An Error Analysis In Using Passive Voice Made By Eleventh Year Students Of MAN 1 Panyabungan

(1)

AN ERROR ANALYSIS IN USING PASSIVE VOICE MADE BY

ELEVENTH YEAR STUDENTS OF MAN 1 PANYABUNGAN

A THESIS

BY

RUKIAH

REG. NO.: 070705004

ENGLISH DEPARTMENT

FACULTY OF CULTURAL STUDIES

UNIVERSITY OF SUMATERA UTARA

MEDAN

(2)

ACKNOWLEDGEMENTS

Bismillahirrohmanirrohim.

Alhamdulillah, in the name of Allah SWT, the compassionate and the

Merciful, the writer would raise both her hands as her gratefulness to Allah SWT

the Mighty God for giving her the guidance, the strength, the health, the ability

and the power to finish the writing of this thesis.

First of all, the writer would like to express her gratitude and appreciation

to her supervisor, Dr.Hj.Masdiana Lbs. M.Hum., and her co-supervisor

Rahmadsyah Rangkuti, MA.Ph.D for their knowledge, time, suggestions, for

being humble and generous to supervise her during the writing of the thesis. The

writer would like also thank Drs. Syahron Lubis, M.A., as the Dean of Faculty of

Cultural Studies, University of Sumatera Utara, Dr. H. Muhizar Muchtar, M.S and

Dr. Hj. Nurlela, M.Hum., as the Head and the Secretary of English Department,

and all the lecturers of English Department for teaching her much knowledge and

morality during her period of study in the faculty.

Particularly, the writer would like to convey her heartfelt thanks to her

beloved father, Hj. Marzuki Nasution and her mother Hj. Halimah Rangkuti.

Thanks for their endless love, great support, spirit, motivation, and advices. And

also thank to Head master of MAN I Panyabungan, Irpansyah, S.Pd and all his

staff members especially those who have helped her so the writer could do the

research at that place; and to all to all the students who had been willing to be her

(3)

Other special thanks go to all her friends in the English Department: all

her’07 classmates, thanks for your love, sharing ideas, pray, support, help and for

being her best friends.

May Allah SWT bless them all.

Medan, June 2011

The Writer,

RUKIAH

(4)

AUTHOR’S DECLARATION

I, Rukiah declare that I am the sole author of this thesis. Expect where reference is

made in the text if this thesis, this thesis contains no material published else where

or extracted in whole or in part from a thesis by which qualified for an awarded

another degree.

No other person’s work has been used without due acknowledgements in the main

text of this thesis. This thesis has not been submitted for the award of another

degree in any tertiary education.

Signed:

(5)

COPYRIGHT DECLARATION

Name : RUKIAH

Title of Thesis : AN ERROR ANALYSIS IN USING PASSIVE VOICE

MADE BY ELEVENTH YEAR STUDENTS OF MAN I

PANYABUNGAN

Qualification : SARJANA SATRATA S-1

Department : ENGLISH

I am willing that my thesis should be available for reproduction at the discretion

of Librarian of University of Sumatera Utara (USU), Faculty Of cultural Studies,

English Department on the understanding that users are made aware of their

obligation under law of the Republic of Indonesia.

Signed :

(6)

ABSTRAK

Skiripsi yang berjudul “AN ERROR ANALYSIS IN USING PASSIVE VOICE MADE BY ELEVENTH YEAR STUDENTS OF MAN I PANYBUNGAN” berisi tentang analisis kesalahan (error) yang di buat oleh murid-murid kelas dua. Penelitian ini bertujan untuk menemukan masalah tata mengenai penggunaan

passive voice dalam bahasa inggris. Penelitian ini di lakukan di MAN I

Panyabungan. Metode yang digunakan adalah metode kuantitatif. Subjek dalam penelitian ini adalah 30 murid kelas dua. Instrument yang digunakan untuk mengumpulkan data adalah dengan memberikan ujian mengenai penggunaan

passive voice yang di susun dalam empat bentuk, yaitu: simple present tense,

present continuous tense, simple past tense, and simple future tense. Penelitian ini menemukan bahwa kesalahan tata bahasa dalam penggunaan passive voice itu bervariasi. Kesalahan informasi muncul dengan persentase 58.38%, kesalahan penambahan muncul dengan persentase 32.12%, kesalahan pengurangan muncul dengan 17.91%, kesalahan susunan muncul dengan persentase terendah sebesar 0.58%. kesalahan-kesalahan ini meliputi kesalahan dalam penggunaan passive

voice, yaitu kesalahan penggunaan simple future tense yang memiliki persentase

(7)

TABLE OF CONTENTS

ACKNOWLEDGEMENTS ... i

COPYRIGHT DECLARATION ... iv

ABSTRACT ... v

TABLE OF CONTENTS ... vi

CHAPTER I: INTRODUCTION 1.1 Background of the Study ... 1

1.2. Scope of the Study ... 6

1.3. Problems of the Study ... 7

1.4. Objectives of the Study ... 7

1.5. Significance of the Study ... 8

CHAPTER II: REVIEW OF RELATED LITERATURE 2.1. Passive Voice ... 9

2.1.1 Uses of The Passive ... 11

2.1.2 Preposition with Passive Verbs ... 12

2.1.3 The Kinds of Passive Voice ... 13

2.2. Error Analysis ... 15

2.2.1 The Difference of Error and Mistake ... 15

(8)

CHAPTER III: METHODOLOGY

3.1. Research Method ... 26

3.2. Data and Data Source ... 27

3.3. Data Collecting Method ... 28

3.4. Data Analysis Method ... 28

CHAPTER IV: ANALYSIS AND FINDINGS 4.1. Data Analysis ... 31

4.1.1 The kinds of Errors in Using Passive Tense ... 31

4.1.2 The Error of Using Simple Present Tense ... 31

4.1.3 The Errors of Using Present Continuous Tense ... 41

4.1.4 The Errors of Using Simple Past Tense ... 54

4.1.5 The Errors of Using Simple Future Tense ... 67

4.2. The Percentage of The Errors in Using Passive Tense ... 80

CHAPTER V: CONCLUSION AND SUGGESTION 5.1. Conclusion ... 82

5.2. Suggestion ... 83

BIBLIOGRAPHY ... 84

(9)

ABSTRAK

Skiripsi yang berjudul “AN ERROR ANALYSIS IN USING PASSIVE VOICE MADE BY ELEVENTH YEAR STUDENTS OF MAN I PANYBUNGAN” berisi tentang analisis kesalahan (error) yang di buat oleh murid-murid kelas dua. Penelitian ini bertujan untuk menemukan masalah tata mengenai penggunaan

passive voice dalam bahasa inggris. Penelitian ini di lakukan di MAN I

Panyabungan. Metode yang digunakan adalah metode kuantitatif. Subjek dalam penelitian ini adalah 30 murid kelas dua. Instrument yang digunakan untuk mengumpulkan data adalah dengan memberikan ujian mengenai penggunaan

passive voice yang di susun dalam empat bentuk, yaitu: simple present tense,

present continuous tense, simple past tense, and simple future tense. Penelitian ini menemukan bahwa kesalahan tata bahasa dalam penggunaan passive voice itu bervariasi. Kesalahan informasi muncul dengan persentase 58.38%, kesalahan penambahan muncul dengan persentase 32.12%, kesalahan pengurangan muncul dengan 17.91%, kesalahan susunan muncul dengan persentase terendah sebesar 0.58%. kesalahan-kesalahan ini meliputi kesalahan dalam penggunaan passive

voice, yaitu kesalahan penggunaan simple future tense yang memiliki persentase

(10)

CHAPTER I

INTRODUCTION

1.1Background of the Study

Passive voice is a voice that indicates that subject is the patient or

recipient of the action denoted by the verb, or

recipient of the action rather than the performer. Ed swick (2005:49) says that

Passive voice is a structure that allows you to make a statement without knowing

who performed the action of sentence.

Passive voice, sometimes called passive sentence, is usually used by

speaker of a languages written or spoken, in communication. The aim of using it

is to show that the action is more important than the doer of an action. Language

(Wasson, 1966:5) is the supreme means of formulating and expressing thought.

Human communicates by producing sounds or the combination of words which

represent the object ideas and emotions of human thought. While Crystal

(1980:202) states, “language is a particular variety or level of speech or writing

and people use language for special purpose”.

Based on Wasson and Crystal ideas we can conclude that the main

function of language is to communicate with others. The communication can

reach its goal when the language used is understood by the communicants,

(11)

Language plays an important role not only in communication but also in

education, especially in the process of teaching and learning. In communication

and education, we usually use our mother tongue or first language. Richards

(1985:106) says that first language is a person’s mother tongue or the language

acquired first. The first language may be used to communicate with family

members. Other people of the same ethnic group or it is the language of the

country where we are living. But we will face some problems when we have to

speak in or learn the other languages which are different from our first language.

Therefore, we need to learn Second language.

The word “Second” in Second Language Acquisition may refer to any

language that is learned subsequently to mother tongue on first language. Our

mother tongue is Indonesian language while other language that we want to learn

is called Second Language. Selinker (1994:6) says that Second Language

Acquisition and Second Language learning are interchangeably, irrespective of

whether conscious or subconscious. There are probable mistakes and errors in

studying second language.

Cambridge Dictionar

assertion, or belief that unintentionally deviates from what is correct, right, or

true: the condition of having incorrect or false knowledge; the act or instance of

deviating from an accepted code of behavior. While Ellis (1997:17) says, “Errors

reflect gaps in a learners knowledge: they occur because the learner does not

(12)

Strevens (1969) in Richards (1974:4) hypothesized that errors should not

be viewed as problems to be overcome, but rather as normal and inevitable

features indicating the strategies that learners use. He conjectured that if a regular

pattern of errors could be observed in the performance of all learners in a given

solution, and if a learner were seen to progress though this pattern, his errors

could be taken as evidence not of failure but success and achievement in learning.

Brown (1987:204) cites that learners do make errors and these errors can

be observed, analyzed and classified to reveal something of system operating

within the learner lead to a surge of study of learner’s errors called errors analysis.

The term “errors analysis” in second language acquisition means the investigating

of Second Language Acquisition by collecting and describing samples of leaner’s

language.

Ellis (1985:296) says that errors analysis is a procedure used by both

researcher and teacher. It involves collecting samples of learner’s language.

Identifying the error in sample, describing these errors, classifying them according

to their hypothesized causes, and evaluating their seriousness. While Richards in

Longman dictionary of applied Linguistics (1985:96) defines errors analysis is the

study and analysis of the errors made by second and foreign language learners.

Errors analysis may carried out in order to find out how well someone knows a

language, how a person learns language, and to obtain information on common

difficulties in language learning as an aid in teaching or in the preparation of

(13)

Another concept of error analysis is given By Brown (1980:166). He

defined error analysis as the process to observe, analyze, and classify the

deviations of the rules of the second language and then to reveal the systems

operated by learner. It seems this concept is the same as the one proposed by

Crystal (1987:112) who says that error analysis is a technique for identifying,

classifying and systematically interpreting the unacceptable forms produced by

someone learning a foreign language, using any of the principles and procedures

provided by linguistics.

The three definitions above clarify that error analysis is an activity to

identify, classify and interpret or describe the errors made by someone in speaking

or in writing and it is carried out to obtain information on common difficulties

faced by someone in speaking or in writing English sentences. Another thing,

which should be noticed is the procedure of error analysis.

Cause of errors (Norrish, 1983:21-26) is classified into three types: (1)

Carelessness is often closely related to lack of motivation. Many teachers will

admit that it is not always the student’s fault if he loses interest, perhaps the

materials and or style of presentation do not suit him, (2) First language is a

matter of habit formation. When someone tries to learn new habits the old ones

will interfere the new one, and (3) Translation is one of the causes of error. This

happens because a student translates his first language sentence or idiomatic

expression in to the target language word by word. This is probably the most

(14)

Richards in in his article “Error Analysis and Second language Strategies”.

(in Schummann and Stenson, 1978:32) classifies sources of errors into: (1)

interference that is an error resulting from the transfer of grammatical and or

stylistic elements from the source language to the target language, (2)

overgeneralization, that is an error caused by extension of target language rules to

areas where they do not apply, (3) performance error, that is unsystematic error

that occurs as the result of such thing as memory lapses, fatigue, confusion, or

strong emotion, (4) markers of transitional competence, that is an error that results

from a natural and perhaps inevitable development sequence in the second

language learning process (by analogy with first language acquisition), (5)

strategy of communication and assimilation that is an error resulting from the

attempt to communicate in the target language without having completely

acquired the grammatical form necessary to do so, and (6) teacher-induced error,

that is an error resulting from pedagogical procedures contained in the text or

employed by the teacher.

Ellis (1997:15) says that there are four kinds of errors: (1) Omission is the

error of leaving item that is required for an utterance to be considered

grammatical, (2) misinformation is the error of using one grammatical form in

place of another grammatical form, (3) misordering is the error of putting the

words in an utterance in the wrong order, and (4) overgeneralization is the error of

using over grammatical form in an utterance.

The eleventh year students of MAN I Panyabungan are second language

learners, because they study English based on our Government curriculum no.

(15)

language, written or spoken, especially in using passive tenses. For examples: (1)

A bridge building across the canal next year. The sentence is in the future tense,

based on time signal used (next year). There is an error in this sentence. Since to

make future sentence the formula /will + V1/ is needed in active form. While in

passive form the formula is /will + be + V3/. Based on this rule students made

error. So the right sentence is A bridge will be built across the canal next year.

The kind of error is omission. (2) These buildings is designed by the architects

from our firm. This sentence contains error. The error is subject verb agreement.

Students use ‘is’ instead of ‘are’ in making passive sentence. The kind of error is

overgeneralization. So the right sentence is “These buildings are designed by the

architects from our firm”.

Researcher has considered that the object of this research is error made by

eleventh year students of MAN I Panyabungan in making passive tenses. Since

the purpose of this research is to study errors and to know what generally causing

the students make errors.

Based on the explanation above, I am interested in doing research entitled

“An Error Analysis in Using Passive Tenses made by Eleventh Year Students of

MAN I Panyabungan”.

1.2. Scope of the Study

In this study, it is important to limit the scope of the analysis, that is the

errors of using passive voice. Almost all tenses in English have passive voice. In

(16)

continuous tense, simple future and past tense. I chose the above tenses for

students in grade two is still less understanding of other tenses, tenses, tenses

which sample just so that I discussed here and most importantly they understand

about the tense.

1.3. Problem of the Study

Related to that case and based on the background stated above, I

formulated the problems of study as follows:

1. What kinds errors do students make in using passive tenses?

2. What is the most dominant errors in using passive tenses made by the

students?

3. What are the errors characteristic made by the students in using passive

tenses?

1.4. Objectives of the Study

The researcher tries to find out:

1. What kinds of errors made by the students of MAN I Panyabungan in

using passive tenses.

2. The most dominant kind of errors made by the students of MAN I

(17)

3. The errors characteristic made by the students of MAN I Panyabungan in

using passive tenses.

1.5. Significances of the Study

This thesis will give the readers clear information and understanding

dealing with errors analysis. This research may also be useful for English teacher,

both theoretical and practical purpose. Theoretical purpose is it is useful for

developing teacher’s study. While practical purpose is after a systematic analysis,

the teacher can determine the level of every leaner and the knowledge that is still

to be taught. In others words, it tells the teacher how far towards the goal the

learner has progressed and what remains for him/her to learn. It can be also a

feedback for the teacher reflecting how effective he/she is in his teaching style and

what changes he/she has to make to reach higher performance from his/her

students.

I also hope that the result of the research would be useful for other people

who are interested in learning English to understand their problems and

(18)

CHAPTER II

REVIEW OF RELATED LITERATURE

2.1 Passive Voice

In learning a second language the student as the learner produces many

forms which are not those which would be produced by a native speaker of the

standard form of the target language. The generalization that the second language

learner’s errors are potentially important for the understanding of the process of

second language acquisition is a current focus on modern teaching.

The study of error is part of investigation of the process of language

learning. Relation to this study, I puts some theories as her theoretical concepts

which contain about the definition of error and error analysis, the differences of

error and mistakes, and also the relationship between second language acquisition

and error analysis.

Richards (1985:95) states that errors (in the speech or writing of second or

foreign learner).the used of a linguistic item (e.g. a word, a grammatical item, a

speech act, etc) in way which a fluent or native speaker of the language regards as

showing of incomplete learning. It result from incomplete knowledge.

Richards (1974:174) states that error are classified into four kinds such as

overgeneralization, ignorance of rules restriction, incomplete application rules and

false concept hypothesized.

Ellis (1997:17) says, “Errors reflected gaps in a learner’s knowledge: they

(19)

Strevens (1969) in Richards (1974:4) hypothesized that errors should not

be viewed as problems to be overcome, but rather as normal and inevitable

features indicating the strategies that learners use. He conjectured that if a

regular pattern of errors could be observed in the performance of all learners in a

given solution, and if a learner were seen to progress though this pattern, his

errors could be taken as evidence not of failure but success and achievement in

learning.

In the

The subject denotes the individual (Caesar) affected by the action of the verb. The

counterpart to this in active voice is, "Brutus stabbed Caesar," in which the subject

denotes the doer, or

Thomson (1986:263) says that The passive voice of an active tense is

formed by putting the verb to be into the same tense as the active verb and adding

the past participle of the active verb. The subject of the active verb becomes the

‘agent’ of the passive verb. The agent is very often not mentioned. When it is

mentioned it is preceded by by and placed at the end of the clause: this tree was

planted by my grandfather. While Ed swick (2005:49) says that Passive voice is a

structure that allows you to make a statement without knowing who performed the

action of sentence.

A sentence featuring the passive voice is sometimes called a passive

(20)

English differs from languages in which voice is indicated through a simple

inflection, since the English passive is periphrastic, composed of an auxiliary verb

plus the past participle of the transitive verb. For example: The house was

destroyed. Or the person who performed the action is placed in a passive position

in the sentence: the house was destroyed by soldiers.

Kinds of Passive Voice: (1) Present, past and perfect passive tenses, for

example: the butter is kept here (as present), the window was broken (as past

tense), wolves have been seen in the streets (as perfect tenses). (2) The passive of

continuous tenses required the present continuous forms of to be, for example: the

bridge is being repaired. (3) Auxiliary + infinitive combinations are made passive

by using a passive infinitive, for example: these doors must/should be shut. (4)

Other infinitive combinations, example: he wants photographs to be taken. (5)

Gerund combinations, example: he recommended that bullet-proof glass should be

used.

2.1.1. Uses of the Passive

Thomson (1986:266-267) says that there are eight of uses of the passive

voice. The passive is used:

1. When it is not necessary to mention the doer of the action as it is obvious

who he is/was/will be: the rubbish hasn’t been collected.

2. When we don’t know, we don’t know exactly and have forgotten who did

(21)

3. When the subject of the active verb would be ‘people’.

He is suspected of receiving stolen goods. (People suspected him of…)

4. When the subject of the active sentence would be the indefinite pronoun.

5. When we are more interested in the action than the person who does it.

6. The passive may be used to avoid an awkward or ungrammatical sentence.

This is usually done by avoiding a change of subject:

When he arrived home a detective arrested him.

Would be better expressed:

When he arrived home he was arrested (by a detective).

7. The passive is sometimes preferred for psychological reasons. A speaker

may use it to disclaim responsibility for disagreeable announcements.

8. For the have + object + past participle construction: I had the car

resprayed.

2.1.2. Prepositions with Passive Verbs

As already noted, the agent, when mentioned, is preceded by by: Dufy

painted this picture (as active), this picture was painted by Dufy (as passive).

When a verb + preposition + object combination is put into the passive the

preposition will remain immediately after the verb: you can play with these cubs

(22)

Similarly with verb + preposition/adverb combinations: the old newspaper were

thrown away.

2.1.3. The Kinds of Passive Voice

2.1.3.1. Indirect Object as Subject in Passive

Either an indirect object or a direct object may be come the subject of a

passive sentences. For example: (a) someone gave Mrs. Lee an award, (b) Mrs.

Lee was given an award. (c) someone gave an award to Mrs. Lee. (d) an award

was given to Mrs. Lee. (a), (b), (c), and (d) have the same meaning. Note in (d):

when the direct object becomes the subject, to is usually used in front of the

indirect object.

2.1.3.2 Passive Form from Modal and similar expression

• The passive form: modal + be + past participle. For example:

Tom will be invited to the picnic

Children should be taught to respect their elders

• The past-passive form: modal + have been + past participle. For

example:

The teller should have been sent last week

(23)

2.1.3.3 Stative Passive

The passive form may be used to describe an existing situation or state,

example: the door was locked by me five minutes ago, now the door is locked. No

action is taking place. The action happened before. There is no “by phrase”. The

past participle functions as an adjective. When the passive form expresses an

existing state rather than an action, it is called the “stative passive”.

For examples: (a) the door is old, (b) the door is green, (c) the door is

locked. In (a) and (b): old and green are adjectives. They describe the door. In (c):

locked is a past participle. It is used as an adjective. It describes the door.

2.1.3.4 Passive Form with Get

Get be followed by a past participle. The past participle functions as an

adjective; it describes the subject. The passive with gets is common in spoken

English but is often not appropriate in formal writing. Example: what time are

going to eat? I am getting hungry.

For examples: (a) I’m getting hungry. Let’s eat soon, (b) you shouldn’t eat

so much. You’ll gets fat, (c) I stopped working because I got sleepy.

2.1.3.5 Adjective Participle

The present participle conveys an active meaning. The noun it modifies

(24)

confused students. In (a): the noun “problem” does something ; it “confuses”.

Thus, it is describe as a “confusing problem”. The past participle conveys a

passive meaning. In (b): the student are confused by something. Thus, thay are

described as “confused student”.

2.2 Error Analysis

2.2.2 The Difference of Error and Mistake

There is a problem in analyzing errors. It is how can those things are

determinate as errors or mistakes or how we can those things are not just an

accidental typing mistake. Ellis (1997:7) says that errors and mistakes reflect

occasional lapses in performance that they occur because, in particular instance,

the learner is unable to perform what a learner knows. It can be concluded that a

leaner makes errors due to their, in particular instance, lack of consciousness

through the language knowledge.

The next question is how errors and mistakes in written data, can be

distinguished. To know the errors in written data may be through the consistency

of learner’s performance.

2.2.2 Error and Error Analysis

The definition of error can be seen through the classification of errors.

(25)

important to explain the error in error analysis. The classification of error based

on the classification of errors proposed by Richards (1997:173) and Ellis (1997).

1. Jack Richards (1974:173)

Jack Richards (1974) classifies errors into two kinds, they are:

a. Interlanguage Errors

Richards (1974:173) says that interlanguage errors are errors caused by

the interference of the learner’s mother tongue. Through the meaning of

interlanguage errors, can be seen and becomes clear that this kind of errors

needs a contrastive analysis. The interference that is mentioned above means

the interference of native language into foreign learning and it indicates the

learning process.

b. Interlingual and Developmental Errors

Richards (1974:174) says that intralingual and developmental

errors emphasize the reflection of the learner’s competence at a particular

stage, and illustrate some of general characteristics of language

acquisition. And the tails, intralingual errors are those that reflect the

general characteristics of rule learning, such as faulty generalization,

incomplete application of rules and failure to learn conditions under which

rules apply and developmental errors illustrate the leaner attempting to

build up hypotheses abut the English language form his limited experience

of it in the classroom or textbook. For that the intralingual and

(26)

1. Overgeneralization

Overgeneralization is associated with redundancy reduction. It may be

occurred. For instance, with items which are contrasted in the grammar

of the language but which do not carry significant and obvious contras

for the learner. The definition of overgeneralization is completed

through Richards, overgeneralization happened when the leaner creates

a deviant structure on the basis of his experience of other structures in

the target language. Generally overgeneralization is the creation of one

deviant structure in place of two regular structures. For example: we

are hope, it is occurs, he come from. Over generalization generally

involves the creation of one deviant structure in place of two regular

structures.

2. Ignorance of rule restriction

Ignorance of rule restrictions is failure to observe the restriction is

failure to observe the restriction. I made him to do it. Ignores

restriction on the distribution of make. This is a type of generalization

or transfer, since the leaner is making used of a previously acquired

rule in a new situation.

3. Incomplete application rules

This category emphasizes the systematic difficulty in the used of

questions to be observed. It means that the cases are about: a statement

from may be used as a question, one of the transformations in a series

(27)

statement form. Despite extensive teaching of both the question and

statement forms, a grammatical question form may never become part

of competence in the second language.

4. False concept hypotheses

In addition to the wide range of intralingual errors which have to do

with faulty rule-learning at various levels, there is a class

developmental errors which derive from faulty comprehension of

distinction in the target language. There are sometimes due to poor

gradation of teaching items. For example: Deceiving by his friends, he

lost his hope. This sentence contains an error of false concept

hypothesized because is infinitive + ing (deceiving) should be used in

active action while the above sentence is passive action, so the right

sentence “Deceived by his friends, he lost his hope.

2. Corder (1997)

Corder (1997:130) also classifies the errors of learner’s language into three

types, they are:

a. Transfer Errors

The theory of transfer states that a learner’s of second language

transfer into the learner’s performance in the second language the habits of his

mother longue. On this theory the making of this error is evitable part of

(28)

of mother longue. We can call these transfer errors, for example: the heart

which broke. It should be the broken heart.

b. Analogical Errors

A learner of second language makes errors because he has not yet

discovered the precise set of categories to which the rule applies. Errors of this

sort are errors of overgeneralization or analogical errors. For example: when I

am taking a bath the phone rang. This sentence contain misinformation in

using be. That is be (am) should be changed to was because the tense used

past continuous. This error may produced by the learners with any mother

tongue. Analogical errors are inherent in the learning process.

c. Teaching-Induced Errors

There is a type of errors which is much more difficult to establish to

any particular case, namely, errors arising from the methods or material used

in the teaching. It is not easy to identify such errors with a close study of

materials and teaching techniques to which the learner has been exposed. This

is probably why so little is known about the materials. Errors has function to

be the evidences of how a second language learner acquires and those

evidences are processes by analyzing through the errors can be called as

(29)

3. Ellis (1997)

Ellis says that error analysis is a procedure used by both researcher and

teachers. It involves collecting sample of learner language, identifying the errors

in sample, describing these errors, classifying them according to their

hypothesized causes, and evaluating their seriousness. In relation to kinds of

errors Ellis (1997:15) classifies four kinds of errors through explaining these steps

of analyzing the errors, they are:

1. Identifying Errors

In this step, we have to compare the error sentences (I mentions as

“original sentence”) with what seems to be the normal or ‘correct’ sentences

in the target language which correspond with them (I mentions as

“reconstruction”). But it is, in fact, easier said than done. Sometimes, it is

difficult to make the reconstruction when we collide with the learner means to

say.

2. Describing Error

This next step is the step where the errors are described and classified into

kinds. This step can be done by several ways. According to Rod Ellis,

there era two ways to classify errors, they are:

a. The first way is classifying the errors through grammatical categories.

It means classifying the errors through their word classes and tenses.

b. The second way of classifying the errors is try to identify general ways

(30)

language utterances. It means the errors are classified into several

types.

1. Ommition

Ommition is the error of leaving out an item that is required for

an utterance to be considered grammatical, for example: the toll

gates was closed at seven o’clock next week. This sentence

contain error. The sentence above is future, based on the time

signal used (next week). This sentence leaves out an item that

is required grammatical. So the right sentence is the toll gates

will closed at seven o’clock next week.

2. Misinformation

Misinformation is the error of using one grammatical form in

place of another grammatical form, for example: when I am

taking a bath the phone rang. This sentences contain

misinformation in using be. That is be am should be changed

to was because the tense used pas continuous.

3. Misordering

Misordering is the error of putting the words in an utterance in

the wrong order. For example: you must finish the report

written today. It must be changed becomes you should finish

(31)

4. Overgeneralization

Overganaralization is the error of using over grammatical form

in an utterance. For axample: the day is being fine, we decided

to ge swimming. This sentence used the day is being fine, it

should be the day being fine or the day is fine.

3. Explaining Error

This is the last step of errors analysis. A researcher tried to explain how

and why a sentence called to be erroneous.

4. Dulay, Burt, and Krashen (1982:138)

According to Dulay, Burt, and Krashen (1982:138), errors are the flawed

side of leaner speech or writing. People cannot learn language without first

systematically committing errors.

There are four descriptive taxonomies to analyzed errors, namely linguistic

category taxonomy, surface strategy taxonomy, comparative taxonomy, and

communicative effect taxonomy.

1. Linguistic Category Taxonomy

Linguistic category taxonomies classify errors according to either or both

the language component and the particular linguistic constituent the error

(32)

and morphology (grammar), semantics and lexicon (meaning and

vocabulary), and discourse (style). Constituents include the elements that

comprise each language component.

2. Surface Strategy Taxonomy

Surface strategy taxonomy highlights the way surface structures are

altered. The surface strategy elements of a language are altered in specific

and systematic ways. Among the common errors are:

• Omission Errors

Omission errors are characterized by the absence of an item that

must appear in well-formed utterance. Language learners omit

grammatical morphemes much more frequently that content words.

• Addition Errors

Addition errors are characterized by the presence of an item which

must not appear in a well-formed utterance. Three types of addition

errors are:

1). Double markings: se didn’t went back

2). Regularization: eated fot ate, childs for children

(33)

• Misinformation Errors

Misinformation errors are characterized by the used of the wrong

from of the morphemes or structure. The types of errors are:

1). Regularization errors: the dog eated the chicken

2). Archi-forms: I see her yesterday. He dance with my brother

3). Alternating forms: I seen her yesterday

• Misordering

Misordering errors are characterized by the incorrect placement of

a morpheme or group of morphemes in an utterance. For example:

I don’t know what is that.

3. Comparative Taxonomy

Comparative taxonomy classify errors based on comparison between the

structure of language learner errors and certain other types of construction.

The errors are classified into developmental errors, interlingual errors,

ambiguous errors, and unique errors.

4. Communicative Effect Taxonomy

Communicative effect taxonomy deals with errors from prespective of

their effect in the listener or reader. This taxonomy classifies into global

(34)

Error analysis has been analyzed by some previous persons. One of them

is Yunita(2003) in her thesis entitles an Analysis of Errors in English past tense by

students of Politeknik Kesehatan. Her subject is students of Politeknik Kesehatan.

She applies field research and quantitative study in her research design. And her

findings are she counts the percentage of correct and incorrect answers of past

tenses by students of 100 questions. Finds the most errors made by the students in

simple past (48, 23%), past future (45, 45%), past perfect (48, 50%), and the last

(35)

CHAPTER III

THE METHODOLOGY

3.1 Research Method

There are three kinds of research based on the location of the

research i.e. field research, library research, laboratory (Bungin, 2005:40-41). In

writing this thesis, field research and library research are applied. While the term

"field research"

generic reference to collecting or creating new information outside of a laboratory

or typical workplace. Participant observation, data collection, and survey research

are examples of field research, in contrast to what is often called experimental or

lab research. The advantages of field research are that people are closer to real

world conditions and that the business can design the research in the best way to

discover the particular information required. Business can also be sure that the

information gathered is up to date.

Besides field research, I also apply library research. Nawawi (1993:30)

says that “Penelitian kepustakaan dilakukan denga cara menghimpun data dari

berbagai literature baik di perpustakaan maupun tempat-tampat lainnya. A

library research is done by collecting the data from any kinds of source in the

library or any others places. A library research will generally include primary

sources as well as secondary sources. Research libraries can be either reference

libraries, which do not lend their holdings, or lending libraries, which do lend all

or some of their holdings. Some extremely large or traditional research libraries

(36)

The method of the study used is quantitative method as Arikunto

(2006:12) says that quantitative research applies number from collecting the data,

describing the data, until the result of the research. Moreover, the results of the

research would be better by applying table, graph, draft, picture, etc.

3.2. Data and Data Source

The research had been done to the ninth year students of Madrasah

Tsanawiyah (MAN ) Panyabungan. The research was limited on the Eleventh year

students or 2nd grade senior high school students. The total number of the

Eleventh year students hare was about 245 students. They were divided into 7

classes.

I do field research in MAN I Panyabungan. This research is done after I

got permission from the headmaster in the school. There are 7 classes of eleventh

year class and each class has more than 40 students. Since it is very big, I choose

the students who get first until fifth rank. The reason of doing this is that those

students tend to make smaller error than others. I select a ranking of 1 to five

because, from the rank of five that was to be represent of the overall second class

that is in MAN I Panyabungan. If ranked 1 to 5 are usually smart, if they are less

familiar with the passive voice lessons how to rank 6 and so on. So I am interested

to select the ranking of one to five. And I choose object in second grade because

in the second grade students have learned the passive voice, if at first class still

(37)

The data of this research is sentence contained errors obtained from 32

sentence. Those students become the respondents who took the test. From the total

amount of the data, I took sample by using purposive sample. Arikunto

(2006:117) says that sample is purposed by taking the subject not based on the

level, random, or domain but is taken based on the certain purposed. Thus, the

researcher took sample based on the sentences which had errors in using Passive

Tenses.

3.3. Data Collecting Method

Data collecting method is done by giving a test to students who get first

until fifth rank. The data in this study are the sentences which contained errors in

using passive tenses. The data sources are the students answers. I give them a set

of test consisting of 30 items, fill in the blank with appropriate voice using the

verb in the bracket.

In other to collect the data I set a test consist of 30 question about passive

voice. The researcher only gave 60 minutes for the students to answer the tests.

3.4. Data Analysis Method

In analyzing the data, I apply the theory of Dulay, Burt, Krashen in

analyzing the types of errors made by eleventh year students in using passive

(38)

researcher also applies grammar structure of Thomson about passive voice. The

steps of analysis are:

1. Identifying Errors

In this step I compares the errors sentences (I mention it as “original

sentence”) with what seem to be the moral or ‘correct’ sentences in the

target language which correspond with them (I mentions it as

‘reconstruction’)

2. Describing Errors

This next step is the step where the errors are described and classified into

kinds.

3. Explaining Errors

This is the last step of the errors analysis. In this step, I tries to explain

how and why a sentence called to be erroneous. After analyzing the errors

sentences, I identifies the percentages of the errors made by eleventh year

students.

The students are asked to answer the test in 60 minutes. Through the test I

analyzed the errors made by students. First, I checks the students’ errors in

answering the question, then I tabulate them. Secondly, I classify the group errors

based on the passive voice. And the last, I analyze the errors to get the kinds

based on the theory (omission, addition, general) and the errors in using passive

(39)

To count the errors in percentage, the analysis also uses the formula of

(Bungin, 2005:171-172). The formula is:

N= fx /n x 100%

Notes:

n = stands for the percentages of errors

fx= stands of the total frequency of the sub-categories errors

N= stands for the total errors of all categories

Having counted the percentage of errors, then analyzing the errors was

done based on the classification or types of each and was also based on the

mixture of errors was made, and finally, by looking up the results of the analysis,

(40)

CHAPTER IV

ANALYSIS AND FINDINGS

4.1 Data Analysis

4.1.1 The Kinds of Errors in Using Passive Tenses

In this section, I analyze the errors which are made by Eleventh Year

Students of MAN I Panyabungan.

4.1.2 The errors of Using Simple Present Tenses

Original sentence Reconstruction

1. Rice is growned in paddy

field.

Rice is grown in paddy field.

We can see that the students used the wrong form of the verb, it is

‘growned’ which must be ‘grown’. So the error of this sentence is called as

misinformation error. From this, I think that the students might make error

because the have not understood yet the formula of passive form of verb

tenses.

2. Rice is grow in paddy

field.

In this sentence, the students used the wrong form of the verb, it is

(41)

those errors because they don’t understand well about passive form of verb

tenses replacing subordinate clause. Kind of error is called misinformation.

3. Rice is being grown

paddy field.

In this sentence, the students used the wrong form of the tenses, it

is ‘being’. The kind of error is addition because they presented the item

that must not appear in that sentence. I assume that error might occur

because of the lack of knowledge about passive form of verb tense.

4. Goats be used baits to

trap tigers.

Goats are used baits to trap tigers.

From the original sentence, we can see that the students presented

the item which must not appear in this sentence. It is “be”. Thus this error

is called as addition error. It can be seen that the students do not

understand how to used “to be” with plural subject.

5. Goats are uses baits to

trap tigers.

In this sentence, the students used the wrong form of verb. That is

(42)

in answering the question because they forgot about verbs and passive

verb. The kind of error is misinformation error. Because I think they might

produced this error because of lack of understanding of passive form of

verb tense.

6. Goats is using baits to

trap tigers.

In original sentence, there are two kinds of errors which can be

found, they are: misordering and misinformation. It is found as

information errors because they used the wrong form of the ‘using’, it

must be ‘used’. Then they produced misordering error, they placed the

item ‘goats’ in the first position. Actually this word is plural because of

using ‘s’. I personally think that they make those errors because they lack

of understanding about subject verb agreement.

7. Gats are using baits to

trap tigers.

In this sentence, the students used the wrong form of the verb,

(43)

8. It is hot in this room

because the window be

closing.

It is hot in this room because the

window is closed.

There are two kinds of errors which are found in this sentence.

They are: misinformation error and addition. Misinformation error

happened because they used the wrong verb form, that is ‘closing’ which

must be ‘closed’. Then addition error is also found because they presented

the item that must not appear in that sentence, it is ‘be’. I assume that this

error might occur because of lack of knowledge about passive form of

verb tenses.

9. It is hot in this room

because the window are

closed.

window is closed.

In this sentence, the students used the wrong form of to be, it is

‘are’, it must be ‘is’. This kind of error is called as misinformation because

the student lack of understanding about passive voice especially in using

to be.

10.It is hot in this room

because the window

was to closing.

(44)

There are two kinds of errors in this sentence, they are addition and

misinformation. The students produced addition error, because the

students presented the item ‘to’ which must not appear in that sentence

because the sentence is in simple present tense. They also made

information errors because they used the wrong form of the ‘closing’, it

must be ‘closed’. I personally think that they make those errors because

they lack of understanding about passive form of verb tense.

11.The light in this room

are turned on.

The light in this room is turned on.

‘are’, it must be ‘is’ because the sentence is in simple present tense. The

kind of error is called as misinformation. It might occur because the

students don’t understand well about passive voice.

12.The light in this room is

being turned on.

Addition error is found in this sentence. That is the students

presented the item ‘being’ which must not appear in that sentence because

the sentence is in simple present tense. This error might occur because the

(45)

have turning on.

We can see that there are two kinds of errors that can be found in

this sentence. They are: addition and misinformation. It is addition error

because the used of ‘have’ while it must not appear in well-formed

utterance. Then they also produced misinformation error, that is they used

the wrong form of the verb ‘turning’, it must be ‘turned’. This error might

occur because the students still feel confused in construct passive sentence.

was turned on.

Misinformation error is found in this sentence. That is, they used

the wrong form of to be form, it is ‘was’, it must be ‘is’. From this error I

think that those error might happen because of the lack of understanding

about passive voice.

15.A blouse is make of

cotton.

A blouse is made of cotton.

In the sentence, there is an error in using the verb form. The

(46)

seen that the students do not well about the verb form. This error is called

‘misinformation’.

16.A blouse is being

making of cotton.

There are two kind s of errors in this sentence, they are: addition

and misinformation. Addition error is characterized by the presence of an

item that must not appear in well form utterance. It is found as addition

error since the students presented an item that must not appear, it is

‘being’. While misinformation error is characterized by used the wrong

form of a morphemes or structure. Here, the student used the wrong form

of the verb, it is ‘making, it must be ‘made’. Those errors might occur

because the students don’t understand how to make passive form of verb

tense.

17.A blouse is making of

cotton.

In this sentence, the students used the wrong form the verb

‘making’, it must be ‘made’ and the sentence is in style present tenses. It

might occur because the students do not understand making passive form

(47)

18.Carol is being

interesting in ancient

history.

Carol is interested in ancient

history.

In this original sentence, it is found two kinds of errors, they are:

addition error and misinformation error. Addition error happens because

the students presented the item that must not appear in that sentence. That

is ‘being’. Then, there is also found misinformation error. It happens

because they used the wrong verb form that is ‘interesting’ which must be

‘interested’. I assume that this error might occur because of the lack of

knowledge about making simple present sentence in passive form.

19.Carol is interesting in

ancient history.

history.

In this sentence, the students use the wrong form the verb, that is

‘interesting’, it must be ‘interested’ because the passive form of the verb

‘interesting’ is interested. It might occur because the students do not

understand well about passive voice.

20.Carol was to interested

in ancient history.

(48)

this sentence. They are: addition and misinformation. It is addition error

because the present of the item ‘to’ while it must not appear in

well-formed utterance. Then there is also misinformation error, that is the use of

the wrong form of to be. It is, ‘was’, it must be ‘is’. This error might occur

because the students still feel confused about the passive voice.

21.Water is composed by

hydrogen and oxygen.

Water are composed by hydrogen

and oxygen.

In this sentence, the student used the wrong form the to be of the

‘is’ it must be ‘are’. The kind of error is called misinformation. This error

might occur because the students still do not understand subject verb

agreement.

22.Water are being

composed by hydrogen

and oxygen.

Water are composed by the

hydrogen and oxygen.

In this original sentence contain of error which is found in this

item is called as addition error. The addition error happens because the

(49)

23.Water was composed

by hydrogen and

oxygen.

Water are composed by hydrogen

and oxygen.

In this sentence, the students used the wrong form to be ‘was’, it

must be ‘are’. The kind of error is called misinformation. It might occur

because the students do not understand about subject verb agreement.

24.Two letters are writing

by him to his parents.

Two letters are written by him to

his parents.

In this sentence, the students use the wrong form the verb, that is

‘writing’, it must be ‘written’ because the verb used in passive must be in

the third form. The kind of error is called misinformation. It might occur

because the students do not understand well about making passive form of

verb tense.

25.Two letters written by

him to his parents.

his parents.

In this part, omission error is found. The students do not used to be

(50)

the formula is to be + 3rd form of the verb. I think that this error might

occur because they do not understand about making passive sentence.

26.Two letters are being

writing by him to his

parents.

his parents.

In the original sentence, there are two kinds of errors which are

found they are: addition and misinformation errors. The addition error

happens because the students present of the items ‘being’ that must not

appear in this sentence. Then misinformation error because of using the

wrong form of the verb ‘writing’. This error might occur because the

students still fell confused about making passive sentence.

4.1.3 The errors of Using Present Continuous Tenses

1. The world cup soccer

games is being

televised all over the

world.

The world cup soccer games are

being televised all over the world.

Misinformation error is found in this sentence. The students used

(51)

happened because the students lack of understand about subject verb

agreement.

games are television all

over the world.

There are two kinds of errors which are found in this item, they

are: omission and misinformation. It is found omission error because the

students left out to use ‘being’, that must appear in grammatical sentence.

Then misinformation happens error because the students used the wrong

form of the verb ‘television’, it must be ‘televised’. This error might occur

because the students do not understand well about passive form of verb

tense.

games are be televised

all over the world.

This sentence, the students used the wrong form of to be ‘be’, it

must be ‘being’. The kind of error is called as misinformation error. It

implies that the error happened because the students do not understand

(52)

games re being

television all over the

world.

In the original sentence misinformation error is found in this

sentence. The students used the wrong form of the verb, it is ‘television’, it

must be ‘televised’. It implies that they are not able to distinguish passive

form of verb tense. That is the cause why they made error.

5. The roof is repairing

by the men.

The roof is being repaired by the

men.

this sentence, they are: omission error and misinformation error. Omission

error happens because the students left out item ‘being’ that must appear in

grammatical sentence. Then they also produced misinformation error, that

is the students used the wrong form of the verb, it is ‘repairing’, it must be

‘repaired’. This error might occur because the students still feel confused

(53)

6. The roof is be repairing

by the men.

men.

In the original sentence, there are two words of errors which are

found in this sentence is called misinformation error. The students used the

wrong form of to be ‘be’, it must be ‘being’ and of the verb ‘repairing’, it

must be ‘repaired’. It implies that error happened because the students do

not understand about passive form completely.

7. The roof was being

repaired by the men.

men.

‘was’, it must be ‘is’. The kinds of error is called misinformation. I think

this error occurred because they do not know how to form passive

sentence grammatically.

8. The homework is be

done by us in the

bedroom.

The homework is being done by us

(54)

Misinformation error is found in this sentence. The students used

the wrong of the to be, it is ‘be’, it must be ‘being’. It might occur because

the students do not understand well about passive sentence.

9. The homework is do by

us in the bedroom.

in the bedroom.

In this original sentence, there are two kinds of errors which can be

found they are: misinformation error and omission error. The students

used the wrong of the verb, it is ‘do’, it must be ‘done’. Then, they also

made omission error because the students omitted the item ‘being’. We

must add ‘being’ in present continuous tenses especially in passive form.

10.The homework is being

do by us in the

bedroom.

in the bedroom.

Misinformation also found in this sentence. The students used the

wrong of the verb, it is ‘do’, it must be ‘done’. This error might occur

because the students do not understand well how to construct passive

(55)

11.The homework is being

to done by us in the

bedroom.

in the bedroom.

In this original sentence, addition error happens because the

students presented the item ‘to’ that must not appear in this sentence.

12.The homework was

being done by us in the

bedroom.

in the bedroom.

In the sentence, the students made error in using the verb form. The

students used the wrong form of the verb, that is ‘was’, it must be ‘is’.

Here it could be seen that the students do not well about the verb form.

This error is called ‘misinformation’.

13.A letter is be sent by

him.

A letter is being sent by him.

We can see that the students used the wrong form of to be, it is

‘be’, it must be ‘being’. So the error of this sentence is called

misinformation error. From this, I think the students might make error

(56)

14.A letter is sending by

him.

There are two kinds of errors which can be found in this sentence,

they are: misinformation error and omission error. Misinformation error

happens because the students used the wrong form of the verb ‘sending, it

must be ‘sent’. Then, omission error happens because they omitted item

‘being’. This error might occur because the students do not understand

about passive form of verb tense.

15.A letter is being to send

by him.

In original sentence, there are two kinds of errors found in this

sentences, they are: addition error and misinformation error. The students

produced addition error, that is they present the item ‘to’ which must not

appear in grammatical sentence. Then, there is also found made

misinformation error that is they used the wrong form of the verb, it is

‘send’ which must be ‘sent’. I think they might produce this error because

of the lack of understanding of passive voice.

16.My car is being

repairing by him.

(57)

In this sentence, the students produced misinformation error, here,

they used the wrong form of the verb. That is ‘repairing’, it must be

‘repaired’. I guess that they forgot to use the present continuous tense in

passive tenses. It also might occur because of the lack of knowledge about

passive form of verb tense.

17.My car is prepared by

him.

My car is being repaired by him.

Omission error is found in this sentence, the students left out of the

‘being’. Since in the present continuous tense as passive form must be

used ‘being’. So the students left out of the word ‘being’. It is needed to

show the is still confusing.

18.My car is to repairing

by him.

My car is being repaired by him.

There are two kinds of errors which found in this sentence. They

are: misinformation error and addition error. Misinformation error

happened because they used the wrong verb form, that is ‘repairing’, it

must be ‘repaired’. Then, addition error happens because the students

(58)

that this error might occur because of lack of knowledge about passive

form of verb tense.

19.A taxi is be driven by

him.

A taxi is being driven by him.

Misinformation error is found in this sentence, the students used

the wrong form of to be, that is ‘be’, it must be ‘being’. Because the

sentence used present continuous tenses as passive voice. From this case, I

conjecture that they might occur because of lack of knowledge about

passive form of verb tense.

20.A taxi is being driving

by him.

A taxi is being driven by him.

Misinformation is also found in this sentence, misinformation error

happens because they used the wrong form of the verb, that is ‘driving’, it

must be ‘driven’. I personally think that they produced error because they

do not understand well about passive sentence.