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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
ii
iii
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vii
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.
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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.
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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”.
Based on the extract above, it can be seen that R3 wrote the passive voice
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
Based on the extract above, it can be seen that R4 wrote the passive voice
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.
Based on the extract above, it can be seen that R6 wrote the passive voice
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.
Based on the extract above, it can be seen that R7 wrote the passive voice
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.
Based on the extract above, it can be seen that R8 wrote the passive
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.
Based on the extract above, it can be seen that R9 wrote the passive
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.
Based on the extract above, it can be seen that R10 wrote the passive
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
After analyzing the results of the student's proposal writing, the researcher
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.
Based on the extract above, it can be seen that R2 wrote the passive
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.
Based on the extract above, it can be seen that R4 wrote the passive
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
Based on the extract above, it can be seen that R7 wrote the passive voice
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
After analyzing the results of the student's proposal writing, the researcher
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.
Based on the extract above, it can be seen that the passive sentence written
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.
Based on the extract above, it can be seen that the passive sentence written
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.
Based on the extract above, it can be seen that the passive sentence written
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.
Based on the extract above, it can be seen that the passive sentence written
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.
Based on the extract above, it can be seen that the passive sentence written
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.
Based on the extract above, it can be seen that the passive sentence written
by R7 is correct because the formula used in the sentence is in accordance with
the existing formula.
b. Simple Future Tense
After analyzing the results of the student's proposal writing, the researcher
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.
BIBLIOGRAPHY
Al Fadda, H. 2012. Difficulties in Academic Writing: From the Perspective of
King Saud University Postgraduate Students. English Language Teaching,
5(3), 123-130.
Amadi, S. C. 2018. Learning the English Passive Voice: Difficulties, learning
strategies of Igbo ESL learners and pedagogical implications.
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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
student concerning the knowledge of learning vocabulary.
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
Language Education Department.
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
questions to obtain information from a number of respondents.
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
quantitatively employing statistical calculation.
Simple Future Tense
List of Respondents Passive Sentences
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
Simple Present Tense
List of Respondents Passive Sentences
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
quantitatively employing statistical calculation.
Simple Future Tense
List of Respondents Passive Sentences
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
Simple Present Tense
List of Respondents Passive Sentences
R1 R1.1 This study is expected to provide information for english education
student concerning the knowledge of learning vocabulary.
R2 R2.1 It is proven by some research conducted previously in the English
Language Education Department.
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
questions to obtain information from a number of respondents.
Simple Future Tense
List of Respondents Passive Sentences
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
E
R
S
U
R
A
T
A
N
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”