Sebastião Pereira, Jose Antonio Sarmento, Brigid Fatima Fernandes


The Objective of this research was conducted to answer the following
questions (1) can passive voice sentences be taught through the
Collaborative learning? and (2) are there any significant differences
between pre- test and post – test? The method of this study was a PreExperimental Research which is aimed to try out the teaching passive
voice through collaborative learning to grade one students of presecondary school Cristal in the School Year 2018. Based on the result of
conducting research shows that there are some significance differences
between before and after the implementation teaching passive voice
sentences through collaborative learning. It can be seen at the mean score
of pre-test is 4.3 which is difference with the mean score of post-test is
6.8. On the other hand, it can be seen in the calculation between the Ttest is 11.2 ≥ T table is 2.069 at the level of significant 0.5 with the
degree of freedom is 26. It is decided to interpret that there are some
significance differences between before and after the implementation of
teaching English passive voice through Collaborative Learning Method
and it is better to teach passive voice through collaborative learning is
easier for the students to understand. Based on the classroom
observation, the process of teaching and learning passive voice sentence
through collaborative learning method was going smoothly and the most
of the students were enthusiastic. This strategy of Collaborative Learning
Method is not a challenge for the students but it is the enjoyable activities
and the learning to help each other in the classroom. Lastly, collaborative
learning can be used as an innovative method to teach the student how to
working in group building knowledge, solving problems deepening
understanding, and improving the skills especially passive voice learning.

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ISCE : Journal of Innovative Studies on Character and Education
Institute Superior Cristal (ISC)

ISSN : 2523-613X (Online)