AN ANALYSIS OF THE STUDENTS’ ERROR ON CHANGING ACTIVE VOICE TO PASSIVE VOICE

In passive voice, the subject receives the action of the verb. It is often used both in spoken and written form. For the learners, to change the active into passive voice of the target language is very confusing. The students usually make errors in building passive sentences as they ignore some aspects required in arranging best form of passive sentence. The students of El-Madani Islamic Boarding School Deket Lamongan were confused to change the verb in different tenses. The type of this research is descriptive quantitative. The research was chosen because this type of research defines what exist and may help to reveal new point and meaning. The survey and experiment, which were used in this research, was the phenomena of English errors passive sentences made by the students. The population of this research is all the students of El-Madani Modern Islamic Boarding School.The researcher used test and questionnaire to collect the data. The result of this study shows that (1) the kinds of errors commonly made by the students in changing active voice to passive voice are errors of omission, errors of addition, errors of miss-formation, and errors of miss-ordering (2) The students have difficulties in understanding passive voice especially in four tenses, simple present tense, simple past tense, present continuous tense and past continuous tense. (3) Factors which affect students’ ability in passive voice are: classroom atmosphere, lack of experience in using English, teacher’s explanation was not clear enough, the differences between passive voice in Bahasa and English.


INTRODUCTION
Learning English is not easy; therefore, Indonesian learners are often confused to comprehend English because there are some differences between the English and Indonesian language systems.
Besides, the Indonesian learners of English are influenced by Indonesian structure.
Therefore, the learners have to be aware of that. Constructing English sentence needs some important rules, called grammar. The students who want to master English well should understand better the English grammar. Learning a language is supported by learning the components of the language, such as vocabulary, structure, pronunciation, and spelling. Lado (1996:163) states that learning is a foreign language can be defined for test purpose not only as learning to understand and be understood, but more especially as learning to use the structural units and patterns of the foreign language in validity 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.
Learning English cannot be separated from the errors, it does not mean that the errors give negative effects for the learner. Error can be an indicator of the learner's 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 for teaching to students. The students must learn through trial and error and the students will not get an improvement if they think that errors are faults 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 (1982:139)  Actually, every foreign language teacher will find out the errors made by the students both in oral and written forms.
The students can be said to have made errors when the production of their oral and written expressions differs from the native speaker or target languages' norms. Corder (1947:125) states that error analysis is the examination of those errors committed by students in both the spoken and written medium. James (1998:58) describes that as mother tongue influences, 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, E-Link Journal Vol. 7 No. 2 (2020) p-ISSN: 2085-1383e-ISSN: 2621-4156 An Analysis of the Students' Error on Changing Active Voice… 37 knowledge of the sources of the errors will help the teachers to learn the errors in order to enable the students to construct the students with appropriate language form as stated by Slinker (1992:

Inappropriate use of to be
Regarding this problem, there were 23. 38% students failed to place the suitable "to be" for the sentence in active sentence into passive sentence.
It showed that the students were confused about choosing the right to be in their answer. It could be seen from several questions of the test (4, 6, 7, 11, 13, 17, and 19).

Example no 4
Question 4: The children were buying the candies at the market. In this case, the students were incapable of identifying the correct to be for the singular noun. They mistook the singular to be for "the children" by singular noun. They mistook the singular to be for "the children" by writing "were" rather than "was". It could be concluded that they did not fully understand the use of to be.

The placement of subject
According to the result of the test, 13.82% students were unable to transform the position of object in active sentence into the place of subject in passive sentence. They might fail to provide appropriate answer for question number 3,4,6,7,8,9,10,11,12,14,17,18,19.
Example question 4: The children were buying the cadies at the market. In this case, the students failed to identify the object in active sentence to become the subject in passive sentence. In this question above, some students shifted "at the market" the adverb of times of a sentence into the position of subject in passive sentence.

The placement of verb
Based on the

Emission of verb
The third students of El-Madani Islamic Boarding School might fail to identify the verb in active and passive form and some students also did not put the verb in passive sentence. It can be seen in number 5, 10, 14, and 15.
Example Question 5: The performance grabs people's attention.
In this case, some students failed to find the verb in active sentence. They answered "people's attention by the performance". That situation shows that the students did not put the verb in passive sentence.

Example Question 15: Mark
Zuckerberg invented the Facebook. In this case, student also the same mistake as the first example, whereas the students might be incapable to provide relevant answer because their answers indicate that they poor understanding and lacks of context understanding. In this question some of them not put the word "by" before the subject of passive voice sentence in simple present tense form.

Emission of "to be"
As many students of Elmadani incapable to identify the use of "to be" and confused about the placement of to be, it is difficult for them because they did not fully understand the context of passive voice. It can be seen in question items number 1, 4, 5, 6, 8, 10, 11, 13, 14, 15, 17, and 19.
Example Question 5: The performance grabs people's attention.
In this question, students failed to identify the placement of "to be", even they do not put the "to be" in passive sentence. Students answer "people's attention grabbed the performance".
From the answer shows that the students did not fully understand the rule of passive voice, that is the reason why the students do not put the "to be" in the sentence of passive form.

CONCLUSION
The researcher gives three points of conclusion of this study they are: 1).The