This research was conducted to analyze the common errors dealing with
passive voice at the eleventh grade of SMAN 13 Bone and described the causes of
errors. Passive voice is often used both in spoken and written form. Passive voice is
used when we want to say the subject receives an action.
The subject of this research was the students of SMAN 13 Bone that
conferred by ten students. In this research, the researcher used descriptive qualitative
method. The researcher collected data trough test and interview. This research was
analyzed by transcendental realism that consisted of three components, data
reduction, data display, and data verification.
After analyzing the students’ error by the students, there are four types of
errors; they were omission errors, addition errors, misformation errors, and
misordering. Common errors were done on the first type, omission errors. The
researcher concluded that common errors appeared in omission errors. Mostly errors
made by the students are caused by inter lingual errors.
A. Conclusion
Based on the result of data analysis and discussion in the previous chapter,
the researcher concluded that students of SMAN 13 Bone at the eleventh grade were:
1.The students made errors in writing passive voice in the types of errors included
omission, addition, misformation and misordering and the students made the
common error in omission.
2.The students made errors in passive voice was caused by inter lingual Errors
and intra lingual errors but in this research, the researcher found out the causes
of the common errors made by students was inter lingual errors because the
students often were confused to make sentences in passive voice by using the
correct patterns, rule or concept. So, they had many errors in their writing.
B. Suggestion
Error was something unavoidable in teaching and learning process of foreign
language. Therefore, it could be improved by learn more about both enhance
vocabularies and grammatical function. Here were some suggestions that hopefully
could be applied in teaching and learning process.
1. For the English teacher
From the recent findings showed that students still made errors in surface
strategy taxonomy, especially in omission. The lack knowledge about the rule
of writing was the one of many problems that caused students became confuse
in written process, so they still made errors. The teacher should be able to
increase and improve their student’s knowledge and their knowledge about
writing composition especially in addition. The teacher also gave motivation
for the students to practice their ability in various aspects of English skill.
2. For the next researcher
Here, the researcher suggested to the next researcher could analyze the types and
the causes of errors in writing passive voice by the levels of language deeper and
better than this research. Then the different object such as the errors in the oral
production or the error in the students’ task. The other researcher could analyze
by using the different manner. And also the next researchers were expected to
extend this research. So, the reader would have better and deeper understanding
related to the study.

STAR20190311

311/2019

Perpustakaan Pusat

Tersedia