1

CHAPTER I
INTRODUCTION
A. Background
English is one of International languages which is used by most people in
the world. Thus people all over the world have been using English in formal and
informal situation. In some countries such as America, Australia, England, New
Zealand, people speak English as their first language, and in some countries such
as Singapore, India, and Philippine people speak English as a second language.
Meanwhile

in

Indonesia

people

use

English

as

foreign

language

(Ramelan,1997 :3 ).
We know that English is an international language, and it is the first
foreign language in Indonesia. It is used to communicate throughout the country.
Nevertheless, as an international language, English is necessary to be mastered by
the people, especially for students in order to be able to adapt and compete in the
international world. By studying English, they can get many advantages such as in
science and technology development.
Like other developing nations, Indonesia has also included the teaching of
English as a first foreign language in schools. English also is one of the
compulsory subjects studied from secondary schools up to the university level.
Even more interestingly, the government of Indonesian Republic is now
promoting English to be taught at the fourth grade of primary school.
However, many students get difficulties in learning English, because
English is a foreign language in Indonesia, and also it is known that most part of
English grammatical systems are different from that of Indonesian. The writer
believes that their knowledge on the first or second language interferes with their
English. Hence, students get great difficulties in learning English. The students in
learning English must study English components such as grammatical system or
sentence patterns, phonology, vocabulary, and some more. The students will

construct correct English sentences if they learn the English components,

especially the grammatical systems (Hornby, 1996).
In addition, English is much different from Indonesian. For example in
forming sentences, especially in changing active into passive sentences. Students
should master some elements of language, like tenses. In changing active into
passive sentences, students should know the tenses, because the changes depend
on each of the tenses. On this matter, students often get confused and make
mistakes in changing active into passive sentences. They are often confused with
tense when in changing active into passive sentences. And also based on the result
of interview with one of the English teachers of SMPN 1 Kubu, the writer
obtained information that some students faced some difficulties in changing active
into passive sentences. This is due to: lack of background knowledge. The
students are weak in understanding the English patterns about how to change
active into passive sentences. They make mistakes in using them. The students
think that it is not necessary to change the rules in tenses. This wrong perception
might cause the students make mistakes, and students are forgetful and careless.
Based on Competency Based Curriculum (KTSP) and English syllabus for
the second year students of jenior high school, the students must learn about
changing active into passive sentences. According to the curriculum on English
syllabus, the Standard of Competence in changing active into passive sentence is
that the students should be able to identify or understand about how to change
active into passive sentences. However, it cannot tell whether all students
comprehend how to change active into passive or not. Therefore the writer is
interested in carrying out the research entitled The ability of The Second Year
Students of SMPN 1 Kubu In Changing Active Into Passive Sentences.

B. The Formulation of the Problem

The formulation of the problem is stated as in following question: How is

the ability of the second year students of SMPN 1 Kubu in changing active into
passive sentences?
C. The General Objectives for the Research
The objectives of this research are to find out: the ability of the second
year students of SMPN 1 Kubu in changing active into passive sentences,
especially simple present tense, in terms of statements and questions.
D. The Needs for the Research
The writer expects that the results of this study will contribute valuable
information to the following:
1. The researcher gets information and data about the ability of the second
year students of SMPN 1 Kubu in changing active into passive sentences
to support the writer to write a thesis.
2. The teachers will get information about the second year students of SMPN
1 Kubu in changing active into passive sentence so that the teachers know
how to design the materials correctly based on their students needs.
3. English teacher will know the ability of the second year students of SMPN
1 Kubu in changing active into passive sentences and difficult problems
for them.
E. The Definition of the Terms
In order to avoid misunderstanding in reading this paper, it is necessary to
define the terms as follows:
1. Ability is a capacity of power in doing something physically or mentally
(Hornby, 1996:1). Ability in this study means skill or knowledge that the
2.

students have in changing active into passive sentences.

Active sentence is a sentence construction in which a subject performs the

action of the verb (Swan: 1996).

3. A passive verb form is made by verb past participle form. The subject of a
passive verb is usually the person or thing that is affected by the action the
verb (Swan: 1996).
CHAPTER II
REVIEW OF RELATED LITERATURE

A. The Nature of Sentence

Alice and Hogue (1983: 121) state that a sentence is a group of words that
we use to communicate ideas in writing or in speech. It has complete, independent
unit of thought, and consists of two main parts: a subject and a predicate.
Example: (+)Mary helps
S
v

the boy.
o

Mary as subject, helps as verb or predicate and the boy as an object.

(-) Mary does not help the boy
(?)Does Mary help the boy.
B.The Nature of active Sentences
In an active sentence, the subject performs the action of the verb (Alice
and Hogue, 1983: 188).
Example: The dog ate all the biscuits.
In this example, The dog is the subject of the sentence. The dog is the
subject of the verb to eat. The dog is performing the action of the verb; i.e., it is
the thing doing the eating, and the biscuits as an object.
C. The Nature of Passive Sentences
A passive verb form, is made by verb past participle, the subject of a
passive verb is usually the person or thing that is affected by the action the verb
(Swan: 1996). Furthermore, in passive sentences the subject receives the action of
verb. The direct object of active sentence becomes the subject of the passive

sentence. Because every sentence in English must have a subject, passive

sentences can be formed only from transitive verbs, which can take direct object
(Alice and Hogue, 1983: 189).
Azar (1989:120) concludes that : In the passive, the subject of an active
verb becomes the subject of the passive verb.

1. Forming the passive

The form of passive: Be + past participle. Be in simple present :
is/am/are.
Example:
a. ACTIVE : Mary helps the boy.
S
v
o

The boy in
(a) becomes the
subject of the passive verb in
(b).

b. PASSIVE: The boy is helped by Mary.

S
be V3
by phrase
2. Transitive and intransitive in changing sentences with active into
passive sentence
Azar (1989:120) concludes that : Only transitive verbs (verbs that
are followed by an object) are used in the passive.
Example : a. ACTIVE
: I write a letter.
b. PASSIVE
: A letter is written by me.
So, verbs (written) that are followed by an object(me).
While an intransitive verb is a verb that is not followed by an
object (Azar 1989:120). The object of the active verb becomes the subject of
the passive verb. Therefore, sentences which do not have an object cannot be
changed into the passive. The following sentences, for instance, cannot be
changed into the passive because they do not have objects.
The old man sat in a corner.
The child sleeps.
The wind blows.
The dog barks.
The fire burns.
He laughed aloud.
3. Using the Passive

Azar (1989: 123) says that using the passive as follows:

1. Usually the passive is used without a by phrase. The passive is most
frequently used when it is not known or not important to know exactly
who performs an action. Example : Rice is grown in India.
In the example above Rice is grown in India by
people/farmer/someone. In this sentence, it is not known or important
to know exactly who grows rice in India. This example is the most
common use of the passive without by phrase.
2. The by phrase is included only if it is important to know who
performs an action.
Example: Life on the Mississipi is written by Mark.
Based on example above by Mark is important information.
3. The passive may be used with the by phrase instead of the active
when the speaker/writer wants to focus attention on the subject of a
sentence.
Example: The rug was made by my aunt.. (in this example, the focus
of attention is on rug).
4. Stative Passive
Azar (1989:135) concludes that when the passive form express an
existing state rather than action, it is called the stative passive. And the
form of stative passive :
BE + Adjective.
Examples: a. the door is old
b. the door is green
c.the door is locked
in (a) and (b): old and green are adjectives. They describe the door.
In (c): locked is a past participle . It is used as an adjective . it describes the
door. Often stative passive verbs are followed by a preposition other than by.
Example: I am interested in Chinese art.
5. Kind of changing active into passive sentences:
In this research uses tenses (simple present tense), the form of
simple present : S + V1 + e/es + O. And it focuses on two elements of
passive sentence. They are statement and question.
a. In forms of statements (simple present tense):

Azar (1989:2) concludes that the simple present expresses events

or situations that exist always, usually, habitually; they exist now, have
existed in the past, and probably will exist in the future.
simple Present tense
An Active sentence in the simple present tense has the following
structure:
Subject + first form of the verb + object
A passive sentence in the simple present tense has the following structure:
Object of the active sentence + is/am/are + past participle form of
the verb + by + subject of the active sentence
Changing an assertive sentence into the passive
Active: I write a letter.
Passive: A letter is written by me.
Active: I help you.
Passive: You are helped by me.
Active: I love my parents.
Passive: My parents are loved by me.
Active: We love our country.
Passive: Our country is loved by us.
Changing a negative sentence into the passive
Active: I do not write a letter.
Passive: A letter is not written by me.
Active: I do not abuse my servants.
Passive: My servants are not abused by me.
Active: I do not write novels.
Passive: Novels are not written by me.
Active: He does not tease her.
Passive: She is not teased by him.

b. In forms of questions (simple present tense):

Changing an interrogative sentence into the passive
Structure: Is/are/am + object of the active verb + past participle form of
the verb + by + subject of the passive verb
Active: Do you write a letter?
Passive: Is a letter written by you?
Active: Do you write stories?
Passive: Are stories written by you?
Active: Does she make candles?
Passive: Are candles made by her?
Active: Who does not obey you?
Passive: By whom are you not obeyed?
Active: Which newspaper do you read?
Passive: Which newspaper is read by you?
In addition, not only simple present tense, but also present progressive
tenses, present perfect tense , simple past tense , past progressive tense, past
perfect tense, and simple future tense are kind of changing active into passive
sentences.
a. present progressive tenses
Azar (1989:3) concludes that the present progressive expresses an
activity that is in progress at the moment of speaking. It began in the recent
past, is continuing at present, and will probably end at some point in the future.
An Active sentence in the present progressive tense has the following
structure: S + Be (is, am , are)+V1+ Ing(present participle) +O
A passive sentence in the present progressive tense has the following
structure: Object of the active sentence + is/am/are +Being+ past participle
form of the verb + by + subject of the active sentence
Examples:
Active: Mary is helping John.

Passive: John is being helped by Mary.

b.

present perfect tense

Azar (1989:29) concludes that the present perfect expresses the idea that
something happened (or never happened) before now, at an unspecified time in
the past. The exact time it happened is not important.
An Active sentence in the present perfect tense has the following structure:
S + has/have+ past participle +O
A passive sentence in the present perfect tense has the following structure:
Object of the active sentence + has/have +Been+ past participle form of the

c.

verb + by + subject of the active sentence

Examples:
Active: Mary has helped John.
Passive: John has been helped by Mary.
Simple past tense
Azar (1989:29) concludes that the Simple past indicates that an
activity or situation began and ended at a particular time in the past.
An Active sentence in the Simple past tense has the following structure: S
+ V2 +O
A passive sentence in the Simple past tense has the following structure:
Object of the active sentence +was/were + past participle form of the verb
+ by + subject of the active sentence
Examples:
Active: Mary helped John.
Passive: John was helped by Mary.

d.

Past progressive tense

Azar (1989:32) concludes that the past progressive expresses an activity
that was in progress (was occurring, was happening) at a point of time in the
past.
An Active sentence in the past progressive tense has the following
structure: S + Be(was/were)+V1+ Ing(present participle) +O
A passive sentence in the past progressive tense has the following
structure: Object of the active sentence +was/were+ being + past participle
form of the verb + by + subject of the active sentence
Examples:

10

Active: Mary was helping John.

Passive: John was being helped by Mary.
e.

Past perfect tense

Azar (1989:32) concludes that the past perfect expresses an activity that
was completed before activity or time in the past.
An Active sentence in the past perfect tense has the following structure: S
+ had+ past participle +O.
A passive sentence in the past perfect tense has the following structure:
Object of the active sentence + had + been + past participle form of the
verb + by + subject of the active sentence.
Examples:
Active: Mary had helping John.
Passive: John had been helped by Mary.

f.

Simple future
Azar (1989:32) concludes that when the speaker is expressing a prior plan
(something the speaker intends to do in the future because in the past s/he has
made a plan or decision to do it).
An Active sentence in the simple future has the following structure: S +
will/ be going to+ V1 + O.
A passive sentence in the simple future tense has the following structure:
Object of the active sentence + will+ be + past participle form of the verb +
by + subject of the active sentence.
Examples:
Active: Mary will help John.
Passive: John will be helped by Mary.
D. Related studies
The study which is related to this study is Sahinun which his study
entitled; Student ability in same in changing active into passive sentences on the

11

second year students of SMP Muhammadiyah Masbagik in academic year

2005/2006, she concluded that there was an aspect in constructing passive
sentence. She used descriptive research. The sample of this research was 30
students. The instrument of this research was essay test. From 30 students who
involved in this research show 1 sudent (3,33%)was good to excellent category, 11
students (336,7%) were average to good category. It means that the studentsskill
in same in changing active into passive sentences on the second year students of
SMP Muhammadiyah Masbagik in academic year 2005/2006 is poor to average
category.
This related study has similarities and differences with the writers
research. The similarities are the same. Both are descriptive method of them and
the same in changing active into passive sentences. The difference is this related
study just focuses in constructing passive sentences, especially in term of
statement, whereas the writers research is more complex which is to find out the
students ability in changing active into passive sentences, especially in term of
statement and question.
Another research is about The ability of students in constructing present
continuous sentences for the second year students of MTs. Muallimat NW Pancor
in academic year 2002/2003. The study was aimed at finding out the ability of
students in constructing present continuous tense sentences. She used descriptive
research. The population number of her study consisted of 242 students. The main
instrument used to collect data of her study was a test. After computing the data,
she found that the result of study indicated mean score from the student was 6,3.
This related study has similarities and differences with the writers
research. The similarities are the same. Both are descriptive method of them and
the same in constructing the sentences. The difference is that this related study just
focuses in constructing present continuous tense sentences, especially in terms of
statements, whereas the writers research is more complex which is to find out the

12

students ability in changing active into passive sentence especially simple present
tense, in term of statement and question.
.

CHAPTER III
RESEARCH METODOLOGY
A.

Research Design
This study is descriptive research. Arikunto (2003: 245) states that if a

researcher wants to investigate what, how, how many, level of thing are
descriptive research. Furthermore, Gay (1987) states that the study which aims at
answering questions concerning the current status of the subject of the study is
categorized as descriptive study. A research that only has one variable is usually
descriptive. Concerning with the above statements, this research is categorized as
descriptive quantitative research because it consisted of one variable, namely the
ability in constructing passive sentence.
Based on the statement above, this research was attempted to investigate
or to inform the ability of the second year students of SMPN 1 Kubu in changing
active into passive sentences.
B. The Location and time of the Research
The location of this research was SMPN 1 Kubu. It was conducted on 5
April 30 th May 2015 in academic year 2015/2016.
C. Population and Sample
a.
Population

th

13

In social research, population is defined as a group of subject that will be

used as generalization of result, Azwar, s. (1998: 77). Wiresman William (1985:
30) said that the entire group of persons, things or events that share at least one
common treat. The population of this study includes the second year students of
SMPN 1 Kubu, there are 3 classes. First class (A), the number of population is 32.
Second class(B), the number of population is 40. Third class (C), the number of
population is 35. So, the all numbers of the population are 107 students that
consist of three classes.

Table 1. The Distribution of the Population

b.

No

Class

Number of Population

1.

32

40

35

Total

107

Sample
If the researcher intended to investigate part of population, the research

so-called sample research (Arikunto (1987). He adds that a sample is a part of

population that will be investigated. In this case, the researcher used random
sampling in taking sample. The researcher called three chairmen of three classes.
Each chairman has been taken lottery for their classes. There are three small of
papers that just one paper have number (the number is 28), two papers are empty
number. The lottery was shook till the chairmen got the sample. So, the chairman
of class B got the paper that having number. This class to be a sample, the number
of sample is 28 students.
D.

Research Instruments

14

The research is a test. The writer used the essay tests. It means that the
students were provided with the test. The students were expected to change the
sentence, and the essay test containing statements and questions on changing
active into passive sentences. The essay test were constructed by referring to
materials learned and books used for second year students of SMPN 1 KUBU.
It was taken from two books. English class begin indicated with the bell rung
by Emi Emilia , and English text book by Desmal Dardjisand Sophian Fanny.
The researcher used a test as an instrument to collect the data and the tests
consist of 25 items. The researcher using this sources as the instrument the test
because it is based on the English Syllabus. The test consists of 25 questions
from two kinds of terms in sentences which are statements and questions.
Table 2. Blue Print of Test
Type of Test

Kinds of
passive voice
Statement

Number of
items
13

The number of each items

Changing
1,23,4,5,6,7,8,9,10,11,12,13
active into
Question
12
14,15,16,17,18,19,20,21,22,23,24,25
passive
sentences
Total
25
25
The questions were designed based on the blue print of the test as the instrument.
E. Data Collection Technique
The technique used to collect the data for this study was by distributing a
test to the students as sample. The researcher asked the students to answer the
test instrument of this research and in this research the writer used passive. The
test consist 25 questions from 2 different forms in changing active into passive
sentences. The time allocation for the test was 60 minutes. After that the
researcher given the students instrument materials and answer sheet to the
students. After the students finished this question the researcher collected the
answer sheet to analysis. The test was tried out to the second year students of
SMPN 1 KUBU at the different time. It was conducted before the test was
administrated to the samples. The try out is to determine whether the test that
was given to the participants was valid or not.

15

The difficulty level on the items will show how easy of difficulty the
particular items provided in the test. It is expressed as the percentage of the
students answer the item correctly. In calculating it, the following formula will
be used:

a To know the difficulty level

R
F.V = N
Where:
F.V
= difficulty level
R
= the number of correct answer
N
= the number of the students
(Heaton(1975:172)
Heaton(1975:172) states that the test items are accepted if the score
is between 0.30-0.70 and it is rejected if the degree of the difficulty is less than
0.30 (too difficult) and over 0.70 (too easy).
After knowing the difficulty level of the test items, the writer will
measure the central tendency by calculating the mean score. To know the
average score of the students ability in changing active into passive sentences,
the writer presented the data by using the formula:
b) To know mean score
M=

fx
N

Where:
M
fx

= the mean score in each topic

= the sum of the respondents scores

= the number of the respondents

(Arikunto, S. 2003).
The mean score describes an individual students ability but it does not tell
about the highest and the lowest scores and the spread of the scores. To know

16

about them, the researchers will use Standard Deviation (s.d) formula. The
Standard Deviation is one way to show the spread of marks. The Standard
Deviation formula is:
c).. To know standard deviation
d 2
SD =
N 1

Where:
SD

= standard deviation

= the total mean of the test

= the number of the students

(Adopted Heaton, 1975)

According to Heaton (1975), reliability is a necessary characteristic of
any good test. A test is said valid when it is reliable as a measuring instrument.
The reliability of whole test will be calculated by using the formula:
d).To know the reliability

Rii=

N
N 1 [1

m(N M )
]
NX 2

Where:
Rii

= the reliability of the test

= the number of the items in the test

= the mean score on the test for all the tests

X2
scores

= the standard deviation of all the test

17

(Adopted Heaton, 1975)

F.

Data Analysis Technique

To analyze the quantitative data, the writer used procedures as follows:
a

To know each of students score individually, the data were calculated by

using the following formula:
X
M = n x 100
Where:
M
X

= individual score
= correct answer

n
= number of items
(Adopted Heaton, 1975)
b After getting all of students score, the students ability can be seen. Next,
to find out the mean score of the students in changing active into passive
sentences, the following formula is used:
M=

fx
N

Where:
M
fx

= the mean score of each topic

= the sum of the respondents scores

= the number of the respondents

(Arikunto, S. 2003).
Furthermore, the level of the students score will be classified into five
levels of mastery. The classification can be seen in this following table
Table 3.TheClassification of Students Score
No.

Scores

Category

18

1.

81 100

Excellent

2.

61 80

Good

3.

41 60

Mediocre

4.

21 40

Poor

5.
0 20
(Adopted Harris,1986)

Very Poor

c To know the percentage of the classification of the students ability in answering

question, the following formula can be used:
X
P = N x 100 %
Where:
P
X
N

= percentage of the students per group/level

= the number of frequency in one level
= the number of students

Adopted Hatch and Farhady (1982).

19

CHAPTER IV
RESEARCH FINDINGS
A. The Presentation of the Research Findings
This research focused on the students ability in in changing active into
passive sentence which has some components namely in changing active into
passive sentence in term of statement and question. The test was aimed to collect
data and the data was administered to 28 students of class B Negeri 1 Kubu. The
description of the result of this research as follows:
1. Percentage of the Students Ability in changing active into passive
sentences
Table 4. Percentage of the Students Ability in changing active into passive
sentences
No

Range score

Frequency

Percentage (%)

Ability

1
2
3
4
5

81-100
61-80
41-60
21-40
0-20

0
7
14
5
0
28

0
21.4
50
17.9
0

Excellent
Good
Mediocre
Poor
Very Poor

Mean
score

Total

100 %

To know the means of individual score the writer used this formula:
M = fx
N
= 1388

= 49.57

49.57

20

28
Adopted Hatch and Farhady ( 1982)
Table four shows that 0 students (0%) Excellent level, 7 students (21.4%)
are in good level, 14 students (50%) are in mediocre level, 5 students (17.9%)
are in poor level ability and there is no student (0%) are in very poor level.
In short, the mean score of the students in changing active into passive
sentence is 49.57. It can be stated that the ability of the second year students of
SMP Negeri 1 Kubu changing active into passive sentence is mediocre ( 49.57). It
means that most of the students are classified in mediocre level. They have not
reached minimum standard of this school.
2.The Classification of the Students Ability in changing active into passive
sentences
After analyzing and obtaining the individual scores of the students in
changing active into passive sentence. It was essential to know the classification of
the students ability in changing active into passive sentence in terms of each
component of question as described in the blue print of instrument. The
components are statements and questions.
a. The Students Ability in changing active into passive sentence in term of
statement
The students ability in changing active into passive sentences in terms of
statement can be seen from the scores by the students for question from number 1
to 13 .It shown in table as follows:
Table 5. The Students Score Classification in changing active into passive
sentence in term of statement
No

Range score

Frequency

Percentage (%)

Ability

Mean
score

81-100

17.8

Excellent

21

2
3
4
5

61-80
41-60
21-40
0-20
Total

6
12
5
0
28

21.5
42.8
17.9
0

Good
Mediocre
Poor
Very Poor

63

100 %

Table five shows that 5 students (17.8%) are in excellent level, there are 6
students (21.5%) in good level, 12 students (42.8%) are in mediocre level, 5
students (17.9%) are in poor level and 0 students (0%) are in very poor level.
The researcher found out that the students mean score in term of statement
is 63. It can be concluded that the ability of the second year students of SMP 1
Kubu in changing active into passive sentence, In term of statement is in good
level. It means that the students level in term of statement is good ability and the
students should improve their ability in term of statement.
b. The Students Ability in changing active into passive sentence in term of
question
The students ability in changing active into passive sentence in term of
question can be seen from the scores by the students for question from number 14
to 25 .It shown in table as follows:
Table 6. The Students Score Classification in changing active into passive
sentence in term of question
No

Range score

Frequency

Percentage (%)

Ability

Mean
score

1
2
3
4
5

81-100
61-80
41-60
21-40
0-20
Total

5
6
4
13
0
28

17.8
21.5
25
35.7
0
100 %

Excellent
Good
Mediocre
Poor
Very Poor

53.14

22

Table six shows that 5 students (17.8%) are in excellent level, there are 6
students (21.5%) in good level, 4 students (25%) are in mediocrelevel, 13 students
(35.7%) are in poor level and 0 students (0%) are in very poor level.
The researcher found out that the students mean score in term of question
is 53.14. It can be concluded that the ability of the second year students of SMP 1
Kubu in changing active into passive sentence, In term of statement is in good
level. It means that the students level in term of question is good ability and the
students should improve their ability in term of question.
c. The Mean Scores of the Students Ability in changing active into passive
sentences
The students mean score in changing active into passive sentence can be
seen in the table below
Table 7. The classification of Students Mean Score in changing active into
passive sentence
No
1
2

The Classification of the Question

In term of statement
In term of question

Mean Score
63
53.14

Level of Ability
Good
Mediocre

Table seven shows that from 2 components of changing active into passive
sentence, the mean score in term of statement (63) is classified into good, and the
mean score in term of question (53.14) is classified as Mediocre.
Table shows that the most difficult aspect in changing active into passive
sentence is changing in term of question, with the mean score 53.14. Besides that
the easiest is changing in term of statement, with the mean score is 63.
B. The Interpretation of the Research Findings
In changing active into passive sentence test, the mean score of the second
year students ability of SMP N 1 Kubu in changing active into passive sentence is
59.71 and analyzed based on Arikunto, S. (2003) formula. Beside that based on

the research finding changing active into passive sentence. There are 7 students
categorized into good level, it means they have good ability in changing active

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into passive sentence. After that there are 14 students categorized into mediocre
level, and there are 5 students categorized into poor level. It means that the
students should practice more in changing active into passive sentence because it
is not reach the standard minimum criteria (KKM) of this school.
The researcher also found out from the two components of changing active
into passive sentence by Heaton (1975)the most difficult aspect is the student
ability in changing active into passive sentence in term of question, with the mean
score 53.14. On the other hand the easiest aspect of in changing active into
passive sentence in term of statement, with the mean score is 63.
Based on the explanation above the researcher analyzed that the second
year students of SMPN 1 Kubu could not changing active into passive sentence in
term of question from the text well. In changing active into passive sentence in
term of question the students should have a good ability in changing active into
passive sentence in term of question. From the all of data ,the writer interpreted
that the ability of the second year students of SMAN 1 Kubu in changing active
into passive sentence in term of question falls into mediocre with mean score
53.14. This finding in is in line with the finding of previous research that from

The study which is related to this study is Sahinun which his study entitled;
Student ability in constructing Passive sentences on the second year students of
SMA Muhammadiyah Masbagik in academic year 2005/2006, concluded that
there was an aspect in constructing passive sentence..
Finally, the findings of this research were answered the research question,
there are how is the ability of the students in changing active into passive sentence
and what is most difficult aspect in changing active into passive sentence.

CHAPTER V

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CONCLUSIONS AND RECOMMENDATIONS

A. Conclusions
Based on the research findings, changing active into passive sentence
ability, there were 7 students in good level. After that, 14 students were in
mediocre level, and 5 students were in poor level. The researcher also found out
that the mean score of the students ability in changing active into passive
sentence is 49.57. It means that the students ability in changing active into
passive sentence the students were in mediocre level and the students cannot reach
the minimum standard of this school (KKM).
Besides that the highest means score is in changing active into passive
sentence in term of statement, with the mean score 63. Besides that the difficult
aspects in changing active into passive sentence in term of question, with the
mean score 53.14.
B. Recommendations
From the conclusion above, the writer would like to give recommendations.
1. Considering that the students ability level in changing active into passive
sentence is mediocre level. It is recommended that the students should know
more how to changing active into passive sentence especially in term of
question.
2. English teacher should have some effort to develop the students motivation
and encourage them to practice in changing active into passive sentence in
order to make the students familiar with the materials in terms of indicators of
changing active into passive sentence especially in term of question.
3. The last one, more indicator of fluency assessment or measurement are also
expected to be use in the next research. This action is aimed to vary the
research variables and open the opportunity for an extensive range of further
analysis.
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