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A THESIS
By
IRFAN SUSANTO
07411233
RATIFICATION
THE STUDENTS ABILITY IN USING PASSIVE VOICE OF SIMPLE
PRESENT TENSE: A CASE STUDY AT THE SECOND YEAR STUDENTS
OF SMA IT DOMPU IN ACADEMIC YEAR
2010/2011
A THESIS
By:
IRFAN SUSANTO
07 411 233
Accepted by the Board of the Thesis Examiners of the Faculty of Education for
Language and Arts on......May 2011 and Declared to Have Fulfilled the
Requirements to Achieve the Degree of Sarjana Pendidikan in English
Education from Mataram Institute of Teacher Training and Education
BOARD OF EXAMINERS
1. Dr. L. Abdul Khalik, M. Hum
ii
APPROVAL
This proposal entittled THE STUDENTS ABILITY IN USING PASSIVE
VOICE OF THE SIMPLE PRESEN TENSE : A CASE STUDY AT THE
SECOND YEAR STUDENTS OF SMA IT DOMPU IN ACADEMIK YEAR
2010/2011 has been approved ............................. 2011
By:
First consultant
Second consultant
iii
MOTTO
A friend inneed is a friend in deed
Whwere there is will there is way
&
This Thesis Dedicated to:
My beloved parents who support me during my study, my
sisters (Agus Tiningsih and Ayu Susmita) and my brother (Iskandar,
Iswanto, and Irwansyah) thank a lot for all, my big family both in
dompu. My special friends (Chikmon, Sutriawan, Ramon, Arief,
Syam, and Dedi) thank for accompany me during our study,
everything is unforgetable memory and the last special for my dear
(Afrianti/Ria) I love you forever
iv
CANDIDATE STATEMENTS
I certify this thesis entitled The Student ability in using passive voice of the simple
present tense in SMA IT Dompu in Academic Year 2010/2011 submited as a partial
fulfillment of the requirements for the degree of Sarjana Pendidikan is the result of
my own work, except where otherwise knowledgement and the thesis or any part of
the same has not been submitted to hingher degree or any other universities or
intitutions.
Signed
May, 2011
ABSRTACT
This study entitled students ability in using passive voice of the simple
present tense; a study in SMA IT Dompu in academic year 2010/2011. It is aimed at
discovering the ability of the second year students of SMA IT Dompu in academic
year 2010/2011 in using passive voice of simple present tense. In this study, there is
only one research question formulated, i.e: to what extend are the difficulties of using
passive voice of the simple present tense by the students of SMA IT Dompu. This
study is descriptive quantitative research and the target population of this study
consisted of 28 students and the entire population is used as the sample of the
research because number of population is less than 100. The research instrument used
to collect data is model test consisting of 20 questions. It is then analyzed by using
percentage qualification. Based on the rusalt of the test. After analyzing the data, it is
shown that no student (0%) got score with categorized as excellentand very good,
3students (10.71%) got good score, 5 students (17.86%) got fairly good score, 7
students (25%) got fair, 9 students (32.14%) 4 students (14.29%) got very poor, in
conclusion, based on the mean score obtained (56.95%), the ability of second year
students of SMA IT Dompu academic year 2010/2011 in using passive voice of the
simple present tense is categorized as fair.
vi
ACKNOWLEDGMENT
All pray to Allah the lord of the world the king of the king the master of the
master and he has given us mercy and blessing until now we can continue our life.
Also to our prophet Muhammad (peace be upon you) and he has brought us from the
darkness to lightness from the bad moral to good moral from jahilyah system to islam
system until now we can enjoy it what islam today?
2011
The Writer
vii
TABLE OF CONTENTS
TITLE OF PAGE....................................................................i
RATIFICATION.....................................................................ii
APPROVAL.............................................................................iii
MOTTO AND DEDICATION...............................................iv
CANDIDATE OF STATEMENT............................................v
ABSTRACT...............................................................................vi
ACKNOWLEDGMENT..........................................................vii
TABLE OF CONTENTS.........................................................viii
CHAPTER I: INTRODUCTION
A. Bacground of Study............................................1
B. Statement of the Study.......................................3
C. Objectivd of the Study........................................3
D. Significances of the Study..................................3
E. Scope of the Study.............................................4
F. Assumption of the Study...................................4
G. Defination of the Key Terms.............................4
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ix
CHAPTER 1
INTRODUCTION
A. Background of the study
English plays an important role in every aspect (skill, knowledge, and
education) of human life; therefore it is the most widely used of human language.
As An international language, English is one of the most increasingly spoken
languages by a large number of people in great part of the word from time to
time. English is stated as a communication device in any formal place, such as
school, university, office travel agent, hotel etc.
English is learned in the most countries as a foreign language. The teaching
of language in Indonesia is really important, as stated in the curriculum of
language teaching 1994 that the main function of English teaching in Indonesia is
an instrument and means of international communication.
The teaching of English as a foreign language (EFL) remains one of the
best ways to fund travel around the world. And with the people on this planet
learning English now outnumbering those who speak the language as their
mother tongue. TEFL is also one of the most satisfying and rewarding means of
financing a life abroad (John Hughes, 2005: 6). In teaching English many
problems that both teachers and students to face. Many researchers found that
some students made mistakes particularly in Grammar. (Princeton, 2001: 2)
Grammar is really just a means of organization, understanding grammar and
being able to use it well actually helps to thinks logically. It is also one
D. Significance of study
The result of this study is expect to provide the useful inputs for to the
students mastery in using passive voice of the simple present tense and to inform
about any problems that are encountered by the student in using passive voice of
simple present tense.
Furthermore, the result of this study is expected to be able to enrich the the
students knowledge to improve their understanding of English structure and help
them to know their weakness in the process of learning English as a target
language.
E. Scope of study
This study is limited to the following points:
1. Research subject
The subject of this study is limited to the second year students of SMAN IT
Dompu in academic year 2010/2011.
2. Research object
The object of this study is the students ability in using passive voice of the
simple present tense.
refers to the students capacity to understand and implement their knowledge in using
passive voice in simple present tense (http://en.wikipedia.org/wiki/Skill
2. According to Idi Suposo and Widi (2004: 1) Simple present tense is used to explain
the following things:
1. Activity or event or events that usually or frequently occur at any time.
2. Activities or events or factual events.
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Language
1. Essence of language
If we are going to write anything about concept of human language,
we should start by asking ourselves, what language really is? Certainly,
there are dozen of theories explaining of the essence of human language.
But, in this writing the writer will look closely of some prominent
definition of language i.e.:
a. Neena Dash (2007:1) language is men finest asset to the philosopher,
language may be an instrument of thought, for we thing thought language.
b. Webster in Neena Dash (2007:1) language is audible articulate human
speech as produced by the action of the tongue and adjacent vocal organ.
c. M.E.S Elizabeth (2010:27) language is mean of communication without
which society is not able to make progress.
d. Neena Dash (2007:3) language is primary speech which is uniquely human,
it is primarily through speech that man interact with one another and
communicate their thought , feelings and experience
e. Bruner (2007:6) language is serves many functions pursues many aims, and
employs many voices. It is commands as it refers, describes as it makes
2. Language of communication
Communication us the transfer of a message from A to B consequently
their main concern are with medium, channel, transmitter, receiver, noise
and feedback for these are all term relating to this process of a sending
message by (Jhon Fiske 2002: 39)
Communications is powerful: its bring components to our side or
scatters our rivals, reassures or alerts children, and forges consensus or
battle lines between us. (Lary, Richard and Edwin 2009:14)
Communications is the use of moralistic judgedments that imply
wrongness or badness on the part of people who dont act in harmony with
far values. (Marshall 2003: 15)
3. Voice
Voice is sound uttered by the mouth, especially that uttered by human
beings in speech or song; sound is uttered considering of processing some
special quality or character; as, the human voice; a pleasant voice; a low
voice.
Voice, in this sense, is product by vibration of vocal codas in the
larynx (illus, of larynx) which act upon the air, not in the manner of the strings
of a stringed instrument, but as pair of membranous tongues, or reeds, which
being continually brought together again by their own elasticity and muscular
tension, break the breath currents into series of puffs, or pulses, sufficiently
rapid to cause the sensation of tone. The power, or loudness, of such a tone
depends on the force of the separate pulses, and this is determined by the
pressure of the expire air, together with the resistance on the part of the vocal
cords which is continually over come. Its pitch deep ends on the number of a
[e] rail pulses within a given time, that is, on the rapidity of their succession.
mode
of
inquiry
and
discovery
in
science,
philosophy,
and
art.
(http://en.wikipedia.org/wiki/Structure)
Grammatical structure is very precise about it is use of grammatical
terminology; (Bernard, 2006:19). Structure is something that is made up of
different parts each part has a purpose, (Bobbie, 2009:4). Point out that the
sentences structure in the integrate part of language use in other words the
knowledge of grammatical structure should be mastered by the students in order
to be component in communicative skills.
C. Teaching structure
1. Some recommended technique
When we talk about language we must remember anythings about the
speaking and method of language teaching. So is better to stated by writing
about the concepts of language teaching process some factor which support
them.
In this chapter, the writer are supplied by some factor, namely, curriculum
materials, resource, facilities, strategies, method technique, and the like;
according to the Joseph (2007) definition on approach as follows:
Structure approach developed as the result of extensive researches
held in the area of language teaching by the structure list linguistic that were
predominantly interest in the foreign language teaching method (Joshep,
2005:57). And then Simpson adds (2000:37) applied the MI-inspired approach
an English composition class through series activities.
The approach is intended to help students acquire, as opposed to
learn, a new language so that they will be able to understand and speak it
automatically and fluently (Deborah and Terry, 2006:37). The second
terminology is method: Deborah and Terry definition as follow.
Variety of labels such as approach, design method, practice,
principles procedures, strategies, tactics, techniques, and so on are used to
describe various elements constituting language teaching (B. Kumaravadivela,
2005:83).
Method is central to any language teaching enterprise, many of us in the
language teaching profession use the term, method, so much and so offend
that we seldom recognize its problematic nature (B. Kumaravadivela,
2005:83)
10
From the quotation about it is clear that the method that have been
used by teacher are not only one method. That always attempt to find new
method so that recently we have already known so many kinds of method.
2. Technique for teaching structure
Technique is appropriate for introducing new contact and involves explanation
including relevant examples followed by opportunities for practice and instructors
feedback (Borich, 2000)
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Interrogative sentence
e.g.: is the girl beautiful?
c. adverb
Affirmative sentence
e.g.: Wati is in her school (adverb of place)
Negative sentence
e.g.: Wati is not successfully (adverb of manner)
Interrogative sentence
e.g.: is Wati in the morning (adverb of time) etc.
2. Verbal
Verbal sentence is the reverse of nominal one that predicates verbal
sentence whose verb category. It has significance role in forming sentence that
refers and emerge two positions such as subject and object/complement also
verb divided into two parts as regular and irregular verbs. So the examples of
verbal sentence in present tense as follow:
Affinitive sentence
e.g.: - Andi reads news every morning
Negative sentence
e.g.: Andi does not read news every morning
Interrogative sentence
e.g.: does Andi read news every morning?
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F. Passive voice
Passive voice is one the most important type of voice alternations attested
across language (Huddleston and Pullam in Annica, 2008: 240)
The passive voice is a grammatical construction (a "voice") in which the
subject of a sentence or clause denotes the recipient of the action rather than the
performer (http://en.wikipedia.org/wiki/English_passive_voice)
The agent is very often not mentioned. When it is mentioned it is preceded by
by and placed at the end of the clause:
This tree is planted by many grandfathers
The formula of passive voice in simple present tense:
S+to be+VIII (Past Participle).
1. Form of passive voice
According to Akhlis and Sosiowati (2000:). Form of passive voice is the
same for all of the tenses. So auxiliary verb to be has to depend on the subject
used in the sentences, but the form of been and being is not frequently used.
To change of an active into passive, there are some mechanisms applied:
a.
b.
c.
d.
e.
15
16
Active verbs are usually more effective because they are simple and
more direct (Hacker, 2000: 241).
In teaching passive voice, we do not separate the rule of role that is
tenses, it is easier to change the active voice to the passive voice, and the
object in passive voice becomes subject ion active voice
e.g.: I study English
English is study by me
(active)
(passive)
G. Theoretical framework
Languages that already have grammatical structure create new structure and
often do so in similar ways. For example, grammatical structure can grow out of
lexical items, and the same lexical items often give birth to the same grammatical
structure across various unrelated languages (T. Givon and Bertram, 2002 :343).
It has been perceived that languages tend to be organized around grammatical
categories such as noun and verb, nominative and accusative, or present and past,
though, importantly, not exclusively So
17
CHAPTER III
RESERCH METHODOLOGY
A. Method of research
Arikunto (2006) stated that if the researcher wants to know that, how, how
many, and how long thing it is categorizes to the descriptive research.
Therefore, method of research used in this investigation is a descriptive
method because this study has only one variable and to answer of the statement
of the problem about what is the difficulties of using passive voice of simple
present tense for second year or SMA IT Dompu in academic year 2010/2011?.
The function of the method is very important because the success of the failure of
research highly depend on the method applied.
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has been presented previously the subject of the study of the second year students
of SMA IT Dompu in academic year 2010/2011, in this case, the writer will take
185 students as population of study which is divided 5 classes. According to
Arikunto (2006: 131). A sample is a small proportion of a population selected for
observation and analysis. In selecting sample, the writer uses random sampling
where the writer may take 1 into 15% or 20% to 25% if the populations more
than 100 students and the writer will take whole the population if the population
less than 100 students it is better to take the entire the population, Arikunto 2006:
131) Based on the elaboration above, the population in this study is all of the
second year students of SMA IT Dompu in academic year 2010/2011 which
consist of 5 classes. The second year students of SMA IT Dompu in academic
year 2010/2011 are 185 students, so the writer took 15% of population. So the
sample of this study is 28 students. The sampling technique used in this study
was random technique.
\
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Class
Sample
Number of Students
II IPA 1
30 x 15%
II IPA 2
28 x 15%
II IPS 1
42 x 15%
II IPS 2
42 x 15%
II IPS 3
43 x 15%
185
28
Total
C. Research instrument
From the meaning, the instrument is a tool used to do something. While
research has the meaning of the examination, investigation, gathering,
processing, analysis and presentation of data in a systematic and objective. The
instruments are all of the tools used to collect, examine, investigate a problem, or
collect, process, analyze and present data systematically and objectively with the
aim of solving a problem or testing a hypothesis (KBBI depdiknas: 2001)
In conclusion, the test the number of stimuli which must be answered to
measure achievement of someone in this case the Ability of the students in using
passive voice of simple present tense,
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CHAPTER IV
RESEARCH FINDING AND DISCUSISON
A. Finding
This chapter consists of data obtained, they are put on the table, the first table
is the list of students' raw score, the second table is the number of students in
various positions in their group, and the third table is the percentage of students'
score and predicate of their group.
Score
Classification
55
Fair
40
Poor
65
Fair
80
Good
35
Very poor
75
Fairly poor
65
Fair
40
Poor
80
Good
Number
23
10
55
Poor
11
35
Very poor
12
60
fair
13
75
Fairly good
14
45
Poor
15
40
Poor
16
50
Poor
17
85
Good
18
65
Fair
19
50
Good
20
75
Fairly good
21
35
Very poor
22
35
Very poor
23
60
Fairly good
24
55
Fair
25
75
Fairly good
26
60
Fair
27
55
Poor
28
50
Poor
Total
1595
Mean score
56,95
24
M=X
N
M=1595
28
=56.96
The ability of using passive voice of the second year students of SMA IT
Dompu can be judged by seeing their raw score, means, and their classification in
the above table (table 01) and in the following table (table 02)
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Score Range
Number of Students
Classified
1.
96-100
Excellent
2.
86-95
Very good
3.
76-85
Good
4.
66-75
Fairly good
5.
56-65
Fair
6.
36-55
Poor
7.
0-35
Very poor
Total
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Score Range
Number of Students
Percentage
Classified
1.
96-100
0%
Excellent
2.
86-95
0%
Very good
3.
76-85
10.71%
good
4.
66-75
17.86%
Fairly good
5.
56-65
25%
Fair
6.
36-55
32.14%
Poor
7.
0-35
14.29%
Very poor
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Total
28
100%
Table 03 above shows the percentage of students score and the prediction in
their group. It is clearly shown no students (0%) got score which is categorized as
excellent or very good. Further there can be found 3 students (10.71%) got good
score, 5 students (17.86%) got fairly good score, 7 students (25%) got fair, 9
students (32.14%) got poor, 4 students (14.29%) got very poor.
B. Discussion
Based on the research question stated in chapter 1what is the level of the
second year students of SMA IT Dompu in ability in using the passive voice 0o9f
the simple present tense? The writer consulted the finding of data obtained.
The sample was 28 students of second year students of SMA IT Dompu. They
were given the test to see their ability to use passive voice in the simple present
tense. The test there was only one type of test given to students, it was in form of
multiple choice which consisted of 20 items and each item has 4 options. Each
item score 5, so the possible highest score is 100 and the lowest 0.
Referring to the data above, the sample has various individual ability. This
can proved by looking at the students raw and mean scores in the table 01, then
27
their percentage in group of qualification in table 03,. It can be judged that the
second year students 0f SMA IT Dompu are still lack of ability in using passive
voice of the simple present tense.
The logical reason that can be seen here is the fact that; table 03 shown the
percentage of students score and the prediction in their group. It is clearly shown
no students (0%) got score which categorized as excellent or very good. Further
there can be found 3 students (10.71%) got good score, 5 students (17.86%) got
fairly good score, 7 students (25%) got fair, 9 students (32.14%) got poor, 4
students (14.29%) got very poor.
28
CHAPTER V
CONCLUSION AND SUGGESTION
Base on the discussion of the data obtained at the previous chapter. The writer
put forward conclusion and suggestions follows:
A. Conclusion
Based on the result of the research it is consulted that the second year students
of SMA IT Dompu have both median and law ability to use passive voice of the
simple present tense. This can be proved by the percentage of students score. It is
clearly shown no students (0%) got score which categorized as excellent or very
good. Further there can be found 3 students (10.71%) got good score, 5 students
(17.86%) got fairly good score, 7 students (25%) got fair, 9 students (32.14%) got
poor, 4 students (14.29%) got very poor. In conclusion, based on the mean score
obtained (56.95), the ability of second year students of SMA IT Dompu in
academic year 2010/2011 in using passive voice is categorized as fair.
B. Suggestion
To overcome that students ability in using passive voice of the simple present
tense, the research presents the following suggestion that should taken into account
I.e.:
1.
The English teacher of SMA IT Dompu should develop their students ability
in understanding grammar and passive voice of the simple present tense
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BIBLIOGRAPHY
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