scholarly journals Students' Grammatical Errors in Composing English Passive Sentences

2020 ◽  
Vol 8 (2) ◽  
pp. 588-601
Author(s):  
Siska Bochari ◽  
, Afrillia Anggreni ◽  
Maf’ulah Maf’ulah
Keyword(s):  
English Education ◽  
First Language ◽  
Study Program ◽  
Passive Voice ◽  
Auxiliary Verbs ◽  
English Grammar ◽  
Grammatical Errors ◽  
Sentence Patterns ◽  
Auxiliary Verb ◽  
Constituent Elements

Students in learning English grammar often experience difficulties, and are influenced by the first language, namely Indonesian. Students are influenced by the first language, Indonesian, in composing passive sentences and changing active sentences into passive sentences without first identifying the tense used. The students' difficulties in composing passive sentences resulted in difficulties in writing text properly. This is because most students do not understand how to change the active voice to the passive voice, use auxiliary verbs, and identify the tense. The study uses descriptive qualitative method that aims to analyze errors in the preparation of English passive sentences made by the 4th semester students of the English Education Study Program, Tadulako University. In arranging the passive form and which passive form is the most difficult for students to understand and after analyzing the students' mistakes in composing passive sentences, the researchers concluded that of the 50 students who became respondents, the problems that students make in composing passive sentences are 1) changing word order caused by not being able to distinguish between subject and object, 2) not understanding the tense used in active sentences resulting in a change in the auxiliary verb form, 3) reducing or eliminating one of the constituent elements passive, such as the BY preposition, auxiliary verb be, or the suffix –ED to the regular verb. 4) generalizing all passive sentence patterns. Type of error becoming the most dominant thing that students do in making noun clauses is misordering, which is changing the position of the subject and the object without considering the passive patterns and verbs that the sentence has. Next, the passive voice which is the most difficult for students to make is that they had difficulty in constructing passive sentences using the main sentence HAVE or GET followed by a non-finite verb (past participle).

scholarly journals STUDENTS’ DIFFICULTIES IN CHANGING PASSIVE VOICE IN INTERROGATIVE FORM

2019 ◽  
Vol 13 (1) ◽  
pp. 35
Author(s):  
Robiatul Adawiyah ◽  
Gusnadi . ◽  
Deddy Sofyan
Keyword(s):  
Learning Style ◽  
English Education ◽  
Study Program ◽  
Passive Voice ◽  
Internal Factors ◽  
English Grammar ◽  
The Past ◽  
Two Factors ◽  
Auxiliary Verb ◽  
Descriptive Method

The paper entitled “Students’ Difficulties in Changing Passive Voice in Interrogative Form” is written to analyze the students’ difficulties and the causes that make them difficult to change passive voice in interrogative form. The research was conducted to the third semester students of English Education Study Program, Faculty of Teacher Training and Educational Sciences, Pakuan University. The writer applied descriptive method and the data were gained from documentation, questionnaire and interview. All instruments are given to 28 students who became the respondents. In order to validate the data, the interview to the lecturers are also done. Based on the data, the writer finds out four types of students’ difficulties; they are difficulty in changing the position of subject and object, difficulty in determining appropiate auxiliary verb used, difficulty in determining which sentence can be changed into passive and difficulty in deciding the past participle. The causes also are found of two factors are internal factors such as first, students’ motivation; second, students’ intelligence and aptitude; at the last, students’ personality and learning style. Besides, external factors such as the material, the facility and atmosphere, as well as the lecturer’s explanation. The most factor that causes students’ difficulties are students’ motivation (internal factor) and lecturer’s explanation (external factor). As suggestions, students must increase their motivation especially internal motivation, basic skills in English grammar especially tenses then more pay attetion to the lecturer’s explanation and always ask the lecturer to minimize the difficulties.

scholarly journals SURFACE STRATEGY TAXONOMY: GRAMMATICAL ERRORS ANALYSIS IN THE THIRD-SEMESTER STUDENTS’ DESCRIPTIVE ESSAY

2021 ◽  
Vol 1 (2) ◽  
pp. 36-48
Author(s):  
Annafi’in Nur Rixha ◽  
Idrus Alhamid ◽  
Siti Rokhmah ◽  
Syamsir Bin Ukka
Keyword(s):  
Qualitative Method ◽  
English Education ◽  
Education Students ◽  
Study Program ◽  
Grammatical Errors ◽  
Grammatical Error ◽  
Present Tense ◽  
The Difference ◽  
Auxiliary Verb ◽  
Errors Analysis

English and Indonesian are grammatically different. The difference proves that the rules and the application of grammar are the difficult problems in writing English. Based on previous preliminary research, many Third-Semester students of English Education Study Program had problems using grammar. This is supported by the results of unstructured interviews by researcher against students. Then students made mistakes they cannot correct called errors. As English Education students, they must have good competence in all language skills to become a good English teacher. In the future, students will teach writing effectively if they master the grammatical understanding.This research’s objectives were to find: (1) The the types of grammatical errors based on surface strategy taxonomy found in students’ descriptive essay,(2) The dominant grammatical error based on surface strategy taxonomy found in students’ descriptive essay,(3) The factors causing students made grammatical error in writing descriptive essays.To achieve the objectives, a qualitative method is used. Data collected by observation, interview and documentation from students’ descriptive essay worksheet then analyzed using error analysis.The findings of the research: (1) Grammatical errors are Misformation (3rd Person Singular, Plural, Auxiliary Verb, Dictionaries, Preposition, Conjunction, Pronoun, Singular, Simple Present Tense, Simple Past Tense), Omission (Simple Present Tense, Agreement, Auxiliary Verb, Plural, Article, Pronoun, Conjunction, Preposition, Adverb), Addition (Simple Additions, Double Marking), Misordering (Adjective, Pronoun, Auxiliary Verb). (2) The dominant grammatical error is Misformation with 47.05% from 170 errors. (3) The factors causing error are Interlingual and Intralingual.

scholarly journals AN ANALYSIS OF STUDENTS’ ERRORS IN TRANSFORMING ACTIVE TO PASSIVE SENTENCE

2019 ◽  
Vol 1 (2) ◽  
pp. 54-60
Author(s):  
Lina Septianasari
Keyword(s):  
First Language ◽  
Private University ◽  
Passive Voice ◽  
English Grammar ◽  
Grammatical Errors ◽  
Efl Students ◽  
The Subject ◽  
Passive Sentence ◽  
English Students ◽  
Made In

Passive voice is one of the important English grammar that should be mastered because it is used at formal and informal communication. The EFL students tend to produce grammatical errors in transforming active to the passive sentence because of syntactical interference of their first language. The objectives of this research are to know the types of errors that students made in transforming active to passive sentences, to know the students' problems in transforming active to passive sentences and to know the proportion of the students' errors. The subject of this research is 20 English students at one private university in Lampung. The result of this research shows that the total number of errors that had been committed by the students based on surface strategy taxonomy is 280 errors, which falls into the following proportion of the four kinds of errors in surface strategy taxonomy: 126 errors of omission error, 18 errors of addition error, 120 errors of misformation error, and 16 errors of misordering error.

scholarly journals Grammatical Error Found in the Academic Essays Written by Students of English Education

2020 ◽  
Vol 11 (1) ◽  
pp. 15-30
Author(s):  
Zuvyati A. Tlonaen
Keyword(s):  
Qualitative Method ◽  
English Education ◽  
Sentence Structure ◽  
Study Program ◽  
Christian University ◽  
Auxiliary Verbs ◽  
Grammatical Errors ◽  
Grammatical Error ◽  
Research Questions ◽  
Error Classification

Writing academically demands students to use correct grammar yet students still make error grammatically. This research reports on grammatical errors in academic essays written by Students of English Education.  This study addresses two research questions; 1) What are the grammatical errors made by Students of the English Education Program? 2) From the error classification, what is the major error made? The method used is a qualitative method. The sample subjects were 5 of 15 students writing the essays. They are  fifth semester students from English Education study program, Artha Wacana Christian University, Kupang. The samples were determined by purposive sampling. Data was collected using documentation techniques. The results indicated that students have made the grammatical errors in their academic essays. The errors committed by the students are; 1) noun-noun groups, this part consists of four categories, students made error in all categories;  2) Verb-verb groups, this part has nine categories; students committed errors in three categories; 3) Preposition error, this part has three categories. Students made errors in two categories; 4) Sentence structure; this part consists of eight categories. Students made errors in three categories. The major errors committed by the students are; first, in noun-noun groups by using inappropriate combination of subject and verb agreementand omitting the plural marker –s; second, in verb-verb groups in which the errors are mainly in the omission of suffix –s, -es, -ed and the omission of auxiliary verbs. Thus, students of English education need to improve their writing on academic essays.

scholarly journals TEACHING ENGLISH GRAMMAR USING PROBLEM BASED LEARNING JO. WITH PUZZLE AT ENGLISH EDUCATION STUDENT OF IKIP SILIWANGI BANDUNG

2018 ◽  
Vol 1 (1) ◽  
pp. 33
Author(s):  
Acep Haryudin ◽  
Trisnendri Syhrizal
Keyword(s):  
Practical Problem ◽  
English Education ◽  
Problem Based Learning ◽  
Social Situation ◽  
Education Student ◽  
Teaching English ◽  
Study Program ◽  
English Grammar ◽  
Education Study ◽  
Fact Finding

The the purposes of this resaearch was to find out students dificulty in mastering Grammar, and to find out the suitable method in improving students’ grammar mastery. The method of this research was Action Research as the application of fact finding to practical problem solving in social situation by involving the collaboration and cooperation of researcher and practitioners. The research took place at IKIP Siliwangi, focused on class A2 year 2016. Subjects of the research was 45 students of English Education Study Program. The finding and disscussion of this research was that Problem Based Learning (PBL) jo with Puzzle media could improve students’ grmammar mastery and students of English Education Study Program could 

scholarly journals KEMAMPUAN BERTANYA DAN KEAHLIAN MEMBACA: KAJIAN PADA MAHASISWA NON-BAHASA INGGRIS UNIVERSITAS ISLAM LAMONGAN

2019 ◽  
Vol 2 (1) ◽  
pp. 1-8
Author(s):  
Lilik Uzlifatul Jannah ◽  
Ike Susanti
Keyword(s):  
Qualitative Method ◽  
Semantic Analysis ◽  
First Language ◽  
Research Subjects ◽  
Simple Analysis ◽  
Study Program ◽  
Analysis Techniques ◽  
Grammatical Errors ◽  
Reading Text ◽  
Basic Level

The purpose of this study was to determine the ability of students to formulate questions in English. This research employed  descriptive qualitative method using simple analysis techniques based on grammatical and semantic analysis. Questions made by students are based on reading at the literal level or basic level. The research subjects involved 80 students in the Non-English Study Program in the second semester Management Study Program Lamongan Islamic University. The results of the study were obtained as follows (1). Students were able to formulate questions in English as many times, even if they do not meet the grammatical and semantic rules. (2). Students’ mistakes in formulating questions in English based on reading text including grammatical errors (60%) either errors in semantics or  meanings (40%); and (3). Students still use translating techniques in formulating questions so that the strong influence of the use of the first language (Indonesian) and the rules of writing in the Indonesian language can be obviously seen. Finally, it can be concluded that the students’ reading skill is at the lower cognitive level or at literal phase.

scholarly journals Students’ English Structure and Written Competence

2019 ◽  
Vol 3 (2) ◽  
pp. 180-194
Author(s):  
Palentja Etta Tilana ◽  
Wisma Yunita ◽  
Zahrida .
Keyword(s):  
English Education ◽  
First Language ◽  
Written Expression ◽  
Study Program ◽  
Education Study ◽  
Simple Rules ◽  
Poor Understanding ◽  
Two Factors ◽  
English Competence

This research aims to investigate the students’ English competence, the highest percentage of students’ mistake and their difficulties in responding to the TOEFL structure and written expression sections. All of the 6th semester students of the English Education Study Program of Universitas Bengkulu who had passed all structure courses were involved in this research. The data were collected through a TOEFL test and an interview. The results show that majority of the students’ English competence was poor. It also reveals that the most difficult topic in grammar section was redundancy. There were two factors that affected the students’ performance in redundancy, ambiguity and the interference of first language. In contrast, gerund and infinitives were the easiest topic in grammar section. Simple rules and the most common expression were contributed to the students’ performance in gerund and infinitives. In responding to structure and written expression section there were four factors that influenced students’ difficulties, poor understanding of grammar, less focus, lack of practice and limited vocabulary.

scholarly journals “WAYS FOR TERTIARY LEVEL STUDENTS IN BUILDING ENGLISH SPEAKING PERFORMANCE”

2017 ◽  
Vol 2 (2) ◽  
pp. 136
Author(s):  
Fika Megawati ◽  
Vidya Mandarani
Keyword(s):  
English Education ◽  
Communication Strategies ◽  
First Language ◽  
Tertiary Level ◽  
Study Program ◽  
Common Strategy ◽  
Language Communication ◽  
English Speaking ◽  
Speaking Performance ◽  
Learning English

Abstract: This study aims to find out the strategies used by tertiary level students in performing English communication. This research was a descriptive study involving English Education Study Program students. Data analysis included in-depth transcribing on the students’ speaking performance and the result of interview. The findings show that the communication strategies used in the conversation consisted of avoidance, paraphrase, borrowing, appeal for assistance, and mime. The common strategy lied on mime, while avoidance and paraphrase strategies were not frequently applied. The results show communication strategies were effective in helping the first language students in learning English as their foreign language. Communication strategies give solution to cope with difficulties in learning English. Communication strategies are highly suggested to be socialized to EFL learners as an alternative way to improve speaking performance.

scholarly journals AN ANALYSIS OF GRAMMATICAL ERRORS IN SPEECH AT THE STUDENTS OF ENGLISH EDUCATION STUDY PROGRAM OF MUHAMMADIYAH UNIVERSITY OF METRO ACADEMIC YEAR 2013/2014

2017 ◽  
Vol 3 (2) ◽  
Author(s):  
Septian Dwi Sondiana ◽  
Sudirman -
Keyword(s):  
English Education ◽  
Grammar Rule ◽  
Study Program ◽  
Internal Factors ◽  
Verb Agreement ◽  
Grammatical Errors ◽  
Education Study ◽  
Teaching Learning ◽  
English Students ◽  
Academic Year

The objectives of the research are to find out the types of grammatical errors in English students’ speech; to find out the percentage of grammatical errors in English students’ speech; to find out the factors influencing English students’ grammatical errors in their speech. Based on the data, the students have problem in producing verb group, errors in subject-verb agreement, errors in the use of articles, errors in the use of prepositions, errors in noun pluralization, errors in the use of pronouns, and errors in the use of conjunctions. It shows that Anisa made eleven sentences in 2 minutes 28 seconds. She made eight errors. Dewi made seven sentences in 1 minutes 57 seconds. She made five errors. Fatika made sixteen sentences in 4 minutes 14 seconds. She made eight errors. Fitri made sixteen sentences in 4 minutes 23 seconds. She made seven errors. Ibnu  made  ten sentences in 2 minutes 18 seconds. He made eight errors. Linda made fiveteen sentences in 3 minutes 7 seconds. She made eight errors. Musli made fourteen sentences in 2 minutes 39 seconds. She made six errors. Nyoman made twelve sentences in 3 minutes 43 seconds. He made nine errors. Pera made ten sentences in 2 minutes 23 seconds. She made seven errors. Sri made fourteen sentences in 6 minutes 34 seconds. She made eleven errors. And about the percentages of errors, here is the data; Anisa: 72,73% of errors; Dewi: 71,4% of errors; Fatika: 50% of errors; Fitri: 43,75% of errors; Ibnu: 80% of errors; Linda: 53,3% of errors; Musli: 42,8% of errors; Nyoman: 75% of errors; Pera: 70% of errors; Sri: 78,57% of errors. Based on interview, it shows it can be concluded the factors influence of English students’ grammatical errors in their speech when their speak using grammar rule. The internal factors are; The first, the students are still difficult to make feeling, for example; confident, feel scary, when they are speaking in public. The second, the students are not mastered in their skills. The third, the students are not have many vocabulay, so they can not express their idea to speak. The forth, the students are still think that grammar are not important to speak. For the external factors are; the first, the student  can not express their speaking because of their environment or comunity. The second, the teaching-learning process.

scholarly journals AN ANALYSIS ON STUDENTS’ DIFFICULTIES IN CHANGING ACTIVE TO PASSIVE VOICE

2020 ◽  
Vol 4 (1) ◽  
pp. 61-78
Author(s):  
Muhammad Hasyimsyah Batubara ◽  
Muhammad Gita Swara Mahardhika
Keyword(s):  
Qualitative Approach ◽  
The Other ◽  
English Department ◽  
Data Display ◽  
Voice Analysis ◽  
Passive Voice ◽  
English Grammar ◽  
Good Ability ◽  
Auxiliary Verb ◽  
Academic Year

Abstract: Today students’ are sometime less interested in understanding active and passive voice, so that when they learn it, there is a lot of incomprehension in understanding it, especially in transforming active to passive voice. This research are to know and to find out the most dominant the students’ difficulties in transforming active to passive voice form at fourth semester students’ STAIN Gajah Putih Takengon Aceh in 2017/2018 Academic Year. This study was conducted using a qualitative approach. The source of the data for this study was taken at fourth semester students’ of English Department of STAIN GP Takengon Aceh. Besides, the source of data in this research also a grammar lecturer. The technique of data collection were used observation, documentation, and  interviews technique. The data analysis were used the Miles and Huberman’s models, including reduction of data, display, and conclusions; drawing/verifying. The outcomes of analysis, the researcher found the most dominant students’ difficulties in changing active to passive voice were: difficulties in determining subject, difficulties in using auxiliary verb be, and difficulties in using verb3 in passive voice and most dominant difficulties was found in form of past continuous they are not able to understand well, due to still use tools (dictionary). Based on the findings of this study, the researcher concluded that some students’ have a fairly good ability in understanding passive voice form, but some of the other students’ must also improve their understanding in English grammar. Keywords: Active and Passive Voice, Analysis, Students’ Difficulties   Abstrak: Dewasa ini mahasiswa terkadang kurang tertarik untuk memahami bentuk active dan passive voice, sehingga ketika mereka mempelajarinya, ada banyak kesulitan dalam memahaminya, terutama dalam mengubah bentuk active menjadi passive. Penelitian ini untuk melihat dan mengetahui kesulitan paling dominan dalam mengubah bentuk active menjadi passive mahasiswa semester empat prodi bahasa Inggris STAIN Gajah Putih Takengon Aceh pada Tahun Akademik 2017/2018. Penelitian ini dilakukan dengan menggunakan pendekatan kualitatif. Sumber data penelitian ini diambil dari mahasiswa semester empat prodi bahasa Inggris STAIN Gajah Putih Takengon Aceh dan dosen prodi. Teknik pengumpulan data menggunakan teknik observasi, dokumentasi, dan wawancara. Analisis data menggunakan model Miles dan Huberman. Hasil analisis, peneliti menemukan kesulitan siswa yang paling dominan dalam mengubah active menjadi passive adalah: kesulitan dalam menentukan subjek, mengunakan auxiliary verb be, dan kesulitan dalam menggunakan kata kerja bentuk ke 3, dan  yang paling dominan ditemukan kesulitan dalam merubah past continuous, sehingga membutuhkan alat (kamus). Berdasarkan temuan penelitian ini, peneliti menyimpulkan bahwa beberapa mahasiswa memiliki kemampuan yang cukup baik dalam memahami bentuk passive, tetapi beberapa siswa lain harus meningkatkan pemahaman mereka dalam tata bahasa Inggris. Kata Kunci: Active dan Passive Voice, Analisis, Kesulitan Siswa

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