proposal
TRANSCRIPT
TEACHING ACTIVE AND PASSIVE VOICE BY USING INDICATIVE
STRATEGY TO THE SECOND GRADE STUDENTS AT THE SENIOR HIGH
SCHOOL 2 OF ULU MUSI.
1. Background
In Indonesia English is taught as compulsory subject to high-school students
and college students. At some elementary school, English has even been introduced
as a local content subject to their fourth-grade pupils. The objective of Teaching
English to Indonesian students is that the students are able to communicate in English
both orally and in writing. To achieve the objective, the students should have the four
language skills, namely listening, speaking, reading and writing. Besides, to support
their language skills, the students should master the language components, such as
pronunciation, grammar, and vocabulary.
Grammar is one of the language components that the students should master.
Grammar is a linguistic description of a particular language, a set of statements or
rules that explain how the language works (Calderonnello, 1986:481). It is important
to master grammar because person who has a good grammar mastery would be able
to understand utterances / sentences produced by other people and to produce
grammatical utterances / sentences understood by other people.
One English grammar that is taught to the second grade students at senior
high school is passive voice. Passive voice is the original “receiver”, the action the
grammatical subject, and the original “doer” of the action. There are two special
form called voice (Marcela, 1972:55), they are:
1. Active voice
2. Passive voice
1) The active voice is the "normal" voice. This is the voice that we use most of the
time. In the active voice, the object receives the action of the verb, for example ;
*Cat eat fish.
2) The passive voice is less usual. In the passive voice, the subject receives the
action of the verb. The object of the active verb becomes the subject of the
passive verb, for example:
“Fish is eaten by cat.
The form of the voice especially the passive, is not easy to be understood by
the students. The passive voice is less usual than the active voice. The active voice is
the "normal" voice. But sometimes we need the passive voice. In this case the teacher
should give instruction to the students how to construct the passive voice, when to
use it and how to conjugate it. The indicative strategy represents a more modern
style of teaching where the new grammatical structures or rules are presented to the
students in a real language context (Goner, Phillips, and Walters 135).
Indicative grammar teaching is based on trial and error, experiments. The
students learn from trying different things, seeing what works and what does not.
through experimenting they figure out the grammatical rules. The indicative
approach is also known as the discovery learning approach where lessons begin by
the teacher providing examples to demonstrate how the language is employed. In
doing so, the students derive the rule by themselves and the language is practised in
further activities (Thornbury, Scott. 2006, p.29-48) Based on the above statement the
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writer intendede to conduct a study to find out whether or not indicative strategy is
effective in teaching active and passive voice to the students. The reason for
choosing this topic, because the writer experienced to see most of the students if
Senior High School faced difficulties in learning passive voice. For example when
they have to change to active sentence in present tense, they still put the verb in active
form and also they do not understand in changing the “be” form of the voice. Using
indicative strategy might help them of overcome the problem in learning English
grammar. For this study the writer would like to use the second grade students of the
State Senior High School 2 of Ulu Musi as the sample of this study. This study
would be entitled “Teaching Active and Passive Voice by Using Indicative Strategy
to the Second Grade Students at the State Senior High School 2 of Ulu Musi”
2. Problem
The problem of this study deals with the teaching active and passive voice by
using indicative strategy to the second grade students at the State Senior High School
2 of Ulu Musi.
2.1 Limitation of the Problems
The study is limited in the following points;
1) the study deals with the teaching active and passive voice by using indicative
strategy to the second grade students at the State Senior High School 2 of Ulu
Musi.
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2) The active and passive voice taught to students will be the Simple Present
Tense and Simple Past Tense.
2.2 Formulation of the Problem
This study is formulated in the following “Is it effective to use indicative
strategy in teaching active and passive voice to the second grade students at the State
Senior High School 2 Ulu Musi?
3. Objective of the Study
The objective of this study is to find out the effectiveness of indicative
strategy in teaching active and passive voice to the second grade students at the State
Senior High School 2 of Ulu Musi.
4. Significance of the Study
The significance of this study emphasized on the following points:
(1) To the Writer
This study would increase her knowledge to know how the active and passive
voice is taught to the students by using indicative strategy is tested and how to
measure their achievement.
(2) To the Teacher
By giving the written test using indicative strategy, the writer expects, it would
encourage their students to learn English grammar, so that from now on the can
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self-access study on it and the indicative strategy can be the supplementary
material for classroom use.
(3) To the Students
For the second grade students of the State Senior High School 2 Ulu Musi, they
are expected to keep on learning English grammar correctly by following the
indicative strategy rules as they should be. In addition, this study may attract
them to learn the grammar of English better.
(4) To the Institution
This study could be one of the informative references so by doing th indicative
strategy, the students’ grammar would be better.
5. Literature Review
This part will presents (1) the concept of teaching, (2) the concept of active
and passive voice, (3) the concept of indicative strategy, and (5) related previous
study.
5.1 The Concept of Teaching
Teaching is profession conducted by using a combination of art, science and
skill. It is an art because it relies on the teacher’s creative provision of the best
possible learning environment and activities for his/her students. It is science since it
is a system, an ordered set of ideas and methods used by the teachers in doing their
main jobs : planning a lesson, implementing the plan in the classroom and evaluating
the outcome of the activities. It is skill because it demands the ability attained from
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relevant theories and practice to assist students expertly in learning so that they are
able to gain linguistic and communicative competence in the target language (Saleh.
1997:16).
5.2 The Concept of Active and Passive Voice
(Wren and Martin, 1982:91) gives definition that the active voice is usually
more direct and vigorous than the passive. The need to make a particular word the
subject of the sentence will often determine which voice is to be used. The active
voice is the "normal" voice. This is the voice that we use most of the time. The voice
is used to indicate that the grammatical subject of the verb is performing the action or
causing the happening denoted by the verb. We are probably already familiar with
the active voice. In the active voice, the object receives the action of the verb, for
example:
active
subject verb Object
>
CatsEverybody
eatdrinks
fish.Water
The passive voice is less usual. In the passive voice, the subject receives the
action of the verb. The voice used to indicate that the grammatical subject of the verb
is the recipient (not the source) of the action denoted by the verb, for example:
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Passive
subject verb object
<
Fish are eaten by cats.
The object of the active verb becomes the subject of the passive verb:
Subject verb Object
active Everybody drinks water.
passive Water is drunk by everybody.
5.2.1 Construction of the Passive Voice
The structure of the passive voice is very simple (Wren and Martin, 1982:92):
subject + auxiliary verb (be) + main verb (past participle)
The main verb is always in its past participle form.
Look at these examples:
Subjectauxiliary verb (to be)
main verb (past participle)
Water Is Drunk by everyone.
100 people
Are Employedby this company.
I Am Paid in euro.
We Are not Paid in dollars.
Are They Paid in yen?
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5.2.2 Use of the Passive Voice
We use the passive when:
- we want to make the active object more important
- we do not know the active subject
Subject verb Object
give importance to active object (President Kennedy)
President Kennedy
was killedby Lee Harvey Oswald.
active subject unknown My wallethas been stolen.
?
Note that we always use by to introduce the passive object (Fish are eaten by cats).
Look at this sentence:
- He was killed with a gun.
Normally we use by to introduce the passive object. But the gun is not the
active subject. The gun did not kill him. He was killed by somebody with a gun. In
the active voice, it would be: Somebody killed him with a gun. The gun is the
instrument. Somebody is the "agent" or "doer".
In this study, the writer will use simple present and simple past tense voice to
teach to the students.
5.3 The Concept of Indicative Strategy
An indicative approach comes from inductive reasoning stating that a
reasoning progression proceeds from particulars (that is, observations, measurements,
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or data) to generalities (for example, rules, laws, concepts or theories) (Felder &
Henriques1995). The students learn the use of the structure through practice of the
language in context, and later realize the rules from the practical examples.
In the case of pedagogical grammar, most experts argue that the indicative
approach can also be called rule-discovery learning. It suggests that a teacher
teach grammar starting with presenting some examples of sentences. In this
sense, learners understand grammatical rules from the examples. The
presentation of grammatical rules can be spoken or written. Eisenstein (cited in
Long & Richards, 1987) maintains that the indicative approach tries to utilize the
very strong reward value of bringing order, clarity and meaning to experiences.
This approach involves learners’ participating actively in their own instruction. In
addition, the approach encourages a learner to develop her/his own mental set of
strategies for dealing with tasks. In other words, this approach attempts to highlight
grammatical rules implicitly in which the learners are encouraged to conclude the
rules given by the teacher.
According to Krashen (1993:33-44) offers steps in teaching active and passive
voice by using indicative strategy, which can be roughly characterized as the
following four steps:
STEP 1: Students are given a representative set of sentences about active and
passive voice.
- Students are given a mixed group of grammatical and ungrammatical
sentences regarding the use of the active and passive voice, as
exemplified by (3):
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a. Cats eat fish (active)
b. *Cats eats fish
c. Fish is eaten by cats (passive)
d. *Fish is eat by cat
STEP 2: Students are asked to generalize active and passive forms.
- Students are asked to produce or generalize a grammatical rule from the
active and passive sentences to account for both its grammatical and
ungrammatical sentences. Based on their grammatical judgments about
the two sentences students would formulate a tentative grammatical rule
which governs the use of the active and passive voice.
STEP 3: Students are asked to check and test the active and passive sentence.
- Students are asked to check and test the rule of the voice sentence
involving the use of the active and passive, and to find out whether this
grammatical rule can be applied in the sentence.
STEP 4: Students are asked to revise the grammatical rule of the voice to
accommodate the new sentences.
- The students check the result of the sentence, and check whether the
sentence is grammatical or not.
This steps involves learners’ participating actively in their own instruction.
In addition, the approach encourages students to develop her/his own mental set of
strategies for dealing with tasks. In other words, this approach attempts to highlight
grammatical rules implicitly in which the students are encouraged to conclude the
rules given by the teacher.
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5.3.1 The Advantages and Disadvantages of Indicative Strategy
(Krasen, 1993:33-44) The inductive approach offers advantages and
disadvantages as seen in the Table 1 below.
TABLE 1THE ADVANTAGES AND DISADVANTAGES OF INDICATIVE STRATEGY
5.4 Related Previous Study
5.6 Previous Related Studies
There are quite many theses discussed about pronunciation and songs, but the
writer will take only one thesis which closely related to this thesis with the tide
"Efektivitas Penggunaan Lembar Kerja Siswa pada Pokok Bahasan Passive Voice
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dan Active Voice untuk Siswa Kelas VII MTs NU 01 Kramat Kabupaten Tegal
Tahun 2009/2010", written by Rosita, Imut Diah in 2010. The objective is to find out
to know whether using media of Work Sheet to Student has positive effect on
structure ability Passive Voice and Active Voice for Students at Class VII MTs NU
01 Kramat Tegal Regency in Academic Year 2009/2010. The research result shows
on degree significance of 5% (0,05), there is significance difference between mastery
in English Writing skill of student who are taught by using work sheet of student, and
those who are taught without using work sheet of Student at MTs. The result of t-test
is 6,5254 and t-table is 2,021. So, it is higher than t-table. The similarities and
differences are found, they arc:
1) The similarities are:
a. Both talked about active and passive for the topic of the study.
2) The Differences arc:
a. The previous thesis was Written in 2010 while the writer in 2011
b. The previous thesis used the work sheet media to know its effect on the
students structure ability passive voice and active voice
c. The previous thesis population was 120 students and the samples was 40
students, the writers' population was 70 from two classes and the sample will
be all with one class as the experiment and the other class as the control
group.
d. The previous study used the true experimental method while the writer will
use experimental method.
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6. Hypotheses
In relation to the objective of the study as mentioned above, the writer
formulates the following two hypotheses.
Ho : It is not effective teaching active and passive voice to the the second grade
students of the State Senior High School 2 of Ulu Musi.
HA : It is effective teaching active and passive voice to the the second grade
students of the State Senior High School 2 of Ulu Musi.
7. Criteria for Testing the Hypotheses
For testing the hypotheses formulated above, the writer will use critical value
of the students of the t-test distribution table (Hatch and Farhady, 1982:272). Due to
the fact that the writer will use 35 pairs students as the sample of the study, and the
degree of freedom (df) was 34 (35-l ), therefore to accept the alternative hypotheses
with 0.5% significance the writer will use the t-distribution table (Hatch and Farhady,
1982:272) with one tailed test, the result of the matched t-test oft-obtained should
exceed 1.684. If the t-table is lower or smaller than 1.684, the null hypothesis (Ho) is
accepted and the alternative is rejected. On the other hand, if the result of the t-table
is higher than 1.684, the null hypothesis (Ho) is rejected and alternative hypothesis is
accepted (Hatch and Farhady , 1982:272).
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8. Research Procedure
In this part the writer will discuss: (l) the method of the study, (2) operational
definitions, (3) population and sample, (4) techniques for collecting data (5)
techniques for analyzing data, and (6) research schedules
8.1 Method of the Research
In doing this study, the experimental method will be used through randomized
post-test only control group design, using matched subjects. By applying the true
experimental method, the researcher involved two groups of students that had been
matched before based on their scores in the pre-test. The diagram of the design is as
follows:
Experimental Group : M X1 O__________________________Control Group : M X2 O
(Fraenkel and Wallen, 1993:250)
In which:
M = Matching the Pairs from the two Groups through a Pretest
Xl = Teaching by Using Songs and Pictures
X2 = Teaching without Using Songs and Pictures
O = Post-test
The steps that will be taken in this study covered:
l) surveying the literature relating to the problems;
2) defining the problems;
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3) constructing an experimental plan by writing the research design;
4) doing the try-out test;
5) matching the pails from the two groups through a pre-test;
6) conducting an experiment;
7) collecting the data through the posttest;
8) analyzing the data;
9) drawing the conclusions;
9. proposing suggestions;
10) reporting the results.
8.2 Research Variables
A variable is a type of concept that can take or different values or have
categories, such as tree, house, desk, teacher creativity, and school. There are two
kinds of variables in this study: independent variable and dependent variable. The
independent variable is a variable which influences other variables and come first,
such as teaching method, teacher behavior, methods of instruction curriculum,
individual characteristics, SES (Social Economy Status) and peer group behavior.
Dependent variable is the one that is affected by or predicted by the independent
variable, such as achievement attitudes, values, self concept, a social development
(Dane, i990:22)
In this study, the independent variable of the research is the teaching media
that is songs and pictures, and the dependent variable is the students' vocabulary
achievement.
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8.3 Operational Definitions
The title of this study is "Teaching Active and Passive Voice by Using
Indicative Strategy to the Second Grade Students the State Senior High School 2 of
Ulu Musi. From the title of this study, the dependent variable is students' grammar
achievement and the independent variables is indicative strategy. Therefore, it is
necessary to clarify the terms used. In this study, in order to avoid misunderstanding
in writing, the writer tried to find out the key words relating with this title. They are
teaching, active and passive voice, and indicative strategy..
1) "Teaching" is the teacher's activities in transferring knowledge or skill to he/his
students. This study will teach active and passive voice by using indicative
strategy
2). "active voice” is the subject of the sentence performs the action denoted by the
verb, and “passive voice” is in which the subject of a sentence or clause denotes
the recipient of the action rather than the performer.
3) "Indicative strategy" is.the strategy for teaching the students learn the use of the
structure through practice of the language in context, and later realize the rules
from the practical examples.
8.4 Population and Sample
8.4.1 Population
According to Arikunto (1993:2), population is '?11 research subjects." The
population of this study will be all of the fifth grade students of the state Elementary
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school of Tanjung Lago, Banyuasin in the academic year of 2010/2011. The number
of the population is 105. There are three classes in the population as follows:
TABLE 1TIIE POPULATION
No Class Number of Students1. 5.1 352. 5.2 353. 5.3 35
Total 105Source: The State Elementary School of Tanjung Lago, Banyuasin in the Academic
Year 2010/2011
8.4.2 Sample
Sample is any group of individuals, which selected to presents population
(Richards, platt and Webber, 1985:250). The sample is a part of a whole used for
showing what the rest is like. Arikunto, "If the number of the subject of the
investigation is less than 100, the writer can take all of the subjects or if the member
of the subjects is more than 100, the writer can take 10 15o/o or 20 - 25o% of the
population to be the sample." Based on the statement above, the sample of this study
is 207o of the population. The sample will be 40 students which 20 students as the
control group and 20 students as the experimental group. The sample will be taken
by applying two stages random sampling that is the selection from the population
representing each of the classes (Scott and Wild, 1986:76). From three classes three
will be taken 75 students and then from 75 students then will be taken 20 of them, so
the sample will be 40 students. The samples are presented be1ow.
TABLE 2THE SAMPLE
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STUDENTSEXPERIMENTAL CONTROL
20 2040
8.5 Techniques for Collecting the Data
In teaching vocabulary by using songs and pictures, the writer will only use
one technique; that is a test. The writer will give a pretest and posttest in teaching
vocabulary
to the students by using songs and pictures. The students will listen to a song entitled
"Animals” taken from “Songs Promote young Learner’s Vocabulary” by Andi Guna,
Leo, page 18, and ‘Song Animal 1, and Song Animal 2" from
www.dreamenglish.com.
8.5.1 Validity
The most important variable in edging the adequacy of a measurement is its
validity. Validity refers to extent to which the result of an evaluation procedure serves
the particular uses for which they are intended to measure (see Tinambunan,
1988:11). It can be said, for example, a ruler is used to measure height, watches to
measure time and scales to measure weight.
There are three types of validity: content validity, criterion related validity,
and construct validity. However, the most important concern for the classroom
achievement testing is content validity (Tinambunan, 1988:12-13). Therefore, the
discussion is focused on content validity.
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Content validity is concerned with whether or not the content of the test is
sufficiently representative for the test to be valid measure of what it is supposed to
measure
(Tinambunan, 1988: 12-13).
Thus, the validity of the test is the extent to which the test measures what is
intended to measure. If the result is to be used to describe pupil achievement, we
should like them to represent the specific achievement we wish to describe. Based on
this, the writer provided the songs that the students should be taught which is suitable
with the material in basic course outline of the 2009 curriculum for the State Junior
High School 12 of Tanjung Lago, Banyuasin.
TABLE 3THE TEST SPECIFICATION
Objective Indicator Materials Test Items
Words Tested Types of the Test
To measure the students achievement to answer the vocabulary
The students are able to answer the questions by using songs and pictures
Vocabulary about animals
1 – 10
11-20
1. Tiger2. Elephant3. Fish4. Bear5. Camel6. Dolphin7. Bee8. Cat9. Chameleon10. Hen11. Zebra12. Dog13. Snake14. Monkey15. panda16. Lion17. Bird18. Crocodile19. Rooster20. Bull
Matching Pictures
Completion Test
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8.5.2 Reliability
Richards, et al., (1985:24) state, “Reliability is a measure of degree to which a
test gives consistent result.” A test is said to be valid if it gives the same result when
it is given on different occasions of when different people use it. “Reliability means
the stability of the test score. A test cannot measure anything unless it measures
consistently” (Gronlund, 1993:19). In reaching the reliability of the test, the writer
will use the KR-21. According to Fraenkel and Wallen (1993:149), the test is
considered reliable if the reliability coefficient is equal to or more than 0.70, and
unreliable if it is less than 0.70. The formula is as follows:
KR 21=
(Fraenkel and Wallen, 1993:149)
Where: KR 21 = Kuder-Richardson Reliability Coefficient,
K = Number of Items in the Test
M = The Number of the Students’ Correct Answers
SD = Standard Deviation of the Set of Test Scores
The Formula is: SD=
(Hatch and Farhady, 1982:59)
Where: SD = Standard Deviation
X = The Number of the Students’ Correct Answers
= The Average Number of the Correct Answers
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N = The Number of the Students
8.6 Techniques for Analyzing the Data
There will be two kinds of techniques in analyzing the data, they are:
1) The Percentage Analysis
The data obtained from the test will be analyzed by using percentage
analysis.The percentage analysis formula is as follows:
Where: X = Score of Percentage ResultR = Total Number of Correct AnswerT = Number of SampleN = Number of Test Items
In order to get the percentage scores the total of students' choices divided by
the total number of the sample students and multiplied by 100%. The criteria are as
follows:
Ranges Category9.6 – 108.6 - 9.57.6 - 8.56.6 - 1.55.6 - 6.50 - 5.5
ExcellentVery GoodGoodSufficientPoorVery Poor
Source: The State Elementary School 13 of Palembang
8.6.1 Matched T-Test
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This analysis applied to find out whether the teaching vocabulary by
using song and pictures is effective and the formula is as follow (Halch and Farhady,
1982: I 16).
S =
Where:
T-obt = The value of t-obtained
= Mean of the Experimental Group
= Mean of the Control Group
N1 = The Number of Students in Experimental Group
N2 = The Number of students in Control Group
S = Standar Deviation.
(Sudjana 1986:232)
9. Tentative Research Schedules
The tentative schedule in doing this study will be as following:
I . Preparation : January 2011
2. Writing : February 2011
3. Data collection : April 2011
4. Data Analysis : June-July 2011
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REFERENCES
Felder, R., & Henriques, E. (1995). Learning and teaching styles in foreign and
second language education. Foreign Language Annals 28(1), 21-31.
Krashen, S. 1987. Applications of psycholinguistic research to the classroom. In M. Long & J. Richards (Eds.), Methodology in TESOL (pp. 33-44). New Jersey: Heinle & Heinle Publishers.
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Wren and Martin. 1982. High School English Grammar and Composition. New Delhi: S. Chand & Company LTD.
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