuous Tense. Then, to make sure students understand how
to analyze how to make passive sentence of Present Continuous Tense
from active sentence of Present Continuous Tense. Afterwards, to know
how well students’ understanding the passive form of Present Continuous
Tense given, and then the teacher asked to students to do exercises into
the passive form of Present Continuous Tense sheet just by noting the
key words. This task was done by the students individually.
c. Observing
In this phase, the observer made to notice all activities in the physical
classroom activity. It might be about the teacher’s performance, class
situation and students’ response. Related to teacher’s performance, as a
whole, he had accomplished the task in line with the lesson plan had been
made. However, in a part of explaining of the material used pattern drill.
It probably seemed unclear because the teacher’s explanation was too
fast. It could be seen from students’ task result which how to differ to use
to be “am”, ”are” and “is” in subject singular or plural of the sentence.
Meanwhile, the class situation was still under control. It means that most
of students did not pay attention to teacher explanation; some of them
also did not do their work seriously, moreover they cheated each other
and teacher even ignored their behavior.
Furthermore, there were found some students who actively in
answering the teacher’s questions correctly related to the passive form of
Present Continuous Tense sheet. In the second action of the first cycle,
the students seemed more enthusiastic to do exercise. After teaching
learning process finished, in this observing phase was also carried out
post 1 exactly on the second action of the cycle to measure how well the
students’ understanding the passive form of Present Continuous Tense
40
that had been studied. Based on the result of the post test 1, the mean
score of the class derived 64.67 in which there were nine students who
passed the KKM 70 (seventy).
d. Reflecting
The writer and the teacher discussed about the conclusion of
implementing the action. So, they tried to modify the action in order
students more comprehend in grammar and in order 75 % of students in
the class could pass the KKM because in the result of posttest 1 showed
only nine of the students who passed the KKM.
However, regarding the first cycle, the teacher and writer felt satisfied
enough because their effort to improve students’ understanding the
passive form of Present Continuous Tense had been improved although
not all the target could not achieve yet. Beside of that, the students
seemed to accept the material easily by using pattern drill.
Next, the writer and the teacher had to still reflect the improper
implementation of using pattern drill in teaching passive form of Present
Continuous Tense. Here, the writer gave his perceptions of the teaching
learning process related to the last observation phase. First, the teacher
still had difficulties in implementing pattern drill in the classroom. The
writer suggested to the teacher to walk around the class; and then the
teacher said the passive form of the Present Continuous Tense and the
students repeated loudly after teacher said. Second, the teacher’s
explanation toward the lesson was too fast. If students confuse to the
teacher’s explanation, the writer suggested that teacher gave more
explanation clearly and slowly to the students. Third, the teacher still had
difficulty in managing the class. In this case, the class was noisy even
some students cheated each other in doing task. Hence, the writer
suggested to the teacher to give punishment to the students who cheated
each other after the task.
41
From the reflecting phase above, there must be more efforts to
improve students’ understanding the passive form of Present Continuous
Tense by using pattern drill. It needed to be improved again in the next
cycle. This effort was done in the next lesson plan of cycle two.
2. CYCLE 2
a. Planning
The planning phase of the second cycle was implemented into a
lesson plan. In this case, the writer modified previous lesson plan based
on result of reflecting phase in the first cycle. The lesson plan which was
used still related pattern drill in learning passive form of Present
Continuous Tense. However, there were some modifications in the
second cycle; that was the teacher needed to give more time to the
students in doing exercise of pattern drill. It was caused to ensure their
grammar rules concerning the passive form of Present Continuous Tense.
Beside of that, the writer still also prepared the unstructured observation
sheet to note the classroom activities. And the writer also prepared the
posttest 2 to collect the data.
b. Acting
The action of the cycle two was done on April 16th
and 18th
2012.
After reviewing the pervious lesson, before the students read passive
sentences of Present Continuous Tense that given by teacher, they were
given some minutes to identify that sentences. Afterwards, the teacher
asked students some questions which how to change from active sentence
into passive sentence of Present Continuous Tense. Then, the teacher
gave exercise of passive form of Present Continuous Tense sheet to the
students in order to do it. And after students finished to do exercise the
teacher asked some of students to make passive sentence by using their
own words. Furthermore, before finished in teaching learning in the
class, the teacher asked to students to read and repeat loudly the passive
42
form of Present Continuous Tense. Then, teacher gave the correct
answers of the question based on the material.
c. Observing
In the second cycle, generally the class condition in learning process
was better than the pervious cycle. It could be seen from the students who
were ready to follow the lesson and when the followed the grammar
lesson, most of them were enthusiastic to answer some questions given by
the teacher. In doing task of passive form of Present Continuous Tense,
they enjoyed doing the individual exercises. Furthermore, when they were
given exercises by the teacher, they did it individually without cheating
one another. Related to the teacher’s performance, he showed some
progress. It meant that students understand easily. Automatically, it led a
good feedback from students’ response in conveying their opinion. Then,
most of student seemed quite active in the classroom and in doing
grammar exercises. In the second action of cycle two, the teacher was
held on posttest 2 regarding students’ understanding the passive form of
Present Continuous Tense. Based on the result of the posttest 2, the mean
score of the class in grammar test gained 73.78 in which there were 26
students who passed the KKM 70 (seventy).
d. Reflecting
The reflecting of Classroom Action Research (CAR) was carried out
after getting the score result of the test. The writer and the teacher felt
satisfied because their efforts to improve the students’ understanding the
passive form of Present Continuous Tense realized. The students could
understand the passive form of Present Continuous Tense. I was proven
by their improving scores from the pretest 1.
After achieving the target research of minimally 75% students who
passed the KKM, therefore there writer and the teacher decided to stop
43
The Classroom Action Research (CAR) because it had already
succeeded.
According to the result of the evaluation between the writer and the
teacher, it could be assumed that the implementing of Classroom Action
Research in improving students’ understanding the passive form of
Present Continuous Tense by using pattern drill was appropriate with the
planning that had been discussed by the writer and the teacher
previously. In this case, every action was planned as good as possible.
3. The Discussion of the Data After Classroom Action Research (CAR)
The discussion of the data after implementing the action consisted of
two parts. Those were the result of post interview and the result of posttest.
For further descriptions as following:
1. The Result of Post Interview
After implementing pattern drill, the writer carried out the
instructed interview with the teacher. It was conducted on Tuesday, April
19th
2012 after accomplishing cycle 2. It was started at 08.30 A.M. and
finished at 09.00 A.M. it was to know the teachers’ response concerning
pattern drill through Classroom Action Research (CAR) that had been
done. In this case, the writer divided into three criteria of questions.
Those were general condition in English class during Classroom Action
Research, the difficulties in implementing pattern drill during Classroom
Action Research (CAR), and the strategy that had been used to overcome
the received plan.
The first category was the general condition in English class during
the action. The teacher said that students’ condition were better than
before. In this sense, they could more focus on doing exercises
individually rather than before carrying out the Classroom Action
Research (CAR) and of course they more understood the passive form of
Present Continuous Tense. It could be proven from students, they could
44
made passive sentence by their own words. Then, the teacher assumed
that pattern drill was a good way to teach the passive form of Present
Continuous Tense because the students were easy to understand the
passive form of Present Continuous Tense, when they said it repeatedly.
The second category was the difficulty of the teacher in
implementing pattern drill during Classroom Action Research (CAR).
The teacher said that at the first time, he got difficulty in implementing
pattern drill that used in teaching passive form of Present Continuous
Tense because pattern drill has many drills. Moreover, most of students
at first had been confused how to make passive sentence of Present
Continuous Tense. Hence, the teacher decided to use transformation drill
in explaining passive form of Present Continuous Tense.
The third category was how the teacher overcomes the problems
and difficulties using pattern drill during Classroom Action Research
(CAR). In this case, the writer and the teacher kept collaborating to
discus the resolution of those problems above such as to decide drill
which used in explaining passive form of Present Continuous Tense.
Besides, for the problems whose most of students could not understand
how to make passive sentence of Present Continuous Tense at least the
teacher should be more explicit in explaining the passive form of Present
Continuous Tense.
2. The Result of the Post Test
Before the students carried out the test, the writer had done the
trustworthiness of the test using discriminating power and difficulty
item among pretest, posttest 1and posttest 2.
Furthermore, the writer inputted the result of data including the
pretest, posttest 1and posttest 2 into a table as following:
45
Table 4.1
The students’ grammar score of pretest, posttest 1 and posttest 2
STUDENTS’
NUMBER
PRETEST CYCLE 1
POSTTEST
CYCLE2
POSTEST
1 40 65 75*
2 35 50 70*
3 56 65 75*
4 60 65 75*
5 55 65 80*
6 65 60 75*
7 45 50 75*
8 68 65 70*
9 35 55 75*
10 55 60 75*
11 70* 65 70*
12 45 65 75*
13 55 70* 80*
14 35 65 70*
15 45 50 65
16 55 65 65
17 65 75* 80*
18 75* 80* 80*
19 65 75* 75*
20 65 70* 70*
21 75* 80* 75*
22 45 55 65
23 45 50 60
24 55 65 75*
25 65 70* 75*
46
26 40 65 65
27 50 65 75*
28 50 65 70*
29 60 65 75*
30 70* 75* 80*
31 60 70* 85*
Mean:
_ ∑x
X = ──
N
54.96
64.67
73.38
*: the student who passed the KKM (70)
The table above showed the result of the students’ score before and after
implementing Classroom Action Research (CAR). To know whether the
implementation of CAR can improve the students’ score in understanding the
passive form of the Present Continuous Tense, the writer makes the comparison
between each cycle and also calculates the students’ improvement score from
pretest to post test 1 and 2 into percentage.
To analyze the data of pretest, the writer calculate the mean score of the
class. It is calculated as follow:
X = ∑x
n
X = 1704
31
X = 54.96
From that calculation, the mean score of the class in pretest is 54.96. It
means that the students’ score of passive form of the Present Continuous Tense
test before implementing pattern drill method to teach the material is 54.96.
47
The next step is to know the percentage of the students who passed the
criterion of minimum completeness (KKM) that is 70 in pretest. It is calculated as
following.
P = F
N
P = 4 x 100%
31
P = 12.5%
The computation above shows that the percentage of the students who
passed the KKM in the pretest is 12.5%. It means that, there are only 4 students
who pass the KKM and there are 28 students are still below the KKM.
The next calculation is to know the mean of post test 1 in cycle 1, the
percentage of improvement from pretest to posttest 1 and the percentage of the
students’ who pass the KKM. The first is calculating the mean of the class in the
post test 1, here the calculation as follows.
X = ∑x
n
X = 2005
31
X = 64.67
The calculation above shows the students’ mean score in post test 1 is
64.67. The score indicates there is an improvement from the pretest mean score. It
is proved that the pretest mean score is 54.96 and the mean of post test 1 is 64.67.
So, from pretest to post test improves 9.71 (64.67 – 54.96).
The second is calculating the percentage of the students’ score
improvement from pretest to post test. The computation is as following.
y1 - y
P = ─── X 100%
48
y
64.67 – 54.96
P = ───────── X 100%
54.96
9.71
P = ──── X 100%
54.96
P = 17.67%
The computation above shows that the percentage of students’
improvement score from pretest to posttest is 17.67%. It means the score in cycle
1 has improved 17.67% from the pretest score.
The third computation is to calculate the students who pass the KKM in
posttest 1. The calculation by using as follow:
P = F
N
P = 9 x 100%
31
P = 29.03%
The calculation above shows that the students’ score which pass the KKM
is 29.03%. it means that, after implementing the Classroom Action Research
(CAR) there are 9 students who passed the KKM and there are 22 students who
still below the KKM. The percentage also shows the students’ improvement from
pretest (12.5%) to posttest score (29.03%). It proves 16.53% improvement
(29.03% – 12.5%). However, it could not be said that the cycle is completed
because it is still not reach the target of success Classroom Action Research
(CAR) that is 75% improvement. So, it must be continue to the next cycle.
Same as the previous computation, here in the cycle 2 the writer also
calculates the mean of posttest 2, the percentage of improvement from pretest to
49
posttest 2 and the percentage of the students’ who pass the KKM. The first is
calculating the mean score of posttest 2. The computation is as following.
X = ∑x
n
X = 2275
31
X = 73.38
From that calculation, the mean of posttest 2 is 73.38. It means that there
are the improvement score (8.71) from the mean score of posttest 1 to the mean of
post test 2 (73.38 - 64.67).
The next is calculating the percentage of students’ improvement score.
The writer computes by using the formula:
y1 - y
P = ─── X 100%
y
73.38 – 54.96
P = ───────── X 100%
54.96
9.71
P = ──── X 100%
54.96
P = 33.51%
The calculation above show that there is the posttest improves 33.51%
from the pretest. It also can be said that there is higher improvement from the
posttest 1 (17.67%).
The last computation is to calculate the improvement of the class
percentage, which is calculating the students who pass the KKM in cycle 2. It uses
calculation as following:
50
P = F
N
P = 26 x 100%
31
X = 83.87%
From that calculation, the class percentage is 83.87%. It means that in
cycle 2 there are 26 students who passed the KKM and there are only 5 students
who still below the KKM (70). The class percentage of posttest 2 shows some
improvements fro the previous tests; the improvement is 71.37 from the pretest or
54.84% from the posttest 1.
From whole computation above, the interpretation of the data result among
the pretest, posttest 1 and posttest 2 are as following:
In the pretest, the mean score before implementing the Classroom Action
Research (CAR) is 54.96. It means that the students’ mean score of passive form
of the Present Continuous Tense test before implementing pattern drill method is
54.96. The students who pass the KKM is only 4 students which the percentage of
calculation is 12.5% and the other 27 students are still below the KKM (70).
The cycle 1, the mean score of the posttest of cycle 1 is 64.67. It means
that there are some students’ improvement score fro the pretest that is 9.71 (64.67
– 54.96) or 17.67%. Meanwhile, the percentage of students who pass the KKM in
cycle 1 is 29.03%. It shows that there are 9 students who successfully achieve the
KKM and there are still 22 students who cannot reach the KKM. Even though
there is an improvement score from pretest to posttest 1, there still needed more
improvement, because the target of the success CAR that is 75% (or at least 23
students) is not achieved yet. So, the cycle must be continued to cycle 2.
The last is the computation in cycle 2, the mean score of the posttest in
cycle 2 is 73.78. It shows the students’ improvement score 8.87 (73.38 – 64.67)
from the posttest 1 or 33.51% students’ improvement in the score percentage from
pretest. Meanwhile, the class percentage which passes the KKM is 83.87%. it
means there are 26 students who pass the KKM and only 5 students who fail to
51
reach the KKM. This percentage shows some improvements 71.37% from the
pretest (83.87% - 12.5%) or 54.84% from the posttest 1 (83.87% - 29.03). The
percentage of students’ improvement posttest score who pass the KKM of the
cycle 2 has fulfilled the target of success Classroom Action Research (CAR) that
is above 75% students could pass the KKM. Automatically, it can be said that the
Classroom Action Research (CAR) is success and the cycle is stopped.
52
CHAPTER V
CONCLUSION AND SUGGESTION
After completing the whole steps in implementing Classroom Action
Research (CAR) study that has been explained in the previous chapters, in this
chapter the writer gives his contribution by giving the conclusion and some
suggestions. Firstly, the writer would like to sum up his study about implementing
The Pattern Drill method to teach The Passive form of the Present Continuous
Tense.
This study uses the Classroom Action Research (CAR) method in which to
identify the problem on students’ understanding in learning The Passive form of
The Present Continuous Tense, it is initiated through the interview the teacher and
through the observation in the X grade Accountancy of SMK Bina Insani
Tangerang which is considered as the class whose grammar test score are very
low. The amount of students of that class is 31. In this study, the writer
implements the Kurt Lewin’s design which consists of four phases. Those are
planning, acting, observing, and reflecting. Meanwhile, the data is derived among
from the test, interview and observation; it could be summed up as: First, related
to the test result, there was 33.51% improvement of students’ mean score from
pretest to the posttest of the second cycle. In the pretest, there were four students
who passed the KKM. Then in the result of posttest in cycle 1, there were nine or
29.03% students in the class who passed the KKM considering their mean score
of the test is 64.67. Next in the result of posttest in the cycle 2, there is 26 or
83.87% students who passed the KKM in which their mean score of the test
derived 73.38. Second, the observation result showed that the students were more
active and interested in learning grammar activity in the classroom.
A. Conclusion
Based on the research conducted in the X grade Accountancy of SMK
Bina Insani Tangerang academic year 2011/2012, it can be concluded that the
students could improve their understanding in learning the passive form of the
53
Present Continuous Tense through Pattern Drill Method. To improve their
understanding, the teacher gives some drill activities to make the students
remember the pattern of The Passive form of the Present Continuous Tense.
B. Suggestion
In this part, the writer would like to contribute some suggestions for the
teacher. First, Pattern Drill would be helpful to improve students’ understanding
in learning the passive form of Present Continuous Tense, and so the teacher can
use this method to teach the other material related to the grammar competence.
Second, in teaching grammar especially tenses, the teacher has to make sure
whether the students have already understood the pattern of previous tense or not.
It can be checked by giving some quiz or asking about the previous material to the
students. Third, in teaching the passive form of any tense, the teacher also should
check the students’ understanding in active form, if they are considered have
already mastered, then the teacher can continue to explain the passive form.
Using Pattern Drill to improve the students’ understanding in learning the
Passive form of the Present Continuous Tense, the writer found an obstacle that
relate to the time. Implementing this method, however, take a longer time that
without using The Pattern Drill Method. Hopefully, there will be any further
research of how to complete this technique.
54
BIBLIOGRAPHY
A.S Hornby, guide to Pattern and usage in English, (New York: Low Price Inc,
1975)
Anas Sudijono, Pengantar Statistis Pendidikan, (Jakarta: PT. Raja Grafindo
Persada, 2008)
Betty SchrampferAzhar, Understanding and Using English Grammar, (New
York: Longman, 2002),
Clark H. Clark, Using Language, (New York: -Cambridge university press, 2008).
Cross David, A Practical Handbook of Language Teaching, (London, British
library cataloguing in Publication Data, 1991)
David E. Meltzer, The Relationship between Mathematics Preparation and
Conceptual Learning Gains in Physics: A Possible Hidden Variable in
Diagnostic Pretest Scores, (Iowa: Department of Physics and Astronomy,
2008)
Eugane J. Hall, Grammar for Use, (Jakarta Barat: BinarupaAksara Publisher,
1993)
Harmer Jeremy, The practice of English Language Teaching, (UK, Longman,
1991)
John E Warriner, English Grammar and Composition, (New York: Harcout Brain
Javanovich Publisher, 1982)
KamChuanAik and Kam Kai Hui, Longman Dictionary of grammar and Usage,
(Addison wesley Longman Singapore Pte Ltd, 1992)
Marcel Danesi, Ph.D, Basic American Grammar and Usage, (New York: Baron
Educational series, 2006
Margaret Close Sacco, The Simple Present and Progressive present tense ,
(Ottawa: Canada, 1982)
Marianne Celce Murcia and Diane Larsen Freeman, The Grammar Book, (New
York: Heine and Heinle publishers, 1999)
Michael J. Wallace, Action Research for Language Teachers, (Cambridge:
Cambridge University Press, 2006)
55
Ron Cowan, The Teacher’s Grammar of English, (Cambridge: Cambridge
University Press, 2008)
Sidney Greenbaum and Randolph Quirk, Student’s Grammar of The English
Language, (London: Pearson Education Limited, 1990)
Sudjana, Metoda Statistika, (Bandung: PT. Tarsito, 2002)
Suharsimi Arikunto, Penelitian Tindakan Kelas, (Jakarta: Bumi Aksara, 2009)
Theodore Huebener, How to Teach Foreign Languages Effectively Revised
Edition, (UK, New York University Press, 1969)
Victoria Fromkin and Robert Rodman, an introduction to language, ( London: -
HBC publishers 1998)
56
Interview Guidelines for the Needs Analysis (Before CAR)
R : The researcher
T : The teacher
A. Kategori kondisi umum kelas
R : Bagaimana tanggapan siswa ibu selama ini dalam proses
pembelajaran Bahasa Inggris?
T : Menurut saya para siswa cukup bersemangat ketika mengikuti
pelajaran Bahasa Inggris, tapi terkadang kelas suka ribut, kadang
– kadang mereka mengobrol dengan temannya ketika sedang
belajar.
R : Berapa standar nilai KKM untuk pelajaran Bahasa Inggris? Dan
bagaimana hasil perolehan nilai Bahasa Inggris siswa ibu?
T : Standar nilai untuk pelajar Bahasa Inggris itu 70, yah sebagian
mampu mencapai KKM tersebut, tapi sebagian lagi tidak mampu
mencapai KKM.
R : Skill Bahasa Inggris apa yang dianggap paling sulit oleh siswa?
T : Kalau dari pengamatan saya seluruh pelajaran bahas inggris
memang sulit karena siswa diharuskan memiliki empat skill yaitu
listening, speaking, reading dan writing, dari ke empat skill
tersebut yang dianggap paling sulit oleh siswa yaitu speaking dan
writing
R : Dari keseluruhan kelas yang Ibu ajar. kelas manakah yang
kemampuan pemahaman grammar-nya sangat rendah?
T : Kalau dari pengamatan saya, kelas yang grammarnya sangat
rendah itu kelas X akuntansi.
R : Untuk semester ini, jenis materi apa saja yang harus mereka
kuasai?
T : Salah matu materi yang harus mereka kuasai adalah tentang
tenses yang dirubah kedalam passive voice
57
R : Darimana Ibu mendapatkan sumber materi tersebut?
T : Biasanya saya mengambil materi nya itu dari buku ‘Look Ahead’,
‘English in Mind’, ‘LKS’, dan terkadang saya ambil dari internet.
B. Kategori kesulitan siswa yang dialami dalam hal pemahaman (Passive
Voice Present Continuous Tense)
R : Ketika mempelajari Passive Voice Present Continuous Tense,
kesulitan apa yang kiranya dialami oleh siswa?
T : Kalau dari pengamatan saya setelah saya berbicara pada
sebagian siswa, mereka sering sekali keliru dalam menentukan
tobe dan past participle nya.
R :Menurut Ibu, apa saja penyebab kesulitan yang dialami oleh siswa
Ibu?
T : Penyebabnya biasanya karena merekajarang sekali
memperhatikan guru saat menerangkan pelajaran dan lupa
karena banyak rumus yang harus mereka hafal dan mengerti.
C. Kategori strategi pengajaran didalam grammar
R :Memangnya, teknik mengajar seperti apa yang sudah Ibu gunakan
dalam pengajaran grammar?
T : Wah kalau untuk masalah tehnik saya biasa hanya memakai
tehnik ceramah dan tanya jawab bagi siswa yang berani bertanya,
saya menjelaskan dan murid mendengar dan bertanya, terkadang
juga jika ada murid yang belum paham, saya jelaskan materi
tersebut sampai dia paham.
R : Untuk saat ini, apakah Ibu mempunyai rencana lain untuk
mengatasi kesulitan siswa dalam pengajaran grammar?
T : Sebenarnya sudah sangat lama saya ingin mengadakan penelitian
tindakan kelas untuk mata pelajaran saya, tapi saya belum sempat
mengadakan penelitian tindakan kelas untuk mata pelajaran saya,
syukurlah anda mengadakan penelitian tindakan kelas di sini, jadi
saya merasa senang, akhirnya mata pelajaran saya di penelitian
58
tindakan kelas kan juga, agar saya lebih bisa mengavaluasi cara
saya mengajar dan hasil pengajaran saya.
R : Apakah guru – guru di sini pernah menggunakan tehnik
pengulangan kata dalam pengajaran?
T : Ya beberapa guru disini terkadang menggunakan tehnik
pengulangan kata dalam pengajarannya, tapi kalau saya sendiri
belum terlalu paham tentang tehnik tersebut.
R : Menurut Ibu apa pentingya tehnik pengulangan kata dalam
pengajaran itu sendiri?
T : Menurut saya itu bagus, karena mungkin murid tidak akan
mengalami kesulitan dan meminimalisir kesalahan dan dapat
memahami dengan cepat
R : Jika ada penelitian tindak kelas tentang tehnik pengulangan kata,
bagaimana tanggapan Ibu?
T : Wah itu bagus sekali, karena saya juga ingin mengetahui
mekanisme tehnik tersebut, kepala sekolah kami juga
menganjurkan kami untuk menggunakan tehnik pengulangan kata
tersebut dalam pengajaran, tetapi karena saya belum terlalu
paham, saya belum menggunakan tehnik tersebut.
63
RENCANA PELAKSANAAN PEMBELAJARAN PASSIVE VOICE OF
PRESENT CONTINUOUS TENSE
(Cycle 2 of CAR)
I. IDENTITAS
Satuan Pendidikan : SMK Bina Insani Tangerang
Mata Pelajaran : B. Inggris
Kelas/Semester : X (Sepuluh) / Genap
Tema : A Friend in Need
Aspek/Skill : Grammar/Writing
Alokasi Waktu : 2X40 menit
Tahun Pelajaran : 2011/2012
II. STANDAR KOMPETENSI
Menulis
Mengungkapkan makna dalam teks fungsional pendek dan esei berbentuk
narrative, spoof dan hortatory exposition dalam konteks kehidupan sehari-
hari.
III. KOMPETENSI DASAR
Menulis
Mengungkapkan makna dalam teks fungsional pendek (misalnya banner,
poster, pamphlet, dll.) resmi dan tak resmi dengan menggunakan ragam
bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan
sehari-hari.
VI. INDIKATOR
1. Mampu melengkapi kalimat menggunakan bentuk aktif atau pasif
dengan benar
2. Mampu menuliskan kalimat aktif dan pasif
3. Mampu menuliskan kalimat pertanyaan dalam bentuk pasif
berdasarkan jawaban yang ada
4. Mampu mengidentifikasi kesalahan dan membetulkannya dalam
kalimat
5. Dapat menysun kalimat pasif
64
V. TUJUAN PEMBELAJARAN
Pada akhir pembelajaran siswa dapat:
1. Melengkapi kalimat menggunakan bentuk aktif atau pasif dengan
benar
2. Menuliskan kalimat aktif dan pasif
3. Menuliskan kalimat pertanyaan dalam bentuk pasif berdasarkan
jawaban yang ada
4. Mengidentifikasi kesalahan dan membetulkannya dalam kalimat
5. Menysun kalimat pasif
VI. MATERI POKOK DAN URAIAN MATERI
PASSIVE FORM OF PRESENT CONTINUOUS TENSE
ACTIVE PASSIVE FORM OF PRESENT CONTINUOUS
TENSE
Susan is reading a newspaper now
James is writing some novels
They are building a house right
now
A newspaper is being read by Susan now
Some novels is being written by James
A house is being built by them right now
The Form of Passive Form of Present Continuous Tense
a) Affirmative (pola kalimat positif):
S + to be (is, am, are) + being + Past Participle
Example: - They are teaching English lesson by the teacher
- Two bicycles are buying by my mother
b) Negative (pola kalimat negative)
S + to be (is, am, are) + Not + being + Past Participle
Example: - They are not being teaching English lesson by the
teacher
- Two bicycles are not being bought by my mother
c) Interrogative (pola kalimat tanya)
S + to be (is, am, are) + Not + being + Past participle
Example: - Are they being taught English lesson by the teacher?
- Are two bicycles being bought by my mother?
65
VII. METODE PEMBELAJARAN
Pattern Drills
VIII. LANGKAH-LANGKAH KEGIATAN
a. Kegiatan Pendahuluan
Greeting (memberi salam dan tegur sapa)
Tanya jawab berbagai hal terkait kondisi siswa.
Mengabsen siswa.
Memberi motivasi kepada siswa.
Me-review materi pertemuan sebelumnya
Penjelasan tentang materi yang akan dibahas.
b. Kegiatan inti.
Guru mengulangi dialog singkat yang telah mereka pelajari pada
pertemuan lalu
Siswa melakukan repetition drill, mengulangi dialog perbaris
setelah mendengarkan contoh pengucapan dari guru
Guru menulis kembali dialog dan menghapus beberapa bagian,
siswa diberikan tugas untuk mengisin bagian yang tersebut tanpa
melihat handouts
Guru menunjuk dua orang siswa yang telah selesai mengerjakan
tugas untuk memperaktekan dialog didepan kelas, selanjutnya disusul
siswa lainnya
Siswa melakukan substitution drill, mengganti salah satu kata yang
terdapat dalam kalimat passive form of simple past tense dengan kata
yang diberikan oleh guru
c. Kegiatan penutup
Menyimpulkan materi pembelajaran.
Menanyakan kesulitan siswa selama KBM
Memberi tugas pada siswa yang berkaitan dengan materi.
IX. SUMBER BELAJAR.
a. M.Sudarwati, Look Ahead An English Course, Bandung: Erlangga,
2005.
b. Nasrun Mahmud M.Pd, English for University Students Jakarta: UIN
Jakarta, 2004.
c. Kurikulum Bahasa Inggris (KTSP grade VIII)
66
X. PENILAIAN
a. Teknik : Tes Tulis
b. Bentuk : Tertulis.
c. Instrumen : Terlampir
XI. PEDOMAN PENILAIAN
a. Nilai siswa = Skor prolehan X 100, Max. score: 100
Skor siswa
b. Rubrik penilaian:
No Uraian Skor
1 Jawaban benar
Jawaban tidak tepat
100
0
Appendix 3
KISI – KISI PENULISAN SOAL PRETEST CLASSROOM ACTION RESEARCH (CAR)
TAHUN PELAJARAN 2011/2012
Nama Sekolah : SMK Bina Insani Tangerang Alokasi Waktu : 20 menit
Mata Pelajaran : Bahasa Inggris Jumlah Soal : 20 (dua puluh)
Kurikulum Acuan : KTSP 2006 Semester : II (genap)
KOMPETENSI DASAR INDIKATOR Jenis
soal Nomor soal Jumlah
MENULIS
11.1 Mengungkapkan makna dalam
teks fungsional pendek (misalnya
banner, poster, pamphlet, dll.)
resmi dan tak resmi dengan
menggunakan ragam bahasa tulis
secara akurat, lancar dan berterima
dalam konteks kehidupan sehari-
hari
Melengkapi kalimat menggunakan bentuk aktif atau
pasif dengan benar
Menuliskan kalimat aktif dan pasif
Menuliskan kalimat pertanyaan dalam bentuk pasif
berdasarkan jawaban yang ada
Mengidentifikasi kesalahan dan membetulkannya dalam
kalimat
Menyusun kalimat passive
MC
ESSAY
MC
MC
MC
1,4,5,8,9
16,17,18,19,
20
2,6,10
11,12,13,14,
15
3,7
20
67
Appendix 4
KISI – KISI PENULISAN SOAL POSTTEST I CLASSROOM ACTION RESEARCH (CAR)
TAHUN PELAJARAN 2011/2012
Nama Sekolah : SMK Bina Insani Tangerang Alokasi Waktu : 20 menit
Mata Pelajaran : Bahasa Inggris Jumlah Soal : 20 (dua puluh)
Kurikulum Acuan : KTSP 2006 Semester : II (genap)
KOMPETENSI DASAR INDIKATOR Jenis
soal Nomor soal Jumlah
MENULIS
Mengungkapkan makna dalam teks
fungsional pendek (misalnya
banner, poster, pamphlet, dll.)
resmi dan tak resmi dengan
menggunakan ragam bahasa tulis
secara akurat, lancar dan berterima
dalam konteks kehidupan sehari-
hari
Melengkapi kalimat menggunakan bentuk aktif atau
pasif dengan benar
Menuliskan kalimat aktif dan pasif
Menuliskan kalimat pertanyaan dalam bentuk pasif
berdasarkan jawaban yang ada
Mengidentifikasi kesalahan dan membetulkannya dalam
kalimat
Menyusun kalimat passive
MC
ESSAY
MC
MC
MC
1,2,7,8,10
16,17,18,19,
20
3,4,9
11,12,13,14,
15
5,6
20
68
69
Pre-Test
Name : Class :
A. In this part of the test, you have to choose the best answer to each question in
the Passive Voice Present Continuous Tense from the alternatives given.
1. He is bursting the door open now.
The door open …… by him now
a. are being burst c. is being burst
b. are being bursted d. is being bursted
2. Q : ………………………………..
A : No, the flowers are being watered by Shinta.
a. is the flowers being watered by Suzy?
b. is being the flowers watered by Suzy?
c. are being the flowers watered by Suzy?
d. are the flowers being watered by Suzy?
3. recited verses being Quranic the prayer muslims by are in
1 2 3 4 5 6 7 8 9
a. 6 – 2 – 8 – 3 –9 – 7 – 4 - 1– 5
b. 8 - 4 – 2– 3 – 1 – 7 – 6 – 9 – 5
c. 2 - 4– 8 – 7 - 3 – 1– 6 – 9 – 5
d. 4 – 2 – 8 – 3 – 1 – 7 – 6 – 9 – 5
4. Every male and female student …….. by the teacher (test)
a. are being tested c. is being tested
b. are being test d. is being test
5. A new school building which has ten classes ……. by the government in the
village now. (build)
a. is being builded c. are being built
b. is being built d. are being builded
70
6. Q : ………………………………..
A : Yes, the book is being read by the boy.
a. is the book being read by the boy?
b. is being the book read by the boy?
c. are the book being read by the boy?
d. are being the book read by the boy?
7. change in are Penguins being the Antarctic not global threatened by climate
1 2 3 4 5 6 7 8 9 10 11
living
12
a. 12 – 4 – 2 – 6 – 3 – 7 – 5 – 9 – 10 – 8 – 11 – 1
b. 6 – 4 - 2– 12 – 3 –10– 5 – 9 - 7 –8 – 11 – 1
c. 4 – 12 – 2 – 6 – 3 – 7 – 5 – 9 – 10 – 8 – 11 – 1
d. 2 - 4 – 12 –– 7 - 6 – 3 –5 – 9 – 10 – 8 – 11 – 1
8. The debt …….. by the costumer to the debt collector (pay)
a. is being paid c. is being payed
b. are being paid d. are being payed
9. The books which only have one color …… by librarian to the library (bring)
a. are being brought c. is being brought
b. are being bought d. is being bought
10. Q : ………………………………..
A : No, a piece of chocolate cake is being eaten by Jack.
a. are being a piece of chocolate cake eaten by William?
b. are a piece of chocolate cake being eaten by William?
c. is a piece of chocolate cake being eaten by William?
d. is being a piece of chocolate cake eaten by William?
71
B. Identify the one word or phrase that must be changed in order for the sentence
to be grammatical correct in passive voice of present continuous tense form
11. A meeting was being attended by him now, and he will discuss the role.
A B C D
12. Every man and women are being trained by the trainer
A B C D
13. The boy who bring five books is being teach by his teacher
A B C D
14. A lot of money is being having by Abu Rizal Bakri
A B C D
15. The man in addition to his ten children are being called by sinta.
A B C D
C. Change these active sentences into passive sentences!
16. A government is building a good road from Kebayoran to Ciputat
_________________________________________________________
_________________________________________________________
17. When the Janitor is cleaning the classroom, the student should stay outside
________________________________________________________
________________________________________________________
18. Are the students buying ‘English for Muslim University Student’ at any store
around the campus?
_______________________________________________________
_______________________________________________________
19. The students are not cleaning the board when the teacher came
______________________________________________________
__________________________________________________
20. My friend is singing a beautiful song when I entered the room
__________________________________________________
__________________________________________________
72
Post-Test 1
Name : Class :
A. In this part of the test, you have to choose the best answer to each question in
the Passive Voice Present Continuous Tense from the alternatives given.
1. They are repairing the streets this month.
The streets …… this month
a. Is being repaired c. are being repaired
b. Is being repairded d. are being repairded
2. These offices …… now. (clean)
a. is being cleaned c. is being cleanned
b. are being cleaned d. are being cleanned
3. Q : ………………………………..
A : Yes, they are being called by their instructor.
a. are being they called by their instructor?
b. are they being called by their instructor?
c. is they being called by their instructor?
d. is being they called by their instructor?
4. Q : ………………………………..
A : Yes, a cup of tea is being drunk by Sheila.
a. are a cup of tea being drunk by Sheila?
b. are being a cup of tea drunk by Sheila?
c. is a cup of tea being drunk by Sheila?
d. is being a cup of tea drunk by Sheila?
5. him This composition not another one written being Ali, written by and is
1 2 3 4 5 6 7 8 9 10 11
being by is
12 13 14
a. 2 – 11 – 3 – 6 – 5 – 9 – 7 – 4 – 10 - 14 – 12 – 8 – 13 – 1
73
b. 4 – 11 – 2 - 3 – 6 - 8– 5 – 9 – 7 – 10 – 14 – 12 –– 13 – 1
c. 2 – 11 – 3 - 4– 6 – 5 – 9 – 7 – 14 – 8 – 13 – 1 - 12
d. 7- 3- 2 – 6 – 5 – 9 – 4 – 14 - 11– 12 – 8 – 13 – 1
6. being the world cup all over televised soccer this is the word year?
1 2 3 4 5 6 8 9 10
a. 8 – 9 - 1 – 4 – 3 – 2 – 6 – 10
b. 9 – 8 - 1 – 4 – 3 – 2 – 6 – 10
c. 8 – 2 - 1 – 4 – 3 – 9 – 6 – 10
d. 2 - 8 – 1 – 4 – 3 – 9 – 6 – 10
7. Lebaran cakes ……. by my mother in the kitchen now. (make)
a. is being made c. are being maked
b. is being maked d. are being made
8. The classroom which has five windows ……. by the janitor this time (clean)
a. are being cleaned c. is being cleanned
b. are being cleanned d. is being cleaned
9. Q : ………………………………..
A : No, the cows are being milked by farmer Joe.
a. Is being the cows milked by farmer Lie?
b. is the cows being milked by farmer Lie?
c. are being the cows milked by farmer Lie?
d. are the cows being milked by farmer Lie?
10. The Qur’an which has two covers ……. By the qori this time. (read)
a. is being readed c. are being readed
b. is being read d. are being read
74
B. Identify the one word or phrase that must be changed in order for the sentence
to be grammatical correct in passive voice of present continuous tense form
11. My hair is being cutted by the professional
A B C D
12. All of the money are being taken by Kate in the bank
A B C D
13. All of the book are being read by teacher the in library
A B C D
14. Each male and female student are being given an advice
A B C D
15. The girl together with her two cats are being persuaded by the handsome boy
A B C D
C. Change these active sentences into passive sentences!
16. Is Al – Azhar graduating a lot of students?
_________________________________________________________
_________________________________________________________
17. The government is not doing a lot of thing to alleviate poverty
________________________________________________________
________________________________________________________
18. Is UIN building four new faculty building?
_______________________________________________________
_______________________________________________________
19. When the Qori is reciting the Qur’an , we must be quiet
______________________________________________________
______________________________________________________
20. is your mother making lebaran cakes in the kitchen now?
_____________________________________________________
75
Post-Test 2
Name : Class :
A. In this part of the test, you have to choose the best answer to each question in
the Passive Voice Present Continuous Tense from the alternatives given.
1. The door which has five colors …… by Tom now (open)
a. is being opened c. are being opened
b. is being oppened d. are being oppened
2. pancakes made are the kitchen? in being
1 2 3 4 5 6
a. 1 – 3 – 2 – 6 – 5 – 4
b. 1 – 3 – 6 – 2 – 5 – 4
c. 3 – 1 – 6 – 2 – 5 – 4
d. 3 – 1 – 6 – 5 – 2 – 4
3. The ball ……. by the students today (play)
a. are being played c. is being played
b. are being playded d. is being played
4. Q : ………………………………..
A : No, the party is being prepared by committee.
a. are the party being prepared by Joe?
b. are being the party being prepared by Joe?
c. is the party being prepared by Joe?
d. is being the party prepared by Joe?
5. Q : ………………………………..
A : Yes, the meeting is being talked by them.
a. are being the meeting talked by them?
b. is being the meeting talked by them?
c. are the meeting being talked by them?
d. is the meeting being talked by them?
76
6. English ….. by me this year (study)
a. is being studied c. is being studyed
b. are being studied d. are being studied
7. The book ……. By me this month (write)
a. is being writen c. is being written
b. are being writen d. are being written
8. This being garden flowers grown in are
1 2 3 4 5 6 7
a. 1 – 3 – 7 – 2 – 5 – 6 – 4
b. 4 – 7 – 2 – 5 – 6 – 1 – 3
c. 1 – 3 – 7 – 2 – 5 – 4 – 6
d. 4 – 2 – 7 – 5 – 6 – 1 – 3
9. Q : ………………………………..
A : Yes, the movie is being made in Hollywood.
a. are the movie being made in Hollywood?
b. Are being the movie made in Hollywood?
c. is being the movie made in Hollywood?
d. is the movie being made in Hollywood?
10. The lesson which all students liked ….. by the teacher now (explain)
a. is being explainned c. are being explained
b. are being explainned d. is being explained
77
B. Identify the one word or phrase that must be changed in order for the sentence
to be grammatical correct in passive voice of present continuous tense form
11. The New York times are being read by the boy
A B C D
12. Every man and women are being trained by the trainer
A B C D
13. The boy who bring five books is being teach by his teacher
A B C D
14. A lot of money is being having by Abu Rizal Bakri
A B C D
15. The man in addition to his ten children are being called by sinta.
A B C D
C. Change these active sentences into passive sentences!
16. A government is building a good road from Kebayoran to Ciputat
_________________________________________________________
_________________________________________________________
17. When the Janitor is cleaning the classroom, the student should stay outside
________________________________________________________
________________________________________________________
18. Are the students buying ‘English for Muslim University Student’ at any store
around the campus?
_______________________________________________________
_______________________________________________________
19. The students are not cleaning the board when the teacher came
______________________________________________________
__________________________________________________
20. My friend is singing a beautiful song when I entered the room
__________________________________________________
__________________________________________________
78
PATTERN DRILL CYCLE I
CHANGE THE PASSIVE FORM INTO PRESENT CONTINUOUS TENSE
AND
CHANGE THE PRESENT CONTINUOUS TENSE INTO PASSIVE FORM
ACTIVE PASSIVE FORM OF SIMPLE PAST TENSE
Susan is reading a Newspaper
James is writing some novels
............
Hasan is reading a magazine
..........
They are buying a snack
...........
We are watching television
..........
She is sleeping on the bed
............
I am sitting on the chair
.........
Susi is crying on the street
...........
A Newspaper is being read by Susan now
.........
A house is being built by them right now
..........
A bag is being brought by the student
.........
A book is being read by the teacher
...........
A computer is being broken by the father
...........
A water is being drunk by Anton
..............
Three pens are being bought by Mother
...........
Four book are being written by children
79
PATTERN DRILL
CYCLE 2
CHANGE THE AFFIRMATIVE OF PRESENT CONTINUOUS TENSE INTO THE NEGATIVE AND INTROGATIVE OF PASSIVE FORM NO AFFIRMATIVE NEGATIVE INTROGATIVE
ANTON IS BUYING A BOOK
A BOOK ARE NOT BEING READ BY ANTON
ARE A BOOK BEING READ BY ANTON?
1
TONO IS SLEPPING ON THE CHAIR
2
WE ARE BRINGING THE UMBRELLA
3
THEY ARE WATCHING THE MOVIE
I AM EATING A BANANA RIGHT NOW
5
YOU ARE PLAYING A COMPUTER
6
THE CHILDREN ARE STUDYING ENGLISH
7
TONO IS WRITING A LETTER
8
TIKA IS USING A GLASSES
80
PATTERN DRILL
ANSWER SHEET
Name : ………………………….
Class : …………………………
ACTIVE PASSIVE FORM OF SIMPLE PAST TENSE
1. Susan is reading a Newspaper
2
3
4
5
6
7
8
A Newspaper is being read by Susan
81
PATTERN DRILL
ANSWER SHEET
Name : ………………………….
Class : …………………………
CHANGE THE AFFIRMATIVE OF PRESENT CONTINUOUS TENSE INTO THE NEGATIVE AND INTROGATIVE
OF PASSIVE FORM
NO AFFIRMATIVE NEGATIVE INTROGATIVE
ANTON IS BUYING A
BOOK
A BOOK ARE NOT BEING
READ BY ANTON
ARE A BOOK BEING READ
BY ANTON?
1 TONO IS SLEPPING ON
THE CHAIR
2
WE ARE BRINGING THE
UMBRELLA
3
THEY ARE WATCHING
THE MOVIE
I AM EATING A BANANA
RIGHT NOW
5
YOU ARE PLAYING A
COMPUTER
6
THE CHILDREN ARE
STUDYING ENGLISH
7
TONO IS WRITING A
LETTER
8
TIKA IS USING A
GLASSES
82
Observation Sheet of Cycle I
No. Indicators Score
I Pre Teaching
Preparing in the students to start the teaching learning process 3
Engaging the students using language clearly and easy to
understand
3
Motivated the students 2
The teacher helped the students to memorize the previous lesson 3
II While Teaching
Material
The material was appropriate with the lesson objective 3
The teacher explained the material systematically 3
Connecting the material with other knowledge 3
Exploring the material as clearly as possible 3
Lesson Strategy
Doing the teaching learning process which appropriate with
students’ competence
3
Doing teaching learning systematically 3
The teacher was able to manage the class 2
The teacher involved the students in teaching learning process 3
Material Resource
The material was appropriate with the lesson objective and the
students’ level
3
The teacher used the environment as the material resource 3
Involving the students in finding the material 3
III Post Teaching
Evaluating
Doing pre evaluating 3
Doing process evaluating 3
Doing post evaluating 3
The assessment was suitable with the material 3
Closing
Doing reflection 3
Making conclusion of the teaching learning process 3
Giving suggestion to the students 2
83
Note : Score : Criteria
1 : Not good
2 : Less good
3 : Good enough
4 : Good
84
Observation Sheet of Cycle II
No. Indicators Score
I Pre Teaching
Preparing in the students to start the teaching learning process 4
Engaging the students using language clearly and easy to
understand
4
Motivated the students 3
The teacher helped the students to memorize the previous lesson 4
II While Teaching
Material
The material was appropriate with the lesson objective 4
The teacher explained the material systematically 4
Connecting the material with other knowledge 3
Exploring the material as clearly as possible 4
Lesson Strategy
Doing the teaching learning process which appropriate with
students’ competence
4
Doing teaching learning systematically 4
The teacher was able to manage the class 3
The teacher involved the students in teaching learning process 4
Material Resource
The material was appropriate with the lesson objective and the
students’ level
4
The teacher used the environment as the material resource 4
Involving the students in finding the material 4
III Post Teaching
Evaluating
Doing pre evaluating 4
Doing process evaluating 4
Doing post evaluating 4
The assessment was suitable with the material 4
Closing
Doing reflection 4
Making conclusion of the teaching learning process 4
Giving suggestion to the students 3
85
Note : Score : Criteria
1 : Not good
2 : Less good
3 : Good enough
4 : Good
86
FIELD NOTES
Cycle : Cycle 1
The Activity of the Teacher and the Students in Cycle I
NO The Observation of Teacher’s Activity Percentage
1
2
3
4
5
6
7
8
9
Express purposes
Motivate learners
Link the previous lesson with the next lesson
Supervise and guide students in making sentences
of present continuous tense in active and passive
Explain the material
Explain the procedures of arrange word game
Observe and guide learners in making the passive
voice sentences
Conclude t the learning material
Give feedback
6.0
7.3
8.3
7.3
13.3
10.0
21.7
10.3
15.3
NO The Observation of Students’ Activity Percentage
1
2
3
4
5
6
7
Listen to the teacher introduction
Listen to teacher explanation about the material to
be discussed
Make an example of present continuous tense
Make an example of passive voice present
continuous tense
Listen and pay attention to teachers' explanations
Ask the difficult material
Play arrange word game
5.3
8.2
8.3
7.4
13,3
7.4
18.7
87
8
9
Listen to the teacher’s conclusion
Do the test and evaluation
10.4
21
88
FIELD NOTES
Cycle : Cycle 2
The Activity of the Teacher and the Students in Cycle I
NO The Observation of Teacher’s Activity Percentage
1
2
3
4
5
6
7
8
9
Discuss the previous material
Motivate learners
Link the previous lesson with the next lesson
Explain the material
Explain the procedures of arrange word game
Observe and guide learners in implementing
arrange word game technique
Explain difficult material
Order and guide the students to conclude the lesson
Give feedback
7.7
5.7
6.7
10.7
11.7
25.7
8.3
10.8
12.7
NO The Observation of Students’ Activity Percentage
1
2
3
4
5
6
Listen to the teacher explanation about the previous
material
Discuss with the teacher about the material to be
discussed
Make an example of passive voice present
continuous tense in the form positive, negative and
interrogative
Listen and pay attention to teachers' explanations
Play arrange word game
Correct another students’ assignment
6.3
7.4
9.3
7.3
18.6
10.0
89
7
8
9
Conclude the lesson
Ask the difficult material
Do the test and evaluation
12.2
6.7
22.2
90
FIELD NOTES
Cycle : Cycle 2
The Activity of the Teacher and the Students in Cycle I
NO The Observation of Teacher’s Activity Percentage
1
2
3
4
5
6
7
8
9
Discuss the previous material
Motivate learners
Link the previous lesson with the next lesson
Explain the material
Explain the procedures of arrange word game
Observe and guide learners in implementing arrange word game technique
Explain difficult material
Order and guide the students to conclude the lesson
Give feedback
7.7
5.7
6.7
10.7
11.7
25.7
8.3
10.8
12.7
NO The Observation of Students’ Activity Percentage
1
2
3
4
5
6
7
8
9
Listen to the teacher explanation about the previous material
Discuss with the teacher about the material to be discussed
Make an example of passive voice present
continuous tense in the form positive, negative and interrogative
Listen and pay attention to teachers' explanations
Play arrange word game
Correct another students’ assignment
Conclude the lesson
Ask the difficult material
Do the test and evaluation
6.3
7.4
9.3
7.3
18.6
10.0
12.2
6.7
22.2
91
The Questionnaire for Students (After CAR)
Nama : ___________________ Kelas : _____________________
Cara pengisian:
1. Berilah check list (√) pada salah satu jawaban Ya atau Tidak
2. Jawablah dengan jujur sesuai dengan keadaan!
3. Periksa kembali jawaban sebelum diserahkan kepada guru!
Pertanyaan Ya Tidak
1. Saya merasa senang dengan pelajaran Bahasa Inggris
materi passive voice of present continuous tense
sekarang
2. Saya merasa pengajaran pada materi passive voice of present
continuous tense lebih mudah dipahami
3. Saya merasa lebih bersemangat denagn pengajaran Bahasa
Inggris materi passive voice of present continuous tense
sekarang
4. Belajar sambil bermain adalah pengajaran yang sesuai dengan
keinginan saya
5. Saya merasa lebih mudah dalam mengingat formula atau
rumus penggunaan passive voice of present continuous
tense dengan strategi yang digunakan sekarang
6. Saya merasa lebih mudah dalam mengerjakan tugas yang
diberikan guru
92
7. Saya merasa mengalami peningkatan/lebih baik
dalam membuat kalimat passive voice of present continuous
tense
8. Saya dapat membuat kalimat passive voice of present
continuous tense dengan cepat dan mudah
9. Saya lebih senang belajar sambil bermain
10. Pembelajaran menggunakan permainan membuat saya lebih aktiv
dan kreatif dalam belajar
11. Saya sering mengajukan pertanyaan ketika pembelajaran
berlangsung
12. Saya merasa mampu mengerjakan tugas yang diberikan oleh guru
secara individu
13. Belajar sambil bermain membuat saya senang dan mudah
memahami pelajaran
14. Saya merasa enjoy dengan metode pembelajaran yang sekarang
15. Saya merasa strategi yang digunakan sekarang membantu saya
Untuk menerapkan penggunaan passive voice of present
continuous tense dalam kehidupan sehari – hari.
93
Students’ Score of Pretest, Posttest 1, and Posttest 2
Students' Name Pretest Cycle I Cycle II
Posttest Posttest
Ahmad Baihaqi 70 70 80
Ahmad Rendre 60 70 90
Ajeng Nurfadilah 60 75 95
Ayu Lestari 70 80 90
Chaerani Sulastin 50 50 60
Diana Sukmawati 60 65 95
Dinda Agustin 40 70 90
Diyah Umaidah 40 45 60
Eka Wahyuni S 40 45 85
Elsa Hariyanti 20 50 75
Fitri Rahmadani 60 65 75
Gustina Sari 45 65 90
Kurmiyati 35 40 75
Kurniati Nurfajriyah 65 70 85
Muhamad Isnaini 65 70 95
Novia Anggraini 85 85 100
Nuraini 70 80 100
Nurinayah Putritama 25 75 95
Nurkomalasari 65 70 75
Rahmawati 70 80 100
Reynaldi Fahlepi 50 75 85
Ria Chasanah 60 60 90
Riana Wandini 75 75 80
Rita Dwi Juliana 85 85 100
Saskia Ekasafitri 50 60 75
Selvi Septiani 45 45 50
Siti Maimunah 55 60 80
Syahrifah 70 80 95
Syahfitri Febriyanti 70 75 95
94
Yanti 70 85 100
Yayan 60 75 95
Mean 57.58 67.58 85.64
95
Interview Guidelines for the Needs Analysis (After CAR)
A. Kategori kondisi umum kelas
R : Bagaimana kondisi siswa Ibu dalam pembelajaran passive voice
present continuous tense setelah menggunakan Pattern drills
technique?
T : Kalau saya perhatikan mereka sangat bersemangat dan senang
mengikuti mata pelajaran ini.
R : Apakah Ibu merasa termotivasi setelah menggunakan Pattern
drills technique dalam pembelajaran di kelas?
T : Ya, saya sangat termotivasi untuk membuat berbagai macam
teknik Pattern drills dalam pengajaran, karena menurut saya jika
anak – anak belajar dengan metode pengulangan kata seperti ini
pasti mereka akan sangat senang dan mudah untuk memahami
pelajaran tersebut.
R : Bagaimana kemampuan pemahaman passive voice present
continuous tense siswa Ibu setelah menerapkan strategi Pattern
drills technique?
T : Mereka jadi lebih paham tentang materi passive voice present
continuous tense.
B. Kategori kesulitan siswa yang dialami
R : Apakah Ibu mengalami kesulitan dalam menerapkan tehnik
Pattern drills?
T : Yah sebenarnya tehnik ini cukup mudah untuk digunakan, saya
sih merasa tidak mengalami kesulitan dalam menggunakan tehnik
ini, hanya kurang bisa memenage waktu aja mungkin
R : Apa penyebab dari kesulitan dalam menerapkan tehnik Pattern
drills?
T : Yah salah satu penyebabnya karena kurang bisa memenage
waktu aja.
96
C. Kategori strategi untuk mengalami kesulitan
R : Setelah mengetahui beberapa kesulitan yang Ibu hadapi dalam
penggunaan tehnik Pattern drills, maka bagaimana cara Ibu
mengatasi kesulitan-kesulitan tersebut?
T : Yah mungkin harus lebih memperhatikan waktu aja, mungkin
nanti saya akan memakai stopwatch, biar lebih bisa memenage
waktu.
