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THE STUDENTS ABILITY IN USING PASSIVE VOICE OF THE

SIMPLE PRESENT TENSE: A CASE STUDY AT THE


SECOND YEAR STUDENTS OF SMA IT DOMPU
IN ACADEMIC YEAR 2010/2011
A PROPOSAL

A THESIS

Presented as Partial Fulfillment of the Requirement for the Degree of Sarjana


Pendidikan at the Faculty of Education for Language and Arts
IKIP Mataram

By
IRFAN SUSANTO
07411233

FACULTY OF EDUCATION FOR LANGUAGE AND ART


MATARAM INSTITUTE OF TEACHER TRAINING
AND EDUCATION
2010/2011

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

The Lecturer of English Education Program,


Faculty of Education for Language and Art
2. M. Asrul Hasby,S. Pd

The Lecturer of English Education Program,


Faculty of Education for Language and Art
3. Haerozi,M. Hum

The Lecturer of English Education Program,


Faculty of Education for Language and Art

Mataram, ...... May 2011


The Faculty of Education for Language and Art
Mataram Institut of Teacher and Training
Dekan
Dr. I Ketut Warta, MS.
NIP. 195603261985031001

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

(Dr. L. Abdul Khalik, M. Hum)

Second consultant

(M. Asrul Hasby, SS)

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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

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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.

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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?

My deepest gratitude is andressed to Dr. Abdul. Khalid, M. Hum. As the first


consultant and Hasrul Hasby, SS as the second consultant thank so much for their
help, guidence, and correction during the process orf writing this thesis.
My thanks goes to my beloved parents (Ahmad and Halimah) my sister (Ayu
Susmita)and my best friend (Chikmon, Fitri, Arief, Vino, and Ramon). I will never
forget your kindness. I love all.
Finally I realize that this thesis is still far away from perfection, therefore I
will warmly welcome for all advise criticism, and suggetion that can this thesis be
better. The perfection belongs to Allah and be errors that remain are mine. I expect
this thesis will useful for me and also for the readers. Thanks God.
Mataram,

2011

The Writer

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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

CHAPTER II: REVIEW OF RELATED LITERATURE


A. Language.............................................................6
B. English Sentence Structure..................................9
C. Teaching Structure..............................................9

viii

D. simple present tense...........................................12


E. Nominal and Verbal...........................................13
F. Passive Voice.....................................................15
G. Theoritical Fremawork.......................................17
CHAPTER III: RESEARCH METHODOLOGY
A. Method of Research............................................18
B. Population and Sample.......................................18
C. Research Instrument...........................................20
D. Procedures of Data Collection.............................21
E. Tecnique of Data Analysis...................................21
CHAPTER IV: RESEARCH FINDING AND DISCUSSION
A. Finding.................................................................23
B. Discussion............................................................27
CHAPTER V: CONCLUSSION AND SUGGESTION
A. Conclusion............................................................29
B. Suggestion.............................................................29
BIBLIOGRAPHY
APPENDIX

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

component of language that should be taught besides speaking, reading, writing,


and listening as a skill of languages.
One of the problems in learning grammar which is considered difficult by
the learners is how to use the passive voice. The difficulties of using passive
voice can be caused by the different system of the source language and the target
language especially in the patterns and roles of the sentence. Indonesian learners
in learning English as a foreign language particularly in passive voice face many
difficulties due to difference of the linguistic system between Indonesia and
English. In relation to the various problems, the difficulties of the using passive
voice can be anticipated by motivating an intensive teaching to students in
Order to the support them to study hard (James E. Purpura, 2004: 2)
knowledge of grammar was assessed by having students apply rules to language
in some linguistic contexts. It is clear that knowledge of the passive voice can
positively enhance the students to use English grammar effectively in their
communication. (James and Barbara, 2009: 131) Grammatical knowledge
structure of English foreign student is underlines the ability to combine words
and word endings in such ways the communication can be successful.
Considering above problems of English grammar, especially the simple
present tense of passive voice the writer intend to investigate the students ability
in using passive voice of simple present tense by involving the second year of
SMA IT Dompu in academic year 2010/2011.

B. Statement of the study


Based on the above background, the writer is going to answer the research
question as follow:
What are the difficulties of using passive voice of the simple present tense by
students of SMA IT Dompu?

C. Objective of the study


The objective of this study is to describe the degree of the students ability in
using passive voice of the simple present tense for the second year of SMA IT
Dompu in the academic year 2010/2011.

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.

F. Assumption of this study


This research is conducted based on the following assumption:
1. The second year students of SMA IT Dompu have been taught the passive
voice of simple present tense
2. The second year students of SMA IT Dompu have ability in using passive of
simple present tense.

G. Definition of the key terms


In other to avoid misunderstanding and misinterpretation among the
readers concerning with this study, the writer needs some terms to define.
Those terms are following:
1. Ability is aptitude, intelligence or the learned capacity to carry out pre-determined
results often with the minimum outlay of time, energy, or both. In this study, ability

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.

3. Passive voice is a grammatical voice common in many of the world's


languages. Passive is used in a clause whose subject expresses the theme or
patient of the main verb. That is, the subject undergoes an action or has its
state changed (Lambert M Surhone and friends, 2010: 3)

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

poetry, adjudicates as it expresses, creates beauty as it clarifies and serves


multiple needs as it maintain contact.
f. Pashpinder Syal (2008:6) language is arbitrary in the sense that there is no
inherent relations between the words of a language and their meanings of
the ideas conveyed by them except in the case of hieroglyphics, where a
picture of an object many represent the object.
g. And he adds language is primarily made up vocal sounds only produced
by a physiological articulation mechanism in the human body (Pashpinder
Syal 2008:6)

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)

Communications is rooted in views of human nature that have exerted


their influence for several countries (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.

B. English sentences structure


Structure is a fundamental, if intangible, notion referring to the recognition,
observation, nature, and stability of patterns and relationships of entities. From a child's
verbal description of a snowflake, to the detailed scientific analysis of the properties of
magnetic fields, the concept of structure is now often an essential foundation of nearly
every

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)

. Today, thesis left by betterment in which structure teaching suggested


to be used with consideration to technique used that should match the material
to thought. The following is the description of suggested material in the
performance that is fitted by the technique meant:
a. EGRA (exposure generalization reinforcement and application), technique
applicable when the material regarded new and difficult.
b. PGR (practice generalization and reinforcement) technique is applicable
when the material is regarded new and difficult.
3. The definition and purpose of structure text
A language is a socially shared code, a set of arbitrary symbols and
rules that govern the combination of these symbols which are used to convey
ideas, thought, emotions, and intentions (Dimitra Hartas, 2005: 8).
Communication is the broadest of all three terms, encompassing
speech, language and other forms of representing experience, such as facial

11

expressions, gestures, body language, intonation and rate of speech (Dimitra


Hartas, 2005: 8).

D. Simple Present Tense


1. Concept of simple present tense
Simple present tense is for actions which are habits, runtime or are always
true, however, we can sometimes use this tense for actions at the time of
speaking (Alam and Thelma, 2004:18).
2. The pattern of simple present tense form
Simple present tense is used to express the activity that uttered in regular
event and habitual action. So the patterns of simple present sentence in
forming it as follow:
a. Using verb one (infinitive)
b. Adding ending s and as on the third singular person
c. Using do and does auxiliary verbs in forming interrogative sentence
d. Using do not and does not in negative sentence
e. There are three kinds of sentence based on its forms of sentence namely:
Affirmative sentence
Example: - you learn English every day
- Anita learns English every day
Negative sentence
Example : - you do not (dont) learn English every day

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: - Anita does not (doesnt) learn English every day


Interrogative sentences.
Example : - Do you learn English every day?
: -does Anita go to zoo every day?

E. Nominal and verb


1. Nominal sentence
Nominal sentence is pattern of sentence which predicates universal words
as noun, adjective, adverb, personal name, profession etc. Nominal is similar
as verbal sentence which consists of 16 tense pattern (Elan Dwi Winarno,
2008:83). The example of word categories above namely:
a. Affirmative sentence
e.g.: and is a student
Negative sentence
e.g.: and is not a student
Interrogative sentence
e.g.: is Andi a student?
b. adjective
Affirmative sentence
e.g.: the girl is beautiful
Negative sentence
e.g.: the girl is not beautiful

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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.

The sentences must have object or transitive verb

b.

The object of passive voice must be the subject in passive

c.

The subject in active voice as an object in passive voice with by

d.

The verb in used be + verb III

e.

Sentence structure is depending on tense

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2. Usage of passive voice


The usage of passive voice is an optimal transformation operation that
converts underlying active sentences into the passive voice. Here some
corresponding active and passive sentences:
Active: he learns karate all the time.
There is one important restriction on the application of the passive
transformation rule; the noun phrase in complement must function as an
object, not as predicate nominal.
Use passive voice so that you can use a single subject for two verbs (in
bold). For example:
Active: The legal community had anticipated the ruling for years.
Therefore, the ruling raised nary an eyebrow.
Passive: This ruling had been anticipated for years and therefore raised
nary an eyebrow.
Passive voice has a place in carefully crafted prose when you why we are
using it (Margaret Elizabeth, 2003:322)
3. How to teach passive voice
In the teaching of language structure a deductive strategy dominant of the
traditional teaching and inductive strategy leads the communication teaching.
Yet, the traditional teaching also often uses the deductive presentation but is
still difference from the communicative way because the traditional leads to
be the form or structure oriented as the end of teaching.

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)

I is subject in active but me is object in passive. And do not forget to be


should be change in passive voice else.

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.

B. Population and Sample


In this part, the writer describes about the population and sample. The term
of population in the language and research refers to the entire groups of
persons, things, or event that share at least one common trait. (Arikunto,
2006:131). Population of this research in the second year students of SMA IT
Dompu in the academic year 2010/2011, which consist of 5 classes and there are
185 students.
Sample is a smaller number of observations taken from the total number
making up the given population. It is means selecting a given definite number of
subjects as that representative of the population to avoid miss interpretation. As

18

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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The table of population and sample of the study


Population
No

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,

20

In this research, an objective model test (MT) is applied to measure the


students ability in using the simple present tense of passive voice at SMA IT
Dompu in academic year 2010/2011. The tests consist of 20 questions and the
time allocated for this test is 45 minutes.
The objective test was scored 5 for the right answer and zero for the wrong
answer, thus if the students have had the answer all the items correctly, they
would have got 100 as the highest score or vice versa

D. Procedure of Data Collection


In collecting data the researcher applied the following activities:
The researcher gave the test to the students and clarified how to do the test. The
students were asked to do the test without asking any help from their friends.
The students were given 45 minutes to finish the model tests. The
researcher collected and checked all answer sheets to know the students ability in
using passive voice of simple present tense in English.

E. Technique of Data Analysis


In this study, the writer used descriptive method from the objective test and
then analysis by using score mean analysis to find out the students ability. The
result of test was tabulated to find out the means score by applying the equation
follows:

21

: Mean score of students

: The total score of students

: The total number of the students


(Suharsimi Arikunto, 2006: 371)

The classification on students ability is based on students score


1. (96-100) is classified a excellent
2. (86-95) is classified as very good
3. (76-85) is classified as good
4. (66-75) is classified as fairly good
5. (56-65) is classified as fair
6. (36-55) is classified as poor
7. (0-35) is classified as very poor
Fairly good to very poor levels are classified as low, excellent to good score
levels are classified as high.
From the classification score above the writer was took of the result
value of classroom action research, from there the writer knew the ability of
students to finish the test model.

22

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.

Table 01. The raw and the mean score of students


Students'

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

Furthermore, the ability of students can be determined by how often they


practice to write and use the passive voice of the simple present tense a day for
sake of their need of daily conversation. Students who always use tom speak or
write English and include the passive voice of simple present tense will usually
have good ability to use it.

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)

25

Table 02. The number of students in various classifications


No

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

28

Table 03. The percentage of students score and group prediction


No

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

26

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

29

2. The English teacher is expected to any attention to their students mistakes


especially in using passive voice of the simple present tense.
3. The students are expected to study hard about English Grammar, especially in
using passive voice of simple present tense and they can apply it into their
daily communication.

30

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