ABSTRACT
A COMPARATIVE STUDY BETWEEN STUDENTS’ READING ACHIEVEMENT IN COMPREHENDING AUTHENTIC MATERIAL
TAUGHT THROUGH INFORMATION TRANSFER AND TRANSLATION TECHNIQUE IN THE THIRD YEAR OF SMPN 1
NATAR
By
Triya Heny Riyanti
This research was conducted based on the consideration that students have difficulties in comprehending the text. There were many factors that influenced students’ problems in comprehending the reading text, e.g. students’ lack of vocabulary and interest in reading a text. There are two techniques considered applicable and useful in increasing students’ reading achievement, namely information transfer and translation technique. Therefore, this research was intended to investigate whether there was a significant difference of students’ achievement in comprehending authentic material taught through information transfer and translation technique and to know which of the two techniques was more effective for teaching reading of authentic material.
This research took place in SMPN 1 Natar. The participants included two classes of the third grader. Control group pre-test post-test design was applied in this research. The data were analyzed by using Independent t-test with Statistically Package for Social Science (SPSS) version 15.0.
TRANSLATION TECHNIQUE IN THE THIRD YEAR OF SMPN 1 NATAR
By
Triya Heny Riyanti
A Script
Submitted in a Partial Fulfillment of The Requirements for S-1 Degree
in
The Language and Arts Department of Teacher Training and Education Faculty
TEACHER TRAINING AND EDUCATION FACULTY LAMPUNG UNIVERSITY
Research Title
: A COMPARATIVE STUDY BETWEEN STUDENTS’
READING ACHIEVEMENT IN COMPREHENDING
AUTHENTIC MATERIAL TAUGHT THROUGH
INFORMATION TRANSFER AND TRANSLATION
TECHNIQUE IN THE THIRD YEAR OF SMPN 1 NATAR
Student’s Name
: Triya Heny Riyanti
Student’s Number
: 0913042081
Department
: Language and Arts Education
Study Program
: English Education
Faculty
: Teacher Training and Education
APPROVED BY
Advisory Committee
Advisor I
Advisor II
Hery Yufrizal, M.A., Ph.D
Drs. Sudirman, M.Pd.
NIP 19600719 198511 1 001
NIP. 19550712 1986031 003
The Chairperson of
Language and Arts Education Department
ADMITTED BY
1.
Examination Committee
Chairperson : Hery Yufrizal, M.A., Ph.D.. .….………
Examiner
: Dr. Muhammad Sukirlan, M.A. ……….
Secretary
: Drs. Sudirman, M.Pd. .………....
2.
The Dean of Teacher Training and Education Faculty
Dr. H. Bujang Rahman, M.Si.
NIP 19600315 198503 1 003
ACKNOWLEDGEMENTS
Praise and thanks go to the almighty God, Allah SWT for the gracious mercy and tremendous blessing so that the writer is finally able to finish this script entitled “A Comparative Study between Students’ Reading Achievement in Comprehending Authentic Material Taught through Information Transfer and Translation Technique in The Third Year of SMPN 1 Natar”.
The writer would like to express her deepest gratitude to all those who gave her possibility to complete this script. The writer would like to acknowledge her sincere gratefulness to her supervisor committee, Hery Yurizal, M.A., Ph.D. as her first advisor, and Drs. Sudirman, M.Pd., as her second advisor, who have given her many helps in guiding and giving stimulating suggestions, knowledge, and encouragement during the accomplishment of this script. Her sincerity is due to Dr. Muhammad Sukirlan, M.A., as her examiner, who has given her constructive suggestion to complete this script.
Her thankfulness is given to all Lectures at English Education Study Program who have given much contribution in broadening and deepening the writer’s knowledge during her study, and to all staffs and members of Language and Arts Department.
Her appreciation is also given to Drs. Priyo Hartono,MM., the headmaster of SMPN 1 Natar; Heni Sumintorowati S.Pd. as the English teachers, who has given her help and chance to conduct her research; and to all of students of Class IX A, IX B, and IX C in academic year 2012/2013 at SMPN 1 Natar, for their nice cooperation.
The writer would like to acknowledge her deepest gratitude to her beloved parents, Heriyans and Siti Joleha for their love, prayer, and support; may the only Allah SWT rewards them within His blessing.
The writer’s special appreciation is extended to unforgettable comrades the Hi Heels: Tami, Ria, Bunga, Tyas, Uti, Elsya, Intan, Dede, Irene, Ketrin, Vira, Cucu, Bundo, Tyas Tinyos, and my entire mates in English Department 2009 for a pleasure and challenging time to pass each day with.
directly who has contributed in completing this script.
I am completely aware that this script has limitation in certain ways, thus, constructive input and suggestion are expected to make this better paper.
Bandar Lampung, April 2013 The writer,
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CURRICULUM VITAE
Triya Heny Riyanti is the youngest child of a lovely couple, Heriyans and Siti Juleha. She was born on March 27th, 1991 in Branti. She has one brother and one sister.
She started her study from kindergarten at TK Eka Dyasa Bandar Udara Raden Inten II in 1995 and graduated in 1997. Then she enrolled SDN 2 Branti Raya and graduated in 2003. In the same year, she continued her study at SMPN 1 Natar. After graduating from Junior High School in 2006, she pursued her study at SMAN 9 Bandar Lampung. She graduated from Senior High School in 2009. In the same year, she was registered as an S-1 college student of Lampung University at English Education Study Program of Teacher Training and Education Faculty.
MOTTO
DEDICATION
This script is dedicated to:
My beloved parents: Heriyans and Siti Joleha
My beloved grandma: Amah
My Siblings: Eka Hendra Riyanto, A.Md., Rika Apriyani, A.Md., Dwi Hetty Riyantini, Ake Indrawantoro
Achmad Yudi Wahyudin, S.Pd.
My entire mates in English Education Study Program 2009
TABLE OF CONTENTS
Page
ABSTRACT ... ii
ADVISOR APPROVAL ... iii
ADMISSION ... iv
CURRICULUM VITAE ... v
DEDICATION ... vi
MOTTO ... vii
ACKNOWLEDGEMENT ... viii
TABLE OF CONTENTS ... x
LIST OF TABLES ... xii
LIST OF APPENDICES ... xiii
I. INTRODUCTION 1.1. Background of the problem ... 1
1.2. Formulation of the Problem ... 5
1.4. Objective of the Research ... 5
1.5. Uses of the Research ... 5
1.6. Scope of the Research ... 6
1.7. Definition of Terms ... 6
II.LITERATURE REVIEW 2.1. Concept of Reading ... 8
2.2 Concept of Reading Comprehension ……… 10
2.3. Concept of Authentic Material ... 13
2.4. Concept of Advertisement ... 18
2.5. Concept of Information Transfer Technique ... 20
2.6. Concept of Translation Technique ... 25
2.7. Theoretical Assumption ... 31
2.8. Hypothesis ... 32
III. RESEARCH METHOD 3.1. Research Design ... 33
3.2. Subject of The Research ... 34
3.3. Data Collecting Technique ... 35
3.8 Data Treatment ... 44
3.9 Hypothesis Testing ... 45
IV.RESULTS AND DISCUSSIONS 4.1. Result of the Research ... 47
4.1.1. Result of Try Out Test ... 47
4.1.2. Result of Pre Test ... 48
4.1.3. Result of Post Test ... 53
4.1.4. Normality Test ... 58
4.1.5. Homogeneity Test ... 59
4.1.6. Hypothesis Testing ... 59
4.2. Discussion ... 65
V. CONCLUSIONS AND SUGGESTIONS 5.1. Conclusions ... 70
5.2. Suggestions ... 71
LIST OF TABLES
Tables Page
1. Specification of Reading Test in Pretest ... 40
2. Distribution of Students’ Pre Test in Experimental Class ... 49
3. Statistical Data Pre Test per Element in Experimental Class ... 50
4. Distribution of Students’ Pre Test Score in Control Class ... 51
5. Statistical Data Pre Test per Element in Control Class ... 52
6. Distribution of Students’ Post Test Score in Experimental Class ... 53
7. Statistical Data Post Test per Element in Experimental Class ... 54
8. Distribution of Students’ Post Test Score in Control Class ... 56
9. Statistical Data Post Test per Element in Control Class……..……... 57
10. Analysis of The Hypothesis ... 60
11. Analysis of Students’ Reading Achievement in Terms of Comprehension……….. 61
12. Analysis of Students’ Reading Achievement in Terms of Inference……..……….. 63
13. Analysis of Students’ Reading Achievement in Terms of Vocabulary……..……….. . 64
LIST OF APPENDICES
Appendix Page
1. Research Schedule ... 75
2. Lesson Plan ... 76
3. Pretest ... 110
4. Reliability Analysis Upper Group Try Out Test ... 133
5. Reliability Analysis Lower Group Try Out Test ... 134
6. Reliability Analysis of Try Out Test ... 135
7. Difficulty Level and Discrimination Power of Tryout Test ... 136
8. The Reliability Computation of data Collecting Technique ... 137
9. The Result of Students Score of Pre Test in Experimental Class ... 138
10. The Result of Students Score of Pre Test in Control Class ... 139
11. The Result of Students Score of Post Test in Experimental Class ... 140
12. The Result of Students Score of Post Test in Control Class ... 141
13. Distribution of Students’ score per Element of Reading in Experimental Class ... 142
14. Distribution of Students’ score per Element of Reading in Control Class143 15. Normality Test ... 144
16. Homogeneity Test ... 145
17. T-table ... 150
18. Observation Sheet of Students Activities ... 151
19. Surat Keterangan Telah Melaksanakan Penelitian ... 159
I.INTRODUCTION
This chapter illustrates the reasons for choosing the topic; why the research was conducted. It also covers formulation of problem, objectives of the research, uses of the research, scopes of the research, and definition of term; clarified as the followings.
1.1 Background of the Problem
The students are expected to be able to master all language skills as stated in School Based Curriculum for English subject, namely listening, speaking, reading, and writing, with the primary emphasis on reading. The reading skill becomes very important in the education field, and reading is indispensable from the students’ life because the success of their study depend the greater part on their ability to read. If their reading skill is poor they are very likely to fail in their study or at least they will have difficulty in making progress. On the other hand, if they have a good ability in reading, they will have a better chance to succeed in their study.
which is mostly written in textbook. It means that comprehension of the textbook is the most important things.
According to Widiono (2007), one of the factors that caused students’ difficulties in comprehending the text is students’ lack of vocabulary and interest in reading a text. Students tend to have difficulty to make sense of English texts because they encounter unfamiliar words. As the result, they have low ability in comprehending the ideas contained in written language. It can be said that students have a problem in getting information from the text as they do not know how to make inference of the text without having sufficient vocabularies.
In addition, anything can be used as authentic material, but one of useful resources for developing students’ reading comprehension is advertisement text. Advertisement is one of the examples of authentic text. It provides certain information that should be comprehended by the students as they always deal with it in their daily activities. Advertisement is also one of the texts included in Junior High School Curriculum (KTSP). Therefore, this research is proposed to find out what strategy that is really effective to improve students’ ability in comprehending advertisement.
Another technique that can be applied in teaching reading comprehension is translation technique. Richards (1976:1) pointed out that translation is general term referring to the transfer of thought and ideas from one language (source of language) to other language (target language) whether the language is in written or spoken forms. When applying this technique the students are supposed to be able to read a reading passage written in target language and translate the target language into the students’ native language. Many English teachers tend to use this technique since it is easier to present language material in the classroom and evaluate the process of language teaching. Moreover, the medium of instruction is native language, which is used to explain conceptual problems and to discuss the use of particular grammatical structure. Using the native language for the purpose of instruction is believed to give language learners a set of clear objective and a clear of sense of achievement.
1.2. Formulation of the Research Questions
Based on the background above, the writer would like to formulate the problem as follows:
1. Is there any significant difference of student’s reading achievement in comprehending authentic material between those who are taught through information transfer technique and those who are taught through translation technique in the third grade of SMPN 1 Natar?
2. Which of the two techniques is more effective for teaching reading of authentic material?
1.3. Objectives of the Research
The objective of this research is:
1. To find out whether there is a significant difference of students’ reading achievement in comprehending authentic material between those who are taught through information transfer and translation technique in the third year in SMPN 1 Natar.
2. To find out which of the two techniques is more effective for teaching reading of authentic material.
1.4 Uses of the Research
The uses of this research are:
2. Practically, this research can be used to give information to the English teachers especially for junior high school whether information transfer technique or translation technique can be applied as an alternative technique in teaching reading comprehension particularly in authentic material.
1.5 Scope of the Research
This research was conducted at SMPN 1 Natar. The subject of the research was two superior classes of third grade students in academic year 2012/2013 in the even semester in which a class consists of 31 students. These samples were considered as the subject of the research since they have studied grammar and vocabulary in the previous semester. Hence, this study was focused on improving students’ ability in comprehending authentic material which was taught through information transfer technique and translation technique. In this case, the text that was considered as a representative of authentic material was advertisement. This research was especially intended to give a better alternative way to teach reading comprehension in junior high school.
1.6 Definition of Terms
In this research, there are several definitions of terms that should be considered well as follows:
• Reading achievement
• Information transfer technique
Information transfer technique is a technique that requires the students to process deeply information in which the exercise involves the transfer or change of information from one form to another form. During the transfer the information remains substantially the same but the form of information changes.
• Translation technique
Translation technique is a technique in which the students transfer the thought and ideas from one language (source of language) to other language (target language). In this case, the students will translate the material given from English into Bahasa Indonesia.
• Authentic material
Authentic material is the material that is not designed for pedagogical purpose yet it can be used for language teaching to give exposure of real context to the students.
• Advertisement
II. LITERATURE REVIEW
In relation to this study, there are several points of theories and previous studies which should be reviewed. Some concepts are described in order to give similar understanding. Thus, this chapter discusses the concept of reading, concept of reading comprehension, concept of authentic material, concept of advertisement, concept of information transfer technique, advantages and disadvantages of information transfer technique, concept of translation technique, advantages and disadvantages of translation technique. By referring the concepts theoretical assumption and hypothesis are constructed.
2.1 Concept of Reading
Meanwhile Nuttal (1985) defines reading as the meaningful interpretation of printed or written symbols. It means that reading is a result of the interaction between the perception of graphic symbols that represent language and the readers’ language skills, cognitive skills, and the knowledge of the world. In this process, the reader tries to recreate the meaning intended by the writer.
In addition, Howart (2006) established that reading is just as communicative as any other form of language. It means that in reading there is an interaction between the writer and the students through the texts. The writer tries to encode the messages to the readers. Then the students try to decode the messages that sent by the writer.
According to Doyle (2004), comprehension is a progressive skill in attaching meaning beginning at the same level and proceeding to attaching meaning to an entire reading selection. All comprehension revolves around the readers’ ability in finding and determining main idea and topic sentence from the text.
understand, remember, retell, and discuss with others about what they have read. One aspect that becomes essential in students’ reading is the reading technique. Therefore, it is necessary to find out what technique which is the most effective to teach reading in the classroom.
2.2 Concept of Reading Comprehension
In reading process, the reader needs comprehension to follow the flow of the passage. By comprehending the text, the reader gets the point of the reading text. Reading activity is not simply defined as an activity in which readers read word per word in the text. Grabe and Stoller (2002: 9) state that reading is the ability of drawing meaning and interpreting information in the printed page appropriately. It is in line with Williams’s idea (1989: 11) stating that reading as a process of looking at and understanding what has been written. The definition means that readers should comprehend the text when they are reading. It can be said that reading means understanding the text in term of transferring knowledge, idea, information, science etc. It means that through reading, the readers will know any information of the world nowadays that they don’t know.
Brown (1983:32) discusses four elements in reading comprehension. The four elements mainly deal with the vocabulary, the specific information, the main idea, and the ability to infer or imply- the ability to gain meanings are not explicitly stated in the context of reading materials. In addition, Brown (1983:32) and Cooper at al. (1988:25) classify that there are four categories of comprehension skills. The elements are presented as follows: (1) meaning of vocabulary, (2) literal comprehension, (3) inference, and (4) critical reading or thinking. The researcher will focus on vocabulary, finding specific information and inference because those categories are suitable for Junior High School level. Critical thinking is excluded from the focus of this study since it is considered beyond junior high school students’ ability.
In relation to the statement above, Heilman, Blair and Rupley (1981:4) categorize reading comprehension into three levels:
1. Literal Comprehension
Literal comprehension is the process of understanding the ideas and information explicitly in the passage such as knowing the meaning of the words, recall the details directly states or paraphrase in own words, understanding of grammatical clues, subject, verb, pronouns, conjunction, recall of main idea explicitly states and knowledge of sequence of information presented in the passage.
2. Interpretative Comprehension
author’s tone, purpose and attitude, infer the factual information, main ideas, comparison, cause and effects relationship and also summarize the story content.
3. Critical Comprehension
Critical comprehension is analyzing, evaluating and personally reacting to the information presented in a passage.
Based on the definitions above, it can be said that reading comprehension is the readers’ ability in gaining meaning from the content of the text. Reading and comprehension are one activity to extract the meaning of written materials with fully understanding. There is no reading without comprehension and background knowledge is involved in the process of building up the comprehension.
According to the concepts of reading comprehension above, it may be inferred that the essence of reading comprehension is the use of reading technique. The teacher must use the most appropriate teaching reading technique in order to increase students’ reading comprehension. It means that the appropriate reading technique may assist the comprehension of reading. The reading technique should not only develop the students’ thinking and creativity but also develops the students’ social ability.
At last, among the three types of reading comprehension, literal comprehension has been considered as the way to comprehend the text in this research. The reason is that it is suitable to the level of the third grade of junior high school students as it only deals with understanding the ideas or information explicitly in the passage such as finding main ideas of paragraph, synonym of the words based on the context, and the information.
2.3 Concept of Authentic Material
Furthermore, Martinez (2002) defined that authentic materials are sometimes called authentic or contextualized, real-life materials are those that a student encounters in everyday life but that weren’t created for educational purposes. They include newspapers, magazines, and Web sites, as well as driver’s manuals, utility bills, pill bottles, and clothing labels. From, these assumptions, it can be said that authentic texts is made by using authentic language (a language that is only used by native speaker for the conversation activity with native speaker too) only for native speaker without any facilitator for second language learner. This text is used to transfer ideas, information and messages from the author to his readers. Besides, this text is made not for teaching a language. It is made without making its language components (vocabulary and grammar) to be able to understand easier by second language learner, it is made only for native speaker. Although authentic text is not for language learning program, it is important for language learners or students who want to broaden their knowledge about the way of using the foreign language in the real life. Spelleri (2002:1) clarifies:
“ Authentic material refers to any items created for the ESL community. Authentic materials offer real language that is contextually rich and culturally pertinent. They also provide insights into the adult learners’ new community and the services and opportunities offers.”
interest in reading a text. Those reasons have in line with the background of the problem which says that most of the students have lack interest in reading a text. And, although authentic text uses original language (language in which its sentence’s structure and the use of vocabulary is not simplified) that is hard for students to comprehend, it can improve students’ reading comprehension better than other reading materials that use simplified language, such as school English textbook.
In addition, Peacock (1997) pointed out that authentic material is the material that has been produced to fulfill some social purpose in the language community. The source of authentic material are newspapers, magazines, the internet, TV programs, movies, CDs, songs, brochures, comics, literature (novels, poems and short stories), catalogues, leaflets, tickets, postcards, bills, receipts, wrappings, recipes, business cards, labels, stamps, etc.
Moreover, Spelleri (2002:2) explains that authentic material contains a lot of vocabularies appropriated to the readers’ vocabularies. This reading text does not contain vocabularies that exceed the readers’ vocabularies limitation. The material has some characteristics which can be described as follows:
- The authentic items feature pictures, diagrams, tables, etc.
- The material uses bullets, titling, subtitles or other clear separation of text. - The material allows some learner interaction: a form to fill out, a recording
From that statement, it can be said that authentic material uses language that can be understood by the public or society. It is also completed by some interested pictures, tables and other things that can facilitate the readers in comprehending it. Besides, it is usually illustrated by a few of advertisements and cleared by placing a title and some subtitles in the right place. Sometimes, authentic text gives some chances for readers to interact with the author of the reading text or with the editorial staffs who publish that reading text; giving some quiz with a gift and chances for expressing mind and feeling to the readers.
There are some advantages that can be obtained from using authentic texts or materials in teaching reading comprehension.
a. Authentic material can provide many chances for teacher and students to understand about how to use the target language (in this case English) in the real life. As Homolova (2004:1) explains that authentic material can provide resources for ESL/EFL teacher can offer them to opportunity to expose learners to materials produced for real life and for-out classroom context. By authentic material, we understand materials with “real language”, produced by real speaker for a real audience. It can be said that by using the authentic materials, both of teacher and students will understand how to use the target language in the real life. They will understand how to use the target language in communicating to the native speaker (that is a person who’s their first language for teacher and students).
Martinez (2002:1) views that authentic materials keep students informed about what is happening in the world, so they have an intrinsic educational value. It means that authentic materials have educational value for students. Besides containing a lot of information needed by students to increase their language knowledge, these reading texts also help students in increasing their background knowledge.
c. Authentic materials provide a lot of happiness for students. As Martinez (2002:2) notes that they can encourage reading for pleasure, because they are likely to contain topics of interest to learners, especially if students are given the chance to have a say about the topics or kinds of materials to be used in class. It means that authentic materials have a large variety of topics that can make students to be interested in. And, it is important for teacher to give a chance to students in determining the topic of authentic reading materials that will be read by them.
Then, there are many reading materials that can be called as an authentic text. Martinez (2002:2) describes that in today’s globalize world, the examples are abound, but the most commonly used perhaps are: newspaper, TV programs, magazines, the internet, movies, songs, brochures, comics, literature books (novel, poem, and short story), and so on. It means that every reading text that is always found or read by every person can be called authentic text if this text has some characteristics explained above.
language. It is made only for native readers (readers whose first language is the same with the language used in an authentic text). It is made without making its language components (vocabulary and grammar) to be easier to understand easier by second language learner, it is made only for native speaker. But although authentic material is not for teaching learning program, it is important for language learners or students who want to broaden their knowledge about the way of using the foreign language in the real life.
2.4 Concept of Advertisement
Advertisement is the form of media which is printed or broadcast. Hiebert et al (1988:334) says that advertising is a specialized form of persuasion. Advertisement has become an integral part in today’s daily life.
Figure 1. Example of Authentic Advertisement
(taken from: Lionmag Magazine, January 23rd 2011
Furthermore, it is important to students to learn about advertisement since advertising performs some functions. These functions can be stated as follows:
(A) It can inform the readers about a product, service, or idea. (B) It can persuade the readers to buy products, services, and ideas.
(C) It can remind existing readers about the presence of the product, service, or idea in the market till now.
this research will be focused on finding the best way to teach it by trying to apply two techniques; they are information transfer and translation techniques.
2.5 Concept of Information Transfer Technique
Information Transfer Technique is an alternative technique which is commonly used in teaching reading. Palmer (1982) in Nation (1991:56) states that an information transfer exercise involves the transfer or change of information from one to another form. During the transfer the information remains substantially the same but the form of information changes. While in accordance with Johns and Davies (1983:13) state that by transfer of information, we mean the presentation of some or all information in the text in some other forms. Concerning Palmer (1982:10) suggested many ways to be used in information transfer exercises which are classified into maps and plans, grids and tables, diagram and charts, diaries and calendars, miscellaneous list, forms, coupons etc. In addition, Lattore and Garfinkel (1982: 10) said that other types of information transfer may include ordering a sequence of pictures, comparing text and pictures, and completing documents. Information transfer devices focus on the function of language in a given text and draw students' attention to the logical organization of the text, to the ways in which the writer has deployed information, and to how language reflects this organization. These activities require students to concentrate on what words, sentences, and other language units do in a given text.
into another form. This was adopted by previous research conducted by Indrawati (2009) in which information transferred is actually the same; the difference is just in the various form of material such as diagram, chart or picture. In this case, the students looked at the information in the form of diagram, chart or picture and then they change it into written form or spoken form.
Nation (1991:56) said that the information transfer technique can be used in three ways:
1. Attention on Language and Content
In this term, the information exercises focus on the students’ attention on the details information. The flowering plants example given before is belongs to this type. After the students do the activity, they would have some knowledge about the part of flowering plants. There are numerous other possibilities.
2. Attention on Discourse
The information transfer exercises of this type focus the students’ attention on the familiarity of language used or physical structure pattern used in the text. Nation (1991:57) states that in this type of learning, the difficulties of exercise can be adjusted according to the amount of information provided in the diagram.
3. A Self-Questioning Strategy
This type of information transfer exercise allows the students to create their own information transfer diagram (Nation, 1991:58). This can be done by letting the students to ask themselves as many questions as possible in order to get the information from the text, such as questions initiated by what, where, and how. These questions are a series of question which are based on the information of the topic given. These questions will be guidance in searching for and selecting the relevant content which is necessary.
Based on the explanation above, it can be inferred that the intention of information transfer is the changes of information presenting form. Besides, it also facilitates the learner to understand the information that they are dealing with deeply. It is noticed that the students are the active participants who try to find the information from the text themselves, while the teacher just gives them guidance. Therefore, the researcher will ask the students to apply self-questioning strategy in the process of acquiring information from the text. Self-questioning strategy is assumed to be effective in teaching reading because it encourages the learners to find the information stated in the text by themselves. Thus, the students are actively involved in reading activity. In result, it is assumed that they can understand and get the information comprehensively.
A. Pre Activity
Before starting the main activity, students are:
1. The teacher greets the students in order to open the teaching session 2. The students are given brainstorming which is related to topic given 3. The teacher introduces the topic
B. While Activity
1. The teacher gives a reading text of authentic advertisement. 2. Students are listening to the teacher explanation about information
transfer in reading comprehension. The teacher explains about the definition of information transfer and how to get the information from advertisement by using self-questioning strategy.
3. The teacher lets the students ask themselves as many questions as possible in order to get the information from the text. The example of how to make self-questioning is :
a. What : i.e what does the advertisement tell about?
c. Where : i.e where is it located?
4. Students discuss and write the information based on the guided question. In this case, by answering self-questioning in the form of W/H questions.
5. After students get information as much as they can get, they were given several questions which should be answered based on the text.
C. Post Activity
While in this phase, the students are:
1. Discussing whether they have difficulties in the lesson or not 2. Making conclusion of what they have learnt
3. The teacher closes the meeting
Advantages of Information Transfer Technique
Nation (1991:56-59) states that there are some advantages of Information Transfer Technique:
1. The information transfer exercises give a deep understanding or
comprehension to the students by asking them to make the change of the form of the information.
2. The information transfer technique exercises give the ability to fit a text into existing schemata which has positive effect on finding the unknown
information from the text,
4. In information transfer technique, the difficulty of the exercises can be adjusted according to the amount of the information provided.
5. Information transfer exercises will be more interesting if the text includes or contains the information about the learners’ experiences.
Disadvantages of Information Transfer Technique
Nation also implies some disadvantages of using Information Transfer Technique in teaching reading, that is:
1. The class will be noisy. This happens because Information Transfer Technique invites the students to have discussion among them; therefore the class will be noisy.
2. In reading activity, the students have to answer the exercise which is presented in different form. So that the students have to analyze the material first and they also have to understand the exercise.
3. The material selection. The material should be selected carefully, because sometimes the same material cannot be applied to the different class. This is because the students in different class have the different capability.
2.6 Concept of Translation Technique
words, phrases, and sentences of one language (source language) into another language whether in written or spoken form.
It is known that translation technique can be regarded as one of the techniques applied to teach reading comprehension. Translation technique belongs to traditional ways of teaching English. In this way, the teacher presents the material directly to the students. It can be justified that the teacher directly teaches the students without any teaching aid, except dictionary. It is the fact that this technique is still mostly used by teacher to teach English included at Elementary School, Junior High School and also Senior High School. The reason is in a sense related to the condition of the school, teachers’ ability, time allocation, and number of students in every class.
Even though the translation technique is believed to be ineffective to teach the target language communicatively, it is still used in some parts of certain materials. Some English teachers still like to teach reading through translation technique. It seems that they prefer to use the technique because it is easier to present language materials in the classroom and to evaluate the process of language teaching. Newmark (1988) mention some of the common techniques of translation. These are follows:
a. Word-for-word Translation
b. Literal Translation
Here the source language grammatical constructions are translated to their nearest target language.
c. Faithful Translation
Here the translation interprets the exact contextual meaning of the original within the constraints of the grammatical structures of the target language. d. Adaptation
Adaptation refers to that type of translation which is used mainly for plays and poem. The text is rewritten considering the source language cultures which is converted to the target language culture where the characters, themes, plot are usual preserved.
e. Free Translation
This technique of translation produced the translated text without the style, form or content of the original text.
f. Idiomatic Translation
It translates the message of the original text but tends to distort the original meaning at times by preferring colloquialisms and idioms.
g. Communicative Translation
This technique displays the exact contextual meaning of the original text in manner where both content and language are easily acceptable and comprehensible to the readers.
is assumed that this technique is suitable for Junior High School level. The teacher and the students translate the new words into their native language, for example English into Indonesian. In this way, the teacher plays dominant role in the class. In this fact, this technique is still widely used by the teacher in teaching English including at Junior High School. It is also related to the condition of the school, time allocated, and the number of the students in every classroom.
Although translation is believed to be ineffective, it is still in use in some parts of Indonesia. Some English teachers still like to teach reading through translation technique. It seems that they prefer to use the technique because it is easier to present language materials in the classroom and to evaluate the process of language teaching.
Based on the explanation above, the researcher tries to make general procedure of teaching for the guideline which is adjust to English curriculum uses in the school, i.e. KTSP, as follows:
A. Pre Activity
Before starting the main activity, students are:
B. While Activity
1. The teacher gives a reading text of authentic advertisement.
2. The students are asked to read and make a list of the difficult words.
3. The teacher explains students how to do literal translation by means of translating the source language to the nearest grammatical construction of target language.
4. The teacher orders students to open the dictionary and translate the sentences contained on the advertisement text.
a. “Carmine’s Restaurant & Port Pizza house has been in business for 40 years”.
Pelabuhan Pizza dan Rumah Makan Carmine telah berbisnis
selama 40 tahun.
Kami menyediakan masyarakat pelabuhan Adelaide dengan
pelayanan yang baik dan masakan asli Italia.
5. Students are discussing about it with their mate
6. The teacher gave students several questions that should be discussed by the students.
7. Students should answer several questions based on the text given.
C. Post Activity
While in this phase, the students are:
1. Discussing whether they have difficulties in the lesson or not 2. Making conclusion of what they have learnt
3. The teacher closes the meeting
Advantages of Translation Technique
According to Newmark (1988), translation technique has some advantages, they are:
1. Translation is not limited, as it can be used to explain many different types of words.
Disadvantages of Translation Technique
Newmark (1988) also mentioned some disadvantages of translation technique which can be described as follows:
1. Not every English word has exact equivalence in native language.
2. The use of native language will reduce learners’ experience of English in class.
2.7 Theoretical Assumption
2.8 Hypothesis
Based on the problem and the literature review above, the hypothesis is formulated as follows:
1. H 0 : There is no significant difference of students’ reading achievement between those who are taught through information transfer technique and those who are taught through translation technique by using authentic material.
III. RESEARCH METHOD
In order to answer the research question and to achive the objective of the research, research method should be constructed thoroughly. The research method consists of research design, subject of the research, data collecting technique, research procedures, scoring system, analysis of research instrument, data analysis, data treatment, and hypothesis testing.
3.1. Research Design
G1 = T1 X1 T2
G2 = T1 X2 T2
Where:
G1 represents an Experimental Class G2 deals with Control Class
T1 represents Pretest used to measure students’ preliminary reading achievement T2 represents Post test conducted to measure the improvement of students’ reading achievement.
X1 deals with Teaching reading by using information transfer technique X2 represents Teaching reading by using translation technique
(Hatch and Farhady, 1982)
Referring to design above, it can be concluded that there are two independent variables; they are information transfer and translation technique. Meanwhile, the dependent variable is students’ reading comprehension achievement.
3.2. Subject of the Research
3.3. Data Collecting Technique
This research has aim at gaining the data on the students’ reading achievement before the treatment (pretest) and after treatment (posttest). Therefore, reading test which consisted of pre-test and post test were employed. The pre-test and post-test are described as follows:
1. Try Out Test
This test has an aim at knowing the validity and reliability of the test. The test was administered before the pretest. The total items are 40 and it was allocated within 80 minutes.
Pre-test
The pre-test was conducted before the treatment. It is used to know the students’ achievement in reading by using translation technique and information transfer technique in authentic material especially in advertisement before they were given the treatment. The students were asked to answer 25 items of multiple choices about advertisement. The pretest was conducted in 50 minutes. The items in pre-test were selected from 40 items of tryout test.
3. Post-test
material especially in advertisement. There are 25 items which had been randomly selected from pre-test. This test was conducted in 50 minutes.
3.4. Research Procedures
In research procedures, the researcher carried out the following procedures which can be described as follows:
1. Determining subject of the research
The subject of this research was the third year students of SMP Negeri 1 Natar Lampung Selatan. The subjects of this research were two superior classes, IX A and IX B.
2. Selecting and determining the materials
The materials were based on the School Based Curriculum (KTSP) 2006 for the third year students. They are authentic material taken from Lionmag Magazine. As has been discussed in Chapter 1, this research focused on advertisement.
3. Administering Try-Out Test
The try-out test was administered in other class. Students were given advertisement texts with 40 items of multiple choices in 80 minutes.
4. Administering Pre-Test
class. The test was administered in 50 minutes with 25 items of multiple choices reading test.
5. Conducting the Treatments
The treatments were employed in two classes. The first was experimental class which gets Information Transfer Technique while the second was control class which got translation technique. Each class was taught three times by the researcher.
6. Administering Post-Test
Post-test was given at the end of treatments in order to find out the significant increase in students’ reading comprehension achievement. Post test was conducted in both classes; they were experimental and control class. The test was administered in 50 minutes with 25 items of multiple choices reading test.
7. Analyzing the result of the Test
3.5. Scoring System
In scoring the students’ work, the researcher used Arikunto’s formula (2005:236). The ideal highest score was 100. The score of pretest and posttest are calculated by using the following formula:
100
N
R
S
=
Where:
S : the score of the test R : the total of the right answer
N : the total items (Arikunto, 2005: 236)
3.6.. Analysis of Research Instrument
A good test should meet four criteria: a good validity, reliability, level of difficulty and discrimination power.
1. Validity
the criterion-related validity is concerned with measuring the success in the future, as in replacement test (Hatch and Farhady, 1982:251). So these two validities are considered to be less needed. Therefore, the two types of validity used in this research as follows:
1. Content Validity
Content validity is the extent to which the test measures a representative sample of the subject matter content. The focus of the content validity is adequacy of the sample and not simply on the appearance of the test (Hatch and Farhady, 1982:251).
2. Construct Validity
Construct validity is concerned with whether the test is actually in line with the theory of what it means to know the language (Shohamy, 1985: 74).
Table 1. Table of specification of reading test in pre-test
The percentage of number of the test was determined by referring to the previous theories. Making inference took a bigger part than finding specific information and similar meaning because inference is categorized as a comprehension skill by means of getting information which is not stated or implied on the text (Divinia, 2009).
2. Reliability
Shohamy (1985:70) stated that reliability refers to the extent to which the test is consistent in its score, and it gives an indication of how accurate the test score. The researcher used split-half method to estimate the reliability of the test, since the formula is simple. It is because (1) it avoids troublesome correlation and (2) in addition to the number of item in the test, it involves only the test, mean and standard deviation, both of which are normally calculated anyhow as a matter of routine. To measure the coefficient of the reliability the first and second half group, the researcher used the following formula:
No .
Objective Percentage total Instrument Number
1. Comprehension Finding specific Information
32% 8 1, 3, 8, 13, 14, 15, 24, 25
2. Inferences Making Inferences
40% 10 2, 5, 7, 11, 12, 16, 18, 19, 20, 22
3. Vocabulary in context
Finding similar meaning
28% 7 4, 6, 9, 10, 17, 21, 23
Where:
rl : coefficient of reliability between the first half and the second half items X : total numbers of odd numbers items
Y : total numbers of even numbers items X2 : square of X
Y2 : square of Y (Lado in Hughes, 1991: 3)
To know the coefficient correlation of whole items, the researcher used Spearman Brown’s Prophecy Formula (Hatch and Farhady, 1982: 247). The formula is as follows:
Where:
rk : the reliability of the test
rl : coefficient of reliability between the first half and the second half items (Hatch and Farhady, 1982: 247) The criterion of reliability is:
3. Level of Difficulty
Difficulty level relates to how easy or difficult the item is from the point of view of the students who take the test. It is important since the items, which are too easy (that students get right) can tell us nothing about differences within the test population. To see the level difficulty, the researcher used the formula as follow:
Where:
LD : level of difficulty
U : the proportion of upper group students who answer correctly L : the proportion of lower group students who answer correctly N : total number of students
The criteria are:
< 0.30 = difficult 0.30-0.70 = average >0.70 = easy
(Shohamy, 1985:79)
4. Discrimination Power
This index refers to the extent to which the item differentiates between high and low levels students on the test. A good item according to this criterion is one that good students do well on and bad students fail. To see the discrimination index, the writer used the following formula:
Where:
DP : discrimination power
U : the proportion of upper group students who answer correctly L : the proportion of lower group students who answer correctly N : total number of students
The criteria are:
1. If the value is positive discrimination – a large number or more knowledgeable students than poor students get the item correct. If the value is zero, it means that there is no discrimination.
2. If the value is negative, it means that more low students then high level students get the item correct.
3. In general, the higher, the discrimination index, the better. In classroom situation most items should be higher than 0.20 indexes.
(Shohamy, 1985:82)
3.7. Data Analysis
The data was analyzed in order to determine whether the students’ reading comprehension achievement is increase or not. The researcher was examined the students’ score by doing the following steps:
1. Scoring the pretest and posttest.
3. Drawing conclusion from the tabulated results of the pretest and posttest which statistically analyzed using Independent Group T-Test computed through SPSS 15.
3.8. Data Treatment
According to Setiyadi (2006: 168-169), using t-test for the hypothesis testing has three underlying assumptions, namely:
1. The data is interval ratio.
2. The data is taken from random sample in a population. 3. The data is distributed normally.
Therefore, the researcher used the following procedures to treat the data treatment:
1. Normality test
Normality test is used to measure whether the data in experimental class and control class are normally distributed or not (Setiyadi, 2006: 168-169). The students’ scores of pretests and posttests both group are analyzed to gain the normality test. The hypotheses for the normality test are as follow:
H0 : the data is not distributed normally H1 : the data is distributed normally
2. Homogeneity Test
As stated by Hatch and Farhady (1982: 57-59), the homogeneity of the item test was measured to test whether the data of the posttest from the experimental class and from the control class have homogenous variance or not. This test was analyzed by Independent t-test. The hypothesis for the homogeneity test of pre-test is as follows:
H0 : there is no significant different in the level of ability (equal) H1 : there is a significant difference in the level of ability (not equal)
3.9.Hypothesis Testing
The hypothesis testing is used to prove whether the hypothesis proposed in this research is accepted or not. SPSS was used to know the significance improvement of treatment effect. The hypothesis was analyzed at the significant level of 0.05 (p< 0.05). The formulation to find the significant ratio or value can be seen as follows:
Notes:
r : Ratio
T1 : Mean from pre-test T2 : Mean of post-test
n : Subjects on sample SD : Standard Deviation df : Degree of freedom
(Hatch and Farhady, 1982)
In this case, Independent group t-test was used in this research. The formulation of hypotheses can be seen as follows:
1. H 0 : There is no significant difference of students’ reading achievement between those who are taught through information transfer technique and those who are taught through translation technique by using authentic material.
V. CONCLUSIONS AND SUGGESTIONS
This chapter describes the conclusion of the research and the suggestion from the researcher to further research. In addition, the researcher also provides English teachers some suggestions related to the implementation of information transfer and translation technique in teaching reading comprehension.
5.1 Conclusions
In reference to the result and discussion of the research the following conclusions are given as follows:
1. There was a significant difference of students’ reading comprehension achievement after being taught through information transfer technique and those who are taught through translation technique. The significance value of difference was determined by p<0.05. The t-test revealed that the result was significant (p = 0.012). Thus, alternative hypothesis was accepted.
pre-test and post-test scores, information transfer technique is more effective to help students in determining the inference, finding specific information, and finding similar meaning of the text.
5.2 Suggestions
By considering the conclusions above, the researcher proposes some suggestion as follow:
1. The students should be more active to practice reading. They can use information transfer technique to make them easy and enjoy in reading. So they can increase their reading comprehension achievement.
2. The English teacher is suggested to use information transfer technique, especially in reading skill to make the students more comfortable in learning it and automatically can improve their reading ability. The teacher should be able to give some rules and control the teaching learning process well since the biggest problem for the teacher when using this technique may be the crowded classroom. In addition, the teacher should also give attention in the reading material, especially in teaching elements of reading. Based on the pre-test and post-test result of this research, the teacher is suggested to give more guidance to students in learning supporting detail of the text since it had no significant increase after students got the treatment.
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