Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
TEACHING ENGLISH PASSIVE VOICE USING PEER TUTORING METHOD AT THE ELEVENTH GRADE STUDENTS OF SMAN 2 PADALARANG IN ACADEMIC YEAR 2012-2013 Desy Pursita (09.22.0366) [email protected] English Education Study Program Language and Arts Department Sekolah Tinggi Keguruan Dan Ilmu Pendidikan (STKIP) Siliwangi Bandung ABSTRACT The objective of this research entitled “Teaching English Passive Voice Using Peer Tutoring Method at the Eleventh Grade Students of SMAN 2 Padalarang in academic year 2012-2013” was to find out whether or not teaching English passive voice using peer tutoring method can improve students’ ability in learning English Passive Voice. The research used one group pretest-posttest design and quantitative research method. The instrument used in this research was written test. The data of this research were collected by giving pretest and posttest to the students. The population of this research was 30 students of eleventh grade of SMAN 2 Padalarang in academic year 2012-2013 and the sample was entire population. To analyze the data, the writer used t-test formula. The results of data analysis showed that, the mean score of pretest was 31.3, the mean score of posttest was 76.1 the t-observed was 3.23. The ttable with degree of freedom df = n – 1 (30 – 1 = 29) and the level of significant at 5% was 1.69. Based on the data above, the alternative hypothesis of this research was accepted because the t-observed was higher than t-critical value (3.23 > 1.69). It could be concluded that Teaching English Passive Voice Using Peer Tutoring Method could improve students’ ability in learning English passive voice. Key words: Teaching, Passive Voice, Peer Tutoring. and do not want to be active. Though learning in class should be done enthusiastically and not always focus on the teacher as a center. Referred to the case above, the writer tried to investigate teaching English passive voice using peer tutoring method in SMAN 2 Padalarang. Bruce A. Miller (1989:76) stated, “Peer tutoring is one of the teaching methods where students can learn from another student who hold a role as a tutor and teacher in class is only to monitor and evaluate their learning activity.”Based on that description, the writer concluded that peer tutoring is a method which emphasizes students to minimize the passiveness and grow the activeness. Hopefully it can make their enthusiasm in learning English passive voice improve because they can ask question to their friend than the teacher and have not to be shy. Finally the writer very interested to make a paper entitled “Teaching English Passive Voice Using Peer Tutoring Method at the Eleventh Grade Students of SMAN 2 Padalarang in Academic Year 2012-2013.” A. BACKGROUND In Indonesia, English is taught at elementary school, junior high school, senior high school also in university and many courses. Kurikulum Tingkat Satuan Pendidikan 2006 (KTSP, 2006:278) states that: The aim of the English teaching in Indonesia especially teaching to senior high school is to enable students to have the ability in developing communicative competence in both oral and written form in achieving functional literacy level. Knowing that English is quite significant for Indonesian people in the future it is better to be able to communicate in English both using active or passive sentences. But, in reality most of students who learn English as a foreign language do not know how to change active into passive and vice versa because of many rules and tenses have to learned. So they cannot use English for making real communication. This problem become worse by the lacking of method that is used so it is often make students who are learning in class tend to be passive B. LITERATURE REVIEW 1. Theoretical of Teaching Teaching Outside of schools, students learn from one another as a natural occurrence in daily life. Students might have difficulties to understand things, they will often rely on brother, sister or friend for instruction which usually involves both demonstration and explanation. In such situation, teaching is taking place. According to (Brown, 1987:7) “teaching maybe defined as showing or helping someone to learn how to do something, 1 giving instruction, guiding in the study of something, providing with knowledge, causing to know or understand.” process in education, both formal and informal education. 2. English Passive Voice Dokme (2008:385) states, “It is about 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.” And it is used when the agents is not know or not important, when the doer of action is understood from the context and when the action is more important than the doer. a. Teaching Approach According to Anthony (1963) in Brown (2001:14) “an approach was a set of assumptions dealing with the nature of language, learning and teaching.” In line with the quotation above, Brown (2001:14) stated that: An approach defines assumptions, beliefs and theories about the nature of language learning. Approach is theoretically well informed positions and beliefs about the nature of language, the nature of language learning and the applicability of both to pedagogical settings. From the statement above the writer may conclude that teaching approach is the way how to give teaching the language in the nature of language learning by settings pedagogical. 3. Peer Tutoring Peer tutoring is cooperation between two or more students, where one individual imparts knowledge to the other (s). This can occur between students of the same age or grade (same-age tutoring) or between students of different ages or grades cross-age tutoring (Bruce A. Miller (1989:38). 4. How to Teach Peer Tutoring Method Students on senior high school have certain advantages over adults in teaching peers. They more easily understand tutees’ problem because they are cognitively closer. The fact that their cognitive framework is similar may also help peer tutors present subject matter in terms their tutees understand. (Bruce A Miller, 1989:38). The application of peer tutoring especially in learning English passive voice starts with teachers divided students into several group. The group is consisted students with higher and lower knowledge capability. One of the students becomes a tutor in the group and helps the others to learn material together. b. Teaching Technique Techniques were the specific activities manifested in the classroom that were consistent with a method and therefore were in harmony with an approach as well. Teaching technique (also commonly referred to by other terms) was any of a wide variety of exercises, activities, or tasks used in the language classroom for realizing lesson objectives. Brown (2001:14) From the statement above, teaching technique was an activity in the classroom in teaching that consisted of method and approach in order to teaching and learning could be more effective. c. Teaching Strategy Orlich, et.al, (1985:5) said that, “Teaching strategies is intended for education related courses dealing with instructional method or techniques but it may be profitably used a reference book for a variety of other purposes.” The final target of teaching learning process is that the students have the latest and ability using English because the teacher only gives a condition to the students have learning process and the objectives formed or achieved. 5. The Use of Peer Tutoring Method in Learning English Passive Voice A successful peer tutoring method is learned through experience to capitalize on the capabilities students to help one another. There are seven different uses of peer tutoring in the classroom were identified: 1. Drill each other both tutors and tutees. 2. Help other students develop a skill that the tutor possesses. 3. Build self-esteem of the tutor. 4. Peer modeling of skill. 5. Ask a student to explain a concept in “kid language.” 6. Let a student (or students) teach a chapter in social studies. 7. Help each other with study skills and researching. d. Teaching Method Anthony (1963) in Brown (2001:14) stated that: “method was described as an overall plan for systematic presentation of language based upon a selected approach.” A method generalizable across widely varying audience, that would successfully teach students a foreign language in the classroom. Teaching method is a method that is need in teaching learning process. It is one of important factors to improve the quality of teaching learning 2 “A sample is any part of population considered regardless of whether it is representative or not.”(Burns, 1994:63). The sample of this research was 30 students of eleventh grade year of SMAN 2 Padalarang in academic year 2012-2013. It means that the population becomes sample. C. RESEARCH METHODOLOGY 1. Research Design According to McMillan and Schumacher (2001:166) research design refers to “a plan for selecting subjects, research sites, and data collection procedures to answer the research questions.” Therefore, the writer needed an appropriate design to find out the answer of the problems for this research. Based on objective and problem, the writer used a pre-experimental design with one group pretestposttest. In this design, a single of subjects was given a pretest (O) then the treatment (X) And then the posttest (O). The design of the research of the research is as follows: One-Group Pretest-Posttest Design Group Pretest A O Treatment X 5. Research Data Collection a. Giving the Pretest Pretest was given to the students before posttest to know the ability of students before the treatment. The pretest which was given to the students consisted of fifteen essay questions. The Pretest held on March 30th 2013 to the eleventh year students as the sample in this research. Posttest O b. Giving the Treatment The writer gave the treatment to the students after gave them pretest. The treatment given to students was teaching English passive voice using peer tutoring method. The writer did the treatment in four meetings that was held on 3, 6, 10, 13 April 2013. Time “The researcher to take a pre-test measure Y1, manipulate the independent variable X and make an observation on dependent variable Y2.” (Vaillant, 1985:113). c. Giving the Posttest Posttest was taken from the result of the treatment that had been given to the students before. It was held on April 27th 2013 and had the same questions as pretest. 2. Research Method In this research the writer used the quantitative research where the study designed to test hypotheses through the use of objective instruments and statistical analysis. “Quantitative research method are used to examine question that can base the answered by collecting statistically analyzing data that are in numerical form.” (Crowl, 1996:10). 6. Research Data Analysis a. Finding Out Mean To find out the mean of the score from the test, Crowl (1996:140) notes the formula as follows: 3. Research Instrument To collect the data of this research, the writer used a standardized test, which means, “The test has been designed so that the procedures for administering the test, the materials used in the test, and the way in which the test is scored are constant.” (Crowl, 1996:114). The writer used two kinds of test as the instrument of the research; pretest which was given to the students before the writer gave the treatment and the posttest which was given after the students got the treatment. The writer used essay of writing test (pretest and posttest) as instruments of this research. = n = mean = the score of the students = the totals of the students b. Finding Out Standard Deviation The standard deviation is the square root of the average squared difference between each score and the mean score, Crowl (1996:140) define as follows: 4. Research Population and Sample “Population is entire group of people or objects or events which all have at least one characteristic in common and must be defined specifically and unambiguously.” (Burns, 1994:62). The population of this research was 30 eleventh grade students of SMAN 2 Padalarang in academic year 2012-2013. = S 3 = The standard deviation of the difference in scoring of the pretest and posttest The sum of the scores The number of scores = = f. The sum of the squared scores The sum of the scores squared Completing the final research. D. FINDINGS AND DISCUSSIONS 1. Analysis of the Result of Students’ Pretest Score Table 4.1 Pretest Score No Name X X2 1. A001 17 289 2. B002 57 3249 3. C003 34 1156 4. D004 30 900 5. E005 34 1156 6. F006 10 100 7. G007 50 2500 8. H008 50 2500 9. I009 17 289 10. J010 40 1600 11. K011 14 196 12. L012 34 1156 13. M013 34 1156 14. N014 40 1600 15. O015 14 196 16. P016 70 4900 17. Q017 14 196 18. R018 57 3249 19. S019 20 400 20. T020 20 400 21. U021 24 576 22. V022 17 289 23. W023 47 2209 24. X024 14 196 25. Y025 14 196 26. Z026 37 1369 27. AB01 37 1369 28. CD02 34 1156 29. EF03 47 2209 30. GH04 14 196 2 ∑X= 941 ∑X = 36953 c. Finding Out Degree of Freedom Degree of freedom is needed when we want to compare between the obtained t ( ) with the table entry for relevant df and level significant the degree of freedom formula is: df = n-1 n = the number of the students d. Finding Out the t-observed Using the t-test Formula In analyzing to collect the data, the writer used ttest formula with significant level at 5%. (Crowl, 1996:179) states: t= Where: = The mean difference between the two sets of scores = Summation (Sum Up) = The difference between the scores of one person (or matched pair) = The squared difference between the scores of one person (or matched pair) = Square each difference and sum the squares = Sum the difference and square the sum N = The number of difference 7. Research Procedures In conducting the research, the writer did some procedures as follows: a. Completing the permit letters from the institution of STKIP Siliwangi Bandung and the school where she would do the research at SMAN 2 Padalarang. b. Making a lesson plan, this was based on the school-based curriculum (KTSP) c. Making a research instrument which is consisted of fifteen questions about passive voice. d. Collecting the data by: a. Giving pretest which was held on March 30th 2013. b. Giving treatment in four meetings which were held on April 3rd, 6th, 10th and13th 2013. c. Giving posttest which was held on April 27th 2013. d. Analyzing the data. e. Interpreting the results of the data analysis. Based on the scores of the pretest above, it could be known that the highest score was 70 and the lowest one was 10. Then the writer tried to find out the mean and standard deviation of the pretest. The mean is average of the students’ scores. It is the simply the sum of the scores divided by number of the students (n). The mean of pretests was 31.3 Standard deviation is the square root of the average squared difference between each score and the mean score, Crowl (1996:140) defines as follows: 4 27. 28. 29. 30. = = AB01 CD02 EF03 GH04 80 94 97 74 ∑x= 2285 6400 8836 9409 5476 2 ∑x = 181645 Based on the scores of the posttest above, it could be known that the highest score was 100 and the lowest one was 30. Then the writer tried to find out the mean and standard deviation of the posttest. The result of the mean of the posttest was 76.1. = = = = = = 16 The result of the standard deviation on the pretest was 16. = 2. Analysis of the Result of Students’ Posttest Score Table 4.2 Posttest Score No Name X X2 1. A001 64 4096 2. B002 70 4900 3. C003 70 4900 4. D004 60 3600 5. E005 70 4900 6. F006 74 5476 7. G007 94 8836 8. H008 60 3600 9. I009 94 8836 10. J010 70 4900 11. K011 90 8100 12. L012 67 4489 13. M013 100 10000 14. N014 90 8100 15. O015 84 7056 16. P016 100 10000 17. Q017 87 7569 18. R018 70 4900 19. S019 74 5476 20. T020 90 8100 21. U021 30 900 22. V022 74 5476 23. W023 80 6400 24. X024 44 1936 25. Y025 67 4489 26. Z026 67 4489 = = = = = 16.1 The result of the standard deviation on the posttest was 16.1 3. Finding Out the t-observed Using t-test Formula The data of the differences between students’ pretest and posttest score was described in the following table: Table 4.3. Table Preparation for Finding t-observed 5 NO Name 1. 2. 3. 4. 5. 6. 7. 8. 9. A001 B002 C003 D004 E005 F006 G007 H008 I009 Pretest Score 17 57 34 30 34 10 50 50 17 Posttest Score 64 70 70 60 70 74 94 60 94 D D2 47 13 36 30 36 67 44 10 77 2209 169 1269 900 1296 4489 1936 100 5929 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. SUM J010 K011 L012 M013 N014 O015 P016 Q017 R018 S019 T020 U021 V022 W023 X024 Y025 Z026 AB01 CD02 EF03 GH04 40 14 34 34 40 14 70 14 57 20 20 24 17 47 14 14 37 37 34 47 14 941 70 90 67 100 90 84 100 87 70 74 90 30 74 80 44 67 67 80 94 97 74 2285 30 76 33 66 50 70 30 73 13 54 70 6 57 33 30 53 30 43 60 50 60 1347 2. Suggestions After the writer got several results of the research, the writer would like to give some suggestions as follow: 1. Teacher should really know the characteristic of the students so the teacher can be selective in choosing students for being a tutor. 2. Teacher should give the certain rule to every tutor so they can explain well to their members. 3. Teacher should divide students into groups which are consisted of students with lower achievement and high achievement. 900 5776 1089 4356 2500 4900 900 5329 169 2916 4900 36 3249 1089 900 2809 900 1849 3600 2500 3600 72591 F. BIBLIOGRAPHY Brown, H. Douglas. (1987). Principles of language learning and teaching. 2nd edition. Englewood Cliffs, NJ: Prentice Hall. Brown, H. Douglas. (2001). Teaching by principles an Interactive Approach to Language Pedagogy. United State: Longman. Burns, Robert B. (1994). Introduction to Research Method. Australia: Longman Australia Pth. Ltd. Crowl, K. Thomas. (1996). Fundamentals of Educational Research. United State of America: Brown and Benchmark. Dokme, A et al. (2008). Doors to English Grammar. Jakarta: Yudhistira. McMillan H, James and Schumacher Sally. (2001). Research in Education a Conceptual Introduction. United State: Longman. Miller, A. Bruce. (1989). Planning and Using Peer Tutoring. Portland, Oregon: Northwest Regional and Educational Library. Orlich, Donal C et al. (1985). Teaching Strategies. United States of America: D.C. Heath and Company. Vaillant, Aldridge. (1985). Evaluating Research in Education and the Behavioral Science. Connecticut: Avery Publishing Group. Suroso Wiyanto. (2009). Educational Unit level Curriculum. [Online]. Available at: http://jurnal.um.ac.id/fs/bani/200313.htm [February 25, 2013] After collecting the data, the writer analyzed the scores to find out the tobserved by using t-test formula. t= = = = = = = = 3.23 4. Calculating the Number of Degree of Freedom and t-critical at 5 % Level of the Significance The degree of freedom is: df = n-1 n = the number of the students df = 30-1 = 29 The critical value of t-table at the 0.05 level of the significance for the degree of freedom 29 was 1.69 E. CONCLUSIONS AND SUGGESTIONS 1. Conclusions Based on the analysis, the result of posttest was better than pretest. The mean score of pretest was 31.3, the mean posttest was 76.1 and the t-observed was 32.3. The t-critical value with df = n-1 (30-1 = 29) and significance level at 0.05 was 1.69. It could be concluded that teaching English passive voice using peer tutoring method was accepted. It showed that there was a significant improvement in students’ score when the students learned English Passive voice by using peer tutoring method. 6