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Analysis Of Students’ Error In Constructing Passive Voice

Hairori Sahrul Hafiz1, L.Kerta Wijaya2, Rusdin3
1 Institut Agama Islam Hamzanwadi NW Lombok Timur
2 Universitas Hamzanwadi
3 STKIP Yapis Dompu

e-mail: hairori2014@gmail.com

Abstrak

Kesalahan seringkali dapat dimengerti dan rentan bagi pembelajar bahasa asing. Sangat
mungkin untuk seluruh kemampuan bahasa Inggris dan terletak pada hal pengucapan, kosa
kata, atau struktur gramatikal. Penelitian ini adalah untuk mengidentifikasi jenis kesalahan
siswa dalam kalimat pasif. Deskriptif kualitatif analisis isi digunakan. Sampel penelitian ini
adalah mahasiswa semester 1 fakultas syariah sebanyak 40 orang. Tes yang diberikan terdiri
dari tes penyelesaian dan pembentukan kalimat untuk kalimat pasif. Teknik analisis deskriptif
Creswell & Brown diadaptasi untuk menganalisis dengan mengidentifikasi,
mengklasifikasikan, mentabulasi, dan menganalisis kesalahan. Hasilnya menggambarkan
kompetensi gramatikal bahasa Inggris dari kalimat pasif masih rendah karena siswa kurang
memahami bentuk kalimat pasif. Ini menggambarkan sebagian besar siswa membuat
kesalahan pada penjumlahan sederhana yang siswa belum mengerti dengan baik kapan harus
"am, is, are, was, were dan be" digunakan. Kemudian penghilangan "to be" yang
mempengaruhi kesalahan siswa tanpa menempatkan to be "is, are" pada simple present,
"was, were" pada simple past, dan kata bantu "be" pada simple future tense. Selain itu, kata
bantu "being" pada simple present continuous tense juga dihilangkan.Selain itu, kesalahan
muncul pada misformation karena siswa masih bingung membuat kalimat secara
terstruktur.Kesalahan juga ditemukan selain pada regularisasi yang kira-kira siswa kurang
hafal kata kerja regular dan irregular. Kesalahan ditandai dengan kegagalan dalam menyusun
beberapa passive voice dengan benar dan bermakna karena adanya interferensi dari bahasa
ibu.Terakhir, kesalahan siswa juga ditambah dengan double marking.Melalui hasil penelitian,
kesalahan siswa dalam mengkonstruksi passive voice adalah masih banyak yang harus
dilakukan dan muncul hampir semua jenis bentuk analisis kesalahan.

Kata Kunci: Analisis Kesalahan, Konstruksi Pasif Voice

Abstract

Errors are often understandable and susceptible for foreign language learners. It is quite
possible for whole English skills and lies in terms of pronunciation, vocabulary, or grammatical
structure. This study was to identify the types of students’ errors in passive voice. Descriptive
qualitatif of content analysis was used. The sample was 40 students of first semester in Sharia
faculty. Test was given consisting of completion test and sentences building to passive voice.
Descriptive analysis technique of Creswell & Brown was adapted to analyze by identifying,
classifying, tabulating, and analyzing of the error. The result portrays English grammatical
competence of passive voice is still low because the students lack of understanding of passive
voice forms. It describes most of students make errors on simple addition which the students
have not understood well when to be "am, is, are, was, were and be" is used. And then
omission of "to be" affecting students’ errors without putting to be "is, are" in simple present,
“was, were" in simple past, and auxiliary "be" in simple future tense. Besides, auxiliary "being"
in simple present continuous tense is omitted too. Furthermore, the errors appear in
misformation because the students are still confused to make sentences structurally. The

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errors are also founded in addition on regularization which students approximately did not
memorize regular and irregular verb. Additionally, disordering errors are marked with failure in
arranging some passive voices correctly and meaningfully due to exhibit interference from
mother tongue. The last, students’ errors are also in addition of double marking. Through the
result of research, the students’ errors in constructing passive voice are still a lot to do and it
emerges almost all types of error analysis form.

Keyword: Error Analysis, Constructing Passive Voice

INTRODUCTION
Most of education units in any level sets up the teaching curriculum objectives of
English subject. The goal is to regulate and adjust curriculum needs of the subject materials
in it. English major embodies in each education level where it is formally instructed. Even
though the status is as a foreign language, English infests as subject priority and required to
examine in final test. (Terasne, 2022) commands that English is taught and used as a foreign
language in Indonesia for many years as English instruction formally. At the university level,
English major is enforced in the whole study program of all faculties in undergraduate level
although a few high schools of graduate students are still not being capable to communicate
intelligibly in English. The government stipulates that religion, Indonesian language, English
and civics education are obliged to learn in all university students (Government Regulation
No. 19/2005,(Yulia, 2013)). The goal of teaching English in higher education is to enhance
students’ communicative competence both oral and written form to achieve creative functional
stage and professional affairs and is considered as a tool for expressing meanings (Depdiknas
in (Hafiz, 2020). He then confirms that one of goals in language mastery is to enhance
students’ communicative ability, either in oral or written(Hafiz et al., 2021). It is concluded that
the objective of language instruction is to develop communicative competence.
Every language has structure and concept to sustain language users to communicate
in acceptable forms. Since learners as language users have acquired language as getting the
first language, it is a hope to wrap up language in good structure. Harmer (Hafiz et al., 2016)
points out four activities in learning language, namely expressing language, understanding
meaning, comprehending form, and keep practices. Getting good meaning and form, it should
be well analyzed in understandably organized whether it relates in spoken or written. It is
appropriate ideas with Larsen (Yasim et.al, 2018) which grammar is an activity to analyze
grammatical form, meaning, and use. In other words, Enamul Hoque (2018: 2) also divides
three components of language, it is form, content, and use. It is then broken down into syntax
or structure, morphology, phonology, semantics, and pragmatics. Structure seems to be vital
as a part of language components. Structure refers to grammar which indicates words
structure that are arranged to create meaningful units (Husni, 2022). Thus, grammar plays
important role to support meaningful organization aspects of language use.
Grammar seems to be unforgettable in language teaching since it can help the nature
of language to use language which creates predictable patterns in what we say, read, hear,
and write intelligibly. It also helps students use this knowledge as they write. Without having
enough knowledge of grammar, learners’ language mastery can be severely limited in building
it up.
Learning grammar can be a problem for students who learn English as a foreign
language, it is boring, difficult, monotonous, and even unpleasant topics to learn and rules
often make confused. Nunan (Helmiyadi, 2018) states that one of the hindrances faced in
learning English is grammar lesson because of difficult and boring ones. Other reasons
affecting students feel difficult in learning grammar are students learning more slowly and
forgetting things shortly, getting bored instantly, being not motivated to study if they are not
interested in (Ellis, 1997:27).
There are some materials discussed in English Grammar as a language component,
one of them is passive voice. A passive voice is a type of clause or sentence in which an
action (through verb), or an object of a sentence, is emphasized rather than its subject. Simply,

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the subject receives the action of the verb. The emphasis or focus is on the action, while the
subject is not known or is less important. The writer more focuses in passive voice because it
is almost used in every formal situation such as formal invitation letter, announcement,
narrative text, analytical text. etc. According to Pullum (2019: 64)
“Passives are thus often used where the agent (the NP that would be the subject of the
active version of the sentence) is either uninteresting or very obvious (in which case it is
normally omitted); or where it makes sense to place it at the end of the sentence for
discursive reasons such as given and new information”.
Teaching and learning English for college students have been doing since the
beginning of studies however some students could not even tell something to English native
speakers fluently and structurally. It makes sense that few of them could not use correct
words, acceptable grammars, and appropriate pronunciation (Rusdin, 2022). Many structures
are still written in errors, especially errors of changing active to passive sentences. Writer also
found the following errors such as lack of vocabulary, less of simple past tense understanding
and also, they are difficult to differentiate between active and passive voice because they still
did not know wholly the basic tenses mainly in simple past tense form, so when they met the
formula of passive voices, especially in simple past tense, they seldom comprehend and could
not accomplished. Therefore, it is important for English learners to have a strong
understanding on it.
Making errors is often understandable for the foreign or second language learners. By
knowing these errors, the learners get feedback of his acquisitions in learning process. It is
quite possible for speaking, reading, and writing English. Also, the difference between the
native language and the foreign/second language lies in pronunciation, vocabulary and
grammatical structure(Nur et al., 2019). Dulay, Burt and Krashen (1982) (in Ma’mun, 2016)
categorizes errors into four types based on the surface strategy taxonomy, namely omission,
addition, misformation, and misordering. (Hikmah, 2020) also confirms Ma’mun’s quotation
about Dulay, Burt, and Kashen’s (1982) that there are four principal ways in which learners
modify target forms, that are omission, Addition which is sub-categorized into regularization,
double-marking, simple Addition, misinformation consisting of regularization, archi-forms, and
alternating form, and misordering (for example, she fights all the time her brother)
The research focuses to analyze the students’ error in constructing passive voice. Seeing
the conclusion in the article of (Widiadnya et.al, 2021) that errors are affected with lack of
knowledge about the target language, The leaners’ errors still influence with the linguistic
system of their mother tongue. Error is not as a failure of studying second language but it may
be useful correction from the mistake for better result of target language. Al-Kresheh confirms
that error analysis covers a systematic description and classification of second or foreign
language errors conveyed in spoken or written form. The cause is second or foreign learners'
errors possibly appear not only from interlingual interference from the first language but also
from intralingual interference from the target language(Al-Khresheh, 2016). Therefore, this
research shows what are possible errors made and what factor causes students’ errors in
constructing passive voices.

METHOD
This research is a descriptive study since the output of data are presented descriptively.
The study is aimed at analyzing students’ error in constructing passive voice. The analysis
includes in the aspects of types errors, namely omission, addition, misformation, and disorder.
The design of the research is content analysis. Writer analyzes and describes the data
from the test result by using qualitative method. Regarding with Creswell & brown statement
(2020: 1) “that qualitative research refers to a kind of social science study which is connected
with non-numerical data and needs to interpret meaning from the data helping to take a point
to social life of the study in particular populations or settings”. This method is aimed at using
the available information to relate variable to one other. It attempts to analyze students’ error
in constructing passive voice. Then, the writer analyzes the students’ errors in constructing

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passive voice, to finds out the type of errors, and to know what factors cause the errors, that
the students make most in test of constructing passive voice.
The research is held in Hamzanwadi Islamic Institute of NW Lombok Timur of the first
semester of Sharia Faculty students. 40 students participated from 58 students as the sample.
It is because there were 18 students had not attended regularly during the research then the
writer did not accommodate them.
Instrument of this study is a test. The test consists of two parts namely: completion test
and sentences building from active voice into passive voice. These tests are confined in
constructing passive voice which take two parts consisting of 40 students.
Completion test is given to students to measure the students’ mastery in using passive
voice, especially in using auxiliary verbs (be, being and will), to be (is, are, was and were) and
verb past participle based on the tenses.
Changing the sentence is given to students to measure the students’ mastery in
constructing passive voice by changing the active sentence into the passive sentence. This
item refers to the students’ ability in mastering the sentence pattern in using passive voice, in
positive sentence, negative sentence, and interrogative sentence.
To obtain an accurate data and refers to the method used which the writer conducts a
test. The steps are students are given test of passive voice, when the test is held, the result
is directly revised. So that, the data can be collected rapidly.
The data of students’ errors analysis in constructing passive voice based on the types
are portrayed in terms of to what extent in students’ error in omission, addition, misformation,
and disordering.
Data of students’ errors in constructing passive voice are analyzed after collecting
students’ test result after identifying and checking the errors. The errors analysis is limited to
omission, addition, misformation, and disorder types. In this study, the writer became the main
instrument. The writer carried out the study directly. In analyzing the data, the writer used
three techniques, those are identifying by underlining the errors types, classifying the
omission, addition, misformation, and disorder errors, and tabulating the data of errors types
based on data classification, and analyzing the data using the theories from Creswell & Brown
(2019). The formula is as follows:
𝐹
P = 𝑁 x 100
P = Percentage
F = Frequency of Error Made
N = Number of spells which is observed

RESULT AND DISCUSSION

Seeing on the analysis of students’ errors in constructing passive voice on 40 students
of Sharia faculty students which there are 40 item tests given, it is found that there are some
students’ errors in omission, addition, misformation, and disordering which students’ mastery
in using passive voice is tested in terms of auxiliary verbs, to be, and verb past participle based
on tenses. The writer analyzes students’ error in students’ answer by identifying, classifying,
tabulating, and analyzing the errors. By analyzing the students’ errors of answer sheets, the
writer obtained the students’ result in the following table:

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Table 2. Recapitulation of Errors Types in Constructing Passive Voice

Errors on Each Type Total (%)

Students'
No OM AD MF DO
Code
Be Being DM R SA
1 Student 1 7 4 1 3 8 3 - 26 65 %
2 Student 2 2 5 2 5 10 2 - 26 65 %
3 Student 3 7 4 - 6 6 5 3 31 77,5 %
4 Student 4 6 4 4 7 8 4 2 35 87,5 %
5 Student 5 10 4 1 - 7 6 4 32 80 %
6 Student 6 5 3 4 2 6 5 6 31 77,5 %
7 Student 7 6 2 - 4 8 4 3 27 76,5 %
8 Student 8 5 3 2 2 7 5 6 30 75 %
9 Student 9 8 3 1 2 8 5 3 30 75 %
10 Student 10 7 3 3 5 11 3 4 36 90 %
11 Student 11 2 4 1 2 3 2 1 15 37,5 %
12 Student 12 - 8 - - 6 - - 14 35 %
13 Student 13 8 9 - 4 2 7 2 32 80 %
14 Student 14 - 2 7 2 3 - 6 20 50 %
15 Student 15 6 6 - 7 2 4 - 25 62,5 %
16 Student 16 1 - - - 3 1 - 5 12,5 %
17 Student 17 6 7 - 6 5 6 1 31 77,5 %
18 Student 18 3 4 1 7 5 5 1 26 65 %
19 Student 19 6 6 3 5 6 - - 26 65 %
20 Student 20 2 2 3 2 2 3 6 20 50 %
21 Student 21 9 6 3 1 5 3 - 27 67,5 %
22 Student 22 9 8 - 3 7 5 2 38 95 %
23 Student 23 1 7 - 2 5 - - 15 37,5 %
24 Student 24 8 4 1 4 7 4 8 36 90 %
25 Student 25 6 2 - - 7 2 - 17 42,5 %
26 Student 26 6 6 1 - 4 3 - 20 50 %
27 Student 27 3 6 - 5 8 2 2 26 65 %
28 Student 28 5 - 6 4 5 8 - 28 70 %
29 Student 29 8 7 - 2 4 4 - 25 62,5 %
30 Student 30 14 5 - 8 4 2 4 37 92,5 %
31 Student 31 2 - 5 1 5 3 10 26 65 %
32 Student 32 6 1 - 5 7 4 3 38 95 %
33 Student 33 - 6 4 1 4 - 7 22 55 %
34 Student 34 - 5 4 6 3 4 6 28 70 %
35 Student 35 2 2 4 4 8 3 6 29 72,5 %
36 Student 36 9 6 3 2 8 6 3 37 92,5 %
37 Student 37 3 2 3 10 4 6 2 31 77,5 %
38 Student 38 9 5 3 4 7 5 5 39 97.5 %
39 Student 39 10 4 1 3 4 6 3 31 77,5 %
40 Student 40 7 3 5 5 7 6 2 35 87,5 %
Total 21 168 76 13 234 136 11 1.075
4 6 1
Notes:
OM = Omission
MF = Misformation
DM = Double Marking
AD = Addition

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DO = Disordering
R = Regularization
SA = Simple Addition

Based on the recapitulation of students’ errors types in Table 2, total errors probably
on each type in changing active voice into passive voice at the Sharia faculty students is in
terms of omission, the use of to be “be” error is 214 and “being” is 168. The error in addition of
DM is 76, R is 136, and SA is 234. The error in misformation also indicates 136 types, and
there are 234 errors in disordering types. Thus, the highest error shows in addition of sample
addition with the total number is 234 and the lowest error in addition of DM is 76 errors. Then,
the writer calculated the frequency and the percentages of students’ error types in the table
below:
Table 3. Percentages of Kinds of Students’ Errors
No. Types of Error Total Number of Error %
1 Omission 382 35,53
2. Addition 446 41,49
3. Misformation 136 12,65
4. Disordering 111 10,33
Total 1,075 100

From the table 3 above, it can be seen that the students have errors in constructing
active to passive sentences are, namely in omission category, total number of errors is 382
(35,53 %). In addition category, the students make errors in this type are 446 with percentages
are 41,49%. Besides that, the total errors in disorder type 111 with percentage is 10,33%. The
chart below represents the percentages of students’ error types.

Chart 1. Percentage of Kinds of Students’ Errors

Percentage of Kinds of Students' Errors

Disordering
; 10,33%
Misformation; Omission;
12,65% 35,53%

Addition;
41,49%

Based on chart 1 above, it can be concluded that the highest frequency and the percentage of
errors made by students in constructing passive voice is in addition types with 41.49% and the
smallest frequency and the percentage of errors made by students is in disorder type with
10.33%.
Based on the result described about the students’ errors analysis in constructing
passive voice, it can be identified some errors made by students of Sharia faculty as basic
types of errors. This identification of errors points out the data of the students’ errors are in
form of omission, addition, misformation, and disordering.
Omission errors are characterized by the absence of an item which must appear in
well-formed utterance (Nur et al., 2019). Omission errors consist of “To Be (am, is, are, was,
were and be)” are omitted and “Being “is omitted in simple present continues tense sentences.
There are some errors that has made by students especially in using to be in passive voice

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sentences. As we know that, to be is one of the important elements in passive voice sentences.
Many of students make passive voice sentences without to be, such as am, is, are in simple
present tense, to be “was and were” in simple past tense, and “be” in simple future tense.
Below are the data errors:
1. Gita always disturbed by Joko every day.
2. The thief store caught by police last night.
3. Lombok island will visited by the president next month.
From sentences above, the students have made sentences without putting "to be". In
the first sentence, to be "is" is omitted, and second sentence, to be "was" is omitted, and the
last sentence, "be" is omitted.
Besides to be am, is, are, was, were and be is omitted, the writer found “being” in the
simple present continues tense is omitted too. The following are some sentences were made
by students:
1. The gate is closed by Ahkyar now.
2. Miss. Dinda is visited by Mr. Wawan at the hospital.
3. The victims of disaster I are looked for by SAR TEAM.
4. The wall is painted by Tio with his old brother.
5. The bus is waited by the boy at the agent now.
Addition errors are characterized by the presence of an item which must not appear in
well-formed utterance. Addition errors consist of double marking, regularization, and simple
addition(Kurniasih, 2013). One of the students’ errors is double marking. Firstly, students put
“be” after to be “was”. Furthermore, the students put “is” after will. The last one, they put twice
“to be” in one sentence, as alike:
1. The delicious dish was be dished by Siti for lunch
2. The students is will be taught by Mr. Dedi about passive voice
3. The guest was be served by Mrs. Rika now
4. Was Mr.Andi’s daughter was abducted by the man yesterday ?
Regularization is one of the students’ errors. They did not understand or did not know
well of regular and irregular verb. It’s one of difficulties of students in constructing passive voice
sentences. Here is the error made by the students.
1. The thief store was caughted by police last night
2. About 140 of bullets were finded by the farmer in his garden
3. The soccer of international matches will be showed by SCTV program on November
2022.
4. The money was taked by my sister at the bank yesterday
Simple Addition is one of students’ errors. In this case, they did not know when to be
“am”, “is”, “are” is used and when to be “was” and “were” is used. Let’s see in the following
sentences:
1. Andi was suggested by the doctor to stop smoke.
2. About 140 of bullets was found by a farmer I in his garden .
Misformation are characterized by mislaid of some words in sentence. The students
mislaid some words in some sentences(Nur et al., 2019). So, the sentences will be
meaningless. Below are the errors found in misformation:
1. The Lombok island be will visited by the president on the next month.
2. My younger sister not is invited by my mother to go to Malasyia.
3. The film of Cinta Setelah Cinta not is shown by RCTI program.
Disordering is characterized by incorrect placement of morpheme or a group of
morphemes in making a sentence or in an utterance. In this case, the students did not arrange
English sentences in passive voice correctly and meaningfully. The arrangement of sentences
is not followed by the right sentence’s pattern.
1. A letter for her father is will written by miss Rika.
2. The passive voice sentences are will taught the students by Mr.Dedi.
These types of errors above indicate that the students confuse how to make and
arrange the sentences in form of passive voice sentences. It can be summarized that many

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students have not understood yet in using passive voice. The students’ errors occur in
rather whole types of errors, it is influenced by the interference between first language and
English as foreign language use, but teaching and learning process also to be a factor too
due to different capability of each student from their previous education. On the description
of table 2 above, the writer found that most of students made errors in types of addition
errors especially on simple addition errors. The total of errors in this type is 234 with the
percentages of 22 %. The result describes the grammar as a basic linguistics pattern should
be well comprehended to support students’ ability of four skills.

CONCLUSION
Having analyzed the data previously, making errors of constructing passive voice is still
a lot to do. The English grammatical competence of making up passive voice is categorized
into very low because the students result in lack of mastering passive voice forms. The data
shows of students’ competence are firstly, most of students made errors in addition errors on
simple addition errors with the total errors are 234 or 22 %. The students have still not
comprehended yet as to be "am, is, are, was, were and be" is used. Secondly, the students
made errors in types of omission of "to be". Students still show misunderstanding that "to be"
is one of important elements in passive voice sentences. So that, many students made some
sentences without putting to be "is, are" in simple present tense, to be "was, were" in the simple
past tense, and auxiliary "be" in the simple future tense. The total of errors in this type is 214
or 20 %. Besides that, auxiliary "being" in simple present continues tense is omitted too with
the total of errors is 168 or 16 %. These are caused by the weaknesses of students’
background in English grammar. Thirdly, students made errors in type of misformation errors.
In this case, the students are just confused how to make a sentence correctly or structurally.
It is also caused with weak background of the students’ mastery. The total of errors in this type
is 136 or 13 %. Fourthly, students made errors in type of addition especially on regularization
errors. In this case, they are confusing regular verb and irregular verb. The total of errors in
this type is 136 or 13 %. Furthermore, students made errors in type of disordering errors. In
this case, the students did not know arrange some sentences in passive voice correctly and
meaningfully. It is perhaps caused by exhibit interference from mother tongue or the first
language. The total of errors in this type is 111 or 10 %. The last, students made errors in type
of addition errors especially in double marking. The total of errors is 76 or 7 %.
In this section, the author(s) should give his comprise statement regarding the major
findings and implications of the study, but not the whole study. It is not suggested to bring any
new information in the conclusion.

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