Download TEACHING ENGLISH PASSIVE VOICE USING PEER TUTORING

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