A Case Study of Students’ Barriers in Passive Voice Sententes

This study was to find out the errors experienced by students in composing passive voice sentences. It also explained the factors that caused students' barriers in constructing passive voice sentences. This study focused on students' errors and bariers in constructing passive voice sentences in the form of Simple Present Tense, Simple Past Tense, and Present Future Perfect Tense. The research approach used was a qualitative method through a case study. The subject of this research was 12 students in class XII of SMKS Yaspenmas Sei Lepan. Data collection techniques were tests and interviews. The findings of this study were the types of student errors on omission 62.4%, misinformation 10.6%, misordering 27%. As well as the location of the error in the passive voice sentence in the form of Simple Present Tense in the use of to be 75%, past participle 100%, then the use of to be in the Simple Past Tense 95, 83% and past participle 64.6%, then the use of have in Present Future Perfect Tense 36.1%, been 100%, and past participle 33.3%. These errors were due to internal factors and external factors. The internal factors were students’ lack of interest in learning English as well as lack of vocabulary mastery and lack of understanding of grammar. The external factors were lack of parental attention, lack of supporting media in the learning process, inadequate school infrastructures, and the road to school was difficult to pass.

Passives of Spanish Subject-Experiencer Psychological Verbs are Adjectival Passives

This paper argues that <ser ‘to be’ + past participle> constructions with subject-experiencer psychological verbs are adjectival passives, contra the received view that <ser + past participle> constructions are verbal passives across the board. We put forth a battery of morphological, syntactic and semantic tests to support our claim. The divide, we argue, is based on the individual-level/stage-level distinction, rather than on the lexical category of the participle. We provide a theoretical, aspect-based account that generates the distribution of ser and estar in verbal and adjectival participles and paves the way for a comprehensive analysis of the ser and estar distribution across other constructions where the alternation is attested, such as underived adjectives and prepositions.

AN ANLAYSIS OF ENGLISH PASSIVE SENTENCE TRANSLATION INTO INDONESIAN

Active and passive sentence constructions are commonly used both in English and in Indonesian. The passive sentence is a form of sentence which emphasizes on the person or object that experiences the action rather than the person or object that performs the action. The passive sentence in English is formed by to be + past participle. And the others passive sentences are formed with infinitive and gerund. The Indonesian passive sentences are caractherized by the use of prefix di-, ter-, and ke- -an in the predicate. The objectives of this study are 1) to identify the translation of English passive sentences in Indonesian, and 2) to find the translation shift that occurs from the English passive sentences into Indonesian.This research uses qualitative method. The data is taken from a novel written by Stephenie Meyer (2008) entitled Breaking Dawn and its translation in Indonesian. The result shows that not all of the English passive sentences are translated into Indonesian passive sentences. Some of them are translated into Indonesian active sentences.

Prinsip Pengenalan Morfem dalam Bahasa Inggris: Kajian Morfologi

This research aims to classify and identify morphemes recognition in English. The method used in this study is qualitative descriptive method. In providing data, the researcher uses listening and note-taking technique. The data used in this study were retrieved from the book Top Grammar: A Guide to Write English. While the theory used is the theory of the principle of morpheme recognition. The results of this discussion can be classified into six principles of morpheme recognition namely (1) the form of indefinite pronouns, comparative and superlative degree and reflexive pronouns; (2) singular and plural forms; (3) the form of the past participle in regular {-d}/{-ed} and irregular {–n} forms; (4) singular and plural nouns, present and past verbs; (5) the form of homonyms and in principle; and (6), the form of free morpheme and bound morpheme. From the results of the classification, morpheme units can be identified based on word form, word class and also the meaning that appears.AbstrakPenelitian ini bertujuan untuk mengklasifikasi dan mengidentifikasi pengenalan morfem dalam bahasa Inggris. Metode yang digunakan dalam penelitian ini adalah metode deskriptif kualitatif. Dalam tahapan penyediaan data, penulis menggunakan teknik simak dan catat. Data yang digunakan dalam penelitian ini bersumber dari buku Top Grammar: A Guide to Write English. Teori yang digunakan adalah teori prinsip pengenalan morfem. Hasil dari pembahasan menunjukan bahwa terdapat enam prinsip pengenalan morfem, yaitu (1) terdapat pada bentuk indefinite pronoun, comparative dan superlative degree, serta reflexive pronoun; (2) terdapat pada bentuk tunggal dan jamak; (3) terdapat data pada bentuk past participle bentuk regular {-d}/ {-ed} dan irregular {–n}; (4) terdapat padakata benda tunggal dan jamak dan kata kerja present serta past; (5) terdapat pada bentuk homonim; (6) terdapat pada bentuk morfem bebas dan terikat. Dari hasil klasifikasi tersebut dapat disimpulkan bahwa satuan morfem dapat diidentifikasi berdasarkan bentuk kata, kelas kata, dan makna yang muncul.

The past participle and the periphrastic passive construction in French

Our hypothesis is that the past participle is a singular form in the TAM (tense-aspect-mood) linguistic system in French, in that it represents the internal time of the process on its terminal point ([R = Et]). Due to this representation of internal time, the p.p. can be related to the second argument – the patientive argument – of a direct transitive process: it is the essential element of the passive construction. Contrary to what is often written, the copula être ‘be’, is an optional element: it may serve to develop the construction in its periphrastic dimension, but it is not necessary to the passive construction itself, as the cases of the passive in the participial clause demonstrate. Moreover, the p.p. is not intrinsically resultative or processive, no more than it is active or passive: from its aspect [R = Et], it can, in interaction with different contexts, participate in the production of these different effects of meaning in discourse.

Das regelmäßige schwache Verb im Mooringer Friesisch: Zwei Konjugationsklassen oder phonologisch bedingte Allomorphie?

In this article we investigate the historical development of the regular weak verb in Mooring, the most vital Mainland North Frisian dialect. We show that until the first half of the 20th century Mooring still distinguished between the two weak conjugation classes inherited from Old Frisian and typical for most Frisian dialects: Class I without and class II with a theme vowel -e- in the endings of the 2nd and 3rd Person Singular Present, the Past and the Past Participle. From the end of the 19th century onward, a process of deletion of schwa after sonorants gradually caused the fusion of class II weak verbs with a stem-final vowel or sonorant with class I weak verbs. After World War II this process came to its (near) completion and the former morphological division of the weak verbs in two conjugation classes was given up in favour of a phonological distribution of the endings on the basis of the stem-final segment: Endings with e appear after obstruents, endings without e after vowels and sonorants. Although modern grammars in principle recognized this new phonological conditioning of the weak conjugation, they failed to see that there remained a number of exceptions,viz. former class I weak verbs with a stem-final obstruent still taking an eless ending. That one is dealing with exceptions here is clearly shown, however, by the fact that these verbs gradually adapt to the phonological conditioning and assume endings with e in modern Mooring.

The Difficulties Facing Of The Mechanic Otomotif (Mo) Student At Smk Yapim Kabanjahe Using Participle In Sentences

This study deals with the student’s difficulties in using participle in sentences. The purposes of the study were to find out whether or not the students found difficulties in using participle in sentence and to find out the type of difficulties they faced.The population of the study was the 2020/2021 of the Mechanic Otomotif (MO) students at SMK YAPIM Kabanjahe. In this sampling, all the population has equal chance to be selected for the sample. The total numbers of samples was 30 students. The instrument used to collect the data was multiple choice test. This research was conducted by applying the descriptive quantitative design. The reliability of the test is counted by using KR21 formula. The formula testing result showed that the reliability of the test was 0,89, it means that the test was very good. The finding showed that the students found some difficulties in using participle, they were : Present Participle (8,67 %), Past Participle (9,34 %) and Perfect Participle (9,33 %). Perfect Participle was regarded as the most difficult type for them, especially in using it after certain verbs and in replacing relative pronoun, and then followed Past Participle by especially in using in it replacing relative pronoun and after certain verb. And the last was Present Participle. The percentage of each difficulty was taken by dividing the wrong answer to the total correct answer of the test.

ENGLISH INFLECTIONAL ERRORS MADE BY INDONESIAN DEAF PEOPLE IN WRITING COMPOSITION

This paper was conducted to describe the types of English inflectional errors found in Indonesian deaf people in writing composition, identify the sources of the errors in the use of English inflection, and to find out the percentages. The Indonesian deaf people were from Indonesian deaf community groups on Facebook, WhatsApp, and Instagram. This research used a descriptive qualitative approach by applying English inflection theory by Andrew Carstairs-McCarthy. The data collection techniques were conducted by using an online English writing test. The results showed that there were 179 errors in total in Indonesian deaf people’s writings. The most found error was in Third Person Singular Present Inflection with 51 errors (28.5%) and the least was in Present Participle Inflection with 16 errors (9%), and the rest were 18 errors (10%) in Preterite Inflection, 19 errors (10.6%) in Comparative Inflection, 22 errors (12.3%) in Superlative Inflection, 27 errors (15.1%) in Past Participle Inflection, and 26 errors (14.5%) in Plural Inflection. The source of error was Intralingual Error with 156 errors (87.15%) (False Concept Hypothesized with 6 errors (3.3%), Incomplete Application of Rules with 8 errors (4.5%), Overgeneralization with 23 errors (12.85%), and Ignorance of Rules Restriction with 119 errors (66.5%)) and Interlingual Error with 23 errors (12.85%).

FUTURUM-EXACTUM: A VERB FORM OF WRITTEN VEPSIAN THAT IS NOT TAKEN INTO ACCOUNT IN ITS DESCRIPTIONS

The article discusses the use of an analytical verb form of the linneb tehtud type in written Vepsian, that consists the 3 person singular form of the verb linneb ‘will’ and the passive past participle on -tud/-dud (in most cases) and is a calque from a similar Russian construction будет сделан (-a, -o). The relevance of the research is determined by the need to bring the information in the grammatical descriptions of the written Vepsian language in line with the real picture of the functioning of the Vepsian written norm, and to more accurately codify this idiom as written. The material is the texts in different styles originally written in Vepsian (journalistic) or translated into it (legal, artistic). The research confirms the hypothesis of the existence of an analytical verb form in the written Vepsian language that is not taken into account by grammatical descriptions, analyzes the detected examples of its use, and reveals the features of its structure and functioning against the background of closely related Finnic languages (Finnish, Votic, Ingrian). The article also discusses the place of this analytical form of written Vepsian among similar verb forms of Vepsian grammar and substantiates the non-identity of futurum-exactum to passive forms of the future tense ending in -škatas in the Vepsian language. It justifies the need for information about this verb form in future grammatical descriptions of the written Vepsian language.

The passive of verbs constructed with prepositions (Das Passiv der mit Präpositionen konstruierten Verben )

Verbs in German and Arabic are of two types: active and passive. Passive voice is a grammatical voice construction that is found in many languages. Out of grammatical perspective, each main verb has a form in the active and one in the passive known as a "genus verbi" (type of verb). In passive voice, both in German and in Arabic, the focus is on the action itself or on the result of the action; often the perpetrator is not mentioned. In German, to conjugate verbs in the passive voice, you must know the forms of werden (to become). German uses werden + the past participle and states it at the end of a sentence. In Arabic, the passive is formed by changing the vowels on the verb; the vowel series u-i-a occurs instead of the a-vowels. Transitive prepositional verbs originally are intransitive verb with a preposition added to the action of the sentence. In German, the prepositional group can be combined with the prepositions von or durch, while in Arabic, such a prepositional group occurs only in certain cases. In contrast to Arabic, the passive in German is impossible with reflexive verbs. In some cases, an impersonal passive in German corresponds with a personal passive in Arabic. The present paper discusses some of these verbs traced in a chart that shows the most important results when compared with their Arabic equivalents. In grammatischen Darstellung findet man für jedes Vollverb eine Form im Aktiv und eine im Passiv, es wird von „genus verbi“ (Art des Verbs) gesprochen. Im Passiv steht sowohl im Deutschen als auch im Arabischen das Geschehen selbst oder das Ergebnis der Handlung im Vordergrund; aus der Sicht der betroffenen Person oder Sache; oft wird der Täter nicht gennant. Im Deutschen wird die passivische Verbform mit dem Hilfsverb werden und dem Partizip II gebildet, während die Vokalreihe u-i-a anstelle der a- Vokale im Arabischen eintritt. Die im Aktiv mit Präpositionen verbundenen Verben bilden in beiden Sprachen ein unpersönliches Passiv. Im Deutschen kann die Präpositionalgruppe mit den Präpositionen von oder durch verbunden werden. Im Unterschied dazu tritt solche Präpositionalgruppe im Arabischen nur in bestimmten Fällen mit من قبل auf. Im Unterschied zum Arabischen ist das Passiv im Deutschen bei reflexiv Verben unmöglich. In einigen Fällen entspricht ein unpersönliches Passiv im Deutschen einem persönlichen Passiv im Arabischen.