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AN ERROR ANALYSIS OF THE PASSIVE VOICE SENTENCE MADE BY
THE NINTH GRADE STUDENTS OF MTs NEGERI 1 SUKOHARJO
IN THE ACADEMIC YEAR 2016/2017
THESIS
Submitted as A Partial Requirements for the Undergraduate Degree in English
Education Department
By :
DILLA RAFFIKE RISKIE RIJASTI
SRN.133221138
ENGLISH EDUCATION DEPARTMENT
ISLAMIC EDUCATION AND TEACHER TRAINING FACULTY
THE STATE ISLAMIC INSTITUTE OF SURAKARTA
2017
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ADVISORS SHEET
Subject: Thesis of Dilla Raffike Riskie Rijasti
SRN. 133221138
To:
The Dean of Islamic Education
and Teacher Training Faculty
IAIN Surakarta
in Surakarta
Assalamu’alaikum Wr. Wb.
After reading thoroughly and giving necessary advices. Herewith, as the
advisors, we state that the thesis of
Name : Dilla Raffike Riskie Rijasti
SRN : 133221138
Title : An Error Analysis of the Passive Voice Sentence Made by the Ninth
Grade Students of Mts Negeri 1 Sukoharjo in the Academic Year
2016/2017
has already fulfilled the requirements to be presented before The Board of Examiners
(Munaqosyah) to gain Undergraduate Degree in English Education Department.
Thank you for the attention.
Wassalamu’alaikum Wr. Wb.
Surakarta, July 28th
2017
Advisor,
M. Zainal Muttaqien,S.S, M.Hum.
NIP.19740313 200312 1 002
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DEDICATION
This thesis is dedicated to:
1. My parents
2. My sisters and brother
3. My best friends
4. My love
5. Empress Class Family
6. Super Family
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MOTTO
“Berdoa tanpa usaha adalah sombong, Usaha tanpa berdoa adalah bohong.”
(Anynomous)
“Fall seven times, stand up eight”
(Japanese Proverb)
But if they turn away, Say: “(Allah) sufficeth me: there is no god but He: On Him is
my trust, He is the Lord of the Throne (of Glory) Supreme!
(QS. At-Taubah 129)
“Sesungguhnya jika kamu bersyukur, pasti Kami akan menambahkan (nikmat)
kepadamu, dan jika kamu mengingkari (nikmat-Ku) maka sesungguhnya azab-Ku
sangat pedih.”
(QS. Ibrahim: 7)
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ACKNOWLEDGMENT
Alhamdulillah, all praises be to Allah, the single power, the Lord of the
universe, master of the day of judgement, God all mighty, for all blessings and
mercies so the researcher was able to finish this thesis entitled “An Error Analysis of
the Passive Voice Sentence Made by the Ninth Grade Students of Mts Negeri 1
Sukoharjo in the Academic Year 2016/2017”. Peace be upon Prophet Muhammad
SAW, the great leader and good inspiration of world revolution.
The researcher is sure that this thesis would not completed without the helps,
supports, and suggestions from several sides. Thus, the researcher would like to
express her deepest thanks to all of those who had helped, supported, and suggested
her during the process of writing this thesis. This goes to :
1. Dr. Mudhofir Abdulah, S.Ag, M.Pd., the rector of the State Islamic Institute
of Surakarta.
2. Dr. H. Giyoto, M.Hum as the dean of Islamic Education and Teacher Training
Faculty.
3. Dr. Imroatus Solikhah, M.Pd. as the head of English Education Department.
4. Muhammad Zainal Muttaqien,S.S, M.Hum as the advisor for his guidance,
precious, advices, and motivation for the research.
5. The researcher‟s parents, Mr. Jasman and Mrs. Sunarti who always pray for
her, give support, helps, attention and everything that she cannot mentioned
one by one.
6. The researcher‟s sisters Asti and Naja, who always beside her.
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7. The researcher‟s best friends, Mai, Faradila, Atika, Noviani, and Anik, who
always beside her in every condition
8. The researcher‟s best friends forever, Novy, Fadhila, Eunike, Mega, Bimo and
Yoga, who always give her support.
9. The researcher‟s friend in TK, SD, SMP, SMA. In every gathering, they
always make her happy and laugh.
10. The english teacher‟s of MTS N 1 Sukoharjo Mrs. Siska Candra Mahera, S.Pd
for her guidance and support in his thesis.
11. The Students in MTS N 1 Sukoharjo specifically for ninth grade students
thanks for support her in this thesis.
12. Everyone who helps her that she can mentioned the name one by one.
The researcher realizes that this thesis is still far from being perfect. The
researcher hopes that this thesis is useful for the researcher in particular and the
readers in general.
Surakarta, July 28th
2017
The researcher
Dilla Raffike Riskie Rijasti
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ABSTRACT
Dilla Raffike Riskie Rijasti. 2017. An Error Analysis of the Passive Voice Sentence
Made by the Ninth Grade Students of Mts Negeri 1 Sukoharjo in the Academic Year
2016/2017 Thesis. English Education Department, Islamic Education and Teacher
Training Faculty.
Advisors : Muhammad Zainal Muttaqien,S.S, M.Hum
Key words : Error, Error Analysis, Passive Voice.
This research aimed at analyzing the errors commonly made the ninth grade
students of MTs Negeri 1 Sukoharjo in the academic year 2016/2017 in the use of
passive voice. Quantitative approach was applied in conducting the research. The
researcher carried out the worksheet‟s students in conducting this research. The
samples of the research were 15% of 231 total students or 35 students.
The descriptive analysis method was used in this research to portray the errors
of the students and to analyze the data by utilizing the formula P =𝐹𝑁 x 100%. The
instrument of the research was test related to passive voice which focused on several
tenses; such as simple present, present continuous, present perfect, simple past, past
continuous, past perfect, simple future (including „be going to‟ form), and modals.
All of these tenses were used in the affirmative sentence only.
The researcher only emphasized on the misformation which categorizing the
wrong form of the structure or morpheme used. The finding showed that there were
752 errors with the highest error was omission (186 errors from 728 total of errors or
25,55%), be (176 errors from 728 total of errors or 24,18%), by phrase (100 errors
from 728 total of errors or 13,74%), addition (81 errors from 728 total of errors or
11,12%), V3 (80 errors from 728 total of errors or 10,99%), singular - plural (67
errors from 728 total of errors or 9,20%), and the lowest one was subject - object (38
errors from 728 total of errors or 5,22%).
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TABLE OF CONTENT
TITLE ............................................................................................................................ i
ADVISOR SHEET ...................................................................................................... ii
RATIFICATION ......................................................................................................... iii
DEDICATION ............................................................................................................ iv
MOTTO ....................................................................................................................... v
CERTIFICATE OF ORIGINALITY ....................................................................... vi
ACKNOWLEDGEMENT ......................................................................................... vii
TABLE OF CONTENT ............................................................................................ x
LIST OF TABLE ...................................................................................................... xiii
LIST OF CHARTS ................................................................................................... xiv
LIST OF APPENDICES ......................................................................................... xv
CHAPTER I INTRODUCTION
A. Background of the Study ................................................................................... 1
B. Identification of the Problem ............................................................................ 5
C. Limitation of the Problem ................................................................................. 6
D. Problem Statement of the Study ........................................................................ 6
E. Objective of the Study ....................................................................................... 7
F. Benefit of the Study .......................................................................................... 7
G. Definition of Key Terms ................................................................................... 8
CHAPTER II THEORITICAL FRAMEWORK
A. Review on Errors............................................................................................. 10
The Definition of Error ............................................................................................ 10
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The Differences between Error and Mistake ........................................................... 11
Source of Error ........................................................................................................ 14
Types of Errors ........................................................................................................ 19
B. Review of Error Analysis ................................................................................ 26
Definition of Error Analysis ............................................................................ 26
Goal of Error Analysis .................................................................................... 28
Procedures of Error Analysis. ......................................................................... 30
C. Definition Passive Voice ................................................................................. 31
Definition of Passive Voice ............................................................................. 31
Form of Passive Sentence ............................................................................... 38
The Uses of Passive Sentences ........................................................................ 40
D. Previous Study ................................................................................................ 42
CHAPTER III RESEARCH METHODOLOGY
A. The Type of Research ..................................................................................... 45
B. The Research Design....................................................................................... 46
C. Place and Time of Research ............................................................................ 47
D. Population, Sample and Sampling .................................................................. 47
E. Data and Source of the Data ........................................................................... 48
F. The Technique of Collecting Data .................................................................. 49
G. The Technique of Analyzing Data .................................................................. 50
H. Validity and Reliability ................................................................................... 52
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
A. Research Results ............................................................................................. 55
1. Types of Error .............................................................................................. 56
a. Simple Present Tense .......................................................................... 58
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b. Present Continuous Tense ................................................................... 60
c. Present Perfect Tense .......................................................................... 63
d. Simple Past Tense ............................................................................... 66
e. Past Continuous Tense ........................................................................ 69
f. Past Perfect Tense ............................................................................... 72
g. Simple Future Tense (Including „Be Going To‟) ................................ 75
h. Modals ................................................................................................. 79
2. Sources of Error .......................................................................................... 93
a. Interlingual Transfer ........................................................................... 93
b. Intralingual Transfer ........................................................................... 94
CHAPTER V CONCLUSION AND SUGGESTION
Conclusion ....................................................................................................... 99
Suggestion ..................................................................................................... 100
BIBLIOGRAPHY ..................................................................................................... 102
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LIST OF TABLE
Table 2.1. Table of Kinds of Errors Based on Azar‟s Study (2012) .......................... 19
Table 2.2. Table of Active Voice ............................................................................... 34
Table 2.3. Table of Passive Voice Form ..................................................................... 33
Table 4.1. The Recapitulation of Misformation Error of Passive Form ..................... 56
Table 4.2. The Total Each Error in Simple Present Tense .......................................... 59
Table 4.3. The Total Each Error in Present Continuous Tense ................................... 62
Table 4.4. The Total Each Error in Present Perfect Tense .......................................... 65
Table 4.5. The Total Each Error in Simple Past Tense ............................................... 68
Table 4.6. The Total Each Error in Past Continuous Tense ........................................ 71
Table 4.7. The Total Each Error in Past Perfect Tense ............................................... 74
Table 4.8. The Total Each Error in Simple Future Tense ........................................... 77
Table 4.9. The Total Each Error in Modals ............................................................... 81
Table 4.10. The Total Types of Errors in Each Tense ............................................... 83
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LIST OF CHARTS
Chart 4.1. Percentage of Error Types Commonly Made…………………................57
Chart 4.2. Percentage of Error Types in Simple Present Tense……………..............60
Chart 4.3. Percentage of Error Types in Present Continuous Tense………...............63
Chart 4.4. Percentage of Error Types in Present Perfect Tense……………..............66
Chart 4.5. Percentage of Error Types in Simple Past Tense………………...............69
Chart 4.6. Percentage of Error Types in Past Continuous Tense…………................72
Chart 4.7. Percentage of Error Types in Past Perfect Tense………………...............75
Chart 4.8. Percentage of Error Types in Simple Future Tense……………...............78
Chart 4.9. Percentage of Error Types in Modals…………………………................82
Chart 4.10. The Total Types of Error in Each Tense……………………….............84
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LIST OF APPENDICES
Appendix 1 Students Errors Identification ............................................................... 104
Appendix 2 Students‟ Errors Description ................................................................ 109
Appendix 3 Name of the students ............................................................................ 146
Appendix 4 Test of Error Analysis and the Answers ............................................... 148
Appendix 5 Blue Print (Kisi-Kisi Soal) .................................................................... 150
Appendix 6 Surat Keterangan ................................................................................... 155
Appendix 7 Documentations ..................................................................................... 156
Appendix 8 Validity & Reliability ........................................................................... 158
Appendix 9 Students Answer .................................................................................... 159
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CHAPTER I
INTRODUCTION
A. Background of the study
Language is a communication tool that is a means for delivering
information to others. Wardhaugh (1972:3) state “Language is a system of
vocal symbols used for human communication”. Language has a close
relationship with people because they need language to interact with other
people. They usually use the language to express their thoughts, feelings,
ideas, and everything‟s they mean. By using language, people can also
understand what other people say. It means language is very important for
communication.
English is an international language. It is used as a means of
communication in most of countries in the world. In Indonesia, English is a
foreign language. So, it is not easy for Indonesian people to master English
very well. Learning English is not easy; therefore, Indonesian learners are
often confused to comprehend English because there are some differences
between the English and Indonesian language systems. Besides, the
Indonesian learners of English are influenced by Indonesian structure.
Therefore, the learners have to be aware of that. Constructing English
sentence needs some important rules, called grammar. The students who want
to master English well should understand better the English grammar.
Learning a language is supported by learning the components of the
language, such as vocabulary, structure, pronunciation, and spelling. Lado
(196:163) states “Learning a foreign language can be defined for test purpose
not only as learning to understand and be understood, but more specially as
learning to use the structural units and patterns of the foreign language in
validity situation”. From this definition, it can be said that learning a foreign
language is not just enough to understand the language but it is necessary to
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measure to what extend the learners ability to master the grammar or structure
correctly in any situation.
Learning English cannot be separated from the errors, it does not mean
that the errors give negative effects for the learner. Error can be an indicator
of the learners‟ stages in their target language development even the teaching
learning process is better as errors exist because the teacher and the students
will know the lack of mastery and make the appropriate remedial for teaching
to students.
The students must learn through trial and error and the students will not
get an improvement if they think that errors are faults that should be avoided.
The fear of making mistakes leads to hesitancy among the students to say and
write anything in the foreign language. In addition, errors and mistakes are
different. Dulay, Burt and Krashen (1982:139) state “Mistakes are commonly
processed by the performance factors such as fatigue and inattention. On the
other hand, errors are caused by the competent factors which are continuous
and consistent. In other words, errors are resulting from lack of knowledge of
the rule of English.
Actually, every foreign language teacher will find out the errors made
by the students both in oral and written forms. The students can be said to
have made errors when the production of their oral and written expressions
differs from the native speaker or target language‟s norms. According to
Corder (1947:125) “Error analysis is the examination of those errors
committed by students in both the spoken and written medium” and James
(1998:58) describes it as mother tongue influences.
Errors in language learning are sometimes natural and tend to occur
frequently. Therefore, the teachers must try their best to avoid the errors made
by the students without discouraging them. In addition, knowledge of the
sources of the errors will help the teachers to learn the errors in order to
enable the students to construct the students with appropriate language form.
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As stated by Selinker (1992: 119), “the self -correction of errors is indeed
necessary and the teacher can serve an important function here”.
Constructing English sentence needs some important rules, called
grammar. The students who want to master English well should understand
better the English grammar. Murcia and Hilles (1987) states that "Grammar
often taught isolate, unconnected sentences that give a fragmented, unrealistic
picture of English and make it difficult for students to apply what they learned
in actual situations. Grammar is a central point. It includes the tenses as a core
of the skill, such as: simple present tense, simple past tense, simple future
tense, present continuous tense, present prefect tense, past continuous tense
etc. In this case, the researcher limited three tenses, those are simple present
tense, simple past tense, and simple future tense.
One of aspects in grammar that student should study is passive voice. It
is often used both in spoken and written form. In addition, it is very common
in scientific writing and other kinds of expression where the writers are
mostly interested in events and processes in things that happen. Passive voice
is one of the aspects that should be given more attention by the English
teachers. In learning the passive voice, usually students get confused with the
tenses. The students do not fully understand about the change of forms. Like
infinitive change into present participle or the past participles of regular verbs
and irregular verbs of passive voice form. It is important because passive
exists in both spoken and written English.
Based on the statement above, passive sentences are an important part of
English grammar that have to be mastered by the learners actively or
passively. The learners have to own so high capability of English grammar so
that they are able to speak and write correctly and grammatically. In real life
communication with native or non-native speaker, making errors do not
become a big problem. But for the learners who learn English in academic
affairs, making English errors will be a very serious problem.
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In constructing correct passive sentences, the students need to master
grammar for instance: tenses, auxiliaries (modal auxiliaries and auxiliaries‟
verb), past participle verbs, etc. The students usually make errors in building
passive sentences as they ignore some aspects required in arranging best form
of passive sentence.
Sometimes students do not fully understand the passive voice in a
sentence. It is quite possible for them to make error. To avoid the same errors
teacher should correct those errors, whereas those errors will give feedback to
teachers in teaching grammar, especially the student of MTs Negeri 1
Sukoharjo who have some errors in using passive voice. In observation, from
the researcher‟s test, it could be seen that the errors made by the ninth grade
students of MTs Negeri 1 Sukoharjo were mostly in verbs. They should use
past participle in passive voice, but they used infinitive. Instead, they used
infinitive in passive voice, but they should use past participle.
In observation, the researcher gave the student pre-test. In the pre-test
there are some errors made by the students, for example in active voice
sentence was Alex will announce the news tomorrow morning and the students
changed it in passive voice into The news will be announce by Alex tomorrow
morning. The students miss -ed in the past participle verb of announce. It is
regular verb is so it should be added by –ed, and the past participle of the verb
announce is announced. The correct passive voice is The news will be
announced by Alex tomorrow morning. In those case, students made errors in
misformation category that is misformation of tense. The active voice of the
sentence above uses future tense. To make a good passive voice in the future
tense, the pattern is S+ will be + past participle.
To make a good composition, the students must be able to master and
apply the structure correctly. Especially about the grammar used. But, they
could not do that. Of course, errors will arise and automatically their writing
will cause misunderstandings to the readers. The readers cannot receive the
messages or expressions of their idea well. Most of the students still found
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problems in using it, because of their limited mastery, especially the
differences between regular and irregular verbs. Based on the phenomena
above, the researcher is interested in analyzing errors made by the students
when they use passive voice in sentences. The researcher took the MTs Negeri
1 Sukoharjo as the object of research because the researcher has practiced
teaching there. In MTs Negeri 1 Sukoharjo, there are seven classes, IXA class
until IXG class. The data can be gotten from part of population by using
propotional random sampling technique .This technique taking part of
population or sample at random. It means that all individuals in the population
get some chances to be selected become the members of sample. Meanwhile
the samples of this research are 35 students. Each class of IX A, IX B, IX C,
IX D, IX E, IX F, IX G taken 5 students. The students‟ answer will be used by
the researcher to be analyzed. The test consisted of thirty five sentences that
must be changed into passive voices which have to be finished in 60 minutes
by the students.
Based on the discussions above, the researcher intends to investigate
about An Error Analysis of The Passive Voice Sentence Made by The Ninth
Grade Students of Mts Negeri 1 Sukoharjo in the Academic Year 2016/2017
B. Identification of the Problem
The transformation from active to passive voice became a big problem
for many Indonesian learners in studying English grammar. The problems
happened because of many reasons; first, there was a little understanding
about the rules in changing active into passive voice. Second, the students are
still difficult to gain the target language because low motivation from students
and uncontrolled classroom situation. According to the interview result to the
teacher held on Friday, 9th December 2016, it could be known that students
still have difficulties in Past Participle. Most of students have less knowledge
of regular and irregular in Past Participle so they hard to make passive
sentence.
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Third, the students are still lack of knowledge of vocabulary so they
made incorrect passive sentence because did not understand the meaning of
some words in the active sentence. Meanwhile, based on the observation
result that held on Friday, 9th December 2016 the writer observed during
teaching learning activity and taking the test, it could be known that
throughout the teacher was explaining the material, the students ignored the
teacher‟s explanation instead they are busy to chat with their friends.
Based on the identification of the problems above, the researcher wanted
to know further about kinds of errors and the causes of the error made by the
students.
C. Limitation of the Problem
In research, it is very important to limit the scope of analysis to get the
relevant data. It will be better by limiting the analysis in this research into the
errors of using passive sentences. Passive voice is one of important English
grammar that has to be mastered by the learners actively or passively. To
make the study clearly understood by the readers, the researcher limits the
problems as follow:
1. The tense in passive voice only covers simple present, present continuous,
present perfect, simple past, past continuous, past perfect, simple future
and modals.
2. The population of the research is the ninth grade students of MTs Negeri
1 Sukoharjo.
3. The researcher uses Surface Strategy Taxonomy in describing errors
made by students in using passive voice.
D. Problem of the Statements
In this research, researcher attempts to identify the student errors in
passive voices. Based on the limitation of the study above, the problem
statements of this research are:
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1. What kinds of errors commonly by the ninth grade students of MTs
Negeri 1 Sukoharjo in the academic year 2016/2017 in the use of
passive voice?
2. What kinds of error commonly made by the ninth grade students of
MTs Negeri 1 Sukoharjo in the academic year 2016/2017 in each tense
in using passive voice?
3. What are the causes of errors in using passive sentence in writing
made by the ninth grade students of MTS Negeri 1 Sukoharjo in the
academic year 2016/2017 ?
E. Objective of the Study
The Purposes of the research are:
1. To identify the kinds of errors commonly made by students of MTs
Negeri 1 Sukoharjo in the use of passive voice.
2. To know the kinds of error commonly made by the students of MTs
Negeri 1 Sukoharjo in each tense in using passive voice.
3. To find the causes of the errors in writing made by the students of
MTs Negeri 1 Sukoharjo.
F. Benefit of the Study
The writer has a high expectation that the results of this research gives
some benefits for:
1. The teachers: Teachers will know the errors that are usually made by the
students on the use of passive sentences. Teacher will be able to predict
the errors that probably will happen to the students so that they will be
able to overcome the troubles.
2. The students: The result of this research could stimulate and motivate
the students in learning of passive sentences.
3. The school: The result of this research can be used as an additional
material to deepen the use passive sentences in the school.
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4. The results of this research can be functioned as information and
reference for further researchers related with the field.
5. Policy makers: The result of this research can be a concern in
developing English material for the second year students of junior high
school.
6. The other researchers: It can be useful reference for the other
researchers who want to study about English passive voice further. It
can also be a reference in conducting similar research in the next time.
7. For the reader: This research is expected to improve the reader‟s
knowledge about English passive voice more.
G. Definition of key term
To avoid misunderstanding of the concepts used in this study, some
definitions are provided as the following:
1. Analysis
Analysis is a process of resolving data into its consistuent components
to reveal its characteristic elements and structure, (Dey, 1995:30).
2. Errors
Error will appear when the students do not know the languages system
and error in failure dealing with the students‟ competence. Based on
Brown (1987:170) an error is noticeable deviation from the adult
grammar of a native speaker, reflect the competence of the learner.
3. Error analysis
Error analysis is a product, which is usually used by researchers and
teachers that convers collection of the samples, identification of the
errors, and classification of the errors according to their sources and
evaluation of justification of seriousness level of errors, (Ellis,
1994:47)
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4. Mistake
Mistake or lapses are ill formed utterances which are resulted from the
failure to utilize a known correctly (Corder in Fauzati, 2002:76)
5. Passive Voice
Passive voice is a sentence which the subject is the receiver of an
action. It refers to five tenses, they are; simple present tense, present
tense, present continuous tense, simple past tense, past continuous
tense, and future tense.
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CHAPTER II
REVIEW OF RELATED THEORIES
A. Review of Error and Mistake
1. Definition of Errors
As learners of a foreign language, making some error cannot be
avoidable for students. Error can indicate the process of the formation of a
new system of language. Erdogan (2005:26) the research assistant of
Mersin University Faculty of Education points out that “Errors were
considered as being the result of the persistence of existing mother tounge
habits in the new language”. Hubard (1983:134). adds the definition about
error that “Errors caused by lack of knowledge about the target language
(English) or by incorrect hypotheses about it”.
Brown (2000:217) also defined error as “a noticeable deviation from
the adult grammar of the native speaker, reflects the competence of the
learner”. In addition, Chomsky (1983:133) the American linguist, pointed
out that “native speaker makes many errors when they are speaking
(performing), even though the native speaker has, by definition, a perfect
command of his language-perfect knowledge of grammatical rules, lexis
and the sound system”. Furthermore, Norrish (1983:7) states about the error
that “Let us call a systematic deviation, when a learner has not learnt
something and consistently „gets it wrong‟, it is an error”. Susan and Larry
(2001:78) points out about error that “It is likely to occur repeatedly and is
not recognized by the learner as an error”.
The learners make errors because of their lacks of the knowledge of
the language rules they are learning. When the learners make errors, they
will not able to correct it by themselves. As stated by James (1998:83),
errors require further relevant learning to take place before they can be self-
11
corrected. It means that the students will probably make some errors at
other time so the errors should be corrected as soon as possible.
Based on some definitions from the experts above, the writer would
like to define what error is. Error is an inacceptable performance of the
student„s work which is found regularly and the students cannot self-
corrected theirs own mistake. Discuss about errors can be an indicator of
the students‟ level in mastering their target language. From the errors that
the students commit, one can determine their level of mastery of language
system.
2. The Differences between Error and Mistake
It is impossible that learner never makes error and mistake in
language learning process. Errors and mistakes are not the same. It is
important to make differences between errors and mistakes. Some people
still have misunderstanding about them.
In order to be able to analyze the students‟ error properly, it is
important enough for the teacher or researcher to distinguish between
mistake and error.
a. Error
Error according to Brown (2007: 258) is a noticeable deviation
from the adult grammar of a native speakers, reflects the competence
of the learners. Learners of English who ask “Does John can sing?”
are in all likely reflecting a competence level in which all verbs
require a pre-posed do auxiliary for question formation. As such, it is
an error, most likely not a mistake, and it is an error that reveals a
portion of the learners competence in the target language. On the
other hand according to Selinker as cited by Corder (1981: 103),
these errors were regarded as a byproduct of the attempt of the
learner to express his meaning in spontaneous speech with an ability
of the target language system. It was also stated by Corder (1981: 65)
12
that errors are all the results of the influence of the mother tongue on
the learning process, interference‟ as it was called, from the habits of
the first language.
The error correction can be part of language learning activity,
as stated by Selinker (1992: 119), “errors are the part of circular
progression in learning viewing them as a dynamic process involved
in the learning process”. Meanwhile, Corder (1973: 167) explains
“learners” errors are significant in that they provide to the researcher
evidence of how language is learned or acquired, what strategies or
procedures the learner is employing in the discovery of language”.
From the theories above, it can be concluded that an error is a
process indicating the learners‟ strategy in learning. An error takes
place when the deviations arise as the result of lacking knowledge,
and the learners cannot correct it by themselves. Errors continued and
consistent. It means that the learners have not understood linguistic
system they use. In other words, errors are resulting from the lacking
knowledge of the rule of the language.
b. Mistake
Mistake and error are different. Errors are caused by
competence factors which are continuous and consistent. On the
other hand, mistakes commonly are caused by performance factors
such as fatigue and inattention. It is supported by some experts
below.
James (1998: 78) states that a mistake is generally caused by
performance factors, such as limitation of memory or forgetfulness,
tiredness or some situation of stress or uncertainty or when our
attention is divided. Native speakers usually can recognize their own
mistakes and they can be corrected by the learner himself if he or she
concentrates or pay attention to it.
13
Mistakes according to Corder (1981:10), will be useful
therefore hereafter to refer to errors of performance as mistakes.
Mistakes are of no significance to the process of language learning.
Moreover Brown (2007:257) also explains that a mistake refers to a
performance errors that are either a random guess or a “slip” in that it
is a failure to utilize a known system correctly. All people make
mistakes, in both native and the second language situation. These
hesitations, slips of tongue, random ungrammaticalities, and other
performance lapse in native speakers‟ production also occur in the
second language speech. Mistakes, when attention is called to them,
can be self-corrected.
A mistake is not the result of deficiency in competence but the
result of imperfection in the process of providing language.
Meanwhile, Larsen (1994: 59) states that “a mistake is random
performance slip caused by fatigue, excitement, etc. it can be self-
corrected”. James (1998: 78) states that mistakes are not the
significance to the language learning since they do not reflect a detect
in our knowledge (are not caused by incompetence) but traceable to
performance failure. The learner is normally immediately aware of
them and they can correct them with more and less complete
assurance.
From these definitions of mistakes and errors, it is clear that
mistakes are different from errors. Mistakes are performance errors
caused by factors such as fatigue, nervousness, and other uncertain
psychological conditions. Mistakes do not reflect someone language
competence but errors do. Students themselves can correct the
mistake if teacher points it out, on the contrary the students
themselves cannot correct errors.
14
From the explanations above, it can be stated that errors are
competence factors which learners have. Error takes place when the
deviations arise as the result of lacking knowledge, and the learners
cannot correct it by themselves. While mistakes refers to
performance errors, that is a failure to utilize a known system
correctly. This means the learners have known the language and the
language rules, but they fail in applying those rules correctly.
Furthermore, a learner‟s errors provide evidence acquired what
strategies or procedures the learner is employing in the discovery of
language. On the other hand, mistakes are of no significance to the
process of language learning and it would be meaningless to state the
rule for making mistakes.
Based on the definition above, mistakes are caused by
performance factors. Restriction in the memorizing or forget
something can cause mistakes in pronouncing languages‟ sound,
words, word order or giving stress in words or sentence. Mistakes are
random. It means that those mistakes can happen in every linguistic
level. Mistakes occur unsystematically. The learners usually can
correct their mistakes by giving attention or concentrating to what
they want to say because the learners have known the linguistic
system of the language they use. This can be concluded that mistakes
are temporary. These do not last longer. The best example of mistake
in the language usage is slip of tongue when a speaker utters
something.
3. Source of Error
For Brown (1993: 213), the learner‟s errors arise from several
possible general sources, namely Intralingual Transfer, Interlingual
Transfer, Context of Learning, and Communicative Strategies.
15
a. Intralingual Transfer
Intralingual errors are those caused by interference of the
learner‟s mother tongue. The students make the errors because of the
interference coming from the student‟s native language. James
(1998:179) describes it as mother tongue influence. An Indonesian
student often makes errors in saying English sentence mainly in the
use of for singular or plural subjects because in Indonesia there is no
change of Indonesian verbs to confirm it to either a singular or plural
subjects. Brown (1993: 213) states “In this stage, before the system
of the second language is familiar, the native language is the only
linguistic system in previous experience which take the learner can.”
Intralingual errors are those coming from the structure of the
target language itself. Dulay, (1982:165) calls intralingual errors as
developmental errors. He also says since children acquiring a first
language, they have not experienced learning a previous language,
the errors that they are made cannot possibly be due any inference
from other language.
Intralingual errors occur when first language does not have a
rule which second language has. James (1998:179) describes it as
target language causes. Brown (1993:73) states: “It is now clear that
intralingual errors (within the target language) itself or put another
way is a major factor in second language learning”.
Richards (1985:47) says that intralingual errors are divided into
four terms, they are:
1) Overgeneralization
Overgeneralization happens when a learner uses a certain
structure that is over generalizing in the target language. It is
caused by the learners basic experience of certain structure.
Generally, overgeneralization is the creation of one deviant
structure in place of two regular structures, for example: She can
16
sings. In this case, there is an over form of a structure verb sing
becomes sings. It should be she can sing, because she usually
uses verb + s, for example: She sings.
2) Ignore of Rule Restriction
Ignore of rule restriction is failure to observe the restriction of
existing structures. That is the application of rules to the context
where they do not apply.
Example: The baby crying was.
It should be: The baby was crying.
3) Incomplete Application of Rules
Incomplete application of rules means errors that are due to the
occurrence of structure whose deviancy represents the degree of
development of rules required to produce acceptable utterance.
The learners fail to produce a correct sentence according to the
standard rules.
Example: You student.
It should be: You are student.
4) False concept
False concept hypothesized means basic errors as the result from
faulty comprehension of distinction in the target language.
Example: She is not go to school yesterday.
It should be: She did not go to school yesterday.
So, Intralingual errors that are errors caused by interference of
the learners mother tongue. Different class of errors are represented
by sentences
b. Interlingual Transfer
In identifying, interlingual errors; the researchers usually
translate the grammatical from of the learner‟s phrase or sentence
into the learner‟s first language. Interlingual errors here refer to
17
second language errors that reflect native language structure. For
example: an Indonesian may say, She go to school everyday instead
of saying She goes to school everyday, or he/she may say Where he
go? instead of saying Where does he go?, for there is no equivalent
of the auxiliary verb do or does in Indonesian.
Interlingual errors are causes of errors resulting from
complicated system of the target language itself. In addition, Dullay
at (1982 :171) says that "To identify an interlingual error, researchers
usually translate the gramma-tical form of the learner's phrase or
sentence into the learner's first language to see if similarities exist.
For example, if the learner produced "dog eat" the researcher would
translate the grammatical form "The dog ate it".
c. Context of Learning
It is the sources of error that is quite different from the two
sources of errors, interlingual transfer and intralingual transfer.
Brown (1994: 74) states „context‟ refers to the classroom with its
teacher and material in the case of school learning. In their context of
learning, the students often make errors as the result of misleading
exploration from the teacher. Brown also states (1993: 215) that the
students often make errors because of a misleading explanation from
the teacher, faulty presentation of structure or word in a text-book or
even because of the pattern that was memorized in a drill, but not
properly. For example:
“Can you point at the man you suspect?”
(It should be “Can you point out the man you suspect?‟)
In this sentence, point at and point out might in later recall be
confused simply because of the contiguity of presentation.
Furthermore, Brown (1993: 215) argued that the social context of
18
language acquisition can rise to entertain dialect acquisition which
may itself be a source of error.
d. Communicative Strategies
The last source of error is communicative strategy. First, the
writer is going to give definition about communication.
Communication is a process of transferring information from one
person to another. There are two kinds of communication; they are
verbal and nonverbal communication. Verbal communication is when
we communicate our message verbally to whoever is receiving our
message, meanwhile non communication is when we transfer our
message without any word. It can use gesture or body language.
Brown (1994: 178) emphasizes that: “A communication
strategy is the conscious employment of verbal or nonverbal
mechanism for communicating an idea when precise linguistic forms
are for some reason not readily available to the learner at a point in
communication”. For example, a learner may produce a sentence like
I lost my road. That obviously he wanted to say, I lost my way in this
case, and a learner manages to device methods of avoidance when a
thought becomes too difficult to continue expressing.
Errors occur for many reasons. One obvious cause is
interference from the native language. Learner may makes errors
because they assume that the target language and their native
language are similar, when in fact both of them are different. This
kind of overgeneralization is also the cause of many mistaken
guesses. Another obvious cause is simply in complete knowledge of
the target language. A third common cause of errors is the
complexity of the target language. Certain aspects of English (e.g. the
“s” in the third person singular present tense) are difficult for all
students, no matter what their native language. Spelling is also
19
problematic for non-native speaker of English and many native
speakers too. Finally, succeeding occurs when an individual reaches
a satisfactory level of competence in the second language and does
not worry about persistent mistake they may make, which may not
inhibit communication (Brown, 1994: 203-225).
4. Types of Errors
There were several kinds of taxonomy classification errors according
to some experts. Azar‟s study (as cited in Chotimah 2013) noted the kinds
of errors as follows:
Table 2.1. Table of Kinds of Errors Based on Azar‟s Study (1992).
No. Kinds of
Errors Examples Correction
1. Article She bought a apple. She bought an apple.
2. Punctuation What are you doing. What are you doing?
3. Spelling You are embarrasing. You are embarrassing.
4. Capitalization I am from indonesia. I am from Indonesia.
5. Unclear
Meaning
She borrowed some
smoke. ???
6. Word Form Incess is a beauty
lady.
Incess is a beautiful
lady.
7. Word Choice He walks
betweenmany people.
He walks among many
people.
8. Singular –
Plural
She have been here for
a day.
She has been here for a
day.
9. Verb Tense They learn English
yesterday.
They learnt English
yesterday.
10. Add a word Wait ^ me, please! Wait for me, please!
11. Omit a word They came to the my
house yesterday.
They came to my house
yesterday.
12. Word Order I watch those movies
twice.
I watch twice those
movies.
13. Incomplete
Sentence
You got five. Because
you didn't study.
You got five because
you didn't study.
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Unlike Azar‟s study, according to Dulay, Burt, and Krashen in James
book (1998) as cited by Sembiring (2011:7) errors can be classified into
four types, they are:
a. Errors of Ommision
Sentences where an element is omitted, actually it should be
presented.
Example : I not go to school by bus everyday.
It should be : I do not go to school by bus everyday.
b. Errors of Addition
It is a phenomenon in which a certain aspect of language rules is
added into correct sentence. In other words some elements are
presented which should not be presented.
Example : We do study English three times in a week.
It should be : We study English three times in a week.
c. Errors of Misformation
Misformation is the error of using one grammatical form in the place
of another grammatical form.
Example : I doesn‟t know him.
It should be : I don‟t know him.
d. Errors of Misordering
It is a sentence which its order is incorrect. The sentence can be right
in presented elements, but wrongly sequenced.
Example : She not does come early to school.
It should be : She doesn‟t come early to school.
e. Error Taxonomies
According to James (1998: 104) there are four kinds of error
taxonomy, namely the linguistic category classification, surface
strategy taxonomy, comparative taxonomy, and communicative
effect taxonomy. But the useful and commonly used based is for
21
describing taxonomies are two errors taxonomies. These elaborated
here:
1) Linguistic Category Classification
The linguistic category classifies errors according to either the
language component both language component and the
particular linguistic constituent including phonology
(pronounciation), syntax and morphology (grammar), semantic
and lexicon (meaning and vocabulary), and discourse (style).
The followings are the examples of errors:
a) My father cutted the grass yesterday (error in morphology,
addition-ed in regular past tense)
b) He was call (error in morphology, omission of-ed in past
participle)
c) I not you (syntax error, the omission of to be)
2) Surface Strategy Taxonomy
Acording to Dulay, Burt and Krashen in Fauziati (2002:83)
“surface strategy taxonomy highlights the ways surface
structure is altered. Learners may omit necessary item or add
unnecessary ones; they may misform items or misorder them”.
Surface strategy taxonomy includes omission, addition,
misformation, and misordering. Below is detailed description
of each other category used in surface strategy taxonomy.
a) Omission
According to Dulay, Burt and Krashen (1982: 159)
omission errors are characterized by the absence of an
item that must appear in a well-performed utterance. The
learner may omit grammatical morphemes in producing
in a sentence, for example I student new boarding school
22
(The correct sentence is I am the student of the new
boarding school)
b) Addition
Dulay, Burt and Krashen (1982: 156) define addition
errors as the opposite of omissions. They are
characterized by the presence of an item which must not
appear in a well-formed utterance. These are the three
types of addition errors:
(1) Double Markings
This type is usually resulted from the failure to
delete certain items required in some linguistic
construction, but not others, for example:
- I didn‟t went
- He doesn‟t knows my name
(Both are double marking in auxiliaries and verbs)
(2) Regulatization
Here, a marker that is typically added to linguistic
items is erroneously added to exceptional items of
the given class that do not take a marker. For
examples, peoples and cutted are both
regularization in which the regular plural and past
tense markers (-s and –ed) have been to items
which do not take markers.
(3) Simple Addition
Simple addition happens when it caters for all
additions not describable as double marking or
regularization. If addition error is not a double
marking or regularization, it is called a simple
addition, for example:
- a his table (simple addition of practice A)
23
- in over there (simple addition of preposition)
c) Misformation
Misformation errors characterized by the use of the
wrong from of the morphemes or structure (Dulay, 1982:
170). Ellis (2003:18) defines the misinformation that
using one grammatical form in place of another
grammatical form. There are three types of misformation
errors: regularization, archi-from, and alternating forms
as Dulay, Burt, and Krashen state in Fauziati (2002:84):
(1) Regularization
Regularization errors that fall under the
misformation category are those in which a regular
marker is used in place of an irregular one, such as:
runned for run or childs for children.
(2) Archi-form
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. For example: a learner may select just
one of the English demonstrative adjective this,
that, these, those to do work for several of them:
Those cat for this cats.
(3) Alternating forms
The use of archi-forms often gives a way to the free
alternation of various members of a class with each
other.
Some examples are:
Those cat for this cat
The participle from may be altered with past
irregular as in:
24
He seen theme two days ago or I would have saw
you.
d) Misordering
Misordering errors are characterized by the incorrect
placement of a morpheme or group morpheme in an
utterance. They occur systematically for both first and
second language learning in construction that have
already been acquired, especially in simple embedded
questions. For example:
What she is doing? (She is doing is misordered)
(It should be what is she doing?)
3) Comparative Taxonomy
Dulay, Burt and Krashen (1982: 149) state that the
classification of errors in a comparative taxonomy is based on
comparison between the structure of second language and
certain other types of construction. These comparisons classify
two major categories of error that is developmental errors and
interlingual errors.
a) Developmental errors
Developmental errors are errors similar to those made by
children learning the target language as their first
language. For example: in the sentence the dog eat it. The
omission of the past tense marker can be classified as
developmental errors because these are also found in the
speech of children learning English as the first language.
b) Interlingual errors
Interlingual errors are errors similar in structure to a
semantically equivalent phrase or sentence in the
25
learner‟s native language, for instance in sentence “I love
boyfriend I.”
c) Ambiguous error.
This error occurred because this error reflected the
language structure of the native learner, and at the same
time, these types were found in the children speech who
were acquiring their first language, for instance in
sentence “I no have money.”
d) Other error.
This error was different from the errors which had been
mentioned above, for instance in sentence, “She does
pretty.”
4) Communicative Effect Taxonomy
The last type of Error Analysis is Communicative
Effect Taxonomy. This type of taxonomy classifies errors
based on the perspective of the effect on the listener or reader.
Dulay, Burt and Krashen (1982: 189) state that “the
communicative effect classification deals with the errors from
the perspective of their effects on the listener or reader. It
distinguishes between errors that cause miscommunication”.
There are two types of errors under this category,
namely global and local errors.
a) Global Errors
Global errors are errors that effect overall significant
sentences organization to hinder communication, for
example: English language use many people. This should
be Many people use English.
26
b) Local Errors
Local errors are that affect single element (constituent) in
a sentence and do not usually hinder communication
significantly, for examples:
Why we like each other? (This should be Why do we like
each other?)
Why you eat this fruit? (This should be Why do you eat
this fruit?)
In this study, the writer uses surface strategy taxonomy in order to
highlight and give prominence of the ways in analyzing surface altered by
learners. This means that writer will classify errors into observable surface
features of errors, namely errors of omission, addition, misformation, and
misordering.
B. Review of Error Analysis
1. Definition of Error Analysis
According to Carl James (1988: 1), error analysis is the process of
determining the incidence, nature, causes and consequences of
unsuccessful language. In addition, Ellis in Tarigan (1999:170) defines
that “an error analysis of language is a procedure which is usually used by
language researchers and teachers consisting of sample collection,
explanation of errors and its classification based on evaluation or the level
of scoring of the errors”.
Errors in learning language are not made by the learners only but
also by children when they learn their first language even adult native
speakers occasionally make errors (Rod Ellis, 1977: 17). The definition of
errors can be seen through the classification of errors. The classification is
very important to explain the errors analysis. As Sembering (2011: 5),
27
cited from Norish says that error is a systematic deviation from the
accepted system of the target language.
Dulay, Burt and Krashen (1982: 138) defined errors as the flawed
side of learner speech or writing. It is also part of teaching learning
process. Corder (1974: 125) “Error analysis is the examination of those
errors committed by the students in both the spoken and written medium”
Errors analysis is used to analyze and classify the learners‟ errors
from which the learners learning problem can be inferred. As Sembiring
(2011:6) cited from Brown that the errors can be observed, analyzed,
classified to reveal something of the system operating within the learners
mind, and led to a surge of study of learners errors, called analysis. As
Sembering (2011:6) cited from Corder that error analysis is the study of
errors made by the second of foreign language learners to predict the
errors or the difficulties in learning foreign language. Error analysis may
be carried out in order to:
a. Find out how someone learns a language.
b. Find out how someone knows language.
c. Obtain information on common difficulties in language learning.
Thus, errors analysis is the study and the analysis of error made by
language learners which function as to give the information on how they
learn a language, how well they know the language and what difficulties
faced by them in achieving the objective. For the beginners, learning
English grammar may be difficult. Because the grammar is a second rule
to them. The beginners might produce many errors since the grammar
they learn is a second language grammar.
The word error is commonly used when the beginners give the
wrong answer of respond in the grammar questions. James (1998: 86)
states that language learners cannot correct their errors until they have
additional knowledge on the topic. Those errors occur in the course of the
learners because they have not acquired enough knowledge. Once they
28
acquire additional knowledge, they will be able to correct their errors and
the learners correct more conscious of language.
There are many studies on error analysis because error analysis
helps to improve the teaching and learning process. Moreover, error
analysis helps to direct the focus of the teaching and learning process. It
will also improve the process of second language learning and develop
more information for developing the second language acquisition theory
(James, 1998:172).
2. Goal of Error Analysis
Ellis (2003:15) discusses the good reasons for focusing on errors as
follow:
a. Errors are a conspicuous feature of learner language, raising
important question of „Why do learners make errors?‟
b. It is useful for teachers to know what errors learners make.
c. It is possible that making errors may actually help learners to learn
when they self-correct the errors they make.
Moreover, Ellis (2003:15) claims that “classifying errors in these
ways can help us to diagnose learner learning problem at any one stage of
their development and to plot how changes in error patterns occur over
time.”
Martínez (2006:3) in her Journal Should We Correct Our Students
Errors in L2 Learning? proposes the negative and positive effects of error
correction. The negative effects of error correction are:
a. Undermined student„s confidence and forced them to waste so
much effort on details that used to lose the overall ability to use
language.
b. Break the flow of conversation- especially when the teacher
interrupts the student before he has finished his utterance.
29
c. Lower the student„s motivation as only his failures and not his
goals are highlighted.
In addition, Martínez (2006:03) points that “if everything corrected,
the student does not take the challenge to produce second language unless
they are confident that it is correct.” Despite that, Martinez points that
“teacher should correct the mistake by students immediately then learn
correct version.” The writer would like to conclude from Martinez„s
statements that teacher should find the right way in analyzing and
correcting the student„s error, so the negative effects would be disappear.
Norrish (1983:80) informs that “error analysis can give a picture of
the type of difficulty learners are experiencing. If carried out on a large
such surveys can be helpful in drawing up a curriculum.” Richards
(1985:63) also reports that “one of the goals of error analysis was to help
construct an account of the second-language learner„s linguistic
competence.”
Masachika (1982:1) comments that “when English as a second
language teachers spot various kinds of error in students‟ speech or
writing, they tend to correct them automatically, hoping that they will
never repeat the same errors in the future”
Based on some definitions from the experts above, the writer would
like to identify the goal of error analysis. From the information of error
analysis, the teacher or researcher can identify whether teaching or
learning process is successful or not. However, the teacher should know
how to correct the errors of the students in order that they do not make the
same error again. In other words, the teacher or researcher should
improve or use suitable technique of teaching in order to decrease the
student„s error.
30
3. Procedures of Error Analysis
James (1998:91) explains the procedures of error analysis namely:
detection, locating, describing, and classifying error.
a. Error detection is a stage of identification in which the analyst
realizes the error happen.
b. Error location means to locate the error detected before.
c. Error description is explaining the error happen.
d. Error classification is the step to classify the errors; whether the
errors belong to subject and verb agreement, tense, etc.
Ellis in Muriel (2009:39) also accepts that the procedure for
analyzing learners‟ errors includes the following steps:
a. Collecting of a sample of learner language.
Most samples of learner languages which have been used in error
analysis include data collected from many speakers who are
responding to the same kind of task or test (as in Morpheme Order
Studies, which are discussed below). Some studies use samples
from a few learners that are collected over a period of weeks,
months, or even years in order to determine patterns of change in
error occurrence with increasing L2 exposure and proficiency.
b. Identification of errors.
This first step in the analysis requires determination of elements in
the sample of learner language which deviate from the target L2 in
some way. Corder (1967) distinguishes between systematic errors
(which result from some kind of processing failure such as a lapse
in memory), which he excludes from the analysis.
c. Description of errors.
For purpose of analysis, errors are usually classified according to
language level (whether an error is phonological, morphological,
syntactic, etc.), general linguistic category (e.g auxiliary system,
31
passive sentence, negative constructions), or more specific
linguistic elements (e.g. articles, prepositions, verb forms).
d. Explanation of errors.
According for why an error was made is the most important step in
trying to understand the processed of second language asquisitiom.
Two of the most likely causes of L2 errors are interlingual (between
language) factors, resulting from negative transfer or interference
from L1 and intralingual (“within language”) factors, not
attributable to cross-linguistic influence. Intralingual errors are also
considered developmental errors and often represent incomplete
learning of L2 rules or overgeneralization of them. Distinguishing
between interlingual and intralingual errors implicity builds upon
CA procedures, since the distinction requires comparative
knowledge of L1 and L2. For example, the following passage was
in a letter written to me by a native Korean speaker. I have
underlined and numbered the errors.
C. Review of Passive Voice
1. Definition of Passive Voice
Many experts have stated some definitions of passive voice.
Murphy (1985:84) writes that “in a passive sentence if you want to say
who did or what caused the action, use by.” Another opinion states that
passive voice denotes that the subject receives the action (Walsh,
1972:29).
According to Allen (1974: 268), passive voice is very important in
English. Probably, quite 90 per cent of the passive sentences spoken or
written are of the type replacing the indefinite pronouns or reflexives in
other language. Based on the explanation, passive sentence has an
important and special place in a language.
32
Praninkas (1982:97) says that passive voice is a sentence in which
the performer occurs in prepositional phrase at the end or not at all. The
grammatical subject names the person or thing, which would normally
occur in object position. Lim (1975:60) adds that passive is derived from
active. The deriving passive into active is done without changing the
meaning of the sentence.
According to Azar (1989:120), the object of an active verb becomes
the subject of the passive verb. Passive voice emphasizes the object than
the subject, while the active emphasizes the subject rather than the object.
From those statements, Allen (1974:270) adds that it is known that
general principle governing the use of passive sentence is as follows:
when the main interest of the speaker or writer is on the verb activity
itself rather than on the active subject, there is a desire to express this idea
first.
In English, there are only two kinds of voices namely active voice
and passive voice. The active voice of the verb simply means the form of
the verb used when the subject is the „doer‟ of the action and the object is
the „receiver‟ of the action. Furthermore, the active voice is used in
making a statement about an action, for example:
They write letters everyday.
They wrote letters yesterday.
( Krohn, 1971: 206)
(They in those sentences are the subject, that „do‟ the verbal action
(present write, past wrote), and letters are the object that receive the
verbal action (write and wrote).
Many active sentences are transitive sentence. A transitive sentence
is a sentence with a subject that perform the verbal action and an object
that verbal action. E.g.:
The boy eats an apple.
We ate dinner at seven o‟clock.
33
(Swan, 1980: 457)
Active voices follow the tenses. Thompson and Marinet (1986: 234)
give the forms of the active voices in various tenses. These include
Simple Present, Simple Past, Simple Future Tenses. In fact, there are
many tenses in English, but the researcher limits only three of those
tenses as follows.
Table 2.2 Table of Active Voice
TENSE ACTIVE
Simple Present They write letters everyday
Tom eats an apple everyday
Simple Past They wrote letters yesterday
Tom ate an apple yesterday
Simple Future They will write letters tomorrow
Tom will eat an apple tomorrow
( Krohn, 1971: 207)
From the discussion above, many active sentences are transitive
sentences. Transitive sentences are sentences with subject that perform
the verbal action and object that receive the verbal action.
In the passive, the same action is referred to indirectly; i.e., the
original „receiver‟ of the action is the grammatical subject, and the
original „doer‟ of the action is the grammatical object (Frank, 1972: 55).
Sometimes, the object or original „doer‟ is very often not mentioned or it
is not important to know who perform an action. When it is mentioned,
the object is preceded by „by‟ and placed at the end of the class.
Generally, passive voice is performed by putting the verbs “to be” before
the main verb, and the main verb of the active sentence must be in the
past participle. For example:
Active : The girl throws an apple
34
Passive : An apple was thrown by the girl
Active : Bob will mail the letter
Passive : The letter will be mailed by Bob
Those examples show that only verbs which take a direct object
(transitive verb), can be made into passive. It is not possible to use verbs
such as happen, sleep, come, and seem (intransitive verbs) into the
passive voices.
Like an active voice, passive voice follows the tenses. Thompson
and Martinet give the forms of passive voices in such tenses as follow:
Table 2.3 Table of Passive Voice Forms
TENSE PASSIVE
Simple Present be + past participle
Letters are written by them everyday
An apple is eaten by Tom everyday
Simple Past Was/were + past participle
Letters were written by them yesterday
An apple was eaten by Tom yesterday
Simple Future Will be + past participle
Letters will be written by them tomorrow
An apple will be eaten by Tom tomorrow
From the discussion above, it can be drawn the formula of the
passive voice, as follows:
be + V3 (past participle)
a. Passive : by + agent
In sentences like the trouble was caused by your mother, the
part of the sentence introduced by by is called the agent. The agent in
35
a passive sentence is the same person or thing as the subject of active
sentences. e.g.:
- I was shocked by her attitude (passive), Her attitude shocked
me (active)
The agent is only expressed when it is important to say who or
what something is done by. In most passive sentences, there is no
agent.
Example:
- A new supermarket’s just been opened
- I’m always being asked for money.
b. Passive : verbs with two subject
Two objects can follow many verbs, such as give, send, and
show; both are „indirect‟, and „direct‟ objects (Swan, 1984: 411).
These usually refer to a person (indirect object) and a thing (direct
object). Two structures are possible.
1) Verb + indirect object + direct object
- His sister was given a car by him.
- Anna was shown the new computer by the boss
2) Verb + direct object + preposition + indirect object
- A car was given to his sister.
- The new computer was shown to Anna by the boss.
c. Passive : verbs with object + infinitives
Many verbs can be followed by an object and infinitives. For
example:
- We like our staff to say what they think.
- Everybody wanted Doris to be manager.
36
Sentences like those cannot usually be made passive. We
cannot say, for example: *Doris was wanted to be the manager or*
our staff are liked to say what they think. There are few exceptions:
1) Verbs of asking, ordering, allowing etc can usually be used in
the passive with a following infinitive.
- She was told not to come back.
- We are allowed to visit Harry once a week.
2) Many verbs of thinking, saying, etc can be used in the same
way.
- Moriarty is considered to be dangerous.
Note that with say the infinitives structure is only
possible in the passive.
- They stay that he’s famous in his own country. (Not *
they say him to be…)
- He’s said to be famous in his own country.
3) A few verbs are followed, in the active, by an object and an
infinitive without to. Examples are hear, help, make, see.
- They made him tell them everything.
- He is suspected of receiving stolen goods (People suspect
him of him…)
4) When we are more interested in the action than the person who
does it:
- A new public library is being built (by local council)
5) The passive may be used to avoid an awkward or
ungrammatical sentence. This usually done by avoiding a
change of subject:
- When he arrived home a detective arrested him would be
better expressed When he arrived home he was arrested
by a detective.
37
6) The passive is sometimes preferred for psychological reasons.
A speaker may use it to disclaim responsibility for disagreeable
announcement: The speaker may know who performed the
action but wish to avoid giving the name. Tom, who suspect
Bill of opening his latters, may say tactfully:
- This letter has been opened! Instead of You’ve opened
this letter.
There are definitions about passive sentences. Eugene J. Hall (1993:
215) Grammar in Use state that in the passive form, the sentence is
arranged so that what would be the object of an active verb become the
subject. Thomson and Martinet (1985: 263) say in Practical English
Grammar that the passive and active tenses are formed by putting the
verb to be the same tense as the active adverb and adding the past
participle of the active verb. Dixson (1957: 150) says that passive
sentence is formed form verb to be, used as an auxiliary, and the past
participle of the main verb.
Dorothy (1979: 3) says that the passive sentence is necessary when
the doer of the action (the subject) is less important than the action itself
or the result of the action. In addition, Frank (1972:67) points out that the
passive voice is preferred when the doer of an action (or, the agent) is
unimportant or unknown.
From the definitions above, the writer concludes that the passive
sentences is formed from verb “to be” used as an auxiliary, and the past
participle of the main verb. Schmidt (1995: 39) says that about 70% of
most sentences in academic English are in active voices. Consequently,
we have to be careful if we want to use the passive construction. The
passive sentence is only used when it fits the meaning of the sentence. If
it is not used correctly, the passive voice usually expresses an idea in a
weaker way than the active voice. We must notice that only action verbs
that have a direct object (transitive verb) may show passive sentences.
38
2. Form of Passive Sentences
Just for review, based on Hancock (2005:85) the three step
processes in forming a passive form are as follows:
a. The receiver of the action is moved into the grammatical subject
slot.
b. A verb to be auxiliary is added to the verb phrase and the lexical
verb changes to past participle (For regular verbs, past tense and
past participle forms will be identical).
c. The actor moves into the predicate phrase with the help of the
preposition by To further complicate things (or make them rich and
interesting), passive verb phrases can also carry tense or modality
and aspect. No matter how complex the verb phrase, though, the
lexical verb in a passive verb phrase will always be past participle
and the verb to be will always be its closest auxiliary.
Based on Hancock (2005:83) passive voice is divided into twelve,
they are:
1) Present + passive
Example: My dinner is eaten by your dog.
2) Present + continuous + passive
Example: My dinner is being eaten by your dog.
3) Past + passive
Example: My dinner was eaten by your dog.
4) Past + continuous + passive
Example: My dinner was being eaten by your dog.
5) Present + perfect + passive
Example: My dinner has been eaten by your dog.
6) Past + perfect + passive
Example: My dinner had been eaten by your dog.
7) Present + perfect + perfect continuous + passive
Example: My dinner has been being eaten by your dog.
39
8) Past + perfect + continuous + passive
Example: My dinner must be being eaten by your dog.
9) Modal + passive
Example: My dinner must be eaten by your dog.
10) Present + Future + Passive
Example: My dinner will be eaten by your dog.
11) Past + Future + Passive
Example: My dinner would be eaten by your dog.
12) Modal + perfect + continuous + passive
Example: My dinner must have been being eaten by your dog.
Passive clauses can get trickier to recognize when the actor is left
out of the predicate phrase, leaving us with is called an agent less passive.
This is frequently the case when we can see the results of an action, but
we are not sure who or what did it. We say something like “My radio was
stolen” or “My car was broken” into, without adding the rather unhelpful
phrase by someone. The changes from an active sentence to a passive
sentence do not change the tense that is used by the sentence. In other
words, the tense from the passive sentence will follow the pattern to the
active sentence.
Based on Djuhari (2008: 132), there are six things that should be
followed to change the active sentence to passive sentence, they are:
a. The subject in the passive sentence comes from the object of the
active sentence.
b. The “ing” form in active form in active sentence becomes “being”
in the passive sentence.
c. The tenses in passive sentence follow the form of active sentence.
d. Verb past participle (verb 3) in the passive sentence is formed from
the verb in the active sentence.
e. Only the transitive sentence (sentence with object) that can be
changed into passive sentence. On the other hand, intransitive
40
sentence (sentence without an object) cannot be converted into
passive voice. The only reason for this is that such a sentence has
no object. For changing a sentence into passive voice, the sentence
must have clear known object.
f. The passive sentence is used when we want to show the result of the
act form the subject act.
3. The Uses of Passive Sentences
Based on Surayin (1999:384) there are five uses of passive voice,
they are:
a. When no need to mention the subject because there is an exact
person.
Example: The rubbish has not been collected.
b. When we do not know exactly or forget who does the activity.
Example: The minister was murdered.
c. When the subject in the active is indefinable preposition.
Example: He is suspected of receiving stolen goods.
d. When we are more interested in activity a people who does it.
Example: The house next door has been bought by Mr Jones.
e. The passive voice can be used to avoid the sentence that is
dissonant not in grammatical orders. Usually it is done by avoiding
the change from the subject of the sentence.
Based on Akhmad (2004: 30), the general pattern of passive
sentences are:
a. The intransitive verb is not used in passive, except, if the verb uses
“sing”
Example: She sings a fine song.
b. If the sentence changed from active to passive, the object for the
active verb becomes the subject for the passive verb.
1) Object for active verb
41
Example: Linda can make tarts.
2) Subject for passive verb
Example: Tarts can be made by Linda.
c. The retained object or two object in active sentence, when it is
changed to passive voice, there are remain objects. The retained
object may be an indirect object from the active verb, or direct
object from the verb.
1) Indirect object from the verb
a) Active verb
Example: We gave him a prize.
Example: They are bringing in the luggage.
b) Passive verb
Example: A prize was given him by us.
Example: The luggage is being brought in.
2) Direct object from the active verb
a) Active verb
Example: We gave him a prize.
Example: Ali helped Bejo.
b) Passive verb
Example: He was given a prize by us.
Example: Bejo was helped by Ali.
3) Whenever the transitive verb from the uncompleted prediction
is changed from the active to passive, the object complement
becomes the subject complement.
Example: They elected him President.
Example: He was elected President by them.
42
D. Previous Study
There are researchers who have conducted the study of error analyses.
Among others is the thesis which is written by Mamik Andarwati , in her thesis
entitled An Error Analysis of a Passive Voice Made by the Eighth Grade
Students of MTS Nurul Huda Plosorejo Gondang Sragen in Academic Year
2013/2014. In her research the researcher finds 214 errors that are made by the
students, those are 30 or 14.01 % errors of omission, errors of addition 20 or
9.34%, errors of misformation 132 or 61.66% and errors of misordering 32 or
14.95%. The previous researcher finds that the errors due to interlingual and
intralingual errors.
The second research is written by Oktonia Dyah Wdyawati, in her thesis
entitled An Error Analysis on the Use Passive Voice Among the students of
First Grade of SMK PGRI 2 Geneng Ngawi in academic year 2013/2014. She
reveals that the students make errors in using English simple present in
possessive cases. Besides, the students also make errors in using simple present
tense. From the above study, she knows that the students do not yet master well
the usage tenses of the grammar.
The third is a journal written by Ibrahim Abushihab, he joined Associate
Prof. English Department from Alzaytoonah University of Jordan. In his
journal entitled An Analysis of Grammatical Errors in Writing Made by Turkish
Learners of English as a Foreign Language He reveals there are different kinds
of errors from grammatical errors into errors in the use of tenses, prepositions,
articles, active and passive voice and errors in morphology. A total of 179
grammatical errors were found. The results show that the most common
grammatical errors are as follows: tenses (15%), prepositions (28%), articles
(29%), active and passive voice (9.5%) and morphology (18.4%). The study
supports the assumption that error analysis can provide knowledge about the
development of learners‟ language. Accordingly, error analysis is essential for
43
language teachers. They understand students‟ errors and they build the
educational techniques and methods to improve the level of their students and
to help students avoid most of the interference errors.
The fourth research is written by Ahmad Taufik Hidayah bin Abdullah
from University Sultan Zainal Abidin. In his journal entitled Error Analysis on
The Use of The Simple Tense and The Simple Past Tense in Writing Essays
Among TESL College Students. The finding of the research indicates that errors
from the element of misinformation due to regularizations are the most frequent
errors made by the students. The data show that almost 96 % of the students
committed such errors related to the use of the simple present tense and 81 %
committed such errors related to the use of the simple past tense. From the
above study, he knows that the students still do not master good grammar,
especial in terms of: subject-verb agreement, tenses, vocabularies and parts of
speech. Some factors are known to contribute to the errors committed by the
students such as: the influence of mother tongue, lack of knowledge and
competence in English grammar, the influence of “loan words”, the inherent
difficulties of learning English, overgeneralization and lack exposure to the
English language.
The next reference is the thesis entitled An Error Analysis on Passive
Voice Made by the Second Year Students of SMP Negeri 3 Gondangrejo in
2007/2008 Academic Year by Bambang Setiono. In this thesis, he found 396
errors of passive sentences. Those errors fulfill four categories of surface
strategy taxonomy. There are ommisions (190 errors or 47.97%), addition (16
errors or 4.64%), misformation (58 errors or 14.65%) and misordering (132
errors or 33.33%).
From the percentages, it is proves that students did not understand the
pattern of passive sentence since they often ignore to put an item needed in the
44
well-formed passive sentences. The writer found those errors was caused by
interlangual transfer and intralingual transfer.
As it becomes the reference for in this study, there is a similarity in
purpose. It was purposed to know what kinds of error are made by the students
in learning English passive voice and what the causes of the error are. In this
study, the researcher wants to know the error by using written test. He gave the
written test to know where the errors are. He also used interview and
observation to get the more validate data. In this thesis, she used documentation
and also validated it with observation and interview.
In this research, the researcher is going to do research in different matter.
The writer takes passive voice as the object. The writer uses the same method
as the previous ones, which is descriptive method. It means that analyzed the
type of errors in passive voice by using surface strategy taxonomy. The Surface
Strategy Taxonomy is also a good tool, especially in the process of describing
and classifying errors by dividing the errors into the elements of omission,
addition, misinformation and misordering. These guidelines have enabled the
researcher to frame their work through the elements given and classify every
error to the nearest element. Then the errors are classified based on the type of
errors.
45
CHAPTER III
RESEARCH METHODOLOGY
A. Type of Research
The researcher sought after an error analysis in the use of passive voice.
The researcher used quantitative approach in conducting this research. Creswell
(2012) stated that the characteristic of quantitative approach is accumulating
numeric data from a large number of people using instruments with
predetermined questions and responses. The descriptive quantitative research
was chosen because this type of research defines what exist and may help to
reveal new point and meaning. The aim of descriptive research is to describe
and observe characteristics of a circumstance as it naturally occurs (Polit &
Hungler, 1999).
According to Matthews & Ross (2010) quantitative research methods
are basically applied to the collection of data that is structured and which could
be represented numerically. Generally quantitative data is collected when the
researcher has adopted the positivist epistemological approach and data is
collected that can be scientifically analyzed.
The method of the study that is used here is quantitative research.
Quantitative research applies numbers from collecting the data, describing the
data, until the result of research. The results of the test were described as they
were in term of existing condition without any interference of the researcher.
The researcher collects the data through observations. It looks for
hypothesis that can explain the data collected or the facts which are observed.
In this case, the researcher analyzed the sources of errors done by the students
and type of errors made by the students of the second year of MTs Negeri 1
Sukoharjo in using passive voice sentences. So, in this case, the writer
described with giving any calculating procedure. The method of the study that
used is quantitative research. It meant that quantitative research applies
46
numbers from collecting the data, describing the data, until the result of
research.
B. Research Design
The type of this research is descriptive quantitative. This research
concentrated on what could be measured. It involved collecting and analyzing
objective (often-numerical) data that can be organized into statistics. The
survey and experiment, which were used in this research, was about the
phenomena of English errors passive sentences made by ninth grade student of
MTs N 1 Sukoharjo.
The method of this study is descriptive analysis method. First, the writer
observed the passive voice material in students‟ book in the classroom. Second,
she explained about passive voices in the classroom and then conducted the
students‟ tests two times. The last, the writer interpreted the data about what
kinds of errors that mostly students made.
The writer analyzed each students‟ error in student‟s answer based on
Ellis‟ steps, they are collecting of the sample of learner language, identifying
the errors, describing the errors, and then explaining the errors. The writer use
the categories of errors based on Heidi Dullay‟s sample linguistic category
taxonomy in passive voice area. There are problems with the formations of
passive (misformation of passive verb; active order but passive form; absent or
wrong preposition before; passive order but active form).
There were seven types that was allocated in this research, which about
the types of errors commonly made by the students in using passive voice and
common error made by the student in each tense. The researcher focused only
for affirmative sentence in some tenses, such as: simple present, present
continuous, present prefect, simple past, past continuous, past perfect, simple
future (including „be going to‟ form). In observation, the teacher given advice
to the researcher to only limited research with selected tenses, because that
according to the students‟ ability.
47
C. Place and Time of Research
This study was conducted at MTs Negeri 1 Sukoharjo especially to in the
ninth grade in the academic year 2016/2017. The writer did the research from
1st December 2016 up to 15
th Mei 2017. The writer took the English test
question paper of the ninth grade at odd semester academic year 2016/2017 to
be analyzed.
D. Population, Sample and Sampling
1. Population
Population is all individuals becoming the subjects in the research.
The number of population in the research was great. It must be consider the
ability of population. Because it would influence whether the result of the
research was good or bad. The population of this research is the whole
members of the ninth grade students of MTs Negeri 1 Sukoharjo.
Arikunto (1998: 115) population is the subject of research. Ferdinand
(2014: 171) state population is combination of elements such as events,
things or people which have similar characteristics that became the
researcher focus.
2. Sample
There were seven classes of 9th
grade of MTs Negeri 1 Sukoharjo in
the academic year 2016/2017. Each class consisted of 33 students. So the
total number was 231 students. The data were gotten from part of population
by using random sampling technique .This technique is taking part of
population or sample at random. It means that all individuals in the
population get the same chances to be selected to become the members of
sample. The total sample of this research was 35 students. Each class of IX
A, IX B, IX C, IX D, IX E, IX F and IX G was taken 5 students.
According to Arikunto (2006: 131) sample is a part or representative
of the research population. Ferdinand (2014: 171) state that sample is subset
of population consist of several populations. Then, Sugiyono (2013: 118)
48
also defines sample as the part of the number and characteristic possessed by
population.
3. Sampling
Sanjaya (2013: 228) state that sampling is one of technique used to
partake of the population. Then, Sugiyono (2013: 118) also defines sampling
as the technique to take the sample. It means that sampling is the way to
select the sample of research.
The researcher used propotional random sampling to take the fact that
the number of population is large enough. There are seven class in the
seventh grade. The steps of randomizing sample are as follow:
a. Making a list of the classes.
b. Write down the name of student in each class on a piece of paper.
c. Rolling the paper.
d. Putting the rolled paper in a small box.
e. Shaking the box.
f. Taking rolled paper and the result will be the sample of the research.
E. Data and Source of the Data
The data of this research were the results of the test given by the
researcher containing active voice sentences that must be changed by the
students into passive voices. The students‟ answers were used by the researcher
to be analyzed. The source of the data was tests which were given by the
researcher to the 35 students. The test consisted of 25 sentences essay must be
changed into passive voice which have to finishing during 60 minutes by the
students. The researcher used essay test consisted of eight tenses.
49
F. Technique of Collecting Data
Sugiyono (2013: 148) state that instrument is a device that used to
measure the natural and social phenomena are observed. The data was in the
form of numbers taken from the tests that was conducted before and after the
cycles done. In collecting data, the researcher used two types of techniques:
1. Observation
The observation included viewing the techniques of teaching
passive voice in the classroom, teaching material and kind of media used
in the classroom.
2. Test
Testing is an important part of teaching and learning process. Sanjaya
(2013: 251) state that test is the instruments to collect data on the ability
of the subject of research by measuring. Brown (2004: 3) defines a test as
a method of measuring a person‟s ability, knowledge, or performance in a
given domain. Test also defines as the series of questions which is used to
measure the skill, knowledge, or performance in a given area. Test is a
series of questions or other instruments, which are used to measure the
individual or group skill, knowledge, intelligence, capability or talent.
The types of the test were essay test items. According to Dullay‟s
(1982) theory and Azar‟s (1992), misformation could be classified into
several groups:
a. Past Participle
b. Be
c. Addition
d. Word Omission
e. Subject – Object
f. By phrase
g. Singular – Plural
There were seven types that was allocated in this research that
portrayed the essay test, which about the types of errors commonly made
50
by the students in using passive voice and common error made by the
student in each tense. The researcher used essay test consisted of twenty
items for the question. related to passive voice which focused only for
affirmative sentence in some tenses, such as: simple present, present
continuous, present prefect, simple past, past continuous, past perfect,
simple future (including „be going to‟ form).
The researcher took the students‟ answers of the test. In the process of
collecting data, the researcher collected the students‟ answer of the test to be
read attentively and underlined the errors in order to find and identify the
erroneous sentences to be analyzed. The data were taken from a test that was
conducted by the researcher to the students. In conducting test, the researcher
gave instruction rules which have to be obeyed by the students. For example:
prohibition, they were not allowed to cheat, opening note book, dictionaries,
and disturbing friends. Then the researcher giving the worksheets containing
the questions to the students and explaining some rules to the students how to
do test.
Finally, the researcher gave time to the students to do those all questions
with the available time and collected the students‟ answers as the data to be
analyzed.
G. Technique of Analyzing Data
The data were analyzed to identify the causes of the problems. In
analyzing the students‟ errors, the researcher used some procedures, they are:
1. Scoring the Students‟ Answers
In this scoring, departing from test attainment in passive sentences, the
researcher collects score of students‟ answer. The researcher was willing to
do such as the thing in order to establish of students‟ capability for
classification in passive sentences. The researcher obtained the scoring by
applying the following formula by Suharismi Arikunto (2005:176), because
this research focused on student‟ capability in the error analysis of using
51
passive sentences. The research took non correction for guessing type. The
researcher asked the second grade students as the respondents who took
part in the test to have a test which contained 25 questions. The researcher
only gave 60 minutes for the students to answer the questions. Each lowest
score was 4, and the highest score was 100. The aim of this test was to
analyze the students‟ errors in using passive sentences in quantitative
method.
Where:
S= Score
R= Right answer
2. Identifying the Students Errors in Passive Sentences
Sembiring (2011: 8) says that cause of errors can be divided into two
categories; they are intralingual errors that is caused by interference of the
learners mother tongue, and intralingual errors that are resulted from the
complicated system of the target language itself.
3. Classifying the Errors
According to Dulay, Burt, and Krashen as cited by Sembiring (2011:7)
errors can be classified into four types. They are: errors omission, errors of
addition, errors of misformation, and errors of misordering.
4. Finding Causes of The Errors
Calculating the Frequency and determining the causes of errors. The
frequency of the errors was counted after these errors were classified and
put into the table. The researcher obtained the percentage errors by
applying the following formula by Bungin (2006: 133)
S = R x 4
52
Where:
N: The percentage of errors
FX: Number of errors for each type
N: Number of all errors
100%: Constant numeral
55
H. Validity and Reliability
According to Ary (1985:213), research is always dependent upon
measurement. There are two important characteristic that every measuring
instrument should passes: validity and reliability.
1. Validity
Arikunto (2010:211) defines validity is measurement that showed
levels of validity of the instrument. Validity refers to the precise
measurement of the test. Validity is defined as the extent to which the
instrument measures what it supposed to measure. In this research,
content validity was used. Content validity is the content about what we
say the test is about. The relevancy of the objective of the test and the
content of the test items are show the content validity of the test.
To validate the research instruments the researcher was conducted
the activity as follow:
a. Expert validation
After making the test which is suitable with indicators on MTs N 1
Sukoharjo‟s syllabus. The researcher asked the opinions,
suggestion feedback or comment from expert. Here, the researcher
consulted the test the advisor.
b. Try out
Try out administered with aim to know the quality of its test. The
time allocation 60 minutes with 25 question. Try out consisted 15
students.
c. Item analysis
Items analysis was conducted to determine whether thetest items is
valid or not. In this research, the researcher use r-product moment
to examine the validity of the test instrument. The formula is as
follows:
Where:
56
= the correlation coefficient between X and Y variable
N = the number of the students
∑ Y = the sum of the scores of each students.
∑ X = the sum of total score of X item (Siregar, 2013:48)
The test items are valid if robtained is higher than rtableor ro> rt and
invalid if c robtained is lower than rtableor ro< rt.
2. Reliability
According to Arikunto (2006 : 178) Reliability refers to the
understanding a sufficiently instrument to be used as a means of
collecting the data because the instrument is good. Moreover, Sugiyono
( : 173) defines that reliability is an instrument that used several
times to measure the same object, the result of data will be consistency.
It means that reliability is an instrument that always gives the same
result in measuring the same object at different time.
Pradip (2013:97) Reliability refers to consistency and authenticity
in responses. Consistency means the respondent should not provide a
different answer every time the same question is asked by the
investigators in different forms for a particular problem. An instrument
is consistent if its response remains same under repeated observations,
essentially under the same condition. Authentic information is obtained
from a source which has the authority and credential to report about the
problem. To verify the reliability of the responses, particularly in the
social science researches, there should be provision for cross-checking
the responses in the methods of collection of information.
In this research, the researcher use Alpha Cronbach formula to
examine the reliability of the test instrument. The formula is as follows:
Where :
R11 :The reliability of Instrument.
57
K : The total number of items.
ΣS : The sum of variances of each item.
S : The total variances.
( Arikunto 2006: 196 )
58
CHAPTER IV
RESEARCH FINDINGS
A. Research Results
In this section, the writer wants to work out on the errors, which
were made by the second year students of MTs Negeri 1 Sukoharjo in
using passive sentences. The researcher distributed 25 questions test to the
students which focused on the use of passive voice in some tenses. They
were simple present, present continuous, present perfect, simple past, past
continuous, past perfect, simple future (including „be going to‟ form),
modals and some translation questions.
The researcher analyzed the errors by using the surface strategy
taxonomy. Dullay‟s study (1982) stated that there are some surface
strategies taxonomies, they were omission, addition, misformation, and
misordering. The researcher only emphasized on the misformation. This
type was categorized by the wrong form of the structure or morpheme
used. The researcher chose misformation because based on the pre -
observation which was done by the researcher toward the students‟ writing
before conducting this research had found some errors regarding the
morpheme use in passive voice According to Dullay (1982) and Azar‟s
(1992) theory, misformation could be classified into several groups:
1. past participle
2. be
3. addition
4. word omission
5. subject – object
6. by phrase
7. singular – plural
These are the description of the data analysis from the highest to the
lowest. To analyze the error commonly made by the students, the
researcher took all the students‟ answer sheets and used the formula
according to Bluman (2004):
59
Where:
N: The percentage of errors
FX: Number of errors for each type
N: Number of all errors
100%: Constant numeral
1. Type of errors
Misformation category is too broad area in the classification
of error types, therefore the writer would like to divide the
misformation of passive into seven classifications based on
students‟ answer sheet. The recapitulation result is presented in the
following table:
Table 4.1 The Recapitulation of Misformation Error of Passive
Form
No. Types of
Errors
Total
Errors Percentage
1. By Phrase 100
2. Omission 186
3. Subject -
Object 38
4. Be 176
5. V3 80
6. Singular -
Plural 67
7. Addition 81
Total 728 100%
60
The chart below represents the recapitulation of the types of
errors commonly made by the students in using passive voice.
Chart 4.1. Percentage of Error Types Commonly Made in
Passive Form
Based on the table and the chart above, the researcher
concludes from the highest to the lowest frequency and the
percentage of the errors commonly made by the ninth grade
students of MTs Negeri 1 Sukoharjo in the academic year
2016/2017, they are from omission (186 errors from 728 total of
errors or 25,55%), be (176 errors from 728 total of errors or
24,18%), by phrase (100 errors from 728 total of errors or 13,74%),
addition (81 errors from 728 total of errors or 11,12%), V3 (80
errors from 728 total of errors or 10,99%), singular - plural (67
errors from 728 total of errors or 9,20%), and the lowest one is
subject - object (38 errors from 728 total of errors or 5,22%).
The second question of this research which is about the
common errors made by the students in using passive voice in each
tense describe by tables and charts from each tense, they were from
simple present, present continuous, present prefect, simple past,
Types of Errors
13.74%
25.55%
5.22%
24.18%
10.99% 9.20% 11.12%
Totals of Errors Types
By Phrase Omission Subject-Object Be
V3 Singular-Plural Addition
61
past continuous, past perfect, simple future (including „be going to‟
form), and modals.
1. Simple Present Tense
This test aimed at analyzing students‟ errors in using
passive voice. The test is about changing active form into
passive form. There are 3 questions in simple present tense.
1) Question number 1: People plant rice in Indonesia.
Students answer: first, rice is planted by people in
Indonesia. Second, the rice has plant by Indonesian.
Third, people are planted rice in Indonesia. Fourth, the
rice was planted in Indonesia by people. Fifth, the rice
is planted in Indonesia. Next, Indonesia are plant rice.
Last, rice are planted in Indonesia. The correct sentence
is rice is planted in Indonesia. There are thirty students
make same error in this sentence. Classifications based
on students‟ error, they are „be‟ 2 errors, by phrase 20
errors, addition 7 errors, V3 2 errors, singular - plural 7
errors, and subject - object 3 errors.
2) Question number 2: Shawn sells seashell on the
seashore. Students answer: first, seashell has sold by
Shawn on the seashore. Second, the seashell is Shawn
sells on the seasore. Third, on the seashore, Shawn has
sells saeshell. Fourth, the seasheel was sold on the
seashore by Shawn. Correction: seashell is sold by
Shawn on the seashore. There are nine students make
same error in this sentence. Classifications based on
students‟ error, they are „be‟ 4 errors, omission 1 error,
by phrase 1 error, addition 2 errors, and V3 6 errors.
3) Question number 3: The translator translates that short
story into many languages. Students answer: first, the
short story has translated into many languages by ^
translator. Second, ^ Short story is translated by ^
62
translator into many languages. Third, the short story
which is translated by ^translator has ^ many languages.
Last, the short story was translated into many languages
by ^ translator. Correction: That short story is translated
by the translator into many languages. There are
eighteen students make same errors in this sentence.
Classifications based on students‟ error, they are „be‟ 5
errors, omission 13 errors, by phrase 1 error, addition 8
error, V3 1 errors, and subject - object 2 errors.
The researcher portrays these errors by using tables and
charts and these are the description of common errors made
in simple present tense.
Table 4.2. The Total Each Error in Simple Present Tense
Sim
ple
Pre
sen
t T
ense
No. Types of
Errors
Total
Errors Percentage
1. By Phrase 22
2. Omission 14
3. Subject -
Object 5
4. Be 11
5. V3 9
6. Singular -
Plural 7
7. Addition 17
Total 85 100%
The chart below represents the recapitulation of the types
of errors commonly made by the students in using passive
voice for simple present tense.
63
Chart 4.2. Percentage of Error Types in Simple
Present Tense
Based on the table and the chart above, the researcher
concludes from the highest to the lowest frequency and the
percentage of the errors made by the student in using passive
voice in simple present tense, they are the from by phrase (22
errors from 85 total of errors or 25,88%), addition (17 errors
from 85 total of errors or 20%), omission (14 errors from 85
total of errors or 16,47%), be (11 errors from 85 total of
errors or 12,94%), V3 (9 errors from 85 total of errors or
10,59%), singular-plural (7 errors from 85 total of errors or
8,24%) and the lowest one is subject-object (5 errors from 85
total of errors or 5,88%).
2. Present Continuous Tense
This test aimed at analyzing students‟ errors in using
passive voice. The test is about changing active form into
passive form. There are 3 questions in present continuous
tense.
Types of Errors
25.88%
16.47%
5.88%
12.94%
10.59% 8.24%
20%
Simple Present Tense
By Phrase
Omission
Subject-Object
Be
V3
Singular-Plural
Addition
64
1) Question number 4: The chef is grilling beef in the
kitchen. Students answer: first the beef has grilled in
the kitchen by ^ chef. Second, the beef was grilled by
the chef in the kitchen. Third, beef was grilled by the
chef in the kitchen. Fourth, the beef is ^ grilled by the
chef in the kitchen. Last, beef is being grilled by ^ chef
in the kitchen. Correction: Beef is being grilled by the
chef in the kitchen. There are seventeen students makes
same error in this sentence. Classifications based on
students‟ error, they are „be‟ 12 errors, omission 7
errors, by phrase 1 error, addition 5 errors, V3 2 errors,
and subject - object 1 error.
2) Question number 5: The lizard is bamboozling the
predator by cutting its tail. Students answer: first, the
lizard has bamboozled ^ predator by cutting its tail.
Second, the predator is ^ bamboozled ^ the lizard by
cutting its tail. Third, the predator was bamboozled by
the lizard by cutting its tail. Fourth, the lizard is ^
bamboozled ^ the predator by cutting its tail. Last, the
predator is being bamboozlied by the lizard ^.
Correction: The predator is being bamboozled by the
lizard by cutting its tail. There are twenty students
make same error in this sentence. Classifications based
on students‟ error, they are „be‟ 10 errors, omission 10
errors, by phrase 4 errors, addition 3 errors, V3 9 errors,
and subject - object 5 errors.
3) Question number 6: She is muddling up the thief on the
way. Students answer: first, the thief is being muddle
up by her on the way. Second, the thief is ^ muddle up
by her on the way. Third, the thief on the way was
muddled up by her. Fourth, the thief is being muddled
up by her ^. Last, the thief has muddled up on the way
65
by her. Correction: The thief is being muddled up by
her on the way. There are twenty-five students make
same error in this sentence. Classifications based on
students‟ error, they are „be‟ 10 errors, omission 13
errors, by phrase 5 errors, V3 7 errors, and subject -
object 2 errors.
These table and chart describes the common error used in
present continuous tense.
Table 4.3. The Total Each Error in Present
Continuous Tense
Pre
sen
t C
on
tin
uou
s T
ense
s
No. Types of
Errors
Total
Errors Percentage
1. By Phrase 10
2. Omission 26
3. Subject –
Object 8
4. Be 33
5. V3 17
6. Singular –
Plural 0
7. Addition 8
Total 103 100%
The chart below represents the recapitulation of the types
of errors commonly made by the students in using passive
voice for present continuous tense.
66
Chart 4.3. Percentage of Error Types in Present
Continuous Tense
Based on the table and the chart above, the researcher
concludes from the highest to the lowest frequency and the
percentage of the errors made by the student in using passive
voice in present continuous tense, they are from be (33 errors
from 103 total of errors or 32,03%), omission (26 errors from
103 total of errors or 25,24%), V3 (17 errors from 103 total
of errors or 17,48%), by phrase (10 errors from 103 total of
errors or 9,71%), addition and subject - object have the same
percentage of error (each have 8 errors from 103 total of
errors or 7,77%), and the lowest error is singular – plural (0
errors from 103 total of errors or 0,00%).
3. Present Perfect Tense
This test aimed at analyzing students‟ errors in using
passive voice. The test is about changing active form into
passive form. There are 3 questions in present perfect tense.
1) Question number 7: The firefighter has helped my
family from the conflagration. Students answer: first,
Types of Errors
9.71%
25.24%
7.77%
32.04%
17.47%
0
7.77%
Present Countinuous Tense
By Phrase
Omission
Subject-Object
Be
V3
Singular-Plural
Addition
67
my family has had helped by ^ firefighter from the
conflagration. Second, my family have helped by the
firefighter from the conflagration. Third, my family
have ^ helped by the firefighter from the conflagration.
Fourth, my family is helped by the firefighter from the
conflagration. Fifth, my family has ^ helped from the
conflagration by ^ firefighter. Last, my family had
helped by ^ firefighter from the conflagration.
Correction: My family has been helped by the
firefighter from the conflagration. There are twenty
students make same error in this sentence.
Classifications based on students‟ error, they are „be‟ 8
errors, omission 16 errors, and singular-plural 4 errors.
2) Question number 8: The matador has won the game.
Students answer: first, the game has ^ won by the
matador. Second, the matador is won the game. Third,
the game had won by the matador. Last, the game had
been won by the matador. Correction: The game has
been won by the matador. There are eleven students
make same error in this sentence. Classifications based
on students‟ error, they are „be‟ 6 errors, omission 3
errors, by phrase 3 errors, addition 2 errors, and subject
- object 1 error.
3) Question number 9: The magician has showed the best
trick. Students answer: first, the best trick has ^ shown
by the magician. Second, The best trick had showed by
the magician. Third, the best trick is showed by the
magician. Fourth, the best trick has ^ shown by ^
magician. Fifth, the best trick has ^ showed by the
magician. Last, The best trick has been showed by ^
magician. Correction: The best trick has been shown by
the magician. There are twelve students make same
68
error in this sentence. Classifications based on students‟
error, they are „be‟ 8 errors, omission 4 errors, and V3 1
error.
These table and chart describes the common error used in
present perfect tense.
Table 4.4. The Total Each Error in Present Perfect
Tense
Pre
sen
t P
erfe
ct T
ense
No. Types of
Errors
Total
Errors Percentage
1.
By Phrase 3
2. Omission 23
3. Subject -
Object 1
4. Be 22
5. V3 1
6. Singular -
Plural 4
7. Addition 2
Total 56 100%
The chart below represents the recapitulation of the types
of errors commonly made by the students in using passive
voice for present perfect tense.
69
Chart 4.4. Percentage of Error Types in Present
Perfect Tense
Based on the table and the chart above, the researcher
concluded from the highest to the lowest frequency and the
percentage of the errors made by the student in using passive
voice in present perfect tense, they are from omission (23
errors from 56 total of errors or 41,07%), be (22 errors from
56 total of errors or 39,28%), singular – plural (4 errors from
56 total of errors or 7,14%), by phrase (3 errors from 56 total
of errors or 5,36%), addition (2 errors from 56 total of errors
or 3,57%), and the same percentage of the lowest error are
v3 and subject – object (each have 1 errors from 56 total of
errors or 1,79%).
4. Simple Past Tense
This test aimed at analyzing students‟ errors in using
passive voice. The test is about changing active form into
passive form. There are 3 questions in simple past tense.
1) Question number 10: Someone built that house twenty
three years ago. Students answer: first, that house has ^
Types of Errors
5.36%
41.07%
1.79%
39.28%
1.79%
7.14%
3.57%
Present Perfect Tense
By Phrase
Omission
Subject-Object
Be
V3
Singular-Plural
Addition
70
built by someone twenty years ago. Second, the house
was built by someone twenty three years ago. Third,
that house is builted by someone twenty three years
ago. Fourth, that house was built by someone twenty
three years ago. Next, ^ house that is bulid by someone
twenty three years ago. Correction: That house was
built twenty years ago. There are twenty-six students
makes same errors in this sentence. Classifications
based on students‟ error, they are „be‟ 5 errors,
omission 9 errors, by phrase 20 errors, V3 4 errors, and
addition 9 errors.
2) Question number 11: Mr. George taught English at
International School last month. Students answer: first,
the meeting in the ballroom was put off ^ the president
last night. Second, English has taught by Mr. George
at International School last month. Third, the English is
taught by Mr. George at International School last
month. Next, English is taught by Mr. George at
International School last month. Correction: English
was taught by Mr. George at International School last
month. There are sixteen students makes same errors in
this sentence. Classifications based on students‟ error,
they are „be‟ 12 errors, omission 3 errors, by phrase 5
errors, V3 2 errors, addition 1 error, and subject - object
2 errors.
3) Question number 12: The president put off the meeting
in the ball room last night. Students answer: first, the
meeting ^ was put off by the president last night.
Second, the meeting in the ball room last night has put
off by the president. Third, the ball room is put off the
meeting by the president last night. Next, the meeting is
put off by the president in the ball room last month.
71
Correction: The meeting was put off by the president in
the ball room last night. There are twenty-six students
makes same errors in this sentence. Classifications
based on students‟ error, they are „be‟ 13 errors,
omission 13 errors, addition 1 error, and subject -
object 2 errors.
These table and chart described the common error used
in simple past tense.
Table 4.5. The Total Each Error in Simple Past Tense
Sim
ple
Past
Ten
se
No. Types of
Errors
Total
Errors Percentage
1. By Phrase 23
2. Omission 25
3. Subject -
Object 4
4. Be 30
5. V3 6
6. Singular -
Plural 0
7. Addition 11
Total 99 100%
The chart below represents the recapitulation of the types
of errors commonly made by the students in using passive
voice for simple past tense.
72
Chart 4.5. Percentage of Error Types in Simple Past
Tense
Based on the table and the chart above, the researcher
concluded from the highest to the lowest frequency and the
percentage of the errors made by the student in using passive
voice in simple past tense, they are from Be which have the
highest percentage (30 errors from 99 total of errors or
30,31%), Omission (25 errors from 99 total of errors or
25,25%), By Phrase (23 errors from 99 total of errors or
23,23%), Addition (11 errors from 99 total of errors or
11,11%), V3 (6 errors from 99 total of errors or 6,06%),
Subject - Object (4 errors from 99 total of errors or 4,04%),
and the lowest error is Singular - Plural (0 errors from 9 total
of errors or 0,00%).
5. Past Continuous Tense
This test aimed at analyzing students‟ errors in using
passive voice. The test is about changing active form into
passive form. There are 3 questions in past continuous tense.
Types of Errors
23,23% 25.25%
4.04%
30.31%
6.06%
0%
11.11%
Simple Past Tense
By Phrase
Omission
Subject-Object
Be
V3
Singular-Plural
Addition
73
1) Question number 13: My little sister was learning
Spanish. Students answer: first, Spanish was ^ learned
by my little sister. Second, Spanish has learned by my
little sister. Third, the Spanish is learned by my little
sister. Fourth, Spanish has learned by my little sister.
Next, Spanish has been learneed by my little sister.
Correction: Spanish was being learnt by my little sister.
There are sixteen students make same errors in this
sentence. Classifications based on students‟ error, they
are „be‟ 11 errors, omission 3 errors, by phrase 2 errors,
V3 1 error, singular-plural 1 error, and addition 1 error.
2) Question number 14: Jimmy was buying some flower
for Clara. Students answer: first, some flower was ^
bought by Jimmy for Clara. Second, some flower has
boght by Jimmy for Clara. Third, Clara is bought some
flower by Jimmy. Next, the flower has bought for Clara
by Jimmy. Last, some flower has been bought for Clara
by Jimmy. Correction: Some flower was being bought
by Jimmy for Clara. There are seventeen students make
same errors in this sentence. Classifications based on
students‟ error, they are „be‟ 10 errors, omission 4
errors, by phrase 2 errors, V3 2 errors, addition 5 error,
and singular-plural 2 errors.
3) Question number 15: People were immortalizing
Fir‟aun in Egypt long time ago. Students answer: first,
Fir'aun were being immortalized people long time ago.
Second, Fir'aun was being immortalized by people in
Egypt long time ago. Third, Fir'aun was ^ immortalized
by people in Egypt long time ago. Fourth, Fir'aun were
immortalized by people in Egypt long time ago. Next,
Fir'aun in Egypt is immortalized by people long time
ago. Correction: Fir‟aun was being immortalized in
74
Egypt long time ago. There are twenty eight students
make same errors in this sentence. Classifications based
on students‟ error, they are „be‟ 4 errors, omission 3
errors, V3 2 errors, by phrase 18 errors, addition 9
errors, singular-plural 17 errors and subject - object 1
error.
These table and chart described the common error used
in past continuous tense.
Table 4.6. The Total Each Error in Past Continuous
Tense
Past
Con
tin
uou
s T
ense
No. Types of
Errors
Total
Errors Percentage
1. By Phrase 22
2. Omission 10
3. Subject –
Object 1
4. Be 25
5. V3 5
6. Singular –
Plural 20
7. Addition 15
Total 98 100%
The chart below represented the recapitulation of the
types of errors commonly made by the students in using
passive voice for past continuous tense.
75
Chart 4.6. Percentage of Error Types in Past
Continuous Tense
Based on the table and the chart above, the researcher
concluded from the highest to the lowest frequency and the
percentage of the errors made by the student in using passive
voice in past continuous tense, they are from Be which have
the highest percentage (25 errors from 98 total of errors or
25,51%), By Phrase (22 errors from 98 total of errors or
22,45%), Singular - Plural (20 errors from 98 total of errors
or 20,41%), Addition (15 errors from 95 total of errors or
15,31%), Omission (10 errors from 98 total of errors or
10,20%), V3 (5 errors from 98 total of errors or 5,10%) and
the lowest percentage of error is Subject - Object (1 errors
from 98 total of errors or 1,02%).
6. Past Perfect Tense
This test aimed at analyzing students‟ errors in using
passive voice. The test is about changing active form into
passive form. There are 3 questions in past perfect tense.
Types of Errors
22.45%
10.20%
1.02%
25.51%
5.10%
20.41%
15.31%
Past Continuous Tense
By Phrase
Omission
Subject-Object
Be
V3
Singular-Plural
Addition
76
1) Question number 16: I had never seen dinosaur.
Students answer: first, dinosaur had never ^ seen by
me. Second, the dinosaur is never seen by me. Third,
Dinosaur had never been seen ^. Fourth, Dinosaur has
been never seen by me. Next, Dinosaur had never seen
by me. Correction: Dinosaur had never been seen by
me. There are twenty students make same errors in this
sentence. Classifications based on students‟ error, they
are „be‟ 10 errors, omission 4 errors, by phrase 5 errors,
subject-object 2 errors, and addition 5 errors.
2) Question number 17: The robber had stolen the red car.
Students answer: first, the red car has ^ stollen by the
robber. Second, The red car is stoled by the robber.
Third, the red car had been stoled by the robber. Next,
the red car has stolen by ^ robber. Last, the red car had
^ stol by the robbber. Correction: The red car had been
stolen by the robber. There are fourteen students make
same errors in this sentence. Classifications based on
students‟ error, they are „be‟ 9 errors, omission 5 errors,
by phrase 2 errors, V3 5 errors, and addition 2 error.
3) Question number 18: Madonna had hidden my mobile
phone. Students answer: first, my mobile phone had ^
hidden by Madonna. Second, my mobile phone is
hidden by Madonna. Third, the mobile phone had been
hidden by Madonna. Fourth, my mobile phone is
hidden by Madonna. Next, my mobile phone was
hidden by Madonna. Correction: My mobile phone had
been hidden by Madonna. There are twelve students
make same errors in this sentence. Classifications based
on students‟ error, they are „be‟ 5 errors, omission 4
errors, V3 1 error, and addition 3 errors.
77
These table and chart described the common error used
in past perfect tense.
Table 4.7. The Total Each Error in Past Perfect Tense
Past
Per
fect
Ten
se
No. Types of
Errors
Total
Errors Percentage
1. By Phrase 7
2. Omission 13
3. Subject -
Object 2
4. Be 24
5. V3 6
6. Singular -
Plural 0
7. Addition 10
Total 62 100%
The chart below represents the recapitulation of the types
of errors commonly made by the students in using passive
voice for past perfect tense.
Chart 4.7. Percentage of Error Types in Past Perfect
Tense
78
Based on the table and the chart above, the researcher
concluded from the highest to the lowest frequency and the
percentage of the errors made by the student in using passive
voice in past perfect tense, they are from Be which have the
highest percentage (24 errors from 62 total of errors or
38,71%), Omission (13 errors from 62 total of errors or
20,97%), Addition (10 errors from 62 total of errors or
16,13%), By Phrase (7 errors from 62 total of errors or
11,29%), V3 (6 errors from 62 total of errors or 9,68%),
Subject - Object (2 errors from 62 total of errors or 3,22%),
and the lowest percentage of error is Singular – Plural (0
errors from 62 total of errors or 0,00%).
7. Simple Future Tense (Including „Be Going To‟)
This test aimed at analyzing students‟ errors in using
passive voice. The test is about changing active form into
passive form. There are 3 questions in simple future tense
(including „be going to‟).
Types of Errors
11.29%
20.97%
3.22%
38.71%
9.68%
0%
16.13%
Past Perfect Tense
By Phrase
Omission
Subject-Object
Be
V3
Singular-Plural
Addition
79
1) Question number 19: Shally will buy the newest
English book tomorrow. Students answer: first, the
newest English book will ^ bought by Shally tomorrow.
Second, the newest English book will ^ bought by
Shally tomorrow. Third, the newest English book will
^ buy by Shally next day. Fourth, the newest English
book was bought by Shally tomorrow. Next, the newest
English ^ will ^ buyed by Shally. Correction: the
newest English book will be bought by Shally
tomorrow. There are thirteen students make same errors
in this sentence. Classifications based on students‟
error, they are „be‟ 5 errors, omission 8 errors, v3 3
errors, and by phrase 1 error.
2) Question number 20: The adjudicators are going to give
standing applause to you if you are great on the stage.
Students answer: first, standing applause to you are
great on the stage are going to be gave by the
adjudicators. Second, the standing applause are ^ given
by ^ judicator to you if you are great on the stage.
Next, the standing applause are going to ^ give to you
by the adjudicators of you are great on the stage. Last,
I am going to be given standing applause by the
adjudicator if I am great on the stage. Correction:
Standing applause is going to be given to you by the
adjudicators if you are great on the stage. There are
twenty four students make same errors in this sentence.
Classifications based on students‟ error, they are „be‟ 6
errors, omission 18 errors, by phrase 4 errors, V3 6
errors, singular-plural 8 errors, subject-object 10 errors,
and addition 4 errors.
3) Question number 21: Mike and Mark are going to
discuss the agenda next week. Students answer: first,
80
the agenda is ^ discussed by Mike and Mark next week.
Second, the agenda are going to ^ discussed by Mike
and Mark next week. Third, the agenda are ^ being to
be discussed by Mike and Mark next week. Fourth, the
agenda are going to be discussed by Mike and Mark.
Next, the next agenda will be discuss by Mike and
Mark next week. Correction: The agenda is going to be
discussed by Mike and Mark next week. There are
twenty four students makes same errors in this
sentence. Classifications based on students‟ error, they
are „be‟ 5 errors, omission 12 errors, V3 3 errors,
addition 2 errors, and singular-plural 13 errors.
These table and chart described the common error used
in simple future tense (including „be going to‟).
Table 4.8. The Total Each Error in Simple Future
Tense
Sim
ple
Fu
ture
Ten
se
No. Types of
Errors
Total
Errors Percentage
1. By Phrase 5
2. Omission 38
3. Subject -
Object 10
4. Be 16
5. V3 12
6. Singular -
Plural 21
7. Addition 6
Total 108 100%
81
The chart below represents the recapitulation of the types
of errors commonly made by the students in using passive
voice for simple future tense (including „be going to‟).
Chart 4.8. Percentage of Error Types in Simple
Future Tense
Based on the table and the chart above, the researcher
concludes from the highest to the lowest frequency and the
percentage of the errors made by the student in using passive
voice in simple future tense (including „be going to‟ form),
they were from Omission which have the highest percentage
(38 errors from 108 total of errors or 35,19%), Singular -
Plural (21 errors from 108 total of errors or 19,44%), Be (16
errors from 108 total of errors or 14,81%), V3 (12 errors from
108 total of errors or 11,11%), Subject - Object (10 errors
from 108 total of errors or 9,26%), Addition (6 errors from
108 total of errors or 5,56%), and the lowest percentage of
Types of Errors
4.63%
35.19%
9.26%
14.81%
11.11%
19.44%
5.56%
Simple Future Tense
By Phrase
Omission
Subject-Object
Be
V3
Singular-Plural
Addition
82
error is By Phrase (5 errors from 108 total of errors or
4,63%).
8. Modals
This test aimed at analyzing students‟ errors in using
passive voice. The test is about changing active form into
passive form. There are 4 questions in modals.
1) Question number 22: Mr. Leonardo should attend the
meeting soon. Students answer: first, The meeting
should ^ attended by Mr. Leonardo ^. Second, the
meeting is attended by Mr. Leonardo soon. Third, The
meeting soon should be attend by Mr. Leonardo.
Correction: The meeting should be attended by Mr.
Leonardo soon. There are eleven students make same
errors in this sentence. Classifications based on
students‟ error, they are „be‟ 2 errors, omission 5 errors,
v3 5 errors, addition 3 errors, subject-object 2 errors
and by phrase 3 errors.
2) Question number 23: The engineer must finish the
design next week. Students answer: first, the design
must ^ finished by the engineer ^. Second, the design
must be finished ^ the engineer next week. Next, the
design is finished by the engineer next week. Last, The
design must be finish next week by the engineer.
Correction: The design must be finished by the
engineer next week. There are eleven students make
same errors in this sentence. Classifications based on
students‟ error, they are „be‟ 3 errors, omission 5 errors,
by phrase 3 errors, V3 2 errors, and addition 2 errors.
3) Question number 24: The students of PBI have to write
thesis as a partial fulfillment of requirements for the
attainment of Sarjana Pendidikan degree. Students
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answer: first, Thesis have to be written by the students
of PBI as a partial fulfillment of requirements for the
attainment of Sarjana Pendidikan degree. Second, the
thesis has ^ written by the students of PBI as a partial
fulfillment of requirements for the attainment of
Sarjana Pendidikan degree. Third, Thesis as a partial
fulfillment of requirements is have to wrote by the
students of PBI for the attainment of Sarjana
Pendidikan degree. Fourth, Thesis have to be written by
the students of PBI as a partial fulfillment of
requirements for the attainment of Sarjana Pendidikan
degree. Next, the next agenda will be discuss by Mike
and Mark next week. Correction: The agenda is going
to be discussed by Mike and Mark next week. There are
twenty students makes same errors in this sentence.
Classifications based on students‟ error, they are „be‟ 5
errors, omission 10 errors, V3 8 errors, addition 2
errors, subject-object 1 error, by phrase 2 errors, and
singular-plural 14 errors.
4) Question number 25: The tourist guide ought to explain
every single detail of the places to the tourists. Students
answer: first, Every single detail of the place ought to
be explained by ^ tourist guide to the tourist. Second, to
every single detail of the places has ought to ^ explain
by the tourist guide to the tourists. Third, every single
detail of ^ places ought tto be explained by the tourist
guide ^. Fourth, every single detail of ^ places ought to
be explained by the tourist guide to the tourists. Next,
the tourist guide is ought to be explained every single
detail of the places to the tourists. Last, every single
detail of the places tourists ought to be explained by the
tourist guide ^. Correction: Every single detail of the
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places ought to be explained to the tourist by the tourist
guide. There are twenty students make same errors in
this sentence. Classifications based on students‟ error,
they are „be‟ 5 errors, omission 17 errors, V3 8 errors,
singular-plural 1 error, subject-object 4 errors, and
addition 5 errors.
These table and chart described the common error used
in modals.
Table 4.9. The Total Each Error in Modals
Mod
als
No. Types of
Errors
Total
Errors
Percentage
1. By Phrase 8
2. Omission 37
3. Subject -
Object 7
4. Be 15
5. V3 23
6. Singular -
Plural 15
7. Addition 12
Total 117 100%
The chart below represented the recapitulation of the
types of errors commonly made by the students in using
passive voice for modals.
85
Chart 4.9. Percentage of Error Types in Modals
Based on the table and the chart above, the researcher
concluded from the highest to the lowest frequency and the
percentage of the errors made by the student in using passive
voice in modals, they are from Omission which have the
highest percentage (37 errors from 117 total of errors or
31,62%), V3 (23 errors from 117 total of errors or 19,66%),
Be (15 errors from 117 total of errors or 12,82%), Singular -
Plural (15 errors from 117 total of errors or 12,82%),
Addition (12 errors from 117 total of errors or 10,26%), By
Phrase (8 errors from 117 total of errors or 6,84%), and the
lowest percentage of error is Subject - Object (7 errors from
117 total of errors or 5,98%).
According to the data above, it could be sorted from the
tense which have the highest errors to the lowest one, as
follows:
Types of Errors
6.84%
31.62%
5.98%
12.82%
19.66%
12.82%
10.26%
Modals
By Phrase
Omission
Subject-Object
Be
V3
Singular-Plural
Addition
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Table 4.10. The Total Types of Errors in the Use of Passive Voice Each
Tense
Qu
esti
on
Nu
mb
er Error
Each
Tense
Total Kinds of Errors
Total
Av
erag
e
Per
cen
tag
e
Om
i
Be
V3
By
Ad
d
S-P
S-O
1. Simple
Present
0 2 2 20 7 7 3 41
85 28,3 12,16
% 2. 1 4 6 1 2 0 0 14
3. 13 5 1 1 8 0 2 30
4. Present
Continu
ous
7 12 2 1 5 0 1 28
103 34,3 14,74
% 5. 10 10 9 4 3 0 5 41
6. 9 11 7 5 0 0 2 34
7. Present
Perfect
16 8 0 0 0 4 0 28
56 18.7 8,01% 8. 3 6 0 3 2 0 1 15
9. 4 8 1 0 0 0 0 13
10. Simple
Past
9 5 4 20 9 0 0 47
99 33 14,17
% 11. 3 12 2 3 1 0 2 23
12. 13 13 0 0 1 0 2 29
13. Past
Continu
ous
3 11 1 2 1 1 0 19
98 32,7 14,03
% 14. 4 10 2 2 5 2 0 25
15. 3 4 2 18 9 17 1 54
16. Past
Perfect
4 10 0 5 5 0 2 26
62 20,7 8,87% 17. 5 9 5 2 2 0 0 23
18. 4 5 1 0 3 0 0 13
19. Simple
Future
8 5 3 1 0 0 0 17
108 36 15,46
% 20. 18 6 6 4 4 8 10 56
21. 12 5 3 0 2 13 0 35
22.
Modals
verb
5 2 5 3 3 0 2 20
117 29,2 12,56
%
23. 5 3 2 3 2 0 0 15
24. 10 5 8 2 2 14 1 42
25. 17 5 8 0 5 1 4 40
Total 728 232,9 100%
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The chart below represented the recapitulation of the types of errors
commonly made by the students in using passive voice for simple past tense
Chart 4.10. Percentage of Errors in the Use of Passive Voice Each Tense
Based on the table and the chart above, the researcher concludes the
percentage of the total errors each tense from the highest to the lowest one by
the total average, they are from Simple Future Tense (including „Be Going
To‟ form) which have the highest percentage with the error average 36 from
3 questions or 15,46% errors. In the second rank is Present Continuous Tense
with the error average 34,3 from 3 questions or 14,74% errors. In the third
rank is Simple Past Tense with the error average 33 from 3 questions or
14,17% errors . In the fourth rank is Past Continuous with the error average
32,7 from 3 questions or 14,03% errors. In the fifth rank is Modals with the
error average 29,2 from 4 questions or 12,56% errors. In the sixth rank is
Simple Present Tense with the error average 28,3 from 3 questions or
12,16% errors. In the seventh rank is Past Perfect Tense with the error
12.16%
14.74%
8.01%
14.17% 14.03%
8.87%
15.46%
12.56%
Errors in Each Tense
Simple Present Present Continuous Present Perfect
Simple Past Past Continuous Past Perfect
Simple Future Modals
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average 20,7 from 3 questions or 8,87% errors. In the eighth or the lowest
tense with its errors is Present Perfect Tense with the error average 18,7 form
3 questions or 8,01% errors.
The following table shows several sentences which have classified by
the researcher. These are several examples of error types in using passive
voice from misformation error. There would be full correction errors in the
appendix 2.
a. Omission
Omission errors are characterized by the absence of an item that must
appear in a well-performed utterance Sentences where an element is
omitted, actually it should be presented. The percentage of the errors
commonly made by the ninth grade students of MTs Negeri 1
Sukoharjo in the academic year 2016/2017, errors from omission (186
errors from 728 total of errors or 25,55%).
1) Question: The translator translates that short story into many
languages. Students answer: that ^ story is translated ^ the
translator into many languages. Explanation and correction:
there are two omissions in this sentence. They are 'short' and
'by'. The revision should be: The short story is translated by the
translator into many languages.
2) Question: The tourist guide ought to explain every single detail
of the places to the tourists. Students answer: Every single detail
of the place ought to be explained by ^ tourist guide to the
tourist. Explanation and correction: there are three omissions in
this sentence. They are 'place', „the‟ and 'tourist'. The revision
should be: Every single detail of the places ought to be
explained by the tourist guide to the tourists
3) Question: The president put off the meeting in the ball room last
night. Students answer: The meeting ^ was put off by the
president last night. Explanation and correction: there is
omission in this sentence. The revision should be: The meeting
in the ballroom was put off by the president last night.
89
4) Question: My little sister was learning Spanish. Students
answer: Spanish was ^ learned by my little sister. Explanation
and correction: Spanish was being learned by my little sister.
5) Question: Jimmy was buying some flower for Clara. Students
answer: Some flower was ^ bought by Jimmy for Clara.
Explanation and correction: Some flower was being bought by
Jimmy for Clara.
6) Question: Mr. Leonardo should attend the meeting soon.
Students answer: The meeting should ^ attended by Mr.
Leonardo ^. Correction: The meeting should be attended by Mr.
Leonardo soon.
7) Question: The engineer must finish the design next week.
Students answer: The design must ^ finished by the engineer ^.
Correction: The design must be finished by the engineer next
week.
b. Singular- Plural
The percentage of the errors commonly made by the ninth grade
students of MTs Negeri 1 Sukoharjo in the academic year 2016/2017,
errors from singular - plural (67 errors from 728 total of errors or
9,20%).
1) Active: Mike and Mark are going to discuss the agenda next
week. Explanation: To be of this sentence should be 'is' because
the phrase 'the agenda' showed that it's singular, not plural.
Student‟s answer: Next week the agenda are going to be
discussed by Mike and Mark. The revision should be: The
agenda is going to be discussed by Mike and John next week.
Students answer: Rice are planted in Indonesia. Correction: rice
is planted in Indonesia.
2) Question: The firefighter has helped my family from the
conflagration. Students answer: My family have helped by the
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firefighter from the conflagration. Correction: My family has
been helped by the firefighter from the conflagration.
3) Question: Jimmy was buying some flower for Clara. Students
answer: Some flowers were being bought by Jimmy for Clara.
Correction: Some flower was being bought by Jimmy for Clara.
4) Question: People were immortalizing Fir‟aun in Egypt long time
ago. Students answer: Fir'aun were being immortalized people
long time ago. Correction: Fir'aun was being immortalized long
time ago in Egypt.
5) Question: Mike and Mark are going to discuss the agenda next
week. Students answer: The agenda are going to be discussed by
Mike and Mark next week. Correction: The agenda is going to
be discussed by Mike and Mark next week.
6) Question: The students of PBI have to write thesis as a partial
fulfilment of requirements for the attainment of Sarjana
Pendidikan degree. Students answer: Thesis have to be written
by the students of PBI as a partial fulfillment of requirements for
the attainment of Sarjana Pendidikan degree. Correction: Thesis
has to be written by the students of PBI as a partial fulfillment of
requirements for the attainment of Sarjana Pendidikan degree.
7) Question: People plant rice in Indonesia. Students answer: Rice
are planted in Indonesia. Correction: Rice is planted in
Indonesia.
c. V3
The percentage of the errors commonly made by the ninth grade
students of MTs Negeri 1 Sukoharjo in the academic year 2016/2017,
errors from V3 (80 errors from 728 total of errors or 10,99%).
1) Active: She is muddling up the thief on the way. Explanation:
the respondent did not change the verb into past participle or V3
in this sentence. Students answer: the thief is being muddle up
by her on the way. The revision should be: the thief is being
muddled up by her on the way.
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2) Question: The tourist guide ought to explain every single detail
of the places to the tourists. Students answer: To every single
detail of the places has ought to ^ explain by the tourist guide to
the tourists. Correction: Every single detail of the places ought
to be explained by the tourist guide to the tourists.
3) Question: Shawn sells seashell on the seashore. Students
answer: The seashell is Shawn sells on the seasore. Correction:
Seashell is sold by Shawn on the seasore.
4) Question: The robber had stolen the red car. Students answer:
The red car is stoled by the robber. Correction: The red car had
been stolen by the robber.
5) Question: The students of PBI have to write thesis as a partial
fulfilment of requirements for the attainment of Sarjana
Pendidikan degree. Students answer: Thesis as a partial
fulfilment of requirements is have to wrote by the students of
PBI for the attainment of Sarjana Pendidikan degree. Correction:
Thesis has to be written by the students of PBI as a partial
fulfilment of requirements for theattainment of Sarjana
Pendidikan degree.
6) Question: The adjudicators are going to give standing applause
to you if you are great on the stage. Students answer: The
standing applause are going to ^ give to you by the adjudicators
of you are great on the stage. Correction: Standing applause is
going to be given by the adjudicators to you if you are great on
the stage.
7) Question: Someone built that house twenty three years ago.
Students answer: ^ house that is bulid by someone twenty three
years ago. Correction: That house was built twenty three years
ago.
8) Question: Shally will buy the newest English book tomorrow.
Students answer: The newest English book will ^ buy by Shally
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next day. Correction: The newest English book will be bought
by Shally tomorrow.
9) Question: Mr. Leonardo should attend the meeting soon.
Students answer: The meeting should be attend by Mr. Leonardo
soon. Correction: The meeting should be attended by Mr.
Leonardo soon.
10) Question: The engineer must finish the design next week.
Students answer: The design must be finish next week by the
engineer. Correction: The design must be finished by the
engineer next week.
d. Be
The percentage of the errors commonly made by the ninth grade
students of MTs Negeri 1 Sukoharjo in the academic year 2016/2017,
errors from be (176 errors from 728 total of errors or 24,18%).
1) Active: Mr. George taught English at International School last
month. Explanation: this sentence used simple past tense, but the
respondent did not change the „to be‟ with 'was' instead.
Students answer: English is taught by Mr. George at
International School last month. The revision should be: English
was taught by Mr. George at International School last month.
2) Question: People were immortalizing Fir‟aun in Egypt long time
ago. Students answer: Fir'aun were ^ immortalized by people in
Egypt long time ago. Correction: Fir'aun was being
immortalized long time ago in Egypt.
3) Question: The robber had stolen the red car. Students answer:
The red car is stolen by the robber. Correction: The red car had
been stolen by the robber.
4) Question: Madonna had hidden my mobile phone. Students
answer: My mobile phone has been hidden by Madonna.
Correction: My mobile phone had been hidden by Madonna.
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5) Question: I had never seen dinosaur. Students answer: Dinosaur
has been never seen by me. Correction: Dinosaur had never been
seen by me
6) Question: The president put off the meeting in the ball room last
night. Students answer: The meeting in the ball room last night
is put off by the president. Correction: The meeting in the
ballroom was put off by the president last night.
7) Question: The chef is grilling beef in the kitchen. Students
answer: Beef was grilled by the chef in the kitchen. Correction:
Beef is being grilled by the chef in the kitchen.
8) Question: The lizard is bamboozling the predator by cutting its
tail.
9) Students answer: The predator was bamboozled by the lizard by
cutting its tail. Correction: The predator is being bamboozled by
the lizard by cutting its tail.
10) Question: The firefighter has helped my family from the
conflagration. Students answer: My family had been helped
from the conflagation bt the firefighter. Correction: My family
has been helped by the firefighter from the conflagration.
11) Question: The matador has won the game. Students answer: The
game had been won by the matador. Correction: The game has
been won by the matador.
12) Question: The magician has showed the best trick. Students
answer: The best trick had been showed by the magician.
Correction: The best trick has been showed by the magician.
e. Addition
The percentage of the errors commonly made by the ninth grade
students of MTs Negeri 1 Sukoharjo in the academic year 2016/2017,
errors from addition (81 errors from 728 total of errors or 11,12%).
1) Active: The translator translates that short story into many
languages. The respondent give an additional 'which' in this
94
sentence that is not necessary because it is not an adjective
clause. Students answer: that short story which is translated by
translator into many languages. The revision should be: that
short story is translated by translator into many languages.
2) Question: People plant rice in Indonesia. Students answer: Rice
is planted by people in Indonesia. Correction: Rice is planted in
Indonesia.
3) Question: Someone built that house twenty three years ago.
Students answer: That house has ^ built by someone twenty
years ago. Correction: That house has been built twenty three
years ago.
4) Question: I had never seen dinosaur. Students answer: The
dinosaur is never seen by me. Correction: Dinosaur had never
been seen by me.
5) Question: The adjudicators are going to give standing applause
to you if you are great on the stage. Students answer: The
standing applause are goig to ^ give to you by the adjudicatprs
of you are great on the stage. Correction: Standing applause is
going to be given by the adjudicators to you if you are great on
the stage.
6) Question: The lizard is bamboozling the predator by cutting its
tail. Students answer: The predator is being bamboozled by ^
lizard with cutting its tail. Correction: The predator is being
bamboozled by the lizard by cutting its tail.
7) Question: Shally will buy the newest English book tomorrow.
Students answer: The newest English book will ^ buy by Shally
next day. Correction: The newest English book will be bought
by Shally tomorrow.
8) Question: The tourist guide ought to explain every single detail
of the places to the tourists. Students answer: The every single
detail of the places ^ to the tourists by the tourist guide.
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Correction: Every single detail of the places ought to be
explained by the tourist guide to the tourists.
9) Question: The engineer must finish the design next week.
Students answer: The design should be finished by ^ engineer
next week. Correction: The design must be finished by the
engineer next week.
10) Question: The chef is grilling beef in the kitchen. Students
answer: In the kitchen the chef was grilled ^ the beef.
Correction: Beef is being grilled by the chef in the kitchen.
11) Question: My little sister was learning Spanish. Students
answer: The Spanish was being learnt by my little sister.
Correction: Spanish was being learned by my little sister.
f. By Phrase
The percentage of the errors commonly made by the ninth grade
students of MTs Negeri 1 Sukoharjo in the academic year 2016/2017,
errors from by phrase (100 errors from 728 total of errors or 13,74%).
1) Active: I had never seen dinosaur. Explanation: the respondent
forgot to put the 'by-phrase' in this sentence. Students answer:
Dinosaur had never been seen. The revision should be: Dinosaur
had never been seen by me.
2) Question: People plant rice in Indonesia. Students answer: Rice
is planted by people in Indonesia. Correction: Rice is planted in
Indonesia.
3) Question: People were immortalizing Fir‟aun in Egypt long time
ago. Students answer: Fir'aun were immortalized by people in
Egypt long time ago. Correction: Fir'aun was being
immortalized long time ago in Egypt.
4) Question: The lizard is bamboozling the predator by cutting its
tail. Students answer: The lizard is ^ bamboozled ^ the predator
by cutting its tail. Correction: The predator is being bamboozled
by the lizard by cutting its tail.
96
5) Question: Someone built that house twenty three years ago.
Students answer: That house is builted by someone twenty three
years ago. Correction: The house was built twenty three years
ago.
6) Question: I had never seen dinosaur. Students answer: The
dinosaur is never seen by me. Correction: Dinosaur had never
been seen by me.
g. Subject- Object
The percentage of the errors commonly made by the ninth grade
students of MTs Negeri 1 Sukoharjo in the academic year 2016/2017,
errors from subject - object (38 errors from 728 total of errors or
5,22%). Active: Rice is planted rice in Indonesia. Explanation: there
are two errors here; they are the 'subject-object' and 'singular-plural'.
The respondent taught that the word 'people' is plural, she used to be
'are' instead. Students answer: People are planted rice in Indonesia.
The revision should be: rice is planted in Indonesia.
2. Sources of Error
After analyzing the data, the researcher finds two sources of
errors. They are interlingual and intralingual transfer.
a. Interlingual Transfer
In the interlingual transfer, the students usually transfer
the system of mother tongue into second language that they
learn. Dealing with this research, the types of errors are those
which are caused by the interlingual transfer appeared in the
data explained and discussed below.
Question: The tourist guide ought to explain every single
detail of the places to the tourists.
Students answer: The guide tourist is ought to be explained
every single detail of the places to the tourists.
97
In his case, there are five students making error. The
students make an error noun phrase in their sentences because
in translating the sentence still refers to the system
Indonesian. Indonesian language system influences the
students in poducing the sentences in English as the target
language, while Indonesian noun phrase is head+modifier.
On the other hand, English NP is modifier+head. The correct
sentence is Every single detail of the places ought to be
explained to the tourist by the tourist guide.
b. Intralingual Transfer
The intralingual transfer is the source of errors that is
produced by learers who do not reflect the structure of
mother tongue but a generation based on the partial exposure
to the target language. In this case, the errors caused by the
intralingual transfer can be found in the cases follows:
1) Omission “to be”
There are eight students making error. The students do
not master the formula of passive voice. The general
formula is to be + past participle. The students omit
an item that must appear in a well-formed utterance.
This students omit to be “is” as the formula of passive
voice. To be “is” must appear as the singular.
For example:
Question: People plant rice in Indonesia
Students answer: Rice ^ planted by people in Indonesia.
Correct answer: Rice is planted in Indonesia.
2) Double Marking
Question: The robber had stolen the red car.
Students answer: The red car has ^ stollen by the
robber.
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There are six students making error. The students
making errors which is called double marking because
they formed stollen as past participle from verb stolen.
The sentence should be The red car had been stolen by
the robber.
3) Regularization
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 runed for ran or gooses
for geese.
a) Question: The chef is grilling beef in the kitchen.
Students answer: Beef has been grilling in the
kitchen by the chef.
There are four students making error. The students
uses the different tenses of active voice. The active
voice is in present continuous tense. The passive
sentence of students‟ answer is in present perfect
tense. Has been+past participle is the pattern of
passive present perfect tense. The sentence should
be Beef is being grilled by the chef in the kitchen.
b) Question: Someone built that house twenty three
years ago.
Students answer: That house was building twenty
three years ago.
There are six students making error. The students
uses the different tenses of active voice. The active
voice is in simple past tense. The passive sentence
of students‟ answer is in was+Ving. The sentence
should be That house was built twenty three years
ago.
c) Question: Mr. George taught English at
International School last month.
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Students answer: English was teaching at
International School last month by Mr. George.
There are eight students making error. The students
uses the different tenses of active voice. The active
voice is in simple past tense. The passive sentence
of students‟ answer is in was+Ving. The sentence
should be English was taught by Mr. George at
International School last month.
4) Archi Form
Archi-forms that the selection of one member of a class
of forms to represent others in the class.
a) Question: She is muddling up the thief on the
way.
Students answer: The thief on the way was
muddled up by her.
There are three students making error. The
passive voice which is used by the students is
different with the tenses in active voice. The
active sentence used present continuous tense.
The sentence should be The thief is being
muddled up by her on the way.
b) Question: The magician has showed the best
trick.
Students answer: The best trick had showed by
the magician.
There are two students making error. The
passive voice which is used by the students is
different with the tenses in active voice. The
active sentence used present perfect tense. The
sentence should be The best trick has been
showed by the magician.
100
c) Question: Mr. George taught English at
International School last month.
Students answer: English has taught by Mr.
George at International School last month.
There are two students making error. The
passive voice which is used by the students is
different with the tenses in active voice. The
active sentence used simple past tense. The
sentence should be English was taught by Mr.
George at International School last month.
d) Question: Jimmy was buying some flower for
Clara.
Students answer: Some flower has boght by
Jimmy for Clara.
There are three students making error. The
passive voice which is used by the students is
different with the tenses in active voice. The
active sentence used past continuous tense. The
sentence should be Some flower was being
bought by Jimmy for Clara.
Based on all above the highest total error was „Omission‟ which had
the error 186 of 728 total error or 25,55 %. The researcher allocated different
tenses in the test in order to know the error in different tenses and the data
showed that each tense had different errors. The highest error for present
perfect tense, simple past tense, simple future tense (including „be going to‟
form), and modals were „Omission‟ with different percentage each. The
highest error for present continuous tense, past continuous tense, and past
perfect tense were „Be‟ with different percentage each. The highest error for
simple present tense was By which had the error 22 of 85 total error or
25,88%.
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All those errors were commonly made by the respondents who had
taken several grammar courses in which grammar materials including passive
voice should have been mastered. Unfortunately many of them made errors
almost for all tenses. To sum up, the students have been taught by their
teachers about the passive voice and had master the passive voice itself, but
unfortunately many of them still made errors in forming Misformation; their
common errors include omission, „be‟, and „v3‟. According to Richard
(1985), this phenomenon was called Intralingual Error or Intralingual
Transfer that was the reflection of the broad features of rule learning, such as
incomplete rules, faulty generalization, and failure to learn conditions under
rules apply.
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CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
The researcher summarizes the types of error commonly made by
the students in using passive voice and the types of error commonly made
by the students in using passive voice in each tense, such as simple present
tense, present continuous tense, present perfect tense, simple past tense,
past continuous tense, past perfect tense, simple future tense (including „be
going to‟ form), and modals. In the end of the is summary, the researcher
gives an additional information of the rank of tenses from the highest to
the lowest one.
The researcher concludes the highest to the lowest frequency and
the percentage of the errors commonly made by the ninth grade students of
MTs Negeri 1 Sukoharjo in the academic year 2016/2017. They are from
omission (186 errors from 728 total of errors or 25,55%), be (176 errors
from 728 total of errors or 24,18%), by phrase (100 errors from 728 total
of errors or 13,74%), addition (81 errors from 728 total of errors or
11,12%), V3 (80 errors from 728 total of errors or 10,99%), singular -
plural (67 errors from 728 total of errors or 9,20%), and the lowest one
was subject - object (38 errors from 728 total of errors or 5,22%).
Interestingly, the error of „omission‟ is the commonest error among
the four tenses present perfect tense, simple past tense, simple future tense
(including „be going to‟ form), and modals. „Be‟ is the second common
error in present continuous tense, past continuous tense, and past perfect
tense. Next, the error „by‟ is the common error in simple present tense.
The researcher concludes the percentage of the total errors in each
tense from the highest to the lowest one by the total average. They are
from Simple Future Tense (including „Be Going To‟ form) which has the
highest percentage with the error average 36 from 3 questions or 15,46%
errors. In the second rank is Present Continuous Tense with the error
103
average 34,3 from 3 questions or 14,74% errors. In the third rank is Simple
Past Tense with the error average 33 from 3 questions or 14,17% errors .
In the fourth rank is Past Continuous with the error average 32,7 from 3
questions or 14,03% errors. In the fifth rank was Modals with the error
average 29,2 from 4 questions or 12,56% errors. In the sixth rank is
Simple Present Tense with the error average 28,3 from 3 questions or
12,16% errors. In the seventh rank is Past Perfect Tense with the error
average 20,7 from 3 questions or 8,87% errors. In the eighth or the lowest
tense with errors is Present Perfect Tense with the error average 18,7 form
3 questions or 8,01% errors.
B. Suggestions
In this chapter, the writer would like to propose some suggestions
that hopefully would useful for to the English teachers, students, and their
parents.
1. The teachers :
a. The teachers must be creative in teaching learning English and
make students comfortable in the class.
b. The teachers should give more priority to the high frequency
error types.
c. The teacher should pay attention to the teaching points that still
need further reinforcement by looking at the items regarded as
the highest into the lowest frequency of errors made by students.
d. The teachers should choose a suitable strategy to increase
students‟ achievements.
e. The teachers should develop teaching strategy, so the motivation
of the learner to study English will always increase. The uses of
various strategies are suggested to make the students more
interested.
f. The teacher should be selective in indicating the errors, finding
the solution, and creating a remedial teaching which is free from
the previous errors.
104
2. The students :
a. The student should develop their motivations because it is an
important factor in the English learning.
b. The student should study the material intensively, repeatedly
and toughly.
c. The students should do more practice in order to decrease their
lacking knowledge and understanding of the grammatical
rules.
d. The students should answer every question, which is given by
the teacher, and are not afraid to answers false.
104
BIBLIOGRAPHY
Azar, B. S. (1989). Understanding and Using English Grammar 2nd Edition. New
Jersey: Prentice Hall Regent.
Azar, B. S. (1992). Fundamental of English Grammar 2nd Edition. New Jersey:
Prentice Hall.
Arikunto, S. (1998). Managemen Penelitian. Jakarta: PT. Rineka Cipta.
Arikunto, S. (2006). Prosedure Penelitian Suatu Pendekatan Praktik. Jakarta: PT.
Rineka Cipta.
Brown, H.Douglas. (2000) Principles of Language Learning and Teaching, 4th ed.
New York: Longman.
Cowan, R. (2008). The Teacher's Grammar of English. Cambridge: Cambridge
University Press.
Cresswell, J. W. (2009). Research Design : Quantitative, Qualitative and
Mixed Methods Aproaches, 3rd ed. Sage Publications: United States of
America.
Dulay, H. (1982). Language Two. New York: Oxford Uniersity Press.
Ellis, R. (2008). The Study of Second Language Acquisition. New York: Oxford
University Press.
Erdogan, V. (2005). Contribution of error analysis to foreign language teaching.
Journal of the Faculty of Education, 1(2), 261-270.
Fauziati, E. (2002). Teaching of English As A Foreign Language (TEFL). Surakarta :
Muhammad University Press.
Frank, Marcella. (1972). Modern English: A Practical Reference Guide. New York:
Practice Hall Inc.
Hubard, Peter, et.al. (1983). A Training Course for TEFL. New York: Oxford
University Press.
105
James, Carl. (1998). Errors in Language Learning and Use: Exploring Error
Analysis. London: Addison Wesley Longman Limited.
Krohn, Robert. (1971). English Sentence Structure. Michigan: The University of
Michigan Press.
Martínez, Susana Gómez. (2006). Should We Correct Our Students Errors in
L2 Learning?. Encuentro. 16.
Murphy, Raymond. (1985). English Grammar in Use. New York: Cambridge
University.
________. (2008). Grammar in Use Intermediate. New York: Cambridge
University Press.
Murcia, Marianne Celce, and Hilles, Sharon. (1987). Tecniques and Resources
in Teaching Grammar. New York: Oxford University Press.
Norrish, John. (1983). Language Learners and Their Errors. London: The
Macmillan Press.
Oktonia, Dyah. (2013) An Error Analysis On The Use Passive Voice Among The
Student Of First Grade Of SMK PGRI 2 Geneng Ngawi in Academic year
2013/2014. Surakarta: Unpublished research paper IAIN SURAKARTA.
Richards, Jack C. (1985) The Contex of Language Teaching. New York:
Cambridge University Press.
Richard, J. C. (1974). Errors Analysis Prespectives on Second Language
Acquisition. London: Longman Group.
Richard, J. C. (1985). Longman Dictionary of Apllied Linguistics. Burnt Mill:
Longman.
Schmitt, Norbert. (2008). Teaching Vocabulary. Nottingham. Pearson Education
Scmitt, Nobert and McCharty, Michael. (1997). Vocabulary: Description,
Acquisition and pedagogy. Cambridge: Cambridge University.
Selinker, Lary. (1992). Rediscovering Interlanguage. London: Longman.
Sugiyono. (2013). Metode Penelitian Pendidikan : Pendekatan Kuantitatif,
Kualitatif, and R&D. Bandung : Alfabeta.
106
Swan, Michael. (1982)Praactical English Usage. London: Oxford University
Press.
Thomson, A. J., & Martinet, A. (1986). A Practical English Grammar. London:
Oxford University Press.
107
Appendix 1: Students Errors Identification
Table 1. Error Identification (Students 1-10)
Number
of test
Students
1 2 3 4 5 6 7 8 9 10
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
To
tal
Inco
rrec
t
An
swer
By 0 1 1 4 6 3 2 2 2 3
Omi 2 0 21 0 8 6 3 2 7 8
S-O 0 1 1 0 5 1 0 1 2 1 Be 1 0 4 8 15 0 0 0 4 18 V3 1 1 2 0 5 1 0 5 2 5
S-P 3 3 1 1 4 1 3 3 0 0
Add 1 4 3 2 9 1 1 0 2 5
Total 8 10 33 15 52 13 9 13 19 40
108
Table 2. Error Identification (Student 11-18)
Number
of test
Students
11 12 13 14 15 16 17 18
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
To
tal
Inco
rrec
t
An
swer
By 3 5 2 3 3 5 8 9
Omi 8 11 7 2 1 4 3 7
S-O 1 6 1 0 1 3 0 0
Be 18 20 11 8 4 22 12 8
V3 5 4 2 6 0 10 1 2 S-P 0 2 0 0 3 2 2 4 Add 5 5 5 0 2 6 1 2
Total 40 53 28 19 14 52 27 32
109
Table 3. Error Identification (Student 19-28)
Number
of test
Students
19 20 21 22 23 24 25 26 27 28
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
To
tal
Inco
rrec
t
An
swer
By 3 1 1 4 3 3 2 2 0 2
Omi 6 23 0 0 3 1 3 6 2 2
S-O 1 6 1 0 0 1 0 2 0 1
Be 5 4 0 8 0 4 0 4 1 0
V3 3 10 1 0 2 0 0 2 1 5
S-P 1 6 3 1 0 3 3 0 3 3
Add 5 0 4 2 1 3 1 1 1 0
Total 24 50 10 15 9 15 9 17 8 13
110
Table 4. Error Identification (Student 29-35)
Number of
test
Students
29 30 31 32 33 34 35
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
To
tal
Inco
rrec
t
An
swer
By 0 3 8 2 0 3 2
Omi 21 6 8 3 1 4 3
S-O 1 1 0 3 0 1 0
Be 4 0 7 4 1 0 0
V3 2 1 3 2 1 1 0 S-P 1 1 4 1 3 0 3 Add 4 1 2 2 1 1 1
Total 33 13 32 17 14 10 9
111
Notes:
By Phrase
Omission
Addition
Subject-Object
Singular-Plural
Be
V3
Blank (X)
Correct Answer
Total Errors
109
Appendix 2. Students‟ Errors Description
Table 1. Students‟ Error Description
Student
Number
Number
of Test
Error Identification Classification
Correction
1
6
1. The thief is being
muddle up by her on
the way.
V3
The thief is being
muddled up by her on
the way.
7 2. My family has had
helped by ^ firefighter
from the conflagration.
Be and
Omission
My family has been
helped by the
firefighter from the
conflagration.
15 3. Fir'aun were being
immortalized people
long time ago.
Singular-Plural
and By Phrase
Fir'aun was being
immortalized long
time ago in Egypt.
21
4. The agenda are
going to be discussed
by Mike and Mark next
week.
Singular - Plural
The agenda is going to
be discussed by Mike
and Mark next week.
24
5. Thesis have to be
written by the students
of PBI as a partial
fulfillment of
requirements for the
attainment of Sarjana
Pendidikan degree.
Singular - Plural
Thesis has to be
written by the students
of PBI as a partial
fulfillment of
requirements for the
attainment of Sarjana
Pendidikan degree.
25
6. Every single detail
of the place ought to be
explained by ^ tourist
guide to the tourist.
Omission
Every single detail of
the places ought to be
explained by the
tourist guide to the
tourists
2
1 1. Rice is planted by
people in Indonesia. Addition
Rice is planted in
Indonesia.
7
2. My family have
helped by the
firefighter from the
conflagration.
Singular - Plural
My family has been
helped by the
firefighter from the
conflagration.
10 3. That house was built
by someone 23 years
ago.
By Phrase That house was built
23 years ago.
11 4. The meeting in the
ballroom was put off ^
the president last night.
By Phrase
The meeting in the
ballroom was put off
by the president last
night.
110
2
14 5. Some flowers were
being bought by Jimmy
for Clara.
Addition and
Singular - Plural
Some flower was
being bought by
Jimmy for Clara.
15 6. Fir'aun was being
immortalized by people
in Egypt long time ago.
By Phrase
Fir'aun was being
immortalized long
time ago in Egypt.
20
7. Standing applause to
you are great on the
stage are going to be
gave by the
adjudicators.
Subject -
Object, Singular
- Plural, and V3
The standing applause
is going to be given by
the adjudicators to you
if you are great on the
stage.
3
1 1. Rice is planted by
people in Indonesia. By Phrase
Rice is planted in
Indonesia.
3
2. ^ Short story is
translated by ^
translatorinto many
languages.
Omission
That short story is
translated by the
translator into many
languages.
4 3. The beef was grilled
by the chef in the
kitchen.
Be
The beef is being
grilled by the chef in
the kitchen.
5 4. The predator is ^
bamboozled ^ the
lizard by cutting its tail.
Omission and
Be
The predator is being
bamboozled by the
lizard by cutting its
tail.
6 5. The thief is ^
muddle up by her on
the way.
Omission and
V3
The thief is being
muddled up by her on
the way.
7
6. My family have ^
helped by the
firefighter from the
conflagration.
Singular - Plural
and Omission
My family has been
helped by the
firefighter from the
conflagration.
8 7. The game has ^ won
by the matador. Omission
The game has been
won by the matador.
9 8. The best trick has ^
shown by the magician. Omission
The best trick has been
shown by the
magician.
10 9. That house has ^
built by someone
twenty years ago.
Omission and
Addition
That house has been
built twenty three
years ago.
12 10. The meeting ^ was
put off by the president
last night.
Omission
The meeting in the
ballroom was put off
by the president last
night.
13 11. Spanish was ^
learned by my little
sister.
Omission
Spanish was being
learned by my little
sister.
111
3
14 12. Some flower was ^
bought by Jimmy for
Clara.
Omission
Some flower was
being bought by
Jimmy for Clara.
15 13. Fir'aun was ^
immortalized by people
in Egypt long time ago.
Omission and
Addition
Fir'aun was being
immortalized long
time ago in Egypt.
16 14. Dinosaur had never
^ seen by me. Omission
Dinosaur had never
been seen by me.
17 15. The red car has ^
stollen by the robber.
Be, Omission,
and Addition
The red car had been
stolen by the robber.
18 16. My mobile phone
had ^ hidden by
Madonna.
Omission
My mobile phone had
been hidden by
Madonna.
19 17. The newest English
book will ^ bought by
Shally tomorrow.
Omission
The newest English
book will be bought by
Shally tomorrow.
20
18. The standing
applause are ^ given
by ^ judicator to you if
you are great on the
stage.
Be and
Omission
The standing applause
is going to be given by
the adjudicators to
you if you are great on
the stage.
21 19. The agenda is ^
discussed by Mike and
Mark next week.
Omission
The agenda is going to
be discussed by Mike
and Mark next week.
22 20. The meeting should
^ attended by Mr.
Leonardo ^.
Omission
The meeting should be
attended by Mr.
Leonardo soon.
23 21. The design must ^
finished by the
engineer ^.
Omission
The design must be
finished by the
engineer next week.
24
22. The thesis has ^
written by the students
of PBI as a partial
fulfilment of
requirements for the
attainment of Sarjana
Pendidikan degree.
Omission
The thesis has been
written by the students
of PBI as a partial
fulfilment of
requirements for the
attainment of Sarjana
Pendidikan degree.
25
23. To every single
detail of the places has
ought to ^ explain by
the tourist guide to the
tourists.
Subject -
Object, V3, and
Omission
Every single detail of
the places ought to be
explained by the
tourist guide to the
tourists.
4 1 1. Rice is planted by
people in Indonesia. By Phrase
Rice is planted in
Indonesia.
112
4
4 2. Beef was grilled by
the chef in the kitchen. Be
Beef is being grilled
by the chef in the
kitchen.
5 3. The predator was
bamboozled by the
lizard by cutting its tail.
Be
The predator is being
bamboozled by the
lizard by cutting its
tail.
6 4. The thief on the way
was muddled up by
her.
Be
The thief is being
muddled up by her on
the way.
8 7. The game has ^ won
by the matador. Omission
The game has been
won by the matador.
9 5. The best trick had
showed by the
magician.
Be
The best trick has
been showed by the
magician.
10 6. The house was built
by someone twenty
three years ago.
Addition and By
Phrase
That house was built
twenty three years ago.
11
7. English has taught
by Mr. George at
International School
last month.
Be
English was taught by
Mr. George at
International School
last month.
12
8. The meeting in the
ball room last night has
put off by the
president.
Be
The meeting in the
ballroom was put off
by the president last
night.
13 9. Spanish has learned
by my little sister. Be
Spanish was being
learned by my little
sister.
14 10. Some flower has
boght by Jimmy for
Clara.
Be
Some flower was
being bought by
Jimmy for Clara.
15 11. Fir'aun were
immortalized by people
in Egypt long time ago.
Singular - Plural
and By Phrase
Fir'aun was being
immortalized long
time ago in Egypt.
23 12. The design must be
finished ^ the engineer
next week.
By Phrase
The design must be
finished by the
engineer next week.
5
1 1. The rice are planted
by peoplein Indonesia.
Addition, Be,
and By Phrase
Rice is planted in
Indonesia.
2 2. The seashell is
Shawn sells on the
seasore.
Addition, By
Phrase and V3
Seashell is sold by
Shawn on the seasore.
4 3. The beef is ^ grilled
by the chef in the
kitchen.
Omission
Beef is being grilled
by the chef in the
kitchen.
113
5
5
4. The lizard is ^
bamboozled ^ the
predator by cutting its
tail.
Subject -
Object,
Ommision, and
By Phrase
The predator is being
bamboozled by the
lizard by cutting its
tail.
6 5. The thief is ^
muddled up by her on
the way.
Omission
The thief is being
muddled up by her on
the way.
7 6. My family is helped
by the firefighter from
the conflagration.
Be
My family has been
helped by the
firefighter from the
conflagration.
8 7. The matador is won
the game.
By Phrase,
Subject - Object
and Be
The game has been
won by the matador.
9 8. The best trick is
showed by the
magician.
Be
The best trick had
been showed by the
magician.
10 9. That house is builted
by someone twenty
three years ago.
Be, By Phrase,
and Addition
The house was built
twenty three years ago.
11
10. The English is
taught by Mr. George
at International School
last month.
Be
English was taught by
Mr. George at
International School
last month.
12 11. The ball room is
put off the meeting by
the president last night.
Subject -
Object, Be, and
Omission
The meeting was put
off by the president
last night in the
ballroom.
13 12. The Spanish is
learned by my little
sister.
Addition and Be
Spanish was being
learned by my little
sister.
14 13. Clara is bought
some flower by Jimmy.
Subject - Object
and Be
Some flower was
being bought by
Jimmy for Clara.
15 14. Fir'aun in Egypt is
immortalized by people
long time ago.
Be and By
Phrase
Fir'aun was being
immortalized long
time ago in Egypt.
16 15. The dinosaur is
never seen by me. Addition and Be
Dinosaur had never
been seen by me.
17 16. The red car is
stoled by the robber. Be and V3
The red car had been
stolen by the robber.
18 17. My mobile phone is
hidden by Madonna. Be
My mobile phone had
been hidden by
Madonna.
114
5
19 18. The newest English
book will ^ bought by
Shally tomorrow.
Be
The newest English
book will be bought by
Shally tomorrow.
20
19. The standing
applause are goig to ^
give to you by the
adjudicatprs of you are
great on the stage.
Addition,
Singular -
Plural,
Omission, and
V3
Standing applause is
going to be given by
the adjudicators to you
if you are great on the
stage.
21
20. The agenda are
going to ^ discussed by
Mike and Mark next
week.
Singular - Plural
and Omission
The agenda is going to
be discussed by Mike
and Mark next week.
22 21. The meeting is
attended by Mr.
Leonardo soon.
Be
The meeting should be
attended by Mr.
Leonardo soon.
23 22. The design is
finished by the
engineer next week.
Be
The design must be
finished by the
engineer next week.
24
23. Thesis as a partial
fulfilment of
requirements is have to
wrote by the students
of PBI for the
attainment of Sarjana
Pendidikan degree.
V3, Addition,
Singular -
Plural, and Be
Thesis has to be
written by the students
of PBI as a partial
fulfilment of
requirements for
theattainment of
Sarjana Pendidikan
degree.
25
24. The tourist guide is
ought to be explained
every single detail of
the places to the
tourists.
Subject -
Object,Addition,
Omission, and
V3
Every single detail of
the places ought to be
explained by the
tourist guide to the
tourists.
6
1 1. Rice is planted by
people in Indonesia. By Phrase
Rice is planted in
Indonesia.
5 2. The predator is being
bamboozlied by the
lizard ^.
V3 and
Omission
The predator is being
bamboozled by the
lizard by cutting its
tail.
6 3. The thief is being
muddled up by her ^. Omission
The thief is being
muddled up by her on
the way.
7 4. My family has been
helped by ^ firefighter
from the conflagration.
Omission
My family has been
helped by the
firefighter from the
conflagration.
115
6
10 5. That house was built
by someone twenty
three years ago.
By Phrase
That house has been
built twenty three
years ago.
16 6. Dinosaur had never
been seen ^. By Phrase
Dinosaur had never
been seen by me.
18 7. The mobile phone
had been hidden by
Madonna.
Addition
My mobile phone had
been hidden by
Madonna.
20
8. You are being given
standing applause by
the adjudicators if you
are great on the stage.
Subject - Object
and Omission
Standing applause is
going to be given by
the adjudicators to you
if you are great on the
stage.
21
9. The agenda are ^
being to be discussed
by Mike and Mark next
week.
Singular - Plural
and Omission
The agenda is going to
be discussed by Mike
and Mark next week.
25
10. Every single detail
of ^ places ought tto be
explained by the tourist
guide ^.
Omission
Every single detail of
the places ought to be
explained by the
tourist guide to the
tourists.
7
1 1. Rice are planted in
Indonesia Singular - Plural
Rice is planted in
Indonesia.
3
2. The short story is
translated by the
translator into many
languages.
Addition
That short story is
translated by the
translator into many
languages.
10 3. That house was built
by someone twenty
three years ago.
By Phrase That house was built
twenty three years ago.
15
4. Fir'aun were being
immortalized in Egypt
by people long time
ago.
Singular - Plural
and By Phrase
Fir'aun was being
immortalized long
time ago in Egypt.
20
5. Standing applause
will be given by the
adjudicators to you if
you are great on the
stage.
Omission
Standing applause is
going to be given by
the adjudicators to you
if you are great on the
stage.
21 6. The agenda next
week will be discussed
by Mike and Mark.
Omission
The agenda is going to
be discussed by Mike
and Mark next week.
116
7
24
7. Thesis have to be
written by the students
of PBI as a partial
fulfilment of
requirements for the
attainment of Sarjana
Pendidikan degree.
Singular - Plural
Thesis has to be
written by the students
of PBI as a partial
fulfilment of
requirements for
theattainment of
Sarjana Pendidikan
degree.
25
8. Every single detail
of ^ places ought to be
explained by the tourist
guide to the tourists.
Omission
Every single detail of
the places ought to be
explained by the
tourist guide to the
tourists.
8
1 1. Rice is planted by
people in Indonesia. By Phrase
Rice is planted in
Indonesia.
6 2. The thief is being ^
by her on the way. V3
The thief is being
muddled up by her on
the way.
12 3. The meeting was put
off by ^ president in
the ball room last night.
Omission
The meeting was put
off by the president
last night in the
ballroom.
15 4. Fir'aun were being
immortalized by people
in Egypt long time ago.
Singular - Plural
and By Phrase
Fir'aun was being
immortalized long
time ago in Egypt.
20
5. You are gone to give
standing applause by
the adjudicators if you
are great on the stage.
Omission,
Singular -
Plural, and V3
Standing applause is
going to be given by
the adjudicators to you
if you are great on the
stage.
21 6. The agenda are
going to be discussed
by Mike and Mark.
Singular - Plural
The agenda is going to
be discussed by Mike
and Mark next week.
22 7. The meeting soon
should be attend by
Mr. Leonardo.
V3
The meeting should be
attended by Mr.
Leonardo soon.
24
8. Thesis have to be
wrote by the students
of PBI as a partial
fulfilment of
requirements for the
attainment of Sarjana
Pendidikan degree
Singular - Plural
and V3
Thesis has to be
written by the students
of PBI as a partial
fulfilment of
requirements for
theattainment of
Sarjana Pendidikan
degree.
117
25
9. Every single detail
of the places tourists
ought to be explained
by the tourist guide ^.
V3
Every single detail of
the places ought to be
explained by the
tourist guide to the
tourists.
9
3
1. The short story
which is translated by
^translator has ^ many
languages.
Addition and
Omission
That short story is
translated by the
translator into many
languages.
4 2. Beef is being grilled
by ^ chef in the
kitchen.
Omission
Beef is being grilled
by the chef in the
kitchen.
5 3. The predator is being
bamboozled by ^ lizard
with cutting its tail.
Addition and
Omission
The predator is being
bamboozled by the
lizard by cutting its
tail.
6 4. The thief on the way
is ^ muddled up by
she.
Be and Singular
- Plural
The thief is being
muddled up by her on
the way.
7
5. My family has been
helped by the
firefighter from ^
conflagration.
Omission.
My family has been
helped by the
firefighter from the
conflagration.
10 6. ^ house that is bulid
by someone twenty
three years ago.
By Phrase, V3,
and Omission
That house was built
twenty three years ago.
11
7. English is taught by
Mr. George at
International School
last month.
Be
English was taught by
Mr. George at
International School
last month.
12 8. The meeting is put
off by the president in
the ball room last mont.
Be
The meeting was put
off by the president
last night in the
ballroom.
15 9. Fir'aun was being
immortalized by people
in Egypt long time ago.
By Phrase
Fir'aun was being
immortalized long
time ago in Egypt.
16 10. Dinosaur has been
never seen by me. Be
Dinosaur had never
been seen by me.
17 11. The red car had
been stoled by the
robber.
V3 The red car had been
stolen by the robber.
19 12. The newest English
book will be bought by
Shally ^.
Omission
The newest English
book will be bought by
Shally tomorrow.
118
20
13. I am going to be
given standing
applause by the
adjudicator if I am
great on the stage.
Subject - Object
and Omission
Standing applause is
going to be given by
the adjudicators to
you if you are great on
the stage.
10
1 1. Rice is planted by
people in Indonesia. By Phrase
Rice is planted in
Indonesia.
5 2. The predator is being
bamboozlied by the
lizard by cutting its tail
V3
The predator is being
bamboozled by the
lizard by cutting its
tail.
10 3. That house was built
by someone twenty ^
years ago.
By Phrase and
Omission
That house was built
twenty three years
ago.
15
4. Fir'aun was being
immortalizied by
people in Egypt long
time ago.
V3 and By
Phrase
Fir'aun was being
immortalized long
time ago in Egypt.
16 5. Dinosurus had never
been seen by me. Addition
Dinosaur had never
been seen by me.
20
6. Standing applause is
going to be given by ^
adjudicators to you if
you are great on the
stage.
Omission
Standing applause is
going to be given by
the adjudicators to you
if you are great on the
stage.
24
7. Thesis should be
written by the students
of PBI as a partial
fulfilment of
requirements for the
attainment of Sarjana
Pendidikan degree.
Omission
Thesis has to be
written by the students
of PBI as a partial
fulfilment of
requirements for
theattainment of
Sarjana Pendidikan
degree.
11
1 1. The rice has plant
by Indonesian.
Addition, By
Phrase, Be, and
V3
Rice is planted in
Indonesia.
2 2. Seashell has sold by
Shawn on the seashore Be
Seashell is sold by
Shawn on the seasore.
3
3. The short story has
translated into many
languages by ^
translator.
Be and
Omission
That short story is
translated by the
translator into many
languages.
4 4. The beef has grilled
in the kitchen by ^
chef.
Be, Omission,
and Addition
Beef is being grilled
by the chef in the
kitchen.
119
11
5 5. The lizard has
bamboozled ^ predator
by cutting its tail.
Be, By Phrase,
and Subject -
Object
The predator is being
bamboozled by the
lizard by cutting its
tail.
6 6. The thief has
muddled up on the way
by her.
Be
The thief is being
muddled up by her on
the way.
7
7. My family has ^
helped from the
conflagration by ^
firefighter.
Be and
Omission
My family has been
helped by the
firefighter from the
conflagration.
8 8. The game has ^ won
by the matador. Be
The game has been
won by the matador.
9 9. The best trick has ^
shown by ^ magician.
Be and
Omission
The best trick has been
shown by the
magician.
10 10. That house has
built by someone
twenty three years ago.
Be and By
Phrase
That house was built
twenty three years ago.
11
11. Last month,
English in International
School has taught by
Mr. George.
Be
English was taught by
Mr. George at
International School
last month.
12
12. The meeting has
put off in the ball room
last night by ^
president.
Be and
Omission
The meeting was put
off by the president
last night in the
ballroom.
13 13. Spanish has
learned by my little
sister.
Be
Spanish was being
learned by my little
sister.
14 14. The flower has
bought for Clara by
Jimmy.
Addition and Be
Some flower was
being bought by
Jimmy for Clara.
16 15. Dinosau had never
seen by me. Be
Dinosaur had never
been seen by me.
17 16. The red car has
stolen by ^ robber.
Be and
Omission
The red car had been
stolen by the robber.
18 17. My mobile phone is
hidden by Madonna. Be
My mobile phone had
been hidden by
Madonna.
19 18. The newest English
book will ^ buy by
Shally next day.
V3 and Addition
The newest English
book will be bought
by Shally tomorrow.
21 19. The next agenda
will be discuss by Mike
and Mark next week.
Addition,
Omission, and
V3
The agenda is going to
be discussed by Mike
and Mark next week.
120
11
22 20. The meeting should
be attend by Mr.
Leonardo soon.
V3
The meeting should be
attended by Mr.
Leonardo soon.
23 21. The design must be
finish next week by the
engineer.
V3
The design must be
finished by the
engineer next week.
25
22. The every single
detail of the places ^ to
the tourists by the
tourist guide.
Addition and
Omission
Every single detail of
the places ought to be
explained by the
tourist guide to the
tourists.
12
1 1. People are planted
rice in Indonesia
Subject - Object
and Singular -
Plural
Rice is planted in
Indonesia.
2 2. On the seashore,
Shawn has sells
saeshell.
Be and V3 Seashell is sold by
Shawn on the seasore.
3
3. ^ Story story ^
translated by ^
translator into many
languages.
Omission, Be,
and Addition
That short story is
translated by the
translator into many
languages.
4 4. Beef is ^ by ^chef in
the kitchen.
Be and
Omission
Beef is being grilled
by the chef in the
kitchen.
5 5. The predator by
cuttingthe lizard is ^
bamboozling its tail.
Subject -
Object, Be, and
V3
The predator is being
bamboozled by the
lizard by cutting its
tail.
6 6. The thief is ^
muddled up on the way
by her.
Be
The thief is being
muddled up by her on
the way.
7 7. My family had
helped by ^ firefighter
from the conflagration.
Be and
Omission
My family has been
helped by the
firefighter from the
conflagration.
8 8. The game had won
by the matador. Be
The game has been
won by the matador.
9 9. The best trick has ^
showed by the
magician.
Be
The best trick has been
showed by the
magician.
10 10. The house was
built by someone
twenty three years ago.
By Phrase and
Addition
That house was built
twenty three years ago.
121
12
11
11. English is taught by
Mr. George at
International School
last month.
Be
English was taught by
Mr. George at
International School
last month.
12 12. The meeting is put
off by ^ president in
the ball room last night.
Be and
Omission
The meeting was put
off by the president
last night in the
ballroom.
13 13. Spanish has been
learneed by my little
sister.
Be
Spanish was being
learned by my little
sister.
14 14. Some flower was ^
bought by Jimmy for
Clara.
Be
Some flower was
being bought by
Jimmy for Clara.
15
15. Long time ago,
Fir'aun were
immortalized by the
people in Egypt.
By Phrase and
Singular - Plural
Fir'aun was being
immortalized long
time ago in Egypt.
16 16. I had never seen
dinosaur.
Subject -
Object, Be, and
By Phrase
Dinosaur had never
been seen by me.
17 17. The red car had ^
stolen by the robber. Be
The red car had been
stolen by the robber.
18 18. My mobile phone is
hidden by Madonna. Be
My mobile phone had
been hidden by
Madonna.
19 19. The newest English
book was bought by
Shally tomorrow.
Be
The newest English
book will be bought by
Shally tomorrow.
20
20. If you are geat on
the stage, the
adjudicator will stand
to give applause to
you.
Be, V3,
Omission, By
Phrase, and
Addition
Standing applause is
going to be given by
the adjudicators to you
if you are great on the
stage.
21 21. The agenda will
discussed by Mike and
Mark next week.
Omission and
Be
The agenda is going to
be discussed by Mike
and Mark next week.
22 22. Mr. Leonardo
should ^ attend the
meeting.
Subject -
Object, Be, V3,
By Phrase, and
Omission
The meeting should be
attended by Mr.
Leonardo soon.
23 23. The design should
be finished by ^
engineer next week.
Omission and
Addition
The design must be
finished by the
engineer next week.
122
12
24 24. The thesis have to
be written by ^ student
of PBI as a partial ^.
Omission,
Singular -
Plural, Addition,
and Be
Thesis has to be
written by the students
of PBI as a partial
fulfilment of
requirements for
theattainment of
Sarjana Pendidikan
degree.
25
25. Every single detail
of the places ought to ^
explained by the tourist
guide to the tourist.
Be and
Omission
Every single detail of
the places ought to be
explained by the
tourist guide to the
tourists.
13
1 1. The rice was planted
in Indonesia by people.
Addition, By
Phrase, and Be
Rice is planted in
Indonesia.
2 2. The seasheel was
sold on the seashore by
Shawn
Addition and Be Seashell is sold by
Shawn on the seasore.
3
3. The short story was
translated into many
languages by ^
translator.
Addition, Be,
and Omission
That short story is
translated by the
translator into many
languages.
4 4. In the kitchen the
chef was grilled ^ the
beef.
Addition, By
Phrase, Subject
- Object, and Be
Beef is being grilled
by the chef in the
kitchen.
10 5. The house was build
in twenty three years
ago.
V3 and Addition That house was built
twenty three years ago.
11
6. Last month English
has been taught at
nternational School by
Mr. George.
Be
English was taught by
Mr. George at
International School
last month.
12
7. Last night the
meeting was put off in
the ball room by ^
president.
Omission
The meeting was put
off by the president
last night in the
ballroom.
13 8. Spanish has been
learneed by my little
sister.
Be
Spanish was being
learned by my little
sister.
14 9. Some flower was ^
bought by Jimmy for
Clara.
Be
Some flower was
being bought by
Jimmy for Clara.
16 10. The dinosaur had
been never seen by me. Addition
Dinosaur had never
been seen by me.
123
13
17 11. The red car was
stolen by ^ robber.
Be and
Omission
The red car had been
stolen by the robber.
18 12. My mobile phone
was hidden by
Madonna.
Be
My mobile phone had
been hidden by
Madonna.
19 13. Tomorrow the
newest English book
will ^ buy by Shally.
Be and V3
The newest English
book will be bought
by Shally tomorrow.
21 14. The agenda next
week was discussed by
Mike and Mark.
Be and
Omission
The agenda is going to
be discussed by Mike
and Mark next week.
23 15. The design should
be finished next week
by ^ engineer.
Addition and
Omission
The design must be
finished by the
engineer next week.
14
1 1. Rice is planted by
people in Indonesia. By Phrase
Rice is planted in
Indonesia.
4 2. Beef has been
grilling in the kitchen
by the chef.
Be and V3
Beef is being grilled
by the chef in the
kitchen.
6 3. The thief has been
muddling on the way
by her.
Be, V3, and
Omission
The thief is being
muddled up by her on
the way.
9 4. The best trick has
been showing by the
magician.
V3
The best trick has been
showed by the
magician.
10 5. That house was
building twenty three
years ago.
V3 and By
Phrase
That house was built
twenty three years ago.
11
6. English was
teaching at
International School
last month by Mr.
George.
V3
English was taught by
Mr. George at
International School
last month.
12 7. The meeting is put
off in the ball room last
night bythe president.
Be
The meeting was put
off by the president
last night in the
ballroom.
13 8. Spanish has been
learned by my little
sister.
Be
Spanish was being
learned by my little
sister.
14 9. Some flower has
been bought for Clara
by Jimmy.
Be
Some flower was
being bought by
Jimmy for Clara.
124
14
15
10. Fir'aun has been
immortalized in Egypt
long time ago by
people.
By Phrase and
Be
Fir'aun was being
immortalized long
time ago in Egypt.
16 11. Dinosaur hasbeen
^ seen by me.
Be and
Omission
Dinosaur had never
been seen by me.
17 12. The red car was
stealing by the robber. Be and V3
The red car had been
stolen by the robber.
15
1 1. Rice is planted in
Indonesia by people. By Phrase
Rice is planted in
Indonesia.
3
2. That short story are
translated into many
languages by ^
translator.
Singular - Plural
and Omission
That short story is
translated by the
translator into many
languages.
4 3. The beef is being
grilled by the chef in
the kitchen.
Addition
Beef is being grilled
by the chef in the
kitchen.
6 4. The thief is being
muddled up on the way
^.
By Phrase
The thief is being
muddled up by her on
the way.
7
5. My family had been
helped from the
conflagation bt the
firefighter.
Be
My family has been
helped by the
firefighter from the
conflagration.
8 6. The game had been
won by the matador. Be
The game has been
won by the matador.
9 7. The best trick had
been showed by the
magician.
Be
The best trick has been
showed by the
magician.
13 8. The Spanish was
being learnt by my
little sister.
Addition
Spanish was being
learned by my little
sister.
15
9. Fir'aun in Egypt
were being
immortalized by people
long time ago.
Singular - Plural
and By Phrase
Fir'aun was being
immortalized long
time ago in Egypt.
16 10. The dinosaur had
never been seen by me. Addition
Dinosaur had never
been seen by me.
20
11. Standing applause
are going to be given
to you by the
adjudicators if you are
great on the stage.
Singular - Plural
Standing applause is
going to be given by
the adjudicators to you
if you are great on the
stage.
125
21
12. Next week the
agenda are going to be
discussed by Mike and
Mark.
Singular - Plural
The agenda is going to
be discussed by Mike
and Mark next week.
16
1 1. The rice is planted in
Indonesia. Addition
Rice is planted in
Indonesia.
2 2. The seashell is selled
by Shawn on the
seashore.
Addition and V3 Seashell is sold by
Shawn on the seasore.
3
3. ^ Short story
^translated by the
translator into manby
languages.
Omission, and
Be
That short story is
translated by the
translator into many
languages.
4 4. The beef is ^ grilled
by the chef in the
kitchen.
Addition and Be
Beef is being grilled
by the chef in the
kitchen.
5
5. The tail of the
predator is ^
bamboozling by the
lizard.
Subject -
Object, Be, and
V3
The predator is being
bamboozled by the
lizard by cutting its
tail.
6 6. The thief is mudded
up by her on the way. Be and V3
The thief is being
muddled up by her on
the way.
7
7. My family was
helped by the
firefighter from the
conflagration.
Be
My family has been
helped by the
firefighter from the
conflagration.
8 8. The game has ^ won
by the matador. Be
The game has been
won by the matador.
9 9. The best trick has ^
showed by the
magician.
Be
The best trick has been
ishowed by the
magician.
10 10. That house ^ built
twenty three years ago
by someone.
Be and By
Phrase
That house was built
twenty three years ago.
11
11. Last month Mr.
George ^ thought
English at International
School.
By Phrase, Be,
Subject -
Object, and V3
English was taught by
Mr. George at
International School
last month.
12 12. The meeting ^ put
off by the precident in
the ball room last night.
Addition and Be
The meeting was put
off by the president
last night in the
ballroom.
13 13. Spanish was ^
learned by my littel
sister.
Be
Spanish was being
learned by my little
sister.
126
16
14 14. Some flower was ^
buyed by Jimmy for
Clara.
Be and V3
Some flower was
being bought by
Jimmy for Clara.
15 15. Fir'aun were ^
immortalized by people
in Egypt long time ago.
Singular -
Plural, Be, and
By Phrase
Fir'aun was being
immortalized long
time ago in Egypt.
16 16. Dinosaur had never
^ seen by me. Be
Dinosaur had never
been seen by me.
17 17. The red car had ^
stol by the robbber. Be and V3
The red car had been
stolen by the robber.
18 18. My mobile phone
had ^ hide by
Madonna.
Be and V3
My mobile phone had
been hidden by
Madonna.
19 19. The newest English
^ will ^ buyed by
Shally.
Be, V3, and
Omission
The newest English
book will be bought
by Shally tomorrow.
20
20. If you are great on
the stage the adju will
give standing applause
^.
Omission, Be,
V3, By Phrase,
and Subject -
Object
The standing applause
is going to be given by
the adjudicators to
you if you are great on
the stage.
21 21.The agenda is going
to ^ discuss by Mike
and Mark next week.
Be and V3
The agenda is going to
be discussed by Mike
and Mark next week.
22 22. The meeting should
^ attended by Mr.
Leonardo soon.
Be
The meeting should be
attended by Mr.
Leonardo soon.
23 23. The design should
^ finished by the
engineer next week.
Be and Addition
The design must be
finished by the
engineer next week.
24
24. Thesis have writen
by ^ a partial
fulfilmenof
requirements for the
attainmen of SPD.
Singular -
Plural, V3,
Omission, and
By Phrase
Thesis has to be
written by the students
of PBI as a partial
fulfilment of
requirements for the
attainment of Sarjana
Pendidikan Degree
25
25. Every singgle
detail of the places ^
explained by the tourist
guide to the tourists.
Addition and Be
Every single detail of
the places ought to be
explained by the
tourist guide to the
tourists.
17 1 1. Rice is planted by
people in Indonesia. By Phrase
Rice is planted in
Indonesia.
127
17
4 2. Beef is ^ grilled by
the chef in the kitchen. Be
Beef is being grilled
by the chef in the
kitchen.
5 3. The predator is ^
bamboozled by ^ lizard
with cutting its tail.
Be, Omission,
and Addition
The predator is being
bamboozled by the
lizard by cutting its
tail.
6 4. The thief is ^
muddled up by she on
the way.
Be and By
Phrase
The thief is being
muddled up by her on
the way.
10 5. That house is built
by someone twenty
three years ago.
Be and By
Phrase
That house was built
twenty three years ago.
11
6. English is taught by
Mr. George at
International School
last month.
Be
English was taught by
Mr. George at
International School
last month.
12
7. The meeting in the
ball room last night is
put off by the
president.
Be
The meeting in the
ballroom was put off
by the president last
night.
13 8. Spanish were ^
learned by my little
sister.
Singular - Plural
Spanish was being
learned by my little
sister.
14 9. Some flower for
Clara have been
bought by Jimmy.
Be
Some flower was
being bought by
Jimmy for Clara.
15
10. Fir'aun in Egypt
has been immortalized
by people long time
ago.
Be and By
Phrase
Fir'aun was being
immortalized long
time ago in Egypt.
16 11. Dinosaur has been
never seen by me. Be
Dinosaur had never
been seen by me.
17 12. The red car is
stolen by the robber. Be
The red car had been
stolen by the robber.
18 13. My mobile phone
has been hidden by
Madonna.
Be
My mobile phone had
been hidden by
Madonna.
19 14. The newest English
book will be bought ^
Shally tomorrow.
By Phrase
The newest English
book will be bought by
Shally tomorrow.
21
15. The agenda is
going to ^ discussed by
Mike and Mark next
week.
Be
The agenda is going to
be discussed by Mike
and Mark next week.
128
17
22 16. The meeting should
be attended ^ Mr.
Leonardo soon.
By Phrase
The meeting should be
attended by Mr.
Leonardo soon.
23 17. The design must be
finished ^ the engineer
next week.
By Phrase
The design must be
finished by the
engineer next week.
24
18. Thesis as a partial
fulfillment of
requirement for the
attainment of Sarjana
Pendidikan degree
have to ^ wrote by the
student ^.
Singular -
Plural,
Omission, V3,
and Be
Thesis as a partial
fulfillment of
requirement for the
attainment of Sarjana
Pendidikan degree has
to be written by the
student of PBI.
25
19. Every single detail
of th places to the
tourists ought to be
explained by the tourist
^.
Omission.
Every single detail of
th places to the tourists
ought to be explained
by the tourist guide.
18
1 1. Rice is planted by
people in Indonesia. By Phrase
Rice is planted in
Indonesia.
3
2. That short story is
translated by the
translator into many
languages.
By Phrase
That short story is
translated by the
translator into many
languages.
4 3. Beef in the kitchen is
^ grilled by the chef. Be
Beef is being grilled
by the chef in the
kitchen.
5 4. The predator is ^
bamboozled ^ the
lizard by cutting its tail.
Be and By
Phrase
The predator is being
bamboozled by the
lizard by cutting its
tail.
6 5. The thief is ^
muddled up ^ her on
the way.
Be and By
Phrase
The thief is being
muddled up by her on
the way.
7
6. My family has been
helped by the
firefighter from ^
conflagration.
Omission
My family has been
helped by the
firefighter from the
conflagration.
10 7. That house was built
someonethree years
ago.
By and
Omission
That house was built
twenty three years ago.
11 8. Last month English
^ Intrenatonal School
are taught Mr. George.
Omission and
Be
English was taught by
Mr. George at
International School
last month.
129
18
12 9. The meeting was put
off by ^ president last
night ^.
Omission
The meeting was put
off by the president
last night in the
ballroom.
13 10. Spanish was ^
learned ^ my littel
sister.
Be and By
Phrase
Spanish was being
learned by my little
sister.
14 11. Some flower was ^
bought ^ Jimmy for
Clara.
Be and By
Phrase
Some flower was
being bought by
Jimmy for Clara.
15 12. Fir'aun in Egypt
were ^ immortalized
people long time ago.
Singular - Plural
and Addition
Fir'aun was being
immortalized long
time ago in Egypt.
17 13. The red car had
been stolen by the
robbber.
By Phrase
The red car had been
stolen by the robber.
19
14. Tomorrow the
newes English book
will be bought by
Shally.
Omission
The newest English
book will be bought by
Shally tomorrow.
20
15. Standing applause
are going to be given ^
the adjudicators to you
if you are great on the
stage
Singular - Plural
and By Phrase
Standing applause is
going to be given by
the adjudicators to you
if you are great on the
stage.
21
16. Next week the
agenda are going to be
discussed by Mike and
Mark.
Singular - Plural
The agenda is going to
be discussed by Mike
and Mark next week.
24
17. Thesis have been
wrote by ^ students of
PBI as a partial
fulfillment of
requirements for the
attainment of Sarjana
Pendidikan degree.
Singular -
Plural, V3, Be,
and Omission
Thesis has to be
written by the students
of PBI as a partial
fulfillment of
requirements for the
attainment of Sarjana
Pendidikan degree.
25
18. Every single detail
of the places is ought to
^ explane by the
tourist guide to the
tourist.
Be, Addition,
V3, and
Omission
Every single detail of
the places ought to be
explained by the
tourist guide to the
tourists.
19 1 1. Rice is planted by
people in Indonesia. By Phrase Rice is planted in
Indonesia.
130
19
2 2. Seashell is selled by
Shawn on the seashore. V3 Seashell is sold by
Shawn on the seasore.
3
3. That short story is
translated by the
translator into many
language.
Omission
That short story is
translated by the
translator into many
languages.
5
4. The predator is being
bamboozling by the
lizard by cutting its
nail.
V3 and Addition
The predator is being
bamboozled by the
lizard by cutting its
tail.
6
5. The thief is being
muddled ^ by her on
the way. Omission
The thief is being
muddled up by her on
the way.
10 6. That house was built
by someone twenty
three years ago.
By Phrase
That house was built
twenty three years ago.
12
7. The meeting is put
off by ^ president in
the ball room last night. Be and
Omission
The meeting was put
off by the president
last night in the
ballroom.
14
8. Some flowers was
being buyed by Jimmy
^.
Addition, V3,
and Omission
Some flower was
being bought by
Jimmy for Clara.
15
9. Fir'aun was being
immortalized by people
in Egypt long time ago. By Phrase
Fir'aun was being
immortalized long
time ago in Egypt.
19
10. The newest English
nook will be bought by
Shally ^. Omission
The newest English
book will be bought by
Shally tomorrow.
20
11. Standing applause
are being gone to gien
by the adjudicators to
you if you are great on
the stage.
Singular -
Plural, Addition,
and Be.
Standing applause is
going to be given by
the adjudicators to you
if you are great on the
stage.
21
12. The agenda is
being gone to ^
discussed by Mike and
Mark.
Be and Addition
The agenda is going to
be discussed by Mike
and Mark next week.
22 13. The meeting should
^ attended by Mr.
Leonardo ^.
Addition
The meeting should be
attended by Mr.
Leonardo soon.
131
19
24
14. Thesis has been to
written by the students
of PBI as a paritial
fulfilment of
requirements for
attainment of Sarjana
Pendidikan degree.
Be
Thesis has to be
written by the students
of PBI as a paritial
fulfilment of
requirements for
attainment of Sarjana
Pendidikan degree.
25
15. Every single detail
ought to be explained
by the tourist guide of
the places to the
tourist.
Be, Omission,
and Subject -
Object
Every single detail of
the places ought to be
explained by the
tourist guide to the
tourists.
20
1 1. Indonesia are plant
rice.
Subject -
Object, V3,
Singular - Plural
Rice is planted in
Indonesia.
2 2. Seashell is sold by
Shawn ^. Omission
Seashell is sold by
Shawn on the seasore.
3 3. ^ story is translate
by ^ translator ^.
Omission and
V3
That short story is
translated by the
translator into many
languages.
4 4. Beef is being grill by
^ chef ^.
V3 and
Omission
Beef is being grilled
by the chef in the
kitchen.
5 5. ^ lizard's tail is
being bambooz by
predator ^.
V3, Subject -
Object, and
Omission
The predator is being
bamboozled by the
lizard by cutting its
tail.
6 6. ^ thief is being
muddled up by her ^. Omission
The thief is being
muddled up by her on
the way.
7 7. My family has been
helped by ^ firefighter
^.
Omission
My family has been
helped by the
firefighter from the
conflagration.
8 8. ^ game has been
won by ^ matador. Omission
The game has been
won by the matador.
9 9. The best trick has
been showed by ^
magician.
Omission
The best trick has been
showed by the
magician.
10 10. ^ house had built
by someone ^.
Omission, Be,
and By Phrase
That house was built
twenty three years
ago.
132
20
11 11. International
school had been taught
by Mr. George.
Omission,
Subject -
Object, and Be
English was taught by
Mr. George at
International School
last month.
12 12. The ball had been
put off by ^ president
^.
Subject -
Object,
Omission, and
Be
The meeting was put
off by the president
last night in the
ballroom.
13 13. Spanish was being
learn by my little
sister.
V3
Spanish was being
learned by my little
sister.
14
14. ^ flower was being
bought by Jimmy ^. Omission
Some flower was
being bought by
Jimmy for Clara.
15
15. ^ Egypt were being
immortalized by people
^.
Subject -
Object,
Omission, and
Singular - Plural
Fir'aun was being
immortalized long
time ago in Egypt.
16 16. Dinosaur had ^
been seen by me. Omission Dinosaur had never
been seen by me.
17 17. The red car had
been stolen by ^
robber.
Omission
The red car had been
stolen by the robber.
18
18. ^ mobile phone had
been hidden by
Madonna. Omission
My mobile phone had
been hidden by
Madonna.
19
19. ^ English book will
be bought by Shally ^. Omission
The newest English
book will be bought by
Shally tomorrow.
20
20. Great on the stage
are being given
standing applause by ^
adjudicators.
Subject -
Object,
Omission,
Singular -
Plural, and Be
Standing applause is
going to be given by
the adjudicators to you
if you are great on the
stage.
21 21. ^ agenda are being
discuss by Mike and
Mark.
Omission,
Singular -
Plural, and V3
The agenda is going to
be discussed by Mike
and Mark next week.
22 22. ^ meeting should
be attend by Mr.
Leonardo ^.
Omission and
V3
The meeting should be
attended by Mr.
Leonardo soon.
23 23. ^ design must be
finishby ^ engineer ^. Omission and
V3
The design must be
finished by the
engineer next week.
133
20
24
24. Thesis have been
wrote by ^ students of
PBI ^. Singular -
Plural, V3, and
Omission
Thesis has to be
written by the students
of PBI as a partial
fulfilment of
requirements for the
attainment of Sarjana
Pendidikan degree.
25
25. ^ detail of ^ place
are explain by ^ tourist
guide ^.
Omission,
Singular -
Plural, Be, and
V3
Every single detail of
the places ought to be
explained by the
tourist guide to the
tourists.
21
1 1. Rice is planted by
people in Indonesia. Addition
Rice is planted in
Indonesia.
7
2. My family have
helped by the
firefighter from the
conflagration.
Singular - Plural
My family has been
helped by the
firefighter from the
conflagration.
10 3. That house was built
by someone 23 years
ago.
By Phrase
That house was built
23 years ago.
11
4. Last month Mr.
George ^ thought
English at International
School.
By Phrase
English was taught by
Mr. George at
International School
last month.
14 5. Some flowers were
being bought by Jimmy
for Clara.
Addition and
Singular - Plural
Some flower was
being bought by
Jimmy for Clara.
15 6. Fir'aun was being
immortalized by people
in Egypt long time ago.
By Phrase
Fir'aun was being
immortalized long
time ago in Egypt.
20
7. Standing applause to
you are great on the
stage are going to be
gave by the
adjudicators.
Subject -
Object, Singular
- Plural, and V3
The standing applause
is going to be given by
the adjudicators to you
if you are great on the
stage.
22
1 1. Rice is planted by
people in Indonesia. By Phrase
Rice is planted in
Indonesia.
4 2. Beef was grilled by
the chef in the kitchen. Be
Beef is being grilled
by the chef in the
kitchen.
5 3. The predator was
bamboozled by the
lizard by cutting its tail.
Be
The predator is being
bamboozled by the
lizard by cutting its
tail.
134
22
6 4. The thief on the way
was muddled up by
her.
Be
The thief is being
muddled up by her on
the way.
8 7. The game has ^ won
by the matador. Omission
The game has been
won by the matador.
9 5. The best trick had
showed by the
magician.
Be
The best trick has
been showed by the
magician.
10 6. The house was built
by someone twenty
three years ago.
Addition and By
Phrase
That house was built
twenty three years ago.
11
7. English has taught
by Mr. George at
International School
last month.
Be
English was taught by
Mr. George at
International School
last month.
12
8. The meeting in the
ball room last night has
put off by the
president.
Be
The meeting in the
ballroom was put off
by the president last
night.
13 9. Spanish has learned
by my little sister. Be
Spanish was being
learned by my little
sister.
14 10. Some flower has
boght by Jimmy for
Clara.
Be
Some flower was
being bought by
Jimmy for Clara.
15 11. Fir'aun were
immortalized by people
in Egypt long time ago.
Singular - Plural
and By Phrase
Fir'aun was being
immortalized long
time ago in Egypt.
23 12. The design must be
finished ^ the engineer
next week.
By Phrase
The design must be
finished by the
engineer next week.
23
1 1. Rice is planted by
people in Indonesia. By Phrase
Rice is planted in
Indonesia.
5 2. The predator is being
bamboozlied by the
lizard by cutting its tail
V3
The predator is being
bamboozled by the
lizard by cutting its
tail.
10 3. That house was built
by someone twenty ^
years ago.
By Phrase and
Omission
That house was built
twenty three years
ago.
15
4. Fir'aun was being
immortalizied by
people in Egypt long
time ago.
V3 and By
Phrase
Fir'aun was being
immortalized long
time ago in Egypt.
135
23
16 5. Dinosurus had never
been seen by me. Addition
Dinosaur had never
been seen by me.
20
6. Standing applause is
going to be given by ^
adjudicators to you if
you are great on the
stage.
Omission
Standing applause is
going to be given by
the adjudicators to you
if you are great on the
stage.
24
7. Thesis should be
written by the students
of PBI as a partial
fulfillment of
requirements for the
attainment of Sarjana
Pendidikan degree.
Omission
Thesis has to be
written by the students
of PBI as a partial
fulfillment of
requirements for the
attainment of Sarjana
Pendidikan degree.
24
1 1. Rice is planted in
Indonesia by people. By Phrase
Rice is planted in
Indonesia.
3
2. That short story are
translated into many
languages by ^
translator.
Singular - Plural
and Omission
That short story is
translated by the
translator into many
languages.
4 3. The beef is being
grilled by the chef in
the kitchen.
Addition
Beef is being grilled
by the chef in the
kitchen.
6 4. The thief is being
muddled up on the way
^.
By Phrase
The thief is being
muddled up by her on
the way.
7
5. My family had been
helped from the
conflagation bt the
firefighter.
Be
My family has been
helped by the
firefighter from the
conflagration.
8 6. The game had been
won by the matador. Be
The game has been
won by the matador.
9 7. The best trick had
been showed by the
magician.
Be
The best trick has been
showed by the
magician.
13 8. The Spanish was
being learnt by my
little sister.
Addition
Spanish was being
learned by my little
sister.
15
9. Fir'aun in Egypt
were being
immortalized by people
long time ago.
Singular - Plural
and By Phrase
Fir'aun was being
immortalized long
time ago in Egypt.
16 10. The dinosaur had
never been seen by me. Addition
Dinosaur had never
been seen by me.
136
24
20
11. Standing applause
are going to be given
to you by the
adjudicators if you are
great on the stage.
Singular - Plural
Standing applause is
going to be given by
the adjudicators to you
if you are great on the
stage.
21
12. Next week the
agenda are going to be
discussed by Mike and
Mark.
Singular - Plural
The agenda is going to
be discussed by Mike
and Mark next week.
25
1 1. Rice are planted in
Indonesia Singular - Plural
Rice is planted in
Indonesia.
3
2. The short story is
translated by the
translator into many
languages.
Addition
That short story is
translated by the
translator into many
languages.
10 3. That house was built
by someone twenty
three years ago.
By Phrase That house was built
twenty three years ago.
15
4. Fir'aun were being
immortalized in Egypt
by people long time
ago.
Singular - Plural
and By Phrase
Fir'aun was being
immortalized long
time ago in Egypt.
20
5. Standing applause
will be given by the
adjudicators to you if
you are great on the
stage.
Omission
Standing applause is
going to be given by
the adjudicators to you
if you are great on the
stage.
21 6. The agenda next
week will be discussed
by Mike and Mark.
Omission
The agenda is going to
be discussed by Mike
and Mark next week.
24
7. Thesis have to be
written by the students
of PBI as a partial
fulfillment of
requirements for the
attainment of Sarjana
Pendidikan degree.
Singular - Plural
Thesis has to be
written by the students
of PBI as a partial
fulfillment of
requirements for the
attainment of Sarjana
Pendidikan degree.
25
8. Every single detail
of ^ places ought to be
explained by the tourist
guide to the tourists.
Omission
Every single detail of
the places ought to be
explained by the
tourist guide to the
tourists.
26 3
1. The short story
which is translated by
^translator has ^ many
languages.
Addition and
Omission
That short story is
translated by the
translator into many
languages.
137
26
4 2. Beef is being grilled
by ^ chef in the
kitchen.
Omission
Beef is being grilled
by the chef in the
kitchen.
5 3. The predator is being
bamboozled by ^ lizard
with cutting its tail.
Addition and
Omission
The predator is being
bamboozled by the
lizard by cutting its
tail.
6 4. The thief on the way
is ^ muddled up by
she.
Be and Singular
- Plural
The thief is being
muddled up by her on
the way.
7
5. My family has been
helped by the
firefighter from ^
conflagration.
Omission.
My family has been
helped by the
firefighter from the
conflagration.
10 6. ^ house that is bulid
by someone twenty
three years ago.
By Phrase, V3,
and Omission
That house was built
twenty three years ago.
11
7. English is taught by
Mr. George at
International School
last month.
Be
English was taught by
Mr. George at
International School
last month.
12 8. The meeting is put
off by the president in
the ball room last mont.
Be
The meeting was put
off by the president
last night in the
ballroom.
15 9. Fir'aun was being
immortalized by people
in Egypt long time ago.
By Phrase
Fir'aun was being
immortalized long
time ago in Egypt.
16 10. Dinosaur has been
never seen by me. Be
Dinosaur had never
been seen by me.
17 11. The red car had
been stoled by the
robber.
V3 The red car had been
stolen by the robber.
19 12. The newest English
book will be bought by
Shally ^.
Omission
The newest English
book will be bought by
Shally tomorrow.
20
13. I am going to be
given standing
applause by the
adjudicator if I am
great on the stage.
Subject - Object
and Omission
Standing applause is
going to be given by
the adjudicators to
you if you are great on
the stage.
27
6
1. The thief is being
muddle up by her on
the way.
V3
The thief is being
muddled up by her on
the way.
138
27
7 2. My family has had
helped by ^ firefighter
from the conflagration.
Be and
Omission
My family has been
helped by the
firefighter from the
conflagration.
15 3. Fir'aun were being
immortalized people
long time ago.
Singular-Plural
and By Phrase
Fir'aun was being
immortalized long
time ago in Egypt.
21
4. The agenda are
going to be discussed
by Mike and Mark next
week.
Singular - Plural
The agenda is going to
be discussed by Mike
and Mark next week.
24
5. Thesis have to be
written by the students
of PBI as a partial
fulfilment of
requirements for
theattainment of
Sarjana Pendidikan
degree.
Singular - Plural
Thesis has to be
written by the students
of PBI as a partial
fulfillment of
requirements for the
attainment of Sarjana
Pendidikan degree.
25
6. Every single detail
of the place ought to be
explained by ^ tourist
guide to the tourist.
Omission
Every single detail of
the places ought to be
explained by the
tourist guide to the
tourists
28
1 1. Rice is planted by
people in Indonesia. By Phrase
Rice is planted in
Indonesia.
6 2. The thief is being ^
by her on the way. V3
The thief is being
muddled up by her on
the way.
12 3. The meeting was put
off by ^ president in
the ball room last night.
Omission
The meeting was put
off by the president
last night in the
ballroom.
15 4. Fir'aun were being
immortalized by people
in Egypt long time ago.
Singular - Plural
and By Phrase
Fir'aun was being
immortalized long
time ago in Egypt.
20
5. You are gone to give
standing applause by
the adjudicators if you
are great on the stage.
Omission,
Singular -
Plural, and V3
Standing applause is
going to be given by
the adjudicators to you
if you are great on the
stage.
21 6. The agenda are
going to be discussed
by Mike and Mark.
Singular - Plural
The agenda is going to
be discussed by Mike
and Mark next week.
139
28
22 7. The meeting soon
should be attend by
Mr. Leonardo.
V3
The meeting should be
attended by Mr.
Leonardo soon.
24
8. Thesis have to be
wrote by the students
of PBI as a partial
fulfilment of
requirements for the
attainment of Sarjana
Pendidikan degree
Singular - Plural
and V3
Thesis has to be
written by the students
of PBI as a partial
fulfilment of
requirements for
theattainment of
Sarjana Pendidikan
degree.
25
9. Every single detail
of the places tourists
ought to be explained
by the tourist guide ^.
V3
Every single detail of
the places ought to be
explained by the
tourist guide to the
tourists.
29
1 1. Rice is planted by
people in Indonesia. By Phrase
Rice is planted in
Indonesia.
3
2. ^ Short story is
translated by ^
translatorinto many
languages.
Omission
That short story is
translated by the
translator into many
languages.
4 3. The beef was grilled
by the chef in the
kitchen.
Be
The beef is being
grilled by the chef in
the kitchen.
5 4. The predator is ^
bamboozled ^ the
lizard by cutting its tail.
Omission and
Be
The predator is being
bamboozled by the
lizard by cutting its
tail.
6 5. The thief is ^
muddle up by her on
the way.
Omission and
V3
The thief is being
muddled up by her on
the way.
7
6. My family have ^
helped by the
firefighter from the
conflagration.
Singular - Plural
and Omission
My family has been
helped by the
firefighter from the
conflagration.
8 7. The game has ^ won
by the matador. Omission
The game has been
won by the matador.
9 8. The best trick has ^
shown by the magician. Omission
The best trick has been
shown by the
magician.
10 9. That house has ^
built by someone
twenty years ago.
Omission and
Addition
That house has been
built twenty three
years ago.
140
29
12 10. The meeting ^ was
put off by the president
last night.
Omission
The meeting in the
ballroom was put off
by the president last
night.
13 11. Spanish was ^
learned by my little
sister.
Omission
Spanish was being
learned by my little
sister.
14 12. Some flower was ^
bought by Jimmy for
Clara.
Omission
Some flower was
being bought by
Jimmy for Clara.
15 13. Fir'aun was ^
immortalized by people
in Egypt long time ago.
Omission and
Addition
Fir'aun was being
immortalized long
time ago in Egypt.
16 14. Dinosaur had never
^ seen by me. Omission
Dinosaur had never
been seen by me.
17 15. The red car has ^
stollen by the robber.
Be, Omission,
and Addition
The red car had been
stolen by the robber.
18 16. My mobile phone
had ^ hidden by
Madonna.
Omission
My mobile phone had
been hidden by
Madonna.
19 17. The newest English
book will ^ bought by
Shally tomorrow.
Omission
The newest English
book will be bought by
Shally tomorrow.
20
18. The standing
applause are ^ given
by ^ judicator to you if
you are great on the
stage.
Be and
Omission
The standing applause
is going to be given by
the adjudicators to
you if you are great on
the stage.
21 19. The agenda is ^
discussed by Mike and
Mark next week.
Omission
The agenda is going to
be discussed by Mike
and Mark next week.
22 20. The meeting should
^ attended by Mr.
Leonardo ^.
Omission
The meeting should be
attended by Mr.
Leonardo soon.
23 21. The design must ^
finished by the
engineer ^.
Omission
The design must be
finished by the
engineer next week.
24
22. The thesis has ^
written by the students
of PBI as a partial
fulfilment of
requirements for the
attainment of Sarjana
Pendidikan degree.
Omission
The thesis has been
written by the students
of PBI as a partial
fulfilment of
requirements for the
attainment of Sarjana
Pendidikan degree.
141
25
23. To every single
detail of the places has
ought to ^ explain by
the tourist guide to the
tourists.
Subject -
Object, V3, and
Omission
Every single detail of
the places ought to be
explained by the
tourist guide to the
tourists.
30
1 1. Rice is planted by
people in Indonesia. By Phrase
Rice is planted in
Indonesia.
5 2. The predator is being
bamboozlied by the
lizard ^.
V3 and
Omission
The predator is being
bamboozled by the
lizard by cutting its
tail.
6 3. The thief is being
muddled up by her ^. Omission
The thief is being
muddled up by her on
the way.
7 4. My family has been
helped by ^ firefighter
from the conflagration.
Omission
My family has been
helped by the
firefighter from the
conflagration.
10 5. That house was built
by someone twenty
three years ago.
By Phrase
That house has been
built twenty three
years ago.
16 6. Dinosaur had never
been seen ^. By Phrase
Dinosaur had never
been seen by me.
18 7. The mobile phone
had been hidden by
Madonna.
Addition
My mobile phone had
been hidden by
Madonna.
20
8. You are being given
standing applause by
the adjudicators if you
are great on the stage.
Subject - Object
and Omission
Standing applause is
going to be given by
the adjudicators to you
if you are great on the
stage.
21
9. The agenda are ^
being to be discussed
by Mike and Mark next
week.
Singular - Plural
and Omission
The agenda is going to
be discussed by Mike
and Mark next week.
25
10. Every single detail
of ^ places ought tto be
explained by the tourist
guide ^.
Omission
Every single detail of
the places ought to be
explained by the
tourist guide to the
tourists.
31
1 1. Rice is planted by
people in Indonesia. By Phrase
Rice is planted in
Indonesia.
3
2. That short story is
translated by the
translator into many
languages.
By Phrase
That short story is
translated by the
translator into many
languages.
142
31
4 3. Beef in the kitchen is
^ grilled by the chef. Be
Beef is being grilled
by the chef in the
kitchen.
5 4. The predator is ^
bamboozled ^ the
lizard by cutting its tail.
Be and By
Phrase
The predator is being
bamboozled by the
lizard by cutting its
tail.
6 5. The thief is ^
muddled up ^ her on
the way.
Be and By
Phrase
The thief is being
muddled up by her on
the way.
7
6. My family has been
helped by the
firefighter from ^
conflagration.
Omission
My family has been
helped by the
firefighter from the
conflagration.
10 7. That house was built
someonethree years
ago.
By and
Omission
That house was built
twenty three years ago.
11 8. Last month English
^ Intrenatonal School
are taught Mr. George.
Omission and
Be
English was taught by
Mr. George at
International School
last month.
12 9. The meeting was put
off by ^ president last
night ^.
Omission
The meeting was put
off by the president
last night in the
ballroom.
13 10. Spanish was ^
learned ^ my littel
sister.
Be and By
Phrase
Spanish was being
learned by my little
sister.
14 11. Some flower was ^
bought ^ Jimmy for
Clara.
Be and By
Phrase
Some flower was
being bought by
Jimmy for Clara.
15 12. Fir'aun in Egypt
were ^ immortalized
people long time ago.
Singular - Plural
and Addition
Fir'aun was being
immortalized long
time ago in Egypt.
17 13. The red car had
been stolen by the
robbber.
By Phrase
The red car had been
stolen by the robber.
19
14. Tomorrow the
newes English book
will be bought by
Shally.
Omission
The newest English
book will be bought by
Shally tomorrow.
20
15. Standing applause
are going to be given ^
the adjudicators to you
if you are great on the
stage
Singular - Plural
and By Phrase
Standing applause is
going to be given by
the adjudicators to you
if you are great on the
stage.
143
31
21
16. Next week the
agenda are going to be
discussed by Mike and
Mark.
Singular - Plural
The agenda is going to
be discussed by Mike
and Mark next week.
24
17. Thesis have been
wrote by ^ students of
PBI as a partial
fulfillment of
requirements for the
attainment of Sarjana
Pendidikan degree.
Singular -
Plural, V3, Be,
and Omission
Thesis has to be
written by the students
of PBI as a partial
fulfillment of
requirements for the
attainment of Sarjana
Pendidikan degree.
25
18. Every single detail
of the places is ought to
^ explane by the
tourist guide to the
tourist.
Be, Addition,
V3, and
Omission
Every single detail of
the places ought to be
explained by the
tourist guide to the
tourists.
32
1 1. People are planted
rice in Indonesia
Subject - Object
and Singular -
Plural
Rice is planted in
Indonesia.
2 2. On the seashore,
Shawn has sells
saeshell.
Be and V3 Seashell is sold by
Shawn on the seasore.
3
3. ^ Story story ^
translated by ^
translator into many
languages.
Omission, Be,
and Addition
That short story is
translated by the
translator into many
languages.
12 12. The meeting is put
off by ^ president in
the ball room last night.
Be and
Omission
The meeting was put
off by the president
last night in the
ballroom.
16 16. I had never seen
dinosaur.
Subject -
Object, Be, and
By Phrase
Dinosaur had never
been seen by me.
22 22. Mr. Leonardo
should ^ attend the
meeting.
Subject -
Object, Be, V3,
By Phrase, and
Omission
The meeting should be
attended by Mr.
Leonardo soon.
33
6
1. The thief is being
muddle up by her on
the way.
V3
The thief is being
muddled up by her on
the way.
7 2. My family has had
helped by ^ firefighter
from the conflagration.
Be and
Omission
My family has been
helped by the
firefighter from the
conflagration.
144
33
15 3. Fir'aun were being
immortalized people
long time ago.
Singular-Plural
and By Phrase
Fir'aun was being
immortalized long
time ago in Egypt.
21
4. The agenda are
going to be discussed
by Mike and Mark next
week.
Singular - Plural
The agenda is going to
be discussed by Mike
and Mark next week.
24
5. Thesis have to be
written by the students
of PBI as a partial
fulfilment of
requirements for
theattainment of
Sarjana Pendidikan
degree.
Singular - Plural
Thesis has to be
written by the students
of PBI as a partial
fulfillment of
requirements for the
attainment of Sarjana
Pendidikan degree.
34
1 1. Rice is planted by
people in Indonesia. By Phrase
Rice is planted in
Indonesia.
5 2. The predator is being
bamboozlied by the
lizard ^.
V3 and
Omission
The predator is being
bamboozled by the
lizard by cutting its
tail.
6 3. The thief is being
muddled up by her ^. Omission
The thief is being
muddled up by her on
the way.
7 4. My family has been
helped by ^ firefighter
from the conflagration.
Omission
My family has been
helped by the
firefighter from the
conflagration.
10 5. That house was built
by someone twenty
three years ago.
By Phrase
That house has been
built twenty three
years ago.
16 6. Dinosaur had never
been seen ^. By Phrase
Dinosaur had never
been seen by me.
18 7. The mobile phone
had been hidden by
Madonna.
Addition
My mobile phone had
been hidden by
Madonna.
20
8. You are being given
standing applause by
the adjudicators if you
are great on the stage.
Subject - Object
and Omission
Standing applause is
going to be given by
the adjudicators to you
if you are great on the
stage.
35 1 1. Rice are planted in
Indonesia Singular - Plural
Rice is planted in
Indonesia.
145
35
3
2. The short story is
translated by the
translator into many
languages.
Addition
That short story is
translated by the
translator into many
languages.
10 3. That house was built
by someone twenty
three years ago.
By Phrase That house was built
twenty three years ago.
15
4. Fir'aun were being
immortalized in Egypt
by people long time
ago.
Singular - Plural
and By Phrase
Fir'aun was being
immortalized long
time ago in Egypt.
20
5. Standing applause
will be given by the
adjudicators to you if
you are great on the
stage.
Omission
Standing applause is
going to be given by
the adjudicators to you
if you are great on the
stage.
21 6. The agenda next
week will be discussed
by Mike and Mark.
Omission
The agenda is going to
be discussed by Mike
and Mark next week.
24
7. Thesis have to be
written by the students
of PBI as a partial
fulfillment of
requirements for the
attainment of Sarjana
Pendidikan degree.
Singular - Plural
Thesis has to be
written by the students
of PBI as a partial
fulfillment of
requirements for the
attainment of Sarjana
Pendidikan degree.
25
8. Every single detail
of ^ places ought to be
explained by the tourist
guide to the tourists.
Omission
Every single detail of
the places ought to be
explained by the
tourist guide to the
tourists.