N O I T A C U D E Y R O T S I H N O S I S Y L A N A N
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S T N E D U T
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t n e m e r i u q e R e h t f o t n e m ll if l u F l a it r a P s a d e t n e s e r P
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Y T I S R E V I N U A M R A H D A T A N A S
A T R A K A Y G O Y
i
N O I T A C U D E Y R O T S I H N O S I S Y L A N A N
A STUDYPROGRAM ’
S T N E D U T
S WORKI NFORMINGPASSIVEVOICE
ASARJANAPENDIDIKANFINALPAPER
t n e m e r i u q e R e h t f o t n e m ll if l u F l a it r a P s a d e t n e s e r P
e h t n i a t b O o
t SarjanaPendidikanDegree n o it a c u d E e g a u g n a L h s il g n E n i
y B
i r a d n a w r u M a n I a i r a M a n A
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M A R G O R P Y D U T S N O I T A C U D E E G A U G N A L H S I L G N E
N O I T A C U D E S T R A D N A E G A U G N A L F O T N E M T R A P E D
N O I T A C U D E D N A G N I N I A R T S R E H C A E T F O Y T L U C A F
Y T I S R E V I N U A M R A H D A T A N A S
A T R A K A Y G O Y
v i
n a g n e d i n i i r a h n a k a i s n a g n a j ,i n i i r a h h a l a d a u m i g a b n a s e k r e b g n il a p g n a y l a H
. u m m u y n e s n a d a w a t n a g n e d i n i ir a h h a li s i i p a t , u m s i g n a t
: o t d e t a c i d e d s i r e p a p l a n if s i h T
h c i M , n o s d e v o l e b y
M ae lChris itanRonaldBJ
o t n a m s u K o w o B a r u t n e V a n o B , d n a b s u h d e v o l e b y M
o t n a w r u M s u il u Y k a p a B d n a i t a d u y h a W a i r a M . n g I u b I ,s t n e r a p d e v o l e b y M
v
Y T I L A N I G I R O S ’ K R O W F O T N E M E T A T S
e v a h I h c i h w , r e p a p l a n if s i h t t a h t e r a l c e d y lt s e n o h
I w irttendoe sno tcontaint hework
e h t d n a s n o it a t o u q e h t n i d e ti c e s o h t t p e c x e , e l p o e p r e h t o f o k r o w e h t f o s tr a p r o
. d l u o h s r e p a p c if it n e i c s a s a , s e c n e r e f e r
y l u J 1 3 , a tr a k a y g o
Y 2015
r e ti r W e h T
ir a d n a w r u M a n I a ir a M a n A
x i
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A WLEDGEMENTS
r o f , t s ir h C s u s e J , e n O y l n O e h t o t e d u ti t a r g y m s s e r p x e o t e k il d l u o w I
. e fi l y m o t n i n e v i g s a h e H g n i h t y r e v
e Thi s ifna lpape rwi llno tbe ifnishedwtihou tHi s
. g n i s s e l
b
, r o s i v d a y m o t e d u ti t a r g y m s s e r p x e o s l a
I Made Frida Yuila ,S.Pd. ,M.Pd.,
t e g r o f t o n l li w I . r e p a p l a n if s i h t g n i h s i n if n i tr o p p u s d n a , e c n a d i u g , e c n e it a p r e h r o f
o t e d u ti t a r g y m s s e r p x e o
t Dra .Novtia Dewi ,M.S. ,M.A,. ( Hons .) ,Ph.D ,who had
e c i o v e v i s s a p n i tl u s e r s s a l c h s il g n E r e h e v a h o t y ti n u tr o p p o e h t e m n e v i
g ttes .She
gavemeal o to fguidance ,oppo truniites ,knowledge,s uggesitons ,andpaitencewhich
e m d e p l e h y ll a e
r ifnishthiss tudy . Iwli lnotf orgett oexpres smygrattiudet oCaeciila
. d P . M , d P . S , i r a d n a y t u
T ,who i smy sponso rand advisor .She gave me a lo to f
a d i u
g nce ,knowledge ,suggesitons ,and paitence t he whole itme Istudied i n Engilsh
. m a r g o r P y d u t S n o it a c u d E e g a u g n a
L Iwli lalso expres smy grattiude to Caeciila
h t e b a s il E a i r a
M Kristan it ,S.Pd., theperson whohadproofreadmy ifna lpape rand
n w o h s d a
h me my mistake sin my ifna lpaper . Ialso give my thankfulnes sto the
s r e r u t c e l y ti s r e v i n U a m r a h D a t a n a S f o m a r g o r P y d u t S n o it a c u d E e g a u g n a L h s il g n E
d n a e g d e l w o n k f o g n ir a h s r i e h t r o
f expe irence ,paitence ,andsuggesitons i n ifnishing
h t y m e v i g o s l a I . r e p a p s i h
t ankfulnesst ot heHistoryEducaitonstudentsi nacademic
5 1 0 2 / 4 1 0 2 r a e
x , n o s d e v o l e b y m o t s s e n l u f e t a r g y m e v i g
I Michae lChris itanRonaldBJ,f o r
h t g n i h s i n if n i s s e n i p p a h d n a h t g n e rt s e m s e v i g h c i h w e fi l y m n i e c n e s e r p s i
h i spaper .
, d n a b s u h d e v o l e b y m o t s s e n l u f e t a r g y m e v i g o s l a
I BonaVenturaBowoKusmanto ,
tr o p p u s s i h r o
f and love . Iwli lneve rforget t o expres smy grattiude t o my parents ,
o t n a w r u M s u il u
Y and Ign .Maria Wahyuda it,f ort hei rprayer sand suppo tr . Ialso
p
a preciate the only one ltilte brother ,Klaudiu sIndra Wahyu Dwiyanto ,fo rhi s
. e c n e it a p
o t s e o g o s l a s s e n l u f k n a h t y
M Stephan iTtia Pramono Putri ,Eilse Dw i
, n a i r f a a ti D a k i n r A a n i w d i L , i r a s a n t a
R and Antoniu s Ben i Purnawan, who
tr o p p u s s y a w l
a me i n ifnishing my paper . Ialso expres smy t hankfulness t o Decha ,
, y b b e F , s a i D , a il u Y , y d n i V , a ti n u Y , i n i h
D Sisca “JP” ,Suryo ,Nicko ,MbakGtia ,
s e n g A , l e r O k a k a
K “Nono” , U it ,Dion ,Surya , KaDes , Bunda Per i“Tya” ,
” n a h c i e M “ a n a i e
M ,Siwi ,Claudia ,Oby ,Ardhi ,Anyak ,Diana ,Besty ,Rini ,Akta ,
a n a
N andotherfam liymember sandf irend swhocanno tbemenitonedonebyone .
i x
S T N E T N O C F O E L B A T
e g a P
E G A P E L T I
T ……….. i S
E G A P L A V O R P P
A ………. ii … … … … … … … … … … … … … … … … … … … … … … … E G A P N O I T A C I D E
D vi
Y T I L A N I G I R O S ’ K R O W F O T N E M E T A T
S ……….. v
I S A K I L B U P N A U J U T E S R E P N A A T A Y N R E
P ……….. .v i
T C A R T S B
A ……… iiv
K A R T S B
A ……… v iii
S T N E M E G D E L W O N K C
A ……… xi
S T N E T N O C F O E L B A
T ……… ix S
E L B A T F O T S I
L ……….. iix S
E C I D N E P P A F O T S I
L ……… x iii
N O I T C U D O R T N I .I R E T P A H C
.
A ResearchBackground………... 1 .
B ResearchMethod………. 3
N O I S S U C S I D . II R E T P A H C
.
A Reviewo fRelatedLtierature……….. 5 .
1 Error……….. 5 .
a De ifniitono fErrors………. 5 .
b Type so fErrors……… 7 )
1 LinguisitcCategoryTaxonomies………... 7 )
2 SurfaceS rtategyTaxonomy………... 8 )
a Omission……….. 9 )
b Addiitons………. 9 )
c Misformaiton………... 01 )
d Misorde irng………. 11 .
2 PassiveVoice………. 11 .
B DataAnalysis…...……… 51
S N O I T A D N E M M O C E R D N A S N O I S U L C N O C . I II R E T P A H C
.
A Conclusions………. 32 .
B Recommendaitons……….. 42
S E C N E R E F E
R ……… 72
S E C I D N E P P
ii x
S E L B A T F O T S I L
e l b a
T Page
. 1 .
2 PassiveError sint heLinguisitcCategoryTaxonomie sClassiifcaiton 1
5 1 . p p , 2 8 9 1 , .l a t e y a l u D
( -152)………. 8 n
o it a c if i s s a l C s e i m o n o x a T y r o g e t a C c it s i u g n i L n i s r o r r E f o s e p y T . 2 .
2 ………… 61
3 .
ii i x
S E C I D N E P P A F O T S I L
e g a P
A x i d n e p p A
y m o n o x a T y r o g e t a C c it s i u g n i L e l p m a S
A
1 5 1 . p p , 2 8 9 1 , n e h s a r K d n a , tr u B , y a l u D
( -154)……….. 82
B x i d n e p p A
k r o W ’ s t n e d u t S m a r g o r P y d u t S n o it a c u d E y r o t s i H f o s e l p m a
S ………. 13
C x i d n e p p A
s r o r r E ’ s t n e d u t S m a r g o r P y d u t S n o it a c u d E y r o t s i
1 I R E T P A H C
N O I T C U D O R T N I
a h c s i h
T pte rconsist soft womain pa trs;t heyare thebackground oft hestudy d
n
a theresearch method .The r easons whyt hestudywa sconducted are presented i n T
. y d u t s e h t f o d n u o r g k c a b e h
t he research problem, et h research objecitve sand the h
c r a e s e
r beneftis ea r elaborated in the background o fthe study. Last ,the research e
r u d e c o r p a s e d i v o r p d o h t e
m oft hestudy.
.
A Backgroundoft heStudy
y d u t S n o it a c u d E y r o t s i H r o f m e l b o r p a s e m o c e b e c i o v e v i s s a p f o e s u e h T
’ r e ti r w e h t n o d e s a B . s t n e d u t s m a r g o r
P s persona l expeirence when pracitcing r
e ti r w e h t , s t n e d u t s m a r g o r P y d u t S n o it a c u d E y r o t s i H g n i h c a e
t idenit ifed tha tthe
n i s e it l u c if fi d d a h s t n e d u t
s formi ng passive voice .According to Aza rand Hagen s
i m r o f e c i o v e v i s s a p , ) 9 0 0 2
( be+ pas tparitciple (p .211 ,)i n whichNeuman ( 1981 ) b
r e v e h t f o e s n e t e t a ir p o r p p a e h t h ti w d e m r o f e r a s e s n e t e v i s s a p “ t a h t s d d
a tobe and
s m r o f s u o u n it n o C l l a n I . b r e v e h t f o e l p i c it r a p t s a p e h
t beingi saddedbefore t hepas t
” e l p i c it r a
p (p .114) .Unfo trunately ,History Educaiton Study Program student sw ere t
o
n able to form passive voice approp irately .History Educaiton Study Program d l u o h s y e h t s a e r e h w , e c i o v e v i s s a p e s u o t d n a m r o f o t d e s u f n o c l li t s e r e w s t n e d u t s
m e h t p l e h o t t i r e t s a
m pas sthe clas sand to help them comprehend any kind so f h
s il g n E n i n e tt ir w e r e w h c i h w s e c r u o s l a c ir o t s i
e n o , e r o f e r e h
T research problem to be answered i n t hi spape ri s wha terror s n
i e k a m s t n e d u t s m a r g o r P y d u t S n o it a c u d E y r o t s i H e h
t forming passivevoice .Thus ,
m a r g o r P y d u t S n o it a c u d E y r o t s i H e h t e z y l a n a o t s i y d u t s e h t f o e v it c e j b o e h t
. 5 1 0 2 / 4 1 0 2 r a e y c i m e d a c a s s a l c I h s il g n E n i e c i o v e v i s s a p g n i m r o f n i s r o r r e ’ s t n e d u t s
y d u t s s i h
T si expected t o give some benefti srelated t o t he Engilsh t eaching -a m r a h D a t a n a S f o m a r g o r P y d u t S n o it a c u d E y r o t s i H n i y ll a i c e p s e , s s e c o r p g n i n r a e l
s i y d u t s s i h T . y ti s r e v i n
U demanded to help Engilsh lecturers o fHistory Educaiton m
a r g o r P y d u t
S evaluatetheproblemwhichi sf acedbyt hestudentsr elated t opassive r
e r u t c e l e h t p l e h o t o s l a s i tI . e c i o
v s selectan effecitveapproach ,method ,and media e
c i o v e v i s s a p g n i h c a e t n
i .Then,t hi sstudyi salsosupposedtogivei nformaitonabou t e
r u t u f o t e c i o v e v i s s a
p researcher swho wan tto develop the mate iral son passive e
c i o
v .
.
B ResearchMethod
y d u t s s i h t ,) 0 1 0 2 ( n e s n e r o S d n a , s b o c a J , y r A o t g n i d r o c c
A wa sconsidered as
h c r a e s e r e h t r e w s n a o t d o h t e m s i s y l a n a t n e m u c o d d e s u t I . h c r a e s e r e v it a ti l a u q
p t s ri f e h T . m e l b o r
p rocedureo fconducitngthi sstudywa sselecitngat opic .Thet opic a
n e m o n e h p e h t m o r f d e t c e l e s s a
w tha tarose in History Educaiton Study Program , h
c i h
w learn Engilsh a sa foreign language. The wrtie rfound t ha tHistory Educaiton d
a h s t n e d u t s m a r g o r P y d u t
S dfi ifcutly in learning Engilsh gramma rbased on t he s
’ r e ti r
w expe irence o fteaching them .Secondly ,the wrtie rselected the problem . tI s
a
w the History Educaiton StudyProgram students ’work i n forming passive voice . e
h t s a w k r o w ’ s t n e d u t s , y d u t s s i h t n
0 1 r
a l u g e
r izaiton ,ands impleaddiiton.I nt hiss tudy,t headdiitonerro rwhichi sconcrete e v i s s a p g n i m r o f n i k r o w ’ s t n e d u t s m a r g o r P y d u t S n o it a c u d E y r o t s i H e h t e z y l a n a o t
g n i k r a m e l b u o D . g n i k r a m e l b u o d d e ll a c s i e c i o
v error sare found when t he l earner s e
t e h t e k a
t nsemarke rbothi nt heauxiilaryandt heverboft hesentence .Fo rexample e
c n e t n e s e h t n i
. h c n u l e h t e t a t o n d i d y e h T * ] 3 [ )
c Misforma iton
t a h t e s o p o r p ) 2 8 9 1 ( n e h s a r K d n a , tr u B , y a l u
D misformaiton error s“are
o m r o f g n o r w e h t f o e s u e h t y b d e z ir e t c a r a h
c ft hemorphemeors rtucture”( p .158 .)I t e m e h p r o m e h t g n i m r o f n i n o it a i v e d y n a s i e r e h t n e h w n e p p a h s r o r r e e s e h t t a h t s n a e m
n i e l p m a x e r o F . e c n a r e tt u r o e c n e t n e s e h t f o e r u t c u r u t s r o
. e k a c e h t d e t a e y o b e h T * ] 4 [
d e y o l p m e s i ” d e t a e “ b r e v e h
T tomarkt hepastt ense.Thepas tparitcipleformoft he e
l p m a x
e i sno tcorrectbecause t hepas tparitciple o f“ te ” sa i ate .Dulaye ta.l( 1982 ) b
u s e e r h t e v a h o s l a s r o r r e n o it a m r o f s i m t a h t e t a t
s -catego irzed t ypes:r egula irzaitons , i
h c r
a -forms ,and atlernaitng forms .Thus ,there i sthe regula irzaiton erro rwhich i s s r o r r e n o it a z ir a l u g e r e b ir c s e d ) 2 8 9 1 ( .l a t e y a l u D , e r o m r e h tr u F . y d u t s s i h t n i e t e r c n o c
n u r n i s a , e n o r a l u g e r ri n a f o e c a l p n i d e s u s i r e k r a m r a l u g e r a h c i h w n i e s o h t “ e r
a ned
r o
2 1
e l p i c it r a
p .Fo rexample,t of orm asimplepresen tpassive sentence ,someoneneed sa f
o m r o f t n e s e r p e l p m i
s bewhich i sconsidered by t hesubjec t+ t hepas tparitciple o f n
i s a , b r e v e h t
. d e t a e rt m a I ] 8 [
. t h g u a t s i e H ] 9 [
c a m r o f o t e l p m a x e r e h t o n
A onitnuou spassives entencei s .
d e t a e rt g n i e b m a I ] 0 1 [
. t h g u a t g n i e b s i e H ] 1 1 [
h t f o m r o f “ t a h t e u g r a ) 9 0 0 2 ( n e g a H d n a r a z A , ) 1 8 9 1 ( n a m u e N o t r a li m i
S e
: e v i s s a
p be + pas tparitciple (p .211 .)” In order t o help t he reader sor t he student s d
n e h e r p m o
c thepassivevoice ,Aza randHagen( 2009 )explainb ire lfyt ha t“theobject
s e m o c e b b r e v e v it c a n a f
o thes ubjectoft hepassiveverb( p .211 .)” tIi ss howni nt hi s :
e c n e t n e s e v it c
a
] 2 1
[ Subject V erb Object
y r a
M Helped theboy.
s i e c n e t n e s t a h t f o e v i s s a p e h T
] 3 1
[ Subject Vpar(itbcieple+) pas t B -yphrase Agent y
o b e h
T wa shelped B y Mary.
y r a
M si the subject oft he acitvesentence ,helped si theverb oft he acitve sentence d
n a , e s n e t t s a p e l p m i s n
i theboy si theobjectof t heacitvesentence.I nconrtast ,the y
o
b become sthes ubjectint hepassives entenceandwa shelpedbecome stheverb fo m
r o f e h t s a , e c n e t n e s e v i s s a p e h
9 9 9 1 ( n a m e e r F d n a a i c r u M s a d e n e p p a h t a h w r o e m o c t u o e h
t )statei n t hei rbook( p .
.) 4 5 3
.
B DataAnalysis
e h t s t n e s e r p t r a p s i h
T data analysis on t heHistoryEducaiton students ’error s a t a d f o m r o f e h t n i r e w s n a e h t s t n e s e r p r e ti r w e h t , e c n e H . e c i o v e v i s s a p g n i m r o f n i
.t l u s e r e h t f o n o i s s u c s i d d n a n o it a t n e s e r
p
.
1 Data Presenta iton o f the Type s o f History Educa iton Study Program
i s r o r r E ’ s t n e d u t
S nFormingPassiveVoice
d e t c e ll o c r e ti r w e h
T 4 8resutl so fEngilsh Iclas ssecondmidtermt est .Frislty , e h t n i d e r r u c c o h c i h w s r o r r e e h t d n if o t s tl u s e r e h t f o l l a d e z y l a n a r e ti r w e h
t tes t
. tl u s e
r Based on the analysis ,the wrtie riden itifed the students ’error sboth in y
m o n o x a t y g e t a rt s e c a f r u s d n a s e i m o n o x a t y r o g e t a c c it s i u g n
il a smen itoned by
r e ti r w e h t , r e v o e r o M . ) 2 8 9 1 ( n e h s a r K d n a , tr u B , y a l u
D idenit ifed 53 student swho
, d n a h r e h t o e h t n O . e c i o v e v i s s a p n i s r o r r e e d a
m thi treen student sdid no tform
s e c n e t n e s e v i s s a p r o e c i o v e v i s s a
p in a correc torder .In analyzing thi serro rin r
e ti r w e h t , e c i o v e v i s s a p g n i m r o
f employedthet heoryf romDulay ,Bu tr ,andKrashen il
n i e c i o v e v i s s a p g n i m r o f n i s r o r r e d e if i s s a l c o h w , ) 2 8 9 1
( nguisitc category
h T . n o it a c if i s s a l c s e i m o n o x a
t e frequency o f ilnguisitc category taxonomie serror s d
e if it n e d i e r e w h c i h
6 1 2
. 2 e l b a
T .Type so fErrorsi nLingusitcCategoryTaxonomie sClassi ifca iton .
o
N Type so fErrorsi nLinguisitcCategoryTaxonomie s n
o it a c if i s s a l
C Frequency Perc( %en)tage
.
1 Misformaitono fpassiveverb 3 5 89.74
.
2 Acitveorde rbu tpassivef orm 3 7 .70
.
3 Passiveorde rbu tacitvef orm 1 2 .56
l a t o
T 3 9 1 00
o s l a r e ti r w e h t , n o it i d d a n
I idenit ifed anothe rclassi ifcaiton o ferror swhich d
e r r u c c
o in t he t es tresutl .The t heory which wa semployed also came from Dulay , s
r o r r e d e if i s s a l c o h w , ) 2 8 9 1 ( n e h s a r K d n a , tr u
B in surface srtategy taxonomy into
: s n o it a c if i s s a l c r u o
f omission ,addiitons ,misformaiton ,and misorde irng .The wrtie r d
e if it n e d
i 149 error sbased on these classi ifcaitons .T he omission erro rwa sno t d
e if it n e d
i from those 149 errors .In conrtast ,the wrtie ridenit ifed an addiiton erro r d
e d u l c n i h c i h
w i n double marking error .The wrtie ralso found 4 7 student swho did d
e d u l c n i e r e w h c i h w s r o r r e n o it a m r o f s i
m i nregula irzaitonerrors .Therewa sas tuden t e
k a m t o n d i d o h
w a nyregula irzaitonerror .Las,tt hewrtie riden it ifed 92 student swho s
a e r e h w , s r o r r e g n ir e d r o s i m d i
d nineteen student swho did no tmake misorde irng .
3 . 2 e l b a T n i d e t n e s e r p e r a s r o r r e e s o h T . r o r r e
3 . 2 e l b a
T .Type so fErrorsi nSurfaceStrategyTaxonomy .
o
N Type so fErrorsi nSurfaceSrtategy y
m o n o x a
T Frequency Percentage( %)
.
1 Omission 0 0
.
2 Addiitons 1 0 .67
.
3 Misformaiton 7 1 47.65
.
4 Misordeirng 7 7 51.68
l a t o
.
2 Discussion o fthe Type so fHistory Educa iton Study Program Students ’
e c i o V e v i s s a P g n i m r o F n i s r o r r E
e d a m e r e w h c i h w s r o r r e f o s e p y t o w t e r e w e r e h t ,t l u s e r s i s y l a n a e h t n o d e s a B
s t n e d u t s m a r g o r P y d u t S n o it a c u d E y r o t s i H y
b o fEngilsh Iclas sin academic yea r s
e p y t e h T . 5 1 0 2 / 4 1 0
2 o ferror swere classi ifed into ilnguisitc category taxonomie s a
rt s e c a f r u s d n
a tegy t axonomy .In ilnguisitc category t axonomies ,Dulay ,Bu tr ,and s
n o it a c if i s s a l c o w t o t n i s r o r r e e h t e d i v i d ) 2 8 9 1 ( n e h s a r
K .They are problem swtih
. e v i s s a p f o e s u e t a ir p o r p p a n i d n a e c i o v e v i s s a p f o n o it a m r o
f On the othe rhand ,
w y m o n o x a t y g e t a rt s e c a f r u
s a s divided into three classi ifcaitons : addiitons , .
g n ir e d r o s i m d n a , n o it a m r o f s i m
s e i m o n o x a t y r o g e t a c c it s i u g n il n o d e s a
B analysi sresutl ,there were three n
i n o it a c if i s s a l
c problem swtihf ormaitono fpassives entencewhichwereidenit ifed in E
y r o t s i H e h
t ducaiton Study Program students ’second midterm t es tresutl .The fris t n
o it a c if i s s a l
c wa smisformaiton o fpassive verb .There were 3 5 History Educaiton b r e v e v i s s a p f o n o it a m r o f s i m n i s r o r r e e d a m o h w s t n e d u t s m a r g o r P y d u t S
it a c if i s s a l c s i h T . n o it a c if i s s a l
c on o ferror swa smos tfrequenlty produced by the f
o m r o f g n o r w e h t r o e c n e s b
a be and pas tparitciple o fthe passive sentence .The n
o it a c if i s s a l c s i h t n i s r o r r e e h t f o s e l p m a x
e ea : r
s d r a c n o it c u rt s n i e h T * ] a 1
[ isr eadedbyal lworker .s t
c e j o r p w e n A * ] a 2
[ i sbeginedbyusi nJ anuary. h
t e e t s ’ n a m o w e h T * ] a 3
8 1 (
n a m u e
N 1981 )and Aza rand Hagen (2009 )explain that passive sentence s s
i m r o
f be + pas tparitci ep l in which Neuman (1981 )add stha tthe passive tense s b
s e s n e t e v it c a e h t w o ll o
f y forming t he approp irate t ense of t he verb to be and t he .
b r e v e v it c a e h t f o e l p i c it r a p t s a
p I n sentence [1a ]the form o fthe be and the pas t t s a p e h t f o m r o f e h t n i d e r r u c c o r o r r e e h t ] a 2 [ e c n e t n e s n I . g n o r w e r e w e l p i c it r a p
e c n e t n e s n i e li h w , e l p i c it r a
p [3a] t hebedidno texis.tI nsentence [ 1a]t hebewa sno t t
c e r r o
c because t he subjec twa sthe i nstruc iton card sin which t he correct form o f e
h
t be i sare.I naddiiton,t hepas tparitcipleof‘ read’i sreadwhliet he studen twrote s
a t
i readed .
e h t e s u a c e b g n o r w o s l a s a w ] a 2 [ e c n e t n e s ,r e h tr u
F correctpas tparitcipleform
s i ’ n i g e b ‘ f
o begun.I n addiiton ,a sNeuman ( 1981 )argues t ha tpassive voicei sused n i ,t n a tr o p m i t o n s i e c n e t n e s e h t f o t n e g a e h t r o n o it c a e h t s e o d o h w n o s r e p e h t n e h w
n e t n e
s ce [2a ]the b -y phrase could be erased .Whlie in sentence [3a ]the be o fthe ,
e c n e t n e
s are ,didno texist .Thu ,st hecorreciton soft hoses entence sareasf ollow .s s
d r a c n o it c u rt s n i e h T ] b 1
[ arer eadbyal lworker .s t
c e j o r p w e n A ] b 2
[ i sbegun(byus)i nJ anuary. h
t e e t s ’ n a m o w e h T ] b 3
[ arecleanedbyt hedenits.t
s e i m o n o x a t y r o g e t a c c it s i u g n il n i s r o r r e f o s e p y t e h t f o n o it a c if i s s a l c r e h t o n A
r o f e v i s s a p t u b r e d r o e v it c a s
i m .Int hi sstudy,t hree errors i nt hi sclassi ifcaiton were d
e if it n e d
i .Thoset hrees entence saredesc irbedasf ollow .s
.s l a e m s u o i c il e d e m o s d e k o o c s a w r e h t o m t h g i n t s a L * ] a 4 [
.r e h d e r a c s s a w r e d i p s A * ] a 5 [
2 2
. s e m e h p r o m f o p u o r g f o t n e m e c a l p t c e r r o c n i d a h s e l p m a x e e h t f o l l A
e h t ,) 2 8 9 1 ( n e h s a r K d n a , tr u B , y a l u D o t g n i d r o c c
A errorsi denit ifedwere includedi n g
n ir e d r o s i
m errors .In sentence [11a ]– 2[1 a] ,the subjects o fthe sentence did no t s
e m e h p r o m e h T . t s i x
e of t hose sentence swere n ot w irtten in a correc torder ,whlie f o s n o it c e r r o c e h t ,s u h T . s b r e v e h t h ti w s m e l b o r p e h t d a h ] a 4 1 [ d n a ] a 3 1 [ s e c n e t n e s
.s w o ll o f s a d e b ir c s e d e r a s e c n e t n e s e s o h t
] b 1 1
[ Somedeilciou smeal swerecookedbymotherl as tnigh.t ]
b 2 1
[ Theuniverstiymanagemen tdono tallows mokinghere. e
k a c e h T ] b 3 1
[ i sbeingeatenbyt heboy. e
c il o p e h T ] b 4 1
4 2 .
g n ir e d r o s i m d n a , n o it a m r o f s i m , s n o it i d d
a Based ont he analysis r esul,tt he omission d
e if it n e d i t o n s a w r o r r
e in t he History Educaiton students ’work i n forming passive o
v ice .However ,there wa sa n addiiton erro ridenit ifed from 1 50 error sin surface y g e t a rt s e c a f r u s n i s r o r r e l l a f o % 0 0 1 m o r f % 7 6 . 0 s a w t I . s e i m o n o x a t y g e t a rt s
. y m o n o x a
t There were seventy one (47.65% )misformaiton error sidenit ifed in the n
o it a c u d E y r o t s i
H students ’work .Anothe rtype o ferro rbased on surface srtategy e
g n ir e d r o s i m , s e i m o n o x a
t rrors ,wa sfrequenlty idenit ifed in the History Educaiton .
) % 8 6 . 1 5 ( k r o w ’ s t n e d u t s
r e ti r w e h t , y ll a t o
T idenit ifed188error sou to f7 20 answer swhicht he History c
u d
E aiton Study Program student smade i n forming passive voice .A sstated i n t he s
s a p f o n o it a m r o f s i m , h p a r g a r a p s u o i v e r
p ive verb was t he mos tfrequentl y category c it s i u g n il n i d i d s t n e d u t s m a r g o r P y d u t S n o it a c u d E y r o t s i H e h t h c i h w r o r r e f o
s e i m o n o x a t y r o g e t a
c classi ifcaiton .The percentage o fmisformaiton o fpassive verb n
o it i d d a n I . % 4 7 . 9 8 s a
w ,misorde irngerror swast hemostf requentl ycategoryo ferro r y g e t a rt s e c a f r u s n i d i d s t n e d u t s m a r g o r P y d u t S n o it a c u d E y r o t s i H e h t h c i h w
e p e h T . n o it a c if i s s a l c y m o n o x a
t rcentageachieved51.68% . .
B Recommenda itons
f o t r a p s i h
T recommendaiton sare addressed to the Engilsh lecturers who o h w s r e h c r a e s e r e r u t u f d n a , s t n e d u t s e h t , m a r g o r P y d u t S n o it a c u d E y r o t s i H s e h c a e t
l a ir e t a m g n i n g i s e d n i r o h c r a e s e r r a li m i s g n it c u d n o c n i d e t s e r e t n i e r
a s no passive
6 2 ’
s t n e d u t s n o it a c u d E y r o t s i H e h t n i c i p o t r e h t o n a d n if y a m s r e h c r a e s e
r worki nEngilsh
r e h c r a e s e r e r u t u f ,s e d i s e B . s s a l
c smayhelpt heEngilshl ecturerstodesignaneffecitve t
n e i c if f e n a r o l a ir e t a
m method to teach Engilsh gramma rto othe rstudy program s it
a c u d E e g a u g n a L h s il g n E d n a m a r g o r P y d u t S s r e tt e L h s il g n E e h t e d i s t u
o on Study
7 2
S E C N E R E F E R
, y r
A D. ,Jacobs ,L.C. ,& Sorensen ,C .(2010) .Introduciton t o research i n educaiton 8
( th ).ed .Wadswo trh :Wadswo trhCengageLearning. .
) 9 0 0 2 ( . A . S , n e g a H & . S . B , r a z
A Understanding and using Engilsh gramma r(4th )
d
e .NewYork :Pearson.
. ) 2 8 9 1 ( . S , n e h s a r K & , . M ,t r u B , . H , y a l u
D Language two .New York : Oxford s
s e r P y ti s r e v i n
U .
, n e z i u h k r a B & . R , s il l
E G .(2005) .Analysing l earner l anguage .New York :Oxford s
s e r P y ti s r e v i n
U .
. ) 9 9 9 1 ( . L . D , n a m e e r F & . C . M , a i c r u
M The gramma rbook an ESL/EFL teacher’ s e
s r u o
c (2nded). .Boston :Heinle&Heinle. .
) 1 8 9 1 ( . M . D , n a m u e
N Engilshgrammarf o rproifciency .London :Thoma sNelson & d
e ti m i L s n o
S .
S . O , o h o r g u
N .(2014) .An erro ranalysi son direct-indirec tspeech i n wriitng new s 1
1 y b e d a m t x e t m e
ti thgrades tudent sofI PAclassi nSMABOPKR I1Yogyakarta . .s
i s e h T e t a u d a r g r e d n U d e h s il b u p n U n
A Yogyaka tra :SanataDharmaUnivers tiy . A
, a k s r e i w e i
S .(1984) .The passive :A comparaitve ilnguisitc analysis .Sydney : .
d t L m l e H m o o r C
. ) 2 1 0 2 ( . C , e i n a h d r a
W Passive voice mastery o fthe second semeste rstudent so f y ti s r e v i n U a m r a h D a t a n a S n i m a r g o r p y d u t s n o it a c u d e e g a u g n a l h s il g n
E .An
S
E
C
I
D
N
1 3
B X I D N E P P A
f o s e l p m a
9 3
C X I D N E P P A
s r o r r E ’ s t n e d u t S m a r g o r P y d u t S n o it a c u d E y r o t s i H
.I Misformaitono fPassiveVerb
. o
N HsitoryEducaitonStudyProgram
s r o r r E ’ s t n e d u t
S CorrectedSentence Frequency
.
1 *The woman’ s teeth were clean s .s
u y b t s it n e
d cTlheeanedwboymt ahne’d sentiteset.th were 9 .
2 *Thecakewa seatedbyt heboy. The cakei sbeingeatenby t he .
y o
b 1 1
.
3 *A new projec tin January ha sbeen .s
u y b d e n n i g e
b iAnnJ aenwuaprryo.jec ti sbegun(byus ) 6 .
4 *The i nsrtuciton card swli lreading al l .s
r e k r o
w rTehaedbinysartlu lcwitoornkecra.srd swli lbe 7 .
5 *Some deilciou swa scookedmeals l s t .r
e h t o m y b t h g i
n cSooomkeeddbeyilmciootuhe srl maesa tlni sghw.tere 2 l
a t o
T 3 5
.I
I AcitveOrde rbu tPassiveForm
. o
N HsitoryEducaitonStudyProgram
s r o r r E ’ s t n e d u t
S CorrectedSentence Frequency
.
1 *Las tnigh tmothe rwa scooked some .s
l a e m s u o i c il e
d cSooomkeeddbeyilmciootuhe srlmaesa tlnsighw.tere 1 .
2 *As pide rwass caredhe .r As pide rscared .rh e 1 .
3 *We are begin a new projec t in .
y r a u n a
J iAnnJ aenwuaprryo.jecti sbegun( byus ) 1 l
a t o
.I I
I PassiveOrde rbu tAcitveForm
. o
N HsitoryEducaitonStudyProgram
s r o r r E ’ s t n e d u t
S CorrectedSentence Frequency
.
1 *Woman’ s teeth cleaned by the .t
s it n e
d cTlheeanedwboymt ahne’d sentiteset.th were 1 l
a t o
T 1
. V
I Addiiton sErrors
. o
N HsitoryEducaitonStudyProgram
s r o r r E ’ s t n e d u t
S CorrectedSentence Frequency
.
1 *Nobody canno tbeat sTige rWood a t .f
l o
g Nao tgboold.fycanbeatTige rWood s 1
l a t o
T 1
.
V MisformaitonErrors
. o
N HsitoryEducaitonStudyProgram
s r o r r E ’ s t n e d u t
S CorrectedSentence Frequency
.
1 *A new projec ti s begin by we in .
y r a u n a
J AinnJ aenwuaprryo.jecti sbegun( byus ) 4 .
2 *The insrtuciton card swli lbe readed .s
r e k r o w l l a y
b rTehaedbinysartlu lcwitoornkecra.srd swli lbe 1 1 .
3 *Whlie Iwa son hoilday ,my camera .
m o o r l e t o h y m m o r f d e l a e t
s cWamheliera Iwwaa s ssotonlehnofildroamy ,mmyy .
m o o r l e t o h
3 2
.
4 *Thecakei sea tbyt heboy. The cakei sbeingeatenby t he .
y o
b 1 3
.
5 *Thehousebulidedi n1963. Thehousewa sbuitlin1963. 1 0 .
6 *I’t s a big factory . Five hundred .
e r e h d y o l p m e e l p o e
p Ipe’to spalebiagref aecmtoprlyoy .Feidvehehruen.dred 1 .
7 *The park gate sclosseed a t6.30 p.m .
g n i n e v e y r e v
e T6.h3e0pp.amrk .egvaetrey sevareenincglo.sed ta 4 .
8 *My accident s because by careles s .
g n i v ir
d cMayrelaecsc siddeirnvtin sgw.ere caused by 2 .
9 *Las tnigh twa smeal ssome coked by .r
e h t o
m cSooomkeeddbeyilmciootuhe srl maesa tlni sghwt. ere 2 .
0
1 *The woman’ steeth ha sbeen cleand .t
s it n e d y
b cTlheeanedwboymt ahne’d sentiteset.th were 1 l
a t o
1 4
.I
V Misorde irngErrors
. o
N HsitoryEducaitonStudyProgram
s r o r r E ’ s t n e d u t
S CorrectedSentence Frequency
.
1 *The January in wa sprojec tnewd by .
n i g e b e
w iAnnJ aenwuaprryo. jecti sbegun( byus ) 2 4 .
2 *Mothe r some deilciou s meal s las t .t
h g i
n cSooomkeeddbeyilmciootuhe srml aesa tlni sghwt. ere 2 2 .
3 *Insrtucitoncard sal lworker swillr ead e
h
t Trehaedbinysartlu lcwitoornkecras. rd swli lbe 1 1 .
4 *The denits t i s clean s tee t by the .s
’ n a m o
w cTlheeanedwboymt ahne’d senteitsett. h were 9 .
5 *Thecakeboyi seaten. The cakei sbeingeatenby t he y
o
b . 1 1
l a t o
