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Thursday, June 7, 2012

kind of errors of using passive voice is made by the eleventh graders


CHAPTER I
INTRODUCTION

This chapter presents about background of the study, scope of the study, statement of the problem, purpose of the study and significance of the study.

A.    Background of the Study
Learning a language is supported by learning the components of the language, such as vocabulary, structure, pronunciation, and spelling. Lado (1962, p.163) states, “Learning a foreign language can be defined for testing purpose not only as learning to understand and be understood, but more specially as learning to use the structural units and patterns of the foreign language in valid situation”. From this definition, it can be said that learning a foreign language is not just enough to understand the language but it is necessary to measure to what extend the learners’ ability to master the grammar or structure correctly in any situation.
One of the topics in English grammar that must be learnt by the students is about passive voice. Passive voice is the verb form, where the subject receives the action. Thomson and Martinet (1975, p.176) state that the passive of an active tense is formed by putting the verb to be into the same tense as the active verb and adding the past participle of the active verb. For example: (1) They sent James to prison for two years (Active), (2) James was sent to prison (by) them for two years (Passive).
From the example above, in a simple rule, the sentence in the active voice can be transformed to the passive voice in which the subject in the active becomes the object in the passive voice and object in active becomes subject in passive voice. The passive of an active tense is formed by putting the verb to be into the same tense as the active verb and adding the past participle of the active verb. The subject of the active verb becomes the agent of the passive verb. The agent is very often to be mentioned, when it is mentioned, it proceeds by “by” and placed at the end of the sentence.
In this case, learning passive voice can not be separated from the errors; it does not mean that the errors give the negative effect for the learners. Error can be an indicator of the learners’ stages in their target language development even the teaching learning process is better as errors exist because the teacher and the students will know the lack of mastery and make the appropriate remedial teaching to the students (http://www.hmpenglishonline.com/error.html). The students must learn through trial and error and the students will not get improvement if they think that errors are fault that should be avoided. The fear of making mistakes leads to hesitancy among the students to say and write anything in the foreign language. In addition, errors and mistakes are different. Dulay, Burt and Krashen (1982, p.139) state “Mistakes are commonly caused by the performance factors such as fatigue and inattention. On the other hand, errors are caused by the competent factors which are continuous and consistent. In other words, errors are resulting from lack of knowledge of the rule of English.
Actually, every foreign language teacher will find out the errors made by the students both oral and written form. The students can be said to make errors when the production of their oral and written expression differs from the native speaker or target language’s norms. Errors in language learning are sometimes natural and tend to occur frequently. Therefore, the teachers must try their best to avoid the errors made by the students without discouraging them. In addition, knowledge of the sources of the errors will help the teacher to learn the errors in order to enable the students to construct the students with appropriate language form. As stated by Selinker (1992, p.119), “the self-correction of errors is indeed necessary and the teacher can serve an important function here”.
Based on the statement above, passive voice is one of the important English grammars that have to be mastered by the learners actively or passively. The learners have to own so highly capability of English grammar that they are able to speak and write correctly and grammatically. In real life communication with native or non-native speaker, making errors does not become a big problem. But for the learners who learn English in academic affairs, making English errors will be very serious problem.
In constructing correct passive sentences, the students need to master grammar aspects, for instance; tenses, auxiliaries (modal auxiliaries and auxiliaries verb), past participle verbs, etc. The students usually make errors in building passive sentences as they ignore some aspects required in arranging best form of passive sentence.
A problem which commonly faced by the students is changing of past participle form. On the other hand, the verb used in passive sentences is always in past participle form. The students who want to make a good and correct passive sentence are demanded to master all those grammar aspects in order to produce appropriate language in spoken or written form. It is also aimed at avoiding errors of using passive sentence. Sometimes students do not fully understand the passive voice in a sentence. It is quite possible for them to make errors. To avoid the same errors teacher should correct these errors, whereas those errors will give feedback to teachers in teaching grammar.
Based on the discussions above, the researcher intends to investigate aboutAn Error Analysis of Using Passive Voice in Exposition Text for the eleventh Graders of MA Tohir Yasin Lendang Nangka in the school year 2010/201”.

B.    Scope of the Study
In order to investigate more deeply, the subjects of the study are limited to the eleventh graders of MA Tohir Yasin Lendang Nangka in the school year of 2011/2012 while the object of the study is limited to the errors of using passive voice in exposition text.

C.    Statement of the Problem
Based on the background of the study above, the researcher formulates the problems of this investigation in the form of the research questions as follows:
1.      What kind of errors of using passive voice is made by the eleventh graders of MA Tohir Yasin Lendang Nangka in the school year of 2011/2012 in exposition text?
2.      What are the causes of errors faced in exposition text for the eleventh graders of MA Tohir Yasin Lendang Nangka in the school year of 2011/2012?

D.    Purpose of the Study
This study aims at investigating the errors that focusing on the following points:
1.      To describe the errors of using passive voice in exposition text made by the eleventh graders of MA Tohir Yasin Lendang Nangka in the school year of 2010/2012.
2.      To describe the causes of the errors of using passive voice made by the eleventh graders of MA Tohir Yasin Lendang Nangka in the school year of 2011/2012 in exposition text. 

E.    Significance of the Study
The result of this study is intended to give contribution in teaching English both theoretically and practically.
1. Theoretically
a.    The results of this study can be a basic knowledge for further research in analyzing error in exposition text.
b.    The results of this study are expected as a reference for other researchers who intend to conduct further research about this study.
2. Practically
a.    The finding of this study is expected to be able to contribute any use for language teachers in teaching English and help the teachers solve the problems in teaching especially in passive voice.
b.    The finding of this study is expected as guidance for language teachers in teaching English language mainly to increase the students’ achievement in learning passive voice in exposition text.
 
CHAPTER II
INTRODUCTION

This chapter presents about error, passive voice, the nature of exposition, relevant study, and theoretical framework.
.
A.  Error
According to Krashen (1982, p.138), errors are defined as the flawed side of learners’ speech or writing, which deviates from come selected norm of mature language performance.
Kiparsky (1972, p.1) notes that error as a noticeable deviation from the adult grammar of the native speaker reflecting the inter language competence of the learner. Error of performance will characteristically be unsystematic and the error of competence systematic.
Error refers to idiosyncrasies from the adult grammar of a native speaker reflecting the inter language competence of the learners which are direct manifestation of system within a learner is separating at the time (Brown, 1980: 65)”.
Error is the misuse of linguistic items that shows a learner has not acquired the knowledge (Ellis, 1997, p.67). Making errors is a part of learning that cannot be avoided and it is a very common thing in learning process. People cannot learn language without first systematically committing errors.
Whereas, Brooks (1960, p.58) considers that errors have a relationship and resembling what sin of virtue: “Like sin, error has to be avoided and has to be overcome, but the presence is expected”, and he also suggests a procedure that will prevent the occur error. The main method of avoiding error in language learning is by doing a lot of practices about grammar and its construction in the sentences or composition.  While, Brown (1980, p.65) notes that “Error refers to idiosyncrasies from the adult grammar of a native speaker reflecting the inter language competence of the learners which are direct manifestation of system within a learner is separating at the time”.
Related to Brooks and Brown’s statement, Dulay (1974, p. 20) puts out that, “Errors can become a useful feedback, new input for the teachers. In this case, the teachers can measure themselves how far they get success in giving the instructional material to the students”.
In addition Corder (as cited in Andi, 2010) says that errors can provide significant insights into how languages are actually learned. For example (Lange, as cited in Andi, 2010) states that errors act as signals that actual learning is taking place and those errors can serve as indicator of progress in language learning process. And unavoidable those errors always occur in learning process, not only writing but in others skills in English even though learners do the best effort to overcome it. And should be remembered, errors are different from mistakes. Errors reflect gaps in a learner’s knowledge; they occur because the learner does not know what the correct one is. However, mistakes reflect occasional lapses in performance; they occur because in particular instance, the learner is unable to perform what he/she knows (Ellis, 1997, p.17).
Meanwhile, Brown notes that error refers to idiosyncrasies from the adult grammar of a native speaker, reflecting the inter language competence of the learners which are direct manifestation of system within a learner separating at the time. While mistake refers to a performance error that is either a random guess or slip in that it is a failure to utilize system correctly. And Brown also states that the second language learning is a process that is clearly not unlike first language learning in its trial and error nature. Inevitable the learner will make mistake in the process of acquisition, and indeed will be even emptied the process if he does not commit error and then benefit in turn from various from a feedback on these error (1980, p. 164).
1. Error Analysis
Brown (as cited in Hasyim, 2002) defines error analysis as the process of observing, analyzing, and classifying the deviation of the rules of the second language and then to reveal the systems operated by learners.
Error analysis was inspired by the generative linguistics movement of the sixties which focused on the creative aspects of language learning. This focus has helped to raise the status of errors from unwanted forms to the relatively important status of indicators of learning and guides to teaching (Dulay et al., 1982, p.197).
Error analysis is an activity to reveal errors found in writing and speaking. Richards’(as cited in Hasyim, 2002) states that error analysis is the study of errors made by the second and foreign language learners.
The concept of error analysis is proposed by Crystal (as cited in Hasyim, 2002) that error analysis is a technique for identifying, classifying and systematically interpreting the unacceptable forms produced by someone learning a foreign language.
Based on the explanations above, in learning and using a foreign language, one of the most inhibiting factors is the fear of making mistakes or errors. The making of errors is a sign that students have not mastered the rules of the language being learned yet. To cope with this problem, one of the strategies widely used by linguist is error analysis. Brown (1994, p.66) notes that error analysis is the study of students’ error which can be observed, analyzed and classified to reveal something of the system operating within the learners. Brown’s point of view implies that error analysis is useful for the teacher. Error analysis will show teachers some problems confronting the students. It is an advantage that error analysis may be tracked down to the importance of students’ errors.
   Meanwhile Johansson (as cited in Andi, 2010) says that” An analysis of the learner’s error gives the teacher evidence of the learner’s competence in the foreign language.” The teacher will also gain information concerning with learner’s difficulties at different levels. Such information is important for the planning of courses and the constructions of the teaching materials.
   In addition, it is necessary to discuss error analysis in teaching English as a foreign language. English teachers should know error analysis because it becomes a useful key to understand the process of foreign language acquisition. They should know how the target language is learnt or acquired and what the best strategy the learners employ in order to master the target language. By conducting a systematic study of error, they may improve their teaching method and attempt to find some answers or solutions to solve some problems faced by their students and after that, they can apply those answers and solutions in the real situation.
2. Types of Error
      The classification of errors discussed in various areas. Such as system and grammar that are pertinent to the error. Related to types of error, the researcher uses the theory is stated by Ellis (1997, p.20) of the way in classifying errors. It is the general way in which the learners’ utterances differ from the reconstructed target language utterances, which includes:
a.    Omission: leaving out an item that is required for an utterance to be considered grammatical. For example  :  She happy (it should be: She is happy).
b.    Misinformation: using one grammatical form in place of another grammatical one. For example        : They was angry (it should be: They were angry).
c.    Misordering: putting the words in an utterance in the wrong order.
For example  : I do have not to be angry (it should be: I do not have to be angry).   
    Haphazard Substitutions: using other form of tense rather than the correct one. For example : My mother and my sisters go to the mall yesterday (it should be: My mother and my sisters went to the mall yesterday). (Using present tense in place of past tense).
3. Factors of Error
According to Richard (1974, p.5), he suggests that seven factors which influence and characterized the second language learners system (factors of error). Those are as follows:
a.    Language Transfer
The first factor is language transfer. Sentence in the target language, may exhibit interference from the mother tongue. Linguists doing constructive analysis of course considered this to the major, but not the only, cause of difficulty. Interference analysis tends to form the deviant sentence back to the mother tongue. Constructive analysis works to other ways, predicting error by comparing linguistic system of the mother tongue and the target language.
b.    Intralingual Interference
The second factor is Intralingual Interference. It refers to item produced by the learner, which reflect not the structure of the mother tongue, but generalization based in partial exposure to the target language. In analyzing of English error produced by speaker of the multitude of unrelated language representing several language families, Richard not subcategories of error type which seems to be common to speaker of diverse languages as the develops hypotheses about the structure of English. Like first language learner, the second language learner tries to derive the rules behind the data to which he has been exposed, and develops hypothesis that correspond neither to the mother tongue nor the target language.      
c.    Sociolinguistic Situation.
The third factor is Sociolinguistic Situation, different setting for language use result in different degree and type of language learning. These may be distinguished in terms of the effects of the sociocultural setting on the learners’ language and in terms of the relationship holding between the learner and the target community and in the respective linguistic markers of these relations and identities. 
d.   Modality
The learners’ language may very according to a forth factor, the modality of exposure to the target language and the modality production. Production and perception may involve the acquisition of two partially overlapping system. It has interference between the bilingual’s languages is generally on the productive rather than receptive side.  
e.    Age
The fifth factor, which may affect the approximate system of the second language learner, is his age. Some aspect of the child’s learning capacities change as he grows older and these may affect language learning. The child’s memory spans increase with age. He acquires a greater number of abstract concepts, and he uses these to interpret his experience. A period of primary language acquisition, postulated to be biologically determined beginning when the child stars to walk and continuing until puberty. Some of these characteristics of child’s language have been attributed to the particular natural of his memory and processing strategies in childhood.     
f.     Successions of Approximate System
Such system is usually unstable in given individuals since there is invariably continuing improvement in learning the target language. Because the circumstances for individual language learning are never identical, the acquisition of view lexical, phonological and syntactic items or structure in the learners’ dialect does not occur regularly.    
g.    Universal Hierarchy of Difficulty 
This factor is concerned with the inherent difficulty for man of certain phonological, syntactic or semantic items and structure. Some forms may be inherently difficult to learn no matter what the background of the learners. So, related to this statement, it must be included not only Interlingua difficulties but also take into account a possible universal hierarchy of difficulty. 
4. Causes of Error
According to Norrish (1987, p.21), causes of error are classified into three types, they are as follows:
a.    Carelessness
Carelessness often related to lack of motivation. Sometimes most of the students do not like some teachers in their school. Actually, when the students do not like their teacher, they will not pay attention to the subject that is taught by the teacher. So, it is useless because the students do not understand the material that is given by their teacher. Sometimes the students are not interested with the material and style of presentation that is given by the teacher.
b.    First Language Interference  
In learning a language (a mother tongue or foreign language) is a matter of habit information. When someone tries to learn new habits the old one will interfere the new one. These causes of error are called first language interference.
c.    Translation
Translation is one of the causes of error. This happens because a student translates his first language sentence or idiomatic expression into the target language word by word. This is probably the most common cause of error.
Whereas, according to Richard (1974, p.19), the causes of error are classified into four types. Those are overgeneralization, incomplete application of rule, false concepts of hypothesized, ignorance of rule restriction.
1. Overgeneralization
                 Overgeneralization involves the creation one deviant structure in place of regular structure. For example, “he can sings”, “we are hopes”, “it is occurs”.
2. Incomplete application of rule
                   It is the use of rule which does not complete. In addition, it often happens in the question sentence. For example, when the teacher asks a student “what does he have to do?” then the students say “he have to do write the address”.
3. False concepts of hypothesized
                   False concepts of hypothesized are something due to gradation of teaching items. The form “was” for example, may be interpreted as the marker of the past tense, as in “one day it was happened”.
4. Ignorance of rule restriction.
                   It is closely related to the generalization of deviant structures is failure to observe the restriction of existing structure, that is the application of the rule to context where they do not apply. For example “the man who I saw him”.
5. The Sources of Error Occurrence
  The sources of error occurrence according to Ancker (2000, p.1) are:
a. Interference from the native language
The learner may assume that the target language and his native language are similar. Then, he will over generalize the rules of his native language and the target language.
b. An incomplete knowledge of the target language
Because of the incomplete knowledge, the learner may make guesses. When he has something that he does not know, he may guess what it should be there and the foreign language learners commit errors largely because of the paucity of their knowledge of the target language whereas deviant forms produced by native speakers are dismissed as slips of the tongue or slips of the pen.
c. The complexity of the target language
Certain aspects in English are difficult for some learners, it may be caused the rules of their native language are quite different from English and even more complex than their native language. So, the learners should know the rules of the target language as well.
6. The Benefits of Analyzing Errors
 Errors are normal and unavoidable during the learning process as Richard (1974, p.95) mentions that no one can learn without making errors. Meanwhile, Lengo (2003, p.1) mentions that errors are believed to be an indicator of the learners’ stages in their target language development.
a. A device which the learner uses in order to learn.
b. To fully grasp and understand the nature of the errors made, and
c. Instead of just being able to explain the rules and correct the errors.

B.   Passive Voice
According to Frank (1971, p.67) passive voice is preferred when the “doer” of an action is unimportant or unknown. Because of its impersonal tone, the passive voice is commonly found in textbooks, in scientific technical or business reports and in the newspaper stories.
Passive of an action tense is formed by putting the verb to be in to the same tense as the native verb and adding the past participle of the active verb.  The subject of the active becomes the “agent” of the passive verb. It very often to be mentioned and when it is mentioned, it is preceded by and place at the end of clause” (Thomson and Martinet, 1986, p.263).  
Passive voice occurs frequently in English and we should learn to recognize it in both spoken and written language. Soenardi states that passive voice is a grammatical form indicating the relationship between the subject of a sentence and the action expressed by the verb (2004, p. 54). It means that between the subjects or the does has a close relation with the action or the verb in the passive sentence.
Basically sentences in the passive voice express the same meaning as in the active voice but with a change in the verb form and rearrangement of the active subject and object. In some cases passive voice usually use “by phrase” in a sentences when it is important to know who exactly perform the action. Azar (1993, p.208) states that the “by phrase” is included only if it s important to know who performs the action. When we use the “by phrase” the noun being a subject is called the agent. But passive voice is mostly used without a “by phrase”, because it is most frequently used when it is not known or not important to know exactly who performs the action.
Examples: Rice is grown in India, My house is built in 1990.
In the two sentences above it is not known or important to know exactly who grows the rice in India and who built the house. We often choose to use passive structure when we want to talk about an action but it is not interested in saying who or what does or did the action.
Related to passive voice Chaer (1993, p.126) pointes out that, changing the active form into passive on the contrary passive into active is the activity which has already usual to be done. It is very useful in getting the ability in speech, mainly, to be able to convey our thought.
When we want to say what people and things do, we use active verb forms. But when we want to say what happens to people and things-what is done to them-we often use passive verbs forms. It means that passive voice is more emphasized on the action. The object of an active verb corresponds to the subject of a passive verb.
1. Passive Structure and Verb Forms
We normally make passive forms of a verb by using tenses of auxiliary ”be” followed by the past participle (PP)of the verb. In other words passive verb form consists of the verb and the past participle (PP) of the main verb. For the cleared description about passive form, here the writer would like to present the classification of their forms based on the English tenses (Muhaemin, 2008, p.14).
a. Present Tense
1. Simple Present Tense
The form of passive voice in simple present tense is as follows:
 Examples: English is spoken is United States
                   This pen is used for writing
                   This picture is always admired
2. Present Progressive Tense
The form of passive voice in present progressive tense is as follow:
“S + Be (am, is, are) + being + V (PP)”
Examples:   My motorcycle is being repaired
                   My mobile is being used
                   The exercises is being done very carefully
3. Present Perfect Tense
The form of passive voice in present perfect is as follow”
“S + have/has been + V (PP)”
Examples:   The letter has been mailed
                   The computers have been installed
                   The stolen car is found in another town
b. Past Tense
1. Simple Past Tense
The form of passive voice in simple past tense is as follows:
“S + was/were + V (PP)”
Examples:   The house was built in 1997
                   The tables were moved to the corner
                   His legs was hurt in an accident
2. Past Progressive Tense
The form of passive voice in past progressive tense is as follows:
“S + had been + V (PP)”
Examples: I saw the table had been pushed into the corner
                   The milk had been to used to make butter and cheese
                   The thief had been arrested in my town
c. Future Tense
1. Simple Future
The form of passive voice in simple future is as follows:
“S + will be + V (PP)”
Examples: This work will be finished soon
                   This house will be sold
2. Future Perfect Tense
The form of passive voice in perfect is al follows:
“S + will have been + V (PP)”
Example:    The test will have been finished by the time I come
3. Future (going to)
The form of future using going to is as follows:
“S + am, is, are going to be + V (PP)”
Examples: These clothes are going to be iron tonight
                   The matters are going to be discussed tomorrow
2. Passive with Agent
As have already described above that if we are interested in knowing the doer of an action we usually use “by phrase” in passive sentence. Michel formulates that, in a passive clause we usually use a phrase beginning with by if we want to mention the agent (1993, p. 41). The agent means here the person or thing that does the action, or that causes what happens. In the example: “the letter is typed by John” means that, it is important to know who does the action in this case the action is typed a letter.
On the other hand, in some stative verbs, including some which are used like adjectives, other prepositions can be used instead of “by” Example: we were worried about silence. It has the same meaning with “We were worried by her silence”.
a. Verb with Two Objects
Two structures bellow are possible to be made into passive sentence.
S + V + Indirect Object + Direct Object
S + V + Direct Object + Prep + Indirect Object
In the example “she gave her sister the car”, it is related with the first structure. If we want to change it into passive sentence it will be “her sister was given the car”. Indirect object in the active sentence above becomes the subject of passive. While in the example: “She gave the car to her sister”, is related with the second structure. If we want to change it into passive sentence it will be: “the car was given to her sister”. The direct object in this active sentence becomes the subject of passive sentence (Muhaemin, p.18).
3. Transitive and Intransitive Verb
Not all the verbs can be used to make passive voice. In other words not all of the active sentence can be changed into passive sentence. There are some verbs can not be used to make passive voice. Those verbs are named intransitive verbs (verbs that have no object or not followed by object). In relation with this, Azar (1993, p.208) states that only transitive verb are used to make passive voice, it is not possible to use intransitive verb in it.
Transitive verb is the opposite of intransitive verb that is the verb which has object or followed by object, and it can be used to make passive sentence. The example of verbs those are include in intransitive verbs are “die, go arrive”, these verbs can not be followed by object or can not have object. So they can not be used to make passive sentence.
Examples:   I go to Jakarta (active)
       Not possible (passive)
       She arrives at seven o’clock
       Not possible (passive)
On the other hand some transitive verbs too are seldom to be used in the passive. They are named stative verb (verb that refers to states not action). Such as, fit, have, resemble, lack, and suit
Examples:   They have a nice house (active
                   A nice houses is had by them (passive)
First sentence is seldom used. In this case, active voice is usually used (Muhaemin, 2008, p. 19).

C.   The Nature of Exposition
According to Greef (as cited in Anderson, 1997), exposition argues for or against a certain point of view based on a certain topic. An exposition is a well-structured argument or persuasion. The point of view must be supported by facts and relevant information on that topic. Exposition is a type of writing or speech that is used to inform, describe or explain a topic. This is one of the most common types of information delivery. It is used by students, news reporters and politicians. There are many things to keep in mind when writing a good piece of exposition (http;//www.ehow.com/how 2120069 use-exposition-writing.html).
Purpose An exposition attempts to persuade the reader to believe something by presenting one side of the argument. In this case, an exposition needs to: clearly state the point of view, use research to support that view, address other points of view and defend that point of view from others.
            An exposition has languages features that consist of: Emotive words that show feelings and attitudes (words that link cause and effect - otherwise, firstly, secondly, finally), a writer can use second person words like commands, generalizations (broad statements to support ideas), using arguments drawn from research, and statements of others to support the point/s, use cause and effect words (because, causes, stems from, consequently, leads to), use linking words (in addition, also, moreover, as well), and use powerful descriptive words (sensational) Greef (as cited in Anderson, 1997). There are many things to keep in mind when writing a good piece of exposition, as explained in the following steps.

1.    The Characteristics of Exposition

a.  The subject is an idea, a notion, a theory, a concept or a philosophy, as opposed to something that appeals to the five senses

b.  The writer believes

1.     Subject needs an explanation.

2.     It is misunderstood.

3.     He has an answer that simplifies the complex matter.

4.     He can offer a simple explanation to make a hard thing easy to understand.

c.  The writer responds

1.  From personal experience.

2.  By offering an explanation that he has thought out, or hit upon himself.

3.  By acting as a confident teacher.

4.  By trying to make himself understood clearly.

5.  By offering a new and to him the only true explanation.

6.  By taking pains to avoid misunderstanding by:

a. Using words that are familiar.

b. Constantly illustrating the points.

c. Proceeding from the old and familiar to the new and unknown.

d.  The result of the writer's effort

1.    To satisfy our desire to reach a definition of a thing or idea who   boundaries have been vague.

2.    To satisfy our instinct for classification-what kind of thing or idea is this? (http://www.ehow.com/how2120069 use-exposition-writing.html).

2.    Preparing in Making an Exposition

Before writing an exposition writer must first establish a topic and a point of view on that topic. It is then important to research that topic and find evidence and facts to help support your point of view. The structure of an exposition is important. Each body paragraph should have the following:
a.    A main point (also called a claim)
b.    Your reason for that point
c.    Evidence to support that point
d.   Make sure that your writing is easy to understand and that it is relevant to the topic through the entire exposition.
e.    Always check your text for correct spelling, grammar and punctuation.
(http;//www.ehow.com/how 2120069 use-exposition-writing.html).

3.    Framework of an Exposition

a.    An introduction in which you present your thesis statement. In this case, you can also briefly tell what your main arguments or main points will be.
b.    The arguments (or premises) are then presented, paragraph by paragraph. In this case, arguments must be backed up by convincing facts and other evidence. It is not enough to say, I think this, or I think that. Or, this is my opinion. This is the body of your essay. This is where you are defending your thesis.
c.    You should concisely refer to arguments opposed to yours. This will help you to show that your thesis is still convincing. In this case, you must deal with these positions fairly.
d.   Conclusion. It means, in a concise paragraph you can restate your main points and claim that you have defended your thesis.
Related to the explanation above, in making an exposition, it needs some instructions, they are:
1.    Choose the type of exposition you want to use. This could be description, comparison, cause and effect, problem and solution or sequence. Select the one that helps organize your topic the best and makes it easy for the audience to follow.
2.    Select a topic that interests you. There is a lot of research that is involved in exposition writing, so find a topic you will want to do extensive research on. Remember that you are giving the reader or listener detailed and concrete evidence.
3.    Engage your readers from the start. With more technical writing, it is important to hook the readers or listeners into your essay. Find a catchy opening or startling statistic to engage your audience immediately.
4.    Include specific examples. Whatever type of exposition you choose to research and report on, give many concrete and specific examples that your audience can relate to. Make sure your evidence is well supported by a variety of credible sources.
5.    Recall your thesis and main points in the conclusion. Remind the audience what you want them to take from your report or essay. This should be the main point of your essay and three good supporting pieces of evidence.
 (http;//www.ehow.com/how 2120069 use-exposition-writing.html).

4.    Constructing an Exposition

An exposition text usually has three sections. The first section introduces the author’s point of view and can preview arguments that may follow in the text. Text come a series of arguments that aim to convince the audience. The final section is a conclusion that sum up the arguments and reinforces the author’s point of view.
The Arrangement of Exposition:
a.    An introductory statement
1.    The author’s point of view is called the thesis of the argument and this is given in the introduction.
2.    The introduction can include a preview of the arguments that will follow in the next section of the text.
3.    A question or emotional statement can be used to capture the audience’’ attention.
b.    A series of arguments to convince the audience
1.    A new paragraph is used for each new argument.
2.    Each new paragraph begins with a topic sentence that introduces the argument.
3.    Details supporting the argument follow the topic sentence.
4.    Emotive words are used to persuade the audience to believe the author.
c.    A conclusion summing up the arguments
1.    The author restates his or her thesis (point of view)
2.    A summary of what has been stated in the section above may be included here (http://www.ehow.com/how 2120069 use-exposition- writing html).

5.    Structure of an Exposition

a.    Expositions can be either written or spoken. Often, an exposition is first written down before being presented orally.
b.    An exposition should have a title or heading. This will introduce the topic of the text and may even show the writer's point of view on the topic.
c.    The first paragraph is the introduction. This is where the writer states the topic that is addressed in the text. The introduction is important because this is where the writer establishes the point of view of the exposition.
d.   The following body paragraphs are used to make different points, called claims, about the topic. Each paragraph addresses one part of the exposition topic. Each paragraph will make a point, give the reason for that point and then provide evidence for that point.
e.    The conclusion is used to re-state the writer's point of view on a certain topic. This is where the writer sums up the ideas discussed in the text. A conclusion can also address and respond to another point of view on the topic.
f.     To help support the point of view, visual elements can be used. These elements include charts, photographs, drawings or graphs. Visual elements often help the audience to better understand the topic.
3.    Expositions can be uses evidence from other sources. If you do any research or use any facts, figures or quotes in your exposition it is important to list all these resources in the bibliography. (http://www.ehow.com/how 2120069 use-exposition- writing html).

6.    Methods of Exposition according to Jospeh and Scott (1990, p. 91-92) are:

a.    Definition

b.    Specific instances

c.    Comparison and contrast

d.   Causes and result (deduction and induction)

e.    By narration or description

     Build word pictures to describe the mood of feeling being explained

f.     By paraphrase

     The paraphrase is a reproduction in which the same thought is expressed in equivalent words

1.    Do not change the thought of the original

a.    Change the form only.

b.    Follow the thought closely.

c.    Reproduce the meaning of the figures in plain language.

2.    Make all changes in the interest of clearness 

a.    Substitution of definitions for difficult words is not sufficient.

b.    The whole thought must be restated.

3.    Try to maintain the dignity and spirit of the original

a.    Do not weaken the thought.

b.    If of poetry guard against inadvertent poetic devices.

4.    Study the use of synonyms

a.    Changing a phrase may force a whole sentence to be changed.

b.    It may be necessary to leave the original unchanged.

g.    By abstract       

     The abstract is a condensed statement of another's thought.

1.    Give nothing in the abstract that is not in the original.

2.    Discover the author's plan or outline and follow it closely.

3.    Give only the main ideas.

a. Omit or condense all:

1.    Illustrations
2.    Repetitions
3.    Explanations

b. Make the author's plan of treatment and conclusion stand out plainly.

4.    Observe the law of proportion

a.    Condense all parts on the same scale.
b.    Watch for tendency to leave detail in the early part but omit it in the  later parts.

5.    Use the author's language freely but not if it can be said in simpler words.

6.    Make complete connected sentences.

7.    Aim at:

a.    Clearness
b.    Accuracy
c.    Force
d.   Plainness of statement

7.    The Process of Exposition

a.   Analysis

1.    The process of exposition is an analysis ending in a partial or complete definition and classification of the idea.

2.    Time renders the best definitions and classifications weak.

3.    Must be content with a working definition and classification.

b.  Rules for logical definition

1.    Should exclude from the class all that does not belong to the class.

2.    Should include in the class all that does belong in the class.

3.    Should be expressed in terms that are simpler and more familiar that the term defined.

4.    Should be as brief as possible and should not include any derivative of the word being defined.

c.  Rules for logical division (classification)

The rules for logical division will help the writer to achieve brevity, economy, and simplicity in his exposition; they are based upon known laws of the mind.
1. The subject must be divided on one and only one principle or system.
2. The subdivisions of the subject:  
a. Should be mutually exclusive - not overlap
b. Should together satisfactorily cover the field that ought to be included in the subject  
c. No one subdivision should be equal to the whole subject
3. The three most common schemes of arrangement are:

a.     By cause and effect

1.    Statement of a fact or a group of facts
2.    The causes of this fact for group of facts
3.    The effect of the fact or group of facts
4.    The ultimate significance of the fact or group
b.    By contrast
1.    Discriminate likeness and differences.
2.    Two division of the subject may be brought close to each other because truth will suffer if both are not kept in mind  - they may be corollary or complementary facts.
3.    Discriminate likeness and differences.
4.    The keenness of our discriminations is the measure of our intellectual attainment.
5.    We should present to the reader the record of our discriminations.

c.     By contiguity in time, place, or thought

1.    Order of events as they occur
2.    Proximity to the reference point, proceeding generally from the near to the far.

The general arrangement of subdivision should utilize the principle of climax, proceeding from the less important to the most important Jospeh and Scott (1990, p. 182).

8.    Examples of Exposition
Example 1:
Why They Turn to the Sea
As the job opportunity is increasing limited on the land, more and more young man  are turning to the sea for a living. Some of them choose to work on a ship only after they have failed to get a job. However, many young men actually would rather work on the sea than on land. In my opinion, there are several reasons that account for increasing interest in pursuing maritime professions.
Firstly, our country is made up of many lands. We are surrounded by water. It is not surprising that many people have grown to love the sea. In order to be able to spend more time near the sea, they decide to work on it.  Many of them spend their whole lives on the water.
Secondly, the many school dropouts in the country as well as those young men who have just finished their education in school are looking for jobs at the same time. Competition for jobs is therefore great. Many fail to get work in office or factories, so these people turn to the sea as a last resort.
Thirdly, some young men face problem at home. They want to get as far away from these problems as possible. The sea becomes a popular means of escape.
Finally, young people are naturally advantageous. They love to explore new places. They enjoy the excitement that comes with this. By working on a ship, they are able to travel far and wide. Besides, food and lodging on board the ship are free. Thus, many young men are attracted to maritime profession because of the advantages and other reasons.

Example 2:
The Effect of Smoking
Cigarette smokers are said to have chance of getting various fatal diseases. But I think that other people’s tobacco smoke seems to increase the chances of non - smokers getting a wide range of cancers.
First, although passive smokers inhale less tobacco smoke, the researchers point out that the smoke they breathe in is richer in many toxic chemicals. There is an example, three times as much as benzo-apyrene, six times as much loluene and more than 50 times as much dimenthyl nitrosamine. Of course these substances will harm our body in the long run.
Second, the recent research reported that the risk of getting cancers not normally associated with smoking also rose among passive smokers. The risk of leukaemia rose 6-8 times and the risk of cervical cancer increased 3 - 4 times.
Third, past studies have found that by product of cigarette smoke such as coinine and thiocynate, turn up in the blood, urine and saliva of non - smoking adults, children and fetuses that have been exposed to smokers.  These substances are the main causes of various cancers.
In short, the effects of exposure to the cigarette smoking of others are greater than has been previously suspected. That is why passive smokers have more chances of contracting cancer than people with no such expose.

Example 3:
Television
Television is the most popular form of entertainment in any household. But I think Television tends to have a tremendous influence on its viewers.
Firstly, based on the recent research, people of all ages use this medium to entertain themselves for an average of five hours a day.  Of course, constant exposure of TV will influence the viewers’ thinking and attitude. This can be seen from the fact that many criminals are inspired from the scene on TV.
Secondly, people can be affected by constant watching television. This is due to the fact that they less in physical activities spend less time reading and working and see a work of violence that can affect their own feelings of security.
Finally, commercial advertisement on TV can be a brain washing. Psychologically, constant show of advertisement will shape one’s image about one product. No wonder people are easier to remember the motto or slogan of one advertisement than to retrieve information that they have learned.
In short, TV will be a kind of monster can conquer one’s mind and attitude.
                                                                                                (Nofri, 2009, p.31-33).

D.   Relevant Study
The researcher realizes that relevant study is able to help him in doing this research and it will be able to give positive contributions to his analysis. So, in doing his research, the researcher takes a relevant study of Jalaludin’s research (2008) entitled “Error Analysis in Using Passive Voice: A Case Study at Second Year Students of SMPN 4 Batukliang Utara in Academic Year 2007/2008”.
In his research, there is one research question was formulated as follow: What types of error made by the students of SMPN 4 Batukliang Utara in Academic Year 2007/2008? The sample of his research was 40 students. It was taken by using cluster random sampling. His research design was qualitative descriptive and the instrument used to yield the data was test. The test consists of two parts namely: completion test and sentences building from active voice into passive voice. These tests are confined in using passive voice. It was found that the English grammatical competence especially in using passive voice in English at the second year students of SMPN 4 Batukliang Utara in academic year 2007/2008 is still very low, because the students lack mastering and understanding of the forms of the passive voice in English.
The result showed, first, most of students made errors in addition errors especially on simple addition errors with the total errors are 234 or 22 %. The students did not know well when to be "am, is, are, was, were and be" is used. Second, the students made errors in types of omission of "to be". They did not know or did not understand that "to be" is one of important elements in passive voice sentences. Therefore, many students made some sentences without put to be "is, are" in simple present tense, to be "was, were" in the simple past tense, and auxiliary "be" in the simple future tense. The total of errors in this type is 214 or 20 %.
Besides auxiliary "being" in simple present continues tense is omitted too with the total of errors were 168 or 16 %. These all are caused by the weaknesses of background of the students in English. Third, students made errors in type of misformation errors. In this case, the students still confuse how to make a sentence correctly or structurally. It was also caused by the weak of background of the students themselves. The total of errors in this type is 136 or 13 %. Fourth, students made errors in type of addition especially on regularization errors. In this case, they were still confused regular verb and irregular verb. The total of errors in this type is 136 or 13 %. Fifth, students made errors in type of disordering errors. In this case, the students did not know arrange some sentences in passive voice correctly and meaningfully. And based the results, Jalaludin concluded the caused by exhibit interference from mother tongue or the first language. The total of errors in this type is 111 or 10 %. The last, students made errors in type of addition errors especially in double marking. The total of errors is 76 or 7 %.            
Based on the relevant study above, the similarity of these researches can be seen on: the variable of the research both of these researches investigate; both of these research about error analysis in using passive voice, instrument in collecting data; both of these research use test, and the research design; both of these research use descriptive qualitative research.
Besides those similarities, there are differences about this research; it can be seen on the level where they conduct the investigation; Jalaludin conducted his study in Junior High School level meanwhile the present researcher conducts in Senior High school level.

E.  Theoretical Framework
The active voice is used in making a straight forward statement about an action; that is, the doer of that action is the grammatical subject and the receiver of that action is the grammatical object. In the passive voice, the same action is referred to indirectly that is the original receiver of the action is the grammatical subject and the original doer of the action is the grammatical object of the preposition.
            Since I studied English Grammar especially in using passive voice, I have found that it is not easy to master it well. I got a fact that mastering passive voice was difficult enough, moreover in making a text. In this case an exposition text. Because so many elements of using passive voice. In Indonesian, passive voice uses only prefix (di) to express passive sentence. Otherwise, in English there are many elements such as the different tenses of to be followed by a past participle and apply ‘by’ in defined agents.
Because the phenomena, they often difficulty in constructing the sentence. Although the teachers have given more attention to the process of teaching about passive voice, it seems less success to overcome the difficulty.
            If the students are capable of using it, they might create a lot of mistakes, either systematic or non systematic mistakes. The non systematic mistakes are those produced by human limitation like tiredness, nervousness, etc. The systematic mistakes are those caused by the systematic grammatical deviation, in which the students think that they are right from the accepted systems. Such mistakes are defined as error. As a matter of fact, it is clear that the study of the students’ error is a significant part of foreign language teaching. By analyzing the error systematically in mastering grammar especially in constructing/using passive voice, the teacher can determine which elements needs special explanation and focus of teaching activities on the areas of the error. Therefore, the difficulty in constructing/using passive voice can be overcome well especially in exposition text.
 
CHAPTER III
RESEARCH METHODOLOGY

This chapter discusses about setting of the study, research design, population and sample of the study, collecting data and analyzing data.

A.  Setting of the Study
This study will be done at 9 October until 9 November 2011 in the first semester for the eleventh graders MA Tohir Yasin Lendang Nangka in the school year 2011/2012.

B.  Research Design
The research design in this study is descriptive qualitative, because it is designed to collect, describe, and analyze the errors of using passive voice in exposition text. The data will be collected, described, and analyzed related to the errors of using passive voice in exposition text made by students of MA Tohir Yasin Lendang Nangka in the school year 2011/2012.

C.  Population and Sample of the Study
In this part the present researcher discusses about population and sample of the study.
1.      Population of the Study
Gay (1992, p.125) defines that population is the group of interest to the present researcher, the group to which she or he is like the results of the study had generalized. Based on this theory, it can be said that population is the whole subjects that will be investigated. The target population of this study is all of the eleventh graders of MA Tohir Yasin Lendang Nangka in the school year 2011/2012. The eleventh graders of MA Tohir Yasin Lendang Nangka in the school year 2011/2012 are divided into four classes, and the students are still actively learning English as one of the compulsory subject, as shown in the following table 1:
Table 1
The Population of the Study
No.
Class
Sum of Population
1
X1
30 students
2
X2
31 students
3
X3
31 students
4
X4
29 students

Total
121 students
2.      Sample of the Study
Gay (1992, p.125) states that sample is a number of individuals for a study in such a way that the individuals represent the larger group from which they are selected. Meanwhile, Sugiyono (2009, p.62) notes that sample is a part of the number and characteristic of population.
Based on the definitions above, the population of the study consists of three classes. Reffering to above theory, the present reseacher will take 26% from the total of population by using random sampling. This technique will be used because this technique can give chance to select the samples effectively and wisely. By using lottery, the present reseacher will take a part of them and as the result, 31 students will be chosen as the sample of the study.
D.  Collecting Data
  1. Identifying the Variable
Based on the title of this study, there are two variables in this study; namely passive voice and exposition text.
  1. Defining Operationally the Variables
a.    Passive voice is a grammatical form indicating the relationship between the subject of a sentence and the action expressed by the verb It means that between the subjects or the does has a close relation with the action or the verb in the passive sentence Soenardi (2004, p. 54).
b.    Exposition argues for or against a certain point of view based on a certain topic. An exposition is a well-structured argument or persuasion. The point of view must be supported by facts and relevant information on that topic Greef (as cited in Anderson, 1997).
  1. Instrument of the Study
According to Suharsimi (2002, p.126), instrument is the device that is used to collect the data. Then, the instrument might be in form of some questions or exercises or other tools that have purposes to measure knowledge, intelligent, achievement and attitude of someone or group of people and choosing instruments of data collection depends on the technique of data collection.
Based on the definition above, instrument of this study is test. The test consists of two parts namely: completion test and sentences building from active voice into passive voice. These tests are confined of using passive voice in exposition text. Completion test will be given to students based on the tenses meanwhile change the sentence will be given to students based on their exposition writing. In this case, the present researcher will use free exposition writing. It will be applied as the data to be analyzed and described the errors of using passive voice in exposition text made by the students.
  1. Technique of Collecting Data
Related to instrument of the study above, the present researcher will apply classroom observation since the present researcher tries to analyze the students’ error. In this case, the present researcher comes to the filed, gets the students ‘exposition writing, collects their works, and analyzes them. In this way, the present researcher will try to get data as objective as possible.

E. Analyzing Data
          In analyzing the data, the present researcher will use error analysis method according to Corder as cited in Ellis (1994) that suggests the following steps to conduct an error analysis research:  
No
Steps
Explanations
1
Collection of samples of learner language
Deciding what samples of learner language to use for the analysis and how to collect these samples
2
Identification of errors
Identifying the errors by underlying the errors the learner made
3
Classification of errors
Grouping the errors that have been found and stating the classes of the errors
4
Explanation of errors
Explaining the errors by establishing the source of the errors
5
Evaluation of errors
Evaluating the errors step involves tabelizing the errors and drawing conclusion
          Referring to the steps of error analysis method above, the data will be analyzed as follows:
1.    Identification of Errors
In this step, the present researcher studies the acquired data and tries to find out the errors of using passive voice by underlying the errors and than the present researcher tries to analyze the data as objective as possible.
2.    Classification of the errors
In this step, the present researcher classifies them based on the passive voice errors made (present, past and future) in exposition text.
3.    Tabelizing the Result
In this step, the errors of using passive voice will be calculated and arranged, the present researcher will tabelize the result of the analysis. This table is meant to ease the identification of each error. Therefore, the result of the analysis of the errors of using passive voice in exposition text made by the eleventh graders of MA Tohir Yasin Lendang Nangka will be presented in the form of a table.
4.    Drawing a conclusion
The last step will be done a conclusion based on the analysis. In this step, the present researcher will make a valid conclusion in the form of a brief description of the errors of using passive voice in exposition text.









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