The perception of tenth grade students of SMA N 1 Kasihan on the use of translation exercises to learn passive voice.

   

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 FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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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 FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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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…”

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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

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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

vii 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.

viii 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.

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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 world who give their daughters the best unconditional love. I also thank my

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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.

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TABLE OF CONTENTS

TITLE PAGE ... i

APPROVAL PAGES ... ii

PAGE OF DEDICATION ... iv

STATEMENT OF WORK’S ORIGINALITY ... v

LEMBAR PERNYATAANPERSETUJUAN 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

2. Translation Exercises ... 8

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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

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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

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B. Suggestions ... 53

1. Suggestions for English Teachers ... 53

2. Suggestions for Students ... 54

3. Suggestions for Future Researchers ... 54

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LIST OF TABLE

xvi

LIST OF FIGURES

Figure 2.1 Passive Voice (Hansard, 2004: 1) ... 16 Figure 2.2 Active Voice (Hansard, 2004: 2) ... 17

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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

1 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 avoid the incorrect sentences or even misunderstanding.

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.” That means grammar has a beneficial role in gaining English skill, such as writing, speaking, reading or even listening, thus, it is important to master

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 correct sentences based on the passive voice pattern. They knew the passive voice pattern but they faced difficulty in applying the pattern. The researcher found that

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 researcher conducts a research concerning these phenomena.

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.

Following their syllabus, the grammar mastery at this level is introduction of passive voice. Pasive voice is important to be learnt because passive voice is

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 can also be resource for teachers to improve their teaching technique to meet students’ needs.

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 the teacher. Thus, it is a kind of exercise that is given by a teacher to teach grammar and to measure whether students can grab the point and understand. The

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 that should be taught to tenth grade students. Besides, the learning objective in the syllabus of SMA N 1 Kasihan is students are able to use passive voice.

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.

11 CHAPTER II

REVIEW OF RELATED LITERATURE

Chapter II talks about the literature review. This chapter consists of two

parts. 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

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

being influenced because suggestion is also connected to the experiences. An

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

b. Subject +am/is/are+being+V3 → present progressive c. Subject +has/have+been+V3 → present perfect

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.)

(passive-simple present)

(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

difference of those sentences is in the structure of the words because sentence [3]

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.

Form is very considerable to translate important and formal documents, such as

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

another language so they can correct unnoticed errors. They will realize the

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.

Translation in this case is considered as a way in teaching grammar. In this

study, translation is one alternative in helping students learn grammar, especially

passive voice. Translation exercises in learning passive voice consist of exercises

in Indonesian terms that involve passive voice material and then the students

translate them into English. Therefore, students can learn both passive voice and

5. Grammar Translation Method

Grammar translation method is not a new method. It was often used in 19th

century. However, this method can still be used in teaching learning process.

Larsen-Freeman (2000: 11) explains, “By studying grammar of target language,

students would be more common with grammar of their native language in order

to help students speak and write the native language.” Grammar translation

method is used to facilitate students to read and appreciate foreign language

literature (Tuck, 1998). There are some techniques of grammar translation method

according to Larsen-Freeman (2000: 19). They are:

a. Translation of a Literary Passage

This technique is focused on grammar and vocabulary. Students translate a

reading passage from another language into their own language. The translation

can be written or spoken.

b. Reading Comprehension Questions

This technique often provides three groups of questions. The first group of

questions asks the information that is contained in the reading passage. The

second group, students should really understand the aim of the reading passage

because the students have to answer to the questions that have implicit meaning in

the reading passage. The last group asks students to connect the passage to their

daily life context.

c. Antonyms or Synonyms

In this technique, the teachers ask students or give exercises to find either

d. Cognates

Students learn about cognates by learning spelling and they also memorize

words which seem cognates but the meaning in target language is different from

the meaning in native language.

e. Deductive Application

Grammar rules are offered by giving examples. If students understand the

rule, they are asked to apply the rule to different examples.

f. The Use of Fill-in-the-Blanks

Students are asked to fill the missing words in the blanks with new

vocabulary or a particular grammar type such as verb or preposition.

g. Memorization

Students have to memorize lists of target language words and their

equivalences in native language.

h. The Use of Words in Sentences

Students make sentences and they should use new vocabulary. New

vocabulary is beneficial to be introduced in this technique.

i. Composition

Students are asked to write a certain topic in the target language. They

should compose writing in another language.

B. Theoretical Framework

Theoretical framework discusses theories which are applied to answer the

basic theory in order to be authentic. The researcher uses the perception theory to

answer the first research question. The processes of perception are selecting,

organizing and interpreting. Perception here is the students’ views of the use of

translation exercises in learning passive voice. Therefore, students will select,

organize and then interpret the use of translation exercises based on their own

experiences in learning passive voice. However, there are some factors which

should be considered because in this study those factors influence the students’

perception. Those factors are perceiver, target and situation.

Suggestion means to guide the mind, feeling or behavior of another

person. Suggestion is also connected to effect of the mind. In this study,

suggestion refers to the influence of the students’ mind on the use of translation

exercises. Students should give suggestions on the use of translation exercises in

learning passive voice. They suggest about the use of translation exercises related

to their ideas and experiences. This suggestion theory helps researcher find out the

answer to the second research question.

To conduct this research, understanding about what the important things in

this study is very significant. Thus, this study is also related to passive voice,

translation exercises and grammar translation method. Those theories are

beneficial in preparing material and conducting the research. Theory of passive

voice and translation are needed in providing and applying translation exercises.

The researcher should master passive voice, regular and irregular verbs.

To prepare the exercises, passive voice theory is necessary. Using theory of

passive voice pattern and even regular or irregular verbs. For example, the pattern

of simple present in passive is subject + be + past participle and the verb should be considered to be either regular or irregular verb. Those can be helpful for the researcher in conducting this study. Besides, how students master passive voice

can help them answer the question about students’ perception on the use of

translation exercises to learn passive voice. Passive voice is given in the form of

translation exercises, besides explanation.

In addition, translation theory is also required. Bell (1991: 5) says that

translation is the expression in another language. The theory of translation helps

the researcher understand the general principle of translation such as meaning,

form, register, source language influence, style and clarity, and idiom. Thus, the

problem in preparing exercises can be solved because the basis of translation has

been known. Translation theory can also facilitate the researcher in correcting the

exercises. Moreover, according Duff (1992: 6), translation can be applied in the

classroom because there are some reasons, such as influence of the mother tongue,

naturalness of the activity, the skill aspect, and the reality of language. In this

study, the students are expected to give their perception and suggestions on the

use of translation exercises in learning passive voice.

On the other hand, grammar translation method is the old method that can

still be applied to learn other languages. In this study, grammar translation method

can support in the application of translation exercises because it can be said that

translation exercise is a part of grammar translation method. Grammar translation

represent grammar since passive voice is included as one of grammar materials.

There are some techniques in grammar translation method that are connected to

this study, for example, translation of a literary passage, deductive application,

using words in sentence, antonyms or synonyms, and composition. It can be said

that the use of translation exercises can be included as one of some techniques in

the grammar translation method. However, the focus of this study is on using

26 CHAPTER III METHODOLOGY

This chapter provides the methodology which was used to solve the research problems in Chapter I. The discussion in this chapter includes research method, research participants, research instruments, data gathering technique, data analysis technique, and research procedure.

A. Research Method

In this study, the researcher employed survey research as the methodology. “Survey research is research for measuring attitudes, opinion or achievements of any number of variables in natural setting” (Wiersma, 1995: 169). Besides, Borg and Gall (1983: 403) explain that survey is often used simply in gaining information, such as the percentage but it can also be applied to investigate the connection between different variables. It can be said that survey is used to gain or describe the point of view or perception, attitudes, even characteristics of an individual based on their own experiences.

A questionnaire and interview are two examples of instruments in survey research. Thus, the researcher used both instruments of survey. Both of those instruments were used to answer the research questions about the students’ perception and suggestions on the use of translation exercises to learn passive voice.

B. Research Participants

The participants were grade ten students of SMA N 1 Kasihan, Bantul. Since the participants were still considered too large and based on the discussion with the teacher, the researcher decided to use XB as the samples. The samples were from class XB of SMA N 1 Kasihan, in 2010/2011 academic years. The samples consisted of thirty one students. The students of XB class had similar capability in learning English. Their abilities were more or less the same in learning English so there was no significant ability differences between clever students and average students. Moreover, based on the discussion with the teacher, they had difficulties in learning passive voice. Thus, XB students were chosen as the samples. In this study, the students as the samples were given translation exercises for five meetings and also questionnaire in the last meeting. They were expected to be able to give their opinions in order to collect the data.

The research was conducted in SMA Negeri 1 Kasihan on February 24 until April 7, 2011. SMA Negeri 1 Kasihan is located on Jl. Bugisan Km. 5, Yogyakarta. This school is one of the favorite schools in Bantul because this school is one of the International schools. As an International school, this school gives more attention in teaching and learning English so the students are expected to be able to master English. Moreover, all of students and teachers are expected to use English in all teaching learning process. Therefore, mastering English is important for the students and the teachers in this school.

C. Research Instruments

This research used two instruments in order to gain the information. The instruments were questionnaire and interview guide.

1. Questionnaire

Trochim (2006) explains that a questionnaire tends to be an instrument which uses paper and pencil in its implementation. That means a questionnaire allows respondents to answer the questions by writing their opinions or choosing the provided options. In addition, questionnaire is used to gain information which is real and accurate. Thus, factual result can be achieved. It can be said that a questionnaire is a useful instrument which is used to collect real data. Many researches apply questionnaire to gain information or data.

In this study, the questionnaire was divided into two types of questions; they were the closed questions and the open questions. The closed questions tend to be short and quick for researchers and respondents because it does not spend much time to be completed by respondents or to be analyzed by researchers. The closed questions facilitate the respondents by providing the options or alternative answers. On the other hand, Bes and Kahn (1986: 167) explain that the open questions are free responses. Hadi (2000: 179) states that closed questions let respondents give their opinions widely. That means the respondents can answer by writing their own answers and they are free to share what they are thinking about.

The researcher used both closed and open questions of questionnaire. It was aimed to compile detailed and accurate information. The questionnaire used

Indonesian language in order to avoid the students’ confusion and to facilitate the students in answering the questions in the questionnaire. The questionnaire was given to all students of XB in the last meeting which was on 7th of April 2011. The questionnaire was distributed to the students and then the students answered the questions in the questionnaire forms.

There were part A and part B for the closed questions. Part A questioned about the students’ perception on the use of translation exercises in learning passive voice and part B asked about the students’ perception on the influence of the use of translation exercises in learning passive voice. Both part A and part B consisted of two aspects. There were four questions for each aspect. Thus, there were sixteen questions for the closed questions.

Similar to the closed questions, there were also part A and part B for open questions. Part A asked about the students’ ideas on the use of translation exercises in learning passive Voice. Part A had two aspects and there were two questions for each aspect. Part B questioned about the students’ suggestions on the use of translation exercises in learning passive voice. There were two aspects which were questioned in part B. Each aspect included two questions. Therefore, open questions had eight questions.

In general, the closed questions aimed to gain information about the students’ perception on the use of translation exercises to learn passive voice in order to answer the first research question. The questions asked about the use of translation exercises, the difficulties in using translation exercises, the influence of translation exercises on passive voice mastery and other benefits of using

translation exercises. Besides, the open questions wanted to obtain the students’ suggestions on the use of translation exercises to find out the answer to the second research question.

2. Interview

An interview is conducted by asking questions to respondents directly (Trochim, 2006). Thus, the interview should be based on the respondents’ statements because the researchers interview or ask the questions to the respondents. Interview is done by asking directly to the respondents so it needs much time to be conducted. Moreover, the researcher should make schedule and set the time with the respondents to have interview so that the interview can be comfortable for both interviewer and respondents (Wiersma, 1995: 199).

Ary, Jacobs, and Razavieh (1990: 418) show that interview is almost similar to questionnaire because there are two types of questions; they are closed and open questions. They also explain that closed questions give respondents several options as the answer and open questions are more flexible because the respondents can answer the questions freely. However, a researcher can use both of those types in one interview.

In this study, the researcher used open questions for conducting interview in order to gain more information because the respondents could explain their reasons and their explanation widely and clearly. The interview was used to reveal and dig up information which could not be obtained through questionnaire. There were also part A and B in the interview. Part A asked about the students’ perception on the use of translation exercises in learning passive voice. Part A was

divided into two aspects and there were four questions in part A. On the other hand, part B questioned aboutthe students’ perception on the influence of the use of translation exercises in learning passive voice. There were also two aspects in part B. Each aspect had four questions. Thus, the interview consisted of sixteen questions.

The interview was conducted by asking the students in face to face talks in Indonesian language. It was aimed to gain deeper information about students’ perception on the use of translation exercises to learn passive voice personally. The researcher chose ten students as the samples. Based on the discussion with the teacher, ten students had represented as the samples for the interview. The students were interviewed one by one in order to obtain more factual data. The interview was conducted after distributing questionnaire was done.

D. Data Gathering Technique

To collect the data about students’ perception and suggestions on the use of translation exercises to learn passive voice, the questionnaire was used. Before, the researcher distributed the questionnaire, the teacher applied translation exercises for five meetings. The first meeting was on February 24, 2011. Next, the second meeting was on March 3, 2011. The third meeting was on March 24, 2011. The fourth meeting was on March 31, and then the last meeting was on April 7, 2011.

Questionnaire was given in the last meeting and distributed to all students of XB class. The questionnaire forms were completed by the students through

answering the questions. At the same time, the questionnaire forms were collected by the researcher and then the questionnaire would be analyzed. Based on the students’ answers, the researcher could consider the students’ perception on the use of translation exercises based on their experiences.

Besides, interview was also held to gather the data about students’ perception. The researcher asked some students about their opinions after distributing questionnaire. The students were asked or interviewed at different time in order to clarify unclear answer. The interview was conducted by asking each of them. The researcher asked questions to the students and the students answered based on their own experiences. Then, the researcher wrote their statements by drawing a conclusion on what the students had said.

E. Data Analysis Technique

The researcher analyzed the data after data was completed. The data had to be analyzed to reach the factual information. The researcher used two ways to analyze the questionnaire because the questionnaire was the combination of closed questions and open questions. As the questionnaire was combination of two questionnaire’s types of questions, the analysis was differentiated for each type of questions.

The questionnaire items which used closed questions consisted of sixteen questions or statements. In analyzing this data, the researcher used percentage (%) to calculate the students’ responses. The number of students who chose an option were divided by the number of all students and multiplied by one hundred percent.

It can be showed as follows.

n

N

Note:

n = total number of students who chose an option N = total number of students

In addition, there were eight questions for open questions. The researcher used description to analyze the answers to each question in the questionnaire. In those items, the students’ explanations were beneficial to describe their opinions more clearly. To analyze, the researcher interpreted the students’ answers.

Besides, there were sixteen questions for interviewing the participants. The researcher interpreted the respondents’ answers in analyzing the data. Then, the researcher used explanation to describe the respondents’ answers.

F. Research Procedure

In this study, the researcher divided the procedure into three main steps. To conduct this study, the steps of research procedure were:

1. Preparing the Research

The preparation was started by discussing with the teacher to identify the students’ difficulties about passive voice. The next step was preparing translation exercises as worksheets for five meetings based on the passive voice forms which would be taught. Besides, the researcher prepared the research instruments. The

instruments were a questionnaire and interview. After the initial preparation was done, the researcher asked permission to conduct the research. The researcher gave the permission letters to the Governor of Yogyakarta (Gubernur Daerah Istimewa Yogyakarta) and to the regional government of Bantul (Dinas Kabupaten Bantul). Then, the researcher asked permission to the principal of SMA N 1 Kasihan.

2. Collecting and Analyzing Data

To gather the data, the teacher’s help was really needed. She applied the translation exercises in the classroom during learning passive voice for five meetings. In the last meeting, the questionnaire forms were distributed to all respondents and then the students collected to the researcher after the questionnaire forms were completed. Besides, the interview was also done to gain the data. The interview was conducted after distributing the questionnaire was done. After the expected data was collected, the researcher analyzed the information. She examined and investigated the students’ statements and opinions to gain the needed data through questionnaire and interview. She counted and interpreted the data.

3. Concluding the Results

The results could be known from the data analysis. The analysis showed the students’ perception and suggestions. Then, the researcher concluded what the result was based on the data which was collected. The conclusions were the perception and suggestions of the tenth grade students of SMA N 1 Kasihan on the use of translation exercises to learn passive voice. Then, the researcher

discussed and reported the result so the thesis could be completed. Finally, the researcher could finish the thesis.

36   

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter describes the result of the study. In general, this part talks about the students’ perception and suggestions on the use of translation exercises to learn passive voice.

A. The Students’ Perception on the Use of Translation Exercises to Learn Passive Voice

The closed questions of the questionnaire asked about the students’ perception or opinions. In this part, the students were expected to share their perception on the use of translations exercises by choosing strongly agree, agree, disagree, or strongly disagree options. The closed questions consisted of sixteen statements. Furthermore, the summarized data of the closed questions of the questionnaire is presented in Table 4.1.

Table 4.1 showed the number of the students who selected strongly agree

or agree or disagree or strongly disagree options. The first column was the statement number of questions which were asked in the questionnaire form. There were four columns for four options (strongly agree, agree, disagree, or strongly disagree) in Table 4.1. For each option, there were two columns. The first column was the total number of the students who chose certain option. The second column was the total number of the students who chose certain option in percentage (%).

 

Table 4.1 The Summarized Data of the Closed Questions Statement

No

Strongly Agree

Agree Disagree Strongly

Disagree

Total % Total % Total % Total %

1 12 38.71 19 61.29 0 0 0 0 2 9 29.03 22 70.97 0 0 0 0 3 13 41.94 18 58.06 0 0 0 0

4 7 22.58 24 77.42 0 0 0 0

5 0 0 15 48.39 15 48.39 1 3.23

6 1 3.23 19 61.29 9 29.03 2 6.45

7 3 9.68 19 61.29 9 29.03 0 0

8 0 0 10 32.26 17 54.84 4 12.90

9 13 41.94 18 58.06 0 0 0 0 10 13 41.94 18 58.06 0 0 0 0 11 16 51.61 14 45.16 1 3.23 0 0 12 0 0 2 6.45 22 70.97 7 22.58

13 13 41.94 17 54.84 1 3.23 0 0

14 15 48.39 16 51.61 0 0 0 0 15 12 38.71 19 61.29 0 0 0 0

16 11 35.48 19 61.29 1 3.23 0 0

The first four statements talked about the use of translation exercises. Many students (61.29%) agreed that they liked using translation exercises. There were twenty two students (70.97%) who agreed that translation exercises were easy to be practiced. The third statement was about whether translation exercises could be an alternative technique to learn passive voice and there were eighteen students (58.06%) who chose agree options. Next, twenty four students (77.42%) agreed that they preferred to use translation exercises in learning passive voice.

The second four statements (no. 5-8) were about the difficulties of using translation exercises. Thirty students (96.78%) chose agree and disagree options that they had difficulties to translate words into a sentence. There were nineteen students (61.29%) who agreed that their vocabulary mastery was poor and they also found a problem in grammar when they translated a sentence. The following

 

statement was to ask whether the students spent much time to open dictionaries during the use of translation exercises to learn passive voice. Connected with that statement, twenty one students (67.74%) preferred disagree and strongly disagree

options.

Statements no. 9-12 showed the students’ perception on the influence of the use of translation exercises in learning passive voice. There were eighteen students (58.06 %) who agreed that translation exercises helped them in practicing the passive voice and translation exercises also facilitated them to change active sentences into passive sentences. The next statement talked whether the students’ understanding of passive voice increased. Related to that statement, there were thirty students (96.77%) who selected strongly agree and agree options. Next, there were twenty two students (70.97%) who disagreed that translation exercises made them confused in learning passive voice.

The last four statements were asking about other benefits of translation exercises. Seventeen students (54.84%) agreed that translation helped students improve their vocabulary. There were sixteen students (51.61%) who agreed that translation exercises helped them learn to translate. Then, nineteen students (61.29%) agreed that translation exercises were helpful in applying the grammar pattern into sentences and could be used to learn both passive voice and other materials of grammar.

Table 4.1 explains the result of the research that many students had positive responses about the use of translation exercises to learn passive voice. The students gave their opinions that translation exercises could be used to help

 

them in learning grammar. According to the students, translation exercises might be used to learn other grammar materials. Thus, translation exercises could facilitate them to master not only passive voice but also other grammar materials. Besides, translation exercises could improve the students’ vocabulary mastery. In conclusion, the students’ perception proved that the use of translation exercises brought about benefits and positive effects to them.

Based on the interview, there were ten students who said that they practiced translation exercises because translation exercises were easy. They thought that translation exercises were fun and easy to be remembered. Three students told that translation exercises could also support in grammar and vocabulary mastery. Besides, there was a student who said that translation exercises used daily life language so it helped students to understand more. There was another student who stated that he could learn both grammar and vocabulary at the same time. In addition, another student stated that translation exercises were an appropriate method in learning passive voice. All students said that translation exercises could be an alternative way to learn passive voice because translation exercises facilitated them not only in learning passive voice but also in learning grammar, vocabulary and translation. The students could study more in translating a language into another language. Thus, those were the reasons why the students used translation exercises to learn passive voice. Moreover, all students preferred to use translation exercises because of those reasons.

Meanwhile, all students who were interviewed had some problems in using translation exercises. Their problems were vocabulary mastery, the use of be

 

auxiliary, the use of past participles and word’s order. The problem in vocabulary mastery was their vocabulary mastery was poor. Many students only knew vocabularies which were often being used. They were not really familiar with new words so they felt difficult to memorize words which were rarely used. Further, there were some problems in translating. Some students said that it was difficult because their vocabulary mastery was not good enough. The students also found difficulties in memorizing past participles and putting be auxiliary. On the other hand, there were six students who found difficulties in arranging words into sentences. Five of those students translated a sentence in word by word way and they did not consider the meaning of the sentence so they could not arrange the words well. Thus, the sentences would be not natural because they had problem in word’s order. Besides, some students also had a problem about diction. They did not use vocabulary properly in translating so there would be mistakes in the sentence that was being translated. Since many students had problem in vocabulary, they always used dictionaries. They would consult the dictionaries when they did not know the meaning of the words in English.

Translation exercises helped all students in mastering passive voice because they could realize the concept of passive voice. That meant the students could identify the pattern and apply the pattern into sentences. Translation exercises were simple and not difficult to be learnt. By doing a lot of translation exercises to learn passive voice, the students might be familiar with the pattern.

Translation exercises also facilitated the students to change active sentences into passive sentences because the students could compare and consider

 

two different patterns. Sentences in translation exercises were clear because active and passive voice used different verbs so it was not really difficult to change active into passive voice. By using translation exercises, the students could apply the passive voice pattern well because they had known to consider active and passive voice although some students sometimes forgot about be auxiliary. Besides, translation exercises were helpful and easy to classify the concept of passive voice.

Therefore, all students thought that their passive voice mastery increased after they practiced using translation exercises because they could understand the material better. They were able to identify the pattern of passive voice. A student said that formerly he was confused between active and passive voice and after he used translation exercises, he did not get confused anymore. Another student stated that he could differentiate when be or verb was used in passive voice. Besides, translation exercises could help the students in learning grammar and vocabulary. Thus, it could be concluded that translation exercises improved the students’ mastery of passive voice.

In addition, their vocabulary mastery increased because they also learnt many new words indirectly while they practiced translation exercises. To translate the sentences which were given as exercises, students should know many words in English so they had to learn vocabulary. The more they learnt using translation exercises, the more they also improved their vocabulary mastery. Besides, a student said that he could identify dictions and recognize the context or meaning of a sentence.

 

Certainly, translation exercises had a big role in learning translation. The students practiced translation exercises meant that they learnt translating. Some students stated that translation exercises improved vocabulary mastery so it would be helpful in translating sentences. Besides, many students said that passive voice was a part of grammar. Consequently, translation exercises could also help the students in applying grammar pattern into correct sentences. If translation exercises could facilitate them in applying passive voice pattern, translation exercises would also help them apply grammar pattern. Translation exercises could be practiced and applied in learning grammar. Thus, it could be said that translation exercises were able to help students comprehend not only passive voice but also other materials of grammar.

In conclusion, all students would prefer to use translation exercises because translation exercises gave many benefits to them. The students could identify passive voice material so they could master that material better. Moreover, translation exercises could be implemented in learning grammar which consisted of many patterns or formulas of grammar, such as tenses or other grammar materials, therefore, translation exercises were expected to help the students in mastering grammar. Further, translation exercises supported the students in improving vocabulary and translating sentences.

 

B. The Students’ Opinions on their Passive Voice Learning

1. How the Students Learnt Passive Voice before Using Translation Exercises Basically, the ways to learn passive voice were more or less the same for each student. Most students were accustomed to listening to their teacher explanation. The teacher explained the pattern of passive voice and gave them the examples. Then, the students should note down the material in their books. Besides, they did their tasks about passive voice but the tasks did not involve translation. There was a student who was helped by her mother to learn passive voice because her mother was an English teacher. However, there were three students who had been introduced about translation exercises by their teacher to learn grammar since they were in junior high school so they were not confused in using translation exercises in learning passive voice. To understand more about passive voice, the students also read books as the references and memorized the pattern of passive voice. Thus, it can be stated that translation exercises had not been used yet to learn passive voice in their class although some students had been introduced to use translation exercises.

2. The Students’ Opinions on the Previous Way to Learn Passive Voice

The previous way here was the way how the students learnt before they used translation exercises. Most students thought that they still could not understand what they learnt because they still had difficulties. The students felt that they did not enjoy their learning because they were bored. They were still confused so it was difficult for them to understand the material well. They needed a way that was interesting, fun and easy to facilitate them in learning passive

 

voice. An appropriate way to learn passive voice would help the students master that material. However, there were three students who did not mind to use the previous way in learning passive voice because their previous way was the same as translation exercises.

C. The Benefits and the Students’ Problems in Using Translation Exercises to Learn Passive Voice

1. The Benefits of Translation Exercises to Learn Passive Voice

All students stated that translation exercises made them easier to learn passive voice. According to the students, translation exercises were really helpful. They thought that translation exercises were easier than their previous way to learn passive voice. They could identify the passive voice pattern, could apply the passive voice pattern into sentences and they could arrange word by word into correct sentences. Thus, they could understand the material better. Besides, they learnt translation as well. The students could be accustomed to translating sentences. By translating, they also could comprehend more quickly about the material and their vocabulary mastery increased because there were new vocabularies in these exercises. The students found and learnt new vocabularies so they could improve their vocabulary mastery. However, the students said that they should practice to use translation exercises continually so that they could master passive voice well.

 

2. The Students’ Problems in Using Translation Exercises to Learn Passive Voice

In general the problems in using translation exercises were vocabulary mastery, the use of be auxiliary, the use of past participles and word’s order. Most students had the same problem that their vocabulary mastery was not good enough. Thus, they could not translate the sentences well because they did not really master English vocabulary. It would be difficult to translate because the students did not master the vocabulary well. Meanwhile, the vocabulary mastery was very significant in translation.

Other problems were that the students sometimes forgot about be auxiliary and past participles. Actually, they had known about the pattern but they forgot to put be before verb. Besides, many students did not master past participles (V3). They could not identify the third form of such verb and they could not remember whether a certain verb was irregular or regular verb. Another problem was about word’s order. The students made mistakes in combining words into sentences. They could not arrange the words well.

There were only four students who said that they did not find disadvantages or difficulties in using translation exercises to learn passive voice. The reason was that translation exercises were easy and the students had known about translation exercises. The students knew about translation exercises since they were in junior high school so it was easier for them to use translation exercises.

 

D. The Students’ Suggestions on the Use of Translation Exercises to Learn Passive Voice

1. The Students’ Suggestions on the Use of Translation Exercises

All students gave good suggestions on the use of translation exercises. They stated that translation exercises were helpful to learn passive voice so it could also be useful to help them learn grammar. Many students suggested that translation exercises were appropriate to learn not only passive voice but also other materials of grammar. The students agreed that translation exercises might be used in their learning grammar. There were twenty six students who recommended practicing translation exercises continually so they would be helpful in mastering passive voice or other grammar materials in order to improve their English ability.

However, other various exercises of translation were expected to develop translation exercises in order to avoid the students’ boredom in learning. The form of the exercises should be developed and modified so it would be more interesting for the students to use translation exercises. The form could be filling in the blanks, or questions in oral. Besides, two students said that explanation of the material was still needed before they used the translation exercises. Although translation exercises were really helpful, the teacher should give explanation to assist them in their learning process because the teacher was a facilitator for the students.

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vii 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

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viii 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.