CHAPTER 2 ‘THEORETICAL REVIEW ‘According to Harmer (1999:27), “the aim of a drill is to give students rapid practice in using a structural item. This is done with the whole class, not individual or students in pairs.” According to Harmer (1999:27), teacher can correct the mistakes that the students done directly in front of them are one of the advantages of this method. The problem is when the students are lazy and not creative while making the sentences by themselves. The students have to be creative individuals, because they are not always being taught by their teachers, and in the ‘real world’ they have to be confident with themselves and with what they say to people around them, The teacher has to be creative as well and make the students not bored with this kind of activity, because sometimes students tend to be bored if they have been assigned by their teacher only to answer the questions that the teacher gives to them. Byme (1976:32) said that students have to practice a lot if they want to make themselves more understand about the target language point. They have also been given some practices without any references from the textbook, because oral practice makes them not focused only with the textbook. Teacher also has to make the students feel confident when they do the oral practice. Teacher also has to encourage them to say or speak without too much doubt. For the Passive Voice, according to Azar (1989:120), “there are some explanations about the object of an active verb become the subject of the passive verb, for example:+ Active: Mary helped the boy. ¢ Passive: The boy was helped by Mary. An active and passive verb have the same meaning, no matter the sentence change, the meaning is still the same.” ‘Azar (1989:123) said that “only transitive verbs (verbs that are followed by an object) are used in the passive. It is not possible to use verbs such as happen, sleep, come, and seem (intransitive verbs) in passive. Usually, the passive is used without a “by”. “The passive is most frequently used when it is not known or not important to know exactly who performs an action, for example: ¢ Rice is grown in India. . Our house was built in 1890. This olive oil was imported from Spain. Jn first example: Rice is grown in India, can be added with using by people, by farmers, or by someone. In that sentence, it is not important to know exactly who grows rice in India. The three examples illustrate ‘the most common use of the passive without the “by”. ‘Azar (1989:123) also noted that “the “by phrase” is included only if it is important to know who performs an action, for example: Life on Mississippi was written by Mark Twain. In that example, by Mark Twain is important information.” ‘The writer can give the changes of tenses from active to passive. Just take a look in the table below:ACTIVE PASSIVE Present tense Is /am/are + V3 Past tense ‘Was / were + V3 Present Continuous Ts /am/ are + BEING + V3 ‘Past Continuous Was / were + BEING + V3 Present Perfect ‘Have / has + BEEN + V3 Past Perfect ‘Had been + V3 If there are modals in the active, it must be written: MODALS + BE + ‘V3 in the passive. For example: ¢ Active: I will keep the book in the box. 4 Passive: The book will be kept in the box. ‘According to Harford (1999:154), it is said that “passive contrast with active. Both passive and active are called “voices”. If a clause is in the passive voice, it is not in the active voice. In English, passives involve the verb be and a past participle, and since past participles can often function as adjectives, or adjectives can look like past participles, there can be clauses which seem very like passives but in fact are not. Here are some examples which are not passives, although they look like them. They clearly do not correspond to the hypothetical actives given alongside. 1. Tam delighted to accept your offer. * Someone delights me to accept your offer. 2 He was ashamed of his crimes. * Someone ashamed him of his crimes.3, Are you interested in trains? * Does someone interest you in trains?” Harford (1999:155) also said that “some languages provide several ways of expressing the recipient of an action as the subject of a clause, and often only one such construction per language is known as its passive. The following English sentences are known as examples of a ‘middle’ construction, rather than the passive. 1. These woollens don’t wash well. 2. The meat had been cooking for forty minutes. According to Foley and Hall (2004:105), repetitions of the same active auxiliary forms must be avoided. For example, “The contracts have been signed and have been dated in front of two witnesses” becomes “The contracts have been signed and dated in front of two witnesses.” Thus, it has to be simple and clearly to make people understand and not confused. Foley and Hall (2004:105) also said that “certain verbs describing states, such as have (=own), be, belong, lack, resemble, and’seem can not be made passive. For example, A Ferrari is owned by John become John owns a Ferrari.” ‘The writer thinks that the passive voice often focuses on the verbs rather than on the subjects involved in. Sometimes, it is not important enough. to know who performs the action, but the action itself should be highlighted. According to Verspoor and Sauter (2000:59), “there are two or more auxiliary verbs in front of it, they will be ordered as follows:1. A modal auxiliary comes before other auxiliary. 2. Perfect have comes after a modal auxiliary (before the other ones). 3, Progressive be comes after a modal and/or perfect have but before a passive be. 4. Passive be comes after any other auxiliary.” Based on Willis (1988:107), there are 3 activities that can be used in practice some lessons, such as: 1. ‘Substitution Tables ‘This is an activity that can be used in the table order on the blackboard, so students can directly erase the wrong parts of it and correct it. How | Sentences] Can Say? Listen: Pil do Many | Different you Remember? | one, sentences Write down? | Like this Nice and quickly. Or do some mixed tables where not all combination produces correct sentences:10 Now, be | This table is more difficult; only some sentences are careful correct This time youhaveto |Make true sentences about the picture. Answer my questions from the table. 2 Discrimination Exercises This is an activity that referring to the words on the blackboard. ‘Actually, this is practice more on listening and oral work. Listen ‘And tell me which this refers to. this (past) or this (present). ‘Then answer either like this.__or like this. whichever is suitable. 3. Substitution Drills This is providing some drill technique, so the students can understand more easily to the lesson and pay attention to the teacher. Listen | This sentence. | Can you repeat it? | All together. Look at | * : Faster! And again! Jespersen (1979:121) said that the subject of a passive verb would be an object in the active. If there are two objects in the active, there is only one that can be the subject. He also said that “the converted object of a passive sentence is what would have been the subject if the idea had been expressedlt in an active form, is now regularly indicated by means of the preposition by, for example: The city was destroyed by the French.” According to Krohn (1975:206), there are at least 4 comments about the passive, such as: 1. Object of an active is the subject of the passive. 2, The form of be comes before the main verb. 3, “In the active, the tense is shown by the main verb (present write, past wrote). But in the passive, the tense is shown by the form of be: present am, is, are; past: was, were. 4, The main verb of a passive is in the past participle form.”