ASSIGNMENT IN INDONESIAN TO ENGLISH
TRANSLATION CLASSES
THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
Tunggul Laras Agung Dewanto 112008034
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
ASSIGNMENT IN INDONESIAN TO ENGLISH
TRANSLATION CLASSES
THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
Tunggul Laras Agung Dewanto 112008034
Approved by:
Victoria Usadya Palupi, MA-ELT Martha Nandari, MA
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STUDENTS’ PERCEPTION TOWARD GROUP WORK ASSIGNMENT IN INDONESIAN TO ENGLISH TRANSLATION CLASSES
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ABSTRACT
Kaye (2009) suggest that doing translation in group can help learner to translate better, since it can encourage students to get better meaning, sharing ideas and discuss the use of language at the deepest possible levels as they work through the process of understanding and then looking for equivalents in another language. This study aimed to find out students‟ perception toward group work in their Translation class. The subjects of this study were students of The English Department in The Faculty of Language and Literature in Satya Wacana Christian University in Salatiga, Central Java, Indonesia. Students were interviewed using a semi-structured interview to get data about their opinion and perception about group work itself and their experiences doing assignments in their Translation classes. This study finds that students have different attitude toward group work especially if it‟s done in Translation class. Some positive and negative views of group work are also shared by participants in this study. Keywords: translation, group work, collaborative learning
Introduction
As a student in Satya Wacana Christian University Salatiga, Indonesia, I am used to working in a group to do assignments, whether it is a small group which consists of only 2-3 students or large groups which consist of more than 5 students. Group work, for some students, is a helpful method in learning since it actually can decrease the amount of work which they need to do. In group work, students will be able to share the responsibility in order to complete one assignment with their group members. Group work or co-operative learning or collaborative learning is stated as one of the greatest success stories in the history of educational innovation (Slavin, 1996; White, 2007). It is related with the fact that group work has some advantages such as encouraging teamwork skills and improving language skills (Campbell & Li, 2006).
of finishing the assignment. In my opinion, this problem can create unpleasant atmosphere inside the group and can affect the performance of the other group members. Another problem rise regarding the mark which was given to the group. Each of the group members will get the same mark based on their group performance and not their own individual performance. Some of the group members may not be actively involved in the group discussion, but they will get the same mark with the ones who are actively involved in group discussion and in the process of finishing the assignment. In my experience, this case will happen a lot in the group work. Not all group members are involved in discussion, especially if it is in a large group which may consist up to 5 students. Some students thought that it is unfair for them because it was possible for students who even do not participate in group discussion get a good mark just because his/her group is performing good. After all, despite the advantages and disadvantages of group work, this method is still used a lot, especially in ELT classroom such as Translation class.
Doing translation assignment is a bit different with other assignment especially if it is done in group, because as it is stated before, translation is a combination process between reading combination, grammar use, and translation itself. Nevertheless, translation can be difficult and tricky since it actually combines many skills such as reading comprehension, grammar use, and translating itself. Kaye (2009) shared his view about translation especially if it is done in group. He mentioned that translation in groups can encourage students to discuss the meaning and use of language at the deepest possible levels as they work through the process of understanding and then looking for equivalents in another language. Based on that, doing translation in group is supposed to help the translation process itself, but for me doing a translation in a group is actually more difficult.
first before I looked for its equivalent in the target language and wrote it using the correct grammar. Reading comprehension was an important aspect in translation because most of the time teacher gave texts from different perspectives and contexts. This translation assignment was sometimes done in a small group which consisted of 2-3 students. To make it time efficient, in doing the assignment, each member of the group would get different sections of a text and the group members need to regroup to combine every parts into a full text with suitable connecting language. However, since each member had different perspectives toward the text and also different language style, it would be difficult to combine those parts into one. This is one problem that often occurred when I did translation assignment in group. I think there are other problems which happened during the process of doing translation assignment and this is one reason of why I conduct this study. This study will be helpful for the teachers to know their students perception about group work, especially in Translation classes. It may also give students more knowledge about the meaning and the problems that may occur during group work.
Theoretical Framework
This study aimed to find out students‟ perception toward group work in their Translation class. By knowing it, teacher may consider which method is more appropriate to be used in Translation classes. Kelly (2002: 14) defines translation competence as the “macro
competence that comprises the different capacities, skills, knowledge and even attitudes that professional translators possess and which are involved in translation as an expert activity.”
difficult process, Newmark (1988) define it as an „endless‟ procedure, especially for linguistically difficult passage because they can always be improved to get greater meaning. As translator read it again and again, he/she will probably find a better equivalent word in the target language, and also if it is done in group, translator will have a chance to get a deeper meaning from the text. Barros (2011:43) suggests that “Since professional translation is
getting to be more of a social activity, we believe that encouraging teamwork in the classroom is a good way to prepare students for it”.
Studies believed that, regardless of the subject matter, students who work in small groups tend to learn more of what is taught and retain it longer than when the same content is presented in other instructional formats. Students who work in collaborative groups also achieve better results and are more satisfied with their learning experiences than those who do not work in collaborative groups (Springer, Stanne & Donovan 1999; Li &Campbell, 2006). Collaborative learning is one of the teaching methods that does not only improve language learning and academic achievement of the students but also their social skills by students‟ interaction (Wang, 2007). While another view given by Porter (2006) stated that in
constructive learning (Li &Campbell, 2006). Tiong and Yong (2004) found that students, especially Asian, prefer doing group work and learn collaboratively in an informal learning environment done after the class. Nevertheless, they become silent when it comes to group discussion in the classroom among peers and teachers. Some contributing factors to this phenomenon are Asian students‟ inadequate language skills, the influence of their previous
learning experiences, and their underdeveloped interpersonal communication skills (shyness, low self-esteem, lack of confidence, and cultural differences among students).
According to Long & Porter (1985), there are five pedagogical arguments for the use of group work in second language (SL) learning. Those are, for increasing the quantity of language practice opportunities, improving the quality of student talk, for individualizing instruction, for creating a positive affective climate in the classroom, and for increasing student motivation. Besides, there are some external factors that can influence group work. Those factors include the environment in which the group exist, the characteristics and behavior patterns of each members, the effects of time, the group‟s task or purpose, the actual
size of the group and whether the group has constant or fluctuating membership (Douglas, 2000).These factors are often referred to as “the constraints” and not all of the factors are negative. In fact, they are frequently very positive, and when students are aware of these factors, it can help their performance in the group itself.
The Study
Context of the study
One reason for selecting this course is because most of the times, in doing their translation assignment, students are working in a small group which consists of 2-4 members.
Participants
The participants for this study were 20 students of the English Department who took the Indonesian to English Translation class. For the whole semester, students were asked to do the assignment in group and individually.
Research Question
What are students‟ perceptions toward group work assignment in Indonesian to English
Translation classes?
Instrument of Data collection
The instrument that I used to collect the data is semi-structured interview. Interview was chosen to get more depth data from the participants about students‟ perception toward group
work in Translation class. The interviews took about 10-15 minutes on average and were recorded and transcribed. Semi-structured interview was chosen to get more data from the participants and to make the participants willing to talk and share their opinion about the topic. The interviews were done in Indonesian to make it easier for the participants in answering the questions.
The interview included questions on the student‟s definition of group work, student‟s
perception toward advantages and disadvantages of working in group, student‟s preferences
participants‟ experiences and feeling in doing group work based on their learning
experiences. The second set of question (questions 4-6) concentrated on how they see the effect of group work in Translation class, whether they see it as beneficial and affecting their grade or not, also about their participation in doing the assignment in the Translation class.
Procedures of Data collection
In this step, the recording of the interview that was done in Indonesian were transcribed and then translated into English. Similar answers were put in group so that it is easier to discuss and later drawing the conclusion, then the result was divided based on two main themes which are (1) student‟s experiences and attitude toward Group Work in Translation Class and (2) student‟s participation during group work in Translation Class. The result from
the interview about student‟s definition of teamwork, advantages and disadvantages of working in group were grouped in the first theme which have three subthemes, while the second theme would cover the student‟s concern about group work, especially about
students‟ participation.
Findings
There were two main themes that are discussed in this finding. Those are: student‟s
experiences and attitude toward Group Work in Translation Class and student‟s participation during group work in Translation Class
1. student’s experiences and attitude toward Group Work in Translation Class
There were 3 subtopics that are discussed in this main theme, those are: Meaning of Group Work, effects of group work and student‟s feeling toward Group Work activities.
In this section I discussed about student‟s understanding about group work and its relation
with their experience in Translation class. During the interview, all participants gave their answers about the meaning of group work which are actually almost similar from one another.
For me, group work means that we work on something together, in which we also exchange ideas. Then those ideas are combined and mixed into one “big idea”. So it’s just like combining many ideas into one correct idea. In group we also need to help one another so that the result will be satisfying (Participant 1)
This was a statement from Participant 1 which showed his understanding of group work, in which he thinks that exchanging and combining ideas between group members is one important part of doing this activity, beside the fact that group work must be done together. While another interviewee adds another explanation which is similar to Participant‟s 1 statement.
In general, group work is an activity, which can be done inside or outside the class, but must be done together, so in group work we do a project, it must be done with friends to get maximal result. I am personally quite familiar with group work since it has been determined by the teacher to do some final project in a group (Participant 6).
It can be seen that based on Participant‟s 6 experiences doing group work means to do
A slight different answer was given by Participant 4, although she also think that group work is something that must be done together, she focused her explanation more on the ability of students and the number of students involved during group work.
Group work is an activity where group is formed by the teacher without considering the ability from certain student in some subject. An important point is students can work together with their friends and they can help one another. And it is more than 2 people, if it’s only 2 than it is pair work. (Participant 4)
From her explanation, she thought that the ability of students in certain subject may not be an important part in group work, since in group work students worked together, and they can help one another in doing assignment. She believed that the process of doing group work is far more important than the product itself, since in group work student will work collaborative and cooperatively to solve a problem.
From the three answers about the meaning of group work and some view about group work above, it may be concluded that the participants believed that group work is an activity that are done together to finish an assignment or project, in which students can exchange their ideas and help one another to get a better result. This view is supported by Porter (2006) who suggested that group work is where students are divided into small groups to learn knowledge, to explore or discuss an assigned topic, complete projects and group assignments, or to participate in an exchange of ideas, and share some insights with other group members. Another view from Brown (2008) sees group work as learning that occurs as a result of interaction between peers engaged in the completion of a common task. Attention is on what students can do to initiate and manage their own learning through collaboration with others.
objective of doing group work is still the same, which is to encourage students to work together with their friends to solve problems or to finish assignment in which they shared their view and ideas to be discussed together.
B. Effects of group work
This part will discuss about the effects of group work assignments. As students, all of the interviewee had had an experience doing group work to finish their assignments or projects, and some of them found that group work gave them many advantages.
When I am doing group work, there will be a lot of ideas from my friends, there are many inputs, and so what we need to do is combining those ideas into one final idea from the group (Participant 2)
Doing group work can reduce the amount of things I need to do, something that is usually done by myself can be done together with friend(s) (Participant 5)
From the two statements above, we can suggest that because group work are done together, they can get many new inputs from the other group members and this is useful if they found difficulties in doing some assignment. As Participant 5 explained during the interview, he stated that sometimes his friends in the group can give solution and answers that he had not thought before, and if he got stuck to do something, there will be others who will help him. And of course, inside their group they can divide the job, which make the project or assignment less difficult to do and for some cases, it will help them finish their work faster
and later all works will be combined into one. This method is done by students so that their translation assignment will finish faster.
Another advantage from the group work shared by students is given by Participant 4
If each group members have known each other well and they have same understanding about their responsibility in doing assignment, it will give advantages for group work; the assignment will finish faster or on time. (Participant 4)
From Students E answer we can see that the connection among the group members inside the group will play an important role. If they had already known one another, it will be really useful for the group work activities. Some students stated that they only see the advantages of group work if they work with “connected friends”. As suggested by Participant 3
In my experience, if I work with friends who are “connect” with me, it will give a lot
of advantages for me. But if I work with random friends whom I don’t really know,
sometimes the work will take much time and maybe doesn’t have a good result. If we are not really connected, our heart and brain won’t work well as one group. We need
to adapt with other group members. But if I work with friends whom I have known well, the advantage is they have known my capabilities and they will help if found difficulties.
(Participant 3)
Here is another opinion shared by Participant 6 in relation with how the connection between group members is really important in her group work activities
if we combined many brains from all of the group members, the result will be better, but it also has disadvantages, if we work with friends who are not “right”, group
combine some thoughts into one, and that become a challenge in doing group work (Participant 6)
By looking at the statement given by some students above, we can see that interaction among students student inside the group had been concerned by some students who took Indonesian to English classes. When students worked with friends whom they are not accustomed to work with, they felt that actually it gives negative impacts. The impact may varied from difficulties in working together, longer time needed to finish a task and challenges in combining ideas. Furthermore, this will probably lead to what is defined by Morris and Hayes (1997) as “the free-rider problem” in group work activities. It has been defined as follows: “The problem of the non-performing group member who reaps the benefits of the accomplishments of the remaining group members with little or no cost to
him/herself‟‟. In this “free-rider” problem, students will rely on “smarter” student to finish the assignment in group and he/she decide not to participate in the discussion, but still later they get the mark or grade based on their group performance . This problem was experienced by some interviewees, who stated that
“The problems may arise when we work with friends who are passive, which mean, in
their mind they thought, this is a group work and there are more capable friends, and because they are more capable they should be the one who finished it, they rely on others.” (Participant 3)
“…in a group maybe there will be student who is too lazy to finish his/her work. It’s
difficult for us too, because if we don’t engage him in the group, we’ll feel bad, since it’s a
This problem had been discussed by Davies (2009), who stated that this problem was actually caused by lack of motivation from the student itself. And he also noticed that student‟s participation to be one of the most serious problems in group work (this will later
discussed in “student’s participation during group work”). He adds that this problem can be
solved by carefully considering the kind of task given to students, so that later task can maximize each student‟s contribution and also teacher need to recognize and notice student‟s
effort in doing the group work activities.
C. Student’s feeling toward Group Work activities.
After talking over some understandings about group work and the effects for students especially in translation class, this section will discuss about students feeling about group work. As it was mentioned before, there are some advantages and disadvantages from doing translation in group work that student can get. When comes to their feeling about group work, students who were interviewed shared a slight similar opinion.
“Happy, because we can work together…” (Participant 8)
“Group work is helpful! Especially if I work with friends whom I have known well before since they can give new ideas “(Participant 4)
“As I told before, if I work with someone I like, I mean their personality and characters
are similar with me, the group work activity will be smooth…” (Participant 6)
needs to do, for example in Translation class in which students who worked in group will be able to divide the assignment which consists of many paragraphs.
Nevertheless, in relation with statements above, in the beginning of each Indonesian to English Translation class, students of this program from some classes were asked to choose whether they wanted to do translation in group or individually by the teacher. From all the interviewee, although they share a rather similar understanding and have same positive view about group work, when they were asked which one they preferred, they gave different opinions.
Participant 1, who previously gave his understanding about group work, stated that he preferred doing translation assignment individually. He said
…I tend to choose to work individually, because in translation I think the way
people/student translate something is different. There are some students whose translation is still sound Indonesian but they think that their translation is right… Another interviewee, Participant 11 added,
I am Happy to do group work, because we can work together, but after all I’m prefer
doing the assignment individually, because when I work alone, I can be more focus on only one thought.
While Participant 6 said that
I prefer doing translation individually, it doesn’t mean I’m exclusive or something
like that, but if I work individually, the assignment can be finished faster. Because for example if I do the translation, I use this sentence pattern and if I do it in group, I need to discuss it first, and it takes more time.
translation. Newark (1988) shared his view about this problem. He said translation is actually a difficult process and he defined it as an “endless” procedure, especially for linguistically difficult passage because they can always be improved to get greater meaning. And for some students who were interviewed, they also concern about it. For them who had higher translation competence will think they need to read the translation texts more than once to get better understanding while others think it isn‟t necessary. So when it comes to group
translation, in which students divide the text into several parts to be done by the members of the group, there will be a difference in meaning and also style of language. Furthermore, the problem with style of language of each student can lead to another problem when the group needs to combine all the works from their members into one coherence text which also need to have consistency in the style of language. This is one reason for students to choose working individually rather than doing in group translation. Other reason is that by doing translation individually, students can be more focused since they don‟t need to discuss it with their friend, and of course the assignment can finish faster.
After all, despite the fact some students find that doing translation individually is more advantageous for them, other interviewee still chose to work their translation assignment in group.
I prefer Group, because if the text is long, we can divide it into several parts, and it can save time, since in my experience usually the text is quite long (2 pages), but sometimes I find difference in style of language, so after we compile the work, it will be checked together to make the translation consistent, and after that we read it. (Participant 4)
In my group usually the text is divided into several parts, and one member of the group will need to get one part (usually one paragraph) to finish. But before submitting our work, the assignment will be compiled first and we read it first, so we can correct the assignment first so that there are no different in language (Participant 8)
From the two statements above, we can see an inconsistency from the interviewee. Both of them think that by doing translation in group they can finish the assignment faster, but they also mentioned that if they do translation in group, they need to rechecked and corrected the work before it was submitted to the teacher so that the translation are consistent between one paragraph and another. This process will for sure spend much time because combining two or more language with different style is not easy. The time consuming problems because of doing translation in group were actually discussed by Kaye (2009), but instead of seeing it as drawback of translation; he saw it as one advantage of doing translation in group. He mentioned that translation in groups can encourage students to discuss the meaning and use of language at the deepest possible levels as they work through the process of understanding and then looking for equivalents in another language. It can happen because just like what has been shared by the interviewee above, they need to recheck the work once again even after the work has finished to ensure there are no language inconsistency and probably to find a better meaning for some difficult word.
and arguments with other team members and to get more translation practice. This may suggest that although many students think that doing group work assignment is helpful and advantageous, when it comes to translating a text, some students have different opinions and attitude based on their own experiences.
2. Student’s participation during group work in Translation Class
Student‟s participation in group work had been highlighted by some researcher since it is
considered to be one of the most serious problems in group work (David 2009, Morgan 2002) and this section will discuss about student participation in Translation class. Some students who were interviewed stated that his/her friend work well and give contribution to their group. As mentioned by Participant 10 and 5
They work well, if they have a good basic, they can finish the assignment well (Participant 10)
They look happy to do something in group, because they can work together. Most of my friend will choose to work in group because they can work with their friend. (Participant 5)
Every students have differences in doing group work, there are student who are active and there are also who only follow his/her friend. (Participant 1)
In my experience, in translation class, in my group there are 2 friends who are very active while other is not (Participant 3)
From above statements, we can see that based on students experiences in doing group work in Translation class, there were students who was actively involved and some others who were not giving contribution to the group. This is what is discussed by Davis (2009), about the “free rider” problem and the sucker effect.
The free rider problem, who had been mentioned earlier in this study, are defined as students who are not performing well in group but still get benefits of the accomplishment of the remaining group members. While the sucker effect, as also mentioned by Kerr (1983), is defined as more competent students who try to avoid being a “sucker”. They reduce their own
input and contribution to the task and will even choose to fail as a group rather than be a “sucker”. This happens a lot in group discussion, when there are more capable and competent
students in group, and also some others who are not actively involved in the group. Sometimes, the discussion will be dominated by one student and the objective of doing group work in which students were asked to discuss and work together to finish a certain problem were not achieved.
To solve this problem, some interviewee give suggestion about what is needed to be considered by students when they are working in group with their friends
It depends on each person. If someone has a big will, discipline and loyalty I’m sure
She mentioned that if each student has realized what is their responsibility in doing group work, they will automatically give contribution to his/her group. And sometimes, in each group, students need to appoint a leader, not to dominate the discussion but to give command and also suggestion in finishing assignment to the rest of group members. When doing group activities, some students will be a kind of “lost” and don‟t know what to do, and this will be covered by the presence of students who acted as “group leader”.
Conclusion
Translation which has become the basis of language teaching for a very long time has a different characteristic compared to other subjects in terms of learning language. Translation also can be tricky since it actually combine many skills such as reading comprehension, grammar use, and translating itself. Kaye (2009) suggest that doing translation in group can help learner to translate better, since it can encourage students to get better meaning, sharing ideas and discuss the use of language at the deepest possible levels as they work through the process of understanding and then looking for equivalents in another language. This study aimed to find out students‟ perception toward group work in their
Translation classes.
translation assignment, some stated that doing translation in group is more difficult and spend too much time compared if they are doing those assignments individually. By knowing students perception toward group work assignments, translation teachers may consider which method is more appropriate to be used in Translation classes.
References
Barros, E. H. (2011). Collaborative learning in the translation classroom: preliminary survey results. The Journal of Specialised Translation(16), 42-52.
Campbell, J., & Li, M. (2006). Asian Students‟ Perceptions of Group Work and Group Assignments in a New Zealand Tertiary Institution. EDU-COM International Conference (pp. 78-89). Perth Western Australia: Edith Cowan University.
Davies, M. (2009).Group work as a Form of Assessment. Teaching and Learning Unit Staff Development Guides.
Douglas, T. (2000). Basic Groupwork. New York: Routledge.
Kaye, P. (2009, March 25). Translation activities in the language classroom. (T. Editor, Editor) Retrieved February 22, 2011, from Teaching English:
http://www.teachingenglish.org.uk/articles/translation-activities-language-classroom
Kiraly, D. (2000). A Social Constructivist Approach to Translator Education: Empowerment from Theory to Practice. Manchester: St. Jerome Publishing.
Long, M. H., & Porter, P. A. (1985). Group Work, Interlanguage Talk, and Second Language Acquisition. TESOL Quarterly, 19, 207-228.
Morris, R., & Hayes, C. (1997). Small Group Work: Are Group Assignments a Legitimate Form of Assessment? Paper presented at the Learning though Teaching: Proceedings of the 6thAnnual Teaching Learning Forum, Perth, Western Australia.
Newmark, P. (1988). Approaches to Translation. London: Prentice Hall International .
Porter, J. Y. (2006). Using learning communities to enhance counselling curriculum. Retrieved from Vistas Online: http://counselingoutfitters.com/Porter.htm
Slavin, R. E. (1996). Research on cooperative learning and achievement: What we know, what we need to know. Contemporary Educational Psychology, 43-69.
Springer, L., Stanne, M. E., & Donovan, S. S. (1999). Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: A meta-analysis. Review of Educational Research, 69, 21-51.
Tiong, K.-M., & Yong, S.-T. (2004). Confucian heritage culture learners„ and instructors„ expectations and preferences in collaborative learning: convergence or divergence?
Wang, T.-P. (2007, December). The Comparison of the Difficulties between Cooperative Learning and Traditional Teaching Methods in College English Teachers. The Journal of Human Resource and Adult Learning, 3(2), 23 - 29.
APPENDIX
List of Interview Question
1. Menurut (nama), apa pengertian Groupwork?
2. Berdasarkan pengalaman (nama), keuntungan atau kerugian apakah yang (nama) rasakan dari mengerjakan tugas secara berkelompok (groupwork)?
3. Apa yang (nama) rasakan ketika (nama) bekerja dengan teman-teman dalam sebuah kelompok
4. Dalam kelas translation, apakah pernah diberi tugas untuk mengerjakan secara berkelompok?
a. Jika iya, mana yang (nama) pilih diantara (group/individu)?
b. Jika (nama) memilih group, apa yang membuat (nama) memilih bekerja dalam grup?
c. Jika secara individu, apa yang membuat (nama) memilih bekerja secara individu? 5. Menurut (nama), bagaimana partisipasi mahasiswa dalam bekerja kelompok? Kalau
(nama) sendiri?
6. “Student will achieve better result when they are doing assignment in group”, apa
Interview transcribe (Participant 1)
Interviewer (I) : Good Morning, (name) so today I would like to do interview about group work in translation class, before we start, is it correct that this semester you take the Indonesian to English course?
Participant 1 (P1) : Yap, correct I : And the teacher is…
P1 : Mr. Andrew Thren
I : OK, that‟s great now let‟s proceed, so what do you think about group work? what comes
to your mind when you heard the term group work?
P1 : For me, Group work means that we work on something together, in which we also
exchange ideas. Then those ideas are combined and mixed into one “big idea”.
I : A big Idea? What do you mean?
P1 : Yes, So it‟s just like combining many ideas into one correct idea. In group we also need to help one another so that the result will be satisfying
I : Ok, So it‟s like combining many ideas…then based on your experiences in doing group
work, what effects which you see from doing group work?
P1 : In general or in translation class only?
I : in general first, later we will discuss about the translation class
argument. So, I need to know why the other group member doesn‟t accept my idea. If they can give “make sense” reason, then I can accept it
I : make sense reason? Ok…interesting and you will move the discussion to what you call as forum?
P1 : Ya..so that I can get the best result from doing the group work
I : So, what about the feeling…what do you feel about doing assignment in group?
P1 : I will be happy to do it, because there will be always new idea from the other group member. But I can also feel that group work has drawback because maybe I have good idea, but it doesn‟t be accepted by other members
I : Well, ok…so now we move to the translation class, in your class have you ever did the assignment in group
P1 : Yes
I : Can you tell me something about it?
P1 : Yes, the lecturer gives us freedom to choose whether we want to work in group or individually. But I tend to choose to work individually, because in translation I think the way people/student translate something is different.
I : How different?
P1 : There are some student whose translation is still sound Indonesian but they think that their translation is right, in my opinion, everything need to be checked and need to be changed so that it will be sound English, it makes me prefer to work individually. I think some students only translating the words, not the sentences, it still sound Bahasa but the word is in English, the other reasons are I can be more focus and work faster
I : So you prefer individual?
P1 : Yes
I : How about the students participation in translation class?
must be someone who are able and want to be a leader who can manage everything in his/her
group. Sometimes, groupwork only work when it‟s close to the deadline. Because everyone
will work in a hurry
I : Ya…it‟s very common, and sometimes it happens to me to…so this is the last question…
“student will achieve better result when they are doing assignment in group”, What do you think about this statement?
P1 : It‟s not always like that, like when it‟s in a hectic situation, Group work can be really helpful, but based on my experience, I can‟t rely on my friend. I‟m afraid that I get a bad mark because of the groupwork
I : So you don‟t agree?
P1 : Well, let‟s say I‟m half agree
I : Ok then…thank you for your participation, and frankly this interview is really helpful for my research, since most of the interviewee so far tend to choose to work in group rather than individually in their translation class…once again, thank you
Acknowledgment
First, I would like to thank Jesus Christ for his grace and blessing for me. I wish to sincerely appreciate all people who helped me to finish this study. I am highly indebted to, Mrs. Victoria Usada Palupi, MA- ELT, for her guidance as the supervisor of my study and to Mrs. Martha Nandari, MA, for his guidance as the second reader during the finishing process of this thesis.
I am also greatly indebted to my mother, Titik Rahayu and my father in heaven, Samekto Bhakti who have always been my inspiration and also for my brothers and sisters, for their support and their care. I also would like to say thank you for Yayasan Beasiswa Oikumene (YBO), Dr.Herumoyo and Ibu Lukas Subianto for the supports so that I can finally finish my study.
