1

CHAPTER I
INTODUCTION

1.1 The Background of the Study

English is one of the international languages which is used as a tool of
International communication. Besides, language also plays an important role in
human life and used to communicate and express ideas, feelings, either in spoken
or written made individually nationally. Most human knowledge and culture are
stored and transmitted trough language. Chomsky (1988: 2) states, language is
relatively accessible to study. Learning English as a foreign language covers
four language skills, they are: listening, speaking, reading and writing.
Nowadays, English is one of the foreign languages which is studied in schools in
Indonesia. This language is taught from elementary school up to university level.
Students have to study English because it is an essential subject of school,
curriculum issues of the school. It is known that the curriculum plays an important
role in teaching and learning process and its functions as a guide for teachers in
accomplishing the materials needed. Therefore, curriculum is the source of text
materials that should be mastered in each step of teaching from six months
program to another.
In using a language, someone should know the grammar of the language,
because the language that is used should be based on grammar. Grammar is a part
of language component. It has an important role in acquiring a language
particularly in the written form. Without mastering the grammatical roles, the
learner will face difficulties in contacting good sentences.

One of the important subjects in grammar is passive voice. According to

Marianne (2000:71), the passive is a focus construction that exist to put the
patient, i.e., the receiver or undergoes of an action is a subject position. The
subject is acted upon is thus passive. From the statement above, it is very clear
that passive voice is a subject that receives an action of a verb. Meanwhile,
Marcella Frank (1998:76) states that passive voice is the same action is referred
to indirectly; that is, the original receiver of the action is the grammatical
subject, and the original doer of the action is the grammatical object of the
preposition by. Here, Marcella Franks (1998: 87) illustrates the subject by
naming original doer and the object refers to original receiver Furthermore
according to her, passive voice is indirectly the same action as the active voice
because the grammatical subject of verb is the original object of an active verb.
In general, passive voice is a voice that indicates the subjects as the patient
or recipient of the action denoted by the verb. To create this, the passive voice is
used if the thing receiving the action is put as the subject of the sentence (Marcella
Frank (1998:97)
To help students easier and interested in learning passive voice, the
teachers should know approaches, methods and techniques of English teaching.
There are many methods that have been widely used in teaching English,
especially in teaching grammar but only few of them are able to create process for
learners. This can be observed from the achievement of junior high school up to
senior high school students. It is a fact that students understand grammar patterns
but many of them find it difficult particularly for communication practices. It can

be caused by the methods or strategies applied by the teacher who do not success
to help students comprehend the language well.
To learn passive voice is uneasy for beginners in English class, especially
for the second year students at secondary school level. Thus, to overcome the
problem, the writer would like to teach passive voice through teachers written
feedback. This technique is hoped to be simple yet effective in conveying the form
and rule of the passive voice
According to Ayu (2002:54), teaching passive voice by using teachers
written feedback is effective to increase the students ability in mastering passive
voice because the technique makes them easy to know their mistakes and they can
know their errors or mistakes soon because the teachers give them written
feedback.
As known that it is not easy for beginners who begin to study English
grammar especially passive voice thus the writer is interested in conducting a
research about passive voice at SMP Negeri 1 Baitussalam Aceh Besar in order to
help them to improve their ability in mastering passive voice by using teachers
written feedback.. The students of the school are taken as subject of this study
because their ability in mastering passive voice still low. There are some factors
that may cause the problem and one of them is method or technique used by
teachers is not appropriate. Because of that, the writer conducts a research
entitled: The Implementation of Teachers written Feedback in Developing
grammatical mastery of passive voice of the second grade students of SMP Negeri
1 Baiutssalam Aceh Besar.

1.2 The Problems of the Study

The statement of problem is the beginning activity of the research process
and it is the most difficult. The problem leads the researcher to what he has to do
as to answer his problem. In line with the statements written above, the problem
of this research activity are as follows:
1. Can the implementation of teachers written feedback help the students of
second grade students of SMP Negeri 1 Baitussalam in mastering passive
voice?
2. Is teaching passive voice to the second grade of SMP Negeri 1 Baitussalam
by using teachers written feedback more effective than without using
teachers written feedback?

1.3 The Aims of the Study

Every research must have aim because it is very important to be as a
guidance to research the aims. Dealing with the problems of this study thus the
aims of this research Based on the problems of the study thus the aims of this
study are:
1. To find out if the implementation of teachers written feedback can help the
students of second grade students of SMP Negeri 1 Baitussalam in mastering
passive voice.
2. To find out if teaching passive voice to the second grade of SMP Negeri 1
Baitussalam by using teachers written feedback is more effective than without
using teachers written feedback.

1.4 The Postulate and Hypothesis

1.4.1 The Postulate
According to Arikunto (2010:163), postulate is a statement that something
is true so that it can be used as a basis for a theory. Next, Carter (1999: 277) says
that postulate is not contradicted by any principles of fact. In other words, the
postulate is one of the statement of possibilities that is not contradicted with any
principle of the fact. In this study, the postulates are as follows:
1. Passive voice is one of one English Grammar that must be learned and
mastered by students
2. The success of teaching present passive is influenced by method or strategy
used by teachers.
3. The students ability in mastering passive voices till needs to improved.
4. Teachers written feedback is one of ways that can be used in teaching passive
voice.

1.4.2 The Hypothesis

Hypothesis is a guiding idea, tentative explanation of statement of
possibilities, serving to imitate an adequate observation and search the relevant
data, and other consideration and predict the certain result (Arikunto, 2010:204).
Furthermore, based on the problems of the study thus the hypothesis of
this study can be formulated as follows: Teaching passive voice to the second
grade of SMP Negeri 1 Baitussalam by using teachers written feedback is more
effective than without using teachers written feedback.

1.5 The Scope of the Study

To avoid misunderstanding and to clarify the problem, it is necessary to
make limitation of the problem. The scope of this study is on the activities in
implementing teachers written feedback in teaching passive voice. Since there are
many tenses in English thus in this study, the writer only focuses on simple
present tense, present continues, past tense, and past continues tense. To make it
work, the instructional materials are developed in accordance with the guidelines
of the 2013 Curriculum.

1.6 The Significance of the Study

The result of the study is expected to be able to give some advantages for
the teacher, the students, and other researchers.
1. For the Teachers
First, by understanding the result of this study, the teacher can be careful in
selecting teaching technique or strategy in their class. It is expected that the result
of this study can help teachers to teach passive voice by using teachers written
feedback. The teachers can improve their ability to make innovation, effective
strategies, and scenario of teaching present tense. It also enriches teacher's
technique to teach passive voice thus their problems that they face in classroom
can be solved.
2. For the Students
Second, the students can compare the advantages of teachers written
feedback to other method in learning English especially passive voice. Teachers

written feedback will be used for the students to increase the ability in mastering
passive voice.
3. For other Researchers
Third, the result of the research is able to use reference to furthermore
research in developing teaching passive voice. It is expected that the data can
open other researchers' mind in completing writing field research. Therefore, for
other researchers will get a good result related to teaching passive voice.

1.7 The Definition of Key Terms

To avoid any possibility of misunderstanding and interpreting of the terms
used in this study, the writer really needs to explain them all. The writer wants to
explain the terms as clear as possible, according to the valuable references such as
dictioaries and encylopedias.
1. Implementation is giving technique, method or approach to students in
teaching and learning process. So, implementation means giving technique,
method or approach to students so that the students understand materials given
by students better and easier.
2. Tense is a form taken by a verb to show of action or state, as the present
(simple future, simple present, etc).
3. Passive voice is a voice that indicates the subjects as the patient or recipient of
the action denoted by the verb.
3. Teachers written feedback is a teachers feedback showed that teachers
focused predominantly on language errors in students mastery of passive
voice.

1.8 The Organization of the Study

The organization of the study is given in order to make the reader
understand the content of the paper. Chapter I is introduction which deals with the
background of the study, problem of the study, the aim of the study, postulate and
hypothesis, the significance of the study, the definition of key terms, and the
organization of the study.
Chapter II is review of literature that will consists of underlying theories
that include the definition of passive voice, teaching English as a foreign
language, teachers written feedback, and principles.
Chapter III is the method of the study that covers of the location of the
study; research design, the population and sample; technique of collecting data;
technique for analyzing data; classification and procedures of the data analysis.
Chapter IV is the result of the study that covers findings, data presentation,
data analysis, hypothesis testing; and discussion.
Chapter V is the last chapter that presents the conclusion of the study and
suggestion for further study. Finally, this study is covered with bibliography and
hypothesis.

CHAPTER II
REVIEW OF LITERATURE

2.1 The Importance of Learning Grammar

Scrivene (2001:88) says that when thinking of 'grammar many people
probably imagine a book full of explanations and rules that tell them which verbs
have what endings, how to use adverbs, how to make a superlative, etc. The word
grammar is very ambiguous since it has several meanings. There is no fixed
definition of grammar because many experts often define the term of grammar
differently. Grammar may mean an analytical and terminological study of
sentences.
Thus, when we learn the grammar we will learn the parts of speech, their
Names and their descriptions we will learn such term as phrase, clause,
interrogative sentence, retained object, etc. We will also learn how to identify
those categories in sentences or parse them. In other words, grammar is the
systematized knowledge or the theory of sentence structure. Grammar may also
be defined as the basic signals by which a language transmits meaning. It means
that grammar is what we learn in our native language, thus, any native speaker of
a certain language knows the grammar of his language (Scrivene, 2001:101)
Therefore, if we know how to construct sentence in order to say that
grammar consists of the patterns of utterance in using a language. So grammar
will usually control the use of language. Related to Roberts definition, Veit (1986:
123) defines grammar as follows: Your grammar is what enables you to
understand the very words you are now reading as well as to speak and write

10

words and sentences on your own. You have had a grammar of English for as long
as you have known English.
Gerrot and Wignell (1999:107) also define grammar as follows:
Grammar is a theory of language, of how language is put together and how it
works. More particularly, it is the study of wordings.
Knowing these definitions of grammar, we can conclude that grammar is
9
very essential and important to every language. Grammar itself is a part of a
language without grammar a language is useless. Without grammar, people will
not be able to communicate and understand each other as Nasri (1997:46) states:
Grammar is a part of any language. Just as there is no language without sounds,
so there is no language without grammar.
From the statement above we 'know that grammar and language can not be
separated. It means that it someone can speak a language he must know the
grammar of the language. On the other hand if someone does not know the
grammar he will not be able to speak that language or the listeners will be
confused in catching the message. so they will never be able to communicate with
each other. In other words, without knowing the grammar of the language, one
cannot be said to have learned the language, and without learning grammar it
seems impossible to learn a language since the grammar tells about the language
usage. Thus, the speakers are supposed to learn the grammar.
Furthermore, Thomson (1998:78) states that grammar also supports the
speakers in communication and avoids misunderstanding. For instance, in English
grammar someone wants to say The boy who is wearing a black shirt is my
brother. After he chooses the appropriate words (the, boy, who, is, wearing, a,

11

black, shirt, is, my, brother) he has to find the appropriate way to construct the
words grammatically. If he does not know grammar, he will be misunderstood.
The listeners will be confused in trying to understand what means. Perhaps, he
will say My brother is wearing a black shirt who is the boy or k shirt my brother
is wearing who is the boy. If this happens, the listeners will very hard to, catch his
ideas.
From the explanation above; it is clear that grammar is very essential and
important, and also it cannot be separated from the language. Without grammar a
language is meaningless and useless.

2.2 The Concept of English Passive Voice

According to Frank (1998: 75) said that, if the person or thing denoted by
the subject of a sentence is the receiver or sufferer of the action, then that form of
the verb is the Passive Voice, e.g. The ball was kicked by the boy. Meanwhile,
Schrampfer (1999: 231), in all passive clause types, the agent by-phrase, which
incorporates a noun phrase equivalent to the subject of the corresponding active
clause, has the structural status of an optional adverbial. Even when the agent byphrase is absent, however, there is an implication of its presence at the level of
meaning. In this sense, the agent by phrase acts as complementation of the passive
verb.
According to Kron (1990: 104) , the passive is a focus construction that
exist to put the patient, i.e., the receiver or undergone of an action is a subject
position. The subject is acted upon is thus passive. From the statement above, it
is very clear that passive voice is a subject that receives an action of a verb.

12

Meanwhile, Frank (1998: 80) states that passive voice is the same action is
referred to indirectly; that is, the original receiver of the action is the
grammatical subject, and the original doer of the action is the grammatical
object of the preposition by. Here, Frank (1998: 89) illustrates the subject by
naming original doer and the object refers to original receiver Furthermore
according to her, passive voice is the same action as the active voice indirectly
because the grammatical subject of verb is the original object of an active verb.

2.2.1 The Form of Passive Voice

The passive voice occurs in both English spoken and written English. It is
used very frequently in technical writing. According to Schrampfer (1999: 243),
Most verbs that take an object can be used in passive voice, the primary focus is
on the subject (the agent or doer of the action).
Passive verb-forms are made with the different tenses of to be, followed by
a past participle. The tenses, the rules for their use are the same as for active
verb-forms. It is in line with the statement of Schrampfer (1999: 252), who says
that by-phrase is used in passive sentences when it is important to know who
forms an action. And usually there is no by-phrase when it is not important to
know who performsan action.
Meanwhile, Thomson (1990: 75) makes rules in forming passive voice in
their book Grammar form and function. They are:
a. To form the passive voice, we change the object of an active voice sentence
into the subject of a passive voice one. The subject of the active sentence can

13

become the agent in a passive sentence. The agent tells who or what did the
action in a passive sentence. It is introduced by the prepetition by.

Table 2.1 Forming the Passive Voice

Form
Subject
Active
The pilot
Passive
The airplane

Verb
Flew
Was flown

Object
The airplane
By the pilot

b. We form the passive voice with a form of the verb be + a past participle.
Question use an auxiliary verb before the subject
Table 2.2Passive Voice in Verb be + a Past Participle
Subject
Be
Other
Past Participle
Auxiliary
The great wall Was
Built

Object
By the
Chinese

c. We use the passive voice in the following tenses. Note that the form of be is in
the same tense as the tense of the active verb.

Table 2.3 Passive Voice in Tenses

Tense
Active
Simple Present He washes the car
Present
He is washing the car
Progressive
Present Perfect He has washed the car
Simple Past
He washed the car
Past
He was washing the
Progressive
car
Past Perfect
He had was hed the car
Future with
He will wash the car
Will
.
Future with Be He is going to wash
Going to
the car
Future Perfect
He will have washed
the car

Passive
The car is washed by him
The car is being washed by him
The car has been washed by him
The car was washed by him
The car was being
washing by him
The car had been washed by him
The car will be washed by him
.
The car is going to be washed by
him
The car will have been washed
by him.

14

We do not use the passive voice with some tenses because they sound
awkward. These tenses are the present perfect progressive, the future progressive,
the past perfect progressive, and the future perfect progressive.

d. Object pronoun (me, him, her, etc.) in the active voice become subject
pronouns (i, he, he, etc.) in the passive voice.

Table 2.4 Object and Pronouns in Passive Voice

Active sentence
Subject
Verb
Object
Subject
Thousand
Elected
Her
She
of people

Passive voice
Verb
Object
Was
By
elected
thousands
of people
The
Built
It
It
Was built
By the
Chinese
Chinese
In brief, the passive voice is created by writing a form of the verb to be

with the past participle of a verb. Such forms often include a by phrase after the
verb phrase to indicate who performed the action.

2.2.2 The Usage of Passive Voice

Krohnn (1997: 210) mention some of the usage of passive voice as
follows:
a. The passive voice is used when the agent is not known or unimportant.
b. The passive voice uses by + an agent, it usually because subject of the
sentence is more important than the agent, but we want to express them both.
c. The passive voice is used to make a sentence more impersonal, in situation
involving rules, instructions, announcements, advertisement, or processes.
d. The passive voice is used when the agent is obvious from the meaning of the
sentence.

15

In another source, Celce-Murcia and Larsen-Freeman classified the

circumstances under passive as following:
a. When the agent is obvious and, therefore, not expressed (e.g., Grapes are
grown n the Nappa valley).
b. When the writer wants to sound objective (e.g., It is assumed/ belived that
this was among the most significant policy decisions of decade).
c. When the writer wishes to retain the same grammatical subject in successive
clauses (e.g., Rene Arrendo beat lonny smith, but he was beaten by gato
garcia)
d. When the theme is shared information, but the agent is new (e.g., What a
beautiful picture! Isnt it? It was painted by one of my students).
2.3 Teaching English as a Foreign Language (TEAFL)
As known the success of teaching English is influenced by technique,
method, or approach used by teachers. Therefore, it is better for us to understand
the terms thus the readers and teachers can select suitable method or technique in
teaching and learning process.
According to Tafani (2009:177), approach refers to theories about the
nature of language and language learning that serve as the source of practices and
principles in language teaching. It offers a model of language competence. An
approach describes how people acquire their knowledge of the language and
makes statements about conditions which will promote successful language
learning.
Next, method is the practical realization of an approach. Methods include
various procedures and techniques as part of their standard fare (Tafani,

16

2009:182). Further, Tafani (2009:185) said technique is a procedure used by

teachers in teaching and learning process. While a procedure is an ordered
sequence of techniques. A procedure is a sequence which can be described in
terms such as first you do this, then you do that smaller than a method and
bigger than technique (Tafani, 2009:189). After discussing approach, method, and
techniques, furthermore we discuss techniques used in teaching vocabulary in the
next discussion.

2.4 Teaching Passive Voice through Teachers Written Feedback

2.4.1 Understanding of Teachers Written Feedback
Some earlier studies of teacher written feedback showed that teachers
focused predominantly on language errors in students understanding passive
voice (Raymond, 1998 :168). This is because writing was primarily treated as a
product, and teachers tended to see themselves as language teachers rather than
writing instructors (Raymond, 1998: 213). With the advent of process approaches
to writing instruction, there are more studies that report a shift in teachers focus
from form to other issues such as content and organization (Thomson, 1998: 125).
In Robert (1990: 115) study, for example, it was found that 15% of teachers
comments focused on grammar and mechanics, while 85% addressed students
ideas and rhetorical development. It is recommended that teachers provide
balanced coverage in their written feedback, focusing on issues relating to content,
structure, organization, language, and style (Ferris, 2003: 78).

17

2.4.2 Teachers Written Feedback in Error Correction

A substantial amount of teacher feedback research is concerned with error
correction, such as the types and extent of error feedback and their effects on
student accuracy. When responding to errors, the teachers use direct and/or
indirect feedbackdirect referring to teachers provision of correct answers in
response to student errors, and indirect to teachers indication of errors (e.g.,by
means of a circle, an underline, a code or a mark) with correction by students
required. These strategies are used for different reasons. Direct feedback is used
when teachers feel the error in question is complex and beyond students ability to
self-correct (Ferris, 2002: 126). Whereas indirect feedback is used when teachers
want to engage students in problem-solving and develop their independent editing
skills or indirect feedback, which can be coded (i.e., indicating error types such as
tense and the use of to be (Ferris, 2002: 132). Next, according to Ferris (2002:
167), simply underlining or circling an error without indicating error types), there
is some evidence suggesting that teachers and students prefer coded feedback.
According to (Roberts, 2001: 76), since it is believed that a higher level of
explicitness is more conducive to reflection and cognitive engagement on the part
of students.
While teachers are free to use a combination of error feedback strategies,
several principles have become prominent in recent literature. First, teachers are
reminded that indirect error feedback is more beneficial to students long-term
writing development than direct feedback, though teachers should still provide
direct and indirect feedback judiciously according to error type and student needs
(Ferris, 2006: 198).

18

Second, since codes can be obfuscating and cumbersome for both teachers
and students (Ferris, 2006: 203), it is recommended that when codes are used they
should be part of a consistent system of coded feedback that is supported by
systematic grammar instruction, and they should be used judiciously (Ferris,
2002, 2003). Third, selective error feedback is generally more productive than
marking of all errors, since comprehensive error feedback is exhausting for
teachers and overwhelming for students (Ferris, 2002: 217).
2.4.3 Teacher s Written Feedback in Written Commentary
Apart from error feedback, research has looked into the nature of teachers
written comments, such as their form and functions (Ferris, 2002: 223). Next,
Cumming (1995: 176) states that earlier studies demonstrated that teachers gave
vague, non-text specific and mostly negative comments as teachers appeared to
wear the hat of an evaluator judging student papers more or less in a vacuum.
Furthermore, Cumming (1995: 189), teachers were found to appropriate
student texts misinterpreting student meanings, and consequently confusing
students through their written comments. However, more recent studies have
shown that some teachers begin to be aware of the importance to shift away from
a decontextualized approach in giving written commentary, as they realize that it
is crucial to take into account the contextual factors, such as student
characteristics and institutional requirements, and to build an interpersonal
relationship with students through written commentary (Hyland & Hyland, 2001:
221). Next, it is recommended that teachers give clear, concrete and text-specific
comments, including both praise and constructive criticism (Hyland & Hyland,
2001: 228). However, more importantly do so through engaging with students and

19

building relationships with them, giving helpful intervention to avoid

appropriation (Hyland & Hyland, 2001: 237). Such advice, it must be noted, is
relevant in process-oriented classrooms where students are required to act upon
teacher commentary and revise their work.

20

CHAPTER III
RESEARCH METHODOLOGY

3.1 The Location of the Study

This study was conducted at SMP Negeri 1 Baitussalam, Aceh Besar
locates in Kaju Lr. Penjara Aceh Besar and it is about 14 kilometers from Banda
Aceh The students of SMP Negeri 1 Baitussalam.Aceh Besar come from different
background of study and social economy. Some of them come from Kaju, Labui,
Cadek, and the areas which are not far from the school. The total number of the
students studying at school are 276 students. While the teachers who teach at the
school are 28 teachers.
The school has 12 rooms; one room is for headmaster, one room is for the
vice of head master, one room is teachers, one room is for administration staffs,
nine class rooms are for studying. Besides it has a science laboratory, a language
laboratory, a mosque, one area for parking and two courts; badminton court and
volleyball court.

3.2 The Teachers

Teachers play most important factors in teaching and learning process for
instruction on the students to reach the educational goals. Actually, teachers do not
only teach various subjects to the students but also motivate them and improve
their achievement. In addition, the teachers have to keep a close relation to the
students. In other word, they should be the second parents for the students in the
school.

20

21

SMP Negeri 1 Baitussalam.has 28 teachers, consisting of 20 civil servants

and 8 honoree teachers. They are graduated from different universities, namely:
Unsyiah, USM, Unmuha, UIN Ar Raniry etc.
Table 3.1 Teachers and Graduating
No Graduating

Number

.
1.
Syiah Kuala University
12 teachers
2.
Serambi Mekkah University
6 teachers
3.
Abulyatama University
2 teachers
4.
Muhammadiyah University
3 teachers
6.
UIN Araniry
2 teachers
7.
The other universities
3 teachers
Source: SMP Negeri 1 Baitussalam.Aceh Besar, academic year 2015/2016
3.3 The Students
Based on the preliminary study that has been done, the total number of the
students studying at school are 276 students. They consist of 140 males and 138
females. In teaching learning process, these were classified into six classes; class
VII1, class VII2, class VII3, class VIII1, class VIII2, class VIII3, class IX1, class IX2,
and class IX3. To make the condition of the students more detail, they are
presented in the following table.
Table 3.2 The Students Condition
No.
Class

Sex
Total
Male
Female
1.
VII1
16
14
30
2
2.
VII
14
17
31
3.
VII3
17
15
32
1
4.
VIII
14
16
30
5.
VIII2
16
14
30
3
6.
VIII
14
16
30
7.
IX1
15
16
31
2
8.
IX
16
14
30
3
9.
IX
16
16
32
Total
138
138
276
Source: SMP Negeri 1 Baitussalam Aceh Besar in academic year 2015/2016
3.4 The Curriculum

22

Curriculum is a compass to guide the teaching and learning process of all

subjects. It has been known and develop from year to year to balance the National
Education Development. In Indonesia, curriculums have been designed by certain
team under the control of National Department, including curriculum for primary,
junior high school and university. They are of course done by well-known experts
of education in Indonesia who have much experience and knowledge focus on
educational system.
English curriculum used at SMP Negeri 1 Baitussalam Aceh Besar
especially to the second year students is the 2013 curriculum published by the
Chemistry of National Education.

3.5 The Research Design

Design used in this study is experimental quantitative research. According
to Arikunto (2010:233), an experimental research is the only type of research
that can test hypotheses to establish cause-effect relationships. Furthermore, she
explains that an experiment is a research situation in which at least one
independent variable, called the experimental variable, is deliberately
manipulated or varied by the researcher, while quantitative research is the
collection and analyses of numerical data in order to explain, predict, or control
phenomena of interest (Arikunto, 2010: 241)
The experimental research used to find out the effect of treatment in
teaching passive voice by using teachers written feedback.

Pre-Test

Treatment/No

Post-Test

23

Experiment
Control

X1

Treatment
X1
(Treatment)

X2

(No Treatment)

= The experimental group is the sample who is taught by using teachers

written feedback

X2

= The control group is the sample who is not taught by using teachers written
feedback.

3.6 The Population and Sample

3.6.1 The Population
According to Arikunto (2006:130), a population is a whole of subject
research, which a sample is a part of population. Next, Sugiyono (2004:179) states
that population is any groups of individuals that have one or more characteristics
that are interested for the researcher. In this study, the writer took the second year
students of SMP Negeri 1 Baitussalam Aceh Besar , as the population. The total
members of them are 90 students. They are divided into three classes; class VIII1,
class VIII2, and class VIII3. Every class consists of 30 students. Thus the total
population is 90 students.
3.6.2 The Sample
Sample is part of population that the writer takes as source of data in this
study. According to Arikunto (2010:109), sample is a limited number of elements
from a population to be representative of the population. The sample of this study
is taken from two of three classes of the second grade; one class is as experimental

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group and one class is as control group. In this study class VIII2 is as control
group and class VIII3 is as experimental group. Every group consists of 30
students thus the total sample is 60 students. Choosing class as experimental
group and control group is done randomly. In choosing class as experimental
group and control group, the writer used lottery which was rolled before. The
lottery consisted of name of classes; class VIII1, class VIII2 and class VIII3.
3.7 The Data Collection
To support this study, the writer needs to collect data. To carry out the field
method, the writer applies one technique which is considered appropriately,
namely test. To support the data, the writer tries to find the form of theoretical
foundation with support this study. In this case, the writer reads books, magazines,
newspapers, articles and other materials which are related to topic.
In conducting experimental teaching, the writer will teach passive voice by
using teacher written feedback to the students of experimental group but the
writer does not teach the students of the control group by using teacher written
feedback. In applying teacher written feedback, the writer will have 4 meetings
with the allocated time of 80 minutes for each meeting. At the first meeting the
writer will give pre-test. It is done to know the students ability of the both groups
in mastering passive voice. At the second and third meeting, the writer will apply
teacher written feedback in teaching passive voice. Next, the test is used in order
to know the students achievement in mastering passive voice and to measure the
influence of the strategy. In this case, the writer applied two kinds of test: Firstly,
the writer gives pre-test to know general ability of students before teaching
process. Secondly, the post-test is given after teaching and learning process. It is

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useful to know the students ability in mastering passive voice after the teaching
and learning process.
3.8 Data Analysis
The data gotten are analyzed by using t-score formula. The t-score is one
of the statistic tests that is used to compare the t-score and t-table that has the
significant differences. If the t-score is smaller than t-table, it means the
experiment is denied. But if the t-score is bigger than-table, it means the
experiment is accepted. In this study, experimental group is the students who are
taught by applying teacher written feedback meanwhile control group is the
students who are taught without using teacher written feedback. To determine the
t-score, the formula is stated by Sudjana (2002:239) and it is as follows:
X1 X 2

t
S

1
1

n1 n 2

Note:
t
X1
X2

S
n
n

= the significant difference between two means.

= the mean score of experimental group
= the mean score of control group
= standard deviation.

= number of students of experiment group

= the number of students of control group.

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