48 Besides, some students stated that it would be better to provide glossary in
the worksheets so they could know the new words and the exercises could be completed easily because there had been notes about difficult words. The students
did not need to open their dictionaries because there was a note about new words in the worksheets. Thus, it would facilitate them and save their time.
There were three students who gave suggestion that the vocabularies which were used should be more difficult so they could improve their vocabulary
mastery. However, they stated that translation exercises should be given in their grammar learning because if translation exercises were always used, it would
improve the grammar mastery and English ability of the students. The more the students practiced the translation exercises, the more they could master the
materials.
3. The Students’ Suggestions to Overcome the Problems in Using Translation Exercises
The problems here referred to the difficulties that were found when the students used translation exercises in learning passive voice. Their problems
included vocabulary mastery, the use of be auxiliary, the use of past participles and word’s order. To overcome their difficulties in vocabulary mastery, the
students always used dictionaries. The students opened their dictionaries when they had Indonesian words that they did not know the English equivalent of the
words. However, some students preferred to ask the teacher because it was quicker. They did not need to spend much time to consult their dictionaries. They
only asked the teacher about difficult vocabulary and then they would find out the
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49 answer. In addition, they also tried to memorize the new words to improve their
vocabulary. When the students had problems in the use of be auxiliary, the use of past
participles and word’s order, they would discuss the problems together. If they could not solve their problem, they would ask the teacher to find the answers. To
solve their problems in irregular verbs, the students memorized the verbs but they also asked the teacher if they failed to remember about past participles V3. On
the other hand, there were few students who decided to open their books or their note because they liked to solve their problem themselves.
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50
CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter consists of two parts. The first part is the conclusion of this study. The second part of this chapter is suggestions for teachers, students and
future researchers.
A. Conclusions
This study was conducted to obtain the opinions of tenth grade students of SMA Negeri 1 Kasihan about the use of translation exercises in learning passive
voice. In this study, the researcher formulated two problems. Those were 1 What are the students’ perception on the use of translation exercises to learn passive
voice? 2 What are the students’ suggestions on the use of translation exercises to learn passive voice?
In order to answer the research questions, the researcher used a questionnaire and interview. Before distributing the questionnaire and conducting
the interview, the researcher gave the translation exercises as worksheets to the teacher to apply those exercises in learning passive voice. At the end of the
courses, the students gave their perception and suggestions on the use of translation exercises to learn passive voice.
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