students’ performance in using passive sentences in

STUDENTS’ PERFORMANCE IN USING PASSIVE SENTENCES IN

ACADEMIC WRITING BY THE EIGHTH SEMESTER OF ENGLISH

EDUCATION DEPARTMENT AT MUHAMMADIYAH UNIVERSITY OF

MAKASSAR

(Descriptive Qualitative Research)

A THESIS

Submitted to the Faculty of Teacher Training and Education Muhammadiyah

University of Makassar in Partial fulfillment of the requirement for the Degree of

Education English Education Department

DEBI HIKMAYANI

105351101816

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING EDUCATION

MUHAMMADIYAH UNIVERSITY OF MAKASSAR

2021

MOTTO AND DEDICATION

MOTTO

“Prayer can change our destiny and goodness can extend our age”

DEDICATION

This thesis is dedicated to:

• My beloved father and mather who always support emotionally and

materially with prayet, love and patience.

• My beloved Brother and sister who always support and motivate me to

finish this thesis.

• The big family of Awesome class who never tired to give me support.

viii

ABSTRACT

DEBI HIKMAYANI, 2021. Students’ Performance in Using Passive Sentences in

Academic Writing by the Eighth Semester of English Education Department at

Muhammadiyah University of Makassar. Supervised by Hj. Andi Tenri Ampa and St.

Asmayanti AM.

This study aimed at find out what types of passive sentences are incorrectly

made by the students in their academic writing. The method of this researchwas

descriptive qualitative method. Data of the research were collected through document

analysis. The subject of this research was the students of Muhammadiyah University of

Makassar at eighth semester of 2016. The sample was taken by using purposive sampling

technique.The researcher took 10 students as a subject. Based on the results the researcher

gave the incorrectly and correctlyin using passive sentences. The Types of passive

sentences made by the students’ inccorectly in simple present tense and simple past tense

are auxiliary verb and past participle.

Keywords: performance, passive sentences, students’ performance, passive sentences in

academic writing.

ix

ABSTRAK

Debi Hikmayani, 2021. Kinerja Mahasiswa dalam Penggunaan Kalimat Pasif dalam

Karya Tulis Akademik Semester VIII Jurusan Pendidikan Bahasa Inggris Universitas

Muhammadiyah Makassar. Dibimbing oleh Hj. Andi Tenri Ampa dan St. Asmayanti AM.

Penelitian ini bertujuan untuk mengetahui jenis kalimat pasif apa yang salah

dibuat oleh siswa dalam penulisan akademik mereka. Metode penelitian ini adalah

metode deskriptif kualitatif.Data penelitian dikumpulkan melalui analisis

dokumen.Subjek penelitian ini adalah mahasiswa Universitas Muhammadiyah Makassar

semester delapan tahun 2016.Pengambilan sampel menggunakan teknik purposive

sampling.Peneliti mengambil 10 mahasiswa sebagai subjek.Berdasarkan dari hasil

penelitian, peneliti menemukan kesalahan dan kebenaran dalam menggunakan kalimat

pasif. Jenis-jenis kalimat pasif yang dibuat siswa secara tidak tepat dalam simple present

tense dan simple past tense adalah adalah auxiliary verb dan past participle.

Kata kunci: Kinerja, Kalimat Pasif, Kinerja Mahasiswa, Kalimat Pasif dalam Penulisan

Akademik.

x

ACKNOLEDGEMENT

Praise us for the presence of Allah SWT, for all the abundance of who

blessings and gifts so that this report can be completed as it should. Shalawat and

greetings also do not forget the authors give to our lord Prophet Muhammad

SAW.

In writing this Thesis, we get a lot of help from various parties in the form

of guidance, guidance or advice. Various obstacles and obstacles that we went

through, but thanks to the optimal effort, contribtions and motivation from various

parties, the author can finally be released from the chaos that colored the series of

previous days.

We realize that the completion of this Thesis was not possible without the help

and guidance of various parties, for that we express our deepest thanks to:

1. Prof. Dr. H. Ambo Asse, M.Ag. as the Rector of Muhammadiyah

University of Makassar.

2. Erwin Akib, M.Pd., Ph.D. as the Dean of Education Faculty

3. Ummi Khaerati Syam, S.Pd.,M.Pd. as Head of English Education

Department.

4. My highest appreciation and deepest are due to Prof. Dr. Hj. Andi Tenri

Ampa, M.Hum as my first consultant and St. Asmayanti AM, S.Pd., M.Pd

as my second consultant who had guided me very well during my thesis

5. My highest appreciation and deepest to my beloved parents, Minsa and

Nurmin who always be my best parents. And all of my family for

attention, support and their love.

6. Big thanks to Awesome class who have supported and helped me in

completing this thesis.

xi

7. All the people who have taken a part of finishing this thesis which

couldn’t be mentioned by the researcher one by one.

We are aware that in the preparation of this Thesis there are still many

shortcomings, mistakes, and errors. Therefore, we always expect suggestions and

criticisms from readers who are constructive, for the sake of improving the quality

of this Thesis and hopefully this proposal can be useful for us all.

Last but not least, we express our deep gratitude to all those who have

provided assistance and direction. Hopefully all the assistance provided gets

Ridho from Allah Subhanahu Wa Ta'ala. Aamiin

Makassar, Mei 2021

The Researcher

DEBI HIKMAYANI

xii

TABLE OF CONTENTS

COVER PAGE ....................................................................................................... i

APPROVAL SHEET ........................................................................................... ii

COUNSELING SHEET 1 .................................................................................. iii

COUNSELING SHEET 2 ................................................................................... iv

SURAT PERNYATAAN ...................................................................................... v

SURAT PERJANJIAN ....................................................................................... vi

MOTTO .............................................................................................................. vii

ABSTRACT ....................................................................................................... viii

ABSTRAK ............................................................................................................ ix

ACKNOWLEDGEMENTS .................................................................................. x

TABLE OF CONTENTS .................................................................................... xii

CHAPTER I INTRODUCTION .......................................................................... 1

A. Background .................................................................................................... 1

B. Problem statement .......................................................................................... 3

C. Objective of the Study .................................................................................... 3

D. Significance of the Study ............................................................................... 3

E. Scope of the Study ......................................................................................... 4

CHAPTER IIREVIEW OF RELATED LITERATURE ................................... 5

A. Performance ................................................................................................... 5

B. Concept of Passive Voice .............................................................................. 5

1. Definition Passive Voice .......................................................................... 5

2. Pattern of Passive Voice ........................................................................... 7

3. Verbs Which Cannot be Used in the Passive Form ................................. 8

4. The Component of Passive Voice ............................................................ 9

C. Reasons for Using Passive Voice ............................................................... 10

D. Transforming the Form Passive Voice ....................................................... 12

E. English Language Learners Difficulties With Learning and Using the

Passive Voice .............................................................................................. 14

xii

F. Concept of Academic Writing .......................................................................... 15

1. Definition of Academic Writing ................................................................ 15

2. Types of Writings That are Included in Academic Writing .................... 18

G. Features of Academic Writing ........................................................................... 21

CHAPTER IIIRESEARCH METHOD ............................................................. 23

A. Research Desigh ........................................................................................ 23

B. Research Subject ........................................................................................ 23

C. Research Instrument .................................................................................. 24

D. Data Collection........................................................................................... 24

E. Data Analysis ............................................................................................ 25

CHAPTER IVFINDINGS AND DISCUSSION ............................................... 27

A. Findings ......................................................................................................... 27

B. Discussion ..................................................................................................... 39

CHAPTER VCONCLUSIONS AND SUGESTION ......................................... 43

A. Conclusion .................................................................................................... 43

B. Suggestions ................................................................................................... 43

BIBLIOGRAPHY

APPENDICES

CURRICULUM VITAE

1

CHAPTER 1

INTRODUCTION

A. Background

In English, grammar and structure are crucial. We must comprehend verbs,

adjectives, adverbs, nouns, pronouns, prepositions, and so on. We must talk and

share our knowledge, particularly in structure and grammar, so that we can

recognize whether our structure is incorrect and improve. Grammar includes

active and passive voice.The voice of a verb indicates whether the subject of the

verb is executing the action of the verb (active voice) or whether the subject of the

verb is being acted upon (passive voice). The object or argent in the passive voice

will be the subject in the active voice. As a result, only phrases with transitive

verbs whose voice can be changed from active to passive are allowed.

A passive voice is one of the grammars which is made from an active

voice. According to Sakran and Nada in Nuraini (2019:1), active and passive

voices are grammatical structures that play a significant role in the way meaning

is conveyed through written and spoken communication. Passive voices are

usually used when the subjects (doers) are not important, therefore they might be

erased from sentences (the subjects disappear). In passive voices, the process is

more important then the doers (Widiati et al., 2018). This is why, in order to write

an academic essay well, students must grasp passive voice. However, many

students struggle to write in the passive person (make mistakes) due to a lack of

understanding of English grammar and rules, inability to master infinitive/past

participle verbs, students' incorrect translations, and other issues.

2

Grammar is a set of rules that describe the structure of English

expressions, such as words, phrases, clauses, and sentences. Indonesian

vocabulary and spelling differ significantly from English. Students become

perplexed and make errors in both spoken and written English as a result of

this.As for related research that has been done by Redjeki, I. S. (2016) with the

title The effects of learning materials and self-concept towards students’ mastery

on passive voice. This research is aimed to find out the effects of learning

materials and self-concept towards students‘ mastery of passive voice at private

universities in Bogor – West Java. Based on the findings of the previous related

research above, there are similarities and differences with this study. The

similarity is that this study also discusses the passive voice. These differences are

the type of research method used, data analysis, research instruments, and samples

were taken.

In academic writing, the writers must use many passive sentences. A

passive sentence is one in which the subject does not carry out the verb's action. In

a passive sentence, the verb's action is directed at the subject. We don't always

want to focus on who is doing an action in academic writing; instead, we want to

focus on who is receiving or experiencing the action. The passive voice is

particularly beneficial in academic writing because it allows writers to emphasize

the most significant individuals or events in a phrase by placing them at the

beginning. Furthermore, in academic writing, stating who the 'doer' of the phrase

is sometimes clear, unimportant, or redundant, therefore the passive voice is a

good technique to build these types of sentences. It is also a way that the use of

3

informal personal pronouns can be avoided. Therefore, passive sentences really

important to be used in academic writing. As for previous research that has been

done by Horbowicz, p. et al (2019) with the title The use of passive voice in

academic writing. This research still has a pretty clear difference, start from the

source of the data, the place of research, to the form of sentence variations

studied. Therefore, this study examines the student performance in the use of

passive sentences in academic writing, especially in proposal in terms of

percentage incorrectly. The objectives to be achieved in this study, namely to

identify the types of passive sentences incorrectly and correctlyin academic

writing.

B. Problem Statement

Based on the background above, the researcher states the problem

statement of this research is “What typesof passive sentencesare incorrectly and

correctly made by the studentsin their academic writing”.

C. Objective of the Study

Based on the problem statement, the objective of study is to identifytypes

of passive sentences incorrectly and correctly made by the students in their

academic writing.

D. The Significance of the Research

1. For teacher

By thisresearcher hopes that it will serve as a resource for English teachers

who want to help their students improve their ability to create passive

sentences in proposals.

4

2. For students

This study is meant to aid students in using passive sentences in proposals

and to identify and rectify students' problems, particularly in the use of passive

sentences.

3. For next researcher

Future scholars might use this study as a reference source for further

research on similar themes.

E. The Scope of the Study

In this research, the researcherwill identify the types passive sentences

incorrectly and correctly of students in using passive sentences in writing

proposal. It Focuses on two tenses (simple present tense and simple future tense)

because those two are used in writing proposal.

5

CHAPTER 2

REVIEW OF RELATED LITERATURE

A. Performance

Guney, Y. (2009) The academic performance of students at universities

has been an iportant topic for the higher education institutions (HEI). Discovering

the possible determinants of academic succes of students is vital to institutions

and lectures, as well as students themselves, in many respects. It could have

various implications on admissions policies, teaching performance and

modifications.

The results of Zimmerman (1999, 2001) were somewhat contradictory to

Goethe results but again it proved that students performance depends on number

of different factors, it says that weak peers might reduce the grades of middling or

strong students.

B. Concept of Passive Voice

1. Definition Passive Voice

According to Kobrina and Biber in Dubovičienė, T. (2017) The passive

constructions are formed by the verb to be and the past participle, may have

almost all the aspect, tense and perfective forms with the exception of future

continuous and perfect continuous, and generally fall into three main types:

short passives, long passives, and get-passives. Both short and long passive

structures are most common in the expository registers, in which the agents

are often either unknown or unimportant, as in academic prose or news

reports. In the first case passive structures are used to refer to scientific

6

methods and / or logical relations, whereas in the second case, these

structures are used to report negative events. In contrast, get-passives are rare

and mostly used in conversations .

The passive voice is a grammatical voice in which the subject of a

transitive verb gets the action of the verb. The emphasis in passive voice is on

the process rather than the action's performer. When the subject of a verb is

considered the doer of the action rather than the recipient, it is said to be in

active voice. A passive verb in English is periphrastic, meaning it does not

have a single word form and instead consists of an auxiliary verb plus the

transitive verb's past participle. The object of an active verb becomes the

subject of the passive verb in passive voice.

For example, in the passive sentence "John is helped by Mary", the

subject (John) denotes the patient rather than the agent of the action. In

contrast, the sentences "Mary helps John” are active sentences. So the object

of the active sentence becomes the subject of the passive sentence. In Active

Voice the subject is the doer, while in the Passive Voice the subject receives

the action. In addition only transitive verbs are used in the Passive.

According to choomthong in Amadi, S. C. (2018) The passive voice is

the grammatical construction in which a head noun functioning as the subject

of a sentence, clause or verb is affected by the action of a verb or being acted

upon by the verb. The noun functioning as the grammatical subject is

typically the recipient of the action denoted by the verb rather than the agent,

7

and may be used to avoid assigning responsibility to the doer (Choomthong

2011, Crystal, 2008).

With regard to the situations in which the passive voice is used in

English, Oluikpe (1981, p. 94) identifies threeessential situations;

1) When the active subject is unknown or cannot be easily expressed,

For example: A man was shot.

2) When the active subject is self-evident from the context;

For example: The singer was praised.

3) When tact and delicacy of sentiment is needed; for

Example: We would have been informed.

This means that the passive is used when „who‟ or what causes or

performs an action is not important or known, or when the focus is on the

action not the doer or performer of the action.

2. Pattern of Passive Voice

The following is a pattern for changing active sentences to be passive.

Tenses Active Passive

Simple Present V1 + O Is/am/are+V3+by...

Present Continous Is/Am/Are + V.ing + O Is/am/are+being V3 + by

Simple Past V2 + O Was/were + V3 + by

Past Continous Was/Were + V.ing + O Was/Were + being V3 +

by

Present Perfect Have/Has + V3 + O Have/has + been V3 + by

Past Perfect Had + V3 + O had + been + V3 + by

8

Simple Future Will/Shall + V1 + O Will/shall + be + V3 +

by

Past Future Would/Should +V1 + O Would/should + be V3 +

by

3. Verbs Which Cannot be Used in the Passive Form

One of the key features of the use of the passive voice in English is

that intransitive verbs cannot be used in the passive form because they lack an

object which would be the subject in a passive sentence (Palmer, 1994; Quirk

et al., 1985; Swan, 1995). Moreover, there are a number of active verbs which

do not usually occur in the passive construction. Most of these verbs are

‘stative’ verbs, such as exist, seem, resemble, have (as in ‘to possess

something’) and lack. Thus, the stative have in the following active sentence

does not have a passive equivalent:

He has a signed copy of ‘The Hobbit’ (but no ‘A signed copy of ‘The

Hobbit is Had by Him”).

Nevertheless, and perhaps to te consentration of some EFL learners,

some state verbs can take the passive form – so love, hate, consider(as in ‘to

think of’), need, want, and believe can all take a passive form. For example:

He is considered a hero by many people

9

4. The Component ofPassive Voice

a. Subject-object

In the active voice, focus the sentence on the acting subject. The

focus in the passive voice is on the object that is being influenced.

According to Jespersen in Nursehag (2020) Subject is what in the active

would be an object.

Example:

Active voice: I bought this bag yesterday

Passive voice: This bsg was bought by me yesterday

b. TO BE

It is essential to use TO BE when writing passive phrases.In

contrast to active voice, passive voice requires extra information to

complete phrases, and those are TO BE for the passive sentence, as

follows:

Tenses ToBe+V3

Simple Present Is, am, are

Present Continuous Is, am, are + being

Present Perfect Have/has + been

Present Perfect Continuous Have/has + been + being

Simple Past Was/were

Past Continuous Was/were + being

Simple Future Will + be

Future Continuous Will + be + being

Modal Present Modal + be

Modal Perfect Modal + have + been

10

c. Verb

According to Azar (1993) in Nursehag (2020) state that only

transitive verbs (verbs that are followed by an object) are used in the

passive. In the passive, verbs like happen, sleep, come, and seem

(intransitive verbs) cannot be used.Meanwhile, Swick (2005) in Nursehag

(2020) states that A passive sentence changes that structure to direct object

I used as the subject+ to be+ “Past Participle” + by+ subject usedas the

object of the preposition. The verb that is used in the passive voice is

changed to a past participle verb.

d. By

Eastwood (2008) in Nursehag (2020) state that if we want to say

who or what performs the action while using the passive voice, we use the

preposition by.

C. Reasons for Using Passive Voice

According to Kobrinain Amadi, S. C. (2018) The use of the passive voice

is determined by several reasons, namely:

1. To avoid mentioning the agent

2. When the reference to the agent is not necessary, as it is obvious from the

context, unimportant, or unknown

3. When the agent is an inanimate object

4. When the relationship between the sentences determines that the new

information has to come last. Moreover, it is indicated that the passive has a

11

topicalizing function, is used for markedness to emphasize certain details and

/ or to stress the most important information by putting it at the beginning.

In some sentences, passive voice can be perfectly acceptable. You might

use it in the following cases:

1. The actor is unknown:

He have paintings of lascaux were made in the Upper Old Stone Age. [we

don’t know who made them.]

2. The actor is relevant:

An experimental solar power plant will be built in the Australian desert. [We

are not interested in who is building it.]

3. You want to be vague about who is responsible:

Mistakes were made. [Common in bureaucratic writing!]

4. You are talking about a general truth:

Rules are made to be broken. [By whomever, whenever.]

5. You want to emphasize the person or thing acted on. For example, it may be

your main topic:

Insulin was first discovered in 1921 by researchers at the University of

Toronto. It still the only treatment available for diabetes.

6. You are writing in a scientific genre that traditionally relies on passive voice.

Passive voice is often proferred in lab reports and scientific research papers,

most notably in the materials and Methods section:

The sodium hydroxide was disolved in water. This solution was then titrated

with hydrochloric acid.

12

D. Transforming the Form Passive Voice

According to Kardimin in Wahyuni, T. (2019) gives some rules to change

active to be passive sentence. The rules are:

a. The sentences should have an object (transitive verb). If it does not an object,

so it should have question word which ask about the object.

b. Object in active sentence become subject in passive sentence.

c. Subject in active sentence become object in passive sentence which is located

after “by”.

d. Verb in passive voice is Verb3 (past participle) which is located after tobe.

e. The structure of sentences is appropriate with the tenses.

According to Yulianti in Wahyuni, T. (2019) states to change active

sentence become passive sentence have some steps, the steps are:

a. Move the object on the active sentence to the subject of passive sentence.

b. If there are auxialaries verb (is, am, are, was, were) in the active sentence,

move the to be to the back of the subject sentence and adjust it to the subject.

c. The verb used in all kinds of passive sentences is past participle.

d. All verb in the third verb form in passive sentence must be preceded by to be

which is adjusted to the form of the active sentence tense. \

The formula is : Active voice : subject + verb + object

Passive voice : subject + to be + V3 + by object

Examples :

Simple present tense : (active) Joni brings a dictionary everyday.

(passive) A dictionary is brought by Joni everyday

13

Simle past tense: (active) Denada sang Dangdut song on the stage last night.

(passive) Dangdut song was sung by Denada on the stage

last night.

e. Add by after the third form sentence. In some cases, by don’t need to be

added if the purpose of the sentence is clear.

f. Move the subject on active sentence to the object in passive sentence.

g. The preparation of passive sentence depands on the type of tense of active

sentence. Passive sentence formula will follow the basic tense formula of

active sentence.

According to Hariyanto & Waluyo in Wahyuni, T. (2019) claim that

active voice which can be made to passive voice is only whose predicate is

transitive which is a verb that still requires an object. For example, buy, bring,

tell, give, do, drink, eat, aggre, write, etc.

While, active voice whose predicate is intransitive which is a verb not

requires an object, it cannot be used as passive voice For example: go, arrive,

come, look, sleep, bleed, etc. (Hariyanto and Hariyono in Wahyuni, T. 2019).

There are intransitive verbs in active voice but they are have meaning as

passive voice, such as: taste, smells, feels, etc.

Example: Those mangoes taste sour

Mangga-mangga itu rasanya masam.

The rose smells sweet

Bunga mawar itu harum baunya

14

E. English Language Learners Difficulties With Learning and Using the

Passive Voice

Studies of the teaching, learning and use of the English passive voice in

native and non-native contexts have shown that it poses difficulties to both native

and non native learners. According to Moreb (2016, p.3) Pullum (2014) and

Leong (2014) traced the difficulties to the ‘negative attitudes associated with its

usage’ as more often than not teachers warn their students against using it, and

instead recommend the use of the active voice. Hinkel (2002, 2004) and Celce-

Murcia and Larsen Freeman (1999) cited in Neilson (2016) also noted that

teaching, learning whben and how to use the passive voice presents the greatest

difficulty to ESL/EFL teachers and learners.

Some studies that dealt with the difficulties ESL/EFL learners encounter in

learning and using the English passive voice are McDonough, Trofimovich and

Neumann (2015) cited in Neilson (2016), Elmadwi (2015), Mohammed (2014),

Somphong (2013), Banjo (2012), Manea (2012), Choomthong (2011), Hinkel,

(2002), Umoh (1996) in Amadi S.C. (2018). The overall conclusion of these

studies has been that the syntactic configuration of English passive voice

particularly the forms and use of the present progressive and perfect forms of the

auxiliary verb „be’, (being and been) rule of concord, tense, rearrangement of the

subject and object constituent of the passive sentences constitute the greatest

difficulties. All these occur because of the non-existence of the passive voice in

the learners‟ L1 (Banjo (2012), Umoh (1996), mother tongue interference

(McDonough, Trofimovich and Neumann 2015 cited in Neilson (2016), Elmadwi

15

(2015), Somphong, (2013), differences between the syntactic and semantic

configuration of English passive voice and passive voice of the learners, L1

(Mohammed 2014, Choomthong 2011, Hinkel, 2002, Somphong, 2013, Manea,

2012). Apart from Elmadwi (2015), Choomthong (2011) Somphong (2013) that

focused on secondary and university students (learners) others were general

treatments of the challenges their target ESL/EFL L2 learner have or may

encounter in and using the English passive voice. This study is similar to these

studies because it is aimed at finding out the difficulties ESL learners have in

learning and using the English passive voice. However, this study differs because

it is a study of the difficulties of first year university Igbo learners‟ have in

learning and using of the English passive voice and the strategies they adopt to

overcome their difficulties. In a way, this study is similar to Choomthong (2011)

in terms of considering the learning strategies the learner adopt to overcome the

challenges. To the best of my knowledge, there is a dearth of literature on the

difficulties Igbo learners encounter in learning and using the English passive voice

and the grammar learning strategies they adopt to overcome their challenges. This

study therefore aims to fill this gap and also attempts to discuss the pedagogical

implications.

F. Concept of Academic Writing

1. Definition of Academic Writing

Shannon, S.L (2011) says that Academic writing is usually expository or

argumentative and is structured similarly to the fiveparagraph theme learned in

16

high school: introduction, body, and conclusion. At the college or graduate

level, authors use a more refined version of this structure:

a.Introduction (including thesis statement)

b. Background,

c. Points of discussion, and

d. conclusion.

In general, academic writing is found in essays, course papers, research

papers, book reports, translations, theses, dissertations, books, articles,

technical reports, critiques, and abstracts.

Academic writing is a mental and cognitive activity, since it is a product

of the mind. The image of an individual working alone in a quiet environment

has furthered the view of writing as a mental and cognitive activity. However,

as has been pointed out, “writing can be understood only from the perspective

of a society rather than a single individual” (Burke, 2010, p. 40-41).

Academic writing is very important to learn especially for students. It

teaches students how to analyze critically and precisely while also clearly

communicating complicated ideas in a well-structured, compact way. This

writing style can be defined in a variety of ways. These projects may be

referred to by different names by your teachers - essay, term paper, or

analytical essay – but they all serve the same function and are founded on the

same ideas.

Academic writing should involve expressing your own thoughts in

reaction to what your professor has said. The purpose of academic writing is to

17

demonstrate that you have a thorough understanding of a subject..As for related

research that has been done by princess et al (2018) with the tittle An analysis

of the Second Year English Department Students’ Errors in Using Passive

Voice in the Academic Writing Subject of Universitas Negeri Padang. This

research was aimed at analyzing the errors made by the second year English

department students in using passive voice in the Academic Writing Subject.

Specifically, it was aimed at finding the types of errors and the causes of errors

made by the students in their academic writings. This research was a

descriptive qualitative research. The sample of this research was the K3

students consisting of 19 students. The sample was taken based on the cluster

sampling technique. Then, the students’ academic writings were used as the

source of the data. The data collection was taken by using the theory of Surface

Structure Taxonomy proposed by Dulay et al. (1982). Related to the causes of

errors, the theory proposed by James and Brown was used to study the causes

of errors made by the students. The findings show that there were 367 errors

made by the students. The highest type of errors made by the students was 216

omission errors (59%) and followed by 104 misformation errors (28%), 34

addition errors (9%), and 13 misordering errors (4%). It was found that the

major causes of errors were interlingual and intralingual factors. Based on the

findings, it can be concluded that the students did the four types of errors.

Based on the findings of the previous related research above, there are

similiarities and differences with this study. The similiarity is that this study

18

also discusses the use of passive voice in academic writing. These differences

are the types of research methods used, data analysis and samples taken.

2. Types of Writings That are Included in Academic Writing

Due to the wide definition of academic writingBecause academic writing

has such a broad definition, many different types of scientific writing can be

classified as academic writing. Academic writing encompasses a variety of

different types of writing.

a. Books

One of the most prevalent genres of academic writing is books. Not all

books, however, may be classified as the outcome of scholarly writing.

Scientific work can only be classified as books that contribute to

knowledge. College books, business books, and textbooks are just a few

examples of literature that might be classified as academic writing.

b. Essay

An essay is a short piece of writing on a certain science topic. The essay's

goal is usually to summarize and formulate the problem. The essay's output

does not have to be in the form of new scientific discoveries. Children are

usually taught to write essays in middle school.However, essays are limited

to introducing a little knowledge. You will be expected to write more

eloquent essays in college.

c. Translation Results

Do you frequently come across textbooks that turn out to be translations

from authors from other countries? The results of such translations, on the

19

other hand, are likewise considered scholarly writing. However, not all

translations may be considered scientific contributions, just as not all books

can. The translation result is not academic writing if the translated book is

not the outcome of academic writing.

d. Research Paper / Articles

Research papers/articles are pieces of academic writing that are based on

issue formulations, theoretical underpinnings, and problem research

findings. Research papers and articles should ideally be written by people

who are experts in these fields. Cross-cutting is allowed if the author has

established credibility in the scholarly community.

e. Conference Paper

To be honest, the distinction between a research paper and a conference

paper is still a source of confusion for many individuals. Naturally, this is

due to the fact that the difference is minor but important. When compared to

conference papers, research degrees are literally superior. Before being

indexed in a respectable journal, a research work may be presented at a

conference. However, conference papers cannot simply be entered into

highly reputable journals. There is a procedure in place to determine if a

conference paper is suitable for publication in a journal. Conference papers

can be tried by all academic circles due to their lesser degree. Students who

have never published a paper are welcome to submit their work to the

conference.

20

f. Academic Journal

A summary of the research study is frequently published in academic

journals. Academic publications are usually just 10 to 20 pages long,

whereas research papers might be dozens of pages long. Academic journals

are also frequently published in cooperation with other publications on the

same topic. Nature, Journal of Management, and Peers are just a few

examples of well-known academic journal publishers.

g. Thesis and Dissertation

Thesis and dissertations are written works completed by students as part of

their higher education requirements. In Indonesia, a thesis becomes a

graduation requirement for a Bachelor (S1) degree, a thesis for a Masters

(S2), and a dissertation for a Doctorate (S3) degree. If you wish to study

abroad, one of the first things you need do is improve your thesis. If you

have the ability, write a thesis that can be published in foreign publications,

using English, of course. As a result, don't neglect to learn academic writing

while studying English.

h. Abstract.

In academic writing, an abstract is a 500-word summary that gives a taste of

the contents of your thesis or research paper. Abstracts are usually listed

after the table of contents in the beginning of a research paper. So, what is

the point? Abstracts are placed in such a way that they serve as "blurb" from

the research's contents. As a result, an abstract can help you figure out what

21

you're looking for. So you may learn about the research topic, methods, and

findings by reading an abstract.

G. Features of Academic Writing

According to Valdes (2019), some characteristics or features of academic

writing described below:

a. Clear and limited focus. The focus of an academic paper—the argument or

research question—is established early by the thesis statement. Every

paragraph and sentence of the paper connects back to that primary focus. While

the paper may include background or contextual information, all content serves

the purpose of supporting the thesis statement.

b. Logical structure. All academic writing follows a logical, straightforward

structure. In its simplest form, academic writing includes an introduction, body

paragraphs, and a conclusion. The introduction provides background

information, lays out the scope and direction of the essay, and states the thesis.

The body paragraphs support the thesis statement, with each body paragraph

elaborating on one supporting point. The conclusion refers back to the thesis,

summarizes the main points, and highlights the implications of the paper’s

findings. Each sentence and paragraph logically connects to the next in order to

present a clear argument.

c. Evidence-based arguments.Academic writing requires well-informed

arguments. Statements must be supported by evidence, whether from scholarly

sources (as in a research paper), results of a study or experiment, or quotations

22

from a primary text (as in a literary analysis essay). The use of evidence gives

credibility to an argument.

d. Impersonal tone. The goal of academic writing is to convey a logical argument

from an objective standpoint. Academic writing avoids emotional,

inflammatory, or otherwise biased language. Whether you personally agree or

disagree with an idea, it must be presented accurately and objectively in your

paper.

23

CHAPTER III

RESEARCH METHOD

A. Research Design

This research used qualitative descriptive research. According to

Cresswell, “Qualitative research is an inquiry process of understanding based

on distinct methodological traditions of inquiry that explore the social or

human problem”. Qualitative research provides the study subjects with more

information in a variety of methods. Furthermore, qualitative research allows

the researcher to learn whether the personal or technological issues in these

research topics are real. In this study, the researcher identifies students'

performance in using passive sentences by the eighth semester of the English

Education Department.

B. Research Subject

In this study, the researcher used purposive sampling.Purposive

sampling is a sampling technique used by researchers if the researcher has

certain considerations in taking the sample. The researcher only took students

whose proposal exam was on 27 October 2021 with an IPK value 3.70 to be

researched.The reason for using the purposive sampling technique is because

3.70 is not the highest score. So the researcher thinks that in using passive

sentences, students use passive sentences correctly and incorrectly. Therefore,

the researcher conducted this research so that the readers know that there are

still incorrect and correct that are done by students in writing passive

24

sentences. The readers can find out the correct and incorrect of what students

do in writing passive sentences. The subject of this research was the students in

the eight semester of 2016 English Education Department at the

Muhammadiyah University of Makassar. The researcher taken 10 students as a

subject of this research.

C. Research Instrument

To identify students' performance in using passive sentences in

academic writing especially in writing proposal, the instrument used by the

researcher was document analysis. Document analysis was used to get data or

information related to the problem the study.

D. Data Collection

To collect data, the researcher useddocument analysis. Document

analysis is a form of qualitative research in which documents are interpreted by

the researcher to give voice and meaning around an assessment topic (Bowen,

2009). Analyzing documents incorporates coding content into themes similar to

how focus group or interview transcripts are analyzed (Bowen, 2009).

Document analysis is data collection by studying documents so as to obtain

data or information related to the problem to be studied. Document analysis in

this research is to ask for data from related lectures.In collecting student data,

the first thing the researcher did was the researcher contacted the relevant

lecturer directly to ask for the results of the students’ proposal for analysis.

After getting the results of the student proposal writing from the lecturer, the

researcher then analyzed the students’ writing by taking all sentences that

25

included passive sentences and discarded sentences that did not include passive

sentences.

E. Data analysis

Potton opinion as quoted by Moleong, Lexy J.(2007) that data analysis

is the process of arranging the order of organizing data into a pattern unit,

category and description of the data. Data analysis techniques are methods or

ways to obtain data into information so that the data becomes easy to

understand and useful for finding solutions to research problems. According to

Miles and Huberman, there are three major phases of data analysis namely,

data reduction, data display, and conclusion drawing or verification.

1. Data Reduction

Data reduction is one of the processes selecting or focusing the data the

appear in written up field not or transcription. In data reduction, the mass of

data has or be too organized and meaningfully reduced or reconfigured. In

this research, the researcher selected the data from writing

proposal.Everything that is included in the passive voice in the student's

proposal is taken and then what is not included in the passive sentence is

discarded.

2. Data Display

Data display is a second component or level in milles and Hubermant model

of qualitative data analysis. A display can be an extended piece of task or

diagram, graph, chart, table, or matrix with a task that provides a new way

of arranging thinking about the more tasktually embedded data. At the

26

display stage, additional higher-order categorize or themes may emerge

from the data that go beyond those first discoveries during the initial process

of data reduction. Some of the activity analysis of the data by the researcher

is Document analysis. Document analysis in this research is a student paper.

The researcher entered everything including passive sentences in the table

then the researcher analyzed the students' passive sentences, what correct

and incorrect were made in the sentences. and what makes their sentence

incorrect. Then the researcher classified which passive sentences are correct

and which are not correct.

3. Conclusion drawing or verification

The last step of analyzing the data is conclusion drawing or verification.

Conclusion drawing refers to the process which is able to explain the answer

to the research question and research objectives. In this step, the researcher

draws the conclusion and verify the answers to the research questions which

is done in displaying the data by comparing the documents. Those the

researcher got a conclusion about analyzing the types of passive sentences

incorrectly and correctly in simple present tense and simple future tese made

by the students’in writing proposal in the eighth semester of the

Muhammadiyah University of Makassar.

27

BAB IV

FINDINGS AND DISCUSSION

In this chapter, the results of the study are presented. This chapter is divided

into two main sections, they are findings and discussion of the research. The

findings of this study related to the answers to questions about the types of passive

sentences incorrectly made by thestudents’ in using passive sentences in academic

writing. Discussions related to the interpretation of findings in research.

A. Findings

The researcher conducted the research at the Muhammadiyah University

of Makassar in the eight semester in the academic years 2020/2021. The subject of

this research was 10 students in the eight semester. The findings of the research

based on the result of document analysis.

1. The Types of passive sentences made by the students’ inccorectly

Based on the data analysis of the students' writing results, it was found the

incorrect passive sentences from simple present tense and simple future tense

written by students in their academic writing were as follows:

a. Simple Present Tense

After analyzing the results of the student's proposal writing, the researcher

found several mistakes made by students in writing passive sentences in their

academic writing, which were as follows:

Extract 1

R1.1 : Vocabulary in learning process is needto build childrens language and

speaking skills.

28

Based on the extract above, it can be seen that the passive sentence written

by the R1 is incorrect because the verb used in the sentence is a simple form of

verb without converting it into past participle.So the sentence should be

“Vocabulary in learning process is neededto build childrens language and

speaking skills”.

Extract 2

R2.1: In this research, nonparticipant observation is use by the researcher where

the researcher observe 10 students from A class taking speaking for

advance subject during presentation activity

R2.2: Speaking fluency scale is use to determine the level of students speaking

fluency.

R2.3: The researcher observe 10 students whom are assign to do presentation

by the lecturer with the topic of international conference in speaking for

Advance subject of A class in one meeting.

R2.4: There were a few steps use by the researcher in analyzing the data.

Based on the extract above, it can be seen that R2 wrote the passive voice

incorrectly. For the first sentence, second sentence and third sentences the mistake

made in the sentence was that he did not change the simple form verb into past

participle which should have used past participle. So the sentence should be "In

this research, nonparticipant observation is usedby the researcher where the

researcher observe 10 students from A class taking speaking for advance subject

during presentation activity", “Speaking fluency scale is used to determine the

29

level of students speaking fluency”, “The researcher observe 10 students whom

are assigned to do presentation by the lecturer with the topic of international

conference in speaking for Advance subject of A class in one meeting”. As for the

fourth sentence, the errors made were errors in the use of auxiliary verb and the

verb used were not verb 3 or past participle. He should use the auxiliary verb of

the simple present tense instead of the auxiliary verb of the simple past tense

because the auxiliary verb of the simple present tense ‘is’ 'am' 'are' not 'was'

'were'. While for the verb that must be used is a verb 3 or past participle not a

simple verb. So the sentence should be "There area few steps used by the

researcher in analyzing the data”.


incorrectly. the verb used by R3 in his writing is a simple form of verb without

changing the verb into the past participle. So the correct sentence is "But in reality

there are still very many obstacles experienced by students when answering toefl

test especially in reading section”.

Extract 4

R4.1: Based on my observations from the previous semester there are some

students' made mistakes in writing so make people who read will

confused with the mean of the writing

Extract 3

R3.1: But in reality there are still very many obstacles experience by students

when answering toefl test especially in reading section.

30


incorrectly. In the passive voice, she does not use the auxiliary verb 'be' before the

past participle which should in the sentence use the auxiliary verb 'be'. So the

sentence should be “Based on my observations from the previous semester there

are some students' made mistakes in writing so make people who read will be

confused with the mean of the writing”.

Extract 5

R5.1: The writer interested in researching fricative consonant especially in the

fifth semester of Muhammadiyah Makassar University to know the extent

of the student's understanding of fifth semester to fricative consonant, and

the thing that causes the error pronounciation in fricative consonants

R5.2: Qualitative research used to produce an analysis procedure without

statistic procedure or another quantitative calculation.

Based on the extract above, it can be seen that R5 wrote the passive

sentence incorrectly. That's because it doesn't use auxiliary verbs in the sentence.

The sentence should use the auxiliary verb 'is' after the subject so that it becomes

a complete and correct passive sentence. So the sentence should be "The writeris

interested in researching fricative consonant especially in the fifth semester of

Muhammadiyah Makassar University to know the extent of the student's

understanding of fifth semester to fricative consonant, and the thing that causes

the error pronounciation in fricative consonants”, “Qualitative research isused to

31

produce an analysis procedure without statistic procedure or another quantitative

calculation”.

Extract 6

R6.1: In SMPN 1 Galut teaching English especially speaking are limited with

media and method, this is the reason that makesresearcher held this

research.

R6.2: This research are designed to help the students to improve their english

especially their speaking.

R6.3: The data were obtained by doing english test and from the questionnaire,

and here is the procedure to obtain the data.


incorrectly. The error of the third sentence is because it uses the auxiliary verb

'are' and the auxiliary verb 'were'. In the first and second sentences, the auxiliary

verb that must be used is the auxiliary verb 'is' not 'are' because the subject of the

sentence is singular. While for the third sentence the auxiliary verb that must be

used is the auxiliary verb of the simple present tense not the simple past tense and

also the axuliary verb that must be used 'is' because the subject of the sentence is

singular not plural. So the sentence should be “In SMPN 1 Galut teaching

English especially speaking is limited with media and method, this is the reason

that makesresearcher held this research”, “This research is designed to help the

students to improve their english especially their speaking”, “The data is obtained

32

by doing english test and from the questionnaire, and here is the procedure to

obtain the data”

Extract 7

R7.1: Data collection techniques that will be used in this study is to use a

questionnaire and test.


incorrectly. The incorrect that is done in the sentence is the use of auxiliary verb.

The auxiliary verb that must be used in the sentence 'are' not ‘is’ because the

subject of the sentence is plural. The sentence should be "Data collection

techniques that will be used in this study are to use a questionnaire and test”.

Extract 8

R8.1: The following steps are use to collect the data from the reading test.

R8.2: This is done by giving some questions that will be prepare previously by

researcher.


sentence incorrectly. That's because the use of the verb used in the sentence is not

a past participle. So the sentence should be “The following steps are used to

collect the data from the reading test”, “This is done by giving some questions

that will be preparedpreviously by researcher”.

33

Extract 9

R9.1 : The writing test used to know the students performance on the use of verb

phrase.


sentence incorrectly. The mistake made in this sentence is not using the auxiliary

verb 'is' in the sentence. The sentence should be"The writing test is used to know

the students performance on the use of verb phrase".

Extract 10

R10.1 : The design of this research was to used one group pretest-posttest

design.

R10.2 : The pre-test was given to the student before the treatment and post-test

was given after treatment in order to check their reading achievement.

S10.3 :The technique and data analysis of this research were analyzed

quantitatively employing statistical calculation.


sentence incorrectly. The mistake he made from that sentence was an error in

using the auxiliary verb. The auxiliary verb that students should use in their

sentences is the auxiliary verb from the simple present tense 'is' 'are' not the

auxiliary verb from the simple past tense 'was' 'were'. The tense that should be

used is the simple present tense not the simple past tense. "The design of this

research is to used one group pretest-posttest design”, “The pre-testis given to the

34

student before the treatment and post-test is given after treatment in order to check

their reading achievement”, “The technique and data analysis of this research

areanalyzed quantitatively employing statistical calculation”.

b. Simple Future Tense


found several mistakes made by students in writing passive sentences from the

simple future tense, which were as follows:

Extract 11

R1.1: The test will be give in the form of pre test and post test.

Based on the extract above, it can be seen that R1 wrote the sentence

incorrectly. The incorrect caused by the use of the verb. The verb that must be

used in the sentence is the past participle. The sentence should be" The test will be

given in the form of pre test and post test”.

Extract 12

R2.1: Interviews will be conduct through the Google Meet application, making

it easier for researchers to observe the participants.


sentence incorrectly. The incorrect that is made in the sentence is the use of the

verb. The verb that must be used in the sentence is the past participle, not the

simple verb. So the sentence should be" Interviews will be conducted through the

35

Google Meet application, making it easier for researchers to observe the

participants." so that it can be said to be a correct passive sentence.

Extract 13

R3.1: The research will limited this study at fifth semester students of English

Department at Muhammadiyah University of Makassar.

R3.2: Interview will held to get extra data from the students

Based on the extract above, it can be seen that R3 wrote the passive sentence

incorrectly. The mistakes made from the two sentences are not using the auxiliary

verb 'be' .The sentence should be"The research will be limited this study at fifth

semester students of English Department at Muhammadiyah University of

Makassar”, “Interview will be held to get extra data from the students”

Extract 14

R4.1: The researcher will be usewriting test to collect the data.


sentence incorrectly. The incorrect caused by the use of the verb used in the

sentence. The verb that can be used in this sentence is the past participle. So the

sentence should be " The researcher will be usedwriting test to collect the data”.

Extract 15

R7.1: The interview willconducted based on the result of the questionnaire.

36


incorrectly. The mistake made in the sentence is not using the auxiliary verb 'be'

in the sentence. The sentence should be "The interview will be conducted based

on the result of the questionnaire."

2. The Types of passive sentences made by the students’ correctly

Based on the data analysis of the students' writing results, it was found the

correct passive sentences from simple present tense and simple future tense

written by students in their academic writing were as follows:

a. Simple Present Tense


found several correct sentence made by students in writing passive sentences in

their academic writing, which were as follows:

Extract 16

R1.1 : This Study is expected to provide information for english education

student concerning the knowledge of learning vocabulary.


by R1 is correct because the sentence is in accordance with the existing formula

(s+is/am/are+V3).

Extract 17

R2.1 : It is proven by some research conducted previously in the English

Language Education Department.


by R2 is correct because the sentence is structured according to the existing

37

formula by using the subject, auxiliary verb and past participle. Although the

sentence above does not use by agent but it can be said to be true.

Extract 18

R3.1 : This research is expected to contribute the world education.


by R3 is correct because the sentence above already consists of the subject,

auxiliary verb and the use of the verb used is also appropriate, namely by using

the past participle.

Extract 19

R5.1 : Related qualitative research is used many scientific disciplines with a

main focus on the human element of social and natural scients.


by R5 is correct because the use of the subject, auxiliary verb and verb in the

sentence is in accordance with the existing rules without any errors.

Extract 20

R6.1 : The habit of how the students speak is acquired by repeating words

over and over again. Si it is important to correct the students when they

pronounced a word wrongly.


by R6 is correct without any errors because in the sentence it uses the subject,

auxiliary verb and the verb used is also in accordance with using verb 3 in the

sentence.

38

Extract 21

R7.1 : Documentation study is intended as a way to obtain data by collecting

certain real notes, which are already available as sources of

investigation.

R7.2 : Questionnaire is a research tool conducted by distributing a list of

questions to obtain information from a number of respondents.


by R7 is correct because the formula used in the sentence is in accordance with

the existing formula.

b. Simple Future Tense


found correct sentence made by students in writing passive sentences from the

simple future tense, which were as follows:

Extract 22

R1.1 : The pretets is used to measure the students prior knowledge.

Based on the extract above, it can be seen that the passive sentence written by

R1 is correct because it is structured according to the existing formula, consisting

of the subject, auxiliary verb and verb 3. the use of the subject, auxiliary verb and

verb in the sentence is all correct without an error was made.

Extract 23

R5.1 : When indonesian learners learn new language, linguistically the way

they learn will be affected by both of their tribe and national languages.

39

Based on the extract above, it can be seen that the passive sentence written by

R3 is correct without any errors in the sentence, both from the use of the subject,

auxiliary verb and the verb used.

B. Discussion

After analyzing data on the research findings, it is necessary to describe

and discuss the result of the research to explain with more detail the answer to the

research question. As mentioned in the first chapter, the research questions is,

“what types of passive sentences are incorrectly made by the students in their

academic writing?”. The data collected through document analysis was used to

identify the types of passive sentences incorrectly made by the students’ in their

academic writing.

The Types of passive sentences made by the students’ inccorectly and

correctly

In this section, the researcher wants to explain the discussion of the results

of data analysis in accordance with the scope of research that has been discussed

previously. This discussion is intended to describe the types of passive sentences

made by students incorrectly and correctly. Based on the results of the student

proposal writing, the researcher found incorrectlyand correctly in the passive

voice in the simple present tense and simple future tense. The types of incorrectly

made from the two tenses are auxiliary verb and past participle.Some studies that

dealt with the difficulties ESL/EFL learners encounter in learning and using the

English passive voice are McDonough, Trofimovich and Neumann (2015) cited in

Neilson (2016), Elmadwi (2015), Mohammed (2014), Somphong (2013), Banjo

40

(2012), Manea (2012), Choomthong (2011), Hinkel, (2002), Umoh (1996) in

Amadi S.C. (2018). The overall conclusion of these studies has been that the

syntactic configuration of English passive voice particularly the forms and use of

the present progressive and perfect forms of the auxiliary verb ‘be’, (being and

been) rule of concord, tense, rearrangement of the subject and object.

In the simple present tense, the researcher finds incorrectly and correctly

made by students in the sentences. There are 2 types of incorrectly and correctly

made by students in writing proposal, namely incorrectly in using auxiliary verbs

and past participles or verbs 3.There are still many students who incorrectly

construct the form of verb 1 into verb 3 (past participle). As Amadi S.C. (2018)

has said in his research thatpassive voice involves using the past participle form of

a transitive verb and the introduction of the preposition, by, before the agent noun.

However, the by – phrase can be omitted, resulting in not mentioning the „noun‟

agent who performed the action.This is because they do not know the past

participle of some English words and do not know the rules of passive sentences

that the verb that must be used in passive sentences is verb 3.According to

Kardimin in Wahyuni, T. (2019) says that the rule in changing active sentences

into passive voice is that the verb in the passive voice is verb 3 (past participle)

which is located after to be.Not only in the past participle, but there are still many

students who make mistakes in using the auxiliary verb. First, students misplace

or use auxiliary verbs in writing passive sentences, they write using the auxiliary

verb 'is' in sentences where the subject of the sentence is plural not singular. They

should use 'are' because the subject of the sentence is plural. It indicates that

41

students still cannot distinguish when to use the auxiliary verb 'is' and 'are'.

Second, students who make mistakes by using the auxiliary verb from the simple

past tense instead of the auxiliary verb from the simple present tense.

While in the simple future tense, the researcher finds incorrectly and

correctly made by students in the sentences. The are 2 types of incorrectlyand

correctly that students make in writing proposal, namely incorrectly in using

auxiliary verb ‘be’ and past participles or verb 3. Students have difficulty when

they have to form or use 'be'. The researcher interpreted that students usually

missed adding ‘be’ or they misplaced the form of 'be' that corresponded to the

subject. Not only in the auxiliary verb 'be' but students also make mistakes in

using the past participle. They use the simple form of the verb without turning it

into verb 3 or past participle in the sentence. This error is caused significantly

because they do not understand some of the grammatical features included in

passive sentences, namely past participle and auxiliary verb 'be'.

Why do they still make mistakes in writing passive sentences: first,

because they do not understand the material significantly first. Second, they find it

difficult to understand the explanation of passive voice in simple present tense and

simple past tense in their textbooks/workbooks and lastly because students lack

practice. Practice makes perfect, lots of practice is important in learning grammar,

practicing grammar only when they are in class is not enough to improve

grammar. They have to review the material on a regular basis will improve the

delivery of material to long-term memory so it is not easy to forget the material

and the memory recall process will be easier.

42

Based on the explanation above, the researcher can conclude that the

Eighth Semester students of Muhammadiyah University of Makassar are more

dominant in writing passive sentences incorrectly compared to writing passive

sentences correctly. The types of incorreclty made by students in their sentences

in simple present tense and simple future tense are incorrectly in using auxiliary

verbs and past participles, especially in writing proposal.

43

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter consists of two sections, the first section dealt with the

conclusion on findings of the research and the other one deal with suggestion.

A. CONCLUSION

Based on the findings and discussion in the previous chapter, the

researcher can conclude that the Eighth Semester students of Muhammadiyah

University of Makassar are more dominant in writing passive sentences

incorrectly compared to writing passive sentences correctly. There are two types

of student incorrectly found by the researcher in writing passive sentences in

simple present tense and simple future tense, namely incorrectly in using auxiliary

verbs and past participles.

B. SUGGESTION

Through this research, the researcher wants to provide suggestions for:

1. For students

Teachers are advised to use the method to attract students' motivation to

improve their grammar, particularly passive voice. They must be driven to

understand that passive voice is an important aspect of English that must be

learned in both oral and written communication.

2. For teacher

Grammar, in addition to vocabulary, is extremely crucial for students learning

English. Because students use English not only vocally but also in writing. This

44

may be noticed in the way they write passive voice patterns in English, which

can be right or erroneous.

2. For next researcher

For university or high school students, the researcher advocates learning the

relevant grammatical components, particularly in observing students'

proficiency of employing passive phrases.

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APPENDICES

The correct and incorrect that the researcher have discovered in students

academic writing

Simple Present Tense

List of Respondents Passive Sentences

R1 R1.1 Vocabulary in learning process is need to build childrens language

and speaking skills

R1.2 This study is expected to provide information for english education


R2

R2.1 In this research, nonparticipant observation is use by the researcher

where the researcher observe 10 students from A class taking

speaking for advance subject during presentation activity

R2.2 Speaking fluency scale is use to determine the level of students

speaking fluency.

R2.3 The researcher observe 10 students whom are assign to do

presentation by the lecturer with the topic of international

conference in speaking for Advance subject of A class in one

meeting

R2.4 There were a few steps use by the researcher in analyzing the data.

R2.5 It is proven by some research conducted previously in the English


R3 R3.1 But in reality there are still very many obstacles experience by

students when answering toefl test especially in reading section

R3.2 This research is expected to contribute to the world education.

R4 R4.1 Based on my observations from the previous semester there are

some students' made mistakes in writing so make people who read

will confused with the mean of the writing

R5

R5.1 The writer interested in researching fricative consonant especially in

the fifth semester of Muhammadiyah Makassar University to know

the extent of the student's understanding of fifth semester to fricative

consonant, and the thing that causes the error pronounciation in

fricative consonants.

R5.2 Qualitative reseach used to produce an analysis procedure without

statistic procedure or another quantitative calculation

R5.3 Related qualitative research is used many scientific disciplines with

a main focus on the human element of socialand natural scients

R6

R6.1 In SMPN 1 Galut teaching English especially speaking are limited

with media and method, this is the reason that makesresearcher held

this research.

R6.2 This research are designed to help the students to improve their

english especially their speaking

R6.3 The data were obtained by doing english test and from the

questionnaire, and here is the procedure to obtain the data.

R6.4 The habit of how the students speak is acquired by repeating words

over and over again. So it is important to correct the students when

they pronounced a word wrongly.

R7 R7.1 Data collection techniques that will be used in this study is to use a

questionnaire / questionnaire

R7.2 Documentation study is intended as a way to obtain data by

collecting certain real notes, which are already available as sources

of investigation.

R7.3 Questionnaire, is a research tool conducted by distributing a list of


R8.1 The following steps are use to collect the data from the reading test

R8 R8.2 This is done by giving some questions that will be prepare

previously by researcher

R9 R9.1 The writing test used to know the students performance on the use

verb phrase

R10

R10.1 The design of this research was to used one group pretest-posttest

design

R10.2 The pre-test was given to the student before the treatment and post-

test was given after treatment in order to check their reading

achievement.

R10.3 The technique and data analysis of this research were analyzed


Simple Future Tense


R1 R1.1 The test will be give in the form of pre test and post test.

R1.2 The pretest is used to measure the students prior knowledge.

R2 R2.1 Interviews will be conduct through the Google Meet

application, making it easier for researchers to observe the

participants

R3

R3.1

The research will limited this study at fifth semester students

of English Department at Muhammadiyah University of

Makassar.

R3.2 Interview will held to get extra data from the students

R4 R4.1 The researcher will be use writing test to collect the data

R5 R5.1 When indonesian learners learn new language, linguistically

the way they learn will be affected by both of their tribe and

national languages.

R6 R7.1 The interview will conducted based on the result of the

questionnaire

The incorrectly of passive sentences that the researcher have discovered in

studentsacademic writing



R1 R1.1 Vocabulary in learning process is needto build childrens language

and speaking skills

R2

R2.1 In this research, nonparticipant observation is use by the researcher

where the researcher observe 10 students from A class taking

speaking for advance subject during presentation activity

R2.2 Speaking fluency scale is use to determine the level of students

speaking fluency.

R2.3 The researcher observe 10 students whom are assign to do

presentation by the lecturer with the topic of international

conference in speaking for Advance subject of A class in one

meeting

R2.4 There were a few steps use by the researcher in analyzing the data.

R3 R3.1 But in reality there are still very many obstacles experience by

students when answering toefl test especially in reading section

R4 R4.1 Based on my observations from the previous semester there are

some students' made mistakes in writing so make people who read

will confused with the mean of the writing

R5

R5.1 The writer interested in researching fricative consonant especially in the

fifth semester of Muhammadiyah Makassar University to know the extent

of the student's understanding of fifth semester to fricative consonant, and

the thing that causes the error pronounciation in fricative consonants.

R5.2 Qualitative reseach used to produce an analysis procedure without statistic

procedure or another quantitative calculation

R6

R6.1 In SMPN 1 Galut teaching English especially speaking are limited

with media and method, this is the reason that makesresearcher held

this research.

R7.2 This research are designed to help the students to improve their

english especially their speaking

R6.3 The data were obtained by doing english test and from the

questionnaire, and here is the procedure to obtain the data.

R7 R7.1 Data collection techniques that will be used in this study is to use a

questionnaire / questionnaire

R8

R8.1 The following steps are use to collect the data from the reading test

R8.2 This is done by giving some questions that will be prepare

previously by researcher

R10 R9.1 The writing test used to know the students performance on the use

verb phrase

R9.2 The design of this research was to used one group pretest-posttest

design

R10

R10.2 The pre-test was given to the student before the treatment and post-

test was given after treatment in order to check their reading

achievement.

R10.3 The technique and data analysis of this research were analyzed


Simple Future Tense


R1 R1.1 The test will be give in the form of pre test and post test.

R2 R2.1 Interviews will be conduct through the Google Meet

application, making it easier for researchers to observe the

participants

R3

R3.1

The research will limited this study at fifth semester students

of English Department at Muhammadiyah University of

Makassar.

R3.2 Interview will held to get extra data from the students

R4 R4.1 The researcher will be use writing test to collect the data

R6 R7.1 The interview will conducted based on the result of the

questionnaire

The correctly of passive sentences that the researcher have discovered in

studentsacademic writing



R1 R1.1 This study is expected to provide information for english education


R2 R2.1 It is proven by some research conducted previously in the English


R3 R3.1 This research is expected to contribute to the world education.

R5 R5.1 Related qualitative research is used many scientific disciplines with

a main focus on the human element of socialand natural scients

R6 R6.1 The habit of how the students speak is acquired by repeating words

over and over again. So it is important to correct the students when

they pronounced a word wrongly.

R7 R7.1 Documentation study is intended as a way to obtain data by

collecting certain real notes, which are already available as sources

of investigation.

R7.2 Questionnaire, is a research tool conducted by distributing a list of


Simple Future Tense


R1 R1.2 The pretest is used to measure the students prior knowledge.

R5 R5.1 When indonesian learners learn new language, linguistically

the way they learn will be affected by both of their tribe and

national languages.

P

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S

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A

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A

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CURRICULUM VITAE

The researcher Debi Hikmayani was born on October17th,

1998, Limpo, Sulawesi Selatan. She is the fifth child of the

marriage of Minsya and Nurmin. She has threesister and

three brother. In 2004, she began her study at SDInpres

Limpo and graduated in 2010. Then she continued at SMPN

1 Tanete Riaja and graduated in 2013. Afterwards, she

continued her study at SMAN 1 Tanete Riaja and graduated

in 2016. In 2016, she was registered as a student of English Education

Department of Teacher Training and Education Faculty at Universitas

Muhammadiyah Makassar. And at the end of her study, she could finish her

thesis entitle “Students’ Performance in Using Passive Sentences in Academic

Writing by the Eighth Semester of English Education Department at

Muhammadiyah University of Makassar”

students’ performance in using passive sentences in

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