USING AUTHENTIC MATERIALS TO IMPROVE STUDENTS’

PASSIVE VOICE MASTERY

(Classroom Action Research in the First Grade Students of English Department of

University of Nusantara PGRI Kediri in the Academic Year 2008/2009)

Paper presented in
the 2nd National English Language Teachers and Lecturers
Conference,
State University of Malang, Indonesia,
March 20, 2010.

By

Yunik Susanti & Sulistyani

_____________________________________________________________________________________________

University of Nusantara PGRI Kediri, East Java

State University of Malang

 2010
USING AUTHENTIC MATERIALS TO IMPROVE STUDENTS’ PASSIVE
VOICE MASTERY

Yunik Susanti & Sulistyani

University of Nusantara PGRI Kediri, East Java

A. INTRODUCTION

Grammar of a particular language is a complete system which makes one

language different from another. We know that German is different from French, for
example. They sound and look different. What makes them different is a matter of
grammar. Their grammars are different. The term grammar refers to the explicit theory
constructed by the linguist and proposed as a description of the speaker’s competence but
on the other side grammar also refers to the speaker’s competence itself. The sounds and
sounds pattern, the basic units of meaning, such as words, and the rules to combine them
to form new sentences constitute the grammar of the language. The grammar then,
represents our linguistic competence. Ur in Nunan states that grammar may be roughly
defined as the way language manipulates and combines words (or bits of words) in order
to form longer units of meaning.” (2005: 2).Grammar has to do with the way in which
units of language, principally words, come together to form sentences. Such sentences are
acceptable or grammatical, if they follow the rules specified by grammarians. There is a
rule in the grammar such as “Every sentence has a noun phrase subject and a verb phrase
predicate”. When we say that a sentence is grammatical, we mean that it conforms to the
rules, on the other hand, an ungrammatical sentence deviates in someway from these
rules. Every grammar is equally complex, logical, and capable of producing an infinite
set of sentences to express any thought. One of the goals of grammar study is to improve
oral and written expression to get the students to speak and write better. If grammar rules
are too carelessly violated, communication, both written or orally, may suffer. When
grammar has been mastered, it will support their English skills, such as speaking, writing,
(mostly), reading and listening. It is an important thing to improve the students’ mastery
in grammar. In teaching grammar to advanced students (university students are in the
advanced level) there are three key principles as follows: (1) helping learners to identify
the relationship between grammar and discourse; (2) encouraging learners to explore
differences between spoken and written English; and (3) giving learners systematic
exposure to authentic language and data (Nunan, 2000: 119). At this level, it is often
more a matter of determining whether or not a sentence is grammatically corrects than in
deciding whether it is appropriate with the context in which it appears. The example of
how discourse affects the grammatical structure of a sentence is in the use of the passive
voice. It expresses the action that is done to the subject. It indicates that the apparent
subject of a verb is the person or thing undergoing, not performing the action of the verb.
The traditional way of teaching the passive was to provide students with a list of
statements in the active voice (The boy broke the window), furnishing a model of how to
transform the active voice sentences into their passive equivalents (The window was

34
broken by the boy), and then let them get on with transforming the active forms into
passive. While such a practice is fine for teaching how to form the passive, it gives no
insight into why we have the passive or when we use it. It doesn’t explain what the
passive functions are in English. The condition of the teaching learning process in
grammar lesson is sometimes lack of variety, a bit dry, and boring, unsatisfied for the
students and having unsatisfying result. A male student BAW said that “Grammar lesson
is difficult Mom, I often feel frustrated on studying it”. About the situation of the
teaching learning process a female student SW explained that “ there is no variation on
the teaching learning process, the teacher always use the same book and there is no
enough example of the use of the passive voice”. The students haven’t understood the
forms of the passive voice, how to differ its usage and function, and how to apply in their
own sentence. Generally, the students’ conditions in the teaching learning process are as
follows: (1) they think that grammar lesson is a difficult subject, so they are afraid and
lack of self-confident to make their own sentence; (2) they are passive students, have no
eagerness to ask questions, only the ones who are active ask the question especially the
one who has taken a private course; (3) they seldom do preparation before joining the
lesson. They are waiting what the lecturer will give to them; (4) they are lack of
motivation, have no attention during the lesson, yawn and ask when the lesson ends; (5)
they seldom practice independently about the lesson, for example in making sentences
and doing the exercises individually; and (6) they have difficulty when applying the
passive form in real world and also comprehending its function. The effects of those
conditions are; (1) the teaching learning process is boring and uninteresting; (2) the
discussion does not run well because there are not many responses and questions from the
students; (3) the teaching learning process is teacher-centered, only teacher who talks in
the classroom and dominates the class; (4) the result of their examination is unsatisfying-
only some students get A and B, most of them get C and even D. The sources of the
problems that arise above can be identified as follows: 1) students don’t participate
actively in the class; they just receive what are given to them, 2) the monotonous teaching
technique and materials that are used and presented by the teacher, deductive technique
and textbook materials. 3) Students are lack of practice in applying the materials that are
taught. The teaching learning process is based on the textbook and grammar is presented
deductively, in which the teacher presents the grammar rule and then gives students
exercise to the rules. It makes the students get difficulties in understanding the concept,
also makes them think that learning a language is simply to know the rules. In addition
they find difficulties in applying them both written and orally in the daily usage. So, in
order to reach the desirable goal effectively, it needs certain teaching technique and
media that can make the teaching learning process more interesting and also can be used
to solve those problems above. The technique that will be used is using inductive
approach in which the teacher presents the samples of the language and the students have
to come to an intuitive understanding of the rules. It provides a lot of examples so the
pattern of usage can be seen and also help the students to be more aware of the uses of the
language (Carter, Hughes, and McCarthy, 2000: viii). The samples of the language are
taken from the authentic materials. Authentic material according to Richards (2001: 252)
refers to the use in teaching of texts, photographs, video selection, and other teaching
resources that are not specially prepared for pedagogical purposes, while created
materials refer to textbook and others specially developed for instructional resources.
Authentic materials contain authentic language and reflect real-world uses of language
compared with the contrived content of much created material. So it is not the material
that is prepared for the teaching material. By using this material the students will be given
35
the exposure about the language that is really used in daily life. It is helpful for the
students to invent the language and find the modification of the authentic language in
order to illustrate the rules. Furthermore, the authentic materials are realistic, ready to
use and relevant to the students’ mindset and experience. By giving exposure to the
students, they will get ready before the lesson and know the application of the rule that
they learnt in the real world. Current popular materials, such as clips from mass media
and best-selling essays/short stories, have been found most appealing because of their
realism, ready-to-use and relevance to learners' mindsets and experiences. English
textbooks, written by educators rather than professional writers, tend to carry a preaching
and patronizing tone. The usage of authentic materials will supply interesting and new
teaching learning process. Therefore, the writer tries to conduct an action research
entitled “Using Authentic Material to Improve the Students’ Passive Voice Mastery: (A
Classroom Action Research in the First Grade Students of English Department Teacher
Training and Education Faculty of Nusantara PGRI Kediri”. In line with the background
above the problems of the research are formulated as follows: 1) How far do authentic
materials improve the students’ passive voice mastery in the First Grade Students of
English Department Teacher Training and Education Faculty Nusantara PGRI Kediri
University? 2) What are the strengths and the weaknesses of authentic materials to teach
passive voice in the First Grade Students of English Department Teacher Training and
Education Faculty Nusantara PGRI Kediri University?. The purposes of the research are
as follows: 1)To know and to prove how far the action research using authentic materials
improves the students’ passive voice mastery in the First Grade Students of English
Department Teacher Training and Education Faculty Nusantara PGRI Kediri University
or not; 2)To find the strengths and the weaknesses of authentic materials to teach passive
voice in the First Grade Students of English Department Teacher Training and Education
Faculty Nusantara PGRI Kediri University.

B. REVIEW OF RELATED LITERATURE

The Nature of Grammar

The term grammar has multiple meanings. Harmer in Nunan (2005: 2) states
that:“Grammar is the way in which words change themselves and group together to make
sentences. The grammar of a language is what happens to words when they become
plural or negative, or what order is used when we make questions or join two clauses to
make one sentence.”It can be said that grammar deals with word as the element of the
language and how words change to make the language. Furthermore, Richards, Platt, and
Webber in Nunan (2005: 2) add something to the above definition. Grammar is a
description of the structure of a language and the way in which units such as words and
phrases are combined to produce sentences in the language. Grammar deals with the
changing of words and phrases to construct the language but also phrases. In addition, Ur
(1996: 87) states that grammar is a set of rules that define how words (or part of words)
are combined or changed to form acceptable units of meaning within a language. The
following examples show how grammar deals with sentence, phrase, word and parts of
word that are combined or changed to form the language. The sentence I am a student is
grammatical, on the other hand I are a student is not. The phrase a tall man sounds right
but a man tall does not. The word went is true but goed is not. Further the part of word –
ed suffix indicates the past tense of the regular verb in English or –s indicates plural of

36
nouns. Grammar is the ways in which units of language (sentence, phrase, word, and part
of word) combine together to form the language. In short, grammar also deals with the
form and function of single words and with the construction of sentences.

Approaches to Grammar
The attitude to grammatical rules will vary according to the general approach to
grammar. Several contrasting approaches to grammar are as follows: The difference
between prescriptive and descriptive grammar. A prescriptive grammarian specifies what
is right and what is wrong. Sweet in Morris (1994: 61) defines: “In considering the use
grammar as a corrective of what are called ‘ungrammatical’ expressions, it must be borne
in mind that the rules of grammar have no value except as statement of facts: whatever is
in general use in a language is for that very reason grammatically correct.”It can be said
that grammar tells us only how the language is used, not how it ought to be used. This
attitude is considered as a classical tradition which: (1) is based on English Latin,
considered the written; (2) tends to present language as a logical system of ordinate
parts; (3) interprets rules as linguistic laws; (4) sets up standards of propriety which
require inflexible adherence to establish forms; (5) is inclined to discourage deviations
from standard literary forms by denouncing them as ungrammatical, illogical or breaches
of propriety; and (6) treated the subject of grammar on deductive lines- stating the rules
and citing examples. A descriptive grammar tries to avoid making judgments about
correctness, and concentrates on describing and explaining how the people actually use
language. Descriptive linguists who research grammar are concerned with describing how
the language is used rather than prescribing how it should be used. It is based on the
following foundations: (1) It treats English independently of classical forms, on the
assumption that English has followed its own lines of development; (2) It considers the
spoken language to be the foundation of English as a living language; (3) It recognizes
different standards of usage for formal and informal speech and writing; (4) It assumes
that a living language is in the state of instability, its forms susceptible of modification;
(5) its liberal approach inclines it to subordinate form to notional purpose; and (6) its
approach is inductive, that is, collecting the data from which true inferences alone may be
drawn.
Traditional, transformational, and functional approaches to grammar Traditional
grammar is a cover name for the collection of concepts and ides about the structure of
language that Western societies have received from ancient Greek and roman sources.
Traditional grammar analyzes about the different word classes that can be found in a
language and how these word classes function grammatically at the level of the sentence.
The focus of attention is on surface structure, not meaning. In English, there are word
classes of Nouns, Verbs, Adjectives, Adverbs, Articles, and Prepositions. Within the
sentence, those word types have five different grammatical roles: Subject, Verb, Object,
Complement and adverbial. There are seven basics English clause types according to the
Traditional Grammar:

Clause Type Example

Type 1: Subject  Verb Maria sang
Type 2: Subject  Verb  Object William saw a UFO
Type 3: Subject  Verb  Complement I became wary
Type 4: Subject  Verb  Adverbial I’ve been in the office
Type 5: Subject  Verb Object Object Malcom bought his wife a diamond

37
 Type 6: Subject  Verb  Object We think traditional analysis is rather
Complement pointless.
Type 7: Subject  Verb  Object We had to take our relatives home
Adverbial

There are many problems with traditional approach to grammar terminology. Many of
these problems stem from the fact that traditional grammatical descriptions and terms
were inherited from the grammars of classical languages such as Greek and Latin, and did
not really suit the analysis of English. Furthermore, traditional grammar also fails to
distinguish between the way word is formed and how it functions within a sentence.
However, the main benefit of traditional grammar is that it gives learners a basic
understanding of the building blocks of language, which can help in improving the
students’ writing skill. Functional grammar deals with each fact of language by reference
to the concrete example rather than to the abstract principle or rule. It concentrates on the
practice of correct forms and avoids the use of technical terminology. The primary aim
of a functional grammatical analysis is to understand how the grammar of a language
serves as a resource for making and exchanging meanings. A functional grammar is
therefore the kind of grammar most likely to have useful things to say to language
learners and teachers.

Passive Voice
A passive forms of a verb is made by using tenses of the auxiliaries be followed by the
past participle of a verb.

Tense Structure Example

Simple present Am/are/is + pp English is spoken here
Present Am/are/is being + pp Excuse the mess, the
progressive house is being painted
Simple past Was/were + pp I wasn’t invited, but I
went away
Past progressive Was/were being + pp I felt as if I was being
watched
Present perfect Have/ has been + pp Has Mary been told?
Past perfect Had been + pp I knew why I had been
chosen
Future (will) Will be + pp You’ll be told when the
time comes
Future (going to) Am/is/are going to be + pp Who’s going to be
invited?
Future perfect Will have been + pp Everything will have been
done by Tuesday

Future progressive passives (will be being + pp) and perfect progressive passives (e.g.
has been being + pp) are unusual. Examples of passive infinitives: (to) be taken; (to)
have been invited. Examples of passive- ing forms: being watched, having been invited.
Not all verbs can have passive forms. Passive structures are impossible with intransitive
verbs like die or arrive, which do not have objects, because there is nothing to become
the subject of a passive sentence. Some transitive verbs, too, are seldom used in the

38
passive. Most of these are ‘stative verbs’ (verbs which refer to states, not actions).
Examples are fit, have, lack, resemble, suit. (Swan, 408-409: 1995). Passive verb form is
often used in the following situations: (1) when we want to talk about an action, but are
not interested in saying who or what does/ did it. Passive without ‘agent’- the person or
thing that does the action, are common on academic and scientific writing for this reason;
For example; Too many books have been written about the second world war; (2) When
it is not known or unimportant to know exactly who performs an action, for example; our
house was built in 1890; (3) When we want to begin a sentence with something that is
already known, or that we are already talking about, and to put the ‘news’ at the end and
often including agents, for example: John’s painting my portrait (active verb so that the
‘news’- the portrait – can go at the end. ‘Nice picture.’, “Yes, it was painted by my
grandmother.’ (passive verb so that the ‘news’ –the painter- can go at the end). The
construct of the passive voice mastery are as follows: passive voice mastery in which
mastery means complete knowledge or great skill (Oxford Advanced Learner’s
Dictionary: 721), and passive voice is the subject which is taught to the students
including understanding the passive voice forms/rules, and the use of passive voice. In
conclusion passive voice mastery means the students’ complete knowledge or great skill
about understanding passive voice forms/rules and their use in daily use. Understanding
the forms and rules here include: passive voice the rules –in the tenses and modals in
which passive voice are commonly used - present tense, present continuous tense, past
tense, present perfect tense, past perfect tense, future tense, and modal passive.
Furthermore, the use of the passive voice here means the students’ understanding about
the different use of the passive and active voice.

Teaching Grammar

The Reasons of Teaching Grammar

Grammar teaching has always been one of the most controversial and least understood
aspects of language teaching. Few people remain indifferent to grammar and many
become obsessed by it. There are many arguments for putting grammar in the foreground
in second language teaching. They are: The sentence-machine argument, Grammar is a
description of the regularities in a language, and knowledge of these regularities provides
the learner with the means to generate a potentially enormous number of original
sentences. The number of the possible new sentences is constrained only by the
vocabulary at he learner’s command and his or her creativity. Grammar is a kind of
‘sentence-making machine’. It follows that the teaching of grammar offers the learner the
means for potentially limitless linguistic creativity. The fine-tuning argument, Written
language is more explicit than spoken language, for example, the following examples
contain errors likely to confuse the reader: After speaking a lot time with him I thought
that him attracted me. We took a wrong plane and when I saw it was very later because
the plane took up. The teaching of grammar serves as a corrective against the kind of
ambiguity represented in these examples. The fossilization argument, Research suggests
that learners who receive no instruction seem to be at risk of fossilizing sooner than those
who do receive instruction. So, in order to avoid the learner’ linguistics competence
fossilizes (difficult to progress) grammar instruction is needed. The advance-organizer
argument, Advance-organizer means that grammar instruction also has a delayed effect,
the effect as a prerequisite for acquisition that will influence the learners learning. The
discrete item argument Language, any language, seen from outside, can seem to be a
gigantic, shapeless mass, presenting an insuperable challenge for the learner. Because
39
grammar consists of an apparently finite set of rules, it can help to reduce the apparent
enormity of the language learning task for both teachers and students. By tidying
language up and organizing it into neat categories (sometimes called discrete items),
grammarian make language digestible. The rule-of-law argument, Grammar is a system
of learnable rule; it lends itself to a view of teaching and learning known as transmission.
A transmission view sees the role of education as the transfer of a body of knowledge
(typically in the form of facts and rules) from those that have the knowledge to those that
do not. Such a view is typically associated with the kind of institutionalized learning
where rules, order, and discipline are highly valued. The need for rules, order, and
discipline is particularly acute in large classes of unruly and unmotivated teenagers, a
situation that many teachers of English are confronted with daily. In this sort of situation
grammar offers the teacher a structured system that can be taught and tested in
methodical steps.

Basic Principles for Grammar Teaching

There are some basic rules of thumb for grammar teaching, it is the rules of thumb which
will serve as the criteria for evaluating the practical approach of grammar teaching: The
E-Factor: Efficiency = economy, ease, and efficacy, The grammar teaching should be
done as efficiently as possible. The efficiency can be broken down into three factors:
economy, ease, and efficacy. When presenting grammar, the shorter is the better. It has
been shown that economy is the key factor in training of technical skills: when learning
how to drive a car or operate the computer, a little prior teaching would be more effective
that a lot. The more the instructor piles on instruction, the more confused the trainee is
likely to become. The same would seem to apply in language teaching. Be economical
also in terms of planning and resources. The ease factor is about the easier an activity is
to set up, the better it is. Then the last that deals with the efficiency is efficacy. Learning
a language resists measurement, there are tests, and these can provide feedback to the
teacher on the efficacy of the teaching learning process. The efficacy of a grammar
activity can be partly measured by the degree of attention it arouses. Finally, Efficiency
can be defined as the optimal setting of three related factor: economy, ease, efficacy. In
short, it deals with whether the time and resources spent on preparing and executing a
grammar task can be justified in terms of its probable learning outcome or not. The A-
factor: Appropriacy, No class of learners is the same: not only are their needs, interests,
level and goals to vary, but their beliefs, attitudes, and values will be different too. Thus,
an activity that works for one group of learners is not necessarily going to work for
another. So, any classroom activity must be evaluated not only according to criteria of
efficiency, but also of appropriacy. Factors to consider when determining appropriacy
include: The age of the learners, Their level, The size of the , their needs, The learners
interests, The available materials and resources, The learners previous learning
experience and present expectations, Any cultural factors that might affect attitudes, and
The educational context.

How to Teach Grammar

Deductive and Inductive approach

There are two basic ways to introduce a new grammar item, deductively and inductively.
In a deductive approach, the teacher presents the grammar rule and then gives students
exercises in which they apply the rule. In an inductive approach, the teacher presents
samples of language, and the students have to come to an intuitive understanding of the
40
rule. The traditional grammar-translation approach was based on deduction. This
approach was then challenged by audiolingualism. The basic tenet of audilingualism was
that students should learn inductively. “Learning by analogy, not analysis” was a popular
motto of audilingualism. The inductive approach to learning grammar involves providing
lots o examples so the patterns of usage can be seen. The examples can also show that
some forms are probably used in one context than another, or that there are choices which
depend on whether we are writing or speaking or whether you want to sound more or less
formal. This approach helps the learners to learn more inductively, to notice more, and to
be more aware of the uses of language. In summary, a major disadvantage of inductive
learning is that it takes longer for the students to arrive at an understanding of a rule that
has been explained to them by their teacher. Another disadvantage is that the students
may in fact come to the wrong conclusion about a particular grammatical principle.
Despite these shortcomings, inductive learning is more effective than deductive because
it requires learners to process the language more deeply than when they are told a rule.

Teaching Passive deductively and inductively

Teaching passive deductively involves drawing the learner’s attention explicitly about the
features or the forms of passive voice. This can be done either by describing the passive
rules and then getting students to apply this in practice, or by presenting the passive
forms in the chart and then getting the students to practice them. In teaching passive
inductively, the teacher presents samples of passive voice and by studying the samples,
the students derive an understanding of the passive rules and uses.

Authentic Material

The Nature of Teaching Materials

Teaching materials are the key component in most language programs. It can be in the
form of textbook, institutionally prepared materials, or his or her own materials.
Instructional materials generally serve as the basis for much of the language practice that
occurs in the classroom. Cunningsworth in Richards (2001: 251) summarizes the role of
materials in language teaching as follows: A resource for presentation materials (spoken
and written), A source of activities for learners practice and communicative interaction, A
reference source for learners on grammar, vocabulary, pronunciation, and so on, A source
of stimulation and ideas for classroom activities, A syllabus (where they reflect learning
objectives that have already been determined), A support for less experienced teachers
who have yet to gain in confidence. Dudlay-Evans and John in Richards (2001: 252)
suggest that the functions of teaching materials are: (1) as source of language; (2) as
learning support, (3) for stimulation and motivation; and (4) for reference.

The Nature of the Authentic Materials

Authentic materials refer to the use of texts, photographs, video selections, and other
teaching resources that were not specially prepared for pedagogical purposes in teaching.
They are often contrasted to the created materials, the textbook and other specially
developed for instructional resources. Some have argued that authentic materials are
preferred over created materials, because they contain authentic language and reflect real-
world uses of language compared with the contrived content of much created material.
English textbook, authored by educators rather than professional writers, tend to carry a
preaching and patronizing tone. The authors and their readers are inherently not on the
equal footing. The advantages of authentic materials are stated by Philips and
41
Shettlesworth 1978; Clarke 1989; Peacock 1997 in Richards (2001: 252) as follows: They
have a positive effect on learner motivation, because they are intrinsically more
interesting and motivating than created materials. There is a huge supply of interesting
sources for language learning in the media that relate closely to the interest of many
language learners. They provide authentic cultural information about the target language.
Materials can be selected to illustrate many aspects of the target language culture,
including culturally based practices and belief and both linguistic and non linguistic
behavior.They provide exposure to real language rather than the artificial texts found in
created materials that have been specially written to illustrate particular grammatical rules
or discourse types.They relate closely to the learners’ needs and hence provide a link
between the classroom and students’ needs in the real world. They support a more
creative approach to teaching. In using authentic materials as a source for teaching
activities, teacher can develop their full potential as teachers, developing activities and
tasks that better match their teaching styles and the learning styles of their students.

Using Authentic Materials in Teaching Passive Voice

In teaching grammar for the advanced level students there are three principles that have
to be considered, they are as follows; (1) helping learners to identify the relationship
between grammar and discourse; (2) encouraging learners to explore differences between
spoken and written English; and (3) giving learners systematic exposure to authentic
language data. (Nunan, 2000: 119). In the third principle as the learners develop their
proficiency, they should be given increasing opportunities to work with authentic texts.
Such opportunities will help to prepare them for dealing with language outside the
classroom. In the early stages of language learning, learners are given non-authentic texts
to listen to and read because the language is easier to process. Low frequency vocabulary
is replaced by high frequency vocabulary. It is important to move advanced learners
toward more authentic texts. Most experienced teachers tell that often students will
complain that they understand the English in class but cannot understand what people are
saying or writing outside of class (Nunan, 2000: 122-124). Language is context-sensitive.
This means that, in absence of context, it is very difficult to recover the intended meaning
of a single word or phrase. Some words or sentences are sometimes meaningless out of
the context. Taking individual grammar structures out of the context is equally perilous,
for example, the meaning of ‘He is playing tennis’ is ‘He is doing it now, at the moment
of speaking’. But only one of the following examples is consistent with that
interpretation: ‘Where’s Tony?’ ‘He’s playing tennis’. He never wears his glasses when
he’s playing tennis. Tomorrow morning he’ll be in the office but in the afternoon he’s
playing tennis. He’s playing tennis a lot these days. Do you think he’s lost his job?
There’s this friend of mine, Tony. He’s playing tennis one day. Suddenly he gets this
shooting pain in his chest…
So, questions of correctness are often unrecoverable in the absence of context, and a lot
of classroom time can be wasted arguing the toss over disembodied sentences. The
confusions that occupy arise when language is like an engine idling, not when it is doing
work. In conclusion, a text-based approach involves looking at language when it is
‘doing work’ (Thornbury, 1999: 72). There are at least two implications of the text-level
view of language. The first is that if learners are going to be able to make sense of
grammar, they will need to be exposed to it in its context of use, this means in texts.
Secondly, if learners are to achieve a functional command of a second language, they will
need to be able to understand and produce not just isolated sentences, but whole texts in
that language. The aim of giving that activity is the students finally are capable of
42
producing text. The students’ text may be the most effective, since there is evidence to
support the view that the topics that the learners raise in the classroom are more likely to
be remembered than those introduced by either teachers or course books.
The procedure of using authentic text to teach the passive voice is as follows: Step 1:
Before handling out the text, the teacher tells the class the title of the article and asks the
students in groups to think of and list vocabulary items that they might expect to find in
the text. These are written on the board, and the teacher uses this stage to feed in words
from the text that might not have been mentioned by the students. Step 2: The teacher
asks the class to read the text silently with a view to answering the questions that are
related to the text, provided by the teacher. The students check their answers in pairs
before the teacher checks in open class. Then the teacher asks further questions about the
text. Step 3: The teacher asks the students to turn the text over and write two sentences,
contain passive and active sentence construction, on the board. The teacher asks the
students if they can remember which of the sentences was used in the text. The teacher
allows the students to check the text if they cannot remember. Then discuss the passive
forms and identify their differences with the active forms. Then, they have to study the
text again and decide why the sentence is considered appropriate with the context. Step 4:
The teacher asks the students to find other examples of passive construction in the text, to
underline them, and to discuss in pairs or small groups the rationale for the use of the
passive in each case. In checking this task in open class, the following points are made:
The passive is typically used: to move the theme to the beginning of the sentence, and/ or
when the agent is unimportant, or not known. Where the agent is mentioned, ‘by + agent’
is used. Step 5: The teacher asks the students to cover the text and, working in pairs, to
try and reconstruct it from memory. Then they compare their versions with the original.
Step 6: The teacher asks the students if they (or people they know) have had a similar
experience. Having recounted their stories in English they are asked to write their story
(or one of their classmate’s stories) and this is checked for appropriate use of the passive
structures. (Thornbury, 1999: 71-78). The teacher has chosen a text which is both
authentic and rich in examples of the passive voice. Because it is authentic rather than
simplified, the teacher has to work a little harder to make it comprehensible, but, for the
sake of presenting language in its context of use, this is an effort that is arguably worth
making. Furthermore, authentic texts offer learners examples of real language use,
undistorted by the heavy hand of the grammarian. In steps 1 and 2 the teacher aims to
achieve a minimum level of understanding, without which any discussion of the targeted
language would be pointless. Step 3 focuses is on the form of the passive voice and also
reminds the students of how and why it is used. To consolidate this relation between form
and use the teacher directs the students back to the text (step 4), which they use as a
resource to expand their understanding of the passive. Step 5 tests the students’ ability to
produce the appropriate forms in context. The teacher chooses the writing task rather than
the speaking one, partly because the passive is not used in spoken English to the extent
that it is in written English, but also because the writing exercise allows learners more
thinking time, important when meeting relatively complex structures such as the passive.
Then they have a chance to personalize the theme through a speaking and writing activity
(step 6): the writing also serves as a way of testing whether the lesson’s linguistic aim has
been achieved. This approach is economical only if the texts are neither too difficult nor
too long, and if they contain typical examples of the target item. Therefore, the time spent
finding the right text, and, having found it, designing tasks to make it comprehensible,
detracts from the ease of this approach. However, assuming the texts are available, this
approach must rate highly in term of efficacy for, apart from anything else, the
43
experience of successfully learning grammar from authentic texts provide the self-
directed learners with a powerful tool for independent study. Moreover, even if some
learners are already familiar with the targeted item, authentic texts are usually so
language-rich that students is likely to come away from the lesson having gained in some
other way, such as learning new vocabulary.
Authentic materials have a positive effect in taking the students to the relax and
interesting situation in the teaching learning process, because they are intrinsically more
interesting and motivating than created materials. In the media, such as newspaper and
magazine there are many supplies of interesting sources for the language learning that
relate closely to the interest of many language learners. They provide authentic
information about the target language. Authentic materials also provide exposure to real
language and its use in its own community - the language used in daily life. The language
is considered to be accurate language. They meet the requirements of suitable materials in
teaching grammar. Furthermore, students have to apply what they have learnt (target
language) in real world and the authentic materials provide many and various examples
of the target language in daily usage. Using authentic materials, the grammar teaching
learning process will be more interesting and clearer as the students are given new
circumstances and a various number of the examples of the grammar rules. The various
numbers of examples give the students opportunity to know many kinds of real example
of the passive forms. Then, from those examples, the students are able to identify the
usage of the passive voice in daily usage, so they can make their own language in the
correct form and meaning. Finally, it is expected that authentic materials can improve the
students’ passive voice mastery and they are able to use the passive voice in the correct
form and meaning both in written or spoken language.

C. RESEARCH METHOD

This classroom action research is conducted in Nusantara PGRI Kediri University

(UNP Kediri), used to be IKIP PGRI Kediri that had changed its status in 1998. It is
located on Jl. K.H Ahmad Dahlan 76, Kediri, East-Java. The subject of this classroom
action research is the first year students of English Department, Faculty of Teacher
Training and Education academic year 2007-2008 especially 1E that consists of 27
students. The reason in choosing this class is due to the fact that the researcher teaches
this class and the grammar problem about passive voice is found in this class. This
research is undertaken as classroom actions research in collaboration with one of the
English lecturers of the English Department in Teacher Taining and Education Faculty of
the Nusantara PGRI Kediri University in the academic year 2007-2008. Burns (1993: 30)
states that action research is the application of fact finding to practical problem solving in
social situation with a view to improve the quality of action within it, involving the
collaboration and cooperation of researcher, practitioners and laymen. Based on the
above statements, it can be concluded that action research is a process of self-reflective
inquiry in which participants examine their own social and educational practices
systematically and carefully using the technique of research in order to bring about social
change and effecting positive improvement. There is collaboration of researchers,
practitioners and laymen in conducting action research. In this research, action research
was undertaken in order to improve the students’ passive voice mastery by using
authentic materials, develop teacher’s creativity in teaching passive voice and improve
teacher’s professionalism in teaching English. The researcher uses some steps as
Kemmis and McTaggart (Wiriaatmadja, 2007: 66-7) which involve planning, acting,
44
observing, and reflecting. The data are got from; The students’ score ,Result of the
interview, Field notes, Questionnaire, and The Students’ Tasks. Data Collecting
Techniques are ; Test, Interview, Observation,and Questionnaire. Data Analysis
Techniques. The techniques that are used to analyze the data are: Qualitative Data,
Data reduction: it refers to the process of selecting, focusing, simplifying,
abstracting, and transforming the raw data that appear in written up field
notes. Then making summaries, coding, and writing memos. Data display: it is
an organized assembly of information that permits conclusion drawing and action taking.
Conclusion Drawing/ Verification. Quantitative Data;Checking the students’
answers on the written test whether they are true or false.Computing the
students’ correct answers.Calculating the students’ score on written test is
done as follows: Calculating the percentage of the correct answers of each
student by using percentage correction. The students’ passive voice mastery
is found from the percentage of the correct answer. After analyzing the scores of
the written test, the writer uses a statistical technique to compare the students’ mean
score. The formula that will be used is as stated by Evelyn and Anne Lazaraton (1991:
289) that is non independent t-test. It is done by comparing the pre-test and post-test
mean score. The formula is as follows:

Making conclusion and suggestion based on the data analysis

D. RESEACH FINDINGS AND DISCUSSION

Research Findings
Analyzing the data of this research, the writer found several findings to answer
the problems of the research which are: (a) How far do authentic materials improve the
students’ passive voice mastery? and (b) What are the strengths and the weaknesses of
authentic materials to teach passive voice. The data were collected through several
sources, they are: field notes, questionnaires, interviews, observation list, photographs,
the pretest and posttest scores, lesson plans, and the students’ handout. Besides focusing
on answering the problems of the research as stated in the Chapter 1, this section also
provides other finding during the implementation of this action research. The findings are
summarized on the following table:

Summary of the Research Findings

Research Findings
1. Authentic Materials  Improvement on the test score
improved the students’  Improvement on their ability to do the
passive voice mastery exercises

45
 2. The strengths and
weaknesses of using
authentic materials in
teaching passive voice.
Other findings:
1. The students’ positive
perception about the use of
authentic materials in
teaching passive voice.
2. The teaching learning
situation changed.
The improvement of the students’ passive voice mastery could be recognized from the
improvement of the tests scores, the mean score for the pretest is 66.44, then the mean
score of the posttest after cycle 1 was 69.8, the score for the posttest after cycle 2 was
77.59. The students’ confidence on doing the exercises also improved, both on the time
 The strengths:
1) The texts that were rich of example of passive
voice helped the students to recognize the various
forms of passive voice.
2) The text provided the context in which passive
voice was used.
3) The students knew the use of passive voice in the
daily life, so they could relate what they had
studied in class with the real life.
4) The materials added the students’ vocabulary
knowledge.
5) The topics related to the students’ daily life were
interesting, so the students were motivated to
learn.
6) The new variation of the materials provided new
circumstances for learning, so the class was not
boring anymore.
7) Many variations of the exercises could be
developed based on the various kinds of texts.
 The weaknesses:
1) The texts that were rich of examples of passive
voice were usually long texts, so it would take a
lot of time to discuss the content of the texts.
2) Sometimes the texts contained many new
difficult vocabularies, so the students got
difficulties in understanding the content of the
texts.
3) It needed much time in selecting appropriate
texts which would be used in the class.
 The implementation of teaching passive using
authentic materials: 100% said interesting
 Improvement on the students’ passive voice
mastery.
 Students thought that it is important to use authentic
materials in teaching grammar.
 Students’ participation during the teaching learning
process was getting better.
 The classroom situation was more alive
46
spending the exercises also in the correctness of doing them. Based on the result of the t-
test for non independent scores, the t-computation in cycle 1 (to 7.555) is higher than t-
table ( tt 2.779), and in cycle 2 the t-computation (to 8.020) is higher than the t-table (tt
2.779) at the degree of significant α=0.05. So, authentic materials improve the students’
passive voice mastery. From the analysis of the questionnaire 2 and interview 2 the
students answered that they have better understanding about the forms and the use of the
passive voice, there are more than 80% students. The students’ passive voice mastery also
can be seen from the result of the exercises in which the students can do them better. The
findings of the teaching and learning process showed that there was a change of situation
before and after the use of authentic materials in teaching passive voice. The teaching
learning process was more alive, the students were active on discussing the vocabulary,
answering the questions, and doing the tasks. The activities were conducted individually,
in groups, or in pairs. The teacher facilitated the learning by providing the topic that close
to the students’ daily life, and the technique used in presenting the passive rules,
inductively, let the students find the formula by themselves so it was meaningful for
them. The students enjoyed the class, the discussion ran well and full of spirit. This
research also found the strengths and weaknesses of using authentic materials in teaching
passive voice. The strengths were: the texts that were rich of example of passive voice
helped the students to recognize the various forms of passive voice. So it was easier for
the students to figure out the forms of the passive voice. The text provided the context in
which passive voice was used, the clear setting of the topic gave clear explanation about
the use of the passive voice. Further more, the students know the use of passive voice in
the daily life, so they could relate what they had studied in class with the real life. The
materials added the students’ vocabulary knowledge. The topics related to the students’
daily life were interesting, so the students motivated to learn. The new variation of the
materials provided new circumstances for learning, so the class was not boring anymore.
Many variations of the exercises could be developed based on the various kinds of texts.
On the other hand, it could be found the weaknesses of using authentic materials in
teaching passive, they are: The texts that were rich of examples of passive voice were
usually long texts, so it would take a lot of time to discuss the content of the texts. The
solution for this problem was cutting the text on the certain paragraph, but without
changing the content of the text. Sometimes the texts contained many new difficult
vocabularies, so the students got difficulties in understanding the content of the texts. The
difficult words were discussed and presented in many ways so the students grasped them
easily, for example: using synonym, using translation both in English or Indonesian,
giving clue or picture, etc. The second weakness was it needed much time in selecting
appropriate texts which would be used in the class. So it needed to look for the other
sources other than from the newspaper or magazines. The options were looking for the
materials in the internet, literary texts, songs, etc. The interview given to the students
showed that they had positive point of view to the materials. Student ALP stated that the
materials used in teaching passive voice is interesting and exciting, because they could
get the new comprehension about the usage and the meaning of passive voice. Students
DES supported that comment, she said, “ Saya rasa bahwa materi yang digunakan untuk
passive voice menarik dan membuat saya tau tentang passive voice”, she added her
comment about the teaching learning process,” Proses pembelajaran passive dengan
menggunakan materi authentic dapat berjalan dengan baik saat kosakatanya tidak
terlalu sulit seperti kali ini, jadi saya dapat menikmatinya”. The other interesting
comment was from student BAW, he said that, “ Menurut saya materi tersebut cukup
menarik karena belum saya dapatkan sebelumnya dan baru. Dalam materi tersebut juga
47
banyak bentuk penggunaan bentuk pasif,, tentang proses pembelajarannya juga baik
banyak yang bertanya ”. The result of the questionnaire also showed that the students had
positive idea toward the teaching passive using authentic materials. The following table
shows the result of the questionnaire given after the students were taught passive voice
using authentic materials.
Result of Questionnaire

NO Questions Students’ response Percentage

1. Materials in Teaching Passive voice  Interesting 100%
 Boring 0%
2. Using authentic materials make the  Always 26%
students know the form of passive voice  usually 36 %
 Sometime 38%
3. Using authentic materials make the  Always 54%
students know the meaning of passive  usually 26%
voice  Sometime 20%
4. Following the passive lesson using  Usually 67%
authentic materials  Sometime 33%
5. Relevancy of the topic with the  Usually 75%
students’ daily life  Sometime 25%
6. Using authentic materials helped the  Always 75%
students on making their own sentences.  Sometime 25%
7. Using authentic materials added their  Always 85%
vocabulary  Sometime 15%
8. The difficulty on following the lesson  never 75%
when authentic materials are used.  sometime 25%
9. The necessity of using authentic  Always 95%
materials in teaching passive  Sometime 5%
10. The use of authentic materials motivated  Always 85%
the students to learn grammar  Sometime 15%
11 Relevancy of the subject with their daily  Usually 85%
life  Sometime 15%

From the table above it can be seen that the students had positive opinion about the use of
authentic materials in teaching passive. They could know the forms and the meaning of
passive voice, follow the lesson and were motivated to learn the lesson. The topic was
relevant with their daily life and they could follow the lesson. The other side was their
vocabulary was increasing and they thought it is important to use authentic materials in
teaching the other aspects of grammar. The posttest was also done to get the data about
the students’ passive voice mastery, the items was the same as the pretest items. The
result showed that the students’ competence had increased. The mean of the posttest was
77.59. It was higher than the mean score of the cycle 1 that was 69.80.

Discussion
Based on the research findings, this discussion section is divided into three main points:
(1) the improvement of the students’ passive voice mastery; (2) the strengths and
weaknesses of using authentic materials in teaching passive voice, and the other finding;
48
(3) the improvement of the teaching and learning situation; (4) the students’ positive
perception about the use of authentic materials in teaching passive, The following are the
details of the above points: The improvement of the students’ passive voice mastery,
The finding of the research showed that the use of authentic materials can improve the
students’ passive voice mastery. The improvement can be seen from the improvement of
the students’ score. Before the research the students’ score was low. They could also do
the exercises well. It is because the students were provided lots of example of the passive
forms and its use in daily life. This finding is in line with Carter, Hughes, and McCarthy,
2000: viii) who state that the authentic materials provide a lot of examples so the pattern
of usage can be seen and also help the students to be more aware of the uses of the
language. The Strengths and Weaknesses of Using Authentic Materials in Teaching
Passive Voice. The strengths were: the texts that were rich of example of passive voice
helped the students to recognize the various forms of passive voice. So it was easier for
the students to figure out the forms of the passive voice. The text provided the context in
which passive voice was used, the clear setting of the topic gave clear explanation about
the use of the passive voice. Furthermore, the students knew the use of passive voice in
the daily life, so they could relate what they had studied in class with the real life. These
are the same as Thornbury (1999: 72) opinion, He states, the confusions that occupy us
arise when language is like an engine idling, not when it is doing work, a text-based
approach involves looking at language when it is doing work. Philips and Shettlesworth
1978; Clarke 1989; Peacock 1997 in Richards (2001: 252) add that authentic materials
provide exposure to real language rather than the artificial texts found in created materials
that have been specially written to illustrate particular grammatical rules or discourse
types. The materials added the students’ vocabulary knowledge. The topics related to the
students’ daily life were interesting, so the students were motivated to learn. The new
variation of the materials provided new circumstances for learning, so the class was not
boring anymore. Many variations of the exercises could be developed based on the
various kinds of texts.On the other hand, it could be found the weaknesses of using
authentic materials in teaching passive, they are: The texts that were rich of examples of
passive voice were usually long texts, so it would take a lot of time to discuss the content
of the texts. The solution for this problem was cutting the text on certain paragraph, but
without changing the content of the text. Sometimes the texts contained many new
difficult vocabularies, so the students got difficulties in understanding the content of the
texts. Thornbury (199: 72) explains these weaknesses, the problems associated with
authentic texts cannot be wished away, the linguistic load of unfamiliar vocabulary and
syntactic complexity can make such texts impenetrable, and ultimately very
demotivating. The difficult words were discussed and presented in many ways so the
students grasped them easily, for example: using synonym, using translation both in
English or Indonesian, giving clue or picture, etc. The second weakness was it needed
much time in selecting appropriate texts which would be used in the class. So it needed to
look for the other sources other than from the newspaper or magazines. The options were
looking for the materials in the internet, brochures, etc. Thornbury (1999: 73) gives
excellent idea, one kind of authentic text is the teacher’s text, such as the teacher’s story,
the teacher’s travel plans, the teacher’s New Year Resolution, are likely to be of much
more interest to the students than those of a character in the course book. The
improvement of the teaching and learning situation. The research findings show that
the use of authentic materials can improve the students’ participation in the class. Before
the research the students’ participation was low. They seldom gave response and
answered the teacher’s question, they were passive and had little motivation to follow the
49
lesson, yawning and often asked when the lesson ends. This situation changed after the
use of authentic materials in teaching passive, the students participated actively in
discussing the difficult words, answering the questions related to the content of the text,
and doing the exercises. It is because the authentic materials are interesting. Philips and
Shettlesworth 1978; Clarke 1989; Peacock 1997 in Richards (2001: 252) support this
idea. It is helpful for the students to invent the language and find the modification of the
authentic language in order to illustrate the rules. Furthermore, the authentic materials
are realistic, ready to use and relevant to the students’ mindset and experience. By giving
exposure to the students, they will get ready before the lesson and know the application
of the rule that they learnt in the real world. They support a more creative approach to
teaching. In using authentic materials as a source for teaching activities, teacher can
develop their professionalism as teachers, developing activities and tasks that better
match their teaching styles and the learning styles of their students. The students’
Perception about the Use of Authentic Materials in Teaching Passive. The students
had positive opinion about the use of authentic materials in teaching passive. They could
know the forms and the meaning of passive voice follow the lesson and were motivated
to learn the lesson. The topic was relevant with their daily life and they could follow the
lesson. The other side was their vocabulary was increasing and they thought it is
important to use authentic materials in teaching the other aspects of grammar. The use of
authentic materials is suggested by Philips and Shettlesworth 1978; Clarke 1989; Peacock
1997 in Richards (2001: 252) because authentic materials have certain advantages, they
are: (1) authentic materials have a positive effect on learner motivation, because they are
intrinsically more interesting and motivating than created materials. There is a huge
supply of interesting sources for language learning in the media that relate closely to the
interest of many language learners; and (2) authentic materials relate closely to the
learners’ needs and hence provide a link between the classroom and students’ needs in
the real world.

E. CONCLUSION, IMPLICATION, AND SUGGESTIONS

Conclusion
Based on the findings of using authentic materials in this research, the researcher presents
some conclusions. The major conclusion of this research is that the implementation of
authentic materials is successful in some ways. First, authentic materials can improve the
students’ passive voice mastery. The passive voice mastery includes the ability to
understand the forms and the use of passive and also the ability to make their own passive
sentences. The mastery above can be achieved through the teaching learning process
activities used authentic materials that provide students with a lot of examples of the
forms and the uses of passive voice in daily use. Furthermore, the students are also given
exercises related to the topic that give them chances to learn more of the use of passive
voice so that they are confident to make their own passive sentences. Second, there are
some strengths and weaknesses of using of authentic materials in teaching passive; the
strengths are: the texts that are rich of example of passive voice help the students to
recognize the various forms of passive voice. The text provides the context in which
passive voice is used. The students know the use of passive voice in the daily life, so they
can relate what they have studied in class with the real life. The materials add the
students’ vocabulary knowledge. The topics that relate to the students’ daily life are
interesting, so the students are motivated to learn. The new variation of the materials
provides new circumstances for learning, so the class is not boring anymore. Many
50
variations of the exercises could be developed based on the various kinds of texts. On the
other hand, the weaknesses of the use of authentic materials to improve the students’
passive voice mastery are: the texts that are rich of examples of passive voice are usually
long, so it takes a lot of time to discuss the content of the texts. Sometimes the texts
contain many new difficult vocabularies, so the students get difficulties in understanding
the content of the texts. It needs much time in selecting appropriate texts which are used
in the class. Third, the use of authentic materials in teaching passive voice has changed
the teaching learning situation into better condition. In the class the students are active in
answering the questions, discussing the difficult words, and doing the exercises. The class
is more alive. There are many variations of the materials that make the students enjoy the
class. When the class situation is really conducive, it will be easier for the students to
catch the materials and the teaching objectives are reached better.

Implication
The research findings of this research imply that authentic materials are very useful to be
used in teaching passive voice due to the fact that authentic materials can improve (1) the
students’ passive voice mastery; and (2) the more strengths than weaknesses of using
authentic materials in teaching passive. The weaknesses of the use of authentic materials
in teaching passive can be minimized using certain ways, and the strengths can be
developed. The other finding about he teaching learning situation and students’
perception about the use of authentic materials in teaching passive voice implies that it is
really important to use other materials beside the course book in teaching passive.

Suggestions
Based on the findings above it is suggested to use authentic materials in teaching passive
voice. The suggestions are given to: Teacher: The teacher should use the other materials,
not only the course book, in teaching language points, because it is proved that using the
authentic materials can improve the students’ passive voice mastery. The teacher should
be creative and selective in finding and making the materials, because they will be
interesting for the students and also improving their skill and knowledge in teaching.
Students: The students should add their knowledge and skill in English by finding the
forms of the grammar aspects in the other sources except their course book, in order to
have better understanding of the application of what they study in the class in their daily
life. Other researcher: The other researcher is hoped to do the further research about the
use of authentic materials in teaching the other aspects of grammar, especially the aspects
that need the understanding of the context, for example the tenses, gerund, etc.

51
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