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THE INFLUENCE OF USING ENTERTAINING POWER
POINT MEDIA ON STUDENTS’ UNDERSTANDING OF
PASSIVE VOICE
(A Quasi-Experimental Research in the First Grade of Senior High School
Students at SMAN 9 Tangerang Selatan)
By
MEGA ERNESVIA PERTIWI
NIM. 109014000172
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2013
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ABSTRACT
MEGA ERNESVIA PERTIWI (109014000172). The Influence of UsingEntertaining Power Point Media on Students’ Understanding of Passive Voice(A Quasi-Experimental Research in the First Grade of Senior High School).
Advisor : 1. Dr. Atiq Susilo, MA2. Atik Yuliyani, MA. TESOL
Keywords: Power Point, Learning Media, SMAN 9 Tangerang Selatan
Power Point has some advantages in delivering presentation. With simple operationand supported features, Power Point enables teachers to design an entertainingEnglish material. Therefore, this research aimed to examine the influence of usingentertaining Power Point media on students’ understanding of Passive Voice. Thisresearch was started on March until June 2013. Method which was used in thisresearch was a quasi-experimental research with pretest-posttest control group design.The students in the first grade of SMAN 9 Tangerang Selatan were decided aspopulation. By using purposive sampling, the students of X1 and X2 were the sampleof this research. The instrument used in this research was test and observation.Hypothesis testing with t-test statistic formula was a technique in analyzing the data.Based on the result of hypothesis testing, the alternative hypothesis was accepted, itwas proven by the value of tobserved > ttable (5.23 > 2.00). Thus, it can be concluded thatPower Point as a learning media gives the significant influence on students’understanding. According to the observation, teaching and learning process tookplace effectively and interestingly through showing videos, pictures, and animations.The students participated more active in the learning process. And also, by utilizingPower Point media, teacher was motivated to be more creative in creating theteaching material.
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ABSTRAK
MEGA ERNESVIA PERTIWI (109014000172). Pengaruh Penggunaan MediaPower Point yang Menghibur terhadap Pemahaman Siswa pada Materi PassiveVoice (Penelitian Quasi-Eksperimen pada Siswa Kelas X di SMAN 9 TangerangSelatan).
Pembimbing : 1. Dr. Atiq Susilo, MA2. Atik Yuliyani, MA. TESOL
Kata Kunci: Power Point, Media Pembelajaran, SMAN 9 Tangerang Selatan
Power Point memiliki beberapa kelebihan dalam kegiatan presentasi. Denganpengaplikasian yang sederhana dan fitur pendukung, Power Point memudahkan gurumembuat pengajaran bahasa Inggris yang menghibur. Oleh karena itu, penelitian inibertujuan untuk mengetahui pengaruh penggunaan media Power Point yangmenghibur terhadap pemahaman siswa pada materi Passive Voice. Penelitian dimulaipada bulan Maret sampai Juni 2013. Metode penelitian yang digunakan adalahmetode quasi eksperimen dengan desain kelompok kontrol pretest-posttest. Siswakelas X SMAN 9 Tangerang Selatan merupakan populasi dalam penelitian ini.Dengan menggunakan teknik purposive sampling, maka kelas X1 dan X2 dipilihsebagai sampel. Instrumen yang digunakan dalam penelitian ini adalah test danobservasi. Uji hipotesis dengan rumus t-test digunakan sebagai teknik dalammengalisis data. Berdasarkan hasil uji-t, hipotesis alternatif diterima karena hasilthitung > ttabel (5.23 > 2.00). Jadi dapat disimpulkan bahwa media Power Point yangmenarik memberikan pengaruh yang siknifikan terhadap pemahaman siswa padamateri Passive Voice. Menurut hasil observasi, kegiatan belajar mengajarmenggunakan Power Point berlangsung lebih efektif dan menghibur melalui tampilanvideo, gambar, dan animasi. Siswa menjadi lebih aktif berpartipasi dalam prosesbelajar mengajar. Dengan menggunakan media Power Point, guru menjaditermotivasi untuk lebih kreatif dalam menyusun materi pengajaran.
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ACKNOWLEDGEMENT
In the Name of Allah, the Most Gracious, the Most Merciful
All praises be to Allah, the Beneficent and the Merciful, who has given His
love and compassion to help the researcher finish this last assignment in this study.
Peace and blessing be upon to the prophet Mohammed, his companions, and his
adherence.
In particular, the researcher must single out her beloved parents who provided
caring helpful suggestion and continued encouragement to her. This writing is
dedicated to them. Then, she must express her deep appreciation to her advisors, Dr.
Atiq Susilo, MA and Atik Yuliyani, MA. TESOL, who have given her their
thoughtful advocate throughout writing this skripsi.
She also wishes to thank the headmaster of SMAN 9 Tangerang Selatan, Drs.
H. Ahmad Nana Mahmur MA, M.Pd who allowed her to conduct the research in this
school. She is also grateful for the comments and supports of her teacher ‘pamong’,
Wiwin Sambawa Rohmi, S.Pd based on her experience in studying and teaching.
The researcher realized that she would never finish this skripsi without the
help and support of some people around her. Therefore, her thanks also go to:
1. All lecturers of English Education Department and staff of the State Islamic
University Jakarta.
2. Drs. Syauki, M.Pd as the head of English Education Department.
3. Zaharil Anasy, M.Hum, the secretary of English Education Department.
4. Nurlena Rifa’i, M.A., Ph.D, the Dean of Faculty of Tarbiyah and Teachers
Training.
5. All teachers and staff of SMAN 9 Tangerang Selatan.
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6. The student of class X1 and X2 of SMAN 9 Tangerang Selatan.
7. Her beloved friends who have given the researcher inspiration and
encouragement.
Finally, any remaining errors of interpretation are fully her responsibility.
Thus, it will be pleasure for the researcher to receive critiques and suggestions from
others to develop her writing. At last, She hopes this skripsi helps her to get “A” and
will be useful for others.
Jakarta, 17th November, 2013
Mega Ernesvia Pertiwi
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TABLE OF CONTENT
COVER ........................................................................................................... i
APPROVAL SHEET ..................................................................................... ii
ENDORSEMENT SHEET............................................................................ iii
SURAT PERNYATAAN KARYA SENDIRI.................................................. iv
ABSTRACT (English Version) ..................................................................... v
ABSTRACT (Indonesian Version) ............................................................... vi
ACKNOWLEDGEMENT............................................................................. vii
TABLE OF CONTENT................................................................................. ix
LIST OF TABLE ........................................................................................... xii
LIST OF APPENDICES ............................................................................... xiii
CHAPTER I INTRODUCTION ............................................................. 1
A. Background of the Research..................................................... 1
B. Identification of the Research................................................... 4
C. Limitation of the Research ....................................................... 5
D. Formulation of the Research .................................................... 5
E. Objective of the Research......................................................... 6
F. Significance of the Research .................................................... 6
CHAPTER II THEORETICAL FRAMEWORK................................... 7
A. Learning Media ........................................................................ 7
1. Definition of Learning Media .............................................. 7
2. The Role of Media in Learning............................................ 9
3. Kinds of Learning Media..................................................... 11
4. Guidelines in Choosing Learning Media ............................. 15
B. Microsoft Power Point.............................................................. 16
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1. Definition of Microsoft Power Point ................................... 16
2. The Advantages of Microsoft Power Point ......................... 18
C. Passive Voice............................................................................ 20
1. Definition of Passive Voice ................................................. 20
2. Formula of Passive Voice .................................................... 21
3. The Key Points in Teaching Passive Voice ......................... 25
D. Relevant Studies ....................................................................... 26
E. Conceptual Framework ............................................................ 28
F. Hypothesis ................................................................................ 30
CHAPTER III RESEARCH METHODOLOGY ..................................... 31
A. Place and Time ......................................................................... 31
B. Research Method and Design................................................... 31
C. Population and Sample ............................................................. 32
D. Variable .................................................................................... 33
E. Technique in Collecting Data ................................................... 33
1. Test ...................................................................................... 33
2. Observation.......................................................................... 37
F. Technique in Analyzing Data ................................................... 37
G. Procedure in Teaching Passive Voice ...................................... 38
H. Statistical Hypothesis ............................................................... 39
CHAPTER IV RESEARCH FINDING..................................................... 40
A. Data Description....................................................................... 40
1. Pretest and Posttest Controlled Class .................................. 40
2. Pretest and Posttest of Experimental Class.......................... 42
B. Analysis of Pretest and Posttest................................................ 44
1. Normality Testing ................................................................ 44
2. Homogeneity Testing........................................................... 46
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3. Hypothesis Testing .............................................................. 47
C. Data Interpretation.................................................................... 48
1. Quantitative Data ................................................................. 48
2. Qualitative Data ................................................................... 49
CHAPTER V CONCLUSION AND SUGGESTION ............................... 51
A. Conclusion................................................................................ 51
B. Suggestion ............................................................................... 52
BIBLIOGRAPHY .......................................................................................... 53
APPENDICES ................................................................................................ 55
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LIST OF TABLE
Table 3.1 Research Design ......................................................................... 31
Table 3.2 Item Validity of Multiple Choice and Essay .............................. 34
Table 3.3 Category of Reliability................................................................ 35
Table 3.4 Difficulty Level of Mulitple Choice and Essay ......................... 36
Table 3.5 Discriminating Power of Multiple Choice and essay ................. 36
Table 4.1 The Test Result of Controlled Class ........................................... 40
Table 4.2 The Test Result of Experimental Class....................................... 42
Table 4.3 Normality Testing of Pretest in Controlled Class....................... 44
Table 4.4 Normality Testing of Posttest in Controlled Class ..................... 45
Table 4.5 Normality Testing of Pretest in Experimental Class .................. 45
Table 4.6 Normality Testing of Posttet in Experimental Class .................. 46
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APPENDICES
Appendix 1 Lilliefors Table......................................................................... 55
Appendix 2 T-Distribution........................................................................... 56
Appendix 3 Normality Testing of Pretest in Controlled Class .................... 57
Appendix 4 Normality Testing of Posttest in Controlled Class................... 58
Appendix 5 Normality Testing of Pretest in Experimental Class................ 59
Appendix 6 Normality Testing of Posttest in Experimental Class .............. 60
Appendix 7 AnatesV4.................................................................................. 61
Appendix 8 Try Out Test of Multiple Choice Items.................................... 63
Appendix 9 Try Out Test of Essay Items .................................................... 68
Appendix 10 Pretest and Posttest of Multiple Choice Items ......................... 69
Appendix 11 Pretest and Posttest of Essay Items .......................................... 74
Appendix 12 Rancangan Pelaksanaan Pembelajaran I Kelas Kontrol ........ 75
Appendix 13 Rancangan Pelaksanaan Pembelajaran II Kelas Kontrol ...... 80
Appendix 14 Rancangan Pelaksanaan Pembelajaran I Kelas Eksperimen .. 84
Appendix 15 Rancangan Pelaksanaan Pembelajaran II Kelas Eksperimen. 90
Appendix 16 Observation Sheet of Students Learning Activity
in Controlled Class................................................................... 96
Appendix 17 Observation Sheet of Students Learning Activity
in Experimental Class .............................................................. 102
Appendix 18 Observation Sheet of Teaching Activity in Controlled Class .. 108
Appendix 19 Observation Sheet of Teaching Activity in Experimental Class 114
Appendix 20 References Endorsement Sheet ................................................ 120
Appendix 20 Surat Izin Telah Melakukan Penelitian.................................... 123
Appendix 21 Surat Permohonan Pembimbing Skripsi .................................. 124
1
CHAPTER I
INTRODUCTION
A. Background of the Research
To understand the English language, people need to comprehend the English
grammar. The ability to understand and talk in English is a fundamental goal because
it may be difficult to discuss the accuracy of sentence or message without knowing
the rules itself (grammar). Referring to the educational field, teaching and learning
process in the class may not be effective if students do not know about the basic of
language. Moreover, the understanding of English and the ability to use it are the
objective of teaching and learning.
To achieve the educational objective of English teaching and learning,
teachers teach grammar to help students understand about the accuracy of the
language. By understanding the English grammar, students can arrange the language
form correctly, so the interlocutor catches the accuracy of meaning. For example,
when people say “The girl has watered her flower garden”, its meaning must be
different from “Her flower garden has watered the girl.” In this case, grammar plays
its function as a regulator of the language to make a logic meaning.1
There are many elements of grammar that should be understood by students,
for instance, understanding tenses, parts of speech, pronoun, and one of topic which
is available in curriculum is Passive Voice. Passive Voice does not talk about a little
part of grammar but talks about some parts of grammar. Henceforth, it is stated that
Passive Voice which involves some aspects of grammar may confuse the Indonesian
learners.
Based on the preliminary study at SMAN 9 Tangerang Selatan, the data
showed that the students got low achievement on Passive Voice. All students there
whose first language is not English might be confused by the structure of Passive
1 Warriner, Literature and Arts, (Austin: Holt, Rinehart, and Winston, 2009), p. T27.
2
Voice because of several reasons. First, the structure of English language is
fundamentally different from Indonesian language, namely the position of noun and
adjective in a sentence, the verb-change, etc.
Second, some of common mistakes when students speak or write are when
predicate and subject do not agree. Third, in producing passive sentence, students
should know about pronoun of each subject or object. It is caused that in passive
sentence, the position of subject and object exchanges. For example, ‘The door was
opened by he’ from active voice ‘He opened the door’. That sentence is error because
of the misuse of pronoun. Instead, the correct sentence is ‘The door was opened by
him’. Hence, they should know which one the subject and object to be placed in
different position then.
Last but not least, the reason of why Passive Voice is difficult is the change of
verb-form. The change of verb-form into past participle is complicated because there
are some irregular verbs which must be different from the change of regular verb.
Moreover, the preliminary study showed that the process of teaching
Grammar had been running conventionally. Teachers gave too many explanations
without any eye-catching aid to make the material easy to understand and to attract
students’ attention and motivation in learning. Then, the activity in the classroom
tended to be monotonous because teachers gave a few chances to students to speak
up. According to those reasons, this research raised Passive Voice as the topic. To
follow up the phenomenon, it is needed such an aid to solve the problem.
Basically, teaching and learning process is a communication between teachers
and students. Learning is a change at person’s behavior as a result of interaction
between students, teachers, and learning sources.2 Interaction and communication are
the process to give and take message from the sender to the receiver. In this case,
teachers take a main role as the ones who send the information to student.
2 Suyono, Belajar dan Pembelajaran, (Bandung: PT REMAJA ROSDAKARYA, 2011), p.13.
3
The success of people in doing a communication process depends on how
they deliver the information and what media they use. Media can be defined as the
instrument which is used to help people deliver such information.3 Likewise in
teaching and learning process, teachers should use media to support the
communication process between them and their students. Media which are provided
by teachers aim to help students process the information easily. As a result, the use of
media in teaching and learning is necessary to facilitate the communication in the
class.
To solve the problem, this research proposes an alternative media which is a
familiar thing to teachers. Teachers are expected to use and develop media to
modernize their teaching. One of teachers’ roles in teaching is the ability to utilize
media. Yet, teachers have not used the media which is suitable to students’ needs in
the present era. In reality, there have been many teaching processes which appointed
teachers as the ones who give the information and students accept that information.
Teachers tend to deliver much explanation by speech rather than to attract students’
attention and let them make their own thinking. Unfortunately, in this global era,
teachers still use conventional media which may not be practically functioned in a
bigger class. Therefore, it is needed another media which is applicable and
appropriate to the condition in the class.
In line with the need of using media in learning, nowadays the advanced of
technology is getting better. Technology has been created to facilitate people’s life,
and it can be a medium for teachers and students in learning process. Technology has
impacted virtually every aspect of society around the world. In short, the
globalization of technology should essentially be taken advantage by teachers to
produce a more interesting teaching and learning process. The utilization of advanced
technology as a medium in learning is expected to help the process of learning.
3 Basyiruddin Usman, Media Pembelajaran, (Ciputat: Ciputat Pers, 2002), p. 11.
4
Besides that, one of technologies which is globally utilized by people is
multimedia. Multimedia can be used by teachers to create a fun and enjoyable
learning process. By using media with the help of showing pictures, colors, sounds,
etc. the delivered information will be easily comprehended by students, so the
learning objective can successfully be achieved.
Undeniably, media help teachers to motivate students by bringing a
contextual point and help students process the information given.4 Related to the
explanation of the development of technology above, teachers should think creatively
to make an innovation to their teaching process. In this case, one of multimedia which
can be applicable in language teaching and easily utilized by the teachers is Microsoft
Power Point. Supported by colorful pictures, texts, and sounds, Power Point can be
one of media used by teachers to either get students’ attention or enhance their
understanding in learning material. Moreover, the benefits of Power Point can be
functioned by teachers to make their teaching process is up-to-date; that’s why, the
development of technology, in this case Power Point, can be utilized to avoid the
conventional process in the classroom.
According to the explanation and the problem above, this research will be
conducted to look at the influence of entertaining Power Point as a media in language
learning. In short, this research raised a title “The Influence of Using Entertaining
Power Point Media on Students’ Understanding of Passive Voice.”
B. Identification of the Research
Based on the background of the research above, the problems which are
identified as follow:
1. Teachers have not still used the appropriate media yet in teaching process.
2. Teachers tend to use conventional media in teaching that give much
explanation rather than encourage their students to practice.
4 Marianne C. Murcia, Teaching English as a Second or Foreign Language, (Wadsworth:Heinle & Heinle Publishers, 1991), 2nd Edition, p. 454.
5
3. Many advanced technologies and multimedia can be utilized by teachers to
develop their teaching style.
4. Schools and teachers just lack of maximizing the advanced technology to
support teaching and learning process.
5. The students have low motivation and achievement in English learning.
6. Learning Passive Voice may be a complex material for students because it
consists of learning about be, tenses, subject, object, and some parts of
grammar.
C. Limitation of the Research
There are many kinds of learning media can be utilized by teachers in
teaching and learning process to enhance students’ understanding. The limitation is
important to make this research is neither too broad nor too narrow. Therefore, this
research focuses on finding the influence of using entertaining Power Point as a
learning media on students’ understanding of Passive Voice subject.
D. Formulation of the Research
Based on the explanation above, this research will be conducted to figure out
the information of using entertaining Power Point as one of learning media in
teaching English. Thus, the problem is formulated as follow:
“Is there any influence of using entertaining Power Point media on students’
understanding of Passive Voice?”
It is a quantitative research by applying a quasi-experimental method with
pretest-posttest control group design.
6
E. Objective of the Research
According to the formulation above, this research will be conducted to look at
the influence of using entertaining Power Point media on students’ understanding of
Passive Voice subject.
F. Significance of the Research
It is expected that this research can give some advantages for the readers. By
accomplishing this research, the readers get information about Microsoft Power
Point, learning media, and Passive Voice. Then, it will give a portrait especially for
the English teachers about techniques to teach English using entertaining Power Point
media. Next, teachers know the appropriate media in the classroom. Furthermore,
utilizing media can help teachers solve the problem in teaching language and enhance
students’ outcome. In addition, this research may encourage teachers’ creativity in
utilizing and developing multimedia, especially Power Point.
7
CHAPTER II
THEORETICAL FRAMEWORK
A. Learning Media
1. Definition of Learning Media
Media are the plural form of the word ‘medium’. It comes from Latin.
Learning media is actually the media which are used in learning. Media are such
things that are used by teachers and students in teaching and learning process.
Literally, media are mediator. In the communication process, media are used as the
mediator or channel to deliver message between interlocutors. Media are all kinds of
aid to give the valuable contribution to teaching process, in another word, media are
something that drive the curriculum.1 A set of plan which has been stated in
curriculum should be run effectively by teachers. By using media, a process in
transferring knowledge occurs with the help of mediator.
According to another definition, media and technology are regarded as the
central element in the approach to study.2 In this case, the systematic instruction takes
place in the classroom, and media are as the prominent things in facilitating the agent
in that learning process. In connection with the preceding argument, media are really
needed in teaching and learning process. It is caused that learning media are such the
instruments which are used to facilitate the communication and interaction process
between teachers and students.3 Therefore, learning process in the classroom can be
considered as a good process if teachers utilize media in their teaching.
1 Marianne C. Murcia, Teaching English as a Second or Foreign Language, (New York:Heinle & Heinle Publishers, 1991), 2nd Edition, pp. 454—455.
2 Jon Davison, Learning to Teach English, (New York: Routledge Falmer, 2003), 2nd Edition,pp. 169—170.
3 Oemar Hamalik, Media Pendidikan, (Bandung: PT Citra Adtya Bakti, 1994), p. 12.
8
Association for Education and Communication Technology (AECT) defines
media as the things used to help the information transfer successfully.4 In line with
AECT, Association for National Education says that learning media are all kinds of
communications through either written or spoken form. Media should be used as the
channels to help people deliver the information.5 Based on both definitions above,
learning media can be argued as a something that supports the conveying knowledge
in the educational process. Teachers may creatively organize or construct the media
which are going to be implemented in the classroom depends on the instructional
objective. Thus, teachers have authority to select and apply the instrument as a
learning media as long as it is appropriate to the curriculum, provided facility, and
capacity of school.
Quoted from certain book, media is roughly defined as a mediator of
communication derived from the Latin word ‘between’, the term refers to anything
that carries information between speakers to receivers, and media need such
equipment to deliver the information.6 Actually, communication and media connect
to each other. When people communicate with others, they directly use media to
convey their intention. It is necessary to carry the information to receiver easily.
Therefore, media which are used in the learning process proposes to deliver
knowledge to students, and help them comprehend the delivered information quickly.
Media in learning are all kinds used to convey the information in the
classroom between teachers to the students. It can be printed and non-printed media.
Both kinds of media should be something that can be seen, listened, and read by
students. Teachers may create, organize, or construct their own media to design an
interesting teaching style. In another word, learning media must be something that
can be used by teachers to stimulate and attract students’ interest in learning.
4 Arief S. Sadiman, Media Pendidikan: Pengertian, Pengembangan, dan Pemanfaatannya,(Jakarta: PT Raja Grafindo Persada, 2005), 5th Edition, p. 6.
5 Ibid., p. 7.6 Rudi Susilana, Media Pembelajaran, (Bandung: CV Wacana Prima, 2009), pp. 6—7.
9
According to the experts (Sadiman, Murcia, Basyiruddin, and Davison),
definition of media are basically something that help the communication. Because
learning process is also the process of communication between teachers and students,
so media are really necessary in learning. It can be concluded that learning media is a
prominent element that should be available in teaching and learning process. Media
may be channel for teachers to make their information be interesting to students.
Therefore, media in learning is possible to help teachers control their students.
Hopefully, by using media, they are not forced to study, but students themselves have
their own interest to listen and comprehend the information given.
Henceforth, media and learning related to each other. Teachers use media to
convey their meaning in a better way. Teaching and learning process may occur
effectively, so the educational objective can be achieved.
2. The Role of Media in Learning
All kinds of aids which are used in learning are fundamentally to support
teaching and learning process. Using one of those aids, learning media, is to create an
effective teaching. Therefore, utilizing media in learning can be one of vigorous ways
of teachers to help them achieve the learning objective.
Essentially, the use of media in learning is to facilitate the interaction between
teachers and students. Improving the way of communication in learning is also an
effort to improve students’ understanding. Enhancing students’ understanding on the
subject taught should be interesting through seeing and listening. It is better for
teachers to establish their teaching by stimulating all senses of students than giving
much verbalization. Giving information in the classroom by explanation and speech
should be decreased to avoid verbalizing, because verbalizing gives less image and
experience to students. Learning experience can be conveyed to the students by
showing abstract or concrete example. The concrete example given by teachers, the
10
better students’ understanding will be. By giving the concrete learning experience, it
may strengthen students’ memory.
By giving a more visual example to students, the intended message will be
processed and stored in their mind better. It is intended to make students work
actively because they are given an entertaining material to attract their attention. On
the contrary, delivering information verbally or using symbols will give less
experience to students, for they get the information by processing the words only.
Referring to the advantages of Power Point, it may give information through either
visual or audio. Moreover, Power Point can be modified to give students an
instruction to conduct discussion or simulation.
The use of media can support teachers to provide the concrete learning to their
students. Indirectly, by utilizing media, teachers may decrease their speech to avoid
much verbalization, and give more concrete experience to sharpen students’
understanding. The following points are the role of media in learning.
a. Media can elucidate the information. In presentation stage, for example,
teachers can function media to clear their information and underline the main
point of their teaching.
b. Media are put in learning to stimulate the communicative interaction between
teachers and students.
c. Media appeal to students’ sense and help them process the information.7
d. Media can enhance teaching and learning process.8 Because the main role of
media is to facilitate the communication, so media used in learning have also
a role as the aid to support teaching process in the class.
e. In line with the previous point, using media in learning makes teaching and
learning process more exciting and can be meaningful.
f. Media reduce verbalization to avoid conventional method; hence teachers
may not explain in much speech.
7 Marianne C. Murcia. op. cit., p. 456.8 Murcia., loc. cit.
11
g. Media help teachers motivate students by showing a more communicative
material in the class.
h. Media enhances students’ memory, for the learning stimulates all sense of
students.
i. Media can handle the inadequacy of students’ experience, teachers’ ability,
and school facility. Therefore, media assist teaching process and interaction
between teachers, students, and environment. For example,
A big object, such as elephant, house, etc. which cannot be taken to the
class can be replaced by realia, model, or picture that may show the smaller
object.
An event or accident cannot be repeated any more, but teachers can replay
it to students by functioning media.
j. The regulation of providing media in learning can stimulate teachers’
creativity to select and design media for their teaching.
k. Media can boost students’ attention and imagination to the learning material.
The use of media can enhance the quality of teaching and learning. Teachers
may select their media which are suitable for their teaching and students. The use of
media can also help students process the information and store them in their mind. By
stimulating the senses, teachers give a more concrete input to them, because students
can process the knowledge through especially their sight and hearing.
3. Kinds of Learning Media
There are many media can be functioned by teachers in the class. To simplify
the implementation of media in learning, teachers should select the most appropriate
media. The kinds of media in learning are provided as follow; in order to teacher get
guideline in choosing media.9
9 Arif S. Sadiman, op. cit., pp. 29—47.
12
a. Graphics Media
Graphic media is used to deliver message or information by using symbols,
numbers, or texts. Graphic media emphasizes on people’s sight in processing the
information. It strengthens visual messages in attracting people’s attention, and also
simplifies the intended message. Literally, visual element is something that can be
seen by people, and give a meaningful point to teaching.10 It means the use of visual
element for teaching gives a very similar description about the object is being learnt;
and it surely helps students process the information.
In teaching and learning process, normally, the students will be enthusiastic
about the visual material. It can be interesting pictures or eye-catching poster that
helps students remember the information. There are some media which can be
identified as graphics media.
Pictures / Photos
This one of graphic media is commonly used in teaching because of its
advantage. Pictures or photos are easy to bring to the class and relatively
cheap. Teachers can use this kind of graphic media repeatedly. By showing
pictures or photos, students can visualize the real object because this media
gives very alike visualization.
Sketch
According to Cambridge Dictionary, sketch is a simple, quickly-made
drawing which does not have many details. If teachers cannot provide
picture or photo for showing the object; they may draw it which is possibly
can describe the intended object. Unfortunately, to use this media, teachers
are expected to be able to draw the object, and it is quite difficult to be
applied for complex object.
10 S. Pit Corder, The Visual Element in Language Teaching, (London: Longman, 1976), p. 32.
13
Diagram / Chart
This kind of media is really suitable for explaining symbols, numbers, and
conditions which are difficult to be explained through writing or speaking.
Poster
Poster basically includes picture and inscription in its use. It is usually
made to attract people’s attention and to enhance people’s motivation by
showing interesting picture, persuasively clear-brief writing, and sparkling
color.
In summary, those all kinds of graphics media have some benefits in teaching,
for instance, they can attract students’ attention by colorful and interesting pictures .
The use of graphics media more focuses on stimulating visual ability, so it is good for
students who are visual learners. Then, graphics media also simplifies teacher’s
explanation because it does not use much text; and then it is practical in use.
b. Audio
Different from graphics media, this kind of media is helpful for auditory
students. The use of this media only manipulates the sounds, such as music or even
teachers’ voice to stimulate sense of hearing. Teachers use audio as a learning media
should rely on the ability of such a thing to produce sounds. The examples of audio
are radio, tape recorder, etc. In fact, the use of radio or tape recorder in teaching may
not be practical because it needs other aids to support it; and sometimes the broadcast
is not appropriate to the material.
c. Multimedia
Fundamentally, multimedia involves the use of any other media, namely
visual and audio which are connected to computers. Multimedia is a mean of
connecting some equipment to computer with the purpose to present such information
interactively.11 Referring to the literal meaning, multimedia means having more than
one media, so multimedia combines the advantage of each kind of media, visual,
11 Adrianne L. Hernel, 50 Strategies for Teaching English Language Learners, (Boston:Pearson, 2012), 4th Edition, p. 276.
14
audio, and audiovisual to produce much more interesting presentation. Multimedia
supposedly means the process and presentation of information in two or more media
involving high technology.
Similar to the previous meaning of multimedia, Cohen said that “multimedia
can also be defined as a mean of accessing, storing, sharing, processing, editing,
selecting, presenting, and communicating information through a variety of media.”12
According to the above definition, multimedia has totally functioned the use of
computer system. In this modern era, the complex system of multimedia may not be a
barrier for people or especially teachers to utilize it. Another definition from Shelly
explained that “multimedia is as those technologies that allow user to create new
forms of interaction, expression, communication, and entertainment in a digital
format.”13 Based on those definitions, multimedia lets teachers be more active in
designing their presentation. By using the combination of texts, colors, graphics,
animations, and audios, teachers can strengthen their performance because the
program combines the benefit of each kind of learning media. The use of multimedia
is actually proposed to optimize the presentation by showing the fascinating
explanation to the audience; it also helps teachers teach either visual, auditory, and
kinetic students.
To sum up, this kind of technological media can support teaching and
learning process; teachers as the main actor in the class may design an attractive
process for students. Students are motivated to learn because of an impressive
teachers’ presentation. Therefore, learning from that interactive technology can be
more efficient, and students may achieve a better mastery than only remember the
material. On the contrary, teachers should notice the creativity of using the
technology, for it can be out of focus of the learning objective.
12 Louis Cohen, A Guide to Teaching Practice, (London: Routledge Falmer, 2006), 5th
Edition, p. 60.13 Gary B. Shelly, et al., Integrating Technology and Digital Media in the Classroom,
(Boston: Course Technology, 2010), 6th Edition, p. 6.
15
4. Guidelines in Choosing Learning Media
For the first, graphics media emphasizes on visual aids as its strength in
teaching; meanwhile audio media determines its purpose on reinforcing sounds or
music in the class. For all kinds of media stated before, each media has its own
strength and weakness in its application; thus, teacher is expected to be able to select
the most appropriate media to be implemented in teaching process.
Actually, there is no the best media in teaching because it depends on the
condition and any other factors influence the use of media. As a director in the class,
teachers should consider the advantage and disadvantage of each media. Before
utilizing such a media, teachers should think about first, what the instructional
objective want to be achieved. Second, the characteristic of students is also the
crucial thing to be considered, and many other considerations influence the selection
of media. Some guidelines are provided for teacher in choosing media before they
apply the media in the classroom. Here are some.
a. Teachers should consider that media are appropriate to the learning
objective.
b. Teachers should make sure the media can support the teaching and
learning process.
c. Teachers should evaluate the availability of the equipment before utilizing
it in order not to slow the process.
d. The media should be relevant to either the students’ need and ability or the
school condition.
e. Teachers should make sure students recognize and understand the media
used easily.
f. It is also important that a teacher is a person who utilizes the media, thus
he/she must be expert in using the chosen media.
g. Media which is used should be effective and practicable.
16
Teachers should recognize which one the most relevant media to their
teaching, besides the consideration of cost, place, and procedure to use it. Basically,
teachers and students will not make much progress in the process if they rely solely
on the ordinary media. Therefore, the guidelines give teacher some consideration
before deciding and developing which one can exactly facilitate the process. All in
all, the role of media in the classroom will give a positive effect to the teaching
process if they are relevant to students’ need and teaching point.
B. Microsoft Power Point
1. Definition of Microsoft Power Point
Microsoft Power Point is one of software available in Microsoft Office. Power
Point provides a program to facilitate people deliver the information through a
sophisticated presentation. Previously, Power Point is widely used in business. People
function Power Point to present the information related to economic, but now, people
may use Power Point in educational context. O’leary defined “Power Point is a
graphics presentation program designed to help people produce a high-quality
presentation that is both interesting to audience and effective in its ability to convey
message.”14 By using Power Point, people can add graphic, animation, or video into
their presentation. It is proposed to make the information which is being delivered
can attract people’s attention, so they catch the intended point of the speaker.
Supported by other definition from Stephen Haag, “Power Point is a fully-featured
presentation graphics application capable of creating dynamic slide show, and it can
contain audios, videos, graphics, and be fully interactive.”15
In line with that, the progress of Power Point in this era can also be
implemented to teaching. Teaching is not merely a process to give knowledge to
students, but it deals with the complex activity, such as to persuade, motivate,
14 Timothy J. O’Leary, Microsoft PowerPoint 2002, (New York: McGraw-Hill, 2002), p. 1.7.15 Stephen Haag, Microsoft Office Power Point 2003, (New York: McGraw-Hill, 2004), p. PP
1.3.
17
educate, and entertain the students. Thus, Power Point may be an alternative media
for teachers to do those activities simultaneously. In teaching process, Power Point
can be something that allows the user to produce simple attractive diagram, which
needs certain skill of the users to design entertaining style into their slide
presentation.16
Actually, the use of Power Point is quite easy because the software is directly
available in Microsoft Office program. Nowadays, software of Power Point has been
known by mostly people, furthermore the icons to operate this program is widely
comprehended by people who are even not a programmer. Thus, the procedure to use
it, is as simple as Microsoft Word. Therefore, although teachers are not a
programmer, they can operate this program to develop their teaching easily.
Other definition defines “Power Point as a multimedia allows people to use
stunning visuals-graphics, charts, diagrams, photos, and artworks with video, sounds
effect, and narration.”17 Basically, Power Point is multimedia that combines the
advantages of media, namely visual, audio, and audiovisual into the slide presentation
program. Microsoft Office Power Point needs computer system and other sufficient
components to support its software. For delivering knowledge in teaching, “Power
Point program permits teachers to add all kinds of visual and audio aids.”18
Therefore, Power Point surely facilitate the students with different characteristics
without alter teachers’ role in the class.
The recently development of technology hopefully can initiate teachers
develop their style in teaching. Based on the definitions above, it can be concluded
that Power Point is a type of presentation software which allows the user show
colored text and image with simple animation and sound. It can be easily utilized by
teachers to design such a something new into their teaching. It assists teachers with
16 Nicholas B. Oulton, Killer Presentations, (Oxford: How to books, 2007), 2nd Edition, p. 7.17 Harry Mills, Power Points!, (New York: AMACOM, 2007), p. 30.18 Donald R. Cruickshank, The Act of Teaching, (New York: McGraw-Hill, 2006), 4th Edition,
p. 191.
18
simple and fascinating presentations. Teachers may decrease their speech to avoid
much explanation, and strengthen the essential point to students. In other word,
teachers will create an efficient and effective teaching to get the learning objective.
2. The Advantages of Microsoft Power Point
Generally, technology gives teachers much opportunities to create a more
deeply impressive teaching. Teachers may utilize those all technologies with the
purpose to improve the quality of teaching. One of those technologies which is quite
possible to use in the classroom is Microsoft Office Power Point. Power Point
provides a program to facilitate teachers design a high quality presentation, thus it
allows teachers to be more creative in designing a learning material.
Delivering such knowledge to students via Power Point incorporates slides
with graphics, sounds, texts, and colors. Clark and Pavio argue that information
which is elaborated through either visual or auditory association provides better
memory than words.19 In another word, through interesting presentation, students will
give more attention to the material; they will process the information better with the
help of either visual or audio elements. Therefore, the presentation via Power Point
may not give big effect to teaching if teachers provide text into slides without images
or sounds.
When teachers present the material, the first thing that should be done is
grabbing students’ attention. When teachers get students’ attention, it may cause the
increase of students’ understanding because they focus on attending the presentation.
Referring to it, the better quality presentation makes the better teaching process.
Harry Mills says that “seventy-five percent of what people learn comes from the
visual aid, 13 percent through hearing, and the rest through smell, taste, and touch.”20
Consequently, the utilization Power Point as a learning media is acceptable because
19 Karen Gardner, Power Point and Learning Theories, Transformative Dialogues: Teachingand Learning Journal, Vol. 5, July 2011, p. 2.
20 Harry Mills, op. cit., p. 57.
19
the impressive presentation can stimulate all students’ sense. So, why should teachers
consider using Power Point in teaching? These following points are the advantages of
Power Point to answer the question.
a. Power Point provides an encouragement and a support the material by
facilitating the presentation in a professional manner.21 It gives user a
default template to design an easily clarity presentation, so, not only can
programmer create an interesting performance, but also teachers.
b. It gains and grabs students’ attention by showing impressive and
memorable presentation, in other word, Power Point gives opportunity for
students to notice the material more.
c. The software prepares simple slides that enables teachers incorporate only
clear and briefly texts and add sophisticated visual and auditory media in
it. It is proposed to teachers deliver an exactly effective information.
d. The files are easily printed and distributed in any form. Moreover, it can
be saved in a certain format to be presented or distributed again in which
technology is available.
e. Delivering information through visual and audio system enables different
characteristic of students, either visual or audio and combination of those
student learning modes.
f. Power Point has easy-designed animation programs which permits
teachers to make a simple presentation with entrance, motion path,
emphasis, and exit. With those program, teachers can design a stimulating
material to get heed of students.
g. Power Point can appeal to students’ senses, and motivate students by
bringing such a comprehensible input in learning. Thus, it can help them
process the information well.
21 Allan M. Jones, The Use and Abuse Power Point in Teaching and Leaning in Life Sciences,BEE Journal, November 2003, p. 2.
20
In general, teachers may utilize Power Point in learning because of many
advantages it gives. Delivering presentations via Power Point is more effective when
they incorporate images and sounds with briefly explanations. Those advantages of
Power Point may lead to a better teaching and learning by stimulating all senses of
students to process the information. Moreover, teachers should notice that Power
Point is not complicated program to design. Many facilities provided by this software
simplifies teachers’ task to structure the material. Therefore, supported by technology
in modern era, teachers are expected to create and develop an effective teaching.
C. Passive Voice
1. Definition of Passive Voice
Talking about passive voice cannot be separated to talking about active voice
because students should be encouraged to form passive voice from the active
sentence given. Both sentences need transitive verbs to indicate them as a passive or
active sentence. “Voice itself means the form of transitive verb takes to show whether
the subject of the verb performs or receives the action.”22 When the subject of a verb
performs the action; it is called an active voice. Meanwhile, the subject which
receives the action is called passive voice.
The passive form allows people to focus on the action and the receiver of that
action. In line with the above definition, passive voice is a sentence in which the verb
indicates the object of the action or the effect of the verb.23 In this case, students
should understand which one as a subject or object in a sentence, either active or
passive. As the following examples show subjects, verbs, and objects in active and
passive voice.
22 John E. Warriner, Literature and Language Arts, (Austin: HOLT, RINEHART, AndWINSTON, 2009), p. 211.
23 Marcel Danesi, Basic American Grammar and Usage, (New York: Barron’s, 2006), p. 171.
21
Active Voice : My brother broke the mirror.S V O
Passive Voice : The mirror was broken by my brother.
S V O
Active Voice : Dianne will invite Tom to her party.S V O
Passive Voice : Tom will be invited by Dianne to her party.
From the sentences above, it can be explained that, first, the object in active
voice becomes the subject in the passive form. Second, the subject in active voice
may become the one who receives the action begun with by. In active sentence, my
brother is the focus idea, but in passive sentence, the mirror is the main point.
To understand the passive form, students should know the grammatical term
of subject, object, and transitive verb. The term ‘by-phrase’ is used for the
prepositional phrase that includes the doer of the verb’s action. Yet, it sometimes
does not require identification of the doer because it may not important or necessary
to know who did something.24
In summary, passive voice is a sentence in which it focuses on what happens
to the subject (who/what gets the action), whereas an active voice shows the action of
what subject does. In the passive voice, the subject of active sentence becomes the
object of passive sentence.
2. Formula of Passive Voice
There are some rules to change an active sentence becomes passive voice.
a. Students change the subject in active becomes the object in passive. So, the
position of agent in active will be put after the verb which is preceded by
‘by’.
24 Martha Hall and Betty S. Azar, Understanding and Using English Grammar, (New York:Pearson, 2010), 4th Edition, p. 70.
22
b. The active voice should be a transitive sentence; it is defined as a sentence
that needs object to complete the verb.
For example:
Active : Alex is preparing that report.
That sentence has an object (that report), so it can be changed into passive
voice.
Passive : That report is being prepared by Alex.
c. The formula of passive voice is subject followed by tobe (depends on
tenses) and past participle.
d. If people need to know the agent of the action, passive voice should place
the agent after the verb begun with by.
e. In passive voice, the information about the doer is often unknown or
unimportant,25 for passive voice prefers focusing on the receiver of the
action to the doer (agent) who performs the action.
Example:
A lot of money was stolen in the residence. (Someone stole it, but
people do not know who).
That beautiful building was built in 1991. (Someone built it, but it is not
important exactly who built that beautiful building).
Table 2.1
Formula of Passive Voice
Tenses
S
U
B
J
Tobe
V3
Example
S. Present Tense is/am/are The door is opened by
Rani
S. Past Tense was/were The email was sent by
my friend
25 Raymond Murphy, Grammar in Use, (New York: Cambridge University Press, 2000), p.78.
23
Present Continuous E
C
T
is/am/are+being The computer is being
repaired now
Past Continuous was/were+being The computer was being
repaired now
Present Perfect has/have+been The cake has been eaten
by my sister
Past Perfect had+been Many cars had been
repaired by George
Future Tense will+be My birthday cake will be
made by my mom
Those seven tenses showed in table are the main tenses which should be
taught in the first grade of senior high school. In addition, the material of passive
voice requires students to understand the passive in form of positive and negative
sentences. Therefore, this research limits the explanation of passive voice into seven
tenses which are developed in the table above.
a. Simple Present Tense
Active Voice (+) S + V1 + O + …
(-) S + do/does + not + V1 + O + …
PassiveVoice (+) S + tobe + V3 + by O + …
is am
are (-) S + tobe + not +V3 + by O + …
b. Simple Past Tense
Active Voice (+) S + V2 + O + …
(-) S + did + not + V1 + O + …
Passive Voice (+) S + tobe + V3 + by O + …
was were
24
(-) S + tobe + not + V3 + by O + …
c. Present Continuous Tense
Active Voice (+) S + tobe + V_ing + O + …
(-) S + tobe + not + V_ing + O + …
Passive Voice (+) S + tobe + being + V3 + by O + …
(-) S + tobe + not + being + V3 + by O + …
h. Past Continuous Tense
Active Voice (+) S + tobe + V_ing + O + …
(-) S + tobe + not + V_ing + O + …
Passive Voice (+) S + tobe + being + V3 + by O +…
(-) S + tobe + not + being + V3 + by O + …
i. Present Perfect Tense
Active Voice (+) S + has/have + V3 + O +…
(-) S + has/have + not + V3 + O + …
Passive Voice (+) S + has/have + been + V3 + by O +...
(-) S + has/have + not + been + V3 + by O + …
j. Past Perfect Tense
Active Voice (+) S + had + V3 + O + …
(-) S + had + not + V3 + O +…
Passive Voice (+) S + had + been + V3 + by O + …
(-) S + had + not + been + V3 + by O + …
g. Future Tense
Active Voice (+) S + will + V1 + O + …
(-) S + will + not + V1 + O + …
Passive Voice (+) S + will + be + V3 + by O + …
(-) S + will + not + be + V3 + by O + …
25
3. The Key Points in Teaching Passive Voice
Aspect Grammar and Writing are the intended aspects to be achieved by
students in learning Passive Voice. Its objective has been stated in syllabus. Students
are expected to use Passive Voice in sentence grammatically correct. Therefore, there
are some key points should be considered by teachers in teaching Passive Voice.
a. Teaching Active Sentence.
Teaching Passive cannot be separated to teaching Active Voice. Teachers
need to give information about active voice to differ the meaning from
passive voice. By giving understanding on the active sentence may help
students identify the meaning of passive sentence.
b. Teaching the position of Subject, Predicate, and Object.
A complete sentence has the basic parts – the subject and the predicate.
Because one of the objectives in teaching Passive Voice is the ability to
change the active sentence into passive, so the object is also necessary in
sentence. Students should know which one the subject and the object in
the active sentence before transforming into passive. The subject of active
sentence becomes the object of the preposition by in the passive sentence
and the direct object of the active becomes the subject of passive.
c. Teaching Verb-form.
The form of Passive Voice is followed by the past participle of the main
verb. Thus, it is important for teachers to introduce the verb-form to
students, especially the irregular verb because it does not have the same
form as the regular verb.
d. Teaching Tenses.
Introducing students about tenses indicates the time of the event expressed
in sentence. By knowing tense, students will understand the right verb
used in the passive sentence.
e. Teaching Subject-Verb Agreement.
26
The subject and verb of a sentence must agree in number.26 It means a
singular subject should be matched with a singular verb (be). In teaching
passive voice, the agreement of subject and verb should be taught to avoid
students making error in this part.
f. Teaching Pronoun Reference
One cause of ambiguity in writing is the use of pronouns without clear
antecedents.27 Sometimes, students make mistake when they have to
convert pronoun as a subject becomes an object. Actually, the meaning of
pronouns will be clear when the readers know to which its words refer to,
but teachers should teach pronouns reference to avoid students doing
mistake in producing passive sentence.
D. Relevant Studies
Lilis Purwaningsih conducts a research about the use of Power Point in
Biology learning process titles “Pemanfaatan Media Power Point untuk
Meningkatkan Pemahaman Konsep oleh Siswa pada materi Sistem Reproduksi
Manusia Berbasis Nilai”. The research aims to know the use of Power Point in
improving students’ understanding on the concept of human reproductive system.
Different from the design of this research, Purwaningsih conducts class action
research design with thirty six students as the sample of research.
Purwaningsih’s research has the difference in its dependent variable with this
research. This research is conducted to know the influence of entertaining Power
Point media on students’ understanding of Passive Voice meanwhile Purwaningsih
accomplishes her research to find out the benefit of Power Point to improve students’
understanding on Biology subject.
26 Marjorie Farmer, Composition and Grammar, (Illinois: Laidlaw Brothers, 1985), p. 404.27 Warriner, op. cit., p. 162.
27
Based on the result of her research, Purwaningsih concludes that the use of
Power Point media on the learning of human reproductive system has improved
students’ understanding. Her research shows that the average of students’ test has
increased. The average of pre-test is 71.53 and then, after doing treatment, the
average of students’ post-test is 82.50.
To sum up, the use of Power Point media through showing pictures, colors,
sounds, etc. can surely help teachers in teaching. Therefore, it can be considered that
Power Point may diminish the speech, and develop students’ participation.
The second relevant study which is also about the use of Power Point in
learning process is conducted by Agnurani Naomi. Her research is “Power Point in
Evaluating Students’ Grammar”. In her research, she explains that the use of Power
Point is applied to evaluate students’ learning achievement. Naomi suggests that the
use of Power Point can simplify teachers’ duty in preparing language test (Grammar).
Then, Power Point can attract students’ attention and motivation to do the language
test because the test has been designed interestingly.
In this case, Naomi takes advantage of the benefit of Power Point, first is to
enhance students’ motivation, the second is to help teachers prepare and evaluate the
language test for students. Naomi uses qualitative method to conduct her research,
while this research is conducted by applying the quantitative method – a quasi-
experimental design. If Naomi’s research focuses on the use of Power Point in
evaluating students’ Grammar, this research not only focuses on the evaluation but
also the learning process.
Another study is from Silvya Hanuryanti, 2012 under the title “Pengaruh
Media Power Point terhadap Keterampilan Menulis Argumentasi pada Siswa Kelas
XI IPA 2 SMAN 109 Jakarta”. The objective of her research is to know the influence
of using Power Point media on students’ writing skill of Indonesian language subject.
The method of her research is quantitative, it is same with this research design. Yet,
Hanuryanti conducts an experimental design with only one group pretest and posttest
28
design. So, she just looks at the influence based on the data pretest and posttest from
one group. This research is conducted by implementing the quasi-experimental
design with pretest and posttest control group design. Thus, this research compares
students’ test score between the controlled and experimental class.
Besides that, her research has similarity with this research. Both research are
conducted in the language learning in the Senior High School students. One is
Indonesian, and other is English. Based on her research, Hanuryanti concludes that
there is a positive influence of using Power Point media on improving students’
writing skill.
From the calculation, the average of pre-test is 69.88 and then the average of
post-test becomes 82.93. The score of tobserved, Hanuryanti gets score 0.726 (ttable:
0,304). It shows that there is significant influence of using Power Point in the
language learning on students’ writing skill. Meanwhile, this research focuses on
looking at the influence of using entertaining Power Point media on students’
understanding about grammar. In this case, the researcher wants to look at students’
understanding on Passive Voice.
E. Conceptual Framework
Based on the explanation about the key points in teaching Passive Voice
which has been stated before, there are some parts of grammar should be taught by
teachers to their students related to the subject of Passive Voice. Teachers should
introduce the rules of language before they get students to produce passive sentence
correctly. The process in introducing such information in front of people may be
defined as presentation. Conducting presentation in the classroom is more
emphasized on teachers because they are the source of information for their students.
As the experts say that presentation can help teachers enhance the outcomes of
teaching and learning because a good presentation may lead to good production.
29
In line with the necessity of delivering good presentation to help students
understand about Passive Voice, the researcher suggests Power Point, one of software
from Microsoft Office, to be a learning media to facilitate the communication
between teachers and students. Some theories stated in this chapter define that Power
Point is a computer program provided by Microsoft Office to enable people to create
a sophisticated presentation. By functioning Power Point, people may modify the
information become an interesting and easily understandable talk to the audience
through showing animations, pictures, and videos.
Power Point can make the comprehensible input for students through the use
of well-designed multimedia. By utilizing Power Point as a learning media, teachers
may simplify Passive Voice subject which involves some grammar rules. Teachers
can show the change of active to passive sentence through moving and running texts.
Then, students will see the example of sentences through pictures, videos, and
colorful presentations. The use of Power Point to teach Passive Voice may give some
benefits to teachers and also students. By interesting visual and audio effects, teachers
can grab students’ attention to learn. Teachers may decrease verbalization in
explaining Passive Voice to avoid boredom, so it will indirectly increase students’
motivation in learning. Then, the functioning of visual, audio, and audiovisual effects
can appeal students’ sense, thus it will help students process the information before
storing in their mind. Good input provided for students will strengthen their ability in
remembering the subject, and it leads to good output.
Based on the explanation above, it is assumed that Microsoft Power Point can
be an alternative media to design an entertaining Passive Voice presentation in
teaching and learning process for the students. By utilizing Power Point, teachers may
reinforce presentation through showing colorful pictures, videos, sound effects, and
animations to get students’ attention. Thus, the use of Power Point in teaching and
learning process may give positive influence to teaching and learning on achieving
the learning objectives of Passive Voice.
30
F. Hypothesis
Based on the explanation above, the hypothesis was decided as follow:
Ha : There is a significant influence of using entertaining Power Point media on
students’ understanding of Passive Voice.
Ho : There is no significant influence of using entertaining Power Point media on
students understanding of Passive Voice.
31
CHAPTER III
RESEARCH METHODOLOGY
A. Place and Time
This research was conducted in SMAN 9 Tangerang Selatan located at Jl.
Hidup Baru 31 Serua Raya, Ciputat, Kota Tangerang Selatan. It took place for about
four months or during PPKT occurred on March until June 2013.
B. Research Method and Design
This research was conducted to know the cause and effect of the variables. It
proposed to answer the question of research formulation about how the independent
variable affects the dependent variable. Thus, the quantitative approach was required
in this research and a quasi-experimental research was decided as a method with
Pretest-Posttest Control Group Design. A quasi-experimental research is a research
that is used to overcome the difficulty in deciding sample.1 A research with this
design is used to enable the researcher conducts an experimental research although it
cannot strictly control other variables.
The procedure of conducting this design was dividing the participants into
two groups; in this case, the students were chosen and grouped into controlled and
experimental class. The students in the experimental class got treatment. They were
given the material by utilizing entertaining Power Point media, while students in
controlled class did not.
At the first meeting, pre-test was given to both groups to make sure the
students of two groups have relatively the same understanding on Passive Voice. And
then, at the last meeting, the post-test was carried out to the experimental and
controlled class. The result of post-test has given the information about the
1 Sugiono, Prosedur Penelitian Pendidikan, (Bandung: Alfabeta, 2010), p. 114.
32
understanding of these two classes after being analyzed. To make clear, below is a
table to describe the procedure of quasi-experimental design.
Table 3.1
Research Design
Controlled group Pre-test No special treatment Post-test
Experimental group Pre-test Experimental treatment Post-test
C. Population and Sample
1. Population
Population can be defined as the all members of research subject who have
representative characteristic or fulfill the requirement to be the research subject. It is a
target to be researched. In this research, the students in the first grade of SMAN 9
Tangerang Selatan (academic year: 2012/2013) were the population.
2. Sample
Sample is part of the population. Because the population is too big, sample
was taken to make this research was effectively conducted. In this research, purposive
sampling was used as a technique to decide the representative subject to be sample of
this research. Purposive sampling is defined as a technique to choose the member
from the population based on some considerations. Thirty seven students of class X-1
and X-2 was chosen as the sample of this research. The first consideration was the
students of these two classes basically have the same characteristic and intelligence. It
was convinced by the observation in the beginning of PPKT, data of students’
learning achievement, and the information gotten from the teachers in that school.
The consideration of time, fund, and practicality was as another consideration in
deciding X-1 and X-2 as sample.
33
D. Variable
In this research, Power Point media is appointed as the independent variable,
the variable influencing other variable, and as the dependent variable was students’
understanding on Passive Voice. Dependent variable is the one which is influenced
by the independent variable whether it changes or not. To make clear:
Independent variable (X): The Power Point media
Dependent variable (Y): The students’ understanding on Passive Voice
E. Technique in Collecting Data
1. Test
Technique in collecting data was test. Kind of test was paper and pencil test
(written test). Hence, this test is a test designed to measure how successful students in
understanding material that have been learned, in short, it is conducted at the end of
learning process.
The test given to the subject consists of forty items. It was divided into thirty
items for multiple choice and ten items for essay. Each true answer of multiple choice
has two points, so the highest score is 60. For essay, the highest score is 40 with the
calculation of each item is four points. Every one point for essay items is given to the
right subject, object, to be, and verb-change. The items of test were taken from
several books about grammar.
Related to the research design, the two groups of sample have been measured
twice by the pre-rest and post-test. They were grouped into the experimental and
controlled group, and then they got pre-test. Pre-test was carried out to give the
information about the characteristics of these two groups. The result of pre-test gave
meaning of checking whether the two groups were similar before being researched.
After that, the experimental group has gotten the treatment of this research. And then,
post-test was needed to measure the final result of the groups to get the information
of research question.
34
Before conducting test to the sample, the writer should try out the items of test
to another group of students. It was intended to check the eligibility of test items. The
category of good items is interpreted from the value of validity, reliability, index
difficulty power, and discriminating power that has been calculated by AnatesV4
software with the basic formula as follows:2
a. Validity
N : Number of students
X : Score of test items
Y : Total score
After conducting try out, it was found that there was one invalid item, five
items is adequate, ten items is significant, and the rest is very significant. The result
of item analysis is described as follows (df = 0,304):
Table 3.2
Item Validity of Multiple Choice and Essay
Category Multiple Choice Essay
Very Significant 14 1
Significant 10 5
Adequate 5 4
Insignificant 1 -
Source: ANATES V4
Based on the table above, the insignificant item (23) could not be used
because the correlational value is really low. For the adequate items, they need to be
checked in depth to know whether the stem or the optional was bad. Then, the errors
should be changed before they are going to be used as pre-test and post-test item.
2 Zainal Arifin, Evaluasi Pembelajaran, (Bandung: PT REMAJA ROSDAKARYA, 2011),pp. 254—280.
35
b. Reliability
k : number of items
ΣSa² : number of variance of test items
S² : variance of total score
X : score for each item
Table 3.3
Category of Reliability
Value Remark
0.00 – 0.20 Unreliable
0.21 – 0.40 Less reliable
0.41 – 0.60 Sufficient
0.61 – 0.80 Reliable
0.81 – 1.00 Very Reliable
Try out was conducted to 37 students who were not the sample of this
research. This try out was proposed to know the quality of test. After conducting try
out, it showed the value of test reliability of multiple choice test was 0.85 and essay
was 0.77. It means that this test was very reliable and good to be used.
c. Difficulty Level
Difficulty level is used to know whether the items are easy or difficult for
students. Good test item is the item that can be answered by the upper group and the
lower group cannot. The higher value of difficulty level gotten, the easier test item
will be. The formula of calculating difficulty level is:
DL : difficulty level
36
: number of right answer from upper group
: number of right answer from lower group
n : number of both groups
Table 3.4
Difficulty Level of Multiple Choice and Essay Item
Index of
Difficulty
p < 0.30 0.30 < p <
0.70
p > 0.70
Remark Very
Difficult
Adequate Very Easy
Multiple Choice 2 16 12
Essay - 6 4
Source: ANATES V4
d. Discriminating Power
Categorization of discriminating power:
0.40 and up : Very good items
0.30 – 0.39 : Good
0.20 – 0.29 : Mediocre (need to be improved)
Below – 0.19 : Poor, to be rejected or improved by revision
Table 3.5
Discriminating Power of Multiple Choice and Essay
Index 0.40 and up 0.30 – 0.39 0.20 – 0.29 Below – 0.19
Remark Very Good Good Mediocre Poor
Multiple Choice 24 4 1 1
Essay 9 - 1 -
Source: ANATES V4
37
2. Observation
Observation was conducted to look at the condition of teaching and learning
in the class. The process either in the experimental class or controlled class was
observed to compare how the activity in the classroom using entertaining Power
Point and not using Power Point media. The observation data has been a qualitative
data to support the result of test as a quantitative data.
In this process, there were two kinds of observation. The first, teacher (as also
the researcher) observed the students’ activity in both of class. The second, teacher
‘pamong’ noticed teaching activity in the experimental and controlled class which
was delivered by the English teacher, in this case, the researcher.
F. Technique in Analyzing Data
After gathering the data, gained score from pre and post-test formulated by the
t-test formula with the significance level 5%. By using t-test formula, the value
showed whether the use of entertaining Power Point media has significant influence
on students’ understanding of Passive Voice. The first step was examining the
normality and homogeneity of data by statistically computation. After examining the
data, the result of post-test was calculated by the t-test formula as follows:3
Before calculating the t-test value to know whether the hypothesis is accepted
or rejected, the result of pre-test and post-test were analyzed. Here are some
procedures:4
3 Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT Raja Grafindo Persada, 2010),pp. 346—347.
4 Budi Susetyo, Statistika untuk Analisis Data Penelitian, (Bandung: PT Refika Aditama,2010), pp. 148—149.
38
1. The Normality of Data
Normality testing is intended to check whether or not the data is normally
spread. It is necessary to look at the range of students’ score. The examining of
normality uses Lillyfors formula by using Microsoft Excel program (the data will be
showed in the appendix).
2. The Homogeneity of Data
Looking at the value of homogeneity is to know whether the data of this
research is homogenous or heterogeneous. Homogeneity testing is calculated by
Fisher formula.
G. Procedure in Teaching Passive Voice
Procedure in teaching Passive Voice either in experimental class or controlled
class is the same. The difference of both classes is only the use of entertaining media
in the class. The experimental class used media Power Point in teaching Passive
Voice while the controlled class did not. The procedure in teaching was divided into
several steps.
a. At the first step, students were taught about Passive Voice in general
including function of subject and object in sentence, the formula, the
differentiation between passive and active voice, and the verb-change.
b. In the next step, students learnt about the use of Passive Voice in simple
present and simple past tense.
c. At the third step, learning was continued on understanding the use of
Passive Voice in present continuous and past continuous tense.
d. Then, at the fourth step, teaching about present perfect and past perfect
was conducted.
39
e. At the fifth step, students learnt about the use of Passive Voice in future
tense, and then teacher reviewed all the tenses which have been taught to
strengthen students’ understanding.
f. At the last step, students practiced in making Passive Voice and
converting Active sentence into Passive.
H. Statistical Hypothesis
Ha : if tobserved > ttable, hypothesis alternative is accepted. It means that there is a
significant influence of using entertaining Power Point media on students’
understanding of Passive Voice.
Ho : if tobserved < ttable, hypothesis alternative is rejected. It means that there is no
significant influence of using entertaining Power Point media on students’
understanding of Passive Voice.
40
CHAPTER IV
RESEARCH FINDING
A. Data Description
1. Pretest and Posttest of Controlled Class
Table 4.1
The Test Result of Controlled Class
No. Pretest Posttest Gained Score
1. 59 75 16
2. 53 74 21
3. 64 82 18
4. 52 75 23
5. 46 80 34
6. 60 78 18
7. 69 73 4
8. 51 72 21
9. 43 87 44
10. 48 67 19
11. 47 76 29
12. 62 77 15
13. 51 72 21
14. 49 82 33
15. 60 65 5
16. 52 69 17
17. 33 59 26
18. 41 75 34
19. 37 70 33
41
20. 37 74 37
21. 49 62 13
22. 48 68 20
23. 43 66 23
24. 44 81 37
25. 42 61 19
26. 65 78 13
27. 40 85 45
28. 56 69 13
29. 44 87 43
30. 52 70 18
31. 49 69 20
32. 55 65 10
33. 50 63 13
34. 48 66 18
35. 41 73 32
36. 55 70 25
37. 47 64 17
n=37
Based on the data of controlled class showed in Table 4.1, it explains that the
highest score of pretest is 69 and the lowest is 33 with the average of pretest score is
49.78. Besides that, the average of posttest score increases with the value 72.40. The
42
highest score of posttest is 87; the lowest is 59. The result of posttest indicates that
only 14 students who pass the standard of minimal score of English subject (KKM),
and the rest gets under 75.
2. Pretest and Posttest of Experimental Class
Table 4.2
The Test Result of Experimental Class
No. Pretest Postest Gained Score
1. 53 78 25
2. 48 66 18
3. 56 83 28
4. 55 80 25
5. 33 80 47
6. 55 84 29
7. 64 85 21
8. 56 82 26
9. 64 75 11
10. 49 92 43
11. 54 66 12
12. 60 80 20
13. 54 83 29
14. 62 77 15
15. 56 79 23
16. 16 82 66
17. 62 84 22
18. 63 81 18
19. 60 79 19
20. 64 94 30
43
21. 24 79 55
22. 40 76 36
23. 64 88 24
24. 44 78 34
25. 44 80 36
26. 65 88 23
27. 72 88 16
28. 45 71 26
29. 57 80 23
30. 67 82 15
31. 58 82 24
32. 66 80 14
33. 54 85 31
34. 34 84 50
35. 24 76 52
36. 54 80 26
37. 24 70 46
n=37
According to the result of pretest and posttest from the experimental class, it
shows the average of pretest is 51.89 and posttest is 80.45. The average of posttest
from the students who got treatment using entertaining Power Point is higher than the
students from controlled class. The lowest score of posttest is 66 and the highest
44
score is 94. In this class, students who did not pass the minimal score are four
students.
B. Analysis of Pretest and Posttest
Before calculating the value of t-test to look at the difference of significant
level, it is necessary to find out the value of normality and homogeneity of the data.
The examination of normality is needed to know whether the data has been normally
distributed. Then, after getting the normality, the next step is calculating the
homogeneity of data. It is proposed to look at whether the data is homogeneous or
heterogeneous.
1. Normality Testing
The result of normality has been gotten by comparing the value of Ltable (Lt) to
Lobserved (Lo) with the significance level (α) is 5%.
a. Data of Controlled Class
1) Ha : Data has been distributed normally (Lo < Lt).
Ho : Data has not been distributed normally (Lo > Lt).
2) Because number of data is more than 30, the value of standard error is
gotten from Lt = (significance level, number of sample).
Lt (see appendix 1) = (0.05, 37)
3) Lo (see appendix 2 and 3)Table 4.3
Normality Testing of Pretest
S² = 67.175
Lo = 0.096Lt = 0.145
45
Table 4.4
Normality Testing of Posttest
S² = 50.494
Lo = 0.088
Lt = 0.145
According to the Table 4.3 and 4.4, the value of Lo of pretest and posttest are
0.096 and 0.088, so Lo < Lt (0.096 and 0.088 < 0.145). It means Ha is accepted, so the
normality testing of pretest and posttest for controlled class indicates that data are
distributed normally.
b. Data of Experimental Class
1) Ha : Data has been distributed normally (Lo < Lt).
Ho : Data has not been distributed normally (Lo > Lt).
2) Because number of data is more than 30, the value of standard error is
gotten from Lt = (significance level, number of sample).
Lt (5%) = (0.05, 37)
3) Lo (see appendix 4 and 5)
Table 4.5
Normality of Pretest
S² = 76.887
Lo = 0.1084
Lt = 0.145
46
Table 4.6
Normality of Posttest
Based on the table above, it is gotten 0.1084 and 0.088 as the value of Lo for
the pretest and posttest of experimental class. Then, the value of Lo is compared to the
value of Lt to get the result of normality testing of the data. From the data, Lo < Lt. It
means the data of this research are distributed normally.
2. Homogeneity Testing
a. Ha : Condition of experimental class is not different from controlled class.
Ho : Condition of experimental class is different from controlled class.
b. α = 5% : Significance Level
c. Ftable (see Distribution table for the statistic):
Ft (α, n-1, n-1) = F (0.05, 36, 36) = 1.74
d.
e. Conclusion : Fo < Ft (1.14 and 1.43 < 1.74), Ha is accepted, so the data of
pretest and posttest from controlled and experimental class are homogenous.
S² = 35.243
Lo = 0.088
Lt = 0.145
47
3. Hypothesis Testing
Hypothesis testing is the last step to answer the formulation of this research.
From the hypothesis testing, it will be found the result whether entertaining Power
Point media gives significant influence on students’ understanding of Passive Voice.
a. Ha: There is an influence of using Power Point media on students’
understanding of Passive Voice (to > tt).
Ho: There is no influence of using Power Point media on students’
understanding of Passive Voice (to < tt)
b. α = 5%
c. tt (see appendix 2) = (0.05, n1+n2-2)
= (0.05, 72)
= 2.00
d. Hypothesis testing is calculated by the formula, as follows:
in which:
: mean score of controlled class
: mean score of experimental class
: Standard Error of experimental and controlled class
SE : Standard Error
SD : Deviation Standard
n : number of students
e. The steps in calculating hypothesis testing
1) MX : 72.40
MY : 80.45
2) SDX : 7.1
SDY : 5.93
48
Calculating to with the formula:
C. Data Interpretation
1. Quantitative Data
According to the result of numerical calculation, it explains that the mean of
pretest from the controlled class is 49.78 and after doing posttest, the mean is 72.40.
The students of controlled class who pass the criterion (KKM) in posttest are 14. The
rest of the students are below the minimum standard of English subject (75).
Based on the experimental class, the average of pretest is 51.89, and the value
is not so different from the controlled class has. Then, the students of experimental
class got Power Point treatment in teaching and learning process while the controlled
class did not. In fact, the mean of posttest has increased. The result of posttest shows
the value 80.45. The students who get mark under 75 are four students, and
approximately 89% of the students pass the minimal criterion of success.
Before calculating the hypothesis testing, it is necessary to examine the
normality and homogeneity of the data. Normality testing of controlled class shows
that Lo pretest < Lt (0.096 < 0.145) and Lo posttest < Lt (0.091 < 0.145). It means that
49
the data is normal. Normality testing explains that the distribution of students’ score
of upper and lower group is regular. Then, homogeneity testing is conducted, and the
result shows that the condition of the students from two classes is homogenous
because the value of Fo < Ft.
The last step is testing the hypothesis by using t-test statistic formula with the
significance level (α) 5%. Hypothesis testing is conducted to get the quantitative
research finding. Normality and homogeneity testing are aimed to look at the
condition of data and to decide the formula of testing, so it uses parametric test to
examine t-test statistic.
According to the result of t-test, it shows that the value of to is 5.23 while tt
shows the value 2.00. In short, hypothesis testing indicates that to is higher than tt. The
condition in which to > tt shows that null hypothesis (Ho) is rejected. It means
alternative hypothesis, “there is an influence of using entertaining Power Point media
on students’ understanding of Passive Voice”, is truly proven. The result of t-test
statistic shows the entertaining Power Point media gives significant influence on
enhancing students ‘understanding of Passive Voice.
2. Qualitative Data
The observation was conducted to know the condition in the classroom while
teaching and learning process took place and to support the quantitative data. The
observation involved the researcher, teacher pamong, and students. The activity to
observe the students in the classroom was done by the researcher who was also the
teacher in that class, while teacher pamong observed the researcher in teaching
Passive Voice.
Based on the observation conducted in the experimental and controlled class,
it showed that the students in the experimental class which functions Power Point in
their learning process learnt more active and effective than the students in controlled
class did. The students where they were in the experimental class was attracted to
attend to the material given by the teacher. Moreover, students’ motivation in
50
learning improved, it was proven by students’ performance in the classroom. They
become more confident to ask and do the task from the teacher.
The development in teaching and learning was not only about the students’
performance, but also teacher’s performance. By utilizing Power Point, teacher could
easily grab students’ attention to learn through showing colorful pictures and
animation. The teacher also became more creative in designing learning material to
create an effective teaching process.
51
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
This research was conducted to look at how significant entertaining Power
Point can influence students’ understanding on the material given in teaching and
learning process, in this case, Passive Voice was the learning material. An
entertaining Power Point, as a learning media, enabled teachers to give more effective
and fascinating presentation to their students. A Quasi-experimental research was
decided as a design for this research by organizing pretest and posttest controlled
group design.
According to the quantitative result of this research, it can be concluded that
an entertaining Power Point media had significant influence on students’
understanding of Passive Voice. This condition was shown by the improving of
students’ score and the result of t-test statistic. The value of t-test statistic shows to is
higher than tt, it states that the alternative hypothesis is accepted. In short, Power
Point media rendered the positive influence to teaching and learning, so it could
improve students’ understanding.
Furthermore, qualitatively, entertaining Power Point which was used as a
learning media gave the positive influence in teaching and learning process. The
condition in the class became more effective; the students were attracted to attend the
material because of entertaining presentation. Then, Power Point indirectly increased
students’ motivation in learning, so they were more active and brave to express their
idea. And teacher’s presentation became more creative. To sum up, the use of
entertaining Power Point as a learning media gave the significant influence in
teaching and learning process. First, by showing fascinating presentation, Power
Point could improve students’ motivation, so they were motivated to learn. Second, it
enhanced students’ attention. And the last, good motivation and attention to learn led
to good understanding.
52
B. Suggestion
There are some suggestions offered according to the result of this research, for
instance:
1. Teachers should function Power Point to attract students’ attention and
motivation, so it leads to improve students’ understanding on the material.
2. The utilizing of Power Point needs creativity, thus teachers should be able to
develop their creativity in designing good presentation.
3. Teachers should make sure that the computer and any supported instrument of
Power Point are prepared well before teachers use them in order not to impede
the process.
4. Either schools or teachers should more consider about the advanced
knowledge and technology to develop their teaching style.
5. Other researchers can continue and develop this research to give more
significant information to the readers.
53
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57
NORMALITY TESTING OF PRETEST IN CONTROLLED CLASS
X f fX f(X)² p=f/n Σp Z= (X- )/s ф Lo=ǀф -Σpǀ
33 1 33 1089 0.027027 0.027027 -2.046341463 0.0207 -0.006327
37 2 74 2738 0.054054 0.081081054 -1.558536585 0.0606 -0.0204811
40 1 40 1600 0.027027 0.108108081 -1.192682927 0.117 0.0088919
41 2 82 3362 0.054054 0.162162135 -1.070731707 0.1423 -0.0198621
42 1 42 1764 0.027027 0.189189162 -0.948780488 0.1736 -0.0155892
43 2 86 3698 0.054054 0.243243216 -0.826829268 0.2033 -0.0399432
44 2 88 3872 0.054054 0.29729727 -0.704878049 0.242 -0.0552973
46 1 46 2116 0.027027 0.324324297 -0.46097561 0.3228 -0.0015243
47 2 94 4418 0.054054 0.378378351 -0.33902439 0.3707 -0.0076784
48 3 144 6912 0.081081 0.459459432 -0.217073171 0.4168 -0.0426594
49 3 147 7203 0.081081 0.540540514 -0.095121951 0.4641 -0.0764405
50 1 50 2500 0.027027 0.567567541 0.026829268 0.512 -0.0555675
51 2 102 5202 0.054054 0.621621595 0.148780488 0.5556 -0.0660216
52 3 156 8112 0.081081 0.702702676 0.270731707 0.6064 -0.0963027
53 1 53 2809 0.027027 0.729729703 0.392682927 0.6517 -0.0780297
55 2 110 6050 0.054054 0.783783757 0.636585366 0.739 -0.0447838
56 1 56 3136 0.027027 0.810810784 0.758536585 0.7764 -0.0344108
59 1 59 3481 0.027027 0.837837811 1.124390244 0.8686 0.0307622
60 2 120 7200 0.054054 0.891891865 1.246341463 0.8944 0.0025081
62 1 62 3844 0.027027 0.918918892 1.490243902 0.9319 0.0129811
64 1 64 4096 0.027027 0.945945919 1.734146341 0.9582 0.0122541
65 1 65 4225 0.027027 0.972972946 1.856097561 0.9678 -0.0051729
69 1 69 4761 0.027027 0.999999973 2.343902439 0.9904 -0.0096
Total 37 1842 94188
58
NORMALITY TESTING OF POSTTEST IN CONTROLLED CLASS
X f fX f(X)² p=f/n Σp Z= (X- )/s ф Lo=ǀф-Σpǀ
59 1 59 3481 0.027027 0.027027 -1.88732394 0.0301 0.003073
61 1 61 3721 0.027027 0.054054 -1.6056338 0.0548 0.000746
62 1 62 3844 0.027027 0.081081 -1.46478873 0.0721 -0.008981
63 1 63 3969 0.027027 0.108108 -1.32394366 0.0934 -0.014708
64 1 64 4096 0.027027 0.135135 -1.18309859 0.117 -0.018135
65 2 130 8450 0.054054 0.189189 -1.04225352 0.1492 -0.039989
66 2 132 8712 0.054054 0.243243 -0.90140845 0.1841 -0.059143
67 1 67 4489 0.027027 0.27027 -0.76056338 0.2236 -0.04667
68 1 68 4624 0.027027 0.297297 -0.61971831 0.2709 -0.026397
69 3 207 14283 0.081081 0.378378 -0.47887324 0.3192 -0.059178
70 3 210 14700 0.081081 0.459459 -0.33802817 0.3707 -0.088759
72 2 144 10368 0.054054 0.513513 -0.05633803 0.4801 -0.033413
73 2 146 10658 0.054054 0.567568 0.08450704 0.5318 -0.035768
74 2 148 10952 0.054054 0.621622 0.22535211 0.5871 -0.034522
75 3 225 16875 0.081081 0.702703 0.36619718 0.6406 -0.062103
76 1 76 5776 0.027027 0.72973 0.50704225 0.6915 -0.03823
77 1 77 5929 0.027027 0.756757 0.64788732 0.739 -0.017757
78 2 156 12168 0.054054 0.810811 0.78873239 0.7823 -0.028511
80 1 80 6400 0.027027 0.837838 1.07042254 0.8577 0.0198622
81 1 81 6561 0.027027 0.864865 1.21126761 0.8869 0.0220352
82 2 164 13448 0.054054 0.918919 1.35211268 0.9115 -0.007419
85 1 85 7225 0.027027 0.945946 1.77464789 0.9616 0.0156541
87 2 174 15138 0.054054 1 2.05633803 0.9798 -0.0202
Total 37 2679 195867
59
NORMALITY TESTING OF PRETEST IN EXPERIMENTAL CLASS
Y f fY f(Y)² p=f/n Σp Z= (Y-Ӯ)/s ф Lo=ǀф-Σpǀ
16 1 16 256 0.027027 0.027027 -2.6389706 0.0043 -0.022727
24 3 72 1728 0.081081 0.108108 -2.0507353 0.0202 -0.087908
33 1 33 1089 0.027027 0.135135 -1.3889706 0.0838 -0.051335
34 1 34 1156 0.027027 0.162162 -1.3154412 0.0951 -0.067062
40 1 40 1600 0.027027 0.189189 -0.8742647 0.1922 0.0030108
44 2 88 3872 0.054054 0.243243 -0.5801471 0.281 0.0377568
45 1 45 2025 0.027027 0.27027 -0.5066176 0.3085 0.0382298
48 1 48 2304 0.027027 0.297297 -0.2860294 0.3897 0.0924027
49 1 49 2401 0.027027 0.324324 -0.2125 0.4168 0.0924757
53 1 53 2809 0.027027 0.351351 0.08161765 0.5318 0.1084487
54 4 216 11664 0.108108 0.459459 0.15514706 0.5596 0.1001406
55 2 110 6050 0.054054 0.513513 0.22867647 0.5871 0.0735865
56 3 168 9408 0.081081 0.594595 0.30220588 0.6179 0.0233054
57 1 57 3249 0.027027 0.621622 0.37573529 0.6443 0.0226784
58 1 58 3364 0.027027 0.648649 0.44926471 0.67 0.0213514
60 2 120 7200 0.054054 0.702703 0.59632353 0.7224 0.0196973
62 2 124 7688 0.054054 0.756757 0.74338235 0.7704 0.0136433
63 1 63 3969 0.027027 0.783784 0.81691176 0.7939 0.0101162
64 4 256 16384 0.108108 0.891892 0.89044118 0.8133 -0.078592
65 1 65 4225 0.027027 0.918919 0.96397059 0.8315 -0.087419
66 1 66 4356 0.027027 0.945946 1.0375 0.8485 -0.097446
67 1 67 4489 0.027027 0.972973 1.11102941 0.8665 -0.106473
72 1 72 5184 0.027027 1 1.47867647 0.9292 -0.0708
Total 37 1920 102470
60
NORMALITY TESTING OF POSTTEST IN EXPERIMENTAL CLASS
Y f fY f(Y)² p=f/n Σp Z= (Y-Ӯ)/s ф Lo=ǀф-Σpǀ
66 2 132 8712 0.054054 0.054054 -2.4384486 0.0075 -0.046554
70 1 70 4900 0.027027 0.081081 -1.7639123 0.0392 -0.041881
71 1 71 5041 0.027027 0.108108 -1.5952782 0.0559 -0.0522081
75 1 75 5625 0.027027 0.135135 -0.920742 0.1788 0.0436649
76 2 152 11552 0.054054 0.189189 -0.7521079 0.2266 0.0374109
77 1 77 5929 0.027027 0.216216 -0.5834739 0.281 0.0647838
78 2 156 12168 0.054054 0.27027 -0.4148398 0.3409 0.0706298
79 3 237 18723 0.081081 0.351351 -0.2462057 0.4052 0.0538487
80 7 560 44800 0.189189 0.54054 -0.0775717 0.4721 -0.0684405
81 1 81 6561 0.027027 0.567568 0.0910624 0.5358 -0.0317675
82 4 328 26896 0.108108 0.675676 0.2596965 0.5987 -0.0769756
83 2 166 13778 0.054054 0.72973 0.4283305 0.6628 -0.0669297
84 3 252 21168 0.081081 0.810811 0.5969646 0.7224 -0.0884108
85 2 170 14450 0.054054 0.864865 0.7655987 0.7764 -0.0884648
88 3 264 23232 0.081081 0.945946 1.2715008 0.898 -0.0479459
92 1 92 8464 0.027027 0.972973 1.9460371 0.9738 0.0008271
94 1 94 8836 0.027027 1 2.2833052 0.9887 -0.0112999
Total 37 2977 240835
61
REKAP ANALISIS BUTIR
=====================
Rata2= 19.76
Simpang Baku= 5.55
KorelasiXY= 0.74
Reliabilitas Tes= 0.85
Butir Soal= 30
Jumlah Subyek= 37
Nama berkas: F:\RESULTS OF MY EFFORT\EIGHTSEMESTER\RESEARCH\ANATEST.ANA
Btr Baru Btr Asli D.Pembeda(%) T. Kesukaran Korelasi Sign. Korelasi
1 1 40.00 Sangat Mudah 0.509 Sangat Signifikan
2 2 30.00 Sedang 0.199 -
3 3 40.00 Sedang 0.407 Signifikan
4 4 40.00 Sukar 0.305 -
5 5 50.00 Sedang 0.474 Sangat Signifikan
6 6 30.00 Sangat Mudah 0.421 Signifikan
7 7 10.00 Sukar 0.160 -
8 8 50.00 Sedang 0.546 Sangat Signifikan
9 9 60.00 Sedang 0.577 Sangat Signifikan
10 10 40.00 Sangat Mudah 0.509 Sangat Signifikan
11 11 50.00 Sedang 0.413 Signifikan
12 12 40.00 Mudah 0.456 Sangat Signifikan
13 13 50.00 Mudah 0.470 Sangat Signifikan
14 14 70.00 Sedang 0.526 Sangat Signifikan
62
15 15 40.00 Mudah 0.540 Sangat Signifikan
16 16 60.00 Sedang 0.526 Sangat Signifikan
17 17 50.00 Sangat Mudah 0.392 Signifikan
18 18 40.00 Sangat Mudah 0.401 Signifikan
19 19 90.00 Sedang 0.513 Sangat Signifikan
20 20 30.00 Sangat Mudah 0.398 Signifikan
21 21 40.00 Sedang 0.443 Signifikan
22 22 60.00 Sedang 0.415 Signifikan
23 23 0.00 Sangat Mudah NAN NAN
24 24 20.00 Mudah 0.273 -
25 25 60.00 Sedang 0.419 Signifikan
26 26 50.00 Sedang 0.463 Sangat Signifikan
27 27 70.00 Sedang 0.618 Sangat Signifikan
28 28 40.00 Sedang 0.228 -
29 29 30.00 Sangat Mudah 0.402 Signifikan
30 30 70.00 Sedang 0.626 Sangat Signifikan
63
TRY OUT THE ITEMS
1. Januar is my brother. He ______ in Australia
A. born B. is born C. will bear D. will be born E. was born
2. The essay will have _____ by then.
A. written B. be written C. been written D. wrote E. write
3. Look at the picture!
“The window was ________ by the boy”.
A. cut B. broken C. seen D. hit E. pushed
4. Romeo and Juliet ______ by Shakespeare.
A. were written C. were writing E. were wrote
B. was writing D. was written
5. The building _____ by May.
A. will not finish C. will not finishing E. will not be finished
B. will not finished D. will not be finish
6. Margie has just repaired his cars.
The passive form would be…
A. The cars have just been repaired by Margie
B. The cars had just repaired by Margie
C. The cars had been repaired by Margie
D. The cars have just repairing by Margie
E. The cars has just repaired by Margie
64
7. Smoking in public areas ______ forbidden in many countries.
A. are B. was C. were D. is E. will
8. The office _____ by office boy every morning.
A. is cleaned B. cleaned C. is cleaning
D. are cleaning E. has cleaning
9. The viruses are removed from the computer.
The synonym of the italic word is…
A. eliminated B. inserted C. added D. attached E. opened
10. The light bulb was invented by Thomas A. Edison.
The synonym of the underlined word is…
A. carried B. created C. made D. looked E. researched
11. Joe: When was this school building built?
Jessy: This building ______ in 1990.
A. is being built B. to be built C. was built D. had been built E.had built
12. Ann: What happened to you, Lily??
Lily: My purse _______.
A. was stolen C. being stolen E. had stolen
B. to be stolen D. has been stealing
13. Windy: Where is my notebook?
Mom: It ___ by your sister now.
A. has being used C. is used E. was used
B. used D. is being used
14. Aldi: When was this photo taken?
Mega: This photo ______ last week.
A. is being taken B. was took C. were taken
D. does take E. was taken
15. “Did you attend the meeting?”
“I _____ to attend the meeting, but I couldn’t come.
A. am invited B. was invited C. would be invited
65
D. was being invited E. am being invited
16. My sister has been ______ from Law school for two years, but he is still
unemployed.
A. awarded B. finished C. educated D. examined E. graduated
17. John : Look! What happened to him?
Father : He _____ by the police.
A. was arrested B. arrested C. were arrested
D. will arrest E. is arrested
18. The books in the library ______ in alphabetical order every time.
A. are arranged B. was arranged C. have been arranged
D. have arranged E. is arranged
19. “I am sorry, you cannot swim today. The pool ______.”
A. be cleaned B. cleans C. is being cleaned
D. is cleaning E. cleaning
20. George : Look! The girl is crying. What happened to her?
Dian : While playing with her brother, she _____.
A. kicks B. kicked C. will kick D. was kicking E. was kicked
21. The car _______ by the mechanic tomorrow.
A. has been checked B. will be checked C. will be check
D. is being checked E. was checked
22. The school rule was broken by some students
The opposite meaning of the underlined word is …
A. damaged B. obeyed C. taken D. interrupted E. closed
23. Arrange these words into a good sentence!
invite – Bill – will – to the party – Ann1 2 3 4 5
A. 2 – 3 – 5 – 4 – 1
B. 4 – 2 – 3 –1 – 5
C. 5 – 4 – 1 – 2 – 3
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D. 2 – 3 – 1 – 5 – 4
E. 2 – 3 – 4 –1 – 5
24. Mary was not promised a prize by her father.
The sentence above means…
A. Mary didn’t promise to her father
B. Her father didn’t give her a prize
C. Mary didn’t give a prize to her father
D. Her father didn’t promise her a prize
E. Mary was not given a prize by her father
25. You were fortune _____ promoted by our manager.
A. to have B. to have been C. to been
D. to will E. to has been
26. The windows were shut by Tom last night.
The synonym of the underlined word is…
A. closed B. broken C. opened D. destroyed E. painted
27. Sheina : “Is my car ready?”
Didy : “I’m sorry, _____ because we haven’t got the spare part yet.
A. we have fixed it B. it is fixing C. being fixed
D. we fixing it E. it is being fixed
28. Lia has written a letter for her mother.
This sentence has same meaning with …
A. Lia’s mother wrote a letter to Lia
B. Lia’s mother has written a letter to Lia
C. Her mother has written a letter
D. Lia’s mother has gotten a letter from Lia
E. Lia and her mother has written a letteR
29. A student is being talked by his teachers in teachers’ room.
The active form of above sentence is …
A. A student talked about his teachers
67
B. A student talking his teachers
C. His teachers were talked him
D. His teachers are talking about him
E. His teachers are being talked by him
30. The class was too large, so it _______ into two section.
A. will be divided B. was divided C. is divided
D. were divided E. are divided
ANSWER KEY
1. E 6. A 11. C 16. E 21. B 26. A
2. C 7. D 12. A 17. A 22. B 27. E
3. B 8. A 13. D 18. A 23. D 28. D
4. D 9. A 14. E 19. C 24. D 29. D
5. E 10. B 15. B 20. E 25. B 30. B
68
TRY OUT
ESSAY ITEMS
Change these following active sentences into passive!
Example:
(Active) Tom took the English course yesterday.
(Passive) The English course was taken by Tom yesterday
1. A dog has bitten Sally.
2. Sweden Company produces many modern cars.
3. They grow a lot of Coffee in Brazil.
4. The architect will design our new house.
5. We are cooking omelet for lunch.
6. My mother was reading newspaper while cooking.
7. I have knocked at the door for many times.
8. Shinta didn’t chose me as her partner.
9. Smoking causes many health problems.
10. A child helped the old woman.
ANSWER KEY
1. Sally has been bitten by a dog.
2. Many modern cars are produced by Sweden.
3. A lot of coffee is grown in Brazil by them
4. Our new house will be designed by the architect.
5. Omelet is being cooked for lunch by us.
6. Newspaper was being read by my mother while cooking.
7. The door has been knocked by me for many times.
8. I was not chosen by Shinta as her partner.
9. Many health problems are caused by smoking.
10. The old woman was helped by a child.
69
PRETEST AND POSTTEST
Multiple Choice Item
1. Januar is my brother. He ______ in Australia.
A. born B. is born C. will bear
D. will be born E. was born
2. She will also _____ to the party by us.
A. be invited B. been invited C. invited
D. has been invited E. have invite
3. Look at the picture!
“The window was ________ by the boy”.
A. cut B. broken C. seen D. hit E. pushed
4. The story of Romeo and Juliet ______ by Shakespeare.
A. has been written B. was writing C. was written
D. were written E. have been written
5. The building _____ by May.
A. will been finished B. will finished C. will not finishing
D. will not be finish E. will not be finished
6. Margie has just repaired his cars.
The passive form would be…
A. The cars have just been repaired by Margie
B. The cars had just repaired by Margie
C. The cars had been repaired by Margie
70
D. The cars have just repairing by Margie
E. The cars has just repaired by Margie
7. My friend was _______ by the truck yesterday.
A. to hit B. being hit C. hit D. hitting E. be hit
8. The office _____ by office boy every morning.
A. is cleaned B. cleaned C. is cleaning
D. are cleaning E. has cleaning
9. The viruses are removed from the computer.
The synonym of the italic word is…
A. eliminated B. taken C. closed D. attached E. brought
10. The electric bulb was invented by Thomas A. Edison.
The synonym of the underlined word is…
A. carried B. created C. made D. looked E. found
11. Joe: When was this school building built?
Jessy: This building ______ in 1990.
A. was being built B. to be built C. was built
D. has built E. had built
12. Ann: What happened to you, Lily??
Lily: My purse _______ by the stranger.
A. was stolen B. to be stolen C. being stolen
D. has been stealing E. had stolen
13. Windy: Where is my notebook?
Mom: It ___ by your sister now.
A. has being used B. used C. is used
D. is being used E. was used
14. Aldi: When was this photo taken?
Mega: This photo ______ last week.
A. is being taken B. was took C. would taken
D. does take E. was taken
71
15. “Did you attend the meeting?”
“I _____ to attend the meeting, but I couldn’t come.
A. am invited B. was invited C. would be invited
D. was being invited E. am being invited
16. My sister has been ______ from Law school for two years, but he is still
unemployed.
A. awarded B. finished C. educated D. examined E. graduated
17. John : Look! What happened to him?
Father : He _____ by the police.
A. was arrested B. arrested C. were arrested
D. will arrest E. is arrested
18. The books in the library ______ in alphabetical order every time.
A. are arranged B. was arranged C. have been arranged
D. have arranged E. is arranged
19. “I am sorry, you cannot swim today. The pool ______.”
A. be cleaned B. cleans C. is being cleaned
D. is cleaning E. cleaning
20. George : Look! The girl is crying. What happened to her?
Dian : While playing with her brother, she _____.
A. kicks B. kicked C. will kick D. was kicking E. was kicked
21. The car _______ by the mechanic tomorrow.
A. has been checked B. will be checked C. will be check
D. is being checked E. was checked
22. The school rule was broken by some students
The opposite meaning of the underlined word is …
A. damaged B. obeyed C. taken D. interrupted E. closed
23. “Bill will invite Ann to the party.” The passive form is…
A. Party will be invited by Ann to the party
B. Ann will invited to the party by Bill
72
C. Bill invited Ann to the party
D. Ann will be invited by Bill to the party
E. Ann would be invited by Bill to the party
24. Pencil will not be provided by the committee at the test.
The sentence has the same meaning with…
A. Committee will give pencil at the test
B. Committee will not provide pencil at the test
C. At the test will not provide pencil
D. Pencil didn’t provided at the test
E. Committee provided pencil at the test
25. You were fortune _____ promoted by our manager.
A. to have B. to have been C. to been
D. to will E. to has been
26. The windows were shut by Tom last night.
The synonym of the underlined word is…
A. closed B. broken C. opened
D. destroyed E. painted
27. Sheina : “Is my car ready?”
Didy : “I’m sorry, _____ because we haven’t got the spare part yet.
A. we have fixed it B. it is fixing C. being fixed
D. we fixing it E. it is being fixed
28. Lia has written a letter for her mother.
This sentence has same meaning with …
A. Lia’s mother wrote a letter to Lia
B. Lia’s mother has written a letter to Lia
C. Her mother has written a letter
D. Lia’s mother has gotten a letter from Lia
E. Lia and her mother has written a letter
73
29. A student is being talked by his teachers in teachers’ room.
The active form of above sentence is …
A. A student talked about his teachers
B. A student talking his teachers
C. His teachers were talked him
D. His teachers are talking about him
E. His teachers are being talked by him
30. The class was too large, so it _______ into two section.
A. will be divided B. was divided C. is divided
D. were divided E. are divided
*taken from several English books with some additions and changes.
ANSWER KEY
1. E 11. C 21. B
2. A 12. A 22. B
3. B 13. D 23. D
4. C 14. E 24. B
5. E 15. B 25. B
6. A 16. E 26. A
7. C 17. A 27. E
8. A 18. A 28. D
9. A 19. C 29. D
10. B 20. D 30. B
74
PRETEST
Essay Items
Change these following active sentences into passive!
Example:
(Active) Tom is repairing the roof right now.
(Passive) The roof is being repaired by Tom right now.
1. People use the Yen in Japan.
2. The American Company produces many modern cars.
3. They grow a lot of Coffee in Brazil.
4. The architect will design our new house.
5. We are cooking spicy fried chicken for lunch.
6. A demon kidnapped a baby while she was sleeping.
7. They were singing my favorite song.
8. Shinta didn’t choose me as her partner.
9. Smoking causes many health problems.
10. A child helped the old woman.
*Taken from several English books with some additions and changes.
ANSWER KEY
1. The Yen is used by people in Japan.
2. Many modern cars are produced by the American Company.
3. A lot of Coffee is grown in Brazil.
4. Our new house will be designed by the architect.
5. Spicy fried chicken is being cooked for lunch by us.
6. A baby was kidnapped by a demon while she was sleeping.
7. My favorite song was being sung by them.
8. I was not chosen by Shinta as her partner.
9. Many health problems are caused by smoking.
10. The old woman was helped by a child.
75
RANCANGAN PELAKSANAAN PEMBELAJARAN
KELAS KONTROL
Nama Sekolah : SMAN 9 Tangerang Selatan
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : X / II
Alokasi Waktu : 2 x 45’
Tema : Passive Voice
Tahun Pelajaran : 2012/2013
I. Standar Kompetensi :
Memahami makna dalam teks fungsional pendek dan teks monolog/esei
sederhana berbentuk narrative, descriptive, dan news item dalam konteks
kehidupan sehari-hari dan mengakses ilmu pengetahuan.
II. Kompetensi Dasar :
Mengungkapkan makna dan langkah retorika dalam esei sederhana secara akurat,
lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk
narrative, descriptive, dan news item.
III.Indikator :
1. Mengidentifikasi struktur kalimat aktif (S+V+O).
2. Mengidentifikasi struktur dari kalimat pasif (S+tobe+V3+O).
3. Menentukan perbedaan antara kalimat aktif dan pasif dari makna dan struktur
kalimat.
4. Menuliskan perubahan kata kerja regular dan irregular.
5. Menulis kalimat bentuk aktif dan pasif.
76
IV. Tujuan Pembelajaran
1. Peserta didik mampu mengidentifikasi struktur kalimat aktif (S+V+O).
2. Peserta didik mampu mengidentifikasi struktur kalimat pasif (S+tobe+V3+O).
3. Peserta didik mampu menentukan perbedaan antara kalimat aktif dan pasif dari
makna dan struktur kalimatnya.
4. Peserta didik mampu menuliskan perubahan kata kerja regular dan irregular.
5. Peserta didik mampu menulis kalimat aktif dan pasif.
V. Materi Pembelajaran
Text : News Item
Aspect : Grammar/Writing
Topik : The Introduction of Passive Voice
1. The Definition of Passive Voice
Passive Voice is a focus construction that exists to put the patient or the
receiver of an action. The subject in active sentence should be the object in passive.
Active sentence: John mailed the letter yesterday. The active voice focuses on the
person or thing that does the action: John.
Passive sentence: The letter was mailed by john yesterday. The passive voice
focusses on the person or thing that receives the action: the letter.
2. The verbs:
a. Regular verbs : past and past participle should be attached by ‘ed’ at the end
of the word. Example: kickkicked(aux) kicked, openopened(aux)
opened, createcreated(aux) created.
b. Irregular verbs : the change of past and past participle does not ruled, but they
must be memorized. Example: sendsent(aux) sent, writewrote(aux)
written, givegave(aux) given.
3. Writing sentence:
a. Active voice : I gave her a bark of chocolate in her graduation party.
b. Passive voice : The machine is being fixed by the mechanic.
77
VI. Metode Pembelajaran: three phase technique.
VII. Alat dan Bahan: Alat tulis dan buku sumber.
VIII.Proses Belajar-Mengajar
1. Pendahuluan (±10’)
Memberi salam dan tegur sapa.
Mengondisikan situasi kelas agar peserta didik siap menjalani proses belajar-
mengajar dengan meminta peserta didik untuk duduk dengan rapi,
memperhatikan kebersihan kelas dan penampilan, berdoa.
Mengecek kehadiran peserta didik.
Peserta didik menyimak penjelasan dari guru tentang tujuan, jenis, dan
kegiatan pembelajaran.
Memberikan apersepsi sebagai stimulus pada peserta didik.
2. Kegiatan Inti (±70’)
Presentation Phase:
Guru menjelaskan pengertian kalimat pasif dan aktif serta perbedaan
keduanya.
Guru memberikan beberapa kalimat aktif dan perubahannya dalam bentuk
passive.
Dari kalimat tersebut, guru menunjuk peserta didik untuk menentukan subjek,
prediket, dan objek dalam kalimat.
Lalu guru menuliskan beberapa contoh kata kerja regular dan irregular dan
menunjuk beberapa peserta didik untuk memberi contoh kata kerja dalam
bahasa inggris.
Guru menjelaskan formula dari kalimat aktif dan pasif.
Practice Phase:
Guru mengadakan sebuah aktifitas sederhana menggunakan spidol.
78
Spidol tersebut akan digilirkan ke setiap peserta didik sampai guru
mengatakan ‘stop’. Saat stop, peserta didik yang memegang spidol yang
mendapat tugas.
Guru memberikan instruksi atau pertanyaan kepada peserta didik yang
mendapat tugas untuk dijawab.
Guru mengajak peserta didik untuk mengoreksi jawaban rekannya dan
akhirnya menampilkan jawaban yang benar.
Production Phase:
Guru menugaskan peserta didik mengerjakan latihan yang terdapat di papan
tulis.
Lalu, guru memberikan kesempatan kepada peserta didik menuliskan jawaban
latihan satu per satu di papan tulis.
Peserta didik mampu mengoreksi sendiri jawaban mereka masing-masing.
Memberi nilai pada latihan peserta didik.
3. Penutup (±10’)
Memberi kesempatan kepada peserta didik untuk bertanya atau menanggapi
materi.
Pemberian tugas rumah sebagai evaluasi materi.
Berdoa.
IX. Sumber Pelajaran
Buku Paket Look Ahead 1, Kumpulan Soal Bahasa Inggris,
IX. Lembar Kegiatan Peserta didik
1. Which one is the verb in the sentence? ‘the teachers are teaching the students in
the class.
2. Which one are the subject and the verb in the sentence? ‘the letter was sent by my
father last week.’
79
3. Arrange this sentence into good sentence! ‘waters – Lily – every morning – the
flowers – in the garden
4. Mention past and past participle of the verb in the sentence! ‘My mother is
cooking my birthday cake in the kitchen.’
5. Is this sentence active or passive? ‘The students were punished by their teacher.’
6. The gardener is watering the flowers. (Which one is the verb?)
7. Make one active sentence buy using verb ‘give’!
8. Two horses are pulling the farmer’s wagon. (underline the subject, verb, tobe, and
object in the sentence!)
9. Alexander Graham Bell invented the telephone. (what is past participle of the
verb!)
10. Make one active sentence!
11. Write one passive sentence!
XI. Pedoman Penilaian
a. Instrument : slide Power Point
b. Penilaian :
Score maximal: 100
Score item : no. 6 dan 9 (@ 10 point), no. 7, 8, 10, 11 (@20 point)
Gain score = score perolehan X 100
score total
Tangerang, 6 Mei 2013
Guru Praktikan
Mega Ernesvia Pertiwi
80
RANCANGAN PELAKSANAAN PEMBELAJARAN
KELAS KONTROL
Nama Sekolah : SMAN 9 Tangerang Selatan
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : X / II
Alokasi Waktu : 8 x 45’ (4 x pertemuan)
Tema : Passive Voice
Tahun Pelajaran : 2012/2013
I. Standar Kompetensi :
Memahami makna dalam teks fungsional pendek dan teks monolog/esei
sederhana berbentuk narrative, descriptive, dan news item dalam konteks
kehidupan sehari-hari dan mengakses ilmu pengetahuan.
II. Kompetensi Dasar :
Mengungkapkan makna dan langkah retorika dalam esei sederhana secara akurat,
lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk
narrative, descriptive, dan news item.
III.Indikator :
1. Mengidentifikasi struktur kalimat aktif dalam berbagai tenses.
2. Mengidentifikasi struktur dari kalimat pasif dalam berbagai tenses.
3. Mengidentifikasi formula kalimat pasif dalam berbagai tenses.
4. Menulis perubahan kalimat aktif menjadi pasif atau sebaliknya.
5. Membuat kalimat pasif dengan baik dan benar.
IV. Tujuan Pembelajaran
1. Peserta didik mampu mengidentifikasi struktur kalimat aktif dalam berbagai
tenses.
2. Peserta didik mampu mengidentifikasi struktur kalimat pasif dalam berbagai
tenses.
81
3. Peserta didik mampu mengidentifikasi formula kalimat pasif dalam berbagai
tenses.
4. Peserta didik mampu menulis perubahan kalimat aktif menjadi pasif atau
sebaliknya.
5. Peserta didik mampu membuat kalimat pasif dengan baik dan benar.
V. Materi Pembelajaran
Text : News Item
Aspect : Grammar/Writing
Topik : Sentence in Passive Voice
The Form of Passive Voice: S + tobe + V3 (past participle) +O
Tenses
S
U
B
J
E
C
T
to be
V
3
Example
Simple Present is/am/are The door is opened by Rani
Simple Past was/were The email was sent by my friend
Present Cont. Is/am/are+being The computer is being repaired now
Past Cont. was/were/ +being The computer was being repaired
now.
Present Perfect has/have+been The cake has been eaten by me.
Past Perfect had+been Many cars had been repaired by
George.
Future Tense will+be A birthday cake will be made by
my mother.
VI. Metode Pembelajaran: three phase technique.
VII. Alat dan Bahan: Alat tulis.
82
VIII.Proses Belajar-Mengajar
1. Pendahuluan (±10’)
Memberi salam dan tegur sapa.
Mengondisikan situasi kelas agar peserta didik siap menjalani proses belajar-
mengajar dengan meminta peserta didik untuk duduk dengan rapi,
memperhatikan kebersihan kelas dan penampilan, berdoa.
Mengecek kehadiran peserta didik.
Peserta didik menyimak penjelasan dari guru tentang tujuan, jenis, dan
kegiatan pembelajaran.
2. Kegiatan Inti (±70’)
Presentation Phase:
Guru menulis kalimat aktif di papan tulis dan struktur kalimatnya.
Guru menuliskan bentuk pasif dari kalimat aktif diatas.
Dari kalimat tersebut, guru menunjuk peserta didik untuk menentukan subjek,
prediket, dan objek dalam kalimat.
Guru menuliskan formula kalimat pasif di papan tulis.
Practice Phase:
Guru menuliskan kalimat aktif dan meminta peserta didik untuk
mengubahnya ke bentuk pasif.
Lalu guru meminta peserta didik membuat kalimat pasif di buku tulis.
Peserta didik mengumpulkan tugas, lalu guru mengoreksi tugas mereka.
Setelah kegiatan selesai, guru menjelaskan kesalahan yang dibuat peserta
didik.
Production Phase:
Guru menugaskan peserta didik mengerjakan latihan secara individu dan
meminta peserta didik menuliskannya di papan tulis.
83
3. Penutup (±10’)
Memberi kesempatan kepada peserta didik untuk bertanya atau menanggapi
materi.
Pemberian tugas rumah.
Berdoa.
IX. Sumber Pelajaran
Buku Paket Look Ahead 1
IX. Lembar Kegiatan Peserta didik
Change these following sentences into Passive!
a. My father will buy a new motorcycle.
b. A hurricane has destroyed our house.
c. The teacher will collect our homework.
d. Kathy had returned the book to the library.
e. Mike brushes his shoes before school every morning
XI. Pedoman Penilaian
a. Instrument : slide Power Point
b. Penilaian :
Score maximal: 100
Score item : @20 point
Gain score : score perolehan X 100
score total
Tangerang, 15 Mei 2013
Guru Praktikan
Mega Ernesvia Pertiwi
84
RANCANGAN PELAKSANAAN PEMBELAJARAN
KELAS EKSPERIMEN
Nama Sekolah : SMAN 9 Tangerang Selatan
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : X / II
Alokasi Waktu : 2 x 45’
Tema : Passive Voice
Tahun Pelajaran : 2012/2013
I. Standar Kompetensi :
Memahami makna dalam teks fungsional pendek dan teks monolog/esei
sederhana berbentuk narrative, descriptive, dan news item dalam konteks
kehidupan sehari-hari dan mengakses ilmu pengetahuan.
II. Kompetensi Dasar :
Mengungkapkan makna dan langkah retorika dalam esei sederhana secara akurat,
lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk
narrative, descriptive, dan news item.
III.Indikator :
1. Mengidentifikasi struktur kalimat aktif (S+V+O).
2. Mengidentifikasi struktur dari kalimat pasif (S+tobe+V3+O).
3. Menentukan perbedaan antara kalimat aktif dan pasif dari makna dan struktur
kalimat.
4. Menuliskan perubahan kata kerja regular dan irregular.
5. Menulis kalimat bentuk aktif dan pasif.
85
IV. Tujuan Pembelajaran
1. Peserta didik mampu mengidentifikasi struktur kalimat aktif (S+V+O).
2. Peserta didik mampu mengidentifikasi struktur kalimat pasif (S+tobe+V3+O).
3. Peserta didik mampu menentukan perbedaan antara kalimat aktif dan pasif dari
makna dan struktur kalimatnya.
4. Peserta didik mampu menuliskan perubahan kata kerja regular dan irregular.
5. Peserta didik mampu menulis kalimat aktif dan pasif.
V. Materi Pembelajaran
Text : News Item
Aspect : Grammar/Writing
Topik : The Introduction of Passive Voice
1. The Definition of Passive Voice
Passive Voice is a focus construction that exists to put the patient or the
receiver of an action. The subject in active sentence should be the object in passive.
Active sentence: John mailed the letter yesterday. The active voice focuses on the
person or thing that does the action: John.
Passive sentence: The letter was mailed by john yesterday. The passive voice
focusses on the person or thing that receives the action: the letter.
2. The verbs:
a. Regular verbs : past and past participle should be attached by ‘ed’ at the end
of the word. Example: kickkicked(aux) kicked, openopened(aux)
opened, createcreated(aux) created.
b. Irregular verbs : the change of past and past participle does not ruled, but they
must be memorized. Example: sendsent(aux) sent, writewrote(aux)
written, givegave(aux) given.
3. Writing sentence:
a. Active voice : I gave her a bark of chocolate in her graduation party.
b. Passive voice : The machine is being fixed by the mechanic.
86
VI. Metode Pembelajaran: three phase technique.
VII. Alat dan Bahan: OHP, Komputer, alat tulis.
VIII.Proses Belajar-Mengajar
1. Pendahuluan (±10’)
Memberi salam dan tegur sapa.
Mengondisikan situasi kelas agar peserta didik siap menjalani proses belajar-
mengajar dengan meminta peserta didik untuk duduk dengan rapi,
memperhatikan kebersihan kelas dan penampilan, berdoa.
Mengecek kehadiran peserta didik.
Peserta didik menyimak penjelasan dari guru tentang tujuan, jenis, dan
kegiatan pembelajaran yang ditampilkan melalui gambar dan animasi Power
Point.
Memberikan apersepsi melalui tampilan video untuk memberikan stimulus
pada peserta didik.
2. Kegiatan Inti (±70’)
Presentation Phase:
Guru menjelaskan pengertian kalimat pasif dan aktif serta perbedaan
keduanya yang ditampilkan dalam slide Power Point.
Guru menayangkan beberapa kalimat aktif dan perubahannya dalam bentuk
passive.
Dari kalimat tersebut, guru menunjuk peserta didik untuk menentukan subjek,
prediket, dan objek dalam kalimat.
Lalu guru menayangkan beberapa contoh kata kerja regular dan irregular dan
menunjuk beberapa peserta didik untuk memberi contoh kata kerja dalam
bahasa inggris.
Guru menampilkan formula dari kalimat aktif dan pasif melalui slide Power
Point yang menarik.
87
Practice Phase:
Guru mengadakan sebuah aktifitas sederhana menggunakan spidol dan
tampilan kotak-kotak di layar.
Spidol tersebut akan digilirkan ke setiap peserta didik seiring dengan suara
musik dari komputer. Saat musik berhenti, peserta didik yang memegang
spidol yang akan memilih salah satu kotak yang diberi nomor.
Kotak tersebut berisi kalimat aktif, pasif, dan instruksi (contoh terlampir di
lembar kegiatan).
Peserta didik yang memegang spidol saat musik berhenti akan memilih kotak
dan mengerjakan instruksi dari kotak tersebut.
Peserta didik menuliskan jawaban di papan tulis.
Guru mengajak peserta didik untuk mengoreksi jawaban rekannya dan
akhirnya menampilkan jawaban yang benar.
Production Phase:
Guru menugaskan peserta didik mengerjakan latihan yang ditampilkan di
layar secara individu.
Lalu, guru memberikan kesempatan kepada peserta didik menuliskan jawaban
latihan satu per satu di papan tulis.
Peserta didik mampu mengoreksi sendiri jawaban mereka masing-masing.
Memberi nilai pada latihan peserta didik.
3. Penutup (±10’)
Memberi kesempatan kepada peserta didik untuk bertanya atau menanggapi
materi.
Pemberian tugas rumah sebagai evaluasi materi.
Berdoa.
88
IX. Sumber Pelajaran
Buku Paket Look Ahead 1, Power Point, Internet, Kumpulan Soal Bahasa Inggris,
www.englishwsheets.com
IX. Lembar Kegiatan Peserta didik
1. The Secret Box (ditampilkan dalam bentuk slide Power Point)
Box 1
Which one is the verb in the sentence?
‘The teachers are teaching the students in the class.’
Box 2
Which one are the subject and the object in the sentence?
‘My letter was sent by my father last week.’
Box 3
Arrange this sentence into good active sentence!
waters – Lily – every morning – the flowers – in the garden
Box 4
Mention past and past participle of the verb in the sentence!
‘My mother is cooking my birthday cake in the kitchen.’
Box 5
Is this sentence active or passive?
‘The students were punished by their teacher.’
89
2. Soal ditampilkan selama ± 20 detik di layar secara satu per satu.
a. The gardener is watering the flowers. (Which one is the verb?)
b. Make one active sentence buy using verb ‘give’!
c. Two horses are pulling the farmer’s wagon. (underline the subject, verb, tobe, and
object in the sentence!)
d. Alexander Graham Bell invented the telephone. (what is past participle of the
verb!)
e. Make one active sentence!
f. Write one passive sentence!
XI. Pedoman Penilaian
a. Instrument : slide Power Point
b. Penilaian :
Score maximal: 100
Score item : no. a dan d (@ 10 point), no. b, c, e, f (@20 point)
Gained score = score perolehan X 100
score total
Tangerang, 6 Mei 2013
Guru Praktikan
Mega Ernesvia Pertiwi
90
RANCANGAN PELAKSANAAN PEMBELAJARAN
KELAS EKSPERIMEN
Nama Sekolah : SMAN 9 Tangerang Selatan
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : X / II
Alokasi Waktu : 8 x 45’ (4 x pertemuan)
Tema : Passive Voice
Tahun Pelajaran : 2012/2013
I. Standar Kompetensi :
Memahami makna dalam teks fungsional pendek dan teks monolog/esei
sederhana berbentuk narrative, descriptive, dan news item dalam konteks
kehidupan sehari-hari dan mengakses ilmu pengetahuan.
II. Kompetensi Dasar :
Mengungkapkan makna dan langkah retorika dalam esei sederhana secara akurat,
lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk
narrative, descriptive, dan news item.
III.Indikator :
1. Mengidentifikasi struktur kalimat aktif dalam berbagai tenses.
2. Mengidentifikasi struktur kalimat pasif dalam berbagai tenses.
3. Mengidentifikasi formula kalimat pasif dalam berbagai tenses.
4. Menulis perubahan kalimat aktif menjadi pasif atau sebaliknya.
5. Membuat kalimat pasif dengan baik dan benar.
91
IV. Tujuan Pembelajaran
1. Peserta didik mampu mengidentifikasi struktur kalimat aktif dalam berbagai
tenses.
2. Peserta didik mampu mengidentifikasi struktur kalimat pasif dalam berbagai
tenses.
3. Peserta didik mampu mengidentifikasi formula kalimat pasif dalam berbagai
tenses.
4. Peserta didik mampu menulis perubahan kalimat aktif menjadi pasif atau
sebaliknya.
5. Peserta didik mampu membuat kalimat pasif dengan baik dan benar.
V. Materi Pembelajaran
Text : News Item
Aspect : Grammar/Writing
Topik : Sentence in Passive Voice
The Form of Passive Voice: S + tobe + V3 (past participle) +O
Tenses
S
U
B
J
E
C
T
to be
V
3
Example
Simple Present is/am/are The door is opened by Rani.
Simple Past was/were The email was sent by my friend.
Present Cont. Is/am/are+being The computer is being repaired
now.
Past Cont. was/were/ +being The computer was being repaired
now.
Present Perfect has/have+been The cake has been eaten by me.
Past Perfect had+been Many cars had been repaired by
George.
92
Future Tense will+be A birthday cake will be made by
my mother.
VI. Metode Pembelajaran: three phase technique.
VII. Alat dan Bahan: OHP, Komputer, alat tulis.
VIII.Proses Belajar-Mengajar
1. Pendahuluan (±10’)
Memberi salam dan tegur sapa.
Mengondisikan situasi kelas agar peserta didik siap menjalani proses belajar-
mengajar dengan meminta peserta didik untuk duduk dengan rapi,
memperhatikan kebersihan kelas dan penampilan, berdoa.
Mengecek kehadiran peserta didik.
Peserta didik menyimak penjelasan dari guru tentang tujuan, jenis, dan
kegiatan pembelajaran yang ditampilkan melalui gambar dan animasi Power
Point.
Guru menanyangkan video menarik yang dapat memotivasi peserta didik
untuk belajar.
2. Kegiatan Inti (±70’)
Presentation Phase:
Guru menayangkan beberapa kalimat aktif di Power Point dengan animasi
teks bergerak, lalu bersama-sama mengidentifikasi struktur kalimatnya.
Guru menampilkan bentuk pasif dari kalimat aktif diatas.
Dari kalimat tersebut, guru menunjuk peserta didik untuk menentukan subjek,
prediket, dan objek dalam kalimat.
Guru menunjuk beberapa peserta didik untuk mengidentifikasi dan
menyebutkan formula kalimat pasif.
Kemudian, satu per satu formula ditayangkan melalui Power Point agar
peserta didik dapat mengoreksi hasil identifikasi mereka.
93
Practice Phase:
Guru mengintruksikan peserta didik untuk mengikuti kegiatan dengan baik
dan menjawab pertanyaan secepat mungkin untuk mendapatkan point dengan
mengacungkan tangan.
Beberapa gambar ditampilkan di layar, peserta didik membuat kalimat pasif
dari gambar tersebut (contoh gambar terlampir pada lembar kegiatan siswa).
Peserta didik yang dapat membuat kalimat dengan cepat dan tepat akan
mendapatkan point.
Setelah kegiatan selesai, guru mengoreksi jawaban salah sebagai pelajaran
bagi para peserta didik.
Production Phase:
Guru menugaskan peserta didik mengerjakan latihan secara individu yang
ditampilkan di layar (soal ditampilkan satu per satu dengan durasi ± 20 detik).
Lalu, guru memberikan kesempatan kepada peserta didik menuliskan jawaban
latihan satu per satu di papan tulis.
Memberi nilai pada latihan peserta didik.
3. Penutup (±10’)
Memberi kesempatan kepada peserta didik untuk bertanya atau menanggapi
materi.
Pemberian tugas rumah.
Berdoa.
IX. Sumber Pelajaran
Buku Paket Look Ahead 1, Power Point, Internet, Kumpulan Soal Bahasa Inggris,
www.englishwsheets.com
94
IX. Lembar Kegiatan Peserta didik
1. Pictures
1. The baby is being fed by the father.
2. The man was killed.
3. An old man was kicked.
95
4. A boy was pushed by his friend.
5. The doctor is being bitten by a cat.
6. The baby was kidnapped by a devil.
2. Change these following sentences into Passive!
a. My father will buy a new motorcycle.
b. A hurricane has destroyed our house.
c. The teacher will collect our homework.
d. Kathy had returned the book to the library.
e. Mike brushes his shoes before school every morning
XI. Pedoman Penilaian
a. Instrument : slide Power Point
b. Penilaian :
Score maximal: 100
Score item : @20 point
Gained score : score perolehan X 100
score total
Tangerang, 15 Mei 2013
Guru Praktikan
Mega Ernesvia Pertiwi
96
OBSERVATION SHEET OF STUDENT LEARNING ACTIVITY
Observer : Mega Ernesvia Pertiwi
Class : Controlled Class
No. Activity Remark
I. Pre-teaching and learning Process 1 2 3 4
1. The condition of students’ seat √
2. The condition of students in the
classroom
√
3. Students’ readiness to study √
4. Praying √
II. Opening Teaching and Learning Activity
5. Students’ performance in answering
teacher’s question
√
6. Listening to teacher’s explanation of
learning objective
√
III. While Teaching and Learning Activity
7. Giving attention to teacher’s explanation √
8. Asking during teaching and learning
activity.
√
9. Students’ activity during teaching and
learning process
√
10. Taking notes during the process √
11. Giving participation in teaching and
learning process
√
12. Interested in doing assignment given √
13. Doing the task given √
97
IV. Post Teaching and Learning Process
14. Involving in expressing idea to review
the material
√
15. Asking about the material √
16. Making conclusion √
17. Closing the process √
V. Functioning Media in Teaching and
Learning Process
18. The interaction between students and
learning media
√
19. Interested in learning material which is
delivered by media
√
Note:
1: Bad
2: Quite
3: Good
4: Very Good
Tangerang, 8 Mei 2013
English Teacher ‘the researcher’
Mega Ernesvia PertiwiNIM. 109014000172
98
OBSERVATION SHEET OF STUDENT LEARNING ACTIVITY
Observer : Mega Ernesvia Pertiwi
Class : Controlled Class
No. Activity Remark
I. Pre-teaching and learning Process 1 2 3 4
1. The condition of students’ seat √
2. The condition of students in the
classroom
√
3. Students’ readiness to study √
4. Praying √
II. Opening Teaching and Learning Activity
5. Students’ performance in answering
teacher’s question
√
6. Listening to teacher’s explanation of
learning objective
√
III. While Teaching and Learning Activity
7. Giving attention to teacher’s explanation √
8. Asking during teaching and learning
activity.
√
9. Students’ activity during teaching and
learning process
√
10. Taking notes during the process √
11. Giving participation in teaching and
learning process
√
12. Interested in doing assignment given √
13. Doing the task given √
99
IV. Post Teaching and Learning Process
14. Involving in expressing idea to review
the material
√
15. Asking about the material √
16. Making conclusion √
17. Closing the process √
V. Functioning Media in Teaching and
Learning Process
18. The interaction between students and
learning media
√
19. Interested in learning material which is
delivered by media
√
Note:
1: Bad
2: Quite
3: Good
4: Very Good
Tangerang, 13 Mei 2013
English Teacher ‘the researcher’
Mega Ernesvia PertiwiNIM. 109014000172
100
OBSERVATION SHEET OF STUDENT LEARNING ACTIVITY
Observer : Mega Ernesvia Pertiwi
Class : Controlled Class
No. Activity Remark
I. Pre-teaching and learning Process 1 2 3 4
1. The condition of students’ seat √
2. The condition of students in the
classroom
√
3. Students’ readiness to study √
4. Praying √
II. Opening Teaching and Learning Activity
5. Students’ performance in answering
teacher’s question
√
6. Listening to teacher’s explanation of
learning objective
√
III. While Teaching and Learning Activity
7. Giving attention to teacher’s explanation √
8. Asking during teaching and learning
activity.
√
9. Students’ activity during teaching and
learning process
√
10. Taking notes during the process √
11. Giving participation in teaching and
learning process
√
12. Interested in doing assignment given √
13. Doing the task given √
101
IV. Post Teaching and Learning Process
14. Involving in expressing idea to review
the material
√
15. Asking about the material √
16. Making conclusion √
17. Closing the process √
V. Functioning Media in Teaching and
Learning Process
18. The interaction between students and
learning media
√
19. Interested in learning material which is
delivered by media
√
Note:
1: Bad
2: Quite
3: Good
4: Very Good
Tangerang, 3 Juni 2013
English Teacher ‘the researcher’
Mega Ernesvia PertiwiNIM. 109014000172
102
OBSERVATION SHEET OF STUDENT LEARNING ACTIVITY
Observer : Mega Ernesvia Pertiwi
Class : Experimental Class
No. Activity Remark
I. Pre-teaching and learning Process 1 2 3 4
1. The condition of students’ seat √
2. The condition of students in theclassroom
√
3. Students’ readiness to study √
4. Praying √
II. Opening Teaching and Learning Activity5. Students’ performance in answering
teacher’s question√
6. Listening to teacher’s explanation oflearning objective
√
III. While Teaching and Learning Activity7. Giving attention to teacher’s explanation √
8. Asking during teaching and learningactivity.
√
9. Students’ activity during teaching andlearning process
√
10. Taking notes during the process √
11. Giving participation in teaching andlearning process
√
12. Interested in doing assignment given √
13. Doing the task given √
103
IV. Post Teaching and Learning Process
14. Involving in expressing idea to reviewthe material
√
15. Asking about the material √
16. Making conclusion √
17. Closing the process √
V. Functioning Media in Teaching andLearning Process18. The interaction between students and
learning media√
19. Interested in learning material which isdelivered by media
√
Note:
1: Bad
2: Quite
3: Good
4: Very Good
Tangerang, 8 Mei 2013English Teacher ‘the researcher’
Mega Ernesvia PertiwiNIM. 109014000172
104
OBSERVATION SHEET OF STUDENT LEARNING ACTIVITY
Observer : Mega Ernesvia Pertiwi
Class : Experimental Class
No. Activity Remark
I. Pre-teaching and learning Process 1 2 3 4
1. The condition of students’ seat √
2. The condition of students in theclassroom
√
3. Students’ readiness to study √
4. Praying √
II. Opening Teaching and Learning Activity5. Students’ performance in answering
teacher’s question√
6. Listening to teacher’s explanation oflearning objective
√
III. While Teaching and Learning Activity7. Giving attention to teacher’s explanation √
8. Asking during teaching and learningactivity.
√
9. Students’ activity during teaching andlearning process
√
10. Taking notes during the process √
11. Giving participation in teaching andlearning process
√
12. Interested in doing assignment given √
13. Doing the task given √
105
IV. Post Teaching and Learning Process
14. Involving in expressing idea to reviewthe material
√
15. Asking about the material √
16. Making conclusion √
17. Closing the process √
V. Functioning Media in Teaching andLearning Process18. The interaction between students and
learning media√
19. Interested in learning material which isdelivered by media
√
Note:
1: Bad
2: Quite
3: Good
4: Very Good
Tangerang, 29 Mei 2013English Teacher ‘the researcher’
Mega Ernesvia PertiwiNIM. 109014000172
106
OBSERVATION SHEET OF STUDENT LEARNING ACTIVITY
Observer : Mega Ernesvia Pertiwi
Class : Experimental Class
No. Activity Remark
I. Pre-teaching and learning Process 1 2 3 4
1. The condition of students’ seat √
2. The condition of students in theclassroom
√
3. Students’ readiness to study √
4. Praying √
II. Opening Teaching and Learning Activity5. Students’ performance in answering
teacher’s question√
6. Listening to teacher’s explanation oflearning objective
√
III. While Teaching and Learning Activity7. Giving attention to teacher’s explanation √
8. Asking during teaching and learningactivity.
√
9. Students’ activity during teaching andlearning process
√
10. Taking notes during the process √
11. Giving participation in teaching andlearning process
√
12. Interested in doing assignment given √
13. Doing the task given √
107
IV. Post Teaching and Learning Process
14. Involving in expressing idea to reviewthe material
√
15. Asking about the material √
16. Making conclusion √
17. Closing the process √
V. Functioning Media in Teaching andLearning Process18. The interaction between students and
learning media√
19. Interested in learning material which isdelivered by media
√
Note:
1: Bad
2: Quite
3: Good
4: Very Good
Tangerang, 3 Juni 2013English Teacher ‘the researcher’
Mega Ernesvia PertiwiNIM. 109014000172
108
OBSERVATION SHEET OF TEACHING ACTIVITY
Observer : Wiwin Sambawa Rohmi, S.Pd
Class : Controlled Class
No. Activity Remark
I. Pre-teaching and learning Process 1 2 3 4
1. Greeting √
2. Preparing the students to startteaching and learning process
√
3. Evoking students’ motivation to learn √
4. Praying √
5. Checking students’ attendance √
II. While Teaching and Learning Activity
6. Questioning (Apperception) √
7. Explaining the learning objective √
8. Engaging students’ participation √
9. Giving material using languageclearly and easy to understand
√
10. Organizing teaching and learningprocess
√
11. Conducting teaching and learningprocess systematically
√
12. Encouraging students toinvolve in process
√
13. Exploring material √
14. Connecting material to otherknowledge
√
109
III. Post Teaching and Learning Process
15. Evaluating students’ performance √
16. Reviewing the material √
17. Encouraging students to makeconclusion
√
18. Giving response to students √
19. Restating the conclusion √
20. Giving Assignment √
IV. Functioning Media in Teaching andLearning Process
21. The ability to use learning media(Power Point)
√
22. The creativity in developinglearning media
√
23. The role of media in teaching andlearning
√
Note:
1: Poor
2: Quite
3: Good
4: Very Good
Tangerang, 8 Mei 2013
110
OBSERVATION SHEET OF TEACHING ACTIVITY
Observer : Wiwin Sambawa Rohmi, S.Pd
Class : Controlled Class
No. Activity Remark
I. Pre-teaching and learning Process 1 2 3 4
1. Greeting √
2. Preparing the students to startteaching and learning process
√
3. Evoking students’ motivation to learn √
4. Praying √
5. Checking students’ attendance √
II. While Teaching and Learning Activity
6. Questioning (Apperception) √
7. Explaining the learning objective √
8. Engaging students’ participation √
9. Giving material using languageclearly and easy to understand
√
10. Organizing teaching and learningprocess
√
11. Conducting teaching and learningprocess systematically
√
12. Encouraging students toinvolve in process
√
13. Exploring material √
14. Connecting material to otherknowledge
√
111
III. Post Teaching and Learning Process
15. Evaluating students’ performance √
16. Reviewing the material √
17. Encouraging students to makeconclusion
√
18. Giving response to students √
19. Restating the conclusion √
20. Giving Assignment √
IV. Functioning Media in Teaching andLearning Process
21. The ability to use learning media(Power Point)
√
22. The creativity in developinglearning media
√
23. The role of media in teaching andlearning
√
Note:
1: Poor
2: Quite
3: Good
4: Very Good
Tangerang, 13 Mei 2013
112
OBSERVATION SHEET OF TEACHING ACTIVITY
Observer : WiwinSambawaRohmi, S.Pd
Class : Controlled Class
No. Activity Remark
I. Pre-teaching and learning Process 1 2 3 4
1. Greeting √
2. Preparing the students to startteaching and learning process
√
3. Evoking students’ motivation to learn √
4. Praying √
5. Checking students’ attendance √
II. While Teaching and Learning Activity
6. Questioning (Apperception) √
7. Explaining the learning objective √
8. Engaging students’ participation √
9. Giving material using languageclearly and easy to understand
√
10. Organizing teaching and learningprocess
√
11. Conducting teaching and learningprocess systematically
√
12. Encouraging students toinvolve in process
√
13. Exploring material √
14. Connecting material to otherknowledge
√
113
III. Post Teaching and Learning Process
15. Evaluating students’ performance √
16. Reviewing the material √
17. Encouraging students to makeconclusion
√
18. Giving response to students √
19. Restating the conclusion √
20. Giving Assignment √
IV. Functioning Media in Teaching andLearning Process
21. The ability to use learning media(Power Point)
√
22. The creativity in developinglearning media
√
23. The role of media in teaching andlearning
√
Note:
1: Poor
2: Quite
3: Good
4: Very Good
Tangerang, 3 Juni 2013
114
OBSERVATION SHEET OF TEACHING ACTIVITY
Observer : Wiwin Sambawa Rohmi, S.Pd
Class : Experimental Class
No. Activity Remark
I. Pre-teaching and learning Process 1 2 3 4
1. Greeting √
2. Preparing the students to startteaching and learning process
√
3. Evoking students’ motivation to learn √
4. Praying √
5. Checking students’ attendance √
II. While Teaching and Learning Activity
6. Questioning (Apperception) √
7. Explaining the learning objective √
8. Engaging students’ participation √
9. Giving material using languageclearly and easy to understand
√
10. Organizing teaching and learningprocess
√
11. Conducting teaching and learningprocess systematically
√
12. Encouraging students toinvolve in process
√
13. Exploring material √
14. Connecting material to otherknowledge
√
115
III. Post Teaching and Learning Process
15. Evaluating students’ performance √
16. Reviewing the material √
17. Encouraging students to makeconclusion
√
18. Giving response to students √
19. Restating the conclusion √
20. Giving Assignment √
IV. Functioning Media in Teaching andLearning Process
21. The ability to use learning media(Power Point)
√
22. The creativity in developinglearning media
√
23. The role of media in teaching andlearning
√
Note:
1: Poor
2: Quite
3: Good
4: Very Good
Tangerang, 23 Mei 2013
116
OBSERVATION SHEET OF TEACHING ACTIVITY
Observer : Wiwin Sambawa Rohmi, S.Pd
Class : Experimental Class
No. Activity Remark
I. Pre-teaching and learning Process 1 2 3 4
1. Greeting √
2. Preparing the students to startteaching and learning process
√
3. Evoking students’ motivation to learn √
4. Praying √
5. Checking students’ attendance √
II. While Teaching and Learning Activity
6. Questioning (Apperception) √
7. Explaining the learning objective √
8. Engaging students’ participation √
9. Giving material using languageclearly and easy to understand
√
10. Organizing teaching and learningprocess
√
11. Conducting teaching and learningprocess systematically
√
12. Encouraging students toinvolve in process
√
13. Exploring material √
14. Connecting material to otherknowledge
√
117
III. Post Teaching and Learning Process
15. Evaluating students’ performance √
16. Reviewing the material √
17. Encouraging students to makeconclusion
√
18. Giving response to students √
19. Restating the conclusion √
20. Giving Assignment √
IV. Functioning Media in Teaching andLearning Process
21. The ability to use learning media(Power Point)
√
22. The creativity in developinglearning media
√
23. The role of media in teaching andlearning
√
Note:
1: Poor
2: Quite
3: Good
4: Very Good
Tangerang, 27 Mei 2013
English Teacher ‘Pamong’
118
OBSERVATION SHEET OF TEACHING ACTIVITY
Observer : Wiwin Sambawa Rohmi, S.Pd
Class : Experimental Class
No. Activity Remark
I. Pre-teaching and learning Process 1 2 3 4
1. Greeting √
2. Preparing the students to startteaching and learning process
√
3. Evoking students’ motivation to learn √
4. Praying √
5. Checking students’ attendance √
II. While Teaching and Learning Activity
6. Questioning (Apperception) √
7. Explaining the learning objective √
8. Engaging students’ participation √
9. Giving material using languageclearly and easy to understand
√
10. Organizing teaching and learningprocess
√
11. Conducting teaching and learningprocess systematically
√
12. Encouraging students toinvolve in process
√
13. Exploring material √
14. Connecting material to otherknowledge
√
119
III. Post Teaching and Learning Process
15. Evaluating students’ performance √
16. Reviewing the material √
17. Encouraging students to makeconclusion
√
18. Giving response to students √
19. Restating the conclusion √
20. Giving Assignment √
IV. Functioning Media in Teaching andLearning Process
21. The ability to use learning media(Power Point)
√
22. The creativity in developinglearning media
√
23. The role of media in teaching andlearning
√
Note:
1: Poor
2: Quite
3: Good
4: Very Good
Tangerang, 29 Mei 2013
