An Analysis on Students’ Errors on the Use of Passive Voice in Simple Past Tense, (A Case Study at the Eighth Grade Students of SMP Islam Plus Baitul Maal

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By

Husnul Chotimah Kurniasih

NIM. 107014000211

Department of English Education

The Faculty of Tarbiyah and Teachers

’

Training

State Islamic University Syarif Hidayatullah

Jakarta

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A "Skripsi"

Presented to the X'aculty of Tarbiyah and Teachers' Training in a Partial Fulfillment of the Requirements

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

HUSNUL CI{OTIMAH KURNIASIH

NIM: 107014000211

DEPARTMENT

OF

ENGLISH EDUCATION

FACULTY

OF

TARBIYAII AI\D

TEACHERS' TRAINIING

SYARIF HIDAYATULLAH

STATE

ISLAMIC

T]NIVERSITY

JAKARTA

2013

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EXAMINATION COMMITTEE

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i ABSTRACT

KURNIASIH, HUSNUL CHOTIMAH. 2013. An Analysis on Students’ Errors on the Use of Passive Voice in Simple Past Tense, (A Case Study at the Eighth Grade Students of SMP Islam Plus Baitul Maal), ‘Skripsi’,

English Education Department, The Faculty of Tarbiyah and Teachers’

Training, State Islamic University Syarif Hidayatullah, Jakarta.

Advisors : Drs. Syauki, M.Pd

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

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

grade students of SMP Islam Plus Baitul Maal Junior High School in using Passive Voice. Specifically, it is aimed at obtaining and identifying the common error in using passive voice in simple past tense and finding out the causes why the students make such errors.

The data sources of this research were 38 students of eighth grade of SMP Islam Plus Baitul Maal which were taken by total sampling. The researcher used

the descriptive analysis method in this research to describe students’ errors and

analyzed the data by using formula: P = The data were taken from the

test.

The findings showed that there are 250 errors made by students. The common error made by students in using Passive Voice in Simple Past Tense was Misformation, which consists of 217 errors or 86.8%. Based on Brown’s theory, it

was interpreted that interlingual transfer, intralingual transfer, context of learning

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ii ABSTRAK

KURNIASIH, HUSNUL CHOTIMAH. 2013. An Analysis on Students’ Errors on the Use of Passive Voice in Simple Past Tense, (A Case Study at the Eighth Grade Students of SMP Islam Plus Baitul Maal), ‘Skripsi’, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universtitas Islam Negeri Syarif Hidayatullah, Jakarta.

Advisors : Drs. Syauki, M.Pd

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

Penelitian ini bertujuan untuk menganalisa kesalahan yang dilakukan oleh siswa kelas delapan SMP Islam Baitul Maal dalam menggunakan kalimat Pasif. Secara khusus, penelitian ini bertujuan untuk memperoleh serta mengidentifikasi jenis kesalahan yang paling banyak dalam menggunakan kalimat

pasif dalam Simple Past Tense serta mencari tahu penyebab mengapa siswa

melakukan kesalah.

Sumber data dalam penelitian ini adalah 38 siswa kelas delapan SMP

Islam Baitul Maal yang diambil dengan seluruh jumlah sampling. Peneliti

menggunakan metode analisa deskripstif dalam penelitian ini untuk menggambarkan kesalahan siswa serta menganalisa data dengan menggunakan

rumus P = Data diambil dari tes.

Temuan menunjukkan bahwa ada 250 kesalahan yang dibuat oleh siswa. Jenis kesalahan yang paling banyak dilakukan oleh siswa dalam menggunakan

kalimat pasif dalam Simple Past Tense adalah misformation yang terdiri dari 217

kesalahan atau 86.8%. Berdasarkan teori Brown, hal ini ditafsirkan bahwa adanya

kesalahan disebabkan oleh interlingual transfer, intralingual transfer, context of

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iii

ACKNOWLEDGEMENT

In the Name of Allah, The Beneficient, The Merciful

Praise and gratitude be to Allah, Lord of the worlds Who has given the Mercy and Blessing to the writer, so that this “Skripsi” can be finished completely. Peace and Salution be upon our prophet Muhammad, his families, companions, and his followers.

This Skripsi is presented to the Faculty of Tarbiya and Teachers Training, as

the partial fulfillment of requirement for the Degree of S.Pd. (Bachelor of Arts) in English Education Department.

The writer would like to express his gratitude to Mr. Drs. Syauki, M.Pd. as the writer‟s advisor who had kindly spent his time to give his valuable advice, guidance, corrections, and suggestions in composing this “Skripsi.”

Furthermore, her greatest gratitude also goes to:

1. All lecturers of English Education Department, for teaching the precious

knowledge, sharing the values of life and giving the unforgettable study experiences.

2. Ms. Neneng Sunengsih, S.Pd. as the Secretary of English Education Department.

Also, his thanks is given to the staffs of English Education Department, specially for Ms. Aida Ainul Wardah, S.Pd. who always gives excellent service and contribution to the writer.

3. Prof.Dr.Rif‟at Syauqi Nawawi, MA., the Dean of Faculty of Tarbiyah and Teachers Training.

4. The Principal and the English Teacher of Junior High School (SMP) Islam Plus

Baitul Maal, Susilo Edy S.Si., and Ahmad Fauzi, S.Hum for permitting and helping the writer to conduct the research.

5. The writer would like to express his greatest appreciation, honor, gratitude and

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iv

who has given her many inspirations. She thanks to them for their pray, guidance, patience, and encouragement to motivate the writer to finish her study.

6. Her beloved sister, Nurul Mustakimah and beloved brother, Arief Akbar Bagza

Maulana for the love, support, and motivation.

7. Her wonderful friends in D‟Gankz (Ida, Lina, Khodijah, Dita, Eva, Nian, Kiki,

Dewi, Fia, and etc); the LDK big family in 2010-2012, Sakinah, Dede, Putri Khairani, especially Kestari Family, Alm.Neni for the gorgeous and valuable journey.

8. Her beloved bestfriend, Teh Qory, Teh Winda, Intan, Putri Nurul A., R.Mutia,

Siti Yana, Nurul H., Gia and Henny for the special support to finish this “Skripsi”.

9. Her lovely clasmattes, Dian Rachmawati, Ayu Arini, Nur Baithy for the

wonderful friendship while studying together.

10. Her special friends in Intifadoh and Al-Aqso for the love, care and important

advices that their names always in her heart.

11. Her teacher, Ustadzah Halimah Tussa‟diyah and friends in Tahsin An-Nashr, Teh Ariyani, Teh Indah and Maya for the support and valuable advice.

12. Her beautiful friends in Bidadari Bumi (Ica Sumantri, Ica Balqis, Ica Nurul,

Citra, Mima, Oci, Farah, Nami, etc) for the sweet and meaningful experiences.

13. Her beloved community, Uincommunity and Uinradio family especially Diah,

Balqis, uni Yanti, Rika and Ika Cayoo for the warm friendship.

14. The teachers in Bintang Pelajar Bintaro for the support and motivation to finish

this “Skripsi”.

15. All her friends in English Education Department, especially for the A class.

Finally, the writer realizes that this “Skripsi” is still far from being perfect. Constructive criticism and suggestion would be welcomed to make it better. She

hopes that this “Skripsi” could be useful to other people, especially to people in

education area.

Jakarta, Januari 8th, 2013

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v

ACKNOWLEDGEMENT... iii

TABLE OF CONTENTS... v

LIST OF TABLES... vii

LIST OF CHART... viii

LIST OF APPENDICES... ix

CHAPTER I : INTRODUCTION... 1

A. Background of the Study... 1

B. Identification and Limitation of the Study... 3

C. Formulation of the Problem... 3

D. Objectives and Significance of the Study... 4

CHAPTER II : THEORETICAL FRAMEWORK... 5

A. Error... 5

1. Definition of Error... 5

2. Differences Between Error and Mistake... 6

3. Cause of Error... 7

4. Categories of Error... 12

B. Error Analysis... 23

1. Definition of Error Analysis... 23

2. Goal of Error Analysis... 24

3. Procedures of Error Analysis... 26

C. Passive Voice... 28

1. Meaning of Passive Voice... 28

2. Use of Passive Voice... 29

3. Form of Past Tense in Passive Voice... 32

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vi

D. Instrument of the Study... 45

E. Technique of Data Collecting... 46

F. Techique od Data Analysis... 46

G. Checking of Data Validity... 47

CHAPTER IV : RESEARCH FINDINGS... 48

A. Description of the Data... 48

B. Analysis of the Data... 49

C. Interpretation of the Data... 54

CHAPTER V : CONCLUSION AND SUGGESTIONS... 55

A. Conclusion... 55

B. Suggestions... 55

BIBLIOGRAPHY... x

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vii

[image:11.595.125.506.169.573.2]

LIST OF TABLES

Table 2.1 The Sample Linguistic Category Taxonomy... 14

Table 2.2 Errors of Double Marking in L2 Production... 19

Table 2.3 The Verb that have Two Corresponding Passive Form... 33

Table 2.4 The Verb that have Only One of Passive Forms... 33

Table 2.5 The Verb that can be Followed by Object... 35

Table 2.6 Common Mistake Conversation in Passive Text... 37

Table 4.1 Recapitulation of Type of Error... 48

Table 4.2 The Recapitulation of Misformation of Passive... 50

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viii

LIST OF CHART

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ix

LIST OF APPENDICES

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

Appendix 5: Description of Students’ Error... 61

Appendix 6: The Item of Interview for Teacher... 79

Appendix 7: The Answer of Interview for Teacher... 80

Appendix 8: The Item of Interview for Student... 81

Appendix 9: The Recapitulation of Students’ Answer from Interview... 82

Appendix 10: The Item of English Test... 83

Appendix 11: The Answer of the Item of English Test... 84

Appendix 12: Surat Pengajuan Judul Skripsi... 86

Appendix 13: Surat Bimbingan Skripsi... 87

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1

CHAPTER I

Introduction

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

A.

Background of the Study

English is one of the important subjects that has to be learnt in Indonesian school. Passing the exam of English subject is one of criteria to graduate from junior and high school. When students continue their study to higher grade, they should pass the exam of English.

Learning language consists of four skills that must be mastered by the students. The skills are listening, speaking, reading, and writing. Besides they

must also be capable of grammar. Cowan believes that grammar is “the set of

rules that describes how words and groups of words can be arranged to form

sentences in a particular language”. 1 Ur also states that “a learner who „knows

grammar‟ is one who has mastered and can apply these rules to express him or

herself in what would be considered acceptable language forms”.2 Thornburry

comments that “grammar is a description of the rules that govern how a language‟s sentences are formed. Grammar attempts to explain why the following

sentence are accepatable”3. The statements persuade that grammar will help

students to communicate properly because it is the basic knowledge of English. When students learn English, their first and target language could be mix and influence each other. The patterns of the target language can be very different from those of their first languange. Mostly, students are using the Indonesian sentence patterns unconsiously when they write English sentence without paying

1

Cowan, The Teacher’s Grammar of English, (New York: Cambridge University Press, 2008), p.3

2

Ur, Grammar Practice Activities, (Cambridge: Cambridge University Press, 1988), p.4

3

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attention to the rules. Furthermore, Murcia and Hilles states that "grammar often taught isolate, unconnected sentences that give a fragmented, unrealistic picture of English and make it difficult for students to apply what they learned in actual situations.”4

One of aspects in grammar that student should study is passive voice. It is often used both in spoken and written form. In addition, it is very common in scientific writing and other kinds of expression where the writers are most

interested in events and processes in things that happen.5 Therefore, it is important

for English learners to have a good understanding on it.

However, Indonesian students seem to have problem in constructing

passive voice in simple past tense, as Suhartini in her research entitled An

Analysis on the Difficulties Faced by the Students in Learning Passive Voice in the Simple Past Tense (A Case Study at the XI Grade Students of IPA Class of SMAN 1 Kabandungan).6

Furthermore, Sharpe in Barron’s How to prepare for the TOEFL test

points out that missing auxiliary verb in passive is the 16th common mistake in

TOEFL7.

Therefore, the writer would like to make a research on AN ANALYSIS ON

STUDENTS’ ERRORS ON THE USE OF PASSIVE VOICE IN SIMPLE PAST TENSE (A Case Study at the Eighth Grade Students of SMP Islam Plus Baitul Maal.

4

Murcia and Hilles, Techniques and Resources in Teaching Grammar, (New York: Oxford University Press, 1987), p.8

5

Swan, Practical English Usage, (Oxford: Oxford University Press, 1980), p.457

6

Suhartini, “An Analysis on the Difficulties Faced by the Students (A Case Study at the XI Grade Students of IPA Class of SMAN 1 Kabandungan)”, Skripsi pada Universitas Islam Negeri Syarif Hidayatullah Jakarta, Jakarta, 2010, p.7-8

7

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B.

Identification and Limitation of the Problem

In this part, the writer would like to identify students‟ problems at the eighth grade students of SMP Islam Plus Baitul Maal. The students are still difficult to gain the target language because low motivation from students and uncontrolled classroom situation. According to the interview result to the teacher

held on Friday, 23th November 2012, it could be known that students still have

difficulties in Past Participle. Most of students have less knowledge of regular

and irregular in Past Participle so they hard to make passive sentence. In addition,

the students are still lack of knowledge of vocabulary so they made incorrect passive sentence because did not understand the meaning of some words in the active sentence. Meanwhile, based on the observation result that held on Friday,

23th November 2012 and Friday, 30th November 2012, the writer observed during

teaching learning activity and taking the test, it could be known that througout the teacher was explaining the material, the students ignored the teacher‟s explanation instead they are busy to chat with their friends.

Analyzing stundents‟ error in learning English will need a very wide coverage of problem areas. In analyzing it, the writer limits her study in the Passive Voice of Simple Past Tense made by students based on Dullay Category; Misformation of passive verb, Absent or wrong preposition before, Passive order but active form and Making intransitive verbs passive.

C.

Formulation of the Problem

Based on what has been described in the background of the study, the writer formulates the problem as follow:

1. What is the students‟ common error type in constructing passive voice?

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D.

Objectives and Significance of the Study

The Objectives of the study are:

1. To obtain and identify the common error made by students in constructing

Passive voice in Simple Past Tense.

2. To obtain the causes of errors in constructing Passive voice in Simple Past

Tense.

The result of this study are expected to be useful for English teachers, English learners and further researchers.

For English teachers, they are expected to know how far the students comprehend about Passive voice in Simple Past Tense and recognize not only the common error but also the causes of errors in constructing Passive voice in Simple Past Tense made by the students.

For English leaners, this research may help them to use Passive voice in Simple Past Tense in right pattern.

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5

CHAPTER II

THEORETICAL FRAMEWORK

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

A. Error

1. Definition of Error

As leaner of a foreign language, making some error can not be avoidable for students. Error can be indicated process of formation a new system of

language. Erdogan, the research assistant of Mersin University Faculty of

Education points out that “Errors were considered as being the result of the

persistence of existing mother tounge habits in the new language.”1 Hubard, et.al.

adds the definition about error that “Errors caused by lack of knowledge about the

target language (English) or by incorrect hypotheses about it.”2

Douglas Brown also defined error as “a noticeable deviation from the adult

grammar of the native speaker, reflects the competence of the learner.”3 In

addition, Noam Chomsky, the American linguist, pointed out that “native speaker

1

Endorgan, Contribution of Error Analysis to Foreign Language Teaching.Mercin University Journal of the Faculty of Education, Vol.1, Issue 2, December 2005, p. 261-270

2

Hubard, et.al., A Training Course for TEFL, (New York: Oxford University Press, 1983), p.134

3

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makes many errors when they are speaking (performing), even though the native speaker has, by definition, a perfect command of his language-perfect knowledge

of grammatical rules, lexis and the sound system.”4 Furthermore, John Norrish

states about the error that “Let us call a systematic deviation, when a learner has not learnt something and constistently „gets it wrong’, it is an error.”5

Susan and Larry points out about error that “It is likely to occur repeatdly and is not recognize by the learner as an error.”6

Based on some definitions from the experts above, the writer would like to

define what error is. Error is an inacceptable permorfance of the student’s work

which find regularly and they cannot self corrected their own mistake. Errors

discuss can be an indicator of the students’ level in mastery their target. From the

errors that the students commit, one can determine their level of mastery of language system.

2. Differences Between Error and Mistake

It is necessary for distinction between error and mistake because both are

different. Ellis explores that “errors reflect gaps in a learner’s knowledge; they

occur because the learner does not know what is correct. Mistakes reflect occasional lapses in performance; they occur because, in a particular instance, the

learner is unable to oerform what he or she knows.”7

In addition, Hubbard et.al said that “error caused by lack of knnowledge

about the target language (English) or by incorrect hypothesis about it; and

4

Hubard., A Training Course for TOEFL, (New York: Oxford University Press, 1983), p.133

5

Norrish, Language Learners and Their Errors, (London: The Macmillan Press, 1983), p.7

6

Grass and Selinker, Second Language Acquisition: An Introductory Course, (London: LawrenceErlbaum Associates, Inc., 2001), p.78

7

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mistake caused by temporary lapses memory, confusion, slips of the tongue and so on.”8

Corder in Susan and Larry defines error and mistake that “mistakes are

akin to slip of the tongue. Error is likely to occur repeatdly and is not recognized

by the learner.”9

Brown examines mistake and error that “a mistake refers to a performance

error that is either a random guess a “slip”, in that it is a failure to utilize a known system correctly. Mistake, when attention is called to them, can be self-corrected. An error, a noticable deviation from the adult grammar of a native speaker,

reflects the competence of the learner.”10

Based on some definitions from the experts above, the writer would like to differentiate between mistake and error. Mistake is inacceptable performance by the student because they are not conscious or focus, inspite of that, they can self corrected their own mistake. On the other hand, error is inccapetable performance by the student which find regularly and they cannot be self corrected their own error.

3.

Cause of Error

Richard divided two causes of error, they are intralingual and developmental error:

a. “Intralingual error are those that reflect the general characteristics of rule learning such as faulty generalization, incomplete application of rules, and

failure to learn conditions under rules apply.”11 Brown offers the opinion

8

Hubbard, Hywel Jones, Barbara Thontorn, Ron wheleer, A Training Course for TOEFL,

(New York: Oxford University Press, 1983), p.134

9

Gass and Selinker, loc.cit.

10

Brown, loc.cit.

11

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about intralingual transfer that is “the result of as the learner progress in the second language, their previous experience and their existing

subsumers begin to include structures within the target language itself” 12.

Meanwhile, Susan notes that “intralingual errors are those that are due to the language being learned, independent of the native language.”13 Richard classifies intralingual error into overgeneralization, ignorance of rule restriction, incomplete application of rules, and faulty generalization. The explaination are:

1). Overgeneralization

“Overgeneralization covers instances where learners create a deviant structure on the basis of their experience of other structures in the target language. It may be the result of learners reducing their

linguistic burden”. 14 Ellis gives opinion that “overgenaralization forms

that they find easy to learn and process”, 15

Hubbard states that

overgeneralization is “the learner processess new language data in his

mind and produces rules for its production, based on evidence,” 16 as in

*“He is walks quickly” 17 2). Ignorance of Rule Restiction

“Ignorance of rule restriction is failure to observe the restriction of existing structure. It may be the result of the learner in using a previously acquired rule in a new situation; other instances may result

from the rote learning of rules” 18. Ellis offers another name that called

12

Brown, op.cit., p.223

13

Grass and Selinker, op,cit., p.79-80

14

Richards, Error Analysis. (London: Longman, 1974), p.174

15

Ellis, op.cit., p.19

16

Hubbard, et.al., op.cit., p.140-143

17

Richards, The Contex of Language Teaching, (New York: Cambridge University Press, 1985), p.47-51

18

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ommision that is “reflecting learner’s efforts to make the task of

learning and using the L2 simpler,”19 as in

*“The man who I saw him” 20

3). Incomplete Application of Rules

Incomplete application is “occurence of structures whose deviancy represents the degree of development of the rules required to produce

acceptable utterances”.21 Ellis called this source of error with transfer,

that is the result of “reflect learners’ attempts to make use of their L1 knowledge.” 22

Hubbard called this source of error with mother tongue

interference, thatis the result of “the sound system (phonology) and the

grammar of the first language impose themselves on the new language,”

23

as in

“Teacher’s question: What’s he doing?

Student’s response: *He opening the door” 24 4). False Concept Hypothesized

False concept hypothesized is “faulty comprehension of distinction in the foreign language. It may be the result of poor

gradation of teaching items”. 25 Hubbard called this source of error

with error encouraged by teaching material or method, that is the result

of “a teacher may over-stress the auxiliary verb in his repeated question

and then find it echoed in the response,” 26 as in

19

Rod Ellis, loc.cit.

20

Richards, op.cit., p.47-51

21

Ibid.

22

Rod Ellis, loc.cit.

23

Hubbard, et.al., loc.cit.

24

Richards, loc.cit.

25

Ibid.

26

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*“He is speaks French”27

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

the classroom or textbook.”28

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

transfer, context of learning and communication strategies. 29 a. Interlingual Transfer

“Interlingual transfer is the result of transfer from the native language,

many such errors are detectable in learner speech” 30. Meanwhile, Susan

notes that “Interlingual errors are those that can be attributed to native

language.”31 as in *“the book of Jack

Instead of Jack’s book.” 32

b. Intralingual Transfer

“Intralingual transfer-generalization is the result of as the learner progress in the second language, their previous experience and their existing

subsumers begin to include structures within the target language itself”33.

Susan also comments that intralingual error are “those that are due to the

language being learned, independent of native language”34 , as in *“I don’t know what time is it

27

28

29

Brown, Op.cit., p.223

30

Ibid.

31

Grass and Selinker, loc.cit.

32

Brown. loc.cit.

33

Ibid.

34

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nstead of I don’t know what time it is.” 35

c. Context of Learning

“Context of learning is the result of a misleading explanation from the teacher, faulty presentation of a structure or word in a textbook, or even because of a pattern that was rotely memorized in a drill but improperly

contextualized,” 36 as in

*“If you see her, please point her at tome

If you see her, please point her out tome.” 37

d. Communicative Strategies

“Communicative strategies is the resulf of learner obviously use production strategies in order to enhance getting their message across, but

at times these techniques can themselves become a source of error,” 38 as

in

*“Let us work for the well done of our country

Let us work for welfare of our country” 39

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

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

and the difficulties learners have using it in production.

b. Sociolinguistic sources involve such the social context.

c. Epistemic sources concern the learner’s lack of world information into a

coherent „text’.

d. Reside in the discourse structure. 40

35

Ibid.

36

Ibid.

37

Ibid.

38

Ibid.

39

Ibid.

40

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Based on some mentions from the experts above, the writer would like to

points out that there are three reasons of the students’ error. First, interlingual

which happens because the srudents still their mother language’s influence.

Second, intralingual which happens because student is lack of knowledge from

the target language. Third, error which happens because of the teaching and learning process.

2.

Categories of Error

There are many categories of error that are explained by the experts with different names. The writer tries to mention the categories of error based on some experts. Norish distinguishes between different types of anomalous language

behaviour: the error, the mistake and the lapse.

a. An error is a systematic deviation, when learner has not learnt something and consequntly „gets it wrong

b. A mistake is inconsistent deviation, when the learner sometimes „get it right’ but sometimes he makes a mistake and uses the wrong form

c. A lapse, which may due to lack of concentration, shortness of memory,

fatigue, etc.41

In addition, Corder offers the different name about the categories of error,

Corder in Brown provided a model for identifying erroneous, they are overt and

covert.

a. Overtly erroneous utterance are unquestionably ungramatical at the sentence level.

b. Covertly erroneous utterances are grammatical well-context of

communication.42

Moreover, Corder’s distingueshes three types of error according to their systematicity:

a. Pre-systematic errors occur when the learner is unware of existence of a particular rule in the target language. These are random.

b. Systematic errors occur when the learner has discovered a rule but it is the wrong one.

41

Ibid.

42

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c. Post-systematic errors occur when the learner knows the correct

target-language rule but uses it inconsistently (i.e. makes a mistake) 43

Betty Azar notes kind of errors, there are:

a. Singular-Plural

*“He have been here for six month. He has been here for six months”

b. Word Form

*“I saw a beauty picture. I saw a beautiful picture”

c. Word Choice

*“She got on the taxi She got into the taxi”

d. Verb tense

*“He is here since June He has been here since June”

e. Add a word (+)

*“I want ^ go to the zoo I want to go to the zoo” Omit a word (-)

“She entered ^ to the university

She entered the university”

f. Word Order

*“I saw five times that movie I saw that movie five times”

g. Incomplete Sentence

*“I went to bed. Because I was tired

I went to bed because I was tired”

h. Spelling

*“An accident occured

An accident occured”

i. Punctuation

*“What did he say ^

What did he say?”

j. Capitalization

*“I am studying english

I am studing English”

k. Article

*“I had a accident I had an accident”

l. Meaning not clear

*“He borrowed some smoke.

( ? ? ? )”

43

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m. Run-on sentence

*“My roomate was sleeping, we didn’t want to wake her up

My roomate was sleeping. We didn’t want to wake her up.”

“A run-on sentence occurs when two sentence are incorrectly connected: the end of one sentence and the beginning of the next sentence are not properly marked by a period and a capital letter.” 44

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

are (1) language category; (2) surface category; (3) comparative analysis; and (4) communicative effect.

a. Error types based on Linguistic Category

“These linguistic category taxonomies classify errors according to either or both the language component or the particular linguistic constituent the error affects. Language components include phonology (pronounciation), syntax and morphology (grammar), semantics and lexicon (meaning and vocabulary), and discourse (style).” 45

The following table shows Error types based on Linguistic Category based

[image:27.595.108.563.305.704.2]

on Dullay:

Table 2.1 The sample linguistic category taxonomy46

Linguistic Category and Error Type Example of Learner Error +

A. Morphology

1. Indefinite article incorrect

 a used for an before vowels

 an used for a

a ant

an little ant

2. Possesive case incorrect

 Omission of „s the man feet^

44

Azar, Fundamentals of English Grammar 2nd Edition, (New Jersey: Prentice Hall, 1992), p.A29

45

Dullay. et al., Language Two, (New York: Oxford University Press, 1982), p.146-172

46

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3. Third person singular verb incorrect

 Failure to attach –s

 Wrong attachment of -s

The bird help^ man. The apple fall downs.

4. Simple past tense incorrect

a. Regular past tense

 Omisssion of –ed

 Adding –ed to past already

formed

b. Irregular past tense

 Regularization by adding –ed

 Substitution of simple non-past

 Substitution of past participle

5. Past participle incorrect

 Omission of –ed

6. Comparative adjective/adverb incorrect

 Use of more + er

The bird he save^ him. He calleded.

He putted the cookie there. He fall in the water. I been near to him.

He was call^.

He got up more higher.

B. Syntax

1. Noun Phrase

a. Determiners

 Omission of the article

 Substitution of definite article for

possessive pronoun

 Use of possesive with the article

 Use of wrong possesive

b. Nominalization

 Simple verb used instead of –ing

 Preposition by ommited

c. Number

He no go in ^ hole. He fall down on the head.

He put it in the his room. The litlle boy hurt its leg.

by to cook it.

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 Substitution of singulars for plurals

 Substitution of plurals for

singulars

d. Use of Pronouns

 Omission of the subject pronoun

 Omisiion of the “dummy”

pronoun it

 Omission of object pronouns

 Subject pronoun used as a

redundant element

 Alternating use of pronouns by

number as well as gender

 Use of me as subject

e. Use of Preposition

 Omission of preposition

 Misuse of prepositions

2. Verb Phrase

a. Omission of verb

 Omission of main verb

 Omission of to be

b. Use of progressive tense

 Omission of be

 Replacement of –ing by the

simple verb form

 Substitution of the progressive

for the simple past

c. Agrement of subject and verb

 Disagrement of subject and verb

person

He got some leaf.

He stab him in the feet.

(He) pinch the man. Is nice to help people.

I don’t know (it) in English

My brother he go to Mexico

So he can eat it (referring to apples)

Me forget it.

He came (to) the water

He fell down (for on, into?) the water

He (fell?) in the water. He in the water.

He going.

The bird was shake his head.

Then the man shooting (shot?) with a gun.

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 Disagrement of subject and number

 Disagrement of subject and tense

3. Verb-and-Verb Construction

 Embedding of a noun-and-verb

construction in another noun-and-verb construction

 Omssion of to in identical

subject construction

 Omission of to in the

verb-and-verb constuction

 Attachment of the past marker to

the dependent verb

4. Word Order

 Repetition of the object

 Adjectival modifiers placed after

noun

5. Some Transformations

a. Negative transformation

 Formation of no or not without

the auxiliary do

 Multiple negation

b. Question transformation

 Omission of auxiliary

c. There transformation

 Use of is instead of are

 Omission of there

The apples was coming down

I didn’t know what it is.

I go to play. (I go and I play).

I go play

I see a bird got the leaf

He was going to fell

The bird (object) he was gonna shoot it.

He put it inside his house a litlle round.

He not play anymore

They won’t have no fun

How the story helps?

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 Use of it was instead of there was

d. Subordinate clause transformation

 Use of for for so that

 Use of indicative for conditional

It was round things.

For the ant could get out.

So He don’t kill the bird.

b. Error types based on Surface Strategy Taxonomy

“A surface strategy taxonomy highlights the ways surface structures are altered:

Learners may ommit necessary items or add unnecessary ones; they may

misform items or misorder them.” 47

There are four subtypes errors based on surface strategy taxonomy: 1). Omission

“Omission errors are characterized by the absence of an item that must appear in a well-formed utterance.” 48 Ellis defines ommision that “Leaving out an item that is required for an uterance to be considered gramatical.”49

“Morphological omission : *A strange thing happen to me yesterday

Syntactical omission : *Must stayalso the names?” 50

2). Additions

“Addition errors are characterized by the presence of an item which must not appear in a well-formed utterance.” 51

“In morphology : *The books is here

In syntax : *The London

In lexicon : *I stayed there during five years ago” 52

a). Double Markings

47

Ibid.

48

Ibid.

49

Ellis, Second Language Acquisition, (New York: Oxford Univerity Press, 2003), p.18

50

Erdogan, op.cit., p.264

51

Dullay. et al., op.cit., p.146-172

52

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

[image:32.595.137.546.231.587.2]

The following table shows Double Marking based on Dullay:

Table 2.2 Errors of Double Marking in L2 Production54

Semantic Feature Error Example of Error*

Past Tense Past tense is marked in the auxiliriary and the verb

She didn’t went/goed.

Present Tense Present tense is marked in the auxiliary and the verb

He doesn’t eats.

Negation Negation is marked in the auxiliary and the quantifier Negation is marked in the auxiliary and the adverb

She didn’t give him none.~ He don’t got no wings.~ They don’t hardly eat.

Equational Predicate Equation is marked in two copulapositions

Is this is a cow?

Object The object is both

topicalized and expressed in the object pronoun

That’s the man who I saw

him.

Past Tense The auxiliary is produced twice

Why didn’t momy don’t

make dinner?

* These examples are taken from raw data collected by Dullay and Burt via the

Bilingual Syntax Measure (lower and upper grade version) and unstructured

natural conversation, unless otherwise specified.

~ These constructions are permisible in some varieties of English, and therefore must not be considered errors when analyzing the speech of persons who speak varieties.

53

Dullay. et al., loc.cit.,

54

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b). Regularization (Overgeneralization)

“Regularization errors are characterized by some members of a class are exceptions to the rule.” 55

For example,

*“My sister eated plain bread for breakfast yesterday” 56 c). Simple Addition

“Simple addition is if an addition error is not a double marking nor a regularization.” 57

For example, *“That acar is mine” 58

3). Misformation

“Misformation errors are characterized by use of the wrong form of the

morpheme or structure.” 59 _{Ellis defines the misinformation that “using one}

grammatical form in place of another grammatical form.“60

For example

*“The dog eatedthe chicken” 61

“The three types of misformation have been frequently reported in the

literature: (1) regularizations; (2) archi-forms; and (3) altering forms.” 62

a). “Regularization errors that fall under the misformation category are those in

which a regular marker is used in place of an irregular one, as in runedfor ran

or goosesfor geese.” 63

55

Ibid.

56

Ibid.

57

Ibid.

58

Ibid.

59

Ibid.

60

61

Dullay. et al., op.cit., p.146-172

62

Ibid.

63

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b). “Archi-forms that the selection of one member of a class of forms to represent others in the class,” 64

as in

“that dog *thatdogs” 65

Ellis called the categories of this error with Selection, She notes the

examples are:

“In morphology : *My friend is oldest than me

In syntax : *I want that he comes here” 66

c.)“Alternating formsthat as the learner’s vocabulary and grammar grow, the use

of archi-forms often gives way to apparently fairly free alternation of various members of a class with each other.”67

For example: *“those dog

*this cats” 68

4). Misordering

“Misordering errors are characterized by the incorrect placement of a morpheme or group of morphemes in a utterance” 69. Ellis defines misordering

that “putting the words in an utterance in the wrong order.” 70. For examples:

*“He is all the time late” 71

“In pronunciation: *Fignisicantfor „significant; *plulal for „plural’

In morpholgy : *Get uppingfor „getting up’

In syntax : *He is a dear to me friend” 72

64

Ibid.

65

Ibid.

66

Erdogan, loc.cit.

67

Dullay. et al., loc.cit.

68

Ibid.

69

Ibid.

70

71

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c. Error types based on Comparative Taxonomy

“The classification of errors in a comparative taxonomy is based on comparison between the structure of L2 errors and certain other types of

construction.” 73

There are four subtypes errors based on comparative taxonomy: 1). Developmental Error

“Developmental error are errors similiar to those made by childern learning

the target language as their first language,” as in *“Dog eat it”

2). Interlingual Error

“Interlingual errors are similiar structure to a semantically equivalent phrase or sentence in the learner’s native language,” as in

*“I love mother I”

3). Ambigious Error

“It is because these errors reflect the learner’s native languange structure, and at the same time, they are of the type found in the speech of children acqiuring a first languge,”as in

*“I no have a crown” 4). Other Error

“Other errors are that don’t fit into any other category has been mentioned, such as developmental, interlingual and ambiguous error.”For example:

*“They does hungry” 74

d. Error types based on Communicative Effect Taxonomy

“A communicative effect taxonomy highlights the errors could be effect the reader or listener’s prespective.”75

There are two subtypes errors based on communicative effect taxonomy:

1). “Global errors effect entire sentence structure with the result that distrub the communication” 76

, as in

72_Erdoǧan,

loc.cit.

73

Dullay. et al., loc.cit

74

Dullay. et al., loc.cit

75

Tarigan, Djago Tarigan, Pengajaran Analisis Kesalahan Berbahasa, (Bandung: Angkasa, 1990), p.164

76

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*“You will happy until you hard work (You will happy if you hard work)” 77

2). “Local errors effect sentence structure that distrub the comunication significantly” 78, as in

*“The solution of that assignment is finished with enthusiasm (That assignment is finished enthusiastically)” 79

B.

Error Analysis

1. Definition of Error Analysis

According to Carl James, error analysis is the process of determining the incidence, nature, causes and consequences of unsuccessful language.”80

In

addition, Ellis in Tarigan defines that error analysis as “an error analysis of

language is a procedure which is usually used by language researchers and teachers consist of sample collection, explanation of error and its classification based on evaluation or the level of scoring of the errors.”81

Gass and Selinker also states about error analysis, that is “as the name

suggests, it is a type of linguistic analysis that focuses on the errors learners make.”82

Furthermore, Erdogan comments an error analysis, that is “a branch of

applied linguistics, emerged in the sixties to demostrate that learner errors were not only because of the learner’s native laguage but also they reflected some

77

Ibid.

78

Ibid.

79

Ibid.

80

James, Errors in Language Learning and Use, (New York: Longman, 1998), p.1

81

Tarigan, op.cit, p.170

82

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universal learning strategies.”83_{Also, a quote by Muriel states that “error analysis} is the first approach to the study of second language acquisition which includes an internal focus on learners’ creative ability to contruct language.”84

Based on some definitions from the experts above, the writer points out that error analysis is a way to get information from inacceptable performance by second language students which can be valuable source to help teachers whether the learning process is sucess or not. In the other words, error is believed as an indicator of the learner stages in their target language development.

2.

Goal of Error Analysis

Ellis discusses the good reasons for focusing on error, which are:

a. They are a conspicuous feature of learner language, raising important

question of „Why do learners make errors?’

b. It is useful for teachers to know what errors learners make

c. It is possible that making errors may actually help learners to learn

when thay self-correct the errors they make. 85

Moreover, Ellis claims that “classifying errors in these ways can help us to

to diagnose learner’ learning problem at any one stage of their development and to plot how changes in error patterns occur over time.”86

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

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

a. Undermined student’s confidence and forced them to waste so much effort on details that used to lose the overall ability to use language.

b. Break the flow of conversation- especially when the teacher interrupts

the student before he has finished his utterance.

83

Erdoǧan, op.cit, p.262

84

Troike, Introducing Second Language Acquisition, (New York: Cambridge University Press, 2008), p.37

85

Ellis, op.cit, p.15

86

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c. Lower the student’s motivation as only his failures and not his goals

are highlighted. 87

In addition, Martínez points that “if everything corrected, the student does

not take the challenge to produce second language unless they are confident that it is corret.” 88

Despite of that, Martinez points that “teacher should correct the

mistake by students immediately then learn correct version.”89. The writer would

like to conclude from Martinez’s statments that teacher should find the right way

in analyzing and correcting the student’s error, so the negative effects would be disappearance.

Levine’s opinion in Gómez is “analyses the effects of non giving

confirmation nor disconfirmation to the students guesses and accounts that if an error is not corrected, both speaker and the rest of the class will consider it a right,

utterance to be learnt.”90

Norrish informs that “error analysis can give a picture of the type of

difficulty learners are experiencing. If carried out on a large such a survey can be helpful in drawing up a curriculum.”91_{Jack C.Richard also reports that “one of the} goals of error analysis was to help construct an account of the second-language learner’s linguistic competence.”92

Masachika comments that “when english second language teachers spot various kinds of error in students’ speech or writing, they tend to corrrect them

automatically, hoping that they will never repeat the same errors in the future”.93

87

Martínez, Should We Correct Our Students Errors in L2 Learning?, Encuentro, 16, 2006, p.3

88

Ibid.

89

Ibid.

90

Ibid.

91

Norrish, Language Learners and Their Errors, (London: The Macmillan Press, 1983), p.80

92

Richards, The Contex of Language Teaching, (New York: Cambridge University Press, 1985), p.63

93

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

decrease the student’s error.

3.

Procedures of Error Analysis

James explains the procedures of error analysis that they are detection,

locating, describing and classifying error.

a. Error detection is a stage of identification in which the analyst realizes the error happen

b. Error location means to locate the error detected before c. Error descripstion is explaining the error happen

d. Error classification is the step to clasify the errors; whether the

errors belong to subject and verb agreement, tense, etc.94

However, Ellis investigates that “identifying errors have to compare the

sentence learners produced with what seem to be the normal or „correct’ sentence

in the target language which corrrespond with them.” 95

For example: *“A man and a little boy was watching him.” 96

the correct sentence:

“A man and a little boy were watching him.” 97

Ellis explains that “by comparing the two sentences we can see that Jean has used „was’ instead of „were’—an error in subject-verb agreement.”98

94

James, Errors in Language Learning and Use: Exploring Error Analysis, (London: Addison Wesley Longman Limited, 1998), p.91-97

95

Ellis, op.cit, p.16

96

Ibid.

97

Ibid.

98

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Ellis in Muriel also accepts that the procedure for analyzing learner errors includes the following steps:

a. Collecting of a sample of learner language. Most samples of learner language which have been used in error analysis include data collected from many speakers who are responding to the same kind of task or test (as in Morpheme Order Studies, which are discussed below). Some studies use samples from a few learners that are collected over a period of weeks, months, or even years in order to determine patterns of change in error occurrence with increasing L2 exposure and proficiency.

b. Identification of errors. This first step in the analysis requires determination of elements in the sample of learner language which deviate from the target L2 in some way. Corder (1967) distinguishes between systematic errors (which result from some kind of processing failure such as a lapse in memory), which he excludes from the analysis.

c. Description of errors. For purpose of analysis, errors are usually classified according to languge level (whether an error is phonological, morphological, syntactic, etc.), general linguistic category (e.g auxiliary system, passive sentence, negative constructions), or more specific linguistic elements (e.g. articles, prepositions, verb forms).

d. Explanation of errors. According for why an error was made is the most important step in trying to understand the processed of second language

asquisitiom. Two of the most likely causes of L2 errors are interlingual

(between language) factors, resulting from negative transfer or interference from L1 and intralingual (“within language”) factors, not attributable to cross-linguistic influence. Intralingual errors are also

considered developmental errors and often represent incomplete learning

of L2 rules or overgeneralization of them. Distinguishing between

interlingual and intralingual errors implicity builds upon CA procedures, since the distinction requires comparative knowledge of L1 and L2. For example, the following passage was in a letter written to me by a native

Korean speaker. I have underlined and numbered the errors. 99

Gas and Selinker also have opinion that there are a number of steps taken to conduct error analysis:

a. Data need to be collected. Although this is typically done with wrtitten data, oral data can also serve as a base.

b. Identify error. What is the error (e.g., incorrrect sequence of tenses, wrong verb form, singular verb form with plural subject)?

c. Clarify error. Is it an error of agreement occur? How many irregular verb form errors occur?

99

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d. Analysis of source. See later discussion.

e. Remediation. Based on the kind and frequency of an error type,

pedagogical intervantion is carried out. 100

In addition, Martínez distinguishes “two types of correction, the implicit with correct the student’s error by repetition of the converstarion; and the explicit one with teachers do not highlight the error until the student realize and can be correct it by themselves.”101

Based on some explanation of procedures of error above, the writter will use the procedures based on Ellis in Muriel. The procedures are suitable for analyzing learners error. They are collecting the result of test, indentifying the errors from the test, descriptioning the error in category and explanationing the reason why the learner make some error.

C. Passive Voice

1.

Meaning of Passive Voice

Many experts have stated some definitions of passive voice. Murphy

writes that “in a passive sentence if you want to say who did or what caused the

action, use by.”102 Another opinion states that “passive voice denotes that the

subject receives the action.”103

J.C Nesfield also argues that “Active voice is used when the verb is in the

Active voice, the person or thing denoted by the Subject is said to do something;

100

Grass and Selinker, op.cit, p.79

101

Martínez, op.cit, p.4

102

Murphy, English Grammar in Use, (New York: Cambridge University, 1985), p.84

103

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as I love. Passive voice is used when the verb is in the Passive Voice, the person

or thing denoted by the Subject is said to suffer something; as I am loved.”104

Moreover, Samet Riyanto persuades that “Passive voice is used when we

want to say that the subject (I, We, They, You, He, She, It) is not the doer, but

receives an action.”105 Andhika Pratiwi argues that “Passive voice shows the object get the action or activity from the subject.”106

According to Azar Passive is “A verb is in the active voice when it

expressses an action performed by its subjects and a verb is in the passive voice

when the action it expressees is performed upon its subjects.”107 Walsh argues that

“The voice of a verb indicates whether the subject of the verb acts or is acted upon. Active voice denotes that the subject of the verb is the actor. Passive voice

denotes that the subject receives the action.”108 In addition, Frank points out that

“the passive voice is preferred when the „doer’ of an action (or, the agent) is

unimportant or unknown.”109

2.

Use of Passive Voice

Frank points out that Passive Voice is used to the sentence that the subject

is not necessary to know. Therefore, “Because of its impersonal tone, the passive

voice is commonly found in textbook, in scientific, technical or business reports, and in newspaper stories.”110

Eckersley states that “We use the Passive Voice

104

Nesfield, M.A., Outline of English Grammar (Revised Edition), (London: Macmillan & co ltd, 1957), p.83

105

Riyanto, A Handbook English Grammar, (Yogyakarta: Pustaka Pelajar, 2007), p.171

106

Pratiwi, et.al, 100% Best Guide to TOEFL up to 600!, (Jakarta: Laskar Aksara), p.104

107

Conlin, George R. Herman and Jerome Martin, Our Language Today, Level H, (New York: Litton Educational Publishing Inc., 1978), p.169

108

Walsh and Walsh, Plain English Handbook, (Ohio, McCormick-Mathers Publishing Company, 1972), p.29

109

Frank, Modern English, (New Jersey: Prentice-Hall, 1972), p.67

110

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when we are more interested in the action than in the person or people who do the action.”111

Wishon explains that “The Passive Voice gives an object and impersonal touch to writing. It may soften statements that might seem harsh or even accusing in the active voice. Generally, the passive voice is used when it is not important to know the doer, or when the doer is not known.”112_{Hewings also explains that “the} choice between an active and passive sentence allows us to present the same information in two different orders.”113

Compare: Active : The storm damaged the roof

This sentence is about the storm, and says what it did. (The storm is the „agent’).

Passive : The roof was damaged by the strom

This sentence is about the roof, and says what happend to it. (The „agent’ goes in

a prepositional phrase with by after the verb). 114

Here are some situations where we typically choose a passive rather than an active:

a. When the agent is not known, is „people in general’, is unimportant or is obvious, as in

My office was broken into when I was on holiday

b. In factual writing, particularly in describing procedures or process, we

often wish to omit the agent, as in

Nuclear waste will still be radioctive even after 20,000 years, so it must be disposed of very carefully. It can be stored as a liquid in stainless-steel containers which are encased in concrete. The most dangerous nuclear waste can be turned into glass. It is planned to store this glass in deep underground mines.

c. In spoken English we often use a subject such a people, somebody, they,

we, or you even who we do not know who the agent is, as in

 They’re installing the new computer system next month.

 The new computer system is being installed next month. (more

formal)

d. In English we usually prefer to put old information at the beginning of a

sentence (or clause) and new information at the end, as in

111

Eckersley, op.cit, p.160

112

Wilson and Burks, loc.cit.

113

Martin Hewings, op.cit, p.60

114

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 The three machines tested for the report contained different types of

safety valve. The Boron Group in Germany manufactured the

machines

 The three machines tested for the report contained different types of

savety valve. The machines were manufactured by the Boron Group

in Germany115

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

when Passive voice is used is:

a. When we don’t know who performed the action

b. When it is preferable not to mention the performer

c. When we wish to emphasize the receiver rather than the perrformer

d. In situations of social and historical significance, when the work resulting

from the action is as well or better known than the performer, as in the

case of famous music, writing, paintings, and inventions.116

Murphy comments the use of passive that:

a. We use an active verb to say what the subject does, as in

 My grandfather was a builder. He built this house in 1930.

 It’s a big company. It employs two hundred people.

b. We use a passive verb to say what happens to the subject, as in

 This house is quite old. It was built in 1930.

 Two hundred people are employed by the company. 117

In addition, Thomson comments that “use of passive voice that where there is an indirect and a indirect object, make the indirect object the subject of the passive verb”118

, as in

*“They have her a clock” 119 “She was given a clock”120

115

Hewings, op,cit, p.60

116

Team of Five, Improving Reading Skill in English Book Two + Workbook Two,

(Jakarta: Kencana Prenada Group, 2006), p.29

117

Murphy, Grammar in Use Intermediate, (New York: Cambridge University Press, 2008), p.78

118

Thomson and Martinet, A Practical English Grammar, (New York: Oxford University Press, 1986), p.83

119