Analysis on the difficulties passive form in two tenses: simple prent and simple pat

ANALYSIS ON THE DIFFICULTIES IN USING PASSIVE VOICE FORMS

IN TWO TENSES: SIMPLE PRESENT AND SIMPLE PAST.

(A Case Study of the Tenth Year Students of SMA Miftahussa’adah Tangerang)

A “skripsi”

Presented to the Faculty of Tarbiyah and Teachers’ Training in a Partial Fulfillment

of Requirements

for the Degree of S.Pd (Bachelor of Arts) in English Language Education

By:

Uswatun Hasanah

105014000365

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHER’S TRAINING

‘SYARIF HIDAYATULLAH’ STATE ISLAMIC UNIVERSITY

JAKARTA

2010

ANALYSIS ON THE DIFFICULTIES IN USING PASSIVE VOICE FORMS

IN TWO TENSES: SIMPLE PRESENT AND SIMPLE PAST.

(A Case study of the Tenth Year Students of SMA Miftahussa’adah Tangerang)

A “skripsi”

Presented to the Faculty of Tarbiyah and Teachers’ Training in a Partial Fulfillment

of Requirements

for the Degree of S.Pd (Bachelor of Arts) in English Language Education

Approved by the Advisor;

Drs. Sunardi Kartowisastro, Dipl.Ed

NIP: 194407191965102001

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHER’S TRAINING

‘SYARIF HIDAYATULLAH’ STATE ISLAMIC UNIVERSITY

JAKARTA

2010

ABSTRACT

Hasanah, Uswatun

. 2010.

Analysis on the Difficulties in Using Passive Voice Forms

in Two Tenses: Simple Present and Simple Past (Case study of the twelfth year

students of SMA Miftahussa’adah

Kota Tangerang

), Skripsi, English Education

Department, Faculty of Tarbiya and Teachers Training, Syarif Hidayatullah Jakarta

State Islamic University, Jakarta.

Advisor: Sunardi Kartowisastro, Drs. Dipl.Ed

Key words

: Error analysis, Passive voice in simple present and simple past.

The aim of this study is to describe the objective condition about student’s

error in using passive voice forms in two tenses simple present and simple past at

second grade students of “SMA Miftahussa’adah kota Tangerang”. Based on the

purpose the writer intends to answer this question “is the passive voice in simple

present or in simple past the most difficult to students of SMA Miftahussa’adah and

are the two tenses, simple present and simple past, the cause of their problem?”. In

doing study the writer uses essay and multiple choice designs in form of qualitative.

She analyzes the data to find out the kinds of error that the students’ made. The writer

took the sample from the second grade students of SMA Miftahussa’adah kota

Tangerang. There are 2 classes of the students which are divided into two

specifications; the science class (IPA) and the social class (IPS), and the total

population is about 49 students. The sample of this research is 49 students, which is

divided into two classes; 25 students in class science and 24 in class social. The

findings of the study are errors in using passive voice in two tenses in simple present

and simple past. And the most students make errors in changing active sentence into

passive voice in simple past and the errors are caused by interlingual where the

learners make a rule based on their experience of other rules in the target language.

The reasons why they made these errors are because of their lack knowledge on the

use of tenses in passive voice form.

Based on the finding above, it is suggested the teacher should explain passive

voice clearly and then give the students many exercises about forming passive voice

especially in different tenses. Besides, the teacher should give more emphasis and

attention to the materials which are quite difficult for the students. In fact, it can give

more advantages on the student’s English proficiency. The teacher absolutely should

master the material that will be taught to the students well and should enrich more

techniques in teaching and should know the problems faced by students in learning

English.

ACKNOWLADGMENT

Bismillahirahmanirrahim,

In the Name of Allah, The Beneficient the Merciful

All praises be to Allah SWT, Lord of the Universe, peace and blessing be

upon the prophet Muhammad SAW, his family, his companions and all of his

followers.

In finishing this paper the writer gets much valuable help from many people

who are too numerous, but in particular, the writer very much grateful to:

1.

The writer’s family, especially her beloved father, (Alm) Mustolih, her

beloved mother, Sukimah Diyanti and her brother A.Nur Rofiq.

2.

Drs. Sunardi Kartowisastro, Dipl.Ed., as the writer’s advisor who guides the

writer in finishing this “skripsi” for the great contribution, guidance, kindness,

and patience.

3.

The lectures of department of English Education Faculty of Tarbiyah and

Teachers’ Training Syarif Hidayatullah Jakarta who have given the

knowledge which is very useful for the writer.

4.

Drs. Syauki M.Pd., the Head of English Department, Mrs. Neneng Sunengsih,

S.Pd., the secretary of English Department, and all staffs of English

Department who helped the writer.

5.

Prof . Dr. Dede Rosyada, MA. as the dean of Faculty of Tarbiyah and

Teachers’ Training of English Department.

6.

The Headmaster, the English teacher and the administration staffs of SMA

Miftahussa’adah, tangerang, who has given the writer opportunity to do the

research in the school. Special thanks for the tenth year students for their

cooperation as the respondents of this research.

7.

her beloved Deni fahyumi, for guiding and supporting the writer to finish the

“skripsi”. Thanks a lot for your love.

8.

All her friends in English Education Department especially B class. Her

inspiring friends. Rizqy, Nita, Irna, Yuli, Sifa,Q2, yayah and the BP crew

thanks for sharing, supporting and being best friends.

9.

Anyone whose name can not be mentioned one by one for their contribution

to the writer in finishing this “skripsi”.

May Allah, the almighty bless them all, so be it.

Finally, the writer realizes that this “skripsi” is still far from being perfect. Any

positive or constructive comments are welcome.

Jakarta, December 05, 2010

The writer

TABLE OF CONTENTS

APPROVEMENT SHEET ………... ii

ENDORSEMENT SHEET ………... iii

STATEMENT SHEET ………. iv

ABSTRACT ……….. . v

ACKNOWLEDGEMENT ……… . vi

TABLE OF CONTENTS ………viii

LIST OF TABLES ……….. xi

CHAPTER I

INTRODUCTION ……… 1

A.

Background of the Study ……….. 1

B.

Limitation of the problem ……….. 4

C.

Statements of the Problems ………... 5

D.

Objective of the study ……….... 5

E.

Significance of the Study ………... 5

F.

Method of The study ……….. 6

CHAPTER II

THEORETICAL FRAMEWORK ………. 7

A.

Error ……….. 7

1.

Definition of Error ……….. 7

2.

The Cause of Error ……….. 9

3.

The Goal of Error Analysis ………. 11

4.

The classification of Errors ... 12

5.

Identfying on Anlysis of Error ... 13

B.

Passive Voice ……… 13

1.

The Understanding of Passive Voice ……….. 13

2.

The Use of the Passive Voice ……….. 14

3.

The Form of Passive Voice ………. 19

4.

Difficulty in Learning Passive Voice ... 21

C.

Simple Present ………... 24

1.

The understanding of simple present ……….. 24

2.

The form of the simple present ……… 24

3.

The Use of the simple present ……….. 25

4.

The Passive Voice of the simple present ………….. 26

D.

Simple Past ………. 28

1.

The Understanding of Simple Past ……….. 29

2.

The form of the Simple Past ……….. 29

3.

The Use of the Simple Past ………. 29

4.

The Passive Voice of the Simple Past ………. 31

CHAPTER III

RESEARCH METHODOLOGY ………. 33

A.

Objective of the research ……… 33

B.

Place and Time of Research ……….. 33

C.

Population and Sample Research ……….. 33

D.

Instrument of the Research ……… 34

E.

Techniques of data collecting ……… 34

F.

Techniques of data analysis ………... 34

CHAPTER IV

RESEARCH FINDING ………35

A.

Data Description ……… . 35

B.

Data Analysis ……… 35

C.

Data Interpretation ……… 42

CHAPTER V

CONCLUSION AND SUGGESTION ……… 45

A.

Conclusion ……….. 45

B.

Suggestion ……… 45

BIBLIOGHRAPHY

APPENDICES

LIST OF TABLE

Table 2.1 Passive voice in simple present

Table 2.2 Affirmative sentence in simple present

Table 2.3 Negative Sentence in Simple Present

Table 2.4 Interrogative Sentence in Simple Present

Table 2.5 Passive Voice in Simple Past

Table 2.6 Affirmative Sentence in Simple Past

Table 2.7 Negative Sentence in Simple Past

Table 2.8 Interrogative Sentence in Simple Past

Table 3.1 Students score of test result

Table 3.2 Table of students’ errors on passive voice in simple present

Table 3.3 Table of students’ errors on passive voice in simple past

Table 3.4 Frequency of the errors in change active sentence into passive form

Table 3.5 Frequency of errors in put the verb

Table 3.6 Frequency of the errors in multiple choices

Table 3.7 Errors made by the students in trying change active voice into passive form in

simple present

Table 3.8 Errors made by the students in trying change active voice into passive form in

simple past

Table 3.9Errors made by the students in putting the verb in brackets into the passive voice in

simple present

Table 3.10 Errors made by the students in putting the verb in brackets into the passive voice

in simple past

Table 3.11Frequency errors on passive voice in simple present and simple past

BAB I

INTRODUCTION

A. Background of the Study

Language is t he inst rument of communicat ion1, Language is a means of communicat ing among people and it also helps t hem t o learn and share t he experience w it h ot her people, w e can t alk and underst and each ot her by using a language in t he w orld communicat ion, and w e as a social human alw ays needs a communicat ion among each ot her. There are t w o kinds of communicat ion, formal communicat ion and informal communicat ion. Formal communicat ion usually uses w rit t en form w hile informal one most ly uses oral form. Each form has it s ow n advant ages and disadvant ages. An advant age of w rit ten form is t hat t he reader can read t he informat ion at a pace t hat suit s t hem. A disadvant age of it is t hat w e have no immediat e response or feedback w hile in oral form w e may have t hat one from w hich a person w e communicat e w it h.

Language also has import ant roles in int ellect ual, emot ional, socializat ion and it is necessary t o be mast ered in t he era of globalizat ion. The need of mast ering a foreign language, especially English as an in Int ernat ional language, is very urgent for Indonesia as a developing count ry t o communicat e w it h ot her count ries t hat use

1

English language. In addit ion a foreign language provides great opport unit ies in w ork places w hich need foreign language abilit y.

So, it is very import ant t o learn a foreign language, especially spoken English, t hat is get t ing more and more import ant . As a language w hich is used by more t han a half of populat ion in t he w orld, eit her as a first or second language, English holds t he key as an int ernat ional language. English is also t he key w hich opens door t o scient ific and t echnical know ledge, w hich is needed for t he economic and polit ical development of many count ries in t he w orld. M oreover, English is a t op requirement of t hose seeking jobs. Applicant s w ho mast er eit her act ive or passive English are more favorable t han t hose w ho don’t . Therefore, st udent s need t o underst and and use English t o confirm t heir confidence t o face t he effect of global compet it ion.

Undoubt edly one of t he int ernat ional languages t hat have import ant role in t he w orld is English. In schools of our count ry, English becomes one of t he import ant subject s t aught , even it includes as one of mat erial of nat ional examinat ion. In Indonesia, English is considered t o be t he first foreign language and it becomes a compulsory subject t o be learned by all st udent s from t he Element ary school or even in t he kindergart en up t o Universit y level.

As w e know , t he goal of t eaching English in Indonesia is t o enable st udent s t o use English as a means of communicat ion w it h ot her people. If t he st udent s w ant t o have good mast ery of English, t hey have t o mast er of English skills. There are t w o skills w hich are t aught in English, t he first is language skills and t he second is sub skills. The language skills are List ening, Speaking, Reading and Writ ing. The sub skills are Grammar, Vocabulary, Spelling and Pronunciat ion. Bot h of t he skills are very import ant t hat should be mast ered by t he st udent s t o accomplish t he basic language communicat ion. Also t hose skills should be pract iced, by st udent s w it hout separat ing each ot her.

English is different from Indonesian language, as every language has it s ow n syst em, skills, and grammar, t he difference bet w een t he grammars of t hose t w o languages, English and Indonesian may become one of t he fact ors t hat can t rigger st udent s t o make errors. The errors include int er – lingual and int ra – lingual errors:

“ Int er lingual error happens because t he learner’s nat ive lingual habit (L1). Pat t ern, syst em, and rules-int erfere t o prevent him or her, t o some ext ent , from acquiring t he pat t erns and rules of t he second language, int ra-lingual error is an error caused by t he language being learnt (L2). Thus, error can be caused by bot h L1 and L2” .2

M eanw hile, st udent s w ho learn English meet a number of problems, one of t hem is grammar. Some st udent s t hink of grammar as rat her boring subject s, w hen t hey learn English t hey t ry t o avoid t he grammar, because it is confusing and hard t o underst and. St udent s w ho are lack of knowledge in grammar, of course, w ill get confused w hy t he verb of a sent ence m ust change, eit her in present or past , beside t hat , t hey w ill also w onder w hy t here is a sent ence which is in passive form, et c. in order t o make t hem not confused anymore, t hey have t o mast er grammar. By mast ering grammar, t hey w ill underst and t he rules and know how t he sent ences are const ruct ed.

There are many aspect s discussed in English grammar. One of t hem is passive voice. According t o Dixon “ t he passive voice is formed by using t he verb t o be, used as an auxiliary and t he past part iciple of t he main verb” .3 Azhar said t hat “ passive voice is used w hen it is know n or not import ant t o know exact ly w ho performs an act ion” .4

2

(www.asian-esp-journal.com / Februari_2010_EBook. 3

Robert J. Dixon, M.A., Practice Exercise in everyday English for advance foreign students, (USA: Regents Publishing Company, Inc., 1986) P.150

4

Betty Schramfer Azar, Understanding and Using English Grammar, (Englewood Cliffs: Prentice – Hall, Inc., 1989) P. 123

In English, as in many ot her languages, t he passive voice is a grammat ical voice in w hich t he subject receives t he act ion of a t ransit ive verb, passive voice emphasizes t he process rat her t han t he one w ho is performing t he act ion, passive or passive verb; refers more generally t o verb using t his const ruct ion and t he passages; t hat means it doesn’t have a one – w ord form, but consist s of an auxiliary verb plus t he past part iciple of t he t ransit ive verb. The auxiliary verb usually is a form of t he verb, but ot her auxiliary verb, such as get , is somet imes used. The passive voice can be used in any number of t enses.

St udent s usually make mist akes or errors in using ‘t o be (is, am, are, w as, w ere, has, had, have been, has been being) as a main verb or auxiliary verb corresponded w it h t he subject s as it s at t endance in a sent ence. Therefore, w hen t hey change an act ive sent ence int o a passive one, t hey should be more careful w it h t he t ransformat ion of “ t o be” because t here is no such ‘t o be” or auxiliary verb in t heir nat ive language (Indonesian language) in “ t o be” t ransformat ion from t he act ive voice t o t he passive one.

Hence in forming passive voice t here are some st udent s w ho may st ill make errors in t he pat t ern, eit her in changing subject s and object or in using relat ive pronouns (and) by using t he correct t enses forms.

Based on t he description above, t he writ er int ends to analyze some errors in making passive voice, using error analysis, especially simple present and simple past form, t herefore, t he t it le of t he research is “ Analysis on t he Difficult ies in Using Passive Voice Forms in t w o Tenses: Simple Present and Simple Past ” .

B. Limitation of the Problem

To avoid misunderst anding and t o clarify t he problems, it is import ant t o set some limit at ion of t he problems. The research is focused on st udent ’s’ errors in passive voice in t w o t enses, w hich are divided int o t he passive voice in t he simple

present form and simple past . The w rit er limit s t he problem in learning passive voice at t he second grade st udent s of SM A M ift ahussa’adah Tangerang.

C. Statement of The Problems

Based on t he background above t he w rit er conduct ed a st udy concerning t he analysis t he st udent ’s’ errors in using passive voice in t he t enses of present t ense and past t ense at Ten year st udent s of SM A M iftahussa’adah Tangerang. The general quest ion of t his research is “ The st udent ’s’ errors using in passive voice in t he t enses of simple present t ense and simple past t ense w hich is commonly used” . This main quest ion can be formulat ed int o more specif ic quest ion as follow :

Is t he passive voice in simple present or in simple past t he more difficult t o st udent s?

D. Objective of the study

The Purposes of t he research are:

1. To clarify t he errors of passive voice in simple present and simple past .

2. To describe t he st udent s’ difficult ies in using passive voice in simple present and simple past .

E. Significance of the Study

The finding result s of t his st udy are expect ed t o be useful t o provide bot h t eacher and st udent s w it h informat ion about t eaching and learning English as a local cont ent at Ten year st udent s of SM A M ift ahussa’adah, and it is expect ed t hat t hese result s can cont ribut e t o t he capacit y for all st udent s w ho are st ill facing t he problem s in learning passive voice.

In addit ion, t he w rit er hopes t hat t his w rit ing w ill be useful especially for herself in improving her ow n English, and in general, for English st udent s and t eachers at t he school ment ioned above, as w ell.

F. M ethod of the Study

The met hods of t he research and in collect ing dat a are t aken in t w o ways: Primary research and Secondary research.

1. Primary Research: This is used t o collect dat a by t aking some simple from t he school. The w ays t o analyze t his experiment are int erview and t est , and t hen t he dat a w ill be analyzed.

2. Secondary research: t hat is used t o find out some support ing mat erial t aken from t heories relat ed t o t he t opic discussed.

BAB II

THEORETICAL FRAM EW ORK

A. ERROR

It is impossible t hat learners never make any errors in language learning process. Error is nat ural part of language learning. This is t rue of development of child’s first language as w ell as of second language learning by children and adult . To achieve t he English acquisit ion, t he st udent s must get t hrough some errors first t hen aut omat ically t hey are supposed t o learn from t heir ow n errors.

Act ually, t he learner’s errors do not alw ays have feedback for t hemselves, t he result of t he t est t hat t hey have produced is an evidence for t he t eachers of researchers in order t o know how far t he language is acquired. In learners’ errors, t he t eacher w ill also know in w hich part of t he subject mat t er t hat most st udent s make errors and most st udent s do not .

1. Definition of Error

There are many definit ions of Error.

M aking errors in learning language are made not only by L2 learners but also by children w hen t hey learn t heir first language (L1) even adult nat ive speakers occasionally make errors. Such as Rod Ellis claims t hat , “ L2 learners are

not alone in making errors, children learning t heir first language (L1) also make errors; even adult s’ nat ive speakers somet imes make errors” .1

Dullay defined error as t he flaw ed side of learner speech or w rit ing, t hey are t hose part s of conversat ion or composit ion t hat deviat e from some select ed norm of mat ure language performance.2 It means t hat t here is somet hing w rong in norms of language performance; t he making of errors is so unavoidable in learning process. Besides, t he making of errors is one part of learning and no one can learn w it hout making errors.

M eanw hile Douglas Brow n also st at ed t hat errors as a not iceable deviat ion from t he adult grammar of a nat ive speaker reflect ing t he int erlanguage compet ence of t he learner. The key t erm in t his definit ion is “ int erlanguage” . As someone learns a foreign language t he errors she or he makes indicat e her level of proficiency clearly, t he errors of a beginner are different from t he errors of advance a st udent s, and w hat w ere once errors can become make mist akes.

When w e t alk about errors, w e may also t hink about mist akes. Errors and mist akes are not t he same; it is import ant t o make difference bet w een error and mist ake, ot herw ise, some people st ill have misunderst anding about t he definit ion of t hem. To clarify bet w een error and mist akes, Rod Ellis says “ Error reflect s gaps in a learner’s knowledge; t hey occur because t he learners does not know w hat is correct . While mist akes, reflect s occasional lapses in performance t hey occur because in a part icular inst ance, t he learner is unable t o perform w hat he or she know s.3

Carl James st at ed “ Errors cannot be self correct ed unt il furt her relevant input has been provided and convert ed int o int ake by t he learner, w hereas,

1

Rod Ellis, second language acquisition, (oxford:oxford university press 1977) p.17 2

Heidi Dullay, Language two, (New York: Oxford University Press, 1982), P.138 3

mist ake can only be correct ed by t heir agent if t heir deviance is point ed out t o him or her.4

From several st at ement s above, w e can t ake conclusion t hat error and mist ake are different . Error is unaccept able and inappropriat e forms caused by t he learner’s lack of know ledge and because of t heir weakness in underst anding t he pat t ern t he import ant t hings is w e cannot avoid it . So if t he st udent s can not correct him w hen he w as challenged, it means he made an error. But he made a mist ake if he can correct himself w hen he w as challenged because a mist ake is caused by t emporary lapses of memory, confusion, slips of t he t ongue and so on.

2. Causes of Errors

According t o Norrish, error occurs for many reasons; one obvious cause is int erference from t he nat ive language. In t his case, a learner may make errors because he assumes t hat t he t arget language and his nat ive language are similar, but in fact , t hey are different . Anot her obvious cause is an incomplet e know ledge of t arget language and t he complexit y of t arget language.

Nat ive speakers make lapses w hen using t heir ow n language but t hese are different from t he errors made by foreign language. In learning a foreign language t he learner is influenced by his first language, but t here are ot her psychological fact or affect ing t he learner.

a. The learner does not necessarily learn w hat t he t eacher t hink he is t eaching, since t he learners processes t he dat a present ed t o him by t he t eacher in his ow n w ay. This may be part ly det ermined by t he learner’s cult ural background, his previous learning experience, his apt it ude for language and his age.

b. St udent s have different learning st rat egies w hich respond t o different t eching t echniques.

4

c. Personal fact ors out side t he classroom may cause t he learner t o make redundant errors.

d. The learner’s m ot ivat ion may be int egrat ive or inst rument al.

e. Pronunciat ion errors may relat e t o t he learner’s personalit y and reluct ant t o ident ify w it h t he nat ive speakers of t he new language by acquiring t heir accent .5

Douglas Brow n distinguishes t he causes of error int o four causes. He labels: Int erlingual t ransfer, int ralingual t ransfer, cont ext of learning and communicat ion st rat egies.

a. Int erlingual t ransfer

Int er – lingual errors happened because t he int erference of a mot her t ongue int o a t arget language. In t his early st age, before t he syst em of t he second language is familiar, t he nat ive language is t he only language syst em in previous experience upon w hich t he learner can draw .

b. Int ra – Lingual t ransfer

The early st age of language learning is charact erized by a predominance of int er-lingual t ransfer, but ince t he learner’s have begun t o acquire part s of t he new syst em, more and more int eralingual – generalizat ion wit hin t he t arget language – is manifest ed, and t heir previous language experience begin t o include st rict ures w it hin t he t arget language it self.

c. Cont ext of Learning

Cont ext refers t o t he classroom w it h it s t eachers and it s mat erials in t he case of school learning. In a classroom cont ext t he t eachers or t ext book can lead t he learner t o make fault y hyphot heses about tha language. St udent s oft en make errors because of a misleading explanat ion from t he t eacher, fault y present at ion of a st ruct ure or w ord in a t ext book.

d. Communicat ion st rat egies

5

Communicat ion st rat egies w ere difined and related t o learning st yle. Learnrs obviously use product ion st rat egies in order t o enhance get t ing t heir message ecrooss, but at t ime t hese t echniques can t hemselves become a source of error.6

M eanw hile, Rod Ellis dist inguishes t hree causes of error as follow s: a. Int erference errors as a result of t he use of element from one language

w hile speaking anot her.

b. Int ralingual errors reflect t he general charact erist ics of rule learning such as fault y generalizat ions, incomplet e applicat ion of rule and failure t o learn condit ion under w hich rules apply.

c. Development errors occur w hen t he learner att empt s t o build up hyphot heses about t he t arget language on t he basis of limit ed experience.7

From t he opinion above t he w rit er can conclude t hat errors commonly happen because of bot h t he int erference of t he nat ive language and development al errors.

3. The Goal of Error

One of t he purposes of researcher or t eacher in doing analysis of error is t o know w hat errors t hat are made by learners and w hy t he learners make errors.

Brow n st at ed t hat st udying t he learner’s errors serve t w o major purposes, namely it : a). Provides dat a from w hich int erference about t he nat ure of language learning process can be made, b). Indicat es to t eachers and curriculum developers, w hich part of t he t arget language st udent s have m ost difficult y producing correct ly and w hich error t ypes det ract most from learners abilit y t o communicat e effect ively.8

Besides, Corder said t hat t he purposes of error analysis are :

6

H. Houglas Brown, op.cit., P.21 7

Rod Ellis, Op.cit., P.58 8

a). To t ell t he t eacher about t he effect iveness of his teaching mat erials and his t eaching t echniques.

b). To show t he t eacher w hat part s of t he syllabus he has been following inadequat ely learned or t aught and need furt her at t ent ion.

c). To enable t he t eacher t o decide w het her he can move on t he next it em on t he syllabus or w het her he must devot e more t ime t o t he it em he w as w orking on.9

4. The Classification of Error

According t o Corder, errors fall int o four main cat egories; omission of same required element , addit ion of unnecessary or incorect element , select ion of an incorrect element and misordering of element .10

a. Omission

Cert ain linguist ic forms may be omit t ed by t he learner because of t heir complexit y in product ion. Omission also occur in M orphology, learners oft en leave out t he t hird person singular morpheme –s, t he plural marker –s and t he past t ense inflect ion –ed. For example: “ a st range t hing happen t o me yest erday” . Inst ead of: “ a st range t hing happened t o me yest erday” .

b. Addit ion

Learners not only commit element s w hich t hey regard as redundant but also add redundant element . For example:

I t hinks

9

S. Pit. Corder, Introducing Applied Linguistic, (USA: Penguins Book, 1973). P.265 10

Th books is are c. Select ion

Leraners commit errors in pronounciat ion, morphology, synt ax and vocabulary, due t o t he select ion of t he w rong phoneme, st ruct ure vocabulary it em. For example: “ my friend is order t han me” . Inst ead of: M y friend is older t han me” .

d. Ordering

M isordering can occur in morphological level misordering of bound morpheme in English is perhaps less frequent , given t heir limit ed number; but in t he example “ he is get t ing up now ” , t he learners at t aches t he inflect ion-ing t o t he w ords verb “ get up” . 11

5. Identifying and Anlyzing the Errors

One of t he common difficult ies in underst anding t he linguist ic syst em of bot h first and second language learners is t he fact t hat such syst em cannot be direct ly observed.12Sridhar arranges t he st eps in error anlysis as follow :

1. Collect ion of dat a (eit her from a ,’free’ composit ion by st udent s on given t hem or from examinat ion answ er.

2. Ident ificat ion of errors

3. Collect ion int o error t ypes (e.g. errors of agrrement, art icles, verb forms, et c).

4. St at ement of relat ive frequency of error t ypes.

11

Nsakala Lengo., op.cit. P.22-24 12

5. Ident ificat ion of t he areas of difficult y in t he t arget language. 6. Theraphy (remedial driils, lesson,et c).13

B. PASSIVE VOICE

1. The M eaning of Passive Voice

English has t w o voices, act ive and passive, t o indicat e a subject ’s relat ionship t o t he act ion expressed by it s verb. As a t w o-sided coin, passive voice is t he opposit e of act ive voice in sent ence pat t ern; bot h show different underst anding and funct ion and have dissimilar rule in use. In case of t his research, t here w ill be only passive voice is explained more rat her t han one.

In anot her w ord, w e can say t hat t he subject of t he sent ence in receiving t he act ion rat her t han doing t he act ion, t o get t echnical, t he direct object becomes t he subject of t he sent ence. For example:

The paper was written by Bob.

This sent ence is passive because t he paper isn’t doing anyt hing even t hough it is t he grammat ical subject of t he sent ence. If you t ype t hat sent ence int o w ord, it w ill be underlined because t he program recognizes it as passive.

The follow ing are descript ions about act ive and passive voice. e. Act ive voice a sent ence w here t he subject is t he doer.

f. Passive voice is a sent ence w here t he subject receives t he act ion.

13

Jacek Fisiak, Contrastive Linguistics and Language Teacher: Contrastive Analysis, Erroranlysis. (pergamon Press Ltd, 1981), P.222

g. Only a sent ence w hich has t ransit ive verb t hat can be changed from t he act ive sent ence int o t he passive one.

h. By voice grammarians mean a grammat ical cat egory t hat show s w het her t he subject is an act or. If t he subject of a sent ence is t he recipient of t he act ion described by t he verb t hen w e t alk about passive voice.

i. The act ive voice is simplest and most st raight w ard w ay t o give informat ion about t he act or or doer and t he doing. It is also t he most commonly used in t he English language.14

2. The Use of the Passive Voice

As it has already indicat ed in t he previous sect ion, t hat t he passive is used w hen t he w rit er w ant s t o defocus t he agent . According t o Celce-M urcia:

a). The Passive is used w hen t he agent is not ment ioned because; 1. It is redundant or easy t o supply; it means t hat t he agent of

t he act ion is not t o be ment ioned because t he number of t he agent is redundant . Everyone could be t he agent of t he act ion. See t he example of passive voice below.

Pineapples are grown in Hawaii

There w as no agent in t he sent ence above. The reason for not ment ioning t he agent is because t he agent is redundant . If t he agent of t he sent ence above is ment ioned, t he sent ence w ill become:

Pineapples are grown in Hawaii by every one.

14

Ical online TESL/TEFL training ‘active voice’ the article was accessed on August 1st 2010 from http://www.icalweb.com.

2. It is unknow n; it means t hat t he act or or t he agent of t he sent ence is unknow n, t hus, t he agent is not t o be m ent ioned. See t he follow ing example of passive voice.

The bank was robbed yesterday

From t he sent ence above, it can be know n t hat t here w as nobody w ho robbed t he bank yest erday. Thus, t he agent is not ment ioned. If t he agent of t he sent ence above is ment ioned, t he sent ence w ill become.

The bank was robbed by someone yesterday.

Somet imes t he act or may be know n but t here may be reasons for not ment ioning him. Below is an example of a passive voice w here t he act or is know n but is not t o be ment ioned t o avoid some t roubles.

A new spaper report er might be t elling t he t rut h if he w ere t o w rit e t he follow ing st at ement w hich is in t he act ive form: John A. Serogum murdered Joseph meek at 7:45 this morning in

the hot spot lunch.

The st at ement above is libelous, because John A. serogum w hich is considered as t he agent of t he act ion; t he doer of murder has not been legally convict ed as t he man of murder. Thus, t he report er and t he new spaper w hich publish t he sent ence can be sued for accusing a man of murdered and t hey w ill get t rouble.15

15

Robert M. Gorell and Chartlon Laird, Modern English Handbook, 3rd ed.,Englewoods cliffs:Prentice HallInc., 1953). P.288.

Therefore, in t his kind of st at ement , t he agent is not t o be ment ioned alt hough it has already know n. Accordingly, t he report er should use passive voice and w rit e somet hing like t he follow ing:

Joseph meek was shot and killed at 7:45 this morning in the hot spot lunch.

The act or in t he sent ence above w hich is John A. Schrogum has now been delet ed or is not ment ioned, and t he report er or t he new spaper are able t o publish t he st at ement w it hout get t ing t rouble. Thus, t he passive voice is used in t his st at ement .

3. It is being t act ful: t he agent of t he act ion is considered being t act ful, t herefore, it is not ment ioned. Below is t he example of passive voice w here t he agent is not ment ioned because it is being t act ful:

M argaret was given some bad advices about selecting courses.

There w as no agent in t he sent ence above, because as st at ed before t he agent is being t act ful. If t he agent is ment ioned t he sent ence w ill become:

M argaret was given some bad advices about selecting courses by the lecturer.

4). It is being evasive. The agent is being evasive, t herefore, it is ment ioned in t he sent ence below is an example of a passive voice w here t he agent is not ment ioned because it is being evasive:

An error was made in the budget

There is no agent in t he sent ence above because as st at ed before t he agent is being evasive. If t he agent of t he passive voice is w rit t en t he sent ence w ill become

An error was made in the budget by the accountant manager.16

b. A passive const ruct ion is desirable for st ylist ic reason; one of t he element s of t he act or-act ion pat t ern must be moved from it s normal posit ion for st ylist ic reason.

For inst ance, w hen a w rit er w ant s t o avoid insert ing complicat ed mat erial bet w een t he subject and verb t o make it easier t o underst and t he sent ence, a w rit er may w rit e a passive voice like t he follow ing.

The hearing opened by the chairman of the committee., who was know for his ruthlessness in smirching the reputation of innocent witness and for his cleverness in beclouding the issue by his own witticism and innuendoes.

In t he sent ence above, t here is not hing bet w een t he subject and verb. The subject , w hich is the hearing, is exact ly follow ed by it s verb w hich is was opened, t hus, it is easy t o underst and because t here is no complicat ed mat erial bet w een t he subject and verb.

Different from t he sent ence above, t here is a complicat ed mat erial bet w een subject and verb in t he follow ing sent ence:

16

Marianne Celce-Murcia, The Grammar Book, An ESL/EFL Teachers course, 2nd ed., (New York: Heinle and Heinle Publishers, 1999). P.347

The chairman of t he commit t ee, who was known for his ruthlessness in smirching the reputation of innocent witnesses and for his cleverness in beclouding the issue by his own witticism and innuendoes, opened t he hearing.17

The complicat ed mat erial bet w een t he subject and t he verb of t he sent ence above is in t he bold t ype. It can make t he reader confuse t o dist inguish t he subject and t he verb of t he sent ence and difficult t o underst and t he sent ence because of it s lengt h. Thus, it w ill be bet t er t o use t he first sent ence t han t he second one.

t hat emphasis properly belongs on t he receiver.18

It may be illust rat ed for t he summary of passive voice’s usage show n by Pat rick Kameen:

1.

Use t he passive t o place a short object and verb before a long subject t hus avoiding front -heavy sent ences. Ex: The IRS has been cheat ed by ot herw ise honest individuals w ho feel t oo large a percent age of t heir salaries goes for t axes and w ho believe t hat t he government is w ast ing t heir t ax dollars.

2.

Use t he “ it ” or “ second passive” form t o sound object ive or t o indicat e t hat t here is no absolut e proof for t he st at ement . Ex: It is said t hat t he governor is a high-st akes gambler.

3.

Use t he agent less passive w hen t he agent is w ell know n, unknow n, or unimport ant . Ex: Cars are manufact ured in Det roit

4.

Use t he agent less passive t o describe t echnical process and t o report research procedures and result s. Ex: Hydrogen and Chlorine w ere combined, and t he result ing chemical react ion w as observed.

17

Robert M Gorrel op.,cit. P.288 18

5.

Use t he passive wit h t he by-agent phrase w hen referring t o hist orically or socially significant w orks. Ex: “ Gone w ith t he Wind” w as w rit t en by M argaret M ichael.19

Besides, passive are very common in scient ific w rit ing and ot her kind of expression w here t he w rit er are most int erest ed in event s and processes in t hings t hat happen.20

3. The Form of Passive Voice

The passive voice in English is composed of t w o element s: t he cert ain form of t he verb “ t o be” + t he past part iciple of t he verb:

The form of passive voice “ t o be” + Past part iciple

Subject t o be Past part iciple

The house w as built

There is a rule m ust be not iced in forming passive voice, dissimilar w it h act ive, in producing passive sent ence, not all t he verbs are able t o be t urned int o passive. As it has been view ed t hat only t ransit ive verbs are able t o be changed t o passive. But , not all t ransit ive verbs can be a verb for passive. M ichael sw am has t old t hat “ some t ransit ive verbs cannot be used in t he passive, at least in cert ain of t heir meanings, M ost of t hese are” St at ive’ verbs (verbs w hich refer t o st at es, not act ion, and w hich oft en have no progressive forms). Example: They have a nice house. (But not : a nice house is had)” .21

When someone w ant s t o make a passive voice, he or she should know first w het her t he sent ence t o can be changed int o passive voice or not .

19

Patrick Kameen, “The Passive Voice: it must be spoken for”, in John F. Haskel (ed.), TESOL NEWSLETTER, (Illinois: Pantagraph Printing, 1983). P.181

20

Michael Swam, Practical English Usage, Oxford: Oxford university Press, 1980). P.457 21

Therefore, one w ho w ant t o make a passive voice must keep not ice on t he fact s of passive voice as st at ed above, below is an example of a sent ence t hat can be changed int o passive voice:

She cooks soup

The verb in t he sent ence above cooks is in t he simple present t ense. Besides, t he verb is t ransit ive w here it is follow ed by object . Thus, t he sent ence above has fulfilled all t he requirement s needed t o be changed int o passive voice. The t ense is used in t his sent ence also proves t hat t he passive voice can occur.

To change t he sent ence above int o passive voice, first ly, is by placing t he object of an act ive sent ence int o t he subject of passive voice, t hen t he main verb is changed by using be + past part iciple w hich is appropriat e w it h t he t ense used in t he sent ence w hich is in t his sent ence simple present form. Thus, t he passive voice from t he sent ence above is: Soup is cooked by her

From t he example above, it can be know n t hat t here are several st eps w hich have t o be follow ed t o make an act ive sent ence int o a passive sent ence, t here are.

1. Place t he object of t he act ive sent ence at t he beginning of t he passive sent ence.

2. If t here are any auxiliaries in t he act ive sent ence, place t hem immediat ely aft er t he new subject agreeing in number wit h t he subject .

3. Insert t he verb be aft er t he auxiliaries in t he same form as t he main verb in t he act ive sent ence.

4. Place t he main verb form t he act ive sent ence af t er t he auxiliaries and be in t he past part iciple.

5. Place t he subject of t he act ive sent ence aft er t he verb in t he passive sent ence preceded by t he preposit ion by.(t his can be eliminat ed complet ely if it is not import ant or underst ood). 22

4. Difficulty in Learning Passive Voice

As it ment ioned in t he chapt er one, t he st udent s usually find t he difficult ies w hen t hey learn passive voice. M art in Parrot in his book Grammar for English Language Teachers said t hat , “ Teaching mat erials oft en concent rat e on t he form of st andard passive const ruct ion int o passive ones. Learners somet imes end up w it h t he impression t hat passive const ruct ion are some kind of opt ional, deviant version of act ive const ruct ion.23 Because t he form of passive const ruct ion is quit e complex, t he most st udent s usually find t he difficult ies t o underst anding about t he using of auxiliary verb “ be” and dist inguishing t he past t ense form and t he past part iciple.24

Based on t he descript ion above, t he w rit er concludes t hat t here are t w o main difficult ies in learning and const ruct ing passive voice, t hey are: t he difficult y in using of verb “ be” (auxiliary verb) and dist inguishing t he past t ense form and t he past part iciple.

a. Difficult y in Using of Auxiliary Verb Be

The verb is t he most complex part of speech. It s varying arrangement s w it h noun det ermine t he different kinds of sentences – st at ement s,

22

Michael A.Pyle. M.A, op.,cit. P. 167 23

Martin Parrot, Grammar for English Language Teachers; UK:The Press syndicate of the University of Cambridge,2004. P. 294

24

quest ion, command, exelamat ions. 25 A verb is w ord that assert s somet hing about person, t hings or ideas and is essent ial t o sent ence meaning.26

Indonesian st udent s are exposed t o t he form of t he verb “ be” almost immidiat ely in t heir earliest English classes t he forms are easy t o describe and underst and yet t he post problems for learners at all levels.

The special verb “ be” (is, am, are, w as, w ere,, been) can be used as verb it self and as auxiliary verb. Auxiliary verb forms are arranged in cert ain posit ion w it h verbs signal t he t ime (t ense) an event t ake place.

Be funct ion as an auxiliary verb as w ell as a copula, t he copula, links nonverbal predicat es (i.e., nouns, adject ives and cert ain adverbials), w it h t heir subject s and serves as a carier for t ense and subject -verb agreement .27

M any st udent s oft en confused in using act ive and passive verb forms. This is no suprising. Because:

1.

Be is used t o make bot h passive verb – forms and act ive progressive t enses.

2.

Past part iciple are used t o make bot h passive verb-forms act ive perfect t enses.

Compare:

He w as calling (Act ive – Past Progressive) He w as Called (Act ive – Simple Past ) He is Called (Act ive – Simple Present )

The most commont problem in t he use of auxiliary verb be is t hat st udent s have a t endency t o omit it . Second language learners have been observed t o omit t he copula regardless of w het her or not t heir nat ive

25

Marcella Frank, Modern English; A Practical Reference Guide, (New Jersey: Prentice-Hall. Inc.,1972). P.47

26

John J. De Boer, Basic Language: Message and Meaning Teachers annotated Edition, (New York: Harper and Row Publisher, Inc., 1982). P.69

27

language has an equivalent form. The ot her problem involves use of w rong form of be. The mult iplicit y of form explain w hy learners somet imes use t he w rong form of t he verb be in t heir speech or w rit ing.28

b. Dist inguishing t he Past Tense Form and t he Past Part iciple.

Ot her difficult y in learning passive for st udent s is t he dist inguishing simple past and past part iciple bot h in regular or irregular verbs.

The passive voice is form of t he verb be (be, am, is, are, w as, w ere, being, been). And past part iciple (usually a past t ense verb). If t he verb w orks w it h “ have” as in “ have” t hen it is past part iciple.

English verbs have t w o part iciples. One called variously t he present , act ive, imperfect or progressive part iciple, is ident ical in form t o t he gerund, and indeed t he t erm present part iciple is somet imes used t o include t he gerund. The t erm gerund participle is also used t he ot her part iciple, called variously t he past , passive or perfect part iciple, is usually ident ical t o t he verbs pret erit e (past t ense) form, t hough in irregular verbs t he t w o usually differ.29

According t o L.G Alexander, “ For regular verbs t he past part iciple has t he same form as t he simple past t ense: e.g., arrive, arrived and arrived. For irregular verbs t he simple past and t he past part iciple can be formed in a variet y of w ays e.g drink, drank, drunk.30

In anot her sources st at ed t hat ” most verbs in English from t heir various t enses consist enly: add-ed t o t he base of averb t o creat e t he simple past and past part iciple. He w alked; he w as w alked t here are, how ever, a number of so – called irregular verbs, including, unfort unat ely some very common verbs such as t o be and t o have w hose various forms must be memorized.31

28

Marianne Celce Murcia, Op., Cit, P. 47 29

http://en.wikipedia.org/wiki.past. participle. 30

L.G. alexander, Longman English Grammar, (London:Longman, Group UK Limited, 1980). P.171 31

Lindsay Clandfield in one sit e defined t hat ” ... memorizing t he list act ually w orks. I have lost count of t he numberof st udent s I have met w ho can recall past t ense verbs by saying t hem along wit h t heir infinit ive forms. Nevert heless, I also know st udent s w ho could recit e t he list of all t he past t ense irregular verbs off by heart and yet have great difficult y put t ing t oget her in a sent ence, at least verbally.32

Because irregular verbs more difficult t han regular verbs, t hat is w ay t here are many st udent s w ho st ill get difficult y in dist inguishing simple past and past part iciple in learning passive voice.

D. Simple Present

a.The Understanding of Simple Present Tense

In general, relat ed t o Bet t y Azar simple present is t he event s or sit uat ions t hat exist alw ays, usually, habit ually: t hey exist now , have exist ed in t he past and probably exist in t he fut ure.33

The present t ense show s clearly t hat in English; t ense is not t he same t ime. The present t ense is not usually used t o describe present t ime. Inst ead, it describes act ivit ies and st at es w hich are generally and universally t rue. The present t ense is t he t ense for descript ion, definit ion, and st at ement of general t rut h.34

From t he definit ion above it can be concluded t hat simple present t ense is present verb form used t o describe an act ivit y t hey exist now , habit ual act ion and for general st at ement of fact .

b. Form of the simple present:

Subject + VI (Subject : I, you, w e, and t hey) Subject + VI + S/ ES (Subject : She, he and it )

32

http://www.onestopenglish.com/section.asp?decid=146360. 33

Betty Azar, op., Cit, P.2 34

Patricia Wilcox Peterson, Changing Times Changing Tenses. (United States Information agency, Washington, D.C. 1985) P.10

Example:



She st udies English everyday She doesn’t st udy English every day.

Does she st udy English every day?



They play foot ball every w eek They don’t play foot ball every w eek Do t hey play foot ball every w eek

c. Use of Simple present

1. Repeat ed act ion

Use t he simple present t o express t he idea t hat an act ion is repeat ed or usual. The act ion can be a habit , a hobby, a daily event , a schedule event or somet hing t hat of t en happens.

Example: I play foot ball

The t rains leave every morning at 7 AM 2. Fact s or Generalizat ion

The simple present can also indicat e t he speaker believes t hat a fact w as t rue before, is t rue now , and w ill be t rue in t he fut ure. It is not import ant if t he speaker is correct about t he fact . It is also used t o make generalizat ion about people or t hings.

Example:

California is in Am erica

3. Schedule Event s in t he Near Fut ure

Speakers occasionally use simple present t o t alk about scheduled event s in t he near fut ure. This is most commonly done w hen t alking about public t ransport at ion, but it can be used w it h ot her scheduled event s as w ell.

Examples:

The t rain leaves t onight at 6 PM

The part y st art s at 8 o’clock 4. Now (Non-Cont inuous verb)

Speakers somet imes use t he simple present t o express t he idea t hat an act ion is happening or is not happening now . This can only be done w it h Non-Cont inuous Verbs and cert ain M ixed Verbs.

Examples: I am here now She is not here now .35

d. The Passive Voice of simple Present tense

To form t he passive voice of t he simple present t ense use, am, is and are + Past part iciple. The passive voice subject det ermines, w het her t he verb be is singular and plural.

35

Simple Active Passive

Present I make a composit ion A composit ion is made by me

Tense We kill t he snakes The snake are killed by us

Here t here will be a classificat ion of sent ence as an example acording t o it s w ord composit ion

The Sent ence : I make a composit ion Subject Verb Object

Analysis : The sent ence has subject (I), verb (make) and object (a composit ion) it may become passive and is is show n as follow :

The Sent ence : A Composit ion is made by me

Subject To be+V3 byobject

Analysis : Subject in passive sent ence (a composit ion) is derived from object of act ive sent ence as show n above, and object in passive is t aken from subject of act ive sent ence. Object may be involved or not . It is based on t he purpose w het her t he original doer is import ant or not t o be know n.Furt hermore as it has been demonst rat ed, t he t ransformat ion of verb based on t o passive simple present t ense, it is recognized t hat t he formula is subject + t o be (am,is, are)+Past part iciple+by agent . To be is decided by subject w het her it is singular first person (I), plural first person(w e), singilar second person (you), singular t hird person (she.he,it ), or plural second person (t hey), Subject (a composit ion) is singular first person, t herefore it applies t o be illust rat ed below :

Singular first person (I) am Plural first person (w e) are

Singular second person (you) are Singular t hird person ( she,he,It ) is

Plural t hird person (t hey) are Therefore, subjebt (a composit ion) uses t o be “ is” .

In t erms of t he purposes, sent ence can be divided int o four t ypes; declarat ive, imperat ive, int errogat ive, and exclamat ory sent ence. In t his occasion t here w ill be only explaind declarat ive, cont aining affirmat ive, negat ive sent ence, and int errogat ive sent ence.

A. Affirmative Sentence

Subject To Be Past

participle

Object Complement

The book Is read by M arina every night

The glasses Are w ashed by my sist er every morning

B. Negative Sentence

Subject To be Not Past Part iciple Object Complement

The book

The glasses

Are not w ashed by my sist er every morning

C. Interrogative Sentence

To be Subject Past Part iciple Object Complement

Is t he book read by M arina every night ?

Are Glasses w ashed by my sist er every morning?

E. Simple Past

a. The Understanding of Simple Past Tense

The simple past is concerned wit h specific event s w hich happened at a cert ain t ime in t he past , and it s principle use is t herefore in st ories and report s. Specific indicat ions for use of t his t ense are reference t ime (adverbial, like yest erday, last w eek, some t ime ago, and years, e.g. in 1888.

Some grammarians define t he simple past t ense, so t here is several definit ions of it . According t o Wishon (1980:195), simple past t ense is (t ense) t hat is used t o report a st at e or act ivit y w hich can be ascribed t o a definit e past t ime.36

36

On t he ot her hand W.D. Bald. D.J. Cobb and A. Schw arz in t heir book “ Act ive Grammar” , t he simple past is concerned w it h specific event s w hich happened at a cert ain t ime in t he past .37

From t he various definit ions above w e conclude t hat t he simple past t ense is a f orm t hat indicat es an act ivit y or sit uat ions before now or in t he past or at one part icular t ime in t he past . This happened, it began and ended in t he past and t ime signal are yest erday, t his morning, t w o days ago, last w eek, et c.

b. Form of the simple past:

In English, a main or lexical verb is any w ord t hat can be conjugat ed, i.e., t hat can add t he morphemes / ing/ , / ed/ , and / (e) s/ t o mark, respect ively, present part iciple, past t ense / past part iciple and t hird person singular present t ense.

English verbs are divided int o t w o classes; t hey are regular form and irregular form. These classificat ions come from t he w ay t he verb forms it s simple past and past part iciple. The form of simple past is:

Subject + Verb+ed / Irregular verb + Object

Example:

They w ent t o Bali last w eek They didn’t go t o Bali last w eek Did t hey go t o Bali last w eek?

c. Use of the simple past:

37

1. Complet e act ion in t he past

Use t he simple past t o express t he idea t hat an act ion st art ed and finished at a specific t ime in t he past . Somet ime t he speaker may not act ually ment ion t he specific t ime, but t hey do have one specific t ime in mind.

Examples:

I saw movie yest erday. I didn’t see a play yest erday

2. A series a complet ed act ion

We use t he simple past t o list a series of complet ed act ion in t he past . These act ions happen, 1st, 2nd, 3rd, and 4t h and so on.

Example:

I finished w ork, w alked t o t he beach and found a nice place t o sw im. He arrived from t he airport at 8:00, checked int o t he hot el at 9:00, and met t he ot hers at 10:00

3. Durat ion in Past

The simple past can be used w it h a durat ion w hich st art s and st ops in t he past . Durat ion in a longer act ion is of t en indicat ed by expressions such as: for t w o years, for five minut es, all day, all year, et c.

Examples:

I lived in Brazil for t w o years

Shauna st udied Japanese for five years 4. Habit s in t he Past

The simple past can also be used t o describe a habit w hich st opped in t he past . It can have t he same meaning as “ used t o” . To make it clear t hat were are t alking about a habit , w e oft en add expressions such as: alw ays, oft en, usually, never, w hen I w as a child, w hen I w as younger, et c.

Examples:

I st udied French w hen I w as a child He played t he violin

5. Past fact s or generalizat ions

The simple past can also be used t o describe past fact s or generalizat ions w hich are no longer t rue. As in USE 4 above, t his use of t he simple past is quit e similar t o t he expression “ used t o” .

Example:

She w as shy as a child, but now she is very out going. He didn’t like t omat oes before.5

d. The Passive Voice of simple Past tense

To form t he passive voice of t he simple past t ense use, w as and w ere + Past part iciple. The passive voice subject det ermines, w het her t he verb be is singular and plural.

Simple Active Passive

Past You drank a coffee A coffee w as drunk by you

5

Tense They built fences Fences w ere built by t hem

Here t here will be a classificat ion of sent ence as an example acording t o it s w ord composit ion

The Sent ence : You read a magazine

Subject Verb Object

Analysis : The sent ence has subject (you), verb (read) and object (a magazine) it may become passive and is is show n as follow :

The Sent ence : A magazine w as read by you

Subject To be + V3 by object

Analysis : Subject in passive sent ence (a magazine) is derived from object of act ive sent ence as show n above, and object in passive is t aken from subject of act ive sent ence. Object may be involved or not . It is based on t he purpose w het her t he original doer is import ant or not t o be know n.Furt hermore as it has been demonst rat ed, t he t ransformat ion of verb belongs t o passive simple past t ense, it is recognized t hat t he formula is subject + t o be (w as, w ere)+Past part iciple+by agent . To be is decided by subject w het her it is singular first person (I), plural first person(w e), singilar second person (you), singular t hird person (she.he,it ), or plural second person (t hey), Subject (a magazine) is singular first person.

According t o t he purposes, sent ence can be divided int o four t ypes; declarat ive, imperat ive, int errogat ive, and exclamat ory sent ence. In t his occasion t here w ill be only an explainnat ions on declarat ive, t hat cont ains of affirmat ive, negat ive sent ence, and int errogat ive sent ence.

D. Affirmative Sentence

Subject To Be Past

participle

Object Complement

The book Was Put by me on t he

t able

last night

The let t ers Were Sent by M r. Karim Yest erday

b. Negative Sentence

Subject To be Not Past

Participle

Object Complement

The book Was not Put by me on

t he t able

last night

The let t ers

Were not Sent by M r.

Karim

Yest erday

c. Interrogative Sentence

Was t he book put by me on t he

t able

last night ?

Were t he let t ers Sent by M r. Karim yest erday?

BAB III

RESEARCH M ETHODOLOGY

3.

Objective of Research

As ment ioned in chapt er one t hat t he object ive of t he st udy is t o know t he st udent ’s error passive voice in t w o t enses, simple present and simple past and also in describing t he st udent ’s difficult ies in using or cont ruct ing passive voice in simple present and simple past .

4.

Place and Time of Research

The research w as held at t he t ent h year st udent s of SM A M ift ahussa’adah kot a Tangerang, w hich is locat ed in Ket apang RT.004 / 04 Cipondoh Kot a Tangerang.

The w rit er is doing t his research from April 17 unt il M ay 31 2010. On M ay 17 2010, she asked t he headmast er for permission t o do a research . on M ay 19, 2010, t hen she cont inued her reserach t o observe t he learning

process by review ing about passive voice, on M ay 25 2010 she gave a t est about pract ising passive voice t o t he Ten year st udent s of SM A M ift ahussa’adah Kot a Tangerang.

5.

Population and Sample of Research

The populat ion of t he st udy is t he first year of SM A M ift ahussa’adah Kot a Tangerang, w hich consist s of t w o classes; once classes consist ing of 25 st udent s, and t he ot her one is 24 st udent s. t herefore, t here are 49 st udent s in w hole number.

In t aking t he sample of t he research, t he w rit er take random bet w een t w o classes science and social classes.t he w rit er just t ook 12 st udent s from each class rat her t han t he t ot al sample t hat t he w rit er t ook in t his research is 24 st udent s from t he t ot al number of t he st udent s from t he t w o classes,science and social class.

6.

Instrument of the Research

To collect t he dat a, t he w rit er gives a w rit t en t est , t o t he Ten year st udent s of SM A M ift ahussa’adah Kot a Tangerang focusing on passive voice. The t est consist s of 20 quest ions. The first quest ion asks t he st udent s t o change t he act ive sent ence int o t he passive, t he second t en quest ions is a mult iple choice t est about passive voice in simple present and simple past .

7.

Techniques of data collecting

The w rit er uses t est , Test is a t echnique in collect ing t he dat a, t o find out and ident ify t he st udent ’s erros in passive voice forms in t w o t enses, simple present and simple past .

The t echnique of dat a analysis used by t he w rit er in t his research is descript ive analysis t echnique (percent age) w it h t he percent age from t he frequency of informat ion and divided w it h t he number of cases.

The formula is: P = F X 100 N

P = Percent age

F = Frequency of w rong answ er

BAB IV

RESEARCH FINDING

1. Description of Data

The w rit er gave a t est w hich is focused on passive voice as ment ioned above. The quest ions made from t w o classificat ion of passive voice, namely t he pasive voice in simple present and passive voice in simple past t ense.

The w rit er gave t he t est t o t w ent y five st udent s t o t ake an appropriat e sample of t he w hole population, t he t est are about using passive voice in simple present and simple past t ense. Then she count ed t he kinds of errors made by t he st udent ’s by t abulat ing and calculat ing t he result of errors in using passive voice in simple present and simple past t ense.

Table 3.1

Students Score of Test Result

No Sample Score No Sample Score

1 St udent 1 55 14 St udent 14 75

2 St udent 2 55 15 St udent 15 80

3 St udent 3 70 16 St udent 16 65

4 St udent 4 40 17 St udent 17 70

5 St udent 5 50 18 St udent 18 75

6 St udent 6 90 19 St udent 19 70

7 St udent 7 45 20 St udent 20 75

8 St udent 8 55 21 St udent 21 80

9 St udent 9 85 22 St udent 22 60

10 St udent 10 60 23 St udent 23 70

11 St udent 11 60 24 St udent 24 75

12 St udent 12 55 25 St udent 25 65

a. Passive voice in simple Present

From t he 25 st udent s t he w rit er classify 4 kinds of error on passive voice in simple present as follow :

Table 3.2

Table of Students’ Errors on Passive Voice in Simple Present Tense

No Identification of Error Description of Errors

Reconstruction

1 a lot of money is payed by her

Omission A lot of money are paid by her

2 The lesson is w rit ing by M r.Haryono on t he w hit eboard

Ordering The lesson is

w rit t en by M r.Haryono on t he w hit eboard

3 The let t ers is sended by M r.karim every mont h

Omission The let t ers are sent by M r. Karim every mont h

4 Foot ball are plays by t he children in t he yard everyday

Omission and addit ion

Foot ball is played by t he children in t he yard everyday

b. Passive voice in simple Past

From t he 25 st udent s t he w rit er classify 5 kinds of error on passive voice in simple past as follow :

Table 3.3

Table of Students’ Errors on Passive Voice in Simple Past Tense

No Identification of Error Description of Errors

Reconstruction

1 A glass of w at er is drank by t hem at t he rest aurant

Omission A glass of w at er w as drunk by t hem at t he rest aurant

2 M any elephant s w as finded in Riau last mont h

Omission M any elephant s w ere found in Riau last mont h

3 The comput er buys by my fat her for me last w eek

Omission and Addit ion

The comput er is bought by my fat her for me last w eek

4 The car is parked in t he garage last night

Select ion The car w as parked in t he garage last night

5 The 200 met ers is sw am by jack

Omission The 200 met ers w ere sw im by Jack

From t he dat a collect ed, t he w rit er w ould like t o ident ify t he error of passive voice in simple present and simple past t ense. The frequency of errors in change int o passive form and frequency of errors in changing act ive sent ence int o passive form could be seen in t he follow ing t ables:

Table 3.4

Frequency of the Errors in Change Active Sentence Into Passive Form

No Tenses

Item

Number Frequency of Errors Percentage

1

Sim ple Present

A2 11 19.64%

2 A3 9 16.07%

3 A4 7 12.5%

4

Sim ple Past

A1 15 26.79%

5 A5 14 25%

Tot al 5 56 100%

Somet imes t he st udent ’s feel confused w hen changing act ive sent ence int o passive sent ence by using appropriat e t enses, t here are simple present t hree quest ions and simple past quest ions.

The w rit er found t here are many st udent s w ho st ill have errors t o change t he sent ences int o passive one. The t able show n t hat t he highest frequency of errors in change act ive sent ence int o passive sent ence is 51.79% passive voice using simple past , for t he low est frequency is 48.21% st udent s w ho made an errors in learning passive voice using simple present .

Table 3.5

Frequency of Errors in Put the Verb in Brackets Into Passive Form.

No Tenses

Item

Number Frequency of Errors Percentage

1

Sim ple Present

B7 6 14.28%

2 B10 8 19.04%

3 B6 8 19.04%

4

Sim ple Past

B8 10 23.80%

5 B9 10 23.80%

Tot al 5 42 100%

The t able above show s t he st udent s errors in put ing of t he verb in bracket s int o passive forms. The t est consist s of five quest ions. First , t he w rit er w ill discuss t he errors made by t he st udent s in put t he verb in bracket s int o passive form in simple present t ense, t here are six st udent s or 14.28% in Quest ion number B7 and quest ion number 10 t here are eight st udent s or 19.04% w ho made errors.

For quest ion number B6, t here are eight st udent s or 19.04% w ho made errors, and quest ions number B8 and B9 t here are t en st udent s or 23.80% w ho made errors in put t he verb in bracket s int o passive forms in simple past t ense.

So w e can find t he highest and t he low est errors made by t he st udent s in put t he verb in bracket s int o passive forms, for t he highest

frequency t here are t en st udent s w ho made errors and six st udent s for t he low est frequency from t w ent y five st udent s.

Table 3.6

Frequency of the Errors in M ultiple Choice.

No Tenses Item Number Frequency of Errors Percentage

1

Sim ple Present

C2 9 12%

2 C3 7 9.33%

3 C6 8 10.66%

4 C8 5 6.66%

5 C9 3 4%

6

Sim ple Past

C1 10 13.33%

7 C4 9 12%

8 C5 11 14.66%

9 C7 7 9.33%

10 C10 6 8%

Tot al 10 75 100%

In t his errors area, t he st udent s are asked mult iple choice about passive voice in using simple present and simple past , t here are five quest ions in simple present and 5 quest ions in simple past .

The w rit er found t here are many st udent s w ho st ill make errors in mult iple choice. The t able show s t hat , t here are 12% in quest ion number C2, 9.33% in quest ion number C3, 10.66% in quest ion number C6, quest ion

C8 t here are five st udent s or 6.66% and 4% or t hree st udent s w ho made errors for quest ion number C9 in simple present .

In simple past t here are 13.33% in quest ion number C1, 12% making errors in quest ion number C4, 14.66% in quest ion number C5, in quest ion number C10 t here are six st udent s or 8% w ho st ill made errors.

The highest frrequency of errors in mult iple choice is 13.33% or t en st udent s for quest ions number C1 in simple past , for t he low est is 4% or t hree st udent s for quest ion C9 in passive voice using simple present

Table 3.7

Errors M ade by the Students in Trying Change Active Voice Into Passive Form (Simple Present)

No Example

1 A lot of money w as paid by her

2 A lot of money is payed by her

3 The lesson are w rot e on t he w hit eboard by him

4 Blue shoes is w orn by t hem

Table 3.8

Errors M ade by the Students in Trying Change Active Voice Into Passive Form (Simple Past)

No Example

1 A glass of w at er w ere drank at t he rest aurant by t hem

2 The 200 met ers is sw um by him

Table 3.9

Errors M ade by the Students in Putting the Verb in Brackets Into the Passive Form (Simple Present)

No Example

1 Foot ball are played by t he children in t he yard everyday

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on t he dat a analysis in t he previous chapt er, t he w rit er can t ake a conclusion t hat more st udent s made errors on t he passive voice const ruct ion w it h t he highest frequency of errors t hat occurs in simple past , mainly at changing act ive sent ence int o passive form.

Those errors caused by difficult y in put t ing t he right verbs and appropriat e ‘t o be’,Like t he errors are made by t he st udent s at the it em number 2, 6, 7, 8 15, and 19. Ot her cause of error is false concept hypot hesize w here t he errors happen as t he result of fault y comprehension of dist inct ion in t he foreign language, Like t he errors are made by t he st udent s at it em number, 10, 12, 17, 14, dan 18.

The st udent s st ill find difficulies in making lot s of errors in learning passive voice because t hey are confused t o det ermine t he subject and t he object of t he

sent ence, t hey do not remember t he regular and irregular verbs and it s changing (conjugat ion), and t he pat t ern of t he t enses because t hey are so many st range t enses.

B. Suggestion

In t his sect ion, t he w rit er w ould like t o give some suggest ion t o improve st udent s English proficiency, especially in const ruct ing passive voice. The suggest ions below are int ended t o make t he t eaching learning process run succesfully and increase it s effect iveness, t hey are:

1. The st udent s should mast er t he t ransformat ion of t he object of t he act ive voice int o t he subject of t he passive voice, t he usage of t he appropriat e be on passive voice w it h t he t ense used in t he act ive voice and w it h t he number of subject , w eat her t he subject is singular and plural, t he t ransformat ion of t enses on t he act ive voice int o t he passive voice, t he usage of past part iciple (verb 3) w eat her t he verb is regular and irregular. 2. The t eacher should explain passive voice clearly and then give t he st udent s

many exercises about forming passive voice especially in different t enses, especially on passive voice form in simple past of regular and irregular verb.

Besides, t he t eacher should give more emphasis and at t ent ion t o t he mat erials w hich are quit e difficult for t he st udent s. In fact , it can give more advant ages on t he st udent s English proficiency. The t eacher absolut ely should mast er t he mat erial t hat w ill be taught t o t he st udent s w ell and should enrich more t echniques in t eaching and should know t he problems faced by st udent s in learning English.

Hopefully t his paper will be useful especially for t he w rit er in improving her English proficiency and t he w rit er also has expect at ion t hat t his research can give advant ages t o everybody w ho reads t his paper.

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http: // www.english page.com / verbpage/simple past. Html http: // www. Asian-esp-journal.com / Februari_2010 E book

http://en.wikipedia.org/wiki/past.participle. http://grammar.ccc.commnet.edu/grammar/verbs

Name Class Day / Date

I. Change into Passive Form

1. Hafidz and ikhsan drank a glass of water at the restaurant

2. She pays a lot of money

3. Mr. Haryono writes the lesson on the whiteboard

4. They wear blue shoes on Monday

5. Jack swam the 200 meters

II. Put the Verb in Brackets into the Passive forms.

6. Many elephants (find) dead in Riau Last Month

7. Football (play) by the children in the yard everyday.

8. The computer (buy) by my father for me last week.

9. The letters (send) by Mr. Karim every month

III. Choose the correct answer

11. I didn’t go to your house because my bycycle ……….. by father.

A. Drive C. is driven

B. Drives D. was driven

12. In late fifteenth century peoples in England ………. By law from working on a

Sunday.

A. Forbid C. was forbidden

B. Forbidden D. were forbidden

13. About 500 people ……… to graduate every year.

A. Expected C. is expected

B. Are expected D. were expected

14. Don Quixote ………. About 400 years ago.

A. Was written C. Written

B. Is Written D. are write

15. The glasses ………. By my sister every morning

A. Wash C. Was washed

B. Washes D. Are washes

16. The book …… by me on the table last night.

A. Puts C. Is put

B. Puts D. Was put

17. The teacher …….. the lesson in front of the class

A. Explain C. are explained

B. Is explained D. Explains

18. My mother ……. Carrot by using a knife in the kitchen yesterday.

A. Cuts C. Is cut

B. Were cut D. Was cut

19. The newspaper …….. by my father every morning.

A. Is read C. read

B. Was read D. are read

20. Ahmad …… a letter for her sister in Australia yesterday

A. Sent C. was send