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THE RELATIONSHIP BETWEEN STUDENTS’ READING COMPREHENSION IN TOEFL AND THEIR ABILITY IN TRANSLATING ENGLISH TEXTS INTO

INDONESIAN

A RESEARCH PAPER

Submitted to the Department of English Education in Partial Fulfillment of the Requirements for

Sarjana Pendidikan Degree

By:

MarlianaYanuarlin

NIM 1002695

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF LANGUAGE AND ARTS EDUCATION

INDONESIA UNIVERSITY OF EDUCATION

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The Relationship between Students’

Reading Comprehension in TOEFL and

their Ability in Translating English Texts

into Indonesian

Oleh

Marliana Yanuarlin

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni

© Marliana Yanuarlin 2014 Universitas Pendidikan Indonesia

Oktober 2014

Hak Cipta dilindungi undang-undang.

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MARLIANA YANUARLIN

THE RELATIONSHIP BETWEEN STUDENTS’ READING COMPREHENSION IN

TOEFL AND THEIR ABILITY IN TRANSLATING ENGLISH TEXTS INTO

INDONESIAN

Approved by:

Supervisor

Dr. Hobir Abdullah, M.Pd

NIP. 195202091977021001

Head of English Education Department

Prof. Dr. Didi Suherdi, M.Ed.

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MarlianaYanuarlin, 2014

The Relationship Between Students’ Reading Comprehension In Toefl And Their Ability In Translating English Texts Into Indonesian

Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu TABLE OF CONTENTS

STATEMENT OF AUTHORIZATION………... i

ABSTRACT……….. ii

PREFACE………. iii

ACKNOWLEDGEMENTS……….. iv

TABLE OF CONTENTS……….. vi

LIST OF TABLES……… ix

LIST OF FIGURES……….. x

CHAPTER I: INTRODUCTION……….. 1

1.1 Background of the Study……… 1

1.2 Research Questions ……… 2

1.3 Aims of the Study ………. 3

1.4 Scope of the Study ………. 3

1.5 Significance of the Study ………... 3

1.6 Clarification of Terms ……… 4

1.7 Organization of the Paper ……….. 4

CHAPTER II: THEORETHICAL FOUNDATION………. 5

2.1 Reading in English as Foreign Language (EFL) ………... 5

2.2 Reading Texts in TOEFL ………... 7

2.3 The Nature of Translating………... 8

2.4 The Process of Translation……….. 9

2.5 Reading Comprehension and Translation ……….. 11

CHAPTER III: RESEARCH METHODOLOGY……… 14

3.1 The Research Design……….. 14

3.1.1 Variable ……… 14

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MarlianaYanuarlin, 2014

The Relationship Between Students’ Reading Comprehension In Toefl And Their Ability In Translating English Texts Into Indonesian

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3.1.3 Site and Participants ……… 15

3.1.4 Research Instruments ………... 15

3.1.4.1 The Reading Comprehension Test ……….. 15

3.1.4.2 The English –Indonesian Translation Test ………. 17

3.2 Data Collection ……….. 20

3.2.1 Research Procedures ……….. 20

3.3 Data Analysis ………... 21

3.3.1 Validity Test ……….. 21

3.3.2 Difficulty Level……….. 21

3.3.3 Reliability Test ……….. 22

3.3.4 Test of Normality ………... 24

3.3.5 Test of Linearity ……… 25

3.3.6 Calculating the Contribution of Students’ TOEFL Reading Comprehension ……… 26

3.3.7 Comparing the Mean of Each Type of Reading Skills ………….. 26

CHAPTER IV: FINDINGS AND DISCUSSIONS……….. 27

4.1 Research Findings………... 27

4.1.1 The Students’ Reading Comprehension in TOEFL ……… 27

4.1.1.1 Reliability of Reading Comprehension Test ………... 29

4.1.1.2 Validity of Reading Comprehension Test ………... 30

4.1.1.3 The Difficulty Index of Reading Comprehension Test …... 31

4.1.2 The Students’ English-Indonesian Translating Ability ……… 31

4.1.2.1 Reliability of English-Indonesian Translating Ability Test 33 4.1.2.2 Validity of English-Indonesian Translating Ability Test…. 34 4.1.3 The Correlation between Students’ Reading Comprehension in TOEFL and Students’ English-Indonesian Translating Ability ….. 34

4.1.3.1 The Normality Distribution Test ………. 35

4.1.3.2 Correlation Coefficient between Variable X and Y………. 36

4.1.3.3 Testing of the Contribution of TOEFL Reading Comprehension……….. 38

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MarlianaYanuarlin, 2014

The Relationship Between Students’ Reading Comprehension In Toefl And Their Ability In Translating English Texts Into Indonesian

Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu

4.1.3.5 The Comparison Mean Scores of Reading Comprehension

Skills………... 39

4.2 Discussions………. 42

4.2.1 The Students' Reading Comprehension in TOEFL ……… 42

4.2.2 The Students' English-Indonesian Translating Ability……… 44

4.2.3 The Relationship between Students' Reading Comprehension in TOEFL and their Ability in Translating English Texts into Indonesian ……… 46

CHAPTER V: CONCLUSIONS AND SUGGESTIONS……… 49

5.1 Conclusions………. 49

5.2 Suggestions………. 51

REFERENCES………. 52

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MarlianaYanuarlin, 2014

The Relationship Between Students’ Reading Comprehension In Toefl And Their Ability In Translating English Texts Into Indonesian

Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu LIST OF TABLES

Table 3.1 Five Scale Absolute Norm……… 17

Table 3.2 Translation Quality Categories………. 17

Table 3.3 Categories in Translation Evaluation………... 19

Table 3.4 The Criteria of Validity……… 21

Table 3.5 Classification of Difficulty Level………. 22

Table 3.6 The Reliability Level Based on the Alpha Value………. 23

Table 3.7 r Coefficient Correlation………... 25

Table 4.1 The Descriptive Statistic of the Students’ TOEFL Reading Comprehension Test……… 28

Table 4.2 The Students’ TOEFL Reading Comprehension Test Score………. 28

Table 4.3 Reliability of Reading Comprehension Test ………... 29

Table 4.4 Validity of Reading Comprehension Test ………... 30

Table 4.5 The Result of Difficulty Index ……… 31

Table 4.6 The Descriptive Statistic of The Students’ English-Indonesian Translating Ability………... 32

Table 4.7 The Students’ English-Indonesian Translating Ability Test Score 32 Table 4.8 Reliability of English-Indonesian Translating Ability Test ……… 33

Table 4.9 Validity of English-Indonesian Translating Ability Test ………… 34

Table 4.10 Normality Distribution Test………... 35

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MarlianaYanuarlin, 2014

The Relationship Between Students’ Reading Comprehension In Toefl And Their Ability In Translating English Texts Into Indonesian

Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu

Table 4.12 Coefficient Determination ………. 38

Table 4.13 The Result of Linearity Testing……….. 39

Table 4.14 The Students’ Profile in Employing Reading Comprehension

Skills ………. 40

LIST OF FIGURES

Figure 2.1 Eugene Nida's Model of the Translation Process………. 10

Figure 4.1 The Students' Reading Comprehension Contribution to Students’ English-Indonesian Translating Ability Test Score……… 41

Figure 4.2 Students’ TOEFL Reading Comprehension Test Score…………... 43

Figure 4.3 Students’ TOEFL Reading Comprehension Test Score

Percentages ………. 43

Figure 4.4 Students’ English-Indonesian Translating Test Score……….. 45

Figure 4.5 Students’ English-Indonesian Translating Test Score Percentages.. 45

Figure 4.6 Students’ TOEFL Reading Comprehension and English

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MarlianaYanuarlin, 2014

The Relationship Between Students’ Reading Comprehension In Toefl And Their Ability In Translating English Texts Into Indonesian

Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu

ABSTRACT

This study was a correlational research. The aims of the study was to investigate the students’ reading comprehension in TOEFL, students’ English -Indonesian translating ability, and the relationship between reading comprehension in TOEFL and their ability in translating English texts into Indonesian. The subjects of this study were twenty five eighth semester students of Translating-Interpreting program in English Education Department in Indonesia University of Education (UPI). The research instruments were TOEFL texts for reading comprehension test and English-Indonesian translation test, the texts were taken from TOEFL Preparation Guide Test. This study revealed that the mean of the students’ TOEFL reading comprehension test score was at the point 77.68 and it belongs to good category. It means that students’ reading comprehension in TOEFL texts is generally good. The finding of this study also revealed that the mean of the students’ English-Indonesian translating ability test score places at the point 82.21 and it belongs to very good category. It means that students’ English-Indonesian translating ability is generally very good. The finding of the study obtained the values of correlation coefficient or r observed at the point 0.935. It indicated that the value of r observed is higher than the value of r table (0.935 > 0.337). Thus, the correlation coefficient which was found in this study proved that there is a relationship between students’ reading comprehension in TOEFL and their ability in translating English texts into Indonesian. The point 0.935 belongs to very strong correlation level. It means that students’ reading comprehension in TOEFL contributed very strong to the students’ ability in translating English texts into Indonesian. Students’ TOEFL reading comprehension contributed 86.8% to the students’ success in achieving their goal, namely having good English-Indonesian translating ability. Therefore, students’ TOEFL reading comprehension can be said as one of important factors that should have serious attention from both the students and the lecturers.

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MarlianaYanuarlin, 2014

The Relationship Between Students’ Reading Comprehension In Toefl And Their Ability In Translating English Texts Into Indonesian

Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu ABSTRAK

Penelitian ini merupakan penelitian korelasional. Tujuan dari penelitian ini adalah untuk meneliti pemahaman membaca mahasiswa dalam teks TOEFL, kemampuan menerjemahkan bahasa Inggris-Indonesia mahasiswa, dan hubungan antara pemahaman membaca mahasiswa dalam teks TOEFL dan kemampuan mereka dalam menerjemahkan teks bahasa Inggris ke dalam bahasa Indonesia. Subyek penelitian ini ada dua puluh lima mahasiswa semester delapan program Translating-Interpreting di Jurusan Pendidikan Bahasa Inggris di Universitas Pendidikan Indonesia (UPI). Instrumen penelitian yang digunakan adalah teks TOEFL untuk tes pemahaman membaca dan tes terjemahan bahasa Inggris-Indonesia, teks diambil dari Panduan Persiapan TOEFL. Penelitian ini mengungkapkan bahwa rata-rata skor tes pemahaman membaca teks TOEFL mahasiswa berada di titik 77,68 dan termasuk dalam kategori baik. Ini berarti bahwa pemahaman membaca mahasiswa dalam teks TOEFL umumnya baik. Temuan penelitian ini juga mengungkapkan bahwa rata-rata skor tes kemampuan menerjemahkan bahasa Inggris-Indonesia mahasiswa berada pada titik 82,21 dan termasuk kategori sangat baik. Ini berarti bahwa kemampuan mahasiswa dalam menerjemahkan bahasa Inggris-Indonesia umumnya sangat baik. Temuan penelitian ini diperoleh nilai koefisien korelasi atau r observed pada titik 0,935. Hal ini menunjukkan bahwa nilai r observed lebih tinggi dari nilai r tabel (0,935> 0,337). Dengan demikian, koefisien korelasi yang ditemukan dalam penelitian ini membuktikan bahwa ada hubungan antara pemahaman membaca teks TOEFL mahasiswa dan kemampuan mereka dalam menerjemahkan teks bahasa Inggris ke dalam bahasa Indonesia. Titik 0,935 memiliki tingkat korelasi yang sangat kuat. Ini berarti bahwa pemahaman membaca dalam teks TOEFL memberikan kontribusi yang sangat kuat untuk kemampuan mahasiswa dalam menerjemahkan teks bahasa Inggris ke dalam bahasa Indonesia. Pemahaman membaca teks TOEFL mahasiswa berkontribusi 86,8% terhadap kesuksesan dalam mencapai tujuan mereka, yaitu memiliki kemampuan menerjemahkan bahasa Inggris-Indonesia yang baik. Oleh karena itu, pemahaman membaca dalam teks TOEFL dapat dikatakan sebagai salah satu faktor penting yang harus mendapat perhatian

serius baik dari mahasiswa maupun dosen.

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MarlianaYanuarlin, 2014

The Relationship Between Students’ Reading Comprehension In Toefl And Their Ability In

Translating English Texts Into Indonesian

Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu CHAPTER I

INTRODUCTION

This chapter presents a brief description of whole content of the research.

This chapter includes background of the study, research questions, aims of the

study, scope of the study, significance of the study, clarification of terms, and

organization of the paper.

1.1 Background of the Study

People from all around the world use and learn language. Language

learners face numerous challenges as they tread their way through the boundless

maze of foreign language learning. One of the thorny areas of concern for English

as Foreign Language (EFL) learners is reading comprehension (Zoghi et.al, 2014).

Reading comprehension is not confined solely to the ability to restate the text,

rather it refers to the ability to use prior knowledge, making connections,

visualizing, inferring, determining importance and synthesizing the materials in

the text (Grimes, 2004).

English as the international language is used and learnt by many students

in Indonesia. Because many Indonesian students study their subject areas in

English, reading is essential for their academic and professional success. Indeed,

this research tells that reading is an important measurement of their academic

success. Yet most of EFL students in Indonesia find it difficult when they are

asked to read a passage and answer comprehension questions especially in cases

where the topic of the texts are unfamiliar because of cultural differences or lack

of background knowledge. The students’ weakness in English proficiency and very limited experience with reading and the written word in both their mother

tongue and English make them become weak readers who poor at comprehending

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MarlianaYanuarlin, 2014

The Relationship Between Students’ Reading Comprehension In Toefl And Their Ability In

Translating English Texts Into Indonesian

Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu

Test of language comprehension, be they tests of reading or listening,

traditionally purport to measure only one factor: accuracy of comprehension (Lee,

2002). Test of English as a Foreign Language (TOEFL) is probably the most often

examination in the admission process of foreign students to college and university

in the United States (Pyle & Munoz, 2002). TOEFL test is used as a standard

assessment of English proficiency. It implies that TOEFL is a tool to predict

students’ ability in reading comprehension. It emphasizes and measures English usage and communication ability in academic setting (TOEFL iBT Tips, as cited

in Ali, 2012, p. 49).

Reading is not merely a process of decoding of codes in printed form but

a process of creating meaning as a result of the transaction between the reader and

the text (Kabilan et.al, 2010). When talking about translation, most people think

of it as a means of communication or a process of transferring meanings from one

language to another. Translation is regarded as an activity confined to those who

have already achieved a high degree of language skill. A good translation cannot

be achieved without mastery of the second language (Lado, as cited in

Hosseini-Maasoum, 2012).

Since translation and reading comprehension deal with the meaning of a

written text, it would seem particularly important that educators and students to

understand the correlation between reading comprehension and translation. So far,

there has been little research to examine the relationship between students’

reading comprehension in TOEFL and the ability in translating English texts into

Indonesian. In order to fill this gap this research aims to identify the students’ reading comprehension in TOEFL, the students’ ability in translating English texts into Indonesian, and the relationship between the students’ reading comprehension in TOEFL and their ability in translating English texts into

Indonesian.

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MarlianaYanuarlin, 2014

The Relationship Between Students’ Reading Comprehension In Toefl And Their Ability In

Translating English Texts Into Indonesian

Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu

There are three problems which will be investigated in this study. The

problems are formulated in the following questions:

1. How is the students’ reading comprehension in TOEFL?

2. How is the students’ ability in translating English texts into

Indonesian?

3. Is there any relationship between the students’ reading comprehension in TOEFL and their ability in translating English

texts into Indonesian?

1.3 Aims of the Study

Based on the background of the study and the research questions above,

the aims of the study can be formulated as follows:

1. To identify the students’ reading comprehension in TOEFL.

2. To identify the students’ ability in translating English texts into Indonesian.

3. To identify the relationship between the students’ reading comprehension in TOEFL and their ability in translating English

texts into Indonesian.

1.4 Scope of the Study

The scope of this study is limited to two concerns. First, the study focuses

on investigating whether or not there is a relationship between students’ reading comprehension in TOEFL and their ability in translating English texts into

Indonesian. Second, this study also investigates the students’ reading comprehension in TOEFL and the students’ ability in translating English texts into Indonesian.

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MarlianaYanuarlin, 2014

The Relationship Between Students’ Reading Comprehension In Toefl And Their Ability In

Translating English Texts Into Indonesian

Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu

The significances of this study can be formulated as follows:

Theoretically, this study is expected to be a reference for further researcher

who is interested in reading comprehension and translating English-Indonesian.

Practically, this study is intended to give some contributions for

educational field, especially in teaching reading comprehension and translating.

It is expected to give the English Education students an awareness of the

importance of reading comprehension mastery to improve their translating ability.

1.6 Clarification of Term

The following are the key terms which are used in the study to avoid

misunderstanding the term of this study:

Reading comprehension is the ability to understand the meaning of words,

ideas, and their relationship presented in the text (McNamara, 2007).

Translation is the reproduction in a receptor language of the closest natural

equivalent of the source language message, first in the term of meaning, and

second in terms of style (Nida& Taber, 1982).

1.7 Organization of the Paper

There are five chapters in this research paper. Chapter I is Introduction,

this chapter consists of the background of the study, research questions of the

study, aims of the study, cope of the study, significance of the study, clarification

of the terms and organization of the paper. Next is chapter II which presents some

theoretical foundations of the research that are relevant to this research. Chapter

III is Research Methodology. This chapter discusses the methodology of the

research, including the research design, variables, hypothesis of the study,

participants and instruments of the study, research procedures and data analysis.

Chapter IV presents the research findings and discussion of the study to answer

the research questions. Last chapter is chapter V, in this chapter discusses the

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MarlianaYanuarlin, 2014

The Relationship Between Students’ Reading Comprehension In Toefl And Their Ability In

Translating English Texts Into Indonesian

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MarlianaYanuarlin, 2014

The Relationship Between Students’ Reading Comprehension In Toefl And Their Ability In Translating English Texts Into Indonesian

Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu CHAPTER III

RESEARCH METHOD

This chapter discusses the research method. The researcher describes

several topics related to the research method used in this research. They are the

research design, variable, hypothesis, site and participants, research instruments,

data collection, and data analysis.

3.1 The Research Design

For getting the data accurately and completely the researcher applied

quantitative research methodology which was correlational research. Correlational

research was used because this study aimed to identify the relationship between

students’ reading comprehension in TOEFL and their ability in translating English texts into Indonesian. Sugiyono (2014, p. 8) states that quantitative research is

used to investigate certain population and sample, to collect data using research

instrument, to analyze data in quantitative/statistic, and to examine the determined

hypothesis. In correlational research, the relationships among two or more

variables are studied without any attempt to influence them. There is no

manipulation of variables in correlational research (Fraenkel & Wallen, 2012).

3.1.1 Variable

Variable can be classified into independent and dependent variables.

Independent variable is a variable which is selected, organized, and evaluated by

the researcher (Hatch & Farhady, 1982). Meanwhile, dependent variable is the

variable in which the researcher observed in order to find out the effect of the

independent variable (Loc Cit). As for this study, the independent variable was the

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The Relationship Between Students’ Reading Comprehension In Toefl And Their Ability In Translating English Texts Into Indonesian

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study, reading comprehension in TOEFL was presumed to have an effect on

students’ English- Indonesian translating ability.

3.1.2 Hypothesis

Since this study was a quantitative correlational research, it is important to

predict a particular relationship between two variables, the students’ reading comprehension in TOEFL and the students’ ability in translating English texts into Indonesian. This research had a set of hypothesis as follows:

 H0 = There is no relationship between students’ reading comprehension in TOEFL and their ability in translating English texts

into Indonesian.

 H1 = There is relationship between students’ reading comprehension in TOEFL and their ability in translating English texts into Indonesian.

3.1.3 Site and Participants

This research was conducted in Indonesia University of Education (UPI),

Bandung. The participants of this research were 25 semester eight students of

English Education Department batch 2010 who were Indonesian natives. The

students involved in this study were the students of Translating-Interpreting

program who had taken and passed four credit of English-Indonesia Translating

course who took. The purposive sampling was used to determine the sample of

this study. Purposive sample is done by taking subjects to obtain sample based on

the purpose of the study not based on stratum, random or location (Arikunto,

2013). By selecting these students, the researcher assumed that they were capable

of translating English texts into Indonesian much better because they had more

exposures to translation practices than the students who took ESP program.

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The Relationship Between Students’ Reading Comprehension In Toefl And Their Ability In Translating English Texts Into Indonesian

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Reading comprehension and English-Indonesian translation tests were

administered to all of the participants. The researcher used TOEFL texts to collect

data of students’ reading comprehension and students’ translating ability for this research. The texts were taken from “Cliffs TOEFL Preparation Guide Test of English as a Foreign Language” by Michael A. Pyle, M.A. and Mary Ellen Muñoz Page, M.A (2002). Reading comprehension test and English-Indonesian

translation test were using the same TOEFL texts.

3.1.4.1 The Reading Comprehension Test

This study concerned with the students’ skill in reading comprehension; therefore, the research opted to use TOEFL texts practice test which is very

similar in format to the real institutional administration. The participants had to

take this test under testing condition, exactly as the actual test with time allocation.

This test was aimed at answering the first research question about the students’

reading comprehension in TOEFL.

The test item consisted of five texts from “Cliffs TOEFL Preparation Guide Test of English as a Foreign Language” (p. 451- 462) and followed by approximately fifty multiple choice related to the texts. To obtain the score of the

test, this study employed a simple formula. The formula is:

Where :

CA = number of correct answers

N = number of the total items

Score 100 would be the highest score. After obtaining the data, the

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The Relationship Between Students’ Reading Comprehension In Toefl And Their Ability In Translating English Texts Into Indonesian

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Table 3.1

Five Scale Absolute Norm

The Mastery

Process Raw Score Standard Score Category

90% - 100% 85 – 100 A Very Good

80% - 89% 71 – 85 B Good

65% - 79% 51 – 70 C Fair

55% - 64% 41 – 50 D Poor

0% - 54% 0 – 40 E Very Poor

(Nurkancana, 1992)

3.1.4.2 The English-Indonesian Translation Test

The researcher used TOEFL texts from “Cliffs TOEFL Preparation Guide Test of English as a Foreign Language” (p. 451- 462) that were also used in reading comprehension test as the material for the translation test. The participants

were asked to translate the text regardless of translation method which they used.

This translation test was aimed to answer the second research question about the

student’s ability in translating English texts into Indonesian.

The translation assessment used the indicator for quality categories

according to Barnwell (as cited in Mulyati, 2010) as shown as follow:

Table 3.2

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The Relationship Between Students’ Reading Comprehension In Toefl And Their Ability In Translating English Texts Into Indonesian

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Aspects Score Level Qualification

Accuracy

1 Bad

Semantically misleading and

incomprehensible, unclear meaning, the

presence of some grammatical errors and

deviation of meaning.

2 Fair Correct meaning, minimum redundancy and grammatical errors.

3 Good Correct meaning, no omission, addition or any changes of meaning.

4 Excellent Accurate, clear, no omission, addition or any changes of meaning.

Clarity

1 Bad

Stylistically awkward, structurally

burdensome, poorly structured, diction and

mechanical errors.

2 Fair

Complex syntax but understandable

meaning and some diction that have

mechanical errors.

3 Good Appropriate words, phrases and grammar and also clear meaning.

4 Excellent Easy to be understood, correct words, phrases and grammar, and no ambiguity.

Naturalness

1 Bad

Unnatural forms, awkward language,

linguistically unnatural, stylistically

awkward.

2 Fair Makes sense and minimum unnatural words, grammar, phrases and idioms.

3 Good

Correct meaning, appropriate idioms, and

words but there are some syntactic

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The Relationship Between Students’ Reading Comprehension In Toefl And Their Ability In Translating English Texts Into Indonesian

Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu

4 Excellent

Makes sense and read naturally (written in

ordinary language, common grammar,

proper idioms and words).

After obtaining the score of translation quality, the researcher converted

that score with another translation categories which is proposed by Machali (2000,

cited in Putra, 2012) in order to get translation quality category and mark of

translation evaluation.

Table 3.3

Categories in Translation Evaluation

Category Mark Average (%) Indicator

Nearly Perfect

Translation

86-100

A

Natural expression; no

inversion and deviation of

meaning; no incorrect

choice of standard term

mistake; sounds like a

native language.

Very Good Translation 76-85

B

No distortion of meaning;

no rigid word for word

translation; no incorrect

choice of standard terms;

relative more than 15% of

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also a few of incorrect

choice of standard terms.

Fair Translation 46-60

D

Sounds of translation,

there are some of rigid

word for word translation

but are not relatively

more than 25% of the

whole text; there are some

grammatical errors, but is

3.2.1 Research Procedures

These steps were the research procedures in order to collect the data:

1. Selecting the relevance theories and references on reading comprehension

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2. Selecting the material for reading comprehension test and translation test

from TOEFL texts.

3. Selecting the site and participants of the research.

4. Administering the test; the students were given 120 minutes to finish the

reading comprehension test and translation test. English dictionary was

allowed.

5. Checking and scoring the students’ for reading comprehension test and translation test results.

6. Analyzing the findings of the research.

7. Interpreting the meaning of the results and verifying whether or not the

data support the theory, research questions and hypotheses.

3.3 Data Analysis

3.3.1 Validity Test

Validity refers to the appropriateness, meaningfulness, and usefulness of

the inferences a researcher makes (Fraenkel & Wallen, 2012). In short, it is the

accuracy of a measurement. Therefore, validity test is measured to support any

inferences made based on the data gained using particular instrument (Ibid). To

examine the validity of reading comprehension in TOEFL, the researcher used

Pearson Product Moment Correlation (Arikunto, 2013, p. 319). The result of the

tests were calculated by SPSS 21 for Windows. The criteria which are determined

the degree of the item validity is shown below:

Table 3.4

The Criteria of Validity

Correlational Coefficient Validity Criteria

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0,00 ≤ r xy ≤ 0,20 Very Low

( Arikunto, 2013)

3.3.2 Difficulty Level

Difficulty level test was used in this study to measure whether the item

was relevant with the students’ (in this case, the test takers) ability level or not.

Difficulty index is the ration of the number of students that can answer the

question correctly to the total number of the students who take the test (Cheang &

Hasni, as cited in Johari, et al., 2011).

In this study, the difficulty level was used to find whether each of the test

items was very easy, easy, moderate, difficult or very difficult. The formula which

was used to determine the level of difficulty for a small group of students was as

follows:

DI : difficulty index

B : number of students who answered that question correctly

J : the total number of test takers

Loon (2007, as cited in Johari, et al., 2011) proposed the classification of

difficulty level for different ranges of the difficulty index and actions to be taken

as shown in table below.

Table 3.5

Classification of Difficulty Level

Difficulty Index Difficulty Level Modification Results

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0,3 < DI < 0.8 Moderate Accept

DI ≥ 0,8 Too Easy Modify

3.3.3 Reliability Test

In a research study, reliability test also plays an important part in gathering

the data. Stainback (as cited in Sugiyono, 2014) defines the meaning of reliability:

Reliability is often defined as the consistency and stability of data or findings. From a positivistic perspective, reliability typically is considered to be synonymous with the consistency of data produced by observations made by different researchers (e.g. interrater reliability), by the same researcher at different times (e.g. test retest), or by splitting a data set in two parts (split-half).

(Stainback, 1988)

The reliability of the instruments for this study was analyzed by internal

consistency. Reliability test by internal consistency is done by trying out the

instrument once, and then the data is analyzed by a specific technique. Meanwhile,

Cronbach’s Alpha formula is used to facilitate internal consistency. Results of the analysis could be used to predict the reliability of the instrument. The Cronbach’s Alpha formula is stated below:

(Arikunto, 2013)

Where :

α = alpha coefficient of reliability K = number of components or items

= variance of the observed total test scores

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i = the current sample of persons

The instrument can be said as reliable instrument if it has Cronbach

coefficient (α) which is higher than 0.70 (Nunnally, as cited in Ghozali, 2011).

After obtaining the reliability coefficient, then the researcher interpreted the result

using the reliability level based on the alpha value as follows.

Table 3.6

The Reliability Level Based on the Alpha Value

Reliability Coefficient Criteria

normally distributed, it means that the sample represents the whole population. On

the contrary, if it is not normally distributed, it only works at the sample. The null

hypothesis works in the test which is elaborated as follows:

H0 = the data of students’ reading comprehension in TOEFL and

students’ English-Indonesian translating ability are normally distributed. Ha = the data of students’ reading comprehension in TOEFL and

students’ English-Indonesian translating ability are not normally distributed.

If the data were in normal distribution, the Pearson Product Moment formula is

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(Sugiyono, 2014, p. 183)

Where :

r = correlation coefficient

N = the numbers of pairs of measurement

x = results of students’ reading achievement (variable x) y = results of translating ability (variable y)

∑ = sum

Meanwhile, if the data were not normally distributed, the data used

Spearman Correlation for ranked data. The formula is as follows:

(Sugiyono, 2014)

Where :

d = the difference in statistical rank of corresponding variables

n = the number of pairs of ranking

After calculated the normality distribution and found out if this study used

Pearson or Spearman formula, and then coefficient correlation was used based on

Sugiyono’s (2014) criteria.

Table 3.7

r Coefficient Correlation

Coefficient interval Correlation level

0,00 – 0,199 Very weak

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0,40 – 0,599 Moderate

0,60 – 0,799 Strong

0,80 – 1,000 Very strong

(Sugiyono, 2014, p. 184)

3.3.5 Test of Linearity

Test of linearity is intended to examine the significance of the relationship

of the variables which were observed in this study. Since the variables in this

study are only two variables: variable X (students’ TOEFL reading comprehension) as independent variable and variable Y (students’ English -Indonesian translating ability) as dependent variable. The calculation of linearity

testing was based on simple regression formula which is stated as follow:

Y = a + bX

(Kurniawan, 2011)

Where :

Y = dependent variable

a = constant

b = coefficient regression

X = independent variable

3.3.6 Calculating the Contribution of Students’ TOEFL Reading Comprehension

This computation is intended to see the percentage of the contribution of

students’ TOEFL reading comprehension variable towards students’ English -Indonesian translating ability variable. The percentage was calculated based on

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CD = r2 x 100%

(Coolidge, 1997)

Where :

CD = Coefficient Determinant

r2 = squared correlation coefficient

3.3.7 Comparing the Mean of Each Type of Reading Skills

The process of comparing the mean of each type of reading skills is meant

to discover the frequency of reading skills which are employed by the students in

TOEFL reading comprehension. To meet this purpose, the mean of each reading

skills was compared one other and then compared with the mean of translating

ability score. The reading skill which has the highest mean is categorized as the

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Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu CHAPTER V

CONCLUSION AND SUGGESTIONS

After conducting the research and analyzing the findings, in this chapter

the researcher presents conclusion and suggestions. The research has an

expectation that this study will be useful for English students, teachers of

translation course, future researcher and all readers who are interested in this

study.

5.1 Conclusion

This research mainly concerns with finding out the students’ reading comprehension in TOEFL, the students’ ability in translating English texts into Indonesian and the correlation between students’ reading comprehension in TOEFL and their ability in translating English texts into Indonesian. The finding

of this study revealed that the mean of the students’ TOEFL reading

comprehension test score was at the point 77.68. The point 77.68 belongs to good category. It means that students’ reading comprehension in TOEFL texts is generally good. Therefore, the first research question about the students’ reading

comprehension in TOEFL texts has been answered. The finding of this study also

revealed that the mean of the students’ English-Indonesian translating ability test

score places at the point 82.21. The point 82.21 belongs to very good category. It

means that students’ English-Indonesian translating ability is generally very good.

Therefore, for the second research question about the students’ ability in translating English texts into Indonesian also has been answered. The finding of

the study obtained the values of correlation coefficient or r observed at the point

0.935. It indicates that the value of r observed is higher than the value of r table

(0.935 > 0.337). It means that the alternatives hypothesis is accepted. Thus, the

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relationship between students’ reading comprehension in TOEFL and their ability

in translating English texts into Indonesian. It also answered the third research

question. The answer for that research question is there is a relationship between

students’ reading comprehension in TOEFL and their ability in translating English

texts into Indonesian. The point 0.935 belongs to very strong correlation level. It

means that students’ reading comprehension in TOEFL contributes very strong to

the students’ ability in translating English texts into Indonesian. Students’ TOEFL reading comprehension contributes 86.8% to the students’ success in achieving their goal, namely having good English-Indonesian translating ability. Therefore, students’ TOEFL reading comprehension can be said as one of important factors that should have serious attention from both the students and the lecturers.

Based on the reading comprehension skills which are proposed by

Mikulecky and Jeffries (2003), the researcher found six reading comprehension

skills which are mostly used by the students in TOEFL reading comprehension.

They are skimming, using vocabulary knowledge, scanning, understanding main

idea, making inferences and summarizing. The mean scores of each reading

comprehension skills category are at the point between 15.08 up to 0.96 in a range

1 to 6. Scanning skill is at the first rank. It means than scanning, the skill which is

a very high-speed reading that is done when looking for a specific piece of

information, was the skill which was mostly employed by the students. The last

rank of reading comprehension skill was placed by summarizing. It indicates that

the students who took this TOEFL reading comprehension were rarely used the

summarizing skills which deals with retelling the important parts of a passage in a

much shorter form when the students got involved with TOEFL texts. Scanning skill as the most employed by the students contributes 44.44% to students’ English-Indonesian translating ability. It means that scanning skill is really helpful

factor for the students to comprehend the texts completely and quickly. Since the

purpose of scanning is to find specific detail information, therefore when the

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are expected to be able to translate the text appropriately. Meanwhile, the second

rank is using vocabulary knowledge skill which contributes 28.89%. It means that

to be able to produce a good translation, the student needs good vocabulary

knowledge skill in order to find closest equivalence of the source language into

the target language. It strengthens Jakobson’s (1959) statement that apparent

synonymy does not always yield equivalence. Therefore, the students need as

many vocabularies as possible and familiarize themselves to use those

vocabularies in every different contexts of the text.

5.2 Suggestions

Based on the research findings, the researcher suggests some points:

1. Since there is still TOEFL reading comprehension score which was

categorized into poor classification , English Education students are expected to

improve their reading comprehension by reading many texts material as possible

from different genres and topics. Plus with always practice their reading

comprehension skills, it will give a lot of good impact in their proficiency in

reading comprehension.

2. Before translating a text, the students are faced with the analysis of the

source language text in advance by reading comprehension. That means the

students as the translators are not enough to understand what they read, but they

also need to obtain knowledge of contrastive analysis in order they are easy to

recognize the similarities and differences which exist between the source language

and the target language. Since from translating test result, even though the

students’ English-Indonesian translating ability score were categorized into very

good translation however there are various word choices which inappropriate for

target language.

3. Since this paper is still far from perfect, did not cover all aspects dealing

with translation study and took small sum of participants, therefore, the researcher

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analysis in students’ English-Indonesian translation test results. Not only

investigate the correlation between reading comprehension and translating ability

but also the next researcher should analyze the correlation between translation

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Gambar

Table 3.1  Five Scale Absolute Norm
Table 3.3 Categories in Translation Evaluation
Table 3.4  The Criteria of Validity
Table 3.6 The Reliability Level Based on the Alpha Value
+2

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