TEACHING PASSIVE VOICE OF PRESENT PROGRESSIVE TENSE …
84
TEACHING PASSIVE VOICE OF PRESENT PROGRESSIVE TENSE BY USING COMMUNICATIVE APPROACH An Experimental Study at the Second Year of SMK Islamiyah Ciputat – Tangerang A “Skripsi” Presented to the Faculty of Tarbiyah and Teachers’ Training in a Partial Fulfillment of the Requirements for the Degree of S.Pd. in English Language Education By: Dade Pamungkas NIM. 103014027034 ENGLISH DEPARTMENT TARBIYAH AND TEACHERS’ TRAINING FACULTY STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH JAKARTA 2008
Transcript of TEACHING PASSIVE VOICE OF PRESENT PROGRESSIVE TENSE …
TEACHING PASSIVE VOICE OF PRESENT PROGRESSIVE TENSE BY USING COMMUNICATIVE APPROACH
An Experimental Study at the Second Year
of SMK Islamiyah Ciputat – Tangerang
A “Skripsi” Presented to the Faculty of Tarbiyah and Teachers’ Training
in a Partial Fulfillment of the Requirements for the Degree of S.Pd. in English Language Education
By:
Dade Pamungkas NIM. 103014027034
ENGLISH DEPARTMENT TARBIYAH AND TEACHERS’ TRAINING FACULTY
STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH JAKARTA
2008
TEACHING PASSIVE VOICE OF PRESENT PROGRESSIVE TENSE BY USING COMMUNICATIVE APPROACH
An Experimental Study at the Second Year of SMK Islamiyah Ciputat – Tangerang
A “Skripsi” Presented to the Faculty of Tarbiyah and Teachers’ Training
in a Partial Fulfillment of the Requirements for the Degree of S.Pd. in English Language Education
By:
Dade Pamungkas NIM. 103014027034
Approved by:
Drs. Syauki, M.Pd. NIP. 150 246 289
ENGLISH DEPARTMENT TARBIYAH AND TEACHERS’ TRAINING FACULTY
STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH JAKARTA
2008
ENDORSEMENT SHEET
The examination committee of the faculty of Tarbiya and Teachers Training certifies that the “skripsi” (scientific paper) entitled “Teaching Passive Voice of Present Progressive Tense by Using Communicative Approach (an experimental study at the second year of SMK Islamiyah Ciputat – Tangerang)”, written by Dade Pamungkas, student’s registration number is 103014027034, and was examined by the committee on 26th March 2008, and was declared to have passed and, therefore fulfilled one of the requirements for the academic title of “S.Pd” (Bachelor of Arts) in English Language Education at Department Of English Education. Jakarta, 26 March 2008 Examination committee Chairman : Drs. Nasrun Mahmud, M.Pd. ( ) NIP. 150 041 070 Secretary : Nida Husna, M.Pd. ( ) NIP. 150 326 910 Examiners : 1. Drs. Nasrun Mahmud, M.Pd. ( ) NIP. 150 041 070 2. Drs. A. M. Zaenuri, M.Pd. ( ) NIP. 150 188 512
Acknowledged by: Dean of Tarbiya and Teachers’ Training Faculty
Prof. Dr. Dede Rosyada, MA. NIP. 150 231 356
ACKNOWLEDGEMENT
In the name of Allah, The Beneficent, The Merciful.
All praises be to Allah, The Lord of Worlds, by His helps, guidance, and
blessing finally the writer is able to finish this “skripsi”. Peace and blessing be
upon Muhammad SAW., his descendants, his companions, and his followers.
In this opportunity, the writer would like to express his greatest honor to
his beloved family; his parents H. E. Purkon Ali Sudira and Hj. E. Suprijatin, his
brothers and sisters (Dian Bahari, Dina Mardiana, Dena Juliawitri, S.Ag., Dandi
Wijaya, Dendi Kusumah, and Didah Muharomah) who always give their support
and moral encouragement in finishing his study.
The writer would love to address his thanks and great gratitude to his
advisor Drs. Syauki, M.Pd., for his time, guidance, and valuable helps and
corrections during completing this “skripsi”.
The writer realized that he would have never finished in writing his
“skripsi” without the help of some people around him. Therefore, he would like to
give his gratitude and best appreciation to:
1. Prof. Dr. Dede Rosyada, MA., the Dean of Faculty of Tarbiyah and Teachers’
Training of State Islamic University of Syarif Hidayatullah Jakarta.
2. Drs. Nasrun Mahmud, M.Pd., the Head of English Department and Nida
Husna, M.Pd., the Secretary of English Education Department.
3. All lecturers in English Department who always give their motivation and
valuable knowledge during his study at State Islamic University of Syarif
Hidayatullah Jakarta.
4. The librarians of main and faculty library who had let him to overview the
references which are required.
5. Drs. Mas’ud, the head of “SMK Islamiyah Ciputat – Tangerang” and Drs.
Dedi, the second year English teacher of “SMK Islamiyah Ciputat –
Tangerang” who had sincerely spent their spare time and offered much help
in collecting the data that the writer needed.
6. All of his classmates in class C and friends in class A and B who had shared
the time and experience together.
7. His beloved person, Elis Fadliyah, who always supports and guides him by all
means.
8. All of his friends in “Keluarga Mahasiswa Islam Karawang (KMIK) Jakarta”
who motivate him by having a nice friendship.
9. His friends in his boarding house, they are Erfan, Agin, Ronal, Togar, Nana,
Ujang, Ulum, and others that he may not be able to mention them one by one.
10. The second year students of “SMK Islamiyah Ciputat – Tangerang”,
especially class 2 Ak I and 2 Ak II who had given their best attention and
participation during gaining the data.
The words are not enough to say much appreciation for their help and
contribution in finishing this “skripsi”. May Allah SWT guides and gives you the
happiness throughout your life. May Allah, The Almighty, bless them all.
Jakarta, February 2008
The writer
TABLE OF CONTENTS
ACKNOWLEDGEMENT ……………………………………………………………... i
TABLE OF CONTENTS ……………………………………………………………... iii
LIST OF TABLES ……………………………………………………………... v
CHAPTER I INTRODUCTION
A. The Background of Study ……………………………..
B. The Limitation and the Formulation of Problem ……...
C. The Objective of Study ………………………………..
D. The Method of Study ………………………………….
E. The Hypothesis of Study ………………………………
F. The Organization of Study …………………………….
1
3
3
4
4
4
CHAPTER II THEORETICAL FRAMEWORK
A. Passive Voice of Present Progressive Tense …………..
1. The Understanding of Passive Voice ……………..
2. The Understanding of Present Progressive Tense ...
3. The Passive Voice of Present Progressive Tense …
B. Communicative Approach …………………………….
1. The Understanding of Communicative Approach ..
2. The Communicative Competence ………………...
3. The Characteristics and Features of
Communicative Approach ………………………..
C. Audio-Lingual Method
………………………………...
1. The Understanding of Audio-Lingual Method …...
2. The Objective of Audio-Lingual Method ………...
3. The Characteristics and Features of Audio-Lingual
Method ……………………………………………
D. Teaching Passive Voice of Present Progressive Tense
by Using Communicative Approach …………………..
6
6
9
10
13
14
16
18
20
20
21
23
24
CHAPTER III RESEARCH METHODOLOGY AND FINDING
A. Research Methodology ………………………………...
1. The Subject of Research …………………………...
2. The Place and Time ………………………………..
3. The Population and Sample
………………………..
4. The Instrument of Research ……………………….
5. The Teaching Procedures ………………………….
6. The Technique of Data Collecting ………………...
7. The Technique of Data Analysis …………………..
B. Research Findings ……………………………………..
1. The Description of Data …………………………...
2. The Analysis of Data ………………………………
3. The Hypothesis Testing ……………………………
4. The Interpretation of Data …………………………
30
30
30
30
31
31
32
33
34
34
35
39
39
CHAPTER IV CONCLUSION AND SUGGESTION
A. Conclusion ……………………………………………..
B. Suggestion ……………………………………………..
41
41
BIBLIOGRAPHY
APPENDIX
...............................................................................................
...............................................................................................
42
43
LIST OF TABLES
3.1 The Test Score of The Experiment Class ……………………………….. 34
3.2 The Test Score of The Controlled Class ………………………………... 35
CHAPTER I
INTRODUCTION
A. The Background of Study
The English language is the prominent international language which
has significant role in the various fields in Indonesia, for instance, in
education, economy, science, politic, technology, etc. Because of its
significant effect, English becomes a compulsory subject needs to be learnt by
the students in every level of formal education started from elementary school,
even it is introduced informally to the earlier level (play group or
kindergarten), up to the university level. Moreover, there are big amount of
informal institutions that provide an extra class for those who want to learn
more English. This indicates that English is very important to be studied in
order, for example, to have well communication in English whether spoken or
written and to get more update knowledge which particularly they are almost
in English.
Mastering English means mastering its skills; they are Listening,
Speaking, Reading, and Writing. To support mastering the four language skills
the learners obviously should have well understanding of English sub-skills,
they are vocabulary, pronunciation, and grammar as a core of having
structured English in communication and comprehension. As Penny Ur states
that “There is no doubt that a knowledge – implicit or explicit – of
grammatical rules is essential for the mastery of a language”.1
Every sub-skill has particular function and, here, grammar works in
arranging and formulating a structure. Grammar is a set of rules that defines
how words (of parts of words) are combined or changed to form acceptable
1 Penny Ur, Grammar Practice Activities; a Practical Guide for Teachers, (Cambridge:
Cambridge University Press, 1992), p. 4.
units of meaning within a language.2 Grammar has wide scope and one of its
units discusses about passive voice.
Passive voice is generally introduced firstly in Junior High School. It
aims for the students to have various kinds of sentence while, for instance,
they are learning an active voice. Passive voice is quite difficult to be
understood because of its rule and formula which are dissimilar with active
voice. Therefore, it needs special attention when the students study this
material.
To be successful in giving the material to the students, it requires an
appropriate way or it is called by method. A method, on the other hand, is a
set of procedures, i.e., a system that spells out rather precisely how to teach
language.3 Having good method is not only oriented to achieve the students’
recognition toward their teacher’s explanation, but also is aimed to create the
understanding for them, thus, they may be able at least to use the material
given in arranging a simple sentence whether it is spoken or written. William
F. Mackey notes that “The method used has often been said to be the cause of
success or failure in language; for it is ultimately the method that determines
the what and the how of language interaction”.4
There are various methods provide different teaching manners in order
to fulfill the underlying necessities. One of method that synchronizes with the
current curriculum in Indonesia is Communicative Language Teaching or
Communicative Approach. The formal education institutions in Indonesia that
employ the Communicative Approach perhaps have the reason, it is that the
students are expected to be more active and creative particularly in studying
English. As Freeman mentions about the motive of using the Communicative
Approach that “… students will be more motivated to study a foreign
2 Penny Ur, a Course in Language Teaching, (Cambridge: Cambridge University Press,
1996), p. 87. 3 Marianne Celce-Murcia, Teaching English as a Second or Foreign Language, (Boston:
Heinle & Heinle Publishers, 1991), second edition, p. 5. 4 William F. Mackey, Language Teaching Analysis, (London: Longman, 1966), p. 138.
language since they will feel they are learning to do something useful with the
language they study”.5
Based on the previous ideas, the writer tries to implement the
Communicative Approach in teaching the passive voice of present progressive
tense especially to the second year students of “SMK Islamiyah Ciputat –
Tangerang”. Passive voice is chosen in order it seems difficult to be mastered
for its complexity of guideline and formula. A chosen tense for passive voice
here is present progressive tense. It aims the research study will not too broad
and present progressive tense expresses events or actions in progress.
Therefore, the students will easily find the examples from their nearest
environment. The recent method which is being used in every single teaching
there, it is applied Audio Lingual Method, will be compared for both
significance and effectiveness.
B. The Limitation and the Formulation of Problem
1. The Limitation
This study limits the subject matter in teaching Passive Voice of
Present Progressive Tense by using Communicative Approach in the
second year students of “SMK Islamiyah Ciputat – Tangerang”.
2. The Formulation
Based on the preceding discussion, the writer would like to
formulize the problem that is whether teaching Passive Voice of Present
Progressive Tense by using Communicative Approach is more effective
than using Audio Lingual Method.
C. The Objective of Study
Here are the objectives of study, they are:
5 Diane Larsen-Freeman, Techniques and Principles in Language Teaching, (New York:
Oxford University Press, 1986), p. 133.
1. To contrast the significant difference of results in teaching Passive Voice
of Present Progressive Tense by using Communicative Approach and
Audio-Lingual Method.
2. To find out the effectiveness of using Communicative Approach in
teaching Passive Voice of Present Progressive Tense.
D. The Method of Study
In gaining good data, the writer obtains the method of study by using
field research. The field research is done by conducting an experiment at two
classes using different methods of teaching. The first class or experiment
class, the writer employs the teaching by using Communicative Approach.
Then, another class or controlled class, the writer applies the teaching by using
Audio-Lingual Method. The writer gives the pre-test to make the population
becomes homogenous before he does the teaching of passive voice of present
progressive tense. And, finally, the writer presents the post-test to inform the
significance differences of results after the lesson is finished.
E. The Hypothesis of Study
1. Alternative Hypothesis (Ha)
There is a significant difference of the students’ results between
using Communicative Approach and using Audio-Lingual Method in
teaching passive voice of present progressive tense.
2. Null Hypothesis (Ho)
There is no a significant difference the students’ results between
using Communicative Approach and using Audio-Lingual Method in
teaching passive voice of present progressive tense.
F. The Organization of Study
To facilitate the discussion and presentation, the organization of this
writing is divided into four chapters. Chapter One is an Introduction that
consists of the Background of Study, the Limitation and the Formulation of
Problem, the Objective of Study, the Method of Study, the Hypothesis of
Study, and the Organization of Study.
Chapter Two explains the Theoretical Framework that consists of
Passive Voice of Present Progressive Tense, Communicative Approach,
Audio-Lingual Method, and Teaching Passive Voice of Present Progressive
Tense by Using Communicative Approach. Moreover, Passive Voice of
Present Progressive Tense includes the understanding of passive voice, present
progressive tense, and passive voice of present progressive tense.
Communicative Approach includes the understanding, communicative
competence, and the characteristics and features of using Communicative
Approach. Audio-Lingual method involves its understanding, objectives, and
characteristics and features.
Chapter Three conveys about the Research Methodology and Finding.
Research Methodology involves the subject of research, the place and time,
the population and sample, the instrument of research, the teaching
procedures, the technique of data collecting, and the technique of data
analysis. Then, Research Finding involves the description of data, the analysis
of test, the testing of hypothesis, and the interpretation of data.
Finally, the last chapter or Chapter Four is about the Conclusion and
Suggestion. They are core review of previous discussion in this paper and
some suggestions may be useful, especially, for the English teachers in “SMK
Islamiyah Ciputat – Tangerang”, and the readers in general.
CHAPTER II
THEORETICAL FRAMEWORK
G. Passive Voice of Present Progressive Tense
1. The Understanding of Passive Voice
As a two-sided coin, passive voice is the opposite of active voice in
sentence pattern. Both show different understanding and function and have
dissimilar rule in use. In case of this research, there will be only passive
voice is explained more rather than one.
Some linguists have already tried to have comprehensive view
about passive voice, and H. Sweet is the one of those whom has done it.
He states, “The passive voice is … a grammatical device for (a) bringing
the object of a transitive verb into prominence by making it the subject of
the sentence, and (b) getting rid of the necessity of naming the subject of a
transitive verb”.6 Another idea belongs to Warriner, it is “A verb is said to
be in the active voice when it expresses an action performed by its
subject”.7
Sentence does, at least, contain of a subject and a verb. Based on
the explanation above, a sentence which has no object, or it is usually
named intransitive, will not be able to be turned into passive voice. This
occurs because in passive sentence, its subject is derived from the object of
active sentence. As what Azar writes, “In the passive, the object of an
active verb becomes the subject of the passive verb”.8
According to Marcella Frank about passive voice that “… the same
action is referred to indirectly; that is, the original ‘receiver’ of the action
6 Ljiljana Mihailovic, “Some Observations on the Use of the Passive Voice”, in W. L. Darley
(ed.), English Language Teaching, (Plaistow: Oxford University Press, 1963), vol. XVII No. 2, p. 77.
7 John E. Warriner, English Grammar and Composition, (New York: Harcout Brain
Jovanovich Publisher, 1982), p. 166. 8 Betty Schrampfer Azar, Understanding and Using English Grammar, (New Jersey:
Prentice-Hall, 1989), second edition, p. 120.
is the grammatical subject, and the original ‘doer’ of the action is the
grammatical object of the preposition by”.9 Here, she illustrates the subject
by naming original doer and the object refers to original receiver. Also, it
is used a preposition by to clear what things to be the object.
As it has been demonstrated in the beginning, passive voice has
certain function in its usage. Martin Parrot says “We choose passive
constructions to avoid very long subjects – a passive construction allows
us to put a long and/or complex phrase at the end of a clause where it is
easier to understand than at the beginning”.10
Then, another is simply addressed by Marcella Frank, “The passive
voice is preferred when the “doer” of an action (or, the agent) is
unimportant or unknown”.11 In line with hers, Menachem B. Dagut tells
that “… the passive in English is primarily used to enable the
speaker/writer to describe an action or event, without being obliged to
specify the doer or cause of the action or event”.12
Furthermore, in detail of its general use, Martin Parrot implies as
follows:
a. to describe processes The beans are picked in late summer and are left to dry in the sun.
b. to introduce evidence, argument, or opinion It is sometimes argued that …
c. to avoid the implication of personal involvement or responsibility The vase got broken, Mum.
d. with certain verbs – verbs we use when the person who did the action is generally unimportant He is alleged to be in sanatorium.13
9 Marcella Frank, Modern English; a practical reference guide, (New Jersey: Prentice Hall,
1972), p. 55. 10 Martin Parrot, Grammar for English Language Teachers, (Cambridge: Cambridge
University Press, 2000), p. 288. 11 Frank, Modern English; part I, (New Jersey: Prentice Hall, 1972), p. 67. 12 Menachem B. Dagut, “a Teaching Grammar of the Passive Voice in English”, in Bertil
Malmberg and Gerhard Nickel (eds.), International Review of Applied Linguistics in Language Teaching, (Hemsbach: Beltz Offsetdruck, 1985), p. 5.
13 Parrot, Grammar for ..., p. 288 – 289.
It may be illustrated for the summary of passive voice’s usage
shown by Patrick Kameen:
a. use the passive to place a short object and verb before a long subject thus avoiding front-heavy sentences The IRS has been cheated by otherwise honest individuals who feel too large a percentage of their salaries goes for taxes and who believe that the government is wasting their tax dollars.
b. use the “it” or “second passive” form to sound objective or to indicate that there is no absolute proof for the statement It is said that the governor is a high-stakes gambler.
c. use the agentless passive when the agent is well known, unknown, or unimportant Cars are manufactured in Detroit.
d. use the agentless passive to describe technical processes and to report research procedures and results Hydrogen and chlorine were combined, and the resulting chemical reaction was observed
e. use the passive with the by-agent phrase when referring to historically or socially significant works Gone With the Wind was written by Margaret Mitchell. 14
Else, there is a rule must be noticed in forming passive voice.
Dissimilar with active, in producing passive sentence, not all the verbs are
able to be turned into passive. As it has been viewed that only transitive
verbs are able to be changed to passive. But, not all transitive verbs can be
a verb for passive. Michael Swan has told that “Some transitive verbs
cannot be used in the passive, at least in certain of their meanings. Most of
these are “stative” verbs (verbs which refer to states, not actions, and
which often have no progressive forms). Examples are: They have a nice
house. (But not: A nice house is had …)”.15
Moreover, Biber has mentioned the verbs (single word transitive
verbs and single-object prepositional verbs) as follows:
• single word transitive verbs: agree, climb, dare, exclaim, guess, hate, have, hesitate, joke, lack, let, like, love, mind, pretend, quit, reply,
14 Patrick Kameen, “the Passive Voice: it must be spoken for”, in John F. Haskel (ed.),
TESOL NEWSLETTER, (Illinois: Pantagraph Printing, 1983), p. 181. 15 Michael Swan, Practical English Usage, (Oxford: Oxford University Press, 1983), p. 462.
resemble, survive, swear, thank, try, undergo, want, watch, wish, wonder, yell
• single-object prepositional verbs: agree to/with, apologise to/for, belong to, bet on, come across/for, compete with, cope with, correspond to, glance at, laugh about/at, listen to, live like/with, look at/like, participate in, smile at, stay with, talk about/to, wait for/with16
2. The Understanding of Present Progressive Tense
Present progressive tense belongs to the several tenses stand for the
events in progress. This corresponds to what Azar states that “The
progressive tenses give the idea that an action is in progress during a
particular time. The tenses say that an action begins before, is in progress
during, and continues after another time or action”.17
A similar assertion has been made by Patricia K. Werner, it is “The
present continuous tense can describe activities at the moment of speaking,
activities currently in progress, or plans for the future”.18 And here are her
examples to be noticed:
Uses Examples Notes Activities at the Moment of Speaking
I’m doing my homework now. She’s studying at the library.
Activities Currently in Progress
I’m taking math this semester. He’s majoring in Chemistry.
Plans for the Future
We aren’t moving tomorrow. We’re moving on Saturday.
Time expressions often used with the present continuous tense include now, right now, at the moment, today, this week (month, year), these days, currently, nowadays.
Moreover, B. D. Graver argues that “The progressive forms
represent actions or events, viewed at some point between their beginning
and end”.19
16 Douglas Biber, et al., Grammar of Spoken and Written English, (London: Longman, 1999),
p. 481. 17 Azar, Understanding and …, p. 3. 18 Patricia K. Werner, et al., Interactions 2 Grammar, (New York: McGraw-Hill, 2002), p.
11. 19 B. D. Graver, Advanced English Practice, (Oxford: Oxford University Press, 2003), p. 62.
Like other tenses, it is required to have general consideration for
using present progressive tense. Martin Parrot pronounces its usage that
“… to refer to something temporary which has begun and has not finished,
something which is completable and is in the process of being
completed”.20
Furthermore, here are some functions of employing present
progressive tense declared by Michael Swan:
a. The present progressive tense is made with am/are/is + -ing. The commonest use of the present progressive tense is to talk about actions and situations that are already going on at the moment of speaking. Why are you crying? Is something wrong?
b. The present progressive is also used to talk about future happenings. My sister is living at home for the moment.
c. We sometimes use the present progressive in a more general way, to talk about something that may be going on at any time. You look lovely when you are smiling.21
In addition, other perceptions of the usage of present progressive
tense stated by Rosamund Moon, they are “… to indicate that an action
continues to happen before and after a particular time (ex: I’m looking at
the photographs my brother sent me.), and … for an action that continues
to happen before and after another action that interrupts it (ex: The phone
always rings when I’m having a bath.)”.22
3. The Passive Voice of Present Progressive Tense
As they have already been explained, passive voice is a sentence
pattern formed by to be and followed by a past participle and composed by
transitive verbs, while present progressive tense is a tense functions to
express actions or events in progress. If both are fused, there will be a new
20 Parrot, Grammar for …, p. 157. 21 Swan, Practical English …, p. 496-497. 22 Rosamund Moon, et al., Cobuild Student’s Dictionary and Grammar, (London:
HarperCollins Publishers Ltd., 1994), p. 43.
definition that passive voice of present progressive tense is an expression
of present progressive tense in form of passive.
To form the passive voice of the present continuous tense, use am,
is, or are + being + past participle. The passive voice subject determines
whether the verb be is singular or plural.23 In another, a same thought has
been found in Cobuild Student’s Dictionary and Grammar drawn that
“Continuous passive tenses are formed with a form of the auxiliary ‘be’
followed by being and the past participle of a main verb”.24
Active Passive The Soviet Union is sending ships into outer space.
Ships are being sent into outer space.
Present Continuous
Tense Researchers are launching a new rocket today.
A new rocket is being launched today.
Here, there will be a classification of sentence as an example
according to its words composition.
The sentence : The Soviet Union is sending ships into outer space. Subject to be V-ing Object
Analysis : The sentence has Subject (the Soviet Nation), to be + V-ing
(is sending), and Object (ships). Its verb belongs to
present progressive tense and transitive verb because
there is an Object follows. Thus, it may become passive
and it is shown as follows:
The Sentence : Ships are being sent into outer space. Subject to be+V-ing past participle
Analysis : Subject in passive sentence (ships) is derived from Object
of active sentence as shown above. And, Object in
passive is taken from Subject of active sentence. Object
may be involved or not. It is based on the purpose
whether the original doer is important or not to be known.
23 Werner, et al., Interactions 2 …, p. 280-281. 24 Moon, et al., Cobuild Student’s …, p. 85.
Furthermore, as it has been demonstrated, the
transformation of Verb belongs to passive present
progressive tense. It is recognized that the formula is to
be + V-ing + past participle (V3). To be is decided by
Subject whether it is singular first person (I), plural first
person (we), singular second person (you), singular third
person (she, he, it), or plural second person (they).
Subject (ships) is plural third person, therefore it applies
to be as illustrated below:
Singular first person (I) am
Plural first person (we) are
Singular second person (you) are
Singular third person (she, he, it) is
Plural third person (they) are
Therefore, Subject (ships) uses to be “are”.
According to the purposes, sentences can be divided into four sub-
types; declarative, imperative, interrogative, and exclamatory sentence.25
In this occasion, there will be only explained declarative, contains of
affirmative and negative sentence, and interrogative sentence.
a. Affirmative sentence
Subject To be V-ing
Past Participle Object Complement
They lectured by their teacher
-
The apple pies which I like very much
are eaten by my young
brother -
My brother’s black motorcycle repaired a mechanic -
Mary/Anton/She/He is
being
asked by his/her mother
to buy some meals
25 Muhammad Farkhan, an Introduction to Linguistic, (Jakarta: UIN Jakarta Press, 2006), p.
89-90.
b. Negative sentence
Subject To be
Negative Sign V-ing
Past Participle Object Complement
They lectured by their teacher
-
The apple pies which I like very much
are eaten
by my young brother
-
My brother’s black motorcycle
repaired by a mechanic
-
Mary/Anton/ She/He
is
not being
asked by his/her mother
to buy some meals
c. Interrogative sentence
To be Subject V-ing
Past Participle Object Complement
they lectured by their teacher?
-
Are the apple pies which i like very much asked by my young
brother? -
my brother’s black motorcycle repaired by a
mechanic? -
Is Mary/Anton/she/he
being
eaten by his/her mother
to buy some meals?
H. Communicative Approach
There are several methods used in a language teaching. Each method
has different objectives which are formulized according to how the language
and its teaching and learning principles are viewed. A language teaching
principle dynamically will keep on varying since there are more desires to
make a new change in designing the system to address a new language to the
learners. Therefore, there will be no language teaching method is employed
for a long time as a transformation of a method will always be made to
achieve certain needs.
The various language teaching methods which have already created
and been available serve simply to the one whom is linked in an educational
system, for instance a teacher, a syllabus maker, etc., to choose which method
is appropriate to be applied. Even, it is possible not only to select one of
language teaching methods but also to pick more than one of them which will
be applied in the different education level in order to get effectively the certain
goals gained by the language learners.
In this case, to recognize completely the chosen methods to be
implemented in this research, therefore there will be some discussions explain
about Communicative Approach and Audio-Lingual Method.
1. The Understanding of Communicative Approach
Communicative Approach was created to fulfill certain necessities
and to achieve its purposes that those didn’t happen in the preceding time.
Historically, as Scott Thornbury writes, “The development, in the 1970s,
of Communicative Language Teaching (CLT) was motivated by
developments in the new science of sociolinguistics, and the belief that
communicative competence consists of more than simply the knowledge
of the rules of grammar”.26 In addition, “The Communicative Approach
could be said to be the product of educators and linguists who had grown
dissatisfied with the audio-lingual and grammar-translation methods of
foreign language instruction”.27
Communicative Approach which is usually called Communicative
Language Teaching is “An approach to the teaching of second and foreign
languages that emphasizes interaction as both the means and the ultimate
26 Scott Thornbury, How to Teach Grammar, (Edinburgh Gate: Pearson Education Limited,
1999), p. 22. 27 http://www.monografias.com/trabajos18/the-communicative-approach/the-communicative-
approach.shtml (Friday, 3rd of August 2007: 19.14).
goal of learning a language”.28 In line with the initial definition, Jack C.
Richards, John Platt, and Heidi Platt cite that Communicative Approach is
“An approach to foreign or second language teaching which emphasizes
that the goal of language learning is communicative competence”.29
Furthermore, Hymes and Halliday note some ideas about
Communicative Approach, they are:
a. It is assumed that the goal of language teaching is learner ability to communicate in the target language.
b. It is assumed that the content of a language course will include semantic notions and social functions, not just linguistic structure.
c. Classroom materials and activities are often authentic to reflect real-life situations and demands.30
It may be resumed from the reflections above that “Communicative
Language Teaching makes use of real-life situations that necessitate
communication”.31 Real-life situations, here, refer to the actions or events
which the learners experience in their daily life, for instance receiving a
phone, asking direction, etc.
Then, Communicative Approach underlines the use of a language
in language teaching and learning and, as Jack C. Richards and Theodore
S. Rodgers argue that “It stresses the importance of providing learners
with opportunities to use their English for communicative purposes”.32
Michael Canale and Merrill Swain state “A Communicative
Approach … is organized on the basis of communicative functions … that
a given learner or group of learners needs to know and emphasizes the
ways in which particular grammatical forms may be used to express these
28 http://en.wikipedia.org/wiki/Communicative_language_teaching (Friday, 3rd of August
2007: 19.23). 29 http://www.freewebs.com/dzchun/Unit%202.htm (Friday, 3rd of August 2007: 19.41). 30 Celce-Murcia, Teaching English …, p. 8. 31 http://www.monografias …, (Friday, 3rd of August 2007: 19.39). 32 Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language
Teaching, (New York: Cambridge University Press, 1986), p. 66.
functions accurately”.33 Although grammar is not stressed exclusively, it is
concerned how the learners are able to produce a communication with the
correct grammar. Grammar is important, and learners seem to focus best
on grammar when it relates to their communicative needs and
experiences.34 This means there is a special consideration for grammar
lesson in this method and it affiliates to other competencies to work
together.
After having viewed several theories of Communicative Approach,
it may be understood partially of its essence, as it has been asserted by
Marianne Celce-Murcia that “The essence of Communicative Language
Teaching is the engagement of learners in communication in order to allow
them to develop their communicative competence”.35
2. The Communicative Competence
Communicative competence, as shown in the previous discussion,
is the aim of language learning in Communicative Approach. According to
Menachem B. Dagut, communicative competence is “the ability to
communicate both actively, by expression, and passively, by
comprehension, in the foreign language”.36
Meanwhile, as it is found in a website about communicative
competence, it tells that “Communicative competence is a linguistic term
which refers to a learner's L2 ability. It not only refers to a learner's ability
to apply and use grammatical rules, but also to form correct utterances,
and know how to use these utterances appropriately”.37
33 Michael Canale and Merrill Swain, Approaches to Communicative Competence, (30
Orange Grove Road: Seameo Regional Language Centre, 1980), occasional papers no. 14, p. 2. 34 Celce-Murcia, Teaching English …, third edition, p. 25. 35 Celce-Murcia, Teaching English …, p. 27. 36 Dagut, “a Teaching …, p. 2. 37 http://en.wikipedia.org/wiki/Communicative_competence (Friday, 3rd of August 2007:
19.56).
From both references, it is obvious that communicative
competence means the learners ability to use language in their
communication regarding to its utterances and use of structures.
Communicative competence involves being able to use the
language appropriate to a given social context.38 Also, as cited by Scott
Thornbury, “Communicative competence involves knowing how to use
the grammar and vocabulary of the language to achieve communicative
goals and knowing how to do this in a socially appropriate way”.39
Therefore, Diane Larsen-Freeman suggests that to accomplish those, “…
students need knowledge of the linguistic forms, meanings, and
functions”.40
Canale and Swain (1980) in Approach and Methods in Language
Teaching written by Jack C. Richards and Theodore S. Rodgers mention
that there are four dimensions to identify communicative competence as
follows:
… four dimensions of communicative competence are identified: grammatical competence, sociolinguistic competence, discourse competence, and strategic competence. Grammatical competence refers to what Chomsky calls linguistic competence and what Hymes intends by what is “formally possible.” It is the domain of grammatical and lexical capacity. Sociolinguistic competence refers to an understanding of the social context in which communication takes place, including role relationships, the shared information of the participants, and the communicative purpose for their interaction. Discourse competence refers to the interpretation of individual message elements in terms of their interconnectedness and how meaning is represented in relationship to the entire discourse or text. Strategic competence refers to the coping strategies that communicators employ to initiate, terminate, maintain, repair, and redirect communication.41
38 Diane Larsen-Freeman, Techniques and Principles in Language Teaching, (Oxford:
Oxford University Press, 1986), p. 131. 39 Thornbury, How to …, p. 18. 40 Larsen-Freeman, Techniques and …, p. 131. 41 Richards and Rodgers, Approaches and …, p. 71.
The previous explanation tells how communicative competence,
which is interpreted in every single term, is classified. Furthermore,
another comprehensive classification, as found in website, refers to:
a. Grammatical competence: is the degree to which the language user has mastered the linguistic code, including vocabulary, grammar, pronunciation, spelling, and word formation.
b. Sociolinguistic competence: is the extent to which utterances can be used or understood appropriately in various social contexts. It includes knowledge of speech acts such as persuading, apologizing, and describing.
c. Discourse competence: is the ability to combine ideas to achieve cohesion in form and coherence in thought, above the level of the single sentence.
d. Strategic competence: is the ability to use strategies like gestures or “talking around” an unknown word in order to overcome limitation in language knowledge.42
Finally, it is clear that in learning a language, the learners need not
only knowledge of structures and vocabularies, but also they require to
know how the language elements work together when the learners try to
produce a well communication as an achievement of communicative
competence.
3. The Characteristics and Features of Communicative Approach
Communicative Approach, like another language teaching method,
has some characteristics which can distinguish it from others. William
Littlewood notes that “One of the most characteristic features of
communicative language teaching is that it pays systematic attention to
functional as well as structural aspects of language, combining these into a
more fully communicative view”.43
42 http://www.freewebs.com/dzchun/Unit%202.htm (Friday, 3rd of August 2007: 19.33). 43 William Littlewood, Communicative Language Teaching, (Cambridge: Cambridge
University Press, 1998), p. 1.
In line with his opinion, Diane Larsen-Freeman asserts that “The
most obvious characteristic of the Communicative Approach is that almost
everything that is done is done with a communicative intent”.44
Based on both statements, it may be concluded that the
characteristic of Communicative Approach is obviously stressed on how
language is given and produced communicatively.
Then, features are also available in Communicative Approach.
Marianne Celce-Murcia asserts that “… one of the features of the
Communicative Approach is that students be given a choice of how they
wish to express themselves”.45
The similar assertions come from David Nunan. He mentions some
features of Communicative Approach, they are:
a. An emphasis on learning to communicate through interaction in the target language.
b. The introduction of authentic texts into the learning situation. c. The provision of opportunities for learners to focus, not only on
language but also on the learning process itself. d. An enhancement of the learner’s own personal experiences as
important contributing elements to classroom learning. e. An attempt to link classroom language learning with language
activities outside the classroom.
The more clear features, as Finocchiaro and Brumfit point out, are:
a. Meaning is paramount. b. Dialogs, if used, center around communicative functions and are not
normally memorized. c. Contextualization is a basic promise. d. Language learning is learning to communicate. e. Effective communication is sought. f. Drilling may occur, but peripherally. g. Comprehensible pronunciation is sought. h. Any device which helps the learners is accepted – varying according to
their age, interest, etc. i. Attempts to communicate may be encouraged from the very beginning. j. Judicious use of native language is accepted where feasible. k. Translation may be used where students need or benefit from it.
44 Larsen-Freeman, Techniques and …, p. 132. 45 Celce-Murcia, Teaching English …, p.294.
l. Reading and writing can start from the first day, if desired. m. The target linguistic system will be learned best through the process of
struggling to communicate. n. Communicative competence is the desired goal (i.e. the ability to use
the linguistic system effectively and appropriately). o. Linguistic variation is a central concept in materials and methodology. p. Sequencing is determined by any consideration of content, function, or
meaning which maintains interest. q. Teachers help learners in any way that motivates them to work with
the language. r. Language is created by the individual often trough trial and error. s. Fluency and acceptable language is the primary goal: accuracy is
judged not in the abstract but in context. t. Students are expected to interact with other people, either in the flesh,
through pair and group work, or in their writings. u. The teacher cannot know exactly what language the students will use. v. Intrinsic motivation will spring from an interest in what is being
communicated by the language.46
I. Audio Lingual Method
1. The Understanding of Audio-Lingual Method
There are at least two underlying causes for the birth of Audio-
Lingual Method, they are;”… the belief that all behavior (including
language) was learnt through repetition and positive or negative
reinforcement, and … the outbreak of World War II, which created the
need to post large number of American servicemen … to provide these
soldiers with at least basic verbal communication skills”.47
Therefore, Audio-Lingual Method’s theory of learning is partly
derived from habitual activities by viewing its theory of language, as what
William Moulton in Approaches and Methods in Language Teaching
argues “language is speech, not writing … a language is a set of habits …
teach the language, not about the language … a language is what its native
46 Richards and Rodgers, Approaches and …, p. 67. 47 http://en.wikipedia.org/wiki/Audio-Lingual_Method (Friday, 3rd of August 2007: 19.47).
speakers say, not what someone thinks they ought to say … languages are
different”.48
In line with his view of language, Scott Thornbury asserts that
“Audiolingualism derived its theoretical base from behaviorist
psychology, which considered language as simply a form of behavior, to
be learned through the formation of correct habits”.49
Behavior is an individual’s act or the way how someone behaves. It
may turn into a habit if it is performed frequently. In the view of theory of
learning, behavior is principally specified into three: “A stimulus, which
serves to elicit behavior; a response triggered by stimulus; and
reinforcement, which serves to mark the response”.50
Stimulus – response - reinforcement, those are linked tightly to
provide a good behavior. There will be presented a good habit particularly
in learning process if those continue regularly. By being a core in using
those models to the language learning, as what Harmer has expressed, “...
it attempted, through a continuous process of such positive reinforcement,
to engender good habits in language learners”.51
2. The Objective of Audio-Lingual Method
Unlike the objective of Communicative Approach is to achieve
communicative competence, however, Audio-Lingual Method has
probably no similar objectives with it and other methods. Brooks clarifies
the objectives of Audio-Lingual Method into two terms, short-range and
long-range objectives. He explains “Short-range objectives include
training in listening comprehension, accurate pronunciation, recognition of
48 Richards and Rodgers, Approaches and …, p. 49-50. 49 Thornbury, How to …, p. 21. 50 Richards and Rodgers, Approaches and …, p. 50. 51 Jeremy Harmer, the Practice of English Language Teaching, (Edinburgh Gate: Pearson
Education Limited, 2001), third edition, p. 79.
speech symbols as graphic signs on the printed page, and ability to
reproduce these symbols in writing, and … long-range objectives must be
language as the native speaker uses it …“.52
Continuing previous explanation of Audio-Lingual Method’s
objectives, others are as follows:
a. accurate pronunciation and grammar
b. ability to respond quickly and accurately in speech situations
c. knowledge of sufficient vocabulary to use with grammar patterns53
To attain those objectives, the learners should have, as found in
article of certain website, “… extensive repetition and a variety of
elaborate drills”.54 In case, the teacher is emphasized to modify a subject
matter which is given to the learners. The subject matter should be easily
understood and repeated. It is expected the learners may follow to the
learning activities without being uninterested for keeping identical
teaching.
Furthermore, Jack C. Richards and Theodore S. Rodgers imply the
fundamental teaching-learning activities, that “Dialogues and drills form
the basis of audiolingual classroom practices … dialogues are used for
repetition and memorization … correct pronunciation, stress, rhythm, and
intonation are emphasized”.55
It is clear that the repetition and drills underlying the techniques in
learning activities emphasize the learners to be an imitator. They will
follow repeatedly what their teacher does. The repeated activities on a
dialogue for gaining students memorization need a listening skill.
Therefore, it requires a native speaker-like model in order to avoid an
incorrectly-material production. In addition, grammar, as the basic sub-
52 Richards and Rodgers, Approaches and …, p. 52. 53http://www.sil.org/lingualinks/LANGUAGELEARNING/WaysToApproachLanguageLearnin
g/TheAudioLingualMethod.htm (Friday, 3rd of August 2007: 18.32). 54 http://www.englishraven.com/method_audioling.html (Friday, 3rd of August 2007: 18.16). 55 Richards and Rodgers, Approaches and …, p. 53.
skill, is supplied from the given dialogue or example. In conclusion, well
performance of the teacher’s teaching style in serving new languages will
decide the learners’ competence in producing communication.
3. The Characteristics and Features of Audio-Lingual Method
The characteristics of Audio-Lingual Method, according to Freeman, they are: “new vocabulary and structures are presented through dialogs. The dialogs are learned through imitation and repetition. Drills (such as repetition, backward build-up, chain, substitution, transformation, and question-and-answer) are conducted based upon the pattern presents in the dialog. Students’ successful responses are positively reinforced. Grammar is induced from the examples given; explicit grammar rules are not provided. Cultural information is contextualized in the dialogs or presented by the teacher. Students’ reading and written work is based upon the oral work they did earlier”.56
The features of Audio-Lingual Method are as follows:
a. lessons begin with dialogs b. mimicry and memorization are used, based on the assumption that
language is habit formation c. grammatical structures are sequenced and rules are taught inductively d. skills are sequenced: listening, speaking, reading, writing postponed e. pronunciation is stressed from the beginning f. vocabulary is severely limited in initial stages g. a great effort is made to prevent learner errors h. language is often manipulated without regard to meaning or context i. the teacher must be proficient only in the structures, vocabulary, etc.
that s/he is teaching since learning activities and materials are carefully controlled57
To have more knowledge comprehensively about the features of
Audio-Lingual Method, Finocchiaro and Brumfit mention in detail of it as
follows:
a. attends to structure and form more than meaning b. demands memorization of structure-based dialogs c. language items are not necessarily contextualized d. language learning is learning structures, sounds, and words e. mastery or over-learning is sought
56 Larsen-Freeman, Techniques and …, p. 43. 57 Celce-Murcia, Teaching English …, p. 6.
f. drilling is a central technique g. native-speaker-like pronunciation is sought h. grammatical explanation is avoided i. communicative activities only come after a long process of rigid drills
and exercises j. the use of the student’s native language is forbidden k. translation is forbidden at early levels l. reading and writing are deferred till speech is mastered m. the target linguistic system will be learned through the overt teaching
of the patterns of the system n. linguistic competence is the desired goal o. varieties of language are recognized but not emphasized p. the sequence of units is determined solely by principles of linguistic
complexity q. the teachers control the learners and prevents them from doing
anything that conflicts with the theory r. language is habit so errors must be prevented at all costs s. accuracy in terms of formal correctness is a primary goal t. students are expected to interact with the language system, embodied
in machines or controlled materials u. the teacher is expected to specify the language that students are to use v. intrinsic motivation will spring from an interest in the structure of the
language58
J. Teaching Passive Voice of Present Progressive Tense by Using
Communicative Approach
The teaching process that should be adjusted with the material will be
given. In teaching grammar, it requires the certain steps in order to make the
teaching process successively and the students may get the point gradually.
Therefore, Marianne Celce-Murcia and Sharon Hilles have pointed out the
steps of teaching grammar in general:
1. Presentation, … introduces the grammar structure, either inductively or deductively.
2. Focused practice, in which the learner manipulates the structure in question while all other variables are held constant. The purpose of this step is to allow the learner to gain control of the form without the added pressure and distraction of trying to use the form for communication.
3. Communicative practice, in which the learner engages in communicative activities to practice the structure being learned.
58 Richards and Rodgers, Approaches and …, p. 67.
• Information gap, in the course of doing the activity, one participant should be in a position to tell one or more other people soothing that the others do not yet know.
• Choice, the speaker must have some role in deciding exactly what he will say and how he will say it.
• Feedback, what the speaker says to the person(s) he is communicating with depends not only on what the other person(s) says, but also on what the speaker wants to accomplish via the conversation.
4. Teacher feedback and correction, … teacher feedback should always attempt to engage the student cognitively rather than to simply point out the error and provide the appropriate target form.59
There are various techniques and resources that can be used during the
presentation. The presentation itself is affected by a method used in teaching
process and it should correspond to the appropriateness towards the given
material. The selection of presentation is made according to the teacher, the
students’ preferences, and the subject matter.
According to Freeman, there are some techniques and materials which
those characteristics belong to Communicative Approach, they are:
• Authentic materials To overcome the typical problem that students can’t transfer what they learn in the classroom to the outside world and to expose students to natural language in a variety of situations, adherents of the Communicative Approach advocate the use of authentic materials, for instance using newspaper, realia, etc.
• Scrambled sentences The students learn how sentences are bound together at the suprasentential level through formal linguistic devices, for instance the students are asked to unscramble the sentences into the correct one.
• Language games The students find them enjoyable, and if they are properly designed, they give students valuable communicative practice.
• Picture strip story The students can share information or work together to arrive at solution. This gives students practice in negotiating meaning.
59 Celce-Murcia and Sharon Hilles, Techniques and Resources in Teaching Grammar,
(Oxford: Oxford University Press, 1988), p. 27-28.
• Role play Role plays are very important in the Communicative Approach because they give students an opportunity to practice communicating in different social contexts and different social roles.60
Moreover, there are some guidelines written by Penny Ur for having a
good presentation commonly in presenting and explaining a new grammatical
structure
1. A good presentation should include both oral, and written forms, and both form and meaning.
2. It is important for learners to have plenty of contextualized examples of the structure and to understand them. Visuals materials can also contribute to understanding.
3. The learners will benefit more from the use of terminology. 4. The explanation should cover the great majority of instances learners are
likely to encounter.61
Then, here are the steps how passive voice of present progressive
tense, which is derived from Marianne Celce-Murcia’s Techniques and
Resources in Teaching Grammar, is introduced. The technique of presenting
material uses a role play/storytelling combination. It is preferred in order to
elicit the rule for forming the passive from the students rather than simply
telling them the rule.62
The teacher felt that by the time students reach an intermediate level,
they should be proficient at both hamming it up and participating as an
audience. The teacher acts as a narrator of the story. He/she is helped by two
students, a girl as Luisa and a boy as the man as the actor. Luisa is given a
purse for supporting the story. The other students keep on listening and
watching and try to follow the story. Before the teacher reads his/her story,
he/she guides the actors to do based on the scenario.
The teacher’s narration of the scene for the class as follows:
“Luisa is walking alone with her purse hung on her hand.”
60 Larsen-Freeman, Techniques and …, p. 155-157. 61 Ur, a Course …, p. 82-83. 62 Celce-Murcia and Hilles, Techniques and …, p. 30.
“In the other side, a man is watching her curiously.
“Luisa doesn’t realize that she is being followed.”
The teacher tries to focus the students by asking them:
“What is happening to Luisa?”
The students are expected to answer; she is being followed. They will
probably answer incorrectly, but it is tolerated. The teacher directs the correct
answer without wasting more time. After that he/she continues to concentrate
them to the role play and her narration.
“The man approaches her and, soon, he grabs her purse which is being
held.”
“She screams loudly and everyone around her tries to chase him”
The teacher stops his/her narration and asks to one or all of the
students:
“What is happening to Luisa’s purse?”
The answer should be; it is being grabbed. The teacher maintains
his/her story:
“Now, the man is being chased so he runs faster.”
“But, he can’t save himself and he is arrested.”
The teacher asks to the audience:
“At the present, what is happening to the man?”
The teacher writes each statement on the board after eliciting it from
the students. Not all the suggestions are grammatically correct, but when they
can’t provide the form exactly, he/she accepts appropriate content and puts the
grammatically correct form on the board in order to give feedback:
“The man is being chased, he is being caught …”
The teacher ends his/her narration and thanks the two students for
participating in role play while the others give applause.
After all the forms are written on the board, the teacher proceeds as
follows:
“Now this is sort of interesting. We have a new grammatical form
here. Does anyone know what this is called?”
Perhaps, there are no students provide the name of the form, so the
teacher says:
“This is called passive voice, specifically is named passive voice of
present progressive tense.”
If one of the students can answer the teacher’s question, he/she may
ask that student to repeat his/her answer loudly until the others can listen it
well.
Then the teacher explains why the context demands use of the passive
voice. His/her explanation is more like a dialog with the students than a
lecture. It goes something like this:
“What is important to Luisa?”
The students respond, “Her purse.”
“That’s right. Luisa is interested in her purse. She doesn’t even know
the person who took it. The thief isn’t interesting. If Luisa calls you on the
phone to tell you about her experience, what are you interested in?”
Again, the students respond, “Her purse.”
“That’s right. And that’s why Luisa is talking about her purse, not the
person who took it. Sometimes we’re more interested in what receives the
action than what does the action. In this case, the person who did the action is
a stranger. We’re not interested in her. We want to talk about what’s important
to us. So this is one time we would use the passive voice in English.”
The teacher then writes the rule on the board, under the heading
Passive Voice of Present Progressive Tense. He/she explains its formula and
rules and how they are implemented in forming the sentences.
After having introduced what is passive voice of present progressive
tense, the next activities may run variously. The activities tend to have
students’ understanding by doing focused practice. The focused practice
should be based on Communicative Approach’s principles. One of its
illustrations, which are adopted from New Ways in Teaching Grammar, may
be shown as follows:
1. The teacher divides the class into two groups consist of active and passive
group.
2. He/she presents the active group an article which contains active voice and
vice versa. Both articles use present progressive tense.
3. He/she asks the active group to underline the verbs in the passage and
change them to passive and vice versa.
4. He/she requests each group to write the results on board and asks them to
analyze their opponent’s answer based on the articles they have. If there is
an incorrect answer, the opponent should mark it and change correctly.
5. He/she lets them to know the correct answer by giving the explanation.
6. Then, for additional activity, he/she may have them to find out as much as
possible the information from each passage and discuss it together.
CHAPTER III
RESEARCH METHODOLOGY AND FINDING
A. Research Methodology
1. The Subject of Research
The subject of the research was the second year students of
Accountancy Department of “SMK Islamiyah Ciputat – Tangerang”. They
were divided into two classes called experiment class and controlled class.
Experiment class was a class where the writer taught Passive Voice of
Present Progressive Tense by using Communicative Approach (class 2 Ak
II) and controlled class was taught by using Audio-Lingual Method (class
2 Ak I).
2. The Place and Time of Research
The research was held at “SMK Islamiyah Ciputat – Tangerang”,
located on Jl. Kihajar Dewantara No. 23 Ciputat Tangerang. The research
started on January 18, 2008 till February 16, 2008.
3. The Population and Sample
In this research, the population of this study was the students in the
second year of “SMK Islamiyah Ciputat – Tangerang”. The number of the
whole second year students was 428 students. They were not entirely
involved in the research. By taking 10 % of them, it is expected that the
sample may represent the remains. According to Anas Sudijono, “Sampel
adalah suatu proporsi kecil dari populasi yang seharusnya diteliti, yang
dipilih atau ditetapkan untuk keperluan analisis”.63 Or, sample is a small
proportion from a population which should be examined, chosen or
established for analysis requirement. It is simply understood that the result
which is obtained from the sample may generalize the final conclusion.
63 Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT RajaGrafindo Persada, 2005),
p. 280.
The students were from two different classes, whereas the samples
are 40 students, where 20 students were from class 2 Ak II (experiment
class) and 20 students were from class 2 Ak I (controlled class).
4. The Instrument of Research
To complete the research, the writer added the instrument of
research included tests. He gave pre-test before the teaching process and
post-test after it. The teaching was done four times for both classes. He
compared the achievement of pre-test and post-test; to identify the
effectiveness of using Communicative Approach in teaching the passive
voice of present progressive tense.
To direct the achievement of pre-test and post-test, the writer made
the lattice work of both tests (see appendix). Each lattice works contains
the description of the tests; the general instructional objectives, the subject
matters, the indicator of questions, the form of tests, and the specification
of questions. The general instructional objectives, the subject matters, and
the indicator of questions are based on the four language skills which are
involved. They should be synchronized in order to have the
appropriateness with the questions.
5. The Teaching Procedures
The teaching was done for delivering the material to the students. It
was conducted in four occasions. The further descriptions for each meeting
will be shown bravely as follows:
a. In the first meeting, the students were given a dialog which involves
the structure of passive voice of present progressive tense. The
students were expected to try to recognize the sentence pattern. They
probably had already known it or not before. The teacher asked and
directed them to have the understanding about the dialog given.
Moreover, the students, in group, were presented an opportunity in
order to share their ideas which related to the dialog by involving the
use of passive voice of present progressive tense in every idea they
produced.
b. The second meeting was the developing concept of teaching process
from the previous meeting. Here, the students were given a certain
theme or topic which should be discussed in group. They were
expected to express what they knew about the material. The discussion
was also possible to be done by one group to another. The teacher kept
on focusing them to employ passive voice of present progressive tense
and guided to have the comprehension of its use and function.
c. In the third meeting, the teacher delivered a certain text which was
derived from a magazine, a newspaper, or another mass media by
regarding its sentence form that should contain passive voice of
present progressive tense. The students were asked to analyze about
the kind of text and the use of structure in the text. They had to answer
the questions based on the text and the answer would become a new
paragraph arrangement in different format. Moreover, they were asked
to change the form active sentence into passive sentence and vice
versa. All the activities here were done in group.
d. In the last section, the teacher made 4 to 5 groups of students. They
were requested to arrange the jumbled words into the correct sentence.
Those sentences, then, had to be changed into active or vice versa. The
teacher provided a picture which contained some activities. The
students were asked to create a sentence based on the activities in the
picture. The sentence should be in passive voice of present progressive
tense.
6. The Technique of Data Collecting
The technique of data collecting used in this research is:
a. Observation
Before doing research, the writer first of all observed the
location where the research would be carried out. The observation was
done by visiting the school to search about the students of second year,
the English teacher, the English curriculum, and the English teaching
learning process in the classroom.
b. Experiment
The writer acted as a teacher in the teaching passive voice of
present progressive tense by using Communicative Approach to the
experiment class and by using Audio-Lingual Method to the controlled
class. The teaching process was conducted in four times for each class
and systematically arranged in a lesson plan (see appendix). Every
lesson plan, at least, illustrates the general objectives and instructions,
the method of teaching, and the detail steps of teaching.
c. Test (pre-test and post-test)
The test was done for obtaining the data of students’
achievement in mastering passive voice of present progressive tense by
using Communicative Approach in experiment class and by using
Audio-Lingual Method in controlled class. The format of both tests
was same. Each test consists of 20 questions on the subject matter of
passive voice of present progressive tense by engaging four language
skills and its question format is 20 multiple choices (see appendix).
Each correct question is multiplied by 5.
7. The Technique of Data Analysis
In analyzing the data, the writer used the comparative technique.
The comparative technique is an analyses technique to evaluate hypothesis
concerning differences between two variables examined statistically.
In the comparative technique, the variables are compared to
recognize whether differences are significant. The writer used t-test to
know whether the students’ achievement from the experiment or
controlled class in learning passive voice of present progressive tense is
significantly different or not. The formula is as follow:
MD1 – MD2 to = SEMD1 – SEMD2
64
MD1 = Mean of Difference of Experiment Class
MD2 = Mean of Difference of Controlled Class
SEMD1 = Standard Error of Experiment Class
SEMD2 = Standard Error of Controlled Class
B. Research Finding
1. The Description of Data
Here are the data descriptions taken from the students’ respond
towards the tests.
Table 3.1
The Test Score of the Experiment Class (2 AK II)
Students Pre-test (x) Post-test (y) D = y-x D2 = (y-x)2 1 53 60 7 49 2 54 78 24 576 3 49 82 33 1089 4 55 60 5 25 5 49 54 5 25 6 68 53 -15 225 7 59 62 3 9 8 58 60 2 4 9 53 58 5 25 10 68 55 -13 169 11 64 60 -4 16 12 58 72 14 196 13 64 59 -5 25 14 48 60 12 144 15 58 85 27 729 16 63 85 24 484 17 40 45 5 25 18 45 50 5 25 19 73 80 7 49 20 44 63 19 361 ΣD = 152 ΣD2 = 4250
64 Sudijono, Pengantar Statistik …, p. 307.
Table 3.2
The Test Score of the Controlled Class (2 AK I)
Students Pre-test (x) Post-test (y) D = y-x D2 = (y-x)2 1 49 53 4 16 2 59 57 -2 4 3 58 58 0 0 4 72 70 -2 4 5 44 43 -1 1 6 44 63 19 361 7 44 84 40 1600 8 59 64 5 25 9 54 59 5 25 10 49 59 10 100 11 35 36 1 1 12 74 75 1 1 13 73 75 2 4 14 78 84 6 36 15 64 58 -6 36 16 68 83 15 225 17 24 53 29 841 18 78 80 2 4 19 54 59 5 25 20 59 57 -2 4 ΣD = 131 ΣD2 = 3313
2. The Analysis of Data
From the data descriptions above, the writer analyzed the score
from experiment and controlled class by integrating the results into the
formula as follows:
a. Determining Mean of Difference of Experiment Class:
ΣD MD1 = N
152
= 20
MD1 = 7.60
b. Determining Mean of Difference of Controlled Class:
ΣDY MD2 = N
131 = 20 MD2 = 6.55
c. Determining Deviation Standard of Difference of Experiment Class:
ΣD2 (ΣD) 2
SDD1 = - N N
4250 (152) 2
= - 20 20
= 212.50 - (7.60) 2
= 212.50 - 57.76
= 154.74
SDD1 = 12.44
d. Determining Deviation Standard of Difference of Controlled Class:
ΣD2 (ΣD) 2
SDD2 = - N N
3313 (131) 2
= - 20 20
= 165.65 - (6.55) 2
= 165.65 - 42.90
= 122.75
SDD2 = 11.08
e. Determining Standard Error from Mean of Difference of Experiment
Class:
SDD SEMD1 =
N – 1 12.44
= 20 – 1 12.44
= 19 12.44
= 4.36
SEMD1 = 2.85
f. Determining Standard Error from Mean of Difference of Controlled
Class:
SDD SEMD2 =
N – 1
11.08 =
20 – 1
11.08
= 19 11.08
= 4.36
SEMD2 = 2.54
g. Determining t-observation (to):
MD1 – MD2 to =
SEMD1 – SEMD2
7.60 – 6.55 = 2.85 – 2.54
1.05 =
0.31
to = 3.38
h. Determining t-table (tt) in significant level 5% and 1% with Degree of
Freedom (df)
df = (N1 + N2) – 2
= (20 + 20) – 2
= 40 – 2
= 38 (see the table of “t” values at the degree of significance of 5%
and 1%)
Because the value of 38 is not mentioned in the table, the
writer used the closest value to 38 is 40 as degree of freedom (df):
t table (tt) at significance 5% = 2.02
t table (tt) at significance 1% = 2.71
5% = to > tt = 3.38 > 2.02
1% = to > tt = 3.38 > 2.71
3. The Hypothesis Testing
The statistic hypothesis states:
(a) If to > tt, it means that the null hypothesis (Ho) is rejected and the
alternative hypothesis (Ha) is accepted. Thus, there is significant
difference in result of teaching passive voice of present progressive
tense between using Communicative Approach and Audio-Lingual
Method.
(b) If to < tt, it means that the null hypothesis (Ho) is accepted and the
alternative hypothesis (Ha) is rejected. Thus, there is no significant
difference in result of teaching passive voice of present progressive
tense between using Communicative Approach and Audio-Lingual
Method.
4. The Interpretation of data
In the simply resume, the result may be formulated as follows:
to > tt = 3.38 > 2.02 in 5%
to > tt = 3.38 > 2.71 in 1%
Thus, to > tt = 2.02 < 3.38 > 2.71
The result of statistic calculation indicates that to > tt in (5%) and
(1%) is significant, it means there is obvious difference between the
average of score from the results of learning in experiment class and the
average of score from the result of learning in controlled class.
Based on the analysis of the results in the table above, it can be
observed that teaching Passive Voice of Present Progressive Tense by
using Communicative Approach is more effective than by using Audio-
Lingual Method. It simply illustrates that teaching by using
Communicative Approach may help the students to improve their ideas
and they have a clear description about what have to be done in arranging
a sentence using Passive Voice of Present Progressive Tense. Furthermore,
the final resume of the research that employs Communicative Approach is
that it has good impact particularly in teaching Passive Voice of Present
Progressive Tense for the second year students of “SMK Islamiyah Ciputat
– Tangerang” as it is shown on Mean of Difference of both classes
(experiment class is 7.60 and controlled class is 6.55).
CHAPTER IV
CONCLUSION AND SUGGESTION
A. Conclusion
After carrying out the experiment and the result of the students’ pre-
test and post-test in the second year students of “SMK Islamiyah Ciputat –
Tangerang”, the writer found that the students who were taught by using
Communicative Approach got the higher result than the students who were
taught by using Audio-Lingual Method. The average of the result of using
Communicative Approach is 7.60 and Audio Lingual Method is 6.55.
The result of the analysis of the research shows the value of to (t
observation) = 3.38. It is higher than the value tt (t table) of the significance
5% and 1% is 2.02 and 2.71. It can be interpreted that there is significant
difference between teaching Passive Voice of Present Progressive Tense by
using Communicative Approach and Audio-Lingual Method.
B. Suggestion
The writer’s suggestion indicates for the teacher to consider another
method of teaching that is used in teaching English. It is proven by the writer
that Communicative Approach affects the significant result than Audio-
Lingual Method in teaching, especially, Passive Voice of Present Progressive
Tense. Communicative Approach, here, is the experimental method applied by
the writer and Audio-Lingual Method is the method which is usually
employed by the teacher. In this case, the writer also recommends to the
teacher to try and examine Communicative Approach to be implemented in
teaching another English material.
BIBLIOGRAPHY
Biber, Douglas., et al., Grammar of Spoken and Written English. London:
Longman. 1999. B. Dagut, Menachem. “A Teaching Grammar of the Passive Voice in English”, in
Bertil Malmberg and Gerhard Nickel (eds.), International Review of Applied Linguistics in Language Teaching. Hemsbach: Beltz Offsetdruck. 1985.
Canale, Michael, and Merrill Swain, Approaches to Communicative Competence,
occasional papers no. 14. 30 Orange Grove Road: Seameo Regional Language Centre. 1980.
Celce-Murcia, Marianne. Teaching English as a Second or Foreign Language,
second edition. Boston: Heinle & Heinle Publishers. 1991. Celce-Murcia, Marianne and Sharon Hilles. Techniques and Resources in
Teaching Grammar. Oxford: Oxford University Press. 1988. C. Richards, Jack, and Theodore S. Rodgers. Approaches and Methods in
Language Teaching. New York: Cambridge University Press. 1986. E. Warriner, John. English Grammar and Composition. New York: Harcout Brain
Jovanovich Publisher. 1982. Farkhan, Muhammad. An Introduction to Linguistic. Jakarta: UIN Jakarta Press.
2006. Frank, Marcella. Modern English; a practical reference guide. New Jersey:
Prentice Hall. 1972. _____. Modern English; part I. New Jersey: Prentice Hall. 1972. F. Mackey, William. Language Teaching Analysis. London: Longman. 1966. Graver, B. D. Advanced English Practice. Oxford: Oxford University Press. 2003. Harmer, Jeremy. The Practice of English Language Teaching, third edition.
Edinburgh Gate: Pearson Education Limited. 2001. Kameen, Patrick. “The Passive Voice: it must be spoken for”, in John F. Haskel
(ed.), TESOL NEWSLETTER. Illinois: Pantagraph Printing. 1983.
K. Werner, Patricia., et al., Interactions 2 Grammar. New York: McGraw-Hill.
2002. Larsen-Freeman, Diane. Techniques and Principles in Language Teaching.
Oxford: Oxford University Press. 1986. Littlewood, William. Communicative Language Teaching. Cambridge:
Cambridge University Press. 1998. Mihailovic, Ljiljana. “Some Observations on the Use of the Passive Voice”, in W.
L. Darley (ed.), English Language Teaching, vol. XVII No. 2. Plaistow: Oxford University Press 1963.
Moon, Rosamund., et al., Cobuild Student’s Dictionary and Grammar. London:
HarperCollins Publishers Ltd., 1994. Parrot, Martin. Grammar for English Language Teachers. Cambridge: Cambridge
University Press. 2000. Schrampfer Azar, Betty. Understanding and Using English Grammar, second
edition. New Jersey: Prentice-Hall. 1989. Sudijono, Anas. Pengantar Statistik Pendidikan. Jakarta: PT RajaGrafindo
Persada. 2005. Swan, Michael. Practical English Usage. Oxford: Oxford University Press. 1983. Thornbury, Scott. How to Teach Grammar. Edinburgh Gate: Pearson Education
Limited. 1999. Ur, Penny. Grammar Practice Activities; a Practical Guide for Teachers.
Cambridge: Cambridge University Press. 1992. _____. A Course in Language Teaching. Cambridge: Cambridge University Press.
1996. http://www.englishraven.com/method_audioling.html (Friday, 3rd of August
2007: 19.30). http://www.freewebs.com/dzchun/Unit%202.htm (Friday, 3rd of August 2007:
19.30). http://www.monografias.com/trabajos18/the-communicative-approach/the-
communicative-approach.shtml (Friday, 3rd of August 2007: 19.30). http://en.wikipedia.org/wiki/Audio-Lingual_Method (Friday, 3rd of August 2007:
19.30).
http://en.wikipedia.org/wiki/Communicative_competence (Friday, 3rd of August
2007: 19.30). http://en.wikipedia.org/wiki/Communicative_language_teaching (Friday, 3rd of
August 2007: 19.30). http://www.sil.org/lingualinks/LANGUAGELEARNING/WaysToApproachLang
uageLearning/TheAudioLingualMethod.htm (Friday, 3rd of August 2007: 19.30).
Rencana Pelaksanaan Pembelajaran (Experiment Class)
Mata Pelajaran : Bahasa Inggris Kelas/Semester : XI/4 Pertemuan Ke- : 1 Alokasi Waktu : 2 x 45 menit Standar Kompetensi : 2. Memahami makna dalam wacana lisan interpersonal
dan transaksional, secara formal maupun informal, dalam bentuk mendengarkan permintaan dan perintah yang berkaitan dengan pekerjaan.
Kompetensi Dasar : 2.1 Memahami percakapan sederhana sehari-hari baik dalam konteks profesional maupun pribadi dengan orang bukan penutur asli.
Indikator : Pertanyaan dengan pola question tags dan questions words dalam konteks kegiatan sehari-hari diperagakan dan dijawab dengan benar.
I. Tujuan Pembelajaran Pada akhir pembelajaran siswa dapat:
• Merespon ungkapan/percakapan mengenai; question tags dan questions with question words
• Meminta dan memberi informasi • Menggunakan kosa kata baru
II. Materi Ajar
• Percakapan-percakapan sederhana yang memuat ungkapan-ungkapan berikut: Question tags A: Is your ruler being used? B: No, it isn’t. A: Can I borrow it? B: Oh, sure! Questions with question words X: What is happening there? Y: An old building is being destroyed. X: What for? Y: I don’t know.
• Kosa kata yang terkait dengan tema/jenis teks, seperti: display, painting, heard, born, original, dll.
III. Metode Pembelajaran/Teknik: Metode Pembelajaran Komunikatif/Student
Teams-Achievement Divisions (STAD)
Appendix I
IV. Langkah-langkah Pembelajaran A. Kegiatan Awal
1. Guru memberikan salam dan bertegur sapa. 2. Guru mengarahkan siswa pada topik yang akan dibahas dengan
mengajukan beberapa pertanyaan. 3. Guru memberikan kertas latihan soal tentang materi yang akan
dibahas dan siswa mengerjakannya dengan batas waktu maksimal 25 menit. (pre-test)
4. Guru menjelaskan tujuan pembelajaran. B. Kegiatan Inti
1. Guru membentuk kelompok heterogen yang terdiri dari 4-5 orang setiap kelompoknya.
2. Guru membagikan hands out yang memuat dialog rumpang. 3. Siswa secara berkelompok melengkapi dialog rumpang tersebut
dengan mendengarkan percakapan pada kaset yang diputar dan dibahas dengan kelompok lainnya.
4. Guru mengadakan kuis dengan memberikan beberapa pertanyaan sederhana mengenai percakapan sebelumnya yang harus dijawab oleh siswa berkelompok secara lisan tanpa melihat hands out dan kemudian dievaluasi.
5. Siswa mencari definisi dan fungsi dari tiap kata yang ditentukan pada dialog dan dibahas bersama.
6. Siswa menganalisa bentuk kalimat dan pemakaian tenses pada dialog dan dibahas bersama.
7. Siswa menjawab secara lisan dari setiap pertanyaan yang dilontarkan, pertanyaan berkenaan dengan bentuk kalimat dan pemakaian tenses, yakni passive voice of present progressive tense.
8. Siswa membuat kalimat tentang meminta dan memberi informasi secara sederhana dengan menggunakan bentuk kalimat dan pemakaian tenses yang telah dibahas dalam konteks di dalam dan sekitar ruangan kelas kemudian dibahas bersama.
C. Kegiatan Akhir 1. Guru menanyakan kesulitan yang dihadapi siswa. 2. Guru menyimpulkan materi pembelajaran. 3. Guru memberikan reward dan menutup kegiatan belajar mengajar.
V. Alat/Bahan/Sumber Belajar:
• Cassette tape player dan kaset rekaman percakapan • Hands out • Kurikulum Bahasa Inggris kelas XI/SMK/2007 • Buku teks Bahasa Inggris untuk siswa SMK kelas XI:
Habib Basirun, Improve Yourself; High School English Textbook, penerbit Sarana Panca Karya tahun 2006
VI. Penilaian: A. Teknik : Tes lisan dan tulisan B. Bentuk : Dialog berpasangan dan melengkapi kalimat C. Instrumen : Terlampir Lampiran Listen to the tape and answer the following questions! A : Look! What’s happening there? B : I think a painting is being noticed for its great creature. A : Is that a (1) ……… by Leonardo? B : No, it is Michelangelo’s paintings. A : What do we (2) ……… that painting? B : Creation of Adam. A : Is it the original one?
B : No. I don’t (3) ……… so. A : Why? B : No one will (4) ……… the masterpiece to public. A : Really? B : Yeah, that painting is one of the most (5) ……… in the world. A : So, who is the original one? B : I don’t know. However, he (6) ……… be a rich man. A : A rich man? B : Yeah, that kind of painting may (7) ……… million dollars. A : Are you kidding? B : No, it’s true. A : By the way, was Michelangelo (8) ……… in Italy? B : Right. As a matter of fact, he was a student of Leonardo da Vinci. A : Wow. I have never (9) ……… that before. B : Now, its replica is being (10) ……… for charity. Answer the questions below according to the previous conversation! 1. How many persons are there in the dialog and what are they doing? 2. Where are they exactly? 3. What does the most expensive painting belong to? 4. Where was Michelangelo born? 5. Why the replica painting is being auctioned? Lampiran Jawaban Part I 1. Painting 2. Call 3. Think 4. Show 5. Expensive 6. Must 7. Cost 8. Born 9. Known 10. Auctioned
Part II 1. There are two persons in the dialog and they are watching the painting
exhibition 2. In the museum 3. A rich man 4. Michelangelo was born in Italy 5. The replica painting is being auctioned for charity
Rencana Pelaksanaan Pembelajaran
(Experiment Class)
Mata Pelajaran : Bahasa Inggris Kelas/Semester : XI/4 Pertemuan Ke- : 2 Alokasi Waktu : 2 x 45 menit Standar Kompetensi : 2. Mengungkapkan makna secara lisan dalam wacana
interpersonal dan transaksional, secara formal maupun informal, dalam bentuk mendengarkan permintaan dan perintah yang berkaitan dengan pekerjaan.
Kompetensi Dasar : 2.5 Mengungkapkan berbagai macam maksud hati. Indikator : Ungkapan-ungkapan untuk menyatakan argumentasi
digunakan dengan benar. I. Tujuan Pembelajaran Pada akhir pembelajaran siswa dapat:
• Menggunakan percakapan/ungkapan mengenai; expressing opinions dan expressing arguments
• Mengungkapkan dan menerima informasi • Menggunakan kosa kata baru
II. Materi Ajar
• Percakapan-percakapan sederhana yang memuat ungkapan-ungkapan berikut: Expressing arguments A: What do you think about the oceans in our country? B: They are so beautiful. But, I worry I can’t see their beauty anymore. A: Why do you say like that? B: As you know, some of them are being polluted by industrial wave. A: I see. I’ve known it. Expressing opinions I think that’s not true …… What I have in my mind is that ……
• Kosa kata yang terkait dengan tema/jenis teks, seperti: pumping, ignore, pollution, chemicals, dll.
III. Metode Pembelajaran/Teknik: Metode Pembelajaran Komunikatif/Mind
Mapping IV. Langkah-langkah Pembelajaran A. Kegiatan Awal
1. Guru memberikan salam dan bertegur sapa.
2. Guru mengarahkan siswa pada topik yang akan dibahas dengan mengajukan beberapa pertanyaan.
3. Guru menjelaskan tujuan pembelajaran. B. Kegiatan Inti
1. Guru membentuk kelompok heterogen yang terdiri dari 4-5 orang setiap kelompoknya.
2. Guru dan siswa menentukan permasalahan yang sedang marak dibicarakan dan guru mendeskripsikannya. Pendeskripsian masalah bisa dengan membaca artikel dari koran atau ilustrasi gambar.
3. Guru menuliskan tiap permasalahan yang ditemukan di papan tulis dengan menggunakan kalimat sederhana.
4. Guru menginstruksikan para siswa untuk berdiskusi dengan kelompok masing-masing mencari saran atau solusi untuk menanggulangi masalah tersebut beserta alasannya.
5. Hasil diskusi dipresentasikan dan kelompok lain menanggapi apakah mereka sependapat atau tidak.
6. Guru menuliskan tiap pernyataan siswa dan menyimpulkannya. 7. Guru membahas tiap kosa kata yang berkaitan dan jenis struktur
yang dipakai. 8. Siswa membuat kalimat tentang expressing opinions dan arguments
secara sederhana dengan menggunakan bentuk kalimat dan pemakaian tenses yang telah dibahas dalam konteks permasalahan yang ada di dalam dan sekitar ruangan kelas kemudian dibahas bersama.
C. Kegiatan Akhir
1. Guru menanyakan kesulitan yang dihadapi siswa. 2. Guru menyimpulkan materi pembelajaran. 3. Guru memberikan reward dan menutup kegiatan belajar mengajar.
V. Alat/Bahan/Sumber Belajar:
• Gambar dan media massa yang berkaitan dengan tema • Kurikulum Bahasa Inggris kelas XI/SMK/2007 • Buku teks Bahasa Inggris untuk siswa SMK kelas XI:
M. Purwati, E. R. Prasetyaningsih, English for a Better Life, penerbit Pakar Raya tahun 2006
VI. Penilaian: A. Teknik : Tes lisan dan tulisan B. Bentuk : Membuat tanggapan dan kalimat sederhana C. Instrumen : Terlampir
Lampiran Make a suggestion according to the following problems! 1. The oceans are being polluted by industrial waste. 2. Drinking water is being contaminated because of river pollution. 3. Fish supplies are being depleted due to overfishing. 4. Underground water is being infected by agricultural waste. 5. The air quality is being lowered because of automobile pollution.
Rencana Pelaksanaan Pembelajaran (Experiment Class)
Mata Pelajaran : Bahasa Inggris Kelas/Semester : XI/4 Pertemuan Ke- : 3 Alokasi Waktu : 2 x 45 menit Standar Kompetensi : 2. Memahami makna dalam wacana tulis interpersonal
dan transaksional, secara formal maupun informal, dalam bentuk menyimak permintaan dan perintah yang berkaitan dengan pekerjaan.
Kompetensi Dasar : 2.1 Memahami percakapan sederhana sehari-hari baik dalam konteks profesional maupun pribadi dengan orang bukan penutur asli.
Indikator : Pertanyaan dengan pola question tags dan questions words dalam konteks kegiatan sehari-hari diperagakan dan dijawab dengan benar.
I. Tujuan Pembelajaran Pada akhir pembelajaran siswa dapat:
• Menganalisa ide utama dan ide pendukung pada teks tertentu • Menyederhanakan paragraf tertentu • Menyusun ulang suatu paragraf
II. Materi Ajar
• Descriptive text a. The purpose; to describe current activities or events (running
commentaries) b. The structure; identification and description c. The language features; specific participants, the use of passive
voice of present progressive tense, and action verbs III. Metode Pembelajaran/Teknik: Metode Pembelajaran
Komunikatif/Cooperative Integrated Reading and Composition (CIRC)
IV. Langkah-langkah Pembelajaran A. Kegiatan Awal
1. Guru memberikan salam dan bertegur sapa.
2. Guru mengarahkan siswa pada topik yang akan dibahas dengan mengajukan beberapa pertanyaan.
3. Guru menjelaskan tujuan pembelajaran. B. Kegiatan Inti
1. Guru membentuk kelompok heterogen yang terdiri dari 4-5 orang setiap kelompoknya.
2. Guru mendistribusikan hands out yang berisikan teks dan beberapa pertanyaan yang diperlukan.
3. Siswa secara berkelompok bekerja sama saling membacakan, menemukan ide pokok, dan menjawab setiap pertanyaannya.
4. Setiap jawaban yang dihasilkan akan menjadi bagian dari suatu paragraf baru yang harus disusun oleh setiap kelompok setelahnya.
5. Setiap kelompok menunjuk salah seorang anggotanya untuk membacakan hasil temuannya dan dibahas bersama.
6. Guru menyimpulkan dan mengulas setiap kosa kata yeng tercantum dan struktur kalimat yang digunakan.
7. Siswa membuat paragraf pendek dengan pola dan aturan yang sama mengenai hal apapun.
C. Kegiatan Akhir
1. Guru menanyakan kesulitan yang dihadapi siswa. 2. Guru menyimpulkan materi pembelajaran. 3. Guru memberikan reward dan menutup kegiatan belajar mengajar.
V. Alat/Bahan/Sumber Belajar:
• Gambar dan media massa yang berkaitan dengan tema • Kurikulum Bahasa Inggris kelas XI/SMK/2007 • Buku teks Bahasa Inggris untuk siswa SMK kelas XI:
Desmal Dardjis, English, penerbit Bumi Aksara tahun 2004
VI. Penilaian: A. Teknik : Tes tertulis B. Bentuk : Menjawab pertanyaan dan paragraf pendek C. Instrumen : Terlampir Lampiran Read the passage below and answer the questions!
Today is April 18th. Elis is seventeen years of age now. She is holding a small party in her house. She is wearing a new pretty dress. It is violet and white. Her classmates are enjoying the party. Some of them are having meals and soft drinks. Others are playing some games, singing, dancing, and listening to the music. Adel, who is special guest for her, is having talk with her. She is really happy for her birthday party because she receives many beautiful birthday presents. 1. What is the date today? 2. Whose birthday it is? 3. How old is she? 4. Is the birthday party is being held by Elis? 5. Is a new pretty dress is being worn by her? 6. Is the party is being enjoyed by her classmates? 7. Are some meals and soft drinks are being had by her friends? 8. Are they playing some games, singing, dancing, and listening to the music? 9. Who is special guest and what is he/she doing? 10. Does she feel happy and why does she feel like that? Lampiran Jawaban Today is April 18th and it is Elis Birthday. She is seventeen years old. The birthday party is being held and a new dress is being worn by her. The party is being enjoyed and some meals and drinks are being had by her friends. They also are playing some games, singing, dancing, and listening to the music. The special guest is Adel and he is having talk with Elis. She feels really happy because she receives many birthday presents.
Rencana Pelaksanaan Pembelajaran
(Experiment Class)
Mata Pelajaran : Bahasa Inggris Kelas/Semester : XI/4 Pertemuan Ke- : 4 Alokasi Waktu : 2 x 45 menit Standar Kompetensi : 2. Mengungkapkan makna secara tertulis dalam wacana
interpersonal dan transaksional, secara formal maupun informal, dalam bentuk menyimak permintaan dan perintah yang berkaitan dengan pekerjaan.
Kompetensi Dasar : 2.2 Mencatat pesan-pesan sederhana baik dalam interaksi langsung maupun melalui alat.
Indikator : Pesan (message) yang diterima secara langsung dicatat dengan benar.
I. Tujuan Pembelajaran Pada akhir pembelajaran siswa dapat:
• Menyusun ulang kalimat acak • Mencatat pesan yang diterima • Merubah kalimat aktif menjadi pasif dan sebaliknya
II. Materi Ajar Ungkapan-ungkapan reported speech, seperti:
• He said that the tickets are being ordered. • She told that your car is being washed. • The journalists reported that the evacuation is being done. • The executive leader said that the yearly reports are being copied
III. Metode Pembelajaran/Teknik: Metode Pembelajaran
Komunikatif/Concept Sentence IV. Langkah-langkah Pembelajaran A. Kegiatan Awal
1. Guru memberikan salam dan bertegur sapa. 2. Guru mengarahkan siswa pada topik yang akan dibahas dengan
mengajukan beberapa pertanyaan. 3. Guru menjelaskan tujuan pembelajaran.
B. Kegiatan Inti
1. Guru membentuk kelompok heterogen yang terdiri dari 4-5 orang setiap kelompoknya.
2. Guru mendistribusikan hands out yang memuat sejumlah kalimat acak (scrambled sentences) yang diperlukan dan gambar yang memuat beberapa aktifitas.
3. Siswa secara berkelompok menyusun ulang menjadi kalimat sempurna dan membuat kalimat berdasarkan gambar dengan diberi batasan waktu.
4. Jawaban ditulis di papan tulis dan dibahas bersama. 5. Masih dengan kelompok yang sama, secara berkelompok siswa
ditugaskan membuat sebuah laporan kejadian yang sedang berlangsung dengan topik yang tidak terbatas dan menggunakan struktur kalimat yang telah dipelajari.
6. Setiap kelompok mengirim anggotanya untuk membacakan hasil laporannya dengan melingkupi gaya/teknik pembawaan berita.
7. Siswa dapat menggunakan alat bantu seperti gambar, media massa, atau realia lainnya guna mendukung presentasinya.
8. Hasil laporan dibahas untuk setiap kosa kata dan struktur yang digunakan dan didiskusikan bersama.
9. Guru mengadakan post-test selama 25 menit.
C. Kegiatan Akhir 1. Guru menanyakan kesulitan yang dihadapi siswa. 2. Guru menyimpulkan materi pembelajaran. 3. Guru memberikan reward dan menutup kegiatan belajar mengajar.
V. Alat/Bahan/Sumber Belajar:
• Gambar dan media massa yang berkaitan dengan tema • Kurikulum Bahasa Inggris kelas XI/SMK/2007 • Buku teks Bahasa Inggris untuk siswa SMK kelas XI:
Eliza Ratna Muthia, Bahasa Inggris, penerbit Sarana Panca Karya tahun 2006
VI. Penilaian: A. Teknik : Tes lisan dan tulisan B. Bentuk : Merangkai kalimat acak dan membacakan naskah C. Instrumen : Terlampir Lampiran Re-arrange these jumbled words into perfect sentences! 1. are – because of – the lives of people – and – poverty – in many cities – ruined
1 2 3 4 5 6 7 – being – overcrowding
8 9 2. the cutting down – rare plants – are – wildlife – and – of – destroyed – being – 1 2 3 4 5 6 7 8
through – destroyed – rain forest 9 10 11 3. forests and life – acid rain – are – damaged – rivers and lakes – in – being – 1 2 3 4 5 6 7
due to 8 4. threatened – air pollution – the health – are – by – older people and children – 1 2 3 4 5 6
being – of 7 8 5. contaminated – drinking water – being – because of – river pollution – is 1 2 3 4 5 6 Lampiran Jawaban 1. The lives of people are being ruined because of poverty and overcrowding. 2. Rare plants and wildlife of rain forest are being destroyed through the cutting
down. 3. Forests and life in rivers and lakes are being damaged due to acid rain. 4. The health of older people and children are being threatened by air pollution. 5. Drinking water is being contaminated because of river pollution.
Rencana Pelaksanaan Pembelajaran
(Controlled Class)
Mata Pelajaran : Bahasa Inggris Kelas/Semester : XI/4 Pertemuan Ke- : 1 Alokasi Waktu : 2 x 45 menit Standar Kompetensi : 2. Memahami makna dalam wacana lisan interpersonal
dan transaksional, secara formal maupun informal, dalam bentuk mendengarkan permintaan dan perintah yang berkaitan dengan pekerjaan.
Kompetensi Dasar : 2.1 Memahami percakapan sederhana sehari-hari baik dalam konteks profesional maupun pribadi dengan orang bukan penutur asli.
Indikator : Pertanyaan dengan pola question tags dan questions words dalam konteks kegiatan sehari-hari diperagakan dan dijawab dengan benar.
I. Tujuan Pembelajaran Pada akhir pembelajaran siswa dapat:
• Merespon ungkapan/percakapan mengenai; question tags dan questions with question words
• Meminta dan memberi informasi • Menggunakan kosa kata baru
II. Materi Ajar
• Percakapan-percakapan sederhana yang memuat ungkapan-ungkapan berikut: Question tags A: Is your ruler being used? B: No, it isn’t. A: Can I borrow it? B: Oh, sure! Questions with question words X: What is happening there? Y: An old building is being destroyed. X: What for? Y: I don’t know.
• Kosa kata yang terkait dengan tema/jenis teks, seperti: display, painting, heard born, original, dll.
III. Metode Pembelajaran/Teknik: Metode Pembelajaran Audio-Lingual/Repetition Drill
IV. Langkah-langkah Pembelajaran A. Kegiatan Awal
5. Guru memberikan salam dan bertegur sapa. 6. Guru mengarahkan siswa pada topik yang akan dibahas dengan
mengajukan beberapa pertanyaan. 7. Guru memberikan kertas latihan soal tentang materi yang akan
dibahas dan siswa mengerjakannya dengan batas waktu maksimal 25 menit. (pre-test)
8. Guru menjelaskan tujuan pembelajaran. B. Kegiatan Inti
9. Guru membagikan hands out yang memuat dialog rumpang. 10. Siswa melengkapi dialog rumpang tersebut dengan mendengarkan
percakapan pada kaset yang diputar. 11. Jawaban dibahas bersama dengan mendengarkan/memutar ulang
dialog. 12. Guru membuat percakapan berbalas sederhana. 13. Guru membacakan dialog tersebut dengan atau tanpa melihat teks
yang diikuti siswa setelahnya. 14. Guru memilih beberapa kosa kata pada dialog untuk diucapkan
kembali dengan jelas dan diikuti siswa setelahnya 15. Siswa mencari definisi dan fungsi dari tiap kata yang ditentukan
pada dialog dan dibahas bersama. 16. Siswa menganalisa bentuk kalimat dan pemakaian tenses pada
dialog dan dibahas bersama.
C. Kegiatan Akhir 4. Guru menanyakan kesulitan yang dihadapi siswa. 5. Guru menyimpulkan materi pembelajaran. 6. Guru memberikan reward dan menutup kegiatan belajar mengajar.
V. Alat/Bahan/Sumber Belajar:
• Cassette tape player dan kaset rekaman percakapan • Hands out • Kurikulum Bahasa Inggris kelas XI/SMK/2007 • Buku teks Bahasa Inggris untuk siswa SMK kelas XI:
Habib Basirun, Improve Yourself; High School English Textbook, penerbit Sarana Panca Karya tahun 2006
VI. Penilaian: A. Teknik : Tes lisan B. Bentuk : Dialog berpasangan C. Instrumen : Terlampir
Lampiran Listen to the tape and answer the following questions! A : Look! What’s happening there? B : I think a painting is being noticed for its great creature. A : Is that a (1) ……… by Leonardo? B : No, it is Michelangelo’s paintings. A : What do we (2) ……… that painting? B : Creation of Adam. A : Is it the original one? B : No. I don’t (3) ……… so. A : Why? B : No one will (4) ……… the masterpiece to public. A : Really? B : Yeah, that painting is one of the most (5) ……… in the world. A : So, who is the original one? B : I don’t know. However, he (6) ……… be a rich man. A : A rich man? B : Yeah, that kind of painting may (7) ……… million dollars. A : Are you kidding? B : No, it’s true. A : By the way, was Michelangelo (8) ……… in Italy? B : Right. As a matter of fact, he was a student of Leonardo da Vinci. A : Wow. I have never (9) ……… that before. B : Now, its replica is being (10) ……… for charity. Answer the questions below according to the previous conversation! 6. How many persons are there in the dialog and what are they doing? 7. Where are they exactly? 8. What does the most expensive painting belong to? 9. Where was Michelangelo born? 10. Why the replica painting is being auctioned?
Lampiran Jawaban Part I 11. Painting 12. Call 13. Think 14. Show 15. Expensive 16. Must 17. Cost 18. Born 19. Known 20. Auctioned
Part II 6. There are two persons in the dialog and they are watching the painting
exhibition 7. In the museum 8. A rich man 9. Michelangelo was born in Italy 10. The replica painting is being auctioned for charity
Rencana Pelaksanaan Pembelajaran (Controlled Class)
Mata Pelajaran : Bahasa Inggris Kelas/Semester : XI/4 Pertemuan Ke- : 2 Alokasi Waktu : 2 x 45 menit Standar Kompetensi : 2. Mengungkapkan makna secara lisan dalam wacana
interpersonal dan transaksional, secara formal maupun informal, dalam bentuk mendengarkan permintaan dan perintah yang berkaitan dengan pekerjaan.
Kompetensi Dasar : 2.5 Mengungkapkan berbagai macam maksud hati. Indikator : Ungkapan-ungkapan untuk menyatakan argumentasi
digunakan dengan benar. I. Tujuan Pembelajaran Pada akhir pembelajaran siswa dapat:
• Menggunakan percakapan/ungkapan mengenai; expressing opinions dan expressing arguments
• Mengungkapkan dan menerima informasi • Menggunakan kosa kata baru
II. Materi Ajar
• Percakapan-percakapan sederhana yang memuat ungkapan-ungkapan berikut: Expressing arguments A: What do you think about the oceans in our country? B: They are so beautiful. But, I worry I can’t see their beauty anymore. A: Why do you say like that? B: As you know, some of them are being polluted by industrial wave. A: I see. I’ve known it. Expressing opinions I think that’s not true …… What I have in my mind is that ……
• Kosa kata yang terkait dengan tema/jenis teks, seperti: pumping, ignore, pollution, chemicals, dll.
III. Metode Pembelajaran/Teknik: Metode Pembelajaran Audio-
Lingual/Dialog Memorization IV. Langkah-langkah Pembelajaran A. Kegiatan Awal
9. Guru memberikan salam dan bertegur sapa.
10. Guru mengarahkan siswa pada topik yang akan dibahas dengan mengajukan beberapa pertanyaan.
11. Guru menjelaskan tujuan pembelajaran. B. Kegiatan Inti
17. Guru membuat dialog sederhana yang memuat materi dan penggunaan struktur kalimat terkait
18. Guru membacakan dialog tersebut dan diikuti oleh siswa. 19. Dialog bisa dibacakan secara berpasangan ataupun dengan dua
kelompok besar dan bergantian. 20. Siswa menghafalkan dialog dan membacanya secara berpasangan
atau dua kelompok besar tanpa melihat teks. 21. Dengan dialog yang sama, guru membacakan dialog tersebut
dengan mengganti salah satu unsur dari tiap kalimat (subjek, predikat, objek, dll) dan diikuti oleh siswa.
22. Guru menyebutkan sebuah kata dan siswa secara langsung diminta untuk mengucapkan kalimat sederhana.
23. Guru membahas tiap kosa kata yang berkaitan dan jenis struktur yang dipakai.
C. Kegiatan Akhir
7. Guru menanyakan kesulitan yang dihadapi siswa. 8. Guru menyimpulkan materi pembelajaran. 9. Guru memberikan reward dan menutup kegiatan belajar mengajar.
V. Alat/Bahan/Sumber Belajar:
• Gambar dan media massa yang berkaitan dengan tema • Kurikulum Bahasa Inggris kelas XI/SMK/2007 • Buku teks Bahasa Inggris untuk siswa SMK kelas XI:
M. Purwati, E. R. Prasetyaningsih, English for a Better Life, penerbit Pakar Raya tahun 2006
VI. Penilaian: A. Teknik : Tes lisan B. Bentuk : Membuat kalimat sederhana C. Instrumen : Terlampir Lampiran Repeat and memorize the following conversations!
our oceans?
A: What do you think about our villagers? Indonesian cultures? etc.
our oceans are beautiful. B: I think our villagers are kind. Indonesian cultures are various.
Rencana Pelaksanaan Pembelajaran
(Controlled Class)
Mata Pelajaran : Bahasa Inggris Kelas/Semester : XI/4 Pertemuan Ke- : 3 Alokasi Waktu : 2 x 45 menit Standar Kompetensi : 2. Memahami makna dalam wacana tulis interpersonal
dan transaksional, secara formal maupun informal, dalam bentuk menyimak permintaan dan perintah yang berkaitan dengan pekerjaan.
Kompetensi Dasar : 2.1 Memahami percakapan sederhana sehari-hari baik dalam konteks profesional maupun pribadi dengan orang bukan penutur asli.
Indikator : Pertanyaan dengan pola question tags dan questions words dalam konteks kegiatan sehari-hari diperagakan dan dijawab dengan benar.
I. Tujuan Pembelajaran Pada akhir pembelajaran siswa dapat:
• Menyederhanakan paragraf tertentu • Merubah kalimat aktif menjadi pasif dan sebaliknya • Menggunakan kosa kata baru
II. Materi Ajar
Descriptive text d. The purpose; to describe current activities or events (running
commentaries) e. The structure; identification and description f. The language features; specific participants, the use of passive voice
of present progressive tense, and action verbs III. Metode Pembelajaran/Teknik: Metode Pembelajaran Audio-
Lingual/Transformation Drill IV. Langkah-langkah Pembelajaran A. Kegiatan Awal
12. Guru memberikan salam dan bertegur sapa. 13. Guru mengarahkan siswa pada topik yang akan dibahas dengan
mengajukan beberapa pertanyaan. 14. Guru menjelaskan tujuan pembelajaran.
B. Kegiatan Inti
24. Guru mendistribusikan hands out yang berisikan teks dan beberapa pertanyaan yang diperlukan.
25. Guru membacakan teks dan siswa mengikuti setelahnya. 26. Siswa menjawab pertanyaan yang berkaitan dengan teks dan
dibahas bersama. 27. Guru menentukan beberapa kosa kata yang dirasa sulit pada teks
untuk dilafalkan dan diterjemahkan bersama. 28. Guru menentukan beberapa kalimat pada teks dan siswa diminta
untuk merubah jenis kalimat tersebut. 29. Setiap jawaban ditulis ditulis dipapan tulis dan dibahas bersama.
C. Kegiatan Akhir
10. Guru menanyakan kesulitan yang dihadapi siswa. 11. Guru menyimpulkan materi pembelajaran. 12. Guru memberikan reward dan menutup kegiatan belajar mengajar.
V. Alat/Bahan/Sumber Belajar:
• Gambar dan media massa yang berkaitan dengan tema • Kurikulum Bahasa Inggris kelas XI/SMK/2007 • Buku teks Bahasa Inggris untuk siswa SMK kelas XI:
Desmal Dardjis, English, penerbit Bumi Aksara tahun 2004
VI. Penilaian: A. Teknik : Tes tertulis B. Bentuk : Menjawab pertanyaan dan paragraf pendek C. Instrumen : Terlampir
Lampiran Read the passage below and answer the questions! Today is April 18th. Elis is seventeen years of age now. She is holding a small party in her house. She is wearing a new pretty dress. It is violet and white. Her classmates are enjoying the party. Some of them are having meals and soft drinks. Others are playing some games, singing, dancing, and listening to the music. Adel, who is special guest for her, is having talk with her. She is really happy for her birthday party because she receives many beautiful birthday presents. 11. What is the date today? 12. Whose birthday it is? 13. How old is she? 14. Is the birthday party is being held by Elis? 15. Is a new pretty dress is being worn by her? 16. Is the party is being enjoyed by her classmates? 17. Are some meals and soft drinks are being had by her friends? 18. Are they playing some games, singing, dancing, and listening to the music? 19. Who is special guest and what is he/she doing? 20. Does she feel happy and why does she feel like that? Lampiran Jawaban Today is April 18th and it is Elis Birthday. She is seventeen years old. The birthday party is being held and a new dress is being worn by her. The party is being enjoyed and some meals and drinks are being had by her friends. They also are playing some games, singing, dancing, and listening to the music. The special guest is Adel and he is having talk with Elis. She feels really happy because she receives many birthday presents.
Rencana Pelaksanaan Pembelajaran
(Controlled Class)
Mata Pelajaran : Bahasa Inggris Kelas/Semester : XI/4 Pertemuan Ke- : 4 Alokasi Waktu : 2 x 45 menit Standar Kompetensi : 2. Mengungkapkan makna secara tertulis dalam wacana
interpersonal dan transaksional, secara formal maupun informal, dalam bentuk menyimak permintaan dan perintah yang berkaitan dengan pekerjaan.
Kompetensi Dasar : 2.2 Mencatat pesan-pesan sederhana baik dalam interaksi langsung maupun melalui alat.
Indikator : Pesan (message) yang diterima secara langsung dicatat dengan benar.
I. Tujuan Pembelajaran Pada akhir pembelajaran siswa dapat:
• Mencatat pesan yang diterima • Merubah kalimat aktif menjadi pasif dan sebaliknya • Menggunakan kosa kata baru
II. Materi Ajar Ungkapan-ungkapan reported speech, seperti:
• He said that the tickets are being ordered. • She told that your car is being washed. • The journalists reported that the evacuation is being done. • The executive leader said that the yearly reports are being copied
III. Metode Pembelajaran/Teknik: Metode Pembelajaran Audio-
Lingual/Transformation Drill IV. Langkah-langkah Pembelajaran A. Kegiatan Awal
15. Guru memberikan salam dan bertegur sapa. 16. Guru mengarahkan siswa pada topik yang akan dibahas dengan
mengajukan beberapa pertanyaan. 17. Guru menjelaskan tujuan pembelajaran.
B. Kegiatan Inti
30. Guru menyediakan gambar yang meliputi beberapa aktifitas.
31. Guru menyebutkan beberapa kalimat dari gambar tersebut dan siswa mengulanginya.
32. Guru menunjuk semua atau beberapa siswa untuk mengulangi kalimat sebelumnya dengan melihat gambar.
33. Guru memperlihatkan gambar yang berbeda dan siswa diminta untuk membuat kalimat dengan pola yang sama seperti sebelumnya.
34. Guru mengevaluasi hasil kerja siswa dengan memeriksa hasil tulisannya ataupun dengan menyebutkannya secara lisan.
35. Siswa diminta untuk merubah kalimat yang dihasilkan menjadi kalimat aktif ataupun sebaliknya.
36. Guru mengadakan post-test selama 25 menit.
C. Kegiatan Akhir 13. Guru menanyakan kesulitan yang dihadapi siswa. 14. Guru menyimpulkan materi pembelajaran. 15. Guru memberikan reward dan menutup kegiatan belajar mengajar.
V. Alat/Bahan/Sumber Belajar:
• Gambar dan media massa yang berkaitan dengan tema • Kurikulum Bahasa Inggris kelas XI/SMK/2007 • Buku teks Bahasa Inggris untuk siswa SMK kelas XI:
Eliza Ratna Muthia, Bahasa Inggris, penerbit Sarana Panca Karya tahun 2006
VI. Penilaian: A. Teknik : Tes lisan dan tulisan B. Bentuk : Merangkai kalimat acak dan membacakan naskah C. Instrumen : Terlampir
Lampiran Make a sentence based on the picture below!
KISI-KISI PENULISAN SOAL INSTRUMEN PENELITIAN
Jenis Sekolah : SMK Islamiyah Ciputat - Tangerang
Alokasi Waktu : 25 menit
Mata Pelajaran : Bahasa Inggris
Jumlah Soal : 20 soal
Kurikulum : KTSP
No.
Urut
Kompetensi
Dasar Materi
Indikator
Soal
Bentuk
Tes
No.
Soal
Spesifikasi
Soal
1.
Siswa dapat
menentukan
kata kerja
bantu (to be)
yang sesuai
dengan subjek
sebelumnya
dan bentuk
kata kerja past
participle yang
tepat
Pilihan
Ganda
1 -
15 C 2
2.
Memahami
percakapan
sederhana
sehari-hari
baik dalam
konteks
profesional
maupun
pribadi
dengan
orang bukan
penutur asli.
Passive
Voice of
Present
Progressive
Tense
Siswa dapat
menyusun
ulang kata acak
menjadi
kalimat
sempurna
Pilihan
Ganda
16 –
20 C 5
Penjelasan:
C 1 : Memorization C 3 : Application C 5 : Synthesis
C 2 : Comprehension C 4 : Analysis C 6 : Evaluation
Appendix II
RESEARCH INSTRUMENT
Name :
Class :
Choose the correct answer by giving mark (X)!
1. The yard … by Charlie Harris.
a. is being swept c. is being sweeped
b. are being swept d. are being sweeped
2. Mrs. Sharp is washing her clothes in Laundromat because her washing
machine …
a. are being fix c. are being fixed
b. is being fix d. is being fixed
3. Because his car … so Mr. Tom goes to office by bus.
a. are being borrowed c. is be borrowing
b. is being borrowed d. are be borrowing
4. The computer … thus I can type my letter now.
a. aren’t be using c. isn’t be using
b. aren’t being used d. isn’t being used
5. The students seem so happy because they … to do a homework.
a. isn’t being asked c. aren’t being asked
b. aren’t be asking d. isn’t be asking
Appendix III
6. A : Where is your motorcycle, John?
B : It …
a. do being repaired c. are being repaired
b. is being repaired d. does being repaired
7. A : If your guitar …, can I borrow it?
B : Just take it!
a. isn’t being played c. doesn’t being played
b. aren’t being played d. don’t being played
8. A : Mom, can I have my lunch and drink now?
B : Wait a moment! Your lunch and drink …
a. is being maked c. are being maked
b. is being made d. are being made
9. A : Why were your daughter absent today?
B : She is sick. She … in the hospital.
a. are be nursing c. is being nursed
b. are being nursed d. is be nursing
10. A : … the building’s windows … by a window washer?
B : Yes, they are.
a. are – being cleaned c. is – being cleaned
b. is – be cleaning d. are – be cleaning
11. The oceans in Indonesia are not beautiful enough because … by industrial
waste.
a. it is being polluted c. it does polluted
b. they are being polluted d. they do polluted
12. The air is not clean enough because … by automobile pollution.
a. they do contaminated c. it is being contaminated
b. they are being contaminated d. it does contaminated
13. The amount of fishes in the sea becomes unstable because … due to
overfishing.
a. they are being depleted c. they do being depleted
b. it does being depleted d. it is being depleted
14. Global planting may create a better environment and, now, … by the
government.
a. it being accomplished c. it is being accomplished
b. they are being accomplished d. they being accomplished
15. The local government concerns about the rules of traffic jam since … well.
a. they don’t being applied c. it doesn’t being applied
b. they aren’t being applied d. it isn’t being applied
Rearrange the following words into the correct sentences!
16. the computer – because – I – being – can’t – my report – is – used – type
1 2 3 4 5 6 7 8 9
a. 3-5-9-6-2-1-7-2-8 c. 1-5-9-6-2-3-7-2-8
b. 3-5-9-1-2-6-7-2-8 d. 1-5-9-3-2-6-7-2-8
17. discussed – the headmasters? – being – the problems – by – Are
1 2 3 4 5 6
a. 6-4-5-1-3-2 c. 2-4-5-1-3-6
b. 6-4-3-1-5-2 d. 2-4-3-1-5-6
18. while – I – a – massaged – being – reading – am – magazine – am – I
1 2 3 4 5 6 7 8 9 10
a. 2-7-1-4-9-10-5-6-3-8 c. 2-7-5-4-10-9-1-6-3-8
b. 8-7-1-4-9-10-5-6-3-2 d. 8-7-5-4-10-9-1-6-3-2
19. their – The junior – are – coach – being – players – by – trained
1 2 3 4 5 6 7 8
a. 4-6-8-5-3-7-1-2 c. 4-6-3-5-8-7-1-2
b. 2-6-8-5-3-7-1-4 d. 2-6-3-5-8-7-1-4
20. now – radio – The – channel – not – broadcasted – is – new – being
1 2 3 4 5 6 7 8 9
a. 1-8-2-4-7-5-9-6-3 c. 3-8-2-4-7-5-9-6-1
b. 1-8-5-7-4-2-9-6-3 d. 3-8-5-7-4-2-9-6-1
