proposal haris
TRANSCRIPT
THE FIRST YEAR STUDENTS’ DIFFICULTIES IN CHANGING ACTIVE
AND PASSIVE VOICE AT SMA SHAILENDRA PALEMBANG
1. Background
English has been taught to the students since they are at the Primary School
(SD). Since that time they are introduced to English as a foreign language at very
beginning.
In order to master the language every human being that speaks that language
should knows its language grammar. It is assumed the learner who wants to know or
use a language has to master the grammar of language. Norton (1980: 191) states that
grammar is a study of words and their functions. It consists of word order, form and
structure of a language and the way in which linguistic units such as words and
phrases are combined to produce sentences in the language. In grammar, there is
active and passive that is studied, including the grammar that is studied, by the first
year students of SMA SHAILENDRA Palembang. Grammar is the study and practice
of the rules by which words change their forms and in other combined into sentences.
Many students are still unable to communicate in English. The causes might
be to fact that they are not good enough at English structure, very often they do not
know how to produce and to write good sentences.
Since grammar covers many grammatical items, including active and passive
which is always used both and oral written communication. The writer takes the topic
on the first year students’ difficulties in changing active and passive sentences at
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SMA SHAILENDRA Palembang. In this study the writer does a research about the
students’ difficulties in changing active into passive sentences.
2. Problem
To clarify what things were going to do the writer needs to limit and
formulates the problems.
2.1. Limitation of The Problems
The problem of the study was limited on the students’ difficulties in changing
active into passive sentences. The tense were limited as the followings:
a. The Simple Present Tense
b. The Present Continuous Tense
c. The Future Tense
d. The Future Continuous Tense
e. The Simple Past Tense
f. The Past Continuous Tense
2.2. Formulation of The Problems
Based on the limitation above the problems of this study is formulated as
follow: what are the first year students’ difficulties in changing active into passive
sentences in the tenses of (a) The simple present tense (b) the present continuous
tense (c) the future tense (d) the future continuous tense (e) the simple past tense (f)
the past continuous tense.
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3. Objective of The Study
The objectives of the study is to find out the students’ difficulties in changing
active into passive sentences in the tenses (a) The simple present tense (b) the present
continuous tense (c) the future tense (d) the future continuous tense (e) the past tense
(f) the past continuous tense.
4. Significance of The Study
By completing this report of the thesis, it is hoped it will give some
advantages as follows; firstly, it will give inputs in teaching and learning English
especially active and passive. Secondly, it will be used for the teacher of English in
helping the students to overcome their problems. Thirdly, the writer hopes it would
give some contributions to the field of the teaching English as foreign language to
teachers of English. It is also expected to increase the writer her self in getting more
experience and knowledge of this study.
5. Theoretical Framework
5.1. The Concept of Active Sentences
According to Wren and Martin (1969:93). Active is used when the agent (i.e.
does the active). Is to be made prominent.
For example:
(1). I buy fruits and vegetables.
(2). She brought a book.
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In sentences (1) and (2) the words “I” and “She” indicate that the subjects are
performing the activity. The words “buy” and “brought,” indicate that the verbs are
expressing the action so that the two sentences are called “active”.
5.2. The Concept of the Passive Sentence.
According to Swam (1980:457) not all verbs can has passive form.
Intransitive verb (e.g. “ like, die, arrive, Seem”) cannot become passive. They have
no objects of passive sentences.
5.3. The Forms of Active and Passive Voice
According to Azar (1989:120) states that the form of passive is the object of
an active verb become the subject of the passive.
5.3.1. The form of active and passive voice in the simple present tense
For example:
Subject + VI + Object : Active
E.g. I love you
Subject + Be (am, is, are) + Verb III + By + Object : Passive
E.g. you are loved by me
5.3.2. The form of active and passive in The present continuous tense
For example:
Subject + Be (am, is, are) + Verb III + Ing + Object : Active
E.g. Rama is opening the door.
Subject + Be (am, is, are) + Being + Verb III + By + Object : Passive
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E.g. The door is being opened by Rama.
5.3.3. The form of active and passive in the future tense
For example:
Subject + Be (will, shall) + Verb I + Object : Active
E.g. His father will punish him.
Subject + Be (will, shall) + Be + Verb III + By + Object : Passive
E.g. He will be punished by his father.
5.3.4. The form of the active and passive in the future continuous tense
For example:
Subject + Be (will, shall) +Be+ Verb I + Ing + object : Active
E.g. The cow will be giving good milk.
Subject + Be (will, shall) + Be + Being + Verb III + By + Object: Passive
A good milk will be being given by the cow.
5.3.5. The form of active and passive in the simple past tense
For example:
Subject + Verb II + Object : Active
E.g. The policeman caught the thief
Subject + Be (was, were) + Verb III + By + Object : Passive
E.g. The thief was caught by the Policeman
5.3.6. The form of the active and passive in the past continuous tense.
For example:
Subject + Be (was, were) + Verb I + Ing + Object : Active
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E.g. A cruel boy was killing the bird.
Subject + Be (Was, were) + Being + Verb III +By + Object : Passive
E.g. The bird was being killed by a cruel boy
5.4. The Use of Active into Passive Sentences.
The passive sentences are used in place of corresponding active sentence.
5.4.1. the use of Active into Passive in the Simple Present Tense.
For example:
Lina opens the window : Active
The window is opened by Lina : Passive
5.4.2. The Use of Active into passive in the present continuous tense
For example:
Lina is opening the window : Active
The window is being opened by Lina : Passive
5.4.3. The Use of Active into Passive In the future tense.
For example:
Lina will open the window : Active
The window will be opened by Lina : Passive
5.4.4. the use of Active into Passive in the future continuous tense.
For example:
Lina will opening the window : Active
The window will being opened by Lina : Passive
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5.4.5. The use of Active into Passive in the simple past tense
For example:
Lina opened the window : Active
The window was opened by Lina : Passive
5.4.6. The Use of Active into passive in the past continuous tense
For example:
Lina was be opening the window : Active
The window was be being opened by Lina : Passive
5.5. Related Study
In this part, the writer describes the previous study related to the topic
investigated. The previous study here has been written by Willy Wijaya (1999) and
Muslimatin (1997).
Willy Wijaya’s thesis entitled “ A Contrastive Analysis between English and
Indonesian Passive voice in Sentences Contraction” and “ Muslimatin’s thesis
entitled “ The Second Year Students’ difficulties in studying Active and Passive
voice at SMK PGRI Lubuk Linggau”.
Willy Wijaya’s found that to grammatical forms only which exist English
passive voice and Indonesia passive voice. The objectives of her study way to
describe what are the similarities and the differences between English and Indonesia
Passive voice.
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Muslimatin’s found that many student of the second year of SMK PGRI
Lubuk Linggau had difficulties in using active and passive voice. The objective of her
study was described the errors made by the students and to found out that the
students’ still got difficulties in using studying active and passive voice.
Muslimatin’s thesis and Willy wijaya’s thesis have similarities and different
to this research. The similarity is of the same objectives. The problems was
Muslimatin’s were limited to the second year students’ SMK PGRI Lubuk Lingau
and the students’ ability in transform active sentences and passive sentences, use
correct pronouns in sentences, use correct form of “ be “. In sentences and use correct
forms of past participle in sentences. The problem was Willy wijaya’s theses were
limited by his study on passive voice in sentence constructions that using library
research and contrast the structures between English and Indonesian passive voice. In
this thesis the writer limits her study to changing into passive sentences at SMA
SHAILENDRA Palembang.
6. Research Procedure
6.1. Operational Definition
Operational definitions are very important to do this research because they can
make the readers understand more clearly what is being studied. In order not to cause
misunderstanding the key words are written as the title the writer give the definition
of sentences.
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In this study “difficult” means something that is hard to understand. The
difficulties deal with changing active into passive sentences.
The active indicates that the subject of a sentence was does the action, for
example “She drove the car”.
The passive indicate that the subject of a sentence is affected by the action,
For example “ She was bitten by dog”.
6.2. Method of Research
In this study the writer will use the descriptive method. The term “method”
means way of doing something.
A descriptive method study describes and interprets what it is. It is concerned
with conditions or relationships that exist, opinions that are held, processes that are
going on, effects that are evident, or trends that are developing. It is primarily
concerned with the present although it is often considered past events and influence
as relate to current conditions (best, 1993:105). It is concerned with the analysis of
the relationship between no manipulated variables and the developmental of
generalizations, extending its conclusions beyond the sample observed. Based on the
method above, the writer thinks that this method will be suitable to formulate, solve
the problem, also analyse the data.
Since the writer uses the descriptive method in doing this study, the writer
takes some steps, they are:
1. Reading some relevant books;
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2. formulating the problems and the objectives of the research;
3. writing the research proposal;
4. making some questions for the test;
5. giving the students test;
6. collecting the data;
7. analysing the data.
6.3. Population and sample
6.3.1. Population
According to Morris (1975:1020), “ population is the entire set of individuals
or scores from which a sample is drawn based on the statement. “ it is very important
to have the population and the sample to make the investigation running well.
Furthermore, Population means all the subject of investigation (Arikunto, 1998:102).
The population of this investigation was first year students of SMA Shailendra
Palembang. They were 280 students consisting of seven (7) classes as following
table.
TABLE 1THE POPULATION OF THE RESEARCH
NO Classes Total
1. 2.1 402 2.2 403 2.3 404 3.4 405 2.5 406 2.6 40
Total 240
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6.3.2 Sample
Sample means a part of the whole population of investigation (Arikunto,
1989:104). Furthermore Arikunto (1098:107) says: “If the subject of the investigation
is less than 100 all must be taken if the investigation to form population”. However if
the subject is more than 100, the samples were taken from 10 up to 15 % or from 20
up to 25 % or more. The writer takes sample randomly by picking out from the book.
TABLE 2
THE SAMPLE
NO. Classes Total
1 2.4 40
2 2.7 40
Total 80
6.4. The Technique of the Collection the Data
There is one instrument that will be used by the writer to collect the data,
namely: test.
The test consisted of 20 items in the form of essay questions. The test is given
to describe the errors made by the first year students’ of SMA SHAILENDRA
Palembang in learning active and passive voice. Since a test is one of suitable
techniques and relevant tools in collection the data by administrating the test orally or
writing because such instruments is the reliability is reliable way and easy to get
information.
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6.4.1 Validity
According to Richardrs, et al (1985:304), Validity is the degree to which a test
measure what it is supposed to measure or can be used successfully for the purposes
for which it is intended.
A good test should be valid: that is, it should measure what it is intended to
measure and nothing else. If a test does this, it is said to be valid. To what extend is
an oral interview a valid test of the oral skills (Heaton, 1975:153).
In order to make this research instrument valid, the writer will ask two thesis
advisor to give their suggestion, advice and correlation in constructing, the material to
make the test materials have high degree of content validity. Besides, She also tries to
synchronize the test items with the materials contained in the students’ text book.
6.4.2 Reliability
Reliability of the test material will be evaluated through the internal
consistency reliability. It is a measure of the degree to which the items or parts of the
test are homogenous or consistent with each other see Richard’ et al (1985:146). The
formula that will be used is Kuder-Richardson 21 (KR 21) formula see Freankel and
Wallen (1993:28) as follows:
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Where is:
KR 21 = Kuder-Richard reliability coefficient
K = Number of item in the test
M = Men of the test of the test scores
SD = Standard deviation of the set of the test score is follows
The formula:
Dealing with it, Freankle and Wallen (1993:149) write that for research
purpose, a useful ruler is that reliability should be at least 0.70 and preferably higher.
6.5. The Technique for Analysis the Data
There are two techniques used in analysing the data obtained, they are:
1. Percentage Analyses
The percentage analysis are used to know the students, structure in increasing
their reading by using active and passive sentences. The formula is as follows:
Where is:
C = Number of correct answer
I = Number of items
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S = Number of samples
R= the result of percentage
2. Conversation of the percentage range
A general are used in five scale absolute standards, they are as follows:
Percentage Range Qualification
90-100
70-89
55-60
40-54
0-39
Excellent
Good
Fair
Poor
Fail
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