THE INFLUENCE OF STUDENTS’ BACKGROUND KNOWLEDGE OF ENGLISH ON THEIR TRANSLATION ABILITY AT IAIN
BATUSANGKAR
Thesis
Submitted to Faculty of Tarbiyah English Teaching Department to Fulfill One of the Requirements to Obtain Bachelor Degree
in English Teaching
FATHMASIYAH Reg. No. 13 104 018
ENGLISH TEACHING DEPARTMENT
TARBIYAH AND TEACHER TRAINING FACULTY STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN )
BATUSANGKAR 2019
ABSTRAK
FATHMASIYAH, 13.104.018 THE INFLUENCE OF STUDENTS’
BACKGROUND KNOWLEDGE OF ENGLISH ON THEIR
TRANSLATION ABILITY AT IAIN BATUSANGKAR. Jurusan Tadris Bahasa Inggris, Fakultas Tarbiyah dan Ilmu Keguruan IAIN Batusangkar.
Permasalahan dalam penelitian ini adalah belum di ketahuinya pengaruh background knowledge mahasiswa terhadap kemampuan dalam menterjemahkan teks dari Bahasa Inggris ke Bahasa Indonesia. Penelitian ini bertujuan untuk mengetahui pengaruh background knowledge terhadap kemampuan menterjemahkan teks bahasa Inggris ke bahasa Indonesia mahasiswa semester lima yang mengambil mata kuliah Translation pada tahun akademik 2017/2018.
Jenis penelitian ini adalah kuantitatif, ex post facto. Populasi dalam penelitian ini adalah mahasiswa semester lima yang mengambil mata kuliah translation pada tahun akademik 2017/2018 di IAIN Batusangkar yang berjumlah 71 orang. Sampel penelitian dipilih dengan menggunakan teknik propotional random sampling yang berjumlah 60 orang. Data yang digunakan adalah questionnaire dan translation test. Test background knowledge berbentuk questionnaire berjumlah 40 butir dan test translation berbentuk essay. Sebelum test diberikan kepada sample penelitian, peneliti melakukan try out kepada mahasiswa semester lima yang bukan sample sebanyak 11 orang untuk mengetahui validitas dan realibilitas tes. Validitas per soal dihitung dengan korelasi Product Moment dan ditemukan 12 soal yang valid, 24 soal di revisi dan 4 soal di discarded, sehingga soal test menjadi 36 butir.
Berdasarkan hasil analisis data yang dilakukan dengan product moment, didapatkan hasil bahwa terdapat pengaruh yang positif dan signifikan background knowledge terhadap kemampuan menterjemahkan teks Bahasa Inggris ke Bahasa Indonesia dengan Df 58, didapat r hitung lebih besar dari r table, dimana r hitung 0.624 dan r table dengan signifikan 5% setara 0.250, dapat disimpulkan pengaruh background knowledge dengan kemampuan menterjemahkan teks bahasa Inggris ke bahasa Indonesia mahasiswa pada kelas translation terdapat pengaruh sebesar 16.16 % yang signifikan antara background knowledge dan kemampuan menterjemahkan mahasiswa, sedangkan 84.84 % lagi di pengaruhi oleh faktor internal dan internal lainnya.
TABLE OF CONTENTS
HALAMAN JUDUL ……….….…..i
SURAT PERNYATAAN KEASLIAN ……..……….…....ii
THESIS ADVISORS’ APPROVAL ……..……….…....iii
THESIS EXAMINERS’ APPROVAL ………..………...iv
ACKNOWLEDGEMENT ………...……….…...v
ABSTRAK ………..………...vii
TABLE OF CONTENTS ………...………..……....viii
LIST OF TABLES ………....…xi
LIST OF FIGURES ………...……...xii
LIST OF APPENDICES ………...……….... xiii
. CHAPTER I: INTRODUCTION………...……….…..….1
A. Background of the Problem…...…………...……..…....1
B. Identification of the Problem……..……..,…….…...5
C. Limitation and Formulation of the Problem…..………..….5
D. Definition of the Key Terms……….…………...6
E. Purpose of the Research………..…………...…...6
F. Significance of the Research…………....………...6
CHAPTER II: REVIEW OF THE RELATED LITERATURE.………….8
A. Review of the Related Theories ...8
1.Background Knowledge……….…...…………...…..…...8
a.Definition of Background Knowledge...8
b.Importance of Background Knowledge ...9
c. Kind of Background Knowledge…...13
d. Factors Influence Background Knowledge to the Process Translation...14
e. Assessing of Background Knowledge……...…..…....15
2. Translation Ability ………...16
a. Definition of Translation ...16
b. Kind of Translation ………...18
d. Factor Influencing the Process of Translation……….20
e. Assessing Translation Ability…...21
3. The Influence of Students’ Background Knowledge of English on Their Translation Ability………...24
B. Review of Relevant Studies……...…..….…..……....…...26
C. Conceptual Framework…………..……..….…………...27
D. Hypothesis ………....………...….…28
CHAPTER III: RESEARCH METHODOLOGY………...…..……...29
A. Research Design …...………...29
B. Population and Sample...……….…...29
1. Population ……….……...………...29
2. Sample………….…………..……...30
C. Technique of Data Collection…………..……...31
1. Research Instrument………...31
D. Technique of Data Analysis……….….………...35
1. Descriptive Statistics………...35
2. Pre-requirement of Parametric Analysis…………...35
CHAPTER IV: RESEARCH FINDING AND DISCUSSION………...39
A. Data Description.……….……...39
1.Questionnaire of Students’ Background Knowledge …..39
2. Students’ Translation Ability ……..…...39
B. Pre-requirement of Parametric Analysis….…...42
1. Testing Normality……….……….…...42 2. Testing Homogenity………...43 C.Inferential Statistics ……….…...43 1.Correlational Analysis ……..………….………...43 2.Regression Analysis …….….………...45 D. Discussion……….………...47
CHAPTER V: CONCLUSION AND SUGGESTION………...50
A. Conclusion……….………...50
B. Suggestion………...50
BIBLIOGRAPHY…….………...51
LIST OF TABLES
Table 1. Population ……… 30
Table 2. Sample of the Research ……… 31
Table 3. The Score Categories Statement ………... 33
Table 4. Coefficient Interpretation ………... 37
Table 5. Statistical Result of the Description of Students’ Background Knowledge ………... 39 Table 6. Data Description of Students’ Translation Ability ……… 41
Table 7. The Result of Testing Normality……… 42
Table 8. Test Homogenity of Variance ………... 43
Table 9. The of r Calculator to Fine the Influence ……… 44
Table 10. The Level of Significance ……… 45
Table 11. Table of Coefficient ………... 45
Table 12. Coefficient Regression ………... 46
LIST OF FIGURE Figure 1. Conceptual Frame Work
………
27 Figure 2. The Distribution Frequency Background
Knowledge…..
40 Figure 3. The Frequency of Data Distribution
……….
LIST OF APPENDICES
Appendix 1. Syllabus of Translation ………... 52
Appendix 2. Table of Specification for Questionnaire Try Out………. 55
Appendix 3. Questionnaire for Try Out...……… 61
Appendix 4. Questionnaire Try Out that was Answered by the Students………. 65 Appendix 5. Score Tabulation of Students’ Background Knowledge Try Out ………... 69 Appendix 6. Score Tabulation of Students’ Translation Ability for Try Out……….. 70 Appendix 7. Table of Significants Product Moment 5%………... 71
Appendix 8. Comparative Table of Item Questionnaire………. 72
Appendix 9. Table of Spesification after Try Out ……….. 77
Appendix 10 The Questionnaire after Try Out ………... 83
Appendix 11. Questionnaire that was Answered by the Students ……… 86
Appendix 12. The Score Tabulation from Students’ Questionnaire ... 92
Appendix 13. Document Test Translation Ability ……….. 93
Appendix 14. Document Translation that was Answered by the Students ………. 96 Appendix 15. Score Tabulation Translation Ability ………... 102
Appendix 16. Attendance List of Students Try Out ………. 104
Appendix 17. Attendance List of Students Sample………... 105
Appendix 18. Documentation……… 107
1
A. Background of the Problem
Translation is common thing which is useful in life. It is used in many activities such us transfering information, rendering other and many others. It also used for many printed media such as reports, papers, article, books, magazines and novels. Actually, these media are served by using many languages. Because of that, there must be language barriers that impede reading process. Here, the role of translation is really important in order to transfer knowledge and gathering information. As English has become an international language, still there are many people who are not fluent in using English. In order to overcome this, translation is needed to help people to understand English.
Because of translation is very important in useful life, the students should master translation by translation activity, they can get much knowledge and information. Translation also will support to master language skills or understand about English text. They can not understand what the speaker says, what they want to write, what they want to speak, and what they want to read, if they do not know the meaning. It means that translation is the way to get information and more helping to support language skills.
Beside in translation, there are four basic skill that must be mastered by the students. Those are reading, listening, writing and speaking. In comprehension process also happens in reading because comprehension is the main goal of reading that refers to the process of understanding what is being read. According to Mc Whorter (1994) in Fadika and Ardi (2013:1:179) Comprehension is the main goal of reading that refers to the process of understanding what is being read. Readers usually make use of background knowledge, vocabulary, grammatical knowledge, experience with text and order strategies to help them understand written text.
2
As one of three process comprehension, background knowledge is all knowledge important for students because it creates a context for them to understand and learn new information. Students connect what they already know to new learning, use their personal knowledge and experiences to access new ideas and situation. According Cris Tovani 2000 in Alert( 2013:1) background knowledge is a repository of memories, experience and facts. When information is read in isolation and not connected to existing knowledge, it is forgotten and deemed unimportant. Calling on existing knowledge and experience is crucial if readers are to assimilate new information.
Background knowledge develops through interaction with people, places, experiences, internet sources, texts, and content formally taught. Background knowledge improve to target language. First, by having good background knowledge it can guide students with new challenge that make sense of new ideas, experience and situations. Second, students will make good communication. Greeno, Collins & Resnick (1996) in Pines and West (1986: 27) states the knowledge that students bring into the learning situation determines to a great extent their future learning. Background knowledge helps students make stronger connection and deeper relevance in learning and this motivate students engagement it helps their learning, increase the chances of success. Third, students can communicate with people all over the world in order they can understand each other very well. Four, students need to research to improve documents from the internet or libraries. In fact, most of the documents are written in English.
Based on experts discuss above, it can be concluded students background knowledge is a repository of memories, experience and facts. Background knowledge students to learning with specific focus on how students use their background knowledge understanding of concepts during the learning of selected acid base concepts. Students connect what they already know to new learning, use their personal knowledge and experiences to access new ideas
and situations, and bring past learning experiences to mind to help guide them with new challenges.
In addition, the English language is the predominant language of academics all over the world, with a large quantity of research conducted. Furthemore, improving human quality could be done if science has been master. However, most of science and technology reported in English, this is the reason that translation is important or transferring science and technology into Indonesia language.
There are some experts’ opinion about translation. According to Newmark (1988:7) Translation is a craft consisting in the attempt to replace a written message statement in one language by the same message or statement in another language. According to Bell (1991:5) translation as the expression in another language (TL) of what has been expressed in another, source language, preserving semantic and stylistic equivalences. Beside, in translation, comprehension process also happen of English make used of background knowledge, vocabulary, grammatical knowledge, experience and others.
Furthermore, Brislin in Hartono (2003:11) states that translation is the general term referring to the transfer of thoughts and ideas from one language (source) to another (target), whether the languages are written or oral from. This opinion supported by Catford in Widyamartaya (1989:12) who states that translation is there placement of textual material in one language by equivalent textual material in another language.
Based on some theories above, it can be concluded that translation is an activity of changing something spoken or written into another language. It means that whatever we are doing with something information, idea, when changed into another language is called translation.
Background knowledge and translation are two skills which is important in transferring the source language to the target language. Background knowledge is important for students because it creates a context for them to
4
understand and learn new information. According to Gafiyatova and Pomortseva (2016:9:2) properly understand the importance and the role of background knowledge we should take into account the semantic content, because it makes not only for the general principles, but for the specific conditions of background knowledge application in communication in general and multicultural dialogue in translation. Kinds of background knowledge is necessary for translators or interpreters and the importance of background knowledge students learning of English for translation and interpreting performance. Translation in foreign language classes enhances better understanding of structure of the two languages and also strengthens students’ translation skills. Foreign language learning can be used in the university classroom to improve knowledge in English. In addition, some other background knowledge students to learning in the future. Students need background knowledge to integrate translation ability in their study in order to learning more so that they can improve quickly and effectively.
To follow importance of translation above, IAIN Batusangkar especially English teaching department provides the students with translation subject for fifth semester. In translation subject, there are many things that the students learn. Based on the curriculum, the students learn some topics. They are definition of translation, process of translation, principle of translation, translation text, and idiomatic expression.
Based on preliminary research that was done on 6 march 2018 by analyzing the fifth semester students’ document value of translation, which was gotten from translation lecturer. The researcher should have syllabus of translation and interviews for getting several information from fifth semester students. The researcher guided to make questions about the influence of students’ background knowledge of English on translation ability fifth semester students in IAIN Batusangkar 2017/2018 academic years and also the researcher got Information. First, they got difficulties in vocabulary when translating Indonesia text into English text, for example difficulties in arranging sentence a meaning text. Second, they still confused to find
appropriate text from English text into bahasa Indonesia because they had lack of background knowledge, concept knowledge and experience. Some students still be thought that translation a difficult process since they were sure that they were not capable enough to do translating and they still lack of vocabulary, concept knowledge and experience. It can be concluded the fifth semester students of English have difficulties in understanding the meanings of the words and background knowledge when translating from English text into bahasa Indonesia and also from Indonesia text into English text.
Based on the theories and phenomena above, the research is interested in conducting research about find out whether or not there is a significant influence of students’ background knowledge of English on their translation ability. Finally, the writer hopes the result of this research will give the answer to the problem above.
B. Identification of the Problem
The phenomenon shows that the students which had studied the translation subject still have dificulties in translating text, for example translating descriptive text. Translating English descriptive text is not easy activity, because it concerns our great effort to do it. Beside that it related to our skills and background knowledge that influence our ability to translate it well.
In fact, translation descriptive text still becomes a serious problem for the students. The dificulties come from inside themselves like background knowledge and lack of vocabularies and also students still confuse in translating because the students’ poor understanding about the principles of translation, like procedure of translation. The other problem is about the student’s facilities suh as they do not have enough source book in the library.
C. Limitation and Formulation of the Problem
There are some problems accoured, the researcher focused students’ background knowledge on their translation ability. Furthermore, the problem is formulated as follows:
6
: “Is there any influence students’ background knowledge of English on their translation ability (A study of the fifth semester students of English Teaching Department of state Institute for Islamic Studies Registered in 2017/2018 Academic Year) ?
D. Definition of Key Terms
To avoid misunderstanding about this research, the researcher gives definition on the key term as follows :
1. Background knowledge is a repository of memories, experience and facts all knowledge important for students because it creates a context for them to understand and learn new information to learning with specific focus on how students use their background knowledge understanding of concepts during the learning of selected acid base concepts
2. Students’ translation ability is process of changing textual material from the source language to the target language without changing the meaning of the source language, and a good translation stressed on the meaning or message, the most important is the result of translation has the same meaning and purpose as the source does.
E. Purpose of the Research
The purpose of this research was to find out the influence of students’ background knowledge of English on translation ability (A study of the Fifth Semester Students of English Teaching Department of State Institute for Islamic Studies Registered in 2017/2018 Academic Year).
Significance of the Research F.
The result of the research hopefully can give contribution as follows: 1. Students
Students know and understand about their difficulties in learning English. Students can improve their background knowledge and may give a contribution in solving their problem in Learning English.
2. Lecturer
This research aims to show the lecturer translation above the influence of students’ background knowledge of English and translation ability. Thus, they can take of English learning successful. 3. Researcher
This research is also hoped to give better understanding and comprehension about the influence of students’ background knowledge of English on translation ability. In addition, this research is also conducted as one of requirements to get bachelor degree (S1) at English Education Program of IAIN Batusangkar.
8
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Review of the Related Theories 1. Background Knowledge
a. Definition of Background Knowledge
Some experts give definition of background knowledge. According to Cambell (2008:8) background knowledge is the raw material that conditions learning. It acts as mental hooks for the lodging of new information and is the basic building block of content and skill knowledge. According to Cris Tovani 2000 in Alert ( 2013:1 ) background knowledge is a repository of memories, experience and facts. When information is read in isolation and not connected to existing knowledge, it is forgotten and deemed unimportant. Calling on existing knowledge and experience is crucial if readers are to assimilate new information.
Students opportunities as improving life and cognitive abilities as a result of learning a foreign language. According to Huang (2009:5:138) background knowledge refers to one’s previously acquired comprehensive knowledge or world knowledge and one’s special knowledge on a certain subject. Comprehensive knowledge means learning either in or out of school and an accumulation of a variety of experiences. In another, background knowledge of the English language is the fact that the world around us is changing. There are many foreigners everywhere, travelling has became so easy that it possible nearly for everyone and finally, being able to communicate in English with overseas is rather necessary.
Moreover, Swales (1990) in Alfaki and Siddiek (2013:3:42) background knowledge is supposed to consist of two main components: “our assimilated direct experiences of life and its manifold activities, and our assimilated verbal experiences and encounters”. First, our assimilated direct experience of life and its manifold activities that students need background knowledge to move their learning forward. Background
knowledge comes into play when learners connect what they already know to new learning use their personal knowledge and experiences to access new ideas and situations, and bring past learning experiences to mind to help guide them with new challenges. Second, our assimilated verbal experiences and encounters. students experience is the ultimate source and justification for all knowledge. They experience it accumulated in students learning of English.
Based on the explanation above, the researcher it can be conclude that, the background knowledge is a repository of memories personal, experience and conceptual background knowledge to access new ideas, situation and bring past to learning to help guide them with new challenge language proficiency enabling meaning transfer, vocabulary knowledge, grammar knowledge, idiomatic knowledge and language trends knowledge. These form the basis for the interpreter’s rhetorical skill, which is part of the Transfer competency to improve students’ of English by using to target language.
b. Importance of Background Knowledge
Background knowledge is important for students because it creates a context for them to understand and learn new information. The success to target language skill, background knowledge on students academic achievement. According to yee (2010:16) background knowledge can include: (1) schema related to specific content knowledge, which involves knowledge about particular subject domains; and (2) interpersonal knowledge, which involves knowledge about human needs, behaviour, values, emotions, relationships, etc. (Kamhi & Catts, 2005). Further to this, background knowledge can also include personal values, emotions, or memories. In Translation, uses this personal system of background knowledge and schema to create a network through which ideas, understood from the text, are passed.
10
According to Kryukov in Gafiyatova and Pomortseva (2016:9:1) Background knowledge is acquisition of both material and moral values of the society by an individual. There are two factors crucial for a successful translation:
1. Background knowledge of the translator/interpreter as a recipient of the text should be at least comparable with the background knowledge of the intended recipient of the original. The translator has to understand the translated text more deeply than the general reader, for whom the original language is the mother tongue
2. The translator, being the author of the text in the target language, is to foresee the sufficiency or lack of background knowledge of the recipient, its structure and composition, bearing in mind that for some reason they can mismatch the background knowledge of the recipient’s original text to be translated.
According to Marzano (2005:6) three programs and a facilitator’s guide on building background knowledge. The first, program examines the neuroscientific basis for learning language, concepts, vocabulary, and connects this information. Students connect what they already know to new learning, use their personal knowledge and experiences to access new ideas and situations, and bring past learning experiences to mind to help guide them with new challenges. The second, program focuses on characteristics 1–3 of effective direct vocabulary instruction, and the third on characteristics 4–7. The guide includes detailed agendas and activities for six workshops—two workshops per video—as well as handouts, overheads, and additional readings and resources.
The importance of background knowledge improving language learning language skill to target language: reading, writing, listening and speaking.
According to Shabani (2013:1:25) speaking in the foreign language has
the target language compared to such other skills as reading, listening and writing
a. Reading
According to Goodman in Deshpande (2016:1:3), reading is a cyclical process. A good reader exploits the redundancy inherent in language which helps him/her in reconstructing the whole text. That each reader brings his own feelings, personality, and experiences to the text and that each reader is different each time he revisits a particular text. Background knowledge is what the reader brings to the reading event. Each reader’s interpretation and each reading of the text are potentially unique.
In summary, background knowledge is what the reader brings to the reading activity which might come from their experience or from reading process.
b. Listening
According to Chen (2017:7:34) listening comprehension is considered critical in language learning, most English as a Foreign Language (EFL) students still have difficulties in comprehending listening texts. Success in listening comprehension attributed to listening. strategies follows: (1) prediction, (2) using background knowledge, (3) listening for key words, (4) grammar analysis, (5) note taking, (6) inferring the context, (7) message integration, (8) translation, (9) visualization, (10) reinterpretation, (11) selection of strategies, (12) increasing concentration, (13) prediction confirmation, (14) problem identification, (15) selective attention, 16) evaluation, (17) recalling the main idea, and (18) deleting impossible answers.
The advanced learner used the strategy of translation only for the monologues, in which complex, difficult, and long sentences appeared. Monitoring comprehension covered six sub strategies: selection of strategies, increasing concentration,
12
prediction confirmation, problem identification, selective attention, and evaluation.
c. Writing
Writing is critical to student success in education. In grade school, teachers ask students to compose texts to demonstrate, support, and deepen their knowledge and understanding of themselves, their relationships, and their worlds.
According Troia (2014:9) these component categories provide for writing :
1) Writing Is an Essential Part of the Curriculum 2) Varied Approaches to the Teaching of Writing 3) Instruction Focused on Process Elements 4) Instruction Focused on Product Elements 5) Utilizing Technology in Writing Instruction 6) Effective Assessment and Feedback for Writing 7) Instruction Focused on Writing Skills
8) Learning Through Writing
9) Promoting Independent and Reflective Writers 10) Promoting a Supportive Writing Environment
students’ background experiences yet encourage further exploration will likely motivate students to expand their writing abilities.
d. Speaking
Speaking is a fundamental and yet demanding skill to be mastered by learners of English as a foreign language. According Huang (2010) in Khabbazbashi (2017: 34:27) found a strong positive influence of topic knowledge on speaking in one of the only studies which took a rigorous,
non-assumption-based approach to measuring background knowledge using a series of extensively piloted topic knowledge tests.
c. Kind of Background Knowledge
There are some kinds of background knowledge. According to Gafiyatova and Pomortseva (2016:9:2) properly understand the importance and the role of background knowledge we should take into account the semantic content, because it makes not only for the general principles, but for the specific conditions of background knowledge application in communication in general and multicultural dialogue in translation, in particular.
In the broadest interpretation of background knowledge by Tomakhin it is divided into:
1. Universal (e.g. knowledge about the sun, moon, time, water, etc.);
2. Regional knowledge (e.g. the inhabitants of tropical latitudes are not always aware of the concept of snow) 3. Information shared only by the members of a certain
nation or ethnic, linguistic community (e.g. children’s fairy tales)
4. Local knowledge inherent to the residents of some area: town, village, closed society, sect, etc. contributing to the emergence of geographically or socially-mediated dialect or manner of speech.
5. Group knowledge shared by small groups like family, work-team-,groupmates, etc. (e.g. remembering each other’s school nicknames or stories told around the campfire).
14
d. Factors Influence background knowledge to the Process of Translation There are some factors influencing background knowledge to the procces in translation. According Gafiyatova and Pomortseva (2016:9:2) to properly understand the importance and the role of background knowledge should take into account the semantic content, because it makes not only for the general principles, but for the specific conditions of background knowledge application in communication in general and multicultural dialogue in translation, in particular. It is necessary to distinguish between:
a). Personal background knowledge acquired empirically (experience) and indirectly (all sources of information);
b). Universal knowledge (shared by most people regardless of culture) and specific knowledge (professional knowledge and national);
c). Conceptual background knowledge, accumulating various activities of society and different outlooks, mentality and non-verbal communication, customs and traditions, social status and so on.
According Painting and foote (2016: 8) language competency refers to the knowledge of two languages and skill in using these two languages to interpret effectively. This includes language proficiency enabling meaning transfer, vocabulary knowledge, grammar knowledge, idiomatic knowledge and language trends knowledge. These form the basis for the interpreter’s rhetorical skill, which is part of the transfer competency.
Language competency builds on vocabulary knowledge, grammar knowledge and idiomatic knowledge of the two languages. More specifically, this relates to knowledge of:
1) register and style used in the respective languages, such as different levels of formality or informality, and use of language in different institutional settings
2) lexis and vocabulary, including idioms, collocations, colloquialisms, vulgar utterances and foreign loan words 3) syntax and grammatical structures, including tense, mood,
aspect, voice, gender and grammatical number
4) discourse and rhetorical devices, such as time referencing, metaphor, conversational organization.
5) word and language usage appropriate to audience and context 6) pragmatics, that is how utterances or signs are used to achieve
particular communicative goals, e.g. gain agreement, express disagreement or avoidance, or signal understanding
7) Standard language varieties, regional varieties and dialects (e.g. French spoken in France, Canada and other countries) 8) accents.
e. Assessing of Background Knowledge
Assessing background knowledge is an often misunderstood idea, and subsequently fumbled as a process. Background knowledge is a product of the experiences academic and other wise that a student brings to a lesson. That provide background knowledge in terms of content students can use to make sense of new ideas. According to Sekyi (2016:7:1) Assessment is integral to teaching and learning activities in school and mediates the interaction between teachers and students in the classroom. Assessment can be defined as all activities that teachers and students undertake to get information that can be used to alter teaching and learning. Classroom assessment can help teachers :
a) Identify students strengths and weaknesses b) Monitor student learning and progress c) Plan and conduct instruction
d) Can motivate and shape learning and instruction e) Can help students improve their own performances
16
In another, the importance to investigating the knowledge and skills teachers actually use in authentic classroom practice. The purpose of this learning is to add to that knowledge by investigating, describing and characterizing the activities, knowledge and skills that students use when practicing formative assessment.
2. Translation Ability
a. Definition of Translation
The are many theories about translation that presented by many experts. According to Mark (1991:27) states that translation is transferring the meaning of stretch or main unit of language, the whole part of a text, from one to other. It means that translation as a process of transferring meaning from one language to other language or target language.
In addition, every language in the world has its own characteristic. Therefore, when the source language and the target language are widely different in structure and cultural background, there cannot be an exact equivalent transfer of the source language into the target language.
Then, Weber (1984:3) state that “ translation is the transposition of a text written in a source language into target language”. He also states that the translation have to be accurate in meaning, contain all nuance of the original, and must be written in clear an elegant language so that the reader can easily understand it. It means that translation not only transferring meaning but also must be written in clear to make the reader more understand.
Next, according to Larson (1984:1) states that translation is basically a change of form. These forms are referred to as the surface structure of language. It consists of transferring the meaning of the source language into the receptor language. He also states that translation consists of studying the lexicon, grammatical structure, communication situation and cultural context of the source language, analyzing it in order
to determine its meaning, then reconstructing the same meaning using the lexicon and grammatical structure which appropriate in the receptor language and its cultural context. According to Bell (1991:5) translation as the expression in another language (TL) of what has been expressed in another, source language, preserving semantic and stylistic equivalences. Generally, translation is a process of rendering meaning, ideas, or messages of a text from one language to other language. There are some considerations which follow this procces, which mainly related to the accuracy, clarity and naturalness of the meaning, ideas, or message of the translation.
Based on the quoted theories, it can be concluded that translation is process of transferring the text from one language into other language, that consider some aspect, such as meaning, structure and style to get an appropriate meaning. In translating a text, a translator must follow the role in translation.
b. Kinds of Translation Ability
There are some kinds of translation. According to Larson (1984:15) there are two kinds of translation:
1) Form based translation or literal translation. It attemps to follow the form of the source language. Literal translation may be very useful for purposes related to the study of the source language text. A text translation sounds like nonsense and has little communication value. If the two languages are related, the literal translation can often the understood, since the general grammatical form may be similar. However, the literal choice of lexical items makes the translation sounds foreign.
2) Meaning-based translation. It makes very effort to communicate the meaning of the source language text in the natural forms of receptor language.
18
According to Jakobson (1966:232) there are three types of translation :
a) Intralingual translation or “Rewording” which is the translation of a word-sign by means of other verbal signs within the same language.
b) Interlingual translation or “Translation Proper” which is interpretation of verbal signs in one language by means of other signs in some other language.
c) Intersemiotic translation or “Transmutation” which is an interpretation of verbal signs by means of non-verbal signs system such as pictorial, gestual, mathematical, or musical systems.
Furthermore, Larson (1984) and Newmark (1988:45), states there are some kind of translation.
(1) Word of word translation.This is often demonstrated as interlinear translation, with The TL immediately below the SL words.
(2) Literal translation. The source language grammatical constructions are converted to their nearest target language grammatical equivalents but the lexical words are again translated singly.
(3) Faithful translation. It attemps to reproduce the precise contextual meaning of the original within the constraints of the target language grammatical structures.
(4) Semantic translations. Differ from faithful translation only in as far as it must take more account of the aesthetic value.
(5) Adaption. This is the 'freest' form of translation. It is used mainly for plays (comedies and poetry; thethemes, characters, plots are usually preserved, the SL culture converted to the TL culture and the text rewritten.
(6) Free translation. Reproduces the matter without the manner, as the content without the form original. Usually it is a paraphrase much longer than the original, a so-called. Intralingual translation’’, often prolix and pretentious, and not translation at all.
(7) Idiomatic translation reproduces the „message‟ of the original but tends to distort nuances of meaning by preferring colloquialisms and idioms where these do not exist in the original.
(8) Communicative translation. Attempt to the readers the exact contextual meaning of the original in such a way that both content and language readily acceptable and comprehensible to the readership.
Based on the queted theories above, it can be summarize that there are four kind of translation. They are 1) word for word translation 2) Literal translation 3) faithful translation 4) semantic translation 5) adaption 6) free translation 7) Idiomatic translation 8) Communicative translation.
c. Translation Procedures
The process of translation can be understood as an activity that is done by the translator when they transfer a meaning from the source language to the target language.
According to Larson (1984:476-483) there are some procedures in translation, they are:
1) Preparation
There are two kinds of preparation. First, there is the preparation which the translator should have before beginning the translation task. Second, there is the preparation which he undertakes as he begins work on a specific translation project.
20
2) Analysis
The translator should be careful at key words in order to get lexical equivalent in the receptor language. If the text is very long, the translator will need to divide it into smaller units and work on one of these at a time.
3) Transfer
Transfer is a process of going from the semantic structure analysis to the initial draft of translation. The transfer takes place in the mind of the translator.
4) Initial Draft
A translator needs to find more information or more background reading.
5) Reworking the initial draft
Reworking the initial draft includes naturalness and accuracy.
Based on the procedures above, there are some process that should considered by the translator in translating process. Therefore, it is not enough for translator to be master in translation because translation process is not a simple process from the source of language to the receptor language text.
In addition, a good translator should have adequate translation knowledge relating to the two languages. It includes all aspect of the languages that is the future that two language share, and also the differences found in the two languages so that translation is not for beginners because it should involve some skills to do it.
d. Factor Influencing the procces of Translating
There are some factors influencing the process in translation. According to Shen (1999:44:79), there are three factors influencing the procces of translation as follows:
1) Linguistic factors
Linguistic factor exert a direct and crucial influence upon the process of translating. Each of the linguistic factors, Phonological,
lexical, syntactic and textual, can interfere with translation. It can safely be assumed that interlingual differences constitute a main source of translation difficulties. These relations are expressed though cohesive ties, which are linguistic resources that help establish cohesion based on grammar or vocabulary, such as reference, substitution, ellipsis conjunction and lexical cohesion.
2) Cultural Factors
According to Sapir – Whorf hypothesis, different linguistic communicaties have different ways of experiencing, segmenting, and structuring reality. Translating works to bridge the cultural gap between two worlds and make communication possible between different linguistic communities.
3) Personal Factor
What we are discussing here are translations done by human beings, not machines. The translator’s professional and psychological conditions may therefore have a direct influence on the translated text. The personal factors in question, which account for many of the differences between various translation of the same source, are subtle and complex.
Based on the theories above, it can be summarize that there are three factor influencing of translation. They are: 1). Linguistic factors 2). cultural factor 3). personal factor.
e. Assessing Translation Ability
There are several ways of testing a translation.The translation test should be done systematically and it needs to be taken carefully. According to Larson (1984:489) there are six ways to test a translation:
1) Comparison with the source language
One of the main purpose of the comparison is to check for equivalence of information content. The comparison is actually a self check; that is, it is done by the translator. Of
22
course, it could be done by someone else who knows both languages well and know translation principles. After checking to be sure that all of the information is there, the translator will make another comparison of source language and receptor language texts, looking for any problem.
2) Back-translation into the source language
A second way to check translation is by having someone else, who is bilingual in the source and receptor language, make a back-translation of the translated text into the source language. This person takes the translation and writes out the meaning he gets from it back into source language. He should do it without having read the source text used by the translator. This back Translation will let the translator know what is being communicated to this person. 3) Comparison test
Good comparison testing is the key to a good translation. The purpose of this test is to see whether or not the translation is understood correctly by speakers of the language who have not seen the translation previously. It is designed to find out what the translation is communicating to the audience for who it is intended. This type of test involves having people retell the content of the translation and answer questions about it. Comprehension testing is done with persons who are fluent speakers of the receptor language. These people should be ordinary people from various classes of the society. It should be done with the more highly educated and with the newly literate, if the translation is intended for all.
The purpose of naturalness test is to see if the form of the translation is natural and the style appropriate. This testing is done by reviewers. Reviewer are people who are willing to spend time reading through the translation and making comments and suggestion. However, most reviewer need to know enough about translation principles to understand what is mean by an idiomatic translation. All reviewer should be looking for ways to improve, the clarity, naturalness, flow of the discourse and the emotive impact on the readers. The process used by the reviewer is first to read through the whole section of the translation at one time. He should write notes either in the margin or on a separate paper to give to give to the translator. After the reviewer has checked for clarity and naturalness, he may also check for accuracy, if he knows th source language well. He will compare the translation with the source test looking for omissions, additions or any changes of meaning. Once again, the reviewer should make careful notes for the translator.
5) Readibility test
The translator nd tester may do readibilty tests. These tests are done by asking someone to read a part of the translation aloud. It should be a complete section: that is, a unit. As they read, the tester will notice any place where the reader hesitates. In addition, if he stops and re-read the sentence, this should be noted as it indicates some problem in readability. Readability test do not need to be done in formal sessions only.
24
As the translation comes near to completion, it is ver importanct that consistency checks of various kind be made. Some of these have to do with the content of the translation and other have to do with the technical detail of presentation. All of those who are testing the translation should be alert for reading problems related to formatting as well as content. The source text will have had certain key terms which were identified and for which lexical equivalents were found.
Based on the theories above, the researcher will be used comparison with the source language as the way to testing translation ability. It means that testing translation is important in order to know the students’ ability to conducted a good text.
3. The Influence of Students’ Background Knowledge on Translation Ability
Students’ background knowledge is something that has by the students to get success in their learning of English to target language.
According to Gafiyatova and Pomortseva (2016:9:2) properly understand the importance and the role of background knowledge we should take into account the semantic content, because it makes not only for the general principles, but for the specific conditions of background knowledge application in communication in general and multicultural dialogue in translation. Kinds of background knowledge is necessary for translators or interpreters and the importance of background knowledge students learning of English for translation and interpreting performance. The influence translation it is a future translator to study and learn the second language. Use of translation as a learning strategy and translation was a supportive and effective factor for learning English to target language.
There are many factors that can influence students’ background knowledge (knowledge of the subject, vocabulary, and concept knowledge). According to Marzano (2005:6) three programs and a facilitator’s guide on building background knowledge. The first, program examines the neuroscientific basis for learning language, concepts, vocabulary, and connects this information. The second, program focuses on characteristics 1–3 of effective direct vocabulary instruction, and the third on characteristics 4–7. That can influence students’ translation: vocabulary, grasp grammar, and eventually comprehend a text, students ability, students communicative, dynamic elements and professional teaching, and the effort of lecturers in teaching students.
According to Huang ( 2009:5:138 ) background knowledge refers to one’s previously acquired comprehensive knowledge or world knowledge and one’s special knowledge on a certain subject. Comprehensive knowledge means learning either in or out of school and an accumulation of a variety of experiences. According to Garant (2014:1:21) translators and interpreters construct their knowledge for the most part out of their experiences in translation and interpreting, be they in the interpreting lab, in the classroom or in a real-life context, hence the importance of bringing real-life pedagogical materials and tasks into the interpreting lab, as wellas during internships which help students develop translation competence. It means that translation need their knowledge to understanding meaning and definition of original language.
Based on the quoted theories above, it can be known that background knowledge and translation are two skill that are very important in transfering the source language into the target language, when translate a text need background knowledge to make good and meaningful translation.
26
B. Review of Relevant Studies
There are several researcher who had conducted that were relevant to this research. First, The research that has been conducted by Hanif (2012) under ther title “The Correlation between students’ Vocabulary Knowledge and Their Translation Ability to Translate English Text at the Sevent Grade Students of MTsN Ciledug Cirebon ( English Education Department of Tarbiyah Facultyof Syekh Nurjati State Institute for Islamic Studies (IAIN) Cirebon 2012). In this research, he found that there was a significant correlation between vocabulary knowledge and translation. The similarity of this research with the on going research is that they discuss about translation text. The different between the two researches is that previous research is done to Islamic Junior High School, but this research will be done to University students.
Second, Dony Prasetyo (2016) conducted a research under the title “ The Influence of Students’ Intelligence Quotient (IQ) on Their Translation Ability (Study to the Twelfth Grade Students MAN 2 Surakarta in 2015/2016 Academic Year). He found that, there are three translation quality assessment they are: Accuracy, Naturallness, Clarity. The similarities between his research (previous research) and this research are same investigated about translation ability. The differences between his research and this research are in his research he is analyzed about Intelligence Qoutient. In this reserch the researcher investigated about students’background knowledge.
At last, Second, Fitri Nengsih (2017) Conducted a research under the title “ The Correlation between Students’ Vocabulary Mastery and Their Translation Ability in Translating English Text Into Indonesian” ( A study of the seventh Semester Students of English Teaching Department of State Institute for Islamic Studies (IAIN) Batusangkar Registered in 2016/2017 Academic Year). The similarity of this research with the on going research is that they discuss about translation text. The difference between the two researches is that previous research focused on students’ vocabulary Mastery, but this research will be done to know the influence between students’
background knowledge on their translation ability in translating English text into Indonesia.
C. Conceptual Framework
Through this research, the researcher to know the influence of students’ background knowledge on their translation ability. She found the result from background knowledge questionnaire and translation test. Then, she analyzed the students’ background knowledge of English questionnaire and translation test. The test analyzed by applying statistical technique by using product moment formula of influence analyzed. She will get the result of the research about “ is there any influence of students’ background knowledge of English on their translation ability ?”. In finally, the conceptual framework of this research can be seen as follows:
Figure: 1.
Conceptual Framework
Students’ background knowledge of English
Test The influence of students’ Background Knowledge of English on Their Translation Ability
Questionnaire Text
Analysis Analysis
Result
28
D. Hypothesis
The hypothesis of this research is formulated as follows: there is any influence students’ background knowledge of English on their translation ability. Then, According to Gay (2000:7) explains that hypothesis means a tentative prediction of the result of the research finding. It means hypothesis indicates the tentative prediction of the result of research outcome.
The hypothesis of the research is for formulated as follows; there is significant students’ background knowledge on their translation ability.
Ha: There is significance the influence of students’ background knowledge of English on their translation ability
Ho: There is no significance the influence of students’ background knowledge of English on their translation ability
29
CHAPTER III
RESEARCH METHODOLOGY A. Research Design
This research kind of quantitative research, ex post facto. According to gay (2000:7) quantitative research is the collection, analysis, and interpretation of the comprehensive narrative and visual data to gain insights into a particular phenomenon of interest. This research design to investigate the influence of students’ background knowledge of English on their translation ability. According gay (2000:10) explain that causal comparative research attempt to determine the effects with already reason. Type of this research quantitative research. It means statically analysis is used here. There are two variables in this research; they are students’ background knowledge of English “X”, as independent variable and students’ translation ability,”Y” as dependent variable. It is regression analysis that used to see influence of independent variable toward dependent variable, the design of this research can be drawn as follows:
X Y
X : Students’ background knowledge in semester v Y : Students’ translation ability
: Influence
B. Population and Sample 1. Population
A group of participant that identified as an object of observation is called population. According to gay (2000:130) population is the group of interest to research, the group which she or he would like the result of the study to be generalized. In this research, the population of this research a study of the fifth semester students of English Department of State Institute Islamic Studies Registered in 2017/2018 Academic year.
30
The population of this research can be seen in the following table:
Table 1.
Table of the Population
No Class Population
1. TBI A 21
2. TBI B 24
3. TBI C 26
2. Sample
Sample is number of population which it was selected from sampling technique. Gay (2000:131) sample is completely out of the researcher’s control; instead, a random or chance, procedure selects the sample. A sample comprises the individuals, items, or events selected from a larger group referred to as a population. The sample of this research is a study of the fifth semester students of English Department of State Institute for Islamic Studies registered in 2017/2018 academic year.
In this research, the researcher used proportional stratified random sampling technique. The technique supported by Gay (2000:133) explaining that proportional stratified random sampling is the process of the selecting a sample in such a way that identify subgroup in the population are represented in the sample in the same proportion that they exist in the population. Therefore, the research choose this technique because the population that the research take have some proportion.
To take sample the researcher used formula that provide by Glenn in Yamane (1967:886 ) that is :
N= N 1+ Ne2
Where : n : Sample N: Population
e : Limit of error (5% atau 0,5)
n = 71 = 71 = 60
1+71(0.0025) 1.1775
Based on the formulation above researcher got 60 students as sample. The sample of the research described as following table :
Tabel 2.
Sample of the research
Total population Students to sample
71 60
C. Technique of Data Collection 1. Research Instrument
As stated previously, this research to find out the influence of students’ background knowledge of English on their translation ability. Therefore, the researcher used a questionnaire instrument for collecting data. According Arikunto (1985: 29) states that “instruments are set of question or exercises or other tools which are used to measure skill, knowledge, intelligence, achievement, and attitude of someone group of people”. The instrument that used by the researcher to collect the data questionnaire. The questionnaire constructed by the researcher in Indonesian language in order to help the respondent to comprehend the items.
a. Questionnaire
In this research, the researcher used questionnaire to collecting the data. The type of questionnaire that was used in this research is closed questionnaire. It means the respondent just needed to choose one
32
statement from five statements that available. According to Gay (2000:388) a questionnaire is a written collection of selft-report questions to be answered by a selected group of research participants. The questionnaire would be constructed in Bahasa Indonesia to make easier for respondents to answer. To construct the questioner, the researcher will do some steps:
1. Identifying variable of the problem 2. Elaborating variable into sub-variables 3. Finding out the indicator of each sub-variable 4. Finding out the sub-indicator of indicator
5. Ranking description from each sub-indicator into questionnaire items.
6. Completing questionnaire with instruction and preface
In order to score and measure the questionnaire, the researcher adopted Likert Scale technique. This scale will use because the respondents choose one option that best approval with their view. According to Gay (2000:157) Likert Scale requires an individual to respond to a series of statement by indicating whether he or she strongly agrees (SA), agrees (A), is undecided (U), disagree (D), or strongly disagrees (SD).
The score would be given based on the types of each items. The score for positive items will arrange as follows: SS=5, S=4, RR=3, TS=2, and STS=1. While the score for negative item arranged as follow: SS=1, S=2, RR=3, TS=4, and STS=5. To make clear, it could be seen in order table below:
Table 3.
The Score Categories Statement
Categories Statement Positive Negative Sangat setuju 5 1 Setuju 4 2 Ragu-ragu 3 3 Tidak setuju 2 4
Sangat tidak setuju 1 5
The item of questionnaire made based on the theories of background knowledge by considering the validity and reliability of the questionnaire.
1) Validity
According to gay (2000:160) sates that validity is important in all forms of research of the test and measures. The most important principle of the test is validity and realibility because both are essential for effective test to get the validity of the test the researcher conducted some following steps: First, check the curriculum and syllabus from lecturer. Then, the researcher has been sure that the students have learned translation. At last, she consulted with the lecturer.
2) Reliability
While, The researcher will use split-half technique. According to Singarinbun in Walad (2012:30) there are some steps to see the reliability of questionnaire. Thus steps are:
a) Giving questionnaire to the respondents and then finding the validity of the item
b) Dividing the valid item into two parts. It can be taken randomly, a half other put into split I and a half other put into split II.
34
d) Correlating total score split I and split II by using product moment.
e) Finding reliabilities by using result of correlation that found and put into pattern:
r.tot 2(r.tt) 1+ rt t Where:
r.tot : numerical the reliabilities of all item r.tt : numerical correlation split I and II
f) After finding the coefficient correlation, coefficient compared with r table (r) with the formula: N-2
Where:
N : number of respondent
If coefficient correlation is higher than r table on the level on significant 5%, it means that items are valid and reliable; in contrast if coefficient correlation is lower than r table on the level on significant 5%, it means that the items are not valid and reliable.
3) Observation Checklist
The instrument questionnaire of checklist. It is used to observe students’ background knowledge of English on their translation ability. The purpose of the questionnaire of checklist is to collect information that students’ background knowledge.
b. Document Test of Students’ Translation Ability
Students’ translation ability was taken from the document of score of English subject by the researcher. The test was divided into 4 component to simplify the identification of the students’ translation ability. They are: rethoric step, structure of language, comprehension of the meaning and choice word. Maximum score for each component was 5. The maximum score of the text was 20.
Students marks are got by adding up to the score of the text divided by 20 multiplied by 100.
D. Technique of Data Analysis
The researcher analyzed the data by using descriptive, pre-requirement of parametric analysis and inferential statistics. They are as follows:
1. Descriptive Statistics
Descriptive statistic is functions to group unarranged data become good arrangement data and easy to interpret ( Suharsini: 2002:297). This technique is used to describe and analyze data of students’ background knowledge of English on their translation ability.
a. Questionnaire of students’ background knowledge of English
Students’ background knowledge of English were taken from the fifth semester students of English department of state institute for Islamic studies registered in 2017/2018 academic year.
b. Document test of students’ translation ability
Students’ translation ability was taken from the document of score of English subject by the researcher. The researcher the data by scoring them. In scoring the test, the researcher used the formula suggested by Sudijono ( 2007:318):
Score = Total score x 100 Score Maximum
After scoring the test, the researcher calculated the students’ mean scores by using descriptive statistics.
2. Pre-requirement of Parametric Analysis
Inferential statistic of correlation analysis conducted in order to see the influence of students’ background knowledge of English on their translation ability. Inferential statistics will use to make inference about parameter, based on the statistic from the sample:
36
a. Testing normality
This testing was used to test the assumption that the distribution from which the sample taken is normal. The criteria of this testing is significance score from analysis is bigger than standard significance (0.05) the distribution is normal. Testing normality by applying one-sample Kolmogrow-Smirnov formula is calculated by the aid of computer program called SPSS 21.
b. Testing Homogeneity
This testing was used to see whether the sample that researcher taken from population had the same characteristics or not. The testing of homogeneity used one way ANOVA in SPSS version 21. If the significance score is bigger than standard significance score 0.05, the distribution of the data is homogeny.
3. Inferential Statistics
In this stage, there are two steps that have been followed in the
analyzing the data inferential statistics. They were calculating coefficient influence and regression analyzing. In analyzing the data,
the researcher used the aid of computer program SPPS version 21. Beside that, finding the coefficient influence the researcher used Person Product Moment formula and regression aquation.
a. Correlation Analysis
In this research, the data were analyzed by applying statiscal technique by using product moment formula can be seen follows: X : Background knowledge of English
