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STUDENTS’ ABILITY IN USING ACTIVE AND PASSIVE SENTENCES

AT THE SEVENTH GRADE OF SMP NEGERI 9 KOTA JAMBI

THESIS

Submitted as Partial Fulfillment for the Requirements

To obtain the Degree of Sarjana Pendidikan in English Education Program

BY:

NULI FITRIYANI

RRA1B210086

ENGLISH STUDY PROGRAM

LANGUAGE AND ART DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF JAMBI
FEBRUARY, 2016

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DECLARATION OF ORIGINALITY

Nuli Fitriyani, RRA1B210086, clarifies that this thesis is my own work and has
not been submitted in any form for another degree or diploma at my university or
other institute or tertiary education. Information derived from published and
unpublished work of others has been acknowledged in the text and in the list of
references.
Jambi, February 2016

Nuli Fitriyani
RRA1B210086

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MOTTO

“The great knowledge is having benefit for

other people”

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DEDICATION

This thesis is dedicated to:

My beloved parents and siblings

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ABSTRACT

Fitriyani, Nuli. 2015. Students' Ability in Using Active and Passive Sentences at
the Seventh Grade of SMP Negeri 9 Jambi. Thesis. English Study
Program. Faculty of Teacher Training and Education of Jambi
University in Academic Year 2015/2016. The First Supervisor is
Nely Arif, S.Pd., M Ed. The Second Supervisor Nyimas Triana,
S.Pd., M.Ed, St.

Key words: ability, sentence using active and passive

The purpose of this study was to investigate the students‟ ability in using active
and passive sentences and the common mistakes that students made in using
active and passive sentence. In using active and passive sentences, students often
get confused including students of junior high school Negeri 9 Kota Jambi. The
method used in this research was descriptive. The results obtained 69.36 %, the
percentage of students' skills in using active and passive sentences. The
percentages are in the interval 60 % - 74 % (pretty good) in the percentage
assessment scale students‟ ability in using active and passive sentences. It can be
concluded that students‟ ability in using active and passive sentences at the
seventh grades of SMP Negeri 9 Kota Jambi was good enough. Then, in using
active and passive sentences in seventh grades of SMP Negeri 9 Kota Jambi there
are still many errors that must be corrected to improve student learning outcomes.

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ACKNOWLEDGEMENT

Alhamdulilllahirabbilalamin, owing to Allah SWT‟s mercy and blessing,

finally I could complete this research entitled “Students Ability in Using Active
And Passive Sentences at the Seventh Grades of SMP N 9 Kota Jambi “ even
though have done my utmost, do believe that this research; however, for me this is
the work I have ever made.

Shalawat and sallam to Rasulullah Muhammad SAW that has guided us

from perverting lives to the truth.

Many people deserve special recognition for their invaluable help in

accomplishing this thesis; I owe an enormous debt of gratitude to several people.
So, it‟s an excellent opportunity to acknowledge my warm thanks for the
following remarkable figures. In this opportunity I would like to express my
appreciation and faithful gratitude to:

1. First, I would like to deliver my special appreciation and faithful gratitude

to my parents, who give me supports, care, pray, suggestions, many
valuables things in order to make me able to survive in my life, useful for
my family and society. I am proud of them as being part of their life.
2. Then, I would like to say thank you for Nely Arif S.Pd, M.Pd. and Nyimas
Triana S.Pd, M.Ed, St. as the first and the second advisor for
encouragement, kindness, thoughtful guidance and careful reviews during
my hard time composing this thesis.
3. I would like to say thank you for Prof. Dr. M. Rusdi, S.Pd., M.Sc. as the
dean of Teacher Training and Education Faculty
4. And then,I would like to say thank you for Dedy Kurniawan,, S.S., M.A.
as the head of English of Study Program
5. Next, I would like to say thank you for board of Examiners Hustarna S.Pd,
MA, Robby Soma S.Pd, M.Pd and Masbirorotni, S.Pd.M.Sc.Ed, for their
ideas and suggestion to the content of this thesis.

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6. Next, I would like to say thank you very much for Hustarna S.Pd, MA as
my academic advisor who has give me motivations and suggestions to
finish my study on time, and also for all of my lecturers who have taught
me many things, whether it is academic and non academic during I study
in English department.
7. I would like to say thank you for head master of SMP N 9 Kota Jambi that
gave me chance to get the samples of my research.
8. I would like to say thank you for all students at seventh class of SMP N 9
Kota Jambi.
9. And then, I would like to say thank you for my husband Ahmad Taufik
S.Pd who always give me support, care and help me in finishing my thesis.
10. And I would like to say thank you for my friends Nila Dwianasari S.Pd.
Yuli Amria, Iin Marlini, Indrawati S.Pd. Melani S.Pd. Yoga Sabriati S.Pd.
And also for all my friends, my classmates who cannot be mentioned one
by one.

I would also to thank to my grateful sister and niece Bellatul Mei Jingga,
Indri Novrianti for their kindness and supporting me in finishing this thesis, and
my best friends Ima Fatmawati S.Pd, Pahyuma Putri for their warm hearted of
helping me in this thesis.

Finally, as the writer, I mean to express my debt of gratitude to others who

cannot be expressed here. And I also welcome any constructive criticism for
readers for better improvement in next masterpiece of mine.

Jambi, February 2016

Nuli Fitriyani

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TABLE OF CONTENTS

COVER PAGE .................................................................................................... i

APPROVAL ........................................................................................................ ii
DECLARATION OF ORIGINALITY ............................................................. iii
LETTER OF RATIFICATION ......................................................................... iv
MOTTO ............................................................................................................... v
DEDICATION ..................................................................................................... vi
ABSTRACT ......................................................................................................... vii
ACKNOWLEDGEMENT .................................................................................. viii
TABLE OF CONTENTS .................................................................................... x
LIST OF TABLES .............................................................................................. xii
LIST OF APPENDICES .................................................................................... xiii
CHAPTER I INTRODUCTION

1.1 Background of the Research .................................................................... 1

1.2 Research Questions .................................................................................. 2

1.3 Objectives of the Research ...................................................................... 3

1.4 Limitation of the Problem........................................................................ 3

1.5 Significance of the Research ................................................................... 3

1.6 Definition of Key Terms .......................................................................... 3

CHAPTER II REVIEW OF RELATED LITERATURE

2.1 English Language Component................................................................. 4

2.2 Active and Passive Sentence ................................................................... 5

2.2.1 Definition of Active Sentence .......................................................... 5

2.2.2 Definition of Passive Sentence ........................................................ 6

2.3 Active and Passive Sentences in Simple Present Tense .......................... 7

2.4 Transforming the Form of Active Sentence in Tenses into Passive ........ 8

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2.4.1 Active Sentence in Past Tense into Passive ..................................... 9

2.5 Previous Research .................................................................................... 11

CHAPTER III RESEARCH METHODOLOGY

3.1 Design of the Research ............................................................................ 14

3.2 Research Site and Access ........................................................................ 14

3.3 Population and Sample ............................................................................ 15

3.3.1 Population ...................................................................................... 15

3.3.2 Sample ........................................................................................... 15

3.4 The Technique of Collecting Data ........................................................... 16

3.5 Instrument of the Research ...................................................................... 16

3.5.1 Test ................................................................................................... 16

3.5.2 Test Specification............................................................................. 16

3.6 Validity .................................................................................................... 17

3.7 Reliability ................................................................................................ 17

3.8 Data Analysis ........................................................................................... 18

CHAPTER IV FINDINGS AND DISCUSSIONS

4.1 Research ................................................................................................... 20

4.1.1 Students‟ Ability in Using Active and Passive Sentences ............. 20

4.1.2 Students‟ Common Mistakes in Using Active and Passive ........... 23

4.2 Discussions .............................................................................................. 25

CHAPTER V CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions ............................................................................................. 27

5.2 Suggestions .............................................................................................. 27

REFERENCES ...................................................................................................... 29

APPENDICES ....................................................................................................... 31

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LIST OF TABLE

Table 2.1 Pattern of Active Sentence ............................................................ 7

Table 2.2 Pattern of Passive Sentence ........................................................... 7

Table 2.3 Active Sentence in Past Tense into Passive................................... 9

Table 3.1 Population of the Research ............................................................ 15

Table 3.2 Test Specification .......................................................................... 17

Table 3.3 The Percentages of Ability Degree ................................................ 19

Table 4.1 Score Assesment of Students‟ Ability ........................................... 21

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LIST OF APPENDICES

Appendix 1A Students‟ Test .......................................................................... 31

Appendix 1B The Key Answers .................................................................... 35

Appendix 1C Students‟ Test .......................................................................... 36

Appendix 1D Students‟ Test .......................................................................... 40

Appendix 2 The Result of Table Matter Test ............................................... 44

Appendix 3 The Calculation of Validition Item No 1 .................................. 45

Appendix 4 The Reliability of Calculation the Testing Problem ................. 47

Appendix 5 The Result of the Table ............................................................. 50

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CHAPTER I

INTRODUCTION

1.1 Background of the Research

In learning a language, students do not only have to be able to know even

master all the words, but also some parts of the language. English as one of the

examples of foreign language which is used in Indonesia are learnt by the students

at school. At school, during the learning process, the students do not only study

about the four skills in English (e.g. listening, speaking, reading and writing) but

also the grammar as a part of English.

Grammar is some rules of a language to show a meaningful sentence. It is

also an important thing that has to be considered in learning English, but in fact,

most people only focus on the four skills and forget about the grammar. In

addition, to support the language skills, students have to master the language

components, such as pronunciation, grammar, and vocabulary. Among the skills,

grammar is within the component that contains a specific language, a statement or

rules that explain how language works (Calderon, 1986, p. 481). It is important to

master grammar because it allows students to understand the utterances or

sentences produced by others. The components include grammar are specific

learnt at seventh grade in junior high school and known as active and passive

sentences. The original sentence is a passive "recipient", the action of the

grammatical subject, and the original "actors" action.

Seventh grade students do continuous habit since they were elementary to

follow learning. There are some characteristics for each of aspect of language.

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One of students‟ habits is they still use the active sentences rather than the passive

sentences. For example in the writing, students tend to choose affixed sentence me

(N) and to- than in- and happened. Students feel familiar with the passive

sentence. Whereas in using active and passive sentences should be balanced. A

speaker or writer should use both types of sentences that vary widely. That is, the

words spoken by speakers or partly written by readers in the form of an active

sentence and some others form the passive sentences. These variations need to be

done in order to achieve the effectiveness of communication and language usage

was fun (Markhamah, 2011, p.80).

The use of active and passive sentences in learning is a variation of the

sentence. Besides fun, the students will not feel bored if using only active

sentences dominant. In passive sentences, it creates a fusion of creativity in

learning. Studying this phenomenon, researchers decided to investigate the

seventh grade students' skills in using active and passive sentences in SMP Negeri

9 Kota Jambi in the academic year 2013/2014. From above explanation, it is

important to investigate the "Students‟ Ability in Using Active and Passive

Sentences at the Seventh Grade of SMP Negeri 9 Jambi”.

1.2 Research Questions

The Research Questions are:

1. How is students‟ ability in using active and passive sentences?

2. What are common errors do students make in using active and passive

sentences?

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1.3 Objectives of the Research

The objectives of this research are to investigate:

1. The students‟ ability in using active and passive sentences.

2. The common mistakes that students make in using active and passive

sentence.

1.4 Limitation of the Research

Based on the background mentioned above, the problem in this research is

limited on investigating students‟ ability in using active and passive sentences and

the problem especially for simple present tense and simple past tense.

1.5 Significance of the Research

Based on objectives of the research above, the significance of the study is to

give valuable information about whether the students can master active and

passive sentences in simple present tense and simple past tense. The result of this

study could cover the students' grammatical problems in using active and passive

sentences of simple present tense. Moreover, it would hopefully be useful for the

researcher, and the teachers of English and the seventh grade students of Junior

High School.

1.6 Definition of Key Terms

In this part, the researcher would like to describe about the basic theory in

this research:

1. Active sentence: a sentence which the verb has active sentences and

reveals that the subject does the activity (Hartanto, 1986, p.318).

2. Passive sentence: a sentence which the activity is done toward the subject

(Murphy, 1990, p. 68).

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CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the discussion is concerned with the English language

components, teaching active and passive sentences, active and passive sentences

in simple present tense, transforming the form of active sentence in tenses into

passive and previous research.

2.1 English Language Components

There are four kinds of English language components, the first one is

vocabulary. In vocabulary there are some of the essential words and phrases that

English learners need for social and academic purpose. The second one is function

in a task, which includes some of the communicative purpose English learners

must learn to navigate. The third one is forms in the tools, which includes

discourse and grammatical tools needed to communicate for different purpose.

The fourth one is fluency. Trying it out for English learners practice to develop a

accurate and fluent especially the use of grammar (Hartman, 1950).

Grammar is the study of rules governing the use of language (Oxford,

1997). The set of rules governing a particular language is also called the grammar

of the language; thus, each language can be said to have its own distinct grammar.

Grammar is part of linguistics, the general study of language.

There are various definitions of grammar given by English experts. Firstly,

Hartman (1950, p. 11) defines grammar as the study of words and their function.

In its wider sense it may conclude Phonology (Pronunciation), Morphology

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(inflectional forms), Syntax (The relation of words to other words in phrases,

clauses and sentence), and Semantics (Meaning of word). In its narrower sense it

may deal only with the forms and with the uses of words. Since grammar is a

science, it must describe and analyze the basic part of speech, explain and

interpret the lows governing the behavior of language. Secondly, Nunan (1995, p.

153) states that grammar exists to enable us to „‟mean‟‟, and without grammar it

is impossible to communicate beyond a very rudimentary level.

From the various definitions of grammar above, it can be concluded that

grammar is the most important component of language. It has a role for the

success of students in learning English.

2.2 Active and Passive Sentence

2.2.1 Definition of Active Sentence

According to Hartanto (1986, p. 318), active sentence is a sentence

which the verb has active voice and reveals that the subject does the activity, for

examples:

1. A cat bits the man.

2. The dog slept.

3. She goes to market.

The subject (she, a cat, the dog) of those sentences does the activity. It

shows that, those sentences are in active forms. Both transitive and intransitive

verbs can occur in active sentences. According to Suan (1997), transitive verbs are

verbs which followed by nouns or pronouns that act as direct object. In addition,

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Azar (1992, p. 278) stated that transitive verbs are usually followed by objects to

complete the meaning of a sentence. Bits and goes in the above example are

transitive verbs because they require object to complete the meaning of sentences,

while slept is intransitive verb because without having any object, the sentence

contain complete meaning.

2.2.2 Definition of Passive Sentence

According to Murphy, (1990, p. 68) passive sentences are sentences which

the activity is done towards the subject, for examples:

1. She is helped by the security.

2. The dictionary English book was bought by Rena

3. They were trained volley ball.

Based on the examples of the sentences above, the subject (she and, they)

are done the activity. It shows that, those sentences are in passive forms. Only

transitive verbs can occur in passive sentences (Azar, p. 1998). Some common

transitive verbs used in passive sentences are: build, cut, find, use, etc. According

to (Swan, p. 1997) passive sentences are impossible with intransitive verbs like

die or arrive, which cannot have objects. It can be said that a sentence contains

verbs which cannot have object does not have passive form because nothing to

becomes the subject of passive sentence.

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2.3 Active and Passive Sentences in Simple Present Tense

Table 2.1 Pattern of Active Sentence

Pattern of Active Sentence

I, You, We, They Verb 1

He, She, It Verb 1+ s / es

Active: S + Verb 1 + s/es + O

The passive form from the simple present tense above is:

Passive: S+ to be (am, are, is) + Verb 3 + by + O

Active sentence in the simple present tense, „be‟ in the passive voice are; is, am,

are.

Simple present tense, Example:

a. Active sentence : he meets them everyday

Passive sentence : they are met by him everyday

b. Active sentence : she waters this plant every morning

Passive sentence : this plant is watered by her every morning

Table 2.2 Pattern of Passive Sentence

Pattern of Passive Sentence

I Am + Verb 3 + by + O

You, They, We Are + Verb 3 + by + O

He, She, It Is + Verb 3 + by + O

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Active: S+ V2 + O

Passive: S + to be (was, were) + V3 + by +O

Passive sentence in the simple past tense, „be‟ in the passive voice are ; is, am,are.

Simple past tense, Example:

a. Active : He meet them yesterday

Passive: They were met by him yesterday

b. Active : She watered this plant this morning

Passive: This plant was watered by her this morning

2.4 Transforming the Form of Active Sentence in Tenses into Passive

According to Azar, (1998, p. 188), most passive constructions are formed

with auxiliary to be (being, been , am, is, are, was, were) followed by participle.

There are three forms of auxiliary that can appear with past participle, they are:

1. Am/is/are/was/were

2. Get/gets/got

3. Have/has/had

The second forms of those auxiliary can also be used to construct passive

sentence, for examples:

1. I am confused

2. I get confused

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In (2) gets can be changed by am to construct passive sentence. It means,

gets helped contains the meaning with am helped. The stages in transforming

active sentences constructed with tense into passive are follows:

1. Replace the object of active sentence as subject in passive sentence.

2. Identify the tense in active sentence, put auxiliary to be or form of get, gets,

got in passive sentences.

3. After auxiliary to be, change the main verb in active sentence into past

participle in passive sentence.

4. Put „by‟ phrase after passive verb if it is necessary to tell the agent (Mas‟ud,

p.1992).

These stages are used to construct passive sentence in positive form.

2.4.1 Active Sentence in Past Tense into Passive

Past tense is used to talk about activity or situation that began and ended in

the past (Azar, p.1998). The adverbs of time in simple past tense are: yesterday.

Last, ago, etc.

Table 2.3 Active Sentence in Past Tense into Passive

No End of verb Preterite

1 A consonant + -e Add –ed

Smile Smiled

Erase Erased

2 One vowel + one consonant Double the consonant, add –ed

Stop Stopped

Rub Rubbed

3 Two vowels + one consonant Add –ed not double the consonant

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Rain Rained

Need Needed

4 Two consonants Add –ed do not double the consonant

Count Counted

Help Helped

5 Consonant + -y Change –y to –i. Add –ed

Study Studied

Carry Carried

6 Vowel + -y Add –ed. do not change –y to –i

Play Played

Enjoy Enjoyed

Source : (Azzar, p. 1998)

In positive form, it is used for all subjects. In negative and interrogative

forms, did is used for all subject as auxiliary verbs. To form negative sentence,

put after did. In front of the sentence before subject. In both forms, infinitive is

used. Below are the examples of past tense in positive, negative, and interrogative

forms:

1. Irawan bought a car yesterday.

2. Irawan did not buy a car yesterday.

3. Did Irawan buy a car yesterday?

In scientific writing, past tense is often used in passive form. To be able to

transform active sentence constructed in past tense into passive, we must

recognize its pattern in active and passive sentence. The pattern of active sentence

in past tense in positive, negative, and interrogative are as follow:

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Positive I, you, they, we, Complement

He, she, it

Negative I, you, they, we, Did not Infinitive Complement

He, she, it

Interrogative Did I, you, they, we, Infinitive Complement

He, she, it

Auxiliary to be in passive sentence constructed in simple past tense are

was, and were, the pattern are as follow:

Positive I, you, they, we, Past Complement

participle
He, she, it

Negative I, you, they, we, Past Complement

participle
He, she, it

Interrogative Was, were Past Complement

participle

Example :

Active Sentence Passive Sentence

1. Mira broke the window The window was broken by Mira

2. Mira did not break the window The window was not broken by Mira

3. Did Mira break the window Was the window broken by Mira?

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2.5 Previous Research

The previous research is the thesis entitled “Student Ability of the Fifth

Semester Students at English Study Program of Jambi University in Constructing

Passive Sentences in Positive, Negative, and Interrogative Forms”. written by

Urip (2003) one of student ar English Study Program Language and Art

Department Teacher Training and Education Faculty Jambi University. The

researcher said that the main objective of this study was to know student‟s ability

in constructing passive sentences in positive, negative, and interrogative forms,

and find out the common mistakes students make in constructing passive

sentences. After the research finished, he said that there is a significant that the

result will hopefully be beneficial as additional resources about passive sentence

for the teachers and students of English. Practically, after reading this research

students are hopefully to be able to use passive sentences in communication both

orally and in written.

The second previous research is the thesis entitled “Student Ability in

Constructing Passive Sentence for the Second Year Students of SMA

Muhamadiyah Masbagik” written by Suhayani (2006) one of student at English

Language Program, Departments of Language and Art in Education, STKIP

Hamzanwadi of Selong. She states that the students usually get difficulties in

doing writing passive sentences because it requires their creativity in developing

their feelings and ideas,

In this research, she attempted to construct passive sentences. The

researcher tried to solve the problem. The result of the research is expected to give

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motivation and encourage the other researcher to do the advanced research as well

as efforts to express the factors so that of the research result may be more

comprehensive. and to expected to contribute on the development of English

language teaching‟s language techniques in English language teaching. This

research shows that the usage of chain pictures was more effective than teaching

writing using a conventional way. The first previous research is from Urip

Subagio.

The similarity between the previous research and this research is both have

the same topic which discuss about students‟ ability in using active and passive

sentences. Then the differences come from the limitation, such as the participant.

In this study the participants are the seventh grade of SMP Negeri 9 Jambi, while

on the previous research, the participants were from Selong and in Urip‟s

research the participants were from the fifth semester students of English study

program in Jambi University in 2002/2003 Academic year and Suhayani is in the

second year student of SMA Muhamadiyah Masbagik academic year of

2005/2006. In addition, the previous research, it discussed passive in positive,

negative, and interrogative forms, but in this research, the researcher discussed

active and passive voice in simple present tense and simple past tense.

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CHAPTER III

RESEARCH METHODOLOGY

The discussion of the chapter is concerned with the design of the research

that includes design of the research, research site and access, population of the

sample, technique of collecting data, instrument of the research, validity,

reliability, and data analysis.

3.1 Design of the Research

This research is designed as a descriptive quantitative research.

Descriptive research is the projects which cover data collection in the framework

of answering the question or examine the hypothesis that concern with current

status of phenomena from the object of research (Gay, 1992, p.130). In relation to

definition above, this research attempt to describe the students‟ ability in using

active and passive sentences at the seventh grade in SMP N 9 Kota Jambi.

3.2 Research Site and Access

The site of the reseach is one of junior high schools in Jambi City,

Indonesia. This school is the seventh grade of SMP N 9 Kota Jambi which is

located in the center of the city in Jambi city. Considering from the facility and

the quality of learning and teaching, this school has a complete and better quality.

The research instrument in this research was an objective test (test consisting of

grains of matter ) that can be answered by selecting one of the alternative answers

provided or by filling in the correct answer with symbols A , B , C and D. The test

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is a way (that can be used) or procedure (to be implemented) in order to measure

and research in the field of education.

3.3 Population of the Sample

3.3.1 Population

According to Inderson in Arikunto (1993, p.102), population is a set or

(collection) of part element processing one or more attributes of interest. The

population of this research was the seventh grade students of SMP N 9 Kota

Jambi. The total number of the students was 269 students. They were classified

into 7 classes. The population of the research is shown in the table.

Table 3.1 Population of the Research

Class Number of Students

VIIA 34

VIIB 34

VIIC 33

VIID 33

VIIE 35

VIIF 33

VIIG 33

VIIH 34

Total of students 269

Source: administration at SMP Negeri 9 Jambi

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3.3.2 Sample

This research only needed two classes as the sample. According to

Arikunto (2000, p. 107), “if population is more than 100 (total population), the

researcher should take sample 10-15%, 20-25%, or more”. The researcher took

30% of total population, so the classes that became samples were VIIA and VIIG

that consisted of 67 students.

3.4 The Technique of Collecting Data

The main data were collected from the result of the test, result which

consisted of 20 items. Time to answer the test is 50 minutes and it is located one

point is one minutes from each number. According to Sudijono (2001, p. 268), to

know reliability of the test, it is better to use one and give in different

opportunitie.

3.5 Instrument of the Research

3.5.1 Test

The instrument of this research was in the form of test which consisted of

20 items that describe the use of active and passive sentence. They were past tense

(10 items) and simple present tense (10 items). This test was adapted from “Mega

Bank Soal Bahasa Inggris SMP Kelas 1,2, & 3‟‟. It was used to measure students‟

mastery in using active and passive sentences. The material for testing was based

on student‟s level. The research used the written form based on the material they

have learned, especially how to do active and passive sentences.

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3.5.2 Test Specification

The test consisted of 20 items which were divided into 4 items about

active in simple present tense, 7 items about passive in simple present tense, 4

items about active in past tense, and 5 items about passive in past tense.

Table 3.2 Test Specification

No Kinds of Test Number of Statements

1. Active in Simple Present Tense 1, 2, 5, 6

2 Passive in Simple Present Tense 9, 10, 11, 12, 13, 14, 20

3 Active in Past Tense 4, 7, 8, 15,

4 Passive in Past Tense 3, 16, 17, 18, 19,

3.6 Validity

Validity is the degree to which a test measures what it is supposed to

measure (Gay, 1992, p. 155). It means that measure a test what should be

measured. According to Heaton (1980), “Validity of the test also should be

constructed as to contain a representative sample of the particular course

objectives”. To sustain the content of the test, the instrument was taken from some

books as the sources of references. The instrument is designed to fulfill the need

to measure the students‟ ability in using adverbs of frequency in simple present

tense.

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3.7 Reliability

Reliability means the stability of test score (Harris, 1979, p. 14) to seek

the reliability of the test, the sum of the first test is correlated to the second by

using the following formula:

In which:

= The sum of the scores in X1(the first test) distribution.

= The sum of the squared scores in Xl (the first test)
distribution.
= The sum of the scores in X2 (the second test) distribution
= The sum of the squared scores in X2 (the second test)
distribution.
= The sum of product of pair test (XIX2) scores.
N = The number of tester.
r = The correlation coefficient between the first and the second
test
3.8 Data Analysis

In analyzing the data, the researcher just counted the correct answer from

the test, which used the formula as follows:

X =

Where:
X : The Average score of individuals
R : The correct answer
N : The number of test items

After the number of correct answers has been calculated, the next

generalization levels of students in the use of active and passive sentences will

be included in the percentage using the following formula :

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100%

(Sudjana, 1989)
Which:
L = The level of comprehension
W = The total score of comprehension
N = The number of tester

The number of students‟ comprehension level will be categorized by

using the following scoring interval (Nurgiantoro, 1988, p.563):

Table 3.3 The Percentages of Ability Degree

The Interval of Percentages of Ability Degree Categories

85% - 100% Very good

75% - 84% Good

60% - 74% Pretty Good

40% - 59% Weak

0% - 39% Poor

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CHAPTER IV

FINDINGS AND DISCUSSIONS

This chapter presents the findings of the research and discussion of

students‟ ability in using active and passive sentences at the seventh grade of SMP

Negeri 9 Jambi. The findings were obtained from students‟ test. After the findings

are discussed, they are linked to the previous studies findings to look for its

similarities and differences.

4.1 Research

Place of research at SMP N 9 Jambi located downtown in the city of

Jambi. Considered from the facilities and the quality of learning and teaching, the

school has a complete and better quality. The research instrument used is an

objective test that can be answered by selecting one of the alternative answers

provided or by filling in the correct answer with symbols A, B , C , and D. The

test is how ( usable ) or procedure (to be implemented ) to measuring and research

in the field of education. The test is used to explore the ability of the students in

the use of active and passive sentences. This ability is seen on the formulation of

research problems: (1) how is the student's ability to use active and passive

sentences, (2) what common errors do students in using active and passive

sentences, This research was conducted in SMP N 9 Jambi. Classes are used for

this research is class VIIG VIIa and about 67 students.

4.1.1 Students’ Ability in Using Active and Passive Sentences

Research used test which consisted of 17 items of questions on the active

and passive sentences. The test has been carried out by researcher on the 17th of

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August – 30th of August 2015 with 67 research subjects grader VIIA and VIIG,

obtained results in tabular form as follows.

Assessment students' skills in using active and passive sentences can be

seen in the table below:

Table 4.1 Score Assessment of Students’ Ability in Using of Active and Passive Sentences

No Name Total Score Value

1 A1 12 7,06

2 A2 11 6,47

3 A3 13 7,65

4 A4 12 7,06

5 A5 11 6,47

6 A6 12 7,06

7 A7 11 6,47

8 A8 13 7,65

9 A9 12 7,06

10 A10 11 6,47

11 A11 12 7,06

12 A12 11 6,47

13 A13 13 7,65

14 A14 12 7,06

15 A15 11 6,47

16 A16 12 7,06

17 A17 11 6,47

18 A18 13 7,65

19 A19 12 7,06

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20 A20 11 6,47

21 A21 12 7,06

22 A22 11 6,47

23 A23 13 7,65

24 A24 12 7,06

25 A25 11 6,47

26 A26 12 7,06

27 A27 11 6,47

28 A28 13 7,65

29 A29 12 7,06

30 A30 11 6,47

31 A31 12 7,06

32 A32 11 6,47

33 A33 13 7,65

34 A34 12 7,06

35 A35 11 6,47

36 A36 12 7,06

37 A37 11 6,47

38 A38 13 7,65

39 A39 12 7,06

40 A40 11 6,47

41 A41 12 7,06

42 A42 11 6,47

43 A43 13 7,65

44 A44 12 7,06

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45 A45 11 6,47

46 A46 12 7,06

47 A47 11 6,47

48 A48 13 7,65

49 A49 12 7,06

50 A50 11 6,47

51 A51 12 7,06

52 A52 11 6,47

53 A53 13 7,65

54 A54 12 7,06

55 A55 11 6,47

56 A56 12 7,06

57 A57 11 6,47

58 A58 13 7,65

59 A59 12 7,06

60 A60 11 6,47

61 A61 12 7,06

62 A62 11 6,47

63 A63 13 7,65

64 A64 12 7,06

65 A65 11 6,47

66 A66 12 7,06

67 A67 11 6,47

Amount 790 464,76

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To determine the value of students' skills in using active and passive

sentences based on the individual student, it is done with Mean formula, as

follows :

=7,06

Thus, assessment scores students 'skills in using active and passive

sentences based on individual students' 7.06. The next step after knowing the

value of students' skills in using active and passive sentences based on the

individual, and then to know how big the student's ability to use active and

passive sentences based based whol can dipersentasekan by using the following

formula :

x 100%

= x100%

=69,36%

The results were obtained 69.36 %, the percentage of students' skills in

using active and passive sentences. The percentages are in the interval 60 % - 74

% ( pretty good ) in the percentage assessment scale student's ability to use active

and passive sentences. So just 30.64 % of students who are less able to use active

and passive sentences.

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4.1.2 Students’ Common Mistakes in Using Active and Passive Sentences

Teaching English can not be separated from teaching grammar. In teaching

English to students generally cover the four language skills, namely listening,

speaking, reading, and writing and for teaching grammar is not explicitly included

in the curriculum of four such skills. Nevertheless, the teaching of grammar into a

unity in the teaching of the four skills above.

Therefore, it becomes a question whether it is still necessary for teachers

to teach grammar in English language teaching aspect. With the impression that

the teaching of grammar is not attractive, both for students and teachers. Some

teachers tried with different teaching techniques in this grammar, but still have

difficulty in giving understanding to students.

To explain the passive sentences to students, teachers must start with the

active sentence first. The sentence in the English language are affected by its

tenses, and phrases in Indonesian did not know tenses. Therefore, students will

find it difficult to understand the sentence.

In using active and passive sentences, students are often confused and

wrong in using active and passive sentences include students in junior high school

N 9 Jambi. There are common mistakes that researchers find in correcting the

results of the students' answers at the time of the study. The researchers show

errors like the following:

Passive sentences as a matter of no 1

1. You send me a letter. The passive form of the sentence is...

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a. A latter was send by Moira

b. A letter was sending by Moira

c. A letter are send by Moira

d. A letter is send by Moira

As a matter of passive over more students answer b. A letter was sending

by Moira, while the answer is a. A latter was send by Moira. Errors of students

currently use to be less appropriate when answering questions at question No. 1.

From the result of the test, it is found that the students mostly got fault in

active sentence. Many students could not answer the test by using appropriate

active sentences. The researchers show errors like the following:

Active sentence as question no 12

12. This picture is seen by Tomy. The active form of the sentence is...

a. Tomy will see this picture

b. Tomy are saw this picture

c. Tomy want see this picture

d. Tomy sees this picture

In the active sentence like about what can be seen in test above, the answer

is d, but the errors of students made currently used to be less precise when

answering questions at question no 12.

It can be concluded that the use of active and passive sentences in class

VII SMP N 9 Jambi still there ere the use of active and passive sentences in class

VII, resulting in charging answers have been answered by the students there are

still many errors that must be repaired to improve student learning outcomes.

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4.2 Discussions

Results of the data analysis showed that the ability of the use of active and

passive sentences in class VII SMP Negeri 9 Kota Jambi good enough. It can be

seen from the calculations performed by 67 students as the sample that follows the

objective test. Assessment scores obtained in the students 'ability to use active and

passive sentences based on individual students' 7.06. The next step after knowing

the value of students' skills in using active and passive sentences based on the

individual, and then to know how big the student's ability to use active and

passive sentences based based whol can persentation. The results were obtained

69.36%, the percentage of students' skills in using active and passive sentences.

The percentages are in the interval 60% - 74% (pretty good) in the percentage

assessment scale student's ability to use active and passive sentences. So just

30.64% of students who are less able to use active and passive sentences.

To explain the passive sentences to students, teachers must start with the

active sentence first. The sentence in the English language is affected by its

tenses, and phrases in Indonesian did not know tenses. Therefore, students will

find it difficult in understanding the sentence. As a matter of passive students are

answering A letter was sending by you, while the answer is A latter was send by

you. Errors of students currently use to be less precise when answering questions

at question No. 1.

So the active sentence that has researchers found. Many students could not

answer to use active sentences accordingly. In the active sentence like about This

picture is seen by us above more students are answering We saw this picture,

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while the answer is We are see this picture. Errors of students currently use to be

less precise when answering questions at question no 12.

It can be concluded in using of active and passive sentences in class VII

SMP Negeri 9 Kota Jambi still there are mistakes in using active and passive

sentences in class VII, resulting in guessing answers have been answered by the

students there are still many errors that must be repaired to improve student

learning outcomes.

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CHAPTER V

CONCLUSIONS AND SUGGESTION

This chapter discusses the conclusion and suggestion of this research

based on the result about students‟ ability in using active and passive sentences at

the seventh grade of SMP Negeri 9 Jambi.

5.1 Conclusions

Based on the issues above, the results of the research on the students‟

ability in using active and passive sentences at the seventh grade of SMP Negeri 9

Kota Jambi can be summed up as follows.

1. Students‟ ability in using active and passive sentences at the seventh

grades of SMP Negeri 9 Kota Jambi was good enough.

2. In using active and passive sentences in seventh grades of SMP Negeri 9

Jambi there are still many errors that must be corrected to improve student

learning outcomes.

5.2 Suggestions

Based on the findings in this study, the suggestions to be conveyed

through this study are as follows.

1. For students of class VII SMP Negeri 9 Kota Jambi need to improve the

use of active and passive sentences, despite being quite good, and must

practice more their grammar. Then, the students should be more dilligent

to get the new knowledge to increase the ability in using active and

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passive sentences from other sources not only from the teacher at school.

They are also suggested to be more active in classroom activities

especially in grammar.

2. For English teachers, the teachers are advised to develop material and

get the appropriate ways and strategies in teaching their students based on

students‟ ability in using active and passive sentences.

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REFERENCES

Arikunto, Suharsimi. 2000. Manajemen Penelitian, Jakarta: Rineka Cipta.

Azar, Betty Schrampfer. 1992. Fundamental of English Grammar (second
edition). NJ: Prentice Hall.
Cara Mudah Belajar Bahasa Inggris tentang Passive Voice. 2010. (Online).
Available: http://www.caramudahbelajarbahasainggris.net/2014/04/10-
soal-bahasa-inggris- tentang-passive-voice-dan-jawaban.html, (Accessed
from internet on 4th November 2014).
Christensen, Larry.,& Johnson, Burke. 2008. Education Research:
Quantitative,Qualitative, and Mixed Approach (third edition). United
Stated of America: Sage Publications.
Gay, L. R. (1996). Educational Research: Competencies for Analysis and
Application. Upper Saddle River, NJ: Merrill.
Hartanto, et. al. 1986, Accurate, Brife, and Clear English Grammar. Surabaya:
Indah.
Hartmann and stork, Wikipedia. [Online] Available at:
http://:en.wikipedia.Org/wiki (16thMay, 2007).
Mas‟ud, Fuad. 1992. Essential of English Grammar. A Pratical Guide.
Yogyakarta: BPFE
Nunan, David. Research Method in Language Learning, Cambridge University
Press, Cambridge. 1993.
Sahinun. 1996. Kemampuan Siswa dalam Menyusun Kalimat Aktive - Passive
Dalam Membuat Paragraph Singkat. Thesis S.1. Unpublished.
Soal Pilihan Ganda Kalimat Active Voice dan Passive Voice. (Online). Available;
http://beringas19.blogspot.com/2010/04/soal-binggris.html, (Accessed
from internet on 4th November 2014).
Soma, R. 2002. Using Inductive and Mechanical Drills Strategies In Developing
Students’ Ability In Using English Active and Passive Voise. English
Education Study Program Language and Arts Education Department
Faculty of Teacher Training and Education Sriwijaya University
Suan, Michael. 1997. Pratical English Usage. Great Clarendon: Oxford
University Press.
Suhayani. (2006). Student Ability in Constructing Passive Sentence for the Second
Year Students Of SMA Muhamadiyah Masbagik. Unpublish Thesis English
Language Program, Departments of Language and Art inEducation :
STKIP HAMZANWADI

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Susanty, Luccy. 2004. Student Ability Using Adverbs of Frequency in Simple

Present Tense for the Third Year of SLTP Negeri 15 Jambi in Academic
Year 2003. Unpublish Thesis English Study Program Language and Art
Department Teacher Training and Education Faculty Jambi University
Tim Guru Eduka. 2012. Mega Bank Soal Bahasa Inggris SMP Kelas 1,2, & 3;
Jakarta: Cmedia.

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Appendix 1

Appendix 1a. POST-TEST

DEPARTEMEN PENDIDIKAN NASIONAL

SMP NEGERI 9 JAMBI

Bidang Study : Bahasa Inggris

Pokok Bahasan : Structure (Active and Passive Voice)
Nama :
Kelas : VII
Waktu/Tes : 50 Menit/ Post-Test

A. Choose the answer correctly!

(Pilihlah jawaban yang benar dengan melingkari salah satu jawaban di
bawah ini)

1. Moira send me a letter. The passive form of the sentence is...

a. A letter was send by Moira to me
b. A letter was sending by Moira to me
c. A letter are send by you Moira to me
d. A letter is sent by Moira to me

2. I need some references. The passive form of the sentence is...

a. Some references are needed by me
b. Some references are needed by me
c. Some references is need by me
d. Some references was needed by me

3. My book was stolen by someone. The active form of the sentence is...
a. Someone stole my book
b. Someone has stolen my book
c. Someone have stolen my book
d. Someone was stealing my book

4. The farmer gave Coky a box.The passive form of the sentence is...
a. The farmer give a Coky a box
b. Coky is gave a box by the farmer
c. Coky was given a box by the farmer
d. Coky was given a box to the farmer

5. Mesi writes a poem. The passive form of the sentence is...

a. A poem is written by Mesi
b. A poem was written by Mesi
c. A poem written by Mesi
d. A poem was wrote by Mesi

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6. Mrs. Rina teaches English class. The passive form the sentence is...
a. English class is taught by Mrs. Rina
b. Mrs. Rina was teach English class
c. Mrs. Rina teaching in English class
d. English is class will be teach Mrs. Rina

7. Angga took the medicine. The passive form the sentence is...
a. The medicine is taken by Angga
b. The medicine was taken by Angga
c. The medicine were taken by Angga
d. The medicine are taken by Angga

8. Jim visited Kana. The passive form the sentence is...

a. Kana will visit by Jim.
b. Kana are visit by Jim.
c. Kana was visited by Jim.
d. Kana is visited by Jim.

9. A book is read by my friend in the classroom.The active form of the sentence

is...
a. A book is reading by my friend in the classroom
b. A book is readed by my friend in the classroom
c. My friend reads a book in the classroom
d. A book is a read by friend in the classroom

10. The whiteboard is cleaned by Nila.The active form of the sentence is...
a. Nila cleaned the whiteboard
b. The whiteboardis always cleaned by Nila
c. The whiteboard is always being cleaned by Nila
d. Nila cleans the whiteboard

11. Timmy is met by Mita everyday. The active form of the sentence is...
a. Mita meets Timmy everyday
b. Mita are meets Timmy everyday
c. Mita were meets Timmy everyday
d. Mita will meets Timmy everyday

12. This picture is seen by Tomy. The active form of the sentence is...
a. Tomy will see this picture
b. Tomy are saw this picture
c. Tomy want see this picture

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d. Tomy sees this picture

13. Elip is called by Tuce. The active form of the sentence is...
a. Tuce were call Elip
b. Tuce calls Elip
c. Tuce are called Elip
d. Tuce will calling Elip

14. A song is sung by Lana. The active form of the sentence is...
a. Lana was sing a song
b. Lana sings a song
c. Lana will sing a song
d. Lana are sing a song

15. Jokowi and Jusuf Kalla won the general election. The passive form of the
sentence is...
a. The general election was won by Jokowi and Jusuf Kalla
b. The general election is won by Jokowi and Jusuf Kalla
c. The general election were won by Jokowi and Jusuf Kalla
d. Jokowi and Jusuf Kalla are won by general election

16. The new product was introduced by the secretary yesterday.The active form of
the sentence is...
a. The secretary introduced the new product yesterday
b. The secretary will introduced the new product yesterday
c. The secretary was introduced the new product yesterday
d. The new product was introduce by secretary

17. Her breakfast was eaten by Katie yesterday.The active form of the sentence is
a. Katie eating her breakfast yesterday.
b. Katie ate her breakfast yesterday.
c. Katie eats her breakfast yesterday.
d. Katie eaten this breakfast yesterday.

18. English was spoken by students. The active form of the sentence is...
a. Students will speak English
b. Students have not speak English
c. Students will speak English
d. Students spoke English

19. A magazine was bought by Aqila. The active form of the sentence is...
a. Aqila bought a magazine

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b. Aqila will buy a magazine

c. Aqila buys a magazine
d. A magazine will be buy Aqila

20. Orange juice is drunk by Nazila. The active form of the sentence is...
a. Nazilanot drinks orange juice
b. Orange juice will drink by Nazila
c. Naziladrinks orange juice
d. Nazilawant to drinking orange juice

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Appendix 1.b the answer key of the Student’s Ability In Using

Active and Passive Sentence

1. d. A letter is sent by Moira

2. a. Some references are needed by me

3. a. Someone stole my book

4. c. Coky was given a box by the farmer

5. a. A poem is written by Mesi

6. a. English class is taught by Mrs. Rina

7. b. The medicine was taken by Angga

8. c. Kana was visited by Jim.

9. c. My friend reads a book in the classroom

10. d. Nila cleans the whiteboard

11. a. Mita meets Timmy everyday

12. d. Tomy sees this picture

13. b. Tuce calls Elip

14. b. Lana sings a song

15. c. The general election were won by Jokowi and Jusuf Kalla

16. a. The secretary introduced the new product yesterday

17. b. Katie ate her breakfast yesterday.

18. d. Students spoke English

19. a. Aqila bought a magazine

20. c. Nazila drinks orange juice

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Appendixes 2
The Result of Table Matter Test
ITEM total
Student (Y)2
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Y
1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 1 1 1 1 0 17 289
2 1 1 1 1 0 1 1 1 1 1 1 0 0 1 0 1 1 1 1 1 16 256
3 1 1 1 0 1 1 1 1 1 1 0 1 0 0 0 0 1 1 0 1 13 169
4 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 0 18 324
5 1 1 0 1 0 1 0 1 1 0 1 0 1 1 1 0 0 1 0 1 12 144
6 1 1 1 1 1 0 1 0 0 1 1 1 0 1 0 0 1 1 0 1 13 169
7 1 1 1 1 1 1 0 1 1 0 1 1 0 1 0 0 1 1 1 1 15 225
8 1 0 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 0 1 17 289
9 1 1 1 0 1 1 1 1 1 0 0 1 0 1 1 0 1 1 1 1 15 225
10 0 1 1 1 0 1 0 0 0 0 1 1 0 1 0 0 0 1 0 1 9 81
11 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 0 18 324
12 1 1 1 1 1 1 1 0 0 0 1 1 1 0 1 0 1 1 0 0 13 169
13 1 0 1 0 0 0 0 1 1 0 0 1 0 0 0 0 0 1 0 0 6 36
14 0 1 1 1 1 1 1 0 1 1 1 1 0 1 1 0 1 1 1 1 16 256
15 1 0 0 0 1 1 1 1 1 0 0 1 0 0 0 1 1 1 1 0 11 121
16 1 0 0 1 0 0 0 0 0 0 1 0 0 0 0 0 0 1 0 0 4 16
17 1 1 1 1 1 1 0 0 0 0 1 0 0 1 0 0 0 0 0 0 8 64
18 1 0 0 0 1 0 0 1 1 0 0 0 0 0 0 0 0 1 0 0 5 25
19 1 1 0 1 0 1 0 1 1 0 1 1 0 1 0 1 0 1 1 1 13 169
20 0 0 1 1 0 0 0 1 0 0 1 0 1 0 0 0 1 1 0 0 7 49
21 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 1 1 1 1 0 17 289
22 1 1 0 0 1 1 0 1 1 0 0 0 0 1 0 0 0 1 0 0 8 64
23 1 0 1 1 0 0 0 0 0 0 1 1 0 1 0 0 1 1 0 1 9 81
24 0 0 1 0 1 1 1 1 1 0 0 0 1 0 0 0 1 1 0 1 10 100
25 0 1 1 0 0 1 1 1 0 0 0 0 0 1 0 0 0 1 1 0 8 64

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26 0 0 1 1 0 0 0 0 1 0 1 0 0 0 0 0 1 1 0 0 6 36
27 0 1 0 0 0 0 0 1 1 0 0 1 0 1 0 1 1 0 0 0 7 49
28 1 0 1 0 1 0 1 0 1 0 0 1 1 0 0 0 1 0 0 0 8 64
29 0 1 1 1 1 1 0 0 1 0 1 0 0 1 0 1 0 1 0 1 11 121
30 0 0 1 0 1 0 0 1 1 0 0 1 0 1 0 0 0 0 0 0 6 36
31 1 1 0 1 1 1 0 0 1 0 1 1 1 1 0 1 1 1 1 1 15 225
32 1 0 1 0 1 0 1 0 1 0 0 1 1 0 0 0 1 0 0 0 8 64
33 0 1 1 1 1 1 0 0 1 0 1 0 0 1 0 1 0 1 0 1 11 121
34 0 0 1 0 1 0 0 1 1 0 0 1 0 1 0 0 0 0 0 0 6 36
35 1 1 0 1 1 1 0 0 1 0 1 1 1 1 0 1 1 1 1 1 15 225
36 1 0 0 1 0 0 0 0 0 0 1 0 0 0 0 0 0 1 0 0 4 16
37 1 1 1 1 1 1 0 0 0 0 1 0 0 1 0 0 0 0 0 0 8 64
38 1 0 0 0 1 0 0 1 1 0 0 0 0 0 0 0 0 1 0 0 5 25
39 1 1 0 1 0 1 0 1 1 0 1 1 0 1 0 1 0 1 1 1 13 169
40 0 0 1 1 0 0 0 1 0 0 1 0 1 0 0 0 1 1 0 0 7 49
∑X 28 24 28 26 26 25 15 24 29 9 26 24 10 24 9 14 23 33 14 17 428 5298
r
0.314 0.629 0.211 0.418 0.356 0.725 0.493 0.159 0.366 0.688 0.418 0.496 0.068 0.364 0.660 0.609 0.536 0.371 0.707 0.490
arithmetic
r table 0.304 0.304 0.304 0.304 0.304 0.304 0.304 0.304 0.304 0.304 0.304 0.304 0.304 0.304 0.304 0.304 0.304 0.304 0.304 0.304
Tidak Tidak
status Valid Valid TV Valid Valid Valid Valid TV Valid Valid Valid Valid TV Valid Valid Valid Valid
Valid Valid Valid

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Appendixes 3
The Calculation of Validation Item No 1

No. Item No 1
Responden X Y X2 Y2 X.Y
1 1 17 1 289 17
2 1 16 1 256 16
3 1 13 1 169 13
4 1 18 1 324 18
5 1 12 1 144 12
6 1 13 1 169 13
7 1 15 1 225 15
8 1 17 1 289 17
9 1 15 1 225 15
10 0 9 0 81 0
11 1 18 1 324 18
12 1 13 1 169 13
13 1 6 1 36 6
14 0 16 0 256 0
15 1 11 1 121 11
16 1 4 1 16 4
17 1 8 1 64 8
18 1 5 1 25 5
19 1 13 1 169 13
20 0 7 0 49 0
21 1 17 1 289 17
22 1 8 1 64 8
23 1 9 1 81 9
24 0 10 0 100 0
25 0 8 0 64 0
26 0 6 0 36 0
27 0 7 0 49 0
28 1 8 1 64 8
29 0 11 0 121 0
30 0 6 0 36 0
31 1 15 1 225 15
32 1 8 1 64 8
33 0 11 0 121 0
34 0 6 0 36 0
35 1 15 1 225 15
36 1 4 1 16 4
37 1 8 1 64 8
38 1 5 1 25 5
39 1 13 1 169 13
40 0 7 0 49 0
∑x 28 428 28 5298 324
r arithmetic 0,612
r table 0,304
status Valid

Calculation of the validity of the instrument on the item number 1, using the
formula Person Product Moment, is as follows :

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0,31409 be rounded

r hitung =
r tabel = 0,304

Terms of validity is the count r > r table or 0.314 > 0.304 so as item No. 1 is
declared valid.

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Appendixes 4
The Reliability of calculation the Testing Problem

= = = = = 0,21

= = = = = 0,24

= = = = = 0,21

= = = = = 0,23

= = = = = 0,23

= = = = = 0,23

= = = = = 0,23

= = = = = 0,24

= = = = = 0,20

= = = = = 0,17

= = = = = 0,23

= = = = = 0,24

= = = = = 0,19

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= = = = = 0,24

= = = = = 0,17

= = = = = 0,23

= = = = = 0,24

= = = = = 0,14

= = = = = 0,23

= = = = = 0,24

Amount description of each item :

= 0,21+ 0,24 + 0,21 + 0,23 + 0,23 + 0,23 + 0,23 +0,24 + 0,20 + 0,17+ 0,23 + 0,24
+ 0,19 + 0,24 + 0,17 + 0,23 + 0,24 + 0,14 + 0,23+ 0,24

= 4,34

Total Varian =

= 129,64

Formula alpha =
= )

= (1 – 0,03)

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= (1,025641) (0,97)

= 0,995

r count = 0.995, n = 4 r tabble on the alpha 5 % is 0.304. So r count > rtabel or

0.995 > 0.304, the data revealed reliable.

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Appendixes 5
The Result of the Table
ITEM
Responden total X
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
1 1 1 1 1 1 1 1 0 0 0 1 1 1 0 1 0 1 12
2 1 0 1 0 0 1 1 1 1 1 1 1 0 0 1 0 1 11
3 0 1 1 1 1 1 1 0 1 1 1 1 0 1 1 0 1 13
4 1 0 1 0 1 1 1 1 1 0 0 1 0 1 1 1 1 12
5 1 0 0 1 1 1 1 1 0 0 1 0 0 1 1 1 1 11
6 1 1 1 1 1 1 1 0 0 0 1 1 1 0 1 0 1 12
7 1 0 1 0 0 1 1 1 1 1 1 1 0 0 1 0 1 11
8 0 1 1 1 1 1 1 0 1 1 1 1 0 1 1 0 1 13
9 1 0 1 0 1 1 1 1 1 0 0 1 0 1 1 1 1 12
10 1 0 0 1 1 1 1 1 0 0 1 0 0 1 1 1 1 11
11 1 1 1 1 1 1 1 0 0 0 1 1 1 0 1 0 1 12
12 1 0 1 0 0 1 1 1 1 1 1 1 0 0 1 0 1 11
13 0 1 1 1 1 1 1 0 1 1 1 1 0 1 1 0 1 13
14 1 0 1 0 1 1 1 1 1 0 0 1 0 1 1 1 1 12
15 1 0 0 1 1 1 1 1 0 0 1 0 0 1 1 1 1 11
16 1 1 1 1 1 1 1 0 0 0 1 1 1 0 1 0 1 12
17 1 0 1 0 0 1 1 1 1 1 1 1 0 0 1 0 1 11
18 0 1 1 1 1 1 1 0 1 1 1 1 0 1 1 0 1 13
19 1 0 1 0 1 1 1 1 1 0 0 1 0 1 1 1 1 12
20 1 0 0 1 1 1 1 1 0 0 1 0 0 1 1 1 1 11
21 1 1 1 1 1 1 1 0 0 0 1 1 1 0 1 0 1 12
22 1 0 1 0 0 1 1 1 1 1 1 1 0 0 1 0 1 11
23 0 1 1 1 1 1 1 0 1 1 1 1 0 1 1 0 1 13
24 1 0 1 0 1 1 1 1 1 0 0 1 0 1 1 1 1 12
25 1 0 0 1 1 1 1 1 0 0 1 0 0 1 1 1 1 11
26 1 1 1 1 1 1 1 0 0 0 1 1 1 0 1 0 1 12
27 1 0 1 0 0 1 1 1 1 1 1 1 0 0 1 0 1 11
28 0 1 1 1 1 1 1 0 1 1 1 1 0 1 1 0 1 13
29 1 0 1 0 1 1 1 1 1 0 0 1 0 1 1 1 1 12
30 1 0 0 1 1 1 1 1 0 0 1 0 0 1 1 1 1 11
31 1 1 1 1 1 1 1 0 0 0 1 1 1 0 1 0 1 12
32 1 0 1 0 0 1 1 1 1 1 1 1 0 0 1 0 1 11
33 0 1 1 1 1 1 1 0 1 1 1 1 0 1 1 0 1 13
34 1 0 1 0 1 1 1 1 1 0 0 1 0 1 1 1 1 12
35 1 0 0 1 1 1 1 1 0 0 1 0 0 1 1 1 1 11
36 1 1 1 1 1 1 1 0 0 0 1 1 1 0 1 0 1 12
37 1 0 1 0 0 1 1 1 1 1 1 1 0 0 1 0 1 11
38 0 1 1 1 1 1 1 0 1 1 1 1 0 1 1 0 1 13
39 1 0 1 0 1 1 1 1 1 0 0 1 0 1 1 1 1 12
40 1 0 0 1 1 1 1 1 0 0 1 0 0 1 1 1 1 11
41 1 1 1 1 1 1 1 0 0 0 1 1 1 0 1 0 1 12
42 1 0 1 0 0 1 1 1 1 1 1 1 0 0 1 0 1 11
43 0 1 1 1 1 1 1 0 1 1 1 1 0 1 1 0 1 13
44 1 0 1 0 1 1 1 1 1 0 0 1 0 1 1 1 1 12
45 1 0 0 1 1 1 1 1 0 0 1 0 0 1 1 1 1 11
46 1 1 1 1 1 1 1 0 0 0 1 1 1 0 1 0 1 12
47 1 0 1 0 0 1 1 1 1 1 1 1 0 0 1 0 1 11
48 0 1 1 1 1 1 1 0 1 1 1 1 0 1 1 0 1 13
49 1 0 1 0 1 1 1 1 1 0 0 1 0 1 1 1 1 12
50 1 0 0 1 1 1 1 1 0 0 1 0 0 1 1 1 1 11
51 1 1 1 1 1 1 1 0 0 0 1 1 1 0 1 0 1 12
52 1 0 1 0 0 1 1 1 1 1 1 1 0 0 1 0 1 11
53 0 1 1 1 1 1 1 0 1 1 1 1 0 1 1 0 1 13
54 1 0 1 0 1 1 1 1 1 0 0 1 0 1 1 1 1 12
55 1 0 0 1 1 1 1 1 0 0 1 0 0 1 1 1 1 11
56 1 1 1 1 1 1 1 0 0 0 1 1 1 0 1 0 1 12
57 1 0 1 0 0 1 1 1 1 1 1 1 0 0 1 0 1 11
58 0 1 1 1 1 1 1 0 1 1 1 1 0 1 1 0 1 13
59 1 0 1 0 1 1 1 1 1 0 0 1 0 1 1 1 1 12
60 1 0 0 1 1 1 1 1 0 0 1 0 0 1 1 1 1 11
61 1 1 1 1 1 1 1 0 0 0 1 1 1 0 1 0 1 12
62 1 0 1 0 0 1 1 1 1 1 1 1 0 0 1 0 1 11
63 0 1 1 1 1 1 1 0 1 1 1 1 0 1 1 0 1 13
64 1 0 1 0 1 1 1 1 1 0 0 1 0 1 1 1 1 12
65 1 0 0 1 1 1 1 1 0 0 1 0 0 1 1 1 1 11
66 1 1 1 1 1 1 1 0 0 0 1 1 1 0 1 0 1 12
67 1 0 1 0 0 1 1 1 1 1 1 1 0 0 1 0 1 11
∑N 54 27 54 40 53 67 67 40 40 27 54 54 14 39 67 26 67 790

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CURICULUM VITAE

Personal Information
Name : Nuli Fitriyani
Students‟ Number : RRA1B210086
Place / Date of Birth : Merlung, 13 March 1992
Address : Jln. Jambu Rw.02 Rt.06 Desa. Tanjung Benanak, Kec.
Merlung, Kab: Tanjung Jabung Barat, Jambi
Email : fitriyanifitri17@yahoo.com

Education
Elementary School : SDN 159/V Merlung (1998– 2004)
Junior High School : SMPN 5 Merlung (2004– 2007)
Senior High School : SMAN 3 Merlung (2007– 2010)
College : Jambi University (2010– 2015)
English Study Program
Faculty of Teacher Training and Education
Jambi, December 2015

Nuli Fitriyani
NIM RRA1B210086