AN ANLAYSIS OF ENGLISH PASSIVE SENTENCE TRANSLATION INTO INDONESIAN

Active and passive sentence constructions are commonly used both in English and in Indonesian. The passive sentence is a form of sentence which emphasizes on the person or object that experiences the action rather than the person or object that performs the action. The passive sentence in English is formed by to be + past participle. And the others passive sentences are formed with infinitive and gerund. The Indonesian passive sentences are caractherized by the use of prefix di-, ter-, and ke- -an in the predicate. The objectives of this study are 1) to identify the translation of English passive sentences in Indonesian, and 2) to find the translation shift that occurs from the English passive sentences into Indonesian.This research uses qualitative method. The data is taken from a novel written by Stephenie Meyer (2008) entitled Breaking Dawn and its translation in Indonesian. The result shows that not all of the English passive sentences are translated into Indonesian passive sentences. Some of them are translated into Indonesian active sentences.

The Uniqueness of Japanese Passive Voice -A New Approach to Understanding Japanese Passive Voice-

Japanese passive sentences structurally include “direct passive sentences” which have their equivalent in active sentences, and “indirect passive sentences” which have no equivalent in active sentences. Direct passive is expressed by the prefix “di-“ in Indonesian passive sentence, but indirect passive cannot be expressed by the prefix “di-“ and it seems difficult for Indonesian Japanese learners. Indirect passive does not exist in many languages, including in English and somehow in the Indonesian language, too. This paper aims to know why do Japanese people use passive voice to convey events or incidents, what functions does the passive distraction voice have different from the active voice, and to clarify about the differences and similarities between Japanese and Indonesian passive sentences. These points may be obvious to Japanese native speakers in some sense, but it will be such a great difficulty for Indonesian learners of Japanese to learn and use. Through this paper result, in which using a descriptive-qualitative method, there are four main conditions in Japanese direct passive sentences, namely the speaker’s point of view, conditions for changing conditions, conditions for specificity, and conditions for losses. In Japanese, if one of the four conditions has been fulfilled (or two or more conditions), then the passive voice can be accepted. Also, Japanese learners must understand that sentences with the Indonesian prefix “di-“ do not automatically become passive sentences in Japanese. If these important points are not well known or understood, this can lead to misunderstandings in the use of Japanese passive voice.

The Uniqueness of Japanese Passive Voice-A New Approach to Understanding Japanese Passive Voice

Japanese passive sentences structurally include “direct passive sen-tences” which have their equivalent in active sentences, and “indirect passive sentences” which have no equivalent in active sentences. Direct passive is expressed by the prefix “di-“ in Indonesian passive sentence, but indirect passive cannot be expressed by the prefix “di-“ and it seems difficult for Indonesian Japanese learners. Indirect passive does not exist in many languages, including in English and somehow in the Indonesian language, too. This paper aims to know why do Japanese people use passive voice to convey events or inci-dents, what functions does the passive distraction voice have different from the active voice, and to clarify about the differences and similarities between Japanese and Indonesian passive sentences. These points may be obvious to Japanese native speakers in some sense, but it will be such a great difficulty for Indonesian learners of Japanese to learn and use. Through this paper result, in which using a descriptive-qualitative method, there are four main conditions in Japanese direct passive sentences, namely the speaker’s point of view, conditions for changing conditions, conditions for specificity, and conditions for losses. In Japanese, if one of the four conditions has been fulfilled (or two or more conditions), then the passive voice can be accepted. Also, Japanese learners must understand that sentences with the Indonesian prefix “di-“ do not automatically become passive sentences in Japanese. If these important points are not well known or understood, this can lead to misunderstandings in the use of Japanese passive voice.

AN ANALYSIS OF THE STUDENTS’ ERROR ON CHANGING ACTIVE VOICE TO PASSIVE VOICE

In passive voice, the subject receives the action of the verb. It is often used both in spoken and written form. For the learners, to change the active into passive voice of the target language is very confusing. The students usually make errors in building passive sentences as they ignore some aspects required in arranging best form of passive sentence. The students of El-Madani Islamic Boarding School Deket Lamongan were confused to change the verb in different tenses. The type of this research is descriptive quantitative. The research was chosen because this type of research defines what exist and may help to reveal new point and meaning. The survey and experiment, which were used in this research, was the phenomena of English errors passive sentences made by the students. The population of this research is all the students of El-Madani Modern Islamic Boarding School.The researcher used test and questionnaire to collect the data. The result of this study shows that (1) the kinds of errors commonly made by the students in changing active voice to passive voice are errors of omission, errors of addition, errors of miss-formation, and errors of miss-ordering (2) The students have difficulties in understanding passive voice especially in four tenses, simple present tense, simple past tense, present continuous tense and past continuous tense. (3) Factors which affect students’ ability in passive voice are: classroom atmosphere, lack of experience in using English, teacher’s explanation was not clear enough, the differences between passive voice in Bahasa and English. Keywords: Students’ errors, passive voice

The processing of passive sentences in German

This study examines the processing and interpretation of passive sentences in German-speaking seven-year-olds, ten-year-olds, and adults. This structure is often assumed to be particularly difficult to understand, and not yet fully mastered in primary school (Kemp, Bredel, & Reich, 2008), i.e. in children aged between six and eleven. Few studies provide empirical data concerning this age range; it is therefore unknown whether this assumption is warranted. Against this background, we tested whether the three age groups differed in their off-line comprehension of passive sentences. In addition, we employed Visual World eye-tracking to measure processing difficulties that may differ between age groups and may not be reflected in the final interpretations. Previous studies on adult language processing in German and English have documented a preference to interpret sentences according to an agent-first strategy. Our results show that all three groups make use of this strategy, and that all of them are able to revise this interpretation once the first cue indicating a passive sentence is encountered (the auxiliary verb form wurde). We conclude that at least from age seven on, children have the linguistic and cognitive prerequisites to process the passive morphosyntax of German and to revise initial sentence misinterpretations.

IMPROVEMENT OF DESCRIPTION TEXT WRITING SKILLS THROUGH THE APPLICATION OF THE CLUSTERING METHOD FOR STUDENTS

Writing skill is a competency that the student should accive in the end of teaching and learning process, in each genre they learned. Description text is a texs that, learned in grade ten (x) in the first semester. Description text is text that decribe place, thing and people in detail. The structure text of description text are identification and description the language features of description text are. Use-present tense, noun phrase and passive sentence. In fact there are many student who cannot write the description text well. Their paragraph is bad, they use the wrong tense, diction and noun phrase. Their creativity is still low there is few students who answer and ask to the teacher, if they have problem and they are afraid to share their ideas so the researcher try to do the class action researh using clustering method to increase the students, skill in writing description text : This class action researh is carried out in class X IPS 4 SMAN 1 Tengaran 2014/2015 academic year in first semester. Based on this class action research, using clustering method can increase students’ writing skill in writing description text

LANGUAGE CHARACTERISTICS OF BEAUTY PRODUCT ADVERTISEMENTS

The objectives of this study are to describe the linguistics characteristics of beauty product advertisements, to investigate the influence of buyer behaviors towards the beauty products advertisements. The data for the study were phrases, and sentences drawn from selected beauty products advertisemets. The linguistics characteristics of language are analysed based on Chaer theory and the influence of the consumer behaviors is based on Rapp and Collins theory. The results showed that (1) Based on the sentence,which is devided into(a) naturalness and unnatural (b) Number of sentence forming clauses (c) active and passive sentence. (2) based on phrase, which is divided into (a) basic phrase and derivative phrase, (b) phrase function,which divided into nominal phrase, verbal phrase, adjective phrase, and prepositional phrase.(3) Based on language functionm which divided into (a) evocative, informative, persuasive and powered language. Based on the result of study, it can be seen that the number of no advertisement factors presentations on on consumer buying behavior was 62,6 %, while the advertising language factors was only 37,4 %. This means that the language of beauty product advertising does not have a strong relationship with consumer buying behavior. The language is only able to trigger consumer to look for more detailed explanation and find more information from more trusted sources. Therefore, the language of advertising has a relationship that is not strong and indirect with buying behavior by consumers. Keywords: Linguistic Characteristics, Consumer Behavior, Beauty Products, Advertisement.

Contrastive Study of Chinese and Indonesian Passive Sentences

The purpose of this study was to compare Chinese and Indonesian passive sentences. This article belongs to the description of qualitative research. The research methods used in this paper are description and contrastive analysis method. The data source of this research is the Chinese and Indonesian references. The data of this research are in the form of descriptions of Mandarin passive sentences and Indonesian passive sentences. Data collection techniques in this research is to collect data relevant to research from various sources then arranged, analyzed, and drawn conclusions. First of all, describe the syntactic structures of Chinese and ndonesian passive sentences. Then comparing the syntactic structures of Chinese and ndonesian passive sentences to find out the difference of syntactic structures between Chinese and Indonesian passive sentences. The same point between Chinese and Indonesian passive syntactic structures is that both languages can change from active sentences to passive sentences, and sometimes there is no promoter. The difference between Chinese and Indonesian passive sentences lies in the position of the promoter; the morphology of predicate verb of Chinese passive sentences and Chinese active sentences are same, while the morphology of predicate verb of Indonesian Passive Sentences active sentences is different; and passive sentences in Indonesian can carry single verb. The predicate verb of the passive sentence in Chinese cannot be a single verb.