THE PROBLEM IN USING ENGLISH PASSIVE VOICE BY STUDENTS OF DUAL DEGREE PROGRAM STIKOM BALI

Transcription

1 THESIS THE PROBLEM IN USING ENGLISH PASSIVE VOICE BY STUDENTS OF DUAL DEGREE PROGRAM STIKOM BALI I GUSTI AGUNG VONY PURNAMA NIM MASTER DEGREE PROGRAM LINGUISTICS STUDY PROGRAM IN TEACHING AND LEARNING LANGUAGE POSTGRADUATE PROGRAM UDAYANA UNIVERSITY DENPASAR 2014

2 ABSTRAK MASALAH DALAM PENGGUNAAN KALIMAT PASIF YANG DIHADAPI OLEH MAHASISWA PROGRAM DUAL DEGREE STIKOM BALI Studi ini bertujuan untuk mengetahui pemahaman mahasiswa terhadap penggunaan kalimat pasif dalam bahasa Inggris. Terdapat tiga teori utama yang digunakan dalam studi ini. Teori tersebut yaitu teori English Grammar, Error Analysis, dan Language Teaching. Ketiga teori tersebut saling berkaitan karena studi ini membahas tentang pemahaman mahasiswa terhadap penggunaan kalimat pasif dalam bahasa Inggris. Teori English Grammar digunakan untuk mengetahui dan memahami teori tentang kalimat pasif dalam bahasa Inggris. Teori Error Analysis digunakan untuk menganalisis kesalahan mahasiswa berdasarkan linguistik komparatif taksonomi khususnya tentang kalimat pasif dalam bahasa Inggris dan hipotesis analisis kontrastif digunakan untuk menemukan persamaan dan perbedaan antara struktur kalimat pasif dalam bahasa Inggris dengan bahasa Indonesia. Kemudian, teori Language Teaching digunakan untuk mengetahui tentang proses pembelajaran dan hal-hal yang harus disiapkan untuk melakukan proses tersebut. Ketiga teori utama tersebut saling berkaitan, karena studi ini membahas tentang pemahaman mahasiswa terhadap penggunaan kalimat pasif dalam bahasa Inggris. Data yang dianalisis pada studi ini diperoleh dari penelitian lapangan di STIKOM Bali, pada mahasiswa semester 1, angkatan 2011, Program Dual Degree. Terdapat 20 mahasiswa sebagai sampel dalam studi ini. Metode pengumpulan data yang digunakan yaitu metode kuantitatif. Data yang dianalisis dalam studi ini yaitu hasil tes mahasiswa terkait dengan kalimat pasif dalam bahasa Inggris. Kemudian, metode deskriptif kualitatif digunakan untuk menjelaskan hasil dari analisis data. Ditemukan 3 persamaan dan 2 perbedaan antara kalimat pasif dalam bahasa Inggris dengan bahasa Indonesia. Pada bagian analisis kesalahan, ditemukan 11 kategori kesalahan. Persentase kesalahan tertinggi yaitu 31,3% pada kategori kesalahan misformation of present perfect in passive voice. Sementara persentase kesalahan terendah yaitu 0,9% pada kategori kesalahan incorrect use of past participle. Berdasarkan teori Komparatif Taksonomi, sumber dari kesalahan mahasiswa yaitu adanya Interlingual Error. Kemudian, rencana pengajaran dirancang berdasarkan beberapa kategori kesalahan yang ditemukan, dan diharapkan dapat membantu mahasiswa dalan memahami kalimat pasif dalam bahasa Inggris dan untuk mengurangi terjadinya kesalahan.. Kata kunci: analisis kontrastif, analisis kesalahan, linguistik komparatif taksonomi, rencana pengajaran ii

3 ABSTRACT THE PROBLEM IN USING ENGLISH PASSIVE VOICE FACED BY STUDENTS OF DUAL DEGREE PROGRAM STIKOM BALI This study aims to know the understanding of the students regarding to the use of English passive voice. There were three main theories used in this study. They are the theories of English Grammar, Error Analysis, and Language Teaching. Theory of English Grammar was used to know and understand the structure of English passive voice. While, theory of Error Analysis was used to analyze the students error based on the Linguistic Category Taxonomy particularly for the English passive voice, and Contrastive Analysis Hypothesis was used to find out the similarity and the difference between English and Indonesian passive voice. Language Teaching theory was used to know the teaching and learning process and the important things that have to be prepared prior the process. Those three theories were correlated since this study was discussed about the understanding of the students in using English passive voice. The data was taken from the field research in STIKOM Bali, particularly in semester 1 students, intake year 2011, Dual Degree Program. There were 20 students as the sample in this study. The method of collecting data was a quantitative method. The data analysis in this study was the students works, regarding to the forming of English passive voice. The descriptive qualitative method was used in presenting the result of data analysis. There were 3 similarities and 2 differences between English and Indonesian passive voice found in this study. In the part of the error analysis, there were 11 categories of error found in this study. The highest percentage of error was 31.3% in the error category related to the misformation of present perfect in passive voice. While, the lowest percentage of error was 0.9% for the category of error related to the incorrect use of past participle. Based on the Comparative Taxonomy, the source of students error was Interlingual Error. Then, lesson plan was designed based on the findings of the students error categories and it is expected to help the students in understanding the use of English passive voice in the future, in order to minimize the students error.. Keywords: contrastive analysis, error analysis, linguistics category taxonomy, lesson plan iii

4 TABLE OF CONTENT Page INSIDE COVER FULFILLMENT OF DEGREE... APPROVAL SHEET... ESTABLISHMENT OF THE COMMITTEE OF EXAMINERS... ACKNOWLEDGEMENT... ABSTRAK... ABSTRACT... TABLE OF CONTENT... LIST OF TABLE... LIST OF FIGURE... LIST OF APPENDICES... ii iii iv v vi vii ix xii xiv xv CHAPTER I INTRODUCTION Background Scope of Problem Objective of the Study General Objectives Specific Objectives The Significance of the Study... 6 CHAPTER II LITERATURE REVIEW, CONCEPTS, THEORETICAL FRAMEWORK, NAD RESEARCH MODEL Literature Review Concepts Concepts of English Passive Voice Concepts of Error Analysis Theoretical Framework English Grammar English Verb Finite or non-finite Regular and Irregular Verb Transitive and Intransitive Verbs Verb Voice Indonesia Grammar Error Analysis The Role of the First Language The Contrastive Analysis Hypothesis Surface Strategy Taxonomy Comparative Taxonomy The Error Analysis Movement iv

5 Error Types Based on Linguistic Category Language Teaching Two Approaches to Language Teaching Stages of Teaching and Learning Teaching Pupils how to Aquire Language Correcting Errors in Written Composition Research Model CHAPTER III RESEARCH METHOD Research Design Research Location Data Source Research Instrument Test Note Method and Technique of Collecting Data Method and Technique of Analysing Data Method and Technique of Presenting Data Analysis CHAPTER IV ANALYSIS AND DISCUSSION Contrastive Analysis between English and Indonesian Passive Voice Error in Linguistics Categories CHAPTER V SYLLABUS, MATERIALS, LESSON PLAN Introduction Syllabus Design Needs Analysis Profile of the Student Frame Factor Analysis Material Planning Lessons CHAPTER VI CONCLUSION AND SUGGESTION Conclusion Suggestion BLIBLIOGRAPHY APPENDICES v

6 List of Table Page Table 2.1 Transitive and Intransitive Verb Table 2.2 Example of Active Voice into Passive Voice Table 2.3 Example of Active Voice into Passive Voice without by Phrase Table 2.4 Example of Direct and Indirect Object in Actie Voice into Passive Voice Table 2.5 Relations between Active and Passive Clause Types Table 4.1 The Differences and Similarities between English and Indonesian Passive Voice Table 4.2 Incorrect Use of Past Participle Table 4.3 Incorrect be Table 4.4 Omission of be Table 4.5 Passive Order but Active Form Table 4.6 Misformation of Simple Past in Passive Voice Table 4.7 Misformation of Modal Verbs in Passive Voice Table 4.8 Misformation of Present Continuous in Passive Voice Table 4.9 Misformation of Conditional Passive Voice Table 4.10 Misformation of Future Tense going to in Passive Voice Table 4.11 Misformation of Passive Infinitives Table 4.12 Misformation of Present Perfect in Passive Voice Table 4.13 Percentage of Error Table 5.1 Suggested Part of Syllabus Table 5.2 Teaching Scenario Table 5.3 Suggested Part of Syllabus Table 5.4 Teaching Scenario vi

7 List of Figure Page Figure 2.4 Research Model vii

8 1 CHAPTER I INTRODUCTION 1.1 Background Nowadays the ability to use any foreign language is very important, especially when finding a good job. English is one of the foreign languages and an international language to master by people in order to get a job after graduating from college. There are four skills in English; speaking, reading comprehension, listening, and writing. These skills are importantly learned from the basic structure of the language. As an international language, English is taught in many countries including Indonesia. The English lecturers must be competent in the subject matter that they teach and have to know the method of teaching English as a target language. Therefore, the lecturers have to improve their knowledge of the target language and the native language of the learners. Both of those languages have to be understood by the lecturers prior to teaching target language. The lecturers also have to find the best method to motivate the learners to learn the target language. Besides, the Indonesian learners in learning English language are frequently influenced by Indonesian structure and tend to transfer the forms and meanings from Indonesian (native language) to English language. In language acquisition, Weinrich (in Dulay et al. 1982: 99) explained that the terms transfer and interference are not synonymous: transfer usually refers to the influence of the first language (L1) on the second language (L2) in both positive and

9 2 negative ways, whereas interference is usually used in negative sense, so it corresponds to negative transfer. Interference supports this idea: Interferences are those instances of deviation from the norms of either language which occur in the speech of bilinguals as a result of their familiarity with more than one language, i.e. as a result of language contact. According to the Contrastive Analysis hypothesis formulated by Lado (1957), Difficulties in acquiring a new (second) language are derived from the differences between the new language and the native (first) language of a language user. From this phenomenon, they will meet many problems in learning the second language, which, in this case, is English. For example, in terms of spelling, pronunciation, structure, vocabulary, meaning, grammar, and so on. The uses of those terms are very important in writing. Writing becomes the most difficult skill to be mastered in learning language particularly English. Before writing, the students have to be able to make sentences. The structure of the English sentence might have some similarities and differences from the first language of the students in this study, which is Indonesian language. In sentence pattern of the target language, there are two types of verbs; they are called intransitive and transitive verbs. In intransitive, the predicate or the verb is not necessarily followed by any object or noun. On the other hand, in transitive verb, the predicate or the verb is necessarily followed by object or noun. The transitive verb has two voices; they are active and passive voices. In active voice, the object receives

10 3 the action of the verb. In passive voice, the subject receives the action of the verb. Besides that, there are three types of verbs in English and each is used in different condition and situation or it is usually called tenses. For the learners, to change the active into passive voice of the target language is very confusing. They have to pay attention to the verb used in active, which is different from the verb used in passive voice. The students who learn English as the target language faced this particular phenomenon. Based on the test result of the students in Dual Degree Program STIKOM Bali, particularly batch 5 students intake 2011, there was found many errors in their writing of passive voice. For example, The complaints should send by them to the office. Based on the example, the lecturer found that the students were confused in writing English passive voice though they had been learning it previously. This problem also may be happened because of the failure in teaching this material to the students. Dulay (1982: 138) mentions that the Error analysis has yielded insight into L2 acquisition process that has stimulated major changes in teaching practices. The students were expected to be able to write in English passive voice. As the stimulus, the students were given English sentences in active form and they were asked to write them again using the structure of passive voice. Those students works were used as the preliminary data, which were analyzed to find and identify the errors made by the students.

11 4 Based on the above phenomena, this study attempted to find the category of the students errors in forming the English passive voice. Prediction regarding to the cause of the error was also important to be done in this study. Based on the comparison between English and Indonesian passive voice, the cause of the errors were clearly seen, and the difficulties faced by the students could be recognized and categorized. Lado (1957) suggests that difficulties in acquiring a new (second) language are derived from the differences between the new language and the native (first) language of a language learner. In this regard, errors potentially made by learners of a second language are predicted from the interference of the native language. Such a phenomenon is usually known as a negative transfer. 1.2 Scope of Problem Based on the ideas of the above background, it is obvious that learning target language, which in this case, is English, will tend to lead to some problems for the learners particularly in the use the English passive voice. The present study attempted to investigate the problems formulated as below: 1. What is the similarity and difference between English and Indonesian passive voice? 2. What are the problems faced by the students in Dual Degree Program of STIKOM Bali in using English passive voice?

12 5 3. How to design an effective lesson plans in teaching English passive voice to the students in Dual Degree Program of STIKOM Bali? 1.3 Objective of the Study The objective should be related to the research problems. Based on the above scope of the study, there are two objectives in this study; they are general objectives and specific objectives. The general objective is the general term to be achieved by the researcher in the study, while the specific objective systematically addresses the problems of the study and logically connect parts of the general objectives. These two objectives should specify the purpose of the study General Objectives The general objective of this study is to help the English lecturer teach English passive voice to the non-native students by offering the lesson plan to be applied. It also attempts to help the students understand the construction of English passive voice Specific Objectives Based on the scope of the study above, there are three specific objectives of this study as follows:

13 6 1. to find the similarity and the difference between English and Indonesian passive voice; 2. to find out and attempt to identify the problems faced by the students in Dual Degree Program of STIKOM Bali in learning English passive voice; 3. to find out how to design an effective lesson plan in teaching English passive voice to the students in Dual Degree Program of STIKOM Bali. 1.4 The Significance of the Study The important thing in conducting research is that the result is expected to be significant in teaching and learning target language, which, in this case, is the English language. This study deals with passive voice in teaching and learning English language. The result is expected to give some solutions to the problems faced by the Indonesian learners in learning English passive voice. Firstly, to the lecturer, the result of this study can be applied as an alternative in teaching English passive voice to Indonesian students. Every subject has a syllabus to help the lecturer prepare the material before starting teaching. In the syllabus, the subject code, prerequisite, subject overview, subject objective, assessment, teaching strategies, and the subject schedule are clearly mentioned. The lecturer can prepare the lesson plan of each material according to the syllabus. From the finding of this study the writer attempts to design the lesson plan particularly in the scope of passive

14 7 voice and expects that the lesson plan can simultaneously improve the learning process. Secondly, the findings of this study are expected to give significant information particularly to those who are interested in teaching and learning English especially the passive voice. It is hoped through this study that the learner will think that this topic in learning English language is not difficult to learn. Another important thing is that they can improve their understanding of the use of passive voice in a sentence and do exercise regularly to optimize it. Thirdly, the research in applied linguistics is needed, especially in teaching and learning second language. The results through applied linguistics studies are expected to inspire other people to find the easiest way to learn the second language for the Indonesian learners. Recently English language has been very important; if someone knows English and can communicate in English language it means that he has a credibility and big chance to go internationally.

15 8 CHAPTER II LITERATURE REVIEW, CONCEPTS, THEORETICAL FRAMEWORK, AND RESEARCH MODEL 2.1 Literature Review There were some related thesis and articles briefly reviewed to support this study: (1) Sadiyani (2011) The Translation of Indonesian Passive Voice into English with Reference to Bawang Merah dan Bawang Putih and Its Translation Miss Onion and Miss Garlic, (2) Wang (2010) Classification and SLA Studies of Passive Voice, (3) Samra (2003) An Analysis of Errors in Arabic Speakers English Writings, Purwati (2011) Error Analysis on Students Writing. Sadiyani, in her research The Translation of Indonesian Passive Voice into English with Reference to Bawang Merah dan Bawang Putih and Its Translation Miss Onion and Miss Garlic describes the passive in Indonesian which can be identified in SL. Most of them are marked by prefix di- (prefix di- + verb base + agent phrase; prefix di- + verb base + suffix + agent phrase); several are marked by the prefix terattached to adjective and noun (prefix ter- + verb base / adjective/noun) and there are more passives which are not marked either by the prefix di- or prefix ter-. In translating Indonesian passives into English shifts inevitably take place on grammatical level, above all, on the aspect of tenses, since English has several tenses whereas Indonesian does not. Nearly all Indonesian passive voices which are formed by: (1) prefix di- + Verb base data; (2) prefix di- + Verb base + Suffix; and (3) prefix

16 9 ter- + verb base/adjective/noun which are translated into past tense with either (1) Be + Past participle or (2) S + P (Verb II) + O). This research gives a meaningful contribution to the form of the passive voice though it discussed about the translation between Indonesian passive voice into English passive voice, that differentiate it from the current study which is analyzing the students error in using English passive voice. Wang (2010), in Classification and SLA Studies of Passive Voice in the Journal of Language Teaching and Research Volume 1 No.6 focuses on the classification of passive voice and presents the historical views on the research of passive voice from the point of second language acquisition. It clearly defined here that the passive voice is not a derivative of active voice, which is the outcome of people s different meaning expression. Passive voice describes the whole process of a certain event from the patient s point of view. It is marked form of voice. Wang mentions that there are three markers in passive voice, be, -ed, and by, which has its meaning and significance respectively. The typical passive could be classified into two categories, passive with agent and passive without agent, or, agentive passive and non-agentive passive. In the non-agentive passive, the agent will not appear but will be implicit in the context. Second Language Acquisition explores passive voice construction mainly originated from the late 1970s, when two influential notions were proposed, and paved the way of studying passive construction from the perspective of

17 10 SLA. This previous research gives meaningful contribution to the definition and types of passive voice in this current study. Samra (2003) describes in his research that as for the writing rules and conventions, these need to be enforced much earlier. According to him, All lecturers (from grade 1 and on) would need to get together in order to try to solve the problem. He suggested a few error analysis exercises and Team Work in class to get the students to work in groups on their projects that they would have to practice together their oral presentations, and speak English with each other instead of Arabic. Besides that, the students would, hopefully correct each other s mistakes. He said that the objective tests would help the students be more accurate, but still, nothing can replace Essay Writing itself in order to improve writing. The project that need to be presented, such as, assignments, are good, but not enough. It is better for the students to write in class, at home, or in their journals. They need to be given some welldefined Essay Writing Rules and some samples of their writings need to be transcribed and distributed to them for correction and analysis. The students would be learning from their mistakes. In addition, he implement, this study attempted to identify, describe, categorize, and diagnose the errors in English essay writing of the Arabic speaking Brevet students. Most of the errors are caused by an over application of L2. Lecturers need to incite the students to speak English at home and with their friends in order to reduce the number of mistakes due to Negative L1 transfer, but still also need to try to teach more effectively the rules and conventions things of

18 11 writing. This research gives meaningful contribution to the study, that is, on the procedure to identify the students writing. The purpose of the thesis written by Purwati (2011) was to find out the types of students errors in English writing. The research used some theories proposed by Politzer and Ramirez, Burt and Kiparsky, regarding the Linguistic Category Taxonomy to discuss and analyze the type of linguistic error. The theory of Comparative Taxonomy was used to discuss the steps of errors using the descriptive qualitative method in describing the result. Based on the discussion of the research, there is a tendency that the longer the writing students make, the more errors they will make. From 142 errors the students made in their writing, 64.5% was developmental error, 28.1% was interlingual error, and the rest, 7.7%, was other error. This fact supports the so far research in error analysis of second language acquisition that the second language learners errors are of developmental kinds. The interlingual errors that happened in this research were mostly in the noun phrase and simple past tense. In Indonesian, the simple past tense is formed in the construction of simple present. In line with the finding, the lecturers and curriculum developers should pay attention to this, and it is suggested that they pay attention to the errors found in this research. This research gives meaningful contribution to the current study that is on the category of errors of the students writing based on the theory used in this study.

19 Concepts Concepts are the components of the theory used in this study. Based on the title of this study, The Problem in Using English Passive Voice Faced by the Students of Dual Degree Program of STIKOM Bali, there are two significant aspects which are explained briefly. The concepts that need to be clarified here are English passive voice, and Error Analysis The Concept of English Passive Voice Eckersley and Eckersley (1960: 219) said that, if the person or thing denoted by the subject of a sentence is the receiver or sufferer of the action, then that form of the verb is the Passive Voice, e.g. The ball was kicked by the boy. According to Quirk et. al (1985: 58); In all passive clause types, the agent by-phrase, which incorporates a noun phrase equivalent to the subject of the corresponding active clause, has the structural status of an optional adverbial. Even when the agent by-phrase is absent, however, there is an implication of its presence at the level of meaning. In this sense, the agent by-phrase acts as complementation of the passive verb The Concept of Error Analysis Error Analysis is a comparative process. Therefore, in order to describe the errors a special case of CA is used, and synonymous utterances are compaared in the learner s dialect and the target language; in the other words, erroneous utterances and reconstructed utterance are compared (Corder 1973). In order to understand

20 13 the process of L2 learning, the mistakes that the person made in the process of constructing a new system of language should be analyzed carefully. Since the errors of performance are known to be systematic, the lecturers of English should be aware of the system of errors. Errors provide feedback; they tell the lecturer something about the effectiveness of his teaching materials and his teaching techniques, and show him what parts of the syllabus he has been following or taught and need further attention. Error Analysis can be very useful device in foreignlanguage teaching. The frequency counts of errors supported by the solutions of CA can be helpful in setting up teaching priorities. 2.3 Theoretical Framework The next significant thing in doing the study was the theoretical framework. This part gave the explanation to the theories used in this study. The theories used in this study must be able to answer the problems of the study. Since there are three problems in the present study, the main theories used here are three main theories. They are the theory of English grammar, the theory of error analysis, and the theory of language teaching. Theory of English grammar was taken from the book of A Comprehensive of English Grammar (Eckersley: 1960) and A Comprehensive Grammar of the English Language (Quirk: 1985) were used in this study to support the problem of number one. These theories gave the explanation regarding to the type of verb, which was

21 14 very important in making a sentence and gave the explanation regarding to the English passive vice. While, the theory of error analysis that was taken from the book of Language Two (Dulay: 1982) was used to support the problem number two, that is, to find out the problems of the students in their writing assignment as the data in this study. Besides that, this theory was also used to know the category of the students error and recognize the source of the error. Then, to support the problem number three, that is, to help in designing the syllabus and lesson plan was taken from the theory of language teaching. This theory was used to explain how to make syllabus and lesson plan in detail. From this theory, it was hoped that the writer able to design the syllabus and lesson plan based on the students need English Grammar According to Quirk (1985: 37-47), Grammar is a complex system, the parts of which cannot be properly explained in abstraction from the whole. In this sense, all parts of grammar are mutually defining, and there is no simple linear path we can take in explaining one part in terms of another. He also states that; It is usually assumed that the sentence is the highest-ranking unit of grammar, and hence that the purpose of a grammatical description of English is to define, by means of whatever descriptive apparatus may be necessary (rules, categories, etc.), what counts as a grammatical sentence in English. To give a realistic presentation of English grammar, we, therefore, have to abandon neat boundaries, and to accept that grammar is a linguistic core, round which

22 15 other aspects of linguistic organization and usage are integrated. Our intention, therefore, is to take a broad interpretation of grammar, which impinge on the discussion of grammatical rules and categories. One of the important aspects in the process of learning the second language is the mastery of grammar. Particularly, in this study, the students have to learn when to use regular and irregular verbs, tenses, and to be in forming the English passive voice English Verb Eckersley (1960: 143) said that, though to have a sentence without a verb is possible, it is true that, in the great majority of sentences, the verb is the word that plays the most important part. It is primarily the action word in a sentence; the term action embracing not only the meaning doing an action but also having an action done to a person or thing, nor must it excludes the absence of action, the idea of being in a state of rest. This conception is expressed, more or less in the traditional definitions of a verb. He also said that a verb is a word for saying something. It is about some person or thing. Verbs also have certain features that are not shared by the other parts of speech. They have forms that indicate the time of an action (present, past or future). The verbs also can indicate the duration, completeness or incompleteness of an action. They can show whether a person or thing is doing or receiving an action.

23 16 Apart from that, they can even express, in certain cases, the emotional attitude of the speaker towards the action. Apart from that, they indicate gender, comparison or case. From the above explanation, therefore, English verb takes an important role in making and understanding the sentence Finite or non-finites Eckersley (1960: 143) said that the form of the verb that can form the predicate by themselves are finite verbs. On the other hand, the ones that cannot are non-finite verbs. He also mentions that the non-finites are the infinitives (e.g. to speak, to write, to do, to have spoken, to have written, to have been, etc.) the present participles and gerunds, (e.g. writing, speaking, being), and the past participles (written, spoken, been). All other parts of verbs are finite. Most English verbs have four inflectional forms, e.g. walk- walks walked- walking. Some have five, e.g. give gives gave, given giving. No verb has more than five except be (be, am, is, are, being, been, was, were). Some have only three e.g. put puts putting; can has only two can could and must has no other forms. According to him, there are three fundamental forms (the principle parts ), they are the infinitive or present simple tense, the simple past tense, and the past participle. From these the other forms of the verb can be made. The past participle is used with various parts of the verb to be to form the passive voice, and with the verb have to form the perfect tense.

24 Regular and Irregular Verb According to Eckersley (1960: 144), All English verbs belong to one or two conjugations; they are either Regular of Irregular verb. He also stated that regular verbs are those that form their past tense and past participle by adding ed to the present tense and this ending is pronounced [t] if the root of the verb ends in a voiceless consonant sound other than [t]. On the other hand, irregular verbs form their past tense and past participle generally by a change of vowel, e.g. give gave given. Here, some spelling changes should be noted in the formation of past tense, present participle (and gerund). a. Verbs ending in e add d only for their past tense, e.g. dance danced, love loved. This e is omitted before ing in the present participle and gerund, e.g. dancing, loving, etc. b. Verbs that end in ie change this to y before ing: so to die has the present participle dying. c. Verbs that end in y preceded by a consonant change the y to i before ed, e.g. marry married. d. The final consonant letter is doubled before ed and ing if the consonant is single, preceded by a single vowel letter, and if the verb is monosyllable or stressed on the last syllable, e.g. fit fitted; control controlled. Verbs ending in

25 18 l double the final consonant even when the last syllable is not stressed, e.g. travel travelled. e. The form to singe (=to burn slightly) is singeing, compared to singing (from the verb to sing) Transitive and Intransitive Verb According to Eckersley (1960: 154), An action expressed by a verb may pass over from a subject to an object, for example, in the sentence I hit the ball, the action of hitting is not confined to the doer only, but goes over from I to the ball. When the action is expressed by the verb goes from a subject to an object, that verb is called a Transitive verb. In the sentences: The sun rose; the child cried; a leaf fell, the actions do not go beyond the persons or objects performing them. These verbs, as used in these sentences, have no objects. They are Intransitive verbs. The only object that an intransitive verb can have is a cognate object, i.e. an object already implied more or less in the verb itself. Quite often, the same verb may be used transitively or intransitively. The following table is the example of Intransitive and Transitive taken from the book A Comprehensive of English Grammar (1960: 154).

26 19 Table 2.1 Transitive and Intransitive Verbs Intransitive The bell rings. The window broke with the frost. The door opened. Things have changed since I saw you. Time passes slowly when you are alone. My watch has stopped. The class begins at 9 o clock. Transitive The waiter rings the bell. The burglar broke the window. Tom opened the door. I will go and change my clothes. Will you pass the salt please? The driver stopped the car. He began his speech with a humorous story Verb Voice According to Eckersley (1960: ), If the person or thing denoted by the subject of a sentence is the doer of the action, then that form of the verb is the active voice, e.g. The man kicked the ball. (Active Voice) If the person or thing denoted by the subject of a sentence is the receiver or sufferer of the action, then that form of the verb is the Passive Voice, e.g. The ball was kicked by the man. (Passive Voice) The passive voice is formed using the appropriate tense of the verb to be + the past participle of the verb. According to Eckersley (1960: 220), the following table is the examples of Active voice, which is changed into Passive voice: Table 2.2 Example of Active Voice into Passive Voice Tense Active Voice Passive Voice Present Simple Mr. Brown teaches this class. This class is taught by Mr.Brown. Present Continuous Mr. Brown is teaching this class. This class is being taught by Mr.Brown.

27 20 Present Perfect Mr. Brown has taught this class. This class has been taught by Mr.Brown. Past Simple Mr. Brown taught this class. This class was taught by Mr. Brown. Past Continuous Mr. Brown was teaching this class. This class was being taught by Mr. Brown. Past Perfect Mr. Brown had taught this class. This class had been taught by Mr.Brown. Future Simple Mr. Brown will teach this class. This class will be taught by Mr. brown Future Continuous Mr. Brown will be teaching this class. This class will be being taught by Mr. Brown. Future Perfect Mr. Brown will have taught this class. This class will have been taught by Mr. Brown. Note that the passive may have the same form as be + past participle (used adjectivally), e.g. The tree was uprooted by the wind. (Passive Voice) The tree was uprooted when we saw it. (be + Past Participle) The passive is not merely a formal variant of the active voice; the passive can replace the active without any change of meaning; there is a difference in emphasis. The subject of the sentence is the main point of interest; the passive voice is the grammatical device that gives the object of a transitive verb prominence by making it the subject. So, when we want to place the emphasis on the performer of the action, we generally use the active voice; when we want to place the emphasis on the action, or on the receiver of the action, we use the passive voice. Thus, in the sentence: John is cleaning the class. (Active Voice)

28 21 Our point of interest is primarily John. The sentence is the answer to some questions like: What is John doing? In the sentence: The class is being cleaned by John. (Passive Voice) The emphasis is now on the class and the fact that it is being cleaned. This sentence is perhaps the answer to the question: What is happening to the class? We are not concerned with who is cleaning it; quite often, we should omit all reference to the agent (i.e. the person or thing that performs the action) and simply say: The class is being cleaned. This is particularly the case where the agent is vague, unimportant, or unknown. In many other cases, when the active construction is changed into the passive, it is better to omit the agent. For example, when turning the following sentence from the active voice to passive voice: People in Brazil speak Portuguese. The answer should be: Portuguese is spoken in Brazil. NOT: Portuguese is spoken in Brazil by people. According to Eckersley (1960: 221), the following table of examples will further illustrate this point: Table 2.3 Example of Active Voice into Passive Voice without by Phrase Active No one has used that door for twenty years. Readers must not take away books in the Passive That door hasn t been used for twenty years. Books in the reference library must not

29 22 reference library. Someone stole my watch this morning. We use pure butter in these cakes. They make cotton goods in Lancashire. Have you fed the chicken yet? be taken away. My watch was stolen this morning. Pure butter is used in these cakes. Cotton goods are made in Lancashire. Have the chicken been fed yet? The above table shows that only the transitive verbs that can be used in passive voice. The verbs of Incomplete Predication such as seem, be, become, etc., can never be used in passive; e.g. He became King could never have a passive form such as A king was become by him. Certain intransitive verbs can be made into transitive ones by the addition of a preposition. These verbs can be used in the passive voice, e.g. His plan was laughed at by everyone who heard it. That is a famous bed; it was slept in by Queen Elizabeth I. The child will be cared for while she is away. I believe the house was deliberately set fire to. Such success was never dreamed of when we first started. Though all transitive verbs can theoretically be made passive, there are cases where, in practice, the passive would not be used, for example: He had a good breakfast before he went to work. would not be used passively as: A good breakfast was had by him. Some verbs, such as give, tell, show, lend, get, write, sell, buy, bring, make, fetch, promise, teach, take two objects, one usually standing for a person, the other

30 23 for a thing. The word for the person is INDIRECT OBJECT and is the first of the two objects; the word for the thing is DIRECT OBJECT, e.g. He sold us (indirect) his house (direct). Here, us means to us. His mother made Tom (indirect) a cake. Here Tom= for Tom. Further examples: He told me a story. I showed him my new car. He gave me some good advice. You owe him fifty pence. She taught him French. They promised Henry a bicycle for his birthday. If a sentence containing two objects is expressed in the passive voice, either of those objects may become the subject, though it is perhaps more usual to make the personal object the subject of the passive voice, Eckersley (1960: 222). The following table exemplifies this: Table 2.4 The Example of Direct and Indirect Object in Active Voice into Passive Voice Active The Prime Minister offered him a post in the Cabinet. They awarded him the Nobel Peace Prize in Passive (1) He was offered a post in the Cabinet. (2) A post in the cabinet was offered to him. (1) He was awarded the Nobel Peace Prize in (2) The Nobel Peace Prize was awarded him in 1951.

31 24 Note that in the above examples the agent with by is omitted. The construction by + agent would be unnatural and unnecessary in sentences like these, where the doer is either clear from the meaning of the sentence, or is not of interest to us. Related to the active and passive structure, Quirk et.al.(1985: 57) state Clauses containing a noun phrase as object are distinguished by the fact that they are usually matched by passive clauses, in which the object noun phrase now appears as subject (Vpass = passive verb phrase). As type SVOO clauses have two objects, they can often have two passive forms one in which the indirect objects becomes the subject, and another in which the direct object becomes subject. The following table illustrates the above explanation. Table 2.5 Relations between Active and Passive Clause Types Type SVO SVOd ~ A number of people saw the accident SVpass (A) ~ The accident was seen (by a number of people) Type SVOO SVOiOd ~ My mother gave me this watch SVpassOd(A) (1) ~ I was given this watch (by my father) SVpassOi(A) (2) ~ This watch was given (to) me. (by my father) Type SVOC SVOdCo ~ Queen Victoria considered him a genius SVpassCs (A) ~ He was considered a genius (by Queen Victoria) Type SVOA SVOdAo~ An intruder must have placed the ladder there SVpassAs(A) ~ The ladder must have been placed there (by an intruder)

32 25 The infinitive without to In the active voice some verbs are followed by the infinitive without to. In the passive we use most such verbs with the infinitive with to. Active: We saw them come. She made him do it. Passive: They were seen to come. He was made to do it. Note for this sentence: Active: They let us go. Passive: We were let go there is no We were let to go. Infinitive constructions after passive verbs a) After acknowledge, assume, believe, claim, consider, estimate, feel, find, know, presume, report, say, think, understand etc. Sentences of the type People consider/ know/ think etc. that he is Have two possible passive forms: It is considered/known/thought etc. that he is He is considered/known/thought etc. to be Similarly: People said that he was jealous of her = It was said that he was or He was said to be jealous of her. The infinitive construction is the neater of two. It is chiefly used with to be though other infinitives can sometimes be used:

33 26 He is thought to have information which will be useful to the police. When the thought concerns a previous action we use the perfect infinitive so that: People believed that he was= It was believed that he was or He was believed to be b) After suppose 1. suppose in the passive can be followed by the present infinitive of any verb but this construction usually conveys an idea of duty and is not therefore the normal equivalent of suppose in the active: You are supposed to know how to drive= It is your duty to know/ You should know how to drive. Though He is supposed to be in Paris could mean either He ought to be there or People suppose he is there or to say what is planned or arranged (and this is often different from what really happens). 2. suppose in the passive can similarly be followed by the perfect infinitive of any verb. This construction may convey an idea of duty but very often does not:

34 27 You are supposed to have finished=you should have finished but He is supposed to have escaped disguised as a woman= People suppose that he escaped etc. c) The continuous infinitive can be used after the passive of believe, know, report, say, suppose, think, understand: He is believed/known/said/supposed/thought to be living abroad=people believe/know/say/suppose/think that he is living abroad. You are supposed to be working = You should be working The perfect form of the continuous infinitive is also possible: He is believed to have been waiting for a message=people believed that he was waiting for a message. You are supposed to have been working=you should have been working. Passive with conditional: I would be very frightened if someone pointed a gun at me. Passive voice with gerund: As a head sentence Being taken to the museum, the children learn the historical things. As an object

35 28 She does not like being loved by him. As an adjective She was annoyed by the dog s barking all night. Sometimes can use get in passive: Sometimes we can use get in passive. This passive is about an action that was not planned before. Below is the example: The woman got hurt by the accident Indonesian Grammar Besides the theory of English Grammar, it was also important to know the theory of Indonesian Grammar, particularly the Indonesian passive form, since the students first language is Indonesian language and this theory supported the problem number 1. According to Alwi (1988), the active and passive sentence deals with some important things: (1) type of the verb as predicate, (2) subject and object, and (3) the verb form used. In the book of Tata Bahasa Baku Bahasa Indonesia (1993: ), there are two ways of changing the active sentence into passive sentence: (1) using a verb with the prefix di- and (2) using a verb without the prefix di-. These are the ways: 1. The first way: a. Exchange the position of the subject and the object; Example:

36 29 Pak Toha mengangkat seorang asisten baru. S O becomes: Seorang asisten baru mengangkat Pak Toha. S O In the above first step, the Object of the active sentence already became the Subject of the passive sentence, but the verb of the active form hasn t changed yet into verb of passive form. b. Change the prefix meng- into di- on the predicate; Example: Seorang asisten baru diangkat Pak Toha. c. Add oleh in front of the object. Example: Seorang asisten baru diangkat (oleh) Pak Toha. 2. The second way: If the doer is the pronomina persona such as, aku, saya, kami, kita, ku-, engkau, kamu, anda, and mereka, this step of rule can be used. a. Change the order of SPO into OSP; Example: Aku sudah mencuci mobil itu. becomes: Mobil itu aku sudah mencuci. b. Eliminate the prefix meng- from its predicate;

37 30 Example: Mobil itu aku sudah cuci. c. Make the position of the subject and the predicate closer if the verb is previously followed by the word akan, tidak, telah, sudah, etc. Those words must be placed before the subject; and Example: Mobil itu sudah aku cuci. d. Change aku into ku-, engkau into kau-. Example: Mobil itu sudah kucuci. If the subject of the active sentence is the third person plural or a nickname, this is the way to change it into passive sentence: Example: a. Mereka akan membersihkan ruangan ini. b. Ruangan ini akan dibersihkan (oleh) mereka. Ruangan ini akan mereka bersihkan. There is another passive meaning for the activity that accidentally happened and was not planned previously. For this meaning, the prefix ter- is needed. For example: Penumpang bus itu terlempar keluar.

38 Error Analysis Theory of Error Analysis was used to support the problem number 2 in this study. This theory was used to find the students problems in forming the English passive voice. According to Dulay et.al (1982: ) errors are the flawed side of learner speech or writing. They are those parts of conversation or composition that deviate from some selected norm of mature language performance. Lecturers and mothers who have waged long against their students or children s language errors have come to realize that making errors is an inevitable part of learning. People cannot learn language without first systematically committing errors. Studying learners errors serves two major purposes: 1. It provides data from which inferences about the nature of the language learning process can be made. 2. It indicates to lecturers and curriculum developers that error types detract most from a learner s ability to communicate effectively. According to Corder (1973: ), All learners make mistakes. This is not confined to language learners. We all make mistakes when we are speaking our mother tongue. They often cause a certain amount of merriment. Whether we bother to correct ourselves or not seems to depend on whether we think our hearers have noticed, and how urgently we want to get on with what we are saying. The important point for our present purpose is that we know how to correct them; we can recognize our own mistakes for what they are. He also states, The most obvious practical use

39 32 of the analysis of errors is to the lecturer. Errors provide feedback; they tell the lecturer something about the effectiveness of his teaching materials and his teaching techniques, and show him what parts of the syllabus he has been following have been inadequately learned or taught and need further attention. Based on this theory, error analysis is very important to be conducted in order to find out the problems of the students in learning the target language particularly on the English passive voice The Role of the First Language According to Dulay et.al (1982: 96), The first language has been long considered the villain in second language learning, the major cause of a learner s problems with the new language. He also states that in recent years, however, data have accumulated that place the L2 learner s first language in a more respectable, sometimes even valuable, place in the scheme of things. The first language is no longer considered an annoying interference in a learner s effort to acquire a second language. To a large extent, controversies over the role of the first language in a second language acquisition have resulted from vague and varying uses of the terms interference and transfer The Contrastive Analysis Hypothesis According to Dulay et.al (1982: 96-97), The Contrastive Analysis hypothesis held away over the field of applied linguistics and second language teaching for over