CHAPTER IV: FINDINGS AND DISCUSSION
B. Discussion
The description of the data collected through test as explained in the previous section shows that the students‟ translation ability and reading comprehension at Sixth Semester Students of English Education Department in Muhammadiyah university of Makassar in academic year 2019/2020 was correlated. It is supported by the mean score rate of the students‟ tests.
This research focuses on finding out correlation between two variables, translation ability standing as variable X and reading comprehension standing as variable Y. There were three research questions formulated: (1) The students‟ reading Comprehension, (2) The students‟ translation ability (3) the correlation of the two.
1. Reading Comprehension
Student‟s reading comprehension score at Sixth Semester Students of English Education Department in Muhammadiyah University of Makassar have fairly good. Based on the findings, the result of calculation showed that the mean score of the student reading comprehension was 72.40. It means that, in rate score of reading was fairly good level. In reading comprehension there were three indicators that finding main idea, vocabulary and specific Information.
In relation to findings with previous researched from the data showed in the researcher found out that reading comprehension was also the most important part in learning a language. Thinker (1975) states that reading comprehension is not just reading with a loud voice but also to establish and understand the meaning of words, sentence, and paragraph sense the relationship among the ideas. As it is, if a student just reads loudly, but cannot understand the content of the passages, it means he/she fails in comprehending the passage.
2. Translation Ability
Student‟s translation ability score at Sixth Semester Students of English Education Department in Muhammadiyah University of Makassar have good category. Based on the findings, the result of calculation showed that the mean score of the student translation ability was 78.08. It means that, in rate score of translation was good level. In
translation ability there were two indicators that accuracy and acceptability.
The accuracy of the translation is defined specifically by the correct transfer of the message of the source language. In addition, a target language must be clearly understood. The text can be said accurately if the meaning of the source language transferred accurately and there is absolutely no distortion of meaning. Than the text can be said less accurate if the meaning of the source text transferred less accurately.
However, there is still a distortion of meaning or there is a meaning that omitted which interferes with the integrity of the message. Like the data from student A2 “Ilmuan menganggarkan usia bumi dengan mengukur rasio berbagia unsur radio aktif dalam batuan” from the accurate data is
“Para Ilmuan memperkirakan usia bumi dengan mengukur rasio berbagai unsur radio aktif dalam batuan” The data from student A2 can be said less accurate, because there is distortion of the meaning.
Then the text can be said inaccurate if the word meaning, technical terms, phrases, clauses, sentences or text of the source language are inaccurately transferred to the target language or deleted. Like the data from the student A1 “ilmuan mempercayai sebenarnya usia tata surya dan mungkin sebenarnya usia bumi” From the accurate data “Para ilmuwan percaya bahwa ini adalah usia dari tata surya yang sebenarnya dan mungkin usia Bumi sebenarnya”. The meaning in source text did not
conveyed accurately in target text. The meaning in target text is far from the real meaning.
Than in acceptability indicator, The sentences are included in acceptable translation if the translation feels natural; the technical terms used are commonly used and familiar to readers; phrases, clauses, and sentences used are in accordance with the rules of the Indonesian language. While the sentences are included in less acceptable translation if the translation feels natural; but there is a slight problem with the use of technical terms or there are a few grammatical errors. Like the data from student A9“kita memaksa untuk melihat benda-benda lain di tata surya”
from the acceptable data” kita dipaksa untuk melihat benda benda lain di tata surya” the sentence use passive voice it means that the subject is gotten a work.
Next, the unacceptable text. The sentences are included in unacceptable translation if the translation is not natural or feels like a translation work; technical terms used are not commonly used and are not familiar to readers; phrases, clauses and sentences used are not in accordance with the rules of the Indonesian language. In this study, it can be unacceptable if the students do not really read it repeatedly. Like the data of the student A25 “erosi dan gerakan kerak melenyapkan kawah selama ini.” from the acceptable data “erosi selanjutnya dan gerakan kerak telah melenyapkan kawah yang pasti terbentuk selama ini.”
In relation to findings from the data showed the researcher found out that translation was important part in learning a language Catford (1974) says that Translation is the replacement of textual material in one language (Source Language) by equivalent textual material in another language (Target Language). In his definition, Catford states that the replacement of textual material from source language into target language has to be equivalent.
3. The Correlation between Students’ Translation Ability and Reading Comprehension
Correlation between the Student‟s translation ability score at sixth Semester students of English Education Department in Muhammadiyah University of Makassar was fair correlation. Based on the findings, The result of calculation showed that the mean score of correlation between the student‟s translation ability and their reading comprehension the final result was rxy = 0.466. In the table of indexes correlation, it can be concluded that the level of this correlation is 0.400 – 0.600, based on the table of criteria r Product Moment was in the fair Correlation. These factors imply that the students‟ activity and frequency in reading comprehension gave a useful contribution to enlarge their translation ability. It means that if the student improve their comprehension of reading, their translation ability will improve as well.
The previous research that identified the correlation between reading comprehension and translation ability is conducted by Hasdiyanti
(2018) showed that the increasing score of reading comprehension can be predicted by the score of translation ability, which means there is correlation between reading comprehension and translation ability. It means that there was a significant correlation between the reading comprehension and translation ability was accepted.
From the findings and the discussion above, the researcher concluded that there was fair correlation between students‟ translation ability and their reading comprehension at the Sixth Semester Students of English Department in Muhammadiyah University of Makassar.
Therefore, the null Hypothesis (Ho) was rejected and the alternative hypothesis (Ha) could be accepted. In addition, the students will understand more about the meaning of the words by improving their reading comprehension. It will be easier for the student recognize the words that they often read or heard. If the students understand and know about the meaning of the words, their translation result will be better. It means that, the better students‟ reading comprehension, the better their translation ability will be.
48
CHAPTER V
CONCLUSIONS AND SUGGESTIONS A. Conclusion
Based on the result of the research, the researcher provides the conclusion as follows:
1) The mean score of the reading comprehension at the Sixth Semester of English Education Department at Muhammadiyah University of Makassar in academic year 2019/2020 was 72.40 (fairly good). Based on the result, it can be concluded that the students are fairly good to comprehend the reading text.
2) The mean score of students‟ translation ability at the Sixth Semester of English Education Department at Muhammadiyah University of Makassar in academic year 2019/2020 was 78.08 (good). Based on the result, it can be concluded that the students are able to translate well.
3) There was fair correlation between the reading comprehension and the students‟ translation ability at the Sixth Semester Students of English Educattion Department at Muhammadiyah University of Makassar in academic year 2019/2020. The correlation coefficient between the reading comprehension and the students‟ translation ability was 0.466. Based on this result it could be concluded that there was correlation between the reading comprehension and the students' translation ability.
B. Suggestion
Based on the conclusion above, it is suggested that in reading comprehension and in translation ability are:
1. Students of Sixth Semester in English Education Department
There were the dominant mistakes in finding main idea and specific information in reading and accuracy in translation. The students who still low in reading and translation are suggested to be more concentrated in learning English. Reading and learning more about translation and reading, do more practice in both of them.
2. Translation Lecturer
The average score of translation ability and reading comprehension was good and fairly good. Therefore, the researcher hopes the result of this research can be used as a reference which can be implied by the lecturer to increase the students‟ translation ability.
3. Others Researcher
The researcher hopes that the result of the research can be an additional reference to the following research for further research, especially in translation and reading comprehension.
50
BIBLIOGRAPHY
Alamsyah, Dahrul HD. 2016. The Correlation between the Vocabulary Achievement and Reading Ability of the Eleventh Grade Students’ of MAN 1 Pangkep. Makassar.
Arikunto, S. 2010. Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta:
Rineka Cipta.
Babita, M. S. 2016. Fundamentals of Biometry. United States. Lulu Publication.
Brown, H. Douglas. 2007. Language Assessment Principles and Classroom Practices. America. Person Longman.
Budiyanto, D. 2019. The Correlation between Translation Ability and Reading Habit toward Writing Ability. Palembang. Tridinanti University of Palembang.
Catford. J.C. 1978. A Linguistic Theory of Translation, London: Oxford University Press.
Croxton, F. E. Cowden, D. J, and Klein. 1967. Applied General Statistics, Third Edition. Englewood Cliffs, N. J. Prentice-Hall, Inc.
Grabe, W. 2009. Reading in a Second Language Moving from Theory to Practice.
New York: Cambridge University Press.
Harmer J. 1998. How to Teach English. New York: Longman.
Harris, David P. 1969. Testing English as a Second Language. New York.
McGraw-Hill.
Hartono. 2008. Statistik Untuk Penelitian. Pekanbaru: Zanafa.
Hasdiyanti. 2018. “The Correlation between the Reading Comprehension and the Students’ Translation Ability of SMKN 5 Pangkep. Makassar.
Universitas Muhammadiyah Makassar.
Hedgcock S. John and Dana R. Ferris. 2009. Teaching Readers of English Students, Texts, and Contexts. New York. Routledge, Taylor and Francis.
Hock, M., & Daryl, M. 2005. Reading Comprehension Strategies for Adult Literacy Outcomes. Journal from the International Reading Association.
Janette K. Klinger. Vaughn, S. and Alison, B. 2007. Teaching Reading Comprehension to Students with Learning Difficulties. New York.
The Guildford.
John W. Creswell. 2002. Educational Research, Boston: Pearson Education.
Judy, W. 2008. Teaching the Brain to Read. United States of America.
Association for Supervision and Curriculum Development (ASCD).
Khasanah, K. 2019. The Correlation Between Students’ Interest on Online Reading Activity and Students’ Translation Ability of English Language Education Department for Second Semester Students at Uin Sunan Ampel Surabaya. Surabaya. UIN Sunan Ampel Surabaya.
Koller, Werner. 1995. Equivalence in Translation theory. Chesterman, ed., Op.Cit Kruskal, William H. 1958. Ordinal Measures of Association. Journal of the
American Statistical Association. 53 (284): 814–861.
Lawrence, V. 1995. The Translator’s Invisibility (a History of Translation). New York. Routledge.
Lodico, M. G. 2006. Methods in Educational Research: from Theory to Practice.
San Francisco: John Wiley & Sons, Inc.
MacNaughton, G and Wiliams, G. 2004. Teaching Young Children. Australia.
Open University Press.
McNamara S. Danielle. 2007. Reading Comprehension Strategies. United States of America: Lawrence Erlbaum Associates.
Munday, J and Hatim, B. 2004. Translation an Advanced Resource Book. New York. Routledge.
Murdan. 2012. Statistik Penelitian dan Aplikasinya. Banjarmasin. Banjarmasin CYPRUS.
Nababan, M. Nuraeni, A and Sumardiono 2012. Pengembangan Model Penilaian Kualitas Terjemahan. Journal Kajian Linguistik dan Sastra, Vol. 24, No. 1,: 39-57.
Nation, I. S. P. 2009. Teaching ESL/EFL Reading and Writing. New York.
Routledge.
Newmark, P .1988. A Textbook of Translation. New York: Prentke Hall International.
Nida, Eugene A. and Taber, C. 1974. The Theory and Practice of Translation.
Leiden. Brill.
Novikasari, Yuanita. 2011. The Correlation between Students’ Vocabulary Mastery and Their Translation Ability of the Second Year Students of Senior High School (A Case Study of the Eleventh Grade Students of SMA Negeri 1 Blora in the Academic Year Of 2010/2011). Semarang Nunan, D. 2003. Practical English Language Teaching. New York. Cambridge
University press.
Pallant, J. F. (1961). SPSS Survival Manual: A Step by Step Guide to Data Analysis Using SPSS. Australia: Allen & Uwin.
Pardo, L S. (2004). What Every Teacher Needs to Know about Comprehension: in the Reading Teacher. Columbus: Pearson.
Paul, G. 2009. Translation in Practice. Champaign and London. Dalkey Archive Press.
Robinson, D. 2003. Becoming a Translator an Introduction to the Theory and Practice of Translation Second Edition, New York. Routledge.
Simpson, G and F. Kafka. 1957. Basic Statistics : A Textbook for the First Course. New York. Norton.
Stanley, M and King. 1989. Building Skills for TOEFL. Bina Aksara: Jakarta.
Thinker, millers. 1975. Teaching Elementary Reading. New jersery: Practice Hall Inc Engle Wood Cciffs.
Wall, A, and Regina, W. 2005. The Complete Idiot’s Guide to Critical Reading.
New York. Penguin Group.
Ya-lun Chou. 1975. Statistical Analysis. Holt, Rinehart and Winston. Universitas Michigan.
Zainil. (2003). Reading Theories. Padang: Universitas Padang.
54 APPENDIX 1 READING TEST Name :
Class :
(Multiple Choices) Choose the correct answer!
The following text is for questions 1 until 6
We believe the Earth is about 4.6 billion years old. At percent, we are forced to look to other bodies in the solar system for hints as to what the early history of the Earth was like. Studies of our moon, Mercury, Mars, and the large satellites of Jupiter and Saturn have provided ample evidence that all these large celestial bodies had formed. This same bombardment must have affected Earth as well.
The lunar record indicates that the rate of impacts decreased to its present low level about 4 billion years ago. On Earth, subsequent erosion and crustal motions have obliterated the craters that must have formed during this epoch.
Scientists estimate the Earth‟s age by measuring the ratios of various radioactive elements in rocks. The oldest Earth‟s rocks tested thus far are about 3 1/3 billion years old, but no one knows whether these are oldest rocks on Earth.
Tests on rocks from the moon and on meteorites show that these are about 4.6 billion years old. Scientists believe that this is the true age of the solar system and probably the true age of the Earth.
(Source : www.grammar.co.id)
1. The word obliterated is closest in meaning to…
a. Created b. Destroyed c. Changed d. Erosion
2. According to this passage, how do scientists estimate the age of the Earth?
a. By measuring the ratios of radioactive elements in rocks.
b. By studying sunspots c. By examining fossils
d. By examining volcanic activity
3. Which of the following processes led to the obliteration of the craters formed by the bombardment of the Earth by the celestial bodies?
a. Volcanic activity b. Solar radiation c. Gravity
d. Crustal motions
4. According to the passage, why are scientists forced to look at other bodies in the solar system to determine the early history of the Earth?
a. Human alteration of the Earth b. Erosion and crustal motions c. Solar flares
d. Deforestation
5. In line 4, the word “bombardment” means…
a. An avoidance.
b. An assault.
c. An effect.
d. A cause.
6. Which of the following bodies was NOT studied to give evidence that the Earth was bombarded in its early history?
a. Mars b. Mercury c. Jupiter d. Earth‟s moon
7. Every habitat in the world, from volcano tops to icebergs, can support some sort of life.
The word habitat means…
a. Nation b. Environment c. Practice d. housing
8. When preparing a diet, a person should be aware that vitamin D acts to increase the amount of calcium absorbed by the body.
What the Diet means…
a. schedule of exercise b. nutritional plan c. study of longevity d. medicinal chart
The following text is for question 9
Before clocks were made, people kept track of time by other means. In ancient Egypt, people used a water clock. Water dripped slowly from one clay pot into another. People measured time according to how long it took one pot to empty and the other one to fill. Candle clocks were common during the Middle Ages. As such, when a candle burned, marks on its side showed about how much time had passed. A final ancient way to measure time was the sundial, which used the movement of the sun across the sky. The shadows moving across the face of the sundial showed the current time.
9. What is the main Idea?
a. As such, when a candle burned, marks on its side showed about how much time had passed.
b. Before clocks were made, people kept track by other means.
c. In ancient Egypt, people used a water clock.
d. All the above.
The following text is for questions 10 until 14
The locations of stars in the sky relative to one another do not appear to the naked
eye to change, and as a result stars are often considered to be fixed in position.
Many unaware stargazers falsely assume that each star has its own permanent home in the nighttime sky.
In reality, though, stars are always moving, but because of the tremendous distances between stars themselves and from stars to Earth, the changes are barely perceptible here. An example of a rather fast-moving star demonstrates why this misconception prevails; it takes approximately 200 years for a relatively rapid star like Bernard's star to move a distance in the skies equal to the diameter of the earth's moon. When the apparently negligible movement of the stars is contrasted with the movement of the planets, the stars are seemingly unmoving.
10. Which of the following is the best title for this passage?
a. What the eye can see in the sky b. Bernard's star
c. Planetary Movement d. The Ever moving stars
11. The expression "naked eye" in line 1 most probably refers to…
a. a telescope
b. a scientific method for observing stars c. unassisted vision
d. a camera with a powerful lens
12. According to the passage, the distances between the stars and Earth are…
a. barely perceptible b. huge
c. fixed d. moderate
13. The word "negligible" in line 8 could most easily be replaced by…
a. negative b. insignificant c. rapid
d. distant
14. Which of the following is NOT true according to the passage?
a. Stars do not appear to the eye to move.
b. the large distances between stars and the earth tend to magnify movement to the eye
c. Bernard's star moves quickly in comparison with other stars d. although stars move, they seem to be fixed
15. The coming decades will likely see more intense clustering of job, innovation, and productivity in a smaller number of bigger cities and city regions.
The word “Intense” most nearly means…
a. Emotional b. Concentrated c. Brilliant d. Determined
16. When the Pilgrims landed in what is now Massachusetts, they were afraid that the Indians would attack them. However, the Indians that they encountered were a peaceful and generous tribe.
What does "encountered" mean?
a. met b. fought c. hid from d. ignored
The following text is for question 17
The railroad was not the first institution to impose regularity on society, or to draw attention to the importance of precise timekeeping. For as long as merchants have set out their wares at daybreak and communal festivities have been celebrated, people have been in rough agreement with their neighbors as to the time of day. The value of this tradition is today more apparent than ever. Were it not for public acceptance of a single yardstick of time, social life would be unbearably chaotic: the massive daily transfers of goods, services, and