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According to Saleh (1997:16), teaching is a profession conducted by using a combination

of art, science, and skill. It is an art because it relies on the teacher’s creative provision

of the best possible learning environment and activities for his/her students. It is a

science since it is a system, an ordered set of ideas and methods used by the teachers in

doing their main jobs: planning a lesson, implementing the plan in the classroom and

evaluating the outcome of the activities. It is a skill because it demands the ability

attained from relevant theories and practice to assist students expertly in learning so

that they are able to again linguistic and communicative competence in the target

language. While Brown (1994) states teaching is showing or helping someone to learn

how to do something, giving instructions, guiding in the study of something, providing

with knowledge, causing to know or understand.

Base on the definition above, the writer can conclude that the meaning of teaching is a

process of a transferring knowledge from someone to another one in order to make

people know or understand about something. For example, in this case teacher will be

transfer about cardinal number by using Bingo method to his students.

TEACHING ACTIVE AND PASSIVE VOICE BY USING INDICATIVE

STRATEGY TO THE SECOND GRADE STUDENTS OF THE SENIOR

HIGH SCHOOL AT 2 ULU MUSI

1. Background

In Indonesia English is taught as compulsory subject to high-school

students and college students. At some elementary school, English has been

introduced as a local content subject to their fourth grade pupils. The objective of

teaching English to Indonesian students is that the students are able to

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communicate in English both orally and in writing. To achieve the objective, the

students should have the four language skills, namely listening, speaking, reading

and writing. Besides, to support their language skills, the students should master

the language components, such as pronunciation, grammar, and vocabulary.

Grammar is one of the language components that the students should

master. Grammar is a linguistic description of a particular language, a set of

statements or rules that explain how the language works (Calderonnello,

1986:481). It is important to master grammar because person who has a good

grammar mastery would be able to understand utterances/sentences produced by

other people and to produce grammatical utterances/sentences understood to other

people.

One English grammar that is taught to the second grade students at senior

high school is passive voice. Passive voice is the original “receiver”, the action

the grammatical subject, and the original “doer” of the action. There are two

special form called voice (Marcella, 1972:55), they are:

1. Active Voice

2. Passive Voice

1) The active voice is the “normal” voice. This is the voice that we use most

of the time. In the active voice, the object receives the action of the verb,

for example: *Cat eat fish.

2) The passive voice is less usual. In the passive voice, the subject receives

the action of the verb. The object of the verb becomes the subject of the

passive verb, for example: “Fish is eaten by cat.

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The form of the voice especially the passive, is not easy to be understood

by the students. The passive voice is less usual than the active voice. The active

voice is the normal voice, but sometimes we need the passive voice. In this case

the teacher should give instruction to the students how to construct the passive

voice, when to use it and how to conjugate it. The indicative strategy represents a

more modern style of teaching where the new grammatical structures or rules are

presented to the students in a real language context (Goner, Phillips, and Walters

135).

Indicative grammar teaching is based on trial and error, experiments. The

students learn from trying different things, seeing what works and what does not.

Through experimenting, they figure out the grammatical rules. The indicative

strategy is also known as the discovery learning approach where lesson begin by

the teacher providing examples to demonstrate how the language is employed. In

doing so, the students derive the rule by themselves and the language is practised

in further activities (Thornbury, Scott, 2006, p.29-48). Based on the above

statement, the writer intended to conduct a study to find out whether or not

indicative strategy is effective in teaching active and passive voice to the students.

The reason for choosing this topic, because the writer experienced to see most of

the students of Senior High School faced difficulties in learning passive voice.

For example when they have to change the active sentence in present tense, they

still put the verb in active form and also they do not understand in changinf the

“be” form of the voice. Using indicative strategy might help them of overcome

the problem in learning English grammar. For this study the writer would like ro

use the second grade students of SMA Negeri 2 Ulu Musi as the sample of this

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study. This study would be entitled “Teaching Active and Passive Voice by

Using Indicative Strategy to the Second Grade Students of SMA Negeri 2 Ulu

Musi.

2. Problem

It is understandable that grammar plays an important role in learning

English Language. Having a good, command of the language means not only to

master the four language skills of reading, waiting, listening and speaking but also

to achieve grammatical competence. When students face problems in acquiring

the language, teacher should make an attempt to male their lessons as interesting

as possible and not resort to the traditional “chalk and talk” method, which can be

dull, and predominantly teacher centered.

This study attempts to see the method which has a positive effect on the

students’ learning of the use of the structure especially active and passive voice

through practice of the language in context of expressing the meaning in various

language system, orally and accurately in the context of daily need in identifying

the subject of a sentence and then forming the pattern of active voice and its

changing into passive voice in the form of positive, negative and interrogative.

The students then understand to construct the active and passive voice with in

correct sentences.

2.1 Limitation of the Problem

The study is limited in the following points;

1) The grammar that will be taught to the students are the active and passive

voice in the Simple Present Tense and Simple Past Tense, through the practice

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of the language in context of expressing of daily need in a report text, narrative

and analytical exposition, and letter realize the rules of changing of the verb,

the verb form of the active and passive voice in the Simple Present Tense and

Simple Past Tense from the practical examples.

2) The learners learn from trying different things, seeing what works and what

does not thorough experimenting they figure out the grammatical rules

especially active and passive voice.

3) The verb that will be taught to the students are:

1. Go 6. Ask 11. Attack 16. Serve 21. Sings 26. Pay

2. Walk 7. bring 12. Be 17. Tell 22. Steal 27. Stay

3. See 8. Buy 13. Guide 18. eat 23. Tear 28. Leave

4. Take 9. Visit 14. Guard 19. Say 24. Sit 29. Put

5. Give 10. Make 15. Watch 20. Tell 25. Kill 30. Stir

2.2 Formulation of the Problem

This study is formulated in the following “Is it effective to teach active and

passive voice by using indicative strategy to the second grade students of SMA Negeri 2

at Ulu Musi?

3. Objective of the Study

The objective of the Study is to find out the effectiveness of indicative strategy in

teaching active and passive voice to the second grade students of SMA Negeri 2 at Ulu

Musi.

4. Significance of the Study

The significance of this study emphasized on the following points:

(1) To the writer

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This study would increase her knowledge to know how the active and passive

voice is taught to the students by using indicative strategy is tested and how

to measure their achievement.

(2) To the Teacher

By giving the written test using indicative strategy, the writer expects, it

would encourage their students to learn English grammar, so that from now

on they can self-access study on it and the indicative strategy can be the

supplementary material for classroom now.

(3) To the Students

For the second grade students of the State Senior High School 2 of Ulu Musi,

they are expected to keep on learning English grammar correctly by following

the indicative strategy rules, as they should be. In addition, this study may

attract them to learn the grammar of English better.

(4) To the Institution

This study could be one of the informative references, so by doing the

indicative strategy, the students’ grammar would be better.