An Error Analysis Of Passive Voice Made By The Second Year Student Of SMA Negeri 1 Sigunung Pakpak Bharat

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AN ERROR ANALYSIS OF USING PASSIVE VOICE MADE BY THE SECOND YEAR STUDENTS OF SMA NEGERI 1 SIGUNUNG PAKPAK BHARAT

THESIS

ERMIDA BANCIN REG. NO. 080705001

DEPARTMENT OF ENGLISH FACULTY OF CULTURAL STUDIES UNIVERSITY OF SUMATERA UTARA MEDAN 2013

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ACKNOWLEDGEMENTS

First of all I would like to give my biggest gratitude to almighty Allah Subhanahuwa Ta’ala for blessing my life, giving me good health, strength, and patience especially during the process of finishing this thesis. Then shalawat and salam to prophet Muhammad SAW who has en lighted the life of all human beings.

I am also grateful to the Dean of Faculty of Cultural Studies University of Sumatera Utara, Dr. Syahron Lubis, M.A., for giving all students facilities to support their study. The gratitude is also expressed to the head Department of English Dr. H. Muhizar Muchtar, M.S. and Dr. Hj. Nurlela, M.Hum., as the secretary Department of English for the easiness and the facilities given to me during my study. And the writer also would like to thank to all lectures Department of English.

I also would like to express my gratitude to my supervisor Matius CA Sembiring and my co-supervisor Rahmadsyah Rangkuti. M.A. Ph.D respectively for helps, guidence, and contributions in my thesis. My gratitude is also expressed to all my lectures in English Department who taught me much and contributed the knowledge during the academic years.

My lovely thanks are due to my big family, my dad Ming Bancin and mom Rakimah Angkat who always give me their endless love, continual prayer, guidence, support morally and materially to kak lely, kak mira, kak ame, bg attan, nikmat for their believe that i can finish this thesis. They are motivators who raise my spirit in writing this thesis.

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Last but not least, to my friends ika, wilda, wulan, bg am, kak umi, kak ningsih, kak siti, fany, lijon, who have helped me in making this thesis. I really appreciate it, thank you guys. Thank you very much to all of the people whose names could not be mentioned one by one.

May ALLAH SWT always bless us all, Amiin.

Medan, The writer

Ermida Bancin 080705001

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AUTHOR’S DECLARATION

I, ERMIDA BANCIN DECLARE THAT I AM THE SOLE AUTHOR OF THIS THESIS EXCEPT WHERE REFERENCE IS MADE IN THE TEXT OF THIS THESIS. THIS THESIS CONTAINS NO MATERIAL PUBLISHED ELSEWHERE OR EXTRACTED IN WHOLE OR IN PART FROM A THESIS BY WHICH I HAVE QUALIFIED FOR OR A WARDED 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: Date :

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NAME : ERMIDA BANCIN

TITLE OF THESIS : AN ANALYSIS OF USING PASSIVE VOICE MADE BY THE SECOND YEAR STUDENT OF SMA NEGERI 1 SIGUNUNG PAKPAK BHARAT.

QUALIFICATION : S-1/ SARJANA SASTRA

DEPARTMENT : ENGLISH

I AM WILLING THAT MY THESIS SHOULD BE AVAILABLE FOR REPRODUCTION

AT THE DISCRETION OF THE LIBRARIAN OF DEPARTMENT OF ENGLISH, FACULTY OF CULTURAL STUDIES, UNIVERSITY OF SUMATERA UTARA ON THE UNDERSTANDING THAT USERS ARE MADE AWARE OF THEIR OBLIGATION UNDER THE LAW OF THE REPUBLIC OF INDONESIA.

SIGNED: DATE:

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ABSTRAK

Salah satu pelajaran bahasa inggris yang harus dipelajari oleh siswa adalah mengenai grammar. Skripsi yang berjudul “An Error Analysis Of Passive Voice Made By The Second Year Student Of SMA Negeri 1 Sigunung Pakpak Bharat”. Ini adalah analisis terhadap kemampuan siswa kelas 2 SMA Negeri 1 Pakpak Bharat untuk menguasai pengetahuan tentang grammar, khususnya passive voice. Tujuan dari analisis ini adalah untuk mengetahui sejauh mana kemampuan siswa siswa tersebut mengenai passive voice. Rumusan masalah dari analisis ini adalah “sejauh mana kemampuan siswa kelas 2 SMA Negeri 1 Sigunung Pakpak Bharat menguasai tentang penggunaan passive voice”. Batasan dari analisis ini adalah untuk mengetahui sejauh mana kemampuan siswa tersebut dalam penguasaan pelajaran passive voice serta kesalahan kesalahan dalam penulisan. Analisis ini menggunakan metode deskriptif quantitatif dari teori Guy, yang menggunakan sampel atau pengumpulan data 15%.

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ACKNOWLEDGEMENT

AUTHOR’S DECLARATION

……….

v

COPY RIGHT DECLARATION ……….

vi

ABSTRACT

………

vii

……… viii

CHAPTER I INTRODUCTION ……… 1

1.1 Background of the Study ……… 1

1.2 Problem of the Study ……… 6

1.3 Objectives of the Study ……….…………... 7

1.4 Scope of the Study ……… 7

1.5 Significance of the Study ……… 7

CHAPTER II REVIEW OF RELATED LITERATURE ……… 9

2.1 Description of Error Analysis ……… 9

2.1.1 Passive Voice ……… 11

2.1.2 Form of Passive Voice ……… 11

2.1.3 Use of Passive Voice ……… 14

2.1.4 Types of Error ……… 16

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CHAPTER III METHOD OF RESEARCH ……… 20

3.1 Research Method ……….... 19

3.2 Population and Sample ……….... 19

3.3 Data Collecting Method……… 21

3.4 Data Analysis Method………. 21

CHAPTER IV FINDING AND ANALYSIS ………. 23

4.1 Description of Data ………. 23

4.2 Data Analysis ………. 25

4.2.1 Describing The Errors ………. 25

4.2.2 Types of Error ………. 27

4.2.3 Causes of Errors ………. 77

CHAPTER V CONCLUSIONS AND SUGGESTION ………. 78

5.1 Conclusion ………. 78

5.2 Suggestion ………. 79 REFERENCES

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ABSTRAK

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CHAPTER I

INTRODUCTION

1.1Background of the Study

Language has various definitions. Language is very beneficial in our life. Language is used to communicate to each other, to make our life easier. There is no reason to say that language is less crucial than other aspects for the lives of human.

According to Sapir (1921:9) “Language is a system of arbitrary vocal and visual symbols used by people in a given culture to carry on their daily affairs”. It means that an integrative view combining aspects and function of language. This definition covers three important components: (a) internal structure, (b) speech community in a given culture, and (c) communicative function of language. Montgomert (1962:15) says “Language is order to communicate one with another, to express our personal reactions to situations, to simulate a response in someone else, and for the sake of thinking something out”. It means that language is not only can be conveyed verbally but also can be conveyed by situation and condition that we feel. Knapp and Watkins (2005:29) says “That language is always produced, exchanged or received as text; that is, language as a system of communication is organized as cohesive units we call text”. From the statement above language can be changed, into other forms for communication. It based on who is our opponent. Children, teenangers or parents.

To know parts of the language, we have to study about grammar. Grammar is one of the aspects of teaching English. Grammar is the most important part of

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language for anyone, which would be understood first before being able to construct the sentence.

In the case of foreign language learners, the students may make some errors, for it requires sufficient understanding of every student’s ability. In order to analyse learner’s errors in a proper perspective, it is crucial to make distinction between mistakes and errors. A mistake refers to a performance error that is a failure to utilize a known system correctly.

Error may occur in all components of language such as grammar. Knapp (2005:33) says that grammar therefore needs to deal with language from three perspectives: the generic, the textual, and syntactical. Error is a systematic deviation from the accepted system of target language. Mistake is a non systematic deviation from accepted system of the target language. While lapse is a non systematic deviation from the accepted system of language being learnt it’s usually due to human limitation such as tiredness, nervous, and fatigue.

Passive voice is used when the focus is on the action. It is not important or not known; however, who or what is performing the action.

Example: My bike was stolen.

In the example above, the focus is on the fact that my bike was stolen. I do not know, however, who did it.

Sometimes a statement in passive is more polite than active voice, as the following example shows:

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In this case, I focus on the fact that a mistake was made, but I do not blame anyone. Example: You have made a mistake.

1.1.1 Form of Passive

Subject + finite form of to be + Past Participle (3rd column of irregular verbs)

Example: A letter was written.

When rewriting active sentences in passive voice, note the following:

 the object of the active sentence becomes the subject of the passive sentence  the finite form of the verb is changed (to be + past participle)

 the subject of the active sentence becomes the object of the passive sentence (or is dropped)

1.1.2 Examples of Passive

Tense Subject Verb Object

Simple Present

Active: Rita writes a letter.

Passive: A letter is written by Rita.

Simple Past

Active: Rita wrote a letter.

Passive: A letter was written by Rita.

Present Perfect

Active: Rita has written a letter. Passive: A letter has been written by Rita.

Future I

Active: Rita will write a letter.

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Present

Active: Rita can write a letter.

Passive: A letter can be written by Rita.

SMA Negeri 1 Sigunung is one of the state schools in Pakpak Bharat located on Jln. Kuta Onan Kec. STU Jehe Pakpak Bharat. The location of the school is in the Pakpak Bharat, about 90 km from Medan. Through this research, the writer wants to know how well the Pakpaknese at SMA Negeri I Sigunung in studying of passive voice.

The writer was a student at SMA Negeri 1 Sigunung Pakpak Bharat the understanding about English is not really good there. So, the writer wants to do the research there to know the development of their understanding about English now

Tense Subject Verb Object

Present

Progressive

Active: Rita is writing a letter.

Passive: A letter is being written by Rita.

Past Progressive

Active: Rita was writing a letter. Passive: A letter was being written by Rita.

Past Perfect

Active: Rita had written a letter. Passive: A letter had been written by Rita.

Future II

Active: Rita will have written a letter. Passive: A letter will have been written by Rita.

Conditional I

Active: Rita would write a letter. Passive: A letter would be written by Rita.

Conditional II

Active: Rita would have written a letter. Passive: A letter would have been written by Rita.

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especially in passive voice. The writer also wants to know the ability of second year of studying passive voice. Passive voice is the high level in grammar, so there are often errors in understanding and making of passive voice.

The second year student divided into three different groups, first group was 40 students, second was 40 students and the third has 40 students. The whole population of the students are 120. There are some previous researchers who had ever analyzed about grammar at SMA (Sekolah Menengah Atas) that is at the second year student’s ability to master grammar in multiple choices. But, some of them always suggested for the readers who are interested in analyzing about grammar in writing skill so that the next researchers do their research at the second year student’s ability to master grammar at different school. Considering that explanation, I choose SMA Negeri 1 Sigunung Pakpak Bharat of the second year students of this school as the population. SMA Negeri 1 is one of the state schools in Pakpak Bharat located on Jln. Kuta Onan Kec. STU Jehe Pakpak Bharat.

In Kurikulum Tingkat Satuan Pendidikan (KTSP) Bahasa Inggris SMA stated that the curricular objective of teaching English to the students is to improve their ability in the three language skills, namely: (listening), (speaking), and (reading). In their curriculum, the first, the second, and the third year students get English subject twice in a week for each class and the time 2x 45 minutes for one meeting was allotted. The second year students of SMA have some topics of English grammar that have to be learnt for one year. They are tenses, personal pronoun, passive voice, adjective, exposition, conjunction, noun clause, question tags, and reading. Based on that curriculum they learn so many grammars that are why the writer wants to test them. That’s why, the study of my thesis is to describe and analyze to what extend

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the second year student’s ability at SMA Negeri 1 Sigunung Pakpak Bharat in understanding passive voice.

1.2Problem of the Study

The problem of this research is formulated as follows:

1. What kind of errors is made by the second graders of SMA Negeri 1 Sigunung Pakpak Bharat in using passive voice.

2. What are causes of the errors made by the second year of SMA Negeri 1 Sigunung Pakpak Bharat in using passive voice.

3. What are the percentages of errors made by the students in using those passive voice.

1.3 Objective of the Study

1. To classify the kinds of error made by the students of SMA Negeri 1 Sigunung Pakpak Bharat in using passive voice.

2. To find the causes of the error made by the students of SMA Negeri 1 Sigunung Pakpak Bharat in using passive voice.

3. To count the percentage of errors made by the students of SMA Negeri 1 Sigunung Pakpak Bharat in using passive voice.

1.4Scope of the Study

In research, it is very important to limit the scope of analysis to get the relevant data. It will be better by limiting the analysis into the errors of using passive voice. In this thesis the writer would like to analyze the errors in using passive voice,

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especially in simple present, simple past, present progressive, and simple future made by second year of SMA Negeri 1 Sigunung Pakpak Bharat.

1.5Significance of the Study

Findings of this study, the writer hopes that this thesis is expected to be useful for students and teachers.

The result of this research is expected to be useful for some sides.

(1)To know the grammatical errors in students’ ability at SMA Negeri 1 Sigunung Pakpak Bharat.

(2)To know to what extend the second year student’s ability at SMA Negeri 1 Sigunung Pakpak Bharat understanding passive voice.

(3)This research is also hoped as the source of information for those who are interested in this topic.

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CHAPTER II

REVIEW OF LITERATURE

2.1 Description of Error Analysis

We often hear that people make a lot of mistakes in their past time and eventually be successful in the future. It may be occurred in learning a language or a target language. The definition of error can be seen through the classification of errors. The classification is very important to explain the error analysis.

Richards (1985) in Sembiring (2011:5) says that errors result from incomplete learning and knowledge of learners about target language system.

Norrish (1983) in Sembiring (2011:5) says that errors result from incomplete learning and knowledge of learners about target language system.

Norrish (1983:7) in Sembiring (2011:5) says that error is systematic deviation from the accepted system of the target language. Mistake is non systematic deviation from the accepted system of a language being learned and it usually due to human limitation such as tiredness, nervousness, and fatigue. It means that errors may occurs because of human factor in mastering the target language such as the limitation of memory, psychological problem and do not understand about the material of subject. In another side, the learners never recognize their errors or they never know that they have made errors.

Learning sometimes needs a process in which the success will come by profiting from their errors. From those opinions above, it can be concluded that error is a deviation that is made by the learners because they do not understand the rules of second language and cannot be corrected by themselves while they are learning.

While the diminishing of errors is an important criterion for increasing language proficiency, the ultimate goals of second language learning is the attainment of

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communicative fluency in a language. Error analysis is used to analyze and classify the learners error from which the learners learning problem can be inferred.

Brown (2000) in Sembiring (2011:6) says that the errors can be observed, analyzed, and classified to reveal something of the system operating within the learner, led to a surge of study of learners errors, called analysis.

Corder (1981) in Sembiring (2011:6) says that error analysis is study analysis of the errors made by the second of foreign language learners to the predict the errors or the difficulties in learning foreign language. Error analysis may be carried out in order to:

1. Find out how someone learns a language 2. Find out how someone knows language, and

3. Obtain information on common difficulties in language learning.

Thus, error analysis is the study and the analysis of error made by language learners which function as to give the information on how they learn a language, how well they know the language and what difficulties faced by them in achieving the objective.

For the beginners, learning English grammar may be difficult. Moreover the grammar is a second language to them. The beginners might produce many errors since the grammar they learn is a second language grammar. The word error is commonly used when the beginners give the wrong answer of respond to the grammar question.

This chapter consists of two parts the first one will talk about the errors and the second will talk about the grammar passive voice.

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2.1.1 Passive Voice

Passive voice is used when the focus is on the action. It is not important or not known; however, who or what is performing the action.

Example: My bike was stolen.

In the example above, the focus is on the fact that my bike was stolen. I do not know, however, who did it

2.1.2 Form of Passive Voice

Just for review, based on Hancock (2005:85) the three step process forming a passive form is as follows:

1. The receiver of the action is moved into the grammatical subject slot.

2. A verb to be auxiliary is added to the verb phrase and the lexical verb changes to past participle (For regular verbs, past tense and past participle forms will be identical)

3. The actor moves into the predicate phrase with the help of the preposition by To further complicate things (or make them rich and interesting), passive verb phrases can also carry tense or modality and aspect. No matter how complex the verb phrase, through, the lexical verb in a passive verb phrase will always be past participle and the verb to be will always be its closest auxiliary.

Based on Hancock (2005:83) passive voice is divided into twelve, they are: 1. Present passive

Example: My dinner is eaten by your dog 2. Present plus progressive plus passive

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3. Past passive

Example: My dinner was eaten by your dog 4. Past plus proggresive plus passive

Example: My dinner was being eaten by your dog 5. Present plus perfect plus passive

Example: My dinner has been eaten by your dog 6. Past plus perfect plus passive

Example: My dinner had been eaten by your dog

7. Present plus perfect plus perfect progressive plus passive Example: My dinner has been being eaten by your dog 8. Past plus perfect plus proggresive plus passive

Example: My dinner must be being eaten by your dog 9. Modal plus passive

Example: My dinner must be eaten by your dog 10.Modal plus progressive plus passive

Example: My dinner must be being eaten by your dog 11.Modal plus perfect plus passive

Example: My dinner must have been eaten by your dog 12.Modal plus perfect plus progressive plus passive

Example: My dinner must have been being eaten by your plus passive.

Passive clauses can get trickier to recognize when the actor is left out of the predicate phrase, leaving us with is called an agent less passive. This is frequently the case when we can see the results of an action, but we aren’t sure who or what did

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it. We may say something like My radio was stolen or My car was broken into, without adding the rather unhelpful phrase by someone.

The changes from an active sentence to passive sentence to passive sentence do not change the tense that is used by the sentence. In other word, the tense from the passive sentence will follow the pattern to the active sentence.

Based on Djuhari (2008:132), there are six things that should be follow to change the active sentence to passive sentence, they are:

1. The subject in the passive sentence is come from the object of actif sentence.

2. The “ing” form in active form in active sentence becomes “being” in the passive sentence

3. The tenses in passive sentence follows the form of active sentence

4. Only the transitive sentence (sentence with object) that can be changed into passive and or passive sentence is only a transitive verb.

5. Verb past participle (verb 3) in the passive sentence is formed from the verb in the active sentence

6. 6. The passive sentence is used when we want to show the result of the act form the subject act.

2.1.3 Use of passive voice

Based on Surayin (1999:384) there are five uses of passive voice, they are: 1. When no need to mention the subject because there is the exact person.

Example: The rubbish hasn’t been collected

2. When we do not know, do not know exactly, or forget who does the activity Example: The minister was murdered

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3. When the subject in the active is indefinable preposition Example: He is suspected of receiving stolen goods

4. When we are more interested in activity then people who does it Example: The house next door has been bought by a Mr Jones

5. The passive voice can be used to avoid the sentence that is dissonant not in grammatical orders. Usually it is done by avoiding the change from the subject of the sentence.

Based on Akhmad (2004:30), the general pattern of passive voice are: 1. The intransitive verb is not used in passive, except, if the verb uses

sing

Example: She sings a fine song

2. If the sentence changed from active to passive, the object for the active verb becomes the subject for the passive verb.

Example: a. Object for active verb

Example: Linda can make tarts b. Subject for passive verb

Examples: Tarts can be made by Linda

3. Retained object or two object in active sentence, when it is changed to passive voice, there are remain object. Retained object may be an indirect object from the active verb, or direct object from the verb.

1. a Indirect object from the verb Active verb

Example: We gave him a prize a. Passive verb

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Active verb

Example: A prize was given him by us 2. b Direct object from the active verb

a. Active verb

Example: We gave him a prize b. Passive verb

Example: He was given a prize by us

3.c Whenever the transitive verb from the uncompleted prediction is changed from the active to passive, the object complement becomes the subject compliment.

Example: They elected him President

2.1.4 Types of Error

According to Dulay, Burt, and Krashen in James book (1998) as cited by Sembiring (2011:7) errors can be classified into four types, they are:

1. Errors of ommision

It is a sentence where an element is omitted, actually it should be presented. Example : I not go to school by bus everyday

It should be : I do not go to school by bus everyday 2. Errors of addition

It is a phenomenon in which a certain aspect of language rules is added into a correct order (correct sentence), in order words some elements are presented which should not be presented.

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It should be : We study English three times in a week 3. Misformation

Misformation is the error of using one grammatical form in the place of another grammatical form.

Example : I doesn’t know him It should be : I don’t know him 4. Misordering

It is a sentence which its order is incorrect. The sentence can be right in presented elements, but wrongly sequenced.

Example : She not does come early to school It should be : She doesn’t come early to school.

2.1.5 Causes of Error

Brown (2000) in Sembiring (2011:8) says that cause of errors can be divided into 2 categories, they are:

1. Intralingual errors that is error caused by interference of the learner’s mother tongue. A different class of error is represented by sentence 2. Intralingual errors that are cause of errors resulting from complicated

system of the target language itself.

Richards (1985:47) says that the intralingual errors are divided into 4. terms, they are:

1. Over generalization

Over generalization happens when a learner uses a certain structure that is over generalization in the target language. It is caused the learners basic experience of certain structure. Generally, overgeneralization is the

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creation of one deviant structure in place of two regular structures, for example: “She can sing”. In this case, there is an over form of a structure verb “sing” becomes “sings”. It should be “she can sing”, because “she” usually uses verb+s. For example: She sings.

2. Ignore of rule restriction

Ignore of rule restriction is failure to observe the restriction of existing structures. That is the application of rules to context where they do not apply. Example : The baby crying was

It should be : The baby was crying 3. Incomplete application of rules

Incomplete application of rules means errors are due to the occurrence of structure whose deviancy represents the degree of development of rules required to produce acceptable utterance. The learners fail to produce a correct sentence according to the standard rules.

Example : You student It should be : You are student

4. False concept hypothesized means basically errors are the result from

faulty comprehension of distinction in the target language.

Example : she is not go to school yesterday It should be : she did not go to school yesterday

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CHAPTER III

METHODOLOGY

3.1 Research Method

There are three kinds of research based on the location of the research in library, laboratory, and field research (Bungin, 2005:40-41). In this thesis, the writer took field research to collect the data and the writer also applied library research to obtain information to support the analysis. The method of the study that used is quantitative method. It meant that quantitative research applies numbers from collecting the data, describing the data, until the result of research. The result of the test was described as they were in term of exiting condition without any interference of the researcher.

This research was conducted at which is located SMA Negeri 1 Sigunung Pakpak Bharat Jl. Kuta Onan Kec. STU Jehe Pakpak Bharat. The subject of research was the second graders of SMA Negeri 1 Sigunung Pakpak Bharat. They consist of three classes that divided two programs. They are IPS and IPA program. The reason to choose SMA Negeri 1 Pakpak Bharat as location of research is in terms of accessible time and fund and the same research had never been conducted in there.

3.2 Population and Sample

The population of this research is the 2011/2012 second year students of SMA Negeri 1 Sigunung Pakpak Bharat. There are four classes altogether and four classes consist of 60 and two classes 60 students. So, all the students of second grader are 120 students. Considering that the numbers of the students are great enough, and since there is the limitation of time, energy, and fund. Not all the

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students of the second grader become the sample of this research. The writer take out 15% of the students from each class as the respondents in order to get an accurate conclusion of that test. As Arikunto (2002:112) says “if the population consists of a large number, the sample can be taken from 10%,-15%-20%-25% or more. It depends on the ability of researcher by considering time, energy, and fund”. So, 15% of the students from each class are: 15/100x 60= 15 students. I will give lottery to each class to pick five students to present their class.

The number of the students who will be the respondents are 4 classes x 5 students=20 students. It means that the percentage of the sample is 30/200 x 100%= 15 %. So, I conducting this research random sampling will be applied based on Gay (1984:104) states that random sampling is the best single way to obtain a representative sample. Random sampling is presented by distributing and giving a paper to the students. The students who get the paper with the word “sample” become the respondents or sample.

Table 1

The number of Population and Sample

NO CLASS POPULATION SAMPLE 15 %

XII IS 60 9

120 18

Based on information from their English teacher, the writer knows that they have learned about passive voice from second grader. So that they already have good basic about the structure of passive voice.

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3.3 Data Collecting Method

The writer gave a test to collecting the data as the data collecting method. The writer asked the second graders as the respondents who took part in the test to have a test which contains 15 questions. The writer only gave 60 minutes for the students to answer question. Each correct answer was scored 0, so the highest score was 15. The items of the were taken from book. The aim of this test was to analyze the student’s errors in using passive voice in quantitative method.

3.4 Data Analysis Method

The data were analyzed to identify the cause of the problems. In analyzing the student’s errors, the research used some procedures, they were:

1. Scoring the student’s answers

The researcher obtained the scoring by applying the following formula by Arikunto (2005:176)

S=R Where: S= Score

R= Right answer

2. Identifying the students errors 3. Classifying the errors

4. Finding causes of the errors

The researcher obtained the percentage errors by applying following formula by Bungin (2006:133)

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Where:

N : The percentage of errors

FX : Number of errors for each types N : Number of all errors

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CHAPTER IV

FINDING AND ANALYSIS

4.1 Description of Data

In this section, the writer wants to work out on the errors which are made by the second year students of SMA Negeri 1 Sigunung Pakpak Bharat in using passive voice. In order to handle the analysis, the writer commits Bungin’s procedure of error analysis as has been mentioned in chapter III. For this purpose, the writer tries to tabulate the item of the test, so the writer will find out the number of students who are able to answer the items correctly. The researcher will also know the most difficult items and where the students make the errors.

Table 1

The Student’s Scores

The Student’s Initial Name

Correct

Incorrect

1 PWK 6 14

2 FFF 7 13

3 SWN 3 17

4 AIF 1 19

5 IL 13 7

6 CP 5 15

7 TAG 12 8

8 FJ 5 15

9 FS 5 15

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11 SI 6 14

12 AKA 3 17

13 NN 6 14

14 HM 5 15

15 N 8 12

16 SEK 5 15

17 LA 6 14

18 IH 6 14

19 RJF 7 13

20 RAE 6 14

Total Score Average

120 280

6 14

Based on the table above, the total score from the correct answers were 120 and incorrect answers were 280. Then, the average score from the correct answers were 6 and incorrect answers were 14. Average shows that about six questions are answerable for the students whereas the remain fourteen are non answerable.

4.2 Data Analysis

4.2.1 Describing the Errors

To find out the student’s errors, the items analysis procedures were used. In this analysis, the errors were based on the student’s response in answering the test. If the students made incorrect respond then it was called that he or she made errors.

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Table 2

The Item Analysis

Question Correct Percentage Incorrect Percentage

1 17 85% 3 15%

2 16 80% 4 20%

3 14 70,00% 6 30%

4 13 65% 7 35%

5 12 60% 8 40%

6 8 40% 12 60%

7 8 40% 12 60%

8 5 25% 15% 75%

9 3 15% 17 85%

10 3 15% 17 85%

11 2 10% 18 90%

12 2 10% 18 90%

13 2 10% 18 90%

14 2 10% 18 90%

15 2 10% 18 90%

16 1 5% 19 95%

17 1 5% 19 95%

18 1 5% 19 95%

19 1 5% 19 90%

20 0 0% 0% 0%

(33)

Based on the table above, it shows that the total of students’ correct answer was 114 or 28,5% and incorrect 266 or 66,5%.

4.2.2 Types of Errors

To know the types of errors made by the students, we can see it from the table below.

Table 3

Types of Errors

1. “Some workers were loading the containers into the van”

The passive from the above sentences is: ‘the containers_____ into the van’. A. Were loaded D. Were being loaded?

B. Were loading E. Are to be loaded C. Be loaded

The right answer is: D. Were being loaded

No Student’s initial name

Wrong answer

Types of Errors

Omission Addition Misformation Misordering

1 TAG Be loaded 

AKA Were

loaded



(34)

FJ Were

loaded



FS Were

loaded



HA Were



7 IL Be loaded 

PAELG Were



2. “A well-known architect is designing our new office.”

The passive form of the above sentence is “our new office ____ by a well-known architect.

A. Designs D. Is designed

B. Designed E. Is being designed

C. Be designing

The right answer is: E. Is being designed

No Student’s initial name

Wrong answer

Types of Errors

Omission Addition Misformation Misordering

(35)

designing

AIF Be

designing



RFS Be

designing



CPA Is being

designed



FC Is being

designed



FS Is being

designed



HN Is being

designed



SEK Is being

designed



HM Is being

designed



IH Is being

designed



JL Is being

designed



SI Is being

designed



(36)

designed

NN Is being

designed



PWK Is being

designed



FFF Is being

designed



RJF Is being

designed



NJ Is being

designed



3. The stewardess is now serving coffee to the passengers. The passive form of the above sentence is ....

A. The passengers are serving coffee now B. The passengers are now served coffee C. Coffee is now served by the passengers D. Coffee is now being served to the passengers E. Coffee is now served to the passengers

The right answer is: D. Coffee is now being served to the passengers

No Student’s initial name

Wrong answer

Types of Errors

(37)

AKA The