CHAPTER III RESEARCH METHOD
D. Research Instrument
There were three instruments in this research, they were : 1. Observation List
The researcher was used observation to the students' daily conversation at the school corridor or classroom during “english day” then analyze any vitals activities about their communication and also the communication strategies used by the students to facilitate their communication breakdown .
2. Recording
The researcher recorded the conversation produced by the students then transcribed it to analyze the conversation which contained language switch and literal translation.
2. Questionnaire
The researcher also used questionnaire based on ARCS theory to find an answer about any important information in encouraging the students to find the
correct form of the target language and why the students' use literal translation and language switch in their communication. The ARCS model theory developed by used four indicators to measured the motivation of the students that was, Attention, Relevance, Confidence, and Satisfaction. Each indicators of ARCS model motivation theory was adapted and contained types of Communication Strategies defined in the classifications of Tarone which each indicators has three question involved to measured the students motivation.
E. Data Collection
The data collection in this research was conducted through observation and recorded. Researcher recorded the conversation produced by the students. To manage this method the vital instrument was a sound recorder to record the conversation. The conversation, after being transcribed, was analyzed into documentary sheets. Those sheets contained the conversation and the marking of literal translation and language switch found in it. Questionnaire was also used to find an answer about any important information and why they use literal translation and language switch in their communication.
F. Data Analysis
The analysis of this research was in the form of qualitative data, simple quantification was applied to display the numeral data. This data aim at revealing how many times language switch and literal translation used by the students. After finished the recap, the researcher continued to the small quantification. It was in the form of percentage to draw the realization of communication strategies, what
language transfer is often used by the students in their conversation. The quantifications followed this formula:
% of each strategy =Frequency of each strategy × 100%
Both strategies used
The numeral data and its percentage are displayed in a table as follows:
No Category of language transfer Frequency Percentage (%) 1
2
Literal Translation
Language Switch
...
...
...
...
Total Number ... ...
Besides, the researcher also want to know whether or not the use of language switch and literal translation encourage the students to find the correct form of the target language. Therefore, the researcher also used the questionnaire by correlating the ARCS model motivation theory with the questionnaire adapted and contained types of CSs defined in the classifications of Tarone .
Based on the questionnaire if it is found that the students answer more than 50% (YES) and they know the correct form of the words or utterances they do not know before, it means that the use of literal translation and language
switch, encourages them to find the correct form of the target language. In contrast, if the students answer less than 50% YES and they still do not know what is the correct form of the previous words or utterances they said, it means the use of language transfer, literal translation and language switch do not encourage them to find the correct form of the target language. It will only interrupt their language development in vocabulary or grammar.
CHAPTER IV
FINDINGS AND DISCUSSIONS
This chapter consists of two sections, the findings of the research and discussion of the findings.
A. Findings
1. Students’ LanguageSwitch and Literal Translation
In this section, the researcher describes the result of the analysis based on the problem statement. The analysis of this research is in the form of qualitative data, simple quantification is applied to display the numeral data to describe the list of literal translation and language switch. It is in the form of percentage to draw the realization of communication strategies, what language transfer is often used by the students in their conversation.
Here is the frequency and percentage of each category:
Table 1: The Frequency Of Each Category Of Language Transfer
No Category of Language Transfer Frequency Percentages (%) 1
2
Literal Translation Language Switch
12 8
60 % 40 %
Total Number 20 100 %
Table 1 shows us the amount of literal translation and language switch used by the students in their daily conversation recorded. Overall the students used Language transfer as their communication strategies twenty (20) times,
39
consist of Literal translation that occured twelve (12) times; it is 60%, while language switch occurs eight (8) times, 40%. From the data, we know how many times the language switch and literal translation used by the students and also found that literal translation was used more than language switch.
Besides, the researcher also want to know whether or not the use of language switch and literal translation encourage the students to find the correct form of the target language. Therefore, the researcher used the questionairre by correlating the ARCS model motivation theory with the questionnaire adapted and contained types of CSs defined in the classifications of Tarone .
2.The Effect of Language Switch and Literal Translation
Attention and relevance motivation are the main factor of motivating indicators, attention and relevance can be considered as the backbone of the theory, however the confidence and satisfaction considered as the sub key indicators. The attention mentioned in this theory refers to the interest displayed by learners in taking in the concepts or ideas being taught. Attention can considerded as one of the main measurements factor that indicate the interest and motivation of the student’s in learning. Relevance, also had important role as the indicator of motivation in language learning, it can be established by using language, strategies and examples that the learners are familiar with.
Based on the questionnaire it was found that the students answered less than 50% (YES) , it was viewed from the results of some indicators in motivation measurement that consist of attention, relevance, confidence, and satisfaction, it
also found that most of the students did not know the correct form of the words or the target language, moreover the use of literal translation and language switch did not encourage them to find the correct form of the target language, it means that the students was not motivated to improve their language acquisition.
However the strategies can help the students to facilitate their communication breakdown but it will interrupt their language development in the future.
B. Discussion
Having observed the conversation of the students during their daily activity, the researcher come to discuss the research finding found. Researcher started to record their daily conversation as the source to observe how many times they use literal translation and languages switch. Then, continued to transcribe the conversation.
From the transcription the researcher found that the speakers actually avoid language switch more, but tend to use literal translation. Once more, it might occur because they were afraid of breaking the rule not to speak in their source language. It seemed that they tried as minimal as possible to say the word or utterances in English using their capability they have although by translating literally from their first language which finally lead to errors. Literal translation and language switch occurred and used here are of course understood by both speakers and interlocutors because both of them have the same source language.
Thus, nothing to do with the problem that natives might not understand the translation or the switching. Once more, it occured because the conversation is among the students in one school.
Researcher discuss the use of literal translation and language switch more in the following identification:
1. Language Switch
Language switch is a strategy of changing a code or language from target language to source language or conversely. Nhilep (2006:7) says that code switching refers to the use of two languages in the same time or utterances. This strategy is the last choice when the speaker has no linguistic competence at all on the particular message he is going to convey.
Based on the daily conversation transcription the researcher found language switches as the following:
(1)
12. SR : I don't know, because you are my best friend , you my sister, yah you my beloved sister maybe and you always help me
13. IN : I see , I see haha
14. SR : and help kerjakan tugas saya and always share your food, eh ..breakfast to me.Haha
In one utterance the speaker switched three words. She said kerjakan tugas saya which means finish of my task/exercise. She failed to find the English word of kerjakan. Second, she said tugas which means task or exercise in English.
The two language switches occurred because the two words were rarely used by the speaker, so that the words were not familiar for them. The speakers is also failed to find the words saya which means “ my” that occured because the word
“my”is a part of the clause.
(2)
19. IN: Ermm , kalau itu ehh... the famous girl in our class ?
20. SR : Nadia, yes Nadia. The beautifull one , the Queen one. Ohh God she's like the Koreans artist.
21. DW : Yes, everybody love her .
This sentence should be an interogative sentence, the speaker failed to translated the question words “kalau itu” which means ”how about” or “how about that...”. This is may occured because the speaker cannot created correct interrogative sentence or due the lack use of such kind of sentence in their daily conversation.
(3)
40. DW : Because she always say“ I don’t have money “ when Iask her to pay eh...pembayaran kelas while she always go to the canteen or go to the shopping.
Pembayaran is clearly not an English word. The speaker changed the word she wanted to say to her first language, because she did not know what the English word for payment.
The use of language switch for the word payment to pembayaran did not occur once. It even occurs two times during the conversation. Here are the other samples.
(4)
41. IN : and buy many thing
42. DW : yes, and always cry maybe when you tell her to bayar uang pembayaran haha
As the word payment is a part of sentence clause, then this also results an error in switching another words followed by those clause.
Another language switch found in the following sample : (5)
80. MT : maybe you need some saran from me ? 81. DS : yes
(6)
82. MT : I sarankan mmmm,,, for celeberate in your home with all of our friends. Do you agree ?
83. DS : Ithink can too but do you think it’s okay if just in home.
84. MT : yes why not
In the samples above the words saran means suggest in English but the speakers again failed to find the correct form of the target language . This repetition might occur because they rarely use the word suggest in English.
(7)
47. DW : and always fabulous her boyfriend even not handsome 48. IN : haha yes not handsome
49. DW : or bahasa kasarnya ugly hahaha 50. SR : oh my God.
The speaker used the word bahasa kasarnya which absolutely does not exist in English. Actually she wanted to say abusive language that means the
word used to insult someone , but she picked up the word bahasa kasar which is accepted in Bahasa which means abusive language .
2. Literal Translation
As cited in the previous discussion that literal translation is to translate a word or utterances of the target language literally or word for word from their first language to the target language. From this, it is clear that it is a language transfer which is considered an error. In this context, Ellis (1994:403) underlines what Schmidt found that said the use of certain commmunication strategies development may lack of linguistic forward movement. However, the use of such strategy is often used and even may help the students to speak up and facilitate the communication betwen speakers and interlocutos.
From the conversation transcription it was found that literal translation appeared more than languages switch which that means the students prefer to choosed literal translation little bit more. The following are the literal translations appeared in the conversation and its discussion:
(1)
23. DW : So which one do you most not like 24. SR : do you hate the most !!
25, DW : Yes I mean that
Clearly, the speaker used ther source language pattern. She translated paling tidak suka which is acceptable in their Source Language into the word most not like which is uncommon in English for that pattern. She should said do you hate the most.
(2)
71. DS: Hy Mitha 72. MT : Hai Desha
73. DS : Do you know today is my birthday !!
74. MT : yes, of course I know you are my bestfriend, why I’am no know? where do you have to celeberate that ?
75. DS : Idon’t know haha
In sample (2) the speaker used two sample of literal translation in one utterance and actually had succeeded to convey her message in condition that the speaker used her first language structure. It is seen by the fact that DS as interlocutor did not request any more explaination. However, the speaker used the structure from her source language to word why I’am no know which unacceptable in English as the target language. She also used the structure of Bahasa to create an interrogative sentence , the words “dimana kamu harus merayakannya” is translated word to word into an English words and arranged by followed the structure of the source language. The sentence where do you have to celebrate that is completly did not follow the English structure. She should have to said where you’ll celebrate your birthday.
In the following sample the speaker translated literally the structure of the sentence. She said:
(3)
87. V : "Ya Allah Mita! I am very tired! Very tired!
Tired or not, Mita ?"
88. MT : "Agh... very Ya Allah! You`re what section, Vita?"
89. V :"I am programming section. My job is just in boarding.
She wanted to say Kamu bagian apa? Rather than What section are you in?” She translated it literally, but she still succeeded to deliver her message because the interlocutor understood her. Just like sample (4), the following sample contains a literal translation because the speaker put the subject at the last of the utterance which is acceptable in her first language,
(4)
90. W : "I am from the first until the last decoration, Ya Allah."
91. C : "I am forever. Tired I am. From just now in boarding."
92. W : "So am I.How many people yours?"
93. C : "Eight persons, some follow hadrah, follow this... What? Nasyid.
Therefore just I am and Febri."
It is actually easy to say the correct one by putting the subject at the first utterance, I am tired which means Capek saya in Bahasa, her source language.
Almost the same, in sample (5), (5)
97. C : "If programming how many, Vit?"
98. V : "I am? I, Sry, Dina, Who? just that, eh with Zahra, but Zahra sick."
99. W : "Not sick. Her Father is sick."
The speaker put what should be in the first utterance at the last of it. She wanted to say Kalau bagian pemrograman berapa, Vit? It should be How many
people are in programming section? Once more, she translated it literally according to her first language structure.
The speaker from the following sample tended to use past perfect tense incorrectly.Let’s see the following sample
(6)
101. W : "Yes, and Her sister will give birth."
102. V : "Will give birth?"
103. W : "Yes, may be now have, but don`t know."
104.V : “Just may be? But wow... becomes aunty Zahra."
The speaker once more said have which she meant Ya mungkin sekarang sudah, tapi gak tahu. Actually she wanted to say She might have given birth.
Beside omission as a literal translation, a literal translation may occur because of an addition. It is shown in sample (7) :
(7).
113. NF : "Sing, please!"
114. N : "I love with Westlife but forget because Westlife have not remembered me."
115. NH :"May be Westlife never remember you,never know you.”
In the sentence above the speaker added with after the word love which is acceptable in her first language, but not in English and constitutes an error.
Clearer literal translation in sentence structure shown in the next sample,
(8)
117. NH : Hey Syah what about our plan ? 118. NF “Give radio? New radio?"
119, NH: “New microphone, so what?"
120. NF: "Calculator."
121. Sy: "Mic only the head have lost."
122. W : (Nodding her head) i have a plan, never mind.
Actually the speaker only wanted to say Mic saja kepalanya sudah hilang ( The microphone is broken). The word head means the round top part of the microphone. She said head because it is common to say that in her first language to name that round part. It may be not understood for natives, but because the interlocutor here is the same students in one school the word she meant is understood. It’s seen that W as the interlocutor nodded her head. Moreover, she also used the word have which she meant that something has already happened (Present Perfect Tense), but of course, here, she used the word have improperly
3. The Effect of Literal Translation and Language Switch on the Students’
English Development
To convey the message one wants to convey is sometimes not a simple thing especially to say it not in the first language he mastered. To say something in the target language sometimes a problem occurs, like the lack of vocabulary mastery or structure pattern mastery. Thus, the speakers will find a way to solve
the problem by using what called communication strategies. However, some kinds of communication strategies constitute one source of error, language transfer.
While in the discussion above we acknowledge how the use of communication strategies helps the students to solve their problems in communicating in the target language, it is also important to see the other effect of using communication strategies. When students pick up their mastery of their first language some errors might occur. A question arises whether the use of communication strategies has any effect on their English acquisition. It is whether or not the use of Language Transfer encourage the students to find the correct form of the target.
Observing the data taken from the conversation of the students, Researcher found many literal translations and some language switch. To determine whether the use of literal translation and language switch affect their English acquisition or not is not a simple thing. By using communication strategies it is hoped that it will encourage the students to find the correct form of they words or utterance they do not know.
As stated in the previous chapter that researcher used two kinds of instrument to collect the data, voice recording and questionnaire. Those questionnaire is to find out the students motivation to develop their langauge acquisition by using communication strategies. From the questionnaire the students filled the researcher was found that the students answered less than 50%
(YES) , it was viewed from the results of some indicators in motivation measurement that consist of attention, relevance, confidence, and satisfaction, it