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
i
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
iv
I dedicate this thesis to all people who love me
with their heart.
I love you all.
v
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
vi
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.
ix
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
x
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.
xi
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
2. Translation Exercises ... 8
xii
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
xiii
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
xiv
B. Suggestions ... 53
1. Suggestions for English Teachers ... 53
2. Suggestions for Students ... 54
3. Suggestions for Future Researchers ... 54
xv
LIST OF TABLE
xvi
LIST OF FIGURES
xvii
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
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
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
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.
Following their syllabus, the grammar mastery at this level is introduction
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
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
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
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
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
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
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
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
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.
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-simplefuture)
(passive-present perfect)
(Subject performing action has been omitted.)
(passive-simple present)
(active-simple past,-irregular)
(active-simplefuture) (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”
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
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
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.
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
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
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.
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.
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
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
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
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. 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’
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
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
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
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
discussed and reported the result so the thesis could be completed. Finally, the
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
Table 4.1 The Summarized Data of the Closed Questions
Statement No
Strongly Agree
Agree Disagree Strongly
Disagree
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
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.
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
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
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
