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Keywords: Chinese, Indonesian, Passive sentence, Contrastive study, Sintactic structure 
 
https://ojs.unm.ac.id/eralingua 
 
 
This work is licensed under a 
Creative Commons Attribution-NonCommercial 4.0 
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Contrastive of Chinese and Indonesian – Karina Fefi Laksana et al. (p.247-257) 248 
INTRODUCTION
Chinese passive sentence is a very complex sentences that may be simple for 
the Chinese people, but it is very difficult for the mother tongue is not Chinese. 
Men-ji, WU, and Xiao-bing, ZHOU (2004) states that passive sentences are marked 
with the word "
被
" much more frequently used than those marked with "
叫
, 
让
", 
passive sentences with markers "
被
" as a typical shape of the passive voice should 
be taught in the elementary stage, and passive sentences marked "
叫
, 
让
" can be 
introduced in the intermediate stage to minimize the cognitive difficulties in 
learning Chinese passive sentences. 
Zhu Dexi (2006) explains that the word "
被
、
给
、
叫
、
让
" (passive 
marker) is used to obtain action. "
被
" and "
给
" can be without objects, while "
叫
" 
and "
让
" are followed by objects. Zhao Huangai (2007) describes the syntactic 
structure of unmarked Chinese passive sentences is [Np + V], and the other is [Np + 
Na + V]. Zhao Huangai (2007) explains that [Np + V] unmarked passive sentences, if 
the subject is an inanimate noun, the word "
被
" (passive marker) cannot be added: 
if the subject is a animate noun, the word " 
被
"(passive marker) can be added. In 
structure [Np + Na + V], the word "
被
" (passive marker) can be added. Chinese 
passive sentence is one of the difficulties in learning Chinese. Foreign learners who 
learn Chinese often make mistakes in the process of learning and using the Chinese 
passive voice. Wang Zhenlai (2004) analyzed the Korean students' mistakes in the 
use of the passive voice. Wang Zhenlai stated that the main reason of these errors 
are: negative transfer of the mother tongue, and overgeneralization of foreign 
students when using the passive voice. 
In addition, Xiao, R., McEnery, T., & Qian, Y. (2006) revealed that the 
frequency of using passive sentences by foreign students is much lower than native 
Chinese, besides that foreign students use bei (
被
) is not in a passive sentence, and 
there are many types of errors in bei (
被
) sentences. From this study it was 
concluded that Chinese passive sentence is one of the difficulties in learning Chinese 
for foreign learner. Wang Juan (2007) analyzes various errors made by foreign 
students in learning Chinese passive sentences. In the study Wang Juan summarized 
passive sentence errors and divided into three categories: grammatical errors, 
semantic errors and pragmatic errors. Wang Juan revealed the source of the error in 
the study of passive sentences by foreign students was mainly due to the fact that 
foreign students did not really understand the meaning of grammar of Chinese 
passive sentences 
Mandarin passive sentences are also very difficult for Indonesian students. 
Indonesian students often make various mistakes when using Chinese passive 
sentences. Putri (2017) explains that the form of passive verb errors "
被
" (bei) and "
让
" (rang) is students cannot distinguish two passive verbs "
被
" (bei) and "
让
" 
(rang). From this research also explained the types of errors that are often made 
are the types of surface tactics errors, stacking errors, these errors reach 54%, and 
the cause of the errors is the influence of mother tongue, teaching methods that 
have not been maximized, the lack of student understanding of passive verbs "
被
"(Bei) and" 
让
"(rang), the lack of mastery of Chinese vocabulary by students, and 

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