An analysis on history education study program students` work in forming passive voice.

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ABSTRACT

Murwandari, Ana Maria Ina. (2015). An Analysis on History Education Study
Program Students’ Work in Forming Passive Voice. Yogyakarta: English Language
Education Study Program, Sanata Dharma University.
The use of passive voice becomes a problem for the students of History
Education Study Program. It was found when the writer practiced teaching in English
I class in History Education Study Program. History Education Study Program
students had difficulties in forming passive voice, hence they should master it to help
them comprehend annals and historical data written in English. Thus, the writer was
interested in finding out the errors which History Education Study Program students
made in forming passive voice.
This study was conducted to analyze the History Education Study Program
students’ work in forming passive voice sentences. There was one research question

to be answered in this study: What errors do the History Education Study Program
students make in forming passive voice?
This study was considered as qualitative research. The method that was used
in this study was document analysis. The participants were 48 History Education
students who took English I class in academic year 2014/2015. The data was taken
from the History Education Study Program students’ second midterm test.
The analysis result showed that the History Education students made 188
errors out of 720 answers in forming passive voice. Those errors were classified into
two major classifications. The first was linguistic category taxonomies and the second
was surface strategy taxonomy. Based on the analysis result, the History Education
Study Program students made 89.74% misformation of passive verb, 7.70% errors in
active order but passive form, and 2.56% errors in passive order but active form
which were included in linguistic category taxonomies. Meanwhile, the students’
errors in surface strategy taxonomy classification were 0.67% for addition error,
47.65% for misformation errors, and 51.68% for misordering errors.
Keywords: errors, linguistic category taxonomies, passive voice, surface strategy
taxonomy

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ABSTRAK

Murwandari, Ana Maria Ina. (2015). An Analysis on History Education Study
Program Students’ Work in Forming Passive Voice. Yogyakarta: Program Studi
Pendidikan Bahasa Inggris, Universitas Sanata Dharma
Penggunaan kalimat pasif atau passive voice menjadi suatu masalah bagi
mahasiswa Program Studi Pendidikan Sejarah. Hal itu ditemukan ketika penulis
berlatih mengajar di kelas English I di Program Studi Pendidikan Sejarah.
Mahasiswa Program Studi Pendidikan Sejarah mengalami kesulitan dalam
membentuk kalimat pasif, sedangkan mereka diwajibkan untuk menguasai kalimat
pasif untuk membantu mereka memahami data-data dan tulisan-tulisan sejarah yang
ditulis dalam bahasa Inggris. Hal tersebut menarik penulis untuk menemukan
penyimpangan-penyimpangan yang dibuat oleh mahasiswa Program Studi

Pendidikan Sejarah dalam membentuk kalimat pasif.
Studi ini dilakukan untuk menganalisa pekerjaan mahasiswa Program Studi
Pendidikan Sejarah dalam membentuk kalimat pasif. Sebuah rumusan masalah yang
harus dijawab dalam studi ini: penyimpangan apa yang dilakukan mahasiswa
Program Studi Pendidikan Sejarah dalam membentuk kalimat pasif?
Studi ini termasuk dalam sebuah penelitian kualitatif dengan metode yang
digunakan untuk menganalisa penyimpangan yang terjadi adalah metode analisa
dokumen. Partisipan dalam studi ini merupakan empat puluh delapan mahasiswa
Program Studi Pendidikan Sejarah yang mengambil kelas English I pada tahun
akademik 2014/2015. Data yang digunakan merupakan ujian tengah semester bagi
mahasiswa Program Studi Pendidikan Sejarah.
Hasil analisa menunjukkan bahwa mahasiswa Program Studi Pendidikan
Sejarah melakukan 188 penyimpangan dari 720 jawaban dalam membentuk passive
voice. Seluruh penyimpangan tersebut diklasifikasikan ke dalam dua klasifikasi
besar, yakni linguistic category taxonomies dan surface strategy taxonomy.
Berdasarkan hasil analisa, mahasiswa Program Studi Pendidikan Sejarah melakukan
89,74% penyimpangan dalam membentuk kata kerja pasif, 7,70% penyimpangan
dalam , dan 2,56% penyimpangan dalam yang termasuk dalam klasifikasi linguistic
category taxonomies. Sementara itu, penyimpangan mahasiswa dalam klasifikasi
surface strategy taxonomy adalah 0,67% untuk penyimpangan tambahan, 47,65%

untuk penyimpangan bentuk, dan 51,68% untuk penyimpangan urutan.
Kata kunci : errors, linguistic category taxonomies, passive voice, surface strategy
taxonomy

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AN ANALYSIS ON HISTORY EDUCATION STUDY PROGRAM
STUDENTS’ WORK IN FORMING PASSIVE VOICE

A SARJANA PENDIDIKAN FINAL PAPER

Presented as Partial Fulfillment of the Requirement
to Obtain the Sarjana Pendidikan Degree

in English Language Education

By
Ana Maria Ina Murwandari
Student Number: 101214006

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2015

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AN ANALYSIS ON HISTORY EDUCATION STUDY PROGRAM
STUDENTS’ WORK IN FORMING PASSIVE VOICE

A SARJANA PENDIDIKAN FINAL PAPER

Presented as Partial Fulfillment of the Requirement
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Ana Maria Ina Murwandari
Student Number: 101214006

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2015
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Hal yang paling berkesan bagimu adalah hari ini, jangan siakan hari ini dengan
tangismu, tapi isilah hari ini dengan tawa dan senyummu.

This final paper is dedicated to:
My beloved son, Michael Christian Ronald BJ
My beloved husband, Bona Ventura Bowo Kusmanto
My beloved parents, Ibu Ign. Maria Wahyudati and Bapak Yulius Murwanto
My beloved brother, Klaudius Indra Wahyu Dwianto

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STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this final paper, which I have written does not contain the work
or parts of the work of other people, except those cited in the quotations and the
references, as a scientific paper should.

Yogyakarta, 31 July 2015
The Writer

Ana Maria Ina Murwandari
101214006

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LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama

: Ana Maria Ina Murwandari

Nomor Mahasiswa

: 101214006

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
AN ANALYSIS ON HISTORY EDUCATION STUDY PROGRAM
STUDENTS’ WORK IN FORMING PASSIVE VOICE

Beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan
dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data,
mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain
untuk keperluan akademis tanpa perlu meminta ijin dari saya maupun memberikan
royalty kepada saya selama tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya.

Dibuat di Yogyakarta
Pada tanggal 31 Juli 2015
Yang menyatakan

(Ana Maria Ina Murwandari)

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ABSTRACT

Murwandari, Ana Maria Ina. (2015). An Analysis on History Education Study
Program Students’ Work in Forming Passive Voice. Yogyakarta: English Language
Education Study Program, Sanata Dharma University.
The use of passive voice becomes a problem for the students of History
Education Study Program. It was found when the writer practiced teaching in English
I class in History Education Study Program. History Education Study Program
students had difficulties in forming passive voice, hence they should master it to help
them comprehend annals and historical data written in English. Thus, the writer was
interested in finding out the errors which History Education Study Program students
made in forming passive voice.
This study was conducted to analyze the History Education Study Program
students’ work in forming passive voice sentences. There was one research question
to be answered in this study: What errors do the History Education Study Program
students make in forming passive voice?
This study was considered as qualitative research. The method that was used
in this study was document analysis. The participants were 48 History Education
students who took English I class in academic year 2014/2015. The data was taken
from the History Education Study Program students’ second midterm test.
The analysis result showed that the History Education students made 188
errors out of 720 answers in forming passive voice. Those errors were classified into
two major classifications. The first was linguistic category taxonomies and the second
was surface strategy taxonomy. Based on the analysis result, the History Education
Study Program students made 89.74% misformation of passive verb, 7.70% errors in
active order but passive form, and 2.56% errors in passive order but active form
which were included in linguistic category taxonomies. Meanwhile, the students’
errors in surface strategy taxonomy classification were 0.67% for addition error,
47.65% for misformation errors, and 51.68% for misordering errors.
Keywords: errors, linguistic category taxonomies, passive voice, surface strategy
taxonomy

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ABSTRAK

Murwandari, Ana Maria Ina. (2015). An Analysis on History Education Study
Program Students’ Work in Forming Passive Voice. Yogyakarta: Program Studi
Pendidikan Bahasa Inggris, Universitas Sanata Dharma
Penggunaan kalimat pasif atau passive voice menjadi suatu masalah bagi
mahasiswa Program Studi Pendidikan Sejarah. Hal itu ditemukan ketika penulis
berlatih mengajar di kelas English I di Program Studi Pendidikan Sejarah.
Mahasiswa Program Studi Pendidikan Sejarah mengalami kesulitan dalam
membentuk kalimat pasif, sedangkan mereka diwajibkan untuk menguasai kalimat
pasif untuk membantu mereka memahami data-data dan tulisan-tulisan sejarah yang
ditulis dalam bahasa Inggris. Hal tersebut menarik penulis untuk menemukan
penyimpangan-penyimpangan yang dibuat oleh mahasiswa Program Studi
Pendidikan Sejarah dalam membentuk kalimat pasif.
Studi ini dilakukan untuk menganalisa pekerjaan mahasiswa Program Studi
Pendidikan Sejarah dalam membentuk kalimat pasif. Sebuah rumusan masalah yang
harus dijawab dalam studi ini: penyimpangan apa yang dilakukan mahasiswa
Program Studi Pendidikan Sejarah dalam membentuk kalimat pasif?
Studi ini termasuk dalam sebuah penelitian kualitatif dengan metode yang
digunakan untuk menganalisa penyimpangan yang terjadi adalah metode analisa
dokumen. Partisipan dalam studi ini merupakan empat puluh delapan mahasiswa
Program Studi Pendidikan Sejarah yang mengambil kelas English I pada tahun
akademik 2014/2015. Data yang digunakan merupakan ujian tengah semester bagi
mahasiswa Program Studi Pendidikan Sejarah.
Hasil analisa menunjukkan bahwa mahasiswa Program Studi Pendidikan
Sejarah melakukan 188 penyimpangan dari 720 jawaban dalam membentuk passive
voice. Seluruh penyimpangan tersebut diklasifikasikan ke dalam dua klasifikasi
besar, yakni linguistic category taxonomies dan surface strategy taxonomy.
Berdasarkan hasil analisa, mahasiswa Program Studi Pendidikan Sejarah melakukan
89,74% penyimpangan dalam membentuk kata kerja pasif, 7,70% penyimpangan
dalam , dan 2,56% penyimpangan dalam yang termasuk dalam klasifikasi linguistic
category taxonomies. Sementara itu, penyimpangan mahasiswa dalam klasifikasi
surface strategy taxonomy adalah 0,67% untuk penyimpangan tambahan, 47,65%
untuk penyimpangan bentuk, dan 51,68% untuk penyimpangan urutan.
Kata kunci : errors, linguistic category taxonomies, passive voice, surface strategy
taxonomy

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ACKNOWLEDGEMENTS
I would like to express my gratitude to the Only One, Jesus Christ, for
everything He has given into my life. This final paper will not be finished without His
blessing.
I also express my gratitude to my advisor, Made Frida Yulia, S.Pd., M.Pd.,
for her patience, guidance, and support in finishing this final paper. I will not forget
to express my gratitude to Dra. Novita Dewi, M.S., M.A., (Hons)., Ph.D, who had
given me the opportunity to have her English class result in passive voice test. She
gave me a lot of guidance, opportunities, knowledge, suggestions, and patience which
really helped me finish this study. I will not forget to express my gratitude to Caecilia
Tutyandari, S.Pd, M.Pd., who is my sponsor and advisor. She gave me a lot of
guidance, knowledge, suggestions, and patience the whole time I studied in English
Language Education Study Program. I will also express my gratitude to Caecilia
Maria Elisabeth Kristanti, S.Pd., the person who had proofread my final paper and
had shown me my mistakes in my final paper. I also give my thankfulness to the
English Language Education Study Program of Sanata Dharma University lecturers
for their sharing of knowledge and experience, patience, and suggestions in finishing
this paper. I also give my thankfulness to the History Education students in academic
year 2014/2015 for their cooperation.

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I give my gratefulness to my beloved son, Michael Christian Ronald BJ, for
his presence in my life which gives me strength and happiness in finishing this paper.
I also give my gratefulness to my beloved husband, Bona Ventura Bowo Kusmanto,
for his support and love. I will never forget to express my gratitude to my parents,
Yulius Murwanto and Ign. Maria Wahyudati, for their prayers and support. I also
appreciate the only one little brother, Klaudius Indra Wahyu Dwiyanto, for his
patience.
My thankfulness also goes to Stephani Tita Pramono Putri, Elise Dwi
Ratnasari, Lidwina Arnika Ditaafrian, and Antonius Beni Purnawan, who
always support me in finishing my paper. I also express my thankfulness to Decha,
Dhini, Yunita, Vindy, Yulia, Dias, Febby, Sisca “JP”, Suryo, Nicko, Mbak Gita,
Kakak Orel, Agnes “Nono”, Uti, Dion, Surya, KaDes, Bunda Peri “Tya”,
Meiana “Meichan”, Siwi, Claudia, Oby, Ardhi, Anyak, Diana, Besty, Rini, Akta,
Nana and other family members and friends who cannot be mentioned one by one.

Ana Maria Ina Murwandari

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TABLE OF CONTENTS
Page
TITLE PAGE…………………………………………………………………….. i
APPROVAL PAGES……………………………………………………………. ii
DEDICATION PAGE…………………………………………………………… iv
STATEMENT OF WORK’S ORIGINALITY………………………………….. v
PERNYATAAN PERSETUJUAN PUBLIKASI…………………………………... vi
ABSTRACT……………………………………………………………………… vii
ABSTRAK………………………………………………………………………… viii
ACKNOWLEDGEMENTS……………………………………………………… ix
TABLE OF CONTENTS………………………………………………………… xi
LIST OF TABLES……………………………………………………………….. xii
LIST OF APPENDICES………………………………………………………… xiii
CHAPTER I. INTRODUCTION
A. Research Background…………………………………………………...... 1
B. Research Method…………………………………………………………. 3
CHAPTER II. DISCUSSION
A. Review of Related Literature…………………………………………….. 5
1. Error………………………………………………………………….. 5
a. Definition of Errors………………………………………………. 5
b. Types of Errors…………………………………………………… 7
1) Linguistic Category Taxonomies……………………………... 7
2) Surface Strategy Taxonomy…………………………………...8
a) Omission………………………………………………….. 9
b) Additions…………………………………………………. 9
c) Misformation……………………………………………... 10
d) Misordering………………………………………………. 11
2. Passive Voice…………………………………………………………. 11
B. Data Analysis…...………………………………………………………… 15
CHAPTER III. CONCLUSIONS AND RECOMMENDATIONS
A. Conclusions………………………………………………………………. 23
B. Recommendations……………………………………………………….. 24
REFERENCES…………………………………………………………………… 27
APPENDICES…………………………………………………………………… 28

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LIST OF TABLES

Table
2.1. Passive Errors in the Linguistic Category Taxonomies Classification

Page

(Dulay et al., 1982, pp. 151-152)……………………………………………. 8
2.2. Types of Errors in Linguistic Category Taxonomies Classification………… 16
2.3. Types of Errors in Surface Strategy Taxonomy……………………………... 16

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LIST OF APPENDICES
Page
Appendix A
A Sample Linguistic Category Taxonomy
(Dulay, Burt, and Krashen, 1982, pp. 151-154)………………………………….. 28
Appendix B
Samples of History Education Study Program Students’ Work…………………. 31
Appendix C
History Education Study Program Students’ Errors……………………………… 39

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CHAPTER I
INTRODUCTION

This chapter consists of two main parts; they are the background of the study
and the research method. The reasons why the study was conducted are presented in
the background of the study. The research problem, the research objectives and the
research benefits are elaborated in the background of the study. Last, the research
method provides a procedure of the study.
A. Background of the Study
The use of passive voice becomes a problem for History Education Study
Program students. Based on the writer’s personal experience when practicing
teaching History Education Study Program students, the writer identified that the
students had difficulties in forming passive voice. According to Azar and Hagen
(2009), passive voice form is be + past participle (p. 211), in which Neuman (1981)
adds that “passive tenses are formed with the appropriate tense of the verb to be and
the past participle of the verb. In all Continuous forms being is added before the past
participle” (p. 114). Unfortunately, History Education Study Program students were
not able to form passive voice appropriately. History Education Study Program
students were still confused to form and to use passive voice, whereas they should
master it to help them pass the class and to help them comprehend any kinds of
historical sources which were written in English.
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In order to help the students master passive voice, History Education Study
Program includes passive voice in the English class material. However, passive voice
is given in English I class for History Education Study Program first semester
students. Passive voice in English I class is aimed to help the students comprehend
history source well. Neuman (1981) states that passive voice is used when “the
person who does the action is not important or unknown” (p. 117). Some history
sources are told with the fact that the person who did the action, such as war,
rebellion, and so forth, were unknown. It is also related to another use of passive
which Neuman (1981) states that passive voice is used “to replace an indefinite
pronoun; one, somebody, as the subject” (p. 117).
As stated before that the History Education Study Program students had
difficulties in forming passive voice, the writer was interested to find out the errors
that the History Education Study Program students made. Error, according to Dulay,
Burt, and Krashen (1982), is “any deviation from a selected norm of language
performance, no matter what the characteristics or causes of the deviation might be”
(p. 139). In fact, there were some studies which also analyzed the students’ work in
passive voice. One of them was done by Wardhanie (2012), who analyzed the second
semester students’ mastery of passive voice in English Language Education Study
Program of Sanata Dharma University. However, the writer chose different focus
which was to analyze the History Education Study Program students’ errors in
forming passive voice sentences. Besides, the writer did not discuss the possible
causes of errors which the students made.

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Therefore, one research problem to be answered in this paper is what errors
the History Education Study Program students make in forming passive voice. Thus,
the objective of the study is to analyze the History Education Study Program
students’ errors in forming passive voice in English I class academic year 2014/2015.
This study is expected to give some benefits related to the English teachinglearning process, especially in History Education Study Program of Sanata Dharma
University. This study is demanded to help English lecturers of History Education
Study Program evaluate the problem which is faced by the students related to passive
voice. It is also to help the lecturers select an effective approach, method, and media
in teaching passive voice. Then, this study is also supposed to give information about
passive voice to future researchers who want to develop the materials on passive
voice.
B. Research Method
According to Ary, Jacobs, and Sorensen (2010), this study was considered as
qualitative research. It used document analysis method to answer the research
problem. The first procedure of conducting this study was selecting a topic. The topic
was selected from the phenomena that arose in History Education Study Program,
which learn English as a foreign language. The writer found that History Education
Study Program students had difficulty in learning English grammar based on the
writer’s experience of teaching them. Secondly, the writer selected the problem. It
was the History Education Study Program students’ work in forming passive voice.
In this study, students’ work was the History Education Study Program students’

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writing test. The test had twenty independent sentences which had no relation to each
other. All of the questions were from the English lecturer of History Education Study
Program. Those questions were divided into four parts. This study only analyzed the
first, second, and the third parts of the test. Furthermore, the writer selected the
population. All of the students became the participants of this study since there was
only one class of English I course in History Education Study Program.
The participants were 48 History Education students who took English I
course in academic year 2014/2015. The writer was given permission by the English
lecturer of History Education English I class to have the students’ work on passive
voice to collect the data. The work was taken from the History Education Study
Program first semester students’ second midterm test on November 17, 2014. Next
procedure was analyzing the data. The writer analyzed the data which were obtained
by the lecturer. The first step of analysing the data was making an answer key to the
second midterm test before checking the students’ work. Then, the writer checked the
answer key twice to make sure that there was no mistake or error. After that, the
writer compared and checked the students’ work with the writer’s answer key. The
writer circled and crossed the students’ errors while comparing and checking the
students’ work. The fifth step was making a table of types of errors which was given
a tick in each column of types of errors which occurred. Then, the writer calculated
the frequency of each type of errors which occurred. After analyzing the data, the
writer interpreted the data by comparing the students’ errors with the theories which
was used. Last, the writer made conclusion based on the data analysis result.

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CHAPTER II
DISCUSSION

This chapter presents the review of related literature and the data analysis. The
review of related literature provides the information related to the relevant theories of
analyzing the History Education Study Program students’ work in forming passive
voice, while the data analysis contains the answer for the research problem which has
been stated in Chapter One.
A. Review of Related Literature
In this part, the writer reviews some related literature to find out the theories
to analyze the History Education Study Program students’ work in forming passive
voice. The writer defines two important relevant theories, namely errors and passive
voice.
1. Errors
In this study, the writer uses the theory of errors to analyze the errors which
are made by History Education Study Program students in forming passive voice. The
definition of errors and the types of errors are explained in this section.
a. Definition of Errors
Dulay, Burt, and Krashen (1982) define error as “… to refer to any deviation
from a selected norm of language performance, no matter what the characteristics or
causes of the deviation might be” (p. 139). It means that an error is something that
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deviates from the standard language performance without considering the
characteristics or the causes of the deviation. Furthermore, Corder (1974) defines
error as “a comparative process, the data being the original erroneous utterances and
the reconstructed utterance” (as cited by Ellis & Barkhuizen, 2005, p. 60). In
addition, Ellis and Barkhuizen (2005) define errors in terms of “grammaticality” as
“breach of the rule of the code” (p. 56). This means that a grammatical error breaks
the standard rule of a language’s code. Moreover, they also state that “an error is said
to overt if it can be detected by inspecting the sentence/utterance in which it occurs.
An error is covert if it only becomes apparent when a larger stretch of the discourse
is considered” (p. 56).
Henceforth, there are two major purposes of studying learners’ errors. Those
two major purposes are to help the teachers and curriculum developers to detract the
errors which are most made by the learners and to find the interference of first
language, as Dulay, Burt, and Krashen (1982) state:
(1) it provides data from which inferences about the nature of the language
learning process can be made; and (2) it indicates to teachers and curriculum
developers which part of the target language students have most difficulty
producing correctly and which error types detract most from a learner’s
ability to communicate effectively (p. 138).
Therefore, there is a difference between errors and mistakes. According to
Ellis and Barkhuizen (2005), errors “arise because of gaps in the learner’s L2
knowledge,” while mistakes “occur because of difficulty of processing forms that are
not yet fully mastered” (p. 62). Further, Ellis and Barkuizen (2005) explain that “if
the learner is able to self-correct the deviant form, it can be classified as a mistake”

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(p. 64). It means that when a learner makes an error, she/he does not realize that
she/he makes a deviant form so that this learner cannot correct the deviant form. On
the other hand, when a student makes a mistake, she/he is able to correct the deviant
form by herself/himself. However, the writer did not differentiate errors and mistakes
in this study. The writer considered all the deviant forms that the History Education
Study Program students made as errors.
b. Types of Errors
This section of the study explains the types of errors. This study analyzed the
History Education Study Program students’ errors based on the taxonomy. However,
the theory of types of errors comes from Dulay, Burt, and Krashen (1982). The types
are described as follows.
1) Linguistic Category Taxonomies
Dulay, Burt, and Krashen (1982) state that “these linguistic category
taxonomies classify errors according to either or both the language component or the
particular linguistic constituent the error affects” (p. 146). Further, Dulay et al. (1982)
also explain the language components which include “phonology (pronunciation),
syntax and morphology (grammar), semantics and lexicon (meaning and vocabulary),
and discourse (style)” (p.146). In addition, constituent “include the elements that
comprise each language component” (p. 146). Furthermore, Dulay et al. (1982)
present passive voice as another example of the linguistic category taxonomies
classification based on the study conducted by Burt and Kiparsky in 1972. The

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example of passive voice errors in the linguistic category taxonomies classification is
described in Table 2.1.

Table 2.1. Passive Errors in the Linguistic Category Taxonomies Classification (Dulay et
al., 1982, pp. 151-152)
Linguistic Category and Error Type
1.
a.
b.
c.
d.
2.
a.
b.

Problems with formation of passive
sentences
Misformation of passive verb
Active order but passive form
Absent or wrong preposition before
agent
Passive order but active form
Inappropriate use of passive
Making intransitive verbs passive
Misusing passives in complex sentences

Example of Learner Error

Each cushion given by our priest.
The traffic jam was held up by my brother.
She is not allowed to her parents to go.
Everything covered insurance against fire.
He was arrived early.
Mark was hoped to become a football player.

2) Surface Strategy Taxonomy
Dulay, Burt, and Krashen (1982) propose the second type of errors as surface
strategy taxonomy. According to Dulay et al. (1982), the learners “may omit
necessary items or add unnecessary ones; they may misform items or misorder them”
(p. 150). It means that learners’ errors happen because they omit the necessary items
or add unnecessary items, also misform or misorder items. This error happens as the
result of the learners’ learning process. Furthermore, Dulay et al. (1982) argue that
analyzing errors from this surface strategy taxonomy make us aware that learners
make error based on some logic. This can explain that the learners’ errors are not the
result of learners’ laziness or sloppy thinking (p. 150). According to Dulay et al.

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(1982), there are four major types of surface strategy taxonomy: omission, additions,
misformation, and misorder.
a) Omission
Dulay, Burt, and Krashen (1982) note that omission errors “are characterized
by the absence of an item that must appear in a well-formed utterance” (p. 154). This
means that there is an absence of an item which should exist in a well-formed
utterance. Dulay et al. (1982) elaborate that some types of morpheme are omitted
more than others. They state that there are two types of morpheme: content and
grammatical morphemes. Content morphemes carry the burden of the sentence’s
meaning. For example: nouns, verbs, adjectives, and adverbs. In contrast,
grammatical morphemes are words which do not convey the meaning of the
sentence. For example: noun and verb inflection, the-ed and the-ing like in watched
and smiling, articles, verb auxiliaries, and prepositions.
The examples of omission error are in the sentences
[1] *My brothers eating their dinner.
[2] *The baby crying.
In both sentences, the verb auxiliaries are not written.
b) Additions
Dulay, Burt, and Krashen (1982) claim that addition errors are “characterized
by the presence of an item which must not appear in a well-formed utterance” (p.
156). It means that learners produce utterances which have unnecessary items.
Moreover, addition errors have three sub-categorized types: double marking,

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regularization, and simple addition. In this study, the addition error which is concrete
to analyze the History Education Study Program students’ work in forming passive
voice is called double marking. Double marking errors are found when the learners
take the tense marker both in the auxiliary and the verb of the sentence. For example
in the sentence
[3] *They did not ate the lunch.
c) Misformation
Dulay, Burt, and Krashen (1982) propose that misformation errors “are
characterized by the use of the wrong form of the morpheme or structure” (p. 158). It
means that these errors happen when there is any deviation in forming the morpheme
or sturucture of the sentence or utterance. For example in
[4] *The boy eated the cake.
The verb “eated” is employed to mark the past tense. The past participle form of the
example is not correct because the past participle of “eat” is ate. Dulay et al. (1982)
state that misformation errors also have three sub-categorized types: regularizations,
archi-forms, and alternating forms. Thus, there is the regularization error which is
concrete in this study. Furthermore, Dulay et al. (1982) describe regularization errors
are “those in which a regular marker is used in place of an irregular one, as in runned
for ran or gooses for geese” (p. 158).

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d) Misordering
Dulay, Burt, and Krashen (1982) propose that misordering errors “are
characterized by the incorrect placement of a morpheme or group of morphemes in
an utterance” (p. 162). This means that misordering errors occur because the
morpheme or group of morphemes are put incorrectly in an utterance or a sentence.
The example of misordering errors can be seen in
[5] *I do not know what time is it.
2. Passive Voice
Siewierska (1984) claims the characteristics in which passive constructions
have: “(a) the subject of the passive clause is a direct object in the corresponding
active, (b) the subject of the active clause is expressed in the passive in the form of
agentive adjunct or is left unexpressed, (c) the verb is marked passive” (pp. 2-3).
Further, Siewierska (1984) states the difference between active and passive clauses:
In the overwhelming majority of languages it appears in initial position in the
clause and in most cases conveys given or old information. In a typical passive
clause on the other hand the patient is the topic while the agent, if present,
represents new information and bears the main information focus indicated by
tonic stress (p. 3).
In addition, Neuman (1981) proposes the formation of the passive voice as
“passive tenses are formed with the appropriate tense of the verb to be and the past
participle of the verb. In all Continuous forms being is added before the past
participle (p. 114).” It means that a passive sentence is formed with be + past
participle. In order to form continuous passive, the form is be + being + past

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participle. For example, to form a simple present passive sentence, someone needs a
simple present form of be which is considered by the subject + the past participle of
the verb, as in
[8] I am treated.
[9] He is taught.
Another example to form a continuous passive sentence is
[10] I am being treated.
[11] He is being taught.
Similar to Neuman (1981), Azar and Hagen (2009) argue that “form of the
passive: be + past participle (p. 211).” In order to help the readers or the students
comprehend the passive voice, Azar and Hagen (2009) explain briefly that “the object
of an active verb becomes the subject of the passive verb (p. 211).” It is shown in this
active sentence:
[1 2 ]

Subject

Ve r b

Ob j e c t

M ar y

Helped

the boy.

The passive of that sentence is
[1 3 ]

Subject
The boy

V (be + past
participle)
was helped

By-phrase

Agent

By

Mary.

Mary is the subject of the active sentence, helped is the verb of the active sentence
in simple past tense, and the boy is the object of the active sentence. In contrast, the
boy becomes the subject in the passive sentence and was helped becomes the verb of
the passive sentence, as the form be + past participle.

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Furthermore, Neuman (1981) states the use of the passive voice. As an
introduction, he explains the use of passive voice:
The Passive voice is used when attention is directed to the action or event and
not to the agent responsible for it. Example. The letters were delivered late
yesterday. (We do not need to add ‘by the postman’.) In the Active voice the
subject of the verb does the action. Example. John broke my window. (Who
broke the window? John did.) In the Passive voice the subject of the verb
takes no action. It is affected by the action. Example. My window was broken
by John. (Did the window break itself? No, John broke it.) (p. 114).
Further, Neuman (1981) argues some uses of the passive voice. First, he
mentions that passive voice is used to replace an indefinite pronoun, especially
pronoun in spoken language to formal written language (p. 117). In formal written
language, you cannot be used. Neuman (1981) also gives the example:
[14] You hear a lot of different languages in any London street (spoken).
[15] A number of different languages can be heard in any London street
(written).
The second use of the passive voice, as Neuman (1981) argues, is to tell or
write something in which the person who does the action is so clear or so obvious that
people do not need to mention the person (p. 117). Neuman (1981) gives the
example:
[16] Our milk was delivered late again this morning.
People know that the milkman is the person who delivers milk that there is no need to
add ‘by the milkman’ in the example sentence.
The third use of the passive voice as Neuman (1981) proposes, “the Passive
voice is used when the person who does the action is not important or is unknown”

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(p. 117). It explains clearly that when the person who does the action (or the agent) is
not important or is unknown, the passive voice is used to express the sentence.
Neuman (1981), in his book, gives three examples on this use:
[17] This castle was erected in the thirteenth century.
[18] The marriage service will be performed in two languages.
[19] This suit was made for me in Germany.
Similar to Neuman (1981) in the second and third uses of passive voice, Murcia and
Freeman (1999) elaborate that “the passive is used when the agent is not to be
mentioned because it is redundant or easy to supply, it is unknown, it is very general,
the speaker/writer is being tactful, and the speaker is being evasive” (p. 353).
The next use is described by Neuman (1981) as,
The Passive voice is used to stress the thematic subject. In general, the most
important idea should be put first, whether it is in a sentence, a letter, or a
composition, so that the reader has no doubt what the real subject is. For
example if we were writing about Vikings, we might write ‘The Vikings are
believed to have visited North America in their long-boats’. But if we were
writing about North America we would probably write ‘North America was
visited by the Vikings in their long-boats’. (pp. 117-118)
It means that passive voice is used to stress the subject that is being talked or is being
written. Neuman (1981) explains that the most important idea should be put first to
make the reader sure what the real subject is. In addition, Murcia and Freeman (1999)
also state “the passive is used when the nonagent is more closely related than the
agent to the theme of the text” (p. 353). Since passive voice is used when the writer
wants to stress the subject that is being talked, passive voice is frequently used in
scientific and journalism writing rather than in fiction because the focus is more on

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the outcome or what happened as Murcia and Freeman (1999) state in their book (p.
354).
B. Data Analysis
This part presents the data analysis on the History Education students’ errors
in forming passive voice. Hence, the writer presents the answer in the form of data
presentation and discussion of the result.
1. Data Presentation of the Types of History Education Study Program
Students’ Errors in Forming Passive Voice
The writer collected 48 results of English I class second midterm test. Firstly,
the writer analyzed all of the results to find the errors which occurred in the test
result. Based on the analysis, the writer identified the students’ errors both in
linguistic category taxonomies and surface strategy taxonomy as mentioned by
Dulay, Burt, and Krashen (1982). Moreover, the writer identified 35 students who
made errors in passive voice. On the other hand, thirteen students did not form
passive voice or passive sentences in a correct order. In analyzing this error in
forming passive voice, the writer employed the theory from Dulay, Burt, and Krashen
(1982), who classified errors in forming passive voice in linguistic category
taxonomies classification. The frequency of linguistic category taxonomies errors
which were identified is presented in Table 2.2.

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Table 2.2. Types of Errors in Lingustic Category Taxonomies Classification
No .
1.
2.
3.
Total

Types of Errors in Linguistic Category Taxonomies
Classification
Misformation of passive verb
Active order but passive form
Passive order but active form

Frequency

Percentage
(%)
8 9 .7 4
7 .7 0
2 .5 6
100

35
3
1
39

In addition, the writer also identified another classification of errors which
occurred in the test result. The theory which was employed also came from Dulay,
Burt, and Krashen (1982), who classified errors in surface strategy taxonomy into
four classifications: omission, additions, misformation, and misordering. The writer
identified 149 errors based on these classifications. The omission error was not
identified from those 149 errors. In contrast, the writer identified an addition error
which included in double marking error. The writer also found 47 students who did
misformation errors which were included in regularization errors. There was a student
who did not make any regularization error. Last, the writer identified 29 students who
did misordering errors, whereas nineteen students who did not make misordering
error. Those errors are presented in Table 2.3.

Table 2.3. Types of Errors in Surface Strategy Taxonomy
No .
1.
2.
3.
4.
Total

Types of Errors in Surface Strategy
Taxonomy
Omission
Additions
Misformation
Misordering

Frequency
0
1
71
77
149

Percentage (%)
0
0 .6 7
4 7 .6 5
5 1 .6 8
100

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2. Discussion of the Types of History Education Study Program Students’
Errors in Forming Passive Voice
Based on the analysis result, there were two types of errors which were made
by History Education Study Program students of English I class in academic year
2014/2015. The types of errors were classified into linguistic category taxonomies
and surface strategy taxonomy. In linguistic category taxonomies, Dulay, Burt, and
Krashen (1982) divide the errors into two classifications. They are problems with
formation of passive voice and inappropriate use of passive. On the other hand,
surface strategy taxonomy was divided into three classifications: additions,
misformation, and misordering.
Based on linguistic category taxonomies analysis result, there were three
classification in problems with formation of passive sentence which were identified in
the History Education Study Program students’ second midterm test result. The first
classification was misformation of passive verb. There were 35 History Education
Study Program students who made errors in misformation of passive verb
classification. This classification of errors was most frequently produced by the
absence or the wrong form of be and past participle of the passive sentence. The
examples of the errors in this classification are:
[1a] *The instruction cards is readed by all workers.
[2a] *A new project is begined by us in January.
[3a] *The woman’s teeth cleaned by the dentist.

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Neuman (1981) and Azar and Hagen (2009) explain that passive sentences
form is be + past participle in which Neuman (1981) adds that the passive tenses
follow the active tenses by forming the appropriate tense of the verb to be and the
past participle of the active verb. In sentence [1a] the form of the be and the past
participle were wrong. In sentence [2a] the error occurred in the form of the past
participle, while in sentence [3a] the be did not exist. In sentence [1a] the be was not
correct because the subject was the instruction cards in which the correct form of
the be is are. In addition, the past participle of ‘read’ is read while the student wrote
it as readed.
Further, sentence [2a] was also wrong because the correct past participle form
of ‘begin’ is begun. In addition, as Neuman (1981) argues that passive voice is used
when the person who does the action or the agent of the sentence is not important, in
sentence [2a] the by-phrase could be erased. While in sentence [3a] the be of the
sentence, are, did not exist. Thus, the corrections of those sentences are as follows.
[1b] The instruction cards are read by all workers.
[2b] A new project is begun (by us) in January.
[3b] The woman’s teeth are cleaned by the dentist.
Another classification of the types of errors in linguistic category taxonomies
is active order but passive form. In this study, three errors in this classification were
identified. Those three sentences are described as follows.
[4a] *Last night mother was cooked some delicious meals.
[5a] *A spider was scared her.
[6a] *We are begin a new project in January.

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According to Azar and Hagen (2009), passive voice or passive sentence has be + past
participle form. In order to make a passive sentence, Azar and Hagen (2009) explain
briefly that the object of the active verb becomes the subject of the passive verb. It
means that there should be changes in the object and the subject of the active sentence
to form the passive sentence or changes in the object and the subject of the passive
sentence to form the active sentences. Thus, the correction of the errors is described
as follows.
[4b] Some delicious meals were cooked by mother last night.
[5b] A spider scared her.
[6b] A new project is begun (by us) in January.
The last classification that was found in History Education students’ works
was passive order but active form. This error was presented in sentence [7a]. This
error was found in a student’s work. The sentence which was passive order but active
form is described as follows.
[7a] * Woman’s teeth cleaned by the dentist.
Similar to the previous classification, a passive sentence has be + past participle
form. From the example, the subject of the passive sentence was right but the form of
the sentence was still active. Thus, the correction is described as follows.
[7b] The woman’s teeth were cleaned by the dentist.
In addition, the writer also presented the History Education Study Program
students errors based on surface strategy taxonomy analysis result. As written before,
surface strategy taxonomy classified errors in four classifications: omission,
additions, misformation, and misordering. The writer did not find any error in

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omission. The errors were identified in additions, misformation, and misordering
classification.
In the first classification, addition errors, there was a student who made an