A.

Thesis working title

AN ANALYSIS OF STUDENTS’ ERROR IN CHANGING ACTIVE SENTENCE TO
PASSIVE VOICE MADE BY THE EIGHTH GRADE STUDENTS

B. Research background

Basically, language is a communication tool that is used to convey opinions, thoughts, ideas, and
feeling. Either through spoken or written. As communication tool, language has an important role for
each individual in this world to do their daily activities.

According to UNESCO's estimate, there are about 6700 languages in the world. The average
individual can only speak one to two foreign languages. Such thing will be a barrier to communication for
individual who speak different language from other individuals. Such a case, English, as international
language has a crucial role to unite people who have different language background. Where nowadays,
people know that English is taught at schools in various countries.

English also has an important role in Indonesia. It can be seen from his position as one of the
principle subjects to be taught in school from elementary to high school level. There are 4 elements of
English. They are grammar, vocabulary, spelling, and preposition. From the 4 elements, one of the
important part in English to be taught is grammar, because grammar has a closely relation to the 4
language skills (speaking, listening, reading, and writing). Therefore, if someone want to speak English
well and fluently, they have to master a grammar.

As part of English grammar. The change of form of active to passive voice still become a
problem of students in junior high school. The difficulties are due to active and passive voice sentences
have a variety of patterns that can be cause a confusion in arranging a sentences. As we know, the use of
passive voice in a communication either spoken or written is often used.

Therefore, this research aims to analyse a mistakes which is done by students in creating active to
passive sentences, while to try give a correction of the mistakes in arranging the sentence.

C. research questions

1. What mistakes are made by 8th grade students in MTS DDI Manding in changing an active
sentence to be passive?
2. What are the difficulties faced by an 8th grade students of MTS DDI manding in Changing active
sentences into passive voice?
3. Among of the some tenses in English, what kind of tenses mistake do most students make?

D. Proposed research methodology

In this study the writer wanted to find out the information about students' problem in changing
active to passive voice. In this research will use the design of descriptive qualitative method. According
to Ary descriptive research is studies are designed to obtain information concerning the current status
phenomenon. The research will be conducted at MTS DDI Manding which is located on jl. Mangga
polewali. The research subject is all of students in 8th grade of MTS DDI manding. The object of this
research are students' problem in changing active to passive voice.
E. List of reference

Septianasari, L. (2019). An analysis of students’ errors in transforming active to passive sentence. JELA
(Journal of English Language Teaching, Literature and Applied Linguistics), 1(2), 54-60

http://jela.stkippasundan.ac.id/index.php/jela/article/view/11/9

Fawzah,V. (2018).Students difficulties in changing active voice into passive voice in simple present tense
and simple past tense. In ELT Forum: Journal of English Language Teaching (Vol. 7, No. 1, pp. 32-39).

https://journal.unnes.ac.id/sju/index.php/elt/article/view/25302

Sukmawati, E. (2017). student errors in the use of passive sentence among the third semester of English
language education study program students of university of pgri yogyakarta. Prodi Pendidikan Bahasa
Inggris Universitas PGRI Yogyakarta.

http://repository.upy.ac.id/1514/

Yasim, S. Hasnawiah, H.& Roni, R. (2018). Error Analysis in Using Passive Voice. eduvelop, 2(1), 48-
56.

https://ojs.unsulbar.ac.id/index.php/eduvelop/article/view/23/87

Muhammed, A. O., Muhammed, M. A., & Abdullah, S. H. (2011). passive voice. Alustath, (140), 443-
458.

https://www.iasj.net/iasj?func=article&aId=24971

J. Manik. (2014). Interchange of active and passive voice: patterns and example. Manik joshi.
A. Thesis working title

THE USE OF GAMES IN IMPROVING STUDENTS’ VOCABULARY IN EIGHTH

GRADE STUDENTS OF MTS DDI MANDING

B. Research background

as one of international languages, English has a crucial role for human in daily lives. It is
recognized not only as a communications tool, but also as a scientific language. The use of English can be
easily found. For example, many books, articles, advertisements, and TV programs use English.
Accordingly, without mastering English, people cannot communicate with other people and we may be
left behind in science, education and also in job vacancy.

To have a good English, student have to master the four basic language skills. They are speaking,
listening, writing and reading. Beside that, they also have to master many language components, such as
grammar, spelling, pronunciation and vocabulary. Vocabulary is one of the language components that
needed in mastering English. So, when the students want to communicate using English language, they
need not only in grammar but also in vocabulary. One way to improve students’ vocabulary is read a lot.
The more you read, the more words you will encounter.

There are many problems who faced by students in learning vocabulary. They are understanding
meaning of word, differentiating the foreign word-spelling, and using the words. the other problem who
faced by students, the teacher mostly teach vocabulary through the traditional method. Vocabulary is
usually taught through memorizing word, it seems monotonous method, so that it might make students
bored. Therefore a teacher has to choose a suitable ways in teaching vocabulary. So that, based on
statement the writer choose to using games in improving English vocabulary, because game is one of
ways to relax in classroom and it will make fun. It also makes student interesting and more enthusiastic to
play it because when students are playing it, all of students think that they have to be a winner in this
game. Obliquely, the vocabulary that they learn in the game is keeping in their mind.

C. research questions

1. What games can be used to teach vocabulary to an 8th grade students of MTS DDI Manding?
2. How is the implementation of the games to teach vocabulary in 8th grade students of MTS DDI
Manding?
3. How can games improving vocabulary achievement of students to 8th grade of MTS DDI
Manding?

D. Proposed research methodology

The object of this research is the writer want to know about how the use of games in improving
students' vocabulary. This research is categorized as a quantitative methodology. Quantitative data are
data relate to number which can be measured. The quantitative data of this research are the result of doing
some tests. This research will be conducted in MTS DDI Manding which is located on jl. Mangga no. 27
kel. Madatte polewali district. The subject of this research is all of students in 8th grade.
E. list of reference

Arum nisma wilandari. (2016). The use of vocabulary-games in improving children's vocabulary in
English language learning. Transformation, vol 12. No 1.

https://jurnal.untidar.ac.id/index.php/transformatika/article/download/201/153

Akdogan, E. (2017). Developing vocabulary in game activities and game materials. Journal of Teaching
and Education, 7(1), 31-66.

https://www.academia.edu/35587945/DEVELOPING_VOCABULARY_IN_GAME_ACTIVITIES_AN
D_GAME_MATERIALS

Derakhshan, A., & Khatir, E. D. (2015). The effects of using games on English vocabulary learning.
Journal of Applied Linguistics and Language Research, 2(3), 39-47.

http://jallr.com/index.php/JALLR/article/view/40/pdf_38

Nur fahmiati. (2016). Improving students' vocabulary achievement through word games (thesis).
Semarang : Islamic education and teacher training faculty walisongo state Islamic university.

Astiyandha, T., & Muchlisoh, L. (2019). Improving Students Vocabulary Through Blindfold Games.
Lingua, 15(1), 43-53.l

https://uia.e-journal.id/Lingua/article/view/359/202

Jeanette Marie benoit. (2017). The effect of game based learning on vocabulary acquisition for middle
school English language learners (dissertation). Lynchburg. VA ; Liberty University
A. Thesis working title

THE EFFECTIVENESS COOPERATIVE LEARNING STRATEGIES IN IMPROVING

STUDENTS’ VOCABULARY

B. Research methodology

In learning English language, vocabulary has an important role. It is one important element of
learning English that will influence the four English skills: speaking, listening, reading, and writing. In
order to communicate well in English language, students should has an adequate of words and should
know how to use them accurately. In English teaching, vocabulary plays a crucial role. It is central of
language teaching and learning. By mastering vocabulary students easier to make communication with
others fluently.

Vocabulary teaching is one of the most important parts of language teaching because the words in
a sentence play an important role in conveying the meaning. In a classroom in which traditional methods
are implemented, the learners have difficulties in learning new vocabulary words. The underlying reason
for this problem is the fact that most teaching techniques, such as using dictionaries and getting
definitions lead learners to memorize words.

Following the communicative approach, new approaches based on it started to appear in teaching
circles. Cooperative learning is one of these approaches; it is also based on interaction between students
in a learner-centred classroom environment. cooperative learning is a kind of approach that focuses on
structured group works in which student-student interaction plays a big role. if the learners work
cooperatively in the classroom, this cooperation creates a positive atmosphere in which the learner’s
stress is reduced and motivation is increased.

With the rise of cooperative language learning, the writer will start to apply cooperative learning
strategies while teaching vocabulary in their classroom. Cooperative learning strategies refer to a variety
of teaching methods in which students work in small groups to help one another learn vocabulary. In
cooperative classrooms, students are expected to help each other in increasing their vocabulary.

C. research questions

1. How is the implementation of cooperative learning strategies to teach vocabulary in 8th grade
students of MTS DDI Manding?
2. What are the differences between students taught using cooperative learning strategies and who
are taught by using conventional techniques in improving vocabulary?
3. How is the effectiveness of cooperative learning strategies in improving students' vocabulary?

D. proposed research methodology

This research will be conducted in MTS DDI Manding which is located on jl. Mangga. No. 27
kel. Madatte polewali district. The subject of this research is all of students in 8th grade. The object of
this research is the writer want to get information about the effectiveness cooperative learning in
improving students' vocabulary. This research will use a classroom action research (CAR). Classroom
action research is a action research conducted by teacher in classroom. Classroom action research is a
research aim to improve the quality of learning practice.

E. list of references

Bilen, D., & Tavil, ZM (2015). The Effects of Cooperative Learning Strategies on Vocabulary Skills of
4th Grade Students. Journal of Education and Training Studies , 3 (6), 151-165.

http://acikerisimarsiv.selcuk.edu.tr:8080/xmlui/handle/123456789/8822

Parmi. (2019). The Use of Cue Card in Cooperative Learning for Teaching Vocabulary. Journal of
English Language Teaching.

https://journal.unnes.ac.id/sju/index.php/elt/article/download/31778/14778/

Milawati. (2016). The implementation of cooperative learning "STAD" In teaching vocabulary of recount
text in eight grade junior high school. Jurnal lensa; kebahasaan, kesusastraan dan budaya.

http://103.97.100.145/index.php/lensa/article/view/2150/2173

Wendy jolliffe. (2007). Cooperative learning in the classroom:putting into practice. SAGE.

DEMİREL, E. E. E. (2019). Cooperative Learning in EFL Classes: A Comparative Study on Vocabulary

Teaching. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, (42), 344-354.

http://dergisosyalbil.selcuk.edu.tr/susbed/article/view/1720

Farajee, M., & Arabmofrad, A. (2015). The Effect of Collaborative Strategic Vocabulary Learning on
EFL Learners' Self-Efficacy. Journal of Applied Linguistics and Language Research, 2(6), 103-118.

http://www.jallr.com/index.php/JALLR/article/view/120/pdf120

Rokyn m. Gillies. (2007). Cooperative learning: integrating theory and practice. California. SAGE