EMPLOYING CONTRASTIVE ANALYSIS HYPOTHESIS IN TEACHING ENGLISH PASSIVE VOICE
EMPLOYING CONTRASTIVE ANALYSIS HYPOTHESIS IN
TEACHING ENGLISH PASSIVE VOICE
By: Connie Tanone, S.Pd., M.Pd.
Widya Mandala Catholic University Surabaya
Abstract
The passive voice is taught by providing pattern of the sentences. Still students have difficulties to master passive voice. To overcome the problem, the writer applies the hypothesis of Contrastive
Analysis in teaching passive voice. The writer presented the similarities and the differences between
English and Indonesian, and treated the differences through more drills. The students learned effectively as proved in their score. Looking at its effectiveness, the hypothesis of Contrastive
Analysis should be applied especially in teaching grammar.
I.
Introduction
The passive voice of English is firstly taught to grade eight of junior high school. At
this level, students learn only two types of tenses: simple present and simple past. In students’ textbook, the formula for the passive forms is provided, and many of them try to memorize the formula to master the passive voice. Still students have difficulties in constructing passive sentences or transferring active sentences to passive sentences.
To the problems encountered by the students, the writer comes up with several notions.
First, providing pattern does not help students to understand the concept of passive voice.
Second, junior high school students must have the basic concept of passive voice to before they learn passive voice in more tenses in the higher level of school. Third, in learning a second language, a learner needs to know the different concept of the first language and the second language, so that they may use the similarities in both languages as the advantages and see the differences aspects of language to avoid doing errors.
To do this study, the writer uses the theory of contrastive analysis, which describes similarities and differences among two or more languages at the level of grammar to predict the problems that may be faced by the
TEACHING ENGLISH PASSIVE VOICE
By: Connie Tanone, S.Pd., M.Pd.
Widya Mandala Catholic University Surabaya
Abstract
The passive voice is taught by providing pattern of the sentences. Still students have difficulties to master passive voice. To overcome the problem, the writer applies the hypothesis of Contrastive
Analysis in teaching passive voice. The writer presented the similarities and the differences between
English and Indonesian, and treated the differences through more drills. The students learned effectively as proved in their score. Looking at its effectiveness, the hypothesis of Contrastive
Analysis should be applied especially in teaching grammar.
I.
Introduction
The passive voice of English is firstly taught to grade eight of junior high school. At
this level, students learn only two types of tenses: simple present and simple past. In students’ textbook, the formula for the passive forms is provided, and many of them try to memorize the formula to master the passive voice. Still students have difficulties in constructing passive sentences or transferring active sentences to passive sentences.
To the problems encountered by the students, the writer comes up with several notions.
First, providing pattern does not help students to understand the concept of passive voice.
Second, junior high school students must have the basic concept of passive voice to before they learn passive voice in more tenses in the higher level of school. Third, in learning a second language, a learner needs to know the different concept of the first language and the second language, so that they may use the similarities in both languages as the advantages and see the differences aspects of language to avoid doing errors.
To do this study, the writer uses the theory of contrastive analysis, which describes similarities and differences among two or more languages at the level of grammar to predict the problems that may be faced by the
Bibliography: Frank, M. (1972). Modern English a Practical Reference Guide. Eaglewood Cliffs: Prentice Hall. Heidi Dulay, Marina Burt, Stephen Krashen. (1982). Language Two. Oxford: Oxford University Press. Selinker, L. (1992). Rediscovering Interlanguage. Longman.