Ting, S. H. (2011). Difficulty with English passive voice in news report: A case study of Malaysian trainee teachers. Korea TESOL Journal, 10(1), 38-51. (original) (raw)
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Difficulty with English Passive Voice in a News Report: A Case Study of Malaysian Trainee Teachers
ABSTRACT This study examines difficulty with the forms and functions of English passive voice in news report encountered by L2 learners of English. The participants were 80 trainee teachers in an undergraduate Teaching of English as a Second Language degree program at a Malaysian university. The participants were asked to identify the passive voice constructions in a brief news report, and reformulate the sentence using the active voice.
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Jurnal ilmiah profesi pendidikan, 2023
This study addresses EFL students' challenges at a state university in Mataram, Indonesia, in constructing passive voices in the present and past tense. This study was focused on verb tense changes, subject-verb agreement, pronoun usage, and appropriate use of "by" in passive voice constructions. It also aims to explore the causes of these issues and offers insights into potential solutions. With a descriptive qualitative approach, the data were collected using a set of written grammatical tests of passive voices and open interviews. The adopted validated test was completed by thirty students as the participants of this study. The data were analyzed descriptively using an in-depth reading analysis method on the test results and participant responses. The results reveal a need for fundamental grammatical knowledge, limited exposure to passive voice, inadequate practice opportunities, and unclear explanations as contributing factors to the challenges. Language transfer from native languages and a lack of feedback compound the problem. To address these issues, the study recommends basic tense understanding, increased practice, targeted feedback, and exposure to authentic materials to enhance students' proficiency in constructing accurate passive voice sentences.
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Passive voice is commonly preferred in certain genres such as academic essays and news reports, despite the current trends promoting active voice, it is essential for learners to be fully aware of the meaning, use and form of passive voice to better communicate. This study aims to explore ways to help English as a Foreign Language (EFL) learners notice and revise voice in English and raise their awareness of when and how to use active and passive voice to convey meaning in their written and spoken work. The study focuses on a different approach to be taken to teach voice in English, which might help students become more aware of the use of passive voice. The issues related to the use of passive voice are derived from the work of EFL learners who failed to make sensible decisions about when and how to use passive voice partly because the differences between their mother tongue and English and because they were not aware of the fact that active and passive voice would not alternate al...
Students' Grammatical Errors in Composing English Passive Sentences
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 2020
Students in learning English grammar often experience difficulties, and are influenced by the first language, namely Indonesian. Students are influenced by the first language, Indonesian, in composing passive sentences and changing active sentences into passive sentences without first identifying the tense used. The students' difficulties in composing passive sentences resulted in difficulties in writing text properly. This is because most students do not understand how to change the active voice to the passive voice, use auxiliary verbs, and identify the tense. The study uses descriptive qualitative method that aims to analyze errors in the preparation of English passive sentences made by the 4th semester students of the English Education Study Program, Tadulako University. In arranging the passive form and which passive form is the most difficult for students to understand and after analyzing the students' mistakes in composing passive sentences, the researchers concluded ...
A Study of Students’ Errors in Using Written Passive Sentence
Jurnal Edukasi: Kajian Ilmu Pendidikan, 2020
The aim of this research is to invesitgate students' error in using English written passive sentence. The subjetcs of this research were ten second semester students of English department setudents of STKIP Al Hikmah Surabaya who took Basic English Grammar course. The objectives of this course were the students had ability in using accurate English grammar either in spoken and written for formal (scientifict and academic) or informal (daily communication) context. Passive sentence was one of grammar materials taught in this course. The objective of the material was the students were able to use passive sentence in spoken and written context. The research used descriptive quantitaive method as design of this research. The instrument of this research were documentation. The data of this research were students' work in writing sentence using accurate passive sentence. The result of this research showed many students made errors in composing passive sentence. There were 80 errors found from students' sentences. 45% errors made by the students when they could not use correct past participle on their sentence. The result also showed that 22,5% error found from students' work when they omitted be as the main component of passive sentence. There were also 17,5% errors found from students sentence in using correct be form on their sentence. 15% errors were also found based on the use of accurate singular and plural component of passive sentence.
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The passive voice is commonly used in textbooks, scientific articles and journalistic reports, often to convey an impersonal style (Eastwood, 1994; Quirk et al., 1985; Endley, 2010). Hence, it is frequently seen in academic writing. The passive voice is also a component of the English language syllabus of different levels of English language learners, and it is one of the recommended paraphrasing techniques. However, various types of errors can be observed in second language students' passive constructions. This chapter introduces a range of challenges that Thai learners encounter in the formation of passive constructions in English, focusing on three aspects: the use of passive voice with some intransitive verbs, lack of passivization, and missing auxiliary in adjectival passives. The chapter starts with illustrating the rules dictating the formation of the passive voice in English, followed by an analysis of Thai passive constructions. Then it proposes some teaching strategies to address these challenges. Although this chapter focuses on advancing the teaching of a grammar form to learners in a specific context (i.e., Thailand), the critical analysis of the challenges encountered by the learners and the implications in the Thai context can help educators in other contexts apply the same pattern in teaching learners from several first languages.
2017
Writing is a course provided for the English Department students since it is one of important skills that must be mastered. However, the process of writing itself is not easy so errors easily appear. In order to decrease the number of errors in writing, types of the errors and the possible causes are sought. By knowing types of errors and the possible causes, it is hoped that teachers can apply some crucial things suggested in this study in order to make the students’ understanding about passive voice construction more complex. This study reports what kinds of errors of passive voice construction found in the explanation composition of English Department students and the possible causes of the errors.
The Difficulties of Learning Passive Voice
JURNAL DIALEKTIKA PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS, 2016
Understanding about passive voice could be a challenge for many English learners. This is due to the lack of understanding about the formulas of passive voice as well as because it is not commonly used in daily life. Passive voice is the form of a sentence in which subject is affected by the action of the verb (Joshi, 2014: 4). The challenge we faced as English learners depends on not only the basic understanding of the formulas to make passive voice but also how to use it daily. We cannot deny the fact that passive voice is not really common to use rather than active voice. This article describes about the difficulties of learning passive voice. The aim of this article is to make these problems occur to the top in order to make the readers understand about them and try to find the way to make passive voice appealing to be more fun. This article could be the starting point to identify the challenges that the learners Dini Puji Agustini 55 have when they study about passive voice with the hope that teachers or people who read this article could make further steps in improving how to teach passive voice.