I. INTRODUCTION
This chapter deals with the reasons for conducting the research it discusses following topics: background of the problem, formulation of the problems, objective of the research, uses of the research, scope of the research, and definition of terms.
1.1 Background of the Problem
English is as an international language that is used for communication in daily activity and academic field. In Indonesia, English is positioned as the first foreign language formally taught in schools from elementary until university.
Studying English is not a new thing for the students of senior high school. Nevertheless most students still have many difficulties to deal with English. For example it is difficult for the students to express and to understand ideas, telling and thoughts when someone speaking English. The students still gets difficulty when they are asked to translate Indonesian into English text. Moreover, students still face some difficulties in using and expressing English in the form of structure especially in constructing English sentences.
easy and others are extremely difficult. This is, as a matter of fact, due to the grammatical differences between Indonesia as their native language and English as the target language.
A study done by Hasan (1999:52) to the university students shows that the difficulties faced by them in translating Bahasa Indonesia into English are due to the students’ lack of knowledge in grammatical aspect comprising vocabulary, grammar, lexicon, and grammatical meaning. To overcome the problem described before, certainly, the teacher determine and analyze students’ weaknesses, for example by giving some intensive exercise which enable
them to increase their knowledge in vocabulary, grammar and lexicon, and grammatical meaning.
In translating, a translator should practice translating very often and through which he or she will become experienced. He or she should be able to arrange the sentences in such a way in the target language that the reader will feel as if he or she is not reading a translation.
Larson (1984:3) points out that translation is studying the lexicon, grammatical structure, communication situation, and cultural context of the source language text, analyzing it in order to determine its meaning, and then reconstructing this same meaning using lexicon and grammatical structure which are appropriate in the receptor language and its cultural context.
be possessed by translators is language competence. Other competencies are textual competence, subject competence, cultural competence, and transfer competence. Additionally, in translating text, there are many aspects that should be remembered by translator. One of them is mastering language both source language and target language. It becomes the reasons for the researcher to conduct the research related to the students’
grammatical problems. There are two problems usually faced by students, i.e. lexical problems and grammatical problems.
In terms of the application of teaching, the use of translation leads to the clues. Major objections to using translation in language teaching can be summered as follows. First, translation does not help students develop communication skills. Second, it encourages to uses L1 (sourcce language) instead of L2 (target language). Third, translation activities may be suitable for students who prefer analytical or verbal-linguistic learning strategies. Finally, translation is a difficult skill which is not always rewarding.
According to Ross (2000) translation is sometimes referred to as the fifth language skill alongside the other four basic skills of listening, speaking, reading, writing: Translation holds a special importance at an intermediate and advanced level: in the advanced or final stage of language teaching, translation from L1 (source language ) to L2 (target language) and from L2 (target language) to L1 (source language) is recognized as the fifth skill and the most important social skill since it promotes communication and understanding between strangers.
Mattioli (2004) states that rigidly eliminating or limiting the native language does not appear to guarantee better acquisition, nor does it foster the humanistic approach that recognizes the learner. Translation as a teaching tool needs to take into account a number of different aspects, such as grammar, syntax, collocation and connotation. Uncritical use of translation may give learners insufficient, confusing or even inaccurate information about target language. However good the students are at understanding authentic reading materials, some of them keep mentally translating from L2 (target language) into L1 (source language) . This fact makes teachers of English consider the importance of translation for learning purposes.
The problems usually faced by students are lexical problems and grammatical problems. Grammatical problems cover the problems related to the word in relation to the other word. In getting a good translation, the translators or the students have to know the grammar of the two languages. So that is why, according to the researcher, this research is necessary to be done. By knowing the problems, the teacher will choose the most appropriate the strategy how to solve the problem to get better students’ acquisition.
descriptive, and review. Descriptive text is focus of this research. It is one of the texts employed in KTSP besides narrative, spoof, procedure, report, news item, anecdote, exposition, explanation, discussion, commentary and review. Descriptive text is a text that is used to give the reader description about a particular person, place, or thing. It is one of simple text that can be understand by the students easily.
When translate a descriptive text, students are asked to identify the phenomenon to be described and then describe part qualities and characteristics of a place, person or thing to be described. As this text is taught in early semester and the generic structure of the text is considered not yet too complicated compared to the other texts, the challenges that need to be faced by teacher is increasing.
Based on the problems stated above this research was necessary done to know the students’ grammatical problems in translating Indonesia into English descriptive text and the solution taken by students. By identifying their problems, the teacher have the solution how to improve the weaknesses. It is expected their ability in translating being better than before.
1.2 Formulation of the Problem
Based on the background of the problem above, the problems of this research are formulated as follows:
1. Can group work increase students’ skill in translating Indonesian into English descriptive text?
1.3 Objective of the Research
The objectives of this research are as follows:
1. To find out that group work can increase students’ skill in translating Indonesian into English descriptive text.
2. To find out the common errors made by the students in translating Indonesia into English text at the first grade of SMA based on surface strategy taxonomy.
1.4 Uses of the Research
1. Practically, the finding can be as input for teacher and students so that, the quality of students’ translation can be improved.
2. Theoretically, the finding result of this research is to obtain the data about the students’ translation errors from Indonesia into English text for further increasing of the students' skill in translation.
1.5 Scope of the Research
This research is specified to explore students’ error related to grammatical aspect based on
1.6 Definition of Terms
This section was used to variety the terms used in this research. Translation
Translation in this research according to the researcher translation as the process of transferring and interpreting the form and meaning of the source language into target language since translator should consider the equivalent form and meaning of the source language and target language.
Descriptive Text
Descriptive text in this research according to the researcher is a text that used to identify the phenomenon and then describe part qualities and characteristics of a place, person or thing to be described.
Group Work
Group work in this research according to the researcher is a unit of students which consist of five up to seven persons who come into contact for a purpose of discussing and doing a certain work designed by teacher.
This term refers to the increasing or improvement skill of translating the text. It also refers to the decrease of the errors students made both in the problems of translation and surface strategy taxonomy.
Translation Skill
I. FRAME OF THEORIES
Frame of theories discusses about following topics: concept of translation, process of translation, grammatical system of bahasa Indonesia and English, concept of errors in relation to translation study, types of errors, descriptive text, concept of group work, and procedure of teaching translation through group work.
1.1 Concept of Translation
According to Catford (1965:20), translation as the replacement of textual material in one language (source language) by equivalent textual material in another language (target language). While Newmark (1988:5) states that translation is rendering the meaning of a text into another language in the way that the author intended the text. Based on the definition, it can be intend that translation is an attempt the source language into equivalent target language, in which the translator translates of the language.
In line with the definitions of translation above, the researcher get the concept of the translation as the process of transferring and interpreting the form and meaning of the source language into target language since translator should consider the equivalent form and meaning of the source language and target language.
2.2 Process of Translation
In translating process, the translator has to deal with two different languages expressed in the forms of words, phrases, clauses or sentences. The translator must concern with finding the target language translation equivalents. That is why in every stage of translating process, a translator often finds some difficulties which can be classified into: (1) difficulties in the analysis and understanding of the source language, (2) difficulties in the process of transferring and in finding target language equivalents, and (3) difficulties in restructuring the transferred material to get the best result of translation.
Seguinot (1989) mentions three kinds of translation process: (1) translating without interruption for as long as possible, (2) correcting surface errors immediately, (3) leaving the monitoring for qualitative or stylistic errors in the text to the revision stage.
In line with the theories describe above, Hasan (1999:7) mentions three process of translating, (1) analyzing the source language text to get the message quoted. It is focused on understanding the relationship between the grammar in source language and the meaning of the words, (2) transferring the message by finding the suitable word in target language, and (3) restructuring the final draft from the complete translation. The following chart described the translation process:
From the concepts of translation process mentioned, the writer takes the concept proposed as the basic theory in anlyzing students’ translation work. This is because the students’ translation errors an by the steps of the process of translation mentioned above.
2.3 Grammatical System of Bahasa Indonesia and English
In line with the goal of this research, the translation process automatically covers the grammatical system in both Bahasa Indonesia and English. This stands to reason for making the message to be properly understood the translator should construct it in logical word, phrase, clause, and sentence structure.
2.3.1 The Grammatical System of Bahasa Indonesia
Hasan (1999:13) mentions three influential factors in determining the grammatical system in Bahasa Indonesia: (1) word order, (2) word function and (3) word choice.
Target language Original Text
(source language)
Word order is the arrangement of words to form phrase or sentence. The formation of word order in Bahasa Indonesia is called “D-M” (diterangkan-menerangkan). It means that
modifier is put after head word, for instance:
1. Kepala keras 2. Keras kepala
Even though the two words mentioned use the same word (kepala dan keras), the meaning of sentence 1 is different from sentence 2. The word kepala in sentence 1 functions as head word and the word keras functions as modifier, while the word kepala in sentence 2 functions as the modifier and the word keras functions as the head words.
Word function is the word that appears in the sentences and has the different function to the other words in the sentences. Word function is used to express the relationship between word in phrase, clause or sentences (Hasan 1999:15). It can be seen in the following examples:
1. Sunny pergi ke sekolah. (Sunny goes to school)
2. Sunny pergi ke sekolah dan pasar. (Sunny goes to school and market)
The meaning of sentence 1 is clear because of the existence of word function “ke” (to). We will not understand the meaning of sentence 1 if the word function “ke” is omitted. Whereas the meaning of sentence 2 will be different, if the word “dan” (and) is replaced with “atau”
(or). Thus, the translator should have good knowledge of this aspect.
such as bandit and robber. The word “rombongan’’ is appropriate to be used in replacing the word “gerombolan”.
2.3.2 Grammatical System of English
In translating Indonesia text into English, the translator should be able in both source and target language. Indonesian language grammatical system is different from English grammatical system. In English, grammar consist of the means by which relationship between words are shown. Crystal (1986:41) explains that these relationships also come from our experiences. The means by which relationship are shown include:
a. Inflection, which is the changes in the forms of the words (such as dog-dogs, like-liked, big-bigger, etc),
b. Word order, which is the arrangement of words in relation to each other (as in She is here-Is she here?),
c. Grammatical words which in themselves signal grammatical relationship without having any lexical meaning (such as shall, could, of, at, etc). The features of grammar, like the features of sounds, are systematically structured in patterns.
In translating words, especially in English, we must also consider about words that are often difficult to be translated into target or there are no equivalent words in the target language. Newmark (1988:193) states that the meaning of the words can be influenced by four contexts: (1) linguistic context, relates to the use of words beyond the sentences, (2) referential context, relates to the topic of the text which will nail the meaning of a thousand technical words, (3)cultural context, relates to the ways of thinking behaving within particular language community which denote a specific material cultural object, (4) individual context, relates to the idiolect of the researcher, the fact that we all use some words and collections in a way peculiar to our selves. Consider the following sentences:
1. One of the equipment for accessing internet is computer 2. Jonas is the member of Indonesian rocker
In sentence 1, we have certain words such as internet and computer. These words are technical words in English and there are no equivalent words in Indonesian. Thus, these words are adopted into Indonesian as internet and computer. In terms of cultural context, the word “punk” in sentence 2 is related to the way of thinking and behaving in English which denote person or group who like loud violent rock music and wear strange clothes.
All the structural instruments that yield grammatical meaning are what we mean by grammar. This is why grammar is a very essential part of language. Thus, the translator should have knowledge about grammar in the target language in order to be able to translate a given text appropriately.
According to Chomsky in Dullay et.al (1982:139) error is literally defined as something done wrong. In some of the second language literatures, the terms of error and mistake are differentiated. Mistake is because by performance error such as fatigue and attention.
According to Chomsky explanations above, errors are the flaw side of learner speaking or writing. They are those parts of conversation or composition that deviate from some selected norm of mature language performance. Teacher and parent who waged long and patient battle against their students and children’s language error is an inevitable part of learning. People
cannot learn language without first systematically committing error (Dullay et.al, 1982:138).
Based on the explanations above, the researcher infers that errors done by students occur because of the students’ lack of knowledge of the language rule. In other words, error is the
systematic deviation of the established rule of the Indonesian languages and English.
2.5 Types of Errors
2.5.1 Surface Strategy
This category highlights the way surface structure are altered. Analyzing errors from surface strategy perspective holds much promise for the researcher concerns with identifying cognitive process that underlie the student’s reconstruction of the new language. According
to Dullay et. al. (1982:150), surface strategy is a classification of language errors based on how the surface structure is altered. Students may omit necessary items, add unnecessary ones, misform items or misorder items. It also makes us aware that the student’s errors are based on some logic. They are not the result of laziness or sloppy thinking but the students’s
use of interim principle to produce a new language. Surface strategy taxonomy also explains how the surface structure of a sentence or expression is altered by the error. Such a classification would include omissions “This is table”; additions such as regularizations (two deers) and double marking “I didn’t ate it”; misformation errors subcategorized into
regularization errors “two girls”, archi-form “this cats here, this cats here, this cat there, this cats there”, and alternating forms “ this cats, those cat”, and misordering error “Always I go/ Where you are going” (Burt and Kiparsky, 1972).
Those types of errors which belong to surface strategy taxonomy are: (1) omission, (2) addition, (3) misformation, andd (4) misordering. They are completly explained below; A. Omission
language learners do not. Generally, there are two kinds of omission; they are omission of contenct morphemes and omission of grammatical morphemes.
a. Omission of Content Morphemes
This type of omission is related to the major constituent of a sentence such as nouns, verbs, adjectives, and adverbs. For example: The man...the woman nothing. In this sentence, the learner omits a needed verb and the thirs singular marker-s. It should be ‘ The man expects the woman nothing’
b. Omission of Grammatical Morphemes
This type of omission does not carry the burden meaning. In other words, it plays a minor role in conveying the meaning of sentence. It includes noun and verb inflections (e.g. the-s in dogs, the-s in father’s, the-ed in looked, the-ing in
laughing,etc); preposition (in,on,at,under,etc); comjunction (and, or, but, because, if, although,etc); and article (a/an, the, these,those,etc). For example: ‘Dogi is her dog name’.
B. Addition
She has lived there during four years ago; instead of She has lived there for four years ago.
This error type is divided into subcategories namely: double markings, regularization, and simple addition (Dulay, 1982).
a. Double Markings
This error is described as the failure to delete certain items which are required in some linguisic construction but in others. For example: I didn’t went home. This sentence shows the failure of deleting third singular person marker-s where the auxaliry does is required. This sentence should be ‘I didn’t go home’.
b. Regularization
Regularization errors that fall under the addition category are those in which a marker that is typically added to a linguistic item is erroneously added to exceptional items of the given class that do not take a marker. Whenever, there are both regular and irregular in language, students sometimes get confused to apply the correct in certain construction. Sometimes, they apply the rule used to produce the regular ones to those that are irregular. This type of errors is called errors of regularization (Dulay,1982). For example: I putted the book on the table.
c. Simple Addition
If an addition error is not a double marking nor a regularization, it is called a simple addition. No particular features characterize simple addition other those that characterize all addition errors, the use of an item which should not appear in well-formed utterances. For example: We stay in over there. The addition of preposition ‘in’ is not appropriate used before over. It should be ‘ we stay over there’.
C. Misformation
Misformation errors are characterized by the use of the wrong form of the morpheme of the structure. While in addition error the item is not absolutely needed, in misformation error the learner supplies an item although it is still incorrect. This error has three subcategorized, namely: regularization, archi-forms, and alternating forms (Dullay,1982).
a. Regularization Errors
A regular marker is used in place of an irregular one. For example: Diana singed beautifully. The correct form of this sentence is ‘diana sang beautifully’.
No Linguistic Item Misformated Example 1 Reflective pronoun Hisself (himself)
2 Regular past I falled (fell)
3 Plural Childs (children)
Gooses (geese)
The selection of one member of a class of forms to represent other in the class is common characterized of all stages of second language acquisition. The form chosen by the learners is called as archi-forms. For example, a learner may temporarly select just one of the English demonstrative adjective this, that, these, and those. For example:
That bird is mine.
That books are expensive.
For this learner ‘that’ is the archi-demonstrative adjective representing the entire
members of demonstrative adjective.
Learners may also select one member of the class personal pronouns to function for several others in the class. For example:
Give me that Me happy
In the production of certain complex sentence, the use of the infinitive as an archi-form for the other complement types (e.g. gerunds and that-clauses) has also been obsrved. For example:
I finish to watch film He suggested her to go
c. Alternating Forms
As the learners’ vocabulary and grammar grow, they have known the various
Those cat This birds
in this case of pronouns, we see:
1) Masculine for feminine (or vice versa), as in: he for she 2) Plural for singular (or vice versa), as in: they for it
3) Accusative for nominative case (or vice versa), as in: her for she.
In the production of verbs, the participle form (-en, as in taken) is also being acquired, it may ne alternated with the past irregular, as in:
I seen him yesterday She would have saw them.
Misformation usually occured because the lack of learners’ information or
knowledge in the changing of past participle or in constructing sentences according to its tense form.
D. Misordering
Misordering errors are characterized is incorrect placement of a morpheme or group in an utterance. For example: what daddy is doing? That question is incorrect. It should be ‘ what is daddy doing?’ (Dulay, 1982).
The kind of grammatical error often occured. It can be from the confuses of making an interrogrative form in placing the auxiliary verbs.
Descriptive text is one of the texts taught in KTSP besides narrative, spoof, procedure, report, news item, anecdote, exposition, explanation, discussion, commentary and review. Descriptive text is a text that used to give the readers description about a particular person, place, or thing (DEPDIKNAS 2003:81). It focuses on the characteristic features of a person, an animal, or a particular thing. When reading, a reader is expected to be able to visualize how the person, the place or thing looks like through the description in a descriptive text.
The generic structure of this text has two parts, which are identification and description. Identification is used to identify the phenomenon to be described. It is usually begun with the statement responding to the question of what or who: what is going to be described or who is going to be described in the following sentences. For examples, when a writer wants to describe about a person, he will start his identification by mentioning the name of the person and the general identification by mentioning the name of the person and the general identification about who he is. And if he will describe about a room, he can start by mentioning what room he will describe and the general information or identification about the room. Therefore, in description, a researcher will focus on the description of the parts, the qualities and the characteristics of a place, person or thing to be described. After a person is identified, for instance, the researcher will described characteristics of the person from his personal information, personality traits and physical appearance. But when a writer described about a room, he can describes about the furniture in the room, the arrangement of the furniture, the function of the room and many others.
texts. The past tense is also used to describe an object that does not exist anymore. Besides that, descriptive text also often uses neutral and objective language. As in this research, students are expected to translate a short descriptive text, about 100-200 words, they will only asked to translate a paragraph of descriptive text.
2.7 Concept of Group Work
Johnson and Blaker in Gladding (1995:3) state that a group is collection of two or more individuals, who meet in face to face interaction, interdependently, with awareness that each belongs to the group and for the purpose of achieving mutually agreed-upon goals.
According to Flynn and La Fasso (1974:4) group work is a group of people who recognize themselves one another and who meet in face to face situation to accomplish some purposes. The members of the group will help each other in order to accomplish in their purposes.
Furthermore, Hubbard and Jones (1984:36) say if groups are set up, they should like group, they should not be set up simply isolating different rows. It means that the students should be grouped together around a table and should form structure of a group with their own leader. The leader should be the most competent in the class and should be able to form a demonstration group with the teacher whenever necessary. As an addition, Johnson and Blaker in Gladding (1995:50) say that the role of the leader is crucial to the overall functioning of the group. A group is a mirror of it leader, a group draws definition from its leader. It will be only as good as the leader, as good as his or her skills, and as good as the leader’s own being. In short, leadership is necessarily concerned with group activity.
discuss certain work or task assigned by the teacher. It can also be used to increase the students’ skill in translation a text because it gives the students many opportunities to be
active in their learning process and create a good relationship between teacher and students, because the teacher functions as the facilitator and motivator within the teaching- learning process. Regarding to the previous definition, group work in this research is a unit of students which consist of five up to seven persons who come into contact for a purpose of discussing such kind of translation text and doing a certain work designed by teacher dealing with the text.
2.8 Teaching Translation in the Classroom
In the process of translation, the translator must not be apart from linguistic theory, because the analysis and the description of the translation process must be taken into consideration by using the categories set up for the description of language. Furthemore, Newmark (1988:21) states that to start translate is from sentence by sentence and then the first paragraph or chapter to get the feel and the tone of the text, and then you deliberately sit back, review the position, and read the rest of the source language text. In other words, we should read the whole text two or three times, and find the intention, register, tone, mark the difficult words, passages.
In the process of the research, the students get 3 steps of translation until they got well translation. In group, the students made the translation based on each word and sentences in order to get a better translation.
After teaching it was expected that the students committed less errors in the aspects mentioned above.
Teaching translation can also mean decreasing surface strategy taxonomy errors covering omission, addition, misformation, and misordering. It means that after being taught, the students are able to reduce the surface strategy taxonomy errors.
2.9 Procedure of Teaching Translation through Group Work
In the teaching of English translation through group work, the teacher should be familiar and consider what kind of group is appropriate for the students’ learning activities. According to
Crabble (1982:7) in group work the members remain in the same group for a period of time. For instance, groups of students on English subject in or for one semester. The procedure of teaching translation through group work:
A. Pre Activities
The teacher greets the students.
The teacher checks the student’s attendance list.
Ask the students to sit in circle consisting five until seven students and chose a leader of the group.
Ask the students to answer some questions related to the topic of the text that will be given to them.
Tell the topic of the text to the students.
B. While Activities
Discuss the problems of translation.
The students are asked to translate the descriptive text and make a list of difficult words in their groups.
Ask the students to discuss the problems in translation and errors their made in the surface strategy taxonomy.
Each group is asked to present their own text
The group tells the content of the text to the other students.
C. Post Activities
The teacher asks them whether they have some difficulties related to the topic.
The teacher gives a chance for students to answer their friend’s question first and then
help to answer it only if needed.
The teacher asks them’ what they have learnt and asks some students to conclude the topic.
The teacher ends the class. 2.10 Theoretical Assumption
The researcher assumed that group work can increase the students’ skill in translation since
group work as Johnson and Blaker in Gladding (1995:3) state that a group is collection of two or more individuals, who meet in face to face interaction, interdependently, with awareness that each belongs to the group and for the purpose of achieving mutually agreed-upon goals.
According to Flynn and La Fasso (1974:4) group work is a group of people who recognize themselves one another and who meet in face to face situation to accomplish some purposes. The members of the group will help each other in order to accomplish in their purposes.
I. RESEARCH METHODS
Research method discusses about following topics: research design, subject of the research, research procedure, data collecting technique, data analysis, validity and reliability, scoring system, theoretical assumption, and the hypothesis.
3.1 Research Design
This research is qualitative and quantitative research which has one group pretest-posttest design and there was no control group. It aimed t to find out that group work can increase students’ skill in translating Indonesian into English descriptive text, and to find out the
common errors made by the students in translating Indonesian into English descriptive text at the first grade of SMK based on surface strategy taxonomy. This research used one-group pretest posttest design. In this research the treatment that would be applied was group work which would be given three times to the students. The researcher made three lesson plan where it was divided into three meetings. Post test was given after the treatment in order to find out the increase of students’ skill in translating. Thus, to know the increase of students’
skill, the researcher saw the result of pretest and the result of post test. It meant that the result could be recognized by comparing the differences score between pretest and post test.
Refers to Evelyn Hatch and Hossein Farhady (1982: 20) is represented as follows: T 1 X T₂
Where,
X : treatments T2 : posttest.
3.2 Subject
The objects of this research is the second semester students of the first grade of SMKN 2 Metro in the academic period of 2011/2012, X1 THP class. In this class, there are thirty students who have various level of profiency in English, indicated by the student’s progress
report recorded by the regulaar English teacher of the school. In addition, the descriptive text is also one of the texts taught at the second semester of first grade of senior high school which uses school based curriculum.
3.3 Research Procedure
3.4 Data Collecting Technique
The data were collected from thirty descriptive paragraph text written by thirty students in X THP1 class. As mentioned earlier, students in this class have various of profiency in English. They are still lack of many vocabularies as well as understanding to even basic concepts of grammar, such as tenses, pronouns.
In collecting the data, students firstly asked to translate Indonesian into English descriptive text. They are required to translate Indonesian into English descriptive text. Students are not allowed to open dictionary or to talk to each other.
3.5 Data Analysis
After collecting the data, this research used the following procedures:
a. Checking the students’ work whether they made error in problems of translation or not.
b. Classifying the students’ error based on surface strategy taxonomy. c. Computing the total number of errors.
d. Calculating the errors with the formula: Total Errors X 100%
Total Words (SP Nation 1981:58)
e. Comparing pre-test and post-test, after calculating the errors percentage in every type of errors with the formula above, the researcher started comparing the students’ errors
done in pre test and post test in order to find out whether group work can be used in increasing students’ skill in translating.
Harrison (1991:11) says that reliability means the consistency with which a test measure the same thing all the time. While validity means the extent to which the test measure what it is intended to measure. Both validity and reliability are two aspects that should be taken into account not only in quantitave but also qualitative research. Setiyadi (2006:29) mentions in order to make the researcher valid and reliable, quantitaive research is focused on the instrument of the test but qualitative research is focused on collected the data.
For measuring the internal validity of research finding, the researcher employs some steps: (1) explain clearly and give more examples and rationales of the research finding, (2) recheck the collected data and consult the problem with the expert, (3) take note on the data and document it.
While to have external reliability, in ensuring the pre test and post test scores, the writer used inter-rater reliability- taking other score was from the English teacher in the school besides the score from the writer herself. The researcher calculated the data by using Spearman Rank Correlation that the formula can be seen as follows:
1
r = Coefficient of rank correlation d = Difference of rank correlation
N = Number of students (Sugiyono, 2006: 228)
The researcher used standard of reliability (Arikunto, 1998: 260) 0.8 – 1.0 = very high
0.40 – 0.59 = medium 0.20 – 0.39 = low 0 – 0.19 = very low
Table 1. The Reliablity of Raters
Reliability
Pre test Post test Criteria
0.7299778 0.8707453
High Reliability
Based on the table above, it is found that the reliability coefficient of pre test were 0.7299778. While the reliability coefficients of post test were 0.8707453. And according to the standard criteria, both of tests were high reliability. Therefore it could be used in this research. (See appendix )
3.7 Scoring System
In scoring the students’ text, the researcher used the scoring criteria adapted from Sukirlan
6 : Phrasal Verb 7 : Complex Sentence 8 : Terminology
9 : Untranslatable Word
Adapted from Sukirlan (2001)
After Computing the total number of errors, calculating the errors with the formula:
Total Errors X 100% After Computing the total number of errors, calculating the errors with the formula:
Total Errors X 100%
Total Words (SP Nation 1981:58)
3.7 Hypothesis Testing
After collecting the data, the writer recorded and analyzed them in order to find out whether there was an influence in the students’ writing or not after the treatment. The writer used
repeated measured T-test to know the level of significance of the treatment effect.
t =
Md = mean from the differences pre test and post test (post test-pre test) xd = deviation of each subject (d – Md)
x2d= total of quadratic deviationN = subjects on sample (Arikunto, 2010: 349-350) The criteria are:
Ho = There is an increase of students’ translating skill through group work . The criteria is Ho (null hypothesis) is accepted if alpha level is higher than 0.05 (α
> 0.05)
Ha = There is no increase of students’ translating skill through group work .
The criteria is Ha (alternative hypothesis) is accepted if alpha level is lower than 0.05 (α <
1
V. CONCLUSIONS AND SUGGESTIONS
Conclusions and suggestions discusses about following topics: conclusions and suggestions.
5.1 Conclusions
The purpose of this research was to find out whether there is an increase of students’ skill in translation through group work and what type of errors made by the students in translation. Based on the research, it was concluded that:
1. Group work can increase students’ skill in translating a descriptive text.
2. Based on the result of the analysis, it can found out that the students made errors based on surface strategy taxonomy. The most error their made is aspect misformation.
3. Through group work, students’ skill in translating was increase because they knew about the way to translate without made errors in problems of translation and surface strategy taxonmy aspects.
5.2 Suggestions
2
2. For the English teacher, group work can be used as one of the strategies for teaching translation in the class.
3. For the future researchers who will conduct the same field of study, it is recommended to conduct study using group work with some changes in term of text types, student’s level, and the procedure of the presentation of group
ABSTRACT
INCREASING STUDENTS’ SKILL IN TRANSLATING INDONESIAN INTO ENGLLISH DESCRIPTIVE TEXT THROUGH GROUP WORK AT
THE FIRST GRADE OF SMKN 2 METRO
FENNY WULANDARI
The objectives of this research are: 1) to find out that group work can increase students’ skill in translating Indonesian into English descriptive text, and 2) to find out the common errors made by the students in translating Indonesian into English descriptive text at the first grade of SMK based on surface strategy taxonomy. In translating here focused in translate Indonesian into English
descriptive text. The researcher conducted the research for three times meeting by giving three times treatment. The material was given based on the school syllabus and curriculum.
The subject of this research was the first grade students of SMKN 2 Metro. There were 10 class and X THP 1 was chosen as the sample of this research that
consisted of 30 students. This research used one group pre- post test design and the data were analyzed by using repeated measures t- test. In this case, the researcher used SPSS (statistical package for social science) 17.0 to prove the hypothesis was accepted or not.
The result showed that from all aspects in translation problems were proper name, reordering, word order, multi meaning word, unfamiliar word, phrasal verb, complex sentence, terminology, and untranslatable word. Beside that, in aspects of surface strategy taxonomy there were four aspects namely, omission, addition, misformation, and misordering. In translation problem, the most aspect that students increase is reordering that showed the mean of pretest was 10.10 and the mean of post test was 4.20. It meant the students’ skill in translating were increase and based on surface strategy taxonomy aspects the significant increasing is in misformation aspects that showed the mean of pretest was 9.20 and the mean in post test was 5.93. It meant that there is increase in students’ skill of translating Indonesian into English of descriptive text at the first grade senior high school by using group work.
translating through the process and knowledge of different in particular context and communicative purpose. For the future researchers who will conduct the same field of study, it is recommended to conduct study using group work with some changes in term of text types, student’s level, and the procedure of the
ACKNOWLEDGEMENTS
Praise to Allah for His blessing that eventually the writer is able to finish her script entitiled “Increasing Students’ Skill in Translating Indonesian into English Descriptive Text through Group Work at the First Grade of SMKN 2 Metro”. This script is a partial fulfillment of the requirement for S-1 degree of the Language and Arts Department Teacher Training and Education Faculty, Lampung University.
The writer would like to acknowledge her deep gratitude to Dr. Muhammad Sukirlan, M.A. and Budi Kadaryanto, S.Pd., M.A. as the first and the second advisors for their meaningful advice, guidance and suggestion in accomplishing this script. She would like to extend her gratitude to Drs. Sudirman, M.Pd. as the examiner, for his support, encouragement, ideas, suggestions and in supporting the writer.
The writer’s beloved parents, Suprapto and Sulasmi who have always prayed and motivated the writer. The writer’s brothers, Fendry Putranto, and Dimas Prasetyo. Bude Suripah and Om Busri S.Pd., my grandfather Ir. Setyanto, M.T. and my grandmother Sri Rebowo, S.Pd. who have supported the writer. The writer’s best friends Avalisia Mahacakri for her support.The writer’s appreciation is also extended to all her friends in 2008 generation, Annisa Putri, Rizka Mahardika, Vivi Evayanti, Yuni Desi Fitri, and Maria Martilova Sinaga, thank you very much for your love, happiness, sadness, also supports.
The writer is further indebted to those who have contributed their ideas in this script. The writer also expressed her great appreciation of any beneficial suggestion and criticism, and for those who have their share in improving this script.
Bandar Lampung, November 2012
ADMISSION
1. Examination Committee
Chairperson : Dr. Muhammad Sukirlan, M.A.
Examiner : Drs. Sudirman, M.Pd.
Secretary : Budi Kadaryanto, S.Pd., M.A.
2. The Dean of Teacher Training and Education Faculty
Dr. H. Bujang Rahman, M.Si. NIP 19600315 198503 1 003
APPROVAL
Research Tittle : INCREASING STUDENTS’ TRANSLATION SKILL IN TRANSLATING INDONESIAN INTO ENGLISH DESCRIPTIVE TEXT THROUGH GROUP WORK AT THE FIRST GRADE OF SMKN 2 METRO
Student’s Name : Fenny Wulandari
Student’s Number : 0853042014
Study Program : English Education
Department : Language and Art Education
Faculty : Teacher Training and Education
Advisor Committee
Advisor I Co-Advisor
Dr. Muhammad Sukirlan, M.A. Budi Kadaryanto, S.Pd., M.A. NIP 19641212 199003 1 003 NIP 198110326 200501 1 002
The Chairperson of
Language and Art Education Department
INCREASING STUDENTS’ SKILL IN TRANSLATING INDONESIAN INTO ENGLISH DESCRIPTIVE TEXT THROUGH GROUP WORK AT THE FIRST
GRADE OF SMKN 2 METRO
(A Script)
By
FENNY WULANDARI
Advisors:
1. Dr. Muhammad Sukirlan, M.A.
2. Budi Kadaryanto, S.Pd., M.A.
LANGUAGE AND ARTS EDUCATION DEPARTMENT TEACHER TRAINING EDUCATION FACULTY
CURRICULUM VITAE
DEDICATION
In the name of Allah, the beneficent and merciful
This Paper would proudly be dedicated to:
LIST OF TABLE
Table Page
1. The Reliability of Raters ... 25
2. Table of Specification ... 27
3. Scoring Criteria Devised From Jacobs (1981: 90) ... 30
4. The Students’ Score in Each Component of Writing ... 32
5. The Increasing of Pretest to Posttest ... 38
6. Improvement of the Content ... 40
7. Improvement of the Organization... 40
8. Improvement of the Vocabulary ... 41
9. Improvement of the Grammar ... 42
TABLE OF CONTENT
2.3. Grammatical System of Bahasa Indonesia and English ... 13
2.3.1. The Grammatical System of Bahasa Indonesia ... 13
2.3.2. Grammatical System of English ... 14
2.4. Concept of Error in Relation to Translation Study ... 16
2.5. Types of Errors ... 17
2.5.1. Surface Strategy Taxonomy ... 18
2.6. Descriptive Text ... 24
2.7. Concept of Group Work……… 26
2.8. Teaching Translation in the Classroom ... ... 27
2.9. Procedure of Teaching Translation through Group Work ... 28
2.10. Theoretical Assumption ... ... 29
3.4. Data Collecting Technique ... 33
3.5. Data Analysis ... 33
4.2.1. The Problems in the Process of Translation in Pre Test ... 39
4.2.2. Result of Pre Test in Surface Strategy Taxonomy ... 49
4.3.1. Result of Post Test in The Process of Translation ... 53
4.3.2. Result of Post Test in Surface Strategy ... 60
4.4. Students’ Error Based on the Problems... 65
4.5. Students’ Errors Based on Surface Strategy Taxonomy ... 70
4.6. Discussion ... 72
V. CONCLUSIONS AND SUGGESTIONS 5.1. Conclusions ... 75
5.2. Suggestions... 76
