THE PERCEPTION OF TENTH GRADE STUDENTS OF SMA N 1 KASIHAN ON THE USE OF TRANSLATION EXERCISES TO LEARN PASSIVE VOICE A THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
THE PERCEPTION OF TENTH GRADE STUDENTS OF SMA N 1 KASIHAN ON THE USE OF TRANSLATION EXERCISES TO LEARN PASSIVE VOICE A THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
By Dinar Ratnasari
Student Number: 051214086
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
THE PERCEPTION OF TENTH GRADE STUDENTS OF SMA N 1 KASIHAN ON THE USE OF TRANSLATION EXERCISES TO LEARN PASSIVE VOICE A THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
By Dinar Ratnasari
Student Number: 051214086
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
I dedicate this thesis to all people who love me
with their heart.
I love you all.
“Don’t live every day as if it were your last… Live every day as if it were your first…” -Paulo Coelho-
STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.
Yogyakarta, October 19, 2011 The Writer
Dinar Ratnasari 05 1214 086
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH
UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Dinar Ratnasari Nomor Mahasiswa : 051214086
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:
THE PERCEPTION OF TENTH GRADE STUDENTS OF SMA N 1 KASIHAN ON THE USE OF TRANSLATION EXERCISES TO LEARN PASSIVE VOICE beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis. Demikian pernyataan ini yang saya buat dengan sebenarnya. Dibuat di Yogyakarta Pada tanggal: 19 Oktober 2011 Yang menyatakan Dinar Ratnasari
ABSTRACT
Ratnasari, Dinar. 2011. The Perception of Tenth Grade Students of SMA N 1
Kasihan on the Use of Translation Exercises to Learn Passive Voice . Yogyakarta:
English Language Education Study Program, Sanata Dharma University.Grammar cannot be ignored because grammar is needed in learning English. Grammar helps learners make correct sentences. However, some problems appear during learning grammar. An example of the problems in learning grammar is passive voice mastery. The researcher had experienced in teaching grammar when the researcher conducted Practice Teaching. The researcher taught passive voice material, the students could not produce grammatically correct sentences based on the passive voice pattern. In addition, the researcher had a discussion with the teacher about the students’ passive voice mastery. The result was that many students had difficulties in learning passive voice and had unsatisfying marks in the passive voice material. Therefore, translation exercises might be used to help them learn passive voice.
This study is aimed at answering two research questions namely: (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? This research was conducted on February 24 until April 7, 2011. In conducting this research, the researcher used survey research method using a questionnaire and interview as the instruments. The participants were thirty one students of class XB of SMA N 1 Kasihan, in 2010/2011 academic years.
The students gave positive responses on using translation exercises. Translation exercises had benefits for the students. Translation exercises helped students improve their passive voice mastery. Moreover, by using translation exercises the students could learn about translating and could improve their vocabulary mastery. The students proposed to improve the types of translation exercises, to use translation exercises not only in learning passive voice but also in learning other materials of grammar, and to use translation exercises continually.
In conclusion, translation exercises could help the students in learning passive voice so they could master the material much better. As a suggestion for English teachers and students, they may not ignore grammar in learning English. Besides, for future researchers who are interested in this study, they are suggested to improve another kind of exercises that can be used for helping students master passive voice and to create an effective learning.
Keywords: perception, translation exercises, passive voice
ABSTRAK
Ratnasari, Dinar. 2011. The Perception of Tenth Grade Students of SMA N 1
Kasihan on the Use of Translation Exercises to Learn Passive Voice . Yogyakarta:
Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.Grammar tidak dapat diabaikan begitu saja karena sangat dibutuhkan
dalam pembelajaran bahasa Inggris. Grammar dapat membantu siswa untuk menyusun kalimat dengan baik dan benar. Namun, banyak persoalan muncul dalam pembelajaran grammar. Salah satu contoh masalah dalam belajar grammar adalah penguasaan kalimat pasif. Penulis pernah mendapat pengalaman mengajar
grammar ketika PPL(Program Pengalaman Lapangan). Ketika penulis
mengajarkan kalimat pasif, banyak siswa tidak dapat menyusun kalimat dengan benar sesuai dengan rumus kalimat pasif. Selain itu, penulis juga bertanya pada guru bahasa Inggris tentang penguasaan kalimat pasif. Hasilnya adalah banyak siswa yang mendapat kesulitan dalam belajar kalimat pasif dan nilai yang kurang memuaskan dalam pelajaran tersebut. Dengan demikian, latihan translation dapat digunakan untuk membantu siswa dalam belajar kalimat pasif.
Studi ini bertujuan untuk menjawab dua pertanyaan: (1) Apakah persepsi siswa terhadap penggunaan latihan translation dalam belajar kalimat pasif? (2) Apakah saran siswa terhadap penggunaan latihan translation dalam belajar kalimat pasif? Penelitian ini dilaksanakan pada tanggal 24 Februari sampai 7 April 2011. Di dalam penelitian ini, penulis menggunakan metode survei dengan menggunakan kuesioner dan wawancara sebagai instrumen penelitian. Respondennya adalah tiga puluh satu siswa kelas XB, SMA N 1 Kasihan, tahun ajaran 2010/2011.
Para siswa memberikan tanggapan yang positif tentang latihan
translation . Latihan translation memberikan banyak manfaat bagi siswa. Latihan
translation membantu siswa dalam meningkatkan penguasaan akan kalimat pasif.
Selain itu, dengan latihan translation siswa dapat belajar tentang menerjemahkan (translating) dan dapat meningkatkan penguasaan kosa kata (vocabulary). Siswa menyarankan untuk mengembangkan bentuk latihan translation, menggunakan latihan translation dalam belajar materi grammar lain, dan terus menggunakan latihan translation dalam belajar. Kesimpulannya, latihan translation dapat membantu siswa dalam mempelajari kalimat pasif sehingga mereka dapat menguasai materi dengan lebih baik. Sebagai saran untuk guru bahasa Inggris dan siswa, pembelajaran grammar jangan diabaikan. Dan untuk peneliti di masa datang yang tertarik pada studi ini, disarankan untuk mengembangkan latihan- latihan lain yang dapat digunakan untuk membantu siswa dalam menguasai kalimat pasif dan untuk menciptakan pembelajaran yang efektif.
ACKNOWLEDGEMENTS
It will be the greatest opportunity to express my thanks and appreciations to all of them who have helped and supported me to finish my duty. First and foremost, my deepest gratitude is addressed to Jesus Christ, who never leaves me alone. The greatest appreciation belongs to Made Frida Yulia, S.Pd., M.Pd., who always spent her precious time to give me feedback, solution, advice, and motivation during the completion of my thesis. Besides, I would thank her for her love and care when I got an accident. My appreciations also go to all PBI
lecturers who had taught and educated me. Then, I would like to express my
thanks to Caecilia Tutyandari, S.Pd., M.Pd., as the Head of English Language Education Study Program for her time and help, and to Ag. Hardi Prasetyo, S.Pd., M.A., who advised and motivated me to complete the thesis.
I am indebted to Drs. H. Suharja, M.Pd., the principal of SMA N 1 Kasihan, who had permitted me to conduct my research. I would also like to address my thanks to Parmilah, S.Pd., the English teacher, who had facilitated me during my research. To my research participants, all students in XB class, I would thank them for their cooperation because my thesis would not be finished without them.
My deepest love and thanks belong to Pak Timan and Bu Timan, who always support me in every single thing I do. They are the greatest parents in the younger sister, Devi Utik, for allowing me to use her laptop anytime I need it. I love them so much.
A lot of love and thanks are addressed to all friends of mine. I express my special gratefulness to Mega, Puri, Mayang, Mui c.q, Ruma, and Indro for being my sisters and brothers and helping me finish this thesis. I also give my deepest thanks to Ayiz, Koko, Rindang, Yebe, Frans, Antris, Berlin, Bunga,
Angga, Pandu, Sancrut, Putri, Molen, Taju, Rere, Imel, Shodiq, Kris, Denny, Danu, Chandra, Weni and Lolla for the love, the laugh, the funny experiences
and the endless friendship. My sincerest thanks go to Sano, who always be there for me. I would also like to give my special appreciations to Mon Ami for his wonderful patience, and to Kebo who always gives me his never ending support. Besides, I would like to personally express my gratitude to all my friends and everyone who prayed me and cared about me during my sickness.
Dinar Ratnasari
TABLE OF CONTENTS
TITLE PAGE ........................................................................................................... i APPROVAL PAGES ............................................................................................. ii PAGE OF DEDICATION ..................................................................................... iv STATEMENT OF WORK’S ORIGINALITY ........................................................ v
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK
KEPENTINGAN AKADEMIS ............................................................................... vi
ABSTRACT ......................................................................................................... vii
ABSTRAK ............................................................................................................ viii
ACKNOWLEDGEMENTS ...................................................................................ix TABLE OF CONTENTS ...................................................................................... xi LIST OF TABLE .................................................................................................. xv LIST OF FIGURES ............................................................................................ xvi LIST OF APPENDICES .................................................................................... xvii
CHAPTER I: INTRODUCTION A. Research Background .................................................................................... 1 B. Problem Formulation ..................................................................................... 5 C. Problem Limitation ........................................................................................ 5 D. Research Objectives ...................................................................................... 6 E. Research Benefits .......................................................................................... 7 F. Definition of Terms ....................................................................................... 8
1. Perception .................................................................................................. 8
4. Tenth Grade Students of Senior High School ............................................ 9
CHAPTER II: REVIEW OF RELATED LITERATURE A. Theoretical Description ............................................................................... 11
1. Perception ............................................................................................... 11
2. Suggestion ............................................................................................... 14
3. Passive Voice .......................................................................................... 15
4. Translation .............................................................................................. 18
5. Grammar Translation Method ................................................................ 21
B. Theoretical Framework ................................................................................ 22
CHAPTER III: METHODOLOGY A. Research Method ......................................................................................... 26 B. Research Participants ................................................................................... 27 C. Research Instruments ................................................................................... 28
1. Questionnaire .......................................................................................... 28
2. Interview .................................................................................................. 30
D. Data Gathering Technique ........................................................................... 31
E. Data Analysis Technique ............................................................................. 32
F. Research Procedure ..................................................................................... 33
1. Preparing the Research ............................................................................ 33
2. Collecting and Analyzing Data ............................................................... 34
3. Concluding the Results ........................................................................... 34
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION A. The Students’ Perception on the Use of Translation Exercises to Learn Passive Voice ............................................................................................... 36 B. The Students’ Opinions on their Passive Voice Learning ........................... 43
1. How the Students Learnt Passive Voice before Using Translation exercises .................................................................................................. 43
2. The Students’ Opinions on the Previous Way to Learn Passive Voice ... 43
C. The Benefits and the Students’ Problems in Using Translation Exercises to Learn Passive Voice ..................................................................................... 44
1. The Benefits of Translation Exercises to Learn Passive Voice .............. 44
2. The Students’ Problems in Using Translation Exercises to Learn Passive Voice ...................................................................................................... 45
D. The Students’ Suggestions on the Use of Translation Exercises to Learn Passive Voice ................................................................................................ 46
1. The Students’ Suggestions on the Use of Translation Exercises ............. 46
2. The Students’ Suggestions on How Good Translation Exercises Were Supposed to Be ..................................................................................... 47
3. The Students’ Suggestions to Overcome the Problems in Using Translation Exercises ............................................................................. 48
CHAPTER V: CONCLUSIONS AND SUGGESTIONS A. Conclusions ................................................................................................. 53
1. The Students’ Perception on the Use of Translation Exercises to Learn Passive Voice ........................................................................................... 51
2. The Students’ Suggestions on the Use of Translation Exercises to Learn
B. Suggestions .................................................................................................. 53
1. Suggestions for English Teachers ........................................................... 53
2. Suggestions for Students ......................................................................... 54
3. Suggestions for Future Researchers ........................................................ 54 REFERENCES ....................................................................................................... 56
LIST OF TABLE
Table 4.1 The Summarized Data of the Closed Questions .................................... 37
LIST OF FIGURES
Figure 2.1 Passive Voice (Hansard, 2004: 1) ....................................................... 16Figure 2.2 Active Voice (Hansard, 2004: 2) ........................................................ 17
LIST OF APPENDICES
Appendix 1 Permission Letters to Conduct Research (Surat Permohonan Izin
Penelitian ) ...................................................................................... 59
Appendix 2 Permission Statement Letters (Surat Keterangan Izin) .................. 63 Appendix 3 The Blueprints of the Instruments .................................................. 67 Appendix 4 The Recapitulation of the Questionnaire Results ........................... 75 Appendix 5 The Recapitulation of the Interview Results .................................. 80 Appendix 6 The Samples of the Questionnaire Results ..................................... 86 Appendix 7 The Samples of the Interview Results ........................................... 95 Appendix 8 The Samples of the Translation Exercises Worksheets ............... 102 Appendix 9 Syllabus ....................................................................................... 109
CHAPTER I INTRODUCTION This chapter provides research background, problem formulation, problem limitation, research objectives, research benefits and definition of terms. A. Research Background Recently, the more a technique of teaching skill is being improved and developed, the more a technique of grammar teaching is being ignored. Nevertheless, grammar is needed. Although there are many techniques to teach or
learn English skill, teaching or learning grammar still should exist. Grammar cannot be ignored because grammar is important in learning English.
“Grammar can be explained as a study which includes their words’ classes, inflections, functions, and their relations in a sentence” (Allen, 2003: 606). Thus, it can be concluded that grammar is rules of language which involves the classes of words, inflections, functions, and words’ relations in a sentence in order to combine words into sentences.
Therefore, grammar is essential for learning English because grammar categorizes language on the basis of speech unit parts, such as noun, verb and adjective. By knowing grammar, learners recognise how to arrange words to create meanings. Understanding and mastering grammar can also help learners
To master grammar, students have to practice grammar. Practicing grammar can help learners understand more because grammar should be learnt step by step. Learners can be aware of the way to combine words even sentences by practicing grammar. According to Maurer (2000: ix) as cited in Veniranda and Tutyandari (2008: 2), learners should learn and practice the formal rule and the structure of a language to facilitate them in mastering the language. Learners who study grammar are more able to realize how to write and combine the words to make a grammatically correct and meaningful sentence. That means grammatical errors can be reduced. The more mistakes are reduced, the better English mastery is.
Besides, English skill cannot be separated from grammar mastery because English skill should include grammar indirectly, such as in writing, in speaking, in reading or in listening. For example, grammar is important in formal writing.
Each sentence should be grammatically correct. Another example, grammar is necessary in formal communication, such as news or formal speech. On the other hand, the better grammatical sentence is used in speaking, the much better the learners will speak English. Even though communication still works without correct grammar but it is grammar which arranges and organizes the language structure so the use of appropriate grammar is recommended. Purpura (2004: ix) says, “Grammar, the structural glue, the code of language, is arguably at the heart of language use, whether this involves speaking, listening, reading or writing.” grammar. Furthermore, by understanding grammar the context of a sentence can be more identified so misunderstanding will be decreased. Thus, the use of appropriate grammar still becomes a plus point in English language mastery. Nevertheless, grammar has the most significant function when grammar is used in writing because grammar is a basic rule to create sentences.
However, many problems emerge in learning English related to grammar. It can be shown when there are many people who speak in English but they use unacceptable grammatical sentences. Another example is that students tend to face difficulties to express their aims in written. Moreover, many students have difficulties in learning grammar. Many students cannot combine sentences well.
They use incorrect grammatical sentences.
An example of the problems in learning grammar is passive voice mastery. Passive voice means to change active verb into passive verb so that the subject becomes the object (Azar, 1992: 276). It is useful in formal writing because it is often used to compose formal writing, such as scholarly paper. Thus, passive voice is important to facilitate students in writing. Besides, related to the senior high school syllabus, the grammar mastery at this level is to introduce passive voice.
In addition, the researcher had experienced to teach grammar and it was difficult for students to follow and understand the material. When the researcher taught passive voice material, the students could not produce grammatically fact when she conducted Practice Teaching. Then, she discussed the students’ passive voice mastery with the teacher. The result was that many students of grade ten faced difficulties in learning passive voice and had unsatisfying marks in passive voice material.
In this study, translation exercises are used to help students in learning passive voice because translation exercises really work in learning grammar for the English Language Education Study Program students of Sanata Dharma University as cited in Veniranda and Tutyandari (2008: 17). They explain that translation exercises can improve students’ ability in creating and combining sentences. To translate is to change a language into another language (Allen, 2003: 1495). Meanwhile, an exercise means a particular task for practice (McKean, 2003: 505). In this research, translation exercises can be described as a particular task to translate or change Indonesian language into English.
Translation exercises can facilitate students in learning passive voice because learners should think twice. First, learners should concern themselves with the words, and second, they should consider about the pattern. They will be accustomed to thinking how to combine words or sentences.
Consequently, students of SMA N 1 Kasihan were taught how to master grammar, especially passive voice by using translation exercises. The researcher wants to know the students’ perception and suggestions about the use of translation exercises to learn passive voice. That is major reason why the
B. Problem Formulation
This research is aimed to investigate two questions. The questions become the guideline of the process of the research. Those questions are:
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?
C. Problem Limitation
This research will only focus on the 1 Kasihan Senior High School students’ perception on the use of translation exercises in learning passive voice because it will help both the teacher and the students especially in passive voice and grammar mastery. The translation exercises are limited only as follow-up activity for learning passive voice. The translation exercises are used as worksheets for students. However, explaining the materials is still given for students in order to inform the knowledge about passive voice.
The students involved in this research are the tenth grade students of SMA N 1 Kasihan. As high school students, they have to be introduced to the skill about grammar since it is needed by them to help them understand or make scholarly papers in the future time. In order to improve grammar teaching strategy, the first thing to do is to find out the students’ perception. useful in formal writing, such as report or scholarly paper. Besides, passive voice is a material which is taught for tenth grade students. Based on the discussion which was done by the researcher and the teacher in SMA N 1 Kasihan before conducting this study, many students faced difficulties in learning passive voice.
One way to help them master passive voice can be through translation exercises. It can be used because translation exercises really work in learning grammar for the English Language Education Study Program students of Sanata Dharma University as cited in Veniranda and Tutyandari (2008: 17). While the researcher has an experience in using translation exercises to learn grammar, the translation exercises are so beneficial to facilitate students in learning grammar. Thus, the researcher considers using translation exercises. Translation exercises will be applied for five meetings because those exercises include passive voice of simple present, passive voice of simple past, passive voice of present progressive, passive voice of past progressive and passive voice of perfect tenses.
D. Research Objectives
The objectives of the study are:
1. To find out the students’ perception on the use of translation exercises to learn passive voice.
2. To find out the students’ suggestions on the use of translation exercises to learn passive voice.
E. Research Benefits
The researcher expects that this study will bring benefits for readers, for students, for teachers, for future researchers and thus it is expected to bring benefits to anyone who needs it.
1. For Readers
This study can inform readers about students’ perception on the use of translation exercises to learn passive voice and their suggestions on the use of translation exercises. Knowing the information, readers can use translation exercises as an alternative way to help them in learning passive voice or even learning grammar.
2. For Students
This study can be a guideline for students to improve their strategy of passive voice learning and they can use translation exercises to facilitate them not only in passive voice learning but also in learning grammar. Students are also expected not to ignore grammar in order to master English and facilitate them in formal writing.
3. For Teachers
This study gains information about students’ perception on the use of translation exercises to learn passive voice. Knowing and considering students’ perception, teachers can find their students’ needs and difficulties. Besides, this study also presents possible recommendation for future grammar learning. Thus, it
4. For Future Researchers
This study is expected to bring benefits to future researchers who want to conduct a research related to grammar. It can be a reference or source for future researchers.
F. Definition of Terms
In order to clarify the concept of the discussion presented in this research, the researcher provides the definition of terms used in this research.
1. Perception
“Perception means the ability of the mind to refer sensory information to an external object as its cause” (McKean, 2003: 1107). Perception in this thesis is the students’ opinions of something. Perception here refers to tenth grade students’ point of views about the use of translation exercises in learning passive voice. Thus, it is an argument, an idea, or what a student is thinking about the use of translation exercises to learn passive voice based on their own experiences.
2. Translation Exercises
Sinclair (2001: 535) describes exercise as an activity or a work that somebody does to help learn a particular skill. Translation exercises in this study are used to help students learn passive voice. That means the items are provided in Indonesian language that involves passive voice and then students should translate into English. The exercises are arranged from the materials which have been given by exercises can be a sentence or sentences such as interrogative sentences, or declarative sentences and those can be also a text form, such as descriptive text or narrative text. In this thesis, students will give their opinions on the use of translation exercises to learn passive voice.
3. Passive Voice
“Passive voice is a verb form or voice which is used to indicate that the grammatical subject is the object of the action or the effect of the verb” (Soukhanov, 1996: 1324). In this study passive voice means a sentence which the subject accepts the action and the subject is appeared in a "by the . . ." phrase or the subject can be omitted (Hansard, 2004). The pattern is be + V3 or subject should be followed by auxiliary or modal followed by be and then followed by past participle. In this research, the students or participants have difficulties in learning passive voice. Therefore, passive voice is given in exercises form. The exercises are in Indonesian language and should be translated by students into English.
4. Tenth Grade Students of Senior High School
Hornby (2002: 1344) describes a student as an individual who is learning in a college or school. Students who are in first year in senior high school will be regarded as tenth grade students. Tenth grade students will be introduced to passive voice based on the standard competence of senior high school. Based on the syllabus of SMA N 1 Kasihan, passive voice is one of the English materials
In this research, the tenth grade students of SMA N 1 Kasihan found the difficulties in learning passive voice. They could not apply the pattern of passive voice well. Their teacher also said that passive voice was one of the grammar problems for them because many students got unsatisfying marks in this material.
Thus, here, tenth grade students will be taught passive voice through translation exercises. They will learn passive voice by doing worksheets which consist of passive voice and translation. Then, tenth grade students should give their perception and suggestions on the use of translation exercises during their learning.
CHAPTER II
REVIEW OF RELATED LITERATURE Chapter II talks about the literature review. This chapter consists of twoparts. They are theoretical description and theoretical framework. The theoretical description is used as the relevant theory for the research itself. In addition, the theoretical framework is provided to summarize all major relevant theories connected to the research in order to solve the research problem.
A. Theoretical Description
Theoretical description discusses about perception, suggestion, passive voice, translation and grammar translation method.
1. Perception
Allen (2003: 1032) explains, “Perception refers to awareness of one’s surroundings that is produced by the operation of the senses.” Perception is related to sense and mind because McKean (2003: 1107) describes perception as mind ability in expressing or referring the information. Even Merleau-Ponty (1974: 67) says, “Our perception ended in objects and appeared as a reason for all the experiences of people.” It can be concluded that each person has different mind and sense, therefore, each individual has different perception on something. Moreover, perception forms the individual sight or point of view of actuality or
Perception also includes some steps in its process. Perception has three basic processes based on Huffman and Vernoy (1997: 97). Those basic processes are:
a. Selection “Selection is the process when someone chooses to pay attention to something and the brain controls to reform the important message and remove the rest” (Huffman and Vernoy, 1997: 98). People will ignore something because they have chosen and paid attention to a thing which might interest them.
b. Organization After selecting something or information the mind will put the information in meaningful way (Hudgetts, 1985: 88). That is called as organization. The mind organizes and arranges the information to become meaningful. Information will be useful for people, if the information is meaningful. On the other hand, Huffman and Vernoy (2000: 111) explain that organizing means to organize selecting information into pattern which can help in understanding the world. This also indicates that organization is to make information meaningful.
c. Interpretation Interpretation is the last process in perception. “In this step, after the selecting and organizing information, the brain uses that information to make decision about the external world or real pattern” (Huffman and Vernoy, 2000: 125). However, interpretation has some factors which are beneficial, such as influence the interpretation. As a result, each person has different perception because the factors that influence the interpretation of each person are not similar.
In addition, Robbins (2005: 135) classifies three factors which affect the individual perception. They are the perceiver, the object or target and the situation where the perception is made.
a. Perceiver Personal characteristics are related to perception because the characteristics can control the individual perception. Those characteristics consist of personality, attitudes, motives, interests, experiences and expectations. Someone who does not have an interest in something, he or she tends to give negative perception because he or she is not interested. When someone does not like learning English, she or he may think that English is difficult to be learnt. Another example is when someone sees a shadow of another person in a dark room (Huffman and Vernoy, 2000: 126). He or she will interpret something based on his or her expectations. He or she may have perception that the shadow is a thief or a beloved couple or anything according the expectations.
b. Object or Target The target characteristics can also give influence to individual perception.
The characteristics of target include sounds, motion, size, proximity, similarity, and background. A person will notice something which produces louder sounds and people tend to classify similar things in one group. c. Situation Situation has an effect on perception. Factors that include in the situation are time, work setting and social setting. Although the perceiver or target does not change but the situation is different, it can influence someone’s perception. In other words, environment has a role in influencing perception and then it will affect individual behavior.
2. Suggestion
Suggestion means an idea which is mentioned to think about and it can be a reason to assume that something is right (Hornby, 2002: 1353). Thus, individual’s suggestion is based on his or her thought of something. Besides, Procter (1996: 1457) describes suggestion as an idea or action which should be considered by other people. It can be said that suggestion might be an idea for another person. Suggestion can affect mind, feeling and attitude or behavior of other people because other people may be influenced by the suggestion which is given to them. According to Brown (1928) as cited in Langdon-Down (2009), suggestion is used to show a general influence on the mind, other than that logical argument. For example, students are influenced logically when they are taught to learn passive voice step by step, but they can be influenced illogically by attitude towards the teacher, by their opinions on life or by situation or condition around. Langdon-Down (2009) considers illogical influence as an influence by suggestion.
However, a person may be influenced without recognizing that he or she is bad previous experience which is repeated, it will be brought back to the mind. Thus, suggestion can be considered based on the experiences.
In this study, suggestion refers to students’ ideas of using translation exercises to learn passive voice. The suggestions will be helpful in improving the technique of using translation. The suggestions of the students on the use of translation exercises are beneficial to solve the research problem because those suggestions can answer the second research question.
3. Passive Voice
Passive voice is a part of the grammar materials. According to McKean (2003: 1090), passive voice means selecting the voice in which the subject undergoes the verb action. Besides, Soukhanov (1996: 1324) explains passive voice as a verb form or voice which is used to indicate that the grammatical subject is the object of the action. Thus, subject who acts in a sentence will be an object in passive voice. According to Azar (1992: 276), in passive voice, the object of active verb becomes the subject of the passive verb and only transitive verbs are used. Transitive means verbs which are followed by object.
In the simple way, the pattern of passive voice is be + V3. It means the subject could be followed by be auxiliary or modal auxiliary which is added with
be , and then followed by past participle. There are some forms of passive voice.
Those forms are:
a. Subject +am/is/are+V3 → simple present d. Subject +was/were+V3 → simple past
e. Subject +was/were+being+V3 → past progressive
f. Subject +had+been+V3 → past perfect
g. Subject +will+be+V3 → simple future
h. Subject +am/is/are going to be+V3 → be going to i. Subject + will+have+been+V3 (is very rarely used)
→ future perfect j. Subject + will/would/can/could/must/had to/shall/should/may/might/ought to+be+V3
→ passive voice of modals The passive voice uses past participle, so there are irregular verbs and
regular verbs . Regular verbs just need additional –ed or –d such as studied, loved,
expected or helped. However, it needs memorizing for irregular verbs because irregular verbs are more complex and complicated than regular verbs.
In summary, these figures which were created by Hansard (2004) can facilitate learners to reach better understanding of passive voice.
( passive-simple past,-irregular) ( passive-simple future)
(passive-present perfect) (
Subject performing action has been omitted.)
(active-simple past,-irregular)
( active-simple future)
(active-present perfect) (active-simple present)
Figure 2.2 Active Voice (Hansard, 2004: 2) Passive voice is often used in formal writing such as report or essay.Although the construction of the sentence is different from active voice, both passive and active have similar meaning. Passive voice does not change the purpose of the sentence. Related to Figure 2.1 and Figure 2.2, they have the same idea.
[1] “The boy was bitten by the dog” [2] “The dog bit the boy”
Two sentences above show that it was the dog which bit the boy and the boy was the victim because he was bitten. The first sentence and the second sentence do not describe that it was the boy who did bite.
[3] “Research will be presented by Pooja at the conference” [4] “Pooja will present her research at the conference”
Both of those sentences mean that it is Pooja who will present the research. The sentence [4], the object is “research” and “Pooja” is a subject who acts or will do something. However, the aim of those sentences is the same.
[5] “Experiments have been conducted to test the hypothesis” [6] “Scientists have conducted experiments to test the hypothesis”
In sentence [5], the agent with “by” can be omitted because the subject in an active form is a vague pronoun or noun. In that case, “scientists” tends to be a vague noun so it is not expressed.
4. Translation
Translation is always included in each skill of English because in teaching learning there is always translation directly or indirectly. Bell (1991: 5) says, “Translation is the expression in another language (or target language) of what had been expressed in another, source language, preserving semantic and stylistic, equivalences.” However, in simple way translation can be concluded as a process of changing one language into another language.
Duff (1992: 10) specifies the general principles of translation; they are:
a. Meaning Translation should have the same meaning of the original text. The meaning cannot be changed although the way in expressing the idea is different.
The same meaning should be revealed accurately.
b. Form The words and ideas order should be appropriate with the original text. c. Register Register here means to consider about the level of formality. In translating, formal and informal expression should be differentiated. For example, informal expression cannot be used in formal speaking or legal documents writing.
d. Source Language Influence Translation should be as natural as possible. It means that the translation should be clear and it should have closed meaning to second language meaning.
Thus, considering about second language culture is necessary.
e. Style and Clarity The style of the original text should not be changed. Nevertheless, a translator may reduce or correct the words or sentences if there are many monotonous repetitions in the text.
f. Idiom If there are untranslatable idioms, those kinds of idioms should not force to translate into second language. Using equivalent meaning or inverted commas is suggested.
Furthermore, there are some reasons for using translation in the classroom based on Duff (1992: 6). They are: a. Influence of the Mother Tongue
Translation can facilitate students to know both of their own language and foreign language. Students can consider about the influence of a language on b. Naturalness of the Activity Translation is a natural activity. It can be used in many activities every time. It can be on all of time in bank, office, hospital so it may be applied in classroom with the students (Duff, 1992: 6).
c. The Skill Aspect Language includes skill of speaking and writing. Thus, translation can be an appropriate way to practice those skills because the definition of language is how people interact to others. Communication can be written or spoken form and translation is necessary to help in communication. In other words, translation can help students to communicate in foreign language.
d. The Reality of Language Language is relevant to translation of both writing and speaking.
Translation is not only all about literature or textbooks because it includes a lot of scope. The aim is to inform and give knowledge to the students about the whole language because translation is included in a lot of fields.