an error analysis on students in transforming...
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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
一
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ENDORSEPIENT SHEET
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was cxalnined in the cxalnination session of thc Faculty of Tarbiyah and
Tcachcrs'Training,Sya五 f Hidayatullah Statc lslamic Univcrsity Jakarta on July
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
, 卜1lK′″H」●atta″o95 Clp“ぬ
"“12 1ndo腱 語
FORM(FR)
No Dokumen : F:TK‐ FR‐AKD-089
丁g:Terbl : l Maret 2010
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
research procedures and results, example:
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
research procedures and results, example:
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
of error Precentage of Error
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
of error Precentage of Error
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
No Type of Error Frequency
of error Precentage of Error
1 Omission 1 1%
2 Addition - 0%
3 Misformation 86 99%
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
No Type of Error Frequency
of error Precentage of Error
1 Omission 2 2%
2 Addition - 0%
3 Misformation 91 91%
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
No Type of Error Frequency
of error Precentage of Error
1 Omission 11 9%
2 Addition - 0%
3 Misformation 104 86%
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
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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
passive voice of simple past tense?
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
passive voice of simple past tense?
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 5 :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
Student 11 :Bertanya pada guru
Student 12 :Bertanya pada guru
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 2 : Menghafal rumus
Student 3 : Menghafal rumus
Student 4 : Menghafal rumus
Student 5 : Mendengarkan penjelasan dari guru dan mempelajarinya lagi
Student 6 :Menghafal rumus
Student 7 : 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
Student 12 : Menghafal rumus
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 9 : Bagian III dan IV
Student 10 : Bagian III dan 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
invented by the dutch.
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
(3) The several protesters
was taken away by the
police.
(4) A simple telescope
were invented by the
dutch.
PART II
(1) Best player in futsal
was geted by army.
(2) We was visited by our
teacher.
(6) Newspaper was readed
by my father.
(8) Sardines and rice was
eated for dinner by tio.
The several protesters
were taken away by the
police.
A simple telescope was
invented by the dutch.
Best player in futsal
was gotten by army.
We were visited by our
teacher.
Newspaper was read by
my father.
Sardines and rice were
eaten for dinner by tio.
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
(Transformation Active
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
(Transformation Passive
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.
The prize was not won
by her.
Their beds were not
made by them.
They were not told by
Tami.
They studied math.
The students did not
clean the table.
He wrote a letter.
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.
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
(3) The several protesters
was taken away by the
police.
(4) A simple telescope has
The several protesters
were taken away by the
police.
A simple telescope was
Verb „be‟
Verb „be‟
Misformation
Misformation
invented by the dutch.
(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.
(2) We was visited by our
teacher.
(6) Newspaper was readed
by my father.
(10) Some poems were
writed by Dedi last month.
PART III
(Transformation Active
to Passive)
(1) A Song was sang by
he.
(4) My car was stoled by a
thief.
(6) The prize was not win
by her.
(7) Their bed were not
make by them.
PART IV
(Transformation Passive
to Active)
(1) The students eat fried
rice.
(2) Them study math.
(6) Him write a letter.
(7) Them invited the
children.
invented by the dutch.
That play was written
by Shakespeare.
This rug was made by
my mother.
Best player in futsal
was gotten by army.
We were visited by our
teacher.
Newspaper was read by
my father.
Some poems were
written by Dedi last
month.
A song was sung by
him
My car was stolen by a
thief.
The prize was not won
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
of simple past tense?
(10) Her read the novel
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
Misformation
Misformation
Misformation
4. PART I
(3) The several protesters
was taken away by the
police.
(5) He is attacked by a
knife
(10) This rug were made
by my mother.
PART II
(6) Newspaper was readed
by my father.
(8) Sardines and rice was
ate for dinner by tio.
PART III
(Transformation Active
to Passive)
(1) A song was sang by he
(6) The prize was not win
by her.
(7). Their were not beds by
them.
PART IV
(Transformation Passive
to Active)
(2) They study math
.
(4)X
(5) The students were not
The several protesters
were taken away by the
police.
He was attacked by a
knife.
This rug was made by
my mother.
Newspaper was read by
my father.
Sardines and rice were
eaten for dinner by tio.
A song was sung by
him.
The prize was not won
by her.
Their beds were not
made by them.
They studied math
The seller did not sell
the computer.
The students did not
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.
(7) Them invited the
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.
(4) A simple telescope has
invented by the dutch.
(7) The boy were helped
by marry
(8) He were being given a
present of a hundred
dollars.
(10) This rug were made
by my mother
PART II
(1)Best player in futsal
was get by army.
(6) Newspaper was readed
by my father.
(8) Sardines and rice was
eated for dinner by tio.
PART III
(Transformation Active
to Passive)
(1) A Song was sang by he
(6) The prize was not win
by her.
(7) Their beds were not
make by them.
His friend was loved
very much by him.
It was known to them.
A simple telescope was
invented by the dutch.
The boy was helped by
marry.
He was given a present
of a hundred dollars
This rug was made by
my mother
Best player in futsal
was gotten by army.
Newspaper was read by
my father.
Sardines and rice were
eaten for dinner by tio.
A song was sung by
him
The prize was not won
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
(Transformation Passive
to Active)
(1) The students eat fried
rice
(2) They study math
(5) The students was not
cleaned the tables
(6) Him wrote a letter
(7) Them invited the
children
(9) did you known about
the form of passive voice
of simple past tense?
The students ate fried
rice
They studied math
The students did not
clean the table
He wrote a letter
They invited the
children.
Did you know about the
form of passive voice
of simple past tense?
Transformation
Transformation
Transformation
Transformation
Transformation
Transformation
Misformation
Misformation
Misformation
Misformation
Misformation
Misformation
6 PART I
(2) It were being known to
them.
(3) The several protesters
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
(6) Newspaper was readed
by my father.
(8) Sardines and rice was
atefor dinner by tio.
(10) Some poems was
wroteby Dedi last month
It was known to them.
The several protesters
were taken away by the
police.
A simple telescope was
invented by the dutch.
That play was written
by Shakespeare.
The package was
mailed by Bob
Newspaper was read by
my father.
Sardines and rice were
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
(Transformation Active
into passive)
(6) The prize was not win
by her.
(7) Their beds were not
make by them.
(10) Was send rini by the
letter?
PART IV
(Transformation Passive
into Active)
(1) The students eat fried
rice.
(2)X
(3)X
(4)X
(5)X
(7) Them invited the
children.
(9) was you known about
the form of passive voice
of simple past tense?
The prize was not won
by her.
Their beds were not
made by them.
Was the letter sent by
Rini?
The students ate fried
rice
They studied math
Roni broke the glass
The seller did not sell
the computer
The students did not
clean the table
They invited the
children.
Did you know about the
form of passive voice
of simple past tense?
Transformation
Transformation
Transformation
Transformation
Transformation
Transformation
Transformation
Transformation
Transformation
Transformation
Misformation
Misformation
Misordering
Misformation
Omission
Omission
Omission
Omission
Misformation
Misformation
7
PART I
(1) His friend ^loved very
much by him.
(2) It were being known to
them.
(4) A simple
telescope^invented by the
dutch.
(9) The package has
His friend was loved
very much by him.
It was known to them.
A simple telescope was
invented by the dutch.
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.
(4) Passive voice of simple
past tense was studyedby
the students.
(7) The housewas
builtedby Bob Smith
(8) Sardines and ricewas
ate for dinner by tio
(10) Some poems were
writedby Dedi last month.
PART III
(Transformation Active
into Pasive)
(1) A song was sang by
her
(4) My car was stoled by a
thief.
(6) The prize was not win
by she
(7) Their were not make
by them.
(10) Was rini send by the
letter.
PART IV
(Transformation Passive
into Active)
(1) The studentseat fried
rice
(2) They study math
mailedby Bob.
This rugwas made by
my mother
We were visited by our
teacher.
Passive voice of simple
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.
My car was stolen by a
thief.
The prize was not won
by her.
Their beds were not
made by them.
Was the letter sent by
Rini.
The students ate fried
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.
(5) The students were not
clean the table.
(6) Him write a letter
(7) Them invited the
children
(8) Were students in grade
VIII.3 enjoy the English
Subject?
(9) wasyou known about
the form of passive voice
of simple past tense?
PART I
(3)The several protesters
was taken protesters away
by the police.
(4) A simple telescope
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
(1) Best player in futsal
was getedby army.
(2) We was visitedby our
teacher.
Roni broke the glass
The seller did not sell
the computer
The students did not
clean the table
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?
The several protesters
were taken protesters
away by the police.
A simple telescope was
invented by the dutch.
That play was written
by Shakespeare.
The boy was helped by
marry.
That play was given by
Shakespeare.
The package was
mailed by Bob.
Best player in futsal
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
(4) Passive voice of simple
past tense was study by the
students.
(8) Sardines and rice were
eatedfor dinner by tio.
(10) Some poems were
writedby Dedi last month.
PART III
(1) Song was sang by her.
(2) Me was hit by
somebody
(4) My car was stoled by a
thief
(6) The prize was not win
by her.
(7) Their beds were not
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
(4) The seller was not sold
the computer.
(5) The students was not
cleaned the table
(6) Him write a letter
(7) Them invited the
children
Passive voice of simple
past tense was
studiedby the students.
Sardines and rice were
eatenfor dinner by tio.
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
The prize was not won
by her.
Their beds were not
made by them
They were not told by
Tami
The students ate fried
rice
They studied math
Roni broke the glass
The seller did not sell
the computer
The students did not
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
the form of passive voice
of simple past tense?
Did you know about the
form of passive voice
of simple past tense?
Transformation
Misformation
9 PART I
(4) A simple
telescope^invented by the
dutch.
(6) That play has written
by Shakespeare.
(8) He was not given a
present of a hundred
dollars.
(9) The package was not
mailed by Bob.
PART II
(6) Newspaper was readed
by my father.
(8) Sardines and rice was
atefor dinner by tio
(10) Some poems were
wroteby Dedi last month.
PART
III(Transformation
Active into Passive)
(1) A song was sang by he
(4) My car was stoledby a
thief.
(6) The prize was not win
by her
(7) Their beds were not
make by them
(8) They were not telled
by tami
(10) Was the letter send by
rini?
A simple telescope was
invented by the dutch.
That play was written
by Shakespeare.
He was given a present
of a hundred dollars
(9) The package was
mailed by Bob.
Newspaper was readby
my father.
Sardines and rice were
eatenfor dinner by tio
Some poems were
written by Dedi last
month.
A song was sung by
him
My car was stolen by a
thief
The prize was not won
by her
Their beds were not
made by them
Their were not told by
Tami
Was the letter sent by
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
(Transformation Passive
into Active)
(4) The seller did not sold
the computer.
(5) The students were not
cleaned the table.
(9) Was you known about
the form of passive voice
of simple past tense?
The seller did not sell
the computer.
The students did not
clean the table.
did you know about the
form of passive voice
of simple past tense?
Transformation
Transformation
Transformation
Misformation
Misformation
Misformation
10 PART I
(1) His friend^lovedvery
much by him.
(5) He is attacked by a
knife.
(6) That playwere
writtenby Shakespeare.
(9) The package were
being mailed by Bob.
(10) This rugwere being
made by my mother.
PART II
(1) Best player in futsal
was geted by army.
(4) Passive voice of simple
past tense was studyed by
the students.
(6) Newspaper was
readedby my father.
(8) Sardines and rice was
eatedfor dinner by tio.
(10) Some poems was
writedby Dedi last month.
His friend was loved
very much by him.
He was attacked by a
knife.
That play was
writtenbyShakespeare.
The package was
mailed by Bob.
This rugwas made by
my mother.
Best player in futsal
was gotten by army.
Passive voice of simple
past tense was studied
by the students.
Newspaper was readby
my father.
Sardines and rice were
eatenfor dinner by tio.
Some poems were
written by Dedi last
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
(Transformation Active
into Passive)
(1) Song was sang by she.
(2) Me was hit by
somebody.
(6) The prize was not win
by she
(7) Their beds did not
make by they.
(8) Tell them did not by
Tami
(9) Was they telled you?
(10) Was the letter send by
Rini?
PART IV
(Transformation Passive
into Active)
(4) The seller was not sold
the computer
(5) The students were not
clean the table
(6) Him write a letter
(7) Them invented the
children
(8) X
(9)
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
Tami
Were they told you?
Was the letter sent by
Rini.
The seller did not sell
the computer
The students did not
clean the table
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
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.
(3) The several protesters
was taken away by the
police.
(8) He was not given a
present of a hundred
dollars
(9) The package was not
mailed by Bob
PART II
(6) Newspaper was readed
by my father.
(8) Sardines and rice was
ate for dinner by tio.
PART III
(Transformation Active
into Passive)
(6) The prize was not win
by her
(7) Their beds were not
make by them
(10) Was the leter send by
Rini
PART IV
(1) The Students eat fried
rice
(2) They study math
(5) The students were not
cleaned the table.
(7) Them invited the
It was known to them.
(3) The several
protesters were taken
away by the police.
(8) He was given a
present of a hundred
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.
The prize was not won
by her
Their beds were not
made by them
Was the letter sent by
Rini
The students ate fried
rice
They studied math
The students did not
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.
(2) It were being known to
them.
(3) The several protesters
was taken away by the
police.
(5) He is attacked by a
knife.
(6) That play were being
written by Shakespeare.
(8) He was not given a
present of a hundred
dollars.
(9) The package were
being mailed by Bob
(10) This rugwere made
by my mother.
PART II
(1) Best player in futsal
was get by army
(2) We was visited by our
teacher.
(4) Passive voice of simple
past tense was studyed by
the students.
(6) Newspaper was
readedby my father.
(8) Sardines and rice was
ate for dinner by tio.
(10) Some poems were
writed by Dedi last month.
PART III
His friend was loved
very much by him.
It was known to them.
(3) The several
protesters were taken
away by the police.
He was attacked by a
knife.
That play was written
by Shakespeare.
He was given a present
of a hundred dollars.
The package was
mailed by Bob
This rugwas made by
my mother.
Best player in futsal
was gotten by army
We were visited by our
teacher.
Passive voice of simple
past tense was studied
by the students.
Newspaper was read by
my father.
Sardines and rice were
eaten for dinner by tio.
Some poems were
written by Dedi last
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
(Transformation Active
into Passive)
(1) Song was sang by he
(4) My car was stoled by
thief.
(6) The prize was not win
by her.
(8) Tell them did not by
tami
(10) Was the letter send by
Rini?
PART IV
(Transformation Passive
into Active)
(1) The students eat fried
rice.
(2) They study math
(4) The seller was not sold
the computer
(5) The student were not
cleaned the table.
(6) Him write a letter
(7) Them invited the
children
(8) Were students in grade
VIII.3 enjoy the english
subject.
(9) Was you know about
the form of passive voice
of simple past tense?
A song was sung by
him
My car was stolen by a
thief.
The prize was not won
by her.
They were not told by
Tami.
Was the letter sent by
Rini?
The students ate fried
rice.
They studied math
The seller did not sell
the computer
The students did not
clean the table
He wrote a letter
Theyinvited 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?
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
(2) It were being known
to them.
(3) The several protesters
was taken away by the
police.
(4) A simple
telescope^invented by the
dutch.
(5) He ^attacked by a
knife
(6) That play ^written by
Shakespeare.
(8) He was not given a
present of a hundred
dollars.
(10) This rughas made by
my mother
PART II (1) Best player in futsal
was getedby army
(2) We was visitedby our
teacher.
(4) Passive voice of
simple past tense was
studyby the students.
(7) The house was
builtedby Bob smith.
(8) Sardines and rice was
ate for dinner by tio.
(10) Some poems was
writedby Dedi last month.
It was known to them.
The several protesters
were taken away by the
police.
A simple telescope was
invented by the dutch.
He wasattacked by a
knife
That play waswritten by
Shakespeare.
He was given a present
of a hundred dollars.
This rug was made by
my mother
Best player in futsal
was gottenby army
We were visitedby our
teacher.
Passive voice of simple
past tense was
studiedby the students.
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
(Transformation Active
into Passive)
(4) My car was stoled by a
thief
(6) The prize was not win
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
(4) The seller was not sold
the computer.
(5) The student was not
cleaned the table
(7) Them invited the
children
(8) Was students in grade
VIII.3 enjoy the english
subject?
(9) Was you know about
the form of passive voice
of simple past tense?
My car was stolen by a
thief
The prize was not won
by her
Their beds were not
made by them
They were not told by
Tami
Were they told you?
The students ate fried
rice.
They studied math
The seller did not sell
the computer
The students did not
clean the table
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?
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
(3) The several protesters
was taken away by the
police.
(4) A simple telescope
were being invented by the
The several protesters
were taken away by the
police.
A simple telescope was
invented by the dutch.
Verb “be”
Verb “be”
Misformation
Misformation
dutch.
(6) That play were being
written by Shakespeare
(8) He was not given a
present of a hundred
dollars
(9) The package was not
mailed by Bob
(10) This rugwere made
by my mother.
PART II
(1) Best player in futsal
was get by army.
(4) Passive voice of
simple past tense was
studyd by the students.
(6) Newspaper was readed
by my father.
(8) Sardines and rice was
ate for dinner by tio.
(10) Some poems were
write by Dedi last month
PART III
Transformation Active
into Passive)
(1) Song was sang by he
(4) My car was stoled by a
thief
(6) The prize was not win
by her
(7) Their beds were not
make by them
(10) Was rini send by the
letter
That play was written
by Shakespeare
He was given a present
of a hundred dollars
The package was
mailed by Bob
This rugwas made by
my mother.
Best player in futsal
was gotten by army.
Passive voice of simple
past tense was studied
by the students.
Newspaper was read
by my father.
Sardines and rice were
eaten for dinner by tio.
Some poems were
written by Dedi last
month.
A song was sung by
him
My car was stolen by a
thief
The prize was not won
by her
Their beds were not
made by them
Was the letter sent by
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)
(1) The student eat fried
rice
(4) The seller was not sold
the computer
(5) The student was not
cleaned the table
(6) Him write a letter
(7) Them invited the
children.
(8) Were students in grade
VIII.3 enjoy the Englis
subject?
(9) Was you know about
the form of passive voice
of simple past tense?
The students ate fried
rice
The seller did not sell
the computer
The students did not
clean the table
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?
Transformation
Transformation
Transformation
Transformation
Transformation
Transformation
Transformation
Misformation
Misformation
Misformation
Misformation
Misformation
Misformation
Misformation
15 PART I
(3) The several protesters
was taken away by the
police.
(6) That play were being
written by Shakespeare.
(8) He was not given a
present of a hundred
dollars.
(10) This rugwere made by
my mother.
PART II
(2) We was visitedby our
teacher.
(6) Newspaper was
readedby my father.
The several protesters
were taken away by the
police.
That play was written
by Shakespeare.
He was given a present
of a hundred dollars
This rugwas made by
my mother
We were visitedby our
teacher.
Newspaper was readby
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.
(10) Some poems were
write by Dedi last month
PART III
(Transformation Active
into Passive)
(1) A song was sang by
her.
(4) My car was stoled by a
thief.
(6) The prize was not win
by her.
(7) Their beds were not
make by them.
(10) Was the letter send by
rini?
PART IV
(Transformation Passive
into Passive)
(1) The student eat fried
rice.
(4) The seller was not sold
the computer.
(5) The student was not
cleaned the table.
(6) Him write a letter
(7) them invited the
children
(8) Were students in grade
VIII.3 enjoy the english
subject?
(9) Was you know about
the form of passive voice
Sardines and rice were eaten for dinner by tio.
Some poems were
writen by Dedi last
month
A song was sung by her
My car was stolen by a
thief
The prize was not won
by her
Their beds were not
made by them.
Was the letter sent by
Rini?
The students ate fried
rice.
The seller did not sell
the computer.
The students did not
clean the table.
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
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
of simple past tense?
simple past tense?
16 PART I
(3) The several protesters
was taken away by the
police.
(6) That play were being
written by Shakespeare.
(7) The boy^helped by
marry.
(8) He was not given a
present of a hundred
dollars.
(10) This rug were made
by my mother.
PART II
(5) My Friend were
askedcome formard by Mr.
Diki.
(6) Newspaper was readed
by my father.
(8) Sardines and rice was
atefor dinner by tio.
(10) Some poemswere
wroteby Dedi last month.
PART III
(Transformation Active
into Passive)
(1) A song was sang by he
(6) The prize was not win
by he
(8) Telled them did not by
Tami
The several protesters
were taken away by the
police.
That play was written
by Shakespeare.
The boy was helped by
marry.
He was given a present
of a hundred dollars.
This rugwas made by
my mother.
My Friend was asked
come formard by Mr.
Diki.
Newspaper was read by
my father.
Sardines and rice were
eatenfor dinner by tio.
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
(Transformation Passive
into Active)
(4) The seller was not sold
the computer.
(5) The student was not
cleaned the table.
(8) Were students in grade
VIII.3 enjoy the Englis
subject?
The seller did not sell
the computer
The students did not
clean the table
Did students in grade
VIII.3 enjoy the English
Subject?
Transformation
Transformation
Transformation
Misformation
Misformation
Misformation
17 PART I
(3) The several protesters
was taken away by the
police.
(4) A simple telescope
were being invented by the
dutch.
(5) He is attacked by a
knife.
(6) That play were being
by Shakespeare.
(8) He was not given a
present of a hundred
dollars.
(10) This rug were made
by my mother
PART II
(1) Best player in futsal
was get by army.
(3) This sweater were
made by my aunt
(6) Newspaper was readed
by my father
(8) Sardines and rice was
The several protesters
were taken away by the
police.
A simple telescope was
invented by the dutch.
He was attacked by a
knife.
That play was written
by Shakespeare.
He was given a present
of a hundred dollars.
This rugwas made by
my mother
Best player in futsal
was gotten by army.
This sweater was made
by my aunt
Newspaper was read by
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
write by Dedi last month
PART III
(Transformation Active
into Passive)
(4) My car was stoled by
a thief
(6) The prize did not win
by her
(7) Their beds did not
make by them
(10) did rini send by the
letter?
PART IV
(Transformation Passive
into Active)
(1) The studentseaten fried
rice
(2) Them studied math
(4) The seller was not sold
the computer
(5) The students were not
cleaned the table
(7) Them invited the
children
(8)Was students in grade
VIII.3 enjoyed the English
Subject?
(9) Was you known about
the form of passive voice
of simple past tense?
wereeaten for dinner by tio
Some poems were
written by Dedi last
month
My car was stolen by a
thief
The prize was not won
by her
Their beds were not
made by them
Was the letter sent by
Rini
The students ate fried
rice
They studied math
The seller did not sell
the computer
The students did not
clean the table
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?
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
(1) His friend ^loved very
His friend was loved
Verb “be”
Omission
much by him.
(2) It were being known
to them.
(3) The several protesters
was taken away by the
police.
(6) That play were being
written by Shakespeare.
(9) The package has
mailed by Bob.
PART II
(1) Best player in futsal
was getby army.
(2) We ^visitedby our
teacher.
(3) This sweater were
made by my aunt.
(6) Newspaper was
readedby my father.
(8) Sardines and rice was
atefor dinner by tio.
(10) Some poems were
writeby Dedi last month.
PART III
(Transformation Active
into Passive)
(1) A song was sang by
her
(4) My car was stole by a
thief
(5) Passive Voice^ understood by Nadia
very much by him.
It wasknown to them.
The several protesters
were taken away by the
police.
That play was written
by Shakespeare.
The package was
mailed by Bob.
Best player in futsal
was gottenby army.
We were visitedby our
teacher.
This sweater was made
by my aunt.
Newspaper was readby
my father.
Sardines and rice were
eatenfor dinner by tio.
Some poems were
writtenby Dedi last
month.
A song was sung by
him
My car was stolen by a
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
(7) Their beds were not
make by them
(8) They did not tell by
Tami.
(9) Were they tell you?
(10) Did rini send the
letter?
PART IV
(Transformation Passive
into Active)
(1) The studentseaten fried
rice
(2) Them studied math
(4) The sellerthe computer
did not by sold
(5) The students were not
cleaned the table.
(7) Them invited the
children
(8) was students in grade
VIII.3 enjoy the English
Subject?
(9) was you known about
the form of passive voice
of simple past tense?
The prize was not won by her
Their beds were not
made by them
They were not told by
Tami
Were they told you?
Was the letter sent by
Rini?
The students ate fried
rice
They studied math
The seller did not sell
the computer
The students did not
clean the table
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?
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
(3) The several protesters
was taken away by the
police.
(5) He is attacked by a
knife.
The several protesters
were taken away by the
police.
He was attacked by a
knife.
Verb “be”
Verb “be”
Misformation
Misformation
(6) That play were being
written by Shakespeare.
(8) He was not given a
present of a hundred
dollars.
(9) The package were
being mailed by Bob.
(10) This rugwere made
by my mother.
PART II
(1) Best player in futsal
was getedby army.
(6) Newspaper was
readedby my father
(8) Sardines and rice was
eatedfor dinner by tio.
(10) Some poems was
writed by Dedi last month.
PART III
(Transformation Active
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.
That play was written
by Shakespeare.
He was not given a
present of a hundred
dollars.
The package was
mailed by Bob.
This rugwas made by
my mother.
Best player in futsal
was gottenby army.
Newspaper was readby
my father
(8) Sardines and rice
was eatenfor dinner by
tio.
(10) Some poems was
written by Dedi last
month.
A song was sung by
him
I was hit by somebody
My car was stolen by a
thief
The prize was not won
by her
Their beds were not
made by them
They were not told by
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
(Transformation Passive
into Active)
(6) Him write a letter
(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
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
Misformation
Misformation
Misformation
Misordering
20 PART I
(3) The several protesters
was taken away by the
police.
(4) A simple
telescope^invented by the
dutch.
(5) He is attacked by a
knife.
(6) That play were being
written by Shakespeare
(8) That play was not
given by Shakespeare
(10) This rugwere made
by my mother.
PART II
(1) Best player in futsal
was get by army.
(2) We was study by our
teacher.
(6) Newspaper was readed
by my father.
The several protesters
were taken away by the
police.
A simple telescope was
invented by the dutch.
He was attacked by a
knife.
That play was written
by Shakespeare.
That play was given by
Shakespeare
This rugwas made by
my mother.
Best player in futsal
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
(8) Sardines and rice was
atefor dinner by tio.
(10) Some poems were
writed by Dedi last month.
PART III
(Transformation Active
into Passive)
(1) A song was sang by he
(4) My car was stoled by a
thief
(5) Passive voice
^understood by nadia.
(6) The prize was not win
by her
(7) Their beds were not
make by them
(8) They did not telled by
tami
(10) did Rini send by the
letter.
PART IV
(Transformation Passive
into Active)
(6) Him write a letter
(8) Were students in grade
VIII.3 enjoy the english
subject?
(9) Was you known the
form of passive voice of
simple past tense?
(8) Sardines and rice
wereeatenfor dinner by
tio.
(10) Some poems were
written by Dedi last
month.
A song was sung by
him
My car was stolen by a
thief
Passive Voice was
understood by Nadia
The prize was not won
by her
Their beds were not
made by them
They were not told by
Tami
Was the letter sent by
Rini
He wrote a letter
Did students in grade
VIII.3 enjoy the English
Subject?
Did you know about the
form of passive voice of
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
UiN JAKARTAFITKこれにJ“
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り的 9a CrpdOr f34,2h● ―
FORM(FRI
No.Dokumen : FITK・ FヽAKD‐ 081
Tql.Teibit : l Maret 2010
No.ReVisL : 01ha:
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
tersebuL Apabib pembmn subs● ぃid dangp perl■ mohonpembimbingmenmubungiJ― n terlebih dahulL
Bhu SkFipsi ini dimpkan sdM dalam lvm 6 cenamp bultt dan dapadipwaniangSelama6cenambbulanberilalmyatanpaslmtperpttangL
Atas perhatiandankeriaSama sa覆 h山面 uCapkan ttt kasiL
Zttsalm“ 物′αib"″ソら,
Bahasa bggls
M,Pd
a,n.
21991031002
ノ
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
= Jれ
As s almnu' alaihmt wr.w b.
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"
Was s alotu' alailaan wnwb
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
an
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