AN ANALYSIS ON STUDENTS ERRORS ON THE USE

OF PASSIVE VOICE IN SIMPLE PAST TENSE

(A Case Study at the Eighth Grade Students of SMP Islam Plus Baitul Maal)

By

Husnul Chotimah Kurniasih

NIM. 107014000211

Department of English Education

The Faculty of Tarbiyah and Teachers Training

State Islamic University Syarif Hidayatullah

Jakarta

2013
AN ANALYSIS ON STUDENTS' ERRORS ON THE USE
OF PASSIVE VOICE IN SIMPLE PAST TBNSE
(A Case Study at the Eighth Grade Students of SMP Islam Plus Baitul Maal)

A "Skripsi"
Presented to the X'aculty of Tarbiyah and Teachers' Training in a Partial
Fulfillment of the Requirements
for the Degree of S. Pd. (Bachelor of Arts) in English Language Education

{
,s

HUSNUL CI{OTIMAH KURNIASIH

NIM: 107014000211

Approved by:

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAII AI\D TEACHERS' TRAINIING
SYARIF HIDAYATULLAH STATE ISLAMIC T]NIVERSITY
JAKARTA
2013
 ENDORSEMENT SHEET

The examination committee of the Faculty of Tarbiya and Teachers,

Training
certifies that the 'slaipsi' (scientific pup"rj entitled "An Analysis
on Students,
lrrors on the Use of Passive Voice in-Simple Past Tens e (A- Case Study at the
_Ei,ghrh
Grade students of sMp Islam plui Battul MaaI)-, written by'Hnsnul
chotimah Kumiasih, student's registration. number 10701400021 l, -and
was
examined by the committee on January 21.tr,2013, &od was
declared to have
passed and, therefore fulfilled one of thcrequirements
for the academic title r.rf .S.
Pd'' (Bachelor of Arts) in English Languagi Education at Departrnent
orrnltsn
Eduoation.
Jakarta, January 2lt& 2013,
t{
EXAMINATION COMMITTEE

Date

CHAIRMAN
+v\
: Drs. Syauki.
M.pd.
NIP. 19641212 i99to3 t 0o2

SECRETARY : Neneng Sunengsih" M.pd. t/ urb

NIP. 1973062s tg9io3 2 001
LJL__)

EXAMINERS : l. Drs. A.M. Zaenuri. M.pd.

NIP. 19530304197903 I 001
,'/ro , ,)b4,
NrP. 197407.23 200003 2 o}t
chza @,
 ABSTRACT

KURNIASIH, HUSNUL CHOTIMAH. 2013. An Analysis on Students Errors

on the Use of Passive Voice in Simple Past Tense, (A Case Study at the
Eighth Grade Students of SMP Islam Plus Baitul Maal), Skripsi,
English Education Department, The Faculty of Tarbiyah and Teachers
Training, State Islamic University Syarif Hidayatullah, Jakarta.

Advisors : Drs. Syauki, M.Pd

Key words : An Analysis, Passive Voice of Simple Past Tense

This research is aimed at analyzing students errors made by the eight

grade students of SMP Islam Plus Baitul Maal Junior High School in using
Passive Voice. Specifically, it is aimed at obtaining and identifying the common
error in using passive voice in simple past tense and finding out the causes why
the students make such errors.
The data sources of this research were 38 students of eighth grade of SMP
Islam Plus Baitul Maal which were taken by total sampling. The researcher used
the descriptive analysis method in this research to describe students errors and
analyzed the data by using formula: P = The data were taken from the
test.
The findings showed that there are 250 errors made by students. The
common error made by students in using Passive Voice in Simple Past Tense was
Misformation, which consists of 217 errors or 86.8%. Based on Browns theory, it
was interpreted that interlingual transfer, intralingual transfer, context of learning
and communicative strategies are causes of those errors.

i
 ABSTRAK

KURNIASIH, HUSNUL CHOTIMAH. 2013. An Analysis on Students Errors

on the Use of Passive Voice in Simple Past Tense, (A Case Study at the
Eighth Grade Students of SMP Islam Plus Baitul Maal), Skripsi,
Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan
Keguruan, Universtitas Islam Negeri Syarif Hidayatullah, Jakarta.

Advisors : Drs. Syauki, M.Pd

Key words : Sebuah Analisis, Passive Voice dari Simple Past Tense

Penelitian ini bertujuan untuk menganalisa kesalahan yang dilakukan

oleh siswa kelas delapan SMP Islam Baitul Maal dalam menggunakan kalimat
Pasif. Secara khusus, penelitian ini bertujuan untuk memperoleh serta
mengidentifikasi jenis kesalahan yang paling banyak dalam menggunakan kalimat
pasif dalam Simple Past Tense serta mencari tahu penyebab mengapa siswa
melakukan kesalah.
Sumber data dalam penelitian ini adalah 38 siswa kelas delapan SMP
Islam Baitul Maal yang diambil dengan seluruh jumlah sampling. Peneliti
menggunakan metode analisa deskripstif dalam penelitian ini untuk
menggambarkan kesalahan siswa serta menganalisa data dengan menggunakan
rumus P = Data diambil dari tes.
Temuan menunjukkan bahwa ada 250 kesalahan yang dibuat oleh siswa.
Jenis kesalahan yang paling banyak dilakukan oleh siswa dalam menggunakan
kalimat pasif dalam Simple Past Tense adalah misformation yang terdiri dari 217
kesalahan atau 86.8%. Berdasarkan teori Brown, hal ini ditafsirkan bahwa adanya
kesalahan disebabkan oleh interlingual transfer, intralingual transfer, context of
learning and communicative strategies.

ii
 ACKNOWLEDGEMENT

In the Name of Allah, The Beneficient, The Merciful

Praise and gratitude be to Allah, Lord of the worlds Who has given the Mercy
and Blessing to the writer, so that this Skripsi can be finished completely. Peace
and Salution be upon our prophet Muhammad, his families, companions, and his
followers.
This Skripsi is presented to the Faculty of Tarbiya and Teachers Training, as
the partial fulfillment of requirement for the Degree of S.Pd. (Bachelor of Arts) in
English Education Department.
The writer would like to express his gratitude to Mr. Drs. Syauki, M.Pd. as
the writers advisor who had kindly spent his time to give his valuable advice,
guidance, corrections, and suggestions in composing this Skripsi.
Furthermore, her greatest gratitude also goes to:
1. All lecturers of English Education Department, for teaching the precious
knowledge, sharing the values of life and giving the unforgettable study
experiences.
2. Ms. Neneng Sunengsih, S.Pd. as the Secretary of English Education Department.
Also, his thanks is given to the staffs of English Education Department, specially
for Ms. Aida Ainul Wardah, S.Pd. who always gives excellent service and
contribution to the writer.
3. Prof.Dr.Rifat Syauqi Nawawi, MA., the Dean of Faculty of Tarbiyah and
Teachers Training.
4. The Principal and the English Teacher of Junior High School (SMP) Islam Plus
Baitul Maal, Susilo Edy S.Si., and Ahmad Fauzi, S.Hum for permitting and
helping the writer to conduct the research.
5. The writer would like to express his greatest appreciation, honor, gratitude and
love to her beloved mother, Pony Asmosuwito, who has been a great motivator
& inspiration in every condition, and also to her father, Muhammad Sholeh A.S.,

iii
 who has given her many inspirations. She thanks to them for their pray,
guidance, patience, and encouragement to motivate the writer to finish her study.
6. Her beloved sister, Nurul Mustakimah and beloved brother, Arief Akbar Bagza
Maulana for the love, support, and motivation.
7. Her wonderful friends in DGankz (Ida, Lina, Khodijah, Dita, Eva, Nian, Kiki,
Dewi, Fia, and etc); the LDK big family in 2010-2012, Sakinah, Dede, Putri
Khairani, especially Kestari Family, Alm.Neni for the gorgeous and valuable
journey.
8. Her beloved bestfriend, Teh Qory, Teh Winda, Intan, Putri Nurul A., R.Mutia,
Siti Yana, Nurul H., Gia and Henny for the special support to finish this
Skripsi.
9. Her lovely clasmattes, Dian Rachmawati, Ayu Arini, Nur Baithy for the
wonderful friendship while studying together.
10. Her special friends in Intifadoh and Al-Aqso for the love, care and important
advices that their names always in her heart.
11. Her teacher, Ustadzah Halimah Tussadiyah and friends in Tahsin An-Nashr,
Teh Ariyani, Teh Indah and Maya for the support and valuable advice.
12. Her beautiful friends in Bidadari Bumi (Ica Sumantri, Ica Balqis, Ica Nurul,
Citra, Mima, Oci, Farah, Nami, etc) for the sweet and meaningful experiences.
13. Her beloved community, Uincommunity and Uinradio family especially Diah,
Balqis, uni Yanti, Rika and Ika Cayoo for the warm friendship.
14. The teachers in Bintang Pelajar Bintaro for the support and motivation to finish
this Skripsi.
15. All her friends in English Education Department, especially for the A class.
Finally, the writer realizes that this Skripsi is still far from being perfect.
Constructive criticism and suggestion would be welcomed to make it better. She
hopes that this Skripsi could be useful to other people, especially to people in
education area.

Jakarta, Januari 8th, 2013

The Writer

iv
 TABLE OF CONTENTS

ABSTRACT....................................................................................................... i
ABSTRAK.......................................................................................................... ii
ACKNOWLEDGEMENT................................................................................ iii
TABLE OF CONTENTS.................................................................................. v
LIST OF TABLES............................................................................................. vii
LIST OF CHART.............................................................................................. viii
LIST OF APPENDICES.................................................................................. ix

CHAPTER I : INTRODUCTION......................................................... 1
A. Background of the Study........................................... 1
B. Identification and Limitation of the Study................ 3
C. Formulation of the Problem....................................... 3
D. Objectives and Significance of the Study................. 4

CHAPTER II : THEORETICAL FRAMEWORK............................... 5

A. Error............................................................................ 5
1. Definition of Error................................................ 5
2. Differences Between Error and Mistake.............. 6
3. Cause of Error....................................................... 7
4. Categories of Error................................................ 12
B. Error Analysis.............................................................. 23
1. Definition of Error Analysis.................................. 23
2. Goal of Error Analysis.......................................... 24
3. Procedures of Error Analysis................................ 26
C. Passive Voice.............................................................. 28
1. Meaning of Passive Voice.................................... 28
2. Use of Passive Voice............................................ 29
3. Form of Past Tense in Passive Voice................... 32
D. Previous Study............................................................ 41

v
CHAPTER III : RESEARCH METHODOLOGY................................. 44
A. Place and Time of the Research................................. 44
B. Data and Data Sources............................................... 44
C. Method of the Study.................................................. 44
D. Instrument of the Study............................................. 45
E. Technique of Data Collecting.................................... 46
F. Techique od Data Analysis........................................ 46
G. Checking of Data Validity......................................... 47

CHAPTER IV : RESEARCH FINDINGS............................................. 48

A. Description of the Data............................................ 48
B. Analysis of the Data................................................ 49
C. Interpretation of the Data........................................ 54

CHAPTER V : CONCLUSION AND SUGGESTIONS...................... 55

A. Conclusion.................................................................. 55
B. Suggestions................................................................. 55

BIBLIOGRAPHY.............................................................................................. x
APPENDICES.................................................................................................... 56

vi
 LIST OF TABLES

Table 2.1 The Sample Linguistic Category Taxonomy....................................... 14

Table 2.2 Errors of Double Marking in L2 Production......................................... 19
Table 2.3 The Verb that have Two Corresponding Passive Form....................... 33
Table 2.4 The Verb that have Only One of Passive Forms.................................. 33
Table 2.5 The Verb that can be Followed by Object............................................ 35
Table 2.6 Common Mistake Conversation in Passive Text................................. 37
Table 4.1 Recapitulation of Type of Error........................................................... 48
Table 4.2 The Recapitulation of Misformation of Passive.................................. 50
Table 4.3 Misformation Error.............................................................................. 51

vii
 LIST OF CHART

Chart 1: The Recapitulation of Students Error................................................... 49

viii
 LIST OF APPENDICES

Appendix 1: Identification of Students Error (Student 1-10).................. 56

Appendix 2: Identification of Students Error (Student 11-20)................ 57
Appendix 3: Identification of Students Error (Student 21-30)................ 58
Appendix 4: Identification of Students Error (Student 31-38)................ 59
Appendix 5: Description of Students Error........................................... 61
Appendix 6: The Item of Interview for Teacher...................................... 79
Appendix 7: The Answer of Interview for Teacher................................. 80
Appendix 8: The Item of Interview for Student...................................... 81
Appendix 9: The Recapitulation of Students Answer from Interview....... 82
Appendix 10: The Item of English Test................................................. 83
Appendix 11: The Answer of the Item of English Test........................... 84
Appendix 12: Surat Pengajuan Judul Skripsi.......................................... 86
Appendix 13: Surat Bimbingan Skripsi.................................................. 87
Appendix 14: Surat Permohonan Izin Penelitian..................................... 88

ix
 CHAPTER I
Introduction

This chapter presents the background of problem, the research focus, the
research question, the objective of research, and the significance of research.

A. Background of the Study

English is one of the important subjects that has to be learnt in Indonesian
school. Passing the exam of English subject is one of criteria to graduate from
junior and high school. When students continue their study to higher grade, they
should pass the exam of English.
Learning language consists of four skills that must be mastered by the
students. The skills are listening, speaking, reading, and writing. Besides they
must also be capable of grammar. Cowan believes that grammar is the set of
rules that describes how words and groups of words can be arranged to form
1
sentences in a particular language. Ur also states that a learner who knows
grammar is one who has mastered and can apply these rules to express him or
herself in what would be considered acceptable language forms.2 Thornburry
comments that grammar is a description of the rules that govern how a
languages sentences are formed. Grammar attempts to explain why the following
sentence are accepatable3. The statements persuade that grammar will help
students to communicate properly because it is the basic knowledge of English.
When students learn English, their first and target language could be mix
and influence each other. The patterns of the target language can be very different
from those of their first languange. Mostly, students are using the Indonesian
sentence patterns unconsiously when they write English sentence without paying

1
Cowan, The Teachers Grammar of English, (New York: Cambridge University Press,
2008), p.3
2
Ur, Grammar Practice Activities, (Cambridge: Cambridge University Press, 1988), p.4
3
Thornburry, How to Teach Grammar, (Englang: Pearson Education Limited, 1999)

1
 2

attention to the rules. Furthermore, Murcia and Hilles states that "grammar often
taught isolate, unconnected sentences that give a fragmented, unrealistic picture of
English and make it difficult for students to apply what they learned in actual
situations.4
One of aspects in grammar that student should study is passive voice. It is
often used both in spoken and written form. In addition, it is very common in
scientific writing and other kinds of expression where the writers are most
interested in events and processes in things that happen.5 Therefore, it is important
for English learners to have a good understanding on it.
However, Indonesian students seem to have problem in constructing
passive voice in simple past tense, as Suhartini in her research entitled An
Analysis on the Difficulties Faced by the Students in Learning Passive Voice in
the Simple Past Tense (A Case Study at the XI Grade Students of IPA Class of
SMAN 1 Kabandungan).6
Furthermore, Sharpe in Barrons How to prepare for the TOEFL test
points out that missing auxiliary verb in passive is the 16th common mistake in
TOEFL7.
Therefore, the writer would like to make a research on AN ANALYSIS ON
STUDENTS ERRORS ON THE USE OF PASSIVE VOICE IN SIMPLE
PAST TENSE (A Case Study at the Eighth Grade Students of SMP Islam Plus
Baitul Maal.

4
Murcia and Hilles, Techniques and Resources in Teaching Grammar, (New York:
Oxford University Press, 1987), p.8
5
Swan, Practical English Usage, (Oxford: Oxford University Press, 1980), p.457
6
Suhartini, An Analysis on the Difficulties Faced by the Students (A Case Study at the
XI Grade Students of IPA Class of SMAN 1 Kabandungan), Skripsi pada Universitas Islam
Negeri Syarif Hidayatullah Jakarta, Jakarta, 2010, p.7-8
7
Sharpe, Barrons How to prepare for the TOEFL test 11th edition, (Ciputat: Bina Rupa
Aksara, 2005), p.130
 3

B. Identification and Limitation of the Problem

In this part, the writer would like to identify students problems at the
eighth grade students of SMP Islam Plus Baitul Maal. The students are still
difficult to gain the target language because low motivation from students and
uncontrolled classroom situation. According to the interview result to the teacher
held on Friday, 23th November 2012, it could be known that students still have
difficulties in Past Participle. Most of students have less knowledge of regular
and irregular in Past Participle so they hard to make passive sentence. In addition,
the students are still lack of knowledge of vocabulary so they made incorrect
passive sentence because did not understand the meaning of some words in the
active sentence. Meanwhile, based on the observation result that held on Friday,
23th November 2012 and Friday, 30th November 2012, the writer observed during
teaching learning activity and taking the test, it could be known that througout the
teacher was explaining the material, the students ignored the teachers explanation
instead they are busy to chat with their friends.
Analyzing stundents error in learning English will need a very wide
coverage of problem areas. In analyzing it, the writer limits her study in the
Passive Voice of Simple Past Tense made by students based on Dullay Category;
Misformation of passive verb, Absent or wrong preposition before, Passive order
but active form and Making intransitive verbs passive.

C. Formulation of the Problem

Based on what has been described in the background of the study, the
writer formulates the problem as follow:
1. What is the students common error type in constructing passive voice?
2. What is the factor that cause the error to occur?
 4

D. Objectives and Significance of the Study

The Objectives of the study are:
1. To obtain and identify the common error made by students in constructing
Passive voice in Simple Past Tense.
2. To obtain the causes of errors in constructing Passive voice in Simple Past
Tense.
The result of this study are expected to be useful for English teachers,
English learners and further researchers.
For English teachers, they are expected to know how far the students
comprehend about Passive voice in Simple Past Tense and recognize not only the
common error but also the causes of errors in constructing Passive voice in
Simple Past Tense made by the students.
For English leaners, this research may help them to use Passive voice in
Simple Past Tense in right pattern.
This research may also be a reference for the future study related to
Passive voice in Simple Past Tense.
 CHAPTER II
THEORETICAL FRAMEWORK

In this chapter, the writer would like to present three parts. Those are the
explanation of error, error analysis and passive voice. The first part is the
explanation about definition of error; cause of error; categories of error and the
differences between error and mistake. The second part is the explanation about
definition of error analysis; the goal of error analysis and the procedures of error
analysis. The third part, the writer would like to explain about the meaning of
passive voice, the use of passive voice and the forms of passive voice in simple
past tense.

A. Error

1. Definition of Error

As leaner of a foreign language, making some error can not be avoidable

for students. Error can be indicated process of formation a new system of
language. Erdogan, the research assistant of Mersin University Faculty of
Education points out that Errors were considered as being the result of the
persistence of existing mother tounge habits in the new language.1 Hubard, et.al.
adds the definition about error that Errors caused by lack of knowledge about the
target language (English) or by incorrect hypotheses about it.2
Douglas Brown also defined error as a noticeable deviation from the adult
grammar of the native speaker, reflects the competence of the learner.3 In
addition, Noam Chomsky, the American linguist, pointed out that native speaker

1
Endorgan, Contribution of Error Analysis to Foreign Language Teaching. Mercin
University Journal of the Faculty of Education, Vol.1, Issue 2, December 2005, p. 261-270
2
Hubard, et.al., A Training Course for TEFL, (New York: Oxford University Press,
1983), p.134
3
Brown, Principles of Language Learning and Teaching, 4th ed., (New York: Longman,
2000), p.217

5
 6

makes many errors when they are speaking (performing), even though the native
speaker has, by definition, a perfect command of his language-perfect knowledge
of grammatical rules, lexis and the sound system.4 Furthermore, John Norrish
states about the error that Let us call a systematic deviation, when a learner has
not learnt something and constistently gets it wrong, it is an error. 5 Susan and
Larry points out about error that It is likely to occur repeatdly and is not
recognize by the learner as an error.6
Based on some definitions from the experts above, the writer would like to
define what error is. Error is an inacceptable permorfance of the students work
which find regularly and they cannot self corrected their own mistake. Errors
discuss can be an indicator of the students level in mastery their target. From the
errors that the students commit, one can determine their level of mastery of
language system.

2. Differences Between Error and Mistake

It is necessary for distinction between error and mistake because both are
different. Ellis explores that errors reflect gaps in a learners knowledge; they
occur because the learner does not know what is correct. Mistakes reflect
occasional lapses in performance; they occur because, in a particular instance, the
learner is unable to oerform what he or she knows.7
In addition, Hubbard et.al said that error caused by lack of knnowledge
about the target language (English) or by incorrect hypothesis about it; and

4
Hubard., A Training Course for TOEFL, (New York: Oxford University Press, 1983),
p.133
5
Norrish, Language Learners and Their Errors, (London: The Macmillan Press, 1983),
p.7
6
Grass and Selinker, Second Language Acquisition: An Introductory Course, (London:
LawrenceErlbaum Associates, Inc., 2001), p.78
7
Ellis, Second Language Acquisition, (New York: Oxford Univerity Press, 2003), p.17
 7

mistake caused by temporary lapses memory, confusion, slips of the tongue and
so on.8
Corder in Susan and Larry defines error and mistake that mistakes are
akin to slip of the tongue. Error is likely to occur repeatdly and is not recognized
by the learner.9
Brown examines mistake and error that a mistake refers to a performance
error that is either a random guess a slip, in that it is a failure to utilize a known
system correctly. Mistake, when attention is called to them, can be self-corrected.
An error, a noticable deviation from the adult grammar of a native speaker,
reflects the competence of the learner.10
Based on some definitions from the experts above, the writer would like to
differentiate between mistake and error. Mistake is inacceptable performance by
the student because they are not conscious or focus, inspite of that, they can self
corrected their own mistake. On the other hand, error is inccapetable performance
by the student which find regularly and they cannot be self corrected their own
error.

3. Cause of Error

Richard divided two causes of error, they are intralingual and

developmental error:
a. Intralingual error are those that reflect the general characteristics of rule
learning such as faulty generalization, incomplete application of rules, and
failure to learn conditions under rules apply.11 Brown offers the opinion

8
Hubbard, Hywel Jones, Barbara Thontorn, Ron wheleer, A Training Course for TOEFL,
(New York: Oxford University Press, 1983), p.134
9
Gass and Selinker, loc.cit.
10
Brown, loc.cit.
11
Richards, The Contex of Language Teaching, (New York: Cambridge University Press,
1985), p.47-51
 8

about intralingual transfer that is the result of as the learner progress in

the second language, their previous experience and their existing
subsumers begin to include structures within the target language itself 12.
Meanwhile, Susan notes that intralingual errors are those that are due to
the language being learned, independent of the native language. 13 Richard
classifies intralingual error into overgeneralization, ignorance of rule
restriction, incomplete application of rules, and faulty generalization. The
explaination are:
1). Overgeneralization
Overgeneralization covers instances where learners create a
deviant structure on the basis of their experience of other structures in
the target language. It may be the result of learners reducing their
linguistic burden. 14 Ellis gives opinion that overgenaralization forms
15
that they find easy to learn and process, Hubbard states that
overgeneralization is the learner processess new language data in his
mind and produces rules for its production, based on evidence, 16 as in
*He is walks quickly 17
2). Ignorance of Rule Restiction
Ignorance of rule restriction is failure to observe the restriction of
existing structure. It may be the result of the learner in using a
previously acquired rule in a new situation; other instances may result
from the rote learning of rules 18. Ellis offers another name that called

12
Brown, op.cit., p.223
13
Grass and Selinker, op,cit., p.79-80
14
Richards, Error Analysis. (London: Longman, 1974), p.174
15
Ellis, op.cit., p.19
16
Hubbard, et.al., op.cit., p.140-143
17
Richards, The Contex of Language Teaching, (New York: Cambridge University Press,
1985), p.47-51
18
Ibid.
 9

ommision that is reflecting learners efforts to make the task of

learning and using the L2 simpler,19 as in
*The man who I saw him 20
3). Incomplete Application of Rules
Incomplete application is occurence of structures whose deviancy
represents the degree of development of the rules required to produce
acceptable utterances.21 Ellis called this source of error with transfer,
that is the result of reflect learners attempts to make use of their L1
knowledge. 22 Hubbard called this source of error with mother tongue
interference, that is the result of the sound system (phonology) and the
grammar of the first language impose themselves on the new language,
23
as in
Teachers question: Whats he doing?
Students response: *He opening the door 24
4). False Concept Hypothesized
False concept hypothesized is faulty comprehension of
distinction in the foreign language. It may be the result of poor
25
gradation of teaching items. Hubbard called this source of error
with error encouraged by teaching material or method, that is the result
of a teacher may over-stress the auxiliary verb in his repeated question
and then find it echoed in the response, 26 as in

19
Rod Ellis, loc.cit.
20
Richards, op.cit., p.47-51
21
Ibid.
22
Rod Ellis, loc.cit.
23
Hubbard, et.al., loc.cit.
24
Richards, loc.cit.
25
Ibid.
26
Hubbard, et.al., loc.cit.
 10

*He is speaks French27

b. Developmental error is the result of the learner attempting to build
hypotheses about the English language from his limited experience of it in
the classroom or textbook.28

Brown divides the sources of errors: inter-lingual transfer, intra-lingual

transfer, context of learning and communication strategies. 29
a. Interlingual Transfer
Interlingual transfer is the result of transfer from the native language,
many such errors are detectable in learner speech 30. Meanwhile, Susan
notes that Interlingual errors are those that can be attributed to native
language.31 as in
*the book of Jack
Instead of Jacks book. 32
b. Intralingual Transfer
Intralingual transfer-generalization is the result of as the learner progress
in the second language, their previous experience and their existing
subsumers begin to include structures within the target language itself33.
Susan also comments that intralingual error are those that are due to the
language being learned, independent of native language34, as in
*I dont know what time is it

27
Richards, loc.cit.
28
Richards, loc.cit.
29
Brown, Op.cit., p.223
30
Ibid.
31
Grass and Selinker, loc.cit.
32
Brown. loc.cit.
33
Ibid.
34
Grass and Selinker. loc.cit.
 11

nstead of I dont know what time it is. 35

c. Context of Learning
Context of learning is the result of a misleading explanation from the
teacher, faulty presentation of a structure or word in a textbook, or even
because of a pattern that was rotely memorized in a drill but improperly
contextualized, 36 as in
*If you see her, please point her at to me
If you see her, please point her out to me. 37
d. Communicative Strategies
Communicative strategies is the resulf of learner obviously use
production strategies in order to enhance getting their message across, but
at times these techniques can themselves become a source of error, 38 as
in
*Let us work for the well done of our country
Let us work for welfare of our country 39

Taylor points out in Ellis that the sources of error are:

a. Psycholinguistic sources concern the nature of the L2 knowledge system

and the difficulties learners have using it in production.
b. Sociolinguistic sources involve such the social context.
c. Epistemic sources concern the learners lack of world information into a
coherent text.
d. Reside in the discourse structure. 40

35
Ibid.
36
Ibid.
37
Ibid.
38
Ibid.
39
Ibid.
40
Ellis, The Study of Second Language Acquisition, (New York: Oxford University Press,
2008), p. 52
 12

Based on some mentions from the experts above, the writer would like to
points out that there are three reasons of the students error. First, interlingual
which happens because the srudents still their mother languages influence.
Second, intralingual which happens because student is lack of knowledge from
the target language. Third, error which happens because of the teaching and
learning process.

2. Categories of Error
There are many categories of error that are explained by the experts with
different names. The writer tries to mention the categories of error based on some
experts. Norish distinguishes between different types of anomalous language
behaviour: the error, the mistake and the lapse.
a. An error is a systematic deviation, when learner has not learnt something
and consequntly gets it wrong
b. A mistake is inconsistent deviation, when the learner sometimes get it
right but sometimes he makes a mistake and uses the wrong form
c. A lapse, which may due to lack of concentration, shortness of memory,
fatigue, etc.41

In addition, Corder offers the different name about the categories of error,
Corder in Brown provided a model for identifying erroneous, they are overt and
covert.
a. Overtly erroneous utterance are unquestionably ungramatical at the
sentence level.
b. Covertly erroneous utterances are grammatical well-context of
communication.42

Moreover, Corders distingueshes three types of error according to their

systematicity:
a. Pre-systematic errors occur when the learner is unware of existence of a
particular rule in the target language. These are random.
b. Systematic errors occur when the learner has discovered a rule but it is the
wrong one.

41
Ibid.
42
Norrish, op.cit., p.220
 13

c. Post-systematic errors occur when the learner knows the correct target-
language rule but uses it inconsistently (i.e. makes a mistake) 43

Betty Azar notes kind of errors, there are:

a. Singular-Plural
*He have been here for six month.
He has been here for six months
b. Word Form
*I saw a beauty picture.
I saw a beautiful picture
c. Word Choice
*She got on the taxi
She got into the taxi
d. Verb tense
*He is here since June
He has been here since June
e. Add a word (+)
*I want ^ go to the zoo
I want to go to the zoo
Omit a word (-)
She entered ^ to the university
She entered the university
f. Word Order
*I saw five times that movie
I saw that movie five times
g. Incomplete Sentence
*I went to bed. Because I was tired
I went to bed because I was tired
h. Spelling
*An accident occured
An accident occured
i. Punctuation
*What did he say ^
What did he say?
j. Capitalization
*I am studying english
I am studing English
k. Article
*I had a accident
I had an accident
l. Meaning not clear
*He borrowed some smoke.
( ? ? ? )

43
Ibid.
 14

m. Run-on sentence
*My roomate was sleeping, we didnt want to wake her up
My roomate was sleeping. We didnt want to wake her up.
A run-on sentence occurs when two sentence are incorrectly connected:
the end of one sentence and the beginning of the next sentence are not
properly marked by a period and a capital letter. 44

Heidi Dullay, et.al., reviews that the descriptive classsification of errors

are (1) language category; (2) surface category; (3) comparative analysis; and
(4) communicative effect.
a. Error types based on Linguistic Category
These linguistic category taxonomies classify errors according to either or
both the language component or the particular linguistic constituent the error
affects. Language components include phonology (pronounciation), syntax and
morphology (grammar), semantics and lexicon (meaning and vocabulary), and
discourse (style). 45

The following table shows Error types based on Linguistic Category based
on Dullay:
Table 2.1 The sample linguistic category taxonomy46

Linguistic Category and Error Type Example of Learner Error +

A. Morphology
1. Indefinite article incorrect
a used for an before vowels a ant
an used for a an little ant
2. Possesive case incorrect
Omission of s the man feet^

44
Azar, Fundamentals of English Grammar 2nd Edition, (New Jersey: Prentice Hall,
1992), p.A29
45
Dullay. et al., Language Two, (New York: Oxford University Press, 1982), p.146-172
46
Ibid.
 15

3. Third person singular verb incorrect

Failure to attach s The bird help^ man.
Wrong attachment of -s The apple fall downs.
4. Simple past tense incorrect
a. Regular past tense
Omisssion of ed The bird he save^ him.
Adding ed to past already He calleded.
formed
b. Irregular past tense
Regularization by adding ed He putted the cookie there.
Substitution of simple non-past He fall in the water.
Substitution of past participle I been near to him.
5. Past participle incorrect
Omission of ed He was call^.
6. Comparative adjective/adverb incorrect
Use of more + er He got up more higher.

B. Syntax
1. Noun Phrase
a. Determiners
Omission of the article He no go in ^ hole.
Substitution of definite article for He fall down on the head.
possessive pronoun
Use of possesive with the article He put it in the his room.
Use of wrong possesive The litlle boy hurt its leg.
b. Nominalization
Simple verb used instead of ing by to cook it.
Preposition by ommited The dove helped him putting leaf on
the water.
c. Number
 16

Substitution of singulars for He got some leaf.

plurals
Substitution of plurals for He stab him in the feet.
singulars
d. Use of Pronouns
Omission of the subject pronoun (He) pinch the man.
Omisiion of the dummy Is nice to help people.
pronoun it
Omission of object pronouns I dont know (it) in English
Subject pronoun used as a My brother he go to Mexico
redundant element
Alternating use of pronouns by So he can eat it (referring to apples)
number as well as gender
Use of me as subject Me forget it.
e. Use of Preposition
Omission of preposition He came (to) the water
Misuse of prepositions He fell down (for on, into?) the water

2. Verb Phrase
a. Omission of verb
Omission of main verb He (fell?) in the water.
Omission of to be He in the water.
b. Use of progressive tense
Omission of be He going.
Replacement of ing by the The bird was shake his head.
simple verb form
Substitution of the progressive Then the man shooting (shot?) with a
for the simple past gun.
c. Agrement of subject and verb
Disagrement of subject and verb You be friends.
person
 17

Disagrement of subject and The apples was coming down

number
Disagrement of subject and tense I didnt know what it is.

3. Verb-and-Verb Construction
Embedding of a noun-and-verb I go to play. (I go and I play).
construction in another noun-
and-verb construction
Omssion of to in identical I go play
subject construction
Omission of to in the verb-and- I see a bird got the leaf
verb constuction
Attachment of the past marker to He was going to fell
the dependent verb

4. Word Order
Repetition of the object The bird (object) he was gonna shoot
it.
Adjectival modifiers placed after He put it inside his house a litlle
noun round.

5. Some Transformations
a. Negative transformation
Formation of no or not without He not play anymore
the auxiliary do
Multiple negation They wont have no fun
b. Question transformation
Omission of auxiliary How the story helps?
c. There transformation
Use of is instead of are There is these hole.
Omission of there Is one bird.
 18

Use of it was instead of there It was round things.

was
d. Subordinate clause transformation
Use of for for so that For the ant could get out.
Use of indicative for conditional So He dont kill the bird.

b. Error types based on Surface Strategy Taxonomy

A surface strategy taxonomy highlights the ways surface structures are altered:
Learners may ommit necessary items or add unnecessary ones; they may
misform items or misorder them. 47
There are four subtypes errors based on surface strategy taxonomy:
1). Omission
Omission errors are characterized by the absence of an item that must appear
in a well-formed utterance. 48 Ellis defines ommision that Leaving out an
item that is required for an uterance to be considered gramatical.49
Morphological omission : *A strange thing happen to me yesterday
Syntactical omission : *Must stay also the names? 50
2). Additions
Addition errors are characterized by the presence of an item which must not
appear in a well-formed utterance. 51
In morphology : *The books is here
In syntax : *The London
In lexicon : *I stayed there during five years ago 52
a). Double Markings

47
Ibid.
48
Ibid.
49
Ellis, Second Language Acquisition, (New York: Oxford Univerity Press, 2003), p.18
50
Erdogan, op.cit., p.264
51
Dullay. et al., op.cit., p.146-172
52
Erdogan, loc.cit.,
 19

Double marking errors are characterized by two items rather than one
are marked for the same feature (tense, in these examples). 53

The following table shows Double Marking based on Dullay:

Table 2.2 Errors of Double Marking in L2 Production54

Semantic Feature Error Example of Error*
Past Tense Past tense is marked in the She didnt went/goed.
auxiliriary and the verb
Present Tense Present tense is marked in He doesnt eats.
the auxiliary and the verb
Negation Negation is marked in the She didnt give him none.~
auxiliary and the quantifier He dont got no wings.~
Negation is marked in the They dont hardly eat.
auxiliary and the adverb
Equational Predicate Equation is marked in two Is this is a cow?
copulapositions
Object The object is both Thats the man who I saw
topicalized and expressed him.
in the object pronoun
Past Tense The auxiliary is produced Why didnt momy dont
twice make dinner?
* These examples are taken from raw data collected by Dullay and Burt via the
Bilingual Syntax Measure (lower and upper grade version) and unstructured
natural conversation, unless otherwise specified.
~ These constructions are permisible in some varieties of English, and therefore must
not be considered errors when analyzing the speech of persons who speak
varieties.

53
Dullay. et al., loc.cit.,
54
Ibid.
 20

b). Regularization (Overgeneralization)

Regularization errors are characterized by some members of a class are
exceptions to the rule. 55 For example,
*My sister eated plain bread for breakfast yesterday 56
c). Simple Addition
Simple addition is if an addition error is not a double marking nor a
regularization. 57 For example,
*That a car is mine 58
3). Misformation
Misformation errors are characterized by use of the wrong form of the
59
morpheme or structure. Ellis defines the misinformation that using one
grammatical form in place of another grammatical form. 60
For example
*The dog eated the chicken 61
The three types of misformation have been frequently reported in the
literature: (1) regularizations; (2) archi-forms; and (3) altering forms. 62
a). Regularization errors that fall under the misformation category are those in
which a regular marker is used in place of an irregular one, as in runed for ran
or gooses for geese. 63

55
Ibid.
56
Ibid.
57
Ibid.
58
Ibid.
59
Ibid.
60
Ellis, op.cit., p.18
61
Dullay. et al., op.cit., p.146-172
62
Ibid.
63
Ibid.
 21

b). Archi-forms that the selection of one member of a class of forms to represent
others in the class, 64 as in
that dog
*that dogs 65
Ellis called the categories of this error with Selection, She notes the
examples are:
In morphology : *My friend is oldest than me
In syntax : *I want that he comes here 66
c.) Alternating forms that as the learners vocabulary and grammar grow, the use
of archi-forms often gives way to apparently fairly free alternation of various
members of a class with each other.67 For example:
*those dog
*this cats 68
4). Misordering
Misordering errors are characterized by the incorrect placement of a
morpheme or group of morphemes in a utterance 69. Ellis defines misordering
that putting the words in an utterance in the wrong order. 70. For examples:
*He is all the time late 71
In pronunciation: *Fignisicant for significant; *plulal for plural
In morpholgy : *Get upping for getting up
In syntax : *He is a dear to me friend 72

64
Ibid.
65
Ibid.
66
Erdogan, loc.cit.
67
Dullay. et al., loc.cit.
68
Ibid.
69
Ibid.
70
Ellis, op.cit., p.18
71
Dullay.op.cit., loc.cit.
 22

c. Error types based on Comparative Taxonomy

The classification of errors in a comparative taxonomy is based on
comparison between the structure of L2 errors and certain other types of
construction. 73
There are four subtypes errors based on comparative taxonomy:
1). Developmental Error
Developmental error are errors similiar to those made by childern learning
the target language as their first language, as in
*Dog eat it
2). Interlingual Error
Interlingual errors are similiar structure to a semantically equivalent phrase
or sentence in the learners native language, as in
*I love mother I
3). Ambigious Error
It is because these errors reflect the learners native languange structure, and
at the same time, they are of the type found in the speech of children
acqiuring a first languge, as in
*I no have a crown
4). Other Error
Other errors are that dont fit into any other category has been mentioned,
such as developmental, interlingual and ambiguous error. For example:
*They does hungry 74

d. Error types based on Communicative Effect Taxonomy

A communicative effect taxonomy highlights the errors could be effect the
reader or listeners prespective.75
There are two subtypes errors based on communicative effect taxonomy:
1). Global errors effect entire sentence structure with the result that distrub the
communication 76, as in

72
Erdoan, loc.cit.
73
Dullay. et al., loc.cit
74
Dullay. et al., loc.cit
75
Tarigan, Djago Tarigan, Pengajaran Analisis Kesalahan Berbahasa, (Bandung:
Angkasa, 1990), p.164
76
Ibid.
 23

*You will happy until you hard work

(You will happy if you hard work) 77
2). Local errors effect sentence structure that distrub the comunication
significantly 78, as in
*The solution of that assignment is finished with enthusiasm
(That assignment is finished enthusiastically) 79

B. Error Analysis

1. Definition of Error Analysis

According to Carl James, error analysis is the process of determining the

incidence, nature, causes and consequences of unsuccessful language.80 In
addition, Ellis in Tarigan defines that error analysis as an error analysis of
language is a procedure which is usually used by language researchers and
teachers consist of sample collection, explanation of error and its classification
based on evaluation or the level of scoring of the errors.81
Gass and Selinker also states about error analysis, that is as the name
suggests, it is a type of linguistic analysis that focuses on the errors learners
make.82
Furthermore, Erdogan comments an error analysis, that is a branch of
applied linguistics, emerged in the sixties to demostrate that learner errors were
not only because of the learners native laguage but also they reflected some

77
Ibid.
78
Ibid.
79
Ibid.
80
James, Errors in Language Learning and Use, (New York: Longman, 1998), p.1
81
Tarigan, op.cit, p.170
82
Grass and Selinker, op.cit, p.79
 24

universal learning strategies.83 Also, a quote by Muriel states that error analysis
is the first approach to the study of second language acquisition which includes an
internal focus on learners creative ability to contruct language.84
Based on some definitions from the experts above, the writer points out
that error analysis is a way to get information from inacceptable performance by
second language students which can be valuable source to help teachers whether
the learning process is sucess or not. In the other words, error is believed as an
indicator of the learner stages in their target language development.

2. Goal of Error Analysis

Ellis discusses the good reasons for focusing on error, which are:
a. They are a conspicuous feature of learner language, raising important
question of Why do learners make errors?
b. It is useful for teachers to know what errors learners make
c. It is possible that making errors may actually help learners to learn
when thay self-correct the errors they make. 85
Moreover, Ellis claims that classifying errors in these ways can help us to
to diagnose learner learning problem at any one stage of their development and
to plot how changes in error patterns occur over time.86

Martnez in her Journal Should We Correct Our Students Errors in L2

Learning? proposes the negative and positive effects of error correction. The
negative effects of error correction are:

a. Undermined students confidence and forced them to waste so much

effort on details that used to lose the overall ability to use language.
b. Break the flow of conversation- especially when the teacher interrupts
the student before he has finished his utterance.

83
Erdoan, op.cit, p.262
84
Troike, Introducing Second Language Acquisition, (New York: Cambridge University
Press, 2008), p.37
85
Ellis, op.cit, p.15
86
Ibid.
 25

c. Lower the students motivation as only his failures and not his goals
are highlighted. 87
In addition, Martnez points that if everything corrected, the student does
not take the challenge to produce second language unless they are confident that it
88
is corret. Despite of that, Martinez points that teacher should correct the
mistake by students immediately then learn correct version.89. The writer would
like to conclude from Martinezs statments that teacher should find the right way
in analyzing and correcting the students error, so the negative effects would be
disappearance.
Levines opinion in Gmez is analyses the effects of non giving
confirmation nor disconfirmation to the students guesses and accounts that if an
error is not corrected, both speaker and the rest of the class will consider it a right,
utterance to be learnt.90
Norrish informs that error analysis can give a picture of the type of
difficulty learners are experiencing. If carried out on a large such a survey can be
helpful in drawing up a curriculum.91 Jack C.Richard also reports that one of the
goals of error analysis was to help construct an account of the second-language
learners linguistic competence.92
Masachika comments that when english second language teachers spot
various kinds of error in students speech or writing, they tend to corrrect them
automatically, hoping that they will never repeat the same errors in the future.93

87
Martnez, Should We Correct Our Students Errors in L2 Learning?, Encuentro, 16,
2006, p.3
88
Ibid.
89
Ibid.
90
Ibid.
91
Norrish, Language Learners and Their Errors, (London: The Macmillan Press, 1983),
p.80
92
Richards, The Contex of Language Teaching, (New York: Cambridge University Press,
1985), p.63
93
Ishida, Error Analysis and Its Significance in Second Language Teaching: A Brief
Survey of the Theoritical Aspect of Error Analysis, 1982, p.1
 26

Based on some definitions from the experts above, the writer would like to
identify the goal of error analysis. From the information of error analyisis, the
teacher or researcher can identify that teaching or learning process is succesful or
not. However, the teacher should know how to correct the error of the studetns in
order that they do not make the same error again. In other word, the teacher or
researcher should improve or use suitable technique of teaching in oder to
decrease the students error.

3. Procedures of Error Analysis

James explains the procedures of error analysis that they are detection,
locating, describing and classifying error.
a. Error detection is a stage of identification in which the analyst
realizes the error happen
b. Error location means to locate the error detected before
c. Error descripstion is explaining the error happen
d. Error classification is the step to clasify the errors; whether the
errors belong to subject and verb agreement, tense, etc.94
However, Ellis investigates that identifying errors have to compare the
sentence learners produced with what seem to be the normal or correct sentence
in the target language which corrrespond with them. 95 For example:
*A man and a little boy was watching him. 96
the correct sentence:
A man and a little boy were watching him. 97
Ellis explains that by comparing the two sentences we can see that Jean
has used was instead of werean error in subject-verb agreement.98

94
James, Errors in Language Learning and Use: Exploring Error Analysis, (London:
Addison Wesley Longman Limited, 1998), p.91-97
95
Ellis, op.cit, p.16
96
Ibid.
97
Ibid.
98
Ibid.
 27

Ellis in Muriel also accepts that the procedure for analyzing learner errors
includes the following steps:
a. Collecting of a sample of learner language. Most samples of learner
language which have been used in error analysis include data collected
from many speakers who are responding to the same kind of task or test
(as in Morpheme Order Studies, which are discussed below). Some studies
use samples from a few learners that are collected over a period of weeks,
months, or even years in order to determine patterns of change in error
occurrence with increasing L2 exposure and proficiency.
b. Identification of errors. This first step in the analysis requires
determination of elements in the sample of learner language which deviate
from the target L2 in some way. Corder (1967) distinguishes between
systematic errors (which result from some kind of processing failure such
as a lapse in memory), which he excludes from the analysis.
c. Description of errors. For purpose of analysis, errors are usually classified
according to languge level (whether an error is phonological,
morphological, syntactic, etc.), general linguistic category (e.g auxiliary
system, passive sentence, negative constructions), or more specific
linguistic elements (e.g. articles, prepositions, verb forms).
d. Explanation of errors. According for why an error was made is the most
important step in trying to understand the processed of second language
asquisitiom. Two of the most likely causes of L2 errors are interlingual
(between language) factors, resulting from negative transfer or
interference from L1 and intralingual (within language) factors, not
attributable to cross-linguistic influence. Intralingual errors are also
considered developmental errors and often represent incomplete learning
of L2 rules or overgeneralization of them. Distinguishing between
interlingual and intralingual errors implicity builds upon CA procedures,
since the distinction requires comparative knowledge of L1 and L2. For
example, the following passage was in a letter written to me by a native
Korean speaker. I have underlined and numbered the errors. 99
Gas and Selinker also have opinion that there are a number of steps taken
to conduct error analysis:

a. Data need to be collected. Although this is typically done with wrtitten

data, oral data can also serve as a base.
b. Identify error. What is the error (e.g., incorrrect sequence of tenses, wrong
verb form, singular verb form with plural subject)?
c. Clarify error. Is it an error of agreement occur? How many irregular verb
form errors occur?

99
Troike, Second Language Acquisition, (New York: Cambridge University Press, 2009),
p.39
 28

d. Analysis of source. See later discussion.

e. Remediation. Based on the kind and frequency of an error type,
pedagogical intervantion is carried out. 100

In addition, Martnez distinguishes two types of correction, the implicit

with correct the students error by repetition of the converstarion; and the explicit
one with teachers do not highlight the error until the student realize and can be
correct it by themselves.101
Based on some explanation of procedures of error above, the writter will
use the procedures based on Ellis in Muriel. The procedures are suitable for
analyzing learners error. They are collecting the result of test, indentifying the
errors from the test, descriptioning the error in category and explanationing the
reason why the learner make some error.

C. Passive Voice
1. Meaning of Passive Voice

Many experts have stated some definitions of passive voice. Murphy

writes that in a passive sentence if you want to say who did or what caused the
action, use by.102 Another opinion states that passive voice denotes that the
subject receives the action.103
J.C Nesfield also argues that Active voice is used when the verb is in the
Active voice, the person or thing denoted by the Subject is said to do something;

100
Grass and Selinker, op.cit, p.79
101
Martnez, op.cit, p.4
102
Murphy, English Grammar in Use, (New York: Cambridge University, 1985), p.84
103
Walsh, andWalsh, Plain English Handbook, (Ohio: McCormik-Mathers Publishing,
1972), p.29
 29

as I love. Passive voice is used when the verb is in the Passive Voice, the person
or thing denoted by the Subject is said to suffer something; as I am loved.104
Moreover, Samet Riyanto persuades that Passive voice is used when we
want to say that the subject (I, We, They, You, He, She, It) is not the doer, but
receives an action.105 Andhika Pratiwi argues that Passive voice shows the
object get the action or activity from the subject.106
According to Azar Passive is A verb is in the active voice when it
expressses an action performed by its subjects and a verb is in the passive voice
when the action it expressees is performed upon its subjects.107 Walsh argues that
The voice of a verb indicates whether the subject of the verb acts or is acted
upon. Active voice denotes that the subject of the verb is the actor. Passive voice
denotes that the subject receives the action.108 In addition, Frank points out that
the passive voice is preferred when the doer of an action (or, the agent) is
unimportant or unknown.109

2. Use of Passive Voice

Frank points out that Passive Voice is used to the sentence that the subject
is not necessary to know. Therefore, Because of its impersonal tone, the passive
voice is commonly found in textbook, in scientific, technical or business reports,
and in newspaper stories.110 Eckersley states that We use the Passive Voice

104
Nesfield, M.A., Outline of English Grammar (Revised Edition), (London: Macmillan
& co ltd, 1957), p.83
105
Riyanto, A Handbook English Grammar, (Yogyakarta: Pustaka Pelajar, 2007), p.171
106
Pratiwi, et.al, 100% Best Guide to TOEFL up to 600!, (Jakarta: Laskar Aksara), p.104
107
Conlin, George R. Herman and Jerome Martin, Our Language Today, Level H, (New
York: Litton Educational Publishing Inc., 1978), p.169
108
Walsh and Walsh, Plain English Handbook, (Ohio, McCormick-Mathers Publishing
Company, 1972), p.29
109
Frank, Modern English, (New Jersey: Prentice-Hall, 1972), p.67
110
Frank, op.cit, p.67
 30

when we are more interested in the action than in the person or people who do the
action.111
Wishon explains that The Passive Voice gives an object and impersonal
touch to writing. It may soften statements that might seem harsh or even accusing
in the active voice. Generally, the passive voice is used when it is not important to
know the doer, or when the doer is not known.112 Hewings also explains that the
choice between an active and passive sentence allows us to present the same
information in two different orders.113 Compare:
Active : The storm damaged the roof
This sentence is about the storm, and says what it did. (The storm is the agent).
Passive : The roof was damaged by the strom
This sentence is about the roof, and says what happend to it. (The agent goes in
a prepositional phrase with by after the verb). 114

Here are some situations where we typically choose a passive rather than
an active:
a. When the agent is not known, is people in general, is unimportant or is
obvious, as in
My office was broken into when I was on holiday
b. In factual writing, particularly in describing procedures or process, we
often wish to omit the agent, as in
Nuclear waste will still be radioctive even after 20,000 years, so it must be
disposed of very carefully. It can be stored as a liquid in stainless-steel
containers which are encased in concrete. The most dangerous nuclear
waste can be turned into glass. It is planned to store this glass in deep
underground mines.
c. In spoken English we often use a subject such a people, somebody, they,
we, or you even who we do not know who the agent is, as in
Theyre installing the new computer system next month.
The new computer system is being installed next month. (more
formal)
d. In English we usually prefer to put old information at the beginning of a
sentence (or clause) and new information at the end, as in

111
Eckersley, op.cit, p.160
112
Wilson and Burks, loc.cit.
113
Martin Hewings, op.cit, p.60
114
Ibid
 31

The three machines tested for the report contained different types of
safety valve. The Boron Group in Germany manufactured the
machines
The three machines tested for the report contained different types of
savety valve. The machines were manufactured by the Boron Group
in Germany115

Team of five in Improving Reading Skill in English proposes that situation

when Passive voice is used is:
a. When we dont know who performed the action
b. When it is preferable not to mention the performer
c. When we wish to emphasize the receiver rather than the perrformer
d. In situations of social and historical significance, when the work resulting
from the action is as well or better known than the performer, as in the
case of famous music, writing, paintings, and inventions.116

Murphy comments the use of passive that:

a. We use an active verb to say what the subject does, as in
My grandfather was a builder. He built this house in 1930.
Its a big company. It employs two hundred people.
b. We use a passive verb to say what happens to the subject, as in
This house is quite old. It was built in 1930.
Two hundred people are employed by the company. 117

In addition, Thomson comments that use of passive voice that where

there is an indirect and a indirect object, make the indirect object the subject of the
passive verb118, as in
*They have her a clock 119
She was given a clock120

115
Hewings, op,cit, p.60
116
Team of Five, Improving Reading Skill in English Book Two + Workbook Two,
(Jakarta: Kencana Prenada Group, 2006), p.29
117
Murphy, Grammar in Use Intermediate, (New York: Cambridge University Press,
2008), p.78
118
Thomson and Martinet, A Practical English Grammar, (New York: Oxford University
Press, 1986), p.83
119
Ibid.
 32

Frank also comment the reason use of passive voice that:

a. We often prefer to put longer and heavier expressions at the end of a
sentences, and this can be another reason for choosing a passive structure
Marys behaviour annoyed me. (or: I was annoyed by Marys behaviour).
I was annoyed by Mary wanting to tell everybody else what to do.
b. Passive structures are also used when we want to talk about an action, but
we are not interested in saying who (or what) did it.
Those pyramids were built around 400 A.D.
Too many books have been written about the second world war.
c. Passive are very common in scientific writing, and other kinds of
expression where we are most interested in events and processes:in things
that happen. 121

3. The Form of Past Tense in Passive Voice

Pratiwi explain that changing active into pasive voice is the object from
the sentence move to the beginning of the sentence then the object is followed to
be and Verb3.122 Eckersley in his book Essential English for Foreign Students
states that If the verb is in the Simple Past Tense we use the past tense of the verb
to be and the Past Participle of the verb 123, as in
Active : Ayu sold red rose
Passive : Red rose was sold by Ayu
Wilson explains that the passive form is composed of some form of the
verb be + the appropriate auxiliary (if any) + the past participle form of the
verb124, as in
The New World was discovered centuries ago 125
The battle has been lost 126

120
Ibid.
121
Swan, op.cit, p.457
122
Pratiwi, et.al, 100% Best Guide to TOEFL up to 600!, (Jakarta: Laskar Aksara), p.104
123
Eckersley, op.cit, p.159
124
Wilson, and Burks, op,cit, p.216
125
Ibid
 33

Hewings also explains that the Passive form you choose depends on
which is more appropriate in a particular context.127 Moreover, Hewings explains
about passive that:

a. Verbs that can be followed by either object + object or object +

prepositional object in active clauses can have two corresponding passive
form.

Table 2.3 The Verb that have Two Corresponding Passive Form

active Passive
She handed me the plate I was handed the plate

She handed the plate to me The plate was handed to me

Other verbs like this include give, lend, offer, promise, sell, teach, tell,
throw.
b. Verbs that cannot be followed by object + object in the active have only
one of these passive forms:

Table 2.4 The Verb that have Only One of Passive Forms

- He described me the situation - I was described the situation

- He describe the situation to me - The situation was desribed to me

Other verbs like this include demonstrate, explain, introduce, mention,

report, and suggest.

126
Ibid
127
Hewings, Advanced Grammar in Use, (Jakarta: Erlangga, 2001), p.58
 34

Betty Azar Schrampfer states about passive voice that:

a. 1). The object of an active sentence becomes the subject of a passive

sentence, as in
S V O
Bob mailed the package

S V by-phrase
The package was mailed by Bob

2). The subject of an active sentence is the object of by in the by-

phrase in a passive sentence, as in
S V O
Bob mailed the package

S V by-phrase
The package was mailed by Bob

b. All the passive verbs are formed with BE + Past Participle

1). BE can be in any of its forms:
am, is, are, was, were, has been, have been, will be,etc.
2). The Past Participle followed BE. For regular verbs, the past participle
ends in -ed (e.g., mailed, corrected). Some past participles are
irregular (e.g., taught), as in
Active : The news suprised me
Passive : I was surprised by the news
c. 1). Only transitive verbs can be used in the passive. A transitive is a verb
that is followed by an object, as in
S V O
Bob mailed the letter
Mr. Lee signed the check
A cat killed the bird
2). An intransitive verb is a verb that is not followed by an object, an
intransitive CANNOT be used in the passive, as in
S V
An accident happened
John came to our house
I slept well last night
Tumijo and Slamet Riyanto add that the verbs of intransitive verb are:
- Run
- Come
- Arrive
 35

- Cry
- Go
- Sleep
- Get up128
d. 1). The by-phrase is used in passive sentences when it is important to
know who performs an actoin, as in
This sweater was made by my aunt
2) The passive is used when it is not known or not important to know
exactly who performs an action, as in
That sweater was made in Korea (by someone) 129

Khorn notes comments about tha passive that:

a. The object of an active sentence is the subject of the corresponding passive

voice.
b. In a passive voice sentence, a form of be appears before the main verb.
c. In the active form, the tense is shown by the main verb (present write, past
wrote). In the passive form, the tense is shown by the form of be: present
am, is, are; past was, were.
d. The main verb of a passive sentence is the past participle form. 130

Krohn adds that the rule of be in corresponding passive sentence:

Table 2.5 The Verb that can be Followed by Object

Then be of the corresponding passive sentence is:

If the main verb of the active
sentence is
Active Passive

a). Present tense: am, is, are They write letters every day. Letters are written every day.
b). Past tense: was, were They wrote yesterday. Letters were written yesterday.
c). Infinitive: be They are going to write Letters are going to be written
letters tomorow. tommorow.

128
Riyanto, 99,99% Sukses TOEFL, (Yogyakarta: Pustaka Widyatama, 2010), p.149
129
Azar, Fundamentals of English Grammar 2nd Edition, (New Jersey: Prentice Hall,
1992), p.276-283
130
Krohn, English Sentence Structure, (Michigan: The University of Michigan Press,
1971), p.206-207
 36

(future with will) They will write letters Letters will be written
tomorrow. tomorrow.
(modal should) They should write letters. Letters should be written.
(have to) They have to write letters. Letters have to be written.
d). ing: being They are writing letters. Letters are being written.
They were writing letters. Letters were being written.
e). Past participle: been They have written letters. Letters have been written.
They had written letters. Leters had been written.

Dullay also proposes that a sample linguistic category taxonomy and error
type in passive voice area. The writer tries to analyze the error made by student
based on Heidi Dullays category. The error type in passive voice area based on
Dullay are:

a. the problem with formation of passive that:

1). Misformation of passive verb :
*Each cushion given by our priest
2). Active order but passive form :
*The traffic jam was held up by my brother
3). Absent or wrong preposition before :
*She is not allowed to her parents to go
4). Passive order but active form :
* Everything covered insurance against fire
c. Inappropriate use of passive
1). Making intransitive verbs passive :
*He was arrived early
2). Misusing passive in complex sentence :
*Mark was hoped to become a football player 131

131
Ibid.
 37

Pamela J. Sharpe, Ph.D. in Barrons How to Prepare for the TOEFL test
points out that missing auxiliary verb in passive is the problem number 16th that
common mistake in TOEFL. Sharpe advices that avoid using a passive without a
form of BE.132
Example:
Incorrect : *The phone answered automatically
Correct : The phone is answered automatically

In addition, Silvester Goridus Sukur notes common mistake conversation

in passive (past tense) that:133

Table 2.6 Common Mistake in Conversation in Passive

(Simple Present & Past Tense)
Wrong Conversation Right Conversation
Rini: Did Jack was the car yesterday? Rini: Did Jack was the car yesterday?
Nita: Yes. *The car is washed by Jack Nita: Yes. The car was washed by Jack
yesterday yesterday
Rini: Pardon? Rini: Pardon?
Nita: *The car washed by Jack yesterday Nita: The car was washed by Jack
yesterday
Explanation:
- The car is washed is not passive sentence in past tense
- The car washed by Jack is unacceptable because the sentence need BE was.
The sentence should be: the car was washed by Jack yesterday
Nita: Did Joe send letters? Nita: Did Joe send the letters?
Rini: *Yes. The letters are sent by John last Rini: Yes. The letters were sent by
night. John last night.

132
Sharpe, Barrons How to prepare for the TOEFL test 11th edition, (Ciputat: Bina
Rupa Aksara, 2005), p.130
133
Sukur, Common Mistake in English Conversations, (Sleman: Kalarana Press, 2011),
p.155
 38

Explanation:
- The sentence use are; to be in Past Tense should be were

Futhermore, Muhammad Yusdi in Magic TOEFL lists common mistake in

passive that: 134
a. Unable to difference in using adjective participle -ed in passive sentence,
as in
- *She was an easily depressed woman with her long, curly hair and
untidy dress.
- Mrs. Yonna was dissapointed by her daugher score of the test
The fist sentence is not passive sentence. It is adjective participle
end with ed. In the second sentence is passive sentence. It is past
participle and not follow with noun.
b. Mistake in using verb 1 and verb 2 of passive voice
Example:
*In your system, nine planets, fifty-seven moons, several dozen comtes,
several million asteroids, and billion of meterites have so far been
discover.
The verb which follow passive voice is the verb in verb 3
c. Unable to difference Passive voice and Present Continuous tense

Present Continuous meaning is the same as Present Perfect Tense. On the

other hand, Present Perfect Tenses form is more prominent that activity is
take place from past until now.
Pattern for Present Continuous Tense is:
Subject + have/ has been + verb + ing
The crafting of five violins has been proceeding for several centuries as a
secret art. 135

134
Yusdi, Magic TOEFL 25 Strategi Praktis Menembus 550++, (Ciputat: Inspirita,
2010)., p.89-90
135
Ibid.
 39

d. Parallelize of the subject and the verb in passive voice

If the subject in the passive voice is plural, the verb will be plural
Example:
*The favorite song is actually caused by a lot of people like to hear it.

The favorite songs are actually caused by a lot of people like to hear it.

Raymond Murphy points out about the passive voice that:

a. Some verbs can have two objects. For example offer :

The passanger didnt pay the driver cash
It is possible to make two different passive sentences :
- The driver wasnt payed cash
- The cash wasnt payed to driver
Other verbs like which can have two object are:
Ask tell give send show teach pay offer
b. Born: remember that be born is a passive verb and is usually past:
- Where were you born? (not are you born)
- I was born in Chicago (not I am born)
- How many babies are born in this hospital every day? present
simple136

Michael Swan adds about passive that:

a. Compare the following two sentences:

Your little boy broke my kitchen window this morning

That window was broken by your little boy
In the first sentences, the person who did the action (your little boy) in the
subject, and comes first; then we say what he did (with the verb,broke) and
what he did it to (the object, my kitchen window). In the second sentence, the
opposite happens; we start by talking about the window(the object of the first
sentences has become the subject of the second); then we say what was done to
it, and who this was done by. The first kind of sentence, and the kind of verb-
form used in it, are called active. The second kind of sentence, and the kind
of verb-form used, are called passive. 137

b. The choice between active and passive constructions often depends on what
has already been said, or on what the listener already knows
Example:

136
Murphy, English Grammar in Use, (New York: Cambridge University Press, 1985),
p.88
137
Ibid.
 40

Johns just written a play

This play was probably written by Marlowe

In the first sentence, John is somebody that the hearer knows; the news is
that he has written a play. The speakers prefers to put this at the end, so he
begins with John and the uses an active verb. In the second sentence, a
passive structure allows the speaker to begin with the play (which the hearer
already knows about), and to put the news (who wrote it) at the end. 138

c. We often prefer to put longer and heavier expressions at the end of a

sentences, and this can be another reason for choosing a passive structure
Marys behaviour annoyed me. (or: I was annoyed by Marys behaviour).
I was annoyed by Mary wanting to tell everybody else what to do.
Passive structures are also used when we want to talk about an action, but we
are not interested in saying who (or what) did it.
Those pyramids were built around 400 A.D.
Too many books have been written about the second world war.
Passive are very common in scientific writing, and other kinds of
expression where we are most interested in events and processes:in things that
happen. Active forms are more common in imaginative writing
(novels,stories,etc), and in other cases where we want to say a lot about people
who make things happen. 139

d. Note that meaning and grammar do not always go together. Not all active verbs
have active meanings; not all passive verbs have passive meanings. If you
say that somebody receives something, or suffers, you really mean that he has
something done to him. The verb form is active but the meaning is passive.
Some English active verbs might be translated by passive in certain other
languages (e.g. She is sitting); some English passives would not be translated
by passive in some other languages (e.g. I was born in 1936; English is psoken
here). 140

e. A few active verbs can sometimes be used with passive meanings, as in

This dress does up at the front.
Its a pretty material, but it doesnt wash.
Sometimes active and passive infinitives can be used with very similiar
menaings, as in
Theres a lot of work to do/ to be done
After need, want, and require, active ing forms can be used with passive
meanings, as in
My watch needs cleaning. ( = . . . to be cleaned)

138
Ibid
.
139
Ibid.
140
Ibid.
 41

When present participles (-ing forms) are used as adjective, they usually
have active meanings, as in
A crying child 141

f. Not all verbs can have passive forms. Intarnsitive verbs (like die, arrive)
cannot become passive; they have no objects, and so there is nothing to become
the subject of a passive sentence. 142

g. Students often confuse active and passive verb-forms. This is not surprising,
because:
1). Be is used to make both active and passive verb-forms and active
progressive tenses
2). Past participles are used to make both passive verb-forms and active perfect
tenses.
Compare:
He was calling. (Active past progressive)
He was called. (Passive past simple)
He has called. (Active present perfect simple) 143

D. Prevoius Study
Some studies dealing with this study were done by Suhartini, Andaryanti,
and Khasanah. The short explanations of those studies are explained in the
following section.
Suhartini conducted a case study on analyzing on the students error in
learning passive voice in the simple past tense. The purpose of this study was to
find out what kind of error made by students in learning passive voice in the past
tense and what factors that causing XI grade students of SMAN 1 Kabandungan
difficult to learn passive voice in the simple past tense. The writer used test as an
instument to obtain the data and the method was descriptive analysis. The writer
formulated the two important elements of passive voice in the simple past tense
are be and verbal conjugation.The instument of the test is constructing active into
passive voice in simple past tense; completing the appropriate be; and completing
the paragraph with the active or the passive verb in using correct tense. The result

141
Ibid.
142
Ibid.
143
Ibid.
 42

was the XI grade students of SMAN 1 Kabandungan still made the errors when
they constructing active into passive voice in the simple past tense and the most
type of error and the most type of errors made by students are in verbal
conjugation. 144
Andaryanti conducted a case study on analyzing on the students
difficulties in applying passive voice. The purpose of this study was to find out
what kind of error made by students in learning passive voice and what factors
that causing the second grade students of SMKN 2 Cikarang Barat difficult to
learn passive voice. The writer used test as an instument to obtain the data and the
method was descriptive analysis. The writer formulated the difficulty in learning
passive voice based on changing the correct form of be, using appropriate tense
and changing object pronoun in active into subject in passive voice. The
instument of the test is completing the appropriate be;completing the sentences
with correct form of be and the verb; and constructing the active into passive
sentence. The result was the XI grade students of SMAN 1 Kabandungan still
made the errors when they constructing active into passive voice and the most
type of error and the most type of errors made by students are in changing object
pronoun in active into subject in passive voice.145
Khasanah conducted a case study on analyzing on the students errors in
forming passive voice. The purpose of this study was to find out what kind of
error made by students in learning passive voice and what factors that causing the
second grade year students of SMK Purnama Mandiri Jakarta difficult to learn
passive voice. The writer used test as an instument to obtain the data and the
method was descriptive analysis. The instument of the test is multiple choice;
completing the sentences with correct form of be; and constructing the active into
passive sentence. The writer formulated the type of error committed by the
students with Misformation and Selection. The result was the second year students

144
Suhartini, An Analysis on the Difficulties Faced by the Students (A Case Study at
the XI Grade Students of IPA Class of SMAN 1 Kabandungan), Skripsi in Universitas Islam
Negeri Syarif Hidayatullah Jakarta, Jakarta, 2010, p.7-8
145
Andaryanti, Gayah. An Analysis on the Students Difficulties in Applying Passive
Voice, Skripsi in Universitas Islam Negeri Syarif Hidayatullah Jakarta, Jakarta, 2010.
 43

of SMK Purnama Mandiri Jakarta still made the errors when they constructing
active into passive voice and the most type of error and the most type of errors
made by students are Selection.146

146
Khasanah, Enimatul. An Analysis on the Students Error in Forming Passive Voice.
Skripsi in Universitas Islam Negeri Syarif Hidayatullah Jakarta, Jakarta, 2012.
 CHAPTER III
RESEARCH METHODOLOGY

This chapter discusses and presents background of the study, limitation of the
problem, formulation of the problem, objective of the study, significance of the
study, and method of the study.

A. Place and Time of the Research

The research was conducted at SMP Islam Plus Baitul Maal. It is located
on, South Tangerang, Banten. The writer did the research from November 23rd up
30th, 2012. The writer took the English Test question paper of the eight grade at
odd semester academic year 2012/2013 to be analyzed.

B. Data and Data Sources

The population of this research is all the eight grade students of SMP
Islam Plus Baitul Maal Tangerang Selatan academic year 2012/2013. The total
number of the students is 39, which is divided into two classes (class A consists of
21 students and class B consists of 18 students but one students was absent. The
writer took 100% of the total number of the second grade students as a sample.
The 100% sample of this population is about 38 students.

C. Method of the Study

The method of this study is descriptive analysis method. First, the writer
observed the passive voice material in students book in the classroom. Second,
she explained about Passive Voice in classroom twice then collected the students
test three times. The last, the writer interpreted the data about what kinds of errors
that mostly students made.
The writer analyzed each students error in students answer based on
Ellis steps, they are Collecting of the sample of learner language, Identifying the
errors, Describing of errors, then Explaining the errors. The writer use the

44
 45

category of error based on Heidi Dullays sample linguistic category taxonomy in

passive voice area, there are the problem with formation of passive (Misformation
of passive verb; Active order but passive form; Absent or wrong preposition
before; Passive order but active form) and Inappropriate use of passive (Making
intransitive verbs passive and Misusing passive in complex sentence). 1 The writer
does not fill the Misusing Passive in Complex Sentence because the students did
not study it yet.
Based on the students answer sheet, the most categories type errors in
Passive Voice is Misformation in Passive Voice. The writer would like to divide
Misformation in Passive voice into seven classification based on Azars theory
about Passive Sentence and Dullays theory, they are:
1. Subject Object (Azar) 2
2. Be (Azar)
3. Pronoun (Dullay)
4. Verb 3 (Azar)
5. By Phrase (Azar)
6. Addition (Dullay)
7. Ommision (Dullay)

D. Instrument of the Study

The instruments of the research were observation, interview and test. The
first test consisted of a 30-item test, which was conducted on Friday, November
23rd 2012, from 08.50 to 10.00 p.m. (8A class) and 10.20 to 11.30 p.m. (8B class).
The second test consisted of a 10-item test and the third test consisted of a 20-item
test, which was conducted on Friday, November 30th 2012, from 08.50 to 10.00
p.m. (8A class) and 10.20 to 11.30 p.m. (8B class).

1
Dulay, Language Two, (New York: Oxford University Press, 1982), p.151
2
Azar, Fundamentals of English Grammar 2nd Edition, (New Jersey: Prentice Hall,
1992), p.276-283
 46

E. Technique of Data Collecting

In collecting data, the writer used 2 (two) types of techniques:
1. Observation
The observation includes technique of teaching Passive Voice in class,
teaching material and kind of media used in the classroom.
2. Interview
The writer interviewed the teacher and students. The teacher was 12
questions and the students were 8 questions. The questions area for the teacher
was to know the purposes in learning Passive Voice, the teaching technique in
teaching Passive Voice, the difficulties that appear in teaching Passive Voice, and
how to solve the difficulties. The questions areas for the students were to know
the difficulties in learning Passive Voice, their opinion in teaching technique in
class and the learning style that they like.
3. Test
The types of the test were completion items. It focused on passive voice.
The completion items which consist of a 20-item test to change the active into
passive sentence.

F. Technique of Data Analysis

For analyzing the common error made by students, the writer took all the
students answer sheets and used the formula according to Bluman3:

P= X 100%

P = Percentage
F = Frequency of false answer
N = Number of sample

3
Allan G. Bluman, Elementary Statistics, (Boston: Mc Graw Hill, 2004), p.36
 47

G. Checking of Data Validity

The researcher verified data by using triangulation of the data based on
theories of the research. Here, the researcher compared the research findings with
the theories that used in this research. The theories in this research focused on
types of error and sources of error in error analysis theory. Based on Dullays
theory, they are Misformation of Passive Verb; Active Order But Passive Form;
Absent or Wrong Preposition Before; Passive Order But Active Form and Making
Intransitive Verbs Passive.
Based on the research findings of the research, the data is valid because
there is mutual meaning between data interpretation and theories. It can be proved
that the respondents make errors in Misformation of Passive Verb; Active Order
But Passive Form; Absent or Wrong Preposition Before; Passive Order But
Active Form and Making Intransitive Verbs Passive.
 CHAPTER IV
RESEARCH FINDINGS

This chapter discusses and presents about research findings that includes the
data description, analysis and interpretation.

A. Description of the Data

The writer gave a 20-item test to students which focused on Passive
Voice in Past Tense. The writer analyzed each students error in students answer
based on Ellis steps, they are Collecting of the sample of learner language,
Identifying the errors, Describing of errors, then Explaining the errors. The data
of identifying the error is obtained in Appendix 1.
By analyzing the students answer sheets, the writer obtained their
common error in the following table:

Table 4.1 Recapitulation of Type of Error

No. Type of Error Frequency Percerntage
1. Misformation 217 86.8%
2. Absent or Wrong Preposition Before 19 7.6%
3. Passive Order but Active Form 6 2.4%
4. Making Intransitive Verbs Passive 8 3.2%

Based on the table 4.1 above, it can be concluded that the highest until the
lowest frequency and the percentage of errors made by students derives from
Misformation of Passive Verb with 217 errors or 86.8%, Absent Or Wrong
Preposition Before with 19 errors or 7.6%, Making Intransitive Verbs Passive
with 8 errors or 3.2% and Passive Order but Active Form with 6 errors or 2.4%.

48
 49

The chart below represents the recapitulation of errors made by

students:

The Chart of Recapitulation Student's Error

Making
Passive Order Intransitive
but Active Form Verbs Passive
Absent or Wrong 2.4% 3.2%
Preposition
Before
7.6%

Misformation of
Passive Verb
86.8%

Chart 1: The Recapitulation of Students Errror

Based on chart.1 above, it can be concluded that the highest frequency and
the percentage of errors made by students is Misformation of Passive Verb with
217 errors or 86.8%.

B. The Analysis of the Data

Every student was given a 20-item test consisting of passive voice in past
tense. It means there are 760 total sentences collected from 38 students. From the
total sentences, the writer collected 250 errors.
After presenting the error types based on Dullay, the writer would like to
explain the highest until the lowest frequency of error, percentage of each errors
that occured in students writing and causes of errors based on H. Douglas Brown.
 50

The causes of error according H. Douglas Brown is more suitable in this study
that are interlingual transfer, intralingual transfer, context of learning and
communicative strategies.
Based on the error occurences, the writer divided the errors that occured
from the highest into the lowest frequency:
a. Misfomation of the Passive Verb
The highest frequency of error is Misformation of Passive Veb meaning
that the students did grammatical error in morpheme and structure. Almost all of
the students did it with the total error is 217 or 86.8%. The highest frequency and
percentage show that the students were confused in forming the active into
passive sentence.
Misformation category is too broad area in the classification of error types,
therefore the writer would like to divide the Misformation of Passive into seven
classifications based on students answer sheet. The recapitulation result is
presented in the following table:

Table 4.2 The Recapitulation of Misformation of Passive

Classification of Misformation
No. Frequency Percentage
of Passive

1. Verb 3 71

2. Pronoun 53

3. Subject Object 50

4. Be 16

5. Ommision 12

6. By Phrase 11

7. Addition 4
 51

Based on the table 4.2 above, it can be concluded that the highest until the
lowest frequency and the percentage of errors in Misformation Error made by
students derives from Verb 3 (71 errors or 32.8%), Object Pronoun (53 errors or
24.5%), Subject Object (50 errors or 22.7%), Be (16 errors or 7.4%), Ommision
(12 errors or 5.6%), By Phrase (11 errors or 5.1%) and Adittion (4 errors or 1,9%).
The following table shows some sentences which are classified from
misformation of Passive Voice, further sentences see the Appendix 2:

Table 4.3 Misformation Error

Sentence Explanation and correction

It should change the active into passive

1. Verb 3 sentence. The verb 3 of the sentence is
Active sentence: incorrect.
She showed them the new baby
It should be revised:
Passive sentence: They were showed the new baby by her
*They were shown the new baby by her

It should change the active into passive

sentence. The object of the active
2. Pronoun sentence become subject in the passive
Active sentence: sentences and if the object of the active
They take her to the hospital sentence is the object pronoun, so the
subject in the passive sentence should
Passive Voice: become personal pronoun. The
*Her was taken by them to hospital sentence is incorrect because the object
of the sentence does not become
personal pronoun in passive sentence.
 52

It should be revised:
She was taken to the hospital by them
It should change te active into passive
sentence. Form of passive voice are:
3. Subject - Object
object in active sentence become
Active sentence:
subject in passive sentence and the
The wind blew his hat down the street
predicate is using Verb3. The subject
and the object of the sentence is
Passive sentence:
incorrect.
*The wind was blewed his hat down the
street
It should be revised:
His hat was blown down the street
It should change the active into passive
4. Be
sentence. The to be of the sentence is
Active sentence:
incorrect. The subject of You that
They give you the answer
should be were in the passive voices.

Passive sentence:
It should be revised:
*You was given the answer by them
You were given the answer by them
5. Omission It should change the active into passive
Active sentence: sentence. This sentence is incorrect
We eat up all the biscuits because ommision of the word all.

Passive sentence: It should be revised:

*The biscuit was eaten by us All the biscuits were eaten up by us
6. By phrase It should change the active into passive
Active sentence: sentence. The setence is incorrect
They give you the answer because miselection of by into
prepostion for.
Passive voice:
 53

*You were given the answer for them It should be revised:

You were given the answer by them

7. Addition It should change the active into passive

Active sentence: sentence. This sentence is incorrect

Somebody stole my ring because addition of by his friend.

Passive sentence: It should be revised:

*My ring stolen by somebody by his friend My ring was stolen

The writer assumes that the source of error in misformation is intralingual

transfer, they lack of understanding of the target language. Although the concept
of the changing active sentence into passive sentence in English is the same as
Indonesian language that is object in active sentence become subject in passive
sentence and object in passive sentence become subject in active sentence. In spite
of that English has the grammatical rule in be, pronoun and verb 3 according to
context of the sentence.
b. Absent or Wrong Preposition Before
The second highest frequency that students did is Absent Or Wrong
Preposition Before, meaning that they miselection to put the preposition in the
passive sentence. The total frequency and percentage that students did in this error
type is 19 and 7.6%. These errors happen because the students have lack of
grammatical rule in passive voice. In this case, the example is *Out the
Pyramids was pointed to me by guide that should be revised into The pyramids
were pointed out to me by guide. The writer assumes that the source of error is
interlingual transfer, the students are still interferred with their mother tongue.
Their concept of changing the active into passive is the position of object in
passive sentence is after the verb in active sentence that in this case is points.
However, the verb in Indonesian language does not have idiom that connected the
verb and preposition, so they are confused that after the verb we can be put the
preposition that is points out.
c. Making Intransitive Verbs Passive
 54

The total frequency and percentage that student did in the type of Making
Intransitive Verbs Passive is 8 or 3.2%. These errors happen because the students
have lack understanding in passive voice. Active sentence only can be change into
passive if the sentence has object (transitive), For example in the sentence, *The
Yogya was arrived by my family today. The verb of arrive is one of the verb
that can not be followed with object. The active sentence that does not have object
(intransitive) can not be change into passive sentence. The writer assumes that the
source of error is context of learning because the students rotely memorized in
exercise on the other hand produce incorrect contextualized.
d. Passive Order but Active Form
In the type of Passive Order but Active Form means that they
misunderstanding in changing active into passive sentence. The total frequency
and percentage that students did in this type is 6 or 2.4%. These errors happen
because the students have lack of grammatical rule in passive voice. In this case,
the example is *Many valuable paintings destroyed by the fire it should be
revised Many valuable paintings were destroyed by the fire. The writer assumes
that the source of error is intralingual transfer because they still lack of knowledge
and understanding of the target language. Passive voice in English should be
using to be before the verb 3.

C. The Interpretation of the Data

The interpretation of the data is taken from the analysis of the data. The
writer would like to conclude the analysis of the data from the highest into the
lowest frequency and the percentages of error. They are Misformation of Passive
Verb with 217 errors or 86.8%; Absent Or Wrong Preposition Before with 19
errors or 7.6%; Making Intransitive Verbs Passive with 8 errors or 3.2%; and
Passive Order but Active Form with 8 errors or 2.4%.
Although the Englishs concept in changing active sentence into passive is
the same as Indonesian language that is the position of object in active sentence
becomes subject in passive sentence, English has more grammatical rules such as
be, pronoun, prepositon that properly to the context. From the data, the writer
 55

interpreted the errors from Misfomation from the highest into the lowest
frequency and percentage of error. They are Verb 3 with 71 errors or 32.8%,
Object Pronoun with 53 errors or 24.5%, Subject Object with 50 errors or
22.7%, Be with 16 errors or 7.4%, Ommision with 12 errors or 5.6%, Miselection
of By Phrase with 11 errors or 5.1% and Adittion with 4 errors or 1,9%. It can be
conclude that students did not pay attention if these aspects when they change
active into passive sentence, so the teacher needs teach be, Verb 3, Object
Pronoun, Determine subject and object attentively. The students also did such
errors because they might be still interfered by their mother tongue. In addition,
when the students produce the new language, they also produces a new rules and
often overgeneralization with it.
 CHAPTER V
CONCLUSION AND SUGGESTIONS

This chapter presents conclusion of the study and suggestions.

A. Conclusion
Based on the analysis and the interpretation in the previous chapter, it can
be concluded that the highest until the lowest frequency and the percentage of
errors made by students derives from Misformation of Passive Verb (217
errors or 86.8%), Absent Or Wrong Preposition Before (19 errors or 7.6%),
Making Intransitive Verbs Passive (8 errors or 3.2%), and Passive Order but
Active Form (6 errors or 2.4%). Furthermore, the highset until the lowest
frequency and percentage classification of Misformation area is Verb 3 (71
errors or 32.8%), Object Pronoun (53 errors or 24.5%), Subject Object (50
errors or 22.7%), Be (16 errors or 7.4%), Ommision (12 errors or 5.6%), By
Phrase (11 errors or 5.1%) and Adittion (4 errors or 1,9%).

B. Suggestions
The writer would like to give some suggestions addressed to the English
teachers or people in education area a feedback of the research results:
1. The teachers should give more priority to the high of frequency error type.
2. The teacher should pay attention on the teaching points that still need
further reinforcement by looking at the items regarded as the highest into
the lowest frequency of errors made by students.
3. The students should do more practice in order to decrease the students
lack of knowledge and understanding of the grammatical rules.
4. Further research in this field would be more precise in determine error
type of the sentence.

55
APPENDIXES
 BIBLIOGRAPHY

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Jersey: Prentice Hall, 1992.

Andaryanti, Gayah. An Analysis on the Students Difficulties in Applying

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Bluman, Allam G.Bluman. Elementary Statistics. New York: McGraw Hill, 2004

Brown, H.Douglas. Principles of Language Learning and Teaching, 4th ed. New
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Conlin, David A, et.al. Our Language Today, Level H. New York: Litton
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Cowan, Rod. The Teachers Grammar of English. New York: Cambridge

University Press, 2008.

Dulay, Heidi. Language Two. New York: Oxford University Press, 1982.

Eckersley, C.E. Essential English for Foreign Students Book Two Revised Edition.
London: Longmas Green and Co, 1945.

Endorgan, Vahide. Contribution of Error Analysis to Foreign Language Teaching.

Mercin University Journal of the Faculty of Education. Vol.1, Issue 2.
2005

Ellis, Rod. The Study of Second Language Acquisition. New York: Oxford
University Press, 2008.

________. Second Language Acquisition. New York: Oxford Univerity Press,

2003.

Frank, Marcella. Modern English. New Jersey: Prentice-Hall, 1972.

Grass, Susan M. and Selinker, Larry. Second Language Acquisition Second

Edition. London: Lawrence Erbaum Associates, 2001.

Hewings, Martin. Advanced Grammar in Use 2nd Edition. Jakarta: Erlangga,

2001.

x
Hubard, Peter, et.al. A Training Course for TEFL. New York: Oxford University
Press, 1983.

J.Sharpe, Pamela. Barrons How to prepare for the TOEFL test 11th edition.
Ciputat: Bina Rupa Aksara, 2005.

James, Carl. Errors in Language Learning and Use. New York: Longman, 1998.

________. Errors in Language Learning and Use: Exploring Error Analysis.

London: Addison Wesley Longman Limited, 1998.

Khasanah, Enimatul. An Analysis on the Students Error in Forming Passive

Voice. Skripsi pada Universitas Islam Negeri Syarif Hidayatullah Jakarta,
Jakarta: 2012. not published.

Krohn, Robert. English Sentence Structure. Michigan: The University of

Michigan Press, 1971.

Martnez, Susana Gmez. Should We Correct Our Students Errors in L2

Learning?. Encuentro. 16, 2006.

Murphy, Raymond. English Grammar in Use. New York: Cambridge University,

1985.

________. Grammar in Use Intermediate. New York: Cambridge University

Press, 2008.

Murcia, Marianne Celce, and Hilles, Sharon. Tecniques and Resources in

Teaching Grammar. New York: Oxford University Press, 1987.

Nesfield, J.C. Outline of English Grammar (Revised Edition). London: Macmillan

& co ltd, 1957.

Norrish, John. Language Learners and Their Errors. London: The Macmillan
Press, 1983.

Pratiwi, Andhika, et.al. 100% Best Guide to TOEFL up to 600!. Jakarta: Laskar
Aksara, 2011.

Richards, Jack C. The Contex of Language Teaching. New York: Cambridge

University Press, 1985.

________. Error Analysi. London: Longman, 1974.

Sharpe, Pamela J. Barrons How to prepare for the TOEFL test 11th edition.
Ciputat: Bina Rupa Aksara, 2005.

xi
Slamet, Riyanto. A Handbook English Grammar. Yogyakarta: Pustaka Pelajar,
2007.

Swan, Michael. Practical English Usage. London: Oxford University Press, 1982.

Suhartini, Lina. An Analysis on the Difficulties Faced by the Students in

Learning Passive Voice in the Simple Past Tense, Skripsi pada
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published.

Sukur, Silvester Goridus. Common Mistake in English Conversations. Sleman:

Kalarana Press, 2011.

Tarigan, Henry Guntur and Tarigan, Djago. Pengajaran Analisis Kesalahan

Berbahasa. Bandung: Angkasa, 1990.

Thomson, A.J., and Martinet, A.V. A Practical English Grammar. New York:
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Thornburry, Scott. How to Teach Grammar. England: Pearson Education Limited,

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Team of Five. Improving Reading Skill in English Book Two + Workbook Two.
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Troike, Muriel Saville. Introducing Second Language Acquisition. New York:

Cambridge University Press, 2008.

________. Second Language Acquisition. New York: Cambridge University

Press, 2009.

Tumijo, and Riyanto, Slamet. 99,99% Sukses TOEFL. Yogyakarta: Pustaka

Widyatama, 2010.

Ur, Penny. Grammar Practice Activities. Cambridge: Cambridge University

Press, 1988.

Walsh, J. Martin., and Walsh, Anna Kathleen. Plain English Handbook. Ohio:
McCormik-Mathers Publishing, 1972.

Wishon, George E., and Burks, Julia M. Lets Write English Revised Edition. New
York: American Book Company, 1980.

Yusdi, Muhammad. Magic TOEFL 25 Strategi Praktis Menembus 550++.

Ciputat: Inspirita, 2010.

xii
xiii
 56

Table 1 Identification of Students Error (Student 1-10)

Number Of Students
Test 1 2 3 4 5 6 7 8 9 10
1 s-o v3 v3 v3 x v3
2 o o o s-o
3
4 s-o s-o by x
5
6 a o
7 a x x be
8 v3
9 be om x
10 s-o o
11 x be x x
12 by be s-o s-o x be
13 v3 be v3 v3 a
14 by s-o v3 x
15 o x
16 x s-o
17 s-o s-o x be x
18 x be v3
19 o om be x x
20
8 3 5 5 7 6 2 2 4 3
s-o 2 1 3 1 - - 1 1 2 -
Be 1 - - 1 3 2 - - - 1
object 2 1 - - 2 2 - - - -
by 1 1 - - - 1 - - - -
Total addition 2 - - - - - - - 1 -
IA omission - - 1 1 - - - - - -
verb 3 2 - 1 2 2 1 1 1 1 1
2 1 - - 1 3 2 2 - 1
- - - - - 1 - - - -
- - - - - - - - 1 -
x - - 4 - - - 3 - 10 -
Score of
5.5 7.5 5.5 6 5 6.5 8 2.5 8 6.5
Student
 57

Table 2 Identification of Students Error (Student 11-20)

Number Of Students
Test 11 12 13 14 15 16 17 18 19 20
1 v3 v3 x x v3 x v3 v3 s-o
2 o o s-o
3 x o v3 s-o
4 x x x s-o s-o s-o s-o
5
6 v3 v3 om o by om s-o
7 v3 v3 x v3 v3 x v3 v3 s-o
8
9 x x s-o om
10 o s-o s-o
11 be x x x v3 s-o
12 be be x x v3 s-o
13 a v3 x v3 s-o
14 x o x s-o
15 x o x x s-o
16 o o x s-o
17 x x x x s-o
18 by v3 o x x
19 by x x s-o
20 x
6 6 3 9 2 5 3 4 5 16
s-o - - - - - 1 2 1 1 16
Be 1 2 - - - - - - - -
object - - 1 7 - 1 - - - -
by 2 - - - - 1 - - - -
Total addition - - 1 - - - - 1 1 -
IA omission - - 1 - - - 1 2 3 -
verb 3 3 4 - 2 2 2 - - - -
- - - - - 1 - - - -
1 - - - - - - - - 1
- - 1 - - 1 - - - -
x - - 11 8 1 11 - - - -
Score of
6.5 7 2.5 1.5 8 1 8 7.5 6.5 1.5
Student
 58

Table 3 Identification of Students Error (Student 21-30)

Number Of Students
Test 21 22 23 24 25 26 27 28 29 30
1 v3 v3 v3 v3 v3 v3 v3 x x
2 o o o
3 v3 o
4 s-o s-o by s-o x
5
6 v3 v3 om v3 v3 o
7 v3 v3 v3 v3 v3 v3 x v3
8 x
9 be om s-o s-o o
10 s-o o o x x
11 s-o s-o be be s-o x be
12 v3 o o
13 v3 v3 v3 x
14 s-o o x by
15 v3 o x
16 o o o x
17 s-o om x x
18 o o o x o
19 x x
20
9 8 7 8 7 4 - 10 - 9
s-o 4 2 1 - 2 1 - 1 - 2
Be - 1 1 1 - - - - - 1
object 1 2 - 1 2 1 - 4 - 6
by - - - 1 - - - - - 1
Total addition - - - - - - - - - -
IA omission - - 3 - - - - - - -
verb 3 4 3 2 4 3 2 - 5 - 1
- - - 2 - 1 - - - -
- 1 - - - 1 - - -
- - - - - - - - - -
x - - - - - - - - 10 5
Score of
5.5 5.5 6.5 5 6.5 7 10 5 4 3
Student
 59

Table 4 Identification of Students Error (Student 31-38)

Number Of Students
Test 31 32 33 34 35 36 37 38
1 x x x x x x v3 x
2 s-o s-o o s-o
3 v3 x x o o o
4 x x x x by om
5
6 by om om v3 o o
7 x x v3 x v3 x v3
8 x
9 x x v3 o x x v3
10 o x x x x x
11 x x x x x x v3
12 v3 x x x x x x v3
13 v3 v3 v3 x v3
14 o x s-o s-o o x x
15 o x by o o x x
16 o x o o o x v3
17 v3 x x x x x x
18 o v3 o o x x x
19 o x x x x x x x
20 x
10 2 3 9 9 8 2 8
s-o - - 1 1 2 - - 1
Be - - - - - - - -
object 6 - 1 3 6 7 - 1
by 1 - - - - 1 -
Total addition - - - - - - - -
IA omission - 1 1 2 - - - 1
verb 3 3 1 - 4 1 2 1 6
- - - - - - - -
- - - - - - - -
1 1 1 - 1 - - -
x 6 11 10 8 7 9 14 7
Score of
1.5 3 3 1.5 1.5 1.5 2 2.5
Student
Highest Score : 10
Lowest Score : 1
Average Score : 4.96
 60

Notes:

Total IA : The Total of Incorrect Answer

(wrong answer based on each number of item)

Score of Student : The Total Score of Each Student

x : Student cannot answer the question (blank answer)

: Misinformation of Passive Verb (Category of Error)

: Absent or Wrong Preposition Before (Category of Error)

: Passive Order but Active Form (Category of Error)

: Making Intransitive Passive (Category of Error)

 61

Description of Students Error

Students
Identification Classification Correction
Number

His hat was blown by the Wrong Preposition His hat was blown down
wind to down (1) the street the street by the wind

Her (2) was taken by them Misformation She was taken to hospital
to hospital Object Pronoun by them

I was lent these (6) book by Misformation I was lent this book by a
a friend Addition friend

A whistles (7) was blown Misformation A whistle was blown three

by someone three times Addition times

The biscuit (9) eaten up Misformation To All the biscuits were eaten
all by us Be up by us

A cake was given his friend Misformation A cake for his birthday
by him (10) for his birthday Subject-object was given to him by his
1
friends

You were given the answer Misformation by You was given the answer
for (12) them phrase by them

The pyramids were gruided Misformation The pyramids were

by points out (17) to me Subject-object pointed out to me by a
guide

The house was carried them Wrong Preposition She was carried into the
by her into (18) Before house by them

Them (19) were told by Misformation They were told to wait

somebody to wait outside Object Pronoun outside

The Yogya was arrived by Making intransitive *No Passive sentence in

my family today (20) Passive intransitive verb

She was taken by they (2) to Misformation She was taken to hospital
2
hospital Object Pronoun by them
 62

Up (9) all the biscuit were Wrong Preposition All the biscuits were eaten
eaten by us Before up by us

Many valuable paintings Passive order but Many valuable paintings

destroyed by the fire (11) Active Form were destroyed by the fire

They were showed (14) Misformation by They were showed the

her the new baby phrase new baby by her

I was out the pyramids by Misformation The pyramids were

a guide points (17) Subject-object pointed out to me by a
guide

She hat (1) was blowen Misformation His hat was blown down
down the street by the wind Subject-object the street by the wind

The window was opened by Misformation The window was opened

hand an unseen (4) Subject-object by an unseen hand

The biscuit (9) were eaten Misformation All the biscuits were eaten
3
up all by us Omission s up by us

My ring was stoled (13) by Misformation V3 My ring was stolen

somebody

Baby was showed she (14) Misformation The new baby was showed
by them Subject-object to them by her

His hat waas blowen (1) Misformation V3 His hat was blown down
down the street by the wind the street by the wind

The window was opened an Misformation The window was opened

unseen by hand (4) Subject-object by an unseen hand

A whistle was blowen (7) Misformation V3 A whistle was blown three

4 three times by someone times

The pyramids was (17) Misformation V3 The pyramids were

pointed out to me pointed out to me by a
guide

The (19) was told to wait Misformation They were told to wait
outside by somebody Omission y outside
 63

His hat was blowen (1) by Misformation V3 His hat was blown down
the wind to down the street the street by the wind

She was taken to hospital by Misformation She was taken to hospital

they (2) Object Pronoun by them

Up (9) all the biscuit were Wrong Preposition All the biscuits were eaten
eaten by us up by us

You was (12) given the Misformation To You were given the
answer by them Be answer by them
5
My ring stollen by (13) Misformation To My ring was stolen
somebody Be

They were shown (14) the Misformation V3 They were showed the
new baby by her new baby by her

Me (15) was told to go Misformation I was told to go away by

away by they Object Pronoun them

She (18) carried into the Misformation To She was carried into the
house by them Be house by them

His hat was blowen (1) Misformation V3 His hat was blown down
down the street by the wind the street by the wind

The window was opened Misformation by The window was opened

(4) an unseen hand phrase by an unseen hand

Me (6) was lended this book Misformation I was lent this book by a
by a friend Object Pronoun friend

6 A whistle blowen three Passive order but A whistle was blown three
times by somebody (7) Active Form times

Up (9) all the biscuit were Wrong Preposition All the biscuits were eaten
eaten by us up by us

Him (10) was given a cake Misformation He was given a cake for
for his birthday by his friend Object Pronoun his birthday by his friends

Many valuable paintings Misformation To Many valuable paintings

was (11) destroyed by the Be were destroyed by the fire
 64

air

A very difficult question Absent Preposition He was asked a very

was asked him (16) by difficult question
someone

Out (17) the pyramids was Wrong Preposition The pyramids were
pointed to me by a guide? pointed out to me by a
guide

They was (19) told to wait Misformation To They were told to wait
outside by someone Be outside

All the biscuit were eaten Absent Preposition All the biscuits were eaten
(9) by us up by us

He was (12) given the Misformation You were given the

answer by them Subject-object answer by them
7
My ring was stoled (13) by Misformation V3 My ring was stolen
somebody

The new baby was showed Absent Preposition The new baby was showed
(14) them by her to them by her

All the biscuit were eaten Absent Preposition All the biscuits were eaten
(9) by us up by us

She was (12) given the Misformation You were given the
answer by them Subject-object answer by them
8
My ring was stoled (13) by Misformation V3 My ring was stolen
somebody

The new baby was showed Absent Preposition The new baby was showed
(14) them by her to them by her

She was taken by (2) to Misformation She was taken to hospital

the hospital Subject-object by them
9
Rafa was talked to school Making intransitive *No Passive sentence in
yesterday (5) Passive intransitive verb
 65

My ring was stolen by Misformation My ring was stolen

somebody by his friend Addition by his
(13) friend

Every difficult question was Misformation A very difficult question

arted (16) by someone Subject-object was asked to him

He was carry (18) into the Misformation V3 She was carried into the
house by they house by them

His hat was blowen (1) Misformation V3 His hat was blown down
down the street the street by the wind

A whistle three times were Misformation To A whistle was blown three

(7) blowen by someone Be times
10
The biscuit was eaten (9) Absent Preposition All the biscuits were eaten
by us up by us

You (12) gaven the Misformation To You were given the

answer by them Be answer by them

His hat was blowen (1) by Misformation V3 His hat was blown down
the wind down the the street by the wind

I was lended (6) by a friend Misformation V3 I was lent this book by a

this book friend

A whistle was blowen (7) Misformation V3 A whistle was blown three

by someone three times times

The fire many destory Passive Order but Many valuable paintings
11
valuable (11) Active Form were destroyed by the fire

You was (12) given the Misformation To You were given the
answer by them Be answer by them

She was carried (18) them Misformation by She was carried into the
into the house phrase house by them

The were told (19) Misformation by They were told to wait

somebody to wait outside phrase outside

12
 66

His hat was blowen (1) the Misformation V3 His hat was blown down
the wind down the street by the wind

I was lended (6) this book Misformation V3 I was lent this book by a
by a friend friend

A whistle was blowen (7) Misformation V3 A whistle was blown three

three times by someone times

Valuable things was (11) Misformation To Many valuable paintings

destroyed by the fire Be were destroyed by the fire

You was (12) given the Misformation To You were given the
answer by them Be answer by them

She was carryed (18) by Misformation V3 She was carried into the
them into the house house by them

Rafa was talked to school Making Intransitive *No Passive sentence in

yesterday (5) Passive intransitive verb

I was lent this book by (6) Misformation I was lent this book by a
friend Omission a friend
13
My ring stolen by somebody Misformation My ring was stolen
by his friend (13) Addition by his
friend

Her was carry into the Misformation She was carried into the
house by they (18) Object Pronoun house by them

Her were (2) taken they to Misformation She was taken to hospital
hospital Object Pronoun by them

Me (3) was gaven by the Misformation I was given 5 as a reward

police 5 as a reward Object Pronoun by the police
14
Me (6) was lented by a Misformation I was lent this book by a
friend this book Object Pronoun friend

A whistle was blew (7) by Misformation V3 A whistle was blown three

someone three times

Him (10) was given by his Misformation He was given a cake for
 67

friend a cake for this Object Pronoun his birthday by his friends
birthday

My ring was stoled (13) by Misformation V3 My ring was stolen

somebody

Them (14) were shown by Misformation They were showed the

she the baby Object Pronoun new baby by her

Me (15) was told by the to Misformation I was told to go away by

go away Object Pronoun them

Him (16) was asked by Misformation A very difficult question

someone a very difficult Object Pronoun was asked to him

His hat was blowen (1) Misformation V3 His hat was blown down
down the street by the wind the street by the wind

A whistle was blew (7) Misformation V3 A whistle was blown three

15
three times by someone times

All the biscuit were eaten Absent Preposition All the biscuits were eaten
(9) by us up by us

Her (2) was taken to Misformation She was taken to hospital

hospital by they Object Pronoun by them

I was gived (3) as a reward Misformation V3 I was given 5 as a reward

by the police by the police

I was lent this book for (6) Misformation by I was lent this book by a
friend phrase friend

16 My friends were selpt my Making Intransitive *No Passive sentence in

friends house (8) Passive intransitive verb

Her was a cake for this Misformation He was given a cake for
birthday by his friend (10) Subject-object his birthday by his friends

You was give the answers Misformation To You were given the
by they (12) be, V3, Object answer by them
Pronoun

Them were told wast (19) Absent Preposition They were told to wait
 68

outside

The window was opened an Misformation The window was opened

unseen by hand (4) Subject-object by an unseen hand

The biscuit was eaten by up Misformation All the biscuits were eaten
17
all by us (9) Subject-object up by us

My ring was stoled (13) by Misformation V3 My ring was stolen

somebody

His hat was blowen (1) Misformation V3 His hat was blown down
down the street by the wind the street by the wind

The window was opened an Misformation The window was opened

unseen by hand (4) Subject-object by an unseen hand
18
A whistle was blowen (7) Misformation V3 A whistle was blown three
three times by someone times

The biscuit (9) were eaten Misformation All the biscuits were eaten
up all by us Omission All and up by us
s for biscuits

His hat was blowen (1) Misformation V3 His hat was blown down
down the streetby the wind the street by the wind

The window was opened an Misformation The window was opened

unseen by hand (4) Subject-object by an unseen hand

I was lent this book by (6) Misformation I was lent this book by a
19
friend Omission a friend

A whistle was blowen (7) Misformation V3 A whistle was blown three

three times by someone times

Many valuable paintings Misformation V3, Many valuable paintings

were destroy (11) the fire by phrase were destroyed by the fire

The wind was blewed his Misformation His hat was blown down
20
hat down the street (1) Subject-object the street by the wind
 69

They were taken she to Misformation She was taken to hospital

hospital (2) Subject-object by them

The police was given me 5 Misformation I was given 5 as a reward

as a reward (3) Subject-object by the police

The window was opened an Misformation The window was opened

unseen hand (4) Subject-object by an unseen hand

A friend was lended me Misformation I was lent this book by a

this book (6) Subject-object friend

Someone was blewed a Misformation A whistle was blown three

whistle three times (7) Subject-object times

We were eaten up all the Misformation All the biscuits were eaten
biscuit (9) Subject-object up by us

His friend were given him Misformation He was given a cake for
a cake for this birthday (10) Subject-object his birthday by his friends

The fire was destroyed Misformation Many valuable paintings

many valuable painting Subject-object were destroyed by the fire
(11)

They were given you the Misformation You were given the
answer (12) Subject-object answer by them

Somebody was stolen my Misformation My ring was stolen

ring (13) Subject-object

She was shown them the Misformation They were showed the
new baby (14) Subject-object new baby by her

They were told me to go Misformation I was told to go away by

away (15) Subject-object them

Someone was asked him a Misformation He was asked a very

very difficult question (16) Subject-object difficult question

A guide was pointed out the Misformation The pyramids were

pyramids to me (17) Subject-object pointed out to me by a
guide

They carryed she into the Passive Order but She was carried into the
house (18) Active Form house by them
 70

Somebody was told them Misformation They were told to wait

to wait outside (19) Subject-object outside

His hat was blowen (1) by Misformation V3 His hat was blown down
the wind down the street the street by the wind

She was taken by they (2) to Misformation She was taken to hospital
hospital Object Pronoun by them

I was lend (6) this book by a Misformation V3 I was lent this book by a
friend friend

He was a cake by his Misformation He was given a cake for

friend (10) for this birthday Subject-object his birthday by his friends

Valuable paintings were Misformation Many valuable paintings

destroyed by many the fire Subject-object were destroyed by the fire
21
(11)

My ring was stole (13) by Misformation V3 My ring was stolen

somebody

The new baby her showed Misformation They were showed the
by them (14) Subject-object new baby by her

I was tell (15) by they go to Misformation V3 I was told to go away by

away them

I was the pyramids out by a Misformation The pyramids were

guide points (17) Subject-object pointed out to me by a
guide

His hat was blowen (1) Misformation V3 His hat was blown down
down the street the wind the street by the wind

The window was opened by Misformation The window was opened

hand an unseen (4) Subject-object by an unseen hand
22
I was lend (6) this book by Misformation V3 I was lent this book by a
my friend friend

A whistle was blewon (7) Misformation V3 A whistle was blown three

by someone times

The biscuit was (9) eaten
up all
Valuable paintings were
destroyed by many the fire
(11)
The new baby her showed
by them (14)
Him (16) was asked a very
difficult question
Her (18) was carry into the
house by them
She hat was blowen (1)
down the street by the wind
The window was opened an
unseen by hand (4)
I was lent this book by (6)
friend
A whistle was blowen (7)
23 three times by someone
The biscuit (9) were eaten
up all by us
Many valuable paintings
was (11) destory by the fire
The pyramid were pointed
out to me by (17) guide
His hat was blowen (1)
down the street by the wind
24
The window was opened
(4) an unseen hand
71
Misformation All the biscuits were eaten
Addition s, V3 up by us
Misformation Many valuable paintings
Subject-object were destroyed by the fire
Passive Order but They were showed the
Active Form new baby by her
Misformation He was asked a very
Object Pronoun difficult question
Misformation She was carried into the
Object Pronoun house by them
Misformation V3 His hat was blown down
the street by the wind
Misformation The window was opened
Subject-object by an unseen hand
Misformation I was lent this book by a
Omission a friend
Misformation V3 A whistle was blown three
times
Misformation All the biscuits were eaten
Omission s up by us
Misformation To Many valuable paintings
Be were destroyed by the fire
Misformation The pyramids were
Omission a pointed out to me by a
guide
Misformation V3 His hat was blown down
the street by the wind
Misformation By The window was opened
Phrase by an unseen hand
 72

I was lended (6) this book Misformation V3 I was lent this book by a
by a friend friend

A whistle was blowen (7) Misformation V3 A whistle was blown three

three times by someone times

Up all the biscuit (9) were Misformation All the biscuits were eaten
eaten by us Omission s up by us

Him (10) was given a cake Misformation He was given a cake for
for his birthday by this Object Pronoun his birthday by his friends
friend

Many valuable paintings Misformation To Many valuable paintings

was destroied (11) by the Be, V3 were destroyed by the fire
fire

I was stoled (13) ring by Misformation V3 My ring was stolen

somebody

Him (16) was asked a very Misformation He was asked a very

difficult queestion by Object Pronoun difficult question

Out the pyramids (17) Misformation The pyramids were

were pointed to me by a Subject-object pointed out to me by a
guide guide

His hat was blowen (1) Misformation V3 His hat was blown down
the street by the wind

The window was opened by Misformation The window was opened

hand an unseen (4) Subject-object by an unseen hand

I was lend (6) this book by a Misformation V3 I was lent this book by a
friend friend
25
A whistle was blowen (7) Misformation V3 A whistle was blown three
by someone three time times

Valuable paintings were Misformation Many valuable paintings

destroyed by many the fire Subject-object were destroyed by the fire
(11)

The new baby her showed Passive Order but They were showed the
 73

by them (14) Active Form new baby by her

Him (16) was asked a very Misformation He was asked a very

difficult Object Pronoun difficult question

Her (18) was carried into Misformation She was carried into the
the house by them Object Pronoun house by them

A whistle three times were Misformation V3 A whistle was blown three

blowen (7) by someone times

The biscuit was eaten up all Misformation All the biscuits were eaten
(9) by us Subject-object up by us

His (10) was gaven a cake Misformation He was given a cake for
26
for his birhday by his friend Object Pronoun his birthday by his friends

You were gaven (13) the Misformation V3 My ring was stolen

answer by them

She was into (18) carried Wrong Preposition She was carried into the
into the house by them house by them

27 - - -

His hat was blowen (1) by Misformation V3 His hat was blown down
the wind down the street the street by the wind

She was taken by they (2) to Misformation She was taken to hospital
hospital Object Pronoun by them

I was gaven (3) 5 as a Misformation V3 I was given 5 as a reward

reward by the police by the police

28 A whistle was blowen (7) Misformation V3 A whistle was blown three

three times by someone times

The biscuit was eaten up all Misformation All the biscuits were eaten
by we (9) Object Pronoun, up by us
Subject Object

You was given the answer Misformation You were given the
by they (12) Object Pronoun answer by them

My ring was stoled (13) by Misformation V3 My ring was stolen

 74

somebody

They were showed the new Misformation They were showed the
baby by she (14) Object Pronoun new baby by her

I was told to go away by Misformation I was told to go away by

they (15) Object Pronoun them

She was carried into the Misformation She was carried into the
house by they (18) Object Pronoun house by them

This book was lent (6) me Absent Preposition This book was lent to me
by a friend by a friend

29 The answer was given Absent Preposition The answer was given to
(12) you by them you by them

The hospital were taken her Misformation She was taken to hospital
by they (2) Subject-object by them

Me (3) was given 5 as a Misformation I was given 5 as a reward

reward by the police Object Pronoun by the police

Me was lented this book to Misformation I was lent this book by a

a friend (6) Subject-object friend

Whistle was blowen (7) Misformation V3 A whistle was blown three

three times by someone times
30
The biscuit was eaten by we Misformation All the biscuits were eaten
(9) Object Pronoun up by us

Many valuable paintings Misformation To Many valuable paintings

was (11) destroyed by fire Be were destroyed by the fire

The answer was given to Misformation The answer was given to

you by they (12) Object Pronoun you by them

She was showed the new Misformation By They were showed the
baby to (14) them Phrase new baby by her

Her (18) was carry into the Misformation She was carried into the
 75

house by them Object Pronoun house by them

Her was taken to hospital Misformation She was taken to hospital

by they (2) Object Pronoun by them

I was gived (3) 5 as a Misformation V3 I was given 5 as a reward

reward by the police by the police

I was lent this book for (6) Misformation By I was lent this book by a
friend Phrase friend

My friends were slept Making Intransitive *No Passive sentence in

house last night (8) Passive intransitive verb

Her (10) was give a cake for Misformation He was given a cake for
his birthday Object Pronoun his birthday by his friends

You was give the answer by Misformation You were given the
they (12) Object Pronoun, To answer by them
be
31
Them were showed the new Misformation They were showed the
baby by she (14) Object Pronoun new baby by her

I was told to go away by Misformation I was told to go away by

they (15) Object Pronoun them

Him (16) was ask a very Misformation He was asked a very

difficult question Object Pronoun difficult question

The pyramids were point Misformation V3 The pyramids were

(17) out to me by guide pointed out to me by a
guide

Her (18) was carry into the Misformation She was carried into the
house by they Object Pronoun house by them

Them (19) were told to wait Misformation They were told to wait
outside by somebody Object Pronoun outside

Rafa was walked to school Making Intransitive *No Passive sentence in

32 yesterday (5) Verb intransitive verb

I was lent this book by (6) Misformation I was lent this book by a
 76

friend Omission a friend

He was carry (18) into the Misformation V3, She was carried into the
house by they Object Pronoun house by them

Rafa was walked to school Making Intransitive *No Passive sentence in

yesterday (5) Verb intransitive verb

I was lent this book by (6) Misformation I was lent this book by a
friend Omission a friend
33
The new baby was showed Misformation They were showed the
by them (14) Subject-object new baby by her

I was told they (15) to go Misformation By I was told to go away by

away Phrase, Object them
Pronoun

The hospital were taken her Misformation She was taken to hospital
by they (2) Subject-object by them

Me (3) was given by the Misformation I was given 5 as a reward

police 5 as reward Object Pronoun by the police

The window was opened by Misformation The window was opened

(4) unseen hand Omission an by an unseen hand

A book was lend (6) to me Misformation V3 I was lent this book by a

by a friend friend

34 A whistle was blew (7) Misformation V3 A whistle was blown three

there time by someone times

a biscuit were eat (9) by Misformation V3 All the biscuits were eaten
ours up by us

my ring was somebody by Misformation V3 My ring was stolen

stolen (13)

Him (16) was asked by Misformation He was asked a very

someone a very difficult Object Pronoun difficult question
question

She was carried into the Misformation She was carried into the
 77

house by they (18) Object Pronoun house by them

The hospital were taken her Misformation She was taken to hospital
by they (2) Subject-object by them

Me (3) was given 5 as a Misformation I was given 5 as a reward

reward by the police Object Pronoun by the police

the yesterday was walked Making Intransitive *No Passive sentence in

to school by Rafa (5) Passive intransitive verb

Me (6) this book was lent Misformation I was lent this book by a
by a friend Object Pronoun friend

The biscuit was eaten up by Misformation All the biscuits were eaten
we (9) all Object Pronoun up by us
35
My ring was stoled (13) by Misformation V3 My ring was stolen
somebody

The new baby was showed Misformation They were showed the
by them (14) Subject-object new baby by her

I was told to go away by Misformation I was told to go away by

they (15) Object Pronoun them

Him (16) was asked by Misformation He was asked a very

someone a very difficult Object Pronoun difficult question

She was carried into the Misformation She was carried into the
house by they (18) Object Pronoun house by them

Her (2) were taken they to Misformation She was taken to hospital
hospital Object Pronoun by them

Me (3) was given by the Misformation I was given 5 as a reward

police 5 as a reward Object Pronoun by the police
36
Me (6) was taken by a Misformation I was lent this book by a
friend this book Object Pronoun friend

A whistle was blew (7) by Misformation V3 A whistle was blown three

someone three times times

My ring was stole (13) by
somebody
Them (14) shown by she
the baby
Me (15) was told by they to
go away
Him (16) was asked by
someone a very difficult
question
His hat was blowen (1) by
the wind down the street
37
The window was opened
(4) an unseen a reward
A hospital were took (2)
her by them
A window was opened by
(4) unseen hand
A whistle was blew (7)
three times by someone
A biscuit were ate (9) by
ours
38
A painting was destroy (11)
by fire
A answer was gave (12) by
you
A ring was stoled (14) by
someone
A difficult question was ask
(16) by someone
78
Misformation V3 My ring was stolen
Misformation They were showed the
Object Pronoun new baby by her
Misformation I was told to go away by
Object Pronoun them
Misformation He was asked a very
Object Pronoun difficult question
Misformation V3 His hat was blown down
the street by the wind
Misformation By The window was opened
Phrase by an unseen hand
Misformation She was taken to hospital
Subject-object by them
Misformation The window was opened
Omission an by an unseen hand
Misformation V3 A whistle was blown three
times
Misformation V3 All the biscuits were eaten
up by us
Misformation V3 Many valuable paintings
were destroyed by the fire
Misformation V3 You were given the
answer by them
Misformation V3 They were showed the
new baby by her
Misformation V3 He was asked a very
difficult question
 79

Wawancara

Hari :

Narasumber :

Jabatan :

Tempat :

Pertanyaan

1. Buku apa yang bapak gunakan sebagai bahan materi untuk mengajar
siswa?
2. Metode apa yang bapak terapkan dalam memberikan materi grammar
khususnya dalam mengajar Passive Voice?
3. Apakah dalam memberikan materi grammar khususnya Passive Voice
dengan cara meminta siswa untuk menghafalkan rumusnya?
4. Kesulitan apa yang muncul ketika siswa diajarkan materi grammar
khususnya dalam mengajarkan Passive Voice?
5. Bagaimana bapak menghadapi kesulitan yang dihadapi oleh siswa
tersebut?
6. Apakah penyebab siswa melakukan kesalahan tersebut?
7. Bagaimana cara bapak memperbaiki kesalan siswa dalam materi
grammar?

Jakarta, 23 November 2012

Husnul Chotimah Kurniasih

Interviewer
 80

Wawancara

Hari : Jumat, 23 November 2012

Nara sumber : Ahmad Fauzi, S.Hum

Jabatan : GBS (Guru Bidang Studi) B. Inggris dan B. Arab, Walikelas 7AI

Tempat : SMPIP Baitul Maal Pondok Aren

1. Buku yang digunakan adalah CANDO, penyusunnya adalah Michael Downie

dkk, diterbitkan oleh PT. Asta Ilmu Sukses Tahun 2011.

2. Metode yang digunakan dalam memberikan materi grammar adalah

mengkontekskannya dengan Bahasa Indonesia terlebih dahulu serta
menyesuaikan dengan modalitas siswa (visual, auditori, dan kinestetik).
Misalnya jika guru ingin menjelaskan tentang simple past maka siswa yang
perlu mengetahui bahwa bahasan yang diajarkan adalah tentang sesuatu yang
sudah lampu (yang sudah berlalu) di waktu tertentu. Siswa mengajukan
beberapa contoh kemudian guru menganalisanya. Sebelumnya siswa sudah
dimodali sejumlah kata kerja (verba) bentuk ke II (past tense).

Untuk passive voice, pertama kali guru mengenalkan siswa kalimat aktif dan
kalimat pasif dalam bahasa Indonesia. Setelah mereka paham, barulah mereka
mengenal passive voice dalam bahasa Inggris. Sebelumnya mereka harus
mempunyai bekal sejumlah verba ke-3 (participle) untuk bisa membuat kalimat
pasif dalam bahasa Inggris.

3. Formula (rumus) sering digunakan bagi siswa dalam mengajarkan grammar,

khususnya passive voice.

4. Kesulitannya adalah saat siswa belum mengetahui verba bentuk ke-3 untuk
irregular verbs.

5. Ya, mau tidak mau mereka harus menghafal sejumlah irregular verbs seperti
dalam bahasa Arab kita harus tahu wazannya.

6. Penyebab siswa melakukan kesalahan tersebut adalah karena mereka belum

paham formula dan bentuk verb ke-3nya

7. Banyak-banyak berlatih saja.

 81

Wawancara

Nama Siswa :

Kelas :

Pertanyaan

1. Apakah kamu mengalami kesulitan dalam mempelajari Passive Voice?

Kesulitan apa saja yang kamu hadapi?
2. Bagaimana cara guru kamu mengajarkan bahasa Inggris, terutama dalam
mengajarkan tentang Passive Voice?
3. Apakah guru kamu selalu menggunakan media (alat bantu) dalam
menerangkan Passive Voice?
4. Apakah guru kamu selalu memberikan latihan pada setiap pertemuan?
5. Cara belajar seperti apa yang kamu harapkan dalam belajar bahasa Inggris
di kelas?
6. Apakah kamu akan bertanya pada guru apabila mengalami kesulitan dalam
memahami apa yang telah diajarkan?

Husnul Chotimah Kurniasih

Interviewer
 82

The Recapitulation of Students Answer from Interview

1. Apakah kamu mengalami kesulitan dalam mempelajari Passive Voice?

Kesulitan apa saja yang kamu hadapi?
From the 34 students who answer the questions, 29 students comment that
learning Passive Voice in Past Tense is difficult; 2 students comment that
learning Passive Voice in Past Tense is Easy; and 3 students was abstain.
The Students opinion who told that learning Passive Voice in Past Tense
is difficult is they still did not understand how to differentiate the subject
and object especially in the verb use preposition such as points out; lack
of knowledge of Verb 3 and vocabulary.

2. Bagaimana cara guru kamu mengajarkan bahasa Inggris, terutama dalam

mengajarkan tentang Passive Voice?
The teacher taught the Passive Voice with intoduce the students in
changing active into passive in Indonesian. Then, the teacher give the
example to change active into passive in English.

3. Apakah guru kamu selalu menggunakan media (alat bantu) dalam

menerangkan Passive Voice?
The teacher always use the facility in school such as OHP, Speaker etc.

4. Apakah guru kamu selalu memberikan latihan pada setiap pertemuan?

Most of the students comment that teacher always give them the exercise
in the class.

5. Cara belajar seperti apa yang kamu harapkan dalam belajar bahasa Inggris
di kelas
Most of the students comment that they want to fun learning in English
class such as using the facility in class to listen conversation, watch movie,
sing; playing games; story telling; and simple but detail explanation

6. Apakah kamu akan bertanya pada guru apabila mengalami kesulitan dalam
memahami apa yang telah diajarkan?
Most of the students comment that they will ask to the teacher if they do
not understand about the study.

English Test
Turn the Following from Active into Passive Voice in Past Tense.
Write the Symbol X If a Sentence Cannot be Changed to the Passive.
1. The wind blew his hat down the street
2. They take her to hospital
3. The police give me 5 as a reward
4. An unseen hand opene the window
5. Rafa walked to school yesterday
6. A friend lend me this book
7. Someone blew a whistle three times
8. I slept at my friends house last night
9. We eat up all the biscuit
10. His friends give him a cake for his birthday
11. The fire destroy many valuable paintings
12. They give you the answer
13. Somebody stole my ring
14. She showed them the new baby
15. They tell me to go away
16. Someone ask him a very difficult queestion
17. A guide points out the Pyramids to me
18. They carry her into the house
19. Somebody told them to wait outside
20. My family arrive at the Yogyakarta today
83
: ..............................................
: ..............................................
: ..............................................
: ..............................................
: ..............................................
: ..............................................
: ..............................................
: ..............................................
: ..............................................
: ..............................................
: ..............................................
: ..............................................
: ..............................................
: ..............................................
: ..............................................
: ..............................................
: ..............................................
: ..............................................
: ..............................................
: ..............................................
 84

English Test (The Answer)

Turn the Following from Active into Passive Voice in Past Tense.
Write the Symbol X If a Sentence Cannot be Changed to the Passive.

1. The wind blew his hat down the street :

Answer: His hat was blown down the street by the wind
2. They take her to hospital :
Answer: She was taken to hospital by them
3. The police give me 5 as a reward :
Answer: - I was given 5 as a reward by the police
- 5 was given to me as a reward by the police
4. An unseen hand opene the window :
Answer: The window was opened by an unseen hand
5. Rafa walked to school yesterday :
Answer: X (No Passive sentence in intransitive verb)
6. A friend lend me this book :
Answer: - I was lent this book by a friend
- This book was lent to me by a friend
7. Someone blew a whistle three times :
Answer: A whistle was blown three times
8. I slept at my friends house last night :
Answer: X (No Passive sentence in intransitive verb)
9. We eat up all the biscuit :
Answer: All the biscuits were eaten up by us
10. His friends give him a cake for his birthday :
Answer: - He was given a cake for his birthday by his friends
- A cake for his birthday was given to him by his friends
11. The fire destroy many valuable paintings :
Answer: Many valuable paintings were destroyed by the fire
12. They give you the answer :
 85

Answer: - You were given the answer by them

- The answer was given to you by them
13. Somebody stole my ring :
Answer: My ring was stolen
14. She showed them the new baby :
Answer: - They were showed the new baby by her
- The new baby was showed to them by her
15. They tell me to go away :
Answer: I was told to go away by them
16. Someone ask him a very difficult queestion :
Answer: - He was asked a very difficult question
- A very difficult question was asked to him
17. A guide points out the Pyramids to me :
Answer: The pyramids were pointed out to me by a guide
18. They carry her into the house :
Answer: She was carried into the house by them
19. Somebody told them to wait outside :
Answer: They were told to wait outside
20. My family arrive at the Yogyakarta today :
Answer: X (No Passive sentence in intransitive verb)

 t
No : Istimewa

Lamp. :1(satu)berkas
Hal : Pe,Egqiuan Judul Skripg!

Kepada Yth,

Ketua Jurusan Pendidikan Bahasa Inggris

Fakultas Ilmu Tarbiyah dan Keguruan
UIN Syarif Hidayatullah Jakarta I

Di Tempat

Ax oio*rolaikum Wrr. Wb.

Salam sejahtera seiring doa saya sampaikan, semoga Bapak senantiasa

lindungan Allah swr, serta sukses selalu dalam aktifitas sehari-hari.
berada dalam !
Sehubungan akan berakhirnya masa studi Program Strata Satu (S1) yang
sedang saya
tempuh, maka saya yang bertanda tangan dibawah ini:

Nama Husnul Chotimah Kumiaish

NIM r07014000211
Semester VIII (Delapan)
Jurusan Pendidikan Bahasa Inggris
Bermaksud mengajukan judul skripsi sebagaimana tertera berikut ini:

ANALYSIS ON THE DIFT'ICT]LTIES FACED BY THE STUDENTS IN LEARNING

ACTIVE AND PASSIYE VOICE
(A Case Study of the Second Grade Students in Averus (Ibnu Rusdi)
High School)
Dan sebagai bahan pertimbangan, saya lampirkan:

l. Abstraksi
2. Outline
3. Daftar pustaka sementara
Demikian surat ini saya buat dengan harapan dapat diterima. Atas perhatian
Bapak
saya ucapkan terima kasih.

Was s alamualaikum Wr. Wb.

Jakarta,14 April 20l l

'y'n'"
r
: -l
il
,i1

No. Dokumen : FITK-FR-AKD-08'1

ffi UIN JAKARTA Tgl. Terbit : 5 Januari 2009

iffit
"
FrrK , ,,:i
No. Revisi:
Hal
: 00
1t1

ffiXsKRlPSl li,
rli
1: :! Jakarta, 15 April 2011

, i :: , ;r
Kepada Yth.
Drs. Syauki, M.pd
t
Pembimbing Skripsi r

Fakultas Ilmu TarbiYah,dan Keguruan

UIN Syarif Hidayatullah
Jakarla.
*5
Assalam u' alaikum wr.w b.

Dengan ini ,ldiharapkan kesedipan Saudara untuk menjadi pembimbing IAI

(materi/teknis) penulisan skipsi malasiswa:
i

Nama
;

, Husnuf Chotimah Kurniasih

),
,

NIM 1070r400021 I

Jurusan Pendidikan Bahbsa Inggris

Semester , : VIII (Delapan) l

Jtidul Skripsi ANALYSN ON"THE DIFFICULTIES FACED BY STUDENTS,IN

t.
LEARIiNG ACTIVE AND PASSIT/E VOICE (A Case Study of the
Secondbroau Studenti in Averus (Ibnu Rusdi) High School)
Judul tersebuttelah didetujui oleh Jurusan yang bersangkutan padatanggal 14 April 2011,
abstraksi/oztline terlampir. S4udara dapat melakukan perubahan redaksional pada judul
tersebut. Apabila perubahan substansial dianggap perlu, mohon pembimbing menghubungi
Jurusan terlebih dahulu.
I
Bimbingan Skripsi ini diharajllian selesai iJalam waktu 6 (enam) bulan, dan dapat
diperpanjang selama 6 (enam) liulan berikutnya tanpa surat perpanjangan.
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Atas perhatian dan kerja sama Saudara, kami ucapkan terima kasih.

Wassalamu'qlaikum wr,wb. i
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kan Bahasa Inggris
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l. Dekan FITK 1,

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 No. Dokumen : FITK-FR-AKD-082
.!.4g UIN JAKARTA
FORM (FR)
Tgl. Terbit : 1 Maret 2010
No. Revisi: : 01
ffi: l,',!fr",,." r. ss ciputat 10412 tndonesia Hal 1t1
SURAT PERMOHONAN IZIN PENELITIAN
Nomor: Un.01/F.1/KM.01.3/ 12012 Jakarta, 9 Maret2012
Lamp. : Cutline/Proposal
Hal : Permohonan lzin Penelitian
Kepada Yth.

Kepala SIVIP Islam Plus Baitul Maal

Tangerang Selatan
Di Tempat,

. Assalamu'alaikumwr.wb.
Dengan hormat kami sampaikan bahwa,

Nama : Husnul Chotimah Kurniasih t*

NIM '.107014000211
Jurusan : Pendidikan Bahasa lnggris
Semester :X (Sepuluh)
Judul Skripsi :

AN EROR ANALYSIS FACED BY STUDENTS IN LEARNING ACTIVE

AND PASSIVE VOICE OF PAST TENSE
( A Case Study At The Eight Grade Students of SMP Islam Plus Baitul MaaI)
adalah benar mahasiswa/i Fakultas llmu Tarbiyah dan Keguruan UIN Jakarta yang
sedang menyusun skripsi, dan akan mengadakan penelitian (riset) di
instansi/sekolah/madrasah yang Saudara pimpin.

Untuk itu kami mohon Saudara dapat mengizinkan mahasiswa tersebut

melaksanakan penelitian dimaksud.

Atas perhatian dan kerja sima Saudara, kami ucapkan terima kasih.

Wassal am u' al ai ku m wr.wb.

, M.Pd.
1212199103 1 002
Tembusan:
1. Dekan FITK
2. Pembantu Dekan Bidang Akademik
3.Mahasiswa yang bersangkutan