DISERTASI dan TESIS Program Pascasarjana UM, 2016

Ukuran Huruf:  Kecil  Sedang  Besar

The Effect of Textual Enhancement as Implicit Instruction in Teaching Passive Voice on The Eleventh Graders' Passive Voice Achievement

Julien Arief Wicaksono




Wicaksono, Julien Arief. 2015. The Effect of Textual Enhancement as Implicit Instruction in Teaching Passive Voice on the Eleventh Graders’ Passive Voice Achievement. Thesis. Graduate Program in English Language Teaching. Universitas Negeri Malang. Advisors: (I) Dr. Enny Irawati, M.Pd, (II) Dr. Sri Rachmajanti, Dip. TESL, M.Pd


Keywords: Instructions, Textual Enhancement, Students’ Passive Voice Achievement


This study was conducted to investigate the effectiveness of textual enhancement on the students' passive voice achievement. In order to know the effect of textual enhancement, whether it is significant or not, two kinds of instruction were implemented to two groups. The first instruction was enhanced instruction which consisted of textual enhancement and rule explanation, and the other instruction was explicit only instruction which consisted of rule explanation only.

The study employed a quasi-experimental design with non-randomized pre- and post-test groups. The samples of this study were class XI MIPA 2, consisted of 32 students, as the experimental group, and class XI MIPA 1,consisted of 34 students, as the control group.  Both of them are from SMAN 4 Jember in the second semester of 2014/2015 academic year.

The research have resulted some findings. First, the students who were taught using enhanced instruction which is equipped with textual enhancement had a significant higher passive voice achievement than those who were taught using explicit instruction only in teaching passive voice. In other words, textual enhancement contributed a significant effect on the students' passive voice achievement. Second, the textual enhancement was more effective to be

implemented to those which were considered as the low achievers than those considered as the high achievers. Third, the findings from the results of the questionnaire inferred that the students felt that textual enhancement helped them to master passive voice. The students were more aware, focus, easier to recognize the pattern of passive voice.

Based on the results of the research, there are some suggestions for further researchers. First, conducting an in-depth interview to obtain more data to support the findings is needed. Next, more meetings are a must to get more significant data to prove the effectiveness of textual enhancement. Moreover, future researchers may use textual enhancement linked with other variables, such as sex and age, or may be associated with the students' perception towards textual enhancement and passive voice. Another suggestion is addressed to the teachers. Textual enhancement may be implemented in the classroom to be combined with the rule explanation for maximum passive voice achievement.