TEACHING ACTIVE AND PASSIVE VOICE BY USING INDICATIVE STRATEGY TO THE SECOND GRADE STUDENTS AT THE SENIOR HIGH

SCHOOL 2 OF ULU MUSI.

1. Background In Indonesia English is taught as compulsory subject to high-school students and college students. At some elementary school, English has even been introduced as a local content subject to their fourth-grade pupils. The objective of Teaching English to Indonesian students is that the students are able to communicate in English both orally and in writing. To achieve the objective, the students should have the four language skills, namely listening, speaking, reading and writing. Besides, to support their language skills, the students should master the language components, such as pronunciation, grammar, and vocabulary. Grammar is one of the language components that the students should master. Grammar is a linguistic description of a particular language, a set of statements or rules that explain how the language works (Calderonnello, 1986:481). It is important to master grammar because person who has a good grammar mastery would be able to understand utterances / sentences produced by other people grammatical utterances / sentences understood by other people. One English grammar that is taught to the second grade students at senior high school is passive voice. Passive voice is the original receiver, the action the and to produce

grammatical subject, and the original doer of the action. There are two special form called voice (Marcela, 1972:55), they are: 1. Active voice 2. Passive voice 1) The active voice is the "normal" voice. This is the voice that we use most of the time. In the active voice, the object receives the action of the verb, for example ; *Cat eat fish. 2) The passive voice is less usual. In the passive voice, the subject receives the action of the verb. The object of the active verb becomes the subject of the passive verb, for example: Fish is eaten by cat. The form of the voice especially the passive, is not easy to be understood by the students. The passive voice is less usual than the active voice. The active voice is the "normal" voice. But sometimes we need the passive voice. In this case the teacher should give instruction to the students how to construct the passive voice, when to use it and how to conjugate it. The indicative strategy represents a more modern style of teaching where the new grammatical structures or rules are presented to the students in a real language context (Goner, Phillips, and Walters 135). Indicative grammar teaching is based on trial and error, experiments. The students learn from trying different things, seeing what works and what does not. through experimenting they figure out the grammatical rules. The indicative

approach is also known as the discovery learning approach where lessons begin by

the teacher providing examples to demonstrate how the language is employed. In doing so, the students derive the rule by themselves and the language is practised in further activities (Thornbury, Scott. 2006, p.29-48) Based on the above statement the writer intendede to conduct a study to find out whether or not indicative strategy is effective in teaching active and passive voice to the students. The reason for

choosing this topic, because the writer experienced to see most of the students if Senior High School faced difficulties in learning passive voice. For example when they have to change to active sentence in present tense, they still put the verb in active form and also they do not understand in changing the be form of the voice. Using indicative strategy might help them of overcome the problem in learning English grammar. For this study the writer would like to use the second grade students of the State Senior High School 2 of Ulu Musi as the sample of this study. This study would be entitled Teaching Active and Passive Voice by Using Indicative Strategy to the Second Grade Students at the State Senior High School 2 of Ulu Musi

2. Problem The problem of this study deals with the teaching active and passive voice by using indicative strategy to the second grade students at the State Senior High School 2 of Ulu Musi.

2.1 Limitation of the Problems The study is limited in the following points;

1) the study deals with the teaching active and passive voice by using indicative strategy to the second grade students at the State Senior High School 2 of Ulu Musi. 2) The active and passive voice taught to students will be the Simple Present Tense and Simple Past Tense.

2.2 Formulation of the Problem This study is formulated in the following Is it effective to use indicative strategy in teaching active and passive voice to the second grade students at the State Senior High School 2 Ulu Musi?

3. Objective of the Study The objective of this study is to find out the effectiveness of indicative strategy in teaching active and passive voice to the second grade students at the State Senior High School 2 of Ulu Musi.

4. Significance of the Study The significance of this study emphasized on the following points: (1) To the Writer This study would increase her knowledge to know how the active and passive voice is taught to the students by using indicative strategy is tested and how to measure their achievement. (2) To the Teacher

By giving the written test using indicative strategy, the writer expects, it would encourage their students to learn English grammar, so that from now on the can self-access study on it and the indicative strategy can be the supplementary material for classroom use. (3) To the Students For the second grade students of the State Senior High School 2 Ulu Musi, they are expected to keep on learning English grammar correctly by following the indicative strategy rules as they should be. In addition, this study may attract them to learn the grammar of English better. (4) To the Institution This study could be one of the informative references so by doing th indicative strategy, the students grammar would be better.

5. Literature Review This part will presents (1) the concept of teaching, (2) the concept of active and passive voice, (3) the concept of indicative strategy, and (5) related previous study.

5.1 The Concept of Teaching Teaching is profession conducted by using a combination of art, science and skill. It is an art because it relies on the teachers creative provision of the best possible learning environment and activities for his/her students. It is science since it is a system, an ordered set of ideas and methods used by the teachers in doing their

main jobs : planning a lesson, implementing the plan in the classroom and evaluating the outcome of the activities. It is skill because it demands the ability attained from relevant theories and practice to assist students expertly in learning so that they are able to gain linguistic and communicative competence in the target language (Saleh. 1997:16).

5.2 The Concept of Active and Passive Voice (Wren and Martin, 1982:91) gives definition that the active voice is usually more direct and vigorous than the passive. The need to make a particular word the subject of the sentence will often determine which voice is to be used. The active voice is the "normal" voice. This is the voice that we use most of the time. The voice is used to indicate that the grammatical subject of the verb is performing the action or causing the happening denoted by the verb. We are probably already familiar with the active voice. In the active voice, the object receives the action of the verb, for example:

subject active Cats Everybody

verb

Object >

eat drinks

fish. Water

The passive voice is less usual. In the passive voice, the subject receives the action of the verb. The voice used to indicate that the grammatical subject of the verb is the recipient (not the source) of the action denoted by the verb, for example:

subject Passive Fish

verb < are eaten

object

by cats.

The object of the active verb becomes the subject of the passive verb: Subject active passive Everybody Water verb drinks is drunk Object water. by everybody.

5.2.1 Construction of the Passive Voice The structure of the passive voice is very simple (Wren and Martin, 1982:92): subject + auxiliary verb (be) + main verb (past participle) The main verb is always in its past participle form. Look at these examples: Subject Water 100 people I auxiliary verb (to be) Is Are Am main verb (past participle) Drunk Employed Paid by everyone. by this company. in euro.

We Are

Are They

not

Paid Paid

in dollars. in yen?

5.2.2 Use of the Passive Voice We use the passive when: - we want to make the active object more important - we do not know the active subject Subject give importance to active object (President Kennedy) active subject unknown President Kennedy My wallet verb was killed has been stolen. Object by Lee Harvey Oswald. ?

Note that we always use by to introduce the passive object (Fish are eaten by cats). Look at this sentence: - He was killed with a gun. Normally we use by to introduce the passive object. But the gun is not the active subject. The gun did not kill him. He was killed by somebody with a gun. In the active voice, it would be: Somebody killed him with a gun. The gun is the instrument. Somebody is the "agent" or "doer". In this study, the writer will use simple present and simple past tense voice to teach to the students.

5.3 The Concept of Indicative Strategy An indicative approach comes from inductive reasoning stating that a reasoning progression proceeds from particulars (that is, observations, measurements, or data) to generalities (for example, rules, laws, concepts or theories) (Felder & Henriques1995). The students learn the use of the structure through practice of the language in context, and later realize the rules from the practical examples. In the case of pedagogical grammar, most experts argue that the indicative approach can also be called rule-discovery learning. It suggests that a teacher teach grammar starting with presenting some examples of sentences. In this sense, learners understand grammatical rules from the examples. The

presentation of grammatical rules can be spoken or written. Eisenstein (cited in Long & Richards, 1987) maintains that the indicative approach tries to utilize the very strong reward value of bringing order, clarity and meaning to experiences. This approach involves learners participating actively in their own instruction. In addition, the approach encourages a learner to develop her/his own mental set of strategies for dealing with tasks. In other words, this approach attempts to highlight grammatical rules implicitly in which the learners are encouraged to conclude the rules given by the teacher. According to Krashen (1993:33-44) offers steps in teaching active and passive voice by using indicative following four steps: STEP 1: Students are given a representative set of passive voice. sentences about active and strategy, which can be roughly characterized as the

Students are given a mixed group of grammatical and ungrammatical sentences regarding the use of the active and passive voice, as exemplified by (3): a. Cats eat fish (active)

b. *Cats eats fish c. Fish is eaten by cats (passive) d. *Fish is eat by cat STEP 2: Students are asked to generalize active and passive forms. - Students are asked to produce or generalize a grammatical rule from the active and passive sentences to account for both its grammatical and ungrammatical sentences. Based on their grammatical judgments about the two sentences students would formulate a tentative grammatical rule which governs the use of the active and passive voice. STEP 3: Students are asked to check and test the active and passive sentence. - Students are asked to check and test the rule of the voice sentence involving the use of the active and passive, and to find out whether this grammatical rule can be applied in the sentence. STEP 4: Students are asked to revise the grammatical rule of the voice accommodate the new sentences. - The students check the result of the sentence, and check whether the sentence is grammatical or not. This steps involves learners participating actively in their own instruction. In addition, the approach encourages students to develop her/his own mental set of to

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strategies for dealing with tasks. In other words, this approach attempts to highlight grammatical rules implicitly in which the students are encouraged to conclude the rules given by the teacher.

5.3.1 The Advantages and Disadvantages of Indicative Strategy (Krasen, 1993:33-44) The inductive disadvantages as seen in the Table 1 below.
TABLE 1 THE ADVANTAGES AND DISADVANTAGES OF INDICATIVE STRATEGY

approach offers advantages

and

5.4 Related Previous Study 5.6 Previous Related Studies

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There are quite many theses discussed about pronunciation and songs, but the writer will take only one thesis which closely related to this thesis with the tide "Efektivitas Penggunaan Lembar Kerja Siswa pada Pokok Bahasan Passive Voice dan Active Voice untuk Siswa Kelas VII MTs NU 01 Kramat Kabupaten Tegal Tahun 2009/2010", written by Rosita, Imut Diah in 2010. The objective is to find out to know whether using media of Work Sheet to Student has positive effect on structure ability Passive Voice and Active Voice for Students at Class VII MTs NU 01 Kramat Tegal Regency in Academic Year 2009/2010. The research result shows on degree significance of 5% (0,05), there is significance difference between mastery in English Writing skill of student who are taught by using work sheet of student, and those who are taught without using work sheet of Student at MTs. The result of t-test is 6,5254 and t-table is 2,021. So, it is higher than t-table. The similarities and differences are found, they arc: 1) The similarities are: a. Both talked about active and passive for the topic of the study. 2) The Differences arc: a. The previous thesis was Written in 2010 while the writer in 2011 b. The previous thesis used the work sheet media to know its effect on the students structure ability passive voice and active voice c. The previous thesis population was 120 students and the samples was 40 students, the writers' population was 70 from two classes and the sample will be all with one class as the experiment and the other class as the control group.

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d.

The previous study used the true experimental method while the writer will use experimental method.

6. Hypotheses In relation to the objective of the study as mentioned above, the writer formulates the following two hypotheses. Ho : It is not effective teaching active and passive voice to the the second grade students of the State Senior High School 2 of Ulu Musi. HA : It is effective teaching active and passive voice to the the second grade students of the State Senior High School 2 of Ulu Musi.

7. Criteria for Testing the Hypotheses For testing the hypotheses formulated above, the writer will use critical value of the students of the t-test distribution table (Hatch and Farhady, 1982:272). Due to the fact that the writer will use 35 pairs students as the sample of the study, and the degree of freedom (df) was 34 (35-l ), therefore to accept the alternative hypotheses with 0.5% significance the writer will use the t-distribution table (Hatch and Farhady, 1982:272) with one tailed test, the result of the matched t-test oft-obtained should exceed 1.684. If the t-table is lower or smaller than 1.684, the null hypothesis (Ho) is accepted and the alternative is rejected. On the other hand, if the result of the t-table is higher than 1.684, the null hypothesis (Ho) is rejected and alternative hypothesis is accepted (Hatch and Farhady , 1982:272).

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8. Research Procedure In this part the writer will discuss: (l) the method of the study, (2) operational definitions, (3) population and sample, (4) techniques for collecting data (5) techniques for analyzing data, and (6) research schedules

8.1 Method of the Research In doing this study, the experimental method will be used through randomized post-test only control group design, using matched subjects. By applying the true experimental method, the researcher involved two groups of students that had been matched before based on their scores in the pre-test. The diagram of the design is as follows: Experimental Group : M X1 O __________________________ Control Group : M X2 O (Fraenkel and Wallen, 1993:250) In which: M = Matching the Pairs from the two Groups through a Pretest Xl = Teaching by Using Songs and Pictures X2 = Teaching without Using Songs and Pictures O = Post-test

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The steps that will be taken in this study covered: l) surveying the literature relating to the problems; 2) defining the problems; 3) constructing an experimental plan by writing the research design; 4) doing the try-out test; 5) matching the pails from the two groups through a pre-test; 6) conducting an experiment; 7) collecting the data through the posttest; 8) analyzing the data; 9) drawing the conclusions; 9. proposing suggestions; 10) reporting the results.

8.2 Research Variables A variable is a type of concept that can take or different values or have categories, such as tree, house, desk, teacher creativity, and school. There are two kinds of variables in this study: independent variable and dependent variable. The independent variable is a variable which influences other variables and come first, such as teaching method, teacher behavior, methods of instruction curriculum, individual characteristics, SES (Social Economy Status) and peer group behavior. Dependent variable is the one that is affected by or predicted by the independent variable, such as achievement attitudes, values, self concept, a social development (Dane, i990:22)

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In this study, the independent variable of the research is the teaching media that is songs and pictures, and the dependent variable is the students' vocabulary achievement.

8.3 Operational Definitions The title of this study is "Teaching Active and Passive Voice by Using Indicative Strategy to the Second Grade Students the State Senior High School 2 of Ulu Musi. From the title of this study, the dependent variable is students' grammar achievement and the independent variables is indicative strategy. Therefore, it is necessary to clarify the terms used. In this study, in order to avoid misunderstanding in writing, the writer tried to find out the key words relating with this title. They are teaching, active and passive voice, and indicative strategy.. 1) "Teaching" is the teacher's activities in transferring knowledge or skill to he/his students. This study will teach active and passive voice by using indicative strategy 2). "active voice is the subject of the sentence performs the action denoted by the verb, and passive voice is in which the subject of a sentence or clause denotes the recipient of the action rather than the performer. 3) "Indicative strategy" is.the strategy for teaching the students learn the use of the structure through practice of the language in context, and later realize the rules from the practical examples.

8.4 Population and Sample

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8.4.1 Population According to Arikunto (1993:2), population is '?11 research subjects." The population of this study will be all of the fifth grade students of the state Elementary school of Tanjung Lago, Banyuasin in the academic year of 2010/2011. The number of the population is 105. There are three classes in the population as follows: TABLE 1 TIIE POPULATION Class Number of Students 5.1 35 5.2 35 5.3 35 Total 105 Source: The State Elementary School of Tanjung Lago, Banyuasin in the Academic Year 2010/2011 8.4.2 Sample Sample is any group of individuals, which selected to presents population (Richards, platt and Webber, 1985:250). The sample is a part of a whole used for showing what the rest is like. Arikunto, "If the number of the subject of the No 1. 2. 3.

investigation is less than 100, the writer can take all of the subjects or if the member of the subjects is more than 100, the writer can take 10 15o/o or 20 - 25o% of the population to be the sample." Based on the statement above, the sample of this study is 207o of the population. The sample will be 40 students which 20 students as the control group and 20 students as the experimental group. The sample will be taken by applying two stages random sampling that is the selection from the population representing each of the classes (Scott and Wild, 1986:76). From three classes three

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will be taken 75 students and then from 75 students then will be taken 20 of them, so the sample will be 40 students. The samples are presented be1ow. TABLE 2 THE SAMPLE STUDENTS EXPERIMENTAL CONTROL 20 20 40 8.5 Techniques for Collecting the Data In teaching vocabulary by using songs and pictures, the writer will only use one technique; that is a test. The writer will give a pretest and posttest in teaching vocabulary to the students by using songs and pictures. The students will listen to a song entitled "Animals taken from Songs Promote young Learners Vocabulary by Andi Guna, Leo, page 18, and www.dreamenglish.com. 8.5.1 Validity The most important variable in edging the adequacy of a measurement is its validity. Validity refers to extent to which the result of an evaluation procedure serves the particular uses for which they are intended to measure (see Tinambunan, 1988:11). It can be said, for example, a ruler is used to measure height, watches to measure time and scales to measure weight. There are three types of validity: content validity, criterion related validity, and construct validity. However, the most important concern for the classroom Song Animal 1, and Song Animal 2" from

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achievement testing is content validity (Tinambunan, 1988:12-13). Therefore, the discussion is focused on content validity. Content validity is concerned with whether or not the content of the test is sufficiently representative for the test to be valid measure of what it is supposed to measure (Tinambunan, 1988: 12-13). Thus, the validity of the test is the extent to which the test measures what is intended to measure. If the result is to be used to describe pupil achievement, we should like them to represent the specific achievement we wish to describe. Based on this, the writer provided the songs that the students should be taught which is suitable with the material in basic course outline of the 2009 curriculum for the State Junior High School 12 of Tanjung Lago, Banyuasin.
TABLE 3 THE TEST SPECIFICATION Objective To measure the students achievement to answer the vocabulary Indicator The students are able to answer the questions by using songs and pictures Materials Vocabulary about animals Test Items 1 10 Words Tested 1. Tiger 2. Elephant 3. Fish 4. Bear 5. Camel 6. Dolphin 7. Bee 8. Cat 9. Chameleon 10. Hen 11. Zebra 12. Dog 13. Snake 14. Monkey 15. panda 16. Lion 17. Bird Types of the Test Matching Pictures

11-20

Completion Test

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18. Crocodile 19. Rooster 20. Bull

8.5.2 Reliability Richards, et al., (1985:24) state, Reliability is a measure of degree to which a test gives consistent result. A test is said to be valid if it gives the same result when it is given on different occasions of when different people use it. Reliability means the stability of the test score. A test cannot measure anything unless it measures consistently (Gronlund, 1993:19). In reaching the reliability of the test, the writer will use the KR-21. According to Fraenkel and Wallen (1993:149), the test is

considered reliable if the reliability coefficient is equal to or more than 0.70, and unreliable if it is less than 0.70. KR 21= (Fraenkel and Wallen, 1993:149) Where: KR 21 K M SD = Kuder-Richardson Reliability Coefficient, = Number of Items in the Test = The Number of the Students Correct Answers = Standard Deviation of the Set of Test Scores The Formula is: SD= 1982:59) Where: SD = Standard Deviation The formula is as follows:
K M (K M ) 1 K 1 K SD 2

( x x )
N

(Hatch and Farhady,

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X
X

= The Number of the Students Correct Answers = The Average Number of the Correct Answers = The Number of the Students

8.6 Techniques for Analyzing the Data There will be two kinds of techniques in analyzing the data, they are: 1) The Percentage Analysis The data obtained from the test will be analyzed by using percentage analysis.The percentage analysis formula is as follows: X= Where: X R T N R 100% TxN = Score of Percentage Result = Total Number of Correct Answer = Number of Sample = Number of Test Items

In order to get the percentage scores the total of students' choices divided by the total number of the sample students and multiplied by 100%. The criteria are as follows: Ranges Category 9.6 10 Excellent 8.6 - 9.5 Very Good 7.6 - 8.5 Good 6.6 - 1.5 Sufficient 5.6 - 6.5 Poor 0 - 5.5 Very Poor Source: The State Elementary School 13 of Palembang 8.6.1 Matched T-Test

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This analysis applied to find out whether the teaching vocabulary by using song and pictures is effective and the formula is as follow (Halch and Farhady, 1982: I 16). tobtained = X1 X2 1 1 S + n1 n2

S= Where:

( N 1) S12 + ( N 1) S22
N1 + N 2 2

T-obt = The value of t-obtained X 1 = Mean of the Experimental Group X 2 = Mean of the Control Group N1 = The Number of Students in Experimental Group N2 = The Number of students in Control Group S = Standar Deviation. (Sudjana 1986:232)

9. Tentative Research Schedules The tentative schedule in doing this study will be as following: I . Preparation 2. Writing 3. Data collection 4. Data Analysis : January 2011 : February 2011 : April 2011 : June-July 2011

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REFERENCES Felder, R., & Henriques, E. (1995). Learning and teaching styles in foreign and second language education. Foreign Language Annals 28(1), 21-31. Krashen, S. 1987. Applications of psycholinguistic research to the classroom. In M. Long & J. Richards (Eds.), Methodology in TESOL (pp. 33-44). New Jersey: Heinle & Heinle Publishers.

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Wren and Martin. 1982. High School English Grammar and Composition. New Delhi: S. Chand & Company LTD.

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