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THESIS
THE PROBLEM IN USING ENGLISH PASSIVE VOICE
BY STUDENTS OF DUAL DEGREE PROGRAM STIKOM
BALI
I GUSTI AGUNG VONY PURNAMA
NIM 1090161052
MASTER DEGREE PROGRAM
LINGUISTICS STUDY PROGRAM IN
TEACHING AND LEARNING LANGUAGE
POSTGRADUATE PROGRAM
UDAYANA UNIVERSITY
DENPASAR
2014
ii
ABSTRAK
MASALAH DALAM PENGGUNAAN KALIMAT PASIF YANG DIHADAPI
OLEH MAHASISWA PROGRAM “DUAL DEGREE” STIKOM BALI
Studi ini bertujuan untuk mengetahui pemahaman mahasiswa terhadap
penggunaan kalimat pasif dalam bahasa Inggris. Terdapat tiga teori utama yang
digunakan dalam studi ini. Teori tersebut yaitu teori English Grammar, Error Analysis,
dan Language Teaching. Ketiga teori tersebut saling berkaitan karena studi ini
membahas tentang pemahaman mahasiswa terhadap penggunaan kalimat pasif dalam
bahasa Inggris. Teori English Grammar digunakan untuk mengetahui dan memahami
teori tentang kalimat pasif dalam bahasa Inggris. Teori Error Analysis digunakan untuk
menganalisis kesalahan mahasiswa berdasarkan linguistik komparatif taksonomi
khususnya tentang kalimat pasif dalam bahasa Inggris dan hipotesis analisis kontrastif
digunakan untuk menemukan persamaan dan perbedaan antara struktur kalimat pasif
dalam bahasa Inggris dengan bahasa Indonesia. Kemudian, teori Language Teaching
digunakan untuk mengetahui tentang proses pembelajaran dan hal-hal yang harus
disiapkan untuk melakukan proses tersebut. Ketiga teori utama tersebut saling
berkaitan, karena studi ini membahas tentang pemahaman mahasiswa terhadap
penggunaan kalimat pasif dalam bahasa Inggris.
Data yang dianalisis pada studi ini diperoleh dari penelitian lapangan di
STIKOM Bali, pada mahasiswa semester 1, angkatan 2011, Program Dual Degree.
Terdapat 20 mahasiswa sebagai sampel dalam studi ini. Metode pengumpulan data yang
digunakan yaitu metode kuantitatif. Data yang dianalisis dalam studi ini yaitu hasil tes
mahasiswa terkait dengan kalimat pasif dalam bahasa Inggris. Kemudian, metode
deskriptif kualitatif digunakan untuk menjelaskan hasil dari analisis data.
Ditemukan 3 persamaan dan 2 perbedaan antara kalimat pasif dalam bahasa
Inggris dengan bahasa Indonesia. Pada bagian analisis kesalahan, ditemukan 11 kategori
kesalahan. Persentase kesalahan tertinggi yaitu 31,3% pada kategori kesalahan
„misformation of present perfect in passive voice‟. Sementara persentase kesalahan
terendah yaitu 0,9% pada kategori kesalahan „incorrect use of past participle‟.
Berdasarkan teori Komparatif Taksonomi, sumber dari kesalahan mahasiswa yaitu
adanya Interlingual Error. Kemudian, rencana pengajaran dirancang berdasarkan
beberapa kategori kesalahan yang ditemukan, dan diharapkan dapat membantu
mahasiswa dalan memahami kalimat pasif dalam bahasa Inggris dan untuk mengurangi
terjadinya kesalahan.
.
Kata kunci: analisis kontrastif, analisis kesalahan, linguistik komparatif taksonomi,
rencana pengajaran
iii
ABSTRACT
THE PROBLEM IN USING ENGLISH PASSIVE VOICE FACED BY
STUDENTS OF DUAL DEGREE PROGRAM STIKOM BALI
This study aims to know the understanding of the students regarding to the use
of English passive voice. There were three main theories used in this study. They are the
theories of English Grammar, Error Analysis, and Language Teaching. Theory of
English Grammar was used to know and understand the structure of English passive
voice. While, theory of Error Analysis was used to analyze the students‟ error based on
the Linguistic Category Taxonomy particularly for the English passive voice, and
Contrastive Analysis Hypothesis was used to find out the similarity and the difference
between English and Indonesian passive voice. Language Teaching theory was used to
know the teaching and learning process and the important things that have to be
prepared prior the process. Those three theories were correlated since this study was
discussed about the understanding of the students in using English passive voice.
The data was taken from the field research in STIKOM Bali, particularly in
semester 1 students, intake year 2011, Dual Degree Program. There were 20 students as
the sample in this study. The method of collecting data was a quantitative method. The
data analysis in this study was the students‟ works, regarding to the forming of English
passive voice. The descriptive qualitative method was used in presenting the result of
data analysis.
There were 3 similarities and 2 differences between English and Indonesian
passive voice found in this study. In the part of the error analysis, there were 11
categories of error found in this study. The highest percentage of error was 31.3% in the
error category related to the „misformation of present perfect in passive voice‟. While,
the lowest percentage of error was 0.9% for the category of error related to the incorrect
use of past participle. Based on the Comparative Taxonomy, the source of students‟
error was Interlingual Error. Then, lesson plan was designed based on the findings of
the students‟ error categories and it is expected to help the students in understanding the
use of English passive voice in the future, in order to minimize the students‟ error.
.
Keywords: contrastive analysis, error analysis, linguistics category taxonomy, lesson
plan
iv
TABLE OF CONTENT
Page
INSIDE COVER
FULFILLMENT OF DEGREE ............................................................................ ii
APPROVAL SHEET ............................................................................................ iii
ESTABLISHMENT OF THE COMMITTEE OF EXAMINERS ....................... iv
ACKNOWLEDGEMENT .................................................................................... v
ABSTRAK ........................................................................................................... vi
ABSTRACT ......................................................................................................... vii
TABLE OF CONTENT ....................................................................................... ix
LIST OF TABLE .................................................................................................. xii
LIST OF FIGURE ................................................................................................ xiv
LIST OF APPENDICES ...................................................................................... xv
CHAPTER I INTRODUCTION ....................................................................... 1
1.1 Background ..................................................................................................... 1
1.2 Scope of Problem ........................................................................................... 4
1.3 Objective of the Study .................................................................................... 5
1.3.1 General Objectives ...................................................................................... 5
1.3.2 Specific Objectives ...................................................................................... 5
1.4 The Significance of the Study ........................................................................ 6
CHAPTER II LITERATURE REVIEW, CONCEPTS, THEORETICAL
FRAMEWORK, NAD RESEARCH MODEL ...................... 8
2.1 Literature Review ........................................................................................... 8
2.2 Concepts ......................................................................................................... 12
2.2.1. Concepts of English Passive Voice ............................................................ 12
2.2.2 Concepts of Error Analysis ......................................................................... 12
2.3 Theoretical Framework................................................................................... 13
2.3.1 English Grammar ......................................................................................... 14
2.3.1.1 English Verb ............................................................................................. 15
2.3.1.1.1 Finite or non-Finite ................................................................................ 16
2.3.1.1.2 Regular and Irregular Verb .................................................................... 17
2.3.1.1.3 Transitive and Intransitive Verbs .......................................................... 18
2.3.1.2 Verb Voice ................................................................................................ 19
2.3.2 Indonesia Grammar ..................................................................................... 28
2.3.3 Error Analysis .............................................................................................. 31
2.3.3.1 The Role of the First Language ................................................................ 32
2.3.3.2 The Contrastive Analysis Hypothesis ...................................................... 32
2.3.3.3 Surface Strategy Taxonomy ..................................................................... 35
2.3.3.4 Comparative Taxonomy ........................................................................... 39
2.3.3.5 The Error Analysis Movement ................................................................. 43
v
2.3.3.6 Error Types Based on Linguistic Category .............................................. 45
2.3.4 Language Teaching...................................................................................... 48
2.3.4.1 Two Approaches to Language Teaching .................................................. 50
2.3.4.2 Stages of Teaching and Learning ............................................................. 52
2.3.4.3 Teaching Pupils how to Aquire Language ............................................... 53
2.3.4.4 Correcting Errors in Written Composition ............................................... 54
2.4 Research Model .............................................................................................. 56
CHAPTER III RESEARCH METHOD .......................................................... 58
3.1 Research Design ............................................................................................. 58
3.2 Research Location .......................................................................................... 58
3.3 Data Source .................................................................................................... 59
3.4 Research Instrument ....................................................................................... 59
3.4.1 Test .............................................................................................................. 60
3.4.2 Note ............................................................................................................. 60
3.5 Method and Technique of Collecting Data..................................................... 60
3.6 Method and Technique of Analysing Data ..................................................... 61
3.7 Method and Technique of Presenting Data Analysis ..................................... 61
CHAPTER IV ANALYSIS AND DISCUSSION ............................................. 63
4.1 Contrastive Analysis between English and Indonesian Passive Voice .......... 63
4.2 Error in Linguistics Categories ....................................................................... 66
CHAPTER V SYLLABUS, MATERIALS, LESSON PLAN ......................... 85
5.1 Introduction .................................................................................................... 85
5.2 Syllabus Design .............................................................................................. 85
5.2.1 Needs Analysis ............................................................................................ 88
5.2.1.1 Profile of the Student ................................................................................ 88
5.2.1.2 Frame Factor Analysis .............................................................................. 89
5.3 Material ........................................................................................................... 90
5.4 Planning Lessons ............................................................................................ 91
CHAPTER VI CONCLUSION AND SUGGESTION .................................... 120
6.1 Conclusion ...................................................................................................... 120
6.2 Suggestion ...................................................................................................... 122
BLIBLIOGRAPHY ............................................................................................ 124
APPENDICES ..................................................................................................... 128
vi
List of Table
Page
Table 2.1 Transitive and Intransitive Verb ........................................................... 19
Table 2.2 Example of Active Voice into Passive Voice ...................................... 19
Table 2.3 Example of Active Voice into Passive Voice without „by‟ Phrase ...... 21
Table 2.4 Example of Direct and Indirect Object in Actie Voice into Passive
Voice .................................................................................................... 23
Table 2.5 Relations between Active and Passive Clause Types........................... 24
Table 4.1 The Differences and Similarities between English and Indonesian
Passive Voice ....................................................................................... 63 LEGALIZATION PAGE ii
Table 4.2 Incorrect Use of Past Participle ............................................................ 67
Table 4.3 Incorrect „be‟ ....................................................................................... 68
Table 4.4 Omission of „be‟ ................................................................................... 68
Table 4.5 Passive Order but Active Form ............................................................ 69
Table 4.6 Misformation of Simple Past in Passive Voice .................................... 71
Table 4.7 Misformation of Modal Verbs in Passive Voice .................................. 71
Table 4.8 Misformation of Present Continuous in Passive Voice ........................ 72
Table 4.9 Misformation of Conditional Passive Voice ........................................ 73
Table 4.10 Misformation of Future Tense „going to‟ in Passive Voice ............... 75
Table 4.11 Misformation of Passive Infinitives ................................................... 76
Table 4.12 Misformation of Present Perfect in Passive Voice ............................. 78
Table 4.13 Percentage of Error ............................................................................. 81
Table 5.1 Suggested Part of Syllabus ................................................................... 107
Table 5.2 Teaching Scenario ................................................................................ 111
Table 5.3 Suggested Part of Syllabus ................................................................... 114
Table 5.4 Teaching Scenario ................................................................................ 118
vii
List of Figure
Page
Figure 2.4 Research Model ................................................................................... 56
1
CHAPTER I
INTRODUCTION
1.1 Background
Nowadays the ability to use any foreign language is very important, especially
when finding a good job. English is one of the foreign languages and an international
language to master by people in order to get a job after graduating from college.
There are four skills in English; speaking, reading comprehension, listening, and
writing. These skills are importantly learned from the basic structure of the language.
As an international language, English is taught in many countries including
Indonesia. The English lecturers must be competent in the subject matter that they
teach and have to know the method of teaching English as a target language.
Therefore, the lecturers have to improve their knowledge of the target language and
the native language of the learners. Both of those languages have to be understood by
the lecturers prior to teaching target language.
The lecturers also have to find the best method to motivate the learners to
learn the target language. Besides, the Indonesian learners in learning English
language are frequently influenced by Indonesian structure and tend to transfer the
forms and meanings from Indonesian (native language) to English language. In
language acquisition, Weinrich (in Dulay et al. 1982: 99) explained that “the terms
„transfer‟ and „interference‟ are not synonymous: transfer usually refers to the
influence of the first language (L1) on the second language (L2) in both positive and
2
negative ways, whereas interference is usually used in negative sense, so it
corresponds to negative transfer. Interference supports this idea: Interferences are
those instances of deviation from the norms of either language which occur in the
speech of bilinguals as a result of their familiarity with more than one language, i.e.
as a result of language contact”.
According to the Contrastive Analysis hypothesis formulated by Lado (1957),
“Difficulties in acquiring a new (second) language are derived from the differences
between the new language and the native (first) language of a language user”. From
this phenomenon, they will meet many problems in learning the second language,
which, in this case, is English. For example, in terms of spelling, pronunciation,
structure, vocabulary, meaning, grammar, and so on. The uses of those terms are very
important in writing.
Writing becomes the most difficult skill to be mastered in learning language
particularly English. Before writing, the students have to be able to make sentences.
The structure of the English sentence might have some similarities and differences
from the first language of the students in this study, which is Indonesian language. In
sentence pattern of the target language, there are two types of verbs; they are called
intransitive and transitive verbs. In intransitive, the predicate or the verb is not
necessarily followed by any object or noun. On the other hand, in transitive verb, the
predicate or the verb is necessarily followed by object or noun. The transitive verb
has two voices; they are active and passive voices. In active voice, the object receives
3
the action of the verb. In passive voice, the subject receives the action of the verb.
Besides that, there are three types of verbs in English and each is used in different
condition and situation or it is usually called tenses. For the learners, to change the
active into passive voice of the target language is very confusing. They have to pay
attention to the verb used in active, which is different from the verb used in passive
voice. The students who learn English as the target language faced this particular
phenomenon.
Based on the test result of the students in Dual Degree Program STIKOM
Bali, particularly batch 5 students intake 2011, there was found many errors in their
writing of passive voice. For example, “The complaints should send by them to the
office”. Based on the example, the lecturer found that the students were confused in
writing English passive voice though they had been learning it previously. This
problem also may be happened because of the failure in teaching this material to the
students.
Dulay (1982: 138) mentions that the Error analysis has yielded insight into
L2 acquisition process that has stimulated major changes in teaching practices. The
students were expected to be able to write in English passive voice. As the stimulus,
the students were given English sentences in active form and they were asked to write
them again using the structure of passive voice. Those students‟ works were used as
the preliminary data, which were analyzed to find and identify the errors made by the
students.
4
Based on the above phenomena, this study attempted to find the category of
the students‟ errors in forming the English passive voice. Prediction regarding to the
cause of the error was also important to be done in this study. Based on the
comparison between English and Indonesian passive voice, the cause of the errors
were clearly seen, and the difficulties faced by the students could be recognized and
categorized. Lado (1957) suggests that difficulties in acquiring a new (second)
language are derived from the differences between the new language and the native
(first) language of a language learner. In this regard, errors potentially made by
learners of a second language are predicted from the interference of the native
language. Such a phenomenon is usually known as a negative transfer.
1.2 Scope of Problem
Based on the ideas of the above background, it is obvious that learning target
language, which in this case, is English, will tend to lead to some problems for the
learners particularly in the use the English passive voice. The present study attempted
to investigate the problems formulated as below:
1. What is the similarity and difference between English and Indonesian passive
voice?
2. What are the problems faced by the students in Dual Degree Program of
STIKOM Bali in using English passive voice?
5
3. How to design an effective lesson plans in teaching English passive voice to
the students in Dual Degree Program of STIKOM Bali?
1.3 Objective of the Study
The objective should be related to the research problems. Based on the above
scope of the study, there are two objectives in this study; they are general objectives
and specific objectives. The general objective is the general term to be achieved by
the researcher in the study, while the specific objective systematically addresses the
problems of the study and logically connect parts of the general objectives. These two
objectives should specify the purpose of the study.
1.3.1 General Objectives
The general objective of this study is to help the English lecturer teach
English passive voice to the non-native students by offering the lesson plan to be
applied. It also attempts to help the students understand the construction of English
passive voice.
1.3.2 Specific Objectives
Based on the scope of the study above, there are three specific objectives of
this study as follows:
6
1. to find the similarity and the difference between English and Indonesian
passive voice;
2. to find out and attempt to identify the problems faced by the students in Dual
Degree Program of STIKOM Bali in learning English passive voice;
3. to find out how to design an effective lesson plan in teaching English passive
voice to the students in Dual Degree Program of STIKOM Bali.
1.4 The Significance of the Study
The important thing in conducting research is that the result is expected to be
significant in teaching and learning target language, which, in this case, is the English
language. This study deals with passive voice in teaching and learning English
language. The result is expected to give some solutions to the problems faced by the
Indonesian learners in learning English passive voice.
Firstly, to the lecturer, the result of this study can be applied as an alternative
in teaching English passive voice to Indonesian students. Every subject has a syllabus
to help the lecturer prepare the material before starting teaching. In the syllabus, the
subject code, prerequisite, subject overview, subject objective, assessment, teaching
strategies, and the subject schedule are clearly mentioned. The lecturer can prepare
the lesson plan of each material according to the syllabus. From the finding of this
study the writer attempts to design the lesson plan particularly in the scope of passive
7
voice and expects that the lesson plan can simultaneously improve the learning
process.
Secondly, the findings of this study are expected to give significant
information particularly to those who are interested in teaching and learning English
especially the passive voice. It is hoped through this study that the learner will think
that this topic in learning English language is not difficult to learn. Another important
thing is that they can improve their understanding of the use of passive voice in a
sentence and do exercise regularly to optimize it.
Thirdly, the research in applied linguistics is needed, especially in teaching
and learning second language. The results through applied linguistics studies are
expected to inspire other people to find the easiest way to learn the second language
for the Indonesian learners. Recently English language has been very important; if
someone knows English and can communicate in English language it means that he
has a credibility and big chance to go internationally.
8
CHAPTER II
LITERATURE REVIEW, CONCEPTS, THEORETICAL FRAMEWORK,
AND RESEARCH MODEL
2.1 Literature Review
There were some related thesis and articles briefly reviewed to support this
study: (1) Sadiyani (2011) “The Translation of Indonesian Passive Voice into English
with Reference to “Bawang Merah dan Bawang Putih” and Its Translation “Miss
Onion and Miss Garlic”, (2) Wang (2010) “Classification and SLA Studies of Passive
Voice”, (3) Samra (2003) “An Analysis of Errors in Arabic Speakers‟ English
Writings”, Purwati (2011) “Error Analysis on Students‟ Writing”.
Sadiyani, in her research “The Translation of Indonesian Passive Voice into
English with Reference to “Bawang Merah dan Bawang Putih” and Its Translation “Miss
Onion and Miss Garlic” describes the passive in Indonesian which can be identified in
SL. Most of them are marked by prefix di- (prefix di- + verb base + agent phrase;
prefix di- + verb base + suffix + agent phrase); several are marked by the prefix ter-
attached to adjective and noun (prefix ter- + verb base / adjective/noun) and there are
more passives which are not marked either by the prefix di- or prefix ter-. In
translating Indonesian passives into English shifts inevitably take place on
grammatical level, above all, on the aspect of tenses, since English has several tenses
whereas Indonesian does not. Nearly all Indonesian passive voices which are formed
by: (1) prefix di- + Verb base data; (2) prefix di- + Verb base + Suffix; and (3) prefix
9
ter- + verb base/Adjective/noun which are translated into past tense with either (1) Be
+ Past participle or (2) S + P (Verb II) + O). This research gives a meaningful
contribution to the form of the passive voice though it discussed about the translation
between Indonesian passive voice into English passive voice, that differentiate it from
the current study which is analyzing the students‟ error in using English passive
voice.
Wang (2010), in Classification and SLA Studies of Passive Voice in the
Journal of Language Teaching and Research Volume 1 No.6 focuses on the
classification of passive voice and presents the historical views on the research of
passive voice from the point of second language acquisition. It clearly defined here
that the passive voice is not a derivative of active voice, which is the outcome of
people‟s different meaning expression. Passive voice describes the whole process of a
certain event from the patient‟s point of view. It is marked form of voice. Wang
mentions that there are three markers in passive voice, be, -ed, and by, which has its
meaning and significance respectively. The typical passive could be classified into
two categories, passive with agent and passive without agent, or, agentive passive and
non-agentive passive. In the non-agentive passive, the agent will not appear but will
be implicit in the context. Second Language Acquisition explores passive voice
construction mainly originated from the late 1970s, when two influential notions were
proposed, and paved the way of studying passive construction from the perspective of
10
SLA. This previous research gives meaningful contribution to the definition and types
of passive voice in this current study.
Samra (2003) describes in his research that as for the writing rules and
conventions, these need to be “enforced” much earlier. According to him, “All
lecturers (from grade 1 and on) would need to get together in order to try to solve the
problem”. He suggested a few error analysis exercises and Team Work in class to get
the students to work in groups on their projects that they would have to practice
together their oral presentations, and speak English with each other instead of Arabic.
Besides that, the students would, hopefully correct each other‟s mistakes. He said that
the objective tests would help the students be more accurate, but still, nothing can
replace Essay Writing itself in order to improve writing. The project that need to be
presented, such as, assignments, are good, but not enough. It is better for the students
to write in class, at home, or in their journals. They need to be given some well-
defined Essay Writing Rules and some samples of their writings need to be
transcribed and distributed to them for correction and analysis. The students would be
learning from their mistakes. In addition, he implement, this study attempted to
identify, describe, categorize, and diagnose the errors in English essay writing of the
Arabic speaking Brevet students. Most of the errors are caused by an over application
of L2. Lecturers need to incite the students to speak English at home and with their
friends in order to reduce the number of mistakes due to Negative L1 transfer, but
still also need to try to teach more effectively the rules and conventions things of
11
writing. This research gives meaningful contribution to the study, that is, on the
procedure to identify the students‟ writing.
The purpose of the thesis written by Purwati (2011) was to find out the types
of students‟ errors in English writing. The research used some theories proposed by
Politzer and Ramirez, Burt and Kiparsky, regarding the Linguistic Category
Taxonomy to discuss and analyze the type of linguistic error. The theory of
Comparative Taxonomy was used to discuss the steps of errors using the descriptive
qualitative method in describing the result. Based on the discussion of the research,
there is a tendency that the longer the writing students make, the more errors they will
make. From 142 errors the students made in their writing, 64.5% was developmental
error, 28.1% was interlingual error, and the rest, 7.7%, was other error. This fact
supports the so far research in error analysis of second language acquisition that the
second language learners‟ errors are of developmental kinds. The interlingual errors
that happened in this research were mostly in the noun phrase and simple past tense.
In Indonesian, the simple past tense is formed in the construction of simple present.
In line with the finding, the lecturers and curriculum developers should pay attention
to this, and it is suggested that they pay attention to the errors found in this research.
This research gives meaningful contribution to the current study that is on the
category of errors of the students‟ writing based on the theory used in this study.
12
2.2. Concepts
Concepts are the components of the theory used in this study. Based on the
title of this study, „The Problem in Using English Passive Voice Faced by the
Students of Dual Degree Program of STIKOM Bali‟, there are two significant aspects
which are explained briefly. The concepts that need to be clarified here are English
passive voice, and Error Analysis.
2.2.1 The Concept of English Passive Voice
Eckersley and Eckersley (1960: 219) said that, if the person or thing denoted
by the subject of a sentence is the receiver or sufferer of the action, then that form of
the verb is the Passive Voice, e.g. “The ball was kicked by the boy”.
According to Quirk et. al (1985: 58);
In all passive clause types, the agent by-phrase, which incorporates a noun
phrase equivalent to the subject of the corresponding active clause, has the
structural status of an optional adverbial. Even when the agent by-phrase is
absent, however, there is an implication of its presence at the level of
meaning. In this sense, the agent by-phrase acts as complementation of the
passive verb.
2.2.2 The Concept of Error Analysis
Error Analysis is a comparative process. Therefore, in order to describe the
errors a special case of CA is used, and synonymous utterances are compaared in the
learner‟s dialect and the target language; in the other words, “erroneous utterances”
and “reconstructed utterance” are compared (Corder 1973). In order to understand
13
the process of L2 learning, the mistakes that the person made in the process of
constructing a new system of language should be analyzed carefully.
Since the errors of performance are known to be systematic, the lecturers of
English should be aware of the system of errors. Errors provide feedback; they tell the
lecturer something about the effectiveness of his teaching materials and his teaching
techniques, and show him what parts of the syllabus he has been following or taught
and need further attention. Error Analysis can be very useful device in foreign-
language teaching. The frequency counts of errors supported by the solutions of CA
can be helpful in setting up teaching priorities.
2.3 Theoretical Framework
The next significant thing in doing the study was the theoretical framework.
This part gave the explanation to the theories used in this study. The theories used in
this study must be able to answer the problems of the study. Since there are three
problems in the present study, the main theories used here are three main theories.
They are the theory of English grammar, the theory of error analysis, and the theory
of language teaching.
Theory of English grammar was taken from the book of A Comprehensive of
English Grammar (Eckersley: 1960) and A Comprehensive Grammar of the English
Language (Quirk: 1985) were used in this study to support the problem of number
one. These theories gave the explanation regarding to the type of verb, which was
14
very important in making a sentence and gave the explanation regarding to the
English passive vice.
While, the theory of error analysis that was taken from the book of Language
Two (Dulay: 1982) was used to support the problem number two, that is, to find out
the problems of the students in their writing assignment as the data in this study.
Besides that, this theory was also used to know the category of the students‟ error and
recognize the source of the error.
Then, to support the problem number three, that is, to help in designing the
syllabus and lesson plan was taken from the theory of language teaching. This theory
was used to explain how to make syllabus and lesson plan in detail. From this theory,
it was hoped that the writer able to design the syllabus and lesson plan based on the
students‟ need.
2.3.1 English Grammar
According to Quirk (1985: 37-47), “Grammar is a complex system, the parts
of which cannot be properly explained in abstraction from the whole. In this sense, all
parts of grammar are mutually defining, and there is no simple linear path we can
take in explaining one part in terms of another”. He also states that;
It is usually assumed that the sentence is the highest-ranking unit of grammar,
and hence that the purpose of a grammatical description of English is to
define, by means of whatever descriptive apparatus may be necessary (rules,
categories, etc.), what counts as a grammatical sentence in English. To give a
realistic presentation of English grammar, we, therefore, have to abandon neat
boundaries, and to accept that grammar is a linguistic „core‟, round which
15
other aspects of linguistic organization and usage are integrated. Our
intention, therefore, is to take a broad interpretation of grammar, which
impinge on the discussion of grammatical rules and categories.
One of the important aspects in the process of learning the second language is
the mastery of grammar. Particularly, in this study, the students have to learn when to
use regular and irregular verbs, tenses, and „to be‟ in forming the English passive
voice.
2.3.1.1 English Verb
Eckersley (1960: 143) said that, though to have a sentence without a verb is
possible, it is true that, in the great majority of sentences, the verb is the word that
plays the most important part. It is primarily the „action‟ word in a sentence; the term
„action‟ embracing not only the meaning „doing an action‟ but also „having an action
done to a person or thing‟, nor must it excludes the absence of action, the idea of
„being in a state of rest‟. This conception is expressed, more or less in the traditional
definitions of a verb.
He also said that a verb is a word for saying something. It is about some
person or thing. Verbs also have certain features that are not shared by the other parts
of speech. They have forms that indicate the time of an action (present, past or
future). The verbs also can indicate the duration, completeness or incompleteness of
an action. They can show whether a person or thing is doing or receiving an action.
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Apart from that, they can even express, in certain cases, the emotional attitude of the
speaker towards the action. Apart from that, they indicate gender, comparison or case.
From the above explanation, therefore, English verb takes an important role in
making and understanding the sentence.
2.3.1.1.1 Finite or non-finites
Eckersley (1960: 143) said that the form of the verb that can form the
predicate by themselves are finite verbs. On the other hand, the ones that cannot are
non-finite verbs. He also mentions that the non-finites are the infinitives (e.g. to
speak, to write, to do, to have spoken, to have written, to have been, etc.) the present
participles and gerunds, (e.g. writing, speaking, being), and the past participles
(written, spoken, been). All other parts of verbs are finite. Most English verbs have
four inflectional forms, e.g. walk- walks – walked- walking. Some have five, e.g. give
– gives – gave, given – giving. No verb has more than five except be (be, am, is, are,
being, been, was, were). Some have only three e.g. put – puts – putting; can has only
two can – could and must has no other forms. According to him, there are three
fundamental forms (the „principle parts‟), they are the infinitive or present simple
tense, the simple past tense, and the past participle. From these the other forms of the
verb can be made. The past participle is used with various parts of the verb to be to
form the passive voice, and with the verb have to form the perfect tense.
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2.3.1.1.2 Regular and Irregular Verb
According to Eckersley (1960: 144), “All English verbs belong to one or two
conjugations; they are either Regular of Irregular verb”. He also stated that regular
verbs are those that form their past tense and past participle by adding –ed to the
present tense and this ending is pronounced [t] if the root of the verb ends in a
voiceless consonant sound other than [t].
On the other hand, irregular verbs form their past tense and past participle
generally by a change of vowel, e.g. give – gave – given. Here, some spelling
changes should be noted in the formation of past tense, present participle (and
gerund).
a. Verbs ending in e add d only for their past tense, e.g. dance – danced, love – loved.
This e is omitted before –ing in the present participle and gerund, e.g. dancing,
loving, etc.
b. Verbs that end in –ie change this to –y before –ing: so to die has the present
participle dying.
c. Verbs that end in y preceded by a consonant change the y to i before –ed, e.g.
marry – married.
d. The final consonant letter is doubled before –ed and –ing if the consonant is
single, preceded by a single vowel letter, and if the verb is monosyllable or
stressed on the last syllable, e.g. fit – fitted; control – controlled. Verbs ending in –
18
l double the final consonant even when the last syllable is not stressed , e.g. travel
– travelled.
e. The form to singe (=to burn slightly) is singeing, compared to singing (from the
verb to sing).
2.3.1.1.3 Transitive and Intransitive Verb
According to Eckersley (1960: 154), “An action expressed by a verb may pass
over from a subject to an object, for example, in the sentence „I hit the ball‟, the
action of „hitting‟ is not confined to the doer only, but goes over from I to the ball.
When the action is expressed by the verb goes from a subject to an object, that verb is
called a Transitive verb”.
In the sentences: The sun rose; the child cried; a leaf fell, the actions do not
go beyond the persons or objects performing them. These verbs, as used in these
sentences, have no objects. They are Intransitive verbs.
The only object that an intransitive verb can have is a cognate object, i.e. an
object already implied more or less in the verb itself. Quite often, the same verb may
be used transitively or intransitively. The following table is the example of
Intransitive and Transitive taken from the book A Comprehensive of English
Grammar (1960: 154).
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Table 2.1 Transitive and Intransitive Verbs
Intransitive Transitive
The bell rings. The waiter rings the bell.
The window broke with the frost. The burglar broke the window.
The door opened. Tom opened the door.
Things have changed since I saw you. I will go and change my clothes.
Time passes slowly when you are alone. Will you pass the salt please?
My watch has stopped. The driver stopped the car.
The class begins at 9 o‟clock. He began his speech with a humorous
story.
2.3.1.2 Verb Voice
According to Eckersley (1960: 219-224), “If the person or thing denoted by
the subject of a sentence is the doer of the action, then that form of the verb is the
active voice, e.g”.
The man kicked the ball. (Active Voice)
If the person or thing denoted by the subject of a sentence is the receiver or sufferer
of the action, then that form of the verb is the Passive Voice, e.g.
The ball was kicked by the man. (Passive Voice)
The passive voice is formed using the appropriate tense of the verb to be + the past
participle of the verb. According to Eckersley (1960: 220), the following table is the
examples of Active voice, which is changed into Passive voice:
Table 2.2 Example of Active Voice into Passive Voice
Tense Active Voice Passive Voice
Present Simple Mr. Brown teaches this class. This class is taught by
Mr.Brown.
Present Continuous Mr. Brown is teaching this
class.
This class is being taught by
Mr.Brown.
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Present Perfect Mr. Brown has taught this
class.
This class has been taught by
Mr.Brown.
Past Simple Mr. Brown taught this class. This class was taught by Mr.
Brown.
Past Continuous Mr. Brown was teaching this
class.
This class was being taught by
Mr. Brown.
Past Perfect Mr. Brown had taught this
class.
This class had been taught by
Mr.Brown.
Future Simple Mr. Brown will teach this
class.
This class will be taught by Mr.
brown
Future Continuous Mr. Brown will be teaching
this class.
This class will be being taught
by Mr. Brown.
Future Perfect Mr. Brown will have taught
this class.
This class will have been
taught by Mr. Brown.
Note that the passive may have the same form as be + past participle (used
adjectivally), e.g.
The tree was uprooted by the wind. (Passive Voice)
The tree was uprooted when we saw it. (be + Past Participle)
The passive is not merely a formal variant of the active voice; the passive can replace
the active without any change of meaning; there is a difference in emphasis. The
subject of the sentence is the main point of interest; the passive voice is the
grammatical device that gives the object of a transitive verb prominence by making it
the subject. So, when we want to place the emphasis on the performer of the action,
we generally use the active voice; when we want to place the emphasis on the action,
or on the receiver of the action, we use the passive voice. Thus, in the sentence:
John is cleaning the class. (Active Voice)
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Our point of interest is primarily „John‟. The sentence is the answer to some
questions like: „What is John doing?‟
In the sentence:
The class is being cleaned by John. (Passive Voice)
The emphasis is now on „the „class‟ and the fact that it is being cleaned. This sentence
is perhaps the answer to the question: „What is happening to the class?‟ We are not
concerned with who is cleaning it; quite often, we should omit all reference to the
agent (i.e. the person or thing that performs the action) and simply say: „The class is
being cleaned.‟ This is particularly the case where the agent is vague, unimportant, or
unknown. In many other cases, when the active construction is changed into the
passive, it is better to omit the agent. For example, when turning the following
sentence from the active voice to passive voice:
People in Brazil speak Portuguese.
The answer should be:
Portuguese is spoken in Brazil. NOT:
Portuguese is spoken in Brazil by people.
According to Eckersley (1960: 221), the following table of examples will further
illustrate this point:
Table 2.3 Example of Active Voice into Passive Voice without by Phrase
Active Passive
No one has used that door for twenty
years.
That door hasn‟t been used for twenty
years.
Readers must not take away books in the Books in the reference library must not
22
reference library. be taken away.
Someone stole my watch this morning. My watch was stolen this morning.
We use pure butter in these cakes. Pure butter is used in these cakes.
They make cotton goods in Lancashire. Cotton goods are made in Lancashire.
Have you fed the chicken yet? Have the chicken been fed yet?
The above table shows that only the transitive verbs that can be used in
passive voice. The verbs of Incomplete Predication such as seem, be, become, etc.,
can never be used in passive; e.g. He became King could never have a passive form
such as A king was become by him. Certain intransitive verbs can be made into
transitive ones by the addition of a preposition. These verbs can be used in the
passive voice, e.g.
His plan was laughed at by everyone who heard it.
That is a famous bed; it was slept in by Queen Elizabeth I.
The child will be cared for while she is away.
I believe the house was deliberately set fire to.
Such success was never dreamed of when we first started.
Though all transitive verbs can theoretically be made passive, there are cases
where, in practice, the passive would not be used, for example:
He had a good breakfast before he went to work.
would not be used passively as:
A good breakfast was had by him….
Some verbs, such as give, tell, show, lend, get, write, sell, buy, bring, make,
fetch, promise, teach, take two objects, one usually standing for a person, the other
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for a thing. The word for the person is INDIRECT OBJECT and is the first of the two
objects; the word for the thing is DIRECT OBJECT, e.g. He sold us (indirect) his
house (direct). Here, us means „to us‟. His mother made Tom (indirect) a cake. Here
Tom= „for Tom‟.
Further examples:
He told me a story. I showed him my new car. He gave me some good advice.
You owe him fifty pence. She taught him French. They promised Henry a
bicycle for his birthday.
If a sentence containing two objects is expressed in the passive voice, either of
those objects may become the subject, though it is perhaps more usual to make the
personal object the subject of the passive voice, Eckersley (1960: 222). The following
table exemplifies this:
Table 2.4 The Example of Direct and Indirect Object in Active Voice into
Passive Voice
Active Passive
The Prime Minister offered him a
post in the Cabinet.
(1) He was offered a post in the
Cabinet.
(2) A post in the cabinet was offered
to him.
They awarded him the Nobel Peace
Prize in 1951.
(1) He was awarded the Nobel Peace
Prize in 1951.
(2) The Nobel Peace Prize was
awarded him in 1951.
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Note that in the above examples the agent with by is omitted. The construction
by + agent would be unnatural and unnecessary in sentences like these, where the
„doer„ is either clear from the meaning of the sentence, or is not of interest to us.
Related to the active and passive structure, Quirk et.al.(1985: 57) state
“Clauses containing a noun phrase as object are distinguished by the fact that they are
usually matched by passive clauses, in which the object noun phrase now appears as
subject (Vpass = passive verb phrase). As type SVOO clauses have two objects, they
can often have two passive forms – one in which the indirect objects becomes the
subject, and another in which the direct object becomes subject”. The following table
illustrates the above explanation.
Table 2.5 Relations between Active and Passive Clause Types
Type SVO
SVOd ~ A number of people saw the accident
SVpass (A) ~ The accident was seen (by a number of people)
Type SVOO
SVOiOd ~ My mother gave me this watch
SVpassOd(A)
SVpassOi(A)
(1) ~ I was given this watch (by my father)
(2) ~ This watch was given (to) me. (by my father)
Type SVOC
SVOdCo ~ Queen Victoria considered him a genius
SVpassCs (A) ~ He was considered a genius (by Queen Victoria)
Type SVOA
SVOdAo~ An intruder must have placed the ladder there
SVpassAs(A) ~ The ladder must have been placed there (by an
intruder)
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The infinitive without to
In the active voice some verbs are followed by the infinitive without to. In the
passive we use most such verbs with the infinitive with to.
Active: We saw them come. She made him do it.
Passive: They were seen to come. He was made to do it.
Note for this sentence:
Active: They let us go.
Passive: „We were let go‟ there is no „We were let to go‟.
Infinitive constructions after passive verbs
a) After acknowledge, assume, believe, claim, consider, estimate, feel,
find, know, presume, report, say, think, understand etc.
Sentences of the type People consider/ know/ think etc. that he is…
Have two possible passive forms:
It is considered/known/thought etc. that he is…
He is considered/known/thought etc. to be…
Similarly:
People said that he was jealous of her = It was said that he
was or He was said to be jealous of her.
The infinitive construction is the neater of two. It is chiefly used with
to be though other infinitives can sometimes be used:
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He is thought to have information which will be useful to the
police.
When the thought concerns a previous action we use the perfect
infinitive so that:
People believed that he was= It was believed that he was or He
was believed to be …
b) After suppose
1. suppose in the passive can be followed by the present
infinitive of any verb but this construction usually conveys an
idea of duty and is not therefore the normal equivalent of
suppose in the active:
You are supposed to know how to drive= It is your duty
to know/ You should know how to drive.
Though He is supposed to be in Paris could mean either „He
ought to be there‟ or „People suppose he is there‟ or to say
what is planned or arranged (and this is often different from
what really happens).
2. suppose in the passive can similarly be followed by the perfect
infinitive of any verb. This construction may convey an idea of
duty but very often does not:
27
You are supposed to have finished=You should have finished
but
He is supposed to have escaped disguised as a woman= People
suppose that he escaped etc.
c) The continuous infinitive can be used after the passive of believe,
know, report, say, suppose, think, understand:
He is believed/known/said/supposed/thought to be living
abroad=People believe/know/say/suppose/think that he is
living abroad.
You are supposed to be working = You should be working
The perfect form of the continuous infinitive is also possible:
He is believed to have been waiting for a message=People
believed that he was waiting for a message.
You are supposed to have been working=You should have been
working.
Passive with conditional:
I would be very frightened if someone pointed a gun at me.
Passive voice with gerund:
As a head sentence
Being taken to the museum, the children learn the historical things.
As an object
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She does not like being loved by him.
As an adjective
She was annoyed by the dog‟s barking all night.
Sometimes can use get in passive:
Sometimes we can use get in passive. This passive is about an action that was
not planned before. Below is the example:
The woman got hurt by the accident.
2.3.2. Indonesian Grammar
Besides the theory of English Grammar, it was also important to know the
theory of Indonesian Grammar, particularly the Indonesian passive form, since the
students‟ first language is Indonesian language and this theory supported the problem
number 1. According to Alwi (1988), the active and passive sentence deals with some
important things: (1) type of the verb as predicate, (2) subject and object, and (3) the
verb form used. In the book of Tata Bahasa Baku Bahasa Indonesia (1993: 279-280),
there are two ways of changing the active sentence into passive sentence: (1) using a
verb with the prefix di- and (2) using a verb without the prefix di-. These are the
ways:
1. The first way:
a. Exchange the position of the subject and the object;
Example:
29
Pak Toha mengangkat seorang asisten baru.
S O
becomes:
Seorang asisten baru mengangkat Pak Toha.
S O
In the above first step, the Object of the active sentence already became
the Subject of the passive sentence, but the verb of the active form hasn‟t
changed yet into verb of passive form.
b. Change the prefix meng- into di- on the predicate;
Example:
Seorang asisten baru diangkat Pak Toha.
c. Add „oleh‟ in front of the object.
Example:
Seorang asisten baru diangkat (oleh) Pak Toha.
2. The second way:
If the doer is the „pronomina persona‟ such as, aku, saya, kami, kita, ku-,
engkau, kamu, anda, and mereka, this step of rule can be used.
a. Change the order of SPO into OSP;
Example:
Aku sudah mencuci mobil itu.
becomes:
Mobil itu aku sudah mencuci.
b. Eliminate the prefix meng- from its predicate;
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Example:
Mobil itu aku sudah cuci.
c. Make the position of the subject and the predicate closer if the verb is
previously followed by the word „akan, tidak, telah, sudah‟, etc. Those
words must be placed before the subject; and
Example:
Mobil itu sudah aku cuci.
d. Change „aku into ku-, engkau into kau-„.
Example:
Mobil itu sudah kucuci.
If the subject of the active sentence is „the third person plural‟ or a nickname,
this is the way to change it into passive sentence:
Example:
a. Mereka akan membersihkan ruangan ini.
b. Ruangan ini akan dibersihkan (oleh) mereka.
Ruangan ini akan mereka bersihkan.
There is another passive meaning for the activity that accidentally happened and was
not planned previously. For this meaning, the prefix ter- is needed.
For example:
Penumpang bus itu terlempar keluar.
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2.3.3 Error Analysis
Theory of Error Analysis was used to support the problem number 2 in this
study. This theory was used to find the students‟ problems in forming the English
passive voice. According to Dulay et.al (1982: 138-141) errors are the flawed side of
learner speech or writing. They are those parts of conversation or composition that
deviate from some selected norm of mature language performance. Lecturers and
mothers who have waged long against their students‟ or children‟s language errors
have come to realize that making errors is an inevitable part of learning.
People cannot learn language without first systematically committing errors.
Studying learners‟ errors serves two major purposes:
1. It provides data from which inferences about the nature of the language
learning process can be made.
2. It indicates to lecturers and curriculum developers that error types detract
most from a learner‟s ability to communicate effectively.
According to Corder (1973: 256-257), “All learners make mistakes. This is
not confined to language learners. We all make mistakes when we are speaking our
mother tongue. They often cause a certain amount of merriment. Whether we bother
to correct ourselves or not seems to depend on whether we think our hearers have
noticed, and how urgently we want to get on with what we are saying. The important
point for our present purpose is that we know how to correct them; we can recognize
our own mistakes for what they are.” He also states, “The most obvious practical use
32
of the analysis of errors is to the lecturer. Errors provide feedback; they tell the
lecturer something about the effectiveness of his teaching materials and his teaching
techniques, and show him what parts of the syllabus he has been following have been
inadequately learned or taught and need further attention.” Based on this theory, error
analysis is very important to be conducted in order to find out the problems of the
students in learning the target language particularly on the English passive voice.
2.3.3.1 The Role of the First Language
According to Dulay et.al (1982: 96), “The first language has been long
considered the villain in second language learning, the major cause of a learner‟s
problems with the new language”. He also states that in recent years, however, data
have accumulated that place the L2 learner‟s first language in a more respectable,
sometimes even valuable, place in the scheme of things. The first language is no
longer considered an annoying „interference‟ in a learner‟s effort to acquire a second
language. To a large extent, controversies over the role of the first language in a
second language acquisition have resulted from vague and varying uses of the terms
„interference‟ and „transfer‟.
2.3.3.2 The Contrastive Analysis Hypothesis
According to Dulay et.al (1982: 96-97), “The Contrastive Analysis hypothesis
held away over the field of applied linguistics and second language teaching for over
33
two decades. Even though it is currently giving way to a more positive view of the
rule of the first language in second language acquisition, it is useful to understand the
theories which shaped so much early linguistic research and which therefore underlie
much current L2 teaching methodology and materials”.
He also states that Contrastive analysis (CA) took the position where the
learner‟s first language „Interference‟ with his or her acquisition of a second
language, therefore, comprises the major obstacle to successful mastery of the new
language. The CA hypothesis held that where the structures in the L1 differed from
those in L2, errors that reflected the structure of L1 would be produced. Similarly,
„positive transfer‟ refers to the automatic use of the L1 structures in both languages,
resulting in correct utterances. Following this reasoning, linguists thought a
comparison of a learner‟s L1 and L2 contrastive analysis should reveal areas of
difficulty for L2 students, thereby providing lecturers and developers of L2 materials
with specific guidelines for lesson planning.
The enthusiasm for contrastive analysis in foreign language teaching can be
traced to Charles Fries who wrote in 1945: „The most effective materials are those
that are based upon a scientific description of the language to be learned, carefully
compared with a parallel description of the native language of the learner‟ (p.9).
Further, in a foreword to Lado‟s famous treatise on the topic (Lado, 1957), Fries
stated „Learning a second language therefore constitutes a very different task from
learning the first language. The basic problems arise not out of any essential difficulty
34
in the features of the new language themselves but primarily out of the special „set‟
created by the first language habits‟ (Fries, 1957). A large part of the rationale for the
CA hypothesis was drawn from the principles of behaviourist (stimulus-response)
psychology that were the accepted learning principles at that time, but which have
since been shown inadequate to explain language learning. Researchers have found
that like L1 learners‟ errors, most of the errors L2 learners make indicate they are
gradually building an L2 rule system, and the following is the most common errors:
1. Omitting grammatical morphemes, which are items that do not contribute
much to the meaning of sentence, as in „He hit car'.
2. Double marking a sentence feature (e.g. past tense) when only one marker is
required, as in „She didn‟t went back‟.
3. Regularizing rules, as in womans for women.
4. Using archiforms, one form in place of several-such as the use of her for
both she and her, as in „I see her yesterday. Her dance with my brother‟.
5. Using two or more forms in random alternation even though the language
requires the use of each only under certain conditions, as in the random use of
he and she regardless of the gender of the person of interest.
6. Misordering items in constructions that require a reversal of word-order rules
that had been previously acquired, as in „What you are doing?‟, or misplacing
items that may be correctly placed in more than one place in the sentence, as
in „They are all the time late‟.
35
2.3.3.3 Surface Strategy Taxonomy
According to Dulay et. al. (1982: 151-154), “A surface strategy taxonomy
highlights the ways surface structures are altered. Learners may omit necessary items
or add unnecessary ones, they may misform items or misorder them”. Analyzing
errors from a surface strategy perspective holds much promise for researchers
concerned with identifying cognitive processes that underlie the learner‟s
reconstruction of the new language. It also makes us aware that learners‟ errors are
based on some logic. They are not the result of laziness or sloppy thinking but of the
learner‟s use of interim principles to produce a new language.
1. Omission
According to Dulay et. al. (1982: 154), “Omission errors are characterized by
the absence of an item that must appear in a well-formed utterance. Although any
morpheme or word in a sentence is a potential candidate for omission, some types of
morphemes are omitted more than others”.
He also states that content morphemes carry the bulk of the referential
meaning of a sentence: nouns, verbs, adjectives, adverbs. It can be seen from the
following example:
Mila is the president of the new company.
The words, Mila, president, new and company, are the content morphemes that carry
the burden of meaning. If one heard
36
Mila president new company.
One could deduce a meaningful sentence, while if one heard
is the of the
one couldn‟t even begin to guess what the speaker might have had in mind.
Do those little words play a minor role in conveying the meaning of a
sentence? They include noun and verb inflections (the –s in birds, the –s in Mother‟s,
the –ed in looked, the –ing in laughing, etc); articles (a, the, etc); verb auxiliaries (is,
will, can, etc.); (is, was, am, etc.); and prepositions (in, on, under, etc.). Language
learners omit grammatical morphemes much more frequently than content words.
Within the set of grammatical morphemes, however, some are likely to be omitted for
much longer time than others are.
2. Additions
According to Dulay et. al. (1982: 156), “Addition errors are the opposite of
omissions. They are characterized by the presence of an item which must not appear
in a well-formed utterance”.
There are three types of addition errors that have been observed in the speech
of both L1 and L2 learners: double markings, regularization, and simple additions.
These errors are good indicators that some basic rules have been acquired, but that the
refinements have not yet been made.
37
a. Double Marking: Many addition errors are more accurately described as the
failure to delete certain items which are required in some linguistic
constructions, but not in others.
b. Regularization: A rule typically applied to a class of linguistic items, such as
the class of main verbs or the class of nouns. In most languages, however,
some members of a class are exceptions to the rule.
c. Simple Addition: Errors are the „grab bag‟ subcategory of additions. If an
addition error is neither a double marking nor regularization, it is called a
simple addition.
3. Misformation
According to Dulay et. al. (1982: 158), “Misformation errors are characterized
by the use of the wrong form of the morpheme or structure. While in omission errors
the item is not supplied at all, in malformation errors the learner supplies something
although it is incorrect”. The following sentence is the example:
The cat eated the mouse.
A past tense marker was supplied by the learner, it is not just the right one.
As in the case of additions, misformations are usually not random. Thus far
three types of malformations have been frequently reported in the literature (1)
regularization, (2) archi-forms, and (alternating forms).
a. Regularization Errors that fall under the misformation category are those in
which a regular marker is used in place of an irregular one, as in runned for
38
run or gooses for geese of overregulartzation errors observed in the verbal
production of child L2 learners. Learners also commonly make regularization
errors in the comprehension of grammar.
b. Archi-forms The selection of one member of a class of forms to represent
others in the class is a common characteristic of all stages of second language
acquisition. We have called the form selected by the learner an archi-form.
For example, a learner may temporarily select just one of the English
demonstrative adjectives this, that, these, and those, to do the work for several
of them:
that dog
that dogs
For this learner, the archi-demonstrative adjective represents the entire class
of demonstrative adjectives.
c. Alternating Forms As the learner‟s vocabulary and grammar grow, the use
of archi-forms often gives way to the apparently fairly free alternation of
various member of a class with each other. Thus, we see for demonstrative:
those dog
this cats
39
4. Misordering
According to Dulay et. al. (1982: 162), “As the label suggests, misordering
errors are characterized by the incorrect placement of a morpheme or group of
morphemes in an utterance”. The following sentence is the example:
She is all the time late.
all the time is misordered.
He also states that misordering errors occur systematically for both L2 and L1
learners in constructions that have already been acquired, especially simple (direct)
and embedded (indirect) questions. Learners, for example, have been observed to say
What Mommy is doing?
using the declarative sentence order that had been acquired. During a later phase of
acquisition, when they have acquired the simple question order, they produce using a
simple question order for what is that?
In addition to these creative misordering errors, students have made written
misordering errors that are word-for-word translations of native language surface
structures.
2.3.3.4 Comparative Taxonomy
According to Dulay et. al. (1982: 163), “The classification of errors in a
comparative taxonomy is based on comparisons between the structure of L2 errors
and certain other types of constructions. For example, if one were to use a
40
comparative taxonomy to classify the errors of the Korean students learning English,
one might compare the structure of the student‟s errors to that of errors reported for
children acquiring English as a first language”.
He also states that the research literature of L2 errors have most frequently
been compared to errors made by children learning the target language as their first
language and to equivalent phrases or sentences in the learner‟s mother tongue. These
comparisons have yielded the two major error categories in this taxonomy:
developmental errors and interlingual errors. Two other categories that have been
used in comparative analysis taxonomies are derived from the first two: ambiguous
errors, which are classifiable as either developmental or interlingual; and, of course,
the grab bag category, other, which is neither.
The researchers have consistently found that, contrary to widespread opinion,
the great majority of errors in the language output of L2 learners is of the
developmental type. Although adults tend to exhibit more mother-tongue influence in
their errors than children do, adult interlingual errors also occur in relatively small
numbers, as long as language data are not elicited through time translation tasks and
ambiguous errors are taken into account.
1. Developmental Errors
“Developmental errors are errors similar to those made by children learning
the target language as their first language”( Dulay et. al. ,1982: 165). He also gives an
example of utterance of the Spanish child learning English, as following:
41
Dog eat it.
The omission of the article and the past tense marker may be classified as
developmental because these are also found in the speech of children learning English
as their first language.
Two considerations underlie the interest in comparing L2 and L1 acquisition
errors. The first has to do with facilitating L2 theoretical development. The second
consideration has to do with the first language when learning a second. Since children
acquiring a first language have not experienced learning a previous language, the
errors they make cannot possibly be due to any interference from another language.
When second language learners make such errors, it would be reasonable to
hypothesize that mental mechanisms underlying general language development come
into play, not the rules and structures of the learner‟s native language.
2. Interlingual Errors
As mentioned earlier, “interlingual errors are similar in structure to a
semantically equivalent phrase or sentence in the learner‟s native language” (Dulay
et. al. ,1982: 171). He gives an example of Spanish speaker:
The man skinny
The above utterance, which was produced by a Spanish speaker, reflects the word
order of Spanish adjectival phrases.
He also states that „interlingual‟ was chosen instead of the equally common
labels „interfernce‟ or „transfer‟ because „interlingual‟ seemed to be the least
42
explanatory in annotation. Interlingual errors, as defined here, simply refer to 2 errors
that reflect native language structure, regardless of the internal processes or external
conditions that spawned them.
3. Ambiguous Errors
“Ambiguous errors are those that could be classified equally well as
developmental or interlingual. That is because these errors reflect the learner‟s native
language structure, and at the same time, they are of the type found in the speech of
children acquiring a first language” (Dulay et. al., 1982: 172). He gives an example of
Spanish who learned English:
I no have a house
The negative construction reflects the learner‟s native Spanish and is the
characteristic of the speech of children learning English as their first language.
4. Other Errors
“Little taxonomy is complete without a grab bag for items that don‟t fit into
any other category” (Dulay et. al., 1982: 172). He also gives the following example of
utterance that was also taken from the native Spanish:
She do hungry
the speaker used neither her native Spanish structure nor an L2 developmental form
such as She hungry where the auxiliary is omitted altogether. Such an error would go
into the Other category.
43
In this particular type of taxonomy, the grab bag errors should be of more than
passing interest. Since they are not similar to those children during first language
development, they must be unique to second language learners; and further, since
they are not interlingual, at least some must be unique reflections of creative
construction. A study of such errors could provide useful insights into the specific
differences between older and younger minds with respect to the organization of
linguistic input. It seems that these differences should be reflected in systematic L2
specific errors, which for now, given the fledging state of the art, are classified as
„Other‟
2.3.3.5 The Error Analysis Movement
The study of learners‟ errors has been primary focus of L2 research during the
last decade. Since S. Pit Corder‟s initial arguments for the significance of learners‟
errors appeared in the winter 1967 issue of the International Review of Applied
Linguistics, researchers and lecturers in numerous countries have spent countless
hours extracting errors from student compositions and conversations, submitting them
the close scrutiny and using them as a base for theory construction and classroom
practice.
The instant and widespread appeal of error analysis stemmed perhaps from the
refreshing alternative it provided to the prevailing but were restrictive “contrastive
analysis” approach to errors. The contrastive analysis treatment of errors, which was
44
popular up through the 1960s, rested on a comparison of the learner‟s native and
target languages. The differences between the two were thought to account for the
majority of an L2 learner‟s errors. The associationist or behaviorist view of learning
prevalent at the time provided the theoretical justification for Contrastive Analysis. It
held that learning was a process of forming automatic habits and that errors should
therefore result from first language habits interfering with the learner‟s attempts to
learn new linguistic behaviors. Attentive lecturers and researchers, however, noticed
that a great number of student errors could not possibly be traced to their native
languages. For example, although Spanish plurals are formed almost exactly like
English plurals, Spanish-speaking children still go through a plural-less stage as they
learn English (Hernandez-Chavez, 1972).
The Error Analysis movement can be characterized as an attempt to account
for learner errors that could not be explained or predicted by Contrastive Analysis or
behaviorist theory, and to bring the field of applied linguistics into step with the
current climate of theoretical opinion. In these respects Error Analysis has been most
successful. It has made a significant contribution to the theoretical consciousness-
raising of applied linguistics and language practitioners. It has brought the multiple
origins of learners‟ errors from complete undesirability to the relatively special status
of research object, curriculum guide, and indicator of learning stage.
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2.3.3.6 The Error Types Based on Linguistic Category
Many error taxonomies have been based on the linguistic item that is affected
by an error. These linguistic category taxonomies classify errors according to either
the language component or the particular linguistic constituent the error affects.
Language components include phonology (pronunciation), syntax and morphology
(grammar), semantics and lexicon (meaning and vocabulary), and discourse (style).
Constituents include the elements that comprise each language component. For
example, within syntax one may ask whether the error is in the main or subordinate
clause; and within a clause, which constituent is affected, e.g. the noun phrase, the
auxiliary, the verb phrase, the preposition, the adverb, the adjectives, and so forth.
Politzer and Ramirez (1973) studied 120 Mexican-American children learning
English in United States, taping their narrative of a short, silent animated cartoon.
Errors were extracted for analysis from this body of natural speech. Politzer and
Ramirez introduce their classification as follows:
The errors were categorized as an aid in presenting the data rather than to
create a basis for extensive speculation concerning the source for the errors.
For this reason they were categorized along fairly traditional lines into errors
in morphology, syntax, and vocabulary….
The three main categories were further subdivided according to different
parts of speech or parts of the sentence….
(Politzer and Ramirez, 1973, p.41)
Burt and Kiparsky (1972) developed another linguistic category taxonomy into which
they classified several thousand English errors made by students learning English in
foreign as well as host environments.
46
According to them, below is a sample Linguistic Category Taxonomy:
A. The skeleton of English Clause
1. Missing parts
2. Misordered parts
B. The auxiliary System
1. Do
2. Have and Be
3. Modals
4. Mismatching auxiliaries in tag questions
C. Passive sentence
1. Problems with formation of passive sentence
2. Inappropriate use of passive
D. Temporal conjunction
1. Limited and unlimited verbs
2. Misplacement of conjunctions
3. Form of clauses after temporal conjunctions
4. Selection of predicate types
5. Superficial tense agreement
E. Sentential complements
1. Subordinate construction
2. Problems with extraposition of far subject
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3. Problems with infinitives and gerunds
4. Choosing complement types of main verb meaning
F. Psychological predicates
1. Misordering of subject and object
2. Embedded sentence with reverse verbs
3. Straightforward adjectives
4. Reverse adjectives
Since this study discusses the error of the English passive voice, the following
examples were the examples of error in forming English passive voice based on the
above Linguistics Category Taxonomy:
Passive Sentence:
1. Problems with formation of passive sentence
a. Misformation of passive verb
e.g. Each cushion given by our priest.
b. Active order but passive form
e.g. The traffic jam was held up by my brother.
c. Absent or wrong preposition before agent
e.g. She is not allowed to her parents to go.
d. Passive order but active form
e.g. Everything covered insurance against fire.
2. Inappropriate use of passive
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a. Making intransitive verbs passive
e.g. He was arrived early.
b. Misusing passives in complex sentence
e.g. Mark was hoped to become a football player.
2.3.4 Language Teaching
The theory of language teaching in this study was also important to support
the last problem of this study. According to Corder (1973: 27-29), the object in
teaching a language, unless it is simply that of getting pupils over an important
educational hurdle is to enable the learner to behave in such a way that he can
participate to some degree and for certain purposes as a member of a community
other than his own. Teaching language is, and always has been, thought of as
developing a set of performance skills in the learner, and syllabuses and timetables
are often expressed in terms of skills being taught. If in any discussion of language
teaching we talk about developing skills, such as speaking or understanding speech,
we are adopting a psychological view of language, we are considering it as a matter
of individual behavior. Whether we consider the behavior to be a set of habits or
possible responses, a body of knowledge, or a set of rules depends upon the particular
psychological account that we adopt that language behavior of the individual and how
it is acquired.
49
According to Harmer (1983: 19), before any teaching is done in classroom,
and hopefully before any materials are written, a decision has to be taken about what
the students are going to learn. The syllabus, in other words, is the framework for a
course of study listing the contents of that course. Once a syllabus exists, materials
can be written and lecturers can decide how long they need to spend on various parts
of the syllabus, and how long they will need in class to complete it. In planning the
syllabus, it is important to look very carefully at the situation in which the teaching
takes place. Another factor here will be the aims of the institution where the learning
takes place and its attitude towards the learning of English. We will also look at the
time allotted to the language class. Obviously, students can be expected to achieve
more if they have a greater number of hours to learn it.
He also stated that the motivational differences of students of different ages
and levels since it was felt that we might treat students very differently depending on
these factors. Clearly, the syllabus designer is also very conscious of the type of the
student the syllabus is designed for. The syllabus designer will want to consider, too,
the educational background of his students. We may treat students who are
postgraduates differently from those who have only just completed secondary
education. Students who come from socially underprivileged situations and whose
literacy is called into question will clearly need special treatment. The syllabus
designer, then, takes into account what type of students will use the syllabus,
concentrating especially on the students‟ age and their educational background.
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2.3.4.1 Two Approaches to Language Teaching
According to Wilkins (1974: 72-74), there are broadly two strategies for
setting up the samples on which the learner is to base his own language behavior. The
learner gradually builds up his store of language. New language always occurs in the
context of language that is already familiar. The possible range and variety of
language in actual use is only met relatively late the learning sequence. This is by far
the most commonly adopted approach to language teaching. In modern methods, the
new language either occurs in a succession of structurally analogous but contextually-
unrelated sentences, or it is embedded in a specially-written dialogue. In audio-
lingual language teaching a new grammatical structure is usually first presented to the
learner in a specially written dialogue. The dialogue, which is normally very short,
provides a contest for the new structure and the pupil can learn to use it as a response
to another sentence with which he will be familiar from previous lessons.
Subsequently, the sentence is taken out of the dialogue and through structural drills
the pupil is given intensive opportunity to produce further sentences, identical in
structure but varied in vocabulary. In structural or situational language teaching, the
new structure tends to be produced initially as an isolated sentence, which is
associated with features of the classroom context so that its meaning becomes clear.
As an audio-lingual teaching, practice takes the form of intensive oral production of
further sentences having identical structure to the one that was presented initially.
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The alternative approach would be to let the learner meet a much greater
variety of linguistic forms from the beginning, possibly even language that has not
been specially prepared for the learner, and then focus on one or more specific parts
of the next for the modeling process to take place. In this case, by no means all the
language that is encountered by the learner is subjected to techniques that are
intended to encourage the process of generalization. The nearest approach to this in a
modern method is found in audiovisual teaching. The approach resembles audio-
lingual only as far as the initial presentation in the form of a dialogue.
Whereas the former approach, which begins with separate units of language
and gradually accumulates them into the larger whole, might be thought of as
essentially synthetic, the latter, in which the process is reserved, might be termed
analytic. While the two are conceptually distinct, it is possible for the linguistic
organization of learning to be neither synthetic nor fully analytic, although much
teaching leans fairly clearly in one direction or the other. There are reasons why
analytic or synthetic approach might be preferred in specific circumstances. On the
other hand, there are situations where the quantity of unfamiliar language implied in
the analytic approach would be quite daunting. In general, however, either approach
may lead to successful language learning.
52
2.3.4.2 Stages of Teaching and Learning
Dakin (1973: 4-6) states that if a lecturer presenting a new grammatical point,
for example, can adopt one of two techniques: demonstration or involvement, in
either case, he wants to give the pupils examples of the new structure or rule. He can
demonstrate its meaning by presenting the examples in isolation or, at the most, in
contrast with something already known but easily confused. Both the isolation and
the contrast are intended to call the pupils‟ attention to the novelty of the point.
If the lecturer prefers the technique of involvement, he will not tell the pupils
that he is going to use a new structure, but will slip examples of it into something else
he is saying in such a way that it will be understood and accepted quiet naturally.
Both demonstration and involvement require interaction between the lecturer and
pupils. Having presented examples of the new structure or rule, the lecturer must now
go on practice it. This means getting the pupils to produce their own examples in
response to some question or cue. This technique requires interaction between the
lecturer and pupils.
The next stage is development where the lecturer has to control over the
pupils‟ performance. The pupils are set tasks such as telling a story themselves,
describing pictures, retailing their daily lives and past or future activities, expressing
their own needs and preferences. The stage of development thus involves its own
kind interaction of real conversation. However, for the first time the pupil can select
53
the cues to which he will respond. As far as organizing and developing his own
utterances is concerned, he is largely on his own.
When the lecturer comes to formally test what the pupils have learnt, he must
control altogether and leave the pupils entirely on their own. This is essential if the
test is to be a fair one of what has been learnt, what still needs to be learnt, and what
has to be taught again.
2.3.4.3 Teaching Pupils How to Acquire Language
According to Brumfit (1976: 25-27), lecturers have always been concerned
with facilitating learning, sometimes with more intervention, sometimes less. The
lecturer should not control his class in the sense of pre-arranging everything that is
uttered, but he should control his class to the extent of knowing as far as the current
state of knowledge allows him to – why he has organized it in the way he has, and by
permitting freedom only within the framework of what is known of the language
learning process.
It would seem, then, that the discussion of language teaching may be best
couched in the form: „Given the learner is like this, the lecturer should organize
things like this‟. Pupils should be given plenty of opportunity to make mistakes. If
there is going to be genuinely fluent practice, many mistakes of phonology, syntax,
and semantics will be made. To demand simultaneous accuracy and fluent production
is to demand impossibility for many students. For this reason, lecturers need to
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become aware of the relative significance of various kinds of error. Errors will show
the lecturer the kinds of problem the learner is facing and overcoming, but it must be
recognized that some problems are more serious than others are. In the early stages of
language learning it may be better to have talk going on in mother tongue, or in a
mixture of mother and English, than to have no fluent talk going on at all. This is not
always possible when there are mixed language groups, but when fluency is the aim
of the exercise, any way of promoting frequent and rapid exchange should be
encouraged. Pupils should sometimes be given a moment to think about what they are
going to say so that they can contribute meaningfully to the activity. Even at a very
early stage, most patterns can be extended by pupils themselves so that they are
making true statements about themselves. Pupils‟ utterances in class should be
practiced in pairs wherever possible, with all the pairs in the class talking
simultaneously. This means that the pupil-improvised utterance should be followed
by some more or less appropriate response.
2.3.4.4 Correcting Errors in Written Composition
According to Wingfield (1975: 311-313), it can be a control composition
work rigidly or „guide‟ it or give advanced students opportunities for free
composition writing, mistakes are bound to occur. The problem is to decide what to
do with them. There appear to be five distinct techniques of dealing with errors:
a. The lecturer gives sufficient clues to enable self-correction to be made;
55
b. The lecturer corrects the scripts;
c. The lecturer deals with errors through marginal comments and footnotes;
d. The lecturer explains orally to individual students;
e. The lecturer uses the error as an illustration for a class explanation.
All experience lecturers would agree that self-correction is the most effective way of
extinguishing error, but unless the clues that can be given are quite unambiguous and
are interpreted correctly, further and worse confusion is likely to result.
There are other errors where a crossing out and correction on the script will
mean very little and a symbol in the margin even less; where what is really needed is
a brief explanatory comment. This is particularly so when a structure is unacceptable
within its context but would be perfectly acceptable in a different one.
Such comments are probably more effective if the lecturer can find a spare
moment to talk to students individually about their work. Giving back written work
with brief comments while the rest of the group is otherwise occupied is the ideal
way of doing this.
On the other occasions, the lecturer may decide that a particular error is
sufficiently common for the whole class to be told about it and given a quick drill
exercise to consolidate the explanation. It would appear then that there is no single
standard method of dealing with composition errors, but that the lecturer must make a
choice between the most appropriate and effective of several techniques.
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2.4 Research Model
The above research model was the mind to help the researcher in doing the
research in order to find out the problem of the students in forming English passive
voice and the solution to decrease it. The students‟ work as the data in this study was
analyzed to find the problems. The theories used in this research were the theory of
The Problem in Using English
Passive Voice by Students of
Dual Degree Program of
STIKOM BALI
Research Method
Quantitative Method
Data Analysis:
Students‟ work in forming
English passive voice
Theory of Language Teaching
Theory of English Grammar
Theoretical Framework
Qualitative Method
Theory of Error Analysis
Findings
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English Grammar, Error Analysis and theory of Language Teaching. The theory of
English Grammar was used to give a description about the English Grammar
including the verb voice; while the theory of Error Analysis was used to identify the
problem of the students‟ work. The theory of Language Teaching was used to give a
description to the important step that should be done prior to designing a lesson plan.
Quantitative method was used to show the result of the data analysis.
Descriptive narrative sentences were used in presenting the data since this study also
applied a qualitative method. The findings showed the answer to the problems in this
study.
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CHAPTER III
RESEARCH METHODS
3.1 Research Design
This study used the quantitative and qualitative methods, since this study was
intended to identify and analyze the students‟ works to find the error made by them.
Qualitative methodologies refer to the research procedures which produce descriptive
data: people‟s own written or spoken words and behaviors (Bogdan and Taylor, 1975:
4), while the quantitative method was used to identify the students‟ work.
The discussion of the research design includes the selection of the main data
source in the form of students‟ work concerning the problems of the students in
forming the English passive voice, the research instrument, method and technique of
collecting the required data, method and techniques of analyzing the obtained data,
and method and techniques of presenting the analyzing data.
3.2 Research Location
This research took place in Sekolah Tinggi Ilmu Komputer (STIKOM) Bali at
Jalan Raya Puputan Renon No. 86 Denpasar, Bali. STIKOM Bali is the first computer
institution in Denpasar. It was built in 2002 and has strong commitment to provide
high-qualified teaching and learning program. There are three programs in this
college, they are Regular, Executive, and Dual Degree Program. The Dual Degree
Program is a program that enables the students to get 2 degrees in 4 years of study.
59
The output is expected to master the computer hardware and software as well as the
English language simultaneously, especially in the Dual Degree Program. For this
reason, this institution was chosen.
3.3 Data Source
The data source used in this research was the students‟ works as the result of
the test conducted after the lecturing process about the English passive voice. Then
the students‟ works were collected. Then the data in this study were analyzed to find
out the problems of the students in forming the English passive voice. There were 20
students as sample. They were taking the English lesson at that time. These students‟
works were chosen because there were many errors in their works.
The data collected in this research were quantitative data. The quantitative
data are any data that are in numerical form such as statistics, percentage and many
more. Particularly, in this study, the quantitative data were obtained from the result of
the students‟ works in the forms of table and percentage.
3.4 Research Instruments
The other important thing in doing this study was the instrument. Instrument
is the device used in collecting the data of the study. In this study, the instruments
were the test and note.
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3.4.1 Test
The test was conducted one week after the lecturing process. This test was
used as the document of the students‟ works analyzed in this study. The data were
analyzed to find the problems and the error made by students in forming the English
passive voice.
3.4.2 Note
Based on the type of data collected in order to find the problems of the
students in forming English passive voice, the technique of documentation was
chosen. This technique was taking note for the errors found from the students‟ works.
3.5 Method and Technique of Collecting Data
The next step is the method and technique of collecting data. As already
explained previously, this study was an analysis on the document of the students‟
works as the result of the lecturing process of the English passive voice. The written
works were collected from 27 students who followed English class, then the total
students as sample in this study was 20 students. This number has already presented
the problems of the students on their writing work.
The method used in collecting data in this study was documentation method
and the technique used was taking note. This technique was used to find the errors
made by students in their works. The researcher used guidelines to record the errors
in forming the English passive voice. After the data were analyzed, the next step
61
was classifying the error type based on the category of error classified in some
tables.
3.6 Method and Technique of Analyzing Data
The method of analyzing data used was descriptive method. The steps in
analyzing the data could be listed as follows:
1. The students‟ works were evaluated to identify the errors the students made
based on the rule of the English passive voice.
2. The errors were classified according to the error categories based on the use of
copula „be‟, „past participle‟, „misformation of the passive form‟ and the other
categories.
3. The errors were quantified in order to find out the students‟ problems
particularly.
4. Designing the suggested lesson plan in teaching English passive voice was
arranged based on the suggested syllabus.
The technique in quantifying the data analysis was descriptive analysis technique
percentage.
3.7 Method and Technique of Presenting Data Analysis
The data analysis was presented through formal or informal methods,
Sudaryanto (1993). The presentation of the data in this research was using formal
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method based on the problems, concept and theoretical framework presented using
tables or graphs to classify the data. The data analysis was presented in informal
method in the forms of words and sentences and informal method in the form of
descriptive narrative sentences.
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CHAPTER IV
ANALYSIS AND DISCUSSION
4.1 Contrastive Analysis between English and Indonesian Passive Voice
Passive voice is another alternative of saying something, instead of using the
active voice. It is usually used when the action of the activity is more important than
the agent. Passive and active voices have different structure in English as well as in
Indonesian language. Although the test of the students‟ in this study was to change
active sentences in English into passive sentences, but since the Contrastive Analysis
is the basic things in learning the second language, therefore, it is considered to be
necessary to analyze the differences and the similarities of passive structure between
those two languages. Moreover, it is also important to be known by the students when
they study the second language. Such an explanation regarding to the structure is also
important to be given. The following table was based on the theory of the English
Grammar and Indonesian Passive, and then conclusions could be made.
Table 4.1 The Differences and Similarities between English and Indonesian
Passive Voice
No. English Passive Voice Indonesian Passive
1 Formula
S + be + Past Participle Verb + (by)
O
S + di- V+ oleh O
S + O + V (without prefix di-)
There is „to be‟ There is no „to be‟
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Past Participle Verb di-, ter- Verb
2 Step in Forming the Passive Sentence
1. Substitute the position of subject
and object;
2. Choosing the appropriate tenses
based on the time signal and the
singular or plural auxiliary verb;
and
3. Using Verb3 (past participle) in
forming of the main verb in
passive predicate verb phrase. If
necessary add „by phrase‟ after
the main verb when it is
important to know who performs
the action or if the agent is not
implied in the sentence.
1. Substitute the position of the subject
and the object;
2. Change the prefix meng- into di- on
the predicate or eliminate prefix
meng- on predicate if the subject is
pronoun substitute; for the
accidental meaning of passive,
prefix ter- can be added on the
verb, and
3. Add „oleh‟ in front of the object or
put the agent of passive sentence in
front of the main verb if the agent
is pronoun substitutes.
3 Need transitive verb Need transitive verb
4 Object in the active sentence
becomes subject in passive sentence.
Object in the active sentence becomes
subject in passive sentence.
5 The „by phrase‟ can be unwritten if it
is not essential to the meaning of the
sentence.
„oleh‟ must be unwritten if the doer is
the „pronomina persona‟ such as, aku,
saya, kami, kita, ku-, engkau, kamu,
65
anda, and mereka.
The students‟ errors were happened because they still use the Indonesian
structure of passive voice, though the test was to change the active voice in English
into passive voice. In the English passive voice, the use of „to be‟ is oblique, while
there is no „to be‟ in Indonesian grammar especially in forming passive sentence. The
use of „to be‟ in English passive voice is important to express the time signal of the
activity. There are „to be‟ in present (is, am, are) and „to be‟ in past (was, were).
Besides that, the use of „to be‟ in passive voice depends on the subject of the
sentence, whether it is singular or plural. While, in Indonesian passive voice, there is
no „to be‟ because the time signal of the activity has to be added at the end of
sentence (kemarin, besok) or by added the word „akan, sudah, or telah‟ before the
verb. Besides that, the use of past participle in forming English is also oblique. While
in Indonesian grammar, there is no past participle, particularly in forming the passive
sentence. In Indonesian grammar, there are two types to get the passive meaning, the
first one is by adding prefix di- in front of the verb and the second one is without
prefix di- or it is known as pronoun substitute. It is because, in Indonesian sentence
construction, a sentence is not strictly consist of Noun Phrase and Verb Phrase but in
English sentence, Noun Phrase and Verb Phrase must be existed.
The steps in forming passive sentences between English and Indonesian
passive are also different. In forming the English passive voice, the appropriate tenses
66
based on the time signal and the singular or plural auxiliary verb play the important
role in forming the passive sentence. On the other hand, in forming the Indonesian
passive, there are two ways in changing the active sentence into passive sentence: (1)
use the verb with the prefix di- and (2) use the verb without prefix di- based on
subject of the active that becomes the object in the passive sentence.
Though there were some differences between English and Indonesian passive,
there were also some similarities between both of them. Both in English and
Indonesian passive actually need to use the transitive verb. It is needed because object
of the active sentence will be shifted into subject in passive sentence. Then the
subject in the active voice becomes object in the passive voice in both English and
Indonesian passive voice. The by phrase to form the English passive voice and „oleh‟
in Indonesian passive can be left unwritten.
The similarities between English and Indonesian passive voice gave the
positive transfer to the students in learning the English passive voice. On the other
hand, the differences between the English and Indonesian passive were the negative
transfer to the students. The prediction of the students‟ errors in forming the English
passive voice might come from those differences especially in the use of „to be‟ and
the past participle.
4.2 Error in Linguistic Categories
The students‟ works were classified in the form of tables based on the
linguistic categories proposed by Burt and Kiparsky (1972). The column in each table
67
consists of the students‟ names, erroneous sentences, and the correct sentences based
on the basic formula of passive voice (S + be + Past Participle). The descriptive
analysis of the error was presented in a narrative way.
Table 4.2 The Incorrect Use of Past Participle
Students‟
Number
Erroneous Sentence Correct Sentence
17 5. Next year‟s Congress is going to
be hold in San Francisco by
them.
5. Next year's congress is going to
be held in San Francisco.
In the above category of error, there was only one student made that kind of
error. It happened may be because she did not understand the English verb
particularly the irregular verb. It is because in her first language, there is no irregular
verb. Moreover, there is no past participle verb in forming the passive voice.
Therefore, the above student did not change the verb of the active sentence into past
participle in the passive sentence. In changing the sentence from active to passive, the
verb used in the active sentence must be changed into past participle to form the
passive sentence. Then, the use of by phrase is actually not necessary in this number,
since the focus of this sentence is on the „congress‟ or on the action, not the
performer.
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Table 4.3 Incorrect „be‟
Students‟
Number
Erroneous Sentence Correct Sentence
10 8. The windows should have be
cleaned by someone yesterday.
8. The windows should have been
cleaned.
14 9. In 1895 this house is built by
somebody.
9. This house was built in 1895.
20 5. Next year‟s congress are going
to be held by them in San
Francisco.
5. Next year's congress is going to
be held in San Francisco.
In the above category of error, there were three students made that kind of
error in the different numbers of the sentences. They did not consider the subject of
the passive sentence before inserting the copula be, and they also did not consider the
time signal that could reflect the use of copula be. It seemed that those students did
not understand the correct copula be to be used in a particular sentence. It happened
may be because there is no copula be to be inserted in the passive voice of their first
language. Therefore, they made this kind of error. Moreover, the use of by phrase in
all of those sentences actually was not necessary, since the agents in those sentences
were implicit.
Table 4.4 Omission of „be‟
Students‟
Number
Erroneous Sentence Correct Sentence
2
1. The complaints should sent to
the head office by people.
1. Complaints should be sent to
the head office.
7. This problem can solved by us. 7. The problem can be solved.
69
12
7. This problem can solved by we. 7. The problem can be solved.
16 1. Their complaints should sent to
the head office by office.
1. Complaints should be sent to
the head office.
In the above category of error, there were three students made that kind of
error in the same number. They did not insert the copula be since it is very significant
in arranging the passive sentence. This case was almost the same from the previous
error category. It happened may be because in their first language there is no copula
be. Therefore, when they made an English sentence particularly in passive voice, they
made such of those errors. Then, the use of by phrase in the above sentences is not
necessary since the agents of those sentences were implicit.
Table 4.5 Passive Order but Active Form
Students‟
Number
Erroneous Sentence Correct Sentence
4 1. The complain should send by
them to the office.
1. Complaints should be sent to
the head office.
5
3. Your car might have stolen by
somebody if you had left the
key in it.
3. Your car might have been
stolen if you had left the key in
it.
7. This problem can solve by us. 7. The problem can be solved.
6 3. Your car might have stolen by
somebody if you had left the
key.
3. Your car might have been
stolen if you had left the key in
it.
7. This problem can solve by us. 7. The problem can be solved.
8 1. People complaints should send
to the head office.
1. Complaints should be sent to
the head office.
12 3. Your car might have stolen by
somebody if you had left the key
3. Your car might have been
stolen if you had left the key in
70
in it. it.
4. The fire could have caused by an
electrical fault.
4. The fire could have been
caused by an electrical fault.
8. The windows should have
cleaned by somebody yesterday.
8. The windows should have been
cleaned.
10. The room is cleaning by
somebody at the moment.
10. The room is being cleaned.
In the above category of error, there were five students made that type of
error. Student number 12 made the most errors. Some of students‟ errors were in the
same number of sentence. They still used the active form but already in passive order.
Here, we can see from the object of the active sentence has already put as a subject.
Then we can see from the use of the verb which were still in active form while it
supposed to be changed as the rule of the passive structure. Such as in sentence
number 1, the object of the active sentence „the complaint‟ was already put as a
subject in the above sentence. But the verb of that sentence was still in active form.
Where it supposed to be changed into past participle verb and added „be‟ in front of
it. The same case were happened in the sentence number 3, 4, 7, 8, and 10. The
objects of those sentences were already put as subjects, but the verbs have not been
changed into passive voice. Moreover, Most of the above sentences must omit the use
of by phrase, except for the sentence number 4 because the agent is importantly
mentioned since it was not implicit in the sentence.
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Table 4.6 Misformation of Simple Past in Passive Voice
Students‟
Number
Erroneous Sentence Correct Sentence
1 9. This house was not built by
somebody in 1895.
9. This house was built in 1895.
9 9. This house was been built by
somebody in 1895.
9. This house was built in 1895.
11 9. This house has been built by
somebody in 1895.
9. This house was built in 1895.
13 9. This house was being built in
1895.
9. This house was built in 1895.
18 9. This house was been built in
1895.
9. This house was built 1895.
In the above category of error, there were five students made this kind of
error. Their errors were in the same number of sentence, that is, number 9. It seemed
that they did not understand how to arrange passive sentence in the past simple. If the
active sentence is in simple past, they must put to be in past then followed by past
participle verb to form the passive voice. They also have to consider the use of to be
based on the subject, whether it is singular of plural noun. In the above sentence, the
correct to be in past that have to be put is „was‟, because the subject is a singular
noun, then followed by past participle verb „built‟. Moreover, the use of by phrase is
not important in the above sentence because it is not essential to the meaning of the
sentence and the agent of that sentence was implicit.
Table 4.7 Misformation of Modal Verbs in Passive Voice
Students‟
Number
Erroneous Sentence Correct Sentence
1 1. 1. Their complaints shouldn‟t send 1. Complaints should be sent to
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by people to the head office. the head office.
7. This problem cannot solved by
we.
7. The problem can be solved.
4
7. This problem could solved by
us.
7. The problem can be solved.
12 1. Complaints should sended by
people to the head office.
1. Complaints should be sent to
the head office.
14 1. To the head office our
complaints send by people.
1. Complaints should be sent to
the head office.
7. This problem can solving by our. 7. The problem can be solved.
17 7. This problem could be solved by
us.
7. This problem can be solved.
19 7. This problem could be solved by
us.
7. This problem can be solved.
In the above category of error, there were six students made that type of error.
Some of their errors were in the same number. Their less understanding of putting the
correct modal verb into passive sentence and forming the sentence using the modal
verb contributed to the students‟ error. The use of by phrase is not important in those
two kinds of sentences, because the agents of those sentence were implicit.
Table 4.8 Misformation of Present Continuous in Passive Voice
Students‟
Number
Erroneous Sentence Correct Sentence
1 10.The room isn‟t cleaned by
somebody at the moment.
10. The room is being cleaned.
2 10. The room was cleaned by
somebody at the moment.
10. The room is being cleaned.
3 10. The room was clean by
somebody at the moment.
10. The room is being cleaned.
4 10.The room has being cleaned 10. The room is being cleaned.
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by somebody at the moment.
11 10. The room has been cleaned by
somebody at the moment.
10. The room is being cleaned.
14 10. The room are cleaned by
someone at the moment.
10. The room is being cleaned.
16 10. The room was clean at the
moment by somebody.
10. The room is being cleaned.
19 10. The room was cleaned by
somebody at the moment.
10. The room is being cleaned.
In the above category of error, there were eight students made this kind of
error. All of students‟ errors were in the same number, that is, number 10. Most of
them did not put being in the sentence of passive continuous tense. The being is
oblique to be put in forming the passive voice of present continuous tense. It seemed
that this such of sentence was difficult. We can see from the number of students who
made error for this sentence. The use of by phrase is not essential in the above
sentence because the agent of that sentence was implicit. Therefore, it must be
omitted.
Table 4.9 Misformation of Conditional Passive Voice
Students‟
Number
Erroneous Sentence Correct Sentence
1 3. If you didn‟t left the key in it,
somebody might haven‟t stole
your car.
3. Your car might have been stolen
if you had left the key in it.
2 3. If I had been left the key, I
have stolen my car by
somebody.
3. Your car might have been stolen
if you had left the key in it.
3 3. Your car have been steal by
someday if you had left the key
in it.
3. Your car might have been stolen
if you had left the key in it.
4 3. Your car might been stolen by 3. Your car might have been stolen
74
somebody if you left the key in
it.
if you had left the key in it.
9 3. Your car might been stolen by
somebody if you had left the
key in it.
3. Your car might have been stolen
if you had left the key in it.
10 3. Your car might have be stolen
by someone if you left the key
in it.
3. Your car might have been stolen
if you had left the key in it.
11 3. Your car might has been stolen
by somebody if you had left the
key in it.
3. Your car might have been stolen
if you had left the key in it.
16 3. If you had left the key in it
might have stolen your car by
somebody.
3. Your car might have been stolen
if you had left the key in it.
18 3. Your car might had be stolen if
you had left the key in it.
3. Your car might have been stolen
if you had left the key in it.
19 3. Your car have been stolened by
somebody if you had left the
key in it.
3. Your car might have been stolen
if you had left the key in it.
In the above category of error, there were ten students made this kind of error.
Their errors were in the same number of sentence, that is, number 3. The structure of
conditional sentence is quite complex, therefore, there were many students making
error in this number. They seemed very confused when changing the type of that
active sentence into passive sentence. The case of the student number 1, he did not
exchange the position of the conditional „if‟ to get the passive meaning. The case of
the student number 2, he seemed very confuse in changing the active sentence into
passive sentence, we can see from the meaning of the sentence that he made. The use
of by phrase in the above sentence is not necessary and essential to the meaning of the
sentence.
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Table 4.10 Misformation of the Future Tense „going to‟ in Passive Voice
Students‟
Number
Erroneous Sentence Correct Sentence
1 5. Next year‟s congress aren’t
going to hold by them in San
Francisco.
5. Next year's congress is going to
be held in San
Francisco.
3 5. Next year‟s congress going to
holded by them in San
Francisco.
5. Next year's congress is going to
be held in San
Francisco.
5 5. Next year‟s congress will be
held in San Francisco by them.
5. Next year's congress is going to
be held in San Francisco.
6 5. Next year‟s congress will be
held in San Francisco.
5. Next year's congress is going to
be held in San Francisco.
7 5. In San Francisco going to hold
next year congress by them.
5. Next year's congress is going to
be held in San Francisco.
8 5. In San Francisco going to hold
next year congress by them.
5. Next year's congress is going to
be held in San Francisco.
10 5. They are going to hold next
year congress in San
Francisco.
5. Next year's congress is going to
be held in San Francisco.
11 5. Next years congress are going
to the held by them in
Francisco.
5. Next year's congress is going to
be held in San Francisco.
12 5. Next year‟s congress are going
to hold by they in San
Francisco.
5. Next year's congress is going to
be held in San Francisco by
them.
14 5. Next year‟s congress in San
Francisco have go to by our.
5. Next year's congress is going to
be held in San Francisco.
15 5. Next year‟s congress is being
go to hold by them.
5. Next year's congress is going to
be held in San Francisco.
18. 5. Next year‟s congress are going
to be holded in San Francisco.
5. Next year's congress is going to
be held in San Francisco.
19 5. Next year‟s congress were
going to held by us in San
Francisco.
5. Next year's congress is going to
be held in San Francisco.
In the above category of error, there were thirteen students made this type of
error. All of students‟ errors were in number 5. Almost all students did not change the
76
copula be from the active sentence to be used in the passive sentence and some of
them also did not put the copula be right before the verb. Moreover, they also did not
use the correct past participle and some of them did not change the verb in the active
sentence into past participle verb. It may be because in their first language there is no
copula be and past participle verb. Moreover, the use of by phrase in the above
sentence is also not necessary since the agent of the sentence was implicit.
Table 4.11 Misformation of Passive Infinitives
Students‟
Number
Erroneous Sentence Correct Sentence
1 2. The meeting wasn‟t postpone
by they because of illness.
2. The meeting had to be postponed
because of their illness.
2 2. The meeting had been
postpone because of illness by
them.
2. The meeting had to be postponed
because of their illness.
3 2. The meeting had to postpone
by they because of illness.
2. The meeting had to be postponed
because of their illness.
4 2. The meeting was to be
postponed because of illness.
2. The meeting had to be postponed
because of their illness.
5 2. Because of illness they had to
postpone the meeting.
2. The meeting had to be postponed
because of their illness.
6 2. Because of illness they had to
postpone the meeting.
2. The meeting had to be postponed
because of their illness.
8 2. Because of illness they had to
postpone the meeting.
2. The meeting had to be postponed
because of their illness.
9 2. The meeting had been
postponed by them because of
illness.
2. The meeting had to be postponed
because of their illness.
10 2. Because of illness, the meeting 2. The meeting had to be postponed
77
had to postpone by them. because of their illness.
11 2. The meeting had been
postpone by their because of
illness.
2. The meeting had to be postponed
because of their illness.
12 2. The meeting had to postpone
by they because of illness.
2. The meeting had to be postponed
because of their illness.
14 2. The meeting is illness to
postpone by our.
2. The meeting had to be postponed
because of their illness.
16 2. The meeting had to postpone
because of illness by them.
2. The meeting had to be postponed
because of their illness.
17 2. The meeting had been to
postpone by them because of
illness.
2. The meeting had to be postponed
because of their illness.
19 2. The meeting had been
postponed by us because of
illness.
2. The meeting had to be postponed
because of their illness.
In the above category of error, there were fifteen students made this type of
error. The rest 5 students from the total 20 students did not make that kind of error.
Their errors were in the same number, that is, number 2. We can see from the above
table, almost no students put the copula „be‟ right after the preposition „to‟.
Moreover, they also did not change the verb of „be‟ in the active sentence into past
participle verb to be used in the passive sentence. Three students did not even
substitute the subject of the active sentence for the object to be used as the subject in
the passive sentence. This may be because they do not have copula be in their first
language. Therefore, they made such of the error. Moreover, the use of by phrase is
not essential to the meaning of the sentence, therefore, it must be omitted.
78
Table 4.12 Misformation of Present Perfect in Passive Voice
Students‟
Number
Erroneous Sentence Correct Sentence
1 4. The fire couldn‟t have been
caused if there is no electrical
fault.
4. The fire could have been caused
by an electrical fault.
6. The football match should not
be played by them in such bad
weather.
6. The football match shouldn‟t
have been played by them in
such bad weather.
8. The windows shouldn‟t have
cleaned by somebody
yesterday.
8. The windows should have been
cleaned.
2 4. The fire could becaused by the
electrical fault.
4. The fire could have been caused
by an electrical fault.
6. The football match should not
to played in such bad weather
by them.
6. The football match shouldn‟t
have been played in such bad
weather.
8. The windows should be
cleaned by somebody.
8. The windows should have been
cleaned.
3 4. The fire have been caused by
an electrical fault.
4. The fire could have been caused
by an electrical fault.
6. Football match should be not
played in such bad weather.
6. The football match shouldn‟t
have been played in such bad
weather.
8. The windows has denied by
somebody yesterday.
8. The windows should have been
cleaned
5 4. The fire should be caused by
an electrical fault.
4. The fire could have been caused
by an electrical fault.
6. Football match shouldn‟t be
played in such bad weather by
them
6. The football match shouldn‟t
have been played in such bad
weather.
8. The windows should be
cleaned yesterday by
somebody.
8. The windows should have been
cleaned.
6
4. Fire could be caused by an
electrical fault.
4. The fire could have been caused
by an electrical fault.
6. Football match shouldn‟t be
played in such bad weather by
6. The football match shouldn‟t
have been played in such bad
79
them. weather.
8. The windows should be
cleaned yesterday by
somebody.
8. The windows should have been
cleaned.
8 4. The fire could have caused an
Electrical fault.
4. The fire could have been caused
by an electrical fault.
6. In such bad weather they
should not playing football
match.
6. The football match shouldn‟t
have been played in such bad
weather.
9 4. The fire could be caused by an
electrical fault.
4. The fire could have been caused
by an electrical fault.
6. The football match shouldn‟t
be played by them in bad
weather.
6. The football match shouldn‟t
have been played in such bad
weather.
10 4. Cause the fire could have been
a electrical fault.
4. The fire could have been caused
by an electrical fault.4.
6. The football match should have
not be played in such bad
weather.
6. The football match shouldn‟t
have been played in such bad
weather.
11 6. The football should have not
been have played match in
such bad weather.
6. The football match shouldn‟t
have been played in such bad
weather..
12 6. The football match in such bad
weather should not have
played by they.
6. The football match shouldn‟t
have been played in such bad
weather.
14 6. In such bad weather have not
play the football by our.
6. The football match shouldn‟t
have been played in such bad
weather.
8. Yesterday have to clean the
windows by somebody.
8. The windows should have been
cleaned.
15
4. The fire could be caused an
electrical fault.
4. The fire could have been caused
by an electrical fault.
8. The windows should had been
cleaned by somebody.
8. The windows should have been
cleaned.
16 4. Caused the fire could had fault
by an electrical.
4. The fire could have been caused
by an electrical fault.
8. The windows should had been
cleaned by somebody.
The windows should have been
cleaned.
80
17 8. The windows should had been
cleaned yesterday.
8. The windows should have been
cleaned.
18 4. The fire could be had caused an
electrical fault.
4. The fire could have been caused
by an electrical fault.
6. The football match should not
had be played in such bad
weather.
6. The football match shouldn‟t
have been played in such bad
weather.
8. The windows should be have
cleaned.
8. The windows should have been
cleaned.
19 4. The fire have been caused by
an electrical fault.
4. The fire could have been caused
by an electrical fault.
20 6. The football match should not
been in played by them in such
bad weather.
6. The football match shouldn‟t
have been played in such bad
weather.
In the above category of error, seventeen students made such of this error. The
rest 3 students did not make that kind of error. Most of the students‟ errors were in
number 6, and then followed by number 4, and the last was number 8. In the sentence
of number 6, most of the students seemed to put out modal verb of the active
sentence. Their less understanding in forming the present prefect in passive sentence
contributed to the error and probably because they rarely use that type of sentence.
Moreover, in their first language, they do not have modal and auxiliary verbs.
Therefore, it seemed that they were confused in arranging the passive sentence of
present perfect. Then, the use of by phrase in most of the above sentences is not
necessary because the agents were implicit. However, in sentence number 4, the agent
is important to be mentioned.
Table 4.13 Percentage of the Students‟ Error
81
No. Category Sentence
Number Errors
Percentage
(%)
1 Incorrect Use of Past Participle 5 1 0.9
2 Incorrect Use of copula „be‟ 22 3 2.7
3 Omission of „be‟ 8 4 3.6
4 Passive Order but Active Form 33 10 8.9
5 Misformation of Simple Past in
Passive Voice 9 5 4.5
6 Misformation of Modal Verbs in
Passive Voice 8 8 7.1
7 Misformation of Present
Continuous Tense in Passive Voice 10 8 7.1
8 Misformation of Conditional
Passive Voice
3 10 8.9
9 Misformation of the Future Tense
with „going to‟ in Passive Voice 5 13 11.6
10 Misformation of Passive Infinitives 2 15 13.4
11 Misformation of Present Perfect in
Passive Voice
18 35 31.3
Total 112 100%
The above table shows that the highest error was „misformation in forming the
passive voice‟ particularly in forming the passive of Present Perfect, then followed by
„Passive order but active form‟, The „Incorrect use of be‟, „Omission of be‟ and the
last was „The incorrect use of past participle‟. Most of the errors in forming the
passive form were in the category of present perfect. Then it could be concluded that
the problem of the students was forming the English passive sentence particularly
the present perfect tense.
82
Based on the above analysis, the „omission of be‟ and „the incorrect use of
be‟ reflect the interference of the students‟ first language. In the contrastive analysis
between English and Indonesian passive voice, in Indonesian passive sentence, there
is no such rule that obliges the student to insert the copula be in the sentence
structure. While in the English passive sentence the copula be is needed to perform
the well-arranged passive sentence. It is the most crucial element that marks this type
of error. Therefore, based on the comparative taxonomy, the category of this error is
the Interlingual error.
Error related to the „incorrect use of copula be‟, the students did not consider
the time signal prior to inserting the copula be. The students must also consider the
time signal and the subject use in the sentence in order to put the correct copula be
and make the sentence correct. This might have happened because in the Indonesian
grammar particularly the passive voice, there is no copula be. Therefore, based on the
comparative taxonomy, the category of this error is Interlingual error.
In the case of error related to the „incorrect use of past participle‟, as well as
already explained in the previous contrastive analysis that in the English grammar
there are three kinds of verbs. Each verb is used based on the tenses. In English, the
passive verb also deals with tenses, while in Indonesian language the time reference
does not determine the verb forms to express the time signal in the sentence. The use
of verb in English language depends on the time signal of the sentence. In the above
analysis, the students tend to use Verb I instead of past participle in forming the
English passive voice. In Indonesian grammar, particularly passive voice, to make a
83
passive sentence, the verb is just added by the prefix di- or ter- and if the agent is the
pronoun substitute, then it is not necessary to add the verb with any prefix. Based on
the comparative taxonomy, the category of this kind of error is the Interlingual Error.
Category of error „passive order but active form‟, it seemed that the students
did not understand the basic rule of English passive voice that is “be+ past
participle”. The students only put the object of the active sentence as the subject in
the passive sentence. Then they put the same pattern as well as in the active sentence
without changing the verb of the active sentence into past participle and using the
copula be by considering the subject and the time signal in order to get the passive
meaning. This case happened because in the Indonesian language, there is no regular
or irregular verb and copula be. They only need to add a prefix in front of the verb or
if the doer is „pronomina persona‟ after putting the object of the active sentence as the
subject in the passive sentence and they do not need to add any prefix in front of the
verb in order to get the passive meaning. For this category of error, the students did
not completely understand the rule of the English passive voice. According to the
comparative taxonomy, the category of this error is Interlingual error.
Error in forming the passive form was also made by the students. Many
students made such of this error and it seemed that they were confused in forming the
passive sentence from the active sentence. In the previous analysis of contrastive, it
was explained that English passive sentence has some structures while Indonesian
language only has two to perform the passive sentence. The above analysis proved
84
that they were not familiar with the English passive voice structure. Based on the
comparative taxonomy, the category of this error is the Interlingual error.
CHAPTER V
SYLLABUS, MATERIALS, LESSON PLAN
85
5.1 Introduction
In this chapter four important preparations that should be fulfilled by the
lecturers or lecturers prior to the teaching and learning process are discussed. Those
three important preparations have to be arranged based on the curriculum used. Every
school or institution has their own curriculum that consists of a plan regarding the
purpose of the students along the learning process and what to be learned to fulfill the
objective. The syllabus needs to be arranged by the lecturer as the development of the
curriculum. After arranging the syllabus, the materials need to be prepared before
teaching. The materials must be suitable for the syllabus. The plan of the learning
process in the classroom must be arranged in the lesson plan.
Based on the result of the analysis of the students‟ error, then in order to help
the students to develop their ability to understand the English passive voice, the
following points regarding the passive voice must be focused.
5.2 A Syllabus Design
According to Nunan (1988), syllabus design is concerned with the selection of
the items to be learnt and the grading of those items into an appropriate sequence. It is
different from curriculum design. In the latter, the designer is concerned not just with
lists of what will be taught and in what order, but also with the planning,
implementation, evaluation, management and administration of education programs.
Every syllabus needs to be developed based on certain criteria, such as „learnability‟
86
and „frequently‟, which can inform decisions about selection and ordering, as
described below.
When designers put syllabus together they have to consider each item for
inclusion based on a number of criteria. This will not only help them decide if they
want to include the item in question, but also where to put it in the sequence. The
syllabus designer has to balance such competing claims when making decisions about
selection and grading.
a. Learnability: some structural or lexical items are easier for students to learn than
others. Thus, we teach easier things first and then increase the level of difficulty as
the students‟ language level rises. Learnability might tell us the beginner level that
it is easier to teach the uses of was and were immediately after teaching the uses of
is and are, rather than to follow is and are with the third conditional. Learnability
might persuade us to teach some and any on their own rather than to introduce a
whole range of quantifiers (much, many, few, etc.) all at the same time.
b. Frequency: it would make sense, especially at the beginner levels, to include items
which are more frequent in the language, than the ones that are only used
occasionally by native speakers. Now that the corpus information can give us
accurate frequency counts, we are in a position to say with some authority, for
example, that see is used more often to mean understand (e.g. Oh, I see) than it is
to denote vision. It might make sense, therefore, to teach that meaning of see first
– but that decision will also have to depend upon the other design criteria listed
here, which might lead us to a different conclusion.
87
c. Coverage: some words and structure have greater coverage (scope for use) than
others do. Thus, we might decide, based on coverage, to introduce the going to
future before the present continuous with future reference, if we could show that
going to could be used in more situations than the present continuous.
d. Usefulness: the reason that words like book and pen figure so highly in classroom
(even though they might not be that frequent in real language use) is that they are
useful words in that situation. In the same way, words form the family members
occurring early in the student‟s learning life because they are useful in the context
of what students are linguistically able to talk about.
The grammar syllabus is the commonest type of syllabus. In this syllabus,
the sequence of grammatical structures that leading to an undersatnding of the
grammatical system is gradually acquired by the students. In multi-syllabuses, it is
also the grammar syllabus that tends to be the main organizing foundation, with
units devoted to the verb to be, the present simple, the present continuous,
countable and uncountable nouns, the present perfect, etc.
The suggested syllabus on this study was based on the needs analysis of the students,
profile of the students, and frame factor analysis. The grammatical syllabus is
proposed in this study. The model or the form of the suggested syllabus in this study
was adapted from the syllabus that is currently used by STIKOM Bali.
5.2.1 Needs Analysis
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The term need is used to refer to “wants, desire, demands, expectation,
motivations, lacks, constraints, and requirements” (Brindly, 1984:28). Learner needs
imply what learners hope to gain from a particular course (Berwick, 1988).
Procedures which are “used to collect information about learners‟ needs are known as
needs analysis (Richards, 2001: 51).
The lecturer always does the informal needs analysis in order to find out what
language point that the students needed to learn more. Different approach in teaching
is needed based on the result of the needs analysis.
Based on the result of the error analysis, the needs analysis of this study may
be as follows:
Principle target needs: being able to write the correct English passive sentence
based on the tenses particularly Present Perfect.
Learning needs: the rule and the structure of English passive voice.
5.2.1.1 Profile of the Students
There are some important things used to describe the learner‟s profile that will
be as the target in the learning process (Iskandarwassid & Sunendar, 2009). One of
them is the personal characteristic and environment.
The students are in Dual Degree Program of STIKOM Bali. It is located at Jl.
Raya Puputan Renon No.86 Denpasar. The personal characteristic and environment
of the students:
1. Age
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The ages of students are around 18-20 years old.
2. Sex
The number of male is more than the number of female in this program.
3. Experience of Attending Pre-School
All students were attending pre-school when they were child.
4. The Socio-Economy of Parents
From the side of parents‟ socio-economy, most of the students are upper
middle class.
5.2.1.2 Frame Factor Analysis
1. Location
Jl. Raya Puputan Renon No.86 Denpasar.
2. Facilities in the classroom
a. The size of the classroom: 6X8 meters.
b. LCD, whiteboard
c. Total of the learning seat: @ 30 seats
d. 1 table and chair for the lecturer in each class.
e. Air Conditioner
3. Situation
The learning process starts from 8 A.M. up to 8 P.M. The morning is the
ideal time to start the learning process. The problems that might occur along the
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learning process in the class are the concentration of the students, and the noisy
situation since this campus is located right at the edge of the main road.
4. The color of the class is white.
5.3 Material
In general, material is the thing presented by the lecturer to be understood by
the students. It aims to achieve the objective of the learning process already
determined. The material usually consists of facts, generalization, concepts, etc. In
determining the materials, there are some considerations. The instructional objective
of the learning process must be in accordance with it. Besides that, the ability of the
students in general, systematically organized, and also includes factual and
conceptual things should also be in accordance with it. The material should be based
on the instructional objective of the learning process. Besides, the material must be
very important to be given to the students and also meaningful and contains some
values that are beneficial to everyday life.
In this study, two suggested materials are offered to the students based on the
objective of the learning process particularly the material that related to the English
passive voice. According to the principle of the target needs, the students must
understand the changing process of the active voice into passive voice based on the
passive construction. The concept in forming the passive voice is also important. The
first material is the passive (be done/have been done). In this material, the students
can see and study some examples of the changing active voice into passive voice
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particularly for passive infinitive. The second material is the passive (present and past
tense). In this material, the students can see and study some examples how to arrange
the passive of present simple, past simple, present continuous, past continuous,
present perfect, and past perfect tense.
5.4 Planning Lessons
Planning lesson is the combining a number of different elements into a
coherent whole so that a lesson has an identity, which students can recognize, work
within, and react to the materials that lecturers may use to visualize and create that
identity. Holecturerver, plans which help lecturers identity aims and anticipate
potential problems are proposals for action rather than scripts to be follolecturerd
slavishly, whether they are detailed documents or hastily scribbled notes.
1. Pre Planning
Before starting to make a lesson plan, it is needed to consider a number of
crucial factors such as the language level of the students, their educational and
cultural background, their likely levels of motivation, and their different learning
styles. Such knowledge is, of course, more easily available when lecturer have spent
time with a group than it is at the beginning of a course. When lecturer are not yet
familiar with the character of a group, lecturer need to do our best to gain as much
understanding of them as lecturer can before starting to make decisions about what to
teach.
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Lecturer also need knowledge of the content and organization of the syllabus
or curriculum lecturer are working with, and the requirements of any exams, which
the students are working. The knowledge of the students and the syllabus must be
considered the four main planning elements below:
a. Activities: when planning, it is vital to consider what students will be doing in the
classroom; lecturer has to consider the way the students will be grouped, whether
they are to be more around the class, whether they will work quietly side-by-side
researching on the Internet or whether they will be involved in a boisterous group-
writing activity.
Lecturer should make decisions about activities almost independently of
what language or skills lecturer have to teach. Our first planning thought should
centre round what kind of activity would be best for a particular group of students
at a particular point in a lesson, or on a particular day. By deciding what kind of
activity to offer them – in the most general sense – lecturer have a chance to
balance the exercises in our lessons in order to offer the best possible chance of
engaging and motivating the class.
The best lessons usually offer a variety of activities within a class period.
Students may find themselves standing up and working with each other for five
minutes before returning to their seats and working for a time on their own. The
same lesson may end with a whole-class discussion or with pairs writing dialogues
to practice a language function or grammar point.
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In this study, the lecturer may ask the students to do some activities
individually in order to make the students able to use the passive voice. The
activities that which based on two lesson plans are writing sentences, analyzing,
and do some exercises related to the use of English passive voice. Writing
sentences and analyzing will be conducted ten minutes after the pre-activity. Then
after the whilst-activity, the students will be asked to do some exercises in order to
see the students‟ ability towards the materials.
b. Skills: lecturer needs to make a decision about which language skills they wish the
students to develop. The syllabus or the course book sometimes determines this
choice. However, lecturer still need to plan exactly how students are going to work
with the skills and what sub-skills lecturer wish to practice.
Planning decision about language skills and sub-skills are co-dependent
with the content of the lesson and with the activities that the lecturers will get
students to take part.
In this study, basically, four language skills are used but has different
portion. Writing skill has the biggest portion since the analysis is about the
students‟ writing. The lecturer will give the students the active sentence then asks
them to change it into passive sentence after giving some explanations regarding to
the use and the construction of passive voice.
c. Language: lecturer needs to decide what language to introduce and have the
students learn, practice, research or use.
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One of the dangers of planning is that where language is the focus it is the
first and only planning decision that lecturers make. Once the decision has been
taken to teach the present continuous, for example, it is sometimes tempting to
slip back into a drill-dominated teaching session that lacks variety and which may
not be the best way to achieve our aims. However, language is only one area that
lecturer need to consider when planning lessons.
d. Content: someone that plan the lesson plan has to select a content that has a good
chance of provoking interest and involvement. Since they know their students
personally, they are lecturer placed to select appropriate content. Based on the
students needs, the content of the lesson plan in this study is about the use of
English passive voice and its construction.
2. The Plan
Next step after some pre-planning and made decisions about the kind of
lesson that lecturer wants to teach, lecturer can make the lesson plan. This may take a
number of different forms and it depends on the circumstances of the lesson and on
our attitude to planning in general.
a. The planning continuum
The way that a lecturer plan lesson depends upon the circumstances in which
the lesson is to take place and on the lecturer‟s experience. Near one end of a
„planning continuum‟, lecturers may do all the (vague) pre-planning in their head
and make actual decisions about what to include in the lesson as they hurry along
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the corridor to the class. Those with experience can get away with this some of the
time because they have a number of familiar routines to fall back on.
Another scenario near the same end of the continuum occurs when lecturers
are following a course book and they do exactly what the book says, letting the
course book writers, in effect, do their planning for them. This is especially
attractive for lecturers under extreme time pressure, though if lecturer do not spend
time thinking about how to use the course book activities (and what happens when
lecturer do) lecturer may run into difficulties later.
At the very end of the planning end of planning continuum is the kind of
lesson described by one writer as the „jungle path‟, where lecturers walk into class
with no real idea of what they are going to do (Scrivener 1994b: 34-37); thus they
might say What did you do last week? In addition, base the class on what replies
they get, they might ask the students what they want to do that day, or take in an
activity to start the class with no real idea of where it will lead them and their
students.
Experienced lecturers may be able to run effective lessons in this way, without
making a plan at all. When such lessons are successful, they can be immensely
rewarding for all concerned. However, more often they ruin the risk of being
muddled and aimless. There is a real danger that if lecturers do not have a clear
idea of their aims and crucially, if the students cannot or will not help give the
lesson shape, „then nothing useful or meaningful can be achieved at all‟
(Malamah-Thomas 1987: 3). Though some students may enjoy the adventure of
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the jungle path, the majority will benefit both linguistically and psycho
linguistically from the forethought the lecturer has given to the lesson.
At the other end of the continuum, lecturers write formal plans for their
classes which detail what they are going to do and why, perhaps because they are
about to be observed or because they are required to do so by some authority. The
vast majority of lesson planning probably takes place betlectureren these two
extremes. Lecturers may scribble things in their notebooks, sometimes only noting
the page of a book or the name of an activity. Other lecturers may write something
more complex. Perhaps they list the words they are going to need, or write down
questions they wish to ask. They may make a list of the sites they want students to
visit together with the information they have to look for online.
The actual form of a plan takes less important than the thought that has gone
into it; the overriding principle is that lecturer should have an idea of what lecturer
hope our students will achieve in the class, and that this should guide our decisions
about how to bring it about. However, written plans do have a secondary function
as a record of what has gone on, and in the lesson itself they help to remind
lecturers of what they had decided to do, what materials they need, and how long
they had planned to spend on certain activities.
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3. Making a Plan
The following example of making a plan exemplifies how a lecturer might proceed
from pre-planning to a final plan.
a. Pre-planning background
b. Pre-planning decisions
c. The plan
4. The Formal Plan
Formal plans are sometimes repaired, especially when, for example, lecturers are to
be observed and/or assessed as part of a training scheme or for reasons of internal
quality control. A formal plan should contain some or all of the following elements:
a. Class description and timetable fit: a class description tells us who the students
are, and what can be expected of them. It can give information about how the
group and how the individuals in it behave. Depending on the circumstances of the
plan, the lecturer may want to detail more information about individual students,
e.g. Hiromi has a sound knowledge of English and is very confident in her reading
and writing abilities. However, she tends to be rather too quiet in group work,
since she is not especially comfortable at „putting herself forward‟. This tends to
get in the way of the development of her oral fluency. Such detailed description
will be especially appropriate with smaller groups, but becomes increasingly
difficult to do accurately with larger classes. However, a record of knowledge of
individual students gain through such means as observation, homework, and test
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scores invaluable if lecturer are to meet individual needs. Lecturer will also
include information about how the class has been feeling and what kind of
activities they have been involved in (e.g. controlled or influenced our planning
choices for this lesson.
b. Lesson aims: the best classroom aims are specific and directed towards an
outcome that can be measured. If lecturer say My aim is that my students
should/can…by the end of the class, lecturer will be able to tell, after the lesson,
whether that aim has been met or not. Aims should reflect what lecturer hope the
students will be able to do, not what the lecturer is going to do. An aim such as to
teach the present perfect is not really an aim at all- except for the lecturer.
A lesson will often have more than one aims. Lecturer might lecturerll say, for
example, that our overall objective is to improve our students‟ reading ability, but
that our specific aims are to encourage them to predict content, to use guessing
strategies to overcome lexical problems, and to develop an imaginative response to
what they encounter.
c. Activities, procedures, and timing: the main body of a formal plan lists the
activities and procedures in that lesson, together with the times lecturer expect
each of them to take. Lecturer will include the aids lecturer are going to use, and
show the different interactions that will take place in the class.
When detailing procedure, „symbol‟ shorthand is an efficient tool to
describe the interactions that are taking place; T=lecturer; S= an individual
student; T C = the lecturer working with the whole class; S,S,S= students
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working on their own; S S= students working in pairs; SS SS=pairs of
students in discussion with other pairs; GG= students working in groups, and so
on.
The data of this study was taken from the class activity where the
students worked with their own after the lecturer explained the passive voice.
Below is one of the students‟ works.
Name : Michele Ruth Arnel Sutrisno
NIM : 110010475
1. People should send their complaints to the head office. (A)
To the head office our complaint send by people. (P)
2. They had to postpone the meeting because of illness. (A)
The meeting is illness to postpone by our. (P)
3. Somebody might have stolen your car if you had left the key in it. (A)
-
4. An Electrical fault has caused the fire. (A)
-
5. They are going to hold next year‟s congress in San Francisco. (A)
Next year‟s congress in San Francisco have go to by our. (P)
6. They should not have played the football match in such bad lecturerather. (A)
In such bad lecturerather have not play the football by our. (P)
7. Lecturer can solve this problem.(A)
This problem can solving by our. (P)
8. Somebody should have cleaned the windows yesterday. (A)
Yesterday have to clean the windows by somebody. (P)
9. Somebody was build this house in 1895 (A)
In 1895 this house is built by somebody. (P)
10. Somebody is cleaning the room at the moment. (A)
The room are cleaned by someone at the moment. (P)
The above students‟ work was the student who made error almost in all passive
sentences. Moreover, she did not make the passive sentence for the sentence
number 3 and 4. It happened because of the students‟ lack of understanding
towards the pattern of English passive voice, and because of the interference of the
100
students‟ first language. Then she found it difficult to change the active voice into
passive voice. This problem could also be caused by the failure of the lecturer in
teaching the material. Lesson plan must be arranged and prepared by the lecturer
prior the lecturing process in order to improve the student‟s understanding towards
the material. In this study, some categories of the students‟ error was used to
design the lesson plan.
d. Problems and possibilities: a good plan tries to predict potential pitfalls and
suggests ways of dealing with them. It also includes alternative activities in case
lecturer find it necessary to divert from the lesson sequence lecturer have hoped to
follow. When listing anticipated problems it is a good idea to think ahead to
possible solutions lecturer might adopt to resolve them. If lecturer need to modify
our lesson dramatically, lecturer may choose to abandon what lecturer are doing
and to use different activities altogether. If the lesson proceeds faster than lecturer
have anticipated, on the other hand, lecturer may need additional material anyway.
Based on one of the above students‟ data, we may see that the students‟
problem is the lack of understanding in forming the passive sentence. The lack of
students‟ understanding is might be happened because they usually use active
sentence more than passive sentence. Therefore, they are more familiar with the
active than passive form. To minimize the students‟ errors, in this study we will
propose this prosedure; T C = the lecturer working with the whole class; S,S,S=
students working on their own.
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5. Planning a sequence of lesson
Planning a sequence of lessons is based on the same principles as planning
a single lesson, but there are number of additional issues which lecturer needs to
pay special attention to.
a. Before and during: however carefully lecturer‟s plan, in practice, things are likely
to happen during the course of a lesson, then the plans are continually modified in
the light of these. Even more than a plan for an individual lesson, a scheme of
work for lecturers or months of lessons is only a proposal of what lecturer hope to
achieve in that time. Lecturer will need to revisit this scheme constantly to update
it.
b. Short and long-term goals: however motivated a student may be at the beginning
of a course, the level of that motivation may fall dramatically if the student is not
engaged or if they cannot see where they are going-or know when they have got
there.
In order for students to stay motivated, they need goals and rewards. If a
satisfactory long-term goal may be „to master the English language‟, it can seem
only a dim and distant possibility at various stages of the learning cycle. In such
circumstances students need short-term goals too, such as the completion of some
piece of work, and rewards such as success on small, staged lesson tests, or taking
part in activities designed to recycle knowledge and demonstrate acquisition.
When lecturer plan a sequence of lessons, lecturer need to build goals for
both students and ourselves to aim at, whether they are end-of-lecturerek tests, or
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major revision lessons. That way lecturer can hope to give the students a staged
progression of successfully met challenges.
c. Thematic strands: one way to approach a sequence of lessons is to focus on
different content in each individual lesson. This will certainly provide variety. It
might be better, holecturerver, for themes to carry over for more than one lessons,
or at least to reappear, so that students perceive some coherent topic strands as the
course progresses. With such thematic threads, our students and lecturer can refer
backwards and forwards both in terms of language-especially the vocabulary that
certain topics generate – and in terms of the topics lecturer ask them to invest time
in considering.
d. Language planning: when lecturer plan language input over a sequence of lessons
lecturer want to propose a sensible progression of syllabus elements such as
grammar, lexis, and functions. Lecturer also wants to build sufficient opportunities
for recycling or remembering the language, and for using language in productive
skill work. If lecturer follows a course book closely, many of these decisions may
already have been taken, but even in such circumstance lecturer need to keep and
after modifying the program lecturer are working from when necessary.
Language does not exist in a vacuum, however. Our decisions about how to lecture
it through the lesson sequence will be heavily influenced by the need for a balance
of activities.
e. Activity balance: the balance of activities over a sequence of lessons is one of the
features, which will determine the overall level of student involvement in the
103
course. If lecturer gets it right, it will also provide the widest range of experience
to meet the different learning styles of the students in the class.
Over a period or months, lecturer would expect students to have received a
varied of activities; they should not have to role-play every day nor would lecturer
expect every lesson to be devoted exclusively to language study. There is a danger,
too, that they might become bored if every Friday was the reading class, every
Monday is the presentation class, every every Wednesday was speaking and
writing. In such a scenario, the level of predictability may have gone beyond the
sufficient to the exaggerated. What lecturer are looking for, instead, is a blend of
the familiar and the new.
Since the focus of this study is on the students‟ writing, therefore, writing exercise
will be existed in the propose lesson plan.
6. Using Lesson Plans
However carefully lecturer plan, and whatever plan taken, lecturer will have to use
that plan in the classroom, and use our plans as records of learning for reference.
Planning a lesson is not the same as scripting a lesson. Whatever our
preparations on the planning continuum, what lecturer take into the lesson is a
proposal for action, transformed into action in the classroom, is bound to „evoke
some sort of student reaction (Malamah-Thomas 1987: 5). Lecturer then have to
decide how to cope with that reaction and whether, in the light of it, lecturer can
continue with our plan or whether lecturer need to modify it as lecturer go along.
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There are a number of reasons why lecturer may need to modify the proposal
for action once a lesson is taking place:
a. Magic moments: some of the most affecting moments in language lessons happen
when a conversation develops unexpectedly, or when a topic produces a level of
interest in our students which lecturer was not predicted. The occurrence of such
magic moments helps provide and sustain a group‟s motivation. Lecturer have to
recognize them when they come along and then take a judgment about whether to
allow them to develop, rather than denying them life because they do not fit into
our plan.
b. Sensible diversion: another reason for diversion from the original plan is when
something happens which lecturer simply cannot ignore, whether this is a
surprising student reaction to a reading text, or the sudden announcement that
someone is getting married. In the case of opportunistic teaching, lecturer takes the
opportunity to teach language that has suddenly come up. Similarly, something
might occur to us in terms of topic or in terms of a language connection, that
lecturer suddenly wants to develop on the spot.
c. Unforeseen problems: lecturer plan, unforeseen problems often crop up. Some
students may find an activity that lecturer thought interesting incredibly boring; an
activity may take more or less time than lecturer anticipated. It is possible that
something lecturer thought would be simple for our students turns out to be very
difficult. Lecturer may have planned an activity based on the number of students
lecturer expected to turn up, only to find that some of them are absent.
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Occasionally lecturer find that students have already come across material or
topics lecturer take into class, and our common sense tells us that it would be
unwise to carry on.
In any of the above scenarios, it would be almost impossible to carry on
with our plan as if nothing had happened; if an activity finishes quickly, lecturer
have to find something else to fill the time. If students cannot do what lecturer are
asking of them, lecturer will have to modify what lecturer are asking of them. If
some students have already finished an activity lecturer cannot just leave those
students bored.
It is possible to anticipate potential problem in the class and to plan
strategies to deal with them. However, lecturer do this, things will still happen that
surprise us, and which, therefore, cause us to move away from our plan, whether
this is a temporary or permanent state of affairs.
However, our plan is just a suggestion of what lecturer might do in class.
Everything depends upon how our students respond and relate to it. In Jim
Scrivener‟s words, „prepare thoroughly. But in class teach the learners-not the
plan‟ (Scrivener 1994b: 44).
7. Evaluation
Evaluation is one of the most important things to be done by the lecturer after
the learning process. It depends on the lecturer whether the type of the evaluation is
multiple choice, answering the question, or writing, etc. The result of the evaluation
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may use to measure the understanding of the students regarding to the materials
already taught. By knowing it, the lecturer can take another method of teaching to
maximize the understanding of the students.
The word of evaluation is from English evaluation that means an action to
determine the value. According to KBK 2004 evaluation or assessment is an activity
of collecting information regarding to the result of the student learning process to
know whether the students have already understood the competency that has been
decided in the curriculum.
The purpose of the evaluation regarding to the result of the learning process
are:
1. Taking decision regarding to the result of the learning process.
2. The understanding of the students.
3. Improving and developing the teaching program.
The function of the evaluation in the teaching and learning process is to know
whether the objective of the learning process has been achieved or not and to know
the effectiveness of the learning process. The type of evaluation in this study is more
in writing. For example, the students will ask to change the active sentence into
passive sentence and ask the students to identity the sentences whether the sentence is
in active or passive voice. It is considered being effective for the students‟
understanding.
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Table 5.1
Suggested Part of Syllabus
Program Studi : Sistem Komputer
Mata Kuliah : Bahasa Inggris I
Kode MK : 419104
Semester : 1 (Satu)
Jumlah SKS : 2 SKS
Deskripsi:
Dalam Mata kuliah Bahasa Inggris 1, mahasiswa diharapkan mempunyai keterampilan yang lebih dalam bidang
bahasa Inggris terutama dalam hal menulis dan memahami bacaan berbahasa Inggris, serta diharapkan mampu
berbahasa Inggris aktif maupun pasif.
Standar Kompetensi:
Mahasiswa mampu memahami tentang penggunaan kata kerja, singular/ plural, pola kalimat, jenis kalimat, kalimat
aktif dan pasif, serta dapat memahami bacaan yang menggunakan bahasa Inggris.
108
Pert. /
Mode
Kompetensi
Dasar
Pokok Bahasan Sub Pokok Bahasan
dan Sasaran Belajar
Indikator Alokasi
Waktu
Media
12.
Mahasiswa
mengetahui
bentuk
kalimat
passive
voice.
Pokok Bahasan:
Passive Voice
Materi:
Forming Passive Voice
from Active Voice to
get the passive meaning
Passive Infinitives
Mahasiswa dapat
mengetahui pola kalimat
pasif. C1
Mahasiswa dapat
memahami bentuk
kalimat pasif. C2
Mahasiswa dapat
membuat kalimat pasif.
C3
Mahasiswa
mengetahui dan
memahami pola
kalimat pasif.
2 x 50 menit -Whiteboard
- LCD
109
Example of Material
Taken from English Grammar In Use: A Self-Study Reference and Practice Book For
Intermediate Students by Raymond Murphy (1985:84)
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LESSON PLAN
Education Unit : Dual Degree Program
Level : First year university students
Study Program : Computer System
Subject : English I
Time Allocation : 2x50 Minutes
a. Competency Standard:
The students are able to form the passive voice from active voice using the
passive structure, and in the form of passive Infinitives.
b. Basic Competency:
Understand the structure of passive voice.
c. Indicators:
1. Learning the changing of active voice into passive voice to get the passive
meaning;
2. Learning the form of passive infinitives.
d. Learning Objectives:
1. to enable students to understand the concepts of passive voice to get the
passive meaning;
2. to enable students to form the passive infinitives.
e. Teaching Materials:
1. Passive voice (be done/been done/being done)
2. Passive voice (auxiliary + infinitive combinations)
111
f. Delivery Method: Teaching, practicing, discussion.
g. Source: Murphy, Raymond. 1985. English Grammar In Use: A Self-Study
Reference and Practice Book For Intermediate Students. Cambridge University
Press.
h. Teaching aids: Laptop, whiteboard.
g. Evaluation
Scoring Procedure : Writing test
Scoring Technique : Sentence structure
Table 5.2 Teaching Scenario:
Lecturer‟s Activity Students‟ Activity
Pre-activity: 10 minutes
3. 1. Greeting students and check students‟ presence
4. 2. Reviewing subject, object, verb of past
participle, and to be.
Whilst-activity: 60 minutes
1. Asking the students to write an active sentence
in Indonesian language then translate it into
English.
Example:
Pretty menulis surat setiap hari.
Pretty writes a letter every day.
2. Telling the students that there is another way to
express that sentence using passive voice.
3. Telling the students a short story then clarifying
the difference between active and the passive
1. Responding
2. Pay attention
1. Write a sentence then
translating it into English.
2. Pay attention.
112
voice by answering the questions regarding to
the story. Then the students need to answer the
question in active and passive voice according to
the question.
Example:
“Pretty bought a dog last week. Her dog is very
cute. She loves her dog, but one day the dog bit
her.
Questions:
1. What did the dog do? (Active voice is used in
the answer).
2. What was happened to Pretty? (Passive voice
is used in the answer).
4. Letting them recognize the difference between
those two questions and the answers.
5. Explaining the difference between active and
passive voice constructions.
6. Explaining the reasons why the passive is used
instead of active voice at times.
7. Explaining the significant use of „be+past
participle‟ in English passive voice. Giving the
students some examples of passive infinitive.
8. Asking each student to make a passive infinitive
sentence.
9. Application: check the students‟ understanding.
Asking students to change the passive infinitive
sentences into active sentences.
3. Analyze the difference
between those two
sentences.
4. Pay attention
5. Pay attention
6. Pay Attention
7. Making sentence.
8. Explain their understanding
9. Making conclusion
113
10. Asking students to make conclusion regarding to
the passive voice.
Post-activity: 30 minutes
1. Telling students to look at the next exercise as
evaluation.
a. Answer A if the sentence is active and P if
passive.
b. Read the sentence and rewrite the sentence
in the same meaning using passive voice.
2. Concluding the lesson and giving chance to
students to ask question.
3. Ending the class
1. Doing the exercises
114
Table 5.3
Suggested Part of Syllabus
Program Studi : Sistem Komputer
Mata Kuliah : Bahasa Inggris I
Kode MK : 419104
Semester : 1 (Satu)
Jumlah SKS : 2 SKS
Deskripsi:
Dalam Mata kuliah Bahasa Inggris 1, mahasiswa diharapkan mempunyai keterampilan yang lebih dalam bidang
bahasa Inggris terutama dalam hal menulis dan memahami bacaan berbahasa Inggris, serta diharapkan mampu
berbahasa Inggris aktif maupun pasif.
Standar Kompetensi:
Mahasiswa mampu memahami tentang penggunaan kata kerja, singular/ plural, pola kalimat, jenis kalimat, kalimat
aktif dan pasif, serta dapat memahami bacaan yang menggunakan bahasa Inggris.
115
Pert. /
Mode
Kompetensi
Dasar
Pokok Bahasan Sub Pokok Bahasan
dan Sasaran Belajar
Indikator Alokasi
Waktu
Media
12.
Mahasiswa
mengetahui
bentuk
kalimat
passive
voice.
Pokok Bahasan:
Passive Voice
Materi:
Passive voice in:
Present Perfect
Present Continuous
Past Simple
Mahasiswa dapat
mengetahui pola kalimat
pasif. C1
Mahasiswa dapat
memahami pola kalimat
pasif sesuai dengan
waktu penggunaannya
C2
Mahasiswa dapat
membuat kalimat pasif.
C3
Mahasiswa
mengetahui dan
memahami pola
kalimat pasif.
2 x 50 menit -Whiteboard
- LCD
116
Example of Material
Taken from English Grammar In Use: A Self-Study Reference and Practice Book For
Intermediate Students by Raymond Murphy (1985:86).
LESSON PLAN
Education Unit : Dual Degree Program
Level : First year university students
117
Study Program : Computer System
Subject : English I
Time Allocation : 2x50 Minutes
a. Competency Standard:
The students are able to make the passive voice in Present Perfect, Present
Continuous and in Simple Past.
b. Basic Competency:
Understanding the structure of active sentence in Present Perfect, Present
Continuous, and Simple Past.
c. Indicators:
Learning the passive structure of Present Perfect, Present Continuous and
Simple Past.
d. Learning Objectives:
1. to enable students to understand the structure and to make the sentences in
passive voice using Present Perfect, Present Continuous, and Simple Past.
2. to enable students to differentiate between the use of passive and active voice
using Present Perfect, Present Continuous, and Simple Past.
e. Teaching Materials:
Passive voice (Present Perfect, Present Continuous, Past Simple).
f. Delivery Method: Teaching, practicing, and discussion.
g. Source: Murphy, Raymond. 1985. English Grammar In Use: A Self-Study
Reference and Practice Book For Intermediate Students. Cambridge University
Press.
118
h. Teaching aids: Laptop, whiteboard.
g. Evaluation
Scoring Procedure : Writing test
Scoring Technique : Sentence structure
Table 5.4 Teaching scenario:
Lecturer‟s Activity Students‟ Activity
Pre-activity: 10 minutes
5. 1. Greeting students and check students‟ presence
6. 2. Reviewing subject, object, verb of past
participle, and to be.
Whilst-activity: 60 minutes
1. Asking the students to write an active sentence
using Present Continuous, Simple Past, and
then Present Perfect.
2. Telling the students that there is another way to
express those sentences using passive voice to
get the passive meaning.
3. Explaining the difference between the
construction of active and passive voice for
those tenses.
4. Letting them recognize the difference between
those type of sentences (active and passive).
5. Explaining the reasons why the passive is used
instead of active voice at times.
6. Asking students to study the changing verbs of
the active and passive sentences carefully.
7. Application: check the students‟ understanding.
Ask students to change the passive sentences
into active sentence based on the tenses.
8. Asking students to make conclusion regarding to
1. Responding
2. Pay attention
1. Write sentences
2. Pay attention
3. Analyze the difference
between those two sentences
5. Pay attention
6.Analyze the changing verbs.
7. Change the passive
sentences into active
sentences.
8. Make a conclusion
119
the use of passive voice.
Post-activity: 30 minutes
1. Telling students to look at the next exercise as
evaluation.
a. Answer A if the sentence is active and P if
passive.
b. Read the sentence and rewrite the sentence
in the same meaning using passive voice.
2. Concluding the lesson and give chance to
students to ask question.
3. Ending the class
1. Do the exercises
CHAPTER VI
CONCLUSION AND SUGGESTION
The discussion of this present study which deals with “The Problem in Using
English Passive Voice by the Students of Dual Degree Program of STIKOM Bali”
attempts to investigate the research problems: (1) What is the similarities and the
differences between English and Indonesian passive voice?; (2) What are the problems
of the students in using English passive voice?; (3) How to design an effective lesson
plan in teaching English passive voice to the students in Dual Degree Program of
STIKOM Bali? Hence, in this chapter the conclusions as the answer to those three
120
problems under study can be summed up here. Apart from the conclusions, some
suggestions are also recommended here.
6.1 Conclusion
By doing the comparative study based on the theory of English and Indonesian
grammar particularly on the passive voice, the differences and the similarities of those
two languages were found. There are some similarities and differences between English
and Indonesian passive voice. The similarities are; (1) both need transitive verb in active
sentence to be able to change into passive form, (2) in both English and Indonesian
passive sentences, the object in the active sentence becomes the subject in passive
sentence and the subject becomes the part of „by phrase‟ or „oleh‟, and (3) in both
English and Indonesian passive voice, the „by phrase‟ or „oleh‟ can be left unwritten if it
is not essential to the meaning of the sentence. The differences between English and
Indonesian passive voice; (1) the formula of the English passive voice is different from
the Indonesian passive voice. The English passive voice uses the past participle verbs
consisting of regular and irregular verbs, while the Indonesian passive verbs contain
affixes (di-/ter-) or without any prefix if the subject is pronoun substitute, and there is
no regular or irregular verbs. The English passive verbs deal with tenses; on the other
hand, in Bahasa Indonesia there is no tenses because the time reference does not
determine the verb forms in the sentence to express the time signal; (2) the steps in
making English and Indonesian passive voice are also different.
This study also attempted to find the source of the students‟ errors particularly in
using the English passive voice. The data were taken from the students‟ test result,
which was aimed to know the problems faced by the students in using the English
121
passive voice. The linguistic error mostly made by the students was in the category of
Misformation of Present Perfect in Passive Voice. There were 35 errors of this category
and the percentage was 31.3%. Next, there were 15 errors for category of Misformation
of Passive Infinitives and the percentage was 13.4%. Then it was followed by
Misformation of Future Tense „going to‟, there were 13 errors for this category and the
percentage was 11.6%. Error category of Conditional Passive Misformation reached up
10 errors or 8.9 % as well as the error category of Passive Order but Active Form.
Whereas the error of Misformation of Modal Verbs in Passive Voice and Misformation
of Present Continuous in Passive Voice both reached up 8 errors which was 7.1%. The
other errors have quite balance occurrences, less than 6 errors. Based on the
Comparative Linguistic Taxonomy, the source of the students‟ error was found. All of
their errors happened because of the interference of their first language which is called
an Interlingual error. Besides that, Moreover, they are more familiar with the active
voice better than passive voice, and they like to use passive voice in their writing.
Therefore, they made such errors in changing active voice into passive voice.
Based on the findings, the Syllabus was made and Lesson Plan was designed.
Some categories of the students‟ error were used in designing the lesson plan based on
the material regarding to the categories. This is expected to help the students
understand the English passive voice and minimize the students‟ error in the future.
6.2 Suggestion
This study is expected to give a contribution to the development of applied
linguistics in the area of teaching and learning especially in teaching English as a
foreign language. By analyzing the problems of the students in learning the target
122
language and doing a comparative study between the students‟ first language and the
target language, the lesson plans can be design and the material for teaching can be
prepared.
The findings of this study suggested that the lecturer should try to use the lesson
plan particularly in teaching English passive voice. By applying the lesson plan it is
expected that the students will be able to understand the use and the form of passive
voice correctly, and minimize the interference of their first language.
However, materials and method always need to be developed by the next
researcher particularly in the English passive voice. Because in teaching and learning
process, there are many things to be considered, such as the students‟ profile, materials
to be given, and method of teaching including the motivation of the students, an
advance research is needed for more understanding and useful suggestions.
123
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Appendix 1 Students‟ Data
No ID No. Student‟s Name
1 110010476 Putu Sedana
2 110010312 Marshal Putra Perdana
3 110010856 I Kadek Murjana
4 110010851 I Gede Sukadana
5 110010457 Mayco Thiodoros Sudirman
6 110010584 I Made Jody Raharja
7 110010315 Gde Weda Pramanta Sena
8 110010478 Ryan Fadilah
9 110010849 Yehezkiel Putra Wijaya
10 110010583 Ida Bagus Ketut Rendy Pramuditha
11 110010313 I Gusti Ngurah Agung Bagus Guna Adinata
12 110010857 Reihan Audie Sutopo
13 110010852 I Wayan Bayu Pratama
14 110010475 Michelle Ruth Arnel Sutrisno
15 110010582 Theresia Florentina Onnik Gabriella
16 110010566 Ni Putu Christina Piliana
17 110010311 Anastasia Tiffany
18 110010316 Putu Ayu Pretthalia
19 110010585 I Gede Bagus Wisnu Adiputra
20 110010574 Ida Bagus Wisnu Shintaro Waraspati
128
Appendix 2
Students‟ Writing
129
7.
