ORRELATIVE STUDY OF MEMORIZING IRREGULAR
VERBS TOWARD STUDENTS' AHIEVEMENT IN
TRANSLATING NARRATIVE TEXT
(A Study from the Eighth Grade Students of MTs Al-Bidayah, Candi, Bandungan, in the Academic Year of 20/202).
A Graduating Paper
Submitted to the Board of Examiners in Partial Fulfillment
of the Requirements for the Degree of Educational Islamic Studies (SPd.I) In the English and Education Department
By:
MUH SUKRON IBNU ASRIN 113 05 040
ENGLISH DEPARTMENT OF EDUATION FAULTY
STATE INSTITUTE FOR ISLAMI STUDIES
SALATIGA
etia Rini M.Pd.
The Lecturer of Education Faculty
tate Institute For Islamic tudies alatiga
ATTENTIVE COUNELOR NOTE
Case: Muh. Sukron Ibnu Asrn’s Thess Salatga, February 20th 2013
Dear
The Head of State Insttute for Islamc Studes
Salatga
ssalamu’alaikum wr. wb.
After readng and correctng Muh Sukron Ibnu Asrn’s Thess enttled “CORRELATIVE STUDY OF MEMORIZING IRREGULAR VERBS TOWARD STUDENTS’ ACHIEVEMENT IN TRASNSLATING NARRATIVE TEXT” (A Study of the Eghth Grade Students of MTs Al-Bdayah Cand, Bandungan n the Academc Year of 2011/2012), I have decded and would lke to propose that t could be accepted by the educatonal faculty. I hope t would be examned as soon as possble.
v
INISTRY OF RELIGIOUS AFFAIRS
STATE ISTITUTE FOR ISLAIC STUDIES (STAIN) SALATIGA Jl. Tentara Pelajar 02 Phone (0298) 323706 Salatiga 50721
GRADUATING PAPER
CORRELATIVE STUDY OF EORIZING IRREGULAR VERBS TOWARD
STUDENTS’ ACHIEVEENT IN TRANSLATING NARRATIVE TEXT IN THE
EIGHTH STUDENTS OF Ts AL BIDAYAH CANDI BANDUNGAN IN THE
ACADEIC YEAR OF 2011/2012
CREATED BY:
UH. SUKRON IBNU ASRIN NI: 11305040
OTTO
The first step toward change is awareness. The second step is acceptance. (Nathaniel
Branden)
Some of life’s best lessons are learned at the worst times. (Blake Atkins)
You neer fail until you stop trying. (Albert Einstein)
1
EICATION
This graduating paper is dedicated to:
My beloed father and mother (Mr. Mukhlasin and Mrs. Elmiyati)
My brothers (Latif Mashadi and Ahmad Jamhari)
My lecturers who always guided me in Ma’had (Mr. Hafidz, M.Ag, Mr.
Hanung Triyoko, M.Hum, M.Ed, Mr. Hammam, M.Pd, Mr. Munajat, PhD,
and Mr. Khusen M.A, M.Ag)
All TBI students in the year of 2005
All my friends in Ma’had Mahasiswa STAIN Salatiga
ABLE OF CONENS
TITLE………. i
DECLARATION………... ii
ATTENTIVE COUNSELOR NOTES………... iii
PAGE OF CERTIFICATION………...………...…………. iv
MOTTO ………..….………... v
DEDICATION………...………... vi
ACKNOWLEDGMENT………..………. vii
TABLE OF CONTENTS………..………... ix
ABSTRACT………. xi
CAHAPER I: INRODUCION A. Background of the Study………... 1
B. Limitation of the Problems ……...………... 4
C. Statement of The Problem.………...………... 5
D. Objectives of The Study……..…….………...………….... 5
E. Benefits of the the Study…………..……….….……….….... 6
F. Definition of the Key Terms……….………... 7
G. Review of Related Literature ...…….………..…. 8
H. Research Methodology ... I. Data Colection Method ... 10
J. Data Analysis ... 11
10
CHAPER II: HEOREICAL FRAMEWORK
A. Definition of Memorizing ... 14
B. Different of Regular and Irregular verb ... 16
C. Definition of the Students ... 18
D. Achievement ... 1
E. Theory of Translation ... 1
F. Steps of Translation ... 20
G. Narrative Text ... 22
H. Memorizing Effect for Translating ... 23
CHAPER III: RESEARCH MEHOD A. Location of the Researh ..……...………...……….... 25
B. Population………... 2
C. Sample ……… 2
D. Time of the Research …...………..……… 30
E. Type of the Research ...……….………….…… 31
F. Data Collection Method ... 31
G. Data Analysis ... 36
CHAPER IV: ANALYSIS A. Data Analysis ...……… 38
B. Data Analysis of Memorizing Irregular Verbs ………. 40
D. Data Analysis about the Influence of Memorizing Irregular
Verbs toward Students’ Achievement in Translating Narrative
Text ... 48
CHAPER V: CLOSURE
A. Conclusion………... 53
B. Suggestions………... 55
BIBLIOGRAPHY
2
ABSTRACT
Muh Sukron Ibnu Asrin (305040) "ORRELATIVE STUDY OF
MEMORIZING IRREGULAR VERBS TOWARD STUDENTS’
AHIEVEMENT IN TRANSLATING NARRATIVE TEXT” (A Study of
the eighth grade students of MTs Al-Bidayah Candi, Bandungan, Semarang in
the academic year of 20/202).
The goals of this research are to find out the capability of memorizing irregular verbs toward the achievement of translating narrative text and to find out the significant influence of memorizing irregular verbs towards the students’ achievement in translating narrative text. This research also purposed to find out and describe any levels of the students’ capability of memorizing irregular verbs and any levels of students’ achievement in translating narrative text.
To find out the influence of memorizing irregular verbs toward Students' Achievement in translating narrative text, the writer uses two kind of test as correlation method. They are memorizing test and translating test. Based on the findings of the research, the writer found the result of the test shows level of influence 0,879. Then it is compared with the figure on the product moment table where is the number of respondent is 44 and the level of significant 50% is 0,297. The writer concludes that memorizing irregular verbs can help the students to translate narrative text easily.
HAPTER I INTRODUTION
A. Background of the Study
Language is a complex subject of learning, especially in education
department. In order to be able to understand and use a language properly,
somebody who learns about a language has to know many parts of the
language such as pattern and vocabulary. Like a carpenter, when he wants to
make a good creation, he has to know many kinds of wood and what color is
suitable with the wood for painting his creation in order to get a good and
useful product.
From the illustration above, the object of this research are the students
as human who try to know something and study about something. They will
know their apability and reach their success in their study when they can get
a good achievement or score as the measurement from their teacher for their
study. When they can reach their mastery and they can understand of the
subject they learned, it will be easy for them to get a good achievement or
score of that subject. Some of the students may have a trouble in their study,
so they can’t pass their study satisfy.
In learning English, it must be included understanding the meaning of
words and how to translate of English sentences correctly. When the
students have memorized and understood the meaning of English words,
2
To help the students in getting a good achievement or score of English
subject, they must have awareness of their weakness in their study about
some important parts of English, such as words and even sentence patterns.
In using English words, there are many kinds of words’ form that must be
used correctly match with the sentences pattern.
In this paper, the writer will discuss about the ability from the Eighth
grade students of Mts Al-Bidayah Candi Bandungan Semarang in the
academic year of 20/202 in memorizing irregular verbs and its effect
toward their achievement of translating narrative text. With this paper, the
writer hopes that this will give a clear and brief result, so this paper may
give a valid data writing for readers.
According to Bahri in his book, he wrote that in a learning process,
memorizing the subject matter is an act to become mastery on it process,
(2002: 43). In this case, memorizing parts of language such as pattern, term,
meaning of words is the activity to be mastery of the language, although it
has to be understood and memorized well in a few times to put in the mind
for properly usage.
To memorize vocabulary of foreign language (English), learners or
students need to memorize about the change of word form. For example, to
know the meaning of the word “went” and the word “gone”, they have to
understand that those words are the change from the word “go”. Although it
is different in using those words, there is an interference with the basic word
In other discussion, memorizing the change of words form is a useful
activity to identify the meaning of words correctly. It also gives an effect in
translating English sentences.
In the translation term, the word translation or translating is a process
of transferring a message from a language into other language, (Nababan,
2003 : 5). According to this term, in this research, the students were asked
to transfer English text into Indonesian. This is focused on translating the
narrative text.
In nababan’s book, Kridalaksana added that translation is a process of
transferring message from a source language into other language by taking
the meaning first, then giving the features of the language, (985 : 4).
Commonly, most of people followed this definition because they think that
it is an easy way to take a message from foreign language.
Bahri stated in his book, it is possible that the process of translating
English text might be influenced by the ability of memorizing English
words. He also said that everyone has different intelligent in memorizing.
When they can memorize more vocabulary, they will be easy to translate the
words from other language, (2002 :43). In this discussion, how far the
students’ ability in memorizing irregular verbs will be different for each
student. Students who have low intelligent in memorizing irregular verbs,
they will face more difficulties to translate narrative text. In the contrary, the
4
intelligent in memorizing something has important contribution for their
ability in memorizing irregular verbs, then it has an important influence for
their achievement in translating narrative text.
From the explanation above, the writer is interested in taking a
research about those two variables, and the writer would like to write a
paper entitled:
Correlative Study of Memorizing Irregular Verbs Toward Students’
Achievement in Translating Narrative Text” A corelative study on the
Eighth grade students of Mts Al-Bidayah Candi, Bandungan, Semarang in
the academic year of 20/202.
B. Limitation of the Problems
In order to focus on this research and make the result to be valid; there
must be limitation of the problem from this research. The topic must be
limited in order to investigate the problem more accurately and correctly.
Therefore the writer would like to limit the research on this study as
follows:
. The research focuses on the ability of the eighth grade students in
Mts Al-Bidayah Candi, Bandungan Semarang in the academic year
20/202 in memorizing irregular verbs.
2. Analyze the achievement from the eighth grade students of Mts
Al-Bidayah Candi, Bandungan, Semarang in the academic year of
3. The factors of influence between memorizing irregular verbs
toward students’ achievement in translating narrative text for the
eighth grade students of Mts Al-Bidayah Candi, Bandungan,
Semarang in the academic year of 20/202.
. Statement of the Problems
To analyze the students’ ability in memorizing irregular verbs toward
their achievement in translating narrative text, the writer formulates the
problem as bellows:
. How is the skill of memorizing irregular verbs the eighth grade
students of Mts Al-Bidayah in the academic year of 20/202?
2. How is the achievement of translating narrative text from the eighth
grade students of Mts Al-Bidayah in the academic year of
20/202?
3. How is the effect of memorizing irregular verbs toward students’
achievement in translating narrative text for the eighth grade
students of Mts Al-Bidayah Candi, Bandungan, Semarang in the
academic year of 20/202?
D. Objectives of the Study
The objectives of the study from this research are as follows:
. To find out the eighth grade students’ ability of Mts Al-Bidayah
Candi, Bandungan, Semarang in the academic year of 20/202 in
6
2. To find out the eighth grade students’ achievement of Mts
Al-Bidayah Candi,Bandungan, Semarang in the academic year of
20/202 in translating narrative text.
3. To find out the influence of memorizing irregular verbs toward
students achievement in translating narrative text for the eighth
grade students of Mts Al-Bidayah Candi, Bandungan, Semarang in
the academic year of 20/202.
English especially for memorizing skill and its influence toward the
achievement in translating narrative text. This will be a useful
reference for students in Mts Al-Bidayah Candi, Bandungan,
Semarang to improve their skill in memorizing words and to
increase their achievement in translating English text.
2. For the teacher
The result of this research will help the English teacher of Mts
Al-Bidayah Candi, Bandungan, Semarang to improve and develop
their students can reach a high quality or level in translating
English text.
F. Definition of the Key Terms
In order to make easy for understand the title of this research; the
writer would like to clarify and explain the term used in this paper as
follows:
. Memorizing
Memorizing is from the word memorize which has meaning
learn by heart, (Hornby, 985 : 530). For this reason the writer
explains that memorizing is learning activity by optimized of
thinking
2. Irregular verb
Irregular verbs are verbs which do not have role change of
tenses
3. Translating
Translating is a process of transferring a message from a
source language into other language, (Kridalaksana, 985 : 9).
In this discussion the writer focuses on translating narrative text
into Indonesian.
4. Narrative text
8
G. Literature Review
In this paper, the writer has some reviews from other papers as
comparison for this paper. The first review was entitled; the influence of
listening habits of English songs toward vocabulary mastery. This paper is
a study on the third year students of MAN Temanggung in the academic
year of 2005/2006 that written by Zuliyanti. This paper explained about the
students’ habits of listening English song for improve their vocabulary
mastery. This paper had significant relationship between listening English
songs and vocabulary mastery. This paper might be a review to discuss
about memorizing skill, because listening and memorizing are habitual skill
The second review is written by Sri Puji Astuti entitled; the influence
of students’ left brain domination toward their English achievement. This
paper is a case study on the second year students of SMU Muhammadiyah
Simo in the academic year of 2005/2006. In this paper is known that there is
a fair correlation the two variables. The writer takes this review to know
about achievement in translating narrative text.
The writer takes the papers above as comparison because in the papers
above included about vocabulary and achievement. There is a synchrony
between two papers above and this paper. The discussion of this paper is
about irregular verbs that included as part of vocabulary. This paper also
discuss about the achievement which has a close meaning with mastery
H. Research Methodology
. Type of research
This research is a correlative study. In this research, the writer gave
a test for the students. then, the writer should analyze the data from the
students by taking a statistical analysis. This is aimed to know the
correlation about the variables of this paper. The writer would like to use
the correlation of product moment formula to analyze the data in this
paper.
2. Population
Arikunto asserts, population is all respondents of the research subject,
(998 : 02). The population of this research is the all of the students in
Mts Al-Bidayah Candi, Bandungan, Semarang in the academic year of
20/202.
3. Sample
Sample is part of representative of population that is observed,
(Arikunto, 998 : 04). The sample of this research is the eighth grade
students of Mts Al-Bidayah in the academic year of 20/202. The
writer chooses the eighth grade students of Mts Al-Bidayah because
narrative text is being learned in the eighth grade of junior high school as
a crucial topic in English subject, and Mts Al-Bidayah is the same level
of junior high school. In order to have a correct and clear analysis of this
0
in the academic year of 20/202 as the sample of this research. There
are 44 students on the eighth grade.
I. Data ollection Method
Data collection method is used to get all data about students and to
know their score or level of academic report. This is used to know their
understanding about irregular verb, their skill of memorizing, and their
ability to translate the narrative text. It is also possible to get the profile of
Mts Al-Bidayah Candi, Bandungan, Semarang. There are two methods of
collecting data which used in this research.
a. Test
To get the data from the students, the writer would like to give two
kinds of test for them. First, the writer gives the students a number of
irregular verbs in a list and asks them to memorize the irregular verbs.
The students have to memorize the irregular verbs in the time order.
They have time about seven days for memorize the irregular verbs. It
was started from 24th January 202 up to 02nd February 202. When
the time ordered is over, the students have to mention the irregular
verbs they have memorized to get score. The score is become a
measurement of their ability in memorizing irregular verbs.
The second test is translating narrative text. The writer gives the
students a passage of narrative text. The text is entitled; li Baba. This text has been downloaded completely from the website in address
have to finish their translation for two hours. They also have to
translate all of the sentences in the text. There are twenty sentences in
the text.
When the students finished their translation, the writer will give
score for their work. The score becomes the data of the students’
achievement in translating narrative text.
b. Documentation
Documentation is finding data about the variables in notes, book
transcript, newspaper, magazine, meeting note, letter, agenda, and so
on, (Suharsimi Arikunto, 2002 : 04). Documentation is used to know
the students’ profile by taking data provided and to know the situation
and location of this research including the general description, history,
vision and mission of Mts Al-Bidayah Candi, Bandungan, Semarang
in the academic year of 20/202. By taking the documentation, the
writer will get a clear description and view about the location and the
object of this research, that is the eighth grade students of Mts
Al-Bidayah Candi, Bandungan, Semarang for the academic year of
20/202.
J. Data Analysis
After all of the data has been collected, the writer needs to analyze the
data from the students in product moment formula. The formula is used to
4 HAPTER II
THEORETIAL FRAMEWORK
1. Students’ Ability of Memorizing Irregular Verbs
a. Definition of memorizing
In learning process, memorizing subject matter is an act to become
mastery in it (Bahri, 2002 : 43). Memorizing may not be taken as simple
activity, it needs a few time to do. For junior high school students, learning
English is not an easy subject they faced. They haven’t learn it intensively
before, although several elementary school were already gave this subject.
Only a little number of students can pass this subject clearly.
Memorizing is from the word “memorize” that means learn by heart
(Hornby, 974 : 530). Learn by heart here means that every people who is
going on memorizing must use their inner power to keep something in
conscious mind, then they may use it in the future. Every fact they faced
was recorded in their mind. If they want to use or express it, they just need
to speak up or do activity according they are thinking.
Learning about English subject is need to become familiar with some
terms of the subject such as symbol, and more detail about it and must be
understood by memorized (Boeree, 2008 : 65). In this research, the writer
wants to make an explanation about learning English as a new subject for
junior high school students and they need to memorize several parts of
English. In this case the writer defined the eighth grade students of MTs
verbs. This is purposed for them to know the meaning irregular verbs in past
form.
The process of memorizing must be supported with the time setting,
mood and control. During the process of memorizing, the students were
controlled by the researcher in order to the students keep themselves in
memorizing activity. The researcher gives time order and support to the
students to always go on their memorizing. The students have to report their
improvement in memorizing by express the verbs orally in front of the
researcher. This activity is going on during two weeks. The researcher
makes the situation always comfort and happy to keep students’ mood. This
is purposed to give the students comfortable atmosphere, so the students
always feel save in their activity. This will keep their mood to always focus
on memorize. Next, when the students could manage their time and always
feel save and comfort, the researcher wants to give control and ordered them
to report their improvement of memorize every three days. It is purposed to
control their capability in memorizing.
To help the students easy to memorize the irregular verbs, at first, the
researcher gives them explanation about irregular verbs. By giving
explanation about irregular verbs, the students will get basic knowledge or
understanding about irregular verbs and this will helps the students to be
easy in memorizing the irregular verbs given by the researcher. This step
6
According to Jalaludin, memorizing will be easy if the object is being
expressed by words or sentences (2005 : 9). The students are possible to
use the irregular verbs in daily. When the students use the irregular verbs in
their daily study, sometimes they will miss the verbs when they are ordered
to speak the verbs, but it is a habitual process to make the students familiar
with the irregular verbs. The students will get back the missed verbs if they
look up their book and memorize the verbs again. The students will face this
problem for several times until they really already success in memorizing
the irregular verbs. This will be a warning for the students to always
remember the words in their mind. This also guide the students that they
could learn from their mistakes to get better.
b. Differents of regular and irregular Verbs
In English, verb is defined into regular and irregular verb. Regular
verb is verb that commonly has change form with add (-ed or –d) in the end
of verb. Irregular verb is different with regular verb. It can not be identified
the change form of verb and has to be memorized to understand the change
of verb. This is as one of the reason why the students have to memorize
irregular verb to help them in translating.
See these tables to know the different change between regular verb
and irregular verb
1. Regular verb
NO PRESENT PAST PAST PARTICIPLE
2 STUDY STUDIED STUDIED
3 WORK WORKED WORKED
4 OPEN OPENED OPENED
5 CLOSE CLOSED CLOSED
6 MEMORIZE MEMORIZED MEMORIZED
7 STOP STOPED STOPED
8 WANT WANTED WANTED
9 USE USED USED
0 TURN TURNED TURNED
2. Irregular verb
NO PRESENT PAST PAST PARTICIPLE
READ READ READ
2 WRITE WROTE WRITTEN
3 MEET MET MET
4 SING SANG SUNG
5 SPEAK SPOKE SPOKEN
6 TAKE TOOK TAKEN
7 SWIM SWAM SWUM
8 SEE SAW SEEN
9 DRINK DRANK DRUNK
8
The tables above are the examples of regular verb and irregular verb.
From both tables can be seen the different between regular verb and
irregular verb. The different can be looked from the change of verb
according to the tenses.
2. The Students’ Achievement in Translating Narrative Text
a. Student
Students are human who try to do something or human who try to
know and understand something (Nababan, 2003 : 43). Like a carpenter,
when he wants to make some creation for example; table and chair or even a
wardrobe, he has to know the shape and the model or style of the thing he
wants to make. Next he should know the steps of making the thing. This
description is closely macth to describe that the students are human who
want to get knowledge and off course they want to reach high achievement
as the mark for their level or quality in their learning. They have to
understand what is they learn and they should do many steps to increase
their capability. They have to study hard, have more time to study, practice
by self, etc. Theoretically, if the students do their duty properly, they may to
understand the subject and reach high achievement in their learning.
This research is purposed to know the students’ achievement in
translating narrative text after they’ve memorized irregular verbs given by
the researcher. Some of the irregular verbs are used in the narrative text.
by the researcher, they will get a passage of text. The text is narrative text
taken from the website. This is a part of test for the students in order to
know their capability in translating narrative text. The work will be analyzed
by the researcher to give mark or score for each work. This is the way to get
the data and know their achievement that will be the product of this
research.
b. Achievement
Winkel stated that achievement is a result of acting conducted
individual (983 : 39). Achievement here would be used as a measurement
from students’ action in translating narrative text. This is directly used after
the students finished the test. The test is translating narrative text into
Indonesian.
In other word, Winkel stated that achievement is the prove of effort
reached (983 : 42). So, from the description above the writer take a
definition that the students’ achievement is their effort reached after they do
something (acting). The acting of the students is translating narrative text.
c. Translation theory
Translating or translation means transferring content or message from
a language into other language (Nababan, 2003 : 9).
A good translation has to make the audience or reader understand the
content and message of the text. To get a good translation, a translator must
20
audience or the reader acceptable. This explanation is suitable with Sofia’s
statement, she stated that a translator who mastery a source language and a
target language, he or she will be able to replace the content and the
message from a language into other language (99 : 2).
In this research, the writer wants to know the students’ achievement in
translating narrative text after they memorized some words of irregular verb.
Why the students should memorize some irregular verbs? Because in the
narrative text mostly used the irregular verbs in past form for every
sentence. The change of words in irregular verbs can be understood only by
memorize the words. If the students could memorize the irregular verbs that
given by the researcher, they will be easy to translate the text, because they
knew and understood about the change of verbs, then they will not face any
difficulties to get the meaning of past verbs that used in the text.when they
make mistakes in translating the sentene of the text, it might be corrected
soon by identify the change of words, because the students have memorized
te change of the words from the basic form.
d. Steps of translating
In Nababan’s book (2003 : 20) he explained that translation has three
steps. There are the steps in the process of translating according to M.
Rudolf Nababan.
. The first is analyzing the text from the source language. It will be
done during reading activity. It is impossible for a translator to
begin to translate the text. In this step, the students have to read the
text carefully to get the analysis for the sentences in the text. They
have to try to predict the meaning of the verbs in the text. They also
have to give correct meaning, because not every verb in the text is
past form. Some of verbs may have synonym, and the students
have to predict the same meaning of the verbs according to the
sentence. So, they may give the meaning of sentences in the text
acceptable for the audience or reader.
An analysis of a text from other language can not be separated
from vocabulary mastery (Hasibuan, 99 : 3). This means, before
the students predict the meaning of the sentences, they must
understand about the words that used in the text. Mostly, narrative
text use irregular verbs in its sentences.
2. The next step is transferring the content or the message of the text.
When the translator has been able to understand the meaning and
structure of the source language, it will help to get the message in a
text. To transfer the message of the text, a translator needs to find
the synonym or the same meaning of the words (verbs). This is
purposed to help the translator in giving meaning of the sentences
in the text. The translator has to identify what is the correct
meaning of the word, and then begin to transfer the meaning of the
22
after analyzing the text. After the meanings of all sentences are
being memorized by translator, then the translator can express the
meaning in spoken or written form. In this research, the students
have to write the meaning of narrative text in written form. This is
in order to make easy in analyzing and marking.
3. The last stage is reconstruction. This stage is used to get the result
of translation to be better and acceptable. In other word,
Kridalaksana stated that reconstruction is replace the translation in
the style of language that suitable with the target language, reader
or listener (985 : 34). So, in this stage a translator need to
concerning kinds of language to defined the style of language that
suitable with the kind of text. The translator also need to for whom
the translation is made.
When the three stages above are finished and the translation is
acceptable for reader and listener, the translator has made a good translation.
e. Narrative text
This research discuss about translating English text into
Indonesian. The focus of this research is narrative text. Narrative text is a
passage of story tells about imagination or fictional story that familiar in a
society. The narrative text of this research is taken from the website entitle
3. Memorizing Effect for Translating
The writer has explained some theories related with memorizing
irregular verbs and translating narrative text. This passage will discuss about
the effect of memorizing irregular verb for students’ achievement in the
process of translating narrative text. The writer will try to describe that.
Commonly, narrative text uses past verb in each sentence, but not all
of the past verbs are irregular verb. Some of those are consist of regular
verb. The students should know this to avoid their opinion that all of the
past verbs used in narrative text are irregular verb. This is a problem might
be happened when the students going to translate narrative text, because the
researcher only ordered them to memorize irregular verb. The researcher has
explained to the students about the different between regular verb and
irregular verb, but it is not enough to cover the students’ assumption that all
of past verb used in narrative are irregular verb.
Nababan said that the capability of a translator to translate a text is
depend on his mastery of vocabulary from the source language. Memorizing
irregular verb is a way to increase students’ mastery in vocabulary. This is
can be a reason that memorizing irregular verb will increase students’
achievement and capability in translating narrative text. The students can
understand the change of irregular verb by memorize the verbs. There is no
special way to identify the change of irregular verb. It is different with
24
additional letter in the end of verb. The additional letter is commonly
defined as –d or – ed.
From this description can be take a conclusion that learning irregular
verb is more difficult than regular verb. The effect of memorizing irregular
verb may increase the students’ capability as an achievement in translating
narrative text. It will give the students a help to identify the meaning of past
verb used in narrative text, especially the past verb coming from irregular
verb. These are the influence of memorizing irregular verb toward students’
HPATER V
LOSURE
This study involves two variables: they are memorizing irregular verbs and
students achievement in translating narrative text. Three objectives have been
stated: to find out the influence of memorizing irregular verbs towards students
achievement in translating narrative text for the eighth grade students of MTs
Al-Bidayah Candi, Bandungan, Semarang in the academic year of 2011/2012.
A. onclusion
Three items of conclusion are presented that are related to the three
problems of study. The first is related with memorizing irregular verbs, the
second concerned with students’ achievement in translating narrative text
and the third is related with the influence between memorizing irregular
verbs and the students’ achievement in translating narrative text.
Based on the result of this research, the writer concludes:
1. The level of memorizing irregular verbs can be seen as follows:
a. The percentage of students’ ability memorizing irregular verbs that
has strong nomination is 2%.
b. The percentage of students’ ability memorizing irregular verbs that
has enough nomination is 39%.
4
From the result of analysis above, the writer concludes that
memorizing irregular verbs from the eighth grade students of MTs
Al-Bidayah is good enough.
2. The level of students’ achievement in translating narrative text as follow:
a. The level of students’ achievement in translating narrative text which
has low score is 32%.
b. The level of students’ achievement in translating narrative text which
has average score is 4%.
c. The level of students’ achievement in translating narrative text which
has strong score is 23%.
The writer concludes that students’ achievement in translating
narrative text for the eighth grade students of MTs A-Bidayah is good
enough.
. There is positive correlation between memorizing irregular verbs and
students’ achievement in translating narrative text, because rh is higher
than rt (rh is 0,879 > rt is 0,279). There is a high influence of
memorizing irregular verbs toward students’ achievement in translating
narrative text, and the strong of memorizing irregular verbs will give
B. Suggestions
In this chapter, the writer would likes to propose some suggestions that
hopefully would be useful for students and teachers.
1. For The Teacher
a. The teacher should understand students’ difficulties.
b. The teacher should motivate students to understand more English
verbs.
c. The teacher should use medium of English teaching, likes picture, tape
recorder, and the other.
d. The teacher should pay attention to students’ English skills.
2. The Students
a. The students should practice their skill not only in the class, because
language is practice and habit.
b. The students should be active in the class interaction.
c. The students should have more interest to English subject.
3. The benefit of research for teacher and student
a. This research will be usefull to increase English achievement.
b. The teacher will know how to perform teaching activities in front of students.
c. The teacher will be able to analyze the students problem of studying
English.
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