CHAPTER IV: RESEARCH FINDINGS AND DISCUSSIONS
A. Overview of MA MIFTAHUL ULUM KALISAT
MA Miftahul Ulum kalisat is senior high school as formal education and also religious education. The chairman of this school is Isfandiar M.Ag.
The Accreditation of this school is “A”. This school during teaching and learning in pandemic era use shift each grade to came and join the class. The teaching and learning is consistently. Therefore, the researcher conducted the research in this school.
Miftahul Miftahul Ulum Kalisat Madrasah was established by KH.
Syamsul Hadi Baihaqi who also concurrently as head of the madrasa in 1983.
The initial idea of establishment was initiated by KH. Ahmad Rosyidi Baihaqi (sister from KH. Syamsul Hadi).
Madrasah Aliyah Miftahul Ulum Kalisat as part of many formal encouragement agencies at high school in Jember Regency, then adjust to obtain a legal basis by officially set according to the decree of the Miftahul Ulum Calisan Foundation number: 05 / YMU-MA / K-2/VII/1997. As well as
based on the decision of the Director General of Binbaga Islam, the Ministry of Religion, Number: E / 250.A / 1997 dated October 30, 1997, Miftahul Miftahul Ulum Kalisat became a member of the KKM Man Jember 2.
At the end of the 2015/2016 school year, Miftahul Ulum Kalisat Madrasah received an accreditation schedule from the BAN S / M and a few months later in the 2016/2017 academic year obtained a very good accreditation title (A).
With the rise of the accreditation predicate from the B predicate to A, the quality improvement began to appear, for example the number of students, plus the knowledge of the teacher will the obligation to make devices that are in accordance with the ideal provisions by taking into account the character of the students the better.
Directions, goals, ideals to be achieved by the MIFTahul Ulum Kalisat are: Realizing religious, competent, competitive, skilled and populist. The mission of the Miftahul Ulum Kalisat is a step in the form of strategic activities that must be carried out to achieve the desires, ideals, and vision of madrasas that prioritize and emphasize at: 1. Instill religious attitudes, love for the country, and morality of Al Karimah based on the Islamic person in Ahlusunah Waljamaah An-Nahdliyah. 2. Improving the quality of the competence of academics according to interest and talent in the teaching and learning process. 3. Increase the spirit of competition in accordance with the talent, interest and creativity of the academics. 4. Develop skills in the field of
literacy and vocational based on science and technology. 5. Prioritizing the attitude of social care as a basis for the service of public education needs.
B. Research Finding and Data Analysis
Research findings present and discuss the answer to the research questions that were about the analysis of students difficulties in translating narrative text at tenth grade of MA Miftahul Ulum Kalisat. The researcher elaborated research findings based on the result of observation, interview, and document review as follows:
1. What are the difficulties faced by the tenth grade students of MA Miftahul Ulum Kalisat in translating narrative text?
In the field, the researcher found that the difficulties from linguistic factor that made the students‟ felt difficulty in translating narrative text.
The research divided linguistic factor in four categories. Linguistic factor there are students difficult in grammatical (Simple past tense), students difficult in developing vocabulary, students difficult to understand the meaning of word that not find in dictionary, students difficult to arrange the text in target language, and students difficult to understand meaning the word that not find in dictionary.
a. Grammatical(Simple past tense)
Researcher found difficulties faced by class X students of science when they translate narrative text, namely grammatical used in narrative text. In the narrative text that tells the past events indeed use simple past tense as a form of activity used in ancient times. Simple
past tense is a grammatical which of course students have understood about the kinds of tenses used in a text. But here students feel the difficulties of the language order used in narrative texts and the use of simple past tense. Where, the students must memorize with the form of past and its use. This is strengthened by interviews conducted by researcher to English teacher. English teacher said that the ability to translate student narrative texts is still lacking so it takes time to truly understand students related to the use of simple past tense which is a characteristic of narrative text. The explanation is clearer researcher would provide a series of interviews by including notes during the interview. Based on the interview from English teacher, Mrs. Qonita said:
Guru "Oke Baik, karena kelas X ini adalah kelas yang masih baru dan merupakan jenjang atas setelah SMP maka sejauh pengamatan saya mengajar teks naratif dan memberi tugas terjemahan kepada mereka, kemampuan menerjemahkam mereka masih minim mbak, mereka masih butuh pelan pelan dulu dalam menerjemahkan teks naratif. Apalagi teks naratif itu secara grammar menggunakan simple past tense. Jadi saya masih harus menjelaskan apa itu grammar dan simple past tense dulu mbak sebelum saya memberikan tugas menerjemahkan teks naratif. Serta bagaimana bentuk kata kerja yang digunakan dalam teks naratif. Jadi memang ada sedikit kendala yaitu dari segi grammatical, kebanyakan mereka kurang begitu paham dengan fungsi atau cara menerjemahkan tenses yang diterjemahkan di narrative text yaitu simple past tense. Jadi dari ciri-ciri past tense itu sendiri bagaimana cara menerjemahkannya, bahwa kalau past tense harus ada kata telah atau menjelaskannya dengan adverb of time yang disitu juga membantu mengukuhkan bahwa kalimat itu adalah kalimat lampau yang memang dipakai di narrative text. (Teacher "Okay good, because this class X is a new class and is a level up after junior high school so as far as my observations teach narrative texts and give the task of
translation to them, the ability to translate them is still minimal Miss, they still need slowly in translating narrative text.
Moreover, the narrative text grammatically uses the simple past tense. So I still have to explain what grammar and simple past tense are before I give the task of translating narrative text. As well as how the form of the verb used in the narrative text. So, there are a few obstacles, namely in grammatical aspects. Most of them are not very understanding with the function or how to translate the narrative text namely simple past tense. Thus, from the characteristic of past tense itself, how to translate it, that if past tense there must be a word already or explain it with the Adverb of time that is also helpful that it is the sentence that is the past sentence which is indeed used in narrative text).40 The answer from the English teacher who gave an answer that students had difficulty in translating narrative texts was also strengthened by the results of interviews with the students concerned in class. This would present in this discussion. The students in interview section said:
Siswa "Perkembangan saya dalam menerjemah teks naratif itu masih kurang, bisa juga dibilang belum sempurna. Karena selama proses mengerjakan tugas terjemahan teks naratif saya mengalami kesulitan. Saya belum paham terkait penggunaan grammar didalam teks naratif. Kemarin dijelaskan oleh Ibu guru bahwa naratif teks itu menggunakan simple past tense.
Yang kata kerjanya harus bentuk lampau. Ketika saya mengerjakan terjemahan disana saya sulit mengartikan kata kerja yang bentuknya ada yang ditambah -ed, dan kata was, lalu juga ada kata yang bentuknya ditambah -Ing. Itu saya sulit menerjemahkannya bagaimana".(My progress in translating narrative text is still weak, it can also be said that it is not perfect. Because, when I during the process of working on the narrative text translation task, I experienced difficulties. I don't understand the use of grammar in narrative text. Yesterday the teacher explained that the narrative text uses the simple past tense. The verb must be in the past tense. There is an addition of -ed, and the word was, then there is also a word whose form is added -Ing. That's how I find it difficult to translate).41
40 Teacher's interview on 13 November 2021
41 Students 1 interview on 23 November 2021
This is also supported by the opinions of other students as follows:
Siswa “Saya juga tidak tau apa artinya. Kalau cari dikamus itu kata Bu Guru harus tau dulu kata kerja bentuk ke 1. Sedangkan saya belum hafal dan tau bentuk kata kerja masa lampau itu seperti apa macamanya.".(I also don't know what it means. If I look in the dictionary, the teacher says that we must know the 1st form of the verb. Meanwhile, I have not memorized and know what the past forms of verbs are like).42
This statement was also strengthened or supported by researcher entering the classroom to observe the narrative text learning system in which they are given the task of translating a narrative text about snow white. There the researchers observed the process of student activities in learning. After the researcher analyzed the students' translation results, in the worksheet the researcher found difficulties in grammar. Likewise, they translate there was into
"adalah" which usually means "disana ada". Then the students also left a lot of blanks and underlined the past tense of the verb, which means they don't know what the word means. Like tried which means to try from the first form of the verb to try. The second form of the verb
"laid" is "lay". And there are still many vocabularies that are in the form of second verbs that they don't know how to translate. And also with the sentence "Once upon a time" which is characteristic of the use
42 Students 2 interview on 23 November 2021
of past grammar which has meaning "Pada zaman dahulu". The students translate it with "Pada upon waktu".43
From the results of interviews and observations, the researcher knew that the difficulties faced by students in translating narrative texts are the uses of grammar in narrative texts. Where, students complain about the use of a second form of verb or past tense which is a characteristic of narrative texts. Students felt it difficult to find the meaning of the second form of the verb because they still don't really understand how the first and second form of the verb. So they have difficulty in translating the grammatical patterns of the past tense.
b. Word Comprehension (Vocabulary)
Vocabulary is very important to teach students at the elementary school level to the high level of education and also must be memorized by teachers and students in learning foreign languages especially English. Vocabulary is one of the difficulties of students in translating narrative text where many vocabularies they don't know and have not memorized them to hinder them in doing the task of translating narrative text. Vocabulary in English has many meaning, in translating narrative text, of course, many vocabulary students must know vocabulary even though it's just a little to support them in translating English text. In the narrative text a lot of vocabulary that uses a simple paste tense verb and accompanied by the use of regular
43 Observation on 23 November 2021
and irregular verbs. Difficulties in vocabulary are also strengthened by interview between researchers and English teacher.
Guru "Siswa dalam menerjemahkan teks naratif selain kesulitan di grammar mereka juga paling parah di kosa kata mbak, karena mereka belum terbiasa menghafal kosa kata bahasa inggris. Jadi ya mereka sulit dalam menulis arti dari kata dalam bahasa inggris. Jangankan kosa kata yang sulit mereka tidak tau artinya, kosa kata yang mudah saja mereka kadang lupa dengan artinya. Mereka juga mencoba menerjemah dengan menebak artinya, tapi tetap saja tidak benar. Jika mereka lumayan hafal dan tau kosa kata yang familiar serta apa arti dari kata dalam teks itu kemungkinan mudah buat mereka dalam menerjemahkan text naratif.
Kurangnya improvisasi dalam menerjemahkan text juga karena karena text yang digunakan di tingkat SMP dan SMA itu berbeda, tingkat kosa kata yang digunakan semakin tinggi dan itu berpengaruh juga terhadap pemilihan kata ke dalam terjemahan mereka".(Students in translating narrative texts other than difficulties at their grammar are also the most severe in the vocabulary, because they are not used to memorizing English vocabulary. So they are difficult to write the meaning of the word in English. Not only is the vocabulary that is difficult so they don't know what it means, the vocabulary is easy sometimes they forget the meaning. They also tried to translate by guessing, but still incorrectly. If they are a little memorized and knows familiar vocabulary and what the meaning of the word in the text is likely to make them in translating a narrative text. The lack of improvisation in translating text, because the text used at the junior high school and senior high school level is different. The vocabulary level used is higher vocabulary and it also affects the selection of words into their translation.)44
This opinion is also strengthened by the researcher interviewing students in the class. The students said:
Siswa"Saya merasa sulit ketika menerjemahkan text naratif yang menggunakan kosa kata yang kurang familiar dan bisa dianggap baru tau dengan artinya, jadi sulit mengartikan kosa kata tersebut. Kadang juga saya merasa bingung terhadap kata kerja yang diletakkan ditengah kamus itu bu, jadi masih harus
44 Teacher’s interview on 13 November 2021
cari juga. Dan juga ada kosa kata yang tulisannya mirip sehingga saya menerjemahkannya juga bingung, yang mana artinya dan apa benar sudah nyambung dengan arti kosa kata selanjutnya".(I find it difficult when translating narrative text that uses vocabulary that is less familiar and can be considered as new to the meaning, so it is difficult to interpret the vocabulary. Sometimes, I also fell confused about the verbs placed in the middle of the dictionary, ma‟am. So, still have to find it too. There are also a vocabulary whose writings are similar so that I translate it also confused which means and what is really connected which means and what is really connected with the meaning of the next vocabulary.)45
This is also supported by the researchers observing their translation results, and it is true, there are vocabulary used that are not familiar or even they have never heard of the vocabulary. For example case with vocabulary of "Palace". They translate the word as "Place".
Even though from the difference the words are different and have the meaning "Istana". For them, the English language of the palace is kingdom and castle. The second vocabulary is "Passed way" they leave the vocabulary blank because they don't know the meaning. And "After Long time" which means "Setelah lama". Students translate the word as "Setelah panjang waktu".46
Based on the results from interviews and observation that have been researcher did. The researcher can give conclusion that students low in vocabulary. Students still difficult in memorize new word and word familiar. They cannot do translate well even they didn‟t know the meaning of each vocabulary.
45 Students 3 interview on 23 November 2021
46 Observation on 23 November 2021
c. Difficult to understand the meaning of word that not find in dictionary Dictionary is one of the complementary media in foreign language learning. In school-based foreign language learning that is shaded by regulations, it is not allowed to bring communication tools such as cellphones which are now equipped with very sophisticated applications that have online dictionary applications. However, in the schools that the researchers studied, the manual dictionary is the dictionary that students and teachers rely on in translating English texts. When translating narrative text, students easily look up vocabulary in the dictionary and do the translation well. However, in reality in the field when researchers conduct interviews with teachers and students who have different views that the use of dictionaries is one of the difficult media to help students. The English teacher said that, students still have difficulty in finding vocabulary that should have meaning in the dictionary. As explained as follows.
Guru"Dalam melakukan terjemahan teks naratif, siswa memang saya suruh untuk membawa kamus mbak. Agar mereka terbiasa membuka kamus dan belajar kosa kata disana.
Tetapi siswa didalam kelas ketika mengerjakan terjemahan teks naratif itu ada kesulitan mbak. Mereka sulit menemukan kosa kata didalam kamus. Krna kosa kata didalam kamus itu memiliki banyak makna. Jadi mereka masih bertanya kepada guru".(In doing the translation narrative text, I did ask the students to bring a dictionary. Until the students get uses to open the dictionary and learning vocabulary over there. But the students in the class when doing the translation narrative text had difficulties miss. They feel a difficulty in understand to finding the meaning of vocabulary in the dictionary. Because the vocabulary in the dictionary has many meanings. So they
still ask the teacher, the meaning that is in accordance with the content of the story in the narrative text).47
This is also strengthened by the researcher interviewing student.
Siswa"Ketika saya mengerjakan tugas terjemahan itu saya kadang sulit kalau kata yang saya cari tidak ada didalam kamus, apalagi kosa kata tersebut panjang. Dan juga kosa kata itu memiliki banyak arti, jadi saya bingung mau menerjemahkan dengan pilihan makna yanga mana".(When I do a translation assignment, sometimes I find it difficult if the word I am looking for is not in the dictionary, moreover the vocabulary is long. And also the vocabulary has many meanings, so I am confused about which meaning to translate with the correct choice of meaning).48
In the statements of teachers and students above, the researcher also corroborated the results of observations and analyzes in the student worksheets. Like the vocabulary "ran as fast as" which means
"lari secepat mungkin". Students look for the meaning of the vocabulary by looking for "Ran as" which indeed the meaning in the dictionary must be translated word for word. And also with the phrase
"felt too" which means "merasa lelah". However, students search the dictionary by using the "Felt too" vocabulary search. In vocabulary of
"knowing" which means "mengetahui". Students find it difficult to find in the dictionary because the dictionary only provides an explanation of the basic word "know". From the explanation above, the researcher know that the students had difficulties in finding meaning that there is much vocabulary with the meanings.
47 Teacher’s interview on 15 November 2021
48 Students 4 interview on 23 November
d. Difficult to arrange the text into target language
In translating an English text, students must also arrange sentences that have been translated from English to Indonesian well.
So that, the translation that has been done can read and understood by students and teachers. However, in the field research that has been found, students find it difficult to string words to form a good sentence.
This finding is also the same as the results of interviews with English teachers.
Guru "Siswa siswa itu dalam menulis bahasa indonesia saja masih suka disingkat singkat mbak. Apalagi kalau sudah berbicara terjemahan ya. Dimana siswa dituntut untuk mencari arti dan membentuk kalimat bahasa inggris ke bahasa indonesia. Ketika saya membaca hasil terjemahan mereka, mereka kadang merangkai kalimat tidak nyambung mbak dengan isi cerita yang ada di dalam bahasa inggris. Maklum ya mereka masih harus diajari lagi pentingnya membaca sekaligus menerjemahkan teks khususnya teks naratif".(Students in writing Indonesian still like to be abbreviated Miss. Especially if you have already spoken about the translation. Where, students are required to find meaning and form sentences from English to Indonesian. When I read their translations, they sometimes arrange sentences that not connect with the contents of the story in English. Understandably, they still have to be taught the importance of reading and translating texts, especially narrative texts).49
The results of interviews with teachers can also be straightened out by students who have carried out translating narrative text activities in class.
Siswa "Kalau sudah waktunya menerjemahkan itu, saya sulit dalam merangkai kata kata yang telah saya terjemahkan dari bahasa inggris ke bahasa Indonesia, karena itu kan kadang artinya tidak sesuai, ada yang kurang, ada yang lebih. Kadang
49 Teacher’s Interview on 15 November 2021