Yrs

AN ERROR ANALYSIS OF USING PASSIVE
SENTENCES IN WRITING MADE BY THE SECOND

YEARS STUDENTS OF SMPN 2 TUNTANG IN THE
ACADEMIC YEAR 2013 /2014
A GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfilment
of the Requirements for the Degree of Sarjana Pendidikan Islam (S.Pd.I)
In the English and Educational Department
By:
AHMAD RIFAN HADI
113 09 050
ENGLISH AND EDUCATIONAL DEPARTMENT

STATE INSTITUTE ISLAMIC STUDIES (STAIN)
2014
MOTTO
"Yesterday's the past, tomorrow's the future, but today is a gift. That's why
it's called the present."
TABLE OF CONTENT
TITLE .................................................................................................................
DECLARATION ...............................................................................................
ii
ATTENTIVE COUNSELOR NOTES .......................................................... iii

STATEMENT OF CERTIFICATION ............................................................... iv
MOTTO ..............................................................................................................
DEDICATION ................................................................................................... vi
ACKNOWLEDGEMENT ................................................................................. vii
TABLE OF CONTENT ..................................................................................... ix
ABSTRACT ....................................................................................................... xi
CHAPTER I
INTRODUCTION
A. Background of the Study ..................................................
B. Limitation of the Problem .................................................
C. Statement of the Problem ..................................................
D. Objective of the Study ......................................................
E. Definition of Key Terms ...................................................
F. Benefit of the Study ..........................................................
G. Literature Review .............................................................
H. Research Method ..............................................................
I. Outline of the Graduating Paper ....................................... 13

CHAPTER II
THEORETICAL FRAMEWORK
A. Definition of Errors Analysis ............................................ 15
ix
B. The Differences between Mistakes and Errors ................. 17

C. Cause of Errors ................................................................. 19
D. Type of Errors ................................................................... 21
E. The Definition of Passive Sentence .................................. 22
F. Form of Passive Sentences ............................................... 23
G. Use of Passive Sentence ................................................... 25
CHAPTER III
GENERAL DESCRIPTION OF SMP 2 TUNTANG

A. The History of SMP N 2 Tuntang ..................................... 28
B. The Chart of Organization ................................................ 27
C. Vision and Mission ........................................................... 31
D. The Equipment .................................................................. 31
E. The Situation of Teachers And Staffs of SMP N 2
Tuntang ............................................................................. 34
F. Student .............................................................................. 36
CHAPTER IV
DATA ANALYSIS AND RESEARCH FINDING

A. Teaching Learning Process ............................................... 40
B. Description of Data ........................................................... 41
CHAPTER V
CLOSURE
A. Conclusion ........................................................................ 73
B. Suggestion ........................................................................ 73
BIBLIOGRAPHY
CURRICULUM VITAE
APPENDIX
ABSTRACT
Rifan Hadi, Ahmad. 2014. An Error Analysis of Using Passive Sentences in
Writing Made By Second Years Students of SMP N 2 Tuntang In the
Academic year 2013/2014. Graduating paper. English Department and
Educational Faculty. State Islamic Studies (STAIN) of Salatiga.
Keyword: passive sentences, tenses, omission, addition, misformation,
misordering.
English is much different than Indonesia for example, in functional skills,
especially in passive sentences. Students must mastery each kind of tenses,
because passive sentences depend on each of the tenses. While they create
the passive sentences, some mistakes were made at that time. I study deeply
the errors of the passive sentence in junior high school. I classified the
errors in some categories: omission, addition, misformation, and
misordering. There were two problems stated: what kind of errors of using
passive sentences are made by the second year students of SMPN 2 Tuntang
in the academic year 2013/2014 in writing? And what are the causes of
errors in using passive sentences in writing made by the second year
students of SMPN 2 Tuntang in the academic year 2013/2014 ? I took 30
students of SMPN 2 Tuntang in the academic year 2013/2014 as the
samples. This is proven by the questioner that I used in pre-test and post-test
to collected the data. In the questioner, I asked the students to change active
sentences into passive sentences. This quantitative research found that total
of students answer from post test are omission 97 or 28,11%, addition 10 or
2,89%, misformation 223 or 64,63% and misordering 15 or 4,34%.
Conclude from post test the dominant types of errors are misformation and
false concepts hypothesized is the dominant cause of errors.
xi
CHAPTER I
INTRODUCTION
This chapter presents about background of the study, limitation of the
problem, statement of the problem, objective of the study, definition of key
terms, benefit of the study, review of previous research, research method outline
and of the graduating paper.
A. Background of the Study

Learning a language is supported by learning the components of the
language, such as vocabulary, structure, pronunciation, and spelling.
Lado (196:163) states Learning a foreign language can be defined for
test purpose not only as learning to understand and be understood, but
more specially as learning to use the structural units and patterns of the
foreign language in validity situation. From this definition, it can be
said that learning a foreign language is not just enough to understand the
language but it is necessary to measure to what extend the learners
ability to master the grammar or structure correctly in any situation.
One of the topics in English grammar that must be learnt by the
students is about passive sentences. Passive sentences are the verb form,
where the subject receives the action. Thomson and Martinet (1975:176)
state that the passive of an active tense is formed by putting the verb to be
into the same tenses as the active verb and adding the past participle of the
active verb. For example: (1) They sent James to prison for two years
(Active), (2) James was sent to prison (by) them for two years (Passive).
In this case, learning passive sentences can not be separated from the
errors. It does not mean that the errors give the negative effect for the
learners. Error can be an indicator of the learners stages in their target
language development even the teaching learning process is better as errors
exist because the teachers and the students will know the lack of mastery
and make the appropriate remedial teaching to the students. The students
must learn through trial and error and the students will not get
improvement if they think that errors are fault that should be avoided. The
fear of making mistakes leads to hesitancy among the students to say and
write anything in the foreign language. In addition, errors and mistakes are
different. Dulay, Burt and Krashen (1982:139) state mistakes are
commonly caused by the performance factors such as fatigue and
inattention. On the other hand, errors are caused by the competent factors
which are continuous and consistent. In other words, errors are resulting
from lack of knowledge of the rule of English.
Actually, every foreign language teacher will find out the errors made
by the students, both oral and written form. The students can be said to
make errors when the production of their oral and written expression
differs from the native speaker or target languages norms. Errors in
language learning are sometimes natural and tend to occur frequently.
Therefore, the teachers must try their best to avoid the errors made by the
2
students without discouraging them. In addition, knowledge of the sources

of the errors will help the teachers to learn the errors in order to enable the
students to construct the students with appropriate language form. As stated
by Selinker (1992: 119), the self -correction of errors is indeed necessary
and the teacher can serve an important function here.
Based on the statement above, passive sentences are the important
English grammar that have to be mastered by the learners actively or
passively. The learners have to own so highly capability of English
grammar that they are able to speak and write correctly and grammatically.
In real life communication with native or non-native speaker, making
errors do not become a big problem. But for the learners who learn English
in academic affairs, making English errors will be very serious problem.
In constructing correct passive sentences, the students need to master
grammar for instance : tenses, auxiliaries (modal auxiliaries and auxiliaries
verb), past participle verbs, etc. The students usually make errors in
building passive sentences as they ignore some aspects required in
arranging best form of passive sentence.
A problem which commonly faced by the students is changing of past
participle form. On the other hand, the verb used in passive sentences are
always in past participle form. The students who want to make a good and
correct passive sentences are demanded to master all those aspects on
grammar to produce appropriate language in spoken or written form. It is
also aimed at avoiding errors of using passive sentences. Sometimes
3
students do not fully understand the passive sentences in a paragraph. It is

quite possible for them to make errors. To avoid the same errors teacher
should correct those errors, whereas those errors will give feedback to
teachers in teaching grammar. Based on the discussions above, the
researcher intends to investigate about AN ERROR ANALYSIS OF
USING PASSIVE SENTENCE IN WRITING MADE BY THE
SECOND YEAR STUDENTS OF SMPN 02 TUNTANG IN THE
ACADEMIC YEAR 2013/2014.
B. Limitation of the Problem
In research, it is very important to limit the scope of analysis to get the
relevant data. It will be better by limiting the analysis into the errors of
using passive sentences.In this graduating paper the writer would like to
analyze the errors in using passive sentences, especially in simple present,
simple past, present progressive, and simple future ,made by the second
year students of SMP Negeri 2 Tuntang, Kab.Semarang.
C. Statement of the Problem
The writer do this research because the students of SMPN 2 Tuntang
often make an errors in English learning process especially passive
sentences. There are problem presented in this graduating paper, those are :
1.
What kind of errors of using passive sentences are made by the second
year students of SMPN 2 Tuntang in the academic year 2013/2014 in
writing?
2.
What are the causes of errors in using passive sentence in writing

made by the second year students of SMPN 2 Tuntang in the academic
year 2013/2014 ?
D. Objective of the Study

The Purposes of the research are :
1.
To classify the kinds of errors in writing made the students of SMP

Negeri 2 Tuntang in using passive sentences.
2.
To find the causes of the errors in writing made by the students of

SMP Negeri 2 Tuntang in using passive sentences.
E. Definition of Key Terms

To avoid any mistake in interpreting the title of this research,
regarded necessary to explain the term relating to it, as the following:
1.
Errors Analysis : Errors Analysis is the fact that learners do make

erors that these errors can be observed, analyzed and classified to
reveal something of the system operating within the learners led to a
surge of study of learners' error.
2.
Mistake : Mistake is refers to a performance error that is either a

random guess or a slip in that is a failure to utilize a known system
correctly. Mistake ,when attention is called to them ,can be self
corrected. The lapses occur in native and second languages.
3.
Errors : Errors are direct manifestation of a system within which a

learner is operating . They reflect the competence of the learner.
4.
Passive sentences : Passive sentences are 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 sentences. In
the active sentences, the primary focuses on the subject. Giving
primary focuses to the object of the sentences, the sentences can be
changed to the passive sentences.
F. Benefit of the Study

The writer has a high expectation that the results of this research gives
some benefits for:
1.
The teachers : Teachers will know the errors that usually make among
students on the use of pasive sentences. Teacher will be able to predict
the errors that probably will happen to the students so that they will be
able to overcome the troubles.
2.
The students: The result of this research could stimulate and motivate
the students in learning of passive sentences.
3.
The school : The result of this research can be used as an additional

material to deepen passive sentences in the school. The results of this
research can be functioned as information and reference for further
researchers related with the field.
4.
Policy makers : The result of this research can be a concern of the

developing English material for the second year students of junior high
school.
G. Literature Review
6
Language is a means of communication which people use to

communicate every day. Hardly a day goes by when we do not talk, if only
to ourselves. Apart from the spoken medium, language also exists in
written form Aarts (1997:157). These two different forms of language,
spoken and written forms, have structures. The linguistic ingredients that
language is made up of are arranged in accordance with a set of rules,
which we call the grammar of a language
from Aarts (1997: 162).
Language consists of a function and a form. Common sense tells us that the
main function of language is to help the people in communication. The
form consists of sounds, gestures, or other physical variations in the
environment capable of being perceived by other people Payne (2006: 98).
The form of the language is the grammar of the language. Passive
H.
Research Method
In this chapter, the writer would like to explain the method of the
research. It consists of research approach, type of research, object of the
study, source data, data collection method, and data analysis.
1.
Research Approach
The method of the study that used is quantitative research. It
meant that quantitative research applies numbers from collecting the
data, describing the data, until the result of research. The result of the
test was described as they were in term of exiting condition without
any interference of the researcher. This research was conducted in
SMP Negeri 2 Tuntang, Kab. Semarang.
7
2.
Type of Research
The type of the research is descriptive quantitative research; this
research is concentrate on what can be measured. It involves collecting
and analyzing objective (often-numerical) data that can be organized
into statistics. The survey and experiment, which used in this research,
is about phenomena of English errors passive sentences by the second
year student of SMP N 2 Tuntang, Kab.semarang.
3.
Research Object
a.
Population
Population is all individuals becoming subjects in the
research. The number of population in the research is great. It
must consider the ability of population. Because it will be
influence whether the result of research is good or bad. The
population of this research is the whole numbers of the ninth year
students of SMP N 2 Tuntang, Kab. Semarang.
b.
Sample
There are six classes, each class consists of 29 students. So
the total are 174 students. The data can be gotten from part of
population by using random sampling technique .This technique
taking part of population or sample at random. It means that all
individuals in the population get some chances to be selected
8
become the members of sample. Meanwhile the samples of this

research are 30 students. Each class of IX A, IX B, IX C, IX D,
IX E, IX F will be taken 5 students.
4.
The Method of Collecting Data

To obtain the necessary data in composing and writing this
graduating paper, the writer uses several methods:
a.
Test
Test is a series of question or other instrument, which are
used to measure the individual or group skill, knowledge,
intelligence, capability or talent. This research will use multiple
choices. This test consists of twenty items of passive sentences.
This test partially separated into two items, there are:
1)
Pre test is test which done before giving treatment namely

passive sentences.
2)
Post test is test which done after giving treatment of passive

sentences how to significant of the influence of using passive
sentences in writing.
b.
Interview
Interview is a collection of data by giving asking and
answering each side systematically based on the aims of research.
The interview section is done with headmaster, teachers and
9
students, to recognize general depiction about situation and

condition in teaching and learning activity.
c.
Observation
Observation is a method of collecting data with systematic
supervision against researched indication. The writer uses this
method to know the students directly in the custom of teaching
learning activity as well as in the school area.
5. Data Analysis Method

The data analyzed to identify the cause of the problems. In
analyzing the students errors, the research used some procedures, they
are:
a.
Scoring the Students Answers

In this scoring, departing from test attainment in passive
sentences, the writer will collect score those. The writer is willing
to do such as the thing in order to establish of students capability
for classification in passive sentences. The researcher obtained the
scoring by applying the following formula by Suharismi Arikunto
(2005:176), because this research focused on students capability
in the error analysis of using passive sentences. The research takes
non correction for guessing type. The writer asked the second
grade students as the respondents who took part in the test to have
a test which contains 20 questions. The writer only gave 60
minutes for the students to answer the questions. Each lowest
10
answer was scored 5, so the highest score was 100. The aim of
this test was to analyze the students errors in using passive
sentences in quantitative method.
S= R X 5
Where:
S= Score
R= Right answer
b.
Identifying the Students Errors in Passive Sentences

Sembiring (2011: 8) says that cause of errors can be divided
into two categories, they are Intralingual errors that is errors
caused by interference of the learners mother tongue and
Intralingual errors that are cause of errors resulting from
complicated system of the target language it self.
c.
Classifying the Errors

According to Dulay, Burt, and Krashen in James book (1998)
as cited by Sembiring (2011:7) errors can be classified into four
11
types. They are: errors omission, errors of addition, errors of

misformation,and errors of misordering.
d.
Finding Causes of The Errors

The researcher obtained the percentage errors by applying the
following formula by Bungin (2006:133)
N=
X 100%
Where :
e.
: The percentage of errors
FX
: Number of errors for each type
: Number of all errors
100%
: Constant numeral
The Research Schedule

The activities were begun by proposing design of research
and the research started on July 4th , 2013 and finished on August 19
th
, 2013.
I. Outline of the Graduating Paper

This graduating paper is composed systematically into five chapters
and able to clarify as follow :
12
Chapter I consist of Introduction, In this chapter, the writer will

upcome to introduce discussion whose relationship with this thesis. It is
consist of Background of the study, limitation of the problem, statement of
problem, objective of the study, definition of key term, benefit of the study,
review of previous research, research method, paper organization.
Chapter II consist of Theoretical Framework, In this chapter, the
writer will explain what the meaning of error analysis, the differences
between mistakes and errors, the sources of errors, and the definition
passive sentences in writing.
Chapter III consist of General Description of SMP N 2 Tuntang,
In this chapter, the writer will explain. The general description of SMP N 2
Tuntang, Kab. Semarang.
Chapter IV consist of Data Analysis, In this chapter, the writer will
discuss about the data analysis, which has been collected. The writer will
analyze and measure how the significant of errors analysis of using passive
sentences in writing in SMPN 2 Tuntang.
Chapter V consist of Closure, In this chapter, the writer will explain
about conclusions and suggestions whose tight relationship with any part
that got to be related in this graduating paper.
13
CHAPTER II
THEORICAL FRAMEWORK
In this chapter, the writer is going to make attempts to explain about
the theoretical framework which includes the study of errors analysis, the
differences between mistakes errors, cause of errors, type of errors, the
definition of passive sentences, form of passive sentences and using of passive
sentences.
A. Definition of Error Analysis

Making errors in learning langguage made not only by learner but also
by children when they learn their first language even adult native speakers
ocsasionally make errors by Rod Ellis (1977: 17). The definition of errors
can be seen through the classification of errors. The classification is very
important to explain the errors analysis. As Sembering (2011: 5) cited from
Norish says that errors is systematic deviation from the accepted system of
the target language. Mistake is non systematic deviation from the accepted
system of a language being learned and it usually due to human limitation
such as tiredness, nervousness, and fatigue. It means that errors may occur
because of human factor in mastering the target language such as the
limitation of memo, psychological problem and do not understand about
the material of subject. In another side, the learners never recognize their
errors or they never know that they have made some errors. Learning
sometimes needs a process in which the success will come by profiting
14
from their errors. It can be concluded that error is a deviation that is made
by the learners because they do not understand the rules of second
language and cannot be corrected by themselves while they are learning.
While the diminishing of errors is an important criterion for increasing
language skill, the ultimate goals of the second language learning is the
attainment of communicative fluency in a language. Errors analysis is used
to analyze and classify the learners errors from which the learners learning
problem can be inferred. As Sembiring (2011:6) cited from Brown says
that the errors can be observed, analyzed, classified to reveal something of
the system operating within the learners, and led to a surge of study of
learners errors, called analysis. As Sembering (2011:6) cited from Corder
says that error analysis is study analysis of the errors made by the second
of foreign language learners to predict the errors or the difficulties in
learning foreign language. Error analysis may be carried out in order to:
1. To find out how someone learns a language.
2. To find out how someone knows language.
3. To obtain information on common difficulties in language learning.
Thus, errors analysis is the study and the analysis of error made by
language learners which function as to give the information on how they
learn a language, how well they know the language and what difficulties
faced by them in achieving the objective. For the beginners, learning
English grammar may be difficult. Moreover the grammar is a second
language to them. The beginners might produce many errors since the
15
grammar they learn is a second language grammar. The word errors is

commonly used when the beginners give the wrong answer of respond in
the grammar questions. This chapter consists of two parts the first one will
talk about the errors and the second will talk about the grammar passive
sentences. James (1998: 86) states that language learners cannot correct
their errors until they have additional knowledge on the topic. Those errors
occurs in the course of the learners because they have not acquired enough
knowledge. Once they acquire additional knowledge, they will be able to
correct their errors and the learners correct more conscious of language.
There are many studies on errors analysis because errors analysis helps to
improve the teaching and learning process. Moreover, errors analysis helps
to direct the focus of the teaching and learning process. It will also improve
the process of second language learning and develop more information for
developing the second language acquisition theory James(1998:172)
B. The Differences between Mistakes and Errors
It is impossible that learner never makes error and mistake in language
learning process. Errors and mistakes are not same, it is important to make
differences between errors and mistakes, some people still have
misunderstanding about them.
1.
Mistakes according to Corder (1981:10), it will be useful therefore

hereafter to refer to errors of performance as mistakes. Mistakes are of
no significance to the process of language learning. Moreover Brown
(2007:257) also explains, a mistake refers to a performance errors that
16
are either a random guess or a slip in that it is a failure to utilize a

known system correctly. All people make mistakes, in both native and
the second language situation. These hesitations, slips of tongue,
random ungrammaticalities, and other performance lapses in native
speakers production also occur in the second language speech.
Mistakes, when attention is called to them, can be self-corrected.
2.
Errors according to Brown (2007: 258) is a noticeable deviation from

the adult grammar of a native speakers, reflects the competence of the
learners. Learners of English who ask Does John can sing? are in all
likely reflecting a competence level in which all verbs require a preposed do auxiliary for question formation. As such, it is an errors,
most likely not a mistake, and an errors that reveals a portion of the
learners competence in the target language. On the other hand
according to Selinker as cited by Corder (1981: 103), these errors were
regarded as a by product of the attempt of the learner to express his
meaning in spontaneous speech with an ability of the target language
system. It was also stated by Corder (1981: 65) errors is that they are
all the result of the influence of the mother tongue on the learning
process, interference as it was called, from the habits of the first
language.
C. Cause of Errors
Errors occur for many reasons. One obvious cause is interference from
the native language. Learner may makes errors because the assumse that
17
the target language and their native langguage are similar, when in fact
both of them are different. This kind of overgeneralization is also the cause
of many mistaken guesess. Another obvious cause is simply in complate
knowladge of the target language. A third common cause of errors is the
complexcity of the target language. Certain aspect of English (e.g. the s
in the third person singular present tense) are dificult for all students, no
matter what their native language. Spelling is also problematic for non
native speaker of English and many native speakers too. Finally, succeed
occurs when an individual reaches a satisfactory level of competance in the
second language and does not worry about presistent mistake they may
make, which may not inhibit communication Brown (1994: 203-225).
Sembiring (2011: 8) says that cause of errors can be divided into two
categories, they are:
1.
Intralingual errors that are errors caused by interference of the learners

mother tongue. Different class of errors are represented by sentences
2.
Interlingual errors that are cause of errors resulting from complicated

system of the target language it self. Richards (1985:47) says that the
intralingual errors are divided into four terms, they are:
a.
Over Generalization
Over generalization happens when a learner uses a certain
structure that is over generalization in the target language. It is
caused the learners basic experience of certain structure.
Generally, overgeneralization is the creation of one deviant
18
structure in place of two regular structures, for example: She can

sings. In this case, there is an over form of a structure verb
sing becomes sings. It should be she can sing, because
she usually uses verb + S. For example: She sings.
b.
Ignore of Rule Restriction

Ignore of rule restriction is failure to observe the restriction of
existing structures. That is the application of rules to context
where they do not apply.
c.
Example
: The baby crying was.
It should be
: The baby was crying.
Incomplete Application of Rules

Incomplete application of rules means errors are due to the
occurrence of structure whose deviancy represents the degree of
development of rules required to produce acceptable utterance.
The learners fail to produce a correct sentence according to the
standard rules.
d.
Example
: You student.
It should be
: You are student.
False concept hypothesized means basically errors are the result

from faulty comprehension of distinction in the target language.
Example
: She is not go to school yesterday.
It should be
: She did not go to school yesterday.
19
D. Type of Error
According to Dulay, Burt, and Krashen in James book (1998) as cited
by Sembiring (2011:7) errors can be classified into four types, they are:
1.
Errors of Ommision
Sentences where an element is omitted, actually it should be presented.
2.
Example
: I not go to school by bus everyday.
It should be
: I do not go to school by bus everyday.
Errors of Addition
It is a phenomenon in which a certain aspect of language rules is added
into correct sentence, in order words some elements are presented
which should not be presented.
3.
Example
: We do study English three times in a week.
It should be
: We study English three times in a week.
Errors of Misformation
Misformation is the error of using one grammatical form in the place
of another grammatical form.
4.
Example
: I doesnt know him.
It should be
: I dont know him.
Errors of Misordering
It is a sentence which its order is incorrect. The sentence can be right
in presented elements, but wrongly sequenced.
Example
: She not does come early to school.
It should be
: She doesnt come early to school.

20
E. The Definition of Passive Sentences

There are definition about pasive sentences. Eugene J. Hall (1993:
215) says in Grammar in Use state that in the passive sentences, the
sentences is arranged so that what would be the object of an active verb
become the subject. A.J Thomson and A. V. Martinet (1985: 263) say in
Practical English Grammar that the passive and active tenses is formed by
putting the verb to be into the same tense as the active averb and adding the
past participle of the active verb. Robert J. Dixson (1957: 150) says that
passive sentences is formed form verb to be, used as an auxilary, and the
past participle of the main verb. Rubin Dorothy (1979: 3) says that the
passive sentences is necessary when the doer of the action (the subject) is
less important than the action itself or the result of the action.W Stanford
Allen (1974: 268) in Living English Structure mention that important
class of passive sentences we have an known or vague active sentences
subject, it remain unnexpressed in the passive sentences. The agent with by
is not needed. From the definitions above, the writer concludes that the
passive sentences is formed from verb to be used as an auxillary, and
the past participle of the main verb. Schmidt (1995: 39) says that about
70% of most sentences in academic English are in active voice.
Consequently, we have to be careful if we want to use the passive
constnruction. The passive sentences is only used when it fits the meaning
of the sentence. If it is not used correctly, the passive voice usually
expresses an idea in a weaker way than the active voice. We must notice
21
that only action verbs that have a direct object (transitive verb) may show
passive sentences.
F. Form of Passive Sentences
Just for review, based on Hancock (2005:85) the three step process
forming a passive form are as follows:
1.
The receiver of the action is moved into the grammatical subject slot.
2.
A verb to be auxiliary is added to the verb phrase and the lexical verb
changes to past participle (For regular verbs, past tense and past
participle forms will be identical).
3.
The actor moves into the predicate phrase with the help of the
preposition by To further complicate things (or make them rich and
interesting), passive verb phrases can also carry tense or modality and
aspect. No matter how complex the verb phrase, through, the lexical
verb in a passive verb phrase will always be past participle and the
verb to be will always be its closest auxiliary. Based on Hancock
(2005:83) passive voice is divided into twelve, they are:
a.
Present + passive
Passive: My dinner is eaten by your dog.
Active: Your dog is eat my dinner.
b.
Present + continuous + passive

Passive: My dinner is being eaten by your dog.
Active: Your dog is eating my dinner.
22
c.
Past + passive
Passive: My dinner was eaten by your dog.
Active: Your dog was ate my dinner.
d.
Past + continuous + passive

Passive: My dinner was being eaten by your dog.
Active: Your dog was eating my dinner.
e.
Present + perfect + passive

Passive: My dinner has been eaten by your dog.
Active: Your dog has eaten my dinner.
f.
Past + perfect + passive

Passive: My dinner had been eaten by your dog.
Active: Your dog had eaten my dinner.
g.
Modal + passive
Passive: My dinner must be eaten by your dog.
Active: Your dog must be eat my dinner.
h.
Present + Future + Passive

Passive: My dinner will be eaten by your dog.
Active: Your dog will be eat my dinner.
i.
Past + Future + Passive

Passive: My dinner would be eaten by your dog.
Active: Your dog would be ate my dinner.
23
Passive clauses can get trickier to recognize when the actor is left out
of the predicate phrase, leaving us with is called an agent less passive. This
is frequently the case when we can see the results of an action, but we are
not sure who or what did it. We say something like My radio was stolen
or My car was broken into, without adding the rather unhelpful phrase
by someone. The changes from an active sentence to passive sentence to
passive sentence do not change the tense that is used by the sentence. In
other word, the tense from the passive sentence will follow the pattern to
the active sentence.
Based on Djuhari (2008: 132), there are six things that should be
follow to change the active sentence to passive sentence, they are:
1.
The subject in the passive sentence is come from the object of active
sentence.
2.
The ing form in active form in active sentence becomes being in

the passive sentence.
3.
The tenses in passive sentence follows the form of active sentence.
4.
Verb past participle (verb 3) in the passive sentence is formed from

the verb in the active sentence.
5.
Only the transitive sentence (sentence with object) that can be changed
into passive and or passive sentence is only a transitive verb.
6.
The passive sentence is used when we want to show the result of the
act form the subject act.
24
G. Use of Passive Sentences

Based on Surayin (1999:384) there are five uses of passive voice,they
are:
1.
When no need to mention the subject because there is exact person.

Example: The rubbish has not been collected.
2.
When we do not know exactly or forget who does the activity.

Example : The minister was murdered.
3.
When the subject in the active is indefinable preposition.

Example: He is suspected of receiving stolen goods.
4.
When we are more interested in activity then people who does it.
Example: The house next door has been bought by Mr Jones.
5.
The passive voice can be used to avoid the sentence that is dissonant
not in grammatical orders. Usually it is done by avoiding the change
from the subject of the sentence.
Based on Akhmad (2004: 30), the general pattern of passive sentences
are:
1.
The intransitive verb is not used in passive, except, if the verb uses
sing
Example : She sings a fine song.
2.
If the sentence changed from active to passive, the object for the active
verb becomes the subject for the passive verb.
a.
Object for active verb

Example
: Linda can make tarts.

25
b.
Subject for passive verb

Example
3.
: Tarts can be made by Linda.
Retained object or two object in active sentence, when it is changed to

passive voice, there are remain object. Retained object may be an
indirect object from the active verb, or direct object from the verb.
a. Indirect object from the verb
1) Active verb
Example
: We gave him a prize.
Example
: They are bringing in the luggage.
2) Passive verb
b.
Example
: A prize was given him by us.
Example
: The luggage is being brought in.
Direct object from the active verb

1) Active verb
Example
: We gave him a prize.
Example
: Ali helped Bejo.
2) Passive verb
c.
Example
: He was given a prize by us.
Example
: Bejo was helped by Ali.
Whenever the transitive verb from the uncompleted prediction is

changed from the active to passive, the object complement
becomes the subject complement.
Example
: They elected him President.

26
CHAPTER III
GENERAL DESCRIPTION OF SMP 2 TUNTANG
In this chapter, the researcher would like to present several data
dealing with the research such as the general description of SMP N 2 Tuntang.
A. The History of SMP N 2 Tuntang.
Junior High School (SLTP) in Negeri 2 Tuntang was built on July 2nd
1982. The foundation was established by some prominent figures,
especially those who were in DPRD Salatiga and some scientists. The
location of Mertokusumo street, Candirejo village, Tuntang subdistrict,
Semarang regency. The establishment of the foundation was meant to help
residents in Candi. Two years later on August 1st, 1984 SLTP was
officially announced changed the name with Sekolah Menengah Pertama
(Junior High School) Negeri 2 Tuntang. The area was so limited, it only
opened one class. After the school had already been stable, had adequated
human resources, and was supported in good administration, it opened
some classes, they are: I, II, III. In spite of the fact that a part of the land
has not been able to be occupied (about 5749 square meter land is still
being disputed), all classes can be held in that area so that the teaching
learning process can run well.
B. The Formation of Organization
The formation of organization is a composition or peoples position in
a cluster of job, so that there is an arraged in pack for regularly job pattern,
which has a gol for retrieving general target from its cluster. The following
27
chart is the structure of organization in Sekolah Menengah Pertama Negeri

2 tuntang.
10
12
13
14
11
15
16
17
18
19
21
22
23
24
25
26
20
27
37
28
29
30
31
32
33
34
35
36
Chart 3.1 The Organization of Junior High School in Negeri 2 Tuntang
28
Information :
1.
School Comite
: Drs.H.Handoyo A,M.Ag
2.
Headmaster
: Nur Salim,S.Pd
3.
Head of Clericality
: Antonia Indarti, S.Pd
4.
Vice Headmaster of Public Relations : Rochani, S.Ag
5.
Vice Headmaster Student
: Iwan Erfani, S.Pd
6.
Head of Librarian
: G. Daryanto, S.Pd
7.
Staff of Boarding School
: Suhartatie, S.Pd
8.
Staff of Prosperity
: Pujiyati, S.Pd
9.
Counseling Coordinator
: Elly Murtiningsih, S.Pd
10. Counselor Teacher
: Istirokhah, S.Pd
11. Staff of Teaching
: Dra. Ardina Novianti
12. Staff of Achivement
: Drs. Hari Latiyana
13. Staff of Computer Laborat
: Yubaidi, S.Kom
14. Teacher
: All of Teachers
15. Student
: All of Students
16. OSIS Counselor
: R.Murdaningsih,S.Pd.Kn
17. PMR/UKS Counselor
: Sutrisni, S.Pd
18. Staff of Cooperation
: Setyo Budiarti
19. Chief of Infrastructure
: Edij Kismartanto, S.Pd
20. Inventory
: Rochyadi
21. Security
: Suwar
22. Gardener
: Pi'an
29
C. The School Vission and Mission

Vision
Promoting students to be excellent, faith and devotion to God and having
the ability to compete regionally and nationally.
Mission
Promoting students to have academic and non-academic achievement, faith
and devotion to God and the ability to compete regionally and nationally.
School Aims
1.
To develope the ability to manage school regionally and nationally.
2.
To increase the students academic achievement regionally and

nationally.
3.
To prepare the students for higher education.
4.
To Motivate the students to have good behavior.
5.
To encourage the students to be religious.
D. The Equipments
Teaching and leraning process needs enough equipments. Equipments
are all of facilities was prepared to easier and accelarate teaching and
learning process. Equipments are very important to develop the material in
learning process. Teachers give the material with clearly to students, until
the student be able to understand of lesson in class. The teachers we must
be creative when teach the students. We need properly media to support it.
Media takes big part in learning process. There are kind of media that could
support teaching process as multimedia, flash card, and picture. Beside the
30
textbook teacher, use it to help students more easy to understand the

material. The other function of the use of media is to make teaching and
learning process more fun. The students did not bore with process learning
which has given by the teacher. The teachers can be value-learning process
with intensive to the student in the class room.
Table 3.1 List of Building are SMP N 2 Tuntang

No
Medium and Instrument
Frequency
Headmaster Room
Headmistress Room
Administration Room
Teacher Room
Computer Laboratory
Language laboratory
Classroom
18
Counselors Room
Mosque
10
Bathroom
11
Canteen
12
Security Guard
13
Ceremonial Field
31
14
Auditorium
15
Library Room
16
UKS Room
17
OSIS Room
18
Cooperative
Table 3.2 Office Equipments

NO
EQUIPMENT
AMOUNTED
CONDITION
Computer
20
3BROKEN
Sewing Machine
10
GOOD
Telephone Internet
GOOD
Printing Machine
GOOD
TV VCD
GOOD
Typewriter Machine
20
2 BROKEN
32
Strongbox
10
GOOD
Calculator
GOOD
Tape Recorder
GOOD
E. The Situation of Teachers And Staffs of SMP N 2 Tuntang

The formal education needs qualified people to work as teachers and
as administrators to undertake in teaching and learning process. They do
actively their job in teaching and learning activities and responsible toward
in extracurricular programs.
Table 3.3 List of Teachers Name of SMP N 2 Tuntang

Teaching
No
Total of
Name
Class
Lesson
Teaching
10 + Head
Nur Salim,S.Pd
Social
master
Sakri Budi , S.Pd
7,8
Science
24
Drs. Badri, M.M.
7,8
Religion
24
104 Student +
Antonia Indarti, S.Pd
Counselor
Head of
Clericality
33
Didik Budi Jatmiko, S.Pd
English
25
Sutrisni, S.Pd
8,9
Social
24
Dra. Ardina Novianti
Social
25
Suhartatie, S.Pd
Fashion
26
Dra. Ch. Triningrum
Science
24
10
Dra. Retno Haryanti W.W
7,8
Social
25
Selamat Pujiono, S.Pd
8,9
Mathematic
11
12
27
Dinar Efisanti, S.Pd
Indonesian Language
24
13
Elly Murtiningsih, S.Pd
7,8
Counselor
180 Student
14
Andri Irawati, S.Pd
7,9
Mathematic
24
Siti Khaeroh, S.Pd
Indonesian Language
24
7,8
BP/BK
172 Student
Civic Education
26
15
16
Dra. As'adiyati
17
R.Murdaningsih,S.Pd.Kn
18
Tri Muah, S.Pd
7,8
Mathematic
27
19
Pujiyati, S.Pd
8,9
Civic Education
24
20
Drs. Hari Latiyana
8,9
Science
24
21
Edij Kismartanto, S.Pd
Sport
24
22
Iwan Erfani, S.Pd
Sport
24
23
Dra.Heny Ratna Yulina R
7, 8 , 9
Art Fashion
24
24
Eny Budi Rahayu, S.Pd
7, 8 , 9
English
24
34
25
L. Sulistyowati, S.Pd
TIK
24
26
Yubaidi, S.Kom
8,9
TIK
24
27
Anna Kristiyana, S.Pd
7,8
Java Language
24
28
Istirokhah, S.Pd
Counselor
174 Student
29
Shafa Fitriyana, S.Pd
Java Language
24
30
Rochani, S.Ag
7,8
Religion
24
31
Dwi Lestari, S.Pd
7,9
Fashion
24
Table 3.4 Staff Condition of SMP N 2 Tuntang
NO
JOB POSITION
NAME
Adi Nugroho, S.Pd
The Staff of Administration
Yuni Tri Sumani, S.Pd
Lettering structure
Riyanti, S.Pd
Lettering Staff
G. Daryanto, S.Pd
Librarian
Suhirman, S. Pd
Librarian
Catur Rusmiyanto
Driver
35
Muhammad Tunggono
Student Staff
Rochyadi
Inventory
Sujarwo
Office man
10
Setyo Budiarti
Staff Cooperation
12
Suwar
Security
13
Pi'an
Gardener
F.
The Students
The students who study in SMP N 2 Tuntang are not only come from
Semarang regency but also from the other areas like Ambarawa,
Banyubiru, Salatiga, Bawen and Semarang. The sum of students of SMPN
02 Tuntang for the last years has been:
36
Academic
Year
( Recruit of New Students )
Table 3.5 The Student Condition in Academic Years 2009-2013:

TOTAL
Class VII
Class VIII
Class IX
( Class VII + VIII + IX )
Total
Total
Total
Total
Total
Total
Student
Group
Student
Group
Student
Group
Study
Study
Student
Group
Study
Study
2009 / 2010
249
226
221
189
636
17
2010 / 2011
241
227
211
210
648
18
2011 / 2012
192
184
224
204
612
18
2012 / 2013
192
236
175
174
585
18
37
Table 3.6 The Participants of the Research Class IX (A, B, C, D, and F)

NO
NO
NAME
CLASS
INDUK
1
4756
ADELIA TRIS DAMAYANTI
IX A
4757
AHMAD ROFIUN NAJAD
IX A
4758
AHMAD ROZIKIN
IX A
4759
AKHADIYATUL FARIKHAH
IX A
4760
ALGITA DIRGANTARA BAHARUDIN
IX A
4787
ANITA TRI ULFANIA
IX B
4788
BAYU SAHRUDIN
IX B
4789
BIMO ARDI SETYO
IX B
4790
DANANG SETIAWALI
IX B
10
4791
DEYYU ANALDHI
IX B
11
4816
ABDUL KHALIM
IX C
12
4817
AHMAD KHAMDANI
IX C
13
4818
AHMAD NUR LUKI BURHANUDIN
IX C
14
4819
ANA ROSIYANTI
IX C
15
4820
ASISATUL ISLAMIYAH
IX C
16
4848
AHLAL MUDRIK
IX D
17
4849
ANAS IRFANI
IX D
18
4850
ANGGA SYAWALUDIN
IX D
19
4851
ANGGI BUDI KESUMA
IX D
38
20
4853
DIMAS PRIAS SEPTA RIZKI
IX D
21
4880
AYU MUTIARA PUTRI
IX E
22
4881
BAGAS PRASOJO
IX E
23
4884
DIYAH AYU UTAMI
IX E
24
4885
ERLANGGA EKASAPUTRA
IX E
25
4886
GILANG APRI SETYAWAN
IX E
26
4911
ANAS WIBOWO
IX F
27
4912
AULA MAWARNI
IX F
28
4913
BUDI UTOMO
IX F
29
4915
DEWI NURFIANTI
IX F
30
4916
DINA ANGGRIANI
IX F
39
CHAPTER IV
RESEARCH FINDING AND ANALYSIS
In this chapter, the writer will discuss about data analysis, which has
been collected. The writer will analyze and measure how significant of an error
anaysis of using passive sentence in writing made by the second year students
of SMPN 2 Tuntang in the academic year 2013/2014.
A. Teaching Learning Process
Before analyzing the data, it is better to know how the researcher has
done teaching learning process. Teaching and learning are two concepts,
which cannot separate one another in the education. Teaching and learning
process will go on if teacher and student have good interaction. Student is a
person or a group as seeker and receiver knowledge from the teacher.
Teacher is a person or a group that have profession as processor and
manager in the teaching learning activities to make education more
effective.
The teaching and learning process applied by the researcher consist of
pre test, treatment and post test. The researcher applied this process at the
beginning of second semester as schedule given by vice head master of
curriculum affair. Teaching learning process has not worked effectively yet
because still in the beginning of semester. The researcher had five-time
class, there is one hold pre test, one to hold post test and twice time to give
treatment. This is process is a bellow:
40
Treatment
Pre test
Post test
B. Data Description
In this section, the writer wants to work out on the errors, which are
made by the second year students of SMP Negeri 2 Tuntang in using
passive sentences. In order to handle the analysis, the writer commits
Bungins procedure of errors analysis as has been mentioned in chapter I.
For this purpose, the writer tries to tabulate the item of the pre test and post
test, so the writer will find out the number of students who are able to
answer the items correctly. The researcher will also know the most difficult
items and where the students make the errors.
1.
Pre test
Test is series of question or other instruments that are used to
measure individual skill, knowledge, intelligence, capability, or talent.
Pre test is a test which is done before giving passive sentences
assignment. In this test, the researcher will give some exercise about
passive sentences. The student has made one sentences about passive
sentences.
41
Table 4.1 The Students Score

NO
NAME
CORRECT
INCORRECT
AHMAD ROFIUN NAJAD
AHMAD ROZIKIN
ALGITA DIRGANTARA
BAHARUDIN
ANITA TRI ULFANIA
BAYU SAHRUDIN
BIMO ARDI SETYO
DANANG SETIAWALI
10
DEYYU ANALDHI
11
ABDUL KHALIM
12
AHMAD KHAMDANI
13
14
ANA ROSIYANTI
15
ASISATUL ISLAMIYAH
16
AHLAL MUDRIK
17
ANAS IRFANI
18
ANGGA SYAWALUDIN
19
ANGGI BUDI KESUMA
20
21
AYU MUTIARA PUTRI
22
BAGAS PRASOJO
23
DIYAH AYU UTAMI
24
ERLANGGA EKASAPUTRA
25
42
26
ANAS WIBOWO
27
AULA MAWARNI
28
BUDI UTOMO
29
DEWI NURFIANTI
30
DINA ANGGRIANI
TOTAL SCORE
16
14
Based on the table above, the writer can conclude that from 30
respondents in class IX A,B,C,D,E and F at Junior High School 2 Tuntang,
the students who able to answer are 14 people of correct answers and 16
people of incorrect answers in making the sentence passive sentences. The
table above provides a general overview that students in Junior High
School 2 Tuntang are still a lot of errors in made the passive sentences
correctly.
Table 4.2 The Students Errors on Passive Sentences
No
1
Identification of
Description of
Errors
Errors
Nurses must be trust and
Addition
Reconstruction
Nurses must trust
accept patients' reports
and accept patients'
of pain.
reports of pain.
In highway, we is pass
Omission
by huge truck.
In
were
highway,
we
passed
by
huge truck.
43
The snacks is eaten by
Misformation
my sister.
The
snacks ware
eaten by my sister.
In the middle of the
Misformation
night, there is a thief.
In the middle of the

night, there was a
thief.
These cars is product in
Omission
Japan.
6
These
cars
are
produced in Japan.
The latter is sended by
Omission
Mr.Karim every month.
The latter are sent

by Mr.Karim every
month.
The lesson is writing by

Mr.
Guntur
on
Omission
the
whiteboard.
The
lesson
is
written
by
Mr.
Guntur
on
the
whiteboard.
8
A glass of water is
Omission
drank by them at the
was drunk by them
restaurant.
at the restaurant.
Finally, the kaftan is

chosen
by
Misformation
the
shopkeeper.
Many
elephants
was
finded
in
last
Riau
Omission
I remember that the
Many
elephants
ware found in Riau
month.
11
Finally the kaftan

was chosen by the
shopkeeper.
10
A glass of water
last month.
Omission
photo was take by sister.
I remember that the

photo was taken by
sister.
12
Football are plays by
Addition
the children in the yard
Football is played
by the children in
44
every day.
13
14
The computer buys by
the yard every day.
Addition
The
computer
is
my father for me last
bought by my father
week.
for me last week.
My best friend ware
Omission
celebrate her born day.
My best friend was

celebrated her born
day.
15
The 200 meters is swam
Omission
by jack.
16
A lot of money is played
The
200
meters
ware swim by jack.

Omission
by her.
A lot of money are

played by her.
Based on the table above, the result can be conclude from respondent
incorrect answers there are : Omission (10), Addition (3), Misformation
(3),Misordering (0), about making passive sentences.
2.
Treatment
Treatment is activities from the researcher to the students by
giving teaching and activities learning in the class and giving
comprehension about how to use passive sentences with correct.
Students are giving exercise passive sentences and the researcher has
done the treatment for five time and fifty minute for each activities.
3.
Post Test
After all of treatment process has been done, the researcher did
post test. Post test was test which was done after giving treatment for
passive sentences to measure how significant an error of using passive
45
sentences. In this test, the researcher will use multiple choices which
consist of 20 items of passive sentences.
Table 4.3 Students Score of Post Test

NO
RESPONDENT
CORRECT
INCORRECT
11
AHMAD ROFIUN NAJAD
12
AHMAD ROZIKIN
11
11
ALGITA DIRGANTARA
12
BAHARUDIN
ANITA TRI ULFANIA
11
BAYU SAHRUDIN
14
BIMO ARDI SETYO
15
DANANG SETIAWALI
11
10
DEYYU ANALDHI
15
11
ABDUL KHALIM
15
12
AHMAD KHAMDANI
13
13
14
14
ANA ROSIYANTI
11
15
ASISATUL ISLAMIYAH
10
10
46
16
AHLAL MUDRIK
12
17
ANAS IRFANI
11
18
ANGGA SYAWALUDIN
12
19
ANGGI BUDI KESUMA
10
10
20
13
21
AYU MUTIARA PUTRI
12
22
BAGAS PRASOJO
11
23
DIYAH AYU UTAMI
12
24
ERLANGGA EKASAPUTRA
14
25
11
26
ANAS WIBOWO
13
27
AULA MAWARNI
14
28
BUDI UTOMO
11
29
DEWI NURFIANTI
14
30
DINA ANGGRIANI
12
TOTAL SCORE
268
332
AVERAGE
11
Based on the table above, the total score from the correct answers were
268 and incorrect answers were 332. Then, the average score from the
correct answers were nine and incorrect answers were eleven. Average
shows that about nine questions are answerable for the students whereas
the remains eleven are non-answerable.
47
1.
Describing the Errors

To find out the students errors, the items analysis procedures
were used. In this analysis, the errors are based on the students
response in answering the test. If the students made incorrect respond
then it was called that he or she made errors. The following table
shows the items analysis of the students response.
Table 4.4 The Item Analysis

Question Students Correct Percentage Students Incorrect
Percentage
21
70%
30%
17
56%
13
43%
14
46%
16
53%
12
40%
18
60%
13
43%
17
56%
23%
21
70%
23%
21
70%
13
43%
17
56%
14
46%
16
53%
48
10
13
43%
17
56%
11
23%
21
70%
12
11
36%
19
63%
13
13
43%
17
56%
14
11
36%
19
63%
15
15
50%
15
50%
16
11
36%
19
63%
17
12
40%
18
60%
18
14
46%
16
53%
19
18
60%
12
40%
20
19
63%
11
36%
Total
262
8,66%
332
11,01%
Based on the table above, it shows that the total of students correct
answer was 262 or 8, 66% and incorrect 332 or 11,01%.
2.
Type of Errors
According to Dulay, Burt, and Krashen in James book (1998 : 52)
as cited by Sembiring (2011:7) errors can be classified into four types,
they are omission, addition, misformation, misordering.
Exercise 4.1 Identification Types of Errors in Multiple Choices

1.
A party ..to celebrate their victory.

A. had held
B. Holds
49
C. was held
D. was to hold
2.
What questions ..you .. at the interview?

A. were ... asking
B. were ... asked
C. are ... being asked
D. have ... ask
3.
A book on archaeology .. by the famous professor.

A. Wrote
B. has written
C. was written
D. Writes
4.
You .. to the manager's office.

A. have taken
B. will take
C. will be taking
D. will be taken
5.
I .. an invitation to a party.
A. am giving
B. have been given
C. have given
D. will give
6.
.. the room .. yet?

A. Is ... cleaning
B. Has ... cleaned
C. Has ... been cleaned
D. Was ... cleans
7.
These curtains and cushion covers ..by my mother.

A. have sewn
50
B. is sewing
C. had been sewn
D. can sew
8.
All the figures and calculations..thoroughly.

A. should check
B. should be checking
C. should have checked
D. should be checked
9.
A joke ..seriously.
A. is not taken
B. is not to take
C. is not to be taken
D. is not taking
10. These books .. to us by the teacher.

A. Recommended
B. were recommended
C. have recommended
D. was being recommended
11. Active: The ants are biting me.

Passive :
A. I am being bitten by the ants.
B. I am being bit by the ants.
C. I am bitten by the ants.
D. I was being bitten by the ants.
12. Active: They are bringing in the luggage.
Passive: .
A. The luggage are bringing in.
B. The luggage is brought in.
C. The luggage are brought in.
51
D. The luggage is being brought in.

13. Active
Passive
: She rears ducks on the farm.

: .
A. On the farm are reared ducks.

B. Ducks will be reared on the farm.
C. Ducks is reared on the farm.
D. Ducks are reared on the farm.
14. Active
Passive
: He broke all the equipment.

:
A. All the equipment broke.

B. All the equipment was broken.
C. All the equipment were broken.
D. All the equipment was broke.
15. Active
Passive
: Farah was tearing the old newspapers.

:
A. The old newspapers was tearing.

B. The old newspapers were torn.
C. The old newspapers were being torn.
D. The old newspapers was being torn.
16. Active
Passive
: I will meet my friend at the airport.

: ..
A. My friend will be meet at the airport.

B. My friend will be met at the airport.
C. My friend will being met at the airport.
D. My friend will have been met at the airport.
17. Active
Passive
: The laborers have cut down the tree.

:..
A. The tree has been cut down.

B. The tree has cut down.
52
C. The tree have been cut down.

D. The tree has been cutting down.
18. Active: Someone had sung the song before.
Passive:..
A. The song had sung before.
B. The song had been sang before.
C. The song had been sung before.
D. The song had being sung before.
19. Active: I will have sold the video game to Harris.
Passive:..
A. Harris will have sold the video game.
B. I will have sold to Harris the video game.
C. The video game will have sold to Harris.
D. The video game will have been sold to Harris.
20. Active: We should choose a monitor quickly.
Passive: ..
A. A monitor should be chose quickly
B. A monitor should be quickly chosen.
C. A monitor should choose quickly.
D. A monitor should quickly chosen.
Table 4.5 Analysis Errors Answer of Multiple Choices

1.
The right Answer is : C

Type of Errors
Number 1
A
53
Addition
Answer
Misordering
NAME
Omission
NO
Misformation
Wrong
AHMAD ROZIKIN
ABDUL KHALIM
7
8
ANA ROSIYANTI
AYU MUTIARA PUTRI
D
D
ERLANGGA EKASAPUTRA
2.
The right Answer is : B

Type of Errors
Number 2
Addition
Answer
Misordering
NAME
Omission
NO
Misformation
Wrong
AHMAD ROFIUN NAJAD
ANITA TRI ULFANIA
BIMO ARDI SETYO
DEYYU ANALDHI
ABDUL KHALIM
ANAS IRFANI
10
BAGAS PRASOJO
11
54
12
AULA MAWARNI
13
DEWI NURFIANTI
3.
The right answer is: C
AHMAD ROFIUN NAJAD
AHMAD ROZIKIN
ANITA TRI ULFANIA
BAYU SAHRUDIN
BIMO ARDI SETYO
DANANG SETIAWALI
AHMAD KHAMDANI
ASISATUL ISLAMIYAH
10
AHLAL MUDRIK
11
ANAS IRFANI
12
AYU MUTIARA PUTRI
13
DIYAH AYU UTAMI
14
ANAS WIBOWO
15
BUDI UTOMO
16
DEWI NURFIANTI
55
Misordering
Number 3
Addition
Wrong Answer
NAME
Omission
No
Misformation
Type of Errors
4.
The right answer is: D
AHMAD ROFIUN NAJAD
ANITA TRI ULFANIA
BAYU SAHRUDIN
BIMO ARDI SETYO
DEYYU ANALDHI
ABDUL KHALIM
AHMAD KHAMDANI
10
56
Misordering
Number 4
Addition
Wrong Answer
NAME
Omission
No
Misformation
Type of Errors
11
ANA ROSIYANTI
12
AHLAL MUDRIK
13
ANGGA SYAWALUDIN
14
15
BAGAS PRASOJO
16
ERLANGGA EKASAPUTRA
17
18
DEWI NURFIANTI
5.
The right answer is: B
AHMAD ROZIKIN
BAYU SAHRUDIN
BIMO ARDI SETYO
57
Misordering
Number 5
Addition
Wrong Answer
NAME
Omission
No
Misformation
Type of Errors
DANANG SETIAWALI
ABDUL KHALIM
AHMAD KHAMDANI
ASISATUL ISLAMIYAH
ANAS IRFANI
10
ANGGA SYAWALUDIN
11
ANGGI BUDI KESUMA
12
13
DIYAH AYU UTAMI
14
ERLANGGA EKASAPUTRA
15
ANAS WIBOWO
16
AULA MAWARNI
17
BUDI UTOMO
6.
No

Wrong Answer
NAME
58
Type of Errors
AHMAD ROZIKIN
BAYU SAHRUDIN
BIMO ARDI SETYO
DANANG SETIAWALI
DEYYU ANALDHI
ABDUL KHALIM
ANA ROSIYANTI
10
ASISATUL ISLAMIYAH
11
AHLAL MUDRIK
12
13
14
ANGGI BUDI KESUMA

BAGAS PRASOJO
D
A
D
15
DIYAH AYU UTAMI
16
ERLANGGA EKASAPUTRA
17
18
BUDI UTOMO
19
DEWI NURFIANTI
20
DINA ANGGRIANI
59
Misordering
Misformation
Addition
Omission
Number 6
7.
AHMAD ROFIUN NAJAD
ANITA TRI ULFANIA
BAYU SAHRUDIN
BIMO ARDI SETYO
ABDUL KHALIM
ASISATUL ISLAMIYAH
10
ANAS IRFANI
11
ANGGA SYAWALUDIN
12
ANGGI BUDI KESUMA
60
Misordering
Number 7
Addition
Wrong Answer
NAME
Omission
No
Misformation
Type of Errors
13
14
BAGAS PRASOJO
15
DIYAH AYU UTAMI
16
ERLANGGA EKASAPUTRA
17
18
ANAS WIBOWO
19
BUDI UTOMO
20
DEWI NURFIANTI
21
DINA ANGGRIANI
61
8.
The right answer is: D
AHMAD ROFIUN NAJAD
AHMAD ROZIKIN
ANITA TRI ULFANIA
DANANG SETIAWALI
DEYYU ANALDHI
ABDUL KHALIM
AHMAD KHAMDANI
ANA ROSIYANTI
ANGGA SYAWALUDIN
10
AYU MUTIARA PUTRI
11
DIYAH AYU UTAMI
12
ERLANGGA EKASAPUTRA
13
14
ANAS WIBOWO
15
AULA MAWARNI
16
BUDI UTOMO
62
Misordering
Number 8
Addition
Wrong Answer
NAME
Omission
No
Misformation
Type of Errors
17
DEWI NURFIANTI
63
9.
AHMAD ROZIKIN
BAYU SAHRUDIN
BIMO ARDI SETYO
AHMAD KHAMDANI
AHMAD NUR LUKI

BURHANUDIN
ASISATUL ISLAMIYAH
AHLAL MUDRIK
10
ANAS IRFANI
11
ANGGI BUDI KESUMA
12
13
BAGAS PRASOJO
14
DIYAH AYU UTAMI
15
ANAS WIBOWO
16
BUDI UTOMO
64
Misordering
Number 9
Addition
Wrong Answer
NAME
Omission
No
Misformation
Type of Errors
10. The right answer is: B

Type of Errors
Number 10
Addition
Answer
AHMAD ROFIUN NAJAD
ANITA TRI ULFANIA
DANANG SETIAWALI
AHMAD KHAMDANI
ANA ROSIYANTI
10
ANAS IRFANI
11
ANGGA SYAWALUDIN
12
13
DIYAH AYU UTAMI
14
ERLANGGA EKASAPUTRA
15
65
Misordering
NAME
Omission
No
Misformation
Wrong
16
DEWI NURFIANTI
17
DINA ANGGRIANI
11. The right answer is: A
AHMAD ROZIKIN
BAYU SAHRUDIN
BIMO ARDI SETYO
DEYYU ANALDHI
ABDUL KHALIM
66
Misordering
Number 11
Addition
Wrong Answer
NAME
Omission
No
Misformation
Type of Errors
ASISATUL ISLAMIYAH
10
AHLAL MUDRIK
11
ANAS IRFANI
12
ANGGA SYAWALUDIN
13
ANGGI BUDI KESUMA
14
15
BAGAS PRASOJO
16
ERLANGGA EKASAPUTRA
17
ANAS WIBOWO
18
AULA MAWARNI
19
BUDI UTOMO
20
DEWI NURFIANTI
21
DINA ANGGRIANI
12. The right answer is: D
67
Misordering
Number 12
Addition
Wrong Answer
NAME
Omission
No
Misformation
Type of Errors
AHMAD ROZIKIN
ANITA TRI ULFANIA
BIMO ARDI SETYO
DANANG SETIAWALI
ABDUL KHALIM
AHMAD KHAMDANI
10
ANA ROSIYANTI
11
ASISATUL ISLAMIYAH
12
ANGGA SYAWALUDIN
13
ANGGI BUDI KESUMA
14
AYU MUTIARA PUTRI
15
DIYAH AYU UTAMI
16
ERLANGGA EKASAPUTRA
17
ANAS WIBOWO
18
DEWI NURFIANTI
19
DINA ANGGRIANI
68
NAME
Number 13
Addition
Answer
Omission
No
Misordering
Wrong
Misformation
Type of Errors
1
2
AHMAD ROFIUN NAJAD

AHMAD ROZIKIN
A
A
3
4
A
B
5
6
7
ABDUL KHALIM
BAYU SAHRUDIN
ANA ROSIYANTI
A
A
C
ASISATUL ISLAMIYAH
9
10
AHLAL MUDRIK
ANAS IRFANI
A
A
11
ANGGI BUDI KESUMA
12
13
BAGAS PRASOJO
14
15
BUDI UTOMO
16
DEWI NURFIANTI
17
DINA ANGGRIANI
69
AHMAD ROFIUN NAJAD
ANITA TRI ULFANIA
BIMO ARDI SETYO
DANANG SETIAWALI
ABDUL KHALIM
AHMAD KHAMDANI
ANA ROSIYANTI
ASISATUL ISLAMIYAH
10
AHLAL MUDRIK
11
ANGGA SYAWALUDIN
12
ANGGI BUDI KESUMA
13
14
AYU MUTIARA PUTRI
15
DIYAH AYU UTAMI
16
ERLANGGA EKASAPUTRA
17
ANAS WIBOWO
18
AULA MAWARNI
70
Misordering
Number 14
Addition
Wrong Answer
NAME
Omission
No
Misformation
Type of Errors
19
DINA ANGGRIANI
15. The right answer is: C
AHMAD ROFIUN NAJAD
BAYU SAHRUDIN
BIMO ARDI SETYO
ABDUL KHALIM
AHMAD KHAMDANI
ANA ROSIYANTI
ANAS IRFANI
10
BAGAS PRASOJO
71
Misordering
Number 15
Addition
Wrong Answer
NAME
Omission
No
Misformation
Type of Errors
11
ERLANGGA EKASAPUTRA
12
13
ANAS WIBOWO
14
BUDI UTOMO
15
DEWI NURFIANTI
AHMAD ROFIUN NAJAD
ANITA TRI ULFANIA
BAYU SAHRUDIN
BIMO ARDI SETYO
DANANG SETIAWALI
ABDUL KHALIM
AHMAD KHAMDANI
AHLAL MUDRIK
10
ANAS IRFANI
11
ANGGA SYAWALUDIN
12
ANGGI BUDI KESUMA
72
Misordering
Number 16
Addition
Wrong Answer
NAME
Omission
No
Misformation
Type of Errors
13
14
AYU MUTIARA PUTRI
15
DIYAH AYU UTAMI
16
ERLANGGA EKASAPUTRA
17
ANAS WIBOWO
18
DEWI NURFIANTI
19
DINA ANGGRIANI
73
17. The right answer is: A
BAYU SAHRUDIN
DANANG SETIAWALI
ABDUL KHALIM
AHMAD KHAMDANI
ASISATUL ISLAMIYAH
10
ANGGA SYAWALUDIN
11
ANGGI BUDI KESUMA
12
13
BAGAS PRASOJO
14
15
AULA MAWARNI
16
BUDI UTOMO
17
DEWI NURFIANTI
18
DINA ANGGRIANI
74
Misordering
Number 17
Addition
Wrong Answer
NAME
Omission
No
Misformation
Type of Errors
18. The right answer is: C
ANITA TRI ULFANIA
BAYU SAHRUDIN
BIMO ARDI SETYO
DANANG SETIAWALI
ABDUL KHALIM
AHMAD KHAMDANI
ANGGA SYAWALUDIN
10
AYU MUTIARA PUTRI
11
DIYAH AYU UTAMI
12
ERLANGGA EKASAPUTRA
13
14
ANAS WIBOWO
15
BUDI UTOMO
16
DINA ANGGRIANI
75
Misordering
Number 18
Addition
Wrong Answer
NAME
Omission
No
Misformation
Type of Errors
Misordering
Number 19
Addition
Wrong Answer
NAME
Omission
No
Misformation
Type of Errors
1
2
AHMAD ROFIUN NAJAD

A
A
ALGITA DIRGANTARA
BAHARUDIN
BAYU SAHRUDIN
BIMO ARDI SETYO
DANANG SETIAWALI
7
8
ANAS IRFANI
ANGGA SYAWALUDIN
A
C
10
11
ANAS WIBOWO
DEWI NURFIANTI
A
B
12
DINA ANGGRIANI
76
1
2
AHMAD ROFIUN NAJAD

A
D
ANITA TRI ULFANIA
BAYU SAHRUDIN
BIMO ARDI SETYO
AHMAD KHAMDANI
7
8
AYU MUTIARA PUTRI

DIYAH AYU UTAMI
A
D
ERLANGGA EKASAPUTRA
10
11
ANAS WIBOWO
DINA ANGGRIANI
A
D
77
Misordering
Number 20
Addition
Wrong Answer
NAME
Omission
No
Misformation
Type of Errors
From the tables above, the writer can conclude the type of errors in
one table as shown below:
Table 4.5 The Dominant Types and Cause of Errors

Types of Errors
Cause of errors
Incomplete application
Omission
of rules
Ignorance of rule
Addition
restrictions
Malformation
Misordering
False concepts
hypothesized
Over-generalization
TOTAL
Occurrence
Percentage
97
28,11
10
2,89
223
64.63
15
4,34
345
100%
After knowing the result of types or errors, the writer can conclude
the causes of errors. There are 223 numbers of misformation caused by false
concepts hypothesized, 97 numbers of omission caused by incomplete
application of rules, 15 numbers of misordering caused by overgeneralization and 10 numbers of addition caused by ignorance of rule
restrictions. From the table above, the writer can conclude that misformation
is the dominant type of errors and false concepts hypothesized is the
dominant cause of errors.
78
CHAPTER V
CLOSURE
A. Conclusion
After conducting the research, doing the analysis and presenting
the results, the conclusion and suggestion of this research will be presented
as follows:
1. The total students answer from pre test are 14 correct answer and 16
incorrect. There are four types of errors namely omission, addition,
misformation, misordering. It is found that number of errors are
omission (10), addition ( 3), misformation (3), misordering (0) .
2. The total student answer from post test are omission 97 or 28,11%,
addition 10 or 2,89%, misformation 223 or 64,63% and misordering 15
or 4,34%. It is concluded from post test, the dominant types of errors
are misformation.
3. There are four causes of errors, namely: over-generalization, ignorance
of rule restriction, incomplete application of rules and false concepts
hypothesized. It is found that for incomplete application of rules there
is 97, ignorance of rule restrictions is 10, false concepts hypothesized
are 223 and over-generalization is 15. Therefore, the dominant cause
of errors are incomplete application of rules.
B. Suggestion
In this chapter, the writer would like to propose some suggestions
that hopefully would useful for to the English teachers, students, and their
parents.
1. The teachers :
a. The teachers must be creative in teaching learning English and
makes students comfortable in the class.
b. The teachers should choose a suitable strategy to increase student
achievement.
79
c. The teachers should develop teaching strategy, so the motivation of

the learner to study English will always increase. The uses of
various strategies are suggested to make the student more
interesting.
d. The teacher should be selective in indicating the errors, find the
solution, and create a remedial teaching which is free from the
previous erroneous.
2. The students :
a. The student should develop their motivation because it is an
important factor in the English learning.
b. The student should study the material intensively, repeatedly and
toughly.
c. Answer every question, which is given by the teacher, do not afraid
to answer false. Importantly, the learner must have a briefly.
3. The parents :
a. The parents are hoped able to create educative condition at home
so that student can study with optimally.
b. The parents are hoped able to control their children study.
80

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AN ERROR ANALYSIS OF USING PASSIVE

SENTENCES IN WRITING MADE BY THE SECOND

ENGLISH AND EDUCATIONAL DEPARTMENT

ATTENTIVE COUNSELOR NOTES .......................................................... iii

B. Limitation of the Problem .................................................

C. Statement of the Problem ..................................................

D. Objective of the Study ......................................................

E. Definition of Key Terms ...................................................

F. Benefit of the Study ..........................................................

G. Literature Review .............................................................

H. Research Method ..............................................................

I. Outline of the Graduating Paper ....................................... 13

B. The Differences between Mistakes and Errors ................. 17

GENERAL DESCRIPTION OF SMP 2 TUNTANG

DATA ANALYSIS AND RESEARCH FINDING

A. Background of the Study

students without discouraging them. In addition, knowledge of the sources

students do not fully understand the passive sentences in a paragraph. It is

What are the causes of errors in using passive sentence in writing

D. Objective of the Study

To classify the kinds of errors in writing made the students of SMP

To find the causes of the errors in writing made by the students of

E. Definition of Key Terms

Errors Analysis : Errors Analysis is the fact that learners do make

Mistake : Mistake is refers to a performance error that is either a

Errors : Errors are direct manifestation of a system within which a

Passive sentences : Passive sentences are occurs in both spoken and

F. Benefit of the Study

The school : The result of this research can be used as an additional

Policy makers : The result of this research can be a concern of the

Language is a means of communication which people use to

from Aarts (1997: 162).

become the members of sample. Meanwhile the samples of this

The Method of Collecting Data

Pre test is test which done before giving treatment namely

Post test is test which done after giving treatment of passive

students, to recognize general depiction about situation and

5. Data Analysis Method

Scoring the Students Answers

Identifying the Students Errors in Passive Sentences

Classifying the Errors

types. They are: errors omission, errors of addition, errors of

Finding Causes of The Errors

: The percentage of errors

: Number of errors for each type

: Number of all errors

The Research Schedule

I. Outline of the Graduating Paper

Chapter I consist of Introduction, In this chapter, the writer will

A. Definition of Error Analysis

grammar they learn is a second language grammar. The word errors is

Mistakes according to Corder (1981:10), it will be useful therefore

are either a random guess or a slip in that it is a failure to utilize a

Errors according to Brown (2007: 258) is a noticeable deviation from

Intralingual errors that are errors caused by interference of the learners

Interlingual errors that are cause of errors resulting from complicated

structure in place of two regular structures, for example: She can

Ignore of Rule Restriction

: The baby crying was.

: The baby was crying.

Incomplete Application of Rules

: You are student.

False concept hypothesized means basically errors are the result