Post on 19-Mar-2022
“AN ANALYSIS OF STUDENTS‟ PROBLEMS IN WRITING PASSIVE
VOICE MADE BY THE SECOND GRADE OF SMAN 9 TAKALAR”
(Descriptive Quantitative 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
JULIANA BASIR
10535 11028 16
ENGLISH DEPARTMENT
FACULTY TEACHER TRAINING EDUCATION
MUHAMMADIYAH UNIVERSITY OF MAKASSAR
2021
ix
MOTTO AND DEDICATION
MOTTO
“Use your knowledge as well as possible and be a useful one for other
people.”
DEDICATION
From the bottom of my heart, I would like to dedicate this thesis to:
1. My beloved parents, Mr. Basir and Mrs. Juwita, always pray and give me
support in finishing this thesis.
2. My beloved sisters and brothers, who always give me support and
motivation.
3. My beloved classmate of awesome who gives the best memories.
4. And the important one for myself.
ABSTRACT
JULIANA BASIR. 2020. An Analysis of Students‟ Problems in Writing Passive
Voice Made by the Second Grade of SMA Negeri 9 Takalar. A Thesis of English
Department, Faculty of Teacher Training and Education. The Muhammadiyah
University of Makassar. Supervised by Saiful and Firman.
The Purpose of this research was to found and to analysis the students‟
problems in writing passive voice made by the second grade of SMAN 9 Takalar.
The design of this research was descriptive quantitative research. The total
number of the sample was 15 students. The researcher used the purposive
sampling technique. The instrument used to get the data was a test and
questionnaire with Google Form as a data collection tool. Based on the results, the
researcher found the percentage of students‟ problems in writing passive voice.
The researcher found that 13 students with a percentage of 86.67% had a problem
writing passive voice in the simple present tense, and 12 students with a
percentage of 80.00% had a problem writing passive voice in the simple past
tense. The causes that become problems for students in writing passive voice are
knowledge and understanding, less practice, and educational background. Finally,
based on the findings, it can be concluded that students of the second grade of
SMA Negeri 9 Takalar have problems in writing passive voice and three causes
that make students problems in writing passive voice.
Keywords: passive voice, test, questionnaire, students’ problems
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ABSTRAK
JULIANA BASIR. 2020. Sebuah Analisis pada Masalah Siswa dalam Menulis
Suara Pasif yang Dibuat oleh Siswa Kelas dua SMA Negeri 9 Takalar. Tesis
Jurusan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan. Universitas
Muhammadiyah Makassar. Dibimbing oleh Saiful dan Firman.
Tujuan dari penelitian ini adalah untuk menemukan dan
mendeskripsikan masalah siswa dalam menulis kalimat pasif yang dibuat oleh
siswa kelas II di SMAN 9 Takalar. Desain penelitian ini adalah penelitian
kuantitatif deskriptif. Jumlah sampel sebanyak 15 siswa. Peneliti menggunakan
teknik purposive sampling. Instrumen yang digunakan untuk memperoleh data
adalah tes dan angket dengan Google Form sebagai alat pengumpul data.
Berdasarkan hasil tersebut, peneliti menemukan persentase masalah siswa dalam
menulis kalimat pasif. Peneliti menemukan bahwa 13 siswa dengan persentase
86.67% memiliki masalah menulis kalimat pasif pada simple present tense, dan 12
siswa dengan persentase 80.00% memiliki masalah menulis kalimat pasif pada
simple past tense. Penyebab yang menjadi kendala bagi siswa dalam menulis
kalimat pasif adalah pengetahuan dan pemahaman, kurang latihan, dan latar
belakang pendidikan. Berdasarkan hasil penelitian, dapat disimpulkan bahwa
siswa kelas II SMA Negeri 9 Takalar mengalami masalah dalam menulis kalimat
pasif dan tiga penyebab yang menyebabkan siswa kesulitan dalam menulis
kalimat pasif.
Kata Kunci: kalimat pasif, tes, kuestioner, masalah siswa
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ACKNOWLEDGEMENT
Alhamdulillah Robbie 'Alamin. The researcher would like to express their
deepest gratitude to Allah SWT who has provided guidance, grace and health to
complete this thesis. Salawat and, greetings are addressed to the last elected
religious messenger, the prophet Muhammad S.A.W.
Furthermore, the researcher also expressed her deepest gratitude to her
beloved parents: her father Basir and her mother Juwita for their prayers, finances,
motivation, sacrifice for their success, and their sincere and pure love without
time.
The researcher realized that in carrying out the research and writing of this
thesis, many parties have contributed valuable suggestions, guidance, assistance,
and advice for the completion of this thesis. Therefore, the researchers would like
to thank them:
1. Prof. Dr. H. Ambo Asse, M.,Ag the Rector of Muhammadiyah
University of Makassar
2. Erwin Akib, M.Pd., the Dean of Faculty of Teacher Training and
Education of the Muhammadiyah University of Makassar.
3. Ummi Khaerati Syam, S.Pd M.Pd., the head of the English Department
of Faculty of Teacher Training and Education at the Muhammadiyah
University of Makassar who gave her valuable authorities and
suggestion in doing this thesis.
4. A big thank you to Dr. Saiful, S.Pd, M.Pd., as my first mentor who
gave valuable time and seriousness in motivating and guiding me to
complete this thesis.
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5. A big thank you to Firman, S.Pd, M.Pd., as the second mentor who
spent his valuable time and patience in motivating, guiding, and
entertaining me in completing this thesis.
6. All of the lectures of English Education Department for teaching
precious knowledge and share the wonderful experience
7. A big thank you to the family as a family supporter in all conditions
for me.
8. A big thank you for the awesome class as a class that has provided
experience in developing its character.
9. Finally, for everyone who has provided valuable advice, guidance,
assistance, and advice to complete this thesis, may Allah S.W.T. be
with us now happily ever after.
Billahi Fi Sabilillah Haq Fastabiqul Khaerat
Desember 2021, Makassar
The Researcher
JULIANA BASIR
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TABLE OF CONTENTS
TITLE PAGE ................................................................................................. i
LEMBAR PENGESAHAN ........................................................................... ii
APPROVAL SHEET ..................................................................................... iii
COUNSELLING SHEET 1 .......................................................................... iv
COUNSELLING SHEET 2 .......................................................................... v
SURAT PERNYATAAN ............................................................................... vi
SURAT PERJANJIAN .................................................................................. vii
MOTTO .......................................................................................................... viii
ABSTRACT .................................................................................................... ix
ABSTRAK ...................................................................................................... x
ACKNOWLEDGEMENTS ........................................................................... xi
TABLE OF CONTENTS ............................................................................... xiii
CHAPTER I INTORDUCTION .................................................................. 1
A. Background ......................................................................................... 1
B. Problem Statement .............................................................................. 3
C. Objective of Study .............................................................................. 4
D. Significance of the Study .................................................................... 4
E. Scope of the Study ............................................................................. 4
CHAPTER II REVIEW OF RELATED LITERATURE ......................... 5
A. Previous Research Findings ................................................................ 5
B. Some Pertinent Ideas .......................................................................... 6
1. Definition of Grammar.................................................................. 6
xv
2. Writing .......................................................................................... 7
3. Tenses ........................................................................................... 8
4. Active and Passive Voice .............................................................. 11
C. Conceptual Framework ....................................................................... 18
BAB III RESEARCH METHOD ................................................................ 19
A. Research Design .................................................................................. 19
B. Research Variable ............................................................................... 19
C. Population and Sample ....................................................................... 20
D. Research Instrument ............................................................................ 21
E. Technique of Data Collection ............................................................. 21
F. Data Analysis ...................................................................................... 23
BAB IV FINDINGS AND DISCUSSION ................................................... 25
A. Findings ............................................................................................... 25
B. Discussion ........................................................................................... 51
BAB V CONCLUSION AND SUGGESTION ........................................... 57
A. Conclusion .......................................................................................... 57
B. Suggestion ........................................................................................... 58
BIBLIOGRAPHY
APPENDICIES
CURRICULUM VITAE
1
CHAPTER I
INTRODUCTION
A. Background
English as an international language has a crucial position in
Indonesia, this can be seen from its position as one of the main subjects to be
taught in schools ranging from elementary to secondary schools and even
universities. English as an international language also very essential for
Indonesians to communicate with other countries. In learning English, we not
only learn four basic skills, namely speaking, reading, writing, and listening
but, we also learn the components so that we can write English correctly.
Grammar is one of the most crucial constituents of language.
Grammar is an essential part of the language and very important for
learners. According to Muhammad et al (2017) state that grammar is one of
the important aspects of teaching and learning English. Every student has to
understand English grammar because grammar has the core position in
learning the English language. Without learning grammar, the students can‟t
write well belonging writing sentences. Ur (2009:75) in Dewi (2017) defines
„grammar as the way words are put together to make the correct sentences‟. it
can be stated that grammar is needed to arrange words into the right
sentences. Besides, grammar is necessary to build grammar sentences
effectively. Grammar is the study of how to make and structure a sentence.
According to Garot and Wignell in Sandi et al (2016) „grammar, is a theory
of a language, of how language is put together and how it works‟.
2
From of the experts define above, it can be concluded that grammar
is very weighty to learn and also very needed for writing English sentences.
Grammar is a rule that uses by people as a tool in communication. Besides,
the change of grammar can change the form and the meaning. So, for can
arrange words to be sentenced well in English learning, we have to study
grammar.
One aspect of grammar that students must learn was passive voice.
It was often used in speaking and writing form. Besides, passive voice is very
general in scientific papers and other types. The passive voice is one aspect
that must be considered by English teachers. In passive voice, students are
usually confused with tenses. Every tense has quite a different rule in the
passive voice. For example, if the active sentence in the simple present tense
used is / am / are and simple past, was/were as to be and followed by the past
participle of the verb. Then, the object is followed by to be and past
participle. Students do not understand about changing forms such as changing
infinitives into past participle of regular verbs and irregular verbs. It is
essential because passive voice is in spoken and writing English.
Sometimes students do not fully understand the passive voice in a
sentence. They can make an error. The students are still confused about
writing passive voice. Many students have a problem in the writing of past
participle form and auxiliaries verb, the students also have problems in
change the object in active voice becomes subject in the passive voice.
3
According to Dewi Sartika (2017) state that “changing active into passive
voice is the object from the sentence move to the beginning of the sentence”.
3
According to Sitorus (2015) in Muhammad et all (2017), in writing
passive voice sometimes the students do not understand fully the rules of
passive voice. So, they can not make errors. Sometimes the errors that they
make are the same. For example, in using tenses, auxiliaries, and past
participle form. Those errors should be avoided. In the correct passive voice,
the students have to understand: tenses, auxiliaries (modal auxiliaries and
auxiliaries verb), and past participle.
Based on that problem above becomes a reference to why the researcher
choose this research because the students still mistake made by students in
making passive voice or changing active voice into passive voice. Based on
the statement above, the researcher takes the title of this research that is “An
Analysis of Students’ Problems in Writing Passive Voice Made by the
Second Grade of SMAN 9 Takalr”.
B. Problem Statement
Based on the background above, there was a big problems that the
researcher would answer in this research. It was about the students‟ problems
in writing passive voice. There were two main problems to be investigated by
the researcher. Those problems were present in two questions.
1. How is the percentages of the students' problems in writing passive voice
in the simple present and simple past?
2. What are the causes of the students' problems in writing passive voice
made by the second grade of SMAN 9 Takalar?
4
C. Objectives of the Study
1. To found out the percentages of the students' problems in writing passive
voice in the simple present and simple past
2. To found out the causes of students' problems in writing passive voice
made by the second grade of SMAN 9 Takalar.
D. Significance of the Study
1. For the teacher
The results of this study can be used as a guidance and reference for
teachers to found out the students' problems in writing passive voice,
especially in the simple present passive and simple past passive. Besides,
this research can motivate the English teachers to make material about
passive voice.
2. For students
This research was expected to be able to help students in writing
passive sentences, especially in changing sentences from active voice to
passive voice.
3. For the next researcher
This research was expected to be a reference source for further
studies on related topics for future researchers.
E. Scope of the Study
In this research, the researcher would analyze the students‟ problems in
writing passive voice. The researcher only focuses on students‟ problems of
passive in simple present and simple past. The subject of this research was the
Second Grade of SMAN 9 Takalar
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CHAPTER II
REVIEW OF RELATED LITERATURE
A. Previous Research Findings
Previous research was intended so that the subject matter to be
examined has relevance ( in accordance or not in accordance ) with a several of
existing theories. As for some of the previous studies which were made as
complementary materials in this research are:
Research conduct by Batubara and Mahardhika (2020) with the
title An Analysis of the Students’ Difficulties in Changing Active to Passive
Voice. The research is 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.
Research conduct by Princess et al (2018) in their journal An
Analysis of the Second Year English Department Students’ Errors in Using
Passive Voice in the Academic Writing Subject of Universitas Negeri. The
research is aimed at analyzing the errors made by the second year English
department students in using passive voice in the Academic.
Research conduct by Dewi, S (2017) in her journal under the title is
Analysis of Students‟ Difficulties in Using Passive Voice of Simple Present
Tense at English Department of STKIP PGRI Sumatera Barat in 2016/2017
Academic Year. The research focuses on the students‟ difficulty in using
passive voice. The researcher uses descriptive qualitative approach.
6
Based on the previous related research findings above, this research was
different from previous studies because the researcher discussed about passive
voice on simple present passive and simple past passive, the researcher also
focused on the students‟ problems to avoid confusion in using passive voice, so
the researcher decides to do research again about the passive voice to see the
students‟ problems when writing passive voice or when the students changing the
sentences from active to the passive sentence.
B. Some Pertinent Ideas
1. Definition of Grammar
Brown (in Sandi et al, 2016) stated that „grammar is the rule by
which put together meaningful and part of the language to communicate
messages that are comprehensible‟. The important thing about grammar is
to help people understand in language. Grammar is a study about how to
make and arrange the sentence.
One of the aspects included in the language features of a text is
grammar. Grammar is an important aspect of writing. The idea of the
writing will be clearly understood by the readers through sentences that
are grammatically correct. Thornburry (1999:1) in Yunita et al, (2017)
states that “grammar is a description of rules that governs how a
language‟s sentences are formed and it attempts to explain why the
sentences are acceptable”. Even though writing and grammar are learned
separately, students have to apply the grammar knowledge in their writing.
7
The students have to pay attention to the language features of the
text some of which are related to grammar use.
From the expert-defined grammar above, it can be concluded that
grammar is a rule that is used by people as a tool in communication, it can
help to understand what the language means and it can help the writer to
make good writing. In addition, the change of grammar can change the
form and the meaning. So, for can arrange words to be sentenced well in
English learning, we have to study grammar.
2. Writing
Writing is important and frequently used in people‟s daily lives
either as an individual such as writing an application letter, messages, and
dissemination of the research result or member of society such as in
workplace issues. Writing is very important for students. It is one of the
language skills that students in primary and secondary school education
need to master. According to Spratt, Pulveness, and Willians (2005:26) in
Rahman, Amin, and Saiful (2017) state that writing is one of the four
language skills. It means that writing is one of the prominent skills that
must be mastered by English language learners. Writing is also taught in
formal education considering the importance of having the ability and good
skills writing. Yet, it is not easy to define the ability of writing. Biscontini
in Iftanti (2016) pointed out that being able to write well is important for
students to be successful both in school and in working life.
8
The cause is a reason for an action or condition. According to
Huwari and Fadi in Za‟in (2017), there are four reasons behind the
weakness of writing such as grammatical weakness, knowledge and
understanding, less practice, and educational background. Grammatical
weakness means that the students are unable to write a short paragraph,
article, or passage without a lot of grammatical mistakes. In this case, the
students do not understand well yet the sentence pattern and tenses that are
used in writing. Knowledge and understanding refer to students
misunderstanding the requirement of writing. It included understanding the
process of writing, and writing ideas which appropriate to the topic. While
less practice means the students seldom do the writing. Therefore, they
cannot improve their writing skill to make good writing if they are not
practiced to write English. Then, the educational background can be
referred to as how the teacher explains the material in the classroom.
Whether the teacher teaches writing clearly or not, it can affect the
student‟s effective writing. In short, there are four causes of the problem in
writing; grammatical weakness, knowledge, and understanding less
practice, and educational background.
3. Tenses
In English, tense is a very important matter, because all occurrences,
events, or action which is in a sentence must as according to the time of
happening. Komala (2014) states that tense commonly refers to the time of
9
the situation which relates to the situation of utterance or at the moment at
the speaking. Some people who learn English feel difficulty in
9
comprehending and getting real correct congeniality about tenses. Tense is
a grammatical category, typically marked on the verb that refers to the
time of the event or state denoted by the verb with some other temporal
reference point.
According to Sa‟diah (2018), in her journal state that “tense means
time. However, it should be pointed out that time to action is a concept that
exists in the mind of the speaker, reader, or listener”. Tenses in actual
usage refer consistently only to grammatical form. There are sixteen kinds
of tenses: Present tense, present continuous tense, present perfect tense,
present perfect continuous, past tense, past continuous tense, past perfect
tense, past perfect continuous, future tense, future continuous tense, future
perfect tense, future perfect continuous tense, past future tense, past future
continuous, past future perfect tense and past future perfect continuous
tense.
a. Simple Present Tense
The present tense is the simplest tense in English. The simple
present tense is used to show action that happens all the time, for it
looked at the finite verbal group without auxiliaries. The present tense
is also the only tense that still uses the form of distinction for person
and number. The distinction is that the third person singular has „s‟ or
„es‟ to the form used in other person and number (Komala, 2014).
10
To form the negative sentence is has auxiliary very „does not‟ for
the third person singular subject (He, She, It), and „do not‟ for the
subject
10
(I, You, We, They). For the verb to be, do not use an auxiliary verb,
even for question and negatives. The form of the simple present tense:
Verbal sentence form
(+) S + v1 (s/es) (+ o + Adv)
(-) S + do/does + not + v1 (+ o + Adv)
(?) Do/ does + s + not + v1 (+ o + Adv)
Nominal Sentence form
(+) S + is, am, are + 3C
(-) S + is, am, are + not + 3C
(?) Is, am, are + S + 3C?
The use of the simple present tense performs the following functions or
uses:
a) To express the general truth
b) To express the customs and habitual action
c) To show the future time
b. Simple Past Tenses
The Simple Past uses towards past actions that happened either
at a specific time, which can either be given by a time phrase
(yesterday, last year, etc.) or understood from the context. Regular
Verbs add -ed to the base form, or -d if the verbs end with -e. Irregular
verbs can change in many different ways. The verb form is the same for
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that this action ended in the past”. Simple past can be used for most past
actions; we can use it for actions that happened quickly, actions that
happened over time, or actions that were habited in the past. The simple
past indicates that an activity or situation began and ended at a
particular time in the past. The formula of simple past tense:
Verbal Sentence Form
(+) S + v2 (+ O + Adv)
(-) S + did + not + v1 (+ O + Adv)
(?) Did + S + not + v1 (+ O + Adv) ?
Nominal Sentence Form
(+) S + was, were + 3C
(-) S + was, were + not + 3C
(?) Was, were + S + 3C?
4. Active and Passive Voice
The passive and active are arranged by putting the verb to be
into the same tense as the active verb and appending the past participle of
the active verb. “The subject of the active verb becomes the „agent‟ of the
passive verb, the agent is often not mentioned, when it is mentioned it is
preceded by then positioned at the end of the clause (Batubara &
Mahardhika, 2020).
Active: Julidah made the thesis last night
Passive: The thesis was made by Julidah last night
12
Active voice is a sentence model where the subject does the job
and passive voice is a sentence model where the subject work by object
sentence. Active voice formula is more commonly used in our daily life
compared to passive voice form. Nevertheless, we often find passive voice
pattern in formal written like as in newspapers, articles, magazines, and
scientific papers. It is used because the object of active voice is more
significant information than the subject (Batubara and Mahardhika, 2020).
Active voice form is used to indicate that the subject is doing an activity,
so the subject is the perpetrator of the activity, and passive voice patterns
is used to shows that the subject is not the actor but the recipient of the
activity (Batubara and Mahardhika, 2020).
Active and passive voice formula refers to the form of a verb
that indicates when a grammatical subject performs the action or is the
receiver of the action, when a sentence is written in the active voice form,
the subject makes the action, and in the passive voice form the subject
accepts the action (Murray in Batubara and Mahardhika, 2020). In brief,
ten types of active and passive voice tenses are generally well-known,
simple present tense, present continuous tense, simple past tense, past
continuous tense, past perfect continuous tense, 6. simple future tense,
future continuous tense, past future tense, past future perfect tense, and
finally to-infinitive.
a. The Use of Passive Voice
13
According to Jasno & Yusrida (2018) in Nursehag (2020), the
passive voice is used to show interest in the person or object‟s acts.
13
Moaddab in Sandi et all (2016) define the uses of the passive
sentence as follows :
1. When we want to give your writing an objective and impersonal
tone, use the passive. Because the “doer” of an action may be
omitted in passive sentences, the tone is more objective. For this
reason, passive is often used in scientific and business writing, as
well as in newspaper reports.
2. When we focus attention on the “receiver” of an action, use the
passive.
3. When it is not necessary to mention the doer of the action as it is
obvious who he is/was/will be:
Example: The streets are swept every day
According to Mr. Martin Parrott in Tiwari (2017), passive
voice is used when the focus is on the action. It is not important or not
known; however, who or what is acting.
Example: My bike was stolen.
In the example above, the focus is on the fact that my bike was
stolen. I do not know, however, who did it. In the case of the passive
voice, we can notice that the agent can disappear from the sentence and
the patient takes the front position. This has two effects:
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a) First, the patient becomes the topic of the sentence.
b) Second, because the actor is not mentioned, the action itself gets
the focus of the information.
b. Forms of Passive Voice
According to Swan in the journal of Sandi et al (2016) state
that “a passive verb form is made by verb past participle, the subject of
a passive verb is usually the person or thing that is affected by the
action of the verb”. Furthermore, in passive sentences, the subject
receives the action of the verb. “The direct object of the active sentence
becomes the subject of the passive sentence. Because every sentence in
English must have a subject, passive voice can be formed only from
transitive verbs, which can take a direct object”. (Alice and Hogue in
Sandi et al, 2016).
Based on Jasno and Yurisda (2018) in Nursehag (2020) step to
form a passive sentence. To form a passive sentence from an active
sentence: move the receiver of the action from the direct object position
of the sentence to the subject position of the sentences. According to
Tiwari (2017) stated that the active and passive forms are not freely
interchangeable. It is necessary to learn change from active to passive
and vice-versa. However, it is not correct to equate the active with the
passive as though we could use one form or the other freely.
According to Suherman (2017), in his book state that “to help
passive sentences use Subject + Aux sentence patterns. Verb + V3.
15
Auxiliary Verb will change shape according to the time of the
event that can be discussed as follows:”
Table. 2.1 structure of passive voice
Tenses Structure
Active voice Passive voice
Simple present S + V1/ Vs S + is, am, are + V3
Present
Continuous S + am/ is/ are + Ving
S + is, am, are + being +
V3
Present Perfect S + have/ has + V3 S + have, has + been + V3
Simple Past S + V2 S + was/were + V3
Past Continuous S + was/ were + Ving S + was/were + being +
V3
Past Perfect S + had + V3 S + had + been + V3
Simple Future S + will + V1 S + will/shall + be + V3
Future Perfect S + will/shall + have +
V3
S + will/shall + have +
been + V3
Simple Past
Future
S + would/should +
V1
S + would/should + be +
V3
Past Future
Perfect
S + would/should +
have + V3
S + would/should + have +
been + V3
When rewriting active sentences into passive voice, note the
following:
a. The object of the active sentence becomes the subject of the
passive sentence,
b. The finite form of the verb is changed (to be + past participle)
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c. The subject of the active sentence becomes the object of the
passive sentence (or is dropped)
Table. 2.2 Examples of Passive voice
Tense Subject Verb Object
Simple
Present
Active: Rika Tear the paper
Passive: the paper Is torn by Rika
Simple Past
Active: Rika tore The paper
Passive: The paper was torn by Rika
Present
Perfect
Active: Rika has torn the paper
Passive: the paper
has been
torn
by Rika
Future I
Active: Rika will tear the paper
Passive: the paper will be tore by Rika
Modal verb
(Present)
Active: Rika can tear the paper
Passive: the paper Can be tore by Rika
c. The Component of Passive Voice
1) Subject-object
In the active voice, focus the sentence on the acting
subject. Whereas in the passive voice, the focus is on the object that
is affected. According to Jespersen in Nursehag (2020) states that,
the subject is what in the active would be an object.
Example:
Active voice: she borrows my books
Passive voice: my books are borrowed by her.
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2) TO BE
In constructing a passive sentence uses TO BE is a must.
Unlike the active voice, there is an additional to be in the passive
voice to complete the sentence. According to Nusehag (2020) in his
thesis states that TO BE for passive sentences is as follows:
Table. 2.3 To be for passive voice
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
3) Verb
According to Azar (1993) in Nursehag (2020) states that
only transitive verbs (verbs that are followed by an object) are used
by the passiv voice . It is impossible to use verbs such as happen,
sleep, come, and seem (intransitive verbs) in the passive voice.
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 used as the object
of the preposition. Here, in the passive voice, the verb use is
changing into past participle verb.
18
4) By
Eastwood (2008) in Nursehag (2020) states that if we
want to say who or what act while using the passive voice, we use
the preposition „by‟.
C. Conceptual Framework
Figure 2.1 above describes the purpose of the research. In this case, the
students would change active sentence into passive voice in the simple present
tense and simple past tense. Therefore, to collect the data, the researcher will
used a test (changing active into a passive sentence) to found out the percentage
of the students‟ problems in writing passive voice and closed-questionnaire to
know the causes of the students‟ problems about passive voice (simple present
and simple past passive).
Active Voice
Simple Present Simple Past
Students‟ problems writing passive voice made by
the second grade of SMAN 9 Takalar
Passive Voice
Test
Questionnaire
19
CHAPTER III
RESEARCH METHOD
This chapter describes the method that was used in conducting the research.
It purposed to answer the problem of the study. This chapter consisted, (a)
research design, (b) research variable, (c) population and sample, (d) research
instrument, (e) technique of data collection, (f) data analysis.
A. Research Design
The design of this research was the descriptive quantitative method.
According to Gay, Mills, and Airasian (2012:7) in their book stated that
quantitative research is the collection and analysis of numerical data to
describe, explain, predict or control phenomena of interest. The descriptive
quantitative research was chosen because this type of research defined what
exists and may help to reveal new point and meaning. According to Polit &
Hungler in Rijasti (2017), descriptive research aimed to describe and observe
characteristics of a circumstance as it naturally occurs. In this research, the
researcher will be found the students‟ problems in writing passive voice made
by the second grade of SMAN 9 Takalar in simple present tense and simple
past tense.
B. Research Variable
A variable is a characteristic or attribute of an individual or an
organization that researchers can measure or observe and varies among
individuals or organizations studied. Measurement means that the researcher
records information from individuals by asking them to answer questions.
20
And when variables range, it means that scores will assume different
values depending on the type of the variable was being measured (Creswell,
2012:112). In this research, the variables were used the dependent variable
and the independent variable.
An independent variable is an attribute or characteristic that influences
an outcome or dependent variable (Creswell, 2012:116). The independent
variable is the cause of the other variable. Based on the definition above, the
independent variable of this research was passive voice.
The dependent variable is an attribute or characteristic that depends on
or is influenced by the independent variable (Creswell, 2012: 115). It is the
effect of the independent variable. This variable was not manipulated by the
researcher, but it was affected by the independent variable. The dependent
variable of this research was students‟ problems.
C. Population and Sample
1. Population
The population in this study was all of class II SMAN 9 Takalar. The
total population was 63 students. The students were divided into three
classes that were both science, social, and language class.
2. Sample
In this study, researcher used the purposive sampling technique as a
technique in selecting participants, using this technique researcher easily
select students who are following this research question. According to
21
the researcher choosing a sample based on the experience or knowledge
of the group to be the sample. This means that researchers choose
participants according to their needs. The class that will be used as the
class to be sampled was XI of Science class at SMAN 9 Takalar. In this
study, the researchers only took 15 students who had low scores in
English lesson to become participants.
D. Research Instrument
To identify the students‟ problems in writing passive voice, the
instrument would use tests and questionnaires. The test is a series of
questions or other instruments, which are used to measure the individual, or
group skill, knowledge, intelligence, capability, or talent. The students‟ test
about simple present passive and simple past passive. The instrument in this
research also used a questionnaire to the students. In this research, the
researchers used a close questionnaire type. Based on Arikunto in Diana
(2019) state a closed questionnaire is a question which the respondent can
directly. The instrument used was to obtain data. The tool also analyzes the
students‟ problems in writing passive voice especially, in the simple present
passive and simple past passive.
E. Technique of Data Collection
1. Test
According to Brown (2004:3) in Rijasti (2017), defined a test is a
method of measuring a person‟s ability, knowledge, or performance in a
given domain. A test can also be defined as a series of questions used to
22
measure skills, knowledge, or performance in a particular area. In this
study, the researcher made tests based on grammar book (Suherman,
2017). The researcher gave the test with ten-item questions. There were
five item questions about simple present passive and five-item questions
about simple past passive. The test was change the sentence from the
active voice to the passive voice by the students. The researcher did the
test for 45 minutes for the students to answer the question based on their
thinking. The test was about transforming from active into passive. The
researcher used a test for this research because the researcher wants to
know the percentage of the students‟ problems in writing passive voice in
present passive & simple past passive.
2. Questionnaire
The questionnaire is a list of questions used to obtain information
from respondents. From data collecting, through questionnaires, the
researcher found out the causes of students‟ problems in writing passive
voice simple present passive and simple past passive. In this research, the
researcher used a close questionnaire with Google Form as a data
collection tool. The researcher gave a questionnaire to students and
provided ten questions. This was used to find out the causes of the
students problems in writing passive voice. As for what researcher use
based on Diana‟s previous research (2019), as follows:
23
Table. 3.1 Questionnaire guideline for Students
Questionnaire
Components Indicator
Number of
Question
Total
Item
To know the students‟
problems in knowledge
and understanding.
The students‟ problem in
knowledge and
understanding.
1.2,3 3
To know the students'
problems in less
practice.
The students' problem in
less practice. 4,5,6 3
To know the students‟
problem in educational
background.
The students‟ problem in
educational background 7,8,9,10 4
(Adaptation from Diana (2019))
F. Data Analysis
In the data analysis, the researcher will see at the result of the students‟
questionnaires and students‟ tests. In analyzing the data of students‟ test, the
researcher will analyze the students' answer sheets in writing passive voice in
the form of simple present tense and simple past tense. And then, to know
the students‟ score from test, the researcher using the formula in Elmaida's
journal (2020) as follows:
After knowing the test results and students‟ scores, the researcher
classified students into having a problem and having no problem by using
the following criteria that are modified from Arinkunti (2012) in Muhammad
et all (2017):
Score ≤ 70 = has problem
Score ≥ 70 = has no problem
The criteria for students‟ scores were the highest score of 100 and
the lowest score of 0. Finally, the researcher calculated the percentage of
Score= Guide score
maximum scorex 100
24
100 %
Note:
P: The percentage of students
f: frequency of students who had or had no problem
n: Number of respondents
25
CHAPTER IV
FINDINGS AND DISCUSSION
This chapter was divided into two parts, namely findings and discussions.
It showed the results of research findings and sheds more light on those findings.
The findings of this study relate to the answers to the research questions about
students‟ problems in writing passive voice. And the discussion section, further
information was also provided by the researcher. This study was conducted on
second-grade students of SMAN 9 Takalar.
A. Research Findings
In this research, the researcher collected the data from students‟
problems in writing passive voice made by the second grade of SMAN 9
Takalar. There were 15 students as a sample of the second grade of SMAN
9 Takalar. The researcher gave the test and questionnaire to the second-
grade students of SMAN 9 Takalar. The findings of this research are based
on the results of the tests and questionnaires.
1. The students‟ problems in writing passive voice made by the second
grade of SMAN 9 Takalar based on test
The results of the students‟ test, the researcher found that there
were still many students who have problems in writing passive voice in
the simple present and simple past. In this study, the researcher used the
test as a tool used to collect data on second-grade students at SMAN 9
Takalar, where students were directed to change active sentences into
passive sentences. Based on the results of the research, most students
26
had problems in writing passive voice, especially in changing active to
passive voice. The result of the students‟ test of simple present and
simple past presented on the research findings table below:
a. The percentage of the students‟ problems in writing passive voice in
simple present tense made by the second grade of SMAN 9 Takalar.
Table 4.1 Percentage of students‟ problems in writing passive
voice in the simple present tense
Tenses Categories Total percentage
Simple present
passive
Has problem 13 86.67%
Has no problem 2 13.33%
Total 15 100%
Based on the table above, the researcher found that there
were still many students who had problems writing passive voice in
the simple present tense, especially in changing active to passive
voice made by the second grade of SMAN 9 Takalar. The
researcher got a result that was 13 students (86.67%) who had
problems in writing passive voice, and there were only two
students (13.33%) who had no problems in writing passive voice.
The test was given to all students of class XI MIPA,
totaling 15 students. The student test results of students who have
problems in simple present passive are as follows:
a) Students 1
1) Active: Tom kills the ant
The student‟s answer: an ant has been killed by Tom
27
The correct answer: The ant is killed by Tom
2) Active: Jimin draws the mountain
The student‟s answer: Jimin has drawn a mountain
The correct answer: the mountain is drawn by Jimin.
3) Active: My mother makes a cake
The student‟s answer: The cake has been made by my
mother
The correct answer: a cake is made by my mother
4) Active: the girl beats the cat
The student‟s answer The cat has been detected by the girl
The correct answer: the cat is beaten by the girl.
5) Active: He makes his assignment every night
The student‟s answer: work done at night
The correct answer: his assignment is made by him
every night.
Note: The answer number 1 to 5 were wrong because the
sentences pattern above were a simple present, so the
passive voice should follow the rule of the passive voice
sentence. The answer number 1, 2, 3, 4 were wrong
because the auxiliary verb used is not correct, and the past
participle of number 4 was incorrect. And then number 5
was wrong because the sentences didn‟t follow the passive
voice rule.
28
According to the data analysis, this student‟s score could be
found by using the formula of data analysis namely :
Score = Guide score
maximum scorex 100
Student‟s score =
100. The score = 0, (has problem)
b) Student 2
1) Active: Tom kills the ant
The student‟s answer: an ant has been killed by Tom
The correct answer: The ant is killed by Tom
2) Active: Jimin draws the mountain
The student‟s answer: the mountain drew by jimin
The correct answer: the mountain is drawn by Jimin
3) Active: My mother makes a cake
The student‟s answer: The cake is made by my mother.
4) Active: the girl beats the cat
The student‟s answer: The cat beat by girl
The correct answer: The cat is beaten by the girl
5) Active: He makes his assignment every night
The student‟s answer: work done at night
The correct answer: his assignment is made by him
every night.
Note: The answers number 1, 2, 4, and 5 were incorrect
because the sentences didn‟t follow the passive voice
29
pattern. Although the answer number 3 was correct
because the sentences follow the passive voice pattern.
According to the data analysis, this student‟s score could be
found by using the formula of data analysis namely :
Score = Guide score
maximum scorex 100
Student‟s score =
100. The score = 20, (has problem)
c) Student 3
1) Active: Tom kills the ant
The student‟s answer: ant killed Tom
The correct answer: The ant is killed by Tom
2) Active: Jimin draws the mountain
The student‟s answer: the montain in the jimin drawing
The correct answer: the mountain is drawn by Jimin
3) Active: My mother makes a cake
The student‟s answer: a cake my brother
The correct answer: a cake is made by my mother
4) Active: the girl beats the cat
The student‟s answer: The cat basted the girl
The correct answer: The cat is beaten by the girl
5) Active: He makes his assignment every night
The student‟s answer: every night he makes his duty.
The correct answer: his assignment is made by him
every night.
30
Note: Answers number 1 to 5 were incorrect because the
sentences didn‟t follow the passive voice sentence rules.
According to the data analysis, this student‟s score could be
found by using the formula of data analysis, namely :
Score = Guide score
maximum scorex 100
Student‟s score =
100. The score = 0, (has problem)
d) Students 4 and 9 (have the same answer)
1) Active: Tom kills the ant
The student‟s answer: ant killed Tom
2) Active: Jimin draws the mountain
The student‟s answer: the montain in the jimin drawing
3) Active: My mother makes a cake
The student‟s answer: a cake my mother
4) Active: the girl beats the cat
The student‟s answer: The cat basted the girl
5) Active: He makes his assignment every night
The student‟s answer: every night he makes his duty.
Note: Answers number 1 to 5 are incorrect because the
sentences didn't follow the passive voice rules.
According to the data analysis, this student‟s score could be
found by using the formula of data analysis, namely :
Score = Guide score
maximum scorex 100
31
Students‟ score =
100. The score = 0, (has problem)
e) Student 5
1) Active: Tom kills the ant
The student‟s answer: ant kills Tom
2) Active: Jimin draws the mountain
The student‟s answer: the montain in the jimin drawing
3) Active: My mother makes a cake
The student‟s answer: a cake my mother
4) Active: the girl beats the cat
The student‟s answer: The cat basted the girl
5) Active: He makes his assignment every night
The student‟s answer: every night he makes his duty.
Note: Answers number 1 to 5 were incorrect. After all, the
sentences don't follow the passive sentence rules.
According to the data analysis, this student‟s score could be
found by using the formula of data analysis, namely:
Score = Guide score
maximum scorex 100
Student‟s score =
100. The score = 0, (has problem)
f) Student 6
1) Active: Tom kills the ant
The student‟s answer: an ant has been killed by Tom
2) Active: Jimin draws the mountain
The student‟s answer: jimin has drawn a mountain
32
3) Active: My mother makes a cake
The student‟s answer:the cake has been made by my
mother
4) Active: the girl beats the cat
The student‟s answer:The cat beast the girl
5) Active: He makes his assignment every night
The student‟s answer: every night he makes his duty.
Note: The answers number 1 to 5 were incorrect because the
sentence pattern above was simple present, so the passive
voice should follow the basic sentence. The answer number 1,
3, 4 were incorrect because the auxiliary verb used is not
correct, and the past participle of number 4 is wrong. Number
2 was wrong because the subject-object was incorrect. And
then number 5 was wrong because the sentence didn‟t follow
the passive voice pattern.
According to the data analysis, this student‟s score could be
found by using the formula of data analysis, namely :
Score = Guide score
maximum scorex 100
Student‟s score =
100. The score = 0, (has problem)
g) Student 7
1) Active: Tom kills the ant
The student‟s answer: The ants kills Tom
2) Active: Jimin draws the mountain
33
3) Active: My mother makes a cake
The student‟s answer: a cake making by my mom
4) Active: the girl beats the cat
The student‟s answer: The cat beat the girl
5) Active: He makes his assignment every night
The student‟s answer: every night he made his assignment.
Note: The answers number 1 to 5 were wrong because the
sentences didn‟t follow the passive voice rules.
According to the data analysis, this student‟s score could be
found by using the formula of data analysis, namely:
Score = Guide score
maximum scorex 100
Student‟s score =
100. The score = 0, (has problem)
h) Student 8
1) Active: Tom kills the ant
The student‟s answer: ant killed Tom
2) Active: Jimin draws the mountain
The student‟s answer: the mountain in the jimin mountain
3) Active: My mother makes a cake
The student‟s answer: a cake my mother
4) Active: the girl beats the cat
The student‟s answer: The cat beasted the girl
5) Active: He makes his assignment every night
34
Note: Answers number 1 to 5 were wrong. After all, the
sentences didn‟t follow the passive voice rules.
According to the data analysis, this student‟s score could
be found by using the formula of data analysis, namely:
Score = Guide score
maximum scorex 100
Student‟s score =
100. The score = 0, (has problem)
i) Student 10
1) Active: Tom kills the ant
The student‟s answer: The ant is killed by Tom
2) Active: Jimin draws the mountain
The student‟s answer: The Mountain is drawn by jimin
3) Active: My mother makes a cake
The student‟s answer: a cake make by my mother
4) Active: the girl beats the cat
The student‟s answer: The girl beats the cat
5) Active: He makes his assignment every night
The student‟s answer: every night he make his assignment.
Note: The answer number 1 and 2 were correct. Numbers
3, 4 and, 5 were wrong because the sentences didn‟t
follow a passive voice pattern.
According to the data analysis, this student‟s score could be
found by using the formula of data analysis, namely:
35
Score = Guide score
maximum scorex 100
Student‟s score =
100. The score = 40, (has problem)
j) Student 11
1) Active: Tom kills the ant
The student‟s answer: The ant kills by Tom
2) Active: Jimin draws the mountain
The student‟s answer: Mountain drawns by Jimin
3) Active: My mother makes a cake
The student‟s answer: a cake makes by my mother
4) Active: the girl beats the cat
The student‟s answer: The cat beats the girl
5) Active: He makes his assignment every night
The student‟s answer: every night he makes assignment by
his.
Note: The answer from number 1 to 5 was wrong.
Numbers 1 to 4 were incorrect because there were no
auxiliary verbs and the past participle (V3) was also
incorrect. Although, number 5 was wrong because the
sentences didn‟t follow the passive voice pattern.
According to the data analysis, this student‟s score could be
found by using the formula of data analysis, namely:
Score = Guide score
maximum scorex 100
Student‟s score =
100. The score = 0, (has problem)
36
k) Students 12
1) Active: Tom kills the ant
The student‟s answer: ants kills Tom
2) Active: Jimin draws the mountain
The student‟s answer: Mountain drawing Jimin
3) Active: My mother makes a cake
The student‟s answer: a cake making my mom.
4) Active: the girl beats the cat
The student‟s answer: The cat beats it girl
5) Active: He makes his assignment every night
The student‟s answer: every night his assignment made
him
Note: The answers number 1 to 5 were wrong because the
sentences didn‟t follow the passive voice pattern.
According to the data analysis, this student‟s score could be
found by using the formula of data analysis, namely :
Score = Guide score
maximum scorex 100
Student‟s score =
100. The score = 0, (has problem)
l) Student 13
1) Active: Tom kills the ant
The student‟s answer: an ants has been killed by Tom
2) Active: Jimin draws the mountain
The student‟s answer: Jimin has drawn a mountain
37
The student‟s answer: a cake my mother.
4) Active: the girl beats the cat
The student‟s answer: The cat beats the girl
5) Active: He makes his assignment every night
The student‟s answer: every night he makes his
assignment
Note: The answers number 1 to 5 were wrong because
were didn‟t follow the passive voice pattern.
According to the data analysis, this student‟s score could be
found by using the formula of data analysis, namely:
Score = Guide score
maximum scorex 100
Student‟s score =
100. The score = 0, (has problem)
m) Student 14
1) Active: Tom kills the ant
The student‟s answer: The ant is killed by Tom
2) Active: Jimin draws the mountain
The student‟s answer: the mountain is drawn by Jimin
3) Active: My mother makes a cake
The student‟s answer: a cake is made by my mother.
4) Active: the girl beats the cat
The student‟s answer: The girl beats the cat
5) Active: He makes his assignment every night
The student‟s answer: his assignment is made by him.
38
Note: The answers number 1, 2, 3, and 5 were correct.
Meanwhile, answer number 4 was wrong because the
sentences didn‟t follow the passive voice pattern.
According to the data analysis, this student‟s score could be
found by using the formula of data analysis, namely:
Score = Guide score
maximum scorex 100
Student‟s score =
100. The score = 80, (has no problem)
n) Student 15
1) Active: Tom kills the ant
The student‟s answer: The ant is killed by Tom
2) Active: Jimin draws the mountain
The student‟s answer: the mountain is drawn by Jimin
3) Active: My mother makes a cake
The student‟s answer: a cake is made by my mother.
4) Active: the girl beats the cat
The student‟s answer: The girl beats the cat
5) Active: He makes his assignment every night
The student‟s answer: his assignment is made by him.
Note: The answers number 1, 2, 3, and 5 were correct.
While the answer number 4 is wrong because the
sentences didn‟t follow the passive voice pattern.
According to the data analysis, this student‟s score could be
found by using the formula of data analysis, namely:
39
Score = Guide score
maximum scorex 100
Student‟s score =
100. The score = 80, (has no problem)
b. The percentages of the students‟ problems in writing passive voice
in simple past tense made by the second grade of SMAN 9 Takalar.
Table 4.2 Percentage of students‟ problems in writing passive
voice in the simple past tense
Tenses Categories Total Percentage
Simple past
passive
Has problems 12 80.00%
Has No problems 3 20.00%
Total 15 100%
Based on the table above, the researcher found that there
were still many students who had problems in writing the passive
voice in the simple past tense, especially in changing active to
passive voice made by the second grade of SMAN 9 Takalar. The
researcher got a result that was 12 students (80.00%) who had
problems in writing passive voice, and there were only three
students (20.00%) who had no problems in writing passive voice.
The test gave to all students of class XI MIPA, totaling 15
students. The student test results of students who have problems in
simple past passive were as follows:
a) Student 1
1) Active: She wrote a letter.
Students‟ answer: letter have been written by him
The correct answer: a letter was written by her
2) Active: she opened the door two minutes ago
Students‟ answer: two minutes ago she opened the door
40
The correct answer: the door was opened by her two
minutes ago
3) Active: They play football
Students‟ answer: the ball has been played by them
The correct answer: football was played by them
4) Active: she won singing competition
The student‟s answer: singing competition was won by her
5) Active: my sister cleaned the floor yesterday
The student‟s answer: yesterday my sister cleaned the door
The correct answer: the floor was cleaned by my sister
yesterday
Note: The answers number 1, 2, 3, and 5 were wrong. The
number 1 and 3 were wrong because the auxiliary and the
past participle is incorrect. Meanwhile, the numbers 2, 3, and
5 were wrong because the sentences didn‟t follow the
passive voice pattern.
According to the data analysis, this student‟s score could be found
by using the formula of data analysis, namely:
Score = Guide score
maximum scorex 100
Student‟s score =
100. The score = 0, (has problem)
b) Student 2 and 8 (have the same answers)
1) Active: she wrote a letter
The student‟s answer: the letter was written by her
41
2) Active: she opened the door two minutes ago
The student‟s answer: the door was opened by her two
minutes ago.
3) Active: they played football
The student‟s answer: the football played by them.
The correct answer: football was played by them
4) She won singing competition
The student‟s answer: the singing competition was won by
her
5) Active: my sister cleaned the floor yesterday
The student‟s answer: the floor cleaned by my sister
yesterday.
Note: The answer number 1 is incorrect because there is no
auxiliary verb in the sentence. Meanwhile, the others
number is correct.
According to the data analysis, this student‟s score could be
found by using the formula of data analysis, namely:
Score = Guide score
maximum scorex 100
Student‟s score =
0. The score = 80, (has no problem)
c) Student 3
1) Active: she wrote a letter
Student‟s answer: the letter wrote him
The correct answer: a letter was written by her.
42
The student‟s answer: two minutes ago he opened the door
The correct answer: the door was opened by her two
minutes ago
3) Active: they played football
The student‟s answer: the football was played by them
4) Active: she won singing competition
The student‟s answer: singing competence won him
The correct answer: singing competition was won by her.
5) Active: my sister cleaned the floor yesterday
The student‟s answer: the floor was cleaned by my sister
Note: The answers number 1, 2, and 4 were wrong, and the
answers number 3 and 5 were correct.
According to the data analysis, this student‟s score could be
found by using the formula of data analysis, namely:
Score = Guide score
maximum scorex 100
Student‟s score =
100. The score = 40, (has problem)
d) Students 4, 5, 6, 7, 12, and 13 (have the same answers)
1) Active: she wrote a letter
The student‟s answer: a letter she wrote
The correct answer: a letter was written by her.
2) Active: she opened the door two minutes ago
The student‟s answer: two minutes ago the opened she
43
The correct answer: the door was opened by her two
minutes ago.
3) Active: they played football
The student‟s answer: played they football
The correct answer: the football was played by them
4) Active: she won singing competition
The student‟s answer: singin competition won she
The correct answer: singing competition was won by her.
5) Active: My sister cleaned the floor yesterday.
The student‟s answer: The floor yesterday cleaned my.
The correct answer: The floor was cleaned by my sister.
Note: The answers above were wrong because the sentences
didn‟t follow the passive voice pattern. The sentences above
were simple past passive subject + was/were + V3 + object.
According to the data analysis, this student‟s score could be
found by using the formula of data analysis, namely:
Score = Guide score
maximum scorex 100
Students‟ score =
100. The score = 0, (has problem)
e) Student 9
1) Active: She wrote a letter
The student‟s answer: The letter wrote him
2) Active: She opened the door two minutes ago
The student‟s answer: Two minutes ago he opened the door
44
3) Active: They played football
The student‟s answer: Football is playing them
4) Active: She won singing competition
The student‟s answer: Singing competition won him
5) Active: My sister cleaned the floor yesterday.
The student‟s answer: Yesterday the floor cleaned by my
sister.
Note: The answers number 1to 4 were wrong because the
sentences didn‟t follow the passive voice pattern. The
student was also confused about the auxiliary verb, past
participle, and subject-object. Meanwhile, answer number 5
was correct.
According to the data analysis, this student‟s score could be
found by using the formula of data analysis, namely:
Score = Guide score
maximum scorex 100
Students‟ score =
100. The score = 20, (has problem)
f) Student 10
1) Active: She wrote a letter
The student‟s answer: The letter was written by her
2) Active: She opened the door two minutes ago
The student‟s answer: The door was opened by her.
3) Active: They played football
The student‟s answer: They played football
45
The student‟s answer: Singing competition was won by her
5) Active: My sister cleaned the floor yesterday.
The student‟s answer: Yesterday my sister cleaned the floor.
Note: The answers number 1, 2, and 4 were correct.
Meanwhile, the answer number 3 and 5 were wrong because
the sentences didn‟t follow the passive voice rule.
According to the data analysis, this student‟s score could be
found by using the formula of data analysis, namely:
Score = Guide score
maximum scorex 100
Students‟ score =
100. The score = 60, (has problem)
g) Student 11
1) Active: She wrote a letter
The student‟s answer: She was wrote a letter
2) Active: She opened the door two minutes ago
The student‟s answer: She was opened the door two minutes
ago
3) Active: They played football
The student‟s answer: They were played football
4) Active: She won singing competition
The student‟s answer: She was won singing competition
5) Active: My sister cleaned the floor yesterday.
The student‟s answer: My sister were cleaned the floor
yesterday.
46
Note: The answers number 1 to 5 were wrong because, in
the active voice, the sentences were not an object in the
passive voice. And object in active voice was not subject in
the passive voice.
According to the data analysis, this student‟s score could be
found by using the formula of data analysis, namely:
Score = Guide score
maximum scorex 100
Student‟s score =
100. The score = 0, (has problem)
h) Student 14
1) Active: She wrote a letter
The student‟s answer: A letter was written by her
2) Active: She opened the door two minutes ago
The student‟s answer: the door was opened by her.
3) Active: They played football
The student‟s answer: The football was played by them.
4) Active: She won singing competition
The student‟s answer: Singing competition was won by her
5) Active: My sister cleaned the floor yesterday
The student‟s answer: My sister cleaned the floor
Note: The answer numbers 1 to 4 were correct. And the
answer number 5 was wrong because the sentences didn‟t
follow the rule of passive voice.
47
According to the data analysis, this student‟s score could be
found by using the formula of data analysis, namely:
Score = Guide score
maximum scorex 100
Student‟s score =
100. The score = 80, (has no problem)
i) Student 15
1) Active: She wrote a letter
The student‟s answer: The letter was wrotten by her
2) Active: she opened the door two minutes ago
The student‟s answer: The door was opened by her two
minutes ago.
3) Active: They played football
The student‟s answer: the football were played by them.
4) Active: She won singing competition
The student‟s answer: The singing competition was won by
her
5) Active: My sister cleaned the floor yesterday
The student‟s answer: My sister cleaned the floor
Note: The answer number 2 to 4 were correct. And the
answers number 1 and 5 were wrong because the sentence
didn‟t follow the rule of passive voice. And the answer
number 1 wrong because the past participle was incorrect.
According to the data analysis, this student‟s score could be
found by using the formula of data analysis, namely:
48
Score = Guide score
maximum scorex 100
Student‟s score =
100. The score = 60, (has problem)
2. The students‟ problems in writing passive voice made by the
second grade of SMAN 9 Takalar based on questionnaire.
The questionnaire was created to find the causes of students‟
problems in writing passive voice. The questionnaire consisted of ten
questions. Through this instrument, it can be seen the causes of
students‟ problems in writing passive voice. The questionnaire was
given to all students of class XI MIPA, totaling 15 students. The result
of the questionnaire can be seen in the table below:
Table. 4.3 Questionnaire Report
No. Question Answer Total Percentage
1
Do you know the passive voice?
(Apakah anda tahu apa itu kalimat
pasif?)
Yes
13 86.67%
No 2 13.33%
2
Do you know the structure of passive
voice?
(apakah anda tahu struktur dari
kalimat passive?)
Yes
6 40.00%
No 9 60.00%
3
Do you have knowledge to write
passive voice sentences in simple
present and simple past?
(Apakah anda memiliki pengetahuan
yang cukup untuk menulis kalimat
pasif di simple present dan simple
past?)
Yes
7 46.67%
No 8 53.33%
4
Do you like writing passive voice?
(Apakah anda suka menulis kalimat
pasif?)
Yes
2 13.33%
No 13 86.67%
5
Do you often writing passive voice
of simple present tense?
(Apakah anda sering menulis kalimat
pasif simple present tense?)
Yes
3 20.00%
No 12 80.00%
49
6
Do you often writing passive voice
of simple past tense?
(Apakah anda sering menulis kalimat
pasif simple past tense?)
Yes
4 26.67%
No 11 73.33%
7
Do you have problems when
distinguishing between subject and
object?
(Apakah anda mengalami masalah
dalam membedakan subject dan
object?)
Yes
9 60.00%
No 6 40.00%
8
Do you have any problem in using
the auxiliary verb be?
(Apakah anda memiliki masalah
dalam menggunakan kata kerja
bantu be?)
Yes
10 66.67%
No
5 33.33%
9
Do you have any problem in using be
+ past participle?
(Apakah anda memiliki masalah
dalam menggunakan be + kata kerja
bentuk ke3?)
Yes
12 80.00%
No
3 20.00%
10
Do you have any problem in using
By + agent?
(Apakah anda memiliki kesulitan
dalam menggunakan be + agent?)
Yes
12 80.00%
No 3 20.00%
Based on data number one with the question “Do you know the
passive voice?” 13 students chose the reply “Yes” with a percentage of
86.67%, and there were two students who choose the answer “No” with a
strength of 13.33%.
Based on data number two with the question “Do you know the
structure of passive voice?” six students choose the reply “Yes” with a
percentage of 40.00%, and there were nine students who choose the
answer “No” with a strength of 60.00%.
Based on data number three with the question “Do you have
enough knowledge to write passive voice sentences in simple present and
50
and there were eight students who choose the answer “No” with a strength
of 53.33%.
Based on the students‟ answer to questionnaire number four with
the question “Do you like writing passive voice?” there were two students
who have chosen the reply “Yes” with a percentage of 13.33%, and there
were thirteen students who choose the answer “No” with a strength of
86.67%.
Based on data number five with the question “Do you often writing
passive voice of simple present tense?” three students choose the reply
“Yes” with a percentage of 20.00%, and there were twelve students who
choose the answer “No” with a strength of 80.00%.
Based on data number six with the question “Do you often writing passive
voice of simple past tense?” four students who have chosen the reply
“Yes” with a percentage of 26.67%. Eleven students choose the answer
“No” with a strength of 73.33%.
Based on data number seven with the question “Do you have
distinguishing between subject and object?” nine students choose the reply
“Yes” with a percentage of 60,00%, and there were six students who
choose the answer “No” with a percentage of 40.00%.
Based on data number eight with the question “Do you have any
problems in using the auxiliary verb be?” ten students choose the reply
“Yes” with a percentage of 66.67%. Five students choose the answer “No”
with a percentage of 33.33%.
Based on data number nine with the question “Do you have any
problems in using be + past participle?” twelve students chosen the reply
“Yes” with a percentage of 80.00%, and there were three students who
choose the answer “No” with a percentage of 20.00%.
51
Based on data number ten with the question “Do you have any
problems in using by + agent?” there were twelve students who choose the
51
reply “Yes” with a percentage of 80.00%, and three students choose the
answer “No” with a percentage of 20.00%.
B. Discussion
The purpose of this research is to describe the students‟ problems in writing
passive voice at SMAN 9 Takalar. The researcher uses a test to get the
percentage of students‟ problems in writing passive voice of simple present
tense and simple past tense and the questionnaire to know the cause of the
students‟ problems writing passive voice.
1. The students‟ problems in writing passive voice made by the second
grade of SMAN 9 Takalar based on test
In this study, the researcher found the students‟ problems in
writing passive voice made by the second grade of SMAN 9 Takalar.
There were still many students who had a problem in changing the active
sentence into passive voice. Research findings are supported by research
conducted by Lesmana, N et al (2020) where they said that students did
not transfer the subject that should be. So, it made the mistake in transfer
active into passive voice. Batubara, M.H et al (2020) also found the most
dominant students‟ difficulties in changing active to passive voice were:
difficulties in determining the subject, trouble in using the auxiliary verb
be, and difficulties in using verb 3 in the passive voice. Meanwhile,
according to Sandi Kurnia (2016) found that the students‟ ability in using
active into passive voice was score 85, which can be classified as a good
level. It means that the students could implement the passive voice in the
52
sentence. Based on these findings, this study is different from Sandi
Kurnia‟s research because, in this study, there are still many students
who have problems writing passive voice the simple present tense and
simple past tense especially, in changing active into passive voice.
Referring to the scoring criteria, the highest possible score is
100, and the lowest one is 0. Based on the data analysis of the students‟
result test of the simple present tense, the researcher found that the
highest score that is achieved by the students in writing passive voice in
simple present tense was 80, and the lowest one was 0. The students are
classified as having problem if their score ≤ 70. There were 13 students
classified as having a problem and the percentage was 86.67%. There
were 2 students classified as having no problem and the percentage was
13.33%.
Referring to the criteria of scoring, the highest possible score is
100 and the lowest one is 0. Based on the data analysis of the students‟
result test of the simple present tense, the researcher found, the highest
score that is achieved by the students in writing passive voice in the
simple past tense was 80, and the lowest one was 0. The students are
classified as having a problem if their sore ≤ 70. There are 12 students
classified as having the problem and the percentage is 80.00%. There are
3 students classified as having no problem and the percentage is 20.00%.
Based on the description above, it can be seen the percentage of
students‟ problems in writing passive voice in the simple present tense
53
and simple past tense. There were 13 students with a percentage of
86.67%
who had a problem in writing simple present passive. Meanwhile, there
were 12 students with a percentage of 80.00% who had problems in
writing simple past passive. It can be concluded that the second-grade
students of SMAN 9 Takalar have problems in writing passive voice
especially in changing active to passive voice.
2. Students‟ problems in writing passive voice made by the second
grade of SMAN 9 Takalar based on questioner
In this research, the researcher also used the questionnaire to get
out the causes of the students‟ problems in wiring passive voice. The
researcher concluded that the result of the questionnaire indicated that
there were several causes of the students‟ problems in writing passive
voice. According to Muhammad et al (2017), state that there were several
that causes make students had problems in writing passive voice. First,
students think that the subject of a sentence is the agent when it isn‟t.
Second, students may leave out auxiliary verb before the past participle.
Third, students may fail to use a past participle form of the main verb.
Dewi Sartika (2017) also said that “passive voice is made with different
tenses of to be, followed by a past participle”. For more details, the
researcher described the causes of the students‟ problems as follows:
a. The first item shows that 13 students with a percentage of 86.67%
answered “Yes” which means knowing passive voice. Meanwhile, 2
54
students with a percentage of 13.33% answered “No” meaning they
did not know about passive voice. Thus it can be concluded that most
of the students of class XI MIPA know about passive voice.
b. The second item shows that 6 students with a percentage of 40.00%
answered “Yes” which means knowing the structure of passive voice.
Meanwhile, 9 students with a percentage of 80.00% answered “No”
meaning they did not know about the structure of passive voice. It
can be conclude that most of the students of class XI MIPA do not
know the structure of the passive voice.
c. The third item shows that 7 students with a percentage of 46.67%
answered “Yes”, which means that they have enough knowledge to
write passive voice in simple present and simple past. Meanwhile, 8
students with a percentage of 53.33% answered “No”, meaning that
they do not have enough knowledge to write passive voice in the
simple present and simple past. It can conclude that most of the
students of class XI MIPA do not have the knowledge to writing
passive voice in simple present and simple past.
d. The fourth item shows that 2 students with a percentage of 13.33%
answered “Yes”. Meanwhile, 13 students with a percentage of
86.67% answered “No” which means that they do not like writing
passive voice. It can conclude that most of the students of class XI
MIPA did not like writing passive voice.
55
e. The fifth item shows that 3 students with a percentage of 20.00%
answered “Yes” which means that they often writing passive of
simple
present tense. While 12 students with a percentage of 80.00% answer
“No” meaning that they did not often write the passive voice of
simple present tense. It can conclude that most of the students of
class XI MIPA rarely writing passive voice of simple present tense.
f. The sixth item shows that 4 students with a percentage of 26.67%
answered “Yes” meanwhile, 11 students with a percentage of 73.33%
replied “No” the researcher can conclude that most of the students of
class XI MIPA do not often write passive voice of simple past tense.
g. The seventh item shows that 2 students with a percentage of 60.00%
answered “Yes”, which means that they have a problem in
distinguishing between subject and object. While 6 students with a
percentage of 40.00% answered “No”. It can be concluded that most
students of class XI MIPA have problems when distinguishing
between subject and object.
h. The eighth item shows 10 students with a percentage of 66.67%
answered “Yes” which means that they are having problems in using
the auxiliary verb be. Meanwhile, 5 students with a percentage of
33.33% replied “No” meaning that they are did not have problems in
using the auxiliary verb be. It can be concluded that most of the
students of XI MIPA have problems in using the auxiliary verb be.
56
i. The ninth item shows 12 students with a percentage of 80.00%
answered “Yes” which means that they have problems in using be +
past participle. Meanwhile, 3 students with a percentage of 20.00%
answered “No”. The researcher can be concluded that most of the
students of XI MIPA have problems in using be + past participle.
j. The tenth item shows12 students with a percentage of 80.00% answer
“Yes” which means that they have problems in using by + agent.
Meanwhile, 3 students with a percentage of 20.00% answered “No”
which means they did not have problems in using by + agent. The
researcher can be concluded that most of the students of class XI
MIPA have problems in using by + agent.
Based on the results of the questionnaire, it can conclude that
three causes of the students‟ problems in writing passive voice
especially, in changing active to passive voice. The first is knowledge
and understanding; the students have problems understanding passive
voice especially in understanding simple present passive and simple
past passive. The second is less practice, most students rarely write
passive voice, and only a few students like to write passive voice in the
simple present passive and simple past passive. Lastly is educational
background; students are still confused about the passive voice material
that has been taught, especially the passive voice component.
Therefore, they do not understand passive voice in simple present
passive and simple past passive.
57
BAB V
CONCLUSION AND SUGGESTIONS
After collecting data and analyzing the research result, the researcher drew some
conclusions and suggestions in analyzing students‟ problems in writing passive
voice made by the second grade of SMAN 9 Takalar.
A. Conclusion
Based on the data analysis of the students‟ problems in writing passive
voice made by the second grade of SMAN 9 Takalar. The researcher
concluded as follows:
1. In writing a passive sentence the in the simple present tense, the students
had a problem. It was proved by the fact that there were 13 students
(86.67%) who had a problem and 2 students (13.33%) who do not have a
problem. While in writing passive voice in simple past tense the students
also had a problem. It was proved by the fact that there were12 students
(80.00%) who had a problem and 3 students (20.00%) who do not have a
problem.
58
2. The result of the questionnaire shows that the cause of the students‟
problem in writing passive voice was finding three aspects such as:
knowledge and understanding, less practice, and educational background.
B. Suggestion
Based on the above conclusions, the researcher proposes the
following suggestions;
1. Suggestion for teacher
a. The teacher should be creative in teaching-learning English and
make students comfortable in the class.
b. In teaching grammar, especially passive voice (simple present
passive and simple past passive), the teacher also advised
implementing strategies that attract students‟ motivation to
improve it. They need to be motivated that the passive voice was
also an important part of the English language which must be
mastered in both oral and written communication.
2. Suggestion for students
a. The students should develop their motivations because it was an
important factor in English learning.
59
b. The students must learn more about how to write passive voice in
simple present tense and simple past tense since the result showed
that they had problems in writing passive voice for those tenses.
c. The students must study the material intensively, repeatedly, and
toughly.
d. The students must answer every question, which is given by the
teacher, and are not afraid to answers false.
3. Suggestion for other researcher
It is necessary for the other researchers to conduct further research
with the same object but in a different perspective of passive voice
because frequently, the students have problems composing sentences
in the passive voice and often also still face difficulties in converting
active into passive voice.
59
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APPENDICES
62
Appendix 1
The Test
Name :
Class :
Research Instrument
I. Change the active voice below into a passive voice!
a. Simple Present Passive
1. Active: Tom kills the ant
Passive:
2. Active: Jimin draws the mountain
Passive:
3. Active: My mother makes a cake
Passive:
4. Active: The girl beats the cat
Passive:
5. Active: He makes his assignment every night
Passive:
63
b. Simple Past Passive
1. Active: she wrote a letter
Passive:
2. Active: She opened the door two minutes ago
Passive:
3. Active: They played football
Passive:
4. Active: she won singing competition
Passive:
5. Active: my sister cleaned the floor yesterday
Passive:
Appendix 2
The Questionnaire
Name :
Class :
II. Choose the answer below „Yes‟ or „No‟ by giving a check mark (✓)!
No. Questioners Answer
Yes No
1. Do you know the passive voice?
(apakah anda tahu apa itu kalimat pasif ?)
2. Do you know the structure of passive voice?
(apakah kamu tahu struktur dari kalimat passive?)
3.
Do you have enough knowledge to write passive voice sentence
in simple present and simple past?
(Apakah Anda memiliki pengetahuan yang cukup untuk menulis
kalimat pasif di simple present dan simple past?)
4. Do you like writing passive voice?
(Apakah anda suka menulis kalimat pasif?)
5. Do you often writing passive voice of simple present tense?
(Apakah anda sering menulis kalimat pasif simple present tense?)
6. Do you often writing passive voice of simple past tense?
(Apakah anda sering menulis kalimat pasif simple past tense?)
7. Do you have problem when distinguishing between subject and
64
object?
(apakah anda memiliki masalah saat membedakan antara subjek
dan objek?)
8.
Do you have any problems in using the auxiliary verb be?
(Apakah anda mengalami masalah dalam menggunakan kata
kerja bantu be?)
9.
Do you have any problems in using be + past participle (V3)?
(Apakah anda masalah kesulitam dalam menggunakan be + kata
kerja bentu ke3 (V3)?)
10.
Do you have any problems in using By + agent?
(Apakah anda mengalami masalah dalam menggunakan be +
agen?)
Appendix 3
The Key Answer of test
a. Simple Present Passive
1. Active: Tom kills the ant
Passive: the ant is killed by Tom
2. Active: Jimin draws the mountain
Passive: the mountain is drawn by Jimin
3. Active: my mother makes a cake
Passive: a cake is made by my mother
4. Active: The girl beats the cat
Passive: the cat is beaten by the girl
5. Active: He makes his assignment every night
Passive: his assignment is made by his every night
b. Simple Present Passive
1. Active: she wrote a letter
Passive: a latter was written by her
2. Active: She opened the door two minutes ago
Passive: The door was opened by her two minutes ago
3. Active: They played football
65
Passive: football was played by them
4. Active: she won singing competition
Passive: singing competition was won by her
5. Active: my sister cleaned the floor yesterday
Passive: The floor was cleaned by my sister yesterday
Appendix 4
The Students‟ score of simple present and simple past
Table.2
Students‟ Score of simple present tense
No. Name Score
Categories
Has problems
≤ M + 70
Has No Problems
≥ M + 70
1 Siti Nurmadinah 0 √
2 Resky Amalia 20 √
3 Mutiara 0 √
4 Siti Aulia 0 √
5 Hamsina 0 √
6 Ina Wahyuni 0 √
7 Ananda Dwi Kartika 0 √
8 Andi Angreini 0 √
9 Wahyu Abdul Malik 0 √
10 Muh. Raditullah 60 √
11 Andika 0 √
12 Alperian 0 √
13 Jeck Miko 0 √
14 Indrianti Agustina. S 80 √
15 Ivhana Julia Andira 80 √
66
Table 4
Percentage of students‟ problems in writing passive voice of the simple
present
Tenses Categories Total Percentage
Simple past passive Has problems 12 86.67%
Has No problems 3 13.33%
Total 15 100%
Table. 3
Students‟ Score of simple past tense
No. Name Score
Categories
Has problems
≤ M + 70
Has No Problems
≥ M + 70
1 Siti Nurmadinah 20 √
2 Resky Amalia 80
√
3 Mutiara 40 √
4 Siti Aulia 0 √
5 Hamsina 0 √
6 Ina Wahyuni 0 √
7 Ananda Dwi Kartika 0 √
8 Andi Angreini 80 √
9 Wahyu Abdul Malik 20 √
10 Muh. Raditullah 60 √
11 Andika 0 √
12 Alperian 0 √
13 Jeck Miko 0 √
14 Indrianti Agustina. S 80 √
15 Ivhana Julia Andira 60 √
Table. 5
Percentage of students‟ problems in writing passive voice of simple past
Tenses Categories Total Percentage
Simple past passive Has problems 12 80.00%
67
Has No problems 3 20.00%
Total 15 100%
Appendix 5
Table. 6
The result of questionnaire
No. Question Answer Total Percentage
1
Do you know the passive voice?
(Apakah anda tahu apa itu kalimat
pasif?)
Yes
13 86.67%
No 2 13.33%
2
Do you know the structure of passive
voice?
(apakah anda tahu struktur dari
kalimat passive?)
Yes
6 40.00%
No 9 60.00%
3
Do you have knowledge to write
passive voice sentences in simple
present and simple past?
(Apakah anda memiliki pengetahuan
yang cukup untuk menulis kalimat
pasif di simple present dan simple
past?)
Yes
7 46.67%
No 8 53.33%
4
Do you like writing passive voice?
(Apakah anda suka menulis kalimat
pasif
Yes
2 13.33%
No 13 86.67%
5 Do you often writing passive voice
of simple present tense?
Yes
3 20.00%
68
(Apakah anda sering menulis kalimat
pasif simple present tense?)
No 12 80.00%
6
Do you often writing passive voice
of simple past tense?
(Apakah anda sering menulis kalimat
pasif simple past tense?)
Yes
4 26.67%
No 11 73.33%
7
Do you have problems when
distinguishing between subject and
object?
(Apakah anda mengalami masalah
dalam membedakan subject dan
object?)
Yes
9 60.00%
No 6 40.00%
8
Do you have any problem in using
the auxiliary verb be?
(Apakah anda memiliki masalah
dalam menggunakan kata kerja
bantu be?)
Yes
10 66.67%
No
5 33.33%
9
Do you have any problem in using be
+ past participle?
(Apakah anda memiliki masalah
dalam menggunakan be + kata kerja
bentuk ke3?)
Yes
12 80.00%
No
3 20.00%
10
Do you have any problem in using
By + agent?
(Apakah anda memiliki kesulitan
dalam menggunakan be + agent?)
Yes
12 80.00%
No 3 20.00%
69
Appendix 6
The Data Analysis
A. Data Analysis Based Test
1. The students‟ problems in writing passive voice of simple present
tense made by the second grade of SMAN 9 Takalar
a. Analysis of the students‟ score
1) Score = guide score
100
Score = x
= 0
2) Score = guide score
100
Score = x
= 20
3) Score = guide score
100
Score = x
= 0
4) Score = guide score
100
Score = x
= 0
5) Score = guide score
100
Score = x
= 0
6) Score = guide score
100
Score = x
= 0
7) Score = guide score
100
Score = x
= 0
8) Score = guide score
100
Score = x
= 0
70
9) Score = guide score
100
Score = x
= 0
10) Score = guide score
100
Score = x
= 60
11) Score = guide score
100
Score = x
= 0
12) Score = guide score
100
Score = x
= 0
13) Score = guide score
100
Score = x
= 0
14) Score = guide score
100
Score = x
= 80
15) Score = guide score
100
Score = x
= 80
b. Analysis the percentage of students‟‟ problems in writing passive voice
1) Has Problem
f
100
100
2) Has Problem
f
100
100
13 33
1. The students‟ problems in writing passive voice of simple past tense
made by the second grade of SMAN 9 Takalar
a. Analysis of students‟ score
1) Score = guide score
100
Score = x
= 20
2) Score = guide score
100
Score = x
= 80
3) Score = guide score
100
Score = x
= 40
4) Score = guide score
100
Score = x
= 0
5) Score = guide score
100
Score = x
= 0
6) Score = guide score
100
Score = x
= 0
51
7) Score = guide score
100
Score = x
= 0
8) Score = guide score
100
Score = x
= 80
9) Score = guide score
100
Score = x
= 20
10) Score = guide score
100
Score = x
= 60
11) Score = guide score
100
Score = x
= 0
12) Score = guide score
100
Score = x
= 0
13) Score = guide score
100
Score = x
= 0
14) Score = guide score
100
Score = x
= 80
15) Score = guide score
100
Score = x
= 60
b. Analysis the percentage of students‟‟ problems in writing passive voice
1) Has Problem
f
100
100
0 00
2) Has No Problem
f
100
100
20 00
B. Data Analysis based questionnaires
Item 1
1. Yes
P =
x 100%
P =
x 100%
P = 86.67%
2. No
P =
x 100%
P =
x 100%
P = 33.33%
Item 2
a. Yes
P =
x 100%
P =
x 100%
P = 40.00%
b. No
P =
x 100%
P =
x 100%
P = 60.00%
Item 3
a. Yes
P =
x 100%
P =
x 100%
P = 46,67%
b. No
P =
x 100%
P =
x 100% P = 53.33%
Item 4
a. Yes
P =
x 100%
P =
x 100%
P = 13.33%
b. No
P =
x 100%
P =
x 100%
P = 86.67%
Item 5
a. Yes
P =
x 100%
P =
x 100%
P = 20.00%
b. No
P =
x 100%
P =
x 100%
P = 80.00%
Item 6
a. Yes
52
P =
x 100%
P =
x 100%
P = 26.67%
b. Yes
P =
x 100%
P =
x 100%
P = 73.33%
Item 7
a. Yes
P =
x 100%
P =
x 100%
P = 60.00%
b. No
P =
x 100%
P =
x 100%
P = 40.00%
Item 8
a. Yes
P =
x 100%
P =
x 100%
P = 66.67%
b. No
P =
x 100%
P =
x 100%
P = 33.33%
Item 9
a. Yes
P =
x 100%
P =
x 100%
P = 80.00%
b. No
P =
x 100%
P =
x 100%
P = 20.00%
Item 10
a. Yes
P =
x 100%
P =
x 100%
P = 80.00%
b. No
P =
x 100%
P =
x 100%
P = 80.00%
Appendix 7
DOKUMENTASI
Students‟ Test Result
79
CURRICULUM VITAE
JULIANA BASIR was born in Rajuni Bakka on March, 30th
1999. She is the first child of six smiling. Her parents‟ names
are Basir and Juwita. She began her study at SDI 117 Selayar
and graduate in 2010. In the same year, she entered junior
high school in SMP Negeri 2 Selayar and graduate in 2013.
After graduated from junior high school, she began her study in senior high school
at SMA Negeri 2 Selayar and finished in 2016. In the same year, she continued
her study at the Muhammadiyah University of Makassar as a student of the
English department of the Faculty of Teacher Training and Education. At the end
of her study, she could finish her thesis in 2021. Entitled “An Analysis of
Students‟ Problems in Writing Passive Voice Made by the Second Grade of
SMAN 9 Takalar (A descriptive quantitative research).