AN ERROR ANALYSIS ON STUDENTS' IN TRANSFORMING VOICE OF SIMPLE PAST TENSE (A

AN ERROR ANALYSIS ON STUDENTS’ IN TRANSFORMING

VOICE OF SIMPLE PAST TENSE

(A Case Study at the Second Grade Students of SMP Al Kautsar

Parungpanjang-Bogor )

Proposed by:

by

IDA NURLAELA

208014000013

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2015

AI\ ERROR ANALYSIS ON STUDENTS' IN TRANSFORMING

VOICE OF SIMPLE PAST TENSE

(A Case Study at the Second Grade Students of SMP Al-KautsarParungpanjang-Bogo)

A "Skripsi"

Presented to the Faculty of Tarbiyah and Teachers' Training

in Partial Fulfillment ofthe Requirements

for the Degree of S.Pd. (S-l) in English Language Education

By

lda Nurlaela

208014000013

Approved by

The Advisor I

Drs. Sunardi Kartowisastro. Dipl.Ed.NIP.197908112009122001

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAIII AND TEACHERS'TRAINING

SYARIF Ⅲ DAYATULLAH STATE ISLAMIC UNIVERSITY

The Advisor Ⅱ

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31,2015.The``skripsi"has bccn acccpted and dcclarcd to havc fulf11led onc ofthc

rcquircmcnts for the degrcc of``S.Pd."(S-1)in Dcpartment of English Education,

Jakarta, July 37, 2015

EXAⅣllNATION COR/1R/111TTEE

CHAIRMAN

SECItETARY

EXAⅣIINER I

EXAMINER II

Dr.Alekl ⅣI,Pd。

NIP.196909122009011008

Zaharil Anasy,M.Hum.

NIP,197610072007101002

Drso Nasiflldin Jalil.M.Ag。

NIP。 195605061990031002

Zaharil Anasyl M.Hum。

NIP,197610072007101002

Dean of Facu

Acknowledged by:

f Tarbiyah 'Training

KEMENTERIAN ACAMAU:N JAKARTA

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FORM(FR)

No Dokumen : F:TK‐ FR‐AKD-089

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No.Revisi: : 01

Hal . : 1ノ 1

SURAT PERNYATAAN KARYA SEND:R:

Saya yang bertanda tangan di bawah ini,

Ida Nurlaela

Cianlis,3 Juni 1989

208014000013

Pendidikan Bahasa lnggis

An Error Analysis on Students' in Transforming Voice of

Simple Past Tense(A Case Study atthe Second G2de■ 山

ofSMP Al‐Kautsar ParungpanJang― Bogoru.

Dosen Pembimbing :1.Drs,Sunardi Kartowisastro,DiploEd.

2.Ummi KuLsum,MoPd.

dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya sendiri

dan saya bertanggung jawab secara akademis atas apa yang saya tulis.

Pemyataan ini dibuat sebagai salah satu syarat wisuda.

Nama

Tempat/Tgl.Lahir

NIM

Jurusan / Prodi

Judul Skripsi

Jak頑■ 30 0ktober 2015

NINII.208014000013

v

ABSTRACT

Ida Nurlaela. “An error Analysis on Students’ In Transforming Voice of

Simple Past Tense” (A Case Study at the Second Grade Students of SMP Al-

Kautsar Parungpanjang Bogor),. Strata 1 (S1). English Education

Department, Faculty of Tarbiyah and Teachers’ Training, Syarif

Hidayatullah State Islamic University, Jakarta 2015.

Keywords : Error analysis, Type of Error, Kinds of the voice of simple past

tense.

This study was carried out to analyze and to classify the types and kinds of

student’s error in using passsive voice of simple past tense. Besides, the purpose

of the study was to find out some error in using passsive voice of simple past

tense.

The method used his qualitative. The research was designed in a case

study. Furthermore, the subject of this study was the second grade students of

SMP Al-Kautsar Parungpanjang-Bogor of VIII A class which consisted of 25

students, because five of the students were absent, the writter took 20 students as

the sample. The data were collected through observation, test and interview both

students and English teacher.

The result of the error analysis process showed that students committed

error into three types: omission, misformation, and ordering. From the frequency

of each errror types, misformation was the error which most frequently produced

by the student. It took 90% of the total errors. Morever, 7% errors fell into

omission and for ordering, it only took 3%. Besides the term of transformation

pasive voice into active voice of simple past tense was the most frequent error

done by the students with percentage 30%, transformation active voice into

passive voice of simple past tense with percentage 24,50%, it is followed by error

in term of verb “be” with percentage 24,50%, and in term of the corrrect verb with

percentage 21%. It can be concluded that the most students at the second grade of

SMP Al Kautsar have not mastered yet in transforming voice of simple past tense,

especially in transforming passive sentence into active sentence.

vi

ABSTRAK

Ida Nurlaela. “An error Analysis on Students’ In Transforming Passive Voice

of Simple Past Tense”(Studi Kasus di SMP Al-Kautsar Parungpanjang-

Bogor)),. Strata 1 (S1). Jurusan Pendidikan Bahasa Inggris, Fakulas

Tarbiyah dan Keguruan. Universitas Islam Negeri Syarif Hidayatullah,

Jakarta, 2015. .

Penelitian ini bertujuan untuk menganalisis dan mengelompokan tipe-tipe,

dan jenis-jenis kesalahan yang dilakukan oleh siswa dalam menggunakan passsive

voice of simple past tense. Penelitian ini bertujuan untuk mengetahui beberapa

kesalahan dalam menggunakan passive voice of simple past tense.

Metode yang digunakan dalam penelitian ini adalah metode qualitative,

sedangkan pola umum atau rancangan penelitian yang digunakan oleh peneliti

adalah studi kasus (case study). Selanjutnya, peneliti memilih siswa kelas VIII.A

yang berjumlah 25 orang, dikarenakan 5 dari siswa kelas VIII.A tersebut tidak

dapat hadir, penulis mengambil 20 siswa sebagai subject dalam penelitian ini.

Data penelitian ini diperoleh melalui observasi, test dan wawancara kepada siswa

dan guru bahasa inggris.

Hasil dari penelitian error analysis menunjukan bahwa siswa melakukan

tiga jenis kesalahan yaitu omission, misformation, dan ordering. Dilihat dari

presentase setiap jenis kesalahan, misformation merupakan jenis kesalahan yang

paling sering dilakukan dengan presentase sebesar 90%, selanjutnya kesalahan

omission sebesar 7%, selanjutnya kesalahan ordering sebesar 3%. Disamping itu

jenis kesalahan passsive voice of simple past tense yang paling banyak dilakukan

oleh siswa adalah pasive voice into active voice of simple past tense dengan

presentasi 30%, transformation active voice into passive voice of simple past

tense dengan presentasi 24,50%, diikuti kesalahan dengan menggunakan verb

“be” dengan presentasi 24,50%, dan dalam menggunakan correct verb dengan

presentasi 21%. Jadi dapat disimpulkan bahwa sebagian besar siswa kelas VIII

SMP Al Kautsar belum menguasai dalam mengubah voice of simple past tense,

terutama dalam mengubah kalimat pasif menjadi aktif.

vii

ACKNOWLEDGEMENT

Praised be to Allah, Lord of the world, who has given the writer His

love and compassion to finish the last assignment in her study. Peace and

salutation be upon to the prophet Muhammad, her family, her companion, and her

adherence.

It is a pleasure to acknowledge the help and contribution to all of

lecturers, institution, my parents with families and friends who have contributed

in different ways hence this skripsi is processed until it becomes a complete

writing which will be presented to the Faculty of Tarbiyah and Teachers’ Training

in partial fulfillment of the requirements for the degree of S.Pd (Bachelor of Art)

in English Language Education.

The writer also would like to express her sincere gratitude to her

advisors, Mr. Drs. Sunardi Kartowisastro, Dipl.Ed. and Mrs. Ummi Kultsum,

M.Pd. who have patiently given their valuable help, guidance, and corrections to

finish this skripsi.

The writer also realizes that she would never finish writing this skripsi

without the help of some people around her. Therefore, she would like to say a lot

of thanks to:

1. Prof. Dr. Ahmad Thib Raya, MA., the Dean of the Faculty of Tarbiyah and

Teachers’ Training Syarif Hidayatullah State Islamic University Jakarta.

2. Dr. Alek, M. Pd., the Head of Department of English Education.

3. Zaharil Anasy, M.Hum., the Secretary of Department of English Education.

4. All lecturers and staffs of Department of English Education.

5. All teachers and students of SMP Al Kautsar Parungpanjang-Bogor, for giving

permission and helping the writer to do research.

viii

6. All friends in Department of English Education 2008, thanks for the advice,

kindness, support, and everything.

7. Anyone whose cannot be mentioned one by one for their contribution to the

writer in finishing this “Skripsi”.

The writer does realize that this skripsi cannot be considered perfect

without critiques and suggestions. Therefore, it is such a pleasure for him to get

critiques and suggestions to make this “Skripsi” better.

Jakarta, Juli 2015

The Writer

ix

TABLE OF CONTENTS

APPROVEMENT SHEET ............................................................................... ii

ENDORSEMENT SHEET ............................................................................... iii

SURAT PERNYATAAN KARYA SENDIRI ................................................. iv

ABSTRACT ....................................................................................................... v

ABSTRAK ......................................................................................................... vi

ACKNOWLEDGEMENT ................................................................................ vii

TABLE OF CONTENTS .................................................................................. ix

LIST OF TABLES ............................................................................................ x

LIST OF APPENDICES................................................................................... xi

CHAPTER I INTRODUCTION

A. Background of The Study ................................................. 1

B. Identification of The Problem ........................................... 3

C. Limitation of the Problem ................................................. 3

D. Formulation of the Problem .............................................. 3

E. Objective of the Study ...................................................... 4

F. Significance of the Study .................................................. 4

CHAPTER II THEORETICAL FRAMEWORK

A. Errors .................................................................................. 5

B. Error Analysis .................................................................... 6

1. Types of Error ............................................................... 7

2. Source of Error .............................................................. 8

3. Step in analyzing Errors ................................................ 10

C. Passive Voice ..................................................................... 12

1. Concept of Passive Voice .............................................. 12

2. Forms of Active and Passive voice ............................... 15

3. Usage of Active and Passive Voice ............................... 18

D. Simple Past Tense .............................................................. 18

1. Definition of Simple Past Tense .................................... 18

2. Form of Simple Past Tense ........................................... 19

x

3. Usage of Simple Past Tense .......................................... 20

E. Passive Voice of Simple Past Tense .................................. 21

1. Form of passive voice of simple past tense ................... 21

2. Analysis of passive voice of simple past tense.............. 22

F. The Problem learning Passive Voice ................................. 23

1. Difficulty in Using of Auxiliary Verb be ...................... 23

2. Distinguishing Past Tense Form And The Past

Participle ........................................................................25

CHAPTER III RESEARCH METHODOLOGY

A. The Place and Time of the Research ................................ 27

B. The Subject of the Research ............................................. 27

C. The Method of the Research ............................................. 27

D. Instrument of the Research ............................................... 27

E. The Technique of Collecting Data .................................... 28

F. The Technique of Data Analysis ...................................... 29

CHAPTER IV RESEARCH FINDINGS

A. Data Description ............................................................... 30

B. The Analysis of The Data ................................................. 36

C. The interpetation of The Data ........................................... 39

CHAPTER V CONCLUTION AND SUGGESTION

A. Conclusion ........................................................................ 41

B. Suggestion ......................................................................... 41

BIBLIOGRAFHY ............................................................................................. 43

APPENDICES

xi

LIST OF TABLES

Table 4.1 The Recapitulation of Types of Student’s Error in Using The Passive

Voice of Simple Past Tense ................................................................ 31

Table 4.2 The Frequency and Percentages of Error Types ................................. 32

Table 4.3 The Recapitulation of Kinds of Students Error in Using Passive Voice

of Simple Past Tense .......................................................................... 33

Table 4.4 Percentages of kinds of students’ errors ............................................. 34

Table 4.5 Frequency of Students’ Error in using Verb “Be” ............................. 34

Table 4.6 Frequency of Students’ Error in Using Correct Verb ......................... 35

Table 4.7 Frequency of Students ’Error in Transforming Active Sentence into

Passive Sentence ................................................................................. 35

Table 4.8 Frequency of Students’ Error in Transforming Passive Sentence Into

Active Sentence .................................................................................. 36

xii

LIST OF APPENDICES

1. The Instrument Test

2. Answer Keys

3. Instrument Wawancara Guru

4. Hasil Wawancara

5. Instrument Wawancara Siswa

6. Hasil Wawancara Siswa

7. The Description of School

8. The Description of Students’ Errors

1

CHAPTER I

INTRODUCTION

A. Background of the Study

In learning English, it means that learning a foreign language. It also needs

hard work to learn as it is not our native language.It must be capable to master not

only the four basic skills, those are Listening, Speaking, Reading and Writing but

also the language components such as Grammar, Pronunciation, and Vocabulary.

In order to support the development of our English and obtain an English

language skill effectively.

Structure is important part of language components. The structure of a

language, sometimes refer to as grammar. There are many ways of describing the

grammar of a language. One approach sees grammar as a set of rules which

specify all the possible grammatical structure of the language1.

Structure or grammar has important role in foreign teaching, without a

good knowledge, learners’ language development will be severely constrained.

But students who learn English, meet a number of problems in structure or

grammar. Some students feel bored and unpleasant in learning grammar, because

they think it is difficult to understand. Beside that, the rules of grammar make

them confused. According to by Celce-Murcia and Sharon-Hilles, “Grammar is

often taught in isolated sentences that give a fragmental, unrealistic picture of

English and make it difficult for students to apply what they have learned in actual

situation”2.

There are many aspects discussed in English Grammar, one of them is

passive voice. According to Dixon “the passive voice is formed from the verb to

be, used an auxiliary and the past participle of main verb.”3Azar said that “passive

1 Graham Lock, Functional English Grammar: An Introduction for Second Language

Teachers, (New York: Cambridge University Press, 1996), p. 1. 2Marianne Celce-Murcia and Sharon Hilles, Technique and Resources in Teaching

Grammar, (New York: Cambridge Madison Avenue: Oxford University Press, 1998), p. 8.

3Robert J. Dixon, M.A., Practice Exercises in Everyday English: for advance foreign

students ,(USA: Regents Publishing Company, Inc., 1986), p. 150.

2

voice is used when it is known or not important to know exactly who perform an

action,”4

Most passive voice sentences in English have lost the original active voice

subject because it is not necessary. The real purpose of the passive voice is to

bring the much more interesting predicate of the sentence to the front, because this

is the most important part of the sentence in English.5

Students usually find the difficulties when they learn passive voice, Martin

Parrot in his book. Grammar for English language teachers said that, “teaching

materials often concentrate on the form of standard passive constructions, and

practice activities often involve mechanically transforming active constructions

into passive one. Learners sometimes end up with the impression that passive

constructions are some kind of optional, deviant version of active construction.”6

The English Passive is a problem for non-English speakers, mainly with

regard to use. Even though English is a foreign language and students can easily

learn from the form of active voice to passive voice. Based observation 20th

May

2015 , the writer found that most of her students in VIIIth

grade students of SMP

Al Kautsar are still difficult to change active sentence to passive sentence, e.g.

“He sang a song” most students answer “a song was sanged by he”, or the

students don’t know the form past participle. e.g. “Fried rice was eaten by the

students” most students answer “the students eat fried rice”. The writter can get

summary from the research, most of students have problem in transforming voice

of simple past tense. Passive constructions are “very common in scientific writing

and other kinds of expression where the writers are most interested in event and

processes in things that happen”.7 Therefore, it is important for English learners to

have a good understanding on it.

4Betty SchramferAzar, Understanding and Using English Grammar, (Englewood Cliffs:

Prentice-Hall, Inc.,1989), p. 123. 5W. Standard Allen, Living English Structure for Schools, (London: Longman, 1958), p.

149.

6Martin Parrot, Grammar for English Language Teacher, (Cambridge: Cambrdige

University Press, 2000), p. 256. 7Michael Swan, Practical English Usage, (Oxford: Oxford University Press, 1980), p.

457.

3

Based on the statement above, the writer is interested in doing research

about students difficulties in learning passive voice of simple past tense in this

paper.The writer chooses “An Error Analysis on Students’ In Transforming

Voice of Simple Past Sentence ( a Case Study at the second grade students of

SMP AL-Kautsar Parungpanjang-Bogor)”, as the title.

B. Identification of the Problem

Based on the background of study above, the writer can identify the

problem these:

1. The students have problems when they began using the forms of active

voice to passive voice of simple past tense

2. The students have trouble where and when they must change the words in

passive voice of simple past tense

3. The students do not know how to distinguish between the form of verb 1,

verb 2 and verb 3.

4. The students usually forget the subject and the object position in passive

sentence.

5. The teacher may not have sufficient competence in the class when she

explains the passive voice of simple past tense.

C. Limitation of the Problem

In order to make the problem focus, this research was limited on an error

analysis on students’ in transforming voice of simple past tense at the Second

Grade Students of SMP Al Kautsar Parungpanjang-Bogor.

Formulation of the Problem

Based on the statement above, to make the study easy to understand, the

writer formulates the problem as follows:

1. What type of errors that are made by students in transforming voice of

simple past tense?

4

2. In term of verb “be”, correct verb, transformation what kind of error are

commonly made by students?

D. Objective of the study

Based on the statement of the problem above, the objective of the study

are as follow:

1. To identify and analyze the errors was done by the students in

transforming voice voice of simple past tense.

2. To find out the most types of frequent errors made by students in

transforming voice of simple past tense.

E. Significance of the Study

This study is expected to give useful information for:

a. Students

The students will get proper treatment in decreasing their errors in

transforming voice of simple past tense, so they can express voice of simple

past tense effectively and correctly in their communication whether spoken or

written

b. English teacher

The result of this study for English teachers to get clearly information about

the types of students’ errors in transforming voice of simple past tense, so they

will give proper treatment to decrease students errors in transforming voice of

simple past tense.

c. Further Researcher

Other researchers who are interested in analyzing of students’ errors at Junior

High School can get the basis information from this study, so they can do their

research in deeper, further, and better technique.

5

CHAPTER II

THEORETICAL FRAMEWORK

A. Errors

Learning second language is not the same as learning first language or mother

tongue. Learning first language is not influenced by other language, while

learning second language is influenced by mother tongue or first language and it

caused errors and mistakes. In learning second language, errors are inevitable and

it is as a feedback for teacher and learning process.

According to Dullay, “Errors are flawed side of learner speech or writing.

They are those parts of conversation or composition that deviate from some

selected norms of mature language performance.”1 It means that there is a stray

norm of language performance.

Meanwhile, Gass and Selinker state that “Errors can be taken as red flags;

they provide windows onto a system that is, evidence of the state of a learner‟s

knowledge of the L2.”2 Errors in second language learning not to be viewed solely

as the result of imperfect learning, because they give indications that the learners

are figures out some system that is, to impose regularly on the language the

learner is exposed to.

Based on the various definitions above, the writer concludes that error is

the deviations form of language performance because of the influence of learners‟

first language system in learning second language process.

When talk about error, people may also think about mistake. Error and

mistake are two synonyms, but in language learning it has different meaning, so

we have to pay attention on the distinction between error and mistake. To make a

crucial distinction between error and mistake, in their book Second Language

Acquisition, Susan and Selinker defined mistakes are akin to slips of the tongue;

that is, they are generally one-time-only event. An error, on the other hand, is

systematic; that is, it is likely to occur repeatedly and is not recognized by the

1 Heidi Dullay, Language Two, (New York: Oxford University Press, 1982), p. 138.

2 Susan M. Gass and Larry Selinker, Second Language Acquisition: An Introductory

Course, (New York: Routladge, 2008), p. 102.

6

learner as an error.3 It means that mistake is the same as slip of the tongue that is

usually only one time happens, and learner who makes a mistake is able to

recognize it as a mistake. On the other hand, error usually occurs repeatedly, and

learner who makes an error is unable to recognize it as an error hence she or he

cannot correct it either.

In addition, Brown states that a mistake refers to a performance error that

is either a random guess or a “slip” in that it is a failure to utilize a known system

correctly.4It means that mistakes refers to error performance, and it cause by

unsuccessful in using the language system which learner knows. Therefore, when

learners do a mistake they can do self-corrected.

From the definition above, the writer concludes that mistake and error

have different meaning. Mistake occurs because of some aspect of performance,

such as lack of attention and carelessness. Learners who makes mistake are able to

do self-correction. Whereas, error occurs when there is incomplete learning of the

target language, so learner cannot do self-correction. In addition, usually learners

make a mistake only one time, but errors occur repeatedly.

B. Error Analysis

Error Analysis is a process based on analysis of learner‟s error in their

process of second language learning. According to James, “error analysis is the

process of determining the incidence, nature, causes, and consequences of

unsuccessful language.”5

Douglas wrote on his book “Error Analysis is the fact that learners do make

error, and that these errors can be observed, and analyzed. Led to sugar of study

the learner „errors‟6 Error Analysis is the method that can be used to help the

3 Gass and selinker, loc. cit.

4H.Douglas Brown, Principles of Language learning and Teaching,Fifth Ed,(New York:

Pearson Education, 2007), p. 217. 5Carl James, Error in Language Learning and Use, (New York: Longman 1998), p.1

6H. Douglas Brown, Principle of Language Learning and Teaching, fourth edition,(New

York: Addison Wesley Longman ,2000), p. 218.

7

learner and Teacher to avoid in making error.Moreover, Ellis states that “Error

analysis as a tool for investigating how learners acquire a second language.”7

According to Brown “the fact that the learners do make error, and that these

errors can be observed, analyzed, and classified to reveal something of the system

operating within the learner, led to surge of study of learners‟ error, called error

analysis, ”8

1. The Types of Error

Based on surface strategy taxonomy, Dulay classify types of error, such as

omission, addition, misformation, and misordering.9

a. Omission

Omission errors are characterized by the absence of an item that must

appear in the well-formed utterance.10

This type of error occurs if there is an

omission of some required item, such as morpheme or word. Language learners

may be omit grammatical morphemes, such as –s for plural noun (the – s in

books), propositions (on, in, at, by, etc.), article (a, an, the), and inflection –ed for

past participle.

For example omission of to be:

Rendi the president of the new company

b. Addition

Addition errors are the opposite of omissions. They are characterized by

the presence of an item which must not appear in a well-formed utterance. It

usually occurs in the later stages of second language acquisition, when the learner

has already acquired some target language rules. In fact, adddition errors result

from the all too faithfull use of certain rules.

For example in syntax : The London

7 Rod Ellis, The Study of Second Language Acquisition, 2

nd Ed, (New York: Oxford

University Press, 2008), p.45. 8H. Douglas Brown, Principle of Language Learning and Teaching, 5

th Ed., (New York:

Pearson Education, 2007) p.259 9 Dulay, op. cit, p.150.

10 Ellis, Ibid. p. 61.

8

In morphology : The books is here

c. Misformation

Misformation errors are characterized by the use of the wrong form of the

morpheme or structure. This type of errors occurs when learner supplies incorrect

item in a well-formed utterance.

For example: Rudi speaked English well.

d. Missordering

Missordering error occur because incorrect placement of a morpheme or a

group of morphemes in an utterance.

For example: what Riki is doing?

2. Source of Error

To find out why certain errors occurs, people must know about cause of

error that learner made. Errors were understood as the implication of learner‟s

mother tongue interference habit to second language learning. Errors which are

resulted from mother tongue interference were called interlingual errors.

However, in error analysis although interference from mother tongue as a source

of errors, it is not the sole source of errors. Richards cites four major causes of

interlingual (developmental) errors: over generalization, ignorance of rule

restrictions, incomplete application of rule, and false concept hypothesized.11

Moreover, Corder claims in Hubbard book that there are three major cause

of errors, they are mother tongue interference, overgeneralization, and error

encouraged by teaching material or method.12

a. Mother-tongue interference

In learning foreign language, young children learner looks to be able

produce new sounds more easily and effectively than older learner. It caused by

the influence of older learner experience in learning first language.

b. Overgeneralization

11

Jack C. Richards, A Non-Contrastive Approach to Error Analysis, (San Fransisco:

pearson, 1970), p.6. 12

Peter Hubbard, et al., A training Course for TEFL, (New York; Oxford University

Press 1982), pp. 140–142.

9

Overgeneralization occurs when student acquired one structure that already

saved on their mind, and they use the structure into new structure which different

with the previews structure. For example, when student masters one structure

(simple present tense) then the teacher ask his/her to change into present

continuous which she or he haven‟t masters yet, so she/hemight be write (“She

walks quickly” into “She is walks quickly)

c. Error encouraged by teaching material or method

Errors appear error can appear to be induced by teaching itself and error is

an evidence of failure of ineffective teaching or lack of control. For example,

when the teacher teach tenses, he only emphasized on one structure, so the student

will use the emphasize one foe all structure.

In addition, Brown states four sources of error, they are: interlingual

transfer, intralingual transfer, context of learning and communication strategies. 13

a. Interlingual Transfer

Interlingual Transfer is a significant source of error for all learners.

Interlingual errors are the result of language transfer, which are caused by the

learner‟s first language. Interlingual errors may occur at diffetent levels such as

transfer of phonological, morphological, grammatical and lexical-semantic

elements of the native language into target language. For example, language

learners apply their first language grammar structure to the target language.

b. Intralingual Transfer

Intralingual transfer is the other reason for second language learner for

committing errors. Intralingual errors result from faculty or partial learning of

target language rather than language transfer. They may be caused by the

influence of one target language upon another. Intralingual error occurs when the

learners try to build up concept and hypotheses about target language from their

limited experience with it. For example, learners try to use two tense markers at

the same time in one sentence while they have not mastered the language yet.

Such as in this sentence: “She is plays the computer” , it is because the singular of

13

H. Douglas Brown, Principles of language Learning and Teaching, 5th

Ed. (New York:

Oxford University Press, 2008), p.45.

10

third person requires “is” in present continuous, and “-s” at the end of a verb in

simple present.

c. Context of learning

In the case of the school learning, context refers to the classroom with its

teacher and material, and in the case of untutored second language learning,

context refers to the social situation. In a classroom context, the teacher or text

book can lead the learner to make faulty hypothesis about the language. Students

often make errors because of misleading explanation of the teacher, faulty

presentation of a structure or world in a text book, or even because of improperly

contextualized pattern.

d. Communication strategies

Communication strategies were defined as related to learning style.

Communication strategy relates to how people express meaning and deliver

message to others. In learning process, some students may be using some

strategies and style to express their message. However, those strategies that

students use sometime can make themselves become a source of error.

3. Step in Analyzing Errors

According to Rod Ellis, the procedure for analyzing errors includes five steps,

there are: 14

a. Collecting of a sample of learner‟s language

Most samples of learner language which have been used in error analysis

include data collected from many speakers who are responding to the same kind

of task or test. Some studies use samples from a few learner that are collected over

a period of weeks, months, or oven years in order to determine pattern of change

in error occurrence with increasing L2 exposure and proficiency.

b. Identification of errors

The first step in the analysis requires determination of elements in the sample

of learner language which deviate from the target L2 in some way. The

14

Rod Ellis and Gary Barkhuizen, Analyzing Learner Language, (New York: Oxford

University Press, 2005), p. 57.

11

identification of error involves a comparison between what the learner has

produced and what a native speaker counterpart would produce in the same

context.

c. Description of errors

The description of errors involves specifying how the forms by the learner

differ from target form. For purposes 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, passive

sentence, negative construction), or more specific linguistic elements (e.g. articles,

prepositions, verb form)

d. Explanation of errors

Accounting for why an error was made is the most important step in trying to

understand the processes of SLA. Two of the most likely causes of L2 errors are

interlingual and intralingual factors.

e. Evaluation of errors

This step involves analysis on what effect the error has on whoever is being

addressed according to Ellis, the design of error evaluation studies involves

decision on who the addresses (e.i. the judges) will be, what errors hey will be

asked to judge, and how they will asked to judge them.15

Moreover, in the

evaluation of errors the teacher may asks the addressees of error try to correct the

error by themselves. There evaluation of errors includes the following steps:

1) Select the errors to be evaluated.

2) Decides the criterion on which the errors are to be judged.

3) Prepare the error evaluation instrument.

4) Choose the judges.

15

Ellis, op, cit., p.256.

12

C. Passive voice

1. Concept of Passive voice

As a two-sides coin, passive voice is the opposite of active voice in

sentence pattern. Both show different understanding and function and have

dissimilar rule in use.

Some linguists have comprehensive view about passive voice, and Sweet

is the one of those whom has done it. He states, “the passive voice is …A

grammatical device for (a) bringing the object of a transitive verb into prominance

by making it the subject of the sentence, and (b) getting rid of the necessity of

naming the subject of a transitive verb”.16

Sentence does, at least, contains a subject and a verb. Based on the

explanation above, a sentence which has no object, or it is usually named

intransitive, will not be able to be turned into passive voice. This occurs because

in passive sentence. Its subject is derived from the object of active sentence. As

what azar writes, “in the passive, the object of an active verb becomes the subject

of the passive verb”.17

According to Frank about passive voice that “ … the same action is

referred to indirectly; that is, the original „receiver‟ of the action is the

grammatical object of the preposition by”.18

Here, she illustrates the subject by

naming original doer and the object refers to original receiver. Also, it is used a

preposition by to clear what things to be the object.

As it has been demonstrated in the beginning, passive voice has certain

function in its usage. Parrot says “We choose passive constructions to avoid very

long subjects- a passive construction allows us to put a long and/or complex

16LjiijanaMiholvic, “Some observations on the Use of the Passive voice”, in W.L.Darley

(ed.), English Language Teaching , (Plaistow: Oxford University Press, 1963), vol.XVII No.2, p.

77. 17

Betty SchrampferAzar, Understanding and Using English Grammar, ( New Jersey :

Prentice-Hall, 1989), Second edition, p. 120. 18

Marcella Frank, Modern English; a practical reference guide, (New Jersey: Prentice

Hall. 1972), p. 55.

13

phrase at the end of a clause where it is easier to understand than at the

beginning”.19

Then, another is simply addressed by frank, “the passive is preferred when

the “doer” of an action (or, the agent) is unimportant or unknown”.20

From those explanations the writer concludes that passive voice used for

make the sentence or the meaning of the action simpler to deliver.

Furthermore, in detail of its general use, parrot implies some examples of

passive voice in sentences as follows:

a. To describe processes, example:

The beans are picked in late summer and are left to dry in the sun.

b. To introduce evidence, argument, or opinion, example: it is sometimes argued

that ….

c. To avoid the implication of personal involvement or responsibility,

example:The vase got broken, Mum

d. With certain verbs – verbs we use when the person who did the action

generally unimportant, example:He is alleged to be in sanatorium.21

It may be illustrated for the summary of passive voice‟s usage shown by

kameen :

a. Use the passive to place a short object and verb before a long subject thus

avoiding front-heavy sentences, example:

The IRS has been cheated by otherwise honest individuals who feel too large

a percentage of their salaries goes for taxes and who believe that the

government is wasting their tax dollars.

b. Use the “it” or “second passive” form to sound objective or to indicate that

there is no absolute proof for the statement, example:

It is said that governor is a high-stakes gambler.

c. Use the agent less passive to describe technical processes and to report

research procedures and results, example:

Cars are manufactured in Detroit.

19 Parrot, op. cit., p 288.

20 Frank, op. cit., p. 67.

21

Parrot, op. cit., p. 2.

14

d. Use the agent less passive to describe technical processes and to report


Hydrogen and Chlorine were combined, and the resulting chemical reaction

was observed.

e. Use the agent less passive to describe technical processes and to report


Hydrogen and Chlorine were combined, and the resulting chemical reaction

was observed.

f. Use the passive with the by-agent phrase when referring to historically or

socially significant works, Example :

Gone with the wind was written by Mitchell.22

Else, there is a rule must be noticed in forming passive voice. Dissimilar

with active, in producing passive sentence, not all the verbs are able to be turned

into passive. As it has been viewed that only transitive verbs are able to be

changed to passive. Michael swan has told that “some transitive verbs cannot be

used in the passive, at least in certain of their meanings. Most of these are

“stative” verbs (verbs which refer to states, not actions, and which often have no

progressive forms). Example are: they have a nice house. (But not: A nice house is

had …)”.23

Moreover, Brown has mentioned the verbs (single word transitive

verbs and single-object prepositional verbs) as follows :

Single word transitive verbs : agree, climb, dare, exclaim, guess, hate, have,

hesitate, joke, lack, let, like, love, mind, pretend, quit, reply, resemble,

survive, swear, thanks, try, undergo, want, watch, wish, wonder, yell.

Single – object prepositional verbs: agree to/with, apologize to/for belong to,

bet on, come across/for, compete with, cope with, correspond to, glance at,

laugh about/at, listen to, live like/with, look at/like, participate in, smile at,

stay with, talk about/to, wait for/with.24

22Patrick Kameen, “The passive voice : it must be spoken for” in John F. Haskel (ed.),

TESOL NEWSLETTER,(lllions: Pantagraph Printing, 1983), p. 181.

23

Michael Swan, Practical English Usage,(Oxford University Press, 1983), p. 462. 24

Doughlas Brown,et al., Grammar of Spoken and Written English,(London :

Longman,1999), p. 481.

15

2. Forms of Active and Passive voice

The passive occurs in both spoken and written English, and it is used very

frequently in technical writing.

Most verbs that take an object can be used in the passive voice, the primary

focus is on the subject (the agent or doer of the action)25

Passive verb-forms are made with different tenses of to be, followed by a

past participle. The tenses and the rules for their use are the same as for active

verb-forms26

. Beside that the “by phrase” is used in passive sentences when it

important to know who forms an action. And usually there is no “by phrase”

when it is not important to know who performs an action27

.

Broukal and wisniewska made rules in forming passive voice in their

book “Grammar Form and Function”, they are28

:

a. To form the passive voice, we change the object of an active voice sentence

into the subject of a passive one. The subject of the active sentence can

become the agent in a passive sentence. The agent tells who or what did the

action in a passive sentence. It is introduced with the preposition by.

Subject Verb Object

Active voice The Pilot flew the airplane

Passive voice The airplane was flown by the pilot

b. Form the passive voice with a form of the verb be + a past participle Question

use an auxiliary verb before the subject.

25 Patricia K. Werner, et. Al, interaction 2: Grammar, (A venue of America, New York :

McGraw-Hill Companies, Inc., 2002), 4th

Edition, p. 267.

26

Michael Swan, Practical English Usage, (New York : Oxford University Press, 1980),

p. 458.

27

Betty SchramferAzar, AlihBahasaBudjianto, Fundamental of English Grammar.

EdisiDwibahasaInggris-Indonesia, (Jakarta :BinarupaAksara, 1983)2nd

Edition, p. 28.

28

MiladaBroukal and Ingrid Wisniewska, Grammar form and function, (New York:

McGraw-Hill Companies, inc., 2005), pp. 212-214.

16

Subject Be (other

auxiliary)

Past

Participle

The great

Wall

was built by the

Chinese

The

Tourists

are being shown around by

the guide

Yes/No Questions

Auxiliary

Verb

Subject (Other

auxiliary)

Past

participle

Was the great

wall

built by the

Chinese?

Has It been visited by many

people?

W-H Question

Wh-word Auxiliary

verb

Subject (other

auxiliary

verb)

Past

participle

When was the great

wall

built

How many

people

has It visited by?

c. Form passive voice sentences with transitive verbs, which take objects. We

cannot form passive voice sentences with intransitive verbs.

Transitive Verb : fly

Active Sentence : the pilot flew the plane

Passive Voice : the plane was flown by the pilot

Intransitive Verb : arrive

Correct : the plane arrived on time

Incorrect : the plane was arrived on time

17

Some common intransitive verbs are appear, arrive, become. Come, go,

happen, occur, rain, and stay. Motion verbs such as go, come, walk, run, and

arrive are often intransitive.

Some transitive verbs do not have passive forms. These include stative

verbs such as cost, fit, have, resemble, suit, and, weigh.

Correct : You resemble your father.

Incorrect : You are resemble by your father.

d. Use the passive voice in following tenses. Note that the form of is in the same

tenses as the tense of the active verb.

Tense Active Voice Passive Voice

Simple Present He washes the car The car is washed by

him

Present

Progressive

He is washing the car The car is being

washed by him

Present Perfect He has washed the

car

The car has been

washed by him

Simple Past He washed the car The car was washed

by him

Past Progressive He was washing the

car

The car was being

washed by him

Past Perfect He had washed the

car

The car had been

washed by him

Future with will He will wash the car The car will be

washed by him

Future with be

going

He is going to wash

the car

The car is going to be

washed by him

Future perfect He will have washed

the car

The car will have

been washed by him

e. Object pronoun(me, him, her, etc.) in the active voice become subject

pronoun (I, he, she, etc) in the passive voice.

18

ACTIVE SENTENCE PASSIVE VOICE

Subject Verb Object Subject Verb

Thousand

of people

elected Her she was

elected

(by thousand

people)

The

Chinese

Built It it was

built

(by the Chinese)

3. Usage of Active and Passive Voice

Milada Broukal and Ingrid Wisniewska in their book, “Grammar Form

and Function”, mention some of the usage of the passive voice as follows29

:

a. The passive voice is used when the agent is not known or unimportant.

b. The passive voice uses by + an agent, it is usually because the subject of the

sentence is more important than the agent, but we want to express them both.

c. The passive voice is used to make a sentence more impersonal, in situations

involving rules, instruction, announcements, advertisement, or processes.

d. The passive voice is used when the agent is obvious from the meaning of the

sentence.

D. Simple Past Tense

1. Definition of Simple Past Tense

Many experts have explained about simple past tense, one of them is

from Patricia K. Werner, that the simple past tense is used to talk about action or

situation in the past30

.

Another assumption come from Sidney Greenbaum and Randolph Quirk

that the simple past tense is used to refer a situation set a definite time in the past.

a. The event past is used with dynamic verb sense to refer to a single definite

event in the past. The event may take place over an extended period (The

29Broukal and Winslewska, Grammar form and Function, (New York: McGraw-Hill

Companies, inc., 2005), pp. 214-215.

30

Patricia K. Werner, Interaction Access: Grammar, (New York: McGraw-Hill

Companies, Inc. 2002), 4th edition. p. 114.

19

Normans invaded England in 1006) or at a point of time (The plane left at.

9.am)

b. The habitual past is used with dynamic verb senses to refer to past events that

repeatedly occur :We spent our holidays in Spain when we were children.

c. The state past is used with stative verb sense to refer to a single unbroken

state of affairs in the past : I once liked reading novels31

.

From the statements above, the writer concludes that simple past tense is a

tense that tell something happened in the past, sometimes at habitual past.

2. Form of Simple Past Tense

Use the simple past tense to talk about completed past events and

activities.

Example Note

Affirmative He helped her paint.

I stayed up last night.

We listened to music

after dinner.

The children played

games in the living

room.

All regular verbs

take an-end ending in

the past tense. This

form is used for all

subject, both singular

and plural.

Negative Her roommate didn’t

like that restaurant.

We didn’t order a

pizza last night.

My family didn’t own

a computer until

recently.

I didn’t live in a dorm

last year.

For negative past tense

verbs, use did not

before the simple past

form of the main verb.

The contraction for did

not is didn’t.

Simple past tense yes/no question include did(n‟t) before the subject. Note

that the main verb in the question is in the simple form. There is no final –ed

ending in the question form.

31Sidney Greenbaum and Randolph Quirk, a student’s grammar of the English Language,

(England: Pearson Education Limited Press, 1990), p. 50.

20

Yes/No Question and Short Answer

Possible Answer

Example Affirmative Negative

Affirmative

Question

Did your mother

cook last night?

Did you move to a

new apartment?

Did the

neighbors visit

last night

Yes, she did

Yes, I did

Yes, they did

No, she didn’t

No, I didn’t

No, they didn’t

Negative

Question

Didn’t she rent

a video last night?

Didn’t he call

you at home?

Didn’t they

paint their house a

few years ago?

Yes, she did

Yes, I did

Yes, they did

No, she didn’t

No, I didn’t

No, they didn’t

3. Usage of Simple Past Tense

Here are some usages of simple past tense declared by wishon and burksin

their book, “Let‟s write English”.

a. The simple past tense is used to report a state or activity which can be

ascribed to a definite past time. A past adverbial is either expressed or else

understood from the context in which the past tense used.

The airplane arrived at noon.

She finished her university studies at the age of twenty.

I had a busy yesterday; I wrote many letters.

b. The past tense is also used for activities that occurred over a period of time in

the past, but are mow finished, or that occurred at intervals in the past, but

don‟t occur now.

Before the war, I worked for an insurance company.

Last week, I worked until midnight.

I lived there for five years before 1985

21

c. The past tense of the verb use combines with to form an auxiliary which is

used to described customary or habitual action in the pat.

I used to be a boy scout

I used to get up at 05.30 every morning.

d. The past form of do as an auxiliary is used with the simple past form of the

verb to express emphasis.

I did study for the examination.

No matter what Lisa said, he did finish the work32

.

As we know from the explanation above simple past tense is telling situation

and event in the past.

E. Passive Voice of Simple Past Tense

1. Form of passive voice of simple past tense

The experts have already explained about passive voice and simple past

tense above. If both are fused, there will be a new definition that passive voice of

simple past tense is a sentence in which the subject is the recipient of the action of

the verb that occurs in the past.

To form the passive voice of simple past tense, us was or were + past

participle. The passive voice subject determines whether the verb be is singular or

plural. The agent can be included in the passive sentence is a phrase with by33

.

32George E. Wishon and Julia M. Burks, Let’s Write English, (New York : Litton

Education Publishing, Inc.,1980), pp. 195-196.

33

Werner, et. Al., …, 4th Edition, p. 267.

22

Simple

Past Tense

Active Passive

The Dutch invented a simple

telescope

A simple telescope

was invented by the

Dutch

The Italians later developed several

telescope

Several telescopes

were developed by the

Italians

2. Analysis of passive voice of simple past tense

Here, the writer will make an analysis of the sentences as an example.

The sentences :The Dutchinventeda simple telescope

Subject V2 object

Analysis : The sentence has subject (The Dutch), verb 2 (invented,

and object (a simple telescope). It‟s verb is simple past tense and it is a transitive

verb, because there is an object follows it. Thus, it may become passive and it is

shown as follows :

The sentences : A simple telescopewasinventedbythe Dutch

Subject to be past participle by phrase object

Analysis : Subject in passive sentence (A simple telescope) is derived

from object of active sentence as shown above. And the object (The Dutch) in

passive is taken from subject of active sentence. Then to be (was) decides the

subject. Whether it is singular or plural. Therefore, the subject (a simple

telescope) uses to be “was”. Beside that, as it has been shown above, the

transformation of the verb is from simple past to the past participle (invented).

By as a phrase it is used because the object is important to know.

The writer conclude that passive voice used for make the object which is

important to know get more emphasize.

F. The Problem learning Passive Voice

As it has been mentioned in chapter one, students usually find the

difficulties when they learn passive voice. Martin Parrot in his bookgrammar for

23

English language teachers said that, “teaching materials often concentrate on the

form of standard passive constructions, and practice activities often involve

mechanically transforming active constructions into passive one. Learners

sometimes end up with the impression that passive constructions are some kind of

optional, deviant version of active constructions.”.34

Learners may fail to recognize a passive construction, thinking that the

subject of a sentence is the agent when it isn‟t. For example, in the following, they

may understand that man was the attacker:

A man was attacked by three women.

This problem is particularly acute:

Where the facts contradict normal expectations (as in the example).

In listening as opposed to reading, where the learner can look back and check

In listening when learners may fail to hear the auxiliary verb (e.g. was)

which makes the sentence passive.

Where the past tense form and the past participle are the same (e.g. attacked,

but not bit/bitten).35

Based on the description above, the writer concludes that there are two

main difficulties in learning and constructing passive voice, there are: the

difficulty in using of verb be (auxiliary verb) and distinguishing the past tense

form and the past participle.

1. Difficulty in Using of Auxiliary Verb be

The verb is the most complex part of speech. Its varying arrangements

with noun determine the different kinds of sentences-statements, questions,

comments, and exclamations. A verb is a word that asserts something about

persons, things or ideas and is essential to sentence meaning.36

34 Parrot, op. cit., p. 257.

35Ibid., pp. 294-295.

36

Frank, op. cit., p. 47.

24

The verb to be : be, being, am. are, is, was, were, shall be, will be, has

been, have been, had been, shall have been, will have been.37

Be as the main verb has three basic patterns:

Example

a. John is a students be + a noun

b. John is intelligent be + an adjective

c. John was at the library be + a prepositional phrase

Be function as an auxiliary verb as well as a copula. The copula, links

nonverbal predicates (i.e., nouns, adjectives, certain adverbials) with their subject

and serves as a carrier for tense and subject-verb agreement.38

teacher

Copula: John is tall

In boston

Auxiliary: John is talking to Susan. (Progressive aspect)

Many students often confused in using active and passive verb forms. This

is no surprising, because:

a. Be is used make both passive verb-forms and active progressive tenses.

b. Past Participles are used to make both passive verb-forms active perfect

tense.

Compare:

He was calling. (Active-past progressive)

He was called. (passive-past simple)

He has called. (Active-present perfect)

The most common problem in the use of auxiliary verb be is that students

have a tendency to omit it. Second language learners have been observed to omit

the copula regardless of whether or not their native language has an equivalent

form. The other problem involves use of wrong from of be. The multiplicity of

37

Azar, op. cit., p. A6

38

Marianne Celce-Murcia and Diane Larsen freeman, the Grammar Book, p. 53.

25

forms explains while learners sometimes use the wrong form of the verb be in

their speech or writing.39

2. Distinguishing Past Tense Form and The Past Participle

Other difficulty in learning passive voice for students is distinguishing

simple past and past participle, both in regular and irregular verbs.

The passive voice is a form of the verb be (am, is, are, was, were, been,

being) and a past participle (usually past-tense verb). If the verb works with

“have,” as in “have ___,” then it is a past participle.

English verbs have two participles. One, called variously the present,

active, imperfect, or progressive participle, is identical in form to the gerund,

and indeed the term present participle is sometimes used to include the gerund.

The term gerund-participle is also used. The other participle, called variously the

past, passive, or perfect participle, is usually identical to the verbs preterit (past

tense) form; though in irregular verbs the two usually differ.40

According to L.G Alexander, “for regular verbs the past participle has

the same form as the simple past tense: e.g., arrive, arrived, and arrived. For

irregular verbs the simple past tense and the past participle can be formed in

variety of ways: e.g., drink, drank, drunk.41

Randolph Quirk and Sidney Greenbaum in A Students Grammar of the

English Language give differences between irregular and regular verb:

a. Irregular verbs either do not have the regular-ed inflection

b. Irregular verb typically, but not necessary have variation in their base vowel:

Choose-chosen, write-wrote-written.

c. Irregular verb have a varying number of distinct form. Since the-s and –

ingforms are predicable for regular and irregular verb alike. The only one

forms that need be listed for irregular verb are the base (V), the past (V-ed1),

and the past participle (V-ed2). 42

39Murcia and freeman, loc.cit.

40http:/en.wikipedia.org/wigi/pastparticiple, 23 Maret 2015.

41

Lg. Alexander, Longman English Grammar, (London:Longman Group UK Limited,

1988), p. 171. 42

Randolph Quirk and Sidney Greenbaum, A student’s Grammar of the English

Language, (England: Pearson Education Limited,1990), p. 29.

26

For irregular verb, the case is more complicated. One generalization we

can make is the following: if a verb form ends in-en. It is a past participle. in other

words, al –en forms are past participle forms: for example, given, been, driven,

eaten, taken. Unfortunately (for it would make the identification of past participles

much simpler), the converse is not true. Not all past participles end in –en. For

example, we have already seen that the past participle form of regular verbs is the

same, superficially, as their past tense form: both end in –ed (e.g., walked,

climbed, breathed). In fact, the identical forms for both the past tense and past

participle are one characteristic of regular verbs.43

43

Frank, op. cit., p. 101.

27

CHAPTER III

RESEARCH METHODOLOGY

A. The Place and Time of the Research

This research was held at SMP Al Kautsar Parungpanjang-Bogor, which is

located on Jl. Rambutan Raya Kp. Somang Kec. Parungpanjang-Bogor from 20th

May up to 20th

of June 2015.

B. The Subject of the research

The subject of the research is the second grade students of SMP Al Kautsar

Parungpanjang-Bogor, academic year 2014/2015. The grade consists of two

classes with the total 50 students, and the writer only took one class which

consists of 25 students, because five of the students was absent, the writter took

20 students as the sample.

C. The Method of Research

In this research, the writer used the qualitative method, and the design of the

research is case study. She analyzed and described the data from the observation

by using qualitative method. Then, the writer analyzed the students error in

transforming voice of simple past tense, and to find out the type of errors, that the

students made most in their test in transforming voice of simple past tense, and

also to know in terms of verb “be”, correct verb, transformation active sentence

into passive sentence and transformation passsive sentence into active sentence.

D. Instrument of the Research

The instruments of the research are observation, tests and interview. First

the writer visited the school to do research. Then, she did unstructured observation

to know teaching learning process, the students’ error in transforming voice of

simple past tense, and the types of errors that the students made most. Second, the

writer gave the written test as the instrument of the research. This test was focused

on passive voice of simple past tense. the test consist of 40 questions. 10 questions

28

of multiple choice, 10 questions complete the sentences using correct verb of

passive voice of simple past tense and 20 questions essay,10 questions are about

change the following sentences from active into passive form of simple past tense,

and 10 questions are about change the following sentences from passive voice into

active form of simple past tense.

The numbers of item are divided into four parts. Part I to find out the

passive voice of simple past tense form, part II complete each sentence using

correct verb of simple past tense on form of passive voice, part III changing the

following sentences from active into passive form of simple past tense, part IV is

changing the following sentences from passive voice into active form of simple

past tense.

The last,having an interview to the students and teacher. The interview for

students consist of 10 questions about teaching and learning process and the

students’ understanding about passive voice of simple past tense which was given

to the students. And the interview to the teacher consists of 15 questions about the

methodology of teaching, the students understanding about passive voice of

simple past tense, and what are the difficulties that the students mostly made.

E. The Technique of Collecting Data

In this research, the writer used several techniques to collect the data. She

gave test, interview and observation.

a. Observation

The writer used unstructured observation to know the classroom situation

when teaching learning process, how the teacher taught in the class, and facilities

that support teaching learning process. Also, the writer asked the teacher about the

students difficulties in learning English, especially in using passive voice of

simple past tense, and method or strategy usually the teacher used in teaching. In

addition, she also asked some students about teaching learning process and what

they know about passive voice of simple past tense.

b. Test

29

The writer gave test to the second grade students of SMP Al Kautsar

Parungpanjang-Bogor. The test were about passive voice of simple past tense.

before the students doing the test, the writer gave a little explanation about that

passive voice of simple past tense.

c. Interview

To get the students’ understanding about passive voice of simple past

tense and how the teacher taught the English subject, particularly in teaching

passive voice of simple past tense. the writer used interview that was given to the

students and interview to the English teacher. The interview consist of 10

questions, most of them asking about understanding passive voice of simple past

tense, what difficulties that the students usually made, what are the practices that

usually their teacher gave.

Besides interview to the students, the writer did interview to the English

teacher. The interview consists of 10 questions, most of them asking about the

difficulties of students’ in using passive voice of simple past tense, what method

that the teacher used in teaching learning process and what are the difficulties that

the students’ mostly made.

D. The Technique of Data Analysis

The technique of data analysis used by the writer in this research is descriptive

analysis technique (percentage), which is described in the table percentage, the

formula as follow:

= Percentage

= Frequency of error made

= Number of samples which is observed1

1Anas Sudjiono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo, 2006), p.

87.

30

CHAPTER IV

RESEACH FINDINGS

A. DATA DESCRIPTION

In this part, the writer is going to provide description about instrument of

data used in this study. The data are English test result about voice of simple past

tense. She gave the test to the 20 students of the second grade of SMP Al Kautsar

Parungpanjang-Bogor which consists of 40 questions. The number of items are

divided into four parts. Part I (to find out the correct forms of passive voice of

simple past tense) which consist of 10 items, part II (complete each sentence using

correct verb of simple past tense on form of passive voice) which consist of 10

items, part III (changing the following sentences from active into passive form of

simple past tense) which consist of 10 items, part IV (changing the following

sentences from passive voice into active form of simple past tense) which consist

of 10 items.

The writer divided the table of data description into five colomns. The first

column consists of students numbers, the second column consists of students

original answers, the third column is the corrections made by the writer, the fourt

column consists of classification of kinds of the passive voice of simple past tense

errors made by students, and the last consists of classification of types of error

made by students, can be seen in appendix.

31

Table 4.1

The Recapitulation of Types of Student’s Error in Using The Passive Voice of

Simple Past Tense

Based on the recapitulation of students’ errors types in Table 4.1, it could

be known that the highest error made by the second grade of Al Kautsar

Parungpanjang is misformation with the total errors 368, and there are 27 errors in

omission. Next, the lowest error of students’ errors is misordering with the total

errors 13. Then, the writer calculated the frequency and the percentages of

students’ error types in the table below:

Students

Name

Omission Misformation Misordering Total Error

Student 1 3 18 - 21

Student 2 - 16 3 19

Student 3 - 19 - 19

Student 4 1 10 1 12

Student 5 1 17 - 18

Student 6 5 12 1 18

Student 7 2 21 1 24

Student 8 1 24 - 25

Student 9 1 15 - 16

Student 10 3 20 1 24

Student 11 - 13 - 13

Student 12 1 26 - 27

Student 13 3 22 - 25

Student 14 - 22 1 23

Student 15 - 20 - 20

Student 16 1 14 - 15

Student 17 - 21 1 22

Student 18 3 21 2 26

Student 19 - 19 1 20

Student 20 2 18 1 21

Total 27 368 13 408

32

Table 4.2

The Frequency and Percentages of Error Types

Based on the calculation above, it can be concluded that the total errors of

omission are 27 errors with the percentage 7%, misformationare 368 errrors with

the percentage of 90% and misorderingare 13 with the percentage of 3%.

The researcher analyzed each student’s error in their answers. In this

study, the writer found that the common kind the passive voice of simple past

tense error made by the students is in transformation term that is changing active

sentence into passive sentence and in transformation term that is changing passive

sentence into Active sentence and the common type of the error made by the

students in the passive voice of simple past tense error is in misformation.

No Types of

Error

Frequency

of error Precentage of Error

1 Omission 27

2 Misformation 368

3 Misordering 13

Total 408 100%

33

Table 4.3

The Recapitulation of Kinds of Students Error in Using Passive Voice of

Simple Past Tense

Students

Name

Frequency of Errors in the Passive Voice of Simple Past

Tense

Total

Error Verb

“be”

Correct

Verb

Transformation

Active into

Passive

Transformation

Passive into

Active

Student 1 3 5 6 7 21

Student 2 2 5 6 6 19

Student 3 4 4 4 7 19

Student 4 3 2 3 4 12

Student 5 6 3 3 6 18

Student 6 5 3 3 7 18

Student 7 5 5 5 9 24

Student 8 6 5 6 8 25

Student 9 4 3 6 3 16

Student 10 5 5 7 7 24

Student 11 4 2 3 4 13

Student 12 8 6 5 8 27

Student 13 7 6 5 7 25

Student 14 6 5 5 7 23

Student 15 4 4 5 7 20

Student 16 5 4 3 3 15

Student 17 6 5 4 7 22

Student 18 5 6 8 7 26

Student 19 6 4 6 4 20

Student 20 6 5 7 3 21

Total 100 87 100 121 408

34

Table 4.4

Percentages of kinds of students’ errors

No Kind of the

Passive errors

Frequency


1 Verb “be” 100

2 Correct verb 87

3

Transforming

Active into

Passive

100

4

Transforming

Passive into

Active

121

Total 408 100%

The following tables will briefly recapitulate the frequency of kinds of the

passive voice of simple past tense error and types of the errors made by the

students in using passive voice of simple past tense.

Table 4.5

Frequency of Students’ Error in using Verb “Be”

No Type of Error Frequency


1 Omission 13 13%

2 Addition - 0%

3 Misformation 87 87%

4 Misordering - 0%

Total 100 100%

Average of Students’Error is

Using Verb “Be 24.50

35

Table 4.6

Frequency of Students’Error in Using Correct Verb



1 Omission 1 1%

2 Addition - 0%


4 Misordering - 0%

Total 87 100%

Average of Students’Error is

Using Correct Verb 21%

Table 4.7

Frequency of Students’Error in Transforming Active Sentence into Passive

Sentence



1 Omission 2 2%

2 Addition - 0%


4 Misordering 7 7%

Total 100 100%

Average of Students’Error in

Transformation Active into

Passive

24.50%

36

Table 4.8

Frequency of Students’Error in Transforming Passive Sentence Into Active

Sentence



1 Omission 11 9%

2 Addition - 0%


4 Misordering 6 5%

Total 121 100%

Average of Students’Error in

Transformation Passive into

Active

30%

B. The Analysis of the Data

In this part, the writer acumulated the three types of errors and kinds of the

passive voice of simple past tense error made by students which have been

analyzed above one by one.

1. Omission

The total error of omission are 27 or 7%, Most of error derived from

omission of irregular verb (to be)and omission of regular verb (to be).

Based on the interview, the students forgot to put to be. The students

mostly did not put irregular verb (to be ) such as *The several protesters

^taken away by the police, instead of “The several protesters were taken

away by the police. Passive voice^understood by nadia,instead of:

“Passive voicewas understood by nadia”. Omission of regular verb (to

be), We^visited by our teacher, instead of: We were visited by our

teacher.

37

2. Misformation

The total error of misformation are 368 or 90%, Based on the interview,

the students almost get difficult in irregular verb. For exampe, some poems

were writted by dedi last monthinstead of: “some poems were written by

dedi last month,” A song was sang by him instead of “A song was sung

by him,” My car was stoled by a thief instead of “My car was stolen by a

thief,” and also the students almost get difficult in irreguler verb (to be),

For example : The several protesters was taken away by the police,

instead of “The several protesters were taken away by the police”, this

rug were made by my mother, instead of “this rug was made by my

mother”.

3. Misordering

The total error of misordering are 13 or 3%, Based on the interview, the

students get difficult change subject become object. For example, was rini

send by the letter? Instead of “was the letter sent by the rini?”,the seller

the computer did not by sold, instead of “ the seller did not sell the

computer.” Read the novel were here instead of : “she read the novel.”

After presenting the types of errors of the passive voice of simple past

tense and after explaining the frequency and the percentage of errors for ech

items, the writer would like to elaborate more about kinds of passive voice of

simple past tense errors made by the students.

a. UsingVerb “Be”

There were 100 error or 24,50% made by the students in using the verb

“be” in passsive voice of simple past tense. Based on the interview, the

students did not realy understand about the form of verb “be” in passive voice

of simple past tense, another cause of this kind of errors is the students do not

know the distinction of singular and plural noun. For example,

The several protesters was taken away by the police. The correct one is,

38

The several protesters were taken away by the police.

A simple telescope has invented by the dutch. The correct one is,

A simple telescope was invented by the dutch.

He were being given a present of a hundred dollars. The correct one is,

He was given a present of a hundred dollars.

This rug were made by my mother. The correct one is,

This rug was made by my mother.

The boy were helped by marry. The correct one is,

The boy was helped by marry.

b. Using Correct Verb

Using the correct verb in the passsive voice of simple past tense is the

lower rate of the passive voice of simple past tense error made by the students

which is found 87 errors or 21%. Based on the interview, the students difficult

to change (V1, V2, V3), and they don’t know what the past participle is, For

example

Best player in futsal was getedby army. The correct one is,

Best player in futsal was gotten by army

Some poems were writedby Dedi last month. The correct one is,

Some poems were written by Dedi last month.

Sardines and rice were ate for dinner by tio. The correct one is,

Sardines and rice were eaten for dinner by tio.

Passive voice of simple past tense was studyedby the students. The

correct one is, Passive voice of simple past tense was studiedby the

students.

c. Transforming Active into Passive

There were 100 error or 24,50% made by the students in transforming

active sentence into passive sentence. Based on the interview, the students

found difficult to change V2 become V3, and difficult to change subject

become object, verb “be” and the verb not in proper context. For example: A

39

song was sang by he, instead of “A song was sung by him,” The prize was not

win by her, instead of “The prize was not won by her,” Them did not telled by

tami, instead of “They were not told by Tami.”

d. Transforming Passive into active

So many students made errors in transforming passsive sentence into active

sentence in passsive voice of simple past tense with the total error 121 errors or

30%. It gains the first top error in this kind of reseach. Based on the interview,

the students difficult to change verb 3 become verb 2,difficult to change

subject become object, verb “be” and the verb not in proper context. For

example : The student eated fried rice, Instead of “The student ate fried

rice,”Her by read were novel, instead of “She read the novel,”was you known

about the form of passive voice of simple past tense? Instead of “Did you

know about the form of passive voice of simple past tense?.”

As shown on the explanation above, the most frequent kind of students error

in using the passive voice of simple past tense is the term of transformation that is

changing passsive sentence into active sentence.

C. The Interpretation of The Data

Based on the data analysis, the researcher found that the students

committed errors in misformation (368 or 90%), omission (27 or 7%),and

misordering (13 or 3%). Besides kinds of students error in using passive voice of

simple past tense, the data also indicated that errors in transformation passive

sentence into active sentence is the most frequent kind of students’ error in using

passsive voice of simple past tense that done by the second grade of SMP Al-

Kautsar parungpanjang-Bogor with 121 errors or 30%. Then, it is followed by

error in using transformation active sentence into passive sentence with 100 errors

or 24,50%, error in using verb “be” with total 100 or 24,50%, and error in using

correct verb with 87 or 21%. In this research, the researcher also found that

second grade students class VIII A of SMP Al KautsarParungpanjang-Bogor are

40

still lack of understanding the English Grammar. Especially in passsive voice of

simple past tense.

41

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the explanation and the description in the prepious chapter, the

writer concluded that the types of error that were made by the students of the

second grade of SMP Al-Kautsar Parungpanjang-Bogor in transforming voice of

simple past tense from the highest percentage to the lowest are error of

misformation, error of omission, and error of ordering. Her research found that the

commonest error made by the students is the errors of misformation which take up

368 errors or 90%. It is followed by error in omission with percentage 7%, and

error in ordering with percentage 3%. The data also indicated that errors in

transformation passive sentence into active sentence is the most frequent kind of

students’ error in using passsive voice of simple past tense that done by the

second grade of SMP Al-Kautsar parungpanjang-Bogor with 121 errors or 30%.

Then, it is followed by error in using transformation active sentence into passive

sentence with 100 errors or 24,50%, error in using verb “be” with total 100 or

24,50%, and error in using correct verb with 87 or 21%.

The writter believed some errors occur because the students’ of SMP Al

Kautsar Parungpanjang-Bogor are still confused in transforming voice of simple

past tense, notably when they have to change from active voice into passsive

voice. They didn’t know to change the verb two into verb three or past participle.

Also, they can simply add-ed at the end of verb never care it was regular or

irregular verb, and regular or irregular verb to be. As discussed in previous

chapter.

B. Suggestions

In this part, the writer would like to serve some suggestion and hopefully

they are useful for the students and the teacher , namely:

1. The students have to pay attention to the teachers’ explanation about in

transforming voice of simple past tense.

42

2. The students should read any kind of grammar book to enrich their ability

in using passive voice of simple past tense

3. The teacher should give detailed and clear explanation to the students

about the form of passive voice of simple past tense.

4. The teacher should be creative to use method of teaching.

43

BIBLIOGRAPHY

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Limited, 1988)

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1983)2nd

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Teaching Grammar, (New York: Cambridge Madison Avenue: Oxford

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Oxford University Press, 1982), p.138.

44

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English Language, (England: Pearson Education Limited Press, 1990)

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TESOL NEWSLETTER,(lllions: Pantagraph Printing, 1983)

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Language Teachers, (New York: Cambridge University Press, 1996)

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Education Publishing, Inc.,1980)

The Instrument Test

Name :………………………….

Class : …………………………

I. Choose the correct answer by crossing a, b, c, or d!

1. His friend………………….very much by him

a. Loves c. Were being loved

b. was loved d. Loved

2. It ……………………….. to them.

a. Knew c. were being known

b. Was Known d. knows

3. The several protesters……………away by the police

a. were taken c. is taken

b. was taken d. taken

4. A simple telescope…………by the dutch

a. Invented c. were invented

b. was invented d. has invented

5. He…………………… by a knife

a. attacked c. was attacked

b. were attacked d. is attacked

6. That play……………..by Shakespeare

a. written c. was written

b. were written d. has written

7. The boy…………….by marry

a. was helped c. were helped

b. helped d. was not helped

8. He………………..a present of a hundred dollars

a. were given c. was given

b. was not given d. has given

9. The package…………..by Bob

a. were mailed c. was not mailed

b. has mailed d. was mailed

10. This rug………….by my mother

a. were made c. was made

b. were being made d. has made

II. Complete each sentence using correct verb of simple past tense on

form of passive voice.

1. Best player in futsal .......... ( get ) by army

2. We ………….( visit)by our teacher.

3. This sweater .............. ( made ) by my aunt

4. Passive voice of simple past tense............. ( study) by the students.

5. My Friend ..............(ask) come formard by Mr. Diki

6. Newspaper ............ (read) by my father

7. The house .............(built) by Bob smith

8. Sardines and rice ………..(eat) for dinner by tio

9. Nokia mobile phone ............... ( duplicate) by other brand

10. Some poems .................( write ) by Dedi last month

III. Change the following sentences from active into passsive form of

simple past tense!

1. He sang a song

…………………………………………………………………………

2. Somebody hit me

…………………………………………………………………………

3. Dara stopped the bus

…………………………………………………………………………

4. A thief stole my car

…………………………………………………………………………

5. Nadia understood about passive voice

………………………………………………………………………...

6. She did not win the prize

………………………………………………………………………..

7. They did not make their beds

…………………………………………………………………………..

8. Tami did not tell them

…………………………………………………………………………

9. did you tell them ?

…………………………………………………………………………

10. did rini send the letter?

…………………………………………………………………………

IV. Change the following sentence from passive into active form of

simple past tense!

1. Fried Rice was eaten by the student

………………………………………………………………………..

2. Math was studied by them

……………………………………………………………………….

3. The glass was broken by roni

……………………………………………………………………….

4. This computer was not sold by the seller

……………………………………………………………………….

5. The tables were not cleaned by the students

……………………………………………………………………….

6. A letter was written by him

……………………………………………………………………….

7. The children were invited by them

………………………………………………………………………..

8. Was the English subject enjoyed by students in grade VIII.3 ?

……………………………………………………………………….

9. Was the form of fassive voice of simple past tense known by you?

………………………………………………………………………..

10. The novel was read by her

………………………………………………………………………..

Key Answer

I. 1. B

2. B

3. A

4. B

5. C

6. C

7. A

8. C

9. D

10. C

II. 1. was gotten

2. were visited

3. was made

4. was studied

5. was asked

6. was read

7. was built

8. was eaten

9. was duplicated

10. were written

III. 1. A song was sung by him

2. I was hit by somebody

3. The bus was stopped by dara

4. My car was stolen by a thief

5. Passive Voice was understood by Nadia

6. The prize was not won by her

7. Their beds were not made by them

8. They were not told by Tami

9. Were they told you?

10. Was the letter sent by Rini

IV. 1. The student ate fried rice

2. They studied math

3. Roni broke the glass

4. The seller did not sell the computer

5. The students did not clean the table

6. He wrote a letter

7. They invented the children

8. Did students in grade VIII.3 enjoy the English Subject?

9. Did you know about the form of passive voice of simple past

tense?

10. She read the novel

INSTRUMEN WAWANCARA (GURU)

Interviewee :Yulyani, S.Hum

Date : June 20th

, 2015

Place : Teachers’ room

1. Kurikulumapa yang digunakan oleh SMP Al-KautsarParungpanjang-Bogor ?

2. Bagai mana minat siswa terhadap mata pelajaran bahasa inggris?

3. Fasilitas apa sajakah yang ada disekolah ini dalam menunjang mata pelajaran

bahasa inggris?

4. Bukuapa yang ibu gunakan sebagai sumber bahan untuk mengajar bahasa

inggris?

5. Metode pengajaran apa yang ibu gunakan dalam mengajar bahasa inggris?

6. Dalam mengajar bahasa inggri, materi apa yang ibu lebih sering tekankan?

Language skills atau language komponen?

7. Menurut ibu, seberapa pentingkah pelajaran grammar bagi siswa?

8. Metode apa yang ibu gunakan untuk mengajarkan grammar, khususnya

tentang passive voice of simple past tense?

9. Apakah dalam memberikan materi passive voice of simple past tense ibu

meminta siswa untuk menghafalkan rumus-rumusnya?

10. Kendala-kendala apa saja yang ibu hadapi dalam pengajaran bahasa inggris

khususnya dalam pengajaran passive voice of simple past tense?

11. Kesalahan-kesalahan apa saja yang dilakukan siswa dalam menggunakan

passive voice of simple past tense?

12. Menurut ibu, apa penyebab siswa melakukan kesalahan tersebut?

13. Apakah kesalahan-kesalahan tersebut sering diulangi oleh siswa?

14. Apakah kesalahan-kesalahan tersebut dapat langsung dikoreksi siswa sendiri?

15. Apakah ibu selalu memberikan feedback terhadapkesalahan-kesalahan yang

dilakukan siswa?

HASIL WAWANCARA

Interviewee :Yulyani, S.Hum

Date : June 20th

, 2015

Place : Teachers’ room

1. Tadinya mengikuti ketentuan dinas kabupaten bogor memakai K13 pada semester

satu, namun semester dua kembali menggunakan KTSP

2. Kalau di sekolah ini minatnya kurang

3. Perpustakaan, dan Buku-buku bahasa inggris semacam buku cerita.

4. Dari dinas, English in Focus dan LKS

5. Metode ceramah dan Communicative Approach

6. Language skills sedikit, namun lebih ke grammar dan vocabulary

7. Penting ,karena grammar sebagai basic bahasa inggris

8. Communicative approach, artinya, dalam pengajaran tidak dijelaskan secara

tersendiri atau hanya menjelas kan teori dan rumusnya saja,

melainkandiajarkanmelaluiwacana.

9. Tidak. Saya mengajarkan melalui praktek atau melalui wacana terlebih dahulu

sehingga nantinya siswa dapat mengetahui rumus-rumusnya sendiri

10. Anak-anak sering lupa tentang penggunaan katakerja (V3), karena kata kerja

tersebut harus dihafal (irregular verbs) dan siswa kadang tidak hapal maka hal

tersebut menjadi kendala.

11. Banyak kesalahan, karena siswa lupa menaruh to be nya, tertukarnya rumus, dan

penggunaan regular and irregular verb.

12. Kurang memperhatikan dengan sungguh sunggguh, basic nyakurang dalam

tenses, dan belum hapal kata kerja ketiga.

13. Ya, hal tersebut sering terulang.

14. Jika diingat kan mereka akan tahu kesalahannya.

15. Ya, kalauadakesalahansayabisamenjelaskanulangmateritersebut

INSTRUMEN WAWANCARA

Interviewee :Siswa kelas VIII.1

Date : June, 20th

2015

Place : Class Room

1. Bagaimana pendapatmu tentangpelajaran bahasainggris? Apakah kamu

menyukainya?

2. Apakah kamu dapat menangkap dan memahami penjelasan guru tentang materi


3. Apakah kamu menghadapi kesulitan dalam materi passive voice of simple past

tense ?dimanaletak kesulitannya?

4. Bagaimana kamu mengatasi kesulitan tersebut?

5. Apakah ibu guru anda memberikan evaluasi/penilaian pada setiap akhir

pertemuan?

6. Dalam bentuk apakah tes evaluasi yang guru anda berikan kepada anda ?

7. Dalam belajar passive voice, cara belajar apa yang kamu gunakanselamaini?

8. Apakah dengan cara belajar tersebut, kamu dapat meningkat kan prestasi belajar

kamu ?

9. Dari soal tes yang diberikan, soal bagian apa yang kamu anggap paling sulit?

Kenapa sulit?

10.Bagaimana pendapatmu tentang keseriusan siswa dalam belajar di kelas ketika

guru sedang menerangkan materi passive voice of simple past tense?

1. Bagaimana pendapatmu tentang pelajaran bahasa inggris? Apakah kamu

menyukainya?

The answer of :

Student 1 : Tidak Karena sulit

Student 2 : Pelajaran bahasa inggris sulit-sulit mudah

Student 3 : saya suka karena gurunya menyenangkan dan guru nya baik,

walaupun agak sedikit sulit

Student 4 : kadang-kadang suka dan kadang tidak suka, karena agak sulit.

Student 5 : Sedang-sedang saja karena merasa sulit

Student 6 : Tidak,karena menurut saya sulit

Student 7 : Tidak, Karena merasa sulit

Student 8 : Saya suka ,walaupun pelajarannya agak sedikit sulit

Student 9 : Saya tidak suka, karena merasa sulit mempelajarinya

Student 10 : Tidak begitu suka karena sulit

Student 11 : Tidak, karena sulit

Student 12 : Tidak, Karena menurut saya sangat sulit

2. Apakah kamu dapat menangkap dan memahami penjelasan guru tentang materi


The answer of:

Student 1 : Tidak

Student 2 : Saya kurang dapat menangkap dan kurang memahami

Student 3 : Tidak

Student 4 : Cukup memahami

Student 5 : Tidak

Student 6 : Tidak

Student 7 : Tidak

Student 8 : Cukup dapat memahami

Student 9 :Tidak

Student 10 :Tidak

Student 11 :Tidak

Student 12 :Tidak, karena menurut saya sulit

3. Apakah kamu menghadapi kesulitan dalam materi passive voice of simple past

tense ?dimana letak kesulitannya?

The answer of:

Student 1 : Ya, pada kata kerja ketiga

Student 2 : Ya, kesulitannya mengubah kalimat aktif menjadi pasif

Student 3 :Ya sulit, pada kata kerja ketiga

Student 4 :Sedikit, kesulitannya mengubah Verb 2 kedalam Verb 3

Student 5 :Ya, Kurang tau past participle

Student 6 :Tentu saja, pada kata kerja ketiga

Student 7 :Ya, Kata kerja ketiga

Student 8 :Tidak, tapi kadang saya masih merasa bingung

Student 9 :Ya, di kata kerja ketiga

Student 10 :Ya, pada kata kerja ketiga dan to be

Student 11 :Ya, saya merasa kesulitan pada kata kerja ketiga dan to be

Student 12 :Ya, sulit pada kata kerja ketiga

4. Bagaimana kamu mengatasi kesulitan tersebut?

The Answer of:

Student 1 : Belajar lebih giat dan bertanya pada guru

Student 2 : Bertanya pada guru

Student 3 :Belajar lebih giat

Student 4 :Bertanya pada guru


Student 6 :Bertanya pada teman yang mengerti

Student 7 :Bertanya pada Guru atau teman yang sudah mengerti

Student 8 :Berusaha terus sampai mengerti

Student 9 :Memahami soal sampai benar-benar paham

Student 10 :bertanya pada teman



5. Apakah ibu guru anda memberikan evaluasi/penilaian pada setiap akhir

pertemuan?

The Answer of:

Student 1 : Ya

Student 2 : Ya, sering memberikan tugas harian

Student 3 :Ya, Setiap akhir pertemuan kami diberikan (PR)

Student 4 :Ya

Student 5 :Ya

Student 6 :Ya, guru memberikan tugas harian

Student 7 :Serings ekali

Student 8 :Ya

Student 9 :Ya

Student 10 :Ya

Student 11 :Ya

Student 12 :Ya

6. Dalam bentuk apakah tes evaluasi yang guru anda berikan kepada anda ?

The Answer of:

Student 1 : Essay

Student 2 : Essay

Student 3 : Essay

Student 4 : Essay

Student 5 : Essay

Student 6 : Essay

Student 7 : Essay

Student 8 : Essay

Student 9 : Essay

Student 10 : Essay

Student 11 : Essay

Student 12 : Essay

7. Dalam belajar passive voice, cara belajar apa yang kamu gunakan selama ini?

The Answer of:

Student 1 : Menghafal rumus




Student 5 : Mendengarkan penjelasan dari guru dan mempelajarinya lagi

Student 6 :Menghafal rumus


Student 8 : Menghafal rumus dan Menghafalkan kata kerja ketiga

Student 9 : Menghapal rumus

Student 10 : Menghafalkan kata kerja ketiga

Student 11 : Mempelajari contoh


8. Apakah dengan cara belajar tersebut, kamu dapat meningkatkan prestasi belajar

kamu ?

The Answer of:

Student 1 : Ya

Student 2 : Ya

Student 3 : Ya

Student 4 : Ya, bisa

Student 5 : Sedikit lebih baik

Student 6 : Sedikit lebih baik

Student 7 : Ya, dapat meningkatkan nilai

Student 8 : Ya, dapat

Student 9 : Ya, sedikit meningkatkan

Student 10 : Ya

Student 11 : Ya

Student 12 : Ya

9. Dari soal tes yang diberikan, soal bagian mana yang kamu anggap paling sulit?

Kenapa sulit?

The Answer of:

Student 1 : Bagian III, Karena sulit merubah subject menjadi object

Student 2 : Bagian III, belum bias menentukan subject dalam kalimat

pasif dari bentuk aktif

Student 3 : Bagian I, III, dan IV

Student 4 : Bagian1, II, IV

Student 5 :Bagian III, IV

Student 6 : Bagian III dan IV

Student 7 : Bagian II, dan IV

Student 8 : Bagian IV



Student 11 : Bagian IV

Student 12 : Bagian II, III, IV

10. Bagaimana pendapat mu tentang keseriusan siswa dalam belajar di kelas ketika

guru sedang menerangkan materi passive voice of simple past tense?

The Answer of:

Student 1 : Banyak yang tidak mendengarkan

Student 2 : Kurang serius karena sering bercanda dikelas

Student 3 : Banyak yang ngobrol dan berisik

Student 4 : Ada yang serius dan ada yang tidak serius

Student 5 : Tidak terlalu serius, karena suka bercanda dan berisik

Student 6 : Kurang serius karena berisik

Student 7 : Kurang serius karena temen-temen sering becanda di kelas

Student 8 : Kurang serius karena sering gaduh dikelas

Student 9 : Kurang serius

Student 10 : Kurang serius

Student 11 : Cukupserius, walaupun semuanya belum tentu mengerti

Student 12 : Tidak terlalu serius karena kalau terlalu serius akan membuat

otak pusing.

A. The Description of School

SMP Al Kautsar is located Jl. Rambutan Raya Kp. Somang

Parungpanjang Kabupaten Bogor.

There are 18 teachers who teach in 200 students in SMP Al Kautsar,

which divided into three grades, 54 students in first grade, 50 students in

second grade, and 96 students in third grades.

The school has 14 rooms, 1 teacher room, 1 principle room, 2 toilet

room, 7 classrooms from first grade to third grade, 1 computer lab, 1 library,

and canteen.

The school has two days for practice extra-curricular, such as scout on

Saturday and basketball on Sunday.

B. Vision and Mision

Vision of school is :“Excellent in Academic and Non-Academic

Achievement, Responsive to renewal based Faith

and Piety”.

Mission of school is : 1. Realizing academic and non-academic services

in professional

2. Realizing educators professional and high-

minded

3. Realizing a complete education facilities and

efficient.

4. Realizing management accountable and sound

future

5. Realizing the implementation of effective school

learning education and efficient.

C. Numbers of Teacher and Staff

No

Name

M/F

Last

Education

Teaching Subject PNS Non

PNS

Start

1. Jaenal Ma’mun, S.Ag M S1 Pkn (VII) √ 2002

2. Mulyati, S.Pd.I F S1 B. Arab (VII.VIII,IX) √ 2002

3. Isnaeni F SMA B. Sunda (VII.VIII,IX) √ 2002

4. Roudotus Solihah, S.Pd.I F SI PAI (VII.VIII,IX) √ 2002

5. Tino Sugimin, S.Pd.I M S1 IPA (VII.VIII,IX) √ 2002

6. M.Irfanudin M SMA Penjaskes (VII.VIII,IX) √ 2002

7. IrfanTaufik, S.Pd.I M S1 PLH (VII.VIII) √ 2002

8. Usnah, S.Pd F S1 B. Indonesia (VII, VIII) √ 2012

9. TaufanWais A, S.Kom M S1 TIK (VII.VIII,IX) √ 2011

10. Dede Solihudin M S1 IPS (VII,VIII, IX) √ 2005

11. LianUcok R, S.Ag M S1 PLH (X) √ 2010

12. Yulyani, S.hum F S1 B. Inggris (VII.VIII,IX) √ 2012

13. Nurliana, S.Pd F S1 B. Indonesia (IX) √ 2012

14. Wahyudi M SMA PKn (VIII) √ 2005

15. Keman, S.Pd M S1 Matematika (VII,IX) √ 2003

16. Fery Nurmansyah, S.Pd M S1 SBK (VII,VIII,IX) √ 2003

17. Fitriyantoro, S.E M S1 PKn (IX) √ 2003

18. Wahyu Pranamulya, S.Pd.I M S1 Matematika (VIII) √ 2015

No NamaPegawai Jabatan

1. TinoSugimin, S.Pd.I Ka. Tata Usaha

2. Isnaeni TU

3. Mulyadi PenjagaSekolah

4. DindaGumelar Keamanan

5. Saeful Keamanan

No Nama Pembina EkstraKurikuler

1. M. Irfanudin Basketball, Rohis

2. IrfanTaufik, S.Pd.I Pramuka

3. Nanang SeniBudaya

D. English Teacher

Teachers become very important in every school. Without teacher, the

students will study by themselves. There are several functions of teachers,

such as; they become facilitator in classroom, become an instructor, become a

guide in learning process, etc. In SMP Al-Kautsar, there is one English

Teacher. Her name is Yulyani. S.Hum.

E. The English Textbook

The English textbook that the teacher used is English In Focus for

Junior High School Grade VII, VIII, IX was published by “Pusat Perbukuan

Departement Pendidikan Nasional Tahun 2008” and written by Artono

Wardiman, Masduki B. Jahur, M. Sukirman Djusma.

Based on that book, the teacher also used LKS to give exercise for

students. The material in teaching learning process is taught based on the

curriculum which is directed to face the National Examination.

F. The Curriculum

Curriculum is one the important components there many significantly

support the requirement of teaching learning process in the school,

Comprehensively, it is defined as the learning which is planned and guided by the

school, whether it is carried on n group or individually, inside or outside the

school.

Curriculum can be viewed as a program arranged by an educational

instituted to provide sequentially organized knowledge, understanding, skills, and

concepts for the learner. A significant aspect of curriculum is instruments to bring

the needs of learners together with the needs of society.

The curriculum used at SMP Al-Kautsar Parungpanjang-Bogor is “KTSP”

(Kurikulum Tingkat Satuan Pendidikan) or School Level Based Curriculum,

KTSP is a curriculum that gives teachers freedom to develop their syllabus,

method, and material based on the students’ need and the environment. However,

teachers cannot develop the components teaching learning as they want. It should

be based on standard competence and based competence which is arranged by the

government.

The “KTSP” is operated at SMP Al-Kautsar Parungpanjang; it has been

developed into syllabus, the lesson plan, and several program. It is developed and

implemented by the school based on the National education. It screens of the

development of the syllabus of English subject. The teacher tries to elaborate the

item of the Context Students into the descriptive of learning and teaching

activities, of lesson materials, of a variety of competency indicators. Of time

location, of teaching and learning resource. And even of evaluation instruments

and techniques.

However, the application of “KTSP” is not almost perfect, but the teachers

and other elements of the school are trying to apply KTSP. Because the syllabus is

arranged by the teachers, so the method used in the school depens on the teacher

and depends on the students’ need.

According to the KTSP, the target of the English learning at SMP Al-

Kautsar is the students can reach the flexional level that is the students can

communicate by using English both in spoken and written form solve daily

problem.

KTSP (Kurikulum Tingkat Satuan Pendidikan) or School Level Based

Curriculum. In which the basic language skill are taught and trained intensively

based on genre and flectional speeches, genre is deviation of particular form of art

or utterance according to criteria particular to that form.

The KTSP curriculum is established by the government, but the

developing of the object, the way, the book and the steps are developed by the

school itself, and the government makes national examination or UN to measure

the achievement and its standard.

The Description of Students’ Errors

Students

Number

Idenification Correction Kinds of the

Passive Errors

Type of Errors

1. PART 1

(3) The several protesters

was taken away by the

police.

(4) A simple telescope has

invented by the dutch.

(8) He was not given a

present of a hundred

dollars

PART II

(1) Best player in futsal

was geted by army.

(4) Passive voice of simple

past tense was studyd by

the studens.

(6) Newspaper was readed

by my father.

(8) sardines and rice was

eated for dinner by tio.

(10) Some poems was

writed by Dedi last month.

PART III

(Transformation Active

to Passive)

(1) A song was sang by he.

(2) Me was hit by

somebody

(6) The prize was not win

by her

(7) Their bed did not

maked by they

(8) Them did not telled by

The several protesters

were taken away by the

police.

A simple telescope was


He was given a present

of a hundred dollars.

Best player in futsal

was gotten by army.

Passive voice of simple

past tense was studied

by the studens.

Newspaper was read by

my father.

sardines and rice were

eaten for dinner by tio.

Some poems was

written by Dedi last

month

A song was sung by

him

I was hit by somebody

The prize was not won

by her.

Their beds were not

made by them.

They were not told by

Verb „be‟

Verb „be‟

Verb „be‟

Correct verb

Correct verb

Correct verb

Correct verb

Correct verb

Transformation

Transformation

Transformation

Transformation

Transformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

tami.

(9) Was they telled you

PART IV

(Transformation Passive

into Active)

(1) The student eated fried

rice.

(2) They study match

(6) Him write a letter

(7) Them invited the

children

(8) X

(9)X

(10) X

Tami

Were they told you?

The student ate fried

rice.

They studied math.

He wrote a letter.

They invited the

children.

Did students in grade

VIII.3 enjoy the

English Subject?

Did you know about the

form of passive voice

of simple past tense?

She read the novel

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Misformation

Misformation

Misformation

Misformation

Misformation

Omission

Omission

Omission

2. PART I



police.

(4) A simple telescope

were invented by the

dutch.

PART II


was geted by army.

(2) We was visited by our

teacher.


by my father.

(8) Sardines and rice was




police.




was gotten by army.

We were visited by our

teacher.


my father.

Sardines and rice were


Verb „be‟

Verb „be‟

Correct verb

Correct verb

Correct verb

Correct verb

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

(10) Some poems was writedby Dedi last month.

PART III


into Passive)

(1) A song was sang by he.

(2) Me was hit by

somebody

(4) My car was stole by a

thief.

(6) The prize did not win

by she.

(7) Their beds did not

make by they.

(8) Tell them did not by

Tami.

PART IV


into Active)

(2) Them study math

(5) The students were not

cleaned the tables.

(6) Him write a letter.

(8) Did students in grade

by english subject enjoy

VIII.3?

(9) The of passive voice of

past tense known by you?

(10) Her by read were

novel.

Some poems were writtenby Dedi last

month.

A song was sung by

him.

I was hit by somebody.

My car was stolen by a

thief.


by her.

Their beds were not

made by them.


Tami.

They studied math.

The students did not

clean the table.

He wrote a letter.


VIII.3 enjoy the

English Subject?


form of passive voice.


She read the novel.

Correct verb

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misordering

Misordering

Misordering

3. PART I



police.




police.


Verb „be‟

Verb „be‟

Misformation

Misformation


(6) That play has written

by Shakespeare.

(10) This rug were made

by my mother.

PART II

(1)Best player in futsal

was get by army.


teacher.


by my father.

(10) Some poems were


PART III


to Passive)

(1) A Song was sang by

he.

(4) My car was stoled by a

thief.


by her.

(7) Their bed were not

make by them.

PART IV


to Active)

(1) The students eat fried

rice.

(2) Them study math.

(6) Him write a letter.


children.


That play was written

by Shakespeare.

This rug was made by

my mother.


was gotten by army.


teacher.


my father.

Some poems were


month.

A song was sung by

him


thief.


by her.

Their beds were not

made by them.

The student ate fried

rice.

They studied math

He wrote a letter

They invited the

children.

Verb „be‟

Verb „be‟

Correct Verb

Correct Verb

Correct Verb

Correct Verb

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

(8). Were students in grade VIII.3 enjoy the English

subject?

(9) Was you know about

the form of passive voice


(10) Her read the novel

Did students in grade VIII.3 enjoy the

English Subject?




She read the novel.

Transformation

Transformation

Transformation

Misformation

Misformation

Misformation

4. PART I



police.

(5) He is attacked by a

knife


by my mother.

PART II


by my father.


ate for dinner by tio.

PART III


to Passive)

(1) A song was sang by he


by her.

(7). Their were not beds by

them.

PART IV


to Active)

(2) They study math

.

(4)X




police.

He was attacked by a

knife.


my mother.


my father.



A song was sung by

him.


by her.

Their beds were not

made by them.

They studied math

The seller did not sell

the computer.


Verb „be‟

Verb „be‟

Verb „be‟

Correct Verb

Correct Verb

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misordering

Misformation

Omission

Misformation

cleaned the table.


children.

clean the table.

They invited the

children.

Transformation

Misformation

5 PART I

(1) His friend ^loved very

much by him.

(2) It were being known to

them.



(7) The boy were helped

by marry

(8) He were being given a


dollars.


by my mother

PART II

(1)Best player in futsal

was get by army.


by my father.



PART III


to Passive)

(1) A Song was sang by he


by her.

(7) Their beds were not

make by them.

His friend was loved

very much by him.

It was known to them.



The boy was helped by

marry.


of a hundred dollars


my mother


was gotten by army.


my father.



A song was sung by

him


by her.

Their beds were not

made by them.

Verb „be‟

Verb „be‟

Verb „be‟

Verb „be‟

Verb „be‟

Verb „be‟

Correct verb

Correct verb

Correct verb

Transformation

Transformation

Transformation

Omission

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

PART IV


to Active)


rice

(2) They study math

(5) The students was not

cleaned the tables

(6) Him wrote a letter


children

(9) did you known about



The students ate fried

rice

They studied math


clean the table

He wrote a letter

They invited the

children.




Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

6 PART I


them.


is taken away by the

police.

(4) A simple

telescope^invented by the

dutch.

(6) That play were being

written by Shakespeare.

(9) The package was not

mailed by Bob

PART II


by my father.


atefor dinner by tio.

(10) Some poems was

wroteby Dedi last month




police.




by Shakespeare.

The package was

mailed by Bob


my father.


eatenfor dinner by tio.

Some poems were

writtenby Dedi last

month.

Verb “be”

Verb “be”

Verb “be”

Verb “be”

Verb “be”

Correct Verb

Correct Verb

Correct Verb

Misformation

Misformation

Omission

Misformation

Misformation

Mis-formation

Mis-formation

Mis-formation

PART III


into passive)


by her.


make by them.

(10) Was send rini by the

letter?

PART IV


into Active)


rice.

(2)X

(3)X

(4)X

(5)X


children.

(9) was you known about




by her.

Their beds were not

made by them.

Was the letter sent by

Rini?


rice

They studied math

Roni broke the glass


the computer


clean the table

They invited the

children.




Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Misformation

Misformation

Misordering

Misformation

Omission

Omission

Omission

Omission

Misformation

Misformation

7

PART I


much by him.


them.

(4) A simple


dutch.

(9) The package has


very much by him.




The package has

Verb “be”

Verb “be”

Verb “be”

Verb “be”

Omission

Misformation

Omission

Misformation

mailed by Bob.

(10) This rugwere made

by my mother.

PART II

(2) We were visit by our

teacher.


past tense was studyedby

the students.

(7) The housewas

builtedby Bob Smith

(8) Sardines and ricewas

ate for dinner by tio


writedby Dedi last month.

PART III


into Pasive)

(1) A song was sang by

her


thief.


by she

(7) Their were not make

by them.

(10) Was rini send by the

letter.

PART IV


into Active)

(1) The studentseat fried

rice

(2) They study math

mailedby Bob.

This rugwas made by

my mother


teacher.


past tense was

studiedby the students.

The housewas built by

Bob Smith.

Sardines and ricewere

eaten for dinner by tio

Some poems were

writtenby Dedi last

month.

A song was sung by

him.


thief.


by her.

Their beds were not

made by them.


Rini.


rice

They studied math

Verb “be”

Correct Verb

Correct Verb

Correct Verb

Correct verb

Correct Verb

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misordering

Misformation

Misformation

8

(3) Roni broken the glass

(4) The seller was not sold

the computer.


clean the table.



children

(8) Were students in grade

VIII.3 enjoy the English

Subject?

(9) wasyou known about



PART I

(3)The several protesters

was taken protesters away

by the police.


were being invented by the

dutch.

(6) That play^written by

Shakespeare.

(7) The boy were helpedby

marry.

(8) That play was not

given by Shakespeare

(9)The package has mailed

by Bob.

PART II


was getedby army.

(2) We was visitedby our

teacher.



the computer


clean the table

He wrote a letter

They invited the

children


VIII.3 enjoy the

English Subject?





were taken protesters

away by the police.




by Shakespeare.


marry.

That play was given by

Shakespeare.

The package was

mailed by Bob.


was gottenby army.

We were visitedby our

teacher.

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Verb “be”

Verb “be”

Verb “be”

Verb “be”

Verb “be”

Verb “be”

Correct Verb

Correct Verb

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Omission

Misformation

Misformation

Misformation

Misformation

Misformation


past tense was study by the

students.

(8) Sardines and rice were

eatedfor dinner by tio.



PART III

(1) Song was sang by her.

(2) Me was hit by

somebody


thief


by her.


make by them

(8) Their were not telled

by tami.

PART IV

( Transformation Passive

into Active)

(1) The studentseat fried

rice

(2) They study math

(3) Roni broken the glass


the computer.

(5) The students was not

cleaned the table



children


past tense was




Some poems were

writtenby Dedi last

month.

A song was sung by

him



thief


by her.

Their beds were not

made by them


Tami


rice

They studied math



the computer


clean the table

He wrote a letter

They invited the

children

Correct Verb

Correct Verb

Correct Verb

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

(9) Was you known about






Transformation

Misformation

9 PART I

(4) A simple


dutch.

(6) That play has written

by Shakespeare.



dollars.


mailed by Bob.

PART II


by my father.


atefor dinner by tio


wroteby Dedi last month.

PART

III(Transformation

Active into Passive)


(4) My car was stoledby a

thief.


by her


make by them

(8) They were not telled

by tami

(10) Was the letter send by

rini?




by Shakespeare.



(9) The package was

mailed by Bob.

Newspaper was readby

my father.


eatenfor dinner by tio

Some poems were


month.

A song was sung by

him


thief


by her

Their beds were not

made by them

Their were not told by

Tami


Rini

Verb “be”

Verb “be”

Verb “be”

Verb “be”

Correct Verb

Correct Verb

Correct Verb

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Omission

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

PART IV


into Active)

(4) The seller did not sold

the computer.


cleaned the table.





the computer.


clean the table.

did you know about the



Transformation

Transformation

Transformation

Misformation

Misformation

Misformation

10 PART I

(1) His friend^lovedvery

much by him.


knife.

(6) That playwere

writtenby Shakespeare.

(9) The package were

being mailed by Bob.

(10) This rugwere being

made by my mother.

PART II


was geted by army.


past tense was studyed by

the students.

(6) Newspaper was

readedby my father.



(10) Some poems was



very much by him.


knife.

That play was

writtenbyShakespeare.

The package was

mailed by Bob.

This rugwas made by

my mother.


was gotten by army.



by the students.


my father.



Some poems were


month.

Verb „„be”

Verb “be”

Verb “be”

Verb “be”

Verb “be”

Correct Verb

Correct Verb

Correct Verb

Correct Verb

Correct Verb

Omission

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

PART III


into Passive)

(1) Song was sang by she.

(2) Me was hit by

somebody.


by she


make by they.


Tami

(9) Was they telled you?


Rini?

PART IV


into Active)


the computer


clean the table


(7) Them invented the

children

(8) X

(9)

A song was sung by

him



by her

Their beds were not

made by them


Tami

Were they told you?


Rini.


the computer


clean the table

He wrote a letter

They invited the

children


VIII.3 enjoy the

English Subject?



Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Omission

Omission

(10) Read novel were her of simple past tense?

She read the novel

Transformation

Misordering

11. PART I

(2) It were being known

to them.



police.



dollars


mailed by Bob

PART II


by my father.



PART III


into Passive)


by her


make by them

(10) Was the leter send by

Rini

PART IV

(1) The Students eat fried

rice

(2) They study math


cleaned the table.



(3) The several

protesters were taken

away by the police.

(8) He was given a


dollars

(9) The package was

mailed by Bob

(6) Newspaper was read

by my father.

(8) Sardines and rice

was eaten for dinner by

tio.


by her

Their beds were not

made by them


Rini


rice

They studied math


clean the table.

They invited the

Verb “be”

Verb “be”

Verb “be”

Verb “be”

Correct Verb

Correct Verb

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

children. children

12 PART I

(1) His friend^loved very

much by him.


them.



police.


knife.





dollars.


being mailed by Bob


by my mother.

PART II


was get by army


teacher.


past tense was studyed by

the students.

(6) Newspaper was

readedby my father.





PART III


very much by him.


(3) The several

protesters were taken

away by the police.


knife.


by Shakespeare.



The package was

mailed by Bob

This rugwas made by

my mother.


was gotten by army


teacher.



by the students.


my father.



Some poems were


month.

Verb “be”

Verb “be”

Verb “be”

Verb “be”

Verb “be”

Verb “be”

Verb “be”

Verb “be”

Correct Verb

Correct Verb

Correct Verb

Correct Verb

Correct Verb

Correct Verb

Omission

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation


into Passive)

(1) Song was sang by he

(4) My car was stoled by

thief.


by her.


tami


Rini?

PART IV


into Active)


rice.

(2) They study math


the computer

(5) The student were not

cleaned the table.



children


VIII.3 enjoy the english

subject.




A song was sung by

him


thief.


by her.


Tami.


Rini?


rice.

They studied math


the computer


clean the table

He wrote a letter

Theyinvited the

children



Subject?


form of passive voice of

simple past tense?

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

13 PART I


to them.



police.

(4) A simple


dutch.

(5) He ^attacked by a

knife

(6) That play ^written by

Shakespeare.



dollars.

(10) This rughas made by

my mother

PART II (1) Best player in futsal

was getedby army


teacher.

(4) Passive voice of

simple past tense was

studyby the students.

(7) The house was

builtedby Bob smith.



(10) Some poems was





police.



He wasattacked by a

knife

That play waswritten by

Shakespeare.




my mother


was gottenby army


teacher.


past tense was


The house was builtby

Bob smith.

Sardines and rice

wereeaten for dinner by

tio.

Some poems were

writtenby Dedi last

month.

Verb “be”

Verb “be”

Verb “be”

Verb “be”

Verb “be”

Verb “be”

Verb “be”

Correct Verb

Correct Verb

Correct Verb

Correct Verb

Correct Verb

Correct Verb

Misformation

Misformation

Omission

Omission

Omission

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

PART III


into Passive)


thief


by her

(7) Their bed were not

make by they

(8) They were not telled

by Tami

(9) were they tell you

PART

IV(Transformation

Passive into Active )

(1) The student eat fried

rice.

(2) They study math


the computer.

(5) The student was not

cleaned the table


children

(8) Was students in grade


subject?





thief


by her

Their beds were not

made by them


Tami

Were they told you?


rice.

They studied math


the computer


clean the table

They invited the

children



Subject?



simple past tense?

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

14 PART I



police.





police.



Verb “be”

Verb “be”

Misformation

Misformation

dutch.


written by Shakespeare



dollars


mailed by Bob


by my mother.

PART II


was get by army.

(4) Passive voice of

simple past tense was

studyd by the students.


by my father.




write by Dedi last month

PART III

Transformation Active

into Passive)

(1) Song was sang by he


thief


by her


make by them

(10) Was rini send by the

letter


by Shakespeare



The package was

mailed by Bob

This rugwas made by

my mother.


was gotten by army.



by the students.

Newspaper was read

by my father.



Some poems were


month.

A song was sung by

him


thief


by her

Their beds were not

made by them


rini

Verb “be”

Verb “be”

Verb “be”

Verb “be”

Correct Verb

Correct Verb

Correct Verb

Correct Verb

Correct Verb

Transformation

Transformation

Transformation

Transformation

Transformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misordering

PART

IV(Transformation

Passive into Active)


rice


the computer


cleaned the table



children.


VIII.3 enjoy the Englis

subject?





rice


the computer


clean the table

He wrote a letter

They invited the

children



Subject?



simple past tense?

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

15 PART I



police.





dollars.

(10) This rugwere made by

my mother.

PART II


teacher.

(6) Newspaper was

readedby my father.



police.


by Shakespeare.



This rugwas made by

my mother


teacher.


my father.

Verb “be”

Verb “be”

Verb “be”

Verb “be”

Correct Verb

Correct Verb

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

(8) Sardines and rice was ate for dinner by tio.



PART III


into Passive)


her.


thief.


by her.


make by them.


rini?

PART IV


into Passive)


rice.


the computer.


cleaned the table.


(7) them invited the

children



subject?



Sardines and rice were eaten for dinner by tio.

Some poems were

writen by Dedi last

month

A song was sung by her


thief


by her

Their beds were not

made by them.


Rini?


rice.


the computer.


clean the table.

He wrote a letter.

They invited the

children.



Subject?



Correct Verb

Correct Verb

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation


simple past tense?

16 PART I



police.



(7) The boy^helped by

marry.



dollars.


by my mother.

PART II

(5) My Friend were

askedcome formard by Mr.

Diki.


by my father.



(10) Some poemswere

wroteby Dedi last month.

PART III


into Passive)



by he

(8) Telled them did not by

Tami



police.


by Shakespeare.


marry.



This rugwas made by

my mother.

My Friend was asked

come formard by Mr.

Diki.


my father.



Some poems were

writtenby Dedi last

month.

A song was sang by

him

The prize did not won

by he

Their were not told by

Tami

Verb “be”

Verb “be”

Verb “be”

Verb “be”

Verb “be”

Correct Verb

Correct Verb

Correct Verb

Correct Verb

Transformation

Transformation

Transformation

Misformation

Misformation

Omission

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

PART IV


into Active)


the computer.


cleaned the table.


VIII.3 enjoy the Englis

subject?


the computer


clean the table



Subject?

Transformation

Transformation

Transformation

Misformation

Misformation

Misformation

17 PART I



police.



dutch.


knife.


by Shakespeare.



dollars.


by my mother

PART II


was get by army.

(3) This sweater were

made by my aunt


by my father




police.




knife.


by Shakespeare.



This rugwas made by

my mother


was gotten by army.

This sweater was made

by my aunt


my father

Sardines and rice

Verb “be”

Verb “be”

Verb “be”

Verb “be”

Verb “be”

Verb “be”

Correct Verb

Correct Verb

Correct Verb

Correct Verb

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

eatfor dinner by tio

(10) Some poems was


PART III


into Passive)

(4) My car was stoled by

a thief


by her


make by them

(10) did rini send by the

letter?

PART IV


into Active)

(1) The studentseaten fried

rice

(2) Them studied math


the computer


cleaned the table


children

(8)Was students in grade

VIII.3 enjoyed the English

Subject?




wereeaten for dinner by tio

Some poems were


month


thief


by her

Their beds were not

made by them


Rini


rice

They studied math


the computer


clean the table

They invited the

children



Subject?



simple past tense?

Correct Verb

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Misformation

Misformation

Misformation

Misformation

Misordering

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

18 PART I



Verb “be”

Omission

much by him.


to them.



police.



(9) The package has

mailed by Bob.

PART II


was getby army.

(2) We ^visitedby our

teacher.

(3) This sweater were

made by my aunt.

(6) Newspaper was

readedby my father.




writeby Dedi last month.

PART III


into Passive)


her


thief

(5) Passive Voice^ understood by Nadia

very much by him.

It wasknown to them.



police.


by Shakespeare.

The package was

mailed by Bob.


was gottenby army.


teacher.

This sweater was made

by my aunt.


my father.



Some poems were

writtenby Dedi last

month.

A song was sung by

him


thief

Passive Voice was

understood by Nadia

Verb “be”

Verb “be”

Verb “be”

Verb “be”

Correct Verb

Correct Verb

Correct Verb

Correct Verb

Correct Verb

Correct Verb

Transformation

Transformation

Transformation

Misformation

Misformation

Misformation

Misformation

Misformation

Omission

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Omission

(6) The prize did not win by her


make by them

(8) They did not tell by

Tami.

(9) Were they tell you?

(10) Did rini send the

letter?

PART IV


into Active)

(1) The studentseaten fried

rice

(2) Them studied math

(4) The sellerthe computer

did not by sold


cleaned the table.


children

(8) was students in grade


Subject?

(9) was you known about



The prize was not won by her

Their beds were not

made by them


Tami

Were they told you?


Rini?


rice

They studied math


the computer


clean the table

They invited the

children



Subject?



simple past tense?

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Misformation

Misformation

Misformation

Misformation

Mis-ordering

Misformation

Misformation

Misordering

Misformation

Misformation

Misformation

Misformation

19 PART I



police.


knife.



police.


knife.

Verb “be”

Verb “be”

Misformation

Misformation





dollars.


being mailed by Bob.


by my mother.

PART II


was getedby army.

(6) Newspaper was

readedby my father



(10) Some poems was


PART III


into Passive)

(1) a song was sang by he

(2) Me was hit by

somebody


thief


by she


make by they


Tami.


by Shakespeare.

He was not given a


dollars.

The package was

mailed by Bob.

This rugwas made by

my mother.


was gottenby army.


my father


was eatenfor dinner by

tio.

(10) Some poems was


month.

A song was sung by

him



thief


by her

Their beds were not

made by them


Tami.

Verb “be”

Verb “be”

Verb “be”

Verb “be”

Correct Verb

Correct Verb

Correct Verb

Correct Verb

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

PART IV


into Active)


(8) Was Students enjoyed

in grade VIII.3 the English

subject?

(9) Was you known of

form passive voice of

simple past tense?

(10) Novel the was read by

her.

He wrote a letter



Subject?



simple past tense?

She read the novel

Transformation

Transformation

Transformation

Transformation

Misformation

Misformation

Misformation

Misordering

20 PART I



police.

(4) A simple


dutch.


knife.


written by Shakespeare

(8) That play was not

given by Shakespeare


by my mother.

PART II


was get by army.

(2) We was study by our

teacher.


by my father.



police.




knife.


by Shakespeare.

That play was given by

Shakespeare

This rugwas made by

my mother.


was gotten by army.

(2) We were studied by

our teacher.

(6) Newspaper was read

by my father.

Verb “be”

Verb “be”

Verb “be”

Verb “be”

Verb “be”

Verb “be”

Correct Verb

Correct Verb

Correct Verb

Misformation

Omission

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation

Misformation





PART III


into Passive)



thief

(5) Passive voice

^understood by nadia.


by her


make by them

(8) They did not telled by

tami

(10) did Rini send by the

letter.

PART IV


into Active)




subject?

(9) Was you known the


simple past tense?


wereeatenfor dinner by

tio.



month.

A song was sung by

him


thief

Passive Voice was

understood by Nadia


by her

Their beds were not

made by them


Tami


Rini

He wrote a letter



Subject?



simple past tense?

Correct Verb

Correct Verb

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Transformation

Misformation

Misformation

Misformation

Misformation

Omission

Misformation

Misformation

Misformation

Misordering

Misformation

Misformation

Misformation

KEMENTERIAN AGAMAU:N JAKARTAFITK」r rr鳳ヵanda M,95 Crpttar r54′ 2わdo″ esla

FORM(FR)

No.Dokumen i F!丁【 FR‐AKD-082g!.Terbit : l Maret 2040

SURAT PERMOHoNAN IZIN PENELITIAN

Nomor : Un.O 1 /F. 1 /KM.01 .3/.99.tf/201 5Lamp. : Outline/ProposalHal : Permohonan lzin penelitian

Kepada Yth.

Kepala SekolahSMP Al-Kautsar, parungpanjangdiTempat

Assal am u'al a i ku m wr.wb.

Dengan hormat kami sampaikan

Nama

NIM

Jurusan

Semester

Judul skripsi

lda Nurlaela

208014000013

Pendidikan Bahasa inggris

X:V

」akarta,20 Allei 2015

An Analysis on students'Difficulties in Using passive Voiceof Simple Past Tense

adalah benar mahasiswa/i Fakultas llmu Tarbiyah dan Keguruan UIN Jakarta yangsedang menvusun skripsi, dan akan. mengadar;;- ;;;"iitir.'?n ",1 diinstansi/sekolah/madrasah yang Saudara pimpin.

Untuk itu kami mohon saudara dapat mengiTinkan mahasiswa tersebutmelaksanakan penetitian dimaksud.

Atas perhatian dan kerja sama Saudara, kami ucapkan terima kasih.

Wassal am u' al ai ku m wr.wb.

Bahasa Inggris

t

PII.Pd

121991o3 1002Tembusan:1.Dekan FI丁K2. Pembantu Dekan Bidang Akademik3. Mahasiswa yang bersangkutan

S

: aela

:208014000013

J』kttt町 17 Mei2014

KepadaYth,

Drs. Syauki, M.Pd.

Ketua Jurusan Bahasa Inggris

Di

Tempat

Assalamu'alaikum Wr. Wb.

Segala puji bagi Allah SWT, Tuhan semesta alam, shalawat dan salam semoga tercurahselalu kepada Nabi Muhammad SAW. Doa dan harapan semoga Bapak beserta stafsenantiasa sukses selalu dalam menjalankan aktifitas sehari-hari.

Selanjutnya saya yang ber"tanda tangan dibawah ini:

Nomor

Lampiran

Perihal

Nama

NIM

Jurllsan

Semester

:Istimewa

:PengaJllan Pembahan Judul Skripsi

Ida Nurlacla

208014000013

Pendidikan Bahasa lnggns

XⅡ (Dua Bclas)

Dengan ini saya mengttukan perubahanjudul skripsi,denganjudul awal

AN ANALYSIS ON■■ACHING Fln― PERFECT COMINI10USE IENSEUSING GW

Mettadi

AN ANALYSIS ON STUDENTS'DIFFICULTIES IN USING PASSIVE VOICEOF SIMPLE PAST TEttE

Demikian surat pemohonan ini saya ttukan,semoga Bapak berkenan mc町輔 uinya.

Atas perhatiamya saya ucapkan tcrimakasih.

Dosen Pembimbing'IlDosen Pembimbing I

112009122001Drs. Sunardi Kartowisastro. Diol.Ed.

KepadaYth,

Dr. Alek, M.Pd.

Ketua Jurusan Bahasa Inggris

Di

Tempat

Assalamu'alaikum Wr. Wb.

Segala puji bagi Allah SWT, Tuhan semesta alam, shalawat dan salam semoga tercurahselalu kepada Nabi Muhammad SAW. Doa dan harapan semoga Bapak beserta Stafsenantiasa sukses selalu dalam menjalankan aktifitas sehari-hari.

Selanjutnya saya yang bertan datangan dibawah ini:

Nomor

Lalnpiran

Perihal

Nama

NIM

Jurusan

Semester

: Istimewa

: Pengajuan Perubahan Judul Skripsi

Ida Nurlaela

208014000013

Pendidikan Bahasa Inggns

XIV (Empat Belas)

Jakarta, 06 Juli 2015

Dengan ini saya mengaJukan pembahanJudul skripsl,denganJudul awal

AN ANALYSIS ON STUDENTS'DIFFICULTIES IN USING PASSIVE VOICEOF SIMPLE PAST TENSE

MenJadi

AN ERROR ANALYSIS ON SuEWS'】 N TRANSFORMING VOICE OFSIMPLE PAST TENSE

Demikian surtt pcrlnohonan ini saya aukan,selnoga Bapak berkenan mewettuinya.

Atas perhatiamya saya ucapkan terlmakasih.

Dosen Pembimbing I Dosen Pembimbing'Il

197908112009122001

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No.Dokumen : FITK・ FヽAKD‐ 081

Tql.Teibit : l Maret 2010

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SURAT BIMBINGAN SKRIPSl

Nom∝ :UL01″。lκ魏 01.3ノ。111、。J2012Lamp. 3 0utline dan KTMHal :Bimbinga● _Skripsi _

Tembusan:l. D€kanFITK2. Matrasiswa ybs.

J」cI畿ら22 MaFet 2012

Kepada Ytb"Sunardi Kartowisasto, Dipl.EdPembimbing SlaipsiFakultas Ilmu Tarbiyah dan KeguruanLIIN Syarif HidayatullalrJalafia.

,lss abna' alaihon wnw b.

Dengan ini diltarapkan kesediaan(materi/teknis) penulisan skripsi mahasiswa:

Ida Nurlaela

208014000013

PBI

8

Saudara m輌dmtthaNama

NIM

J― an

Semester

Judul Slaipsi

=An Analygis on Teching Future Ferpect Cond■■ous Tense Using GTM

cAn】璃Hhmtat h Soond mdeofsMA Da―lao

Judul tersebl■ telah disetuiuidehJ― anyangbersanntanpadatangF1 22 Maret2012,abstti/●″睦 terlampL Saudara daptt nlelaun ttbahan redお ional pada judul

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Nomor : Un01E. ttKNtot g #Q...lzotzLamp : Outline dan KTMHal : Bimbingan Skripsi

JdcutL 22 Maret 2012

Kepada Yth.Ummi Kulsurn, MPdPembimbing SkripsiFakultas llmu Tarbiyah dan KeguruanUIN Syarif Hidayatullatr

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Dengan ini diharapkan kesediaan saudara untuk menjadi pembimbing(materi/teknis) penulisan skripsi matrasiswa:

Nama : IdaNurlaela

NIM :2080140000!3

Jurusan : PBI

Semester :8

Judul Slcripsi :

'An Analysis on Teaching Future Ferpect Continuous Tense Using GTM(fu Experiment atthe Second Grade of SMA Danrssalaur)

Judul tesebut telah disetujui oleh Jtrusan yang bersangkutan pada tanggal 22lvtarct2Ol2 ,abstatsilo*line tolampir. Saudara dapat melakukan perubahan redalsional pada judultersebr[. Apabila perubatran substansial dianggap perlu, mohon pembimbing menghubungiJurusan terlebih dahulu

Bimbingao skripsi ini diharapkan selesai dalam waktu 6 (enam) bularu dan dapatdiperpaqiang selama 6 (enaur) bulan berikunya tanpa surat perpanjangan"

Atas perhatian dan kerja sama Saudara, kami ucapkan terima kasih"

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Bahasa Inggris i,

Tembusan:

t. Dekan FITK2. Mahasiswa ybs.

KEMENTER:AN ACAMAU!N JAKARTAF!TK

FORM(FR)

No.Dokumen : FITK‐ FR‐AKD-081Tgl・ Terbl : l Maret 2040No. Revisi: : 01

Hal

SURAT BIMB:NGAN SKRIPSi

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AN ERROR ANALYSIS ON STUDENTS' IN TRANSFORMING VOICE OF SIMPLE PAST TENSE (A

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