Mistake was the consequence of the desperate performance of language
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
didnt study. You got five because you
didnt 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. Udas 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.
b. Archi-form. This subtype of misformation was the selection of a
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 m
ethodology aspect and describe the learners’ acquaintance of the target language because it is a branch of Applied Linguistics. Brow
n’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 language properly. For the teachers, it was such a tool to evaluate them whether
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: Langu
age 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. Error evaluation. It involved a reflection that errors had on the person
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
c haracteristic 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 + V
3
past participle.” In the passive voice, the object of an
active verb becomes the subject of the passive verb Azar, 1989.
Examples: 1.
Active: Princess writes a thesis.
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
pretty.
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 e
rror 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.
A survey research was chosen due to the fact that this problem happened
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 8.
Modal Verb
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 characteristics of a circumstance as it naturally occurs Polit Hungler, 1999.
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 25
th
, 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 Dul
lay’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
Total 667
100,00
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
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.
Chart 4.3. Percentage of Error Types in 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 Total
37 100,00
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
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 past tense, they were from Be which had the highest percentage 52 errors from 159 total of errors or 32,70, Omission
36 errors from 159 total of errors or 22,64, By Phrase 31 errors from 159 total of errors or 19,50, V3 19 errors from 159 total of errors or 11,95,
Addition 14 errors from 159 total of errors or 8,81, Subject - Object 6
errors from 159 total of errors or 3,77, and the lowest error was Singular - Plural
1 errors from 159 total of errors or 0,63.
These table and chart described the common error used in past continuous tense.
Table 4.6. The Total Each Error in Past Continuous Tense
Past Contin
u ou
s T en
se Types of Errors
Total Errors Percentage
Omission 7
x 100 = 10,45
Be 21
x 100 = 31,34
V3 4
x 100 = 5,97
By Phrase 14
x 100 = 20,90
Addition 8
x 100 = 11,94
Singular – Plural
11
x 100 = 16,42
Subject - Object 2
x 100 = 2,99 Total
67 100,00
Types of Errors
10,45 31,34
5,97 20,90
11,94 16,42
2,99
Past Continuous 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 past continuous tense.
Chart 4.6. Percentage of Error Types in Past 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 past continuous tense, they were from Be which had the highest percentage 21 errors from 67 total of errors or 31,34, By
Phrase 14 errors from 67 total of errors or 20,90, Singular - Plural 11 errors
from 67 total of errors or 16,42, Addition 8 errors from 67 total of errors or 11,94
, V3 4 errors from 69 total of errors or 5,97 and the lowest percentage of error was Subject - Object 2 errors from 67 total of errors or
2,99 .
These table and chart described the common error used in past perfect tense.
Types of Errors
22,22 46,67
11,11 6,67
11,11 0,00
2,22
Past Perfect Tense
Omission Be
V3 By Phrase
Addition Singular - Plural
Subject - Object
Table 4.7. The Total Each Error in Past Perfect Tense
Past Pe
rf ec
t Te n
se Types of Errors
Total Errors Percentage
Omission 10
x 100 = 22,22
Be 21
x 100 = 46,67
V3 5
x 100 = 11,11
By Phrase 3
x 100 = 6,67
Addition 5
x 100 = 11,11
Singular – Plural
x 100 = 0,00
Subject - Object 1
x 100 = 2,22 Total
45 100,00
The chart below represented the recapitulation of the types of errors commonly made by the students in using passive voice for past perfect tense.
Chart 4.7. Percentage of Error Types in Past 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 past perfect tense, they were from Be which had the highest percentage 21 errors from 45 total of errors or 46,67, Omission
10 errors from 45 total of errors or 22,22, V3 and Addition had the same total percentage each had 5 errors from 45 total of errors or 11,11, By Phrase
3 errors from 45 total of errors or 6,67, Subject - Object 1 errors from 45 total of errors or 2,22, and the lowest percentage of error was Singular
– Plural
0 errors from 45 total of errors or 0,00.
These table and chart described the common error used in simple future tense including ‘be going to’.
Table 4.8. The Total Each Error in Simple Future Tense including ‘Be
Going To ’
S impl
e Futu re
T en
se In
clu d
in g
‘ B
e Goi n
g To ’ f
or m
Types of Errors Total Errors
Percentage
Omission 24
x 100 = 30,38
Be 15
x 100 = 18,99
V3 11
x 100 = 13,92
By Phrase 4
x 100 = 5,06
Addition 5
x 100 = 6,33
Singular – Plural
13
x 100 = 16,46
Subject - Object 7
x 100 = 8,86 Total
79 100,00
Types of Errors
30,38
18,99 13,92
5,06 6,33
16,46 8,86
Simple Future 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 simple future tense including ‘be going to’.
Chart 4.8. Percentage of Error Types in Simple Future Tense Including ‘Be
Going To ’ 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 made by the
student in using passive voice in simple future tense including ‘be going to’
form, they were from Omission which had the highest percentage 24 errors from 79 total of errors or 30,38, Be 15 errors from 79 total of errors or
18,99 , Singular - Plural 13 errors from 79 total of errors or 16,46, V3 11
errors from 79 total of errors or 13,92, Subject - Object 7 errors from 79 total of errors or 8,86, Addition 5 errors from 79 total of errors or 6,33, and the
lowest percentage of error was By Phrase 4 errors from 79 total of errors or 8,86
.
These table and chart described the common error used in modals.
Table 4.9. The Total Each Error in Modals
M od
als Types of Errors
Total Errors Percentage
Omission 25
x 100 = 29,41
Be 13
x 100 = 15,29
V3 17
x 100 = 20,00
By Phrase 6
x 100 = 7,06
Addition 10
x 100 = 11,76
Singular - Plural 9
x 100 = 10,59
Subject - Object 5
x 100 = 5,88 Total
85 100,00
The chart below represented the recapitulation of the types of errors commonly made by the students in using passive voice for modals.
Types of Errors
29,41
15,29 20,00
7,06 11,76
10,59 5,88
Modals
Omission Be
V3 By Phrase
Addition Singular - Plural
Subject - Object
Chart 4.9. Percentage of Error Types in Modals
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 modals, they were from Omission which had the highest percentage 25 errors from 85 total of errors or 29,41, V3 17 errors
from 85 total of errors or 20,00, Be 13 errors from 85 total of errors or 15,29
, Addition 10 errors from 85 total of errors or 11,76, Singular - Plural
9 errors from 85 total of errors or 10,59, By Phrase errors from 85 total of errors or 7,06, and the lowest percentage of error was Subject - Object
5 errors from 85 total of errors or 5,88.
According to the data above, it could be sorted from the tense which had the highest errors to the lowest one, as follows:
Table 4.10. The Total Types of Errors in the Use of Passive Voice Each Tense
Question Number
Error Each
Tense Total Kinds of Errors
Total Average
Percentage Omi
Be V3
By Add
S-P S-O
1
Simple Present
2 2
13 5
4 2
28
119 23,8
13,77
2 1
3 4
1 2
11 3
9 4
1 1
4 1
20 26
13 4
12 2
1 32
30 7
7 8
4 2
28 4
Present Continu
ous
6 9
2 1
4 1
23
76 25,3
14,65
5 6
7 6
3 3
5 30
6 6
8 5
3 1
23 7
Present Perfect
9 5
2
16 37
12,3
7,13
8 2
5 2
1 1
11
9 3
6 1
10
10
Simple Past
5 5
3 13
6
32
159 26,5
15,33
11 2
10 2
2 1
2
19
12 9
10 1
2
22
27 7
9 9
3 4
32
28 2
11 3
1 1
1
19
29 11
7 2
12 2
1
35
13
Past Continu
ous
2 8
1 1
1 1
14 67
22,3
12,92
14 3
9 2
1 3
1 1
20
15 2
4 1
12 4
9 1
33
16
Past Perfect
3 8
2 3
1
17 45
15,0
8,68
17 4
8 4
1 1
18
18 3
5 1
1
10
19
Present Future
Includi ng be
going to
form
6 5
3 1
15 79
26,3
15,23
20 10
5 5
3 3
6 7
39
21 8
5 3
2 7
25
22
Modals Verb
3 2
4 2
2 1
14 85
21,3
12,29
23 4
3 2
2 2
13
24 7
4 6
2 2
8 1
30
25 11
4 5
4 1
3
28
Total 667
172,9
100,00
Errors in Each Tense
13,77 14,65
7,13 15,33
12,92
8,68 15,23
12,29
Errors in Each Tense
Simple Present Present Continuous
Present Perfect Simple Past
Past Continuous Past Perfect
Simple Future Modals
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 4.10. Percentage of Errors in the Use of Passive Voice Each Tense
Based on the table and the chart above, the researcher concluded the percentage of the total errors each tense from the highest to the lowest one by the
total average, they were from Simple Past Tense which had the highest percentage with the error average 26,5 from 5 questions or 15,33 errors. In the
second rank was Simple Future Tense including ‘Be Going To’ form with the
error average 26,3 from 3 questions or 15,23 errors. In the third rank was Present Continuous Tense
with the error average 25,3 from 4 questions or 14,65 errors.
In the fourth rank was Simple Present Tense with the error average 23,8 from 5 questions or 13,77 errors. In the fifth rank was Past
Continuous with the error average 22,3 from 3 questions or 12,92 errors. In
the sixth rank was Modals with the error average 21,3 from 4 questions or 12,29 errors.
In the seventh rank was Past Perfect Tense with the error average 15,0 from 3 questions or 8,68 errors. In the eighth or the lowest tense
with its errors was Present Perfect Tense with the error average 12,3 form 3 questions or 7,13 errors.
The following table showed several sentences which had been classified by the researcher. These were several examples of error types in using passive
voice from Misformation error. There would be full correction errors in the
appendix 2.
Table 4.11. Table of the Error Types Examples
Error Types
The Examples of Error Types
Explanation and Correction
Omission
Active:
There are two omissions in this sentence. They are short and
by.
The translator translates that short story into many
languages.
Passive: The revision should be:
That story is translated the translator into many
languages. The short story is translated by
the translator into many languages.
Singular - Plural
Active:
To be of this sentence should be is because the phrase the
agenda showed that its singular, not plural.
Mike and Mark are going to discuss the agenda next
week.
Passive: The revision should be:
Next week the agenda are going to be discussed by
Mike and Mark. The agenda is going to be
discussed by Mike and John next week.
V3
Active:
The respondent did not change the verb into past participle or V3 in
this sentence. She is muddling up the thief
on the way.
Passive: The revision should be:
The thief is being muddle up by her on the way.
The thief is being muddled up by her on the way.
Be
Active:
This sentence used simple past tense, but the respondent did not
change the
‘to be’ with was
instead. Mr. George taught English
at International School last month
Passive: The revision should be:
English is taught by Mr. George at International
School last month.
English was taught by Mr. George at International School last month.
Addition
Active:
The respondent give an additional which in this sentence that is not
necessary because it is not an adjective clause.
The translator translates that short story into many
languages.
Passive: The revision should be:
That short story which is translated by translator into
many languages. That short story is translated by
translator into many languages.
By Phrase
Active:
The respondent forgot to put the by-phrase in this sentence.
I had never seen dinosaur.
Passive: The revision should be:
Dinosaur had never been seen.
Dinosaur had never been seen by me.
Subject- Object
Active:
There are two errors here; they are the subject-object and singular-
plural. The respondent taught that the word people is plural,
she used to be are instead.
Rice is planted rice in Indonesia
Passive: The revision should be:
People are planted rice in Indonesia
Rice is planted in Indonesia.
Based on all the tables above the highest total error was
‘Be’ which had the error 182 of 667 total error or 27,29 . The researcher allocated different
tenses in the test in order to know the error in different tenses and the data showed that each tense had different errors. The highest error for simple present tense,
simple future tense includi
ng ‘be going to’ form, and modals were ‘Omission’ with different percentage each. The highest error for present continuous tense,
present perfect tense, simple past tense, past continuous tense, and past perfect tense were
‘Be’ with different percentage each.
All those errors were commonly made by the respondents who had taken several grammar courses in which grammar materials including passive voice
should have been mastered. Unfortunately many of them made errors almost for all tenses. The college students in the last semester should have mastered the
grammar due to the reason that last semester students had already learnt and mastered the grammar subject. To sum up, the students had already taken several
courses regarding the passive voice and had master the passive voice itself, but
unfortunately many of them still made errors in forming Misformation; their
common errors include omission, ‘be’, and ‘v3’. According to Richard 1985,
this phenomenon was called Intralingual Error or Intralingual Transfer that
was the reflection of the broad features of rule learning, such as incomplete rules, faulty generalization, and failure to learn conditions under rules apply. It could be
seen that the respondents simply could not compare the ‘Be’ that was used in
simple past tense which had the highest error because they simply applied the
other tenses formula instead.
Chapter Five Conclusion and Recommendations
In this chapter, the researcher presented the conclusion of the research and the recommendations.
Conclusion
The researcher summarized the types of error commonly made by the students in the use of passive voice and the types of error commonly made by the
students in the use of passive voice in each tense, such as simple present tense, present continuous tense, present perfect tense, simple past tense, past continuous
tense, past perfect tense, simple future tense including ‘be going to’ form, and
modals. In the end of the summary, the researcher gave an additional summary of the rank of tense which had the highest to the lowest one.
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. Interestingly, in error Be is the common error among five tenses, they were
Present Continuous Tense, Present Perfect Tense, Simple Past Tense, Past
Continuous Tense, and Past Perfect Tense; and Omission is the second common
error in Simple Present Tense, Simple Future including ‘be going to’ form, and Modals Verb.
The errors commonly made by the students of English Education Department at UMY batch 2012 in the use of passive voice in each tense from the
highest frequency and percentage of errors started from Simple Present Tense with the highest error was Omission with 30 errors from 119 total errors or
25,21. The Present Continuous Tense had the highest error in Be with 24
errors from 76 total errors or 31,58. The Present Perfect Tense had the highest error in Be with 16 errors from 37 total errors or 43,24 . The Simple Past
Tense had the highest error in Be with 52errors from 159 total errors or 32,70.
The Past Continuous Tense had the highest error in Be with 21 errors from 67 total errors or 31,34. The Past Perfect Tense had the highest error in Be with
21 errors from 45 total errors or 46,67. The Present Future Tense including
‘Be Going To’ form had the highest error in Omission with 24 error from 79 total errors or 30,38 and finally the last was Modals which had the highest error
in Omission with 25 errors from 85 total errors or 29,41.
The researcher concluded the percentage of the total errors each tense from
the highest to the lowest one by the total average, they were from Simple Past Tense
which had the highest percentage with the error average 26,5 from 5 questions or 15,33 errors. In the second rank was Simple Future Tense
including ‘be going to’ form with the error average 26,3 from 3 questions or 15,23 errors.
In the third rank was Present Continuous Tense with the error average 25,3 from 4 questions or 14,65 errors. In the fourth rank was Simple
Present Tense with the error average 23,8 from 5 questions or 13,77 errors. In
the fifth rank was Past Continuous with the error average 22,3 from 3 questions or 12,92 errors. In the sixth rank was Modals with the error average 21,3 from
4 questions or 12,29 errors. In the seventh rank was Past Perfect Tense with
the error average 15,0 from 3 questions or 8,68 errors. In the eighth or the lowest tense with its errors was Present Perfect Tense with the error average
12,3 form 3 questions or 7,13 errors.
In accord to the final data above, it could be summarized that the errors commonly made by the respondents who had learnt subject related to grammar
including passive voice in the previous semester was quite a lot. The students in the last semester should have been mastering the subject that was taken in the
previous semester about grammar including passive voice, but the data showed that many of them made errors in all tenses. In accord to Richard 1985, this
phenomenon was called Intralingual Error. This cause of error was the
reflection of the broad features of rule learning, such as faulty generalization, incomplete rules, and failure to learn condition under rules apply. It meant that the
cause of error commonly made by the students was Intralingual Error because
the respondents were the students who had already learnt and mastered grammar including passive voice but many of them failed to apply. It could be seen that the
respondents simply could not compare the
‘Be’ used in this tense due to the
respondents simply applied the other tenses formula.
Recommendations
The researcher would like to give some recommendations toward the lecturers in English Education Department regarding the errors made by the
student in using passive voice for: 1.
The Lecturer. They should give more exercises and explain deeper in
using passive voice in Capita Selecta on Grammar subject in order to make the students more comprehend in using passive voice because English was
different from Indonesian which there was no verb change in particular time .
The lecturers are able to applied Shan-Ling 2012 theory in correcting error, such as the teachers correct or revise the errors, the students correct or revise
the error by themselves, and the students correct or revise their errors each other. These steps are able to help the lecturers make the students get used to
correct and revise their own error they have made in order to make them take place in learning process.
2.
The Students. The students should be aware of using passive voice both
in oral and writing since making error could change the meaning of what the writer wrote. In order to avoid the misunderstanding in comprehending what
the writer wrote, the students should learn more about grammar especially in the use of passive voice.
3.
The Researcher. The researcher should enhance the writing skill and
moreover keeps on learning and using grammar well to motivate others.
Hopefully, by reading this research the lecturers, students, and even more the researcher have the same awareness to increase the capabilities in learning
grammar, moreover for passive voice.
Chapter Five Conclusion and Recommendations
In this chapter, the researcher presented the conclusion of the research and the recommendations.
Conclusion
The researcher summarized the types of error commonly made by the students in the use of passive voice and the types of error commonly made by the
students in the use of passive voice in each tense, such as simple present tense, present continuous tense, present perfect tense, simple past tense, past continuous
tense, past perfect tense, simple future tense including ‘be going to’ form, and
modals. In the end of the summary, the researcher gave an additional summary of the rank of tense which had the highest to the lowest one.
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. Interestingly, in error Be is the common error among five tenses, they were
Present Continuous Tense, Present Perfect Tense, Simple Past Tense, Past
Continuous Tense, and Past Perfect Tense; and Omission is the second common
error in Simple Present Tense, Simple Future including ‘be going to’ form, and Modals Verb.
The errors commonly made by the students of English Education Department at UMY batch 2012 in the use of passive voice in each tense from the
highest frequency and percentage of errors started from Simple Present Tense with the highest error was Omission with 30 errors from 119 total errors or
25,21. The Present Continuous Tense had the highest error in Be with 24
errors from 76 total errors or 31,58. The Present Perfect Tense had the highest error in Be with 16 errors from 37 total errors or 43,24 . The Simple Past
Tense had the highest error in Be with 52errors from 159 total errors or 32,70.
The Past Continuous Tense had the highest error in Be with 21 errors from 67 total errors or 31,34. The Past Perfect Tense had the highest error in Be with
21 errors from 45 total errors or 46,67. The Present Future Tense including
‘Be Going To’ form had the highest error in Omission with 24 error from 79 total errors or 30,38 and finally the last was Modals which had the highest error
in Omission with 25 errors from 85 total errors or 29,41.
The researcher concluded the percentage of the total errors each tense from
the highest to the lowest one by the total average, they were from Simple Past Tense
which had the highest percentage with the error average 26,5 from 5 questions or 15,33 errors. In the second rank was Simple Future Tense
including ‘be going to’ form with the error average 26,3 from 3 questions or 15,23 errors.
In the third rank was Present Continuous Tense with the error average 25,3 from 4 questions or 14,65 errors. In the fourth rank was Simple
Present Tense with the error average 23,8 from 5 questions or 13,77 errors. In
the fifth rank was Past Continuous with the error average 22,3 from 3 questions or 12,92 errors. In the sixth rank was Modals with the error average 21,3 from
4 questions or 12,29 errors. In the seventh rank was Past Perfect Tense with
the error average 15,0 from 3 questions or 8,68 errors. In the eighth or the lowest tense with its errors was Present Perfect Tense with the error average
12,3 form 3 questions or 7,13 errors.
In accord to the final data above, it could be summarized that the errors commonly made by the respondents who had learnt subject related to grammar
including passive voice in the previous semester was quite a lot. The students in the last semester should have been mastering the subject that was taken in the
previous semester about grammar including passive voice, but the data showed that many of them made errors in all tenses. In accord to Richard 1985, this
phenomenon was called Intralingual Error. This cause of error was the
reflection of the broad features of rule learning, such as faulty generalization, incomplete rules, and failure to learn condition under rules apply. It meant that the
cause of error commonly made by the students was Intralingual Error because
the respondents were the students who had already learnt and mastered grammar including passive voice but many of them failed to apply. It could be seen that the
respondents simply could not compare the
‘Be’ used in this tense due to the
respondents simply applied the other tenses formula.
Recommendations
The researcher would like to give some recommendations toward the lecturers in English Education Department regarding the errors made by the
student in using passive voice for: 1.
The Lecturer. They should give more exercises and explain deeper in
using passive voice in Capita Selecta on Grammar subject in order to make the students more comprehend in using passive voice because English was
different from Indonesian which there was no verb change in particular time .
The lecturers are able to applied Shan-Ling 2012 theory in correcting error, such as the teachers correct or revise the errors, the students correct or revise
the error by themselves, and the students correct or revise their errors each other. These steps are able to help the lecturers make the students get used to
correct and revise their own error they have made in order to make them take place in learning process.
2.
The Students. The students should be aware of using passive voice both
in oral and writing since making error could change the meaning of what the writer wrote. In order to avoid the misunderstanding in comprehending what
the writer wrote, the students should learn more about grammar especially in the use of passive voice.
3.
The Researcher. The researcher should enhance the writing skill and
moreover keeps on learning and using grammar well to motivate others.
Hopefully, by reading this research the lecturers, students, and even more the researcher have the same awareness to increase the capabilities in learning
grammar, moreover for passive voice.
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70 Appendix 1 : Students Errors Identification
Table 1. Error Identification Student 1-10
Number of test Students
1 2
3 4
5 6
7 8
9 10
1 2
3 4
5 6
7 8
9 10
11 12
13 14
15 16
17 18
19
71
20 21
22 23
24 25
26 27
28 29
30
Total Incorrect
Answer By
3 1
4 8
3 3
2 2
4 Omi
3 3
23 1
12 7
5 3
8 4
S-O 1
1 7
1 1
2 Be
3 3
5 8
18 2
1 1
7 2
V3 1
1 4
2 9
3 5
5 2
S-P 3
3 1
1 4
1 3
4 Add
3 4
4 3
9 1
1 2
1 Total
13 18
39 19
67 18
13 16
26 13
72
Table 2. Error Identification Student 11-20
Number of test Students
T o
ta l
11 12
13 14
15 16
17 18
19 20
1 2
3 4
5 6
7 8
9 10
11 12
13 14
15 16
17 18
19 20
21
73
22 23
24 25
26 27
28 29
30
Total Incorrect
Answer By
4 6
3 3
4 6
10 10
4 2
82
Omi 11
13 7
5 3
6 5
10 7
28
164
S-O 1
6 3
1 3
1 6
34
Be 23
25 12
11 5
24 13
8 5
6
182
V3 7
6 2
7 2
16 4
2 6
13
97
S-P 2
3 3
2 4
1 6
41
Add 5
7 6
2 6
2 3
7 1
67
Total 51
65 33
26 20
64 36
37 31
62
667
Notes:
By S-P
Omi Add
S-O Blank X
Be Correct Answer
V3 Total Errors
Appendix 2. Students’ Errors Description
Table 1. Students’ Error Description Student
Number Error Identification
Classification Correction
1
1. The thief is being muddle up by her on
the way. V3
The thief is being muddled up by her on the
way.