AN ERROR ANALYSIS OF USING PASSIVE VOICE MADE BY THE SECOND YEAR STUDENTS OF SMA NEGERI 1 SIGUNUNG PAKPAK BHARAT
THESIS
BY
ERMIDA BANCIN REG. NO. 080705001
ACKNOWLEDGEMENTS
First of all I would like to give my biggest gratitude to almighty Allah Subhanahuwa Ta’ala for blessing my life, giving me good health, strength, and
patience especially during the process of finishing this thesis. Then shalawat and salam to prophet Muhammad SAW who has en lighted the life of all human beings.
I am also grateful to the Dean of Faculty of Cultural Studies University of Sumatera Utara, Dr. Syahron Lubis, M.A., for giving all students facilities to support their study. The gratitude is also expressed to the head Department of English Dr. H. Muhizar Muchtar, M.S. and Dr. Hj. Nurlela, M.Hum., as the secretary Department of English for the easiness and the facilities given to me during my study. And the writer also would like to thank to all lectures Department of English.
I also would like to express my gratitude to my supervisor Matius CA Sembiring and my co-supervisor Rahmadsyah Rangkuti. M.A. Ph.D respectively for helps, guidence, and contributions in my thesis. My gratitude is also expressed to all my lectures in English Department who taught me much and contributed the knowledge during the academic years.
My lovely thanks are due to my big family, my dad Ming Bancin and mom Rakimah Angkat who always give me their endless love, continual prayer, guidence, support morally and materially to kak lely, kak mira, kak ame, bg attan, nikmat for their believe that i can finish this thesis. They are motivators who raise my spirit in writing this thesis.
Last but not least, to my friends ika, wilda, wulan, bg am, kak umi, kak ningsih, kak siti, fany, lijon, who have helped me in making this thesis. I really appreciate it, thank you guys. Thank you very much to all of the people whose names could not be mentioned one by one.
May ALLAH SWT always bless us all, Amiin.
Medan, The writer
AUTHOR’S DECLARATION
I, ERMIDA BANCIN DECLARE THAT I AM THE SOLE AUTHOR OF THIS THESIS EXCEPT WHERE REFERENCE IS MADE IN THE TEXT OF THIS THESIS. THIS THESIS CONTAINS NO MATERIAL PUBLISHED ELSEWHERE OR EXTRACTED IN WHOLE OR IN PART FROM A THESIS BY WHICH I HAVE QUALIFIED FOR OR A WARDED 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.
COPYRIGHT DECLARATION
NAME : ERMIDA BANCIN
TITLE OF THESIS : AN ANALYSIS OF USING PASSIVE VOICE MADE BY THE SECOND YEAR STUDENT OF SMA NEGERI 1 SIGUNUNG PAKPAK BHARAT.
QUALIFICATION : S-1/ SARJANA SASTRA
DEPARTMENT : ENGLISH
I AM WILLING THAT MY THESIS SHOULD BE AVAILABLE FOR REPRODUCTION
AT THE DISCRETION OF THE LIBRARIAN OF DEPARTMENT OF ENGLISH, FACULTY OF CULTURAL STUDIES, UNIVERSITY OF SUMATERA UTARA ON THE UNDERSTANDING THAT USERS ARE MADE AWARE OF THEIR OBLIGATION UNDER THE LAW OF THE REPUBLIC OF INDONESIA.
ABSTRAK
TABLE OF CONTENTS
ACKNOWLEDGEMENT
AUTHOR’S DECLARATION
……….
v
COPY RIGHT DECLARATION ……….
vi
ABSTRACT
………
vii
TABLE OF CONTENTS
……… viii
CHAPTER I INTRODUCTION ……… 1
1.1 Background of the Study ……… 1
1.2 Problem of the Study ……… 6
1.3 Objectives of the Study ……….…………... 7
1.4 Scope of the Study ……… 7
1.5 Significance of the Study ……… 7
CHAPTER II REVIEW OF RELATED LITERATURE ……… 9
2.1 Description of Error Analysis ……… 9
2.1.1 Passive Voice ……… 11
2.1.2 Form of Passive Voice ……… 11
2.1.3 Use of Passive Voice ……… 14
2.1.4 Types of Error ……… 16
CHAPTER III METHOD OF RESEARCH ……… 20
3.1 Research Method ……….... 19
3.2 Population and Sample ……….... 19
3.3 Data Collecting Method……… 21
3.4 Data Analysis Method………. 21
CHAPTER IV FINDING AND ANALYSIS ………. 23
4.1 Description of Data ………. 23
4.2 Data Analysis ………. 25
4.2.1 Describing The Errors ………. 25
4.2.2 Types of Error ………. 27
4.2.3 Causes of Errors ………. 77
CHAPTER V CONCLUSIONS AND SUGGESTION ………. 78
5.1 Conclusion ………. 78
5.2 Suggestion ………. 79 REFERENCES
ABSTRAK
CHAPTER I
INTRODUCTION
1.1Background of the Study
Language has various definitions. Language is very beneficial in our life. Language is used to communicate to each other, to make our life easier. There is no reason to say that language is less crucial than other aspects for the lives of human.
According to Sapir (1921:9) “Language is a system of arbitrary vocal and visual symbols used by people in a given culture to carry on their daily affairs”. It means that an integrative view combining aspects and function of language. This definition covers three important components: (a) internal structure, (b) speech community in a given culture, and (c) communicative function of language. Montgomert (1962:15) says “Language is order to communicate one with another, to express our personal reactions to situations, to simulate a response in someone else, and for the sake of thinking something out”. It means that language is not only can be conveyed verbally but also can be conveyed by situation and condition that we feel. Knapp and Watkins (2005:29) says “That language is always produced, exchanged or received as text; that is, language as a system of communication is organized as cohesive units we call text”. From the statement above language can be changed, into other forms for communication. It based on who is our opponent. Children, teenangers or parents.
language for anyone, which would be understood first before being able to construct the sentence.
In the case of foreign language learners, the students may make some errors, for it requires sufficient understanding of every student’s ability. In order to analyse learner’s errors in a proper perspective, it is crucial to make distinction between mistakes and errors. A mistake refers to a performance error that is a failure to utilize a known system correctly.
Error may occur in all components of language such as grammar. Knapp (2005:33) says that grammar therefore needs to deal with language from three perspectives: the generic, the textual, and syntactical. Error is a systematic deviation from the accepted system of target language. Mistake is a non systematic deviation from accepted system of the target language. While lapse is a non systematic deviation from the accepted system of language being learnt it’s usually due to human limitation such as tiredness, nervous, and fatigue.
Passive voice is used when the focus is on the action. It is not important or not known; however, who or what is performing the action.
Example: My bike was stolen.
In the example above, the focus is on the fact that my bike was stolen. I do not know, however, who did it.
In this case, I focus on the fact that a mistake was made, but I do not blame anyone. Example: You have made a mistake.
1.1.1 Form of Passive
Subject + finite form of to be + Past Participle (3rd column of irregular verbs)
Example: A letter was written.
When rewriting active sentences in passive voice, note the following:
the object of the active sentence becomes the subject of the passive sentence the finite form of the verb is changed (to be + past participle)
the subject of the active sentence becomes the object of the passive sentence (or is dropped)
1.1.2 Examples of Passive
Tense Subject Verb Object
Simple Present
Active: Rita writes a letter.
Passive: A letter is written by Rita.
Simple Past
Active: Rita wrote a letter.
Passive: A letter was written by Rita.
Present Perfect
Active: Rita has written a letter. Passive: A letter has been written by Rita.
Future I
Active: Rita will write a letter.
Present
Active: Rita can write a letter.
Passive: A letter can be written by Rita.
SMA Negeri 1 Sigunung is one of the state schools in Pakpak Bharat located on Jln. Kuta Onan Kec. STU Jehe Pakpak Bharat. The location of the school is in the Pakpak Bharat, about 90 km from Medan. Through this research, the writer wants to know how well the Pakpaknese at SMA Negeri I Sigunung in studying of passive voice.
The writer was a student at SMA Negeri 1 Sigunung Pakpak Bharat the understanding about English is not really good there. So, the writer wants to do the research there to know the development of their understanding about English now Passive: A letter will have been written by Rita.
Conditional I
Active: Rita would write a letter. Passive: A letter would be written by Rita.
Conditional II
especially in passive voice. The writer also wants to know the ability of second year of studying passive voice. Passive voice is the high level in grammar, so there are often errors in understanding and making of passive voice.
The second year student divided into three different groups, first group was 40 students, second was 40 students and the third has 40 students. The whole population of the students are 120. There are some previous researchers who had ever analyzed about grammar at SMA (Sekolah Menengah Atas) that is at the second year student’s ability to master grammar in multiple choices. But, some of them always suggested for the readers who are interested in analyzing about grammar in writing skill so that the next researchers do their research at the second year student’s ability to master grammar at different school. Considering that explanation, I choose SMA Negeri 1 Sigunung Pakpak Bharat of the second year students of this school as the population. SMA Negeri 1 is one of the state schools in Pakpak Bharat located on Jln. Kuta Onan Kec. STU Jehe Pakpak Bharat.
the second year student’s ability at SMA Negeri 1 Sigunung Pakpak Bharat in understanding passive voice.
1.2Problem of the Study
The problem of this research is formulated as follows:
1. What kind of errors is made by the second graders of SMA Negeri 1 Sigunung Pakpak Bharat in using passive voice.
2. What are causes of the errors made by the second year of SMA Negeri 1 Sigunung Pakpak Bharat in using passive voice.
3. What are the percentages of errors made by the students in using those passive voice.
1.3 Objective of the Study
1. To classify the kinds of error made by the students of SMA Negeri 1 Sigunung Pakpak Bharat in using passive voice.
2. To find the causes of the error made by the students of SMA Negeri 1 Sigunung Pakpak Bharat in using passive voice.
3. To count the percentage of errors made by the students of SMA Negeri 1 Sigunung Pakpak Bharat in using passive voice.
1.4Scope of the Study
especially in simple present, simple past, present progressive, and simple future made by second year of SMA Negeri 1 Sigunung Pakpak Bharat.
1.5Significance of the Study
Findings of this study, the writer hopes that this thesis is expected to be useful for students and teachers.
The result of this research is expected to be useful for some sides.
(1)To know the grammatical errors in students’ ability at SMA Negeri 1 Sigunung Pakpak Bharat.
(2)To know to what extend the second year student’s ability at SMA Negeri 1 Sigunung Pakpak Bharat understanding passive voice.
CHAPTER II
REVIEW OF LITERATURE
2.1 Description of Error Analysis
We often hear that people make a lot of mistakes in their past time and eventually be successful in the future. It may be occurred in learning a language or a target language. The definition of error can be seen through the classification of errors. The classification is very important to explain the error analysis.
Richards (1985) in Sembiring (2011:5) says that errors result from incomplete learning and knowledge of learners about target language system.
Norrish (1983) in Sembiring (2011:5) says that errors result from incomplete learning and knowledge of learners about target language system.
Norrish (1983:7) in Sembiring (2011:5) says that error is systematic deviation from the accepted system of the target language. Mistake is non systematic deviation from the accepted system of a language being learned and it usually due to human limitation such as tiredness, nervousness, and fatigue. It means that errors may occurs because of human factor in mastering the target language such as the limitation of memory, psychological problem and do not understand about the material of subject. In another side, the learners never recognize their errors or they never know that they have made errors.
Learning sometimes needs a process in which the success will come by profiting from their errors. From those opinions above, it can be concluded that error is a deviation that is made by the learners because they do not understand the rules of second language and cannot be corrected by themselves while they are learning.
communicative fluency in a language. Error analysis is used to analyze and classify the learners error from which the learners learning problem can be inferred.
Brown (2000) in Sembiring (2011:6) says that the errors can be observed, analyzed, and classified to reveal something of the system operating within the learner, led to a surge of study of learners errors, called analysis.
Corder (1981) in Sembiring (2011:6) says that error analysis is study analysis of the errors made by the second of foreign language learners to the predict the errors or the difficulties in learning foreign language. Error analysis may be carried out in order to:
1. Find out how someone learns a language 2. Find out how someone knows language, and
3. Obtain information on common difficulties in language learning.
Thus, error analysis is the study and the analysis of error made by language learners which function as to give the information on how they learn a language, how well they know the language and what difficulties faced by them in achieving the objective.
For the beginners, learning English grammar may be difficult. Moreover the grammar is a second language to them. The beginners might produce many errors since the grammar they learn is a second language grammar. The word error is commonly used when the beginners give the wrong answer of respond to the grammar question.
2.1.1 Passive Voice
Passive voice is used when the focus is on the action. It is not important or not known; however, who or what is performing the action.
Example: My bike was stolen.
In the example above, the focus is on the fact that my bike was stolen. I do not know, however, who did it
2.1.2 Form of Passive Voice
Just for review, based on Hancock (2005:85) the three step process forming a passive form is as follows:
1. The receiver of the action is moved into the grammatical subject slot.
2. A verb to be auxiliary is added to the verb phrase and the lexical verb changes to past participle (For regular verbs, past tense and past participle forms will be identical)
3. The actor moves into the predicate phrase with the help of the preposition by
To further complicate things (or make them rich and interesting), passive verb phrases can also carry tense or modality and aspect. No matter how complex the verb phrase, through, the lexical verb in a passive verb phrase will always be past participle and the verb to be will always be its closest auxiliary.
Based on Hancock (2005:83) passive voice is divided into twelve, they are: 1. Present passive
Example: My dinner is eaten by your dog 2. Present plus progressive plus passive
3. Past passive
Example: My dinner was eaten by your dog 4. Past plus proggresive plus passive
Example: My dinner was being eaten by your dog 5. Present plus perfect plus passive
Example: My dinner has been eaten by your dog 6. Past plus perfect plus passive
Example: My dinner had been eaten by your dog
7. Present plus perfect plus perfect progressive plus passive Example: My dinner has been being eaten by your dog 8. Past plus perfect plus proggresive plus passive
Example: My dinner must be being eaten by your dog 9. Modal plus passive
Example: My dinner must be eaten by your dog 10.Modal plus progressive plus passive
Example: My dinner must be being eaten by your dog 11.Modal plus perfect plus passive
Example: My dinner must have been eaten by your dog 12.Modal plus perfect plus progressive plus passive
Example: My dinner must have been being eaten by your plus passive.
it. We may say something like My radio was stolen or My car was broken into, without adding the rather unhelpful phrase by someone.
The changes from an active sentence to passive sentence to passive sentence do not change the tense that is used by the sentence. In other word, the tense from the passive sentence will follow the pattern to the active sentence.
Based on Djuhari (2008:132), there are six things that should be follow to change the active sentence to passive sentence, they are:
1. The subject in the passive sentence is come from the object of actif sentence.
2. The “ing” form in active form in active sentence becomes “being” in the passive sentence
3. The tenses in passive sentence follows the form of active sentence
4. Only the transitive sentence (sentence with object) that can be changed into passive and or passive sentence is only a transitive verb.
5. Verb past participle (verb 3) in the passive sentence is formed from the verb in the active sentence
6. 6. The passive sentence is used when we want to show the result of the act form the subject act.
2.1.3 Use of passive voice
Based on Surayin (1999:384) there are five uses of passive voice, they are: 1. When no need to mention the subject because there is the exact person.
Example: The rubbish hasn’t been collected
3. When the subject in the active is indefinable preposition Example: He is suspected of receiving stolen goods
4. When we are more interested in activity then people who does it Example: The house next door has been bought by a Mr Jones
5. The passive voice can be used to avoid the sentence that is dissonant not in grammatical orders. Usually it is done by avoiding the change from the subject of the sentence.
Based on Akhmad (2004:30), the general pattern of passive voice are: 1. The intransitive verb is not used in passive, except, if the verb uses
sing
Example: She sings a fine song
2. If the sentence changed from active to passive, the object for the active verb becomes the subject for the passive verb.
Example: a. Object for active verb
Example: Linda can make tarts b. Subject for passive verb
Examples: Tarts can be made by Linda
3. Retained object or two object in active sentence, when it is changed to passive voice, there are remain object. Retained object may be an indirect object from the active verb, or direct object from the verb.
1. a Indirect object from the verb Active verb
Active verb
Example: A prize was given him by us
2. b Direct object from the active verb a. Active verb
Example: We gave him a prize b. Passive verb
Example: He was given a prize by us
3.c Whenever the transitive verb from the uncompleted prediction is changed from the active to passive, the object complement becomes the subject compliment.
Example: They elected him President
2.1.4 Types of Error
According to Dulay, Burt, and Krashen in James book (1998) as cited by Sembiring (2011:7) errors can be classified into four types, they are:
1. Errors of ommision
It is a sentence where an element is omitted, actually it should be presented. Example : I not go to school by bus everyday
It should be : I do not go to school by bus everyday 2. Errors of addition
It is a phenomenon in which a certain aspect of language rules is added into a correct order (correct sentence), in order words some elements are presented which should not be presented.
It should be : We study English three times in a week 3. Misformation
Misformation is the error of using one grammatical form in the place of another grammatical form.
Example : I doesn’t know him It should be : I don’t know him 4. Misordering
It is a sentence which its order is incorrect. The sentence can be right in presented elements, but wrongly sequenced.
Example : She not does come early to school It should be : She doesn’t come early to school.
2.1.5 Causes of Error
Brown (2000) in Sembiring (2011:8) says that cause of errors can be divided into 2 categories, they are:
1. Intralingual errors that is error caused by interference of the learner’s mother tongue. A different class of error is represented by sentence 2. Intralingual errors that are cause of errors resulting from complicated
system of the target language itself.
Richards (1985:47) says that the intralingual errors are divided into 4. terms, they are:
1. Over generalization
creation of one deviant structure in place of two regular structures, for example: “She can sing”. In this case, there is an over form of a structure verb “sing” becomes “sings”. It should be “she can sing”, because “she” usually uses verb+s. For example: She sings.
2. Ignore of rule restriction
Ignore of rule restriction is failure to observe the restriction of existing structures. That is the application of rules to context where they do not apply. Example : The baby crying was
It should be : The baby was crying 3. Incomplete application of rules
Incomplete application of rules means errors are due to the occurrence of structure whose deviancy represents the degree of development of rules required to produce acceptable utterance. The learners fail to produce a correct sentence according to the standard rules.
Example : You student It should be : You are student
4. False concept hypothesized means basically errors are the result from
faulty comprehension of distinction in the target language.
CHAPTER III
METHODOLOGY
3.1 Research Method
There are three kinds of research based on the location of the research in library, laboratory, and field research (Bungin, 2005:40-41). In this thesis, the writer took field research to collect the data and the writer also applied library research to obtain information to support the analysis. The method of the study that used is quantitative method. It meant that quantitative research applies numbers from collecting the data, describing the data, until the result of research. The result of the test was described as they were in term of exiting condition without any interference of the researcher.
This research was conducted at which is located SMA Negeri 1 Sigunung Pakpak Bharat Jl. Kuta Onan Kec. STU Jehe Pakpak Bharat. The subject of research was the second graders of SMA Negeri 1 Sigunung Pakpak Bharat. They consist of three classes that divided two programs. They are IPS and IPA program. The reason to choose SMA Negeri 1 Pakpak Bharat as location of research is in terms of accessible time and fund and the same research had never been conducted in there.
3.2 Population and Sample
students of the second grader become the sample of this research. The writer take out 15% of the students from each class as the respondents in order to get an accurate conclusion of that test. As Arikunto (2002:112) says “if the population consists of a large number, the sample can be taken from 10%,-15%-20%-25% or more. It depends on the ability of researcher by considering time, energy, and fund”. So, 15% of the students from each class are: 15/100x 60= 15 students. I will give lottery to each class to pick five students to present their class.
The number of the students who will be the respondents are 4 classes x 5 students=20 students. It means that the percentage of the sample is 30/200 x 100%= 15 %. So, I conducting this research random sampling will be applied based on Gay (1984:104) states that random sampling is the best single way to obtain a representative sample. Random sampling is presented by distributing and giving a paper to the students. The students who get the paper with the word “sample” become the respondents or sample.
Table 1
The number of Population and Sample
NO CLASS POPULATION SAMPLE 15 %
XII IS 60 9
XII IS 60 9
120 18
3.3 Data Collecting Method
The writer gave a test to collecting the data as the data collecting method. The writer asked the second graders as the respondents who took part in the test to have a test which contains 15 questions. The writer only gave 60 minutes for the students to answer question. Each correct answer was scored 0, so the highest score was 15. The items of the were taken from book. The aim of this test was to analyze the student’s errors in using passive voice in quantitative method.
3.4 Data Analysis Method
The data were analyzed to identify the cause of the problems. In analyzing the student’s errors, the research used some procedures, they were:
1. Scoring the student’s answers
The researcher obtained the scoring by applying the following formula by Arikunto (2005:176)
S=R Where: S= Score
R= Right answer
2. Identifying the students errors 3. Classifying the errors
4. Finding causes of the errors
The researcher obtained the percentage errors by applying following formula by Bungin (2006:133)
Where:
N : The percentage of errors
FX : Number of errors for each types N : Number of all errors
CHAPTER IV
FINDING AND ANALYSIS
4.1 Description of Data
In this section, the writer wants to work out on the errors which are made by the second year students of SMA Negeri 1 Sigunung Pakpak Bharat in using passive voice. In order to handle the analysis, the writer commits Bungin’s procedure of error analysis as has been mentioned in chapter III. For this purpose, the writer tries to tabulate the item of the test, so the writer will find out the number of students who are able to answer the items correctly. The researcher will also know the most difficult items and where the students make the errors.
Table 1
The Student’s Scores
NO
The Student’s Initial Name
Correct
Incorrect
1 PWK 6 14
2 FFF 7 13
3 SWN 3 17
4 AIF 1 19
5 IL 13 7
6 CP 5 15
7 TAG 12 8
8 FJ 5 15
9 FS 5 15
11 SI 6 14
12 AKA 3 17
13 NN 6 14
14 HM 5 15
15 N 8 12
16 SEK 5 15
17 LA 6 14
18 IH 6 14
19 RJF 7 13
20 RAE 6 14
Total Score Average
120 280
6 14
Based on the table above, the total score from the correct answers were 120 and incorrect answers were 280. Then, the average score from the correct answers were 6 and incorrect answers were 14. Average shows that about six questions are answerable for the students whereas the remain fourteen are non answerable.
4.2 Data Analysis
4.2.1 Describing the Errors
To find out the student’s errors, the items analysis procedures were used. In this analysis, the errors were based on the student’s response in answering the test. If the students made incorrect respond then it was called that he or she made errors.
Table 2
The Item Analysis
Question Correct Percentage Incorrect Percentage
1 17 85% 3 15%
2 16 80% 4 20%
3 14 70,00% 6 30%
4 13 65% 7 35%
5 12 60% 8 40%
6 8 40% 12 60%
7 8 40% 12 60%
8 5 25% 15% 75%
9 3 15% 17 85%
10 3 15% 17 85%
11 2 10% 18 90%
12 2 10% 18 90%
13 2 10% 18 90%
14 2 10% 18 90%
15 2 10% 18 90%
16 1 5% 19 95%
17 1 5% 19 95%
18 1 5% 19 95%
19 1 5% 19 90%
20 0 0% 0% 0%
Based on the table above, it shows that the total of students’ correct answer was 114 or 28,5% and incorrect 266 or 66,5%.
4.2.2 Types of Errors
To know the types of errors made by the students, we can see it from the table below.
Table 3
Types of Errors
1. “Some workers were loading the containers into the van”
The passive from the above sentences is: ‘the containers_____ into the van’. A. Were loaded D. Were being loaded?
B. Were loading E. Are to be loaded
C. Be loaded
The right answer is: D. Were being loaded
No Student’s initial name
Wrong answer
Types of Errors
Omission Addition Misformation Misordering
1 TAG Be loaded
2
AKA Were
loaded
4
2. “A well-known architect is designing our new office.”
The passive form of the above sentence is “our new office ____ by a well-known architect.
A. Designs D. Is designed
B. Designed E. Is being designed
C. Be designing
The right answer is: E. Is being designed
No Student’s initial name
Wrong answer
Types of Errors
Omission Addition Misformation Misordering
designed
3. The stewardess is now serving coffee to the passengers.
The passive form of the above sentence is .... A. The passengers are serving coffee now B. The passengers are now served coffee C. Coffee is now served by the passengers D. Coffee is now being served to the passengers E. Coffee is now served to the passengers
The right answer is: D. Coffee is now being served to the passengers
No Student’s initial name
Wrong answer
Types of Errors
19
4. “Have they taken the injured boy to the hospital?”
A. Will the injured boy be taken to the hospital? B. Has the injured boy been taken to the hospital?
C. The injured boy is being taken by them to the hospital? D. Is the injured boy taken to the hospital?
E. The injured boy has been taken to the hospital?
The right answer is: B. Has the injured boy had been taken to the hospital?
No Student’s initial name
Wrong answer
Types of Errors
Omission Addition Misformation Misordering
remodeled
3
NN Needing
to be remodeled
4
NE Needing
to be remodeled
5
FFF Needing
to be remodeled
5. “We need to remodel our school-building.”
The passive form of the above sentence is: “Our school-building …. “
A. Needs to be remodeled B. Is needed to remodel C. Needed to remodel D. Needing to be remodeled E. It needs being remodeled
The right answer is: B. Is needed to remodel
No Student’s initial name
Wrong answer
Types of Errors
13
6. “They built a new high stone wall around the garden” means...
A. They built a new garden
B. The garden wall was made of stone C. there were high stones around the garden D. The garden was made of stone walls E. The wall was made of high stone
No Student’s initial name
Wrong answer
Types of Errors
Omission Addition Misformation Misordering
was made of
7. “Titi is sweeping the floor” means...
E. Must be swept
The right answer is: B. The floor is being swept
No Student’s initial name
Wrong answer
Types of Errors
Omission Addition Misformation Misordering
swept
16
RFS The floor
has swept
8. “The boys have been told the the good news,” means...
A. The good news was told to the boys B. Somebody has told the boys the good news C. The good news has been told by the boys D. The boys told the good news
E. The good news about the boys has been told
The right answer is: C. The good news has been told by the boys
No Student’s initial name
Wrong answer
Types of Errors
Omission Addition Misformation Misordering
the good
9. The passive form of “someone is following us” is...
A. Were folllowed by someone B. We are following someone C. We will be following someone D. We are being followed by someone E. We have been following by someone
The right answer is: A. Were followed by someone
No Student’s initial
name
Wrong answer
Types of Errors
Omission Addition Misformation Misordering
someone
10.“Setiawan was offered the choice between two posts” means ... the choice between two posts.
A. Setiawan offered someone B. They would offer Setiawan C. Setiawan had offered D. Somebody offers Setiawan E. Somebody offered Setiawan
The right answer is: D. Somebody offers Setiawan
No Student’s initial
name
Wrong answer
Types of Errors
offered
18
HN Setiawan had offered
19
SI Setiawan
offered someone
11.These generators consisted of mirrors that could be moved and could thus concentrate large amount of radiation from the sun on blackened pipes through which water was circulated. In this way the water was turned to steam. Even ice ... by a similar method a hundred years ago in Paris.
A. Produced D. To be produced
B. Was produced E. Being produced C. It produced
The right answer is: B. Was produced
No Student’s initial name
Wrong answer
Types of Errors
Omission Addition Misformation Misordering
1
AKA Being
produced
14
12.As European artist began flocking to Bali in the 1930s. Western influences ... into Balinese art.
A. Were gradually introduced B. Gradually introduced C. Gradually introducing D. To be gradually introduced E. They were gradually introduced
The right answer is: A. Were gradually introduced
No Student’s initial name
Wrong answer
Types of Errors
1
13.“Where are the song lyrics we are going to give to the members is the choir?” “Oh, they ....”
A. Are copying D. To be copied B. Are being copied E. Copying C. To copy
The right answer is: B. Are being copied
No Student’s initial name
Wrong answer
Types of Errors
Omission Addition Misformation Misordering
copying
14.The matter ... tomorrow.
A. Will discuss B. Will be discussing C. Will be discussed D. Will have discussed E. Will have been discussed
No Student’s initial
name
Wrong answer
Types of Errors
Omission Addition Misformation Misordering
12 SWN Will discuss
13 AIF Will discuss
14 HN Will discuss
15
FJ Will be
discussing
16 TAG Will discuss
17
SI Will be discussing
18
SEK Will be discussing
19 PWK Will discuss
20 IL Will discuss
15.“When will the debate contest take place this year?” “I'll let you know later as it...”
A. Has not scheduled yet B. Has been scheduled C. Has to schedule D. Has been scheduling E. Has not been scheduled yet
No Student’s initial
name
Wrong answer
Types of Errors
Omission Addition Misformation Misordering
1
16.“What is going to happen to the children who have become orphans due to the tsunami disaster?” “Don't worry, they ....”
A. Will take care of
B. Will have been taken care of C. Will have taken care of D. Will be taken care of E. Will be taking care of
No Student’s initial name
Wrong answer
Types of Errors
Omission Addition Misformation Misordering
1
A. Were telling D. Have been told B. Have told E. Be crushing C. Were told
The right answer is: D. Have been told
No Student’s initial name
Wrong answer
Types of Errors
Omission Addition Misformation Misordering
crushing
18.When the bus broke down in the middle of the desert, we ... that we would have to finish the journey to our destination on foot.
A. Were telling D. Have been told
C. Were told
Types of Errors
Omission Addition Misformation Misordering
10
A. Crushes D. Is crushed B. Is crushing E. Be crushed C. Be crushed
The right answer is: D. Is crushed
No Student’s initial
name
Wrong answer
Types of Errors
Omission Addition Misformation Misordering
1 AKA Be crushed
2 JL Be crushed
3 RFS Be crushed
4 FFF Be crushed
5 RJF Be crushed
6 NN Be crushed
7 PAELG Be crushed
8 LA Be crushed
9 HM Be crushed
10 IH Be crushed
11 FS Be crushed
13 SWN Be crushed
14 AIF Be crushed
15 HN Be crushed
16 FJ Be crushed
17 TAG Be crushed
18 SI Be crushed
19 SEK Be crushed
20 PWK Be crushed
20.“I haven't got the report on the seminar held last week.” “I'm sure it ... on your desk yesterday”
A. Put D. Was put
B. Being put E. Putting
C. Was putting
The right answer is: D. Was put
No Student’s initial name
Wrong answer
Types of Errors
Omission Addition Misformation Misordering
1 RFS Putting
3 JL Putting
4 SWN Putting
From the tables above, we can conclude the type of errors in one tables as shown below:
Table 4
The Dominant Types of Errors
Types of Errors Occurance Percentage
Omission 65 23,46
Addition 70 25,27
Misformation 121 2,55
Misordering 21 43,60
Total 277 100%
From the table above, we can conclude that misformation is the dominant type of errors.
4.2.3 Causes of Errors
Table 5
The Dominant Causes of Errors
Causes of Errors Occurance Percentage
Over-generalization 21 7,58
Ignorance of rule restrictions 70 25,27
Incomplete application of rules
65 23,46
False concepts hyphotesized 121 43, 68
Total 277 100%
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions
After analyzing the data, conclusion are drawn as the following:
1. The total students correct answer are 114 or 28,5% and incorrect 266 or 66,5%
2. There are 4 types of errors, namely: addition, ommission, misformation, misordering and percentage. It is found that number of error ommision is 65 or 23,46%, addition is 70 or 25,27%, misformation is 121 or 43,68% and misordering is 21 or 7,55%. So the dominant types of errors are misformation.
3. There are 4 causes of errors, namely: over-generalization, ignorance of rule restriction, incomplete application of rules and false concepts hyphothesized. It is found that for over-generalization there is 21 or 7,58%, ignore of rules restriction is 70 or 25,27%, incomplete application of rules is 65 or 23,46% and cause or error false concepts hypothesized is 121 or 43,68%. So the dominant causes of errors are ignorance of rule restriction.
5.2. Suggestions
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