PASSIVE VOICE MASTERY OF THE SECOND SEMESTER STUDENTS OF ENGLISH LANGUAGE EDUCATION STUDY
PROGRAM IN SANATA DHARMA UNIVERSITY
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Carolina Wardhanie
Student number: 081214023
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
i
PASSIVE VOICE MASTERY OF THE SECOND SEMESTER STUDENTS OF ENGLISH LANGUAGE EDUCATION STUDY
PROGRAM IN SANATA DHARMA UNIVERSITY
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Carolina Wardhanie
Student number: 081214023
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
iv Don’t put off till tomorrow what you can do today …
There is a will, there is a way …
We will never know if we never try …
vii ABSTRACT
Wardhanie, Carolina. 2012. Passive Voice Mastery of the Second Semester Students of English Language Education Study Program in Sanata Dharma University: English Language Education Study Program, Sanata Dharma University Yogyakarta.
The use of passive voice becomes one of the problems for Indonesian people who learn English. The second semester students of English Language Education Study Program in Sanata Dharma University, who were chosen as the participants, also face such a problem.
This study explored the second semester students’ mastery in the use of passive voice focusing on three research problems: 1) How much have the second semester students of English Language Education Study Program in Sanata Dharma University mastered the use of passive voice? 2) What are the students’ difficulties in mastering passive voice? 3) What are the possible causes of the difficulties? To answer those questions, a test consisting of multiple choice and fill in the gap items was administered to 80 second semester students 2011/2012 academic year. To select a representative sample, the cluster sampling was used.
This research applied a quantitative research method. To answer the first questions, the researcher applied quantitative research. Meanwhile, to discover the students’ difficulties and students’ errors, the researcher explored the descriptions of observations which are not ordinarily expressed in quantitative terms.
It was found that the students’ mastery of the use of passive voice was good. The mean of their achievement score was 15.46 which fell on the category of good (13-16). This score was above the minimum passing score (11). The writer found out that the students have mastered the three requirements of mastering the language: mastering the form, meaning, and function. The students achieved the average 98.75% of correct answers in the first part of the test which emphasized the form and the meaning. In the second part of the test, which emphasized on the use of passive voice, the students achieved the average 87.50% of correct answers, which was above the minimum standard of mastery (56%).
However, the writer found out that the students had difficulties in mastering the use of passive voice using Past Perfect Tense. The students only achieved 31.25% of correct answers on this item. Their difficulties were caused from three possible causes, namely the nature of passive voice, the nature of the learners, and the context of learning.
Based on the test result, there are several suggestions. First, the lecturers of the English Language Education Study Program were recommended to teach passive voice with further explanation because of the complexity they have. Second, the students should be more active and creative in using their time to study in order to improve their mastery. Third, the future researchers who have concerns with passive voice may continue this research by giving more items on the instrument.
viii ABSTRAK
Wardhanie, Carolina. 2012. Passive Voice Mastery of the Second Semester Students of English Language Education Study Program in Sanata Dharma University: English Language Education Study Program, Sanata Dharma University Yogyakarta.
Walaupun dianggap sederhana, penggunaan kalimat pasif masih menjadi masalah bagi orang Indonesia yang belajar bahasa Inggris, tidak terkecuali mahasiswa semester dua Pendidikan Bahasa Inggris, subjek penelitian ini, yang dianggap sudah menguasai bahasa ini. Sebagai calon guru seharusnya mereka dapat memberikan contoh penggunaan bahasa yang baik dan benar, terutama mengenai kalimat pasif.
Penelitian ini meneliti penguasaan konsep kalimat pasif dengan menjawab 3 pertanyaan besar: 1) Seberapa besar mahasiswa semester dua, Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma menguasai penggunaan kalimat pasif? 2) Kesulitan apakah yang dialami para mahasiswa? 3) Apakah penyebab dari kesulitan yang di hadapi oleh para mahasiswa? Untuk menjawab pertanyaan tersebut, peneliti memberikan tes kepada 80 mahasiswa, semester 2 tahun 2011. Untuk memilih sampel, digunakan metode Cluster Sampling.
Penelitian ini menerapkan metode metode kuantitatif. Pertanyaan pertama dijawab dengan menggunakan metode kuantitatif. Sedangkan untuk menjawab pertanyaan kedua dan ketiga, peneliti memaparkan deskripsi dari hasil kuantitatif tersebut.
Dalam studi ini peneliti menemukan bahwa penguasaan mahasiswa akan penggunaan kalimat pasif dinilai baik. Skor rata-rata yang mereka capai adalah 15.46. Walaupun begitu, para mahasiswa pun mempunyai kesulitan dalam penggunaan kalimat pasif dalam Past Perfect Tense. Mereka hanya mencapai 31.25% dari keseluruhan jawaban yang benar. Kemungkinan sumber-sumber penyebab kesulitan yang dihadapi oleh subyek studi ini adalah sifat dari materi ini, karakter dari siswa, dan juga pengaruh dari factor eksternal, yaitu dosen atau guru, ruang kelas, dan textbook yang digunakan oleh dosen atau guru.
Berdasarkan hasil tes, maka penulis memberikan beberapa rekomendasi. Kepada para dosen Program Studi Pendidikan Bahasa Inggris disarankan untuk mengajarkan materi ini secara lebih mendalam. Akan lebih baik apabila para dosen memberikan waktu yang khusus dalam mata kuliah Structure untuk mengajarkan materi ini. Kepada para mahasiswa program Pendidikan Bahasa Inggris, mereka disarankan untuk bisa menggunakan waktu mereka secara aktif dan kreatif diluar waktu belajar diluar kelas, karena terbatasnya waktu yang mereka punya untuk belajar didalam kelas. Dan rekomendasi ini juga diberikan kepada para peneliti yang melakukan peneltian lebih lanjut mengenai topik ini, untuk dapat memperdalam instrumen yang digunakan.
ix
ACKNOWLEDGEMENTS
First of all, I would like to express my gratitude from the bottom of my heart to My Lord Jesus Christ for all the things He had given to me. Without his blessing and guidance, I believe that these pages would still be empty pages with no single letter written here.
I would like to thank my sponsor Agustinus Hardi Prasetyo S.Pd., M.A., who has willingly sacrificed his time to give suggestions and opinions to my thesis. His suggestions and opinions were like an alarm for me; it warned me that I still had a lot of things to do to finish my thesis. What he said about my thesis was really beneficial for me.
I would like to express my gratefulness to Christina Kristiyani S.Pd., M. Pd., and Maria Septiyani, S.Pd. for letting me interrupt their classes to conduct my test. For the second semester students academic year 2011 of English Language Education Study Program in Sanata Dhrama University, I would like to thank them for the willingness to do the test.
My special gratitude was for my parents, Albertus Wiwoho and Susana Evilina for raising me until now. I also appreciate my sisters, Victoria Marvianti and Advina Risa Wijayanti for their support and care. I would like to appreciate someone who once helped me to find myself, Gregorius Marciano Yudhistira. He really gave me more spirit to finish my study.
My sincere thanks go to my uncles: Uncle Tatok, Romo Fransiskus Widyantardi Lic. ThM., Altril Rayendra S. Tr., and my aunt: Khristina Candrawasih. Without their advice, I would still be drowning in the joy of earning money. Their support really kept in my brain in the right position.
My sincere thanks also go to my beloved friends, Sinta, Ririn, Mari, Vita, Wanda, Ripo, Yuda, Bang Rian. I really appreciate the wonderful time. Laughing at and with them in the middle of the thesis time really gave me high spirit.
Last but not least, I would like to express my gratitude for those whose names I did not mention here. God bless them.
x
TABLE OF CONTENTS
TITLE PAGE ………... i
APPROVAL PAGES ……….…. ii
BOARD OF EXAMINERS ……….….. iii
DEDICATION PAGE ………... iv
STATEMENT OF WORK’S ORIGINALITY ……….………..…. v
PERNYATAAN PERSETUJUAN PUBLIKASI ……….………….. vi
ABSTRACT ………..…………. vii
ABSTRAK ……….…………. viii
ACKNOWLEDGEMENTS ……….……..….. ix
TABLE OF CONTENTS ………x
LIST OF TABLES ………...…… xiv
LIST OF APPENDIX ………...…… xv
CHAPTER I: INTRODUCTION ………1
1.1Research Background ……….……….. 1
1.2Research Problem ………..…..………. 3
1.3Problem Limitation ……….………... 3
1.4Research Objectives ……….………... 4
1.5Research Benefits ……….………... 4
xi
CHAPTER II: REVIEW OF RELATED LITERATURE ………... 6
2.1Theoretical Description ……….………6
2.1.1 Voice ……… 6
2.1.2 Active and Passive Voice Form ………..………. 7
2.1.3 Forms of English Passive Voice ………..…... 9
2.1.4 Meaning………...……...……… 15
2.1.5 The Use of Passive Voice ………. 16
2.1.6 Language Errors ………...……….……… 17
2.1.7 Theoretical Framework ……….……….19
CHAPTER III: METHODOLOGY ………. 22
3.1Research Method ……….……… 22
3.2Research Setting ……….………. 23
3.3Research Participants/Subjects ………..………... 23
3.4Instruments and Data Gathering Technique ………..…….. 25
3.4.1 Validity ………..… 26
3.4.2 Reliability ………..…… 28
3.5 Data Analysis Technique ………..……….. 31
3.6 Research Procedure ………..……….. 31
CHAPTER IV: RESULTS AND DISCUSSION ..……… 33
4.1 Data Presentation ………..………... 33
xii
4.2.1 The Reliability of the Test ……….….……..…. 36
4.2.2 Presentation of Descriptive Statistics ……….…… 37
4.2.3 The Analysis on the Students’ Achievement in Each Tense …….. 39
4.3 Discussion ……….. 43
4.3.1 The Students’ Passive Voice Mastery ...……….……… 43
4.3.2 The Students Difficulties in Passive Voice Mastery ………... 46
4.3.2.1 The Students’ Difficulties of Passive Voice in Simple Present Tense 47 4.3.2.2 The Students’ Difficulties of Passive Voice in Simple Past Tense … 49 4.3.2.3 The Students’ Difficulties of Passive Voice in Present Progressive Tense ………. 51
4.3.2.4 The Students’ Difficulties of Passive Voice in Simple Future Tense 54 4.3.2.5 The Students’ Difficulties of Passive Voice in Present Perfect Tense55 4.3.2.6 The Students’ Difficulties of Passive Voice in Past Perfect Tense ... 58
4.3.2.7 The Students’ Difficulties of Passive Voice in Modality ………….. 59
4.3.3 The Possible Causes of the Students’ Difficulties in Passive Voice Mastery ……….……….…... 60
4.3.3.1 The Nature of Passive Voice ………..………... 61
4.3.3.2 The Nature of the Learners ……….…………. …………. 62
4.3.3.3 The Context of Learning ………..………. ...63
CHAPTER V: CONCLUSIONS AND RECOMMENDATIONS ………… 64
5.1 Conclusions ………...…... 66
xiii
xiv
LIST OF TABLES
3.1 The Distribution of the Test Items ………....…… 25 4.1 The Students ‘Achievement in the Whole Part of the Test ………...…... 33 4.2 The Students’ Achievement in the First Part of the Test ……..………... 34 4.3 The Students’ Achievement in the Second Part of the Test …….….…….. 34 4.4 The Descriptive Statistics ……….….. 36 4.5 The Students’ Score in Relation to the Category ……..……….…… 38 4.6 The Students’ Achievement in the use of Passive Voice in Simple Present
Tense ………..……….…. 39 4.7 The Students’ Achievement in the use of Passive Voice in Simple Past Tense
………..………. …….. 39 4.8 The Students’ Achievement in the use of Passive Voice in Present Progressive
Tense ……….………..………. 39 4.9 The Students’ Achievement in the use of Passive Voice in Simple Future
Tense ……… 40 4.10 The Students’ Achievement in the use of Passive Voice in Present Perfect
Tense ……….…………..…… 40 4.11 The Students’ Achievement in the use of Passive Voice in Past Perfect Tense
………..……… 40 4.12 The Students’ Achievement in the use of Passive Voice in Modality…... 41
xv
LIST OF APPENDIX
The Test ………..………..………..………..……… 72
The Key Answer ………..………..………..………. 75
The Reliability of Half Test ………..………..………..………. 76
Reliability of Full Test ………..………..………..………. 77
The Students’ Scores ………..………..………..……… 78
Descriptive Statistic ………..………..………..………. 82
Permission Letter …..………..…..………..…..………. 83
1
CHAPTER I
INTRODUCTION
1.1Research Background
One of the basic problems for the students of English Language Education
Study Program (ELESP) in Sanata Dharma University Yogyakarta is the use of
passive voice. Azar (1992) points out that in a passive sentence, the object of an
active verb becomes the subject of the passive verb. In the other words, the subject
of the clause is the one who does the action, for example:
1. Andi cleaned the blackboard. (active sentence)
2. The blackboard was cleaned by Andi. (passive sentence)
In brief, the writer who is going to make a passive sentence has to change the
active verb into past participle in making a passive sentence.
From the writer’s observation, the writer realized that the ELESP students in
Sanata Dharma University, who are trained to be English teachers, showed that they
had a problem in making passive voice. They were still confused in making passive
sentences. When the students made a passive sentence, they did not change their
sentence into passive sentence correctly. However, the students as teacher candidates
need to be a good language model for their future students. They are expected to be
able to use the language correctly and fluently. In addition, they should not produce a
Therefore, it is important for them to master their language skills and elements,
including passive voice. Passive voice is one of grammatical points that have to be
mastered by the students ELESP in Sanata Dharma University Yogyakarta because
according to Hewings (1999), the use of passive voice really affects the result of the
students’ writing whereas writing is also one of essential parts in language skills in
learning English, especially for ELESP students.
In this study, the researcher conducted a research on the students’ mastery in
using passive voice. Their mastery would be analyzed through a test. The test result
may show the students’ mastery in making passive voice. Fries (1948) states that
there are three requirements of mastering the language: mastering the form, meaning,
and function.
The ELESP students in Sanata Dharma University learned passive voice in
semester two. Having that condition, the researcher chose to conduct the research
after the ELESP students in Sanata Dharma University learned passive voice. It
would be very useful for the students to know their mastery of passive voice right
after they learn passive voice in semester two, since it helped the students not to make
mistake again when they use passive voice on the following semester. Furthermore,
the researcher also examined the students’ difficulties in using passive voice. The aim
was to realize the students’ difficulties in making passive voice. In addition, the
researcher also tries to find the possible causes of the students’ errors. This will help
1.2Research Problem
Considering the previous explanation, the problems were formulated as
follows:
1. How much have the second semester students of English Language
Education Study Program in Sanata Dharma University mastered the use
of passive voice?
2. What are the students’ difficulties in mastering passive voice?
3. What are the possible causes of the difficulties?
1.3Problem Limitation
This research dealt with the students’ mastery in the use of passive voice in
ELESP students. The researcher chose passive voice because passive voice is one of
essential parts in language elements. The researcher wanted to examine the students’
mastery in using passive voice from the very beginning. It was because the researcher
realized that the students of ELESP in Sanata Dharma University still make mistake
in using passive voice.
This research was conducted in the second semester students 2011/2012
academic year of ELESP in Sanata Dharma University. This research helped the
students to realize their difficulties in the use of passive voice so that the students will
finding the students’ difficulties of making passive voice in their second semester can
help the students not to make mistake in making passive voice.
1.4Research Objectives
This research was aimed to answer three research questions in the problem
formulation. Thus, the objectives of this research were to find out:
1. How much the second semester students of English Language Education
Study Program in Sanata Dharma University have mastered the use of
passive voice.
2. The students’ difficulties in mastering passive voice.
3. The possible causes of the students’ difficulties.
1.5Research Benefits
This research was expected to give benefits for ELESP students as the
English teacher candidates and also the readers of this research. In brief, the benefit
of this research was that it was an attempt to know the students mastery in using
passive voice. The result of this research could also help the students to realize their
difficulties in making passive voice. Therefore, the students will not make mistake in
making passive voice. In addition, the writer also examined the possible causes of
errors so that the students could know their errors in making passive voice. Moreover,
the result of this research could be beneficial for the teaching and learning processes.
voice. To sum up, this research is useful for the learners and also the lecturers to
increase the students’ ability in using passive voice.
1.6Definition of Terms
1.6.1 Passive Voice
In this study, this term refers to a way of phrasing the sentence so that the
subject does not refer to the person or thing responsible for the action. In passive
voice, the direct or indirect object of the active sentence becomes the subject of the
corresponding passive voice (Quirk et. al., 1973). Azar (1992) emphasizes that in a
passive sentence, the object of an active verb becomes the subject of the passive verb.
1.6.2 Mastery
In this study, the writer focuses on the mastery of the structure of the
language. It means that passive voice is the part of the structure of the language. Fries
(1948) points out that there are three requirements of mastering the language:
mastering the form, the meaning, and the function. Therefore, the students are
expected to:
a. know the forms and the rules underlying them
b. know the meaning of those forms
c. know how to use it correctly and appropriately.
6
CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the writer presents the theories which are related to this
research. There two main topics in this chapter: theoretical description and theoretical
framework. The theoretical description explains the relevant theories that support the
writer’s research. It also elaborates the framework summarized and synthesized from
the discussion of the theories in the theoretical description.
1.1Theoretical Description
In this part, the writer elaborates the passive. In the beginning, the writer
explores the active and also passive voice. Then, the writer specifies the explanation
into explanation of passive voice. The writer also discusses the form of passive voice.
Finally, the writer states the use of passive voice.
1.1.1Voice
Quirk et al. (1972) defines voice as a grammatical category which makes it
possible to view the action of a sentence in two ways, without change in the facts
reported:
The butler murdered the detective.
In those examples, sentence (a) is active, and sentence (b) is passive.
In the definition above, Quirk does not exactly state the difference between
active and passive voice. However, House et al. (1957) defines voice as the
modification of a transitive verb which indicates whether the subject is acting or
being acted upon. When the subject of the verb represents the actor or agent the voice
is called to be active. When the subject receives or denotes the object to which action
is directed, the verb is said to be in a passive voice.
The example:
John killed the bird. (active voice)
The bird was killed by John. (passive voice)
From the definition above, the writer concludes that voice refers to the form
of the verb which shows whether the subject is acting (active voice) or being acted
upon (passive voice).
1.1.2The Active and Passive Voice Form
In an active voice, the subject of a clause is the one who does the action.
Murcia and Freeman (1999) emphasizes that the subject of a clause is most often the
agent, or doer of some action.
e.g. Darwin studied the fauna of the Galapagos Islands.
If that sentence is changed into passive, the direct or indirect object of the
active sentence becomes the subject of the corresponding passive sentence, and the
e.g. The fauna of Galapagos Islands was studied by Darwin.
Quirk (1973) argues that the active and passive have different verb phrases.
The difference is the passive has an additional auxiliary: a form of the auxiliary be
followed by an –ed participle.
The example of corresponding active and passive verb phrases:
ACTIVE PASSIVE
loves is loved
sold was sold
is reading is being read
has written has been written
will buy will be bought
may have take may have been taken
On the other hand, Azar (1992) emphasizes that only transitive verbs (verbs
that are followed by an object) are used in the passive. When we are going to make a
passive voice, “by phrase” is included only if it is important to know who performs
an action. In brief, the passive is a way of phrasing the sentence so that the subject
does not refer to the person or thing responsible (directly or indirectly) for the action.
In line with Quirk, Azar (1992) also states that it is possible to use
intransitive verbs in passive voice such as happen, sleep, come, and seem. It means
that the passive form of the sentence does not use a “by phrase”. This kind of passive
is most frequently used when it is not known or not important to know exactly who
For example:
The accident happened.
Rice is grown in Indonesia.
Our house was built in 1890.
In addition, Quirk (1973) also agrees that there are some passive sentences
that do not contain the by-phrase. He states that it is felt to be unnecessary to identify
the person (perhaps because irrelevant or obvious) or it is felt to be tactless to do so.
Snakes were being skinned outside our restaurant.
Most of the buildings were destroyed.
The decision has already been taken.
1.1.3 Forms of English Passive Voice
2.1.3.1 The Passive with Tense and Aspect
Curme (1931) explains that the use of to be depends on the person and
number of the subject as well as the tenses. The form of be which occurs in the
passive sentence is the same as the form of the main verb in the corresponding active
sentence.
The following table shows example of verb forms related to the different
Tense Active Passive Simple Present will/shall have been written
The following table shows example of verb forms related to modals and similar
expressions:
THE PASSIVE VOICE: modal + be + past participle a) Tom will be invited to the picnic.
b) The window can’t be opened.
c) Children should be taught to respect their elders. d) May I be excused from class?
e) This book had better be returned to the library before Friday. f) This letter ought to be sent before June 1st.
g) Mary has to be told about our change in plans. h) Fred is supposed to be told about the meeting.
THE PAST-PASSIVE FORM: modal + have been + past participle i) The letter should have been sent last week.
2.1.3.2Other Passive Verbs
It is common for us that the auxiliary verb of passive verb is be. However,
there are still some possible verbs to be used in passive voice.
2.1.3.2.1 Get
Get is an informal auxiliary verb. It is an alternative to be in passive voice.
This is the example:
Barry got invited to the party.
Our house is getting painted.
I’m getting hungry.
The difference between be-passive and get-passive is when those kinds of
passive are used in negatives and questions. Get does not function as a true auxiliary
in questions and negatives the way that be does. In get-passive, it needs do when it is
changed into negatives or questions. According to Murcia and Freeman (1999), do
serves as an operator for get in questions and negatives.
Be-passive get-passive
A: Was Bruno arrested? A: Did Bruno get arrested?
B: No. He wasn’t even caught. B: No. He didn’t even get caught.
Another difference between be-passive and get-passive is that the latter can
occur more readily with the perfect progressives:
2.1.3.2.2 Be (in complex passive)
The be passive can also interact with complements such as that-clauses and
infinitives producing complex passives.
For example:
That he will get the job has been decided.
John is thought to be intelligent.
2.1.3.2.3 Have
It is also possible for have to function as a passive auxiliary.
For example:
Mary had her purse snatched.
The tenses used in this research are:
1. Simple Present Tense
2. Simple Past Tense
3. Present Progressive Tense
4. Past Progressive Tense
5. Present Perfect Tense
6. Past Perfect Tense
7. Simple Future Tense
The writer discusses the tenses which are commonly used in their daily
conversation. This enables the writer to relate and compare the differences and
similarities between each tense.
2.1.3.3Simple Present Tense
Azar (1985) defines simple present tense is something which is true in the
past, true in the present, and will be true in the future. It is used for general statement
of fact. In addition, it is also used to express habitual or everyday activities.
My sister really likes writing. One of her writing is published in Rider
Digest.
The example above shows the present happening which is also true in the past
and will be true in the future. This example is the use of passive voice in Simple
Present Tense.
2.1.3.4Simple Past Tense
Based on Azar’s opinion, simple past tense indicates that an activity or
situation began and ended at a particular time in the past (1985).
Those two books were bought by my mother 2 days a go.
One of those books was read by my sister yesterday.
Those two examples are two activities which happened at a particular time in
2.1.3.5Present Progressive Tense
The present progressive expresses an activity that is in progress at the moment
of speaking. It began in the recent past, is continuing at present, and will probably
end at some point in the future (Azar, 1978).
The next novel is being written by Mary this year.
This novel is being read by my younger sister.
Those two activities are in progress. There is a continuation on that activity.
2.1.3.6Past Progressive Tense
When I went to Bali, my homework was being done by my sister.
While my bedroom was being cleaned, I studied in the living room.
In that example, both actions occurred at the same time, but one action began
earlier and was in progress when the other action occurred (Azar, 1985).
2.1.3.7Present Perfect Tense
Azar (1985) points out that the present perfect expresses the idea that
something happened (or never happened) before now, at an unspecified time in the
past. The exact time it happened is not important.
My boarding house has been visited by my parents.
My room has been cleaned by the servant.
2.1.3.8Past Perfect Tense
The past perfect expresses an activity that was completed before another
activity or time in the past (Azar, 1985).
My house had been locked by mother before she went out.
After that book had been bought by my mother, my sister read it.
In example above, there are two activities in each sentence. The first activity
was completed before another activity.
2.1.3.9Simple Future Tense
Azar (1985) states that the simple future tense expresses an activity which
happens in the future.
That red blouse will be bought by my sister next week.
My briefcase will be taken by my father tomorrow.
2.1.4 The Meaning
Curme (1931) argues that based on the meaning, there are two kinds of verb:
actional and statal passive.
2.1.4.1Actional Passive
Actional passive is the action expressed in the verb. This form is made up
from the progressive form of the verb be and the perfect participle of the verb be to
The example:
My motorcycle is being sold.
My house is being repaired.
2.1.4.2Statal Passive
This form refers to state the result of the action expressed in the verb.
The example:
He is annoyed.
My room is painted.
I am surprised.
2.1.5 The Use of Passive Voice
According to Quirk et. al. (1973), the most common reason for using passive
voice is to avoid referring to the person performing the action. That may be used
because the identity of the person is not known or because it is felt to be unnecessary
to identify the person or it is felt to be tactless to do so.
Newman (1981) gives explicit explanation of the use of passive: “The passive
is used when the attention is directed to the action or even and not to the agent
responsible for it.” In addition, he also states the six uses of passive construction as
follows:
1. The most common use of the passive is to replace indefinite pronoun such
e.g. A number of kinds of people can be seen in Yogyakarta.
2. When the person does the action obvious, it is necessary to mention the
doer.
e.g. Marcel has been jailed for murdering.
3. When the person who does the action is not important or is unknown.
e.g. This school was built when I was a child.
4. It is used to stress the thematic subject. Generally, the most important idea
should be put first, where it is in a sentence, a letter or a composition, so
that the real subject is clearly known by the teacher.
e.g. The women education in the past was improved by R.A. Kartini.
5. It is used to avoid an acquired change of the subject in the middle of a
sentence.
e.g. The pop singer arrived at Adi Sucipto Airport where she has been
mobbed by her fans.
6. It is used to disclaim responsibility for an unwelcome announcement.
e.g. Increase of ten percent of the school fee will be introduced in the
following semester.
2.1.6 Language Errors
In this part, the writer explains the theory of errors. It will be useful to help
the writer in answering the second research problem. The theory of errors will be used
2.1.6.1Definition of Errors
There are so many theories about language errors. In this study, the writer
uses only one theory. Dulay, Burt, and Krashen (1982) propose that:
Errors are flawed side of learners’ speech or writing. They are parts of conversation or composition that deviate from some selected norm of mature language performances (p.259).
In brief, the errors are the violation of the syntactic rules of the language. The
errors itself may happen in the learners’ speech or writing.
2.1.6.2The Cause of Errors
There are many possible answers dealing with the cause of errors. Lado points
out that most errors are resulted from the interference of the learners’ first language
or mother tongue. An analysis, which is known as contrastive analysis, talks about
comparison between the learners’ mother tongue and the target language. The
learners will not have any difficulties in learning the target language if there are
similarities between the native and the target language being learned. On the other
hand, the differences will cause problems, and the result in errors.
Brown (1994) reveals that there are three causes of errors. The first one is
Interlingual Transfer or Interferences. It means that the errors happen because the
learners’ first language interfere the process of learning the second language. The
system of the second language is not familiar for the learners. Therefore, the learners
case, the errors commonly happen in the early stages of the leaning process. The
errors can be easily detected by the learners’ speech.
The second cause of errors is Intralingual transfer. This error happens on the
target language itself. It happens when the learners acquire the language. The
examples of this error are “John writed”, “Do John write?”, “I don’t know where are
you.”
The last cause of errors is the context of the learning. The context here means
the outside factors of the language, for example the teacher, the classroom, and the
textbook. The teacher can be the source of errors if the teacher gives incorrect
explanation of the language. In the other hand, the textbook can be the source of
errors if there is mistake or misprint in the book.
In conclusion, there are three sources of errors. The first source is from the
learners themselves. In this case, the learners have had their own linguistics system of
their first language. When they learn the target language, the system of their first
language influences their thought in learning the target language. The second cause is
from the target language, which is English. English has so many new rules for the
learners. The last cause is the external factors: the teacher, the classroom, and the
textbook.
2.2 Theoretical Framework
Passive voice is an essential part of English grammar. When the students are
passive voice. Fries (1948) indicates the students can be said that they master the
language if they master the sound system and the structure of the language. Firstly,
the students have to understand the utterances and the production of the language
well. Secondly, the students should be able to make the structure of the target
language matters of automatic habit. It means that the students have to use correct
structure of the language in the utterances.
The focus of this study is the students’ mastery of the use of passive voice.
There are three main points for the students to master the target language: the form,
the meaning, and the use. The first is the form. This form deals with the seven types
of tenses that have to be mastered by the student: Simple Present, Present
Progressive, Present Perfect, Simple Past, Past Progressive, Past Perfect, and Simple
Future. In addition, there is one construction: modal. The second is the meaning. In
this case, the students have to really master the meaning of those forms of passive.
The last one is the use. It means that the students have to be able to acquire the
passive.
In this study, there are three research problems regarding the second semester
students’ mastery in the use of passive voice. The writer got the data from the test. In
this case, the test was used to answer those three research problems. The first problem
of this study is how much the second semester students of English Language
Education Study Program in Sanata Dharma University have mastered the use of
passive voice. To answer this question, the writer gave the statistical computation.
computation. The result of the computation was then compared to the standard of the
mastery stated in the academic regulation of Sanata Dharma University. The students’
mastery could be then determined. Secondly, the writer tried to find out the students’
difficulties in mastering passive voice. The students’ score of the test on each part can
determine the students’ difficulties in using passive voice. From their scores in the
test, the writer found out their mastery on each tense. These scores then compared to
the minimum standard of mastery stated in the academic regulation of Sanata Dharma
University. If their achievement in one of the tense is low according to that academic
regulation, it means that they still have difficulties in mastering passive voice. If their
achievement on that tense is high, it can be said the students have mastered it or they
do not have difficulties in mastering it. The third problem is the possible causes of
errors made by the students in using passive voice. The writer tried to identify the
causes so that the students are able to know their difficulties.
22
CHAPTER III
RESEARCH METHODOLOGY
1.1Research Method
This research applied quantitative research method. In this part, the
researcher explained the characteristics of this method.
In this research, there were three research problems: 1) how much the second
semester students of English Language Education Study Program in Sanata Dharma
University have mastered the use of passive, 2) the students’ difficulties in using
passive voice and 3) the possible causes of the students’ difficulties. To answer the
first question, the researcher applied quantitative method. The researcher got the data
from the test result. Meanwhile, to answer the second and third question, the
researcher analyzed the data based on the result in the test in a form of words. In
brief, the writer explained the detailed information of the method on the following
paragraph.
Best and Khan (1986) note that quantitative research is the objective
measurement and statistical analysis of numeric data to understand and explain
phenomena. In this research, the researcher got the data from the test. The research
analyzed the data by counting the percentage of the students’ correct answers.
To sum up, this research applied quantitative research methods in analyzing
the data. To answer the first research question, the researcher used quantitative
method. The researcher converted the data into percentage. On the other hand, the
researcher explored the description of observations which is not ordinarily expressed
in quantitative terms.
1.2Research Setting
This research was conducted in the second semester students of English
Language Education Study Program in Sanata Dharma University Yogyakarta
2011/2012 academic year.
1.3Research Participants/Subjects
The sample of population was the second semester students of English
Language Education Study Program in Sanata Dharma University 2011/2012
academic year. There were two reasons of choosing the second semester students.
First, in the second semester, the students learned passive voice. The researcher
wanted to measure the students’ mastery of passive voice right after they learned
about it. It was very useful for the students if they could realize their difficulties in
using passive voice. Therefore, the students will not make mistake in using passive
voice in the following semester.
Second, the ELESP students in Sanata Dharma University were trained to be
have to master the language skills and elements in English so that the students can
imitate the language correctly.
Because of the time limitations on conducting the research, to select the
representative sample, the researcher applied cluster sampling technique. Best and
Khan (1986) explains that cluster sampling was employed when the researcher
chooses to investigate a group which is naturally together to participate in the
research. The researchers then selected a sample with assumption that a portion of the
research participants was quite representative to study the second semester students’
mastery of the use of passive voice. Then, the researcher generalized the results
obtained from the sample of the population. The researcher drew a sample from two
different classes of Structure II. The tests were conducted in class B and C. Then, a
sample of eighty (80) participants was drawn from the two classes, class B and C.
The researcher took those 80 participants with the consideration that they had
represented the population of the second semester students 2011/2012 academic year.
Furthermore, the two classes of the second semester students 2011/2012 academic
year of English Language Education Study Program in Sanata Dharma University
were assumed to share the same level of mastery in using passive voice because they
had learnt about passive voice in the same semester. Those two classes were
considered as a group which is naturally together since they started their study in the
same year. They also shared the same curriculum which means they learnt the same
materials. This type of sampling was easy to apply because the researcher obtained
consideration in choosing this technique of sampling was that the classes had various
language capabilities resembling the population. Class A and B were chosen since the
students had different Grade Point Average (GPA) that the combination of the result
would represent the result of all classes.
1.4Instruments and Data Gathering Technique
In this research, the researcher used test as the instrument in collecting data.
Brown (2004) states that a test is a method of measuring a person’s ability,
knowledge or performance in a given domain. The test consisted of two parts. The
first part of the test was the fifteen items of multiple-choice type of test. The objective
of this part of the test was that the students were able to recognize the form of passive
voice. Moreover, the students had to know the meaning of those forms to be able to
answer the questions. Therefore, if the students know the form and also the meaning,
the students’ answers will be correct. In the second part, the students were asked to
fill in the blanks with the suitable form of the active or passive voice. The objective
of this part was that the students were able to use passive form correctly and
Table 3.1 The Distribution of the Test Items
No. Tense Tense Item Number Total Number of Items
1.
The scoring system used 1-0 scale, one (1) was the correct answer and zero
(0) for the incorrect answer.
Most items of the tests were taken from English grammar textbooks. There
were some criteria in constructing a test:
1.4.1 Validity
Gronloud as cited by Brown (2004) defines validity as the extent to which
inferences made from assessment results are appropriate, meaningful, and useful in
terms of the purpose of the assessment. This research was conducted to measure the
mastery of the second semester students in using passive voice.
There were some types of validity based on the evidence’ sources: content
validity, construct validity, face validity, and criterion validity.
Brown (2004) proposes that content validity can be clearly defined by the
achievement that is measured. It referred to the content and format of the instrument.
In this research, the researcher made the content appropriately aimed to be able to
measure the students’ mastery.
1.4.1.2Construct Validity
Brown (2004) argues that a test has construct validity if the goals of the test
are covered in the test construction. In this case, the aim of constructing the test was
to know the students’ mastery in using passive voice. Therefore, the test was in
written form. The written test could help the students to recall their memory of
passive voice in doing the test. This written test was really appropriate to be used for
measuring the students’ mastery in using passive voice.
1.4.1.3Face Validity
Mousavi (2002) as cited by Brown (2004) defines face validity as:
the degree to which a test looks right, and appears to measure the knowledge or abilities it claims to measure, based on the subjective judgment of the examinees who take it, the administrative personnel who decide on its use, and other psychometrically unsophisticated observers (p.432).
Relating to face validity, the researcher showed the test to the lecturer. The
researcher asked for the lecturer suggestions and comments about the test. In
addition, the researcher also did the pilot test. After that, the researcher also revises
1.4.1.4Criterion Validity
Criterion validity refers to the relationship between scores obtained using the
instrument and scores obtained using one or more other instruments or measures
(Fraenkel & Wallen, 1993).
1.4.2 Reliability
After fulfilling the validity of the test, the researcher found out the test
reliability. Fraenkel & Wallen state that reliability is the consistency of the scores
obtained.
In the test, the researcher gave some questions about passive voice to be
answered by the respondents. The test was used to measure the students’ mastery on
form and function. Therefore, the students should be able to understand the form of
passive voice to master it. In brief, after designing the test, the researcher
administered the test to the students of ELESP 2011/2012 academic year in Sanata
Dharma University. To sum up, in answering the questions, the respondents should
be able to understand the function of subject and object in a sentence. By doing so,
they would not be confused in making an active or passive sentence.
There are three methods that can be used to measure the reliability of the
test: test-retest method, equivalent-forms method, and internal consistency method. In
this research, the researcher used split-half procedure which is included in
The split-half procedure involves scoring two halves (usually odd items versus even items) of a test separately for each person and then calculating a correlation coefficient for the two sets of scores (Fraenkel & Wallen, 1993).
After the results were collected, the items in the test were divided into two
comparable halves, the first half was the odd-numbered items (X) and the second half
was even-numbered items (Y). The students’ scores on each half were then counted.
To determine the correlation between the two set of scores, the writer used Pearson
Product Moment. The formula is as follow:
rxy = ∑ (X – Mx) (Y – My) NSxSy
Where:
rxy = Pearson product-moment correlation efficient X = each students’ score on Test X
Mx = mean on Test X
Sx = standard deviation on Test Y Y = each students’ score on Test Y My = mean on Test Y
Sy = standard deviation on Test Y
N = the number of students who took the two sets
Reliability of scores = 2 x reliability for ½ test on total test 1+ reliability for ½ test
Best in his book Research in Education (1983) interprets the coefficient in
several criteria:
Coefficient ( r ) Relationship
.00 – .20 negligible
.20 - .40 Low
.40 - .60 moderate
.60 - .80 Substantial
.80 – 1.00 High to very high
The table above presented the interpretation of the reliability coefficient of the
test which was based on Best’s book. The range of each criterion is 0.20. If the
coefficient is only 0.20 - 0.40, the test is not reliable or has a minimum reliability. In
other words, the test should be revised. If the coefficient is between the ranges 0.20 –
0.40, the reliability is still low which means that the test needs to be revised.
Meanwhile, if the test reliability coefficient achieves 0.40 – 0.60, it means the test is
moderate. In other words, the test is acceptable, yet it still needs revision. A good test
may have a reliability coefficient between the ranges 0.60 – 0.80. The test with that
coefficient was already reliable, yet the test with 0.80 – 1.00 as the reliability is
better. The last two criteria do not need any significant revision.
The data gathering procedure was conducted in Structure classes of the second
semester students 2011/2012 academic year. The students were asked to do the thirty
items in 45 minutes. The test was administered on April 18, 2012. After they had
1.5Data Analysis Technique
Before scoring the students’ test, the writer selected the sample using the
Cluster Sampling Technique. There were 80 respondents in this research.
The writer counted the correct numbers of the students’ work. To measure the
students’ mastery on the use of passive voice, the writer performed statistical
computation. The writer also found out the students’ difficulties in doing the test.
Next, the writer tried to identify the possible causes of the students’
difficulties based on the test result and also the theories on Chapter II.
1.6Research Procedure
The writer selected the sample using the Cluster Sampling Technique. There
were 80 students who were considered the representative samples of the population.
After that, the researcher conducted the test. The writer scored the students’ work in
which the standard used to determine whether the answer is correct or incorrect was
the authoritative English grammar textbooks and also on the review of the literature.
Then the writer counted the students’ correct answers in the whole test and
also in each part of the test. Based on the findings, the writer found out the percentage
of correct answers. To know the students’ mastery on the use of passive voice in each
tense, the writer performed necessary statistical computation. The result of
computation as then compared to the minimum standard of mastery stated in the
could then be determined. Then the writer found out the students’ difficulties in
mastering passive voice. From their scores in each part of the test, the writer found
what difficulties the students had in mastering passive voice, whether they were in the
forms, meanings, or the uses of passive voice on each tense. The writer also found out
the students’ mastery on each tense. First the writer counted the total number of items
of each tense. Then the writer counted the total number of errors items of each tense.
After that, the writer divided the total number of the students’ errors items by the total
number of item of each tense. The writer obtained the percentage of errors items.
From this percentage, the writer obtained the percentage of correct answers of the
students. If the percentage is above the minimum standard of mastery (56% of correct
answers), then it can be said that they do not have difficulties in that tense or they
have mastered that tense. And if their percentage is lower than 56%, then it can be
said that they still have difficulties in mastering that tense.
Next the writer identified the possible causes of the students’ difficulties,
based on the test result and referred to the theories presented previously in Chapter II.
33
CHAPTER IV
RESEARCH RESULTS AND FINDINGS
In this chapter, the writer presents the research findings and discussion. The
first section of this chapter presents the data collected from the survey. The writer
describes the data using tables. The second session of this chapter focuses on
answering the research problems of this research. There were three research problems
in this research: (1) How much have the second semester students of English
Language Education Study Program in Sanata Dharma University mastered the use of
passive voice? (2) What are the students’ difficulties in mastering passive voice? (3)
What are the possible causes of the difficulties? After analyzing all the tests given to
the students, the writer classified the results according to the grades to see the mastery
of passive voice. To see the type of errors made by the students, the writer also
presents error classification and its percentage.
4.1 Data Presentation
The data collected in this study was from the test administered to the second
semester students in the academic year of 2011/2012. The test, as it is explained in
Chapter 3, had two parts, and each part had its own objective. There were two
objectives of the first part of the test. The first objective was that the students were
able to interpret the meaning of passive voice. Here the students were required to
know the meaning of each form, otherwise their answers will be incorrect. In the
second part of the test, the students were asked to fill in the blanks with the suitable
forms of the verbs. The objective of this part was the students were able to
demonstrate their ability to use passive voice appropriately. They had to be able to
use the right form of passive voice.
The achievement in the whole part of the test is presented in table 4.1 below.
Table 4.1 The Students ‘Achievement in the Whole Part of the Test
Percentage of Correct Answers Number of Students Achieving Percentage of Correct Answers
Most of the students (26 students) achieved the highest percentage (90 – 100 %) of
correct answers. The students’ lowest achievement fell in the range 30 – 39, and there
were 3 students who achieved it.
In the following tables, the writer presents the students’ achievement in each
Table 4.2 The Students’ Achievement in the First Part of the Test
Percentage of Correct Answers Number of Students Achieving Percentage of Correct Answers
In this table we can see that in the first part of the test that emphasized the
form and meaning, most of the students (61 students) achieved the highest
percentage. The highest achievement fell on the range 90-100.
Table 4.3 The Students’ Achievement in the Second Part of the Test
Percentage of Correct Answers Number of Students Achieving Percentage of Correct Answers
In table 4.3, it can be seen that most of the students (20 students) achieved
one range low than the first part of the test. The lowest percentages fell on the range
10-19. It was achieved by two students.
4.2 Data Analysis
This section focuses on analyzing the data of the research to answer the
research problems. To answer the first research problem, the writer performed
necessary statistical computation. Before that, the writer presented the computation of
the reliability of the test to show that the test used in this study was reliable.
4.2.1 The Reliability of the Test
As it is explained in the previous chapter, the writer used split-half method to
test the reliability of the test. The writer divided the twenty items into two equal
halves, odd-numbered items and even-numbered items. The writer then counted the
students’ scores on each half. To determine the correlation between the two sets of
scores, the writer used Pearson-Product Moment formula. The result, the coefficient
correlation, was 0.26. That was the reliability of the half test. For the reliability of the
full test, the Spearman-Brown Prophecy formula was used, and the result was 0.41.
According to John W. Best, this result indicates that the test had moderate reliability
4.2.2 Presentation of Descriptive Statistics
This table presents descriptive statistics of the data obtained in the study. This
descriptive statistics is necessary to answer the first problem of the research that is
how much the second semester students have mastered the use of passive voice. The
descriptive statistics provides the score of mean, mode, median, range, and standard
deviation.
4.5 The Descriptive Statistics
No. Variables Score
1. Mean 15.46
2. Median 16
3. Mode 18
4. Range 14
5. Standard Deviation 15.54
From the table above, the average score (mean) the students achieved in the test is
15.46. This score shows the students mastery in the use of passive voice. To
determine the students’ mastery in the use of passive voice, the writer referred to the
academic regulation of Sanata Dharma University. There are three measurement
systems that can be used to determine the students’ mastery on certain material
(Peraturan Akademik 1998:14). The first is the Sistem Penilaian Acuan Patokan or
PAP (Criterion-referenced measurement systems). With this system, firstly we have
to determine the minimum passing score as the minimum standard of mastery the
students must achieve. The second is Sistem Penilaian Acuan Norma or PAN
compared to expected achievement, then the minimum passing group is determined.
The measurement system that is suitable with the Communicative approach and is
used in Sanata Dharma University is the adjusted criterion-referenced measurement
system. This system requires the teacher to first determine the minimum passing
score as the minimum standard of mastery. The minimum passing score is 56% of the
highest score the students can achieve in the test. The students who achieve 56% of
the highest score enter the category of sufficient (C). If the students can only achieve
50 % of the highest score, then they fall on the category of insufficient. The minimum
score for the category good (B) and very good (A) are determined by the teacher by
considering the score distribution above the minimum passing score (56%).
Referring to the academic regulation above, the writer then set the score
category that was applied in this study. The highest score the students could achieve
in the test was 20. The 56% of this score is 11. This is the minimum passing score. If
the students’ score fall among 9-12, it means they enter the category of sufficient (C).
The following is the score category.
Score Category
17-20 Very good
13-16 Good
The students’ average (mean) score was 15.46. This score fell on the category of
good. Obviously, the second semester students’ mastery in the use of passive voice
was considered good according to the academic regulation of Sanata Dharma
University. The table below presents the students’ score in relation to the category.
4.6 The Students’ Score in Relation to the Category
Category Scores Number of Students Achieving the Category
The table above shows there is no student enters the category of fail. There are 5% of
the students enter the category of insufficient. 8.75% of the students enter the
category of sufficient. 37.5 % of the students enter the category of good. Most of
them (39 students or 48.75 %) enter the category of very good.
4.2.3 The Analysis on the Students’ Achievement in Each Tense
In this section, the writer analyses the students’ achievement in each tense.
First, the writer counted the students’ errors items of each tense in each part of the
test (part A and B of the test). Those items were then divided by the total number of
items of the tenses. The writer obtained the percentage of errors items. From this
achieved in each tense. The students’ achievement in each tense is presented in the
following tables.
4.7The Students’ Achievement of Passive Voice in Simple Present Tense
Tense Total
Data in the table above shows that the students answered incorrectly 25.63%
of the total items of simple present tense. They achieved 74.38 % of correct answers.
Their errors were mostly in the second part of the test.
4.8 The Students’ Achievement of Passive Voice in Simple Past Tense
Tense Total Number
of Items
The students’ achievement of the correct answers in this tense is higher than
that in Simple Present Tense. The students only answered incorrectly 43 of the total
240 items of Simple Past Tense. That means they achieved 82.09% of correct
answers. The errors in the first part of the test were almost the same as that in the
4.9 The Students’ Achievement of Passive Voice in Present Progressive Tense
Tense Total
In this item, the students’ achievement of correct answers in this item was
quite good. They achieved 89.17% of correct answers. The students’ errors in the
second part were more than those in first part of the test.
4.10 The Students’ Achievement of Passive Voice in Simple Future Tense
Tense Total
The students’ achievement in the use of passive voice in simple future tense is
good. The students’ achievement of correct answers on this item was the highest of
all. The students only answered incorrectly 5 % of the total items of the test. That
means the students achieved 95% of the correct answers.
4.11 The Students’ Achievement of Passive Voice in Present Perfect Tense
The students’ achievement was almost the same as that in the Simple Present
Tense. The students answered incorrectly 59 items of the total 240 items of Simple
Perfect Tense. The errors were also mostly on the second part of the test.
4.12 The Students’ Achievement of Passive Voice in Past Perfect Tense
Tense Total Number of Items
This is the lowest achievement in the whole test. There were 55 incorrect
answers in this item. The students’ achievement of correct answers was only 31.25%.
4.13 The Students’ Achievement of Passive Voice in Modality
Tense Total Number of Items
This is the lowest students’ achievement. The students achieved 70.62% of
the correct answers. The 47 items of total 160 items were incorrect.
From the students’ achievement above, the students’ achievement in the use
of passive voice is good. Most of them are above the minimum standard of mastery
(56%). However, the students’ achievement on passive voice using Past Perfect Tense
is below the minimum standard of mastery. The tenses used in passive voice were
Tense (82.09%), Present Progressive Tense (89.17%), Simple Future Tense (95%),
Present Perfect Tense (75.42%), Past Perfect Tense (31.25%), and modal (70.62). In
the next part, the writer elaborated the students’ difficulties in each form.
4.3 Discussion
The result of the research has been presented. Considering the result, the
writer discussed the answers of each research problems. The writer related the results
of the research with some theories. The following explanation discusses each problem
of the research.
4.3.1 The Students’ Passive Voice Mastery
All the data presented previously show that according to the academic
regulation of Sanata Dharma University, the students’ mastery on the use of passive
voice was good. Their average score was 15.46 and it entered the category of good. It
means that the students’ achievement was satisfactory.
Table 4.1 presents the students’ achievement in the whole part of the test. The
test had two parts, in which each part had its own objective. Table 4.2 and 4.3
presents the students achievement in each part of the test.
Table 4.2 shows the students’ achievement in the first part of the test. There
were two objectives in the first part of the first part of the test. The first objective of
the test was that the students were able to identify the form of Passive Voice. The
