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“IMPROVING STUDENTS’ ABILITY IN USING PASSIVE
VOICE OF PRESENT PROGRESSIVE TENSE THROUGH
CONTEXTUAL TEACHING AND LEARNING”
A “Skripsi”
Presented to Faculty of Tarbiya and Teachers’ Training
in Partial Fulfillment of the Requirements for Degree of S.Pd. (S-1)
in the Department of English Education.
By
IDA MAULIDA
NIM. 208014000074
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYA AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2015
iv
ABSTRACT
Ida Maulida. 2015 Improving Students’ Ability in Using Passive Voice of
Present Progressive Tense Through Contextual Teaching and
Leaning.(A classroom Action Reasearch in the Second Grade
Students of MTs Al- Jauharotunnaqiya) Skripsi, English
Educations Department, the Faculty of Tarbiya and Teachers’s
Traning, Syarif Hidayatullah State Islamis University Jakarta.
Advisor I : Dr. Ratna Sari Dewi, M.Pd.
Advisor II : Zaharil Anasy, M.Hum.
Keywords: Passive Voice, Present Progressive Tense, Contextual Teaching
and Learning.
The objective of this study was to describe about the improvement
students’ ability using of passive voice of present progressive tense through
contectual teanching and learning in the second grade students of Mts
Jauharotunnaqiya serang. In addition. This study is also aimed at describing the
implementation of contextual Teaching and Learning in improving students’
undesrtanding of passive voice of present progressive tense. This study is
categorized as the Classroom Action Reseach (CAR) done to 40 students. the
writer used the Kurt Lewin’s design consisting of four phases: planning, acting,
observing, and reflecting Meanwhile, the data were derived from the test (pretest
and posstest), interview, and observation.The result of the study showed that there
was improvement of the students’ understanding of passive voice of present
progressive tense. Most of students gradually gained good score at the end of each
cycle. The score of minimum Master Criterion- kriteria ketuntasan minimal
(KKM) of english lesson was 70 (seventy) the students’ mean score preliminary
study was 48.63. the mean score in the first cycle was 63.50. the mean score in the
second cycle was 76.88, besides, it showed that were 45 students participation
actively in the first cycle and 82% students participation enthusiastically in the
second cycle. The class condition during teaching learning process was quite
good. In addition that was positive response from the students and the English
teacher about the implementing the action. In conclusion contextual teaching and
learning can improved students’ understanding of passive voice of present
progressive tense and it can increase students’ participation.
v
ABSTRAK
Ida Maulida. 2015 Improving Students’ Ability in Using Passive Voice of
Present Progressive Tense Through Contextual Teaching and
Leaning.(A classroom Action Reasearch in the Second Grade
Students of MTs Al- Jauharotunnaqiya) Skripsi, Jurusan
Pendidikan Bahas Inggris , Fakulta Ilmu Tarbiyah dan Keguruan,
Universita Islam Negeri Jakarta.
Advisor I : Dr. Ratna Sari Dewi. M.Pd.
Advisor II : Zaharil Anasy, M.Hum.
Keywords: Passive Voice, Present Progressive Tense, Contextual Teaching
and Learning.
Penelitian in bertujuan menjelaskan kepada siswa di kelas dua MTs Al
Jauharotunnaqiya serang tentang kalimat pasive dengan menggunakan pengajaran
kontextual. Disamping itu, penelitian ini juga ditunjukan untuk mendeskripsikan
pelaksanaan pengajaran konstektual dalam meningkatkan pemahaman kalimat
pasive siswa terhadap Present Progressive Tense.Penelitian ini dikatagorikan
sebagai penelitian tindakan kelas (PTK) yang dilakukan terhadap 40 siswa.
Adapun model peneliyian tindakan kelas yang digunakan menganut pada Kurt
Lewin model. Yang mana terdiri dar 4 tahapan. Perencanaan, pelaksanaan,
pengamatan dan refleksi.data yang di peroleh berdasarkan (pretest dan posstest),
wawancara terhadap guru, observasi di kelas. berdasarkan hasil penelitian yang
didapat menujukan bahwa ada peningkatan pemahaman siswa dalam kalimat pasif
dalam tensis present progressive tense sebagian siswa mendapatkan hasil yang
bagus pada masing masing setiap akhir siklus. Nilai pada kriteria ketuntasan
minimum (KKM) pada plejaran Bahasa Inggris memperoleh 70 (Tujuh puluh).
Pada pretest siswa memperoleh nilai rata rat 48.63. pada siklus pertama siswa
memperoleh nilai rata rata 63.50. dan diakhir pda siklus kedua 76.88. dalam siklus
pertama ada peningkatan 45% an pada siklus kedua partisipas9 sisw meningkat
82%. Selama proses kegiatan belajar mengajar kondisi kelas cukup tenang selain
itu ada respon yang positif baik siswa dan guru dalam menerapkan tindakan.
Sehingga pengajaran kontekstual dapat meningkatkan pemahaman siswa dalam
kalimat pasif dalam bentuk Present Progressive Tense dan meningkatkan
partisipasi siswa dalam belajar.
vi
ACKNOWLEDGEMENT
In the of Allah, Most Gracious Most Merciful
Praise be to Allah, the Cherisher and Sustainer of the worlds
Great praise is only for Allah, God of all creation in the universe, which His
rububiyah is witnessed by all creatures without one is forgotten. His uluhiyah is pledged by
every living creature. And we, beings, are to express the very special testimony to our
prophet Muhammad Peace be upen Him that He, Allah’s apostle, is most adoration under
Allah’s mercies which given in a prestigious mandatory on a true religion and its tents.
The writer sends words of regards to all of my family, especially for my parents, and
my husband. They give many things as in learning a lot of aspect in life in order to be better
with their abundant loves and cares including their helps during “skipsi” writing until the
writer could finish the undergraduate study (S-1) at Faculty of Tarbiyah and Teacher Training
of Syarif Hidayatullah State Islamic University Jakarta on the writer’s major in English
Education.
The writer deeply express to her advisor Dr. Ratna Sari Dewi, M.Pd. and Zaharil Anasy,
M.Hum. whos scholarly suggestions and critical remarks have enabled the writer to refine the
skripsi.
All the perfection belong to Allah SWT and the writer only make efforts.Morover, the
writer’s effort in doing “skripsi” may not be separated from the involvement and
contributions of others, so that the writer is to say a lot of thanks and appreciations to:
1. All the honorable lectures who have given their best to the students for more than four
years until the examinations day. All you give are really worthly remebering in our
memory.
2. The chairman of English Education Department. Dr. Alek, M.Pd. and his secretary.
Zaharil Anasy, M.Hum, for their outstanding dedicacy.
3. The dean of faculty of Tarbiya and teachers’ Traning Prof. Dr. Ahmad Thib Raya,
M.A. and all his staff’s who have already given attentions to theri students for the
sake of fulfilling teaching competence.
4. For his permissions to hold the research and to the teachers, especilally to the english
teachers and the conseling teacher who is so kind to share theri informations, ideas
and experiences.
vii
5. Nurul Huda, S.Pd. as English Teacher of MTs Jauharotunnaqiya.
6. The all staf of library,the main library of Syarif Hidayatullah State Islamic University,
the faculty Tarbiya and teachers’ traning library. State University of Jakarta (UNJ)
library, the faculty of Psychology library of Universitas of Indonesia (UI), the
Indonesia Catholic university of Atmajaya library and PKBB Atmajaya to their
services to provede the references og the “skripsi”
7. For all of my friends in class A exstension and Departmen of English Education
friends academic year 2008 that the writer can not mentions one by one who always
help and give supports to the writer in accomplishing this “skripsi”.
The words are not enough to say any appreciations for their help and contributions to
this skrips. May Allah SWT protect and give them happiness throught their life. Finally, the
writer realizes that the skripsi is far from being perfect. It is a pleasure for him to receive
constructive critiques and suggestions from the reader.
Jakarta, 3 July 2015
The Writer
viii
TABLE OF CONTENTS
TITLE
APPROVAL .....................................................................................................i
ENDROSEMENT ............................................................................................ii
SURAT PERNYATAAN KARYA ILMIAH ..................................................iii
ABSTRACT ...................................................................................................... iv
ABSTRAK .........................................................................................................v
ACKNOWLEDGEMENT ................................................................................vi
TABLE OF CONTENTS ..................................................................................viii
LIST OF TABLE ..............................................................................................xi
LIST OF APPENDICES ..................................................................................xii
CHAPTER I. INTRODUCTIONS ................................................................ 1
A. Background of the Research ......................................... 1
B. Identification of the Problem ........................................ 4
C. Limitations of the Problem ........................................... 5
D. Formulation of the Problem .......................................... 5
E. Objective of Study ......................................................... 6
F. Significanse of the Study ............................................... 6
CHAPTER II. THEORETICAL FRAMEWORK ........................................ 7
A. Grammar ........................................................................ 7
1. General Concept of Grammar ............................... 7
2. Difficulties in Learning Grammar .......................... 8
B. Passive Voice ................................................................ 9
1. Meaning of Passive Voice ......................................10
2. Use of Passive Voice ..............................................10
3. Form of the Passive ................................................12
C. Present Progressive Tense .............................................17
1. Definition of Present Progressive Tense ................17
ix
2. Usage of Present Progressive Tense.......................18
D. Contextual Teaching and Learning ..............................20
1. Background of CTL ................................................20
2. Definitions of Contectual Teaching and Learning ..21
3. Component of CTL Method ....................................24
4. Approaches for Implementing CTL ........................30
5. Implementation of CTL ...........................................31
E. Relevant Studies ...........................................................33
F. Thinking Framework .....................................................34
G. Action Hypothesis .........................................................35
CHAPTER III. RESEARCH METHODHOLOGY .....................................36
A. Time and Place of the Research ....................................36
B. Method of the Research ................................................36
C. Subject of the Research .................................................39
D. Classroom Action Research ..........................................39
1. Planning ..................................................................39
2. Acting Phase ...........................................................40
3. Observing Phase .....................................................40
4. Reflecting Phase .....................................................41
E. Technique of Collecting Data .......................................41
F. Technique of Data Analysis ..........................................42
G. Validity of Data ............................................................44
H. Trustworthhiness of Study ............................................45
1. Discriminating Power .............................................45
2. Item difficulty .........................................................46
I. Criteria of the Action Research Success .......................47
CHAPTER IV. RESULT AND DISCUSSION .............................................48
A. Before Implementing the Action ...................................48
1. Result of Pre Interview ...........................................48
x
2. Result of Pre Observation ......................................49
3. Result of Pre Test ...................................................50
B. Implementing of CAR ...................................................50
1. Cycle ......................................................................50
a. Planning ..........................................................50
b. Acting ..............................................................50
c. Observing ........................................................52
d. Reflecting ........................................................53
2. Cycle 2....................................................................53
a. Planning ............................................................53
b. Acting ...............................................................53
c. Observing .........................................................55
d. Reflecting .........................................................56
C. Discussion of Data after CAR .......................................66
1. Result of Post Interview .........................................56
2. Result of Post Test..................................................57
CHAPTER V. CONCLUSSION AND SUGGESTION ..............................65
A. Conclussion ...................................................................65
B. Suggestion .....................................................................65
BIBLIOGRAPHY .............................................................................................66
APPENDICES
xi
LIST OF TABLE
Table 3.1 Schedule of the research......................................................... 40
Table 4.1 The Students’ Score of Pretest 1, and Posttest 2 .................... 58
xii
LIST OF APPENDICES
1. Schedule of the research
2. Pretest Score
3. Posttest Score of Cycle 1
4. Posttest Score of Cycle II
5. Interview Guidelines for the Needs Analysis (Before CAR)
6. Interview Guidelines for the Need Analysis (After CAR)
7. The Questionnare for Students (before CAR)
8. The questionnare for Students (after CAR)
9. The blue print Test of Pretest
10. The Blue Print Test of Posttest
11. Lesson Plan
12. Syllabus
1
CHAPTER 1
INTRODUCTION
A. The Background of the Study
The emergence of globalization era which has caused no distance between
countries in this world, force people to decide an international language to
overcome the communication problems when people from different countries with
different languages meet in some occasions. Today, the first international
language is English, Which makes almost all peoples in this world try to master
English in order to be accepted in this globalization era.
Furthermore, recent trends in English as a Second Language or English as a
Foreign Language (ESL/EFL) curriculum design and pedagogy have stressed on
the importance of teaching communicative strategies and of teaching the
functional use of language1 that the goal of this learning is to be good in English
even in written or orally. Therefore, English teachers are demanded to be as
creative as they can do to make the goal.
In mastering English language, there are several skills should be mastered
by students. Those are; listening, speaking, reading, and writing, besides, the
accuracy of language proficiency is also important to support those skills, the
accury of language proficiency itself refers to mastering language components
that involve pronunciation, vocabulary, and also grammar. Those components are
linked up each other; therefore, it is very important to learn these all in order to
help students Master English, to deal with these statements, basically English
teachers have attempted to teach English as a foreign language that was most
similar to teach students’ first language.
1
Bruce tilit and Marry Newton Bruder, Speaking Naturally; Communication Skills in
American English, (Cambridge: Cambridge University Press, 1985)., p. vii.
2
However, it seems completely difficult because mastering good English is
only the matter of habit; the more students practice their language the more they
command in it. For instance, in understanding English grammar especially
structure, students need to know how to distinguish between the present tense, the
past tense, and the future tenses, so they can make good simple sentences
grammatically.
Concerning with English grammar, students must understand the use and
the function of each component that involve tenses, word order, modal, and etc. in
making sentence even in simple sentence. So that, Learning grammar is
considered as the most difficult and complicated language sub-skill to be learned
rather that other language sub-skills. It is because; when students producing
sentence they need not only to know the vocabulary but also they have to know
the function of each word, the frequency of time. And how to arrange it together
to become correct sentence based on the tense and proper word order rules.
Discussing more about grammar, there are many valuable parts that should
be learnt by the students, and one of the most important parts is a sentence.
Sentence is an expression in natural language, and often defined to indicate a
grammatical unit consisting of one or more words that generally bear minimal
syntactic relation to the words that precede or follow it. A sentence can include
words grouped meaningfully to express a statement, question, exclamination,
request or command. Therefore in this research the writer tries to analyze and
observe the class with teaching Passive Voice of Present Progressive Tense
through Contextual teaching and learning.
One of the important aspects in learning foreign language is the method of
teaching. The method of teaching can help the teacher to solve the student’s
3
learning problem. Teaching methods can best be defined as the types of principles
and methods used for instruction. There are many types of teaching methods,
depending on what information or skill the teacher is trying to convey. For
effective teaching to take place, a good method must be adopted by a teacher. A
teacher has many options when choosing a style by which to teach. The teacher
may write lesson plans of their own, borrow plans from other teachers, or search
online or within books for lesson plans. When deciding what teaching method to
use, a teacher needs to consider students' background knowledge, environment,
and learning goals. Teachers are aware that students learn in different ways, but
almost all children will respond well to praise. Students have different ways of
absorbing information and of demonstrating their knowledge. Teachers often use
techniques which cater to multiple learning styles to help students retain
information and strengthen understanding.
Many methods are used in teaching English language, such as grammar
translation method, direct method, oral approach, situational language teaching,
audio-lingual method, total physical response, the silent way, communicative
language teaching, natural approach, cooperative language teaching, competency-
based language teaching, games method, collaboration, contextual teaching and
learning method and any others method.
One of the methods that the writer will use is ’contextual teaching and
learning (CTL). Contextual teaching and learning (CTL) is a holistic system that
help students sees meaning in the academic material they are studying by
connecting academic subject with the context of their daily lives.
4
The writer thinks that it is necessary to find out an alternative way to
create suitable and interesting techniques related to students condition. They need
to be delivered any practices to assist them in increasing grammar comprehension.
For the need of research, the writer choose first grade students at MTs AL
JAUHAROTUNNAQIYA Serang. Therefore, the students’ grammar
comprehension needs to be developed. In this research, the writer focuses on
Passive Voice of Present Progressive Tense. The writer realizes that all of those
problems are impossible to be solved in a time. That is why the writer tries to find
out an appropriate strategy to increase students’ grammar understanding better
that is through contextual teaching and learning which considered as one way of
grammar comprehension method toward Passive Voice of Present Progressive
Tense.
Based on the description above, the writer wants to propose one teaching
technique by the title “IMPROVING STUDENTS’ ABILITY IN USING
PASSIVE VOICE OF PRESENT PROGRESSIVE TENSE THROUGH
CONTEXTUAL TEACHING AND LEARNING” (A Classroom Action
Research at the Second Grade Students of MTs Al Jauharotunnaqiya).
B. The Identification of the Problems
Based on the background of the study above, In this skripsi, the writer
identifies the problem as follows:
1. Many students are not able to write well-structured sentence yet
2. The students’ difficulties in adding –“ing” form passive voice
3. The students’ feel bore in following teaching learning activities
5
4. The difficulties of students in learning and understanding Passive Voice of
Present progressive Tense.
5. The difficulties of students in transforming positive statement into
negative statement.
C. Limitation of the Problem
There are many factors that can cause the problems in understanding the
Passive voice of present progressive tense. Those are internal and external factors,
the internal factors that can cause the difficulty in understanding the Passive
Voice of Present Progressive Tense are motivation, intelligence, interest, and etc.
While the external factors are school curriculum, physical condition, the teacher,
learning material, including the teaching approach.
The writer limits only on the external factor that is the teaching method.
Then, she regards Contextual Teaching and Learning (CTL) as the method in
teaching Passive Voice of Present Progressive Tense.
D. Formulation of the Problem
Based on the above description, the writer put the problem in one question,
which has to be answered after a research, that is:
How does the Researcher improve the students’ understanding in using
Passive Voice of Present Progressive Tense Through Contextual Teaching and
Learning?
6
E. Objective of Study
The aim of the research is to improve whether contextual teaching and
learning (CTL) increase students’ grammar and understanding in using Passive
Voice of Present Progressive Tenses for the first grade students at MTs Al
Jauharotunnaqiya Serang. In addition, the aim of the research is to describe how
the implementation contextual teaching and learning increase students’
understanding in using Passive Voice of Present Progressive Tense.
F. Significance of the Study
There are some elements that will get the significances of the study, they are
expected to be useful for:
1. The writer
This study is expected to give new information to the writer about
how to teach the Passive Voice of Present Progressive tense using
Contextual Teaching and learning.
2. The Further Researcher.
This study is expected to give new knowledge to the further
researcher to do the better research of teaching and learning cases.
3. The Students
This study is expected to describe the effective way or method in
learning the Passive Voice of Present Progressive Tense.
4. The English Teacher
This study is expected to give an input in order that she/he can use
the Contextual Teaching and Learning method in teaching Grammar
(Passive Voice of Present Progressive Tense).
7
CHAPTER II
THEORETICAL FRAMEWORK
A. Grammar
1. General Concept of Grammar
Grammar is scared by most of English language learners because of their
pattern or rules. Even for the students who want to become English teachers, it
becomes the most frightened subject they learn. If we talk about grammar, we
will remember some patterns that always make us afraid of making mistakes
either when we are speaking or writing English language.
However, we of course cannot separate grammar from a language,
including English. That is because grammar is an essential component of both
spoken and written languages. It helps you to arrange the right choices of
words and structures to make your communication as effective as possible.1
We learn from it how to combine words into a sentence, so they become
appropriate and well-from. Look at the example, ―The boy ate spaghetti last
night‖. This sentence is grammatical and this is what we call grammar which
consists of rules of syntax. It is a grammar that specifies how words and
phrases are combined to from sentences, and rules of morphology.
On the other hand, grammar also emphasis on semantic and lexis which
specifies meaning of a sentence. It means that grammar organizer not only the
rules of a sentence but also its meaning. So that the sentence becomes
grammatical and meaningful either in spoken or written language. Penny Ur
state in her book ―Grammar may be roughly defined as the way a language
manipulates and combine words (or bits of words) in order to form longer
units of meaning.‖2 Look at the following examples:
The sentence ―The spaghetti ate the boy last night‖ is grammatical and
well formed. The rule of simple past tense in this sentence is in line. The word
1 Howard Jackson, Good Grammar for Students, (London: SAGE publications Ltd,
2005)., p. 3. 2 Penny Ur, Grammar Practice Activities, (Cambridge: Cambridge university Press,
1988)., p. 4.
8
―ate‖ is the second form of verb ―eat‖ that is changed in order to be suitable
with the rule of simple past tense. However, if we look at its meaning, it is not
meaningful at all. How can the spaghetti eat the boy? It does not make sense
and is not appropriate and effective for language learners to use.
In line with those definitions, The writer concludes that grammar is one of
the most important parts of a language which orginizes the smallest thing such
as words, phrases and construct them to be well-formed and meaningful
sentences. Grammar also helps the learner aware of using English language
appropriately and effectively in abroader communication.
2. Difficulties in Learning Grammar
Grammar is one thing that essential for the mastery of every foreign
language learning including English, Whether we like or not.
In ― natural Learning‖ Such as the learning of a first language by the
children, the amount of time and motivation devoted to learning is that there is
no necessity for conscious planning of the learning process: sooner or later.
The material is absorbed.3 On the other hand, learning English at school or
such courses has much less time available and less motivation, which means
that learning time has to be organized for optimum effeciency. For this kind of
conscious learning, we need to prepare some effective planning of learning
materials in order the learning activities are effective and efficient.
However, Introduction a new language to the students is not as easy as
teaching their own language. The acquisition of a new language can pose
many learning difficuties to the student streaming from a number source.
Learning difficulty is a term used to describe any one of a number of
barriers to learning that students many experience.4 Therofore, students with
learning difficulties may find activities that involve thingking and
understanding particularly difficult, and of course they need support and help
to solve their problem.
3 Ibid., p. 5.
4 Http: www. Everychildmatters.gov.uk.Learning Difficulty.
9
Difficulties in learning a new language such as English commonly happen
to most of the students in the world, including indonesia. The different cultural
backgrounds between their mother tounge and English as a foreign language
may have a considerable effect on students learning difficulties, especially
when it comes to sentence structure in English.
The difference of the two languages will become a negative transfer, and
in this case, errors will result. On other hand, transfer will be positive when
the two language, habits are the same. Those are like what Littlewood state:
―Differences between the two languages lead to interference, which is the
cause of learning difficulties and errors.‖ 5
Another statement also stated by Robert lado. He even summed up the
learner‘s problem in a well-known formulation as follows: ―Those elements
that are similar to this native language will be simple for him, and those
elements that are different will be difficult.‖ (1957, p.2)6
Based on the statements and formulation that are stated by littlewood and
lado, the writer concludes that difficulties in learning English especially
grammar are created by the negative transfer that takes place from the mother
tongue to the second or foreign language. Furthermore, this negative transfer
commits some errors in learning English grammar as a result of the difficulties
they encountered. So that, difficulties and errors are correlated each other.
B. Passive Voice
In this section, the writer will give more explanation about passive voice
which is divided into the meaning of passive voice, the use of passive voice,
the form of passive voice consisting of the rules of passive voice contraction,
the passive voice in the simple present form, simple past, present progressive,
past progressive, present perfect and past perfect, the passive voice with modal
auxiliaries and the passive voice with two objects.
5 Wlliam Littlewood, Foreign and Second Language Learning, (Cambridge: Cambridge
University Press, 1976)., p. 17. 6 Robert lado, “ Lerner‟s Problemin Language Acquistion” In Understanding Second
Language Acquistion, (Oxford: Oxford university Press, 1985)., p. 19.
10
1. Meaning of Passive Voice
According to Marriane Celce- Murcia, The passive is ― a focus
construction that exists to put the patient, the receiver or undergone of an
action, is a subject position. The subject is acted upon and is thus ―Passive‖.
Indeed, Shibitani (1985) has shown that the passive ―defocus the agent‖7
Voice is that property of a verb which makes clear whether the subject of
the verb performs the action or receives the action described by the verb. If the
subject performs the action described by the verb, the verb is said to be in
active voice. If the subject receives the action, the verb is said to be in the
passive voice.8
2. Use of Passive Voice
As it has already indicated in the previous section, that the passive is used
when the writer wants to defocus the agent. According to Gorrel and Laird ―
the passive has vary definite uses, it is properly used when; (1) the agent is not
mentioned, (2) desirable for stylistic reason, and (3) the receiver is so much
more important then the actor‖.9 The following explanations are about the use
of Passive voice:
a. According to Murcia and Freeman, the passive is used when the agent is
not mentioned because:10
1) It is redundant or easy to supply; it‘s meant that the agent of the action
in not to be mentioned because the number of the agent is redundant.
Everyone could be the agent of the action. For example , pineapples
are grown in Hawaii. There was no agent in the sentence above. The
reason for not mentioning the agent is because the agent is redundant.
7 Marriane Celce- Murcia and Diane Larsen- Freeman, The grammar Book, an ESL/EFL
Teachers, Course, 2nd
ed. (New York: Heinle and Heinle Publishers, 1999)., p. 347. 8 Sylviane Granger, The be + Past participle Construction In Spoken English with Special
Emphasis on the Passive, ( New York: Elseivier science publishers B. V, 1983)., p. 3. 9 Robert M. Gorrel and Charlton Lair, Modern English Handbook, 3
rd ed,. (Englewood
Cliffs: Prentice Hall Inc., 19530 p. 289. 10
Celce-Murcia, Op.cit ., p. 353.
11
If the agent of the sentence above mentioned. For example, Pineaples
are grown in Hawaii by everyone.
2) It us unknown, it‘s mean that the actor of the agent of the sentence is
unknown. Thus, the agent is not to be mentioned. See the following
example of passive voice: The bank was robbed yesterday. It can be
known that there was nobody knows who robbed the bank yesterday.
Thus, the agent is not mentioned. If the agent of the sentence above is
mentioned For example, The bank was robbed by someone yesterday.
3) It is being tactful; the agent of the action is considered being tactful,
therefore, it is not mentioned. Below is the example of passive voice
where the agent is not mentioned because it is being tactful.
Margaret was given some bad advices about selecting course.
There was no agent in the sentence above, because as stated before the
agent is being tactful. If the agent being is mentioned the sentence will
become: Margaret was given some bad advices about selecting course
by the lectures.
b. A passive Construction is Desirable for Stylistic Reason
One of the elements of the actor- action pattern must be moved from
its normal position for stylistic reasons.11
For instance, when a writer wants to
avoid inserting complicated material between the subject and the verb to make
it easier to understand the sentence, see the following example of passive
voice desirable for stylistic reasons:
The hearing was opened by the chairman of the committee, who was known
for his ruthlessness in smirching the reputation of innocent with essesand for
his cleverness in beclouding the issue by his own witticisms and innuendoes.
In the sentence above, there is nothing between the subject and the
verb. The subject, which is the hearing, is exactly followed by its verb which
is was opened. Thus, it is easy to understand because there is no complicated
material between the subject and the verb.
11
Gorrel and Laird, Op. cit., p. 288.
12
Different from the sentence above, there is a complicated material
between subject and verb in the following sentence.
The chairman of the committee, who was know for his ruthlessness in
smirching the reputation of innocent witnesses and for his cleverness in
beclouding the issues by his own witticisms and innuendoes, opened the
hearing.
The complicated material between the subject and the verb of the
sentence above is in the bold type. It can make the reader confuse to
distinguish the subject and the verb of the sentence and difficult to understand
the sentence because of its length. Thus, it will better to use the first sentence
than the second one.
c. The passive is used when the receiver of the action is so much more
important that the actor that emphasize properly belongs on the
receiver.12
Besides, passive are ― very common in scientific writing and another
kind of expression where the writers are most interested in events and
processes in things that happen‖. 13
3. Form of Passive Voice
The following are the examples of the transformations of active voice into
passive voice in the simple present tense using the affirmative, negative and
interrogative forms of sentence based on the formulations above, the active
voices are written first then followed by the passive voice, this is done to make
it clear to know the transformations happened on each sentence:
12
Gorrel and Laird, Ibid,. p, 289. 13
Micheal Swam, Practical English Usage, (Oxford:Oxford university Press, 1980)., p.
457.
13
Active Voice Passive Voice
Affirmative Tom opens the window The window is opened by Tom
Negative Tom doen not open the
window
The window is not opened by
tom
Interrogative Does tom open the
window?
Is the window opened by Tom?
However, those three formulations may only be applied when the sentence
is in the simple present and simple pas form. Therefore, they cannot be applied
when the sentence is in the perfect tenses because it must be has/ have (present
perfect tenses) or had (past perfect tense) before be + Past participle and they
can not also be applied when the sentence contains one modal auxiliary
because be + past participle come after modal. The writer will give more
explanation about this on the next section.
a. The Passive Voice in Different Tenses
In this section, the writer will explain about the passive voice in different
tenses which are divided into the passive voice in the simple present tense.
The passive voice in the simple present tense, the passive voice in the present
progressive tense, the passive voice in the past progressive tense, the passive
voice in the present perfect tense and the passive voice in the past perfect
tense.
1. The Passive Voice in the Simple Present Tense.
The Passive voice in the simple present tense can be presented in
affirmative, negative and interrogative forms.
To make a passive voice in the simple present using the affirmative form
of sentence, the following formula is used:
Subject + to be ( am/is/are) + Past Participle + by agent
To make a passive voice sentence in the simple present using the negative
form, the following formula is used:
14
Subject + to be ( am/is/are) + not + Past Participle + by agent
To make a passive voice sentence in the simple present using the form of
interrogative sentence, the following formula is used:
To be (am / is /are) + subject + Past Participle + by agent
For a notice, all subject in those three formulations are derived from the
object of the active sentence and usage of be which are in this form am/is/are
must be in line with the subject of a passive voice weather it is singular or
plural. If the subject is first person singular, am is used, if the subject is third
person singular of singular noun (he /she/ it), is is used and if the subject is
plural, are is used. The example for this part has been given in the previous
section.
2. The Passive Voice in Present Progressive Tense
The Passive in the present progressive tense can be presented in
affirmative, negative, and interrogative forms, to make a passive voice in the
present progressive tense using the affirmative form of sentence, the following
formula is used:
Subject + to be (am/ is/ are) + being + Past Particle + by agent
To make a passive voice in the present progressive tense using the
negative form of sentence, the following formula is used:
Subject + to be (am/ is / are) + not + being + past particple + by
Agent
To make passive voice in the present progressive tense using the
interrogative form of sentence, the following formula is used:
To be (am / is /are) + subject + being + past participle + by agent
For a notice, all subjects in those three formulations are derived from the
object of the active sentence and the usage of be which are in this form
am/is/are must be in line with the subject of a passive voice weather it is
singular or plural. If the subject is first person and third person singular, am is
15
used. If the subject is third person singular or singular noun ( he/she/it), is is
used. If the subject is plural, are is used.
The following are the examples of the transformations of active voice into
passive in the present progressive tense.
Active Voice Passive Voice
Affirmative Tom is opening the
windows
The windows are being
opened by Tom
Negative Tom is not opening the
windows
The windows are not
being opened by Tom
Interrogative Is tom opening the
windows?
Are the windows being
opened by tom?
Be used in the examples above is are being because the windows as a
subject is plural. If the subject is singular, for instance: the window, be to
be used is is being.
b. The Passive Voice with Modal Auxiliaries
Someone can use modal auxiliary (will,shall,can,must,may) in the passive
construction. ―be‖ is added after modal and past participle follows after it.
The following are formulations of passive voice construction with modals
auxiliary in the positive, negative and interrogative sentence.
To make a passive voice with modal auxiliary in the positive form of
sentence, the following formula is used.
Subject + modal auxiliary + be + past participle + by agent
To make a passive voice with modal auxiliary in the negative form of
sentence, the following formula is used.
Subject + modal auxiliary + not + be + past participle + by agent
To make a passive voice with modal auxiliary in the interrogative form of
sentence, the following formula is used.
Modal auxiliary + subject + be + past participle + by agent
16
Bellow are the examples of the transformations of active voice into passive
voice with modal auxiliary using the affirmative, negative, and interrogative
forms of sentence based on the formulation above, the active voices are
written first then followed by the passive voice, this is done to make it clear to
know the transformations happened on each sentence.
Active Voice Passive Voice
Affirmative You must finish the
report in time
The report must be finished in
time by you
Negative You must not finish the
report in time
The report must not be finished
in time by you
interrogative Must the report finish in
time?
Must the report be finished in
time by you?
c. The Passive Voice with two Objects
Many verb such as give, send, show, lend can be followed by two objects.
The objects are direct and indirect. The direct object usually refers to a thing.
While the indirect object usually refers to a person.14
Below is examples of a sentences which consist of verb that can be
followed by two object:
My mother gave me some advices
In the sentence above, there are two objects which are me as the indirect
object and some advices as the direct object. To change the sentence above
into passive voice there are two possibilities to put the indirect object which is
me as a subject. Thus, the passive voice of the sentence above becomes:
I was given some advices by my mother.
Me, in the active sentence is the indirect object, it is called objective
pronoun. When it is moved to subject position it must be changed become I,
which is called subjective pronoun.
14
Swam, Op. cit., p. 460.
17
Second possibility is to put the direct object which is some advices as a
subject. For a notice, when the direct object becomes the subject of passive
voice of the sentence above become:
Some advices were given to me by my mother.
From the sentence above, it can be seen that the direct object which is
some advices is moved from the object position into the subject. Therefore, it
must be to before the indirect which is me.
According to W. Stannard Allen, it does not matter which of the two
objects is placed first, most often in such cases the person (usually a direct
object) becomes the subject of the passive voice.15
In line with statement above, Jespersen stated in his book that: ―during the
last few centuries there has been a growing tendency to make the indirect
object the subject in the passive. The explanation is that the greater interest
felt for person that for things naturally leads to the placing of the indirect
before the direct object.16
C. The Present Progressive Tense
1. Definition of Present Progressive Tense
Some book use the term Present Continuous and others use Present
Progressive Tense. Basic meaning of the present progressive (present
continuous), taught in every English language teaching textbook, is ongoing
action at the time of speaking.17
a. They are studying for a midterm right now.
b. Her plane is landing right now.
c. They were putting the plan into effect in the course of this
semester.
15
W. Standdart Allen, Living English Structure For School, (London: Longman, 1988 ).,
p. 151. 16
Otto Jespersen, Essentials of English Grammar, (London: George Allen & Unwind
Ltd,1972)., p. 121. 17
Ron Cowan, The Teacher‟s Grammar, p. 362.
18
Time adverbs such as right now emphasize the immediacy of the ongoing
action, as in (a), which has an activity verb, and (b), which has an achievement
verb. Ongoing action can be transpiring over a longer period, as the time,
expression in (c) illustrates.
The present progressive express an activity that is in progress at the
moment of speaking. It began in the recent past, in progressing at the present,
and will probably end at some point in the future.18
Uses Examples
Activities at the moment of speaking I am doing my home work now
Activities currently in progress I am talking math this semester
Plans for the future We are not moving tomorrow.
Note : time expressions often used with the present progressive tense include
now, right now, at the moment, today, this week (month, year), these
days, currently, and nowadays.
Based on the explanation above, the writer point out the understanding of
present progressive tense is a sentence to express an activity in progress at the
time of speaking, an action currently moment and plan for the future.
2. Usage of Present Progressive tense
According to A. J Thomson and A. V. Martinet, uses of the present
progressive tense are.19
:
a. For action happening now:
It is raining
I am not wearing a coat as it is not cold
Why are you sitting at my desk?
What is the baby doing?
18
Betty Schrampfer Azar, Understanding and using English Grammar, p. 11. 19
A. J Thomson and A.V martinet, A practical English, pp. 154—155.
19
b. For an action happening about this time but not necessarily at
the moment of speaking:
I am reading a play by Shaw. (This may mean ‗ at the moment
of speaking‘ but may also mean ‗now‘ in more general sense.)
He is teaching French and learning Greek, ( he may not be
doing either at the moment of speaking.)
When two progressive tenses having the same object are joined
by and,the auxiliary may be dropped before the second verb, as
in the above example. This applies to all pairs of compound
tenses:
She is knitting and listening to the radio
c. For definite arrangement in the near future ( the most usual
way of expressing one‘s immediate plans):
I am meeting peter tonight. He is taking me to the theatre.
Are you doing anything tomorrow afternoon? – Yes, I am
playing tennis with Ann.
Note the time of the action must always be mentioned, as otherwise there
might be confusion between present and future meanings.
Furthermore, here are some usages of employing present progressive tense
declared by Michael Swam :
a. The present progressive is used to talk about temporary actions
and situations that are going on ―round now‖ before, during and
after the moment of speaking.
Hurry up! We are all waiting for you!
„What are you doing? „I am writing letters.‟
b. The present progressive talks about what is going on around a
particular time that we are thinking of. 20
At seven, when the post comes, I am usually having breakfast.
She does not like to be disturbed if she is working.
20
Michael Swam, Practical English., p. 461.
20
You look lovely when you are smiling.
c. The present progressive is to talk about developing and
changing situations, even, if these are very long-lasting.
That child‟s getting bigger every day.
The climate is getting warmer.
d. The present progressive is often used to talk about the future.
What are you doing tomorrow evening?
Come and see us next week if you are passing through London.
D. Contextual Teaching and Learning
1. Background of CTL
Background of CTL began when there were needs about connecting the
process and result of study with social life. The early 20th
century roots of
career and technical education can be found in the theories proposed by David
Snedden and Charles Prosser, who suggested that the public schools were an
arm of the life social system of our society by contributing to its social
efficiency. Then called vocational education, CTL offered a means of
preparing well-trained, compliant workers for that efficient society. At the
same time, an emerging teaching and learning theory, behaviorism, was
proposed in which E. L Thorndike suggested that learning resulted from links
formed between stimuli and responses through the application of rewards.
Schools should teach students the right work and moral habits. Behaviorism
has served as the basic teaching and learning model for CTL (Doolittle and
Camp 1999).21
Another theory developed at about the same time (1910-1920) was
constructivism. In this teaching and learning model, student construct their
own knowledge by testing ideas based on prior knowledge and experience,
applying these ideas to a new situation, and integrating the new knowledge
gained with preexisting intellectual constructs. Rooted in the theories of John
Dewey (1900), constructivism calls of active participation in problem solving
21
http://www.bgsu.edu/ctl.Accesed on Desember 17th 2007.
21
and critical thinking regarding an authentic learning activity that students find
relevant and engaging, the main point is that students learn well if there is
learning that related to knowledge that they have known.22
Although both theories involve student participations, CTL has not tended
to include constructivist approaches to the extent it has embraced behaviorism.
More specifically, although Prosser and the field of vocational embraced the
engaging element of constructivism, the nature of the curriculum more
appropriately lent itself to the approaches of behaviorism.
As direct instruction followed by practicing specific skills offers a
behaviorist means for teaching and learning, contextual teaching and learning
(CTL) provides a constructivist model. For this service project to represent
constructivism through CTL. Although direct instruction maybe appropriate
for helping students reach certain learning goals, CTL provides the means for
teaching other sets of learning goals that require higher-order thinking skills.
2. Definitions of Contextual Teaching and Learning
A method is a practical realization of an approach. The originators of a
method have arrived at decision about types of activities, roles of teachers and
learners, the kind of materials which will be helpful, and some model of
syllabus organization. Methods include various procedures and techniques as
their standard fare.23
The method used often been said to be caused of success or failure in
language learning, for it ultimately the method that determines the what and
the how of language instructions.24
But there is another idea that methods are
of little importance wherever there is a will to learn, the quality of the learner
is what counts.25
22
Nurhadi, M. pd, dr. burhan yasin dkk, Pembelajaran Konstextual dan Penyerapanya
dalam KBK, ( Universitas Negeri malang, p. 8. 23
Harmer, jeremy, The Practice of English language Teaching (Longman 2001)., p.79. 24
William Francais Mackey, Language Teaching Analysis, (Longman)., p. 138. 25
Ibid.
22
And the other definition about methods is according to Edward Anthony
that defined as an overall plan for systematic presentation of language based
upon a selected approach.26
Johnson has defined that the CTL is an educational process that aim to
help students see meaning in the academic material they are studying by
connecting academic subject with the context of daily lives, that is, and
cultural circumstance. To achieve this aim, the system encompassed the
following eight components: working meaningful connections, doing
significant work, self-regulated learning, collaborating, critical creative
thinking, nurturing the individual, reaching high standard, and using authentic
assessment.27
The Washington state consortium of contextual teaching and learning
sated that CTL is teaching that enables students to reinforce, expand and apply
their academic knowledge and skill in variety of in school and out-of school
setting in order to real world problems. Contextual learning occur when
students apply and experience what is being taught referencing, real problems
associated with their roles and responsibilities as family members, citizens,
students and workers. Contextual teaching and learning emphasizes higher-
level thinking, knowledge transfer across academic disciplines, and collecting
analyzing and synthesizing information and data from multiple source and
viewpoints.28
And according to project that held by Center of educational and Work at
the University of Wisconsin-Madison that called as TEACHNET, stated that
Contextual Teaching and Learning is a conception of teaching and learning
that help teacher relate subject matter content to real word and motivate
students to make connection between knowledge and its application to their
lives as family members, citizens, and workers and engaged in hard work that
learning requires. Furthermore, there are some perceptions mentioned that
Contextual Teaching and Learning is problem-based, issues, self-regulated
26
H. Doughlas Brown, Principles of Language Teaching Fourth Edition., p. 116. 27
Nurhadi dkk op. cit, p. 12. 28
Ibid.
23
learning, is situated in multiple content, anchor teaching in students‘ diverse
life contexts, issues authentic assessment, and issues independent learning
groups.29
When we talk about context most people say that it related to the social
life, and the context of learning that stated in the principle of language
learning and teaching is: ―context‖ refers, for example, to the classroom with
its teacher and its material in the case of school learning or the social situation
in the case of untutored second language learning.30
Contextual teaching and learning can be defined as learning concept that
the teacher presenting the real world into the classroom, learning occurs only
when students (learners) process new information or knowledge in such a way
that it make sense to them in their own frames of reference (their own inner
worlds of memory, experience, and response). This approach to learning and
teaching assumes that the mind naturally seeks meaning in context-that is, in
relation to the person‘s current environment-and that is does so by searching
for relationship that make sense and appear useful. In the original text is
―Pendekatan kontekstual adalah salah satu pendekatan pembelajaran yang
menekankan pentingnya lingkunagn alamiah itu diciptakan dalam proses
belajar mengajar agar kelas lebih ―hidup‖ dan lebih bermakna, karena siswa
mengalami sendiri apa yang dipelajarinya. Pendekatan kontekstual merupakan
pendekatan yang memungkinkan siswa untuk menguatkan, memperluas dan
menerapkan pengetahuan dan keterampilan dengan penglaman sendiri.31
Contextual teaching and Learning (CTL) helps us relate subject matter
content to real world situation and motivate students to make connections
between knowledge and its application to their lives as family members,
citizens, and workers and engaged in the hard work.
CTL can begin with a simulated or real problem. Students use critical
thinking skills and a systematic approach to inquiry to address the problem or
issues. Students may also have draw upon multiple content areas to solve
29
Nurhadi, Op, cit., pp. 4–5. 30
Ibid. 31
Nurhadi,Op. cit., pp. 4--5.
24
problems. Worthwhile problems that are relevant to students‘ families, school,
experiences, workplaces, and communities hold greater personal meaning for
students.
In the other side CTL also using the multiple contexts, theories of situated
cognition suggest that knowledge cannot be separated from the physical and
social context in which it develops. How and where a person acquires and
creates knowledge is therefore very important. CTL experiences are enriched
when students learn skills in multiple contexts (i.e. school, community,
workplace, and family)
According to contextual learning theories, the writer can conclude that
contextual teaching and learning is the way or concept of teaching and
learning that helps teachers and students to make relate subject matter content
to real world situation and motivate students to make connection between
knowledge and its application to other lives as family members, citizens, and
workers engaged in hard work that learning requires, and also learning occurs
only in such a way that it make sense to them in their own frames of reference
( their own inner worlds of memory, experience, and response). This approach
to learning and teaching assumes that the mind naturally seeks meaning in
context-that is, in relation to the person‘s current environment-and that it does
so by searching for relationship that make sense and appear useful.
3. Component of CTL Method
There are seven main components of Contextual Teaching and Learning,
there are: constructivism, questioning, inquiry, learning community, modeling,
reflections, and authentic assessment.
a. Constructivism
The basic premise is that an individual learner must actively ―build‖
knowledge and skills and that information exist within these built construct
rather than in the external environment. However, all advocates of
constructivism agree that it is individual‘s processing of stimuli from the
25
environment and the resulting cognitive structures, that produce adaptive
behavior, rather than the stimuli themselves.32
Constructivism is the basic philosophy of Contextual Teaching and
Learning, it‘s that knowledge is built by human being in step by step, that
enlarging by the narrow context and it‘s not directly.33
There is another theory that constructivism views that knowledge is not
―about‖ the world, but rather ‗constitutive‘ of the world. Knowledge is not a
fixed object, it is constructed by an individual through her own experience of
that object. Constructivist approach to learning emphasizes authentic,
challenging projects that include students, teachers and experts in the learning
community. Its goal is to create learning communities there are more closely
related to the collaborative practice of the real world. In an authentic
environment, learners assume the responsibilities of their own learning, they
have to develop Meta cognitive abilities to monitor and direct their own
learning and performance. When people work collaboratively in an authentic
activity, they bring their own framework and perspective to the activity. They
can see a problem from different perspectives, and are able to negotiate and
generate meaning and solution through shared understanding. The
constructivism paradigm has led us to understand how learning can be
facilitated through certain types of engaging, constructive activities, this
model of learning emphasize meaning-making through active participation in
socially, culturally, historically, and politically situated contexts. A crucial
element of active participation is dialog in shared experiences, through which
situated collaborative activities, such as modeling, discourse, and decisions
making are necessary to support the negotiation and creation of meaning and
understanding.34
b. Inquiry
32
http://chiron.valdosta.edu/whuitt/col/construct.html, accessed on Desember 17th,
2010. 33
Nurhadi, op. cit., p.45. 34
http://www.edb,utexas.edu/cslstudent/Dhsiao?theories.html#construct. Accesed on
December 17th
, 2007.
26
Basically inquiry is a complex idea that means many people in many
contexts. Inquiry is asking, asking something valuable that related to the topic
talked. Inquiry is defined as ―a seeking for truth, information, or knowledge
seeking information by questioning. Individuals carry on the process of
inquiry from the time they are born until they die. This is true even though
they might not reflect upon the process. Infants begin to make sense of the
world by inquiring. From birth, babies observe face that come near, they grasp
objects, they put things in their mouths, and they run toward voices. The
process of inquiring begins with gathering information and data through
applying the human sense seeing, hearing, touching, testing, and smelling.35
Asking something must be valuable and make sense because effective
inquiry is more than just asking questions. A complex process is involved
when individuals attempt to convert information and data into useful
knowledge. Useful application of inquiry learning involves several factors: a
context for questions, a framework for questions, a focus for questions, and
different levels of questions. Well-designed inquiry learning produces
knowledge formation that can be widely applied.
c. Questioning
Questioning is the main point of Contextual Teaching and Learning, the
first step of knowledge, heart of knowledge, and the important aspect of
learning. Sadker and Sadker mentioned that to question well is to teach well.
In the skillful use the question more than anything else lays the fine art of
teaching; for in it we have guide to clear and vivid ideas, and the quick spur to
imagination, the stimulus to thought, the incentive to action. What‘s in
question you ask? Everything. It‘s the way of evoking stimulating response or
stultifying inquiry. It is, in essence, the very core of teaching. The art of
questioning is the art of guiding learning.36
35
Nurhadi, Op. cit., p.46. 36
Nurhadi dkk, Op. cit., p.47.
27
Sometimes the teacher asks to the students before, during and after lesson.
At other times they are posed effectively by the students to focus their own
lesson, keep them engaged, and help them monitor their understanding of what
has learned. To keep students questioning is the best way in learning activities.
Question stimulates research efforts. Question propels us and takes us deeper
into reading. 37
Furthermore Pmela J. Farris, J. Fuhler, and Maria P. Walther
stated on their book Teaching Reading A Balanced Approach for today‘s
Classroom mentioned, asking the right kind of questions, authentic q2uestions,
is behind quality learning. As tools to reaching higher level of comprehension,
they bear some investigation. Good questions aid students as they develop
important concepts, build critical background information, clarify confusion,
and stretch to higher level thinking.38
d. Learning Community
In learning community, result of learning can be gotten from gathering
others. They result of learning can be taken from sharing with friends, other
groups, and between make out person and not.
Charles Curran was inspired by Carl Roger‘s view of education in which in a
classroom are regarded a ―group‖ rather than a ―class‖ a group in need certain
therapy and counseling. The anxiety caused by they educational context is
lessened by mean of the supportive community. 39
In their groups, students
were more active and worked harder at interpreting than I had predicted. They
returned to text again and again, raising points, discussing, uncovering more
layers of meaning, and looking again. For a teacher who believe strongly in
the value of starting hard and long at literacy texts, this was heartwarming.40
It is sometimes forgotten that language classes operates as communities,
each with its own collection of shared understanding that have been built up
37
Pamela J. Farris, J. Fuhler, and Maria P. Walther, Teaching Reading A Balanced
Approach for today‟s Classroom, (McGraw Hill,2004)., p. 354. 38
Ibi.d 39
Op.cit., p.118. 40
Oxford Jsournal, ETL Journal, Volume 61/3,9 oxford University Press, 2007,. p. 238.
28
over time. The overall character or each language class is created, developed
and maintained by everyone in the room. Each class member has specific floe
to play, even those with ostensibly low profile such as ‗onlooker‘ or ‗observer‘
(noticing what is going on), ‗knower‘ (being privy to shared class
understanding) and ‗follower‘ (reacting in the same way as everyone else to
certain teacher or student initiatives). The unique character of each language
class is based on shared understanding about how individuals (including
teachers) typically behave, react and interact with one another within the
confines of the communicative classroom.41
e. Modeling
As stated before the component of learning is the model for other. It mean
that in learning activities there must be a model that can be imitated by
students. Basically modeling is verbalization idea, teacher demonstrates to
students to study, and acting what the teacher need to be implemented by
students.
f. Reflections
Reflection is the ways of thinking about what students have learned just
now, and thinking about what students had done in the past. Reflection is
figuration of activity and knowledge that just received.
Reflection is not an isolated activity of introspection followed by brilliant
insights. Indeed, reflection may be redundant and non insightful on many
occasion. This is why repeated reconsideration of thinking and learning is
necessary as conditions, knowledge, and experience change the ways we
interpret our mental lives. Other people can provide valuable guidance for
reflection because they stimulate us to see thinking from new perspective and
in new ways. This is why collaboration in a community of scholars is so vital
41
Rose M. Senior. The Experience of language Teaching, (Cambridge University
Press,2006)., pp. 200 – 2001.
29
to children‘s intellectual development and teacher‘s professional development
(Brown & Campion, 1990).42
g. Authentic Assessment
Authentic Assessment is a procedure of achievement in the Contextual
Teaching and Learning. Assessment of student‘s performance can come from
the teacher and from the students. Assessment of preferment‘s can be explicit
when we say that was really good or implicit when, during a language drill for
example, when pass on the net students without making any comment or
correction (there is always the danger, however that the students may
misconstrue our silence as something else). Because the assessment we give is
either largely positive or somewhat negative students are likely to receive it in
term of raise or criticism. Indeed on of our role is to encourage students by
praising them for work that is well-done, just as it is one of duties to say when
thing not in successful. Yet the value of this praise and balm is not quite as
clear-out as such a bald statement might imply.
In the process of learning, not only the teacher that can be placed to
provide accurate assessment of students‘ performance, but also students can be
extremely effective.
At monitoring and judging their own language production. They
frequently have a very clear idea of how well they are doing or have done, and
if we have them to develop this awareness, we can may greatly enhance
learning.
The principle that used in authentic assessment are:
a. Measuring all of aspects learning, process, work, and product.
b. It is done as long as learning is processed and after.
c. Using all aspects and resources.
d. Testing is only as one of ways in collecting assessment data.
e. The task that given to students must be figuring parts of context.
42
http://www.sfu.ca/-sbratt/SRL/the%20role%of%20Self .
30
f. Assessing is focus on the depend of students‘ knowledge, it‘s not on the
largeness of students‘ knowledge.43
These principles give the brief explanation that assessment is process in
collecting data that can give us the picture of developing students learning.
This data can be taken as the way to make sure that the student is in the right
process of learning. If students get trouble or stuck in the process of learning,
teacher can take the right step to solve it because the view of students learning
development is needed as long as the process of learning.
4. Approaches for Implementing CTL
To implement CTL,a variety of teaching approaches may be used. Over
the years, five teaching approaches have emerged that include context as a
critical component. They engaged students in an active learning process.
These approach are not discrete. They can be used individually or in
conjunction with one or more of the others. Although varying in the literature,
the following definitions are intended to capture the essence of the concepts as
means for implementing CTL.44
Problem-based learning is an approach that engages learners in problem-
solving investigations that integrate skill and concepts from many content
areas. This approach includes gathering information around a question,
synthesizing it, and presenting findings to others (Moffitt 2001).45
Cooperative learning as an approach that organizes instruction using small
learning groups in which students work together to achieve learning goals
(holubee 2001)46
Project-based learning an approach that focuses on the central concepts
and principles of a discipline, involves students in problem-solving
investigations and other meaningful tasks, allows students to work
43
Nurhadi dkk, Op. cit., p.100. 44
http://www.bgsu.edu/ctl, accesed on december 17th
, 2007. 45
Nurhadi dkk, Op. cit., p.52. 46
http://www.bgsu.edu/ctl, November 29th
, 2007, accesed on december 17th
, 2007.
31
autonomously to construct their own learning, and culminates in realistic
products (Buck Institute for Education 2001).
Service learning an approach that provides a practical application of newly
acquired (or developing) knowledge and skills to needs in the community
through projects and activities (Mcpherson 2001). Work-based learning an
approach in which workplace, or workplace-like, activities are integrated with
classroom content for the benefit of students and often businesses (Smith
2001).47
5. Implementation of CTL
In the process of learning, not only the teacher that can be placed accurate
assessments of students‘ performance, but also students can be extremely
effective at monitoring and judging their own language production. They
frequently have a very clear idea of well they are doing or have done, and if
we help them to develop this awareness, we can may greatly enhance
learning.48
There are several aspects that very important in learning English use CTL.
The first is Native Language Proficiency that sight learner who are proficient
in their first language will find it easier to acquire a second , also a foreign
language, the assumption being that those learners will positively transfer their
easiness in using their first language into the second or the foreign language49
The second one is Language Attitudes that related to students‘ interest in
learning the language. It is very important to develop good language attitudes
and good language ago on the part of young learners learning the language.
This is made easy as children do not have any pretension whatsoever
associated with likes or dislikes towards the language due prestige, for
example. This can be done by the teacher‘s adopting appropriate techniques to
47
http://www.bgsu.edu/ctl, November 29th
, 2007. 48
Harmer,Op.cit., p. 102. 49
http://www.ateec.org/curric/ctlinfo.cfm Contextual Teaching and Learning on ATEEC
Fellows 2000 0n December 17th
, 2007.
32
teach the young learners, couple with good materials suited to the young
learners‘ need and interest.
It gives the view that teaching English must pay attention to students‘
interest. 50
The third is Peer Groups in learning activities there is differences
in process of learning. Several students are get easy in learning group and
some of them learn the language in isolation, for example, by discussing its
part in grammar class, learners can learn the language only in social contexts
with other. and they do this best in a non-competitive way.51
The fourth is
role models the best role model for the learners is their teacher. The learners
will imitate their teacher in using the language. Children are, after, all, best
imitators. Therefore, the teacher has to be trained first before she can be
considers as eligible to teach. Others model can come from everything that
students can take from many sources in every aspect.52
Home support as the other aspect in CTL this can be best defined as both
parents‘ spending quality time talking to their children at home and all
facilities supporting the children‘s learning at home. Facilities covered here
can be taken to mean such media as print materials (book, etc) and electronic
media (TV, video, etc). This way the children are exposed more to the
language at home and are used to using in their immediate environment that
the children will be more successful in acquiring the language.
Students‘ motivation and classroom interaction should constantly be
motivated to learn English. If this is maintained, it will lead to the learners‘
possessing good attitudes towards learning the language. Interaction in a
language learners‘ classroom is such that the teacher plays with, talks with,
sings to, and plays finger-play with and does other learning games he with
their peers or friends.53
50
Eric digest. 1992,December). Myths and misconceptions about second langauge
learning, from http://ericadr.piccard.esc.com/extra/ericdigests/ed350885.html on october 5th
,
2007. 51
Ibid. 52
Ibid. 53
Ibid.
33
Before students can use the foreign language in a communicative ways,
they must learn the forms that make up various parts. This various parts is
called as ―skill getting‖ will stage most efficiently. One aspect that important
to overcome these problems is to contextualize textbook material and exercise
in the process of teaching and learning. Because unconnected or non-
contextualized material give strange combinations making meaning harder to
grasp.54
E. Relevant Studies
There were researchers had been done by researchers about Passive Voice.
Firstly, Nurhillah by the title “Some Difficulties Faced by the Students in
Learning Passive Voice‟‟. She used two techniques of collecting data, the
writer used test and interview. Based on the data analysis above, she showed
the results of the research of students‘ difficulties in learning passive voice.
The highest percentage of error from difficulty in changing the correct from of
be of passive voice is 29.43% it means 5 students who still find difficulties.
The second is the difficulty in using appropriate tenses there were 6.06%
students who made an errors. The last was the difficulty in changing object in
active into subject in passive voice there were 22.32% or 29 students made en
errors from 35 students. So, the difficulties faced by the students in learning
passive voice were in using the right form of be and in changing object in
active into subject in passive.55
Second, Lutfiyah by the title “ The Effective of Substitution drills in
Teaching Passive Voice of Present Tense”. Based on the result of study, the
idea of using substitution technique in learning Passive Voice of Simple
present Tense had solved the students‘ problems. It had improved their
motivations and their achievement than before. Those were proved by the
result of interview, questionnaire, observation and the result of the test. The
54
Joel Walz, The modern Language Journal, volume 73, number 2, (summer 1989)., p.
160. 55
Endah Nurhillah, “ Some Difficulties Faced by the Students in Learning Passive
Voice”. Skripsi at Universitas Islam Negeri, 2008. Unpublished.
34
result of post test two there were 26 from 30 students or 86.67% of them
whose score had passed the KKM. It proved 63.34% from pretest which only
gains 23.33% or there were only 7 from 30 students who passed the KKM and
also improved 32.21% from pretest 1 which gains 63.33% or there were about
19 from 30 students who passed the KKM.56
Last, Septiana in her research about “ The Effectiveness of Teaching
Passive Voice of the Present Perfect Tense by Using Intactive Learning” she
concluded that result obtained from M-Pre test of experiment class is 60.00:
M-Post test is 79.71: and M-gained is 20.47. meanwhile, the M-Pre test of
controlled class is 57.6; M-Post test is 69.14; and M-gained is 11.42.
Moreover, T-observation (to) is 5.74 and the T-table is 2.00. So that, to˃ tt this
statement proved that the students who were taught passive voice of present
perfect tense through intactive learning get the higher score than those who
taught without using intractive learning.57
F. Thinking framework
Listening, Speaking, Reading and Writing are basic language skills that
the learners have to master them. Being able to master the four basics
language skills, the learner should have the capability of grammar, grammar
is one of the important aspects in teaching and learning english. There are
many kinds of materials should be learnt in grammar, one of them is Passive
Voice of Present Progressive tense.
Furthermore, CTL is one of the method to improve students‘ in learning
Passive voice of Present Progressive tense, because CTL is a holistic system
that help students sees meaning in the academic material they are studying by
connecting academic subject with the context of their daily lives. Hopefully,
this contextual teaching and learning would be helpful for students in
understanding the use of the Passive Voice of Prsent Progressive Tense.
56
Luthfiyah, “Improving Students‟ Motivation in Learning Speaking by Using Contextual
Teaching and Learning”. Skripsi at Universitas Islam Negeri Jakarta, 2011)., p. 65.
Unpublished. 57
Eka Pratiwi Septiana, “The effectiveness of teaching Passive Voice of the Present
Perfect tense by Using Interactive Learning”. Skripsi at University Islam Negeri
Jakarta,2012., p.43. Unpublished.
35
The Researcher assume that students need motivation to learn english, so
that‘s way the researcher wants to used CTL as the method to help student in
learning english.
G. Action Hypothesis
Hypothesis of the action is provisional answer to the problem faced. It is
an alternative action viewed by the writer as the appropriate one used in action
research to solve the problem faced by the teacher and students. The
hypothesis is that Contextual Teaching and Learning can improve students‘
ability in using Passive Voice of Present Progressive Tense.
36
CHAPTER III
RESEARCH METHODOLOGY
A. Time and Place of the Research
This research was carried out for 3 (three) months started from may up to
January 2014. The place located at the Second grade of MTs Al
Jauharotunnaqiya Serang Academic year 2014/2015. The writer held
Classroom Action Research (CAR) in this school, the writer viewed it was
important to improve students’ ability of passive voice in terms of present
progressive tense. It was because passive voice is one of grammar which
should be mastered by senior high school.
B. Method of the Research
The method used in this study was Classroom Action Research (CAR).
According to Michael J. Wallace, Classroom Action Reseach (CAR) is a type
of classroom research carried out by the teacher in order to solve problems or
to find answers toward context-specific issues.1 It means that to begin the
CAR, the researher or the teacher needs to identify any problems real found in
the classroom concerning students’ condition in learning.
In this role, the observer also she made a lesson plan and the assessment
or test before Classroom Action Reseach (CAR) pre-test and after Classroom
Action Reseach (CAR) post-test in each final cycle. Furthermore, the observer
collected and analyzed data then reporting the result of study. On the other
side, the observer carries out the action based upon the lesson plan had been
made. Therefore, the observer works collaboratively with the English Teacher.
The writer used Kurt Lewin Model as reference design in Clasroom
Action Research. The research had 2 cycle and each cycle had 4 phases, they
1
Michael J. Wallace, Action Research for Language Teachers, (Cambridge: Cambridge
University Press, 2006)., p. 5.
37
were: planning, acting,observing,and the last was reflecting. Here was the
design:
(Adapted from Wijaya Kusuma, 2009)
Figure 3.1
Kurt Lewin’s Action Research Design
Based on the Kurt Lewin’s action research design above, the writer would
like to describe further concerning the implementation of classroom action
research (CAR) in the cycle one and cycle two as following:
Acting Observing
Reflecting
Planning
Planning
Acting
Observing
Reflecting
CYCLE 2
CYCLE 1
38
CYCLE 1
CYCLE 2
Figure 3.2 the phases of Classroom Action Research modified by the writer
Planning
After interviewing the teacher,observing the
class, and holding the pretest, then the
teacher & the writer collaborate to prepare
the instruments such as; Lesson plan,
observational guidelines, and the post test.
Acting
The teacher implements the lesson plan that
has been made, that is teaching passive voice
of present progressive tence through
Contextual Teaching and Learning.
Observing
The writer observes the teaching learning
process in the classroom, it includes the
teachers’s performance, the class situation,
and the student’s response, MeanWhile , at
last of cycle 1 the students are given the post
test 1. Furthermore, the writer computes the
passive voice score result to find if there some
students’ improvement score from the pretest
or not.
Reflecting
The teacher and the writer discuss about
the result (drawbacks and superiorities)
of the implementation in the action. Next,
they make some modification strategies
to revise the founded obstacles that will
accur within carrying out the contextual
teaching learning in the first cycle.
Planning
The teacher and the writer collaborate
to prepare some instruments such as:
the new lesson plan (with some
modifications of CTL strategy),
observational guidelines and the
posttest.
Acting
The teacher implements the new lesson plan,
where students need to be emphasized on making
passive to active discussing within the entire
group related to student’s work.
Observing
The writer obseves the teacher’s performance, the
class situation, and the students’ response. In the
end of cycle two, the students are given the test
(posttest 2). Next, the writer calculates the
students’ passive voice score result all at one the
students’ improvement score from the previous
test.
Reflecting
The teacher and the writer discuss
about the result (drawbacks and
superiorities) of the implementation of
the modified action. If the Clasroom
Action research (CAR) target could
not be achieved yet, the action would
be continued ( moved to cycle 2), but
if the students’ test result has
complited the criterion of the action
success, the cycle would be stopped.
39
C. Subject of the Research
The subject of this research was students at of MTs Al Jauharotunnaqiya ,
academic year 2014/2015. The number of students consists of 32 (thirthy
two). It was chosen based upon the unstructured interview result with the
english teacher at that class proving that they had the lowest achievement of
Passive Voice test among the other second grade classes. That is why they
need an appropriate strategy to help them in improving their scores toward
passive voice of present proggressive tense.
D. Classroom Action Research (CAR) Procedures
The main concept of Classroom Action Research according to Kurt Lewin
consist of four phases within one cycle, those were planning, acting, observing,
and reflecting. After accomplising the first cycle, it would be probably found a
new problem or the previous unfinished problem yet. Therefore, it was
necessary to continued to the second cycle in the line with the same concept of
the first cycle.
To make clear what happens in every phase. Here are the explanations:
1. Planning Phase
After identifying and diagnosing students’ passive voice problem occured
in the class proven by observing and interviewing. Furthermore in this phase
the planning was divided into two types. Those were general planning and
specific planning. The general planning was aimed at organizing whole aspects
referred to Classroom Action Research (CAR). Meanwhile the specific
planningwas aimed at organizing the plan related to cycle to cycle. The
organized planning would be formed into lesson planning based on the current
used syllabus. The lesson plan had been prepared to be implemented some
instructions regarding procedures of teaching, media, resources, and
evaluation.
40
2. Acting Phase
In this phase, both the observer and the english teacher were collaborating
to carry out the planned action. The teacher used the determined strategy as she
was teaching while the writer observes the class condition during teaching
learning activity. Here, it begins the process of going more deeply into the
issue being researched. Related to the condition of limited teaching learning
period, that was why the writer and the teacher took the action phase during
two weeks within two cycles in which each cycle consists of two meetings in
action. The schedule was as follows:
Table 3.1 Schedule of the research
3. Observing Phase
In this Phase, the writer carries out observation toward implemantation of
the action using field note or unstructured observation sheet. The writer
observed the outcomes of the interventions and reflecting on its effectiveness.
When observing, the observer should notice and note all of activities in the
physical classroom. It may be about the teacher’s performance, class situation,
students’ response, etc. In this phase, it also collects the data derived from
evaluation or post-test.
NO Activities
Month and Week 2014
May June July
1 2 3 4 1 2 3 4 1 2 3 4
1
2
3
4
5
6
7
Interview X
Observation X X
Proposal X X X X X
Instruments X
Cycle I X
Cycle II X
Report X
41
4. Reflecting Phase
This phase was aimed to reflect the completely done ction based upon data
that had been collected, and then it is necessary to hold evaluation for
completing the next cycle. This phase was carried out collaboratively, that was
to discuss further some problems occured in the class. Thus, the reflection was
able to be determined after implementing the action and observation outcomes.
If there still might have found some problems. So it needs to move to the next
cycle concerning re-planning, re-acting, and re-observing. Therefore, the
unfinished problems yet could be solved.
E. Technique of Collecting Data
Technique of collecting data in this research using qualitative data
(experience-based) and quantitave data (number-based). The qualitative data
consists of observation within the physical activity in the classroom and
interview to be presented for the teacher. On the other side, the quantitative
data uses pre-test and post-test. 2The completely explanation as follows:
a. Observation
In this case, the writer uses the unstructured or opened observation, to
know the occurrences within learning process. It may be about the teacher’s
performance during Classroom Action Research (CAR), Class situation as
Passive voice activity, and students’ response concerning the use of
contextual teaching learning techniue. In general, all of the need aspects that
should be noticed is to make sure whether the teaching learning process in
line with the lesson plan or not. Furthermore, the data that took in that
observed would be written in the field notes, there are about the good point
from the students and the teacher side and things to consider for the next
meeting.
2Suharsimi Arikunto, Penelitian tindakan kelas, (Jakarta: Bumi Aksar, 2009), pp. 127—
132.
42
b. Interview
Before implementing Classroom Action Research, The writer asks the
teacher to know students’ difficulties in learning passive voiceof present
progressive tense, and the method or kinds of strategies usually used by the
teacher in teaching grammar. the interview also will be carried out after
accomplising Classroom Action Research (CAR) to know the teacher’s
response toward the idea of CTL method.
c. Test
The test used in this study is pre-test and post-test. The pre-test is done
before implementing contextual teaching learning technique. It is to measure
students’ passive voice comprehension at first. Meanwhile, the post-test is
implemented after using contextual teaching lerning technique. In this study,
the test is done in form of multiple choices. The test used is based contextual
teaching learning principle.
F. Technique of Data Analysis
The analysis qualitative data used in this study is the observation of
students’ activities during teaching learning process, and the interview before
and after Classroom Action Research (CAR). In this case, the writer collected
the entire data which have gained. In analyzing the numerical data, first the
writer tries to get the average of students’ passive voice score action within
one cycle. It is used to know how well students’ score as a whole on
grammar skill. It uses the formula:3
X : Mean
X : Individual Score
N : number of students
3 Sudjana, Metoda Santika, (Bandung: PT.Tarsito 2002)., p. 67.
∑
43
Second, The writer tries to get the class percentage which pass the
minimal mastery level criterion (KKM) considering English subject gains
score 70 (seventy) it uses the formula:4
P : the class percentage
F : Total Percentage Score
N : Number of Students
Third, after getting mean of students’ score per actions, the writer
identifies whether or not there might of students’ improvement score on
passive voice from pre-test up to posttest score in cycle 1 and cycle 2, in
analyzing that, the writer uses the formula:5
P : Percentage of students’ improvements
Y : Pre-test result
Y1: Post-test 1
P : Percentage of students’ improvements
4Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT Raja Grafindo Persada,
2008)., p. 43. 5David E. Meltzer, The Relationship between Mathematics Preparation and Conceptual
Learning Gains in Physics: A Possible Hidden Variable in Diagnostic Pretest Scores, (lowa:
Department of Physics and Astronomy,2008)., p. 3.
44
Y : Pre-test result
Y1: Post-test 2
G. Validity of Data
Validity is an essential criterion for evaluating the quality and acceptable
of the research. Regarding validity in action reseacrh, the writer adopts
Anderson, Herr, and Nihlen’s criteria that mention the validity of action
research including democratic validity, outcome validity, process validity,
catalytic validity, and dialogic validity. 6 In this study, the writer uses
democratic, process, and dialogic validit. Anderson defines outcome validity
as:
Outcome validity requires that the action emerging from a
particular study leads to the succesful resolution of the problem
that was being studied, that is, your study can be considered valid
of you learn something that can be applied to the subsequent
research cycle.7
Based on the explanation above, the outcome validity could be seen from
the result of the test. When the result of cycle two is better than cycle one, it
means that the study is successful. Then, process validity is ―the validity that
requires a study has been conducted in a ― dependable‖ and ―competent‖
manner.‖ 8 it could be seen from the outcome of observation. In this case, the
writer notes all events happening during the CAR. When there might have
some mistakes in the method of teaching, then the writer discusses with the
teacher to modify the further strategies. Next, the dialoge validity; ― it
involves having a critical conversation with peers about research findings and
6 Geoffrey E. Mills, Action Research: A Guide for the teacher Research, ( Ohio: Merrill
Prentice Hall, 2003)., p.84. 7 E. Mills, Op.cit., p. 84.
8 Ibid.
45
practices.‖9 In this case, the writer and the teacher discuss and assess the
students test result of cycle one and cycle two together. It is done in order to
avoid invalid data.
H. Trusttworthiness of study
To analyze the examined test items, the writer implements the
trustworthiness of the test. There are some phases including.
1. Discriminating Power
The analysis of discriminating power of test items is to know the
performance of the test through distinguishing students who have high
achievement and low achievement. Discriminating power provides a more
detailed analysis of the test items than does item difficulty, because it shows
how the top scores and lower scores performed on each item.10
The computing of discriminating power uses the formula as following:11
In which, D: The index of discriminating power
U: The number of pupils in the upper group who answered the item
correctly
L: The number of pupils in the lower group who answered the item
correctly
N: Number of pupils in each of the groups
9 Ibid, p. 85.
10 Kathleen M. Bailey, Learning about language Assesment: Dillemas, Decisions,and
Direction, (London: Heinle & Heinle Publisher, 1998)., p. 135. 11
Wilmar tamburan, Evaluation of students Achievement, (Jakarta: Depdiknas, 1998)., p.
139.
46
Next, the discriminating scale uses: 12
DP REMARK
0.6 – 1.0 Very Good
0.4 – 0.6 Good
0.1 – 0.3 Ok
-1 – 0.0 Bad
2. Item Difficulty
The difficulty item analysis concerns with the proportion of comparing
students who answer correctly with all of students who follow the test. Item
dofficulty is how easy or difficulty is how easy or difficult an item is form the
view point of the group of students or examinees taking the test of which that
item is a part.13
The formula is following:14
In which, P : Index of difficulty
R : The total number of students who selected the correct answer
T : The total number of students including upper and lower
group
The Criteria using as follows: 15
ID REMARK
0 – 0.30 High
0.30 – 0.79 Medium
0.80 – 1.00 Low
12
J.B. Heaton, Classroom Testing, (New York: Longman Inc, 1990)., p. 174. 13
John W. Oller, Language test at school, ( London: Longman group Limited, 1979 )., p.
246.
Norman E. Grondlund, Construction Achievement Test, ( New York: Prentice Hall,
1982)., p.102. 15
W. Oller, Op. cit., p. 247.
47
I. Criteria of the Action Success
Classroom Action Research (CAR) was able to be called succesful if it can
exceed the criteria which had been determined, and fail if it was cannot
exceed the criteria which had been detained. In this study, the research will
succed when there was 75% numbers of students could achieve some
improvement scores from the pre-test until the second post-test in cycle two
and or they could passthe target score of minimal mastery level criteria
(KKM).16
The KKM that must be attained considering English subject was
70 (seventy). If the criterion of the action success achieved, it means yhat the
next action of the Classroom Action Research (CAR) would be stopped, but
if this condition had not been reached yet, the alternative action would be
done in the next cycle.
16
Syaiful Bahri Djamaroh dan Aswan Zain, Strategi Belajar mengajar, (Jakarta: PT
Rineka Cipta, 2006)., p. 108.
48
CHAPTER IV
RESULT AND DISCUSSION
A. Before Implementing the Action
In this part, the writer presents the data that have been collected in order to
know the detail condition of the class that would be researched. Those were: pre
observation, pre interview, and pre test. Those explanations are as following:
1. Result of Pre Interview
Pre interview conducted in this study was the unstructured interview. It was
held on Thursday, May 16th
2014 started at 09.00 A.M and finished at 10.10
A.M. Here, the writer asked to the teacher some questions which divided into
three catagories, those were the general condition in English class and the most
difficult skill in English that students faced, the difficulty faced the students and
their participant, and the strategy used by the teacher when she taught passive
voice of present progressive tense before Classroom Action Research (CAR) in
solving the students’ difficulties in passive voice of present progressive tense.
First category discussed about the general condition in English class and the
most difficult skill in English that students faced. The teacher said the most of
students who did not like English class; they gained low competence in English.
Besides, they still faced obstacle in following the English lesson. They thought
English as a complicated then considered that speaking and writing were the
most difficult to be learned whereas the students must achieve. Morever, the
teacher stated that most of them were hardly to pass the criterion of minimum
completeness (KKM) concerning the school policy.
The second category discussed about the students’ difficulties in Passive
Voice of Present Progressive Tense. Most of them gained the low score in
examination because since the lesson was begun, they didn’t understand the
material.
49
The third category is related to the teacher’s strategy or technique in teaching
Passive Voice of Present Progressive Tense. The writer concluded that the
teacher explained the material of Passive Voice of Present Progressive Tense
deductively. As it was stated before that teaching English grammar deductively
was less effective. Here, the writer tried to give the solution in teaching Passive
Voice of Present Progressive Tense, the solutuin was through Contextual
Teaching and Learning. It was hoped to improve the students’s understanding in
Passive Voice of Present Progressive Tense and also to improve their score. The
teacher agree with the technique which would be used by the writer.
2. Result of Pre Observation
Pre observation was conducted to observe the process of teaching learning in
Passive Voice of Present Progressive Tense activity before implementing the
action. It was held on at the second grade of MTs Al – Jauharotunnaqiya Serang
Banten academic year 2014/2015. There consisted of 40 students in the class.
The pre-observatio was conducted on the 20th
May 2014. It was started at 07.00
A.M and finished at 09.25 A.M.
In general, during the teaching learning process in the classroom, the teacher
explained the material about Passive Voice of Present Progressive Tense
deductively. It means that the she firstly gave the formulation or pattern of
Passive Voice of Present Progressive Tense and then she made some examples
based on the formula. Basically, this technique was less effective because the
students were hoped to remember the formula, cosequently if they didn’t
remember it they wouldn’t be able to make the sentences of the material was
being tought.
Besides, the teacher also told too much during teaching learning process,
therefore the students just listening to the teacher’s explanation without having a
chance to give their opinion or even bto ask the questions. This technique made
them difficult to understand the materal was being taught. As the result, they got
the low scorein examination.
50
3. Result of Pre Test
The Pre Test had done before the Classroom Action Research (CAR). It was
conducted on Tuesday, May, 21th
2014. It started at 13.35 P.M. There were
actually 20 questions in multiple choice form in which the students carried out
the test during 30 minutes.
Based on the result of the pre test, the data showed that the mean score of
pretestwas 48.63. there were only 8 students who derived the score above the
minimum master criterion (KKM) meanwhile the other 40 students were below
that criterion. The lowest achievement gained score was 20. It could be seen that
almost of the second grade os MTs Al-jauharotunnaqiyyah had low ability in
Passive Voice of Present Progressive Tense.
B. Implementation of Classroom Action Research (CAR)
1. CYCLE 1
a. Planning
In this phase, the writer and the teacher made a lesson planning for the action
based upon the problems faced by students toward Passive Voice of Present
Progressive Tense. In this case, the writer determined the selected material and
exercises into a lesson plan for each meeting.
Besides of making lesson plan, the writer also prepared unstructured
observation sheet to observe the students’ and the teacher’ activities in teaching
learning process whether it was in line with the lesson plan had made before or
not. And the writer also prepared the post test 1 to collect the data; to know
whether there are some students’ improvement scores from pretest to posttest.
b. Acting
In this cycle, the action was done based on the lesson plan. In the first cycle,
the action was carried out in two meetings, on May 27th
and 28th
2014. In
addition, the writer used a marker and a book as a media. Those were described
more detail in three steps as follows:
51
1) First activity
Reading Basmallah and then, the writer motivated the students such as
addressing, calling roll, remind them to the last lesson, they were asked to turn
of the mobile phone, they might not to do other activity then they had to focus
on the material that was being explained.
2) Main activity
Including the presentation and evaluation. In this case were 2 meetings. In
the first meeting, the writer used a marker as a media as it was stated before. In
the presentation, she asked to the students about Passive Voice of Present
Progressive Tense but no one of them gave their opinio. Then, she told them to
give attention to what she was being done. So, the writer asked them to make a
sentence based on what she had just done. After she repeated the sentence that
had been made by the students and followed by them directly, so they were
asked to change that sentence into negative form. The writer repeated those
sentences again and followed by the students.
Next the students were asked to change the sentence into negative form. The
writer repeated again those sentences and followed by the students too.
Afterward, the writer began to change the verb which became the cue word of
those sentences by other relevant verb. The last, students were asked to make a
formula of Passive Voice of Present Progressive Tense from sentences.
In exercise, the students make a group based on the desk ranks. So, some of
them came forward to answer the questions that given by the writer on the
whiteboard. The rule was that they had to change the “to be and the verb” by
using other relevant word.
In the second meeting, the writer used the same technique. But, the media
was a book and the material was also dfiferent. In this meeting the writer would
teach about Passive Voice of Present Progressive Tense in in interogative form
and object form. First, the writer asked one students to lend her/his book to
he/his friends, the writer asked students to make a sentence based on what their
friend just had done, this sentence was in active sentence, and then she repeated
what the students said and also followed the teacher said. So, the students asked
52
to make an interrogative sentence, and then repeated that sentence which was
followed by the students.
The students were asked to make sentence of those sentences with the
writer’s help. The writer changed those verbs by other verb and the writer also
asked them to change the verb. The last, they were asked to make formuola of it.
In exercise, the students made a group based in their absent. Then, they were
asked to answer the questions correctly in wrting form.
3). Last Activity/ evaluation.
In the first meeting the teacher asked the students about their difficulty in
learning Passive Voice of Present Proggressive Tense. While, in the second
meeting each group was asked to make 2 sentences. Then, they had to present
the sentences which have to be answer the question. The writer asked the
students about their ubderstanding and gave the evaluation orally. Finally, both
in the first and in the second meeting she concluded the material.
c. Observing
In the observing phase, the teacher was suggested to observer the teaching
and learning process in the classroom, such as the writer’s performance, the
students activity and the class condition during the teaching and learning process
by using the structured observation sheet.
Related to the writer’s performance the teacher said that the class
condition was not running well. The students didn’t understand what the teacher
said because the writer’s direction and explanation was to fast. It could be seen
when they were asked to answer the question they just silent and did not know
what they had to do.
In the second meeting, the students are looked more enjoyed to follow the
teaching learning process. It could be seen when they were asked to tell their
opinion in answering the writer’s question, most of them are more active and
more enthusiastic. After teaching learning process of cycle one, it was carried
out post test 1. It was used to measure whether there were any improvements or
not from pretest to posttest 1. Based on the result of post test 1 there was 14, 87
point of improvements. Because, the mean score in pretest was 48.63 and the
53
mean score of posttest 1 was 63.50 which were 18 students or about 63.33% of
them who passed the KKM.
d. Reflecting
After analyzing the data of observation result toward teaching learning
process in this cycle, the writer and teacher concluded that :
- The students did not understand what the teacher said
- The students’ score was still bellow the KK. It was proven by the
percentage of the student in pretest was only 20% and 45% in posttest 1.
From the reflecting above, there must be more effort to improve student’s
understanding in passive voice of Present Progressive Tense by using contextual
teachind and learning. Besides, the writers also should give more exercises and
give the explanation slower than before. Therefore, it needed next cycle in order
to improve the students’ ability in Passive Voice of Present Progressive Tense.
2. CYCLE 2
a. Planning
This cycle was carried out to solve the problem which was found in the
cycle 1. In the planning phase of the second cycle the writer and the teacher
rearranged lesson plan, there were different media and exercises. It was used to
avoid the students’ saturation. The writer also asked the students to answer the
question on the whiteboard one by one using their own verbs in order to improve
their participation and self confidence.
Besides, the writer also prepared the structured observation sheet, field
note, and posttest 2 to know the improvement of students’ understanding in
Passive Voice of Present Progressive Tense.
b. Acting
This phase was carried out on june 4th
and 5th
2014. Teaching learnining
process in this cycle based on the lesson plan. The implementation of the action
54
was same as the cycle 1. It has three steps: first activity, main activity and
evaluation. Those were described as follows:
1) First Activity
In the first meeting of cycle 2, the writer and the students sang a song in
order to motivate them. Because, at that time they were looked lazy. After that,
the writer continued to address them, remind them to the last lesson, reading
Basmallah, asked to turn off the mobile phone, they might not to do other
activity then they had to focus on the material that was been being explained. In
the second meeting the writer addressed the students directly because it was still
early as the result they were so fresh. Then did the activity as the first meeting.
2) Main activity
While teaching learning process, as usual, she review the material at the
last meeting. After that, she began to explain the lesson. She took a pen from the
table. She asked the students to make a sentence based on what she just did, then
she said what students said and the students repeated what she said. One of the
students was asked to change that sentence into negative form, thewriter said
what the students also said what the teacher said.
Next, students made a passive sentence from the first sentence that was
begun by the word “ a pen” and wrote it, the students repeated what the teacher
said based on the students said before. After that, one students was asked to
make passive voice in negative form of that sentence. Then, the teacher repeated
that sentence and followed by all students.
After making sentence, the studentswere asked about the formula of those
sentences which was helped by the writer. Implementing the technique, firstly,
the writer as a model who changed the verb by using another verb. After that,
she asked them to do like what she had done. For second meeting of cycle 2, she
did like at the first meeting of this cycle. But, the cycle of the exercise was
different. For the first meeting the students made a group based on the desk
ranks. While, for the second meeting the students made a group based on absent.
But, after discussing wiith their friend in doing the exercises, both in the first
55
meeting and in the second meeting thestudents were asked to answer the
questions on the whiteboard one by one by using their own verbs.
3) Last Activity / Evaluation
The last is evaluation, before concluding the materila, she asked the
students some questions orally in the first and in the second meeting it was
aimed to know their understanding of Passive Voice of Present Progressive
Tense.
c. Observing
In the second cycle, generally the class condition in learning process was
better than the previous cycl. It could be seen from many aspects of students’
participations that had been observed during teaching learning process, most of
them were anthusiastic to answer some questions given by the teacher. In doing
task of contextual teaching learning, they enjoyed doing the individual exercises.
They were actively to participate within their group. Furthermore, when they
were given exercises by the teacher, they did it individually without cheating one
another. Related to the teacher’s performance, she show some progresses. It
meant that students could understand easily and could note the key words easily
because the teacher’s explanation was explicit and not so fast. Automatically,it
led a good feedback from students’ response in conveying their opinions.
Shortly,most of students seemed quite active in the calssroom and in doing
exercises.
In this cycle the writer gave the post test 2.the class consists of 40
students. Based on the result of the posttest 2, the mean score of the class was
76.88 in which there were 33 students who passed the KKM 70 (seventy). And
the percentage of the student who passed the KKM was 82.5%
56
d. Reflecting
The reflecting of Classroom Action Research (CAR) was carried out after
getting the score result of passive voice test. The writer and the teacher felt
satisfied in as much their efforts to improve the students’ understanding of
passive voice of present progressive tense by using contextual teaching and
learning had been realized. The students could understand the passage easily. It
was proven by their improving scores from the pretest 1. Furthermore, they
could easily to analyze the past from of verb regular verb or irregular verb and
using to be in different subject. Indeed, they seemed more interesting during the
teaching learning process.
After achieving the target research of where minimally 75% students who
passed the KKM, therefore the writer and the teacher decided to stop the
Classroom Action Research (CAR) because it had already succeeded. Hence, the
writer and the teacher did not have to revise the plan.
According to the result of the evaluation between the writer and the
teacher, it could be assumed that the implementing of Classroom Action
Research in improving students’ understanding of Passive Voice of Present
Progressive Tense by using Contextual Teaching and Learning strategy was
appropriate with the planning that had been discussed by the writer and the
teacher previously. In this case, every action was planned as good as possible so
that the writer and the teacher did not have to revise the plan and did not the next
cycle.
C. Discussion of the data after Classroom Action Research (CAR)
The discussion of the data after implementing the action consisted of two
parts. Those were the result of post interview and the result of posstest. For
further descriptions as following:
1. Result of Post Interview
The writer did this post interview on Monday, 6 July 2014 and it was
started at 11.30 AM and finished at 12.10 P.M in interviewing the teacher, there
57
were three categories. First, the condition of English class. The teacher said that
the students were not only happy and enjoy in teaching learning process but also
they could more focus on doing the exercises. Furthermore, the condition of
class was more controlled than before.
Second, the improvement of students’ understanding in learning Passive
Voice of Present Progressive Tense by using Contextual teaching and learning.
The teacher said that the students could more understand the passive of present
progressive tense, it could be seen from their answer when they were being
asked to make sentence in passive voice of present progressive tense by the
writer. Most of them could answer questions. Even, they could also differentiate
the pattern of active and passive voice. It was also proved from the result of
posttest 1 and 2 and the teacher said that this technique was very good to be
aqpplied to her students.
Whereas, in interviewing the students, the writer asked them about their
interesting in learning passive voice of Present progressive tense by using
contextual teaching and learning. They said that there were so happy and enjoy
ed the teaching and learning process.
The writer also asked them about their understanding in passive voice of
present progressive tense. The students said that they could more understand
than before. It can be proved from their answers in doing the question both oral
and wrtten questions in the class. Most of them answer the question by the right
answers. Besides, they also said that the condition of the classroom was more
controlled, because all of them listened to the teacher’s explanation, so that they
did not have time to talk with another except discuss about the lesson.
2. Result of Post Test
In the end of implementing every cycle, the writer gave a test. They were
posttest 1 and possttest 2. In anther word post test is a test which was given to
the students in the end of ever cycle. The students’ score of prestest, posttest 1
and posttest 2 could be seen in the table below:
58
Table 4.1
The Students’ Score of Pretest 1, and Posttest 2
STUDENTS’
NUMBER PRETEST
CYCLE 1
POSTTEST
CYCLE 2
POSTTEST
1 75* 80* 85*
2 25 70* 75*
3 75* 80* 95*
4 35 60 75*
5 25 30 60
6 30 40 70*
7 20 45 60
8 60 75* 85*
9 65 75* 90*
10 45 60 70*
11 65 70* 80*
12 50 60 70*
13 25 50 65
14 20 40 60
15 60 70* 85*
16 80* 85* 95*
17 25 80* 95*
18 60 65 75*
18 30 45 60
20 55 70* 70*
21 60 70* 70*
22 60 65 90*
23 75* 70* 70*
24 30 55 70*
25 30 50 70*
59
STUDENTS’
NUMBER PRETEST
CYCLE 1
POSTTEST
CYCLE 2
POSTTEST
27 40 60 70*
28 60 65 75*
29 35 55 70*
30 60 65 95*
31 55 65 70*
32 80* 80* 80*
33 75* 80* 100*
34 20 40 65
35 75* 75* 90*
36 80* 85* 85*
37 50 60 80*
38 60 85* 90*
39 25 35 55
40 25 85* 90*
∑× 1945 2540 3075
Mean:
∑
48.63 63.50 76.88
*: The student who passed the KKM (70)
To compare the test result between pretest and posttest of each cycle, the
writer used some steps. Those were conculating the students mean score of the
test, calculating the class percentage, and calculating the students’ improvement
score from pretest to posttest 1 and 2 into percentage.
In analyzing the data of pretest, the first step is to get the mean score of the
class. It is calsulated as following:
∑
60
From that calculation, the mean score of the class in pretest is 48.63. it
means that the students’ mean score before using contextual teaching learning or
before implementing Classroom Action Research (CAR) is 48.63
The second step is to know the percentage of students’ score who passed
the KKM (70). It is calculated by using as follows:
From that computation, the students’ score percentage in the pretest is
20%. It means that there are 8 students who pass the KKM and there are 32
students are below the KKM
Next in the cycle 1 of Classroom Action Research (CAR), the writer
calculates the result of posttest 1 to know the students’ score improvement from
the prestest to posttest 1 result. There are three steps to get this improvement.
Those are calculating the students’ mean score of the class, calculating the
students’ improvement score into percentage and calculating the class percentage.
The first step is to calculate the mean score of posttest 1. The calculation
as following:
∑
61
From that calculation, the students’ mean score of posttest in cycle 1 is
63.50. it proves that there are some improvements from the pretest mean score. It
could be seen from the pretest mean score (48.63) to the mean score of posttest 1
(63.50). it improves 14.87 (63.50 – 48.63 ).
The second step is to get the percentage of students’ improvement score
from pretest to posttest 1. The writer computes by using as follows:
P = 30.58%
Based on that computation, the percentage of the students’ improvement
score from pretest to posttest 1 is 45%. It shows that the score in the cycle 1 has
improved 20% from the pretest score.
The third step is to know the percentage of students who pass the KKM.
The calculation by using as follow :
P = 45%
From that calculation, the class percentage which passed the KKM was
45%. It means that in the cycle 1 of Classroom Action Research (CAR), there
62
were 18 students who passed the KKM and there were 22 students whose score
improvement of the class percentage in the pretest (20%). The students’
improvement which passed the KKM was 25% (45% -20%). Even though it was
still needed more improvement because it could not achieve yet 75% as the target
of success Classroom Action Research.
Furthermore, in the cycle 2 of Classroom Action Research (CAR) the
writer also calculates the result of posttest 2 to know further the score
improvement either from the result of pretest of posttest 1. There were three steps
to know this improvement. Those were to calculate the mean score of the class, to
calculate the percentage which passed the KKM (70%).
Firstly was to calculate the mean score of the class in posttest 2. The
calculation using as follows:
∑
= 76.88
From that calculation, the mean score of posttest 2 was 76.88. it means
there were some students’ improvements score 13.38 (76.88 – 63.50) from the
mean score of pretest 1 (63.50).
The second step was to know the calculation of the percentage of students’
improvement score. Here, the writer computes by using the formula:
63
Based on that computation, it could be seen that the posttest 2 improves
58.09% from the pretest or 27.51% (58.09 – 30.58) from the pretest 1.
The last step was the writer tries to get the class percentage whose score
passed the KKM. It used the calculation as following :
From that calculation, the class percentage was 82.5%. it means that in the
cycle 2 there are 33 students who passed the KKM and there were only 7 students
were below the KKM. The class percentage of posttest 2 obviously shows some
improvements from the previous test, the improvement was 62.50% from the
pretest (20%) or 37.5% from the class percentage of posttest 1.
As a whole, the interpretation of the data results among the pretest, the
posttest of cycle 1 and the posttest of cycle 2 were as following :
In the pretest, the mean score of students test before carrying out
classroom Action Research (CAR) was 48. 63. It was the students’ score before
they used Contextual Teaching and Learning technique. Meanwhile. The class
percentage which passed the KKM was 20%. It means that were only 8 students
who were able to pass the KKM (70) and there were 32 students were out of the
target.
Furthermore, the mean score in the posttest of cycle 1 was 63.50. it means
that there were some students’ score improvement from the previous test (pretest),
64
taht was 14.87 (63.50 – 48.63) or 30.58%. Meanwhile, the class percentage which
passed the KKM in posttest 1 was 45%. It shows there were 18% students who
passed the KKM and there were 22 students whose score still under KKM.
However, it was still needed more improvement because it could not achieve the
target yet of succes CAR, that was 75% (or at least 30 students) from the class
percentage. That is why the writer and the teacher continue to the second cycle.
Next, the mean score in the possttest of second cycle was 76.88. it shows
the students’ improvement score 13.38 ( 76.88 – 63.50) from the posttest 1
(63.50) or 30.58% students’ improvement in the score percentage from the pretest
or 27.51% students’ improvement from the pretest 1. Meanwhile, the class
percentage which passed the KKM and there were 7 students were under the
target of KKM. This class percentage shows some improvements 62.50% from
the pretest (20%) or posttest 1 (45%) in the class percentage. The posttest of cycle
2 had fulfilled the target of Classroom Action Research (CAR) succes, that was
above 75% students could passed the KKM. Automatically, it could be said that
the Classroom Action Research (CAR) was success and the cycle was stopped.
65
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusions
Based on the research conducted at the Second grade students MTs Al
Jauharotunnaqiya academic years 2014/2015, it can be concluded that Contextual
Teaching and Learning can improve students’ understanding of Passive Voice of
Present Progressive Tense. It referred to the test result; there were some
improvements of students’ understanding in learning Passive Voice of Present
Progresive Tense. It can be proved from the score of pretest to the posttest 2. In
the pretest, there were only 20% or 8 students whose score passed the KKM and
mean score of pretest was 48.63. So. In the result of posttest 1 is still below the
KKM. But, in the result of posttest 2 which was held in cycle 2, there were 33
students or 82,5% whose score passed the KKM and the mean score of posttest 2
gained 76,88.
B. Suggestions
Based on the conclusion above, the writer gives some suggestions as follows :
1. In teaching learning process, the teachers are hope to be more creative in
selecting appropriate methods or techniques in order to make an interesting
teaching.
2. Contextual Teaching and Learning can be implemented in English teaching
learning process, especially to help students understand the Grammar.
3. The writer hopes that the student can improve their understanding in
English Grammar.
66
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Celce – Murcia, Mariane and Hilles, Techniques and Resources in Teaching
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York: Longman, 2000.
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Interview Guidelines for the Needs Analysis (Before CAR)
(Thursday May 16nd
2014)
R : The researcher
T : The teacher
A. Katagori kondisi umum kelas
R : Bagaimana tanggapan siswa Ibu selama ini dalam proses
Pembelajaran Bahasa Inggris?
T : Cukup baik dan antusias dalam belajar bahasa inggris
R : Berapa standar nilai KKM untuk pelajaran Bahasa Inggris? Dan
bagaimana hasil perolehan nilai Bahasa Inggris siswa ibu?
T : KKM di Sekolah ini 70 dan untuk mencapai nilai tersebut
masih banyak siswa yang belum mencapai KKM.
R : Skill Bahasa Inggris apa yang dianggap paling sulit oleh
siswa.
T : Listening karena sarana dan prasarana di sekolah ini belum
memenuhi.
R : Dari keseluruhan kelas yang Ibu ajar. Kelas manakah yang
kemampuan pemahaman grammar-nya sangat rendah?
T : Selama saya mengajar di sekolah ini yang sangat lemah
dalam belajar bahasa inggris yaitu kelas XI-IPA.
R : Untuk semester ini, jenis materi apa saja yang harus mereka
kuasai?
T : Untuk saat ini mereka harus menguasai Narative text dan
Simple past tense.
R : Darimana Ibu mendapatkan sumber materi tersebut?
T : Dari LKS dan buku paket
B. Katagori kesulitan siswa yang dialami dalam hal pemahaman
(Passive Voice of Simple Present Tense)
R : Ketika mempelajari Passive Voice of Present progressive tense,
kesulitana apa yang kiranya dialami oleh siswa?
T : Yang paling sering saya temukan siswa kesulitanmenempatkan
To be + V3
R : Menurut ibu, apa saja penyebab kesulitan yang dialami oleh siswa?
T : Kesulitannya seperti kata kerjaIrreguler Verb dan to be
C. Katagori strategi pengajaran didalam grammar
R : Teknik mengajar sperti apa yang Ibu gunakan dalam pengajaran
grammar?
T : Saya terbiasa menggunakan metode ceramah, saya
menjelaskan materi kemudian siswa mendengarkan dan bertanya.
R : Untuk mengatasi kesulitan siswa dalam pengajaran
grammar, apakah ibu mempunyai rencana lain untuk mengatasi
kesulitan tersebut?
T : Saya sudah merencanakan metode baru dalam pengajaran
grammar supaya siswa termotivasi dalam proses belajar mengajar.
R : Apakah guru – guru di sini pernah menggunakan telnik dalam
pengajaran kontektual teaching and learning?
T : Iyapernah ada beberapa guru yangmenggunakan teknik
tersebut namun saya sendiri belum menerapkannya.
R : Apa pendapat ibu tentang pengajaran dengan menggunakan
kontektual teaching and learning?
T : Cukup menarik karena teknik tersebut menghubungkan materi
dengan kehidupan sehari-hari.
R : Bagaimana pendapat ibu jika ada penelitian tindak kelas tentang
teknik kontektual teaching and learning?
T : Cukup bagus, karena saya juga ingin mengetahui teknik-
teknik dalam CTL.
Interview Guidelines for the Needs Analysis (After CAR)
(Thursday May 16nd
2014)
A. Katagori kondisi umum kelas
R : Bagaimana kondisi siswa Ibu dalam pembelajaran Passive Voice of
Presentprogressive tensesetelah mengguanakan Contextual
teaching and learning?
T : Kalau saya perhatikan mereka sangat semangat ketika
Belajar bahasa Inggris dengan teknik Contextual
Teaching Learning.
R : Apakah Ibu merasa termotivasi untuk menggunakan Contextual
teaching and learning dalam pembelajaran di kelas?
T : Iya jelas sekali, setelah melihat hasil tersebut siswa lebih
memperhatikan dalam pengajaran bahasa inggris dalam materi
ini.
R : Bagaimana kemampuan pemahaman Passive Voice of Present
progressive tensesiswa Ibu setelah menerapkan strategi Contextual
teaching and learning?
T : Setelah saya perhatikan dan mengetahui strategi tersebut siswa
lebih mudah memahami materi kalimat passive dalam bentuk
present progressive tense.
B. Katagori kesulitan siswa yang dialami
R : Apakah Ibu mengalami kesulitan dalam menerapkan teknik
Contextual teaching and learning?
T : Sejauh ini saya tidak ada kesulitan dalam penerapan teknik ini,
karena teknik sangat mudah.
R : Apa penyebab dari kesulitan dalam menerapkan teknik
Contextual teaching and learning?
C. Katagori strategi untuk mengalami kesulitan
R : Setelah mengetahui beberapa kesulitan yang Ibu hadapi dalam
penggunaan teknik Contextual teaching and learning maka
bagaimana cara Ibu mengatasi kesulitan-kesulitan tersebut?
T : Mungkin lebih memperhatikan pengaturan waktu dalam kelas.
The Questionnaire for Students.
Nama : .............................. Kelas : .....................
Cara Pengisian :
1. Berilah check list pada salah satu jawaban Ya atau Tidak
2. Jawablah dengan jujur sesuai keadaan!
3. Periksa kembali jawaban sebelum diserahkan kepada guru!
Pertanyaan Ya Tidak
1. Saya merasa puas dengan nilai pelajaran
bahasa inggris yang saya peroleh.
2. Saya Menyukai aturan bahasa Inggris
3. Menurut saya pelajaran bahasa Inggris
adalah pelajaran yang penting
4. Kadang kadang saya merasa jenuh
dengan pekajaran bahsa inggris
5. Saya merasa bersemangat ketika mengikuti
pelajaran bahsa inggris materi Passive
Voice of Present Progressive Tense.
6. Saya selalu aktif dalam mengikuti pelajaran
bahasa inggris materi Passive Voice of Present Proggressive Tense.
7. Saya dapat memahami materi Passive Voice
of Present Progressive tense dengan baik
8. Saya hapal dan mengerti formula dan rumus
passive Voice of Present Progressive Tense
9. Saya mengetahui cara memakai kalimat
Passive Voice of Present Progressive Tense dalam kehidupan sehari hari.
10. Saya memahami materi Passive Voice
of Present Progressive Tense
11. Saya dapat membuat kalimat passive voice
of Present Progressive tense dengan benar
12. Saya mengalami kesulitan dalam membuat
kalimat passive voice of present progressive tense
13. Saya dapat mengerjakan tugas yang diberikan
guru tentang Passive Voice of Present
Progressive Tense.
14. Saya mengerjakan tugas bahasa inggris
secara individual
15. Saya mengerjakan tugas bahsa inggris
secara kelompok
ITEM ANALYSIS OF ENGLISH PRETEST
N : 40 MG : 20
UG : 10 LG : 10
Item
No Group
Options DIF
(%) DES Status
A B C D
1 UG 0 8* 0 2
60% 0,4 Used LG 2 4* 3 1
2 UG 2 3 0 5*
30% 0,4 Used LG 3 6 0 1*
3 UG 0 7* 1 2
40% 0,6 Used LG 6 1* 0 2
4 UG 7* 3 0 0
45% 0,5 Used LG 2* 6 1 1
5 UG 4 6* 0 0
35% 0,5 Used LG 5 1* 4 0
6 UG 1 1 8* 0
50% 0,6 Used LG 3 3 2* 2
7 UG 2 7* 1 0
45% 0,5 Used LG 2 2* 5 1
8 UG 3 3 1 3*
20% 0,2 Used LG 1 5 3 1*
9 UG 0 10* 0 0
80% 0,4 Used LG 3 6* 0 1
10 UG 0 1 9* 0
45% 0,9 Used LG 1 7 0* 2
11 UG 1 1 8* 0
50% 0,6 Used LG 0 6 2* 2
12 UG 1 4* 4 1
25% 0,3 Used LG 5 1* 0 4
Item
No Group
Options DIF
(%) DES Status
A B C D
13 UG 8* 0 1 1
60% 0,4 Used LG 4* 0 5 10,6
14 UG 0 2 1 7*
40% 0,6 Used LG 8 0 1 1*
15 UG 0 8* 1 1
70% 0,2 Used LG 0 6* 3 1
16 UG 0 1 9* 0
45% 0,9 Used LG 1 7 0* 2
17 UG 1 1 8* 0
50% 0,6 Used LG 0 6 2* 2
18 UG 1 4* 4 1
25% 0,3 Used LG 5 1* 0 4
19 UG 8* 0 1 1
60% 0,4 Used LG 4* 0 5 1
20 UG 0 2 7* 1 40% 0,6 Used
LG 8 0 1* 1
PEDOMAN PENILAIAN
DISCRIMINATION
DIFFICULTY
0% - 30% 30% - 79% 80% - 100%
High Medium Low
-1 - 0,0 Bad DROPPED DROPPED DROPPED
0,1 – 0,3 OK USED REVISED USED
0,4 – 0,6 Good USED USED USED
0,6 – 1,0 Very Good USED USED USED
ITEM ANALYSIS OF ENGLISH POSTTEST
N : 40 MG : 20
UG : 10 LG : 10
Item
No Group
Options DIF
(%) DES Status
A B C D
1 UG *10 0 0 0
60% 0,8 Used LG *2 3 2 3
2 UG *9 0 1 0
50% 0,8 Used LG *1 5 2 2
3 UG 1 *8 1 0
40% 0,8 used LG 4 *0 4 2
4 UG 1 1 0 *8
50% 0,6 used LG 3 3 2 *2
5 UG 2 1 *7 0
50% 0,4 Used LG 4 2 *3 1
6 UG 0 *10 0 0
80% 0,4 Used LG 2 *6 2 0
7 UG 3 3 1 *3
20% 0,2 used LG 1 5 3 *1
8 UG 0 *8 2 0
40% 0,8 Used LG 2 *1 5 2
9 UG 0 0 *8 2
60% 0,4 Used LG 4 0 *4 2
10 UG 0 *10 0 0
85% 0,3 Used LG 0 *7 3 0
11 UG 0 0 *10 0
65% 0,7 Used LG 0 4 *3 3
12 UG 2 0 *8 0
60% 0,4 Used LG 4 0 *4 2
Item
No Group
Options DIF
(%) DES Status
A B C D
13 UG 0 *10 0 0
70% 0,6 Used LG 1 *4 4 1
14 UG *9 1 0 0
45% 0,9 Used LG *0 4 1 5
15 UG 4 0 *5 1
30% 0,4 Used LG 3 0 *1 6
16 UG 0 *10 0 0
85% 0,3 Used LG 0 *7 3 0
17 UG 0 0 0 *10
65% 0,7 Used LG 0 4 3 *3
18 UG 2 0 *8 0
60% 0,4 Used LG 4 0 *4 2
19 UG 0 *10 0 1
70% 0,6 Used LG 1 *4 4 0
20 UG *9 1 0 0
45% 0,9 Used LG *0 4 1 5
TABEL PENILAIAN
DISCRIMINATION
DIFFICULTY
0% - 30% 30% -79% 80% - 100%
High MEDIUM LOW
-1 – 0,0 Bad DROPPED DROPPED DROPPED
0,1 – 0,3 Ok USED REVISED USED
0,4 – 0,6 Good USED USED USED
0,6 – 1,0 Very Good USED USED USED
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama sekolah :MTs Al Jauharotunnaqiyah
Mata Pelajaran : Bahasa Inggris
Skill : Writing/ Grammar
Kelas/ semester : VIII/ 8
tahun akademik : 2014/2015
Alokasi waktu : 2 x40 menit
Standar Kompetensi : Memahami makna dalam transaksional dan interpersional
pendek sederhana untuk berinteraksi dengan lingkungan
sekitar.
Kompetensi Dasar : Mengungkapkan kata makna dalam bentuk teks tulis
Fungsional pendek sederhana dengan menggunakan ragam
bahasa tulis.
Indikator :
1. Siswa dapat mengidentifikasi kalimat Passive of present progressive tense
2. Siswa dapat mencirikan kalimatpassive voice of present progressive tense
3. Siswa dapat menuliskan kalimat passive voice of present progressive tense
4. Siswa dapat menunjukan kalimat passive voice of present progressive
tense
5. Siswa dapat membedakan kalimat passive voice of present progressive
tense
Materi Pembelajaran
1. Present Progressive Tense
Present progressive tense indicates continuing action, something goingon
now. This tense is formd with the hlping “to be” verb in the present tense
S + Tobe + Ing form of the verb + object. Example : I am Drinking juice
2. Passive Voice of Present Progressive Tense
Passive sentence in the present continuos tense have the following
structure. Object of the active sentence + is/are/am + being + past
participle form of the verb + by + subject of the active sentence.
Example : I am reading a story
A story is being Story by me
Metode Teknik Pembelajaran
Contextual Teaching and Learning
Langkah Langkah Pembelajaran
No Langkah Langkah Waktu
1 Kegiatan Awal
Menyapa Siswa
Mengabsen Siswa
2 Apresiasi:
Meningkatkan siswa pada pelajaran yang telah di
pelajari pada pertemuan pertemuan sebelumnya
3 Persyaratan
Memiliki pengetetahuan secara umum tentang materi
yang akan disampaikan
4 Rambu rambu belajar
Pelajaran di mulai setelah siswa setelah siswa siap
belajar dan membaca basmallah
Meminta siswa untuk menonaktifkan alat kimunikasi
seperti hp dll
Siswa tidak mengobrol atau melakukan kegiatan lain
ketika materi di berikan
Perhatian siswa fokus pada materi yang diberikan
10 menit
Kegiatan Inti
1. Presentasi
Guru menanyakan materi kembali tentang passive voice
of present progrwssive tense
Guru meminta salah satu siswa untuk memberikan buku
kepada temanya
Guru meminta siswa uuntuk memuat kalimat sesuai
dengan apa yang telah dilakukan oleh temanya
(kaluimat aktif)
Guru menyebutkan kalimat tersebut dan diikuti oleh
siswa
Guru mengoreksi kalimat siswa jika da kesalahan
2 Latihan
Siswa membuat kelompok sesuai dengan absen
Siswa menjawab soal yang di berikan guru
Siswa maju satu persatu menjawab soal tersebut
Mengoreksi jawaban siswa
60 menit
3 Penutup /evaluasi
Guru menanyakan pemahaman siswa
Guru menyimpulkan materi pembelajaran
10 menit
Alat dan sumber belajar
- Whiteboard - buku teks english fokus grade VIII
- Marker - LKS
- Buku - internet
- Penilaian - internet
- Memberikan nilai dari hasil jawaban siswa.s
PRE TEST
Name : Class :
A. Put a cross on the a, b, c, or d to give the best answer !
1. Ratu is reading a magazine.
A magazine........... by Ratu
a. Are being readed c. Is being readed
b. Is being Read d. Are being read
2. Is a novel being ....... by Raka?
a. Telling c. Telled
b. Told d. Tells
3. The class ..... now (clean)
a. Is being clean c. Is being cleaned
b. Are being cleaned d. Are being clended
4. Now repaired is being the bridge not
1 2 3 4 5 6 7
a. 5 – 2 – 3 – 7 – 4 – 6 – 1 c. 5 – 6 – 3 – 7 – 4 – 2 – 1
b. 5 – 6 – 3 – 4 –7 – 5 – 1 d. 4 – 2 – 3 – 7 – 5 – 6 – 1
5. Q : ........................................
A : Yes, the grammar lesson is being studied by students.
a. Is being the grammar lesson studied by students?
b. Is the grammar lesson being studied by students?
c. Is students being the grammar lesson by studied?
d. Is being the grammar lesson students by studied?
6. The candy is not .......... by Ana ( eat)
a. Being eat c. Being eaten
b. Being eat d. Being eated
7. Rainbow cake ......... by my sister in the kitchen now (make)
a. Is being made c. Is being maked
b. Are being make d. Are being made
8. Q : ......................................
A :No, the wall is being painted by Bayu
a. Is the wall being painted by Raka?
b. Is the wall being painting by Raka?
c. Is the wall being paint by Raka?
d. Is the wall being painteded by Raka?
9. The liked explained by the teacher now lesson is being which all
students.
1 2 3 4 5 6 7 8 9 10
a. 5 – 10 – 2 – 8 – 9 – 3 – 4 – 1 – 7 – 6
b. 5 – 10 – 3 – 8 – 9 – 2 – 4 – 1 – 7 – 6
c. 1 – 7 – 10 – 2 – 8 – 9 – 3 – 4 – 5 – 6
d. 1 – 7 – 10 – 3 – 8 – 9 – 2 – 4 – 5 – 6
10. The skirt which has yellow color ............. by Assya this time (wash)
B. Identify one word or phrase that must be changed in order for the sentence to
be grammatical correct in pasive voice of present continuos tense.
11. The Streets is being repaired this month
A B C D
12. My hair is not being Cutted by Rita.
A B C D
13. The Boy who has two cars is be suggested by the police.
A B C D
14. English is being studyed by them
A B C D
15. Is the windows being cleaned by Bayu
A B C D
C. Change these active sentence below into passive sentence!
16. Brian is Watching the movie now
17. Yoga is not playing football
18. Muslims are performing shalat on time
19. Hafizh and Azra are waiting a letter for their nephew in Bogor
20. Is Naysilla drinking a cup of coffe now?
POSTTEST
Name : Class :
A. Put a cross on the a, b, c, or d to give the best answer !
1. Mr Bayu is teaching English now. English ............. by Bayu now.
a. Is being taught c. Is being teach
b. Are being teaching d. Are being teaching
2. Is my apple being .......................... By Assya.?
a. Eating c. Eated
b. Eaten d. Eat
3. My Handphone ......now (fix)
a. Is being fix c. Is being fixed
b. Are being fix d. Are being fixed
4. Strawberrycake in the kitchen is made not being
1 2 3 4 5 6
a. 3 – 1 – 6 – 4 – 5 – 2
b. 1 – 3 – 6 – 4 – 5 – 2
c. 3 – 1 – 4 – 6 – 5 – 2
d. 1 – 3 – 5 – 6 – 4 – 2
5. Q : ....................................................
A : No, the party is being prepared by me
a. Are the party being prepared by your mother?
b. Are being the party prepared by your mother?
c. Is the party being prepared by your mother?
d. Is the party prepared being your mother?
6 . the playstations is not ...... by Assya Today (Play).
a. Being played c. Being playded
b. Being played d. Being playded
7. the walls of my room ......... by my father now.(paint)
a. is being painted c. Is being painted
b. are being painted d. Are being painting
8. Q : ..........................................
A : Yes a cup of coffe is being drunk by adzra.
a. Are a cup of coffe being drunk by Adzra ?
b. Are a cup of coffe drunk by Adzra ?
c. Is a cup of coffe drunk by Adzra ?
d. Is a cup of coffe being drunk by Adzra ?
9. Being Balqis’s garden flowers grown in are which has many colors.
1 2 3 4 5 6 7
a. 3 – 7 – 6 – 1 – 4 – 5 – 2
b. 2 – 6 – 4 – 1 – 5 – 3 – 7
c. 3 – 6 – 1 – 4 – 7 – 5 – 2
d. 2 – 6 – 1 – 4 – 5 – 3 – 7
10. The window which has blue color .................. by Balqis this time ( clean )
a. Are being clean c. Is being clean
b. are being cleaned d. Is being cleaned
B. Identify one word or phrase that must be changed in order for the sentence to
be grammatical correct in pasive voice of present continuos tense form.
11. Orange Juice is being drink by Balqis
A B C D
12. Pancakes are not being maked by Assya
A B C D
13. The Novel are being read by me
A B C D
14. the women who has three childrens are being persuaded by her husband.
A B C D
15. Is the Televison being watch by Assya.
A B C D
B. Change these active sentence below into passive sentence!
1. My Mother is holding my toys.
2. Assya is not writing the homework
3. The workers are renovating the school this week.
4. Balqis and Adzra are playing card by in my house
5. Are Assya and Shilla painting the house for coming lebaran day.
