ERROR ANALYSIS IN THE USE OF PASSIVE VOICE AT ENGLISH EDUCATION DEPARTMENT STUDENTS OF UNIVERSITAS MUHAMMADIYAH YOGYAKARTA BATCH 2012

A Skripsi

Submitted as a Partial Fulfilment of Requirements for the Attainment of Sarjana Pendidikan Degree in the English Education Department

Tiyas Ayu Puspa Dewi

20120540070

English Education Department Faculty of Language Education Universitas Muhammadiyah Yogyakarta

Error Analysis in the Use of Passive Voice at English Education Department Students of Universitas Muhammadiyah Yogyakarta Batch 2012

A Skripsi

Submitted as a Partial Fulfilment of Requirements for the Attainment of Sarjana Pendidikan Degree in the English Education Department

Tiyas Ayu Puspa Dewi

20120540070

English Education Department Faculty of Language Education Universitas Muhammadiyah Yogyakarta

ORIGINALITY DECLARATION’S AUTHOR

I squarely certify that I am the sole author of this skirpsi and that no part of this skripsi has been submitted for publication.

I certify that, to the best of my acquaintance, my skripsi does not violate

upon anyone’s copyright nor violate and proprietary rights and that any ideas,

techniques, questions, or any other material from the work of other people included in my skripsi, published or otherwise, are fully acknowledge in accordance with the standard referencing practices.

I declare that this is a true copy of my skripsi, including any final revision, as approved by my skripsi committee and the Faculty of Language Education, and that this skripsi has not been submitted for a higher degree to any university or institution.

DEDICATION

I dedicate my research for

my beloved parents, angels, and super heroes in my big world,

Mrs. Hikmah and Mr. Heroe Eko Soelistijanto,

who never stop praying, loving, inspiring, and supporting me all day all night

and

for my sibling

Nadia Ananda Putri,

who never stop supporting and questioning me for my graduation day.

Acknowledgement

In the Name of Allah, the Most Gracious, the Most Merciful.

The biggest praise, gratitude, love, and honour are dedicated to Allah SWT who has been spreading the blessing and mercies in my whole life time, so that I

could accomplish my little imperfect masterpiece flawlessly, skripsi. Salutation and peace be upon our prophet Muhammad SAW who has brought us to get out of

the stupidity to the cleverness era.

I would love to say a bunch of thank you for the dean of Language Education Faculty and my best supervisor, Mr. Gendoryono, S. Pd., M. Pd. for his guidance, support, correction, and suggestions in composing and completing my thesis have earned you so much deserved admiration. Thank you for extending compassion and flexibility when I needed it. I wholeheartedly appreciate your dedication everything you have done to help me. You are the best dean and supervisor ever.

I would like to express my heartfelt thanks to Ms. Puput Arfiandhani, S. Pd., M. A. for giving me her time to be my examiner in my thesis defence. I am eternally grateful for your support, patience, and encouragement to accomplish my thesis.

I am grateful for the positive learning environment given by all English

Education Department’s lecturers to me and all my fellas.

I would love to express my love to all my beloved besties, Oka Hanum Pratiwi, S. Pd. (Gendhis), Anis Astriani, S. Pd. (Jucha), who have been accompanying and fighting with me for four years in any conditions. Happiness, madness, anger, jealousy, and sadness have coloured our friendship journey. My thankfulness also goes to my insane besties Dessy Pramesti Wulandari, S. E. and Zulfa Miftahul Jannah, S. E. who never stop supporting me to finish my undergraduate degree soon. Thank you for being my besties, fellas.

I could not thank you enough for the wonderful fellas in ‘Brilliant Class 2012’ who have been fighting for years to get the graduation gown with me.

I would love to express my thanks to all my respondents. You were invaluable and it was a pleasure to be a part of my respondents in conducting my thesis.

Words cannot describe how grateful I am to have English Education

Department’s staffs that have been helping, giving valuable information and accepting complains for four years.

The last but not least, Uda Makiyya Syauqillah, S. S. my special one, my mood booster, and one of my reasons to accomplish this thesis who never stop reminding and supporting me to finish my thesis soon. I would love to say a very warm thank you to him, my love. Thank you for making me so special. Thank you for being my motivation to stay strong in any vibe.

Table of Contents

TITLE PAGE………. i

APPROVAL SHEET………. ii

ORIGINALITY DECLARATION’S AUTHOR………... iii

DEDICATION………... iv

MOTTO………. v

ACKNOWLEDGMENT………vi

TABLE OF CONTENTS……….. viii

LIST OF TABLES………. xi

LIST OF CHARTS……… xii

LIST OF APPENDIXES………... xiii

ABSTRACT……….. xiv

Chapter One Introduction ………. 1

Background of the Research………... 1

Statements of the Problem………. 3

Limitation of the Problem……….. 4

Questions of the Research……….. 4

Objective of the Research……….. 4

Significances of the Research………... 5

Outlines of the Research……… 5

Chapter Two Literature Review………. 7

Definition of Error………. 7

Differences between Error and Mistake……… 8

Cause of Error……… 9

Classification of Error………... 11

Categories of Error………... 12

Error Correction’s Significances……… 18

Error Analysis……… 19

Definition of Error Analysis……….. 19

The Use of Error Analysis………. 20

The Procedure of Error Analysis………... 20

The Strategy on Correcting Errors………. 21

Passive Voice and Active Voice……… 22

Definition of Active Voice……….22

Definition of Passive Voice………... 22

Review of Previous Studies………... 29

Conceptual Framework... 31

Chapter Three Research Methodology……….. 34

Research Design……….34

Setting……… 35

Population and Sample……….. 35

Data Collection Method………. 37

Validity and Reliability……….. 39

Chapter Four Research Finding………. 40

Research Results……… 40

Chapter Five Conclusion and Recommendations………. 62

Conclusion………. 62

Recommendations……….. 65

References……….. 67

List of Tables

Table 2.1. Table of Kinds of Errors Based on Azar’s Study (2012)……….. 12

Table 2.2. Table of the Errors Types Based on Linguistic Category………. 13

Table 2.3. Table of Active and Passive Form……… 24

Table 2.4. Table of Active and Passive Modal Auxiliaries………... 26

Table 2.5. Table of Common Expressions with be + Past Participle………. 27

Table 2.6. Table of Get + Adjective and Get + Past Participle……….. 29

Table 4.1. The Recapitulation of Misformation Error of Passive Form…… 41

Table 4.2. The Total Each Error in Simple Present Tense……….43

Table 4.3. The Total Each Error in Present Continuous Tense………. 45

Table 4.4. The Total Each Error in Present Perfect Tense………. 46

Table 4.5. The Total Each Error in Simple Past Tense……….. 48

Table 4.6. The Total Each Error in Past Continuous Tense………...49

Table 4.7. The Total Each Error in Past Perfect Tense……….. 51

Table 4.8. The Total Each Error in Simple Future Tense...…. 52

Table 4.9. The Total Each Error in Modals………... 54

Table 4.10. The Total Types of Errors in Each Tense………... 56

List of Charts

Chart 4.1. Percentage of Error Types Commonly Made……….. 42

Chart 4.2. Percentage of Error Types in Simple Present Tense……… 44

Chart 4.3. Percentage of Error Types in Present Continuous Tense………. 45

Chart 4.4. Percentage of Error Types in Present Perfect Tense………. 47

Chart 4.5. Percentage of Error Types in Simple Past Tense……….. 48

Chart 4.6. Percentage of Error Types in Past Continuous Tense………….. 50

Chart 4.7. Percentage of Error Types in Past Perfect Tense……….. 51

Chart 4.8. Percentage of Error Types in Simple Future Tense……….. 53

Chart 4.9. Percentage of Error Types in Modals………... 55

Appendixes

Appendix 1. Students Error Identification………. 70 Appendix 2. Students’ Errors Description………. 74 Appendix 3. Test of Error Analysis and the Answers………...118

Abstract

This research aimed at analysing the errors commonly made by the students at English Education Department of UMY batch 2012 in the use of passive voice. Quantitative approach was applied in conducting the research. The researcher carried out the survey research design in conducting this research. The samples of the research were 20% of 100 total students or 20 students. The descriptive analysis method was used in this research to portray the errors of the students and to analyse the data by utilizing the formula P =�

� x 100%. The instrument of the research was test related to passive voice which focused on several tenses; such as simple present, present continuous, present perfect, simple past, past continuous, past perfect, simple future (including ‘be going to’ form), and modals. All of these tenses were used in the affirmative sentence only. The researcher only emphasized on the misformation which categorizing the wrong form of the structure or

morpheme used. The finding showed that there were 667 errors with the highest error was ‘Be’ (182 errors or 27.29%). There were 5 out of 8 tenses which have the same highest error, they were ‘Be’ which belonged to present continuous, present perfect, simple past, past continuous, and past perfect. Eventually, tense with the highest total error belonged to simple past tense.

Chapter One Introduction

This chapter delivered the information on the background of the research, statements of the problem; the limitation of the problem, the objectives of the research, the questions of the research, the significances of the research, and finally was the outlines of the research.

Background of the Research

Writing skill was little bit arduous skill since the writer should be able to write down well according to the grammar rule as well. Krashen (1981) stated that the grammatical morphemes were similar exertion orders that produced by the

second language performance in “widely different tasks”. Some aspects in writing that should be noticed properly were grammar, syntax, sentence structure, lexicon, and semantic. When the students in the last semester started writing their thesis, they had to write down their own as the requirement to graduate from the college as the final project in the last semester. When the learners wrote down essay or thesis, they could not ignore those aspects since making errors and mistakes in writing, the meaning even the message of their writing would be different and ambiguous.

One of the impacts of those errors and mistakes to the readers was misunderstanding. Therefore, the students of the English Education Department were demanded to write down the thesis well according to grammar rules. However, the number of students who were able to write down an essay even a thesis well, according to the grammar rules was only a few. When foreign

language learners would translate from their first language to the target language, they simply translated the sentences literally. The learners assumed that their writing was totally correct without any error in many aspects, such as grammar, syntax, sentence structure, lexicon, and semantic. Unfortunately, there were so many errors found by the lecturer in their writing. It was proven by the

researcher’s observation in some essays written by some students.

For instance, one of the grammars learnt by the students mostly used was passive voice. Moreover in Indonesia, passive voice was commonly used in daily activity and this habit brought both by the ESL and EFL in learning process. It was not necessary to use passive voice as long as we could use an active voice. Unfortunately, we could not avoid using passive voice in some circumstances. Although passive voice had been taught in several courses in the previous semester, some students were still confused even could not change active form into passive form properly till now. It was quite interesting to talk about passive voice since it was one of the cases faced by the students of the English Education Department in writing.

The most excited thing was when a lecturer told that some of the students could not change an active into passive voice in writing and even comparing. Due to the fact that there were many students’ problems in using passive voice, one of the lecturers of English Education Department stuck a piece of paper about active and passive voice comparison on the wall. Not to mention, the researcher found some passive voice errors made by the students of English Education Department in writing and this statement was supported by the fact that many students who

were writing their thesis got many revises regarding the passive voice itself. It seemed quite complicated when the students in the last semester could not compare active and passive form in English, whereas they were demanded to master grammar because it was a part of writing. It was a serious case because it had been learnt in several courses the previous semester. The researcher was, therefore, interested in analysing the error made by the students of English Education Department at Universitas Muhammadiyah Yogyakarta batch 2012 in using passive voice.

Statements of the Problem

Passive voice was a part of grammar which was often used by the students not only in writing, but also in speaking. Based on the researcher’s observation, the researcher found errors frequently in using passive voice both in oral and writing in the English Education Department at UMY. Not to mention, the researcher asked some supervisors of thesis regarding the students’ thesis and the fact showed that there were many students getting revision from the supervisor regarding the grammar rules, especially for passive voice. This case rose up when one lecturer stuck a piece of paper in front of the office in order to be read by the students just to compare between active and passive sentence. Hence, the

researcher sought after analysing the error made by the students in writing a passive form. The errors made by students could be in affirmative sentence, negative sentence, and interrogative sentence in different tense. Those errors could be in both in translation and changing active into passive form.

Limitation of the Problem

Within the scope of analysing the error in the use of passive voice, the focus of the study was on the changing from active into passive form. It included several tenses, such as: simple present, present continuous, present perfect, simple past, past continuous, past perfect, simple future (including ‘be going to’ form), and modals in the affirmative sentences.

Questions of the Research

This research was organized to analyse the errors made by the students in the use of passive voice. The core questions addressed in this research were:

1. What kinds of errors commonly made by the students of English Education Department at UMY in the use of passive voice? 2. What kinds of error commonly made by the students of English

Education Department at UMY in each tense in using passive voice? 3. What is the tense with the highest number of error made by the

students of English Education Department at UMY? Objectives of the Research

There were several objectives in this research, as follow:

1. To analyse the kinds of errors commonly made by students of English Education Department at UMY in the use of passive voice.

2. To know the kinds of error commonly made by the students of English Education Department at UMY in each tense in using passive voice. 3. To know the tense with the highest number of error made by the

Significances of the Research

The researcher reckoned that the outcome of this research was able to be used by the researcher, lecturers, and students. The significances of this research would be beneficial for:

Researcher. This research was designed by the researcher to be able to

boost the researcher’s idea to surmount the students’ problems in using passive voice.

Lecturers. This research was designed to help the lecturers to find the common errors made by the students in their use of passive voice. Therefore, lecturer could look for appropriate strategies to address the problems. Not to mention, the lecturers will be able to encourage students’ self-awareness in writing a research in order to be able to enhance the writing competency of the students.

Students. This research was designed to show the kinds of common errors to the students who are arduous to learn and practice passive voice in order to make them recognize their errors made. The awareness about the errors they made could be helpful for them to adjust their learning strategies accordingly.

Outlines of the Research

In the first chapter, the researcher carried out the background of the study. The researcher provided the reasons of conducting the study, the statement of the problem, the restrictions of the problem, the objectives of the research, the questions of the research, and the significances of the research as well. In the following chapter, the researcher stated the review of error, differences between

error and mistake, error analysis, passive voice, the review of previous studies, and the conceptual framework. The subsequent chapter discussed about the design of the research, the setting of the research as well as the population and sample, the data collection method, the validity and reliability, and the data analysis. The researcher delivered the research findings result and data interpretation in the fourth chapter of this research. Finally, the last segment of this study was the conclusion of the research. In the conclusion, researcher’s summary about analysing error was generally presented. The recommendations of the research were mentioned in the last part of the chapter. Furthermore, the researcher attached the appendixes of this research as well.

Chapter Two Literature Review

This chapter attempted to share about the crucial recourses related to the study. There were some segments classifications, such as firstly, error which consisted of the definition of error, the differences between error and mistake, cause of error, error classification, and error correction’s significance. Secondly, an error analysis consisted of the definition of error analysis, the use of error analysis, and the procedure of error analysis, and the strategies on correcting error. Thirdly, passive voice which consisted of the definition of active voice, the

definition of passive voice with the examples of passive voice. Finally, the review of previous studies and the conceptual framework of this research became the last aspect discussed.

Error

Definition of Error. In Second Language Acquisition (SLA), the study of error analysis was crucial. It could not be denied that Second and Foreign

Language Learners often make error in learning. Each teacher always met the students who make error in learning process both oral and written. Shan-Ling (2012) argued that language acquisition occur when the learners make errors. According to the Webster Dictionary, error is an act concerning an unintentional deflection from truth or accuracy. Shan-ling (2012) highlighted that an error is an essential segment for learners to master language rules and it is not a great failure for learner because it is such a part of language ability development.

From those experts’ statements, an error could not be avoided because it was natural, even the smartest learners had ever experienced because it was such kind a process of learning. If there was no error and mistake in learning process, it could not be called as learning process. Expert teachers had ever made errors and mistakes not only in teaching and learning process but also in daily activities. Jabeen, Kazemian, & Mustafai (2015) maintained that error is not obviously horrible instead of a crucial segment and aspect in a language learning process.

Differences between Error and Mistakes. Error and mistake were two synonymous but they were not the same because they were used in the different context. Corder (1981) argued that the perseverance outcome of mother tongue habits in the new language is an error. The unawareness of the learner in language rules is an error (Shan-ling, 2012). Error could be revised by the leaner because error was the incomplete result in learning and linguistic incompetency of the learner (Jabeen, Kazemian, & Mustafai, 2015).

It could be concluded that an error was such kind the result of incapable of the learner in acquiring the linguistic properly, therefore the learners often made errors in learning, and unfortunately they could not revise their errors by

themselves. Errors were formed by the habits of the learners when the learners unaware in the rules of language itself.

Mistake. Unlike error, mistake had different meaning from error itself although these words had a synonym. Mistake is a moment when the learners are abortive to perform their competence in learning (Nzama, 2010). Mistake is what the learners’ sloppiness in using the language use they have mastered (Shan-ling,

2012). Mistake was the consequence of the desperate performance of language due to several aspects, such as exhaustion and recklessness of the learner (Jabeen et al., 2015).

In short, mistake was different from error because mistake did not occur from incapable learners, but the learners’ recklessness. The learners had already mastered the linguistic knowledge properly, but when they did mistakes, they could revise them when are shown. The mistakes occurred because of some factors, such as recklessness, unawareness, exhaustion, sleepiness, and even in a hurry.

Cause of Error. Causes of errors are classified into two parts; they are intralingual and developmental error (Richard, 1985). Those classifications were elaborated as follows:

Intralingual Errors. Richard (1985) mentioned that this error is reflection of the broad features of rule learning, such as incomplete of rules, faulty

generalization, and failure to learn conditions under rules apply. Unlike Richard’s statement, Brown (2000) offers little bit different perspective from Richard’s about intralingual transfer that it is the final result of the progress of the learners in second language, their existing subsumes and their prior experience start to include structures inside the target language itself. Richard (1985) pointed out that intralingual transfer is able to be classified into several segments; they are

overgeneralization, ignorance of rule restriction, incomplete application of rules, and faulty generalization.

learners generally involved the new creation of the limitation material they had learnt already. Ellis (2003) argued that overgeneralization forms the learner discovers easy way to acquire and process. Overgeneralization was the process of the learners in cultivating new language data in their mind and producing rules for its production, based of proof. For instance, “It is happened” was a little evidence of overgeneralization.

Ignorance of Rule Restriction. This type was little bit same as

generalization. The learners failed to detect the limit of current structures. The learners made the rule previously in the new situation, as in “The guy who I saw him.” was one of several examples of this type.

Incomplete Application of Rules. This type was often used in the question forms. It occurred when the learners failed to completely develop a certain structure required to produce appropriate sentence. Hubbard (1983) highlighted that this source of error is called mother tongue interference. This was the outcome of the phonology and the first language grammar imposed them on the new language, as in examples:

Teacher’s questions: Student’s answers: What’s she doing? She opening the window. How much does it cost? It cost ten rupiahs.

What does Princess have to do? Princess have to do sleep. False Concept Hypothesized. This cause of error was something due to poor item of teaching. Hubbard (1983) mentioned that this cause of error is called error encouraged by teaching material or method. This was the outcome of a

teacher may over in stressing the auxiliary verb in the repeated questions and find it echoed in the response then. For instance, the sentence “One day it was

happened.” was incorrect because the word ‘was’ may be interpreted as the past tense mark.

Developmental Error. Richard’s (1985) research on the developmental error is the outcome of the learners who attempt to form a hypothesis about the English from their limited experience of it in the classrooms or textbooks.

Unlike those experts’ statements about the causes of error, Shan-ling (2012) had different classification of the causes of error. Shan-ling’s research (2012) aimed at the causes for errors are divided into three segments:

Inter-lingual Errors. The cause of the error was the negative language transfer because of the mother tongue habits or cultural habits of the learners in translating into the target language.

Intra-lingual Errors. The cause of the error was an incomplete learning or wrong understanding of the rules of the target language made by the learners. The learners tended to generalize the language material they had already learnt and discovered the rule of language itself.

Other Error. This error occurred in the cultural habits of the target language, inappropriate learning materials and teaching, pronunciation, words, expression, style, and usage.

Classification of Error. Feltsen (2009) stated that there are five different categorizes of error typologies, such as:

Example: The president in Indonesia is very eminent. According to the sentence, the learner chose ‘eminent’ instead of the correct verb ‘well-known’.

Words Missing. The learner failed to put a word in a sentence, whereas the word was very necessary in the sentence. Example: The English Education

Department at UMY consists 20 classes. According to the sentence, the learner missed the word ‘of’ in-between ‘consists’ and ‘20’.

Morpheme Errors. Errors made by the learners in morpheme. Example: The singer sang the songs perfect. According to the sentence, the learner made an error in the word ‘perfect’, whereas it needed‘ly’ as a suffix.

Word Order. The learners switched word position in their correct writing. Example: My mom not can take me home. The example shows that there was a word order error. The learner should write “My mom cannot take me home”.

Spelling Errors. The learners made an error in the spelling. Example: Joanna and Jane reat and wrait a book. The example showed that the leaners made two errors in spelling which were ‘reat’ and ‘wrait’ They should be ‘read’ and ‘write’.

Categories of Error. There were several kinds of taxonomy classification errors according to some experts. Azar’s study (as cited in Chotimah 2013) noted the kinds of errors as follows:

Table 2.1. Table of Kinds of Errors Based on Azar’s Study (1992). No. Kinds of

Errors Examples Correction

1. Article She bought a apple. She bought an apple. 2. Punctuation What are you doing. What are you doing? 3. Spelling You are embarrasing. You are embarrassing.

Unlike Azar’s study, Dulay’s study (as cited in Qodir, 2006) stated that the linguistic categories, comparative taxonomy, communication effect taxonomy, and surface strategy taxonomy are the most useful and frequently used descriptive classification of error.

Linguistic Category. The linguistic category subsumed errors according to either the specific linguistic constituent or the error effect the language

component. Language components consisted of syntax and morphology (grammar), phonology (pronunciation), semantics and lexicon (meaning and vocabulary), and discourse (style). These were the errors types based on linguistic category:

Table 2.2. Table of the Errors Types Based on Linguistic Category. Linguistic

Category Error Types Example Correction

Morphology 1. Third person singular present

* Failed to put –s * She wake up early. She wakes up early 4. Capitalization I am from indonesia. I am from Indonesia.

5. Unclear

Meaning She borrowed some smoke. ???

6. Word Form Incess is a beauty lady. Incess is a beautiful lady. 7. Word Choice He walks betweenmany

people.

He walks among many people.

8. Singular –

Plural She have been here for a day. She has been here for a day. 9. Verb Tense They learn English

yesterday.

They learnt English yesterday.

10. Add a word Wait ^ me, please! Wait for me, please! 11. Omit a word They came to the my house

yesterday.

They came to my house yesterday.

12. Word Order I watch those movies twice. I watch twice those movies. 13. Incomplete

Sentence

You got five. Because you didn't study.

You got five because you didn't study.

* Wrong position to put –s

* He put my bag downs.

He puts my bag down.

2. Past tense

a. Regular past tense

* Ommision of -ed * They save me. They saved me. * Adding -ed to past

formed

* She openeded the door.

She opened the door.

b. Irregular past tense * Regularization by adding –ed

* She drived me to the college.

She drove me to the college. 3. Progressive

* Ommision of -ing * Uda is write a novel. Uda is writing a novel.

4. Past participle

* Failed to use -ed or irregular verb

* Luffy has eat my cake.

Luffy has eaten my cake.

5. Article

* A is used for an

before vowel * A Australian. An Australian. * An is used for a * An little girl. A little girl. 6. Plural

* Ommision of –s * She has three book. She has three books. 7. Possesive

* Ommision of 's * Uda hair is short. Uda's hair is short. 8. Comparative

* Use of more and +er

* She is more shorter than me.

She is shorterthan me.

Syntax

1. Noun phrase a. Determiners * Ommision of the

article * This is pen. This is a pen.

* Use wrong possessive.

* My sister broke its arm.

* My sister broke her arm.

b. Nominalization * Simple verb used

instead of –ing * By reading it. * By to read it. * Ommision of by * The boy helped her * The boy helped

by cutting the trees down.

her putting the trees down. 2. Verb phrase

a. Ommision of verb

* Ommision of to be * You crazy. You are crazy. b. Use of progressive

* Ommision of be * He climbing. He is climbing. * Replacement of

-ing by simple verb * She is read a book.

She is reading a book.

3. Transformations a. Negative transformations

* Multiple negation * She does not never love him.

She never love him.

b. Question transformations * Ommision of

auxiliary * How you know? How doyou know?

Comparative Category. Dulay (1982) stated that the classification of errors in a comparative taxonomy is constructed from the comparison between certain other types of construction and the structure of second language errors. There were subtypes of errors based on the comparative taxonomy:

Developmental Error. This error made by the children who were learning the target language as their first language, for instance in sentence “He crazy.”

Interlingual Error. This error was comparable in structure to a

semantically equivalent sentence or phrase in the language of the native learner, for instance in sentence “I love boyfriend I.”

Ambiguous Error. This error occurred because this error reflected the language structure of the native learner, and at the same time, these types were found in the children speech who were acquiring their first language, for instance

in sentence “I no have money.”

Other Error. This error was different from the errors which had been mentioned above, for instance in sentence, “She does pretty.”

Communicative Effect Taxonomy. This classification dealt with error from the perspective of their effect on the reader or listener. There were two subtypes under this category:

Global Error. This error affected overall sentence organization

significantly with the result which damage the communication, for instance in sentence “English language use many people in India” meant (Many people use English in India).

Local Error. This error affected the structure of the sentence or only a single element in a sentence, but it did not significantly damage the

communication, for instance in sentence “Why he like me?” means (Why does he like me?).

Surface Strategy Taxonomy. This classification stressed the ways surface were transformed. The learners might add and omit items even they might

misorder items or misform them. To analyse the errors from surface strategy viewpoint focused on identifying the cognitive process which emphasize the learner’s reconstruction of the new language. There were several subtypes of this error based on the surface strategy taxonomy, as follows:

Ommision. This type of errors was characterized by the absence of an item which had to appear in a well-formed utterance. The language learners tended to omit the grammatical morpheme much more repeatedly than the content of words.

The content words comprise adverb, adjectives, verbs, and nouns. While the grammatical morphemes comprised of verb inflection and noun, preposition, articles, and verb auxiliaries. Example:

Jokowi president Indonesia 2014-2019. This sentence should be “Jokowi is the president of Indonesia on 2014-2019.”

Addition. This type of errors was the opposite of omission. It was characterized by the presence of a new item which had not to appear in a well-formed utterance. There were three categories of addition, such as:

a. Double Marking. This type was the failure to omit or delete certain items which were not necessary in some linguistics contradictions. Example: I did not pulled him to the swimming pool.

b. Regularization (Overgeneralization). This type was characterized by the language learners who added items to exceptional item. Example: She putted my phone on the table last night.

c. Simple Addition. This type was neither a double marking nor regularization. Example: This a cat is yours.

Misformation. This type was categorized by the wrong form of the structure or morpheme used. There were three categories of misformation continually reported in the literature, such as:

a. Regularization. This subtype of misformation errors category were those in which a regular marker was used in place of irregular form, for instance oxed for oxen or begined for began.

member of a class of forms to represent others in the class, for instance a students or learners might momentarily select just one of the English demonstrative adjective that, this, those, and these to do the work for some of them: ‘that cat’ or ‘that cats’.

c. Alternating form. This subtype of misformation was that as the

grammar and vocabulary of the learner grow rapidly, the used of archi-forms frequently gave way to fairly free alteration of several members of a class with each other, for instance: ‘those cats’ and ‘this cats’. Misordering. This type of errors was considered by the inappropriate location of a morpheme or group of morphemes in an utterance, for instance in sentence ‘I get up early always.’ should be ‘I always get up early.’

Error Correction’s Significances. Koni and Leka (2015) highlighted at errors in foreign language assisted to figure the language learning process out and as a consequence the integration of the psychology of the learning process. Not to mention, it assisted the teachers not only to make their students aware that their target language were incorrect, but also to accord the good information to make a correct grammatical rule to transfer the source language into the target language to their students. Fang and Xue-mei (2007) mentined that there are four significances of error analysis, as follows:

1. The teachers were assisted with error analysis to acquaint their students’ errors.

2. The teachers were assisted to distinguish how far the progress of the learners.

3. Error analysis was necessary for the learners themselves because they are able to contemplate that making error as a device for them to learn. 4. Error analysis was able to enhance the theory of second language

learning because the success came from mistakes, and mistake was used to gain feedback.

Error Analysis

The Definition. There were several experts’ definitions about error analysis. Abeywickrama (2010) pointed out that an error analysis is such a classic instrument for explaining an error made by the learners of other languages to figure out the reasons why the learners make error with different group learner. Abushihab (2014) argued that an error analysis has two roles which are theoretical for methodology aspect and describe the learners’ acquaintance of the target language because it is a branch of Applied Linguistics. Brown’s study (as cited in Amara, 2015) stated that the course to investigate, observes, and classifies the deviations of second language rules and to reveal the systems that is operated by learner is an error. Khansir (2012) pointed out that an error analysis fundamental is to find out about how the students produce correct and incorrect utterances.

According to the experts about the definition of an error analysis, the researcher summarized that an error analysis was such kind of creative and worthy device to help both the teacher and the Second and Foreign Language Learner in teaching and learning process. The learners got used to correcting or revising their errors by making errors in transferring the source language into the target

their teaching was quite successful or not. Therefore, we could not deny the used of error analysis in Second and Foreign Language Teaching and Learning.

The Use of Error Analysis. Corder’s study (as cited in Ellis, 1994) noted that errors could be noteworthy in three ways, as follows:

1. Error analysis served as devices for the learners to discover the target language rules.

2. Error analysis provided the evidence for the researcher on how the language was learnt.

3. Error analysis provided the researcher with the information regarding how much the learner had learnt.

The Procedure of Error Analysis. There were some steps in analysing errors made by the learners. Corder’s study (as cited in Ellis, 1994) suggested that the steps in Error Analysis research were:

Language learner’s sample collection. For this analysis, the researcher should decide the samples of learner language to use and how to amass the samples.

Error identification. When the researcher had already amassed the corpus, the errors in the corpus must be identified.

Error description. It involved a comparison between the reconstruction of the utterances in the target language and the learners’ characteristic.

Error explanation. The researcher attempted to elaborate the explanation identification by establishing the source of the errors.

addressed.

The Strategy on Correcting Errors. When the teachers found errors made by their students, there were three methods used by Shan-Ling (2012) that should be paid attention to.

The teachers correct or revise the errors. The teacher should make a different strategy when they tried to correct the errors of their students. In order to avoid and reduce the students’ emotional barriers and stress and to protect their students’ self-respect, the teacher should make a comfortable atmosphere in the classroom. Therefore, the teacher should make their correction shorter in order to avoid those things.

The students correct or revise the errors by themselves. The teacher simply gave a little guidance for the students, so that the teacher gave an

opportunity for the students to think and find out the wrong points in order to the students were able to finish self-correction without hurting their self-confidence. This strategy is applicable for the students to have a decent command of what they had learnt.

The students correct or revise their errors each other. Sometimes the teacher should give an opportunity to their students to learn each other. This strategy was definitely great for the students because they were given a chance to think and listen to each other. They get used to learn from each other and they tended to be more independent because they were not depending on the teacher only.

Passive Voice and Active Voice

Definition of Active Voice. Before we discussed about passive voice, better for us to understand the active voice first because passive voice occurred from active voice. We have to comprehend that there are two voices in English, active voice and passive voice (Qodir, 2006). Not to mention, the active voice was the form of the verb used when the subject of the sentence do an action or the subject acts as the doer. In active form, both transitive and intransitive verbs were used. Qodir (2006) pointed out that the subject in a sentence performs a verbal action and the object of the sentence receives the verbal action are the

characteristic of a transitive sentence. For instance, “The princess speaks Indonesian, Javanese, Thai, and English.”

Definition of Passive Voice. According to the short definition of active voice, we were able to infer that the passive voice was the vice versa which meant that the subject of the sentence was not the doer. Passive form should be shunned as long as we were still able to use an active form. A passive voice is occasionally favoured for psychological reasons (Thomson & Martinet, 1986). We should have known better that only the transitive verb used in passive form. The passive voice was generally formed by putting the verb “to be” before the main verb and the main verb must be changed into past participle. The general formula of passive voice was “to be + V3 (past participle).” In the passive voice, the object of an

active verb becomes the subject of the passive verb (Azar, 1989). Examples:

2. Passive: A thesis is written by Princess. Both number 1 and 2 have the same meaning. 3. Princess writes a thesis.

S V O

A thesis is written by Princess. S V “by-phrase”

In number 3, the object of an active sentence becomes the subject of a passive sentence.

4. Princess writes a thesis. S V O

A thesis is written by Princess. S V “by-phrase”

In number 4, the subject of an active sentence was the object of by in the “by-phrase” in a passive sentence.

Using the Passive. Although passive form was available or allowed to use both in writing or oral, we should know the rules when we used passive. Thomson & Martinet (1986) maintained that there were six reasons why we needed to use passive form, as follows:

1. When the doer of the action was not necessary to be mentioned. 2. When we forget who did the action or even we did not know the doer

of the action.

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

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

5. When we were more interested in the action than the doer of the action.

6. When we needed to avoid an awkward or ungrammatical sentence. It was commonly done by avoiding a change of subject.

Forming the Passive. Not to mention, only transitive verbs used in the passive voice. A transitive verb was a verb which was not followed by an object. These were the examples of active voice changed into passive voice in all tenses. Table 2.3. Table of Active and Passive Form.

Tenses Active Passive

Simple

Present Princess writes a thesis. A thesis is written by Princess. Present

Progressive Princess is writing a thesis. A thesis is being written by Princess. Present

Perfect Princess has written a thesis. A thesis has been written by Princess. Simple Past Princess wrote a thesis. A thesis was written by Princess. Past

Progressive Princess was writing a thesis.

A thesis was being written by Princess.

Past Perfect Princess had written a thesis. A thesis had been written by Princess. Simple

Future Princess will write a thesis. A thesis will be written by Princess Be going to Princess is going to write a

thesis.

A thesis is going to be written by Princess.

Transitive and Intransitive Verb. Azar (1992) mentioned that only transitive verbs can be used in the passive sentences. A transitive verb is a verb that is followed by an object (p.282). Examples of transitive verbs:

Active: S V O Princess writes a thesis. George broke the phone. Shawn rides the bicycle.

Passive: S V O A thesis is written by Princess. The phone was broken by George. The bicycle was ridden by Shawn. Examples of intransitive verbs:

Active: S V An accident happened.

Mike came to my house. Alice slept well last night.

An intransitive verb was a verb that was not followed by an object. Therefore an intransitive verb could not be used in the passive sentences. The sentence “An accident was happened” was obviously incorrect because the word happened was not a transitive verb.

Using ‘by-phrase’. Azar (1989) argued that “by phrase” usually is not used in passive voice because it is not necessary to mention who performs an action. These were the examples of passive voice which are commonly used without using “by phrase”:

1. Flowers are grown in Indonesia. 2. My own office was built in 2020. 3. The cheese was imported from Sweden.

Only in a crucial circumstance ‘by-phrase’ was written in the passive voice sentence, such as: Harry Potter was written by J.K Rowling. It was

necessary to put ‘by-phrase’ because it was important information that the reader should know the exact doer.

The Passive Form of Modals and Similar Expressions. There were eleven modals used in passive voice. The formula of the passive form of passive

voice was: modal + be + past participle. These modal auxiliaries were commonly used in the passive sentence. These were the examples of passive voice of modals commonly used:

Table 2.4. Table of Active and Passive Modal Auxiliaries.

Active Modal Auxiliaries Passive Modal Auxiliaries Princess will write a thesis. A thesis will be written by Princess. Princess can write a thesis. A thesis can be written by Princess. Princess should write a thesis. A thesis should be written by Princess. Princess ought to write a thesis. A thesis ought to be written by

Princess.

Princess must write a thesis. A thesis must be written by Princess. Princess has to write a thesis. A thesis has to be written by Princess. Princess may write a thesis. A thesis may be written by Princess. Princess might write a thesis. A thesis might be written by Princess.

These were the examples of the past passive form of modal in passive voice. The formula was: modal + have been + past participle.

1. The letter should have been sent last month.

2. This house must have been built over 100 years ago. 3. James ought to have been invited to the party.

Using Past Participle as Adjective (Stative Passive). Azar (1989) argued that the stative passive occurs when the passive form expresses an existing state rather than an action. ‘Be’ could be followed by an adjective and the adjective describes or gives the information about the subject of the sentence, as in examples: be + Adjective

Princess is smart. Princess is slim.

Not to mention, be is able to be followed by a past participle (passive form) as well because the past participle was often treated like an adjective. Azar (1992) pointed out that the past participle describes or give information about the subject of the sentence. Past participles were used as adjectives in many common,

everyday expressions (p.294). These were several examples of ‘be’ that was followed by past participle: be + Past Participle

Princess is married. Princess is tired. Princess is frightened.

Often the past participles in several expressions were followed by particular preposition + an object, for examples:

Princess is married to the prince

 married is followed by to (+ an objective). Princess is excited about the crown

 excited is followed by about (+ an objective). Princess will be prepared for the party

 prepared is followed by for (+ an objective).

The table below displayed 36 common expressions with be + past participle. Table 2.5. Table of Common Expressions with be + Past Participle

Expressions

be acquainted (with) be excited (about) be opposed (to) be bored (with, by) be exhausted (from) be pleased (with)

be broken be finished (with) be prepared (for) be closed be frightened (of, by) be qualified (for) be composed of be gone (from) be related (to)

be crowded (with) be hurt be satisfied (with)

be disappointed (in, with) be interested (in) be scared (of, by) be devoted (to) be involved (in) be shut

be divorced (from) be located in, south of, etc be spoiled

be done (with) be lost be terrified (of, by)

be drunk (on) be made of be tired (of, from)*

be engaged (to) be married (to) be worried (about) The (*) had two different meaning, for instance:

I am tired of the cold weather.

From the example above meant that I have had enough cold weather, I want the weather to get warm.

I am tired from working hard all day.

Example above meant that the subject ‘I’ is exhausted because she or he has worked hard all day.

The Passive with Get. Azar (1989) stated that ‘get’ may also be followed by past participle. The past participle was functioned as an adjective; it described the subject in a sentence. However, it was common in spoken English and it was not appropriate to be used in formal and even more in the academic writing. These were the examples of the passive form with get + past participle:

They are getting married next month. I got worried because he was two hours late.

‘Get’ might be followed by certain adjective. Azar (1992) highlighted that ‘get’ gives the idea of change, the idea of becoming, beginning to be, or growing to be.

For instance, in sentence, “I am getting hungry. Let’s eat!” meant that the subject ‘I’ was not hungry before, but now she or he is beginning to be hungry.

Table 2.6. Table of Get + Adjective and Get + Past Participle

Get +Adjective Get + Past Participle

get angry get dry get quite get acquainted get drunk get involved get bald get fat get rich get arrested get engage get killed get big get full get serious get bored get excited get lost get busy get hot get sick get confused get finished get married get close get hungry get sleepy get crowded get frightened get scared get cold get

interested get thirsty get discovered get hurt

get

sunburned get dark get late get well get done get interested get tired get dirty get nervous _{get wet}

get dressed

get invited

get worried

get dizzy get old

Review of Previous Studies

Kurniasih (2013), the student of English Education Department at The Faculty of Tarbiyah and Teachers’ Training of UIN Syarif Hidatullah Jakarta conducted a research under the title An Analysis on Students’ Errors on the Use of Passive Voice in Simple Past Tense (A Case Study at the Eight Grade Stundents of SMP Islam Plus Baitul Maal) on 2013. The aim of this research was identifying and obtaining the errors commonly made in using passive voice in simple past tense and finding out the reasons why the students make such errors. The researcher used the descriptive analysis method for the research to describe the students’ errors and analysed the data by using formula

:

�

� x 100%. The data was taken from the test as the instrument. The result of the research showed that there were 250 errors made by the students. The error commonly made by the students

in using passive voice in simple past tense was misformation. It consisted of 217 errors or 86,8%. According to Brown’s theory, it was interpreted that the cause of those errors were interlingual transfer, intralingual transfer, context of learning, and communicative strategies.

Rahmawaty (2013), the student of English Education Study Program of Teacher Training and Education Science Faculty at Muhammadiyah University of Purworejo conducted a research under the title An Error Analysis on the Use of to be and Verb in Passive Voice Among the Seventh Grade Students of SMP N 22 Purworejo in the Academic Year 2012/ 2013. The purpose of the study was to know the error analysis ‘to be’ and ‘verb’ in passive voice done by students of Junior High School. The researcher used essay tests which consisted of 25 questions. A test was used as an instrument to collect the data. The researcher used the subject of this study for two classes that consisted of 64 students of the seventh grade students. The instrument was in a form of essay tests with ‘to be’ and ‘verb’ dealing with passive voice. Based on the data analysis, there were 772 errors that can be classified into three groups as follows; misformation (98,33%) and misordering (1,66%). The mean score of the categories of students on the level of mastery were 2 students (3,13%) got outstanding level of mastery, 3 students (4,69%) got above average level of mastery, 15 students (23,44%) got average level of mastery, 9 students (14,06%) got below average level of mastery, and 10 students (16,67%) got insufficient level of mastery.

Another previous study by Purnama (2014), the student of Linguistic Study Program in Teaching and Learning Language of Post Graduate Program at

Udayana University of Denpasar conducted research under the title The Problem in Using English Passive Voice by Students of Dual Degree Program STIKOM Bali. The study aimed to know the understanding of the students regarding to the use of English passive voice. The data was taken from the field research STIKOM Bali, particularly in semester 1 students, intake year 2011, Dual Degree Program. There were 20 students as the sample in this study. The method of collecting data was a quantitative method. The data analysis in this study was the students’ works, regarding to the forming of English passive voice. The descriptive

qualitative method was used in presenting the result of data analysis. The highest percentage of error was 31,3% in the error category related to the misformation of present perfect in passive voice. While the lowest percentage of error was 0,9% for the category of error related to the incorrect use of past participle. Based on the Comparative Taxonomy, the source of error was interlingual error.

Conceptual Framework

This research aimed at analysing the errors commonly made by the students in using passive voice. The researcher believed that errors could be experienced by anyone even the experts because the process of making errors was the process of foreign language acquisition. This phenomenon occurred in both ESL and EFL classrooms. Due to the ESL and EFL learners could not avoid making errors in several subjects related to passive voice in the English Education Department; the researcher was therefore interested in analysing the error

commonly made by the learners, especially in the use of passive voice.

in the English Education Department of UMY. The problem was rising up when a lot of students got several revisions in thesis in using passive voice. It was an interesting case due to the students of EED batch 2012 experienced in making errors in thesis writing.

The researcher revealed and analysed the errors commonly made by the students in using passive voice and the common errors made by the students in each tenses in using passive voice since the students had ever learnt several courses related passive voice in the previous semester. The researcher got the answers why these happened by analysing the error commonly made by the students in the use of passive voice. The error commonly made by the students in each tenses was also identified by giving test with different tenses.

The quantitative approach was used to portray the opinions, behaviours, attitudes, or the characteristic of the population by utilizing numbered data using statistically analyse the data, questionnaire, or interview to portray trends about responses to the questions and to test research questions or hypotheses (Creswell, 2012). The researcher gave test about the use of passive voice. By the end of this research, the researcher classified and identified the common errors made by the students and the kinds of error commonly made in each tense.

Error Analysis in the Use of Passive Voice at English Education Students of Universitas Muhammadiyah Yogyakarta Batch 2012

Error Analysis

Passive Voice

What kinds of errors are commonly made by the students of EED at UMY in the use of passive voice?

What kinds of error commondly made by the students of EED at UMY in each tense in the use of passive voice?

What is the tense with the highest number of error made by the students of EED at UMY?

Affirmative Sentence Negative Sentence Interogative Sentence

Translation

Changing Active into Passive Form

1. Simple Present 2. Present Continuous 3. Present Perfect 4. Simple Past 5. Past Continuous 6. Past Perfect

7. Simple Future (Including ‘Be Going To’ Form)

Chapter Three Research Methodology

This chapter talked about the methodology of this study. It consisted of six segments: research design, setting, population and sample, data collection method, validity and reliability; and the last are the data analysis method. In the research design, the researcher discussed the design and some reasons for choosing the design. The setting discussed the setting of the research and the reason why the researcher chose it. Later, in the population and sample, the researcher elaborated the populations and the number of the sample and sampling techniques used for this study. In the data collection method, the researcher explored the way how to gather the data. Not to mention, the researcher provided the validity and reliability whether the instrument might be fitting for this research. Finally, in the data analysis, the researcher amplified some procedures in analysing the data. Research Design

The researcher sought after an error analysis in the use of passive voice. The researcher used quantitative approach in conducting this research. Creswell (2012) stated that the characteristic of quantitative approach is accumulating numeric data from a large number of people using instruments with predetermined questions and responses. The descriptive quantitative research was chosen due to this type of research defines what exist and may help to reveal new point and meaning. The aim of descriptive research is to describe and observe

This research design involves data collection which will deliver description of situation, groups, or individuals.

Setting

This research aimed at analysing the errors made by the students in using passive voice. The researcher conducted this research for the students of English Education Department at Universitas Muhammadiyah Yogyakarta in the academic year 2012. The researcher chose the English Education Department of UMY for the setting of the research since this university has a study program focusing on English. Not to mention, the researcher was interested in conducting this research in this university because the students of English Education Department in academic year 2012 had already learnt The Capita Selecta on Grammar subject which included passive voice inside the subject as well. The research was conducted on April 25th, 2016.

Population and Sample

In order to make this research become more accurate, the writer needed the respondents to be researched as the target of the research. The same characteristic of individuals in a group is a population (Creswell, 2012). The population of this study was the English Education Department students at Universitas

Muhammadiyah Yogyakarta. The researcher used this population because it was the case faced by the students of English Education Department at UMY. The population of the students of English Education Department batch 2012 were 103 students and they were divided into three different classes. The researcher chose

the students at batch 2012 because this case was happening at students of EED batch 2012.

The sample of this study was the students of the English Education Department of Universitas Muhammadiyah Yogyakarta batch 2012. A subgroup of the population that is going to be researched by the researcher is a sample (Creswell, 2012). The samples for this study were divided into three categories, such as: high, middle, and low. In the highest category was seven students who had a GPA (Grade Point Average) in the range of 3.5 to 4.0, the middle category was about seven students who had a GPA in the range 3.0 to 3.49, and the low category was six students who had a GPA in the range 2.5 to 2.9. There was limited number of respondents who were conveniently available to study. One way to determine the sample size is to select a sufficient number of participants for statistical procedures. As rough estimates, an educational researcher needs approximately 15 respondents in each group (Creswell, 2012, p. 146). The researcher took 20 respondents to conduct this research and it was already fulfilled the approximate size of the respondent. In other cases, factors such as access, funding, and the overall size of the population, and the variables will also influence the size of the samples (Creswell, 2012, p. 146).

The researcher took samples according to the GPA because the researcher was curious about the error made by all categories no matter how high the GPA was. The researcher believed that the error was not only made by the students who were not really clever but also the clever students were able to do so. Dagneaux’s

study (as cited in Feltsen, 2009) stated that the advance levels are still frequent made errors according to the recent research.

Data Collection Method

The researcher used quantitative approach in this research. The descriptive quantitative research was chosen due to this type of research defines what exist and may help to reveal new points and meaning. The aim of descriptive research is to describe and observe characteristics of a circumstance as it naturally occurs (Polit & Hungler, 1999). The researcher used test as the instruments to collect the data. First of all, the researcher gave test which consisted of some questions regarding the passive voice. The researcher used test consisted of 30 items for the questions related to passive voice which focused only for affirmative sentence in some tenses, such as: simple present, present continuous, present prefect, simple past, past continuous, past perfect, simple future (including ‘be going to’ form), and modals verb. There were three questions each for simple present, three questions for present continuous, present perfect, simple past, past continuous, past perfect, and simple future (including ‘be going to’ form). There were also four questions for modals verb, and 5 questions translation which consisted of two questions for simple present and three questions for simple past. This test aimed at

analysing students’ errors in using passive voice to analyse the types of error commonly made by them. The test was about changing active form into passive form and they were mixed by a few translations from Indonesian into English. By classifying the test in each three till six numbers for one tense, the researcher was assisted to analyse the type of error commonly made by the students in each tense.

Dullay’s study (1982) stated that there are some surface strategies taxonomies, they were omission, addition, misformation, and misordering. The researcher only emphasized on the misformation. This type was categorized by the wrong form of the structure or morpheme used. The researcher chose Misformation because based on the pre - observation which was done by the

researcher toward the students’ writing before conducting this research had found some errors regarding the morpheme use in passive voice. There were several

types and kinds of error that could be analysed based on Azar’s theory and

Dulay’s, such as article, punctuation, spelling, capitalization, unclear meaning,

word form, word choice, singular – plural, verb tense, add a word, omit a word, word order, incomplete sentence, by phrase, ‘be’, progressive, comparative, noun phrase, verb phrase, possessive, and transformation. There were seven types that was allocated in this research that portrayed the research questions which about the types of errors commonly made by the students in using passive voice and common error made by the student in each tense. Based on the pre-observation that was done by the researcher before conducting this research, according to

Dullay’s (1982) theory and Azar’s (1992), Misformation could be classified into several groups:

1. Past Participle 2. Be

3. Addition 4. Word Omission 5. Subject – Object

6. By phrase 7. Singular – Plural Validity and Reliability

Validity. The researcher used validity as the device to help the researcher in recognising whether the instruments used had already appropriate for doing this research or not. An expert judgement who was involved in this research to check the validity including the content validity, construct validity, and concurrent validity was the lecturer of English Education Department and had expertize in English especially in grammar.

Reliability. The researcher conducted the piloting study to ten other students of English Education Department who had taken Capita Selecta on Grammar randomly in the previous semester batch 2014 and 2013. The result of piloting study to others students were not changed because all of the questions are reliable.

Data Analysis

To analyse the error commonly made by the students, the researcher took

all the students’ answer sheets and used the formula according to Bluman (2004): P = �

� x 100% Note: P : Percentage

F : Frequency of false answer N : Number of sample

Chapter Four Research Findings

This chapter discussed and delivered the research finding which consisted of the research results.

Research Results

The researcher had two research questions in this research. The researcher described the research questions one by one, here the research questions were:

1. What kinds of errors commonly made by the students of English Education Department at UMY in the use of passive voice? 2. What kinds of error commonly made by the students of English

Education Department at UMY in each tense in using passive voice? 3. What is the tense with the highest number of error made by the

students of English Education Department at UMY?

The researcher distributed 30 questions test to the students which focused on the use of passive voice in some tenses, they were simple present, present continuous, present perfect, simple past, past continuous, past perfect, simple future (including ‘be going to’ form), modals and some translation questions. The researcher analysed the errors by using the surface strategy taxonomy,

Misformation that was a part of the error was categorised by Dullay’s study (1982). According to Dullay’s theory (1982) and Azar’s (1992), Misformation could be classified into several groups:

1. Past Participle 2. Be

3. Addition

4. Word Omission 5. Subject – Object 6. By phrase 7. Singular – Plural

These were the description of the data analysis from the highest to the lowest. To analyse the error commonly made by the students, the researcher took

all the students’ answer sheets and used the formula according to Bluman (2004):

P =

�

�

x 100%

Table 4.1. The Recapitulation of Misformation Error of Passive Form No. Types of Errors Total Errors Percentage

1 By Phrase 82 x 100% = 12,29%

2 Omission 164 x 100% = 24,59%

3 Subject - Object 34 x 100% = 5,10%

4 Be 182 x 100% = 27,29%

5 V3 97 x 100% = 14,54%

6 Singular - Plural 41 x 100% = 6,15%

7 Addition 67 x 100% = 10,04%

Types of Errors

12,29%

24,59%

5,10%

27,29%

14,54%

6,15%

10,04%

Total of Errors Types

By Phrase_Omission

Subject - Object Be

V3

Singular - Plural Addition

The chart below represented the recapitulation of the types of errors commonly made by the students in using passive voice.

Chart 4.1. Percentage of Error Types Commonly Made in Passive Form

Based on the table and the chart above, the researcher concluded from the highest to the lowest frequency and the percentage of the errors commonly made by the student of English Education Department of UMY batch 2012, they were from Be (182 errors from 667 total of errors or 27,29%), Omission (164 errors from 667 total of errors or 24,59%), V3 (97 errors from 667 total of errors or 14,54%), By Phrase (82 errors from 667 total of errors or 12,29%), Addition (67 errors from 667 total of errors or 10,04%), Singular - Plural (41 errors from 667 total of errors or 6,15%), and the lowest one was Subject - Object (34 errors from 667 total of errors or 5,10%).

The second research question of this research which about the common errors made by the students in using passive voice in each tense described by

tables and charts from each tense, they were from simple present, present continuous, present prefect, simple past, past continuous, past perfect, simple future (including ‘be going to’ form), and modals. The researcher portrayed these errors by using tables and charts and these were the description of common errors made in simple present tense.

Table 4.2. The Total Each Error in Simple Present Tense

S

impl

e Pr

ese

n

t Te

n

se

Types of Errors Total Errors Percentage

Omission 30 x 100% = 25,21%

Be 20 x 100% = 16,81%

V3 27 x 100% = 22,69%

By Phrase 15 x 100% = 12,61%

Addition 17 x 100% = 14,29%

Singular – Plural 5 x 100% = 4,20% Subject - Object 5 x 100% = 4,20% Total 119 100,00% The chart below represented the recapitulation of the types of errors commonly made by the students in using passive voice for simple present tense.

Types of Errors

25,21%

16,81%

22,69%

12,61%

14,29%

4,20% 4,20%

Simple Present Tense

Omission

Be V3

By Phrase Addition

Singular - Plural Subject - Object Chart 4.2. Percentage of Error Types in Simple Present Tense

Based on the table and the chart above, the researcher concluded from the highest to the lowest frequency and the percentage of the errors made by the student in using passive voice in simple present tense, they were the from

Omission (30 errors from 119 total of errors or 25,21%), V3 (27 errors from 119 total of errors or 22,69%), Be (20 errors from 119 total of errors or 16,81%), Addition (17 errors from 119 total of errors or 14,29%), By Phrase (15 errors from 119 total of errors or 12,61%), (1 errors from 72 total of errors or 1,39%), and the lowest were Singular-Plural and Subject-Object (each had 5 errors from 119 total of errors or 4,20%).

These table and chart described the common error used in present continuous tense.

Types of Errors

23,68%

31,58%

17,11%

9,21% 9,21%

0,00%

9,21%

Present Continuous Tense

Omission

Be V3

By Phrase Addition

Singular - Plural Subject - Object Table 4.3. The Total Each Error in Present Continuous Tense

Pr

ese

n

t C

on

tinu

ou

s T

en

se

Types of Errors Total Errors Percentage

Omission 18 x 100% = 23,68%

Be 24 x 100% = 31,58%

V3 13 x 100% = 17,11%

By Phrase 7 x 100% = 9,21%

Addition 7 x 100% = 9,21%

Singular – Plural 0 x 100% = 0,00% Subject – Object 7 x 100% = 9,21% Total 76 100,00% The chart below represented the recapitulation of the types of errors commonly made by the students in using passive voice for present continuous tense.

Based on the table and the chart above, the researcher concluded from the highest to the lowest frequency and the percentage of the errors made by the student in using passive voice in present continuous tense, they were from Be (24 errors from 76 total of errors or 31,58%), Omission (18 errors from 76 total of errors or 23,68%), V3 (13 errors from 76 total of errors or 17,11%), By Phrase, Addition, and Subject - Object had the same percentage of error (each had 7 errors from 76 total of errors or 9,21%), and the lowest error was Singular – Plural (0 errors from 76 total of errors or 0,00%).

These table and chart described the common error used in present perfect tense.

Table 4.4. The Total Each Error in Present Perfect Tense

Pr

ese

n

t P

er

fe

ct Te

n

se

Types of Errors Total Errors Percentage

Omission 14 x 100% = 37,84%

Be 16 x 100% = 43,24%

V3 1 x 100% = 2,70%

By Phrase 2 x 100% = 5,41%

Addition 1 x 100% = 2,70%

Singular - Plural 2 x 100% = 5,41%

Subject - Object 1 x 100% = 2,70%

Types of Errors

37,84%

43,24%

2,70% 5,41% 2,70% 5,41% 2,70%

Present Perfect Tense

Omission

Be V3

By Phrase Addition

Singular - Plural Subject - Object The chart below represented the recapitulation of the types of errors commonly made by the students in using passive voice for present perfect tense. Chart 4.4. Percentage of Error Types in Present Perfect Tense

Based on the table and the chart above, the researcher concluded from the highest to the lowest frequency and the percentage of the errors made by the student in using passive voice in present perfect tense, they were from Be (16 errors from 37 total of errors or 43,24%), Omission (14 errors from 37 total of errors or 37,84%), Singular - Plural and By Phrase had the same percentage (each had 2 errors from 37 total of errors or 5,41%), and the same percentage of the lowest error were V3, Subject - Object, and Addition (each had 1 errors from 37 total of errors or 2,70%).

These table and chart described the common error used in simple past tense.

Types of Errors

22,64%

32,70%

11,95%

19,50%

8,81%

0,63%

3,77%

Simple Past Tense

Omission Be V3

By Phrase Addition Table 4.5. The Total Each Error in Simple Past Tense

S

impl

e Past

T

en

se

Types of Errors Total Errors Percentage

Omission 36 x 100% = 22,64%

Be 52 x 100% = 32,70%

V3 19 x 100% = 11,95%

By Phrase 31 x 100% = 19,50%

Addition 14 x 100% = 8,81%

Singular - Plural 1 x 100% = 0,63% Subject - Object 6 x 100% = 3,77% Total 159 100,00% The chart below represented the recapitulation of the types of errors commonly made by the students in using passive voice for simple past tense. Chart 4.5. Percentage of Error Types in Simple Past Tense

18. ^ mobile phone had been hidden by Madonna.

Omission

My mobile phone had been hidden by Madonna.

19. ^ English book will be bought by Shally ^.

Omission

The newest English book will be bought by Shally tomorrow.

20. Great on the stage are being given standing applause by ^ adjudicators.

Subject - Object, Omission, Singular - Plural, and Be

Standing applause is going to be given by the adjudicators to you if you are great on the stage.

21. ^ agenda are being discuss by Mike and Mark.

Omission, Singular - Plural, and V3

The agenda is going to be discussed by Mike and Mark next week. 22. ^ meeting should

be attend by Mr. Leonardo ^.

Omission and V3

The meeting should be attended by Mr. Leonardo soon.

23. ^ design must be finishby ^ engineer ^.

Omission and V3

The design must be finished by the engineer next week.

24. Thesis have been wrote by ^ students of PBI ^.

Singular - Plural, V3, and

Omission

Thesis has to be written by the students of PBI as a partial fulfilment of requirements for the attainment of Sarjana Pendidikan degree.

25. ^ detail of ^ place are explain by ^ tourist guide ^.

Omission, Singular - Plural, Be, and

V3

Every single detail of the places ought to be explained by the tourist guide to the tourists.

26. My pet is feed by ^ little sister ^.

V3 and Omission

My pet is fed by my little sister every morning.

27. Mall are crash by they ^.

Be, By Phrase, Omission, V3

Mall was robbed by robber at 11 p.m last night.

28. ^ mobile phone was broken by my boyfriend.

Omission and Be

My mobile phone has been broken by my boyfriend.

29. ^ Jane's son was

abducted ^. Omission

Mrs. Jane's son was abducted by the stranger yesterday.

30. Harry's check is ^ slap by Rose ^.

Addition, Omission, and

V3

Harry's cheek is always slapped by Rose

Appendix 3. Test of Error Analysis and the Answers

Test of Error Analysis

This error analysis test is conducted as the instrument of collecting data for the research under the title Error Analysis in the Use of Passive Voice: A Case Study in the English Education Department of UMY Batch 2012. Please answer all the questions as you can and please, do not cheat even open any kinds of dictionary nor google. The researcher will not take any score at all and this test is going to be a private document. I need your honesty and cooperation. Thank you. Change the following active sentences to passive sentences if possible! Keep the same tense include the “by phrase” only if necessary.

1. People plant rice in Indonesia.  Rice is planted in Indonesia. 2. Shawn sells seashell on the seashore.

 Seashell is sold by Shawn on the seashore.

3. The translator translates that short story into many languages.  That short story is translated by the translator into many

languages.

4. The chef is grilling beef in the kitchen.

 Beef is being grilled by the chef in the kitchen. 5. The lizard is bamboozling the predator by cutting its tail.

 The predator is being bamboozled by the lizard by cutting its tail. 6. She is muddling up the thief on the way.

7. The firefighter has helped my family from the conflagration.  My family has been helped by the firefighter form the

conflagration.

8. The matador has won the game.

 The game has been won by the matador. 9. The magician has showed the best trick.

 The best trick has been shown by the magician. 10.Someone built that house twenty three years ago.

 That house was built twenty years ago.

11.Mr. George taught English at International School last month.

 English was taught by Mr. George at International School last month.

12. The president put off the meeting in the ball room last night.

 The meeting was put off by the president in the ball room last night.

13.My little sister was learning Spanish

 Spanish was being learnt by my little sister. 14.Jimmy was buying some flower for Clara.

 Some flower was being bought by Jimmy for Clara. 15. People were immortalizing Fir’aun in Egypt long time ago.

 Fir’aun was being immortalized in Egypt long time ago. 16.I had never seen dinosaur.

 Dinosaur had never been seen by me. 17.The robber had stolen the red car.

 The red car had been stolen by the robber. 18.Madonna had hidden my mobile phone.

19.Shally will buy the newest English book tomorrow.

 The newest English book will be bought by Shally tomorrow. 20.The adjudicators are going to give standing applause to you if you are

great on the stage.

 Standing applause is going to be given to you by the adjudicators if you are great on the stage.

21.Mike and Mark are going to discuss the agenda next week.

 The agenda is going to be discussed by Mike and Mark next week. 22.Mr. Leonardo should attend the meeting soon.

 The meeting should be attended by Mr. Leonardo soon. 23.The engineer must finish the design next week.

 The design must be finished by the engineer next week. 24.The students of PBI have to write thesis as a partial fulfilment of

requirements for the attainment of Sarjana Pendidikan degree.

 Thesis has to be written by the students as a partial fulfilment of requirement for the attainment of Sarjana Pendidikan degree. 25.The tourist guide ought to explain every single detail of the places to the

tourists.

 Every single detail of the places ought to be explained to the tourist by the tourist guide.

Translate these sentences into the right answer!

26.Hewan peliharaan saya diberi makan oleh adik perempuan saya setiap pagi.

 My pet is fed by my little sister every morning. 27.Mall itu dirampok oleh perampok tadi malam pukul 11.

 The mall was robbed by robber last night at 11 p.m. 28.Telepon genggam saya telah dirusak oleh pacar saya.

29.Anak ibu Jane diculik oleh orang tak dikenal kemarin.

 Mrs. Jane’s child was kidnapped by stranger yesterday. 30.Pipi Harry selalu ditampar oleh Rose setiap waktu.

 Harry’s cheek is always slapped by Rose everytime.

These questions are answered by: ______________________________

Thank you for your participation as the respondent for my thesis.

Best Regard

Tiyas Ayu Puspa Dewi 2012 054 0070