An Error Analysis In Using Passive Voice Made By Eleventh Year Students Of MAN 1 Panyabungan

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AN ERROR ANALYSIS IN USING PASSIVE VOICE MADE BY

ELEVENTH YEAR STUDENTS OF MAN 1 PANYABUNGAN

A THESIS

BY

RUKIAH

REG. NO.: 070705004

ENGLISH DEPARTMENT

FACULTY OF CULTURAL STUDIES

UNIVERSITY OF SUMATERA UTARA

MEDAN

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ACKNOWLEDGEMENTS

Bismillahirrohmanirrohim.

Alhamdulillah, in the name of Allah SWT, the compassionate and the Merciful, the writer would raise both her hands as her gratefulness to Allah SWT the Mighty God for giving her the guidance, the strength, the health, the ability and the power to finish the writing of this thesis.

First of all, the writer would like to express her gratitude and appreciation to her supervisor, Dr.Hj.Masdiana Lbs. M.Hum., and her co-supervisor Rahmadsyah Rangkuti, MA.Ph.D for their knowledge, time, suggestions, for being humble and generous to supervise her during the writing of the thesis. The writer would like also thank Drs. Syahron Lubis, M.A., as the Dean of Faculty of Cultural Studies, University of Sumatera Utara, Dr. H. Muhizar Muchtar, M.S and Dr. Hj. Nurlela, M.Hum., as the Head and the Secretary of English Department, and all the lecturers of English Department for teaching her much knowledge and morality during her period of study in the faculty.

Particularly, the writer would like to convey her heartfelt thanks to her beloved father, Hj. Marzuki Nasution and her mother Hj. Halimah Rangkuti. Thanks for their endless love, great support, spirit, motivation, and advices. And also thank to Head master of MAN I Panyabungan, Irpansyah, S.Pd and all his staff members especially those who have helped her so the writer could do the research at that place; and to all to all the students who had been willing to be her subjects in the study.

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Other special thanks go to all her friends in the English Department: all her’07 classmates, thanks for your love, sharing ideas, pray, support, help and for being her best friends.

May Allah SWT bless them all.

Medan, June 2011

The Writer,

RUKIAH

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AUTHOR’S DECLARATION

I, Rukiah declare that I am the sole author of this thesis. Expect where reference is made in the text if this thesis, this thesis contains no material published else where or extracted in whole or in part from a thesis by which qualified for an awarded another degree.

No other person’s work has been used without due acknowledgements in the main text of this thesis. This thesis has not been submitted for the award of another degree in any tertiary education.

Signed:

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COPYRIGHT DECLARATION

Name : RUKIAH

Title of Thesis : AN ERROR ANALYSIS IN USING PASSIVE VOICE

MADE BY ELEVENTH YEAR STUDENTS OF MAN I PANYABUNGAN

Qualification : SARJANA SATRATA S-1

Department : ENGLISH

I am willing that my thesis should be available for reproduction at the discretion of Librarian of University of Sumatera Utara (USU), Faculty Of cultural Studies, English Department on the understanding that users are made aware of their obligation under law of the Republic of Indonesia.

Signed :

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ABSTRAK

Skiripsi yang berjudul “AN ERROR ANALYSIS IN USING PASSIVE VOICE MADE BY ELEVENTH YEAR STUDENTS OF MAN I PANYBUNGAN” berisi tentang analisis kesalahan (error) yang di buat oleh murid-murid kelas dua. Penelitian ini bertujan untuk menemukan masalah tata mengenai penggunaan

passive voice dalam bahasa inggris. Penelitian ini di lakukan di MAN I

Panyabungan. Metode yang digunakan adalah metode kuantitatif. Subjek dalam penelitian ini adalah 30 murid kelas dua. Instrument yang digunakan untuk mengumpulkan data adalah dengan memberikan ujian mengenai penggunaan

passive voice yang di susun dalam empat bentuk, yaitu: simple present tense,

present continuous tense, simple past tense, and simple future tense. Penelitian ini menemukan bahwa kesalahan tata bahasa dalam penggunaan passive voice itu bervariasi. Kesalahan informasi muncul dengan persentase 58.38%, kesalahan penambahan muncul dengan persentase 32.12%, kesalahan pengurangan muncul dengan 17.91%, kesalahan susunan muncul dengan persentase terendah sebesar 0.58%. kesalahan-kesalahan ini meliputi kesalahan dalam penggunaan passive

voice, yaitu kesalahan penggunaan simple future tense yang memiliki persentase

yang paling tinggi yaitu 27.75%, disusul oleh simple past tense 26.59%, dan kesalahan yang paling rendah yaitu: simple present tense sebesar 20.23%.

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TABLE OF CONTENTS

ACKNOWLEDGEMENTS ... i

COPYRIGHT DECLARATION ... iv

ABSTRACT ... v

TABLE OF CONTENTS ... vi

CHAPTER I: INTRODUCTION 1.1 Background of the Study ... 1

1.2. Scope of the Study ... 6

1.3. Problems of the Study ... 7

1.4. Objectives of the Study ... 7

1.5. Significance of the Study ... 8

CHAPTER II: REVIEW OF RELATED LITERATURE 2.1. Passive Voice ... 9

2.1.1 Uses of The Passive ... 11

2.1.2 Preposition with Passive Verbs ... 12

2.1.3 The Kinds of Passive Voice ... 13

2.2. Error Analysis ... 15

2.2.1 The Difference of Error and Mistake ... 15

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CHAPTER III: METHODOLOGY

3.1. Research Method ... 26

3.2. Data and Data Source ... 27

3.3. Data Collecting Method ... 28

3.4. Data Analysis Method ... 28

CHAPTER IV: ANALYSIS AND FINDINGS 4.1. Data Analysis ... 31

4.1.1 The kinds of Errors in Using Passive Tense ... 31

4.1.2 The Error of Using Simple Present Tense ... 31

4.1.3 The Errors of Using Present Continuous Tense ... 41

4.1.4 The Errors of Using Simple Past Tense ... 54

4.1.5 The Errors of Using Simple Future Tense ... 67

4.2. The Percentage of The Errors in Using Passive Tense ... 80

CHAPTER V: CONCLUSION AND SUGGESTION 5.1. Conclusion ... 82

5.2. Suggestion ... 83

BIBLIOGRAPHY ... 84

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ABSTRAK

passive voice dalam bahasa inggris. Penelitian ini di lakukan di MAN I

passive voice yang di susun dalam empat bentuk, yaitu: simple present tense,

voice, yaitu kesalahan penggunaan simple future tense yang memiliki persentase

yang paling tinggi yaitu 27.75%, disusul oleh simple past tense 26.59%, dan kesalahan yang paling rendah yaitu: simple present tense sebesar 20.23%.

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CHAPTER I INTRODUCTION

1.1Background of the Study

Passive voice is a voice that indicates that subject is the patient or recipient of the action denoted by the verb, or recipient of the action rather than the performer. Ed swick (2005:49) says that Passive voice is a structure that allows you to make a statement without knowing who performed the action of sentence.

Passive voice, sometimes called passive sentence, is usually used by speaker of a languages written or spoken, in communication. The aim of using it is to show that the action is more important than the doer of an action. Language (Wasson, 1966:5) is the supreme means of formulating and expressing thought. Human communicates by producing sounds or the combination of words which represent the object ideas and emotions of human thought. While Crystal (1980:202) states, “language is a particular variety or level of speech or writing and people use language for special purpose”.

Based on Wasson and Crystal ideas we can conclude that the main function of language is to communicate with others. The communication can reach its goal when the language used is understood by the communicants, listeners and speakers.

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Language plays an important role not only in communication but also in education, especially in the process of teaching and learning. In communication and education, we usually use our mother tongue or first language. Richards (1985:106) says that first language is a person’s mother tongue or the language acquired first. The first language may be used to communicate with family members. Other people of the same ethnic group or it is the language of the country where we are living. But we will face some problems when we have to speak in or learn the other languages which are different from our first language. Therefore, we need to learn Second language.

The word “Second” in Second Language Acquisition may refer to any language that is learned subsequently to mother tongue on first language. Our mother tongue is Indonesian language while other language that we want to learn is called Second Language. Selinker (1994:6) says that Second Language Acquisition and Second Language learning are interchangeably, irrespective of whether conscious or subconscious. There are probable mistakes and errors in studying second language.

Cambridge Dictionar

assertion, or belief that unintentionally deviates from what is correct, right, or true: the condition of having incorrect or false knowledge; the act or instance of deviating from an accepted code of behavior. While Ellis (1997:17) says, “Errors reflect gaps in a learners knowledge: they occur because the learner does not know what is correct.”

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Strevens (1969) in Richards (1974:4) hypothesized that errors should not be viewed as problems to be overcome, but rather as normal and inevitable features indicating the strategies that learners use. He conjectured that if a regular pattern of errors could be observed in the performance of all learners in a given solution, and if a learner were seen to progress though this pattern, his errors could be taken as evidence not of failure but success and achievement in learning.

Brown (1987:204) cites that learners do make errors and these errors can be observed, analyzed and classified to reveal something of system operating within the learner lead to a surge of study of learner’s errors called errors analysis. The term “errors analysis” in second language acquisition means the investigating of Second Language Acquisition by collecting and describing samples of leaner’s language.

Ellis (1985:296) says that errors analysis is a procedure used by both researcher and teacher. It involves collecting samples of learner’s language. Identifying the error in sample, describing these errors, classifying them according to their hypothesized causes, and evaluating their seriousness. While Richards in Longman dictionary of applied Linguistics (1985:96) defines errors analysis is the study and analysis of the errors made by second and foreign language learners. Errors analysis may carried out in order to find out how well someone knows a language, how a person learns language, and to obtain information on common difficulties in language learning as an aid in teaching or in the preparation of teaching material.

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Another concept of error analysis is given By Brown (1980:166). He defined error analysis as the process to observe, analyze, and classify the deviations of the rules of the second language and then to reveal the systems operated by learner. It seems this concept is the same as the one proposed by Crystal (1987:112) who says that error analysis is a technique for identifying, classifying and systematically interpreting the unacceptable forms produced by someone learning a foreign language, using any of the principles and procedures provided by linguistics.

The three definitions above clarify that error analysis is an activity to identify, classify and interpret or describe the errors made by someone in speaking or in writing and it is carried out to obtain information on common difficulties faced by someone in speaking or in writing English sentences. Another thing, which should be noticed is the procedure of error analysis.

Cause of errors (Norrish, 1983:21-26) is classified into three types: (1) Carelessness is often closely related to lack of motivation. Many teachers will admit that it is not always the student’s fault if he loses interest, perhaps the materials and or style of presentation do not suit him, (2) First language is a matter of habit formation. When someone tries to learn new habits the old ones will interfere the new one, and (3) Translation is one of the causes of error. This happens because a student translates his first language sentence or idiomatic expression in to the target language word by word. This is probably the most common cause of error.

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Richards in in his article “Error Analysis and Second language Strategies”. (in Schummann and Stenson, 1978:32) classifies sources of errors into: (1) interference that is an error resulting from the transfer of grammatical and or stylistic elements from the source language to the target language, (2) overgeneralization, that is an error caused by extension of target language rules to areas where they do not apply, (3) performance error, that is unsystematic error that occurs as the result of such thing as memory lapses, fatigue, confusion, or strong emotion, (4) markers of transitional competence, that is an error that results from a natural and perhaps inevitable development sequence in the second language learning process (by analogy with first language acquisition), (5) strategy of communication and assimilation that is an error resulting from the attempt to communicate in the target language without having completely acquired the grammatical form necessary to do so, and (6) teacher-induced error, that is an error resulting from pedagogical procedures contained in the text or employed by the teacher.

Ellis (1997:15) says that there are four kinds of errors: (1) Omission is the error of leaving item that is required for an utterance to be considered grammatical, (2) misinformation is the error of using one grammatical form in place of another grammatical form, (3) misordering is the error of putting the words in an utterance in the wrong order, and (4) overgeneralization is the error of using over grammatical form in an utterance.

The eleventh year students of MAN I Panyabungan are second language learners, because they study English based on our Government curriculum no. 412. As the second language learners, they will also make errors in using the

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language, written or spoken, especially in using passive tenses. For examples: (1) A bridge building across the canal next year. The sentence is in the future tense, based on time signal used (next year). There is an error in this sentence. Since to make future sentence the formula /will + V1/ is needed in active form. While in passive form the formula is /will + be + V3/. Based on this rule students made error. So the right sentence is A bridge will be built across the canal next year. The kind of error is omission. (2) These buildings is designed by the architects from our firm. This sentence contains error. The error is subject verb agreement. Students use ‘is’ instead of ‘are’ in making passive sentence. The kind of error is overgeneralization. So the right sentence is “These buildings are designed by the architects from our firm”.

Researcher has considered that the object of this research is error made by eleventh year students of MAN I Panyabungan in making passive tenses. Since the purpose of this research is to study errors and to know what generally causing the students make errors.

Based on the explanation above, I am interested in doing research entitled “An Error Analysis in Using Passive Tenses made by Eleventh Year Students of MAN I Panyabungan”.

1.2. Scope of the Study

In this study, it is important to limit the scope of the analysis, that is the errors of using passive voice. Almost all tenses in English have passive voice. In this study I only discuss passive voice that covers: simple present tense, present

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continuous tense, simple future and past tense. I chose the above tenses for students in grade two is still less understanding of other tenses, tenses, tenses which sample just so that I discussed here and most importantly they understand about the tense.

1.3. Problem of the Study

Related to that case and based on the background stated above, I formulated the problems of study as follows:

1. What kinds errors do students make in using passive tenses?

2. What is the most dominant errors in using passive tenses made by the students?

3. What are the errors characteristic made by the students in using passive tenses?

1.4. Objectives of the Study

The researcher tries to find out:

1. What kinds of errors made by the students of MAN I Panyabungan in using passive tenses.

2. The most dominant kind of errors made by the students of MAN I Panyabungan in using passive tenses.

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3. The errors characteristic made by the students of MAN I Panyabungan in using passive tenses.

1.5. Significances of the Study

This thesis will give the readers clear information and understanding dealing with errors analysis. This research may also be useful for English teacher, both theoretical and practical purpose. Theoretical purpose is it is useful for developing teacher’s study. While practical purpose is after a systematic analysis, the teacher can determine the level of every leaner and the knowledge that is still to be taught. In others words, it tells the teacher how far towards the goal the learner has progressed and what remains for him/her to learn. It can be also a feedback for the teacher reflecting how effective he/she is in his teaching style and what changes he/she has to make to reach higher performance from his/her students.

I also hope that the result of the research would be useful for other people who are interested in learning English to understand their problems and difficulties especially in using passive voice.

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CHAPTER II

REVIEW OF RELATED LITERATURE

2.1 Passive Voice

In learning a second language the student as the learner produces many forms which are not those which would be produced by a native speaker of the standard form of the target language. The generalization that the second language learner’s errors are potentially important for the understanding of the process of second language acquisition is a current focus on modern teaching.

The study of error is part of investigation of the process of language learning. Relation to this study, I puts some theories as her theoretical concepts which contain about the definition of error and error analysis, the differences of error and mistakes, and also the relationship between second language acquisition and error analysis.

Richards (1985:95) states that errors (in the speech or writing of second or foreign learner).the used of a linguistic item (e.g. a word, a grammatical item, a speech act, etc) in way which a fluent or native speaker of the language regards as showing of incomplete learning. It result from incomplete knowledge.

Richards (1974:174) states that error are classified into four kinds such as overgeneralization, ignorance of rules restriction, incomplete application rules and false concept hypothesized.

Ellis (1997:17) says, “Errors reflected gaps in a learner’s knowledge: they occur because the learner does not know what is correct.”

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In the The subject denotes the individual (Caesar) affected by the action of the verb. The counterpart to this in active voice is, "Brutus stabbed Caesar," in which the subject denotes the doer, or

Thomson (1986:263) says that The passive voice of an active tense is formed by putting the verb to be into the same tense as the active verb and adding the past participle of the active verb. The subject of the active verb becomes the ‘agent’ of the passive verb. The agent is very often not mentioned. When it is mentioned it is preceded by by and placed at the end of the clause: this tree was

planted by my grandfather. While Ed swick (2005:49) says that Passive voice is a

structure that allows you to make a statement without knowing who performed the action of sentence.

A sentence featuring the passive voice is sometimes called a passive

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English differs from languages in which voice is indicated through a simple inflection, since the English passive is periphrastic, composed of an auxiliary verb plus the past participle of the transitive verb. For example: The house was

destroyed. Or the person who performed the action is placed in a passive position

in the sentence: the house was destroyed by soldiers.

Kinds of Passive Voice: (1) Present, past and perfect passive tenses, for example: the butter is kept here (as present), the window was broken (as past tense), wolves have been seen in the streets (as perfect tenses). (2) The passive of continuous tenses required the present continuous forms of to be, for example: the

bridge is being repaired. (3) Auxiliary + infinitive combinations are made passive

by using a passive infinitive, for example: these doors must/should be shut. (4) Other infinitive combinations, example: he wants photographs to be taken. (5) Gerund combinations, example: he recommended that bullet-proof glass should be used.

2.1.1. Uses of the Passive

Thomson (1986:266-267) says that there are eight of uses of the passive voice. The passive is used:

1. When it is not necessary to mention the doer of the action as it is obvious who he is/was/will be: the rubbish hasn’t been collected.

2. When we don’t know, we don’t know exactly and have forgotten who did action: the minister was murdered.

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3. When the subject of the active verb would be ‘people’.

He is suspected of receiving stolen goods. (People suspected him of…)

4. When the subject of the active sentence would be the indefinite pronoun.

5. When we are more interested in the action than the person who does it.

6. The passive may be used to avoid an awkward or ungrammatical sentence. This is usually done by avoiding a change of subject:

When he arrived home a detective arrested him.

Would be better expressed:

When he arrived home he was arrested (by a detective).

7. The passive is sometimes preferred for psychological reasons. A speaker may use it to disclaim responsibility for disagreeable announcements.

8. For the have + object + past participle construction: I had the car

resprayed.

2.1.2. Prepositions with Passive Verbs

As already noted, the agent, when mentioned, is preceded by by: Dufy

painted this picture (as active), this picture was painted by Dufy (as passive).

When a verb + preposition + object combination is put into the passive the preposition will remain immediately after the verb: you can play with these cubs

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Similarly with verb + preposition/adverb combinations: the old newspaper were thrown away.

2.1.3. The Kinds of Passive Voice

2.1.3.1. Indirect Object as Subject in Passive

Either an indirect object or a direct object may be come the subject of a passive sentences. For example: (a) someone gave Mrs. Lee an award, (b) Mrs. Lee was given an award. (c) someone gave an award to Mrs. Lee. (d) an award was given to Mrs. Lee. (a), (b), (c), and (d) have the same meaning. Note in (d): when the direct object becomes the subject, to is usually used in front of the indirect object.

2.1.3.2 Passive Form from Modal and similar expression

• The passive form: modal + be + past participle. For example:

Tom will be invited to the picnic

Children should be taught to respect their elders

• The past-passive form: modal + have been + past participle. For example:

The teller should have been sent last week

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2.1.3.3 Stative Passive

The passive form may be used to describe an existing situation or state, example: the door was locked by me five minutes ago, now the door is locked. No action is taking place. The action happened before. There is no “by phrase”. The past participle functions as an adjective. When the passive form expresses an existing state rather than an action, it is called the “stative passive”.

For examples: (a) the door is old, (b) the door is green, (c) the door is

locked. In (a) and (b): old and green are adjectives. They describe the door. In (c):

locked is a past participle. It is used as an adjective. It describes the door.

2.1.3.4 Passive Form with Get

Get be followed by a past participle. The past participle functions as an

adjective; it describes the subject. The passive with gets is common in spoken English but is often not appropriate in formal writing. Example: what time are going to eat? I am getting hungry.

For examples: (a) I’m getting hungry. Let’s eat soon, (b) you shouldn’t eat so much. You’ll gets fat, (c) I stopped working because I got sleepy.

2.1.3.5 Adjective Participle

The present participle conveys an active meaning. The noun it modifies does something. Example: (a) it is a confusing problem, (b) they are (problem)

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confused students. In (a): the noun “problem” does something ; it “confuses”.

Thus, it is describe as a “confusing problem”. The past participle conveys a passive meaning. In (b): the student are confused by something. Thus, thay are described as “confused student”.

2.2 Error Analysis

2.2.2 The Difference of Error and Mistake

There is a problem in analyzing errors. It is how can those things are determinate as errors or mistakes or how we can those things are not just an accidental typing mistake. Ellis (1997:7) says that errors and mistakes reflect occasional lapses in performance that they occur because, in particular instance, the learner is unable to perform what a learner knows. It can be concluded that a leaner makes errors due to their, in particular instance, lack of consciousness through the language knowledge.

The next question is how errors and mistakes in written data, can be distinguished. To know the errors in written data may be through the consistency of learner’s performance.

2.2.2 Error and Error Analysis

The definition of error can be seen through the classification of errors. There is explanation of the classification of error. This classification is very

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important to explain the error in error analysis. The classification of error based on the classification of errors proposed by Richards (1997:173) and Ellis (1997).

1. Jack Richards (1974:173)

Jack Richards (1974) classifies errors into two kinds, they are:

a. Interlanguage Errors

Richards (1974:173) says that interlanguage errors are errors caused by the interference of the learner’s mother tongue. Through the meaning of interlanguage errors, can be seen and becomes clear that this kind of errors needs a contrastive analysis. The interference that is mentioned above means the interference of native language into foreign learning and it indicates the learning process.

b. Interlingual and Developmental Errors

Richards (1974:174) says that intralingual and developmental errors emphasize the reflection of the learner’s competence at a particular stage, and illustrate some of general characteristics of language acquisition. And the tails, intralingual errors are those that reflect the general characteristics of rule learning, such as faulty generalization, incomplete application of rules and failure to learn conditions under which rules apply and developmental errors illustrate the leaner attempting to build up hypotheses abut the English language form his limited experience of it in the classroom or textbook. For that the intralingual and developmental errors classify the errors becomes:

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1. Overgeneralization

Overgeneralization is associated with redundancy reduction. It may be occurred. For instance, with items which are contrasted in the grammar of the language but which do not carry significant and obvious contras for the learner. The definition of overgeneralization is completed through Richards, overgeneralization happened when the leaner creates a deviant structure on the basis of his experience of other structures in the target language. Generally overgeneralization is the creation of one deviant structure in place of two regular structures. For example: we

are hope, it is occurs, he come from. Over generalization generally

involves the creation of one deviant structure in place of two regular structures.

2. Ignorance of rule restriction

Ignorance of rule restrictions is failure to observe the restriction is failure to observe the restriction. I made him to do it. Ignores restriction on the distribution of make. This is a type of generalization or transfer, since the leaner is making used of a previously acquired rule in a new situation.

3. Incomplete application rules

This category emphasizes the systematic difficulty in the used of questions to be observed. It means that the cases are about: a statement from may be used as a question, one of the transformations in a series may be omitted, or a question word may simply be added to the

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statement form. Despite extensive teaching of both the question and statement forms, a grammatical question form may never become part of competence in the second language.

4. False concept hypotheses

In addition to the wide range of intralingual errors which have to do with faulty rule-learning at various levels, there is a class developmental errors which derive from faulty comprehension of distinction in the target language. There are sometimes due to poor gradation of teaching items. For example: Deceiving by his friends, he

lost his hope. This sentence contains an error of false concept

hypothesized because is infinitive + ing (deceiving) should be used in active action while the above sentence is passive action, so the right sentence “Deceived by his friends, he lost his hope.

2. Corder (1997)

Corder (1997:130) also classifies the errors of learner’s language into three types, they are:

a. Transfer Errors

The theory of transfer states that a learner’s of second language transfer into the learner’s performance in the second language the habits of his mother longue. On this theory the making of this error is evitable part of learning process. It also accounts for the similarity of many errors to the forms

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of mother longue. We can call these transfer errors, for example: the heart

which broke. It should be the broken heart.

b. Analogical Errors

A learner of second language makes errors because he has not yet discovered the precise set of categories to which the rule applies. Errors of this sort are errors of overgeneralization or analogical errors. For example: when I

am taking a bath the phone rang. This sentence contain misinformation in

using be. That is be (am) should be changed to was because the tense used past continuous. This error may produced by the learners with any mother tongue. Analogical errors are inherent in the learning process.

c. Teaching-Induced Errors

There is a type of errors which is much more difficult to establish to any particular case, namely, errors arising from the methods or material used in the teaching. It is not easy to identify such errors with a close study of materials and teaching techniques to which the learner has been exposed. This is probably why so little is known about the materials. Errors has function to be the evidences of how a second language learner acquires and those evidences are processes by analyzing through the errors can be called as “Errors Analysis”.

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3. Ellis (1997)

Ellis says that error analysis is a procedure used by both researcher and teachers. It involves collecting sample of learner language, identifying the errors in sample, describing these errors, classifying them according to their hypothesized causes, and evaluating their seriousness. In relation to kinds of errors Ellis (1997:15) classifies four kinds of errors through explaining these steps of analyzing the errors, they are:

1. Identifying Errors

In this step, we have to compare the error sentences (I mentions as “original sentence”) with what seems to be the normal or ‘correct’ sentences in the target language which correspond with them (I mentions as “reconstruction”). But it is, in fact, easier said than done. Sometimes, it is difficult to make the reconstruction when we collide with the learner means to say.

2. Describing Error

This next step is the step where the errors are described and classified into kinds. This step can be done by several ways. According to Rod Ellis, there era two ways to classify errors, they are:

a. The first way is classifying the errors through grammatical categories. It means classifying the errors through their word classes and tenses.

b. The second way of classifying the errors is try to identify general ways in which the leaner’s utterances differ from the reconstructed target

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language utterances. It means the errors are classified into several types.

1. Ommition

Ommition is the error of leaving out an item that is required for an utterance to be considered grammatical, for example: the toll

gates was closed at seven o’clock next week. This sentence

contain error. The sentence above is future, based on the time signal used (next week). This sentence leaves out an item that is required grammatical. So the right sentence is the toll gates

will closed at seven o’clock next week.

2. Misinformation

Misinformation is the error of using one grammatical form in place of another grammatical form, for example: when I am

taking a bath the phone rang. This sentences contain

misinformation in using be. That is be am should be changed to was because the tense used pas continuous.

3. Misordering

Misordering is the error of putting the words in an utterance in the wrong order. For example: you must finish the report

written today. It must be changed becomes you should finish the written report today.

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4. Overgeneralization

Overganaralization is the error of using over grammatical form in an utterance. For axample: the day is being fine, we decided

to ge swimming. This sentence used the day is being fine, it

should be the day being fine or the day is fine.

3. Explaining Error

This is the last step of errors analysis. A researcher tried to explain how and why a sentence called to be erroneous.

4. Dulay, Burt, and Krashen (1982:138)

According to Dulay, Burt, and Krashen (1982:138), errors are the flawed side of leaner speech or writing. People cannot learn language without first systematically committing errors.

There are four descriptive taxonomies to analyzed errors, namely linguistic category taxonomy, surface strategy taxonomy, comparative taxonomy, and communicative effect taxonomy.

1. Linguistic Category Taxonomy

Linguistic category taxonomies classify errors according to either or both the language component and the particular linguistic constituent the error effects. Language components included phonology (pronunciation), syntax

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and morphology (grammar), semantics and lexicon (meaning and vocabulary), and discourse (style). Constituents include the elements that comprise each language component.

2. Surface Strategy Taxonomy

Surface strategy taxonomy highlights the way surface structures are altered. The surface strategy elements of a language are altered in specific and systematic ways. Among the common errors are:

• Omission Errors

Omission errors are characterized by the absence of an item that must appear in well-formed utterance. Language learners omit grammatical morphemes much more frequently that content words.

• Addition Errors

Addition errors are characterized by the presence of an item which must not appear in a well-formed utterance. Three types of addition errors are:

1). Double markings: se didn’t went back

2). Regularization: eated fot ate, childs for children

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• Misinformation Errors

Misinformation errors are characterized by the used of the wrong from of the morphemes or structure. The types of errors are:

1). Regularization errors: the dog eated the chicken

2). Archi-forms: I see her yesterday. He dance with my brother

3). Alternating forms: I seen her yesterday

• Misordering

Misordering errors are characterized by the incorrect placement of a morpheme or group of morphemes in an utterance. For example: I don’t know what is that.

3. Comparative Taxonomy

Comparative taxonomy classify errors based on comparison between the structure of language learner errors and certain other types of construction. The errors are classified into developmental errors, interlingual errors, ambiguous errors, and unique errors.

4. Communicative Effect Taxonomy

Communicative effect taxonomy deals with errors from prespective of their effect in the listener or reader. This taxonomy classifies into global errors and local errors.

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Error analysis has been analyzed by some previous persons. One of them is Yunita(2003) in her thesis entitles an Analysis of Errors in English past tense by students of Politeknik Kesehatan. Her subject is students of Politeknik Kesehatan. She applies field research and quantitative study in her research design. And her findings are she counts the percentage of correct and incorrect answers of past tenses by students of 100 questions. Finds the most errors made by the students in simple past (48, 23%), past future (45, 45%), past perfect (48, 50%), and the last is past continuous tense (39, 91%).

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CHAPTER III THE METHODOLOGY

3.1 Research Method

There are three kinds of research based on the location of the research i.e. field research, library research, laboratory (Bungin, 2005:40-41). In writing this thesis, field research and library research are applied. While the term

"field research"

generic reference to collecting or creating new information outside of a laboratory or typical workplace. Participant observation, data collection, and survey research are examples of field research, in contrast to what is often called experimental or lab research. The advantages of field research are that people are closer to real world conditions and that the business can design the research in the best way to discover the particular information required. Business can also be sure that the information gathered is up to date.

Besides field research, I also apply library research. Nawawi (1993:30) says that “Penelitian kepustakaan dilakukan denga cara menghimpun data dari

berbagai literature baik di perpustakaan maupun tempat-tampat lainnya. A

library research is done by collecting the data from any kinds of source in the library or any others places. A library research will generally include primary sources as well as secondary sources. Research libraries can be either reference libraries, which do not lend their holdings, or lending libraries, which do lend all or some of their holdings. Some extremely large or traditional research libraries are entirely reference in this sense.

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The method of the study used is quantitative method as Arikunto (2006:12) says that quantitative research applies number from collecting the data, describing the data, until the result of the research. Moreover, the results of the research would be better by applying table, graph, draft, picture, etc.

3.2. Data and Data Source

The research had been done to the ninth year students of Madrasah Tsanawiyah (MAN ) Panyabungan. The research was limited on the Eleventh year students or 2nd grade senior high school students. The total number of the Eleventh year students hare was about 245 students. They were divided into 7 classes.

I do field research in MAN I Panyabungan. This research is done after I got permission from the headmaster in the school. There are 7 classes of eleventh year class and each class has more than 40 students. Since it is very big, I choose the students who get first until fifth rank. The reason of doing this is that those students tend to make smaller error than others. I select a ranking of 1 to five because, from the rank of five that was to be represent of the overall second class that is in MAN I Panyabungan. If ranked 1 to 5 are usually smart, if they are less familiar with the passive voice lessons how to rank 6 and so on. So I am interested to select the ranking of one to five. And I choose object in second grade because in the second grade students have learned the passive voice, if at first class still leads to the passive voice lessons.

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The data of this research is sentence contained errors obtained from 32 sentence. Those students become the respondents who took the test. From the total amount of the data, I took sample by using purposive sample. Arikunto (2006:117) says that sample is purposed by taking the subject not based on the level, random, or domain but is taken based on the certain purposed. Thus, the researcher took sample based on the sentences which had errors in using Passive Tenses.

3.3. Data Collecting Method

Data collecting method is done by giving a test to students who get first until fifth rank. The data in this study are the sentences which contained errors in using passive tenses. The data sources are the students answers. I give them a set of test consisting of 30 items, fill in the blank with appropriate voice using the verb in the bracket.

In other to collect the data I set a test consist of 30 question about passive voice. The researcher only gave 60 minutes for the students to answer the tests.

3.4. Data Analysis Method

In analyzing the data, I apply the theory of Dulay, Burt, Krashen in analyzing the types of errors made by eleventh year students in using passive voice, while for the steps of analysis the researcher use Rod Ellis’ theory. The

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researcher also applies grammar structure of Thomson about passive voice. The steps of analysis are:

1. Identifying Errors

In this step I compares the errors sentences (I mention it as “original sentence”) with what seem to be the moral or ‘correct’ sentences in the target language which correspond with them (I mentions it as ‘reconstruction’)

2. Describing Errors

This next step is the step where the errors are described and classified into kinds.

3. Explaining Errors

This is the last step of the errors analysis. In this step, I tries to explain how and why a sentence called to be erroneous. After analyzing the errors sentences, I identifies the percentages of the errors made by eleventh year students.

The students are asked to answer the test in 60 minutes. Through the test I analyzed the errors made by students. First, I checks the students’ errors in answering the question, then I tabulate them. Secondly, I classify the group errors based on the passive voice. And the last, I analyze the errors to get the kinds based on the theory (omission, addition, general) and the errors in using passive tenses and analyze based on Thomson grammar theory.

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To count the errors in percentage, the analysis also uses the formula of (Bungin, 2005:171-172). The formula is:

N= fx /n x 100%

Notes:

n = stands for the percentages of errors

fx= stands of the total frequency of the sub-categories errors

N= stands for the total errors of all categories

Having counted the percentage of errors, then analyzing the errors was done based on the classification or types of each and was also based on the mixture of errors was made, and finally, by looking up the results of the analysis, drew some conclusion.

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CHAPTER IV

ANALYSIS AND FINDINGS

4.1 Data Analysis

4.1.1 The Kinds of Errors in Using Passive Tenses

In this section, I analyze the errors which are made by Eleventh Year Students of MAN I Panyabungan.

4.1.2 The errors of Using Simple Present Tenses

Original sentence Reconstruction 1. Rice is growned in paddy

field.

Rice is grown in paddy field.

We can see that the students used the wrong form of the verb, it is ‘growned’ which must be ‘grown’. So the error of this sentence is called as misinformation error. From this, I think that the students might make error because the have not understood yet the formula of passive form of verb tenses.

Original sentence Reconstruction 2. Rice is grow in paddy

field.

Rice is grown in paddy field.

In this sentence, the students used the wrong form of the verb, it is ‘grow’ which must be ‘grown’. I personally believe that every produced

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those errors because they don’t understand well about passive form of verb tenses replacing subordinate clause. Kind of error is called misinformation.

Original sentence Reconstruction 3. Rice is being grown

paddy field.

Rice is grown in paddy field.

In this sentence, the students used the wrong form of the tenses, it is ‘being’. The kind of error is addition because they presented the item that must not appear in that sentence. I assume that error might occur because of the lack of knowledge about passive form of verb tense.

Original sentence Reconstruction 4. Goats be used baits to

trap tigers.

Goats are used baits to trap tigers.

From the original sentence, we can see that the students presented the item which must not appear in this sentence. It is “be”. Thus this error is called as addition error. It can be seen that the students do not understand how to used “to be” with plural subject.

Original sentence Reconstruction 5. Goats are uses baits to

trap tigers.

Goats are used baits to trap tigers.

In this sentence, the students used the wrong form of verb. That is “uses” it must be “used”. I conjecture that the students produced this error

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in answering the question because they forgot about verbs and passive verb. The kind of error is misinformation error. Because I think they might produced this error because of lack of understanding of passive form of verb tense.

Original sentence Reconstruction 6. Goats is using baits to

trap tigers.

Goats are used baits to trap tigers.

In original sentence, there are two kinds of errors which can be found, they are: misordering and misinformation. It is found as information errors because they used the wrong form of the ‘using’, it must be ‘used’. Then they produced misordering error, they placed the item ‘goats’ in the first position. Actually this word is plural because of using ‘s’. I personally think that they make those errors because they lack of understanding about subject verb agreement.

Original sentence Reconstruction 7. Gats are using baits to

trap tigers.

Goats are used baits to trap tigers.

In this sentence, the students used the wrong form of the verb, ‘using’ it must be ‘used’. The kind of error is called as misinformation.

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Original sentence Reconstruction 8. It is hot in this room

because the window be closing.

It is hot in this room because the window is closed.

There are two kinds of errors which are found in this sentence. They are: misinformation error and addition. Misinformation error happened because they used the wrong verb form, that is ‘closing’ which must be ‘closed’. Then addition error is also found because they presented the item that must not appear in that sentence, it is ‘be’. I assume that this error might occur because of lack of knowledge about passive form of verb tenses.

Original sentence Reconstruction 9. It is hot in this room

because the window are closed.

It is hot in this room because the window is closed.

In this sentence, the students used the wrong form of to be, it is ‘are’, it must be ‘is’. This kind of error is called as misinformation because the student lack of understanding about passive voice especially in using to be.

Original sentence Reconstruction 10.It is hot in this room

because the window was to closing.

It is hot in this room because the window is closed.

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There are two kinds of errors in this sentence, they are addition and misinformation. The students produced addition error, because the students presented the item ‘to’ which must not appear in that sentence because the sentence is in simple present tense. They also made information errors because they used the wrong form of the ‘closing’, it must be ‘closed’. I personally think that they make those errors because they lack of understanding about passive form of verb tense.

Original sentence Reconstruction 11.The light in this room

are turned on.

The light in this room is turned on.

In this sentence, the students used the wrong form of to be, it is ‘are’, it must be ‘is’ because the sentence is in simple present tense. The kind of error is called as misinformation. It might occur because the students don’t understand well about passive voice.

Original sentence Reconstruction 12.The light in this room is

being turned on.

The light in this room is turned on.

Addition error is found in this sentence. That is the students presented the item ‘being’ which must not appear in that sentence because the sentence is in simple present tense. This error might occur because the students do not understand how to construct passive sentence.

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Original sentence Reconstruction 13.The light in this room

have turning on.

The light in this room is turned on.

We can see that there are two kinds of errors that can be found in this sentence. They are: addition and misinformation. It is addition error because the used of ‘have’ while it must not appear in well-formed utterance. Then they also produced misinformation error, that is they used the wrong form of the verb ‘turning’, it must be ‘turned’. This error might occur because the students still feel confused in construct passive sentence.

Original sentence Reconstruction 14.The light in this room

was turned on.

The light in this room is turned on.

Misinformation error is found in this sentence. That is, they used the wrong form of to be form, it is ‘was’, it must be ‘is’. From this error I think that those error might happen because of the lack of understanding about passive voice.

Original sentence Reconstruction 15.A blouse is make of

cotton.

A blouse is made of cotton.

In the sentence, there is an error in using the verb form. The students used the wrong form of the verb, that is ‘make’. Here it could be

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seen that the students do not well about the verb form. This error is called ‘misinformation’.

Original sentence Reconstruction 16.A blouse is being

making of cotton.

A blouse is made of cotton.

There are two kind s of errors in this sentence, they are: addition and misinformation. Addition error is characterized by the presence of an item that must not appear in well form utterance. It is found as addition error since the students presented an item that must not appear, it is ‘being’. While misinformation error is characterized by used the wrong form of a morphemes or structure. Here, the student used the wrong form of the verb, it is ‘making, it must be ‘made’. Those errors might occur because the students don’t understand how to make passive form of verb tense.

Original sentence Reconstruction 17.A blouse is making of

cotton.

A blouse is made of cotton.

In this sentence, the students used the wrong form the verb ‘making’, it must be ‘made’ and the sentence is in style present tenses. It might occur because the students do not understand making passive form of verb tense. The kind of error is called as misinformation.

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Original sentence Reconstruction

18.Carol is being

interesting in ancient history.

Carol is interested in ancient history.

In this original sentence, it is found two kinds of errors, they are: addition error and misinformation error. Addition error happens because the students presented the item that must not appear in that sentence. That is ‘being’. Then, there is also found misinformation error. It happens because they used the wrong verb form that is ‘interesting’ which must be ‘interested’. I assume that this error might occur because of the lack of knowledge about making simple present sentence in passive form.

Original sentence Reconstruction 19.Carol is interesting in

ancient history.

Carol is interested in ancient history.

In this sentence, the students use the wrong form the verb, that is ‘interesting’, it must be ‘interested’ because the passive form of the verb ‘interesting’ is interested. It might occur because the students do not understand well about passive voice.

Original sentence Reconstruction 20.Carol was to interested

in ancient history.

Carol is interested in ancient history.

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We can see that there are two kinds of errors that can be found in this sentence. They are: addition and misinformation. It is addition error because the present of the item ‘to’ while it must not appear in well-formed utterance. Then there is also misinformation error, that is the use of the wrong form of to be. It is, ‘was’, it must be ‘is’. This error might occur because the students still feel confused about the passive voice.

Original sentence Reconstruction 21.Water is composed by

hydrogen and oxygen.

Water are composed by hydrogen and oxygen.

In this sentence, the student used the wrong form the to be of the ‘is’ it must be ‘are’. The kind of error is called misinformation. This error might occur because the students still do not understand subject verb agreement.

Original sentence Reconstruction

22.Water are being

composed by hydrogen and oxygen.

Water are composed by the hydrogen and oxygen.

In this original sentence contain of error which is found in this item is called as addition error. The addition error happens because the students present the item ‘being’, while it must not appear in this sentence.

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Original sentence Reconstruction 23.Water was composed

by hydrogen and oxygen.

Water are composed by hydrogen and oxygen.

In this sentence, the students used the wrong form to be ‘was’, it must be ‘are’. The kind of error is called misinformation. It might occur because the students do not understand about subject verb agreement.

Original sentence Reconstruction 24.Two letters are writing

by him to his parents.

Two letters are written by him to his parents.

In this sentence, the students use the wrong form the verb, that is ‘writing’, it must be ‘written’ because the verb used in passive must be in the third form. The kind of error is called misinformation. It might occur because the students do not understand well about making passive form of verb tense.

Original sentence Reconstruction 25.Two letters written by

him to his parents.

Two letters are written by him to his parents.

In this part, omission error is found. The students do not used to be ‘are’ which must appear in that utterance. Since to make passive sentence,

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the formula is to be + 3rd form of the verb. I think that this error might occur because they do not understand about making passive sentence.

Original sentence Reconstruction 26.Two letters are being

writing by him to his parents.

Two letters are written by him to his parents.

In the original sentence, there are two kinds of errors which are found they are: addition and misinformation errors. The addition error happens because the students present of the items ‘being’ that must not appear in this sentence. Then misinformation error because of using the wrong form of the verb ‘writing’. This error might occur because the students still fell confused about making passive sentence.

4.1.3 The errors of Using Present Continuous Tenses

Original sentence Reconstruction 1. The world cup soccer

games is being televised all over the world.

The world cup soccer games are being televised all over the world.

Misinformation error is found in this sentence. The students used the wrong form of to be ‘is’, it must be ‘are’. It implies that the error

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happened because the students lack of understand about subject verb agreement.

Original sentence Reconstruction 2. The world cup soccer

games are television all over the world.

The world cup soccer games are being televised all over the world.

There are two kinds of errors which are found in this item, they are: omission and misinformation. It is found omission error because the students left out to use ‘being’, that must appear in grammatical sentence. Then misinformation happens error because the students used the wrong form of the verb ‘television’, it must be ‘televised’. This error might occur because the students do not understand well about passive form of verb tense.

Original sentence Reconstruction 3. The world cup soccer

games are be televised all over the world.

The world cup soccer games are being televised all over the world.

This sentence, the students used the wrong form of to be ‘be’, it must be ‘being’. The kind of error is called as misinformation error. It implies that the error happened because the students do not understand about the present continuous tenses in used passive form of verb.

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Original sentence Reconstruction 4. The world cup soccer

games re being television all over the world.

The world cup soccer games are being televised all over the world.

In the original sentence misinformation error is found in this sentence. The students used the wrong form of the verb, it is ‘television’, it must be ‘televised’. It implies that they are not able to distinguish passive form of verb tense. That is the cause why they made error.

Original sentence Reconstruction 5. The roof is repairing

by the men.

The roof is being repaired by the men.

We can see that there are two kinds of errors that can be found in this sentence, they are: omission error and misinformation error. Omission error happens because the students left out item ‘being’ that must appear in grammatical sentence. Then they also produced misinformation error, that is the students used the wrong form of the verb, it is ‘repairing’, it must be ‘repaired’. This error might occur because the students still feel confused about the passive voice.

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Original sentence Reconstruction

6. The roof is be repairing by the men.

The roof is being repaired by the men.

In the original sentence, there are two words of errors which are found in this sentence is called misinformation error. The students used the wrong form of to be ‘be’, it must be ‘being’ and of the verb ‘repairing’, it must be ‘repaired’. It implies that error happened because the students do not understand about passive form completely.

Original sentence Reconstruction 7. The roof was being

repaired by the men.

The roof is being repaired by the men.

In this sentence, the students used the wrong form of to be, it is ‘was’, it must be ‘is’. The kinds of error is called misinformation. I think this error occurred because they do not know how to form passive sentence grammatically.

Original sentence Reconstruction 8. The homework is be

done by us in the bedroom.

The homework is being done by us in the bedroom.

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Misinformation error is found in this sentence. The students used the wrong of the to be, it is ‘be’, it must be ‘being’. It might occur because the students do not understand well about passive sentence.

Original sentence Reconstruction 9. The homework is do by

us in the bedroom.

The homework is being done by us in the bedroom.

In this original sentence, there are two kinds of errors which can be found they are: misinformation error and omission error. The students used the wrong of the verb, it is ‘do’, it must be ‘done’. Then, they also made omission error because the students omitted the item ‘being’. We must add ‘being’ in present continuous tenses especially in passive form.

Original sentence Reconstruction 10.The homework is being

do by us in the bedroom.

The homework is being done by us in the bedroom.

Misinformation also found in this sentence. The students used the wrong of the verb, it is ‘do’, it must be ‘done’. This error might occur because the students do not understand well how to construct passive sentence.

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Original sentence Reconstruction 11.The homework is being

to done by us in the bedroom.

The homework is being done by us in the bedroom.

In this original sentence, addition error happens because the students presented the item ‘to’ that must not appear in this sentence.

Original sentence Reconstruction 12.The homework was

being done by us in the bedroom.

The homework is being done by us in the bedroom.

In the sentence, the students made error in using the verb form. The students used the wrong form of the verb, that is ‘was’, it must be ‘is’. Here it could be seen that the students do not well about the verb form. This error is called ‘misinformation’.

Original sentence Reconstruction 13.A letter is be sent by

him.

A letter is being sent by him.

We can see that the students used the wrong form of to be, it is ‘be’, it must be ‘being’. So the error of this sentence is called misinformation error. From this, I think the students might make error because they have not understood yet about passive form completely.

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Original sentence Reconstruction 14.A letter is sending by

him.

A letter is being sent by him.

There are two kinds of errors which can be found in this sentence, they are: misinformation error and omission error. Misinformation error happens because the students used the wrong form of the verb ‘sending, it must be ‘sent’. Then, omission error happens because they omitted item ‘being’. This error might occur because the students do not understand about passive form of verb tense.

Original sentence Reconstruction 15.A letter is being to send

by him.

A letter is being sent by him.

In original sentence, there are two kinds of errors found in this sentences, they are: addition error and misinformation error. The students produced addition error, that is they present the item ‘to’ which must not appear in grammatical sentence. Then, there is also found made misinformation error that is they used the wrong form of the verb, it is ‘send’ which must be ‘sent’. I think they might produce this error because of the lack of understanding of passive voice.

Original sentence Reconstruction 16.My car is being

repairing by him.

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In this sentence, the students produced misinformation error, here, they used the wrong form of the verb. That is ‘repairing’, it must be ‘repaired’. I guess that they forgot to use the present continuous tense in passive tenses. It also might occur because of the lack of knowledge about passive form of verb tense.

Original sentence Reconstruction 17.My car is prepared by

him.

My car is being repaired by him.

Omission error is found in this sentence, the students left out of the ‘being’. Since in the present continuous tense as passive form must be used ‘being’. So the students left out of the word ‘being’. It is needed to show the is still confusing.

Original sentence Reconstruction 18.My car is to repairing

by him.

My car is being repaired by him.

There are two kinds of errors which found in this sentence. They are: misinformation error and addition error. Misinformation error happened because they used the wrong verb form, that is ‘repairing’, it must be ‘repaired’. Then, addition error happens because the students present the item that must not appear in that sentence. It is ‘to’. I assume

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that this error might occur because of lack of knowledge about passive form of verb tense.

Original sentence Reconstruction 19.A taxi is be driven by

him.

A taxi is being driven by him.

Misinformation error is found in this sentence, the students used the wrong form of to be, that is ‘be’, it must be ‘being’. Because the sentence used present continuous tenses as passive voice. From this case, I conjecture that they might occur because of lack of knowledge about passive form of verb tense.

Original sentence Reconstruction 20.A taxi is being driving

by him.

A taxi is being driven by him.

Misinformation is also found in this sentence, misinformation error happens because they used the wrong form of the verb, that is ‘driving’, it must be ‘driven’. I personally think that they produced error because they do not understand well about passive sentence.

Original sentence Reconstruction

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In this part, omission error is found in this sentence. That is the students omitted the item ‘being’ which must appear in that utterance, since is passive tenses. It means that we must present ‘being’ when we make/change present continuous sentence in the active form to passive.

Original sentence Reconstruction 22.A taxi is to driven by

him.

A taxi is being driven by him.

From the original sentence, it could be seen that there are two kinds of errors, they are: addition error and omission error. Addition error happens because the present the item ‘to’ that must be not appear in this sentence. Then, there is also omission error, because the students left out the item ‘being’ that must appear in grammatical of passive sentence.

Original sentence Reconstruction 23.The patient was being

examined by him.