AN ERROR ANALYSIS ACTIVE TO PASSIVE VOICE OF THE GRADE EIGHT STUDENTS AT MTs RIYADLATUL ULUM BATANGHARI. This was specifically done to find out the types of mistakes and the most mistakes in active to passive voice of simple past tense that the students make. ANALYSIS KESALAHAN KALIMAT ACTIVE KE KALIMAT PASSIVE PADA SISWA KELAS VIII DI MTs RIYADLATUL ULUM BATANGHARI.
Penelitian ini bertujuan untuk menganalisis kesalahan siswa kelas VIII MTs Riyadlatul Ulum Batanghari dalam mengubah kalimat aktif menjadi kalimat pasif. Allah SWT telah melimpahkan rahmat dan karunia-Nya kepada penulis sehingga penulis dapat menyelesaikan skripsi yang berjudul “ANALISIS KESALAHAN AKTIF TERHADAP PASSIVE VOICE PADA SISWA KELAS 8 MTS.
INTRODUCTION
- Background of the Study
- Focus of the Study
- Limitation of The Study
- Problem Formulation
- Objectives and Benefits of the Study
- Prior Research
Riyadlatul Ulum Batanghari in their written active to passive voice, especially in simple past tense. What kind of errors on active to passive voice in simple past tense among eighth grade students at MTs Riyadlatul Ulum Batanghari East Lampung. To identify and analyze an error types of the students on active to passive voice in simple past tense.
To find out the most dominant error frequent type of students on active to passive voice of simple past tense. Errors on the use of passive voice in simple past tense” Dissertation, (Jakarta: State Islamic Institute Syarif Hidayatullah Jakarta, 2013), p.1-4.
REVIEW OF THE RELATED THEORIES
- Error
- Definition of Error
- Differences Between Error and Mistake
- Categories of Error
- Sources of Error
- Error Analysis
- Definition of Error Analysis
- Goal of Error Analysis
- Active Voice
- Definition of Active Voice
- Form of Active Voice
- Usage of Active Voice
- Passive Voice
- Definition of Passive Voice
- Passive Voice Form of Simple Past Tense
- Usage of Passive Voice
Based on some of the definitions of the above experts, the author would like to define that a mistake is an unacceptable occurrence of a student's work, who regularly finds and cannot correct his own mistakes. Thus, they indicate the learner's language system at a given level of language learning. Internal language transfer refers to elements produced by the learner that do not reflect the structure of the native language but a generalization of the target language.
Based on some comments from the experts above, the writer would like to point out that there are three reasons for the student error. In other words, errors are thought of as an indicator of the learners' stages in their target language development. The active voice is a type of grammatical voice in which the subject of a sentence is also the agent of the verb - that is, it performs the action expressed by the verb.
So the subject is the doer of the action".30 It means that the writer must know for sure the subject of an action. In passive voice sentences, the subject is the recipient of the action.33 On the other hand, Holler says that the passive voice is a sentence where the subject is given a job by the object of the sentence. It means that the passive voice is a way of rewriting the active voice because the subject is not the doer.
Holler explains that changing active voice to passive voice is formed by setting the verb to be in the same tense as the active verb and adding the past participle of the active voice and the subject for. The subject of the active clause is expressed in the passive in the form of an agentive adjunct or is left unexpressed. Furthermore, Petter states that the following section contains various circumstances where you might want to use the passive voice instead of the active voice.
RESEARCH METHOD
- Type and Characteristics of Study
- Data Resource
- Data Collecting Technique
- Data Analysis Technique
The categories include the form of errors of changing the active to passive voice of the simple past tense. A class to analyze the error from the students' answers in the active voice to the passive voice of the simple past tense. To know the error of the students in the active to passive voice of the simple past, the writer used the interview method as secondary data.
The writer asked five questions to the English teacher and the students about the simple past passive voice. Yes, they did. 4) What mistakes did the students make more in the active voice than in the passive voice of the simple past tense? Based on the question above, all 20 respondents state that they had learned the simple past passive voice.
The students should pay more attention to the teacher's explanation and study harder in active to passive voice of simple past tense. What is your solution to solve the problem in teaching the simple past passive voice. What mistakes did students make most in active to passive voice of simple past tense.
Apa saja langkah yang kamu lakukan untuk meminimalisir kesalahan pada simple past active to passive voice. Apa solusi anda untuk mengatasi kendala dalam belajar simple past passive voice. Kesalahan apa yang Anda buat saat mengubah kalimat aktif menjadi pasif dari simple past tense?
RESEARCH FINDING AND DISCUSSION
Result of the Research
The aim of this research was to analyze and describe the result of interviews and qualitative documentation from active to passive voice of the simple past. Based on the above question, which the author asked 20 respondents, there were 10 students who made a mistake. From the above analysis, there were 13 errors with each following interpretation: . omission with 4 errors or 30.8% and malformation with 9 errors or 60.2%.
Based on the above questions which the writer has given to 20 respondents, there were 7 students who have made mistakes. Based on the above questions given by the writer to 20 respondents, there were 5 students who have made mistakes. Based on the above questions given by the writer to 20 respondents, there were 6 students who have made mistakes.
From the above analysis, there were 7 errors, with each interpretation following: omission 4 errors or 57.1%, deformation 2 errors or 28.6% and misclassification 1 error or 14.3%. From the above analysis, there were 6 errors, with each interpretation following: omission 2 errors or 33.3% and incorrect form with 4 errors or 66.7%. Based on the above question given by the writer to 20 respondents, 8 students made a mistake.
From the analysis above, there were 8 errors with each interpretation as follows: . omission that 2 errors or 25%, deformity 2 errors or 25%, and wrong order with 4 errors or 50%. Based on the question above, which the author gave to 20 respondents, there were 9 students who made mistakes. Based on the question above, which the author gave to 20 respondents, there were eighteen students who declared "Yes", and two students said "No" both of them did not make a mistake in active to passive voice of simple past no time
Discussion
In addition, from the result of the interview between the English teacher and the students, the writer also found that the eighth grade students still made mistakes in the active voice to the passive voice of the simple past tense. Moreover, looking at the students' answers, mistakes in active to passive voice were made by students are verb conversion, word order from active to passive form and writing vocabulary. So, based on the results of the documentation and analysis of the interview data above, the writer found that the students still made mistakes in converting the simple past active to passive voice.
Based on the analysis and interpretation of the data in the previous chapter, it can be concluded that the eighth grade students in MSH Riyadlatul Ulum Batanghari are still wrong in the active to passive voice of the simple past tense and need to grow. The types of errors made by eighth graders in the active to passive simple past tense from highest to lowest percentage are malformation error, omission error, ordering error, and addition error. The writer believed that the mistakes occur because the eighth grade students in MT Riyadlatul Ulum Batanghari are still confused in the active voice to the passive voice of the simple past tense, especially when the students have to change from active voice to passive voice.
Eighth graders should read several types of books that discuss grammar to enrich their simple past passive voice skills, especially to improve verb form memorization. Basically, the teacher's teaching method was good, but it should be introduced with a more creative method so that the students will not be bored and will always feel interest in participating in learning simple past passive voice. The teacher should explain in more detail and more vividly the form of the simple past passive voice, especially when changing the form of verbs (present and past) to the past tense.
Bagaimana Anda dapat membantu siswa lebih memahami dan mengurangi kesalahan yang dibuat siswa dalam kalimat aktif menjadi pasif dari simple past tense. Bagaimana Anda membantu siswa lebih memahami dan mengurangi kesalahan yang dilakukan siswa saat mengubah kalimat aktif menjadi pasif dari simple past tense. Apa langkah yang kamu lakukan untuk mengurangi kesalahan dalam mengubah kalimat aktif menjadi pasif pada simple past tense.
CONCLUSION AND SUGGESTION
Conclusion
The most common error of eighth-grade students is the malformation error, which accounts for 40 errors or 48.2%. It is followed by omission error with a percentage of 21.7%, ranking error with a percentage of 20.5% and addition error with a percentage of 9.6%. The students did not know how to change the verbs (present and past) into verb 3 (infinitive), as discussed in the previous chapter.
Suggestion
Sebuah studi berbasis korpus abstrak bahasa Inggris asli dan terjemahan bahasa Inggris abstrak: Sebuah studi kasus suara pasif dan kata ganti”. Saya menjelaskan kembali materi passive voice pada materi simple past tense, dipandu satu persatu siswa yang belum mengerti dengan meminta bantuan kepada siswa yang sudah mengerti untuk menjelaskan temannya yang belum mengerti. Siswa 4: Tanya guru dan hafalkan banyak kata kerja dan kata bahasa Inggris lainnya.
