Passive Voice Teaching: Recent Trends and Effective Strategies
Keywords:
passive voice teaching, EGRA method, task-based learning, cooperative learning, web-based storytellingAbstract
This study investigates current practices and useful methods for teaching passive voice. To find effective teaching strategies, a thorough review of the literature produced between 2018 and 2024 was undertaken. Using keywords associated with passive voice instruction, data was gathered from academic sources, and thirty pertinent papers were chosen for examination. The Experience, Generalization, Reinforcement, Application (EGRA) method, task-based learning, cooperative learning, flashcards, and web-based storytelling are just a few of the successful teaching techniques that thematic analysis identified. These strategies improve learning outcomes, comprehension, and student engagement. It was stressed that context-based learning is crucial to knowing when and how to employ passive voice. It has been discovered that technology, especially web-based storytelling, increases student engagement and recall of material. Students' memory and understanding were also enhanced by the Jigsaw method and inductive training. In general, it was discovered that teaching passive voice may be accomplished effectively using a range of teaching techniques, such as active learning and technology integration. To learn more about these strategies' long-term consequences and how they affect different student demographics, more study is required.
References
Abdul Halik, A. F., & Fouzul Kareema, M. I. (2020). Difficulties faced by the ESL learners in
using English passive voice in written communication: A study based on the Students of NAITA, Trincomalee, Sri Lanka. KALAM - International Research Journal, 13(3), 51-59. http://ir.lib.seu.ac.lk/handle/123456789/5285
Alda Raudatul, J. A. N. N. A. H. (2023). Problems in writing passive voice: A case study in the
EFL classes. [Doctoral dissertation], Universitas Mataram.
http://eprints.unram.ac.id/id/eprint/43207
Aliakbari, M., & Jamalvandi, B. (2010). The impact of role play on fostering EFL learners'
speaking Ability: A task-based approach. Journal of Pan-Pacific Association of Applied Linguistics, 14(1), 15-29. https://eric.ed.gov/?id=EJ920501
Amadi, S. C. (2018). Learning the English passive voice: Difficulties, learning strategies of Igbo
ESL learners and pedagogical implications. International Journal of English and Literature, 9(5), 50-62. https://doi.org/10.5897/IJEL2018.1146
An, Y., & Mindrila, D. (2020). Strategies and tools used for learner-centered instruction.
International Journal of Technology in Education and Science, 4(2), 133-143.
http://dx.doi.org/10.46328/ijtes.v4i2.74
Batubara, M. H., & Mahardhika, M. G. S. (2020). An analysis on students’ difficulties in changing
active to passive voice. Journal As-Salam, 4(1), 61-78. http://dx.doi.org/10.37249/as-salam.v4i1.175
Benson, P. (2013). Teaching and researching: Autonomy in language learning. Routledge.
https://doi.org/10.4324/9781315833767
Bielak, J., & Pawlak, M. (2013). Applying cognitive grammar in the foreign language
classroom: Teaching English tense and aspect. Heidelberg: Springer. http://dx.doi.org/10.1007/978-3-642-27455-8
Braga, M., Checchi, D., & Meschi, E. (2013). Educational policies in a long-run perspective.
Economic Policy, 28(73), 45-100. https://doi.org/10.1111/1468-0327.12002
Cameron, D. (2001). Working with spoken discourse: SAGE Publications Ltd.
https://www.torrossa.com/gs/resourceProxy?an=4913940&publisher=FZ7200
Castleberry, A., & Nolen, A. (2018). Thematic analysis of qualitative research data: Is it as easy
as it sounds? Currents in Pharmacy Teaching and Learning, 10(6), 807-815. https://doi.org/10.1016/j.cptl.2018.03.019
Charles, M. (2013). Active and passive voice in research articles: An interdisciplinary study.
International Journal of Corpus Linguistics, 18(3), 279-318.
Crosthwaite, P., & Steeples, B. (2022). Data-driven learning with younger learners: Exploring
corpus-assisted development of the passive voice for science writing with female secondary school students. Computer Assisted Language Learning, 1-48. https://doi.org/10.1080/09588221.2022.2068615
Darsih, E. (2018). Learner-centered teaching: What makes it effective. Indonesian EFL Journal,
(1), 33-42. http://dx.doi.org/10.25134/ieflj.v4i1.796
De Boer, H., Donker, A. S., Kostons, D. D., & Van der Werf, G. P. (2018). Long-term effects of
metacognitive strategy instruction on student academic performance: A meta-analysis. Educational Research Review, 24, 98-115. https://doi.org/10.1016/j.edurev.2018.03.002
De Graaff, R., & Housen, A. (2009). Investigating the effects and effectiveness of L2 instruction.
In M. H. Long, & C. J. Doughty (Eds.), The handbook of language teaching (pp. 726-755). Malden, MA: Wiley-Blackwell. http://dx.doi.org/10.1002/9781444315783
Diyata, F. (2022). Teaching passive voice by using task-based learning with integrated steps in a
procedural form. JEPAL: Journal of English Pedagogy and Applied Linguistics, 3(1), 45-55. https://doi.org/10.32627/jepal.v3i1.542
Doughty, C. J. (2003). Instructed SLA: Constraints, compensation, and enhancement. In C. J.
Doughty, & M. H. Long (Eds.), The handbook of second language acquisition (pp. 256-310). Oxford: Blackwell. http://dx.doi.org/10.1002/9780470756492.ch10
Fitria, T. N., & Muliasari, D. (2022). Analysis of students’ ability and their difficulties in
identifying passive voice. Journal of English Education, 7(1), 46-54.
Errington, E. P. (2008). Exploring real-world scenarios as vehicles for authentic learning.
International Journal of Interdisciplinary Social Sciences, 3, 1-5. http://dx.doi.org/10.18848/1833-1882/CGP/v03i05/52619
Fletcher, J. D. (2003). Evidence for learning from technology-assisted instruction. In H. F.
O'Neil, Jr. & R. S. Perez (Eds.), Technology applications in education: A learning view (pp. 79–99). Lawrence Erlbaum Associates Publishers.
Geeraerts, D. (2006). A rough guide to Cognitive Linguistics. In D. Geeraerts,
R. Dirven, J. R. Taylor, & R. W. Langacker (Eds.), Cognitive Linguistics: Basic
Readings (pp. 1-28). Berlin, New York: De Gruyter Mouton. https://doi.org/10.1515/9783110199901
Hadi, S. (2023). The effectiveness of jigsaw technique in teaching passive voice. Journal Corner
of Education, Linguistics, and Literature, 3(2), 121-133.
https://doi.org/10.54012/jcell.v3i2.208
Halim, S. (2020). The efficacy of using passive voice cards in teaching grammar. Journal on
English Language Teaching and Learning Linguistics and Literature, 8(2), 474-483. https://doi.org/10.24256/ideas.v9i1.1690
Halliday, M. A., & Matthiessen, C. M. I. M. (2013). An Introduction to Functional Grammar.
Routledge. https://doi.org/10.4324/9780203783771
Haron, M. Z., Othman, M. K. H., & Awang, M. I. (2019). Technology-assisted teaching aids in
teaching and learning: Evidence from the Malaysian Tahfiz Ulul Albab Model (TMUA). International Journal of Innovative Technology and Exploring Engineering, 8(12), 4401-4404. http://dx.doi.org/10.35940/ijitee.L3915.1081219
Healey, D. (2016). Language learning and technology: Past, present and future. In F. Farr, & L.
Murray (Eds.), The Routledge handbook of language learning and technology (pp. 9-23). Routledge. https://doi.org/10.4324/9781315657899
Islamy, S. P., & Kaniadewi, N. (2022). A review of teaching passive voice strategy. EPIGRAM
(e-Journal), 19(2), 183-197. http://dx.doi.org/10.32722/epi.v19i2.4820
Jalilifar, A., & Shooshtari, Z. G. (2011). Active or passive: That is the question. BRAIN: Broad
Research in Artificial Intelligence and Neuroscience, 2(4), 29-38.
Jannah, A. R., Wilian, S., Zamzam, A., Arafiq, A., & Arfah, H. (2023). Problems in writing
passive voice: A case study in the EFL classes. Journal Ilmiah Profesi Pendidikan, 8(4), 2644–2651. https://doi.org/10.29303/jipp.v8i4.1775
Johnson, E. O., Charchanti, A. V., & Troupis, T. G. (2012). Modernization of an anatomy class:
From conceptualization to implementation. A case for integrated multimodal–multidisciplinary teaching. Anatomical Sciences Education, 5(6), 354-366. https://doi.org/10.1002/ase.1296
Julianita, G. M., Mariani, N., & Amelia, R. (2021). Analyzing EFL students’ ability in identifying
passive voice. Proceedings of the 2nd International Conference on Education, Language, Literature, and Arts (ICELLA, [89-98]).
https://conference.ulm.ac.id/index.php/icella/icella/paper/viewPaper/295
Lubis, A. (2021). The students difficulties in understanding of active to passive voice at X Tm
SMKN 2 Panyabungan. The Explora, 7(1), 1-9. https://doi.org/10.51622/explora.v7i1.516
Lubis, M. Y. A., Miranti, R., & Lubis, Y. (2024). Passive voice and active voice in sentence
structure. Journal of Psychology, Counseling and Education, 2(1), 59-64. https://psycoeducation.my.id/index.php/i/article/download/20/13
Luo, H. (2018)., Passive voice usage in undergraduate STEM textbooks. [PhD Dissertation],
University of Central Florida. https://sTtars.library.ucf.edu/etd/5894
Mallipa, I., & Murianty, R. (2020). Developing teaching instructions through the practice of lesson
study in teaching passive voice. Linguistic, English Education and Art (LEEA) Journal, 3(2), 385-399. https://doi.org/10.31539/leea.v3i2.1256
Moore, K. D. (2014). Effective instructional strategies: From theory to practice. Sage
Publications.
Muziatun, M., Malabar, F., & Mustapa, L. (2022). Analyzing students' passive voice difficulties.
Indonesian EFL Journal, 8(2), 155-164.
Nassaji, H., & Fotos, S. S. (2011). Teaching grammar in second language classrooms:
Integrating form-focused instruction in communicative context. Routledge. https://doi.org/10.4324/9780203850961
Nourdad, N., & Aghayi, E. T. (2014). Focus on form in teaching passive voice of different tenses.
Procedia-Social and Behavioral Sciences, 98, 1400-1408.
https://doi.org/10.1016/j.sbspro.2014.03.558
Oshima, A., & Hogue, A. (2007). Introduction to Academic Writing. Pearson Longman.
Pereira, S., Sarmento, J. A., & Fernandes, B. F. (2019). Teaching passive voice sentences through
collaborative learning. ISCE: Journal of Innovative Studies on Character and Education, 3(1), 19-40. http://iscjournal.com/index.php/isce/article/download/49/42
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching.
Cambridge University Press. https://www.english-efl.com/wp-content/uploads/2020/12/Communicative-Language-Teaching.pdf
Roy, A., Sumanjari.S (2020). Digital story-telling in the specification of active and passive
voice from high school English language education. The 4th International Conference on Innovative Research in Education. https://www.dpublication.com/wp-content/uploads/2022/03/66-250.pdf
Saeidi, M., & Sahebkheir, F. (2011). The application of passive voice in the
Iranian EFL learners' writings. English Language Teaching, 4(1), 208-213.
Safarova, L. (2023). The dynamics of active and passive voice in English grammar. Norwegian
Journal of Development of the International Science, 121, 84- 89. https://doi.org/10.5281/zenodo.10246770
Shabani, K., Bakhshi, E. M., & Samarghandi, S. (2016). The effect of textual enhancement
through technology on the intake of active and passive voice and belief about grammar instruction. International Journal of Humanities and Cultural Studies, 3(2)., 1563-1578. https://www.academia.edu/download/83811923/2655.pdf
Trajkovska, V. (2022). Authentic texts as a resource for designing passive voice exercises for
students of English for law enforcement. International Scientific Conference 45 Years Higher Education in the Area of Security – Educational Challenges and Security Perspectives [3(6), 39-48]. https://eprints.uklo.edu.mk/id/eprint/7248
Unver, M. M. (2017). On voice in English: An awareness raising attempt on passive voice.
European Journal of Foreign Language Teaching, 2(3), 17-29.
https://doi.org/10.5281/zenodo.836096
Venkatesan, S. (2023). Utilization of media skills and technology use among students and
educators in the state of New York. Neuroquantology, 21(5), 111-124.
https://doi.org/10.48047/nq.2023.21.5.NQ222010
Yannuar, N., Shitadevi, I. A., Basthomi, Y., & Widiati, U. (2014). Active and passive voice
constructions by Indonesian student writers. Theory & Practice in Language Studies, 4(7), 1400-1408. https://doi.org/10.4304/tpls.4.7.1400-1408
Zaenap, S. (2019). The use of EGRA technique in teaching passive voice for EFL classroom.
VELES: Voices of English Language Education Society, 3(1), 24-30.
http://dx.doi.org/10.29408/veles.v3i1.1019
Zohrabi, M., Torabi, M. A., & Baybourdiani, P. (2012). Teacher-centered and/or student
centered learning: English language in Iran. English Language and Literature Studies, 2(3), 18-30. http://dx.doi.org/10.5539/ells.v2n3p18
Zulfikar, K., Sutapa, R., & Sutapa, Y. G. (2019). The effectiveness of inductive teaching
method in teaching passive voice for high school students. Jurnal Pendidikan dan Pembelajaran Khatulistiwa, 8(2). https://jurnal.untan.ac.id/index.php/j pdpb/article/view/31371
Published
How to Cite
Issue
Section
Copyright (c) 2024 Studies in Humanities and Education
This work is licensed under a Creative Commons Attribution 4.0 International License.
