PROCEEDINGS
THE SECOND INTERNATIONAL CONFERENCE ON EDUCATION AND LANGUAGE
2 nd ICEL 2014
20 -22 MAY 2013
Organized by:
Faculty of Teacher Training and Education (FKIP),
English Education Study Program of Bandar Lampung University
Zainal Abidin Pagar Alam street No.89 Labuhan Ratu, Bandar Lampung, Indonesia Phone: +62 721 36 666 25, Fax: +62 721 701 467
www.ubl.ac.id
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PREFACE
The activities of the International Conference are in line and very appropriate with the vision and mission of Bandar Lampung University (UBL) to promote training and education as well as research in these areas.
On behalf of the Second International Conference of Education and Language (2ndICEL 2014) organizing committee, we are very pleased with the very good responses especially from the keynote speakers and from the participants. It is noteworthy to point out that about 80 technical papers were received for this conference
The participants of the conference come from many well known universities, among others: University of Wollongong, NSW Australia, International Islamic University Malaysia, Kyoto University (Temple University (Osaka), Japan - Jawaharlal Nehru University, New Delhi, India - West Visayas State University College of Agriculture and Forestry, Lambunao, Iloilo, Philipine - Bahcesehir University, Istanbul, Turkey - The Higher Institute of Modern Languages, Tunisia - University of Baku, Azerbaijan - Sarhad University, KPK, Pakistan - Medical Sciences English Language Teacher Foundation Program, Ministry of Health, Oman - Faculty School of Arts and Sciences, Banga, Aklan Philippines - Sultan Ageng Tirtayasa, Banten, - Pelita Harapan University, Jakarta - STIBA Saraswati Denpasar, Bali - University of Muhammadiyah Yogyakarta - Ahmad Dahlan University Yogyakarta - Sriwijaya University, Palembang - Islamic University of Malang - IAIN Raden Fatah Palembang - Universitas Diponegoro, Semarang, Indonesia - Universitas Haluoleo Kendari - State Islamic University of Sunan Gunung Djati, Bandung - Tadulako University, Central Sulawesi - Sanata Dharma University - Lampung University and Open University,
I would like to express my deepest gratitude to the International Advisory Board members, sponsors and also to all keynote speakers and all participants. I am also grateful to all organizing committee and all of the reviewers who contribute to the high standard of the conference. Also I would like to express my deepest gratitude to the Rector of Bandar Lampung University (UBL) who gives us endless support to these activities, so that the conference can be administrated on time.
Bandar Lampung, 20 May 2014
Drs. Harpain, M.A.T., M.M 2ndlCEL 2014 Chairman
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PROCEEDINGS
The Second International Conference on Education and Language (2
ndICEL 2014)
BANDAR LAMPUNG UNIVERSITY Bandar Lampung, Indonesia
May 20,21,22 2014 STEERING COMMITTEE
Executive Advisors Dr. Ir. M. Yusuf S. Barusman, MBA Prof. Dr. Khomsahrial Romli, M.Si Dr. Lintje Anna Marpaung, S.H.,M.H
Drs. Thontowie, M.S
Dr. Andala Rama Putra Barusman, S.E., M.A.Ec Mustafa Usman, Ph.D
Chairman Drs. Harpain, M.A.T., M.M
Co-Chairman Tissa Zadya, S.E., M.M
Secretary Helta Anggia, S.Pd., M.A
Treasurer Tissa Zadya, S.E., M.M
Managing Committee Team Drs. Harpain, M.A.T., M.M
Helta Anggia, S.Pd., M.A Tissa Zadya, S.E., M.M
Yanuarius Y. Dharmawan, S.S., M.Hum R. Nadia R.P Dalimunthe, S.S., M.Hum
Bery Salatar, S.Pd Kartini Adam, S.E Nazil Chupra Hakim, S.Pd
Miryanti Feralia, S.Pd
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Table Of Content
Preface ... ii Steering Committee... iii Table of Content ...iv Paper Presenter :
39.Structures Of The West Lampung’s Wayak Oral Literature - Armina ... II-261 40. At A Glance Information System In LMS For Education Language -
Arnes Yuli Vandika, Eka Imama Novita Sari, Ade Kurniawan, Dina Ika
Wahyuningsih ... II-271 41. E-Education : Social Media Network For Distance Learning System -
Arnes Yuli Vandika, Eka Imama Novita Sari, Ade Kurniawan, Ruri
Koesliandana ... II-275 42. Teacher Understanding Of Pedagogy Competency In Tangerang - Azizah
Husin... II-278 43.The Impact Of Using English Songs Towards The Students’ Vocabulary
Mastery At Grade Ten Of Smk Negeri 1 Bandarlampung In Academic
Year 2013–2014 - Bastian Sugandi ... II-285 44. The Impact Of The Application Of Make-A Match Technique Towards
Students’ VocabularyMastery - Dewi Maduratna... II-290 45. The Effect Of The Application Of Contextual Teaching And Learning
(Ctl) On The Students’ Vocabulary Mastery At Grade Seven Of Smp Gajah Mada Bandar Lampung In Academic Year 2013-2014 - Dewi
Marsela... II-295 46. The Correlation Between Students’ Remarkable Experiences And Their
Ability In Recount Text Writing - Eka Rindi Astuti ... II-301 47. The Effect Of The Application Of Contextual Teaching Learning Toward
Students’ Listening Ability Of Grade Xi At Man 2 Tanjung Karang In
2014 - Eka Wahyuni Kartika ... II-307 48. The Analysis Of Conditional Sentence Errors Pattern In Writing
Sentences Of The Eleventh Grade Students Of Sma Negeri 5 Bandar
Lampung - Fangky Adetia ... II-314 49.The effect Of Mind Mapping Technique Towards The Students’ Speaking
Ability At 7th Grade Of SMPN 4 Bandar Lampung - Frederika Mei
Anggraeni... II-320 50.Teaching English Words’ Literal Meaning To 2nd Semester Students Of
FKIP UBL Through Stage Hypnosis - Helta Anggia ... II-328 51. Politeness And Camaraderie:How Types Of Form Matter In Indonesian
Context - Jumanto ... II-335 52.The Effect Of Using Pictures On Students’ Speaking Ability At Grade
Eight Of SMPN 2 Seputih Mataram Lampung Tengah -
LaurisaWidyaningrum ... II-351 53. Time Expansion And Clear Speech To Improve Speech Recognition In
Older Adults–Lusy Tunik Muharlisiani, Supeno, Danny Yatika... II-356 54. The Breath Sport Training For Health - M.C. Tri Atmodjo ... II-364 55.The Correlation Between The Students’ Past Tense Mastery And Their
Ability In Translating Narrative Texts - Marita Safitri ... II-368
v 56. The Effect Of The Application Of Suggestopedia Teaching Method
Toward Students’ Speaking Ability Of Grade Eleven At SMA Adiguna
Bandarlampung 2014 - Meidian Putri Zusana ... II-374 57. The Application Of Snakes And Ladders Game In Teaching Vocabulary -
Meipina ... II-380 58. The Correlation Between The Students’ Pronunciation Mastery And Their
Ability In Speaking - Meylan GNA Sihombing ... II-388 59. An Error Analysis Of The Use Of Present Participle Form Of The Sixth
Semester Students Of FKIP Universitas Bandar Lampung - Miryanti
Feralia ... II-394 60. The Impact Of The Application Of SQ3R Method (Survey, Question,
Read, Recite, Review) Towards Students’ Reading Comprehension- Ni
Nengah Parwati ... II-399 61.The Correlation Between Students’ Narrative Text Identification Ability
And Their Narrative Text Writing Ability - Padila Dewi... II-405 62. Representation Of National Final Exam In Indonesian News Of
detik.com–R. Nadia R. P. Dalimunthe ... II-410 63.The Influence Of Using Crossword Puzzle Towards The Students’
Vocabulary Mastery–Ria Anggelia Tambun ... II-416 64. Teaching Learning Method Development With The Assignment To
Outline Portions Of The Textbook - Sarjito Surya... II-422 65. The Influence Of The Application Of Pairs Check Technique (PCT)
Towards Students’ Writing Ability At Grade Ten Of Sma Catur Karya
Tulang Bawang 2014 - Siti Nuryati... II-426 66. The Influence Of The Application Of Problem Based Learning Towards
The Students’ Speaking Abilty Of Grade Eleven Of Sma Negeri 5 Bandar
Lampung - Sumardi Hussein... II-430 67.The Impact Of Using Pictures On The Students’ Vocabulary Mastery At
Grade Three Of SD Negeri 2 Rulung Raya Natar South Lampung In
Academic Year 2013-2014–Surya Adi Tama ... II-436 68. The Influence Of Task-Based Instruction Towards The Students’ Ability
In Writing Procedure Text At Grade Ten Of Sma Tri Sukses Natar
Lampung Selatan In Academic Year 2013-2014 - Tuti Rasminah ... II-442 69. The Impact Of Using Thesaurus Program In Microsoft Word Towards
Students’ Vocabulary Mastery-Wenny Octaria Tami ... II-445 70. An Analysis Of Traditional Grammar, Immediate Constituent Analysis,
And X-Bar Syntax Theory - Yanuarius Yanu Dharmawan ... II-453 71. The Impact Of Using Skimming And Scanning Strategies Of Descriptive
Text Towards Students’ Reading Comprehension At Grade Eight Of
SMPN 22 Bandar Lampung - Yuli Fatmawati... II-463
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THE CORRELATION BETWEEN THE STUDENTS’
PAST TENSE MASTERY AND THEIR ABILITY IN TRANSLATING NARRATIVE TEXTS
Marita Safitri
Universitas Bandar Lampung, Indonesia Corresponding email: [email protected].
Abstract
Most students got confused and difficulty when translating from Indonesian into English. They were confused to use active voice or passive voice in past tense to state past activities. Therefore, to solve the problem they needed to be trained to use past tense regularly. One of the ways was by asking them to translate Indonesian narrative texts into English. The objective of this research was to find out the correlation between the students’ past tense mastery and their ability in translating narrative texts of grade eleven students of SMAN 1 Pagelaran. Two kinds of tests were administered. They were grammatical test and translation test. In the grammatical test, multiple choice tests were used, while in translation test, each student was asked to translate a kind of narrative text into English. The method of this research was the correlational research. Data were analyzed using r-Product Moment. The result of r was 0.772. The p- value in 5% was 0.355 and in 1% was 0.456. So, the result showed that there was a significant correlation between the students’ past tense mastery and their ability in translating narrative texts of grade eleven students of SMAN 1 Pagelaran. Based on the result of the research, it was important both for the English teachers and the students to realize one of the factors that gave positive contribution to the students’ ability in translating narrative texts was their past tense mastery.
Keywords: Past tense mastery, translation achievement, narrative text.
1. INTRODUCTION
SMAN 1 Pagelaran is one of the Senior High Schools in Lampung that always concerns to all subjects and one of them is English lesson. The students learn English because it is one of the required lessons taught in this school. There are many materials learned in English. One of the materials is understanding a text but the most popular text taught in this subject is about narrative texts.
The English teachers frequently use narrative texts to teach the students. It is based on the curriculum that the students should study the texts from grade ten until grade twelve. The students are frequently asked by their English teachers to translate the texts and then retell them in front of the class.
Translating always has a close relation to the Senior High School students’ English subject. The students must be conquering in four important English skills such as, listening, speaking, reading and writing. Writing is closely related to translating. When the students are asked by teacher to write a story or sentences in English, they will compose it in Indonesian form primarily. After that, they change the first language or Indonesian form into English. The activity means they are translating. So, the researcher uses translation as her research because it has a close relation to Senior High School’s subject.
Based on the descriptions above, the students must obligate translation ability to aid them to translate narrative texts. Translating is not an easy thing. Translation is the process from changing an authentic text which is named as the source text with a replacement. It is named as the target text or a process from changing a text in one language to another one by a text (House, 2009).
A written form is the media used in translating as in translating a narrative text. Translating narrative text means translating a story in the text. The story tells about a fairy tale or legend that happened in the past time. This text purposes to amuse the readers. It retells past stories and absolutely uses past tense.
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Past tense is found in some texts and one of them is a narrative text. The aim of narrative text is to entertain the readers. In the narrative text, the primary characteristics are the problems that happen and the ways to solve them. There are many kinds of narrative text contents such as, fairy tale, imagination and fiction (Djuhari, 2009).
The narrative texts use past tense particularly the simple past tense as the verbs that express activities in the texts as a clarification simple past tense is defined as the activities or condition started and ended at a particular time in the past. Past tense explains a form of a verb used to describe an action in the past to ease them to achieve success in order to translate narrative texts from Indonesian into English (Azar, 1989).
2. THECORRELATIONBETWEENPASTTENSEMASTERYANDTHEABILITYIN
TRANSLATINGNARRATIVETEXT
The tense forms are made to the times that express an action or incident. They can be concluded into three, the present, the past, and the future. Those are used to tell the activities in specific times. In sentence forms, simple forms like continuous/progressive the form which is in the process. The form that has been in the process is the perfect tense, the perfect continuous tense is the form which has happened and the process happened and ended in the previous time is past tense (Salim, et al, 2008).
The past tense is the tense used to describe actions or events which happened in the past and referred to the past events. It means that past tense is used to indicate something that happened in the past. This kind of tense is showed by the past form of the verb. Every activity belongs to the previous time is a form of past tense (Tarmizi, 2009).
Simple past tense is used to express some actions that happened at the specific time in the past. It explains frequent activities and has become the primary moment in the previous time. The simple past tense describes activities that were completed at a specific time before the present (Barry, 2002).
The focus of this research is only to the past tense especially the simple past tense. However, the other part of tenses in the past frequently used in narrative texts is the past continuous tense. That is why, it is also discussed in this research. The past continuous tense explains the activities that occur at the same time in the past. Past continuous tense is not used for simple sentences. It is usually used to express a tentative situation around us as a special time in the past. It draws two different activities that happen in the same period of times (Hewings, 1999).
Translation can be defined as a diversion of a text in source language (SL) with an equivalent text in target language (TL). It is a skill where the translator’s identity can be reflected into his opinion.
Translation is a creative process that always gives a freedom or choice to the translator (Catford, 1965, Hartono, 2009).
Translation is rendering the meaning of a source language (SL) text into the target language (TL) text. So, it is to ensure the SL meaning to be approximately similar with the TL. The structure will be preserved as closely as possible (Newmark, 1988).
There are several translators who thought about kinds of translation such as setting literal and idiomatic translations into translation method. Here are kinds of translation positioned outside the translation method.
The types are dynamic translation, pragmatic translation, aesthetic-poetic translation, ethnographic translation and linguistic translation (Hartono, 2009).
The process of translating is the motion of activities where the translator shares his knowledge, skills, abilities, and habits to transfer a message from the SL into TL. There are three steps of process of translating. The steps are analyzing source language messages, transferring and reconstructing messages into target language (Djuhari, 2004). These processes are seen in figure 1. below.
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Figure 1. The Process of Translating
In the figure, the analyzing is the step where the structural and the meaning of each word correlations and words combinations are analyzed. In this step, the produced words are analyzed based on the correlation amongst grammars, the word meaning or word combination, textual and contextual meanings.
It is done for understanding messages in the texts.
The transferring, here, the matter that has been analyzed in the analyzing step will be transferred in the translator’s mind from the SL into the TL. In this step, the brain working operates to find out its each equivalent information known from the first process.
The reconstructing is the step where a translator rewrites or retells the matter that has been refined on the first step and second step. So, the results of his translation have natural meaning and style and can be received into TL. In reconstructing step, the translator formulates several exist information in his mind and the information demand him to be as precise as possible by attending the structures of SL. The last step is evaluating. Evaluating is the step where some weaknesses and abnormal meanings can be improved recurrently by comparing and regulating SL messages with TL messages.
Narrative text is a kind of fairy tale story that has one or more problems to be solved in the text. It has a primary goal. It is to interest the readers. Narrative texts entertain the readers with difficult problems in the story and the ways to solve them (Sudarwati, 2006).
Narrative text is a kind of text which the contents tell a fictive story happened in the past time. The goal of this text is to entertain the readers. Narrative text can be fable, legend, and folktale stories. In the text, there is a conflict or problem followed with the solving (Purwanti, 2013).Narrative texts have some kinds of stories such as legend, fairy tale and others story. One of the examples is fable as a kind of fiction story as seen in figure 2. below.
Figure 2. The Example of Fable “The Lion and The Mouse”
The figure is one of the narrative texts. The story is called a fable story because fable is a kind of animals’ story. Mostly, it is used by some parents to make their children sleep because it is one kind of
Analyzing Reconstructing
Transferring
The Target Language The Source
Language
The Lion and The Mouse
Once, when a lion was asleep, a little mouse began running up and down him; this soon awakened the lion, which placed his huge paw upon him, and opened his big jaws to swallow him. “Pardon, O king,” cried the little mouse, “Forgive me this time, I shall never forget it; whoknows but what I may be able to do you a turn some of these days?”
The lion was so tickled at the idea of the mouse being able to help him, which he lifted up his paw and let him go.
Sometime after, the lion was caught in a trap and the hunters, who desired to carry him alive to the king, tied him to a tree while they went in search of a wagon to carry him on.
Just then the little mouse happened to pass by and see the sad plight in which the lion was. He went up to the lion and soon gnawed away the ropes that bound the king of the beast. “Wasn’t I right?” said the little mouse.
s =Simple Past Tense
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fiction stories happened in the past. It has close a relation with past tenses as it is used to tell activities in previous times. It shows that this fable story is closely associated with the past tense.
3. RESEARCHMETHOD
Two instruments were used in obtaining the data. The instruments were on the past tense and the translation narrative texts. In the past tense test, students had to choose one the best choice from four options (A, B, C, and D) in multiple choices form. Those questions were the grammatical tests especially, about the simple past tense and the past continuous tense consisted of 40 questions. They just needed to choose the best and appropriate verbs with the sentences in the questions. Then, the researcher gave the students 60 minutes to do the test.
Meanwhile, for the test of translating narrative texts the researcher gave every Senior High School student the same Indonesian narrative text. The text consisted of ten sentences. After that, the researcher gave the students 30 minutes to translate the text into English.
The procedure of this research was described into four steps such as determining the population and sample, selecting materials, administering the past tense test and translation of narrative text test to the students, and the last was analyzing data. In determining the population and sample, the researcher stipulated the grade eleven students of SMAN 1 Pagelaran as the population. Then, she used a random sampling technique to get the sample.The technique was a probability sampling procedure that gave every element in the target population an equal chance to be selected and tended to produce representative samples. So, the random sampling technique was the best way to take a representative sample (Sugiyono, 2010). In selecting materials, the researcher gave the past tense test and translation of narrative text tests based on the materials of the second semester of grade eleven.
Moreover, for the first test the researcher did was administering the past tense test. The test consisted of grammatical questions in form of the simple past tense and the past continuous tense. The second test the researcher gave was administering translation of a narrative text in Indonesian form and asked the students to translate it into grammatical English.
After the two kinds of test had finished, the researcher analyzed the students’ scores which meant analyzing data. She evaluated the scores after the students did the past tense test and translation of narrative text test. Finally, the research of the two tests showed whether the students’ past tense mastery and their ability in translating narrative texts of SMAN 1 Pagelaran had correlation or not after she measured using r- Product Moment.The formula was presented in figure 3. below.
= ∑ − (∑ )(∑ )
{ ∑ − (∑ ) }{ ∑ − (∑ ) } df = N-2
Figure 3. The Equation of r-Product Moment 4. RESULT AND DISCUSSION
The students who have high scores of past tense mastery give positive contributions for their ability in translating narrative texts. This is proved by the fact that the students who pass the test of past tense mastery well get good scores from their ability in translating narrative text test. Moreover, students who do not pass the test of past tense mastery well get bad scores from their ability in translating narrative text test.
This can be seen in table 1 below.
Table 1: The High Scores of The Students’ Past Tense Mastery andTheir Ability in Translating Narrative Texts
Students’
Number
The Scores of The Students’
Past Tense Mastery
The Scores of The Students’
Ability in Translating Narrative Text
4 83 85
8 90 80
16 98 76
18 90 76
22 90 79
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In the table, it is the correlation of the students’ high scores. The students who do the test of past tense mastery and get good scores have good levels in translating narrative texts. It is shown from their results of doing those tests that the students who get good scores of past tense mastery test also get high scores in translating narrative texts.
Moreover, the correlations of the students’ scores in the tests of past tense mastery and their ability in translating narrative text are also shown through the students who get bad scores. The students who get bad scores of past tense mastery test also get bad scores in the test of their ability in translating narrative text.
This can be seen clearly in table 2 in the following.
Table 2: The Low Scores of The Students’ Past Tense Mastery and Their Ability in Translating Narrative Text
Student’s Number
The Scores of The Students’
Past Tense Mastery
The Scores of The Students’
Ability in Translating Narrative Text
3 45 20
20 55 30
25 23 20
26 60 25
27 38 50
In the table, it is the correlation of the students’ low scores. It can be seen clearly that almost all students who fail to pass the test of students’ past tense mastery result bad translation in translating narrative texts. It means that the students, who do the test of past tense mastery and get bad scores, have bad levels to translate narrative texts. It can be shown from their results of doing the tests.
From the statistical analysis, it is found that there is a positive correlation between the students’ past tense mastery and their ability in translating narrative texts. It is proved by the value of that is higher than p-value. The value of is 0.772. Based on the r table with N = 31, it shows that p-value is 0.355 in 5% and 0,456 in 1%. So, it describes clearly that the value of is higher than the p-value.
From the result of the research, it can be concluded that the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected. So, there is correlation between the students’ past tense mastery and their ability in translating narrative texts. Moreover, these facts indicate that the students’ past tense mastery gives a useful contribution for their ability in translating narrative texts as tense is the use of verb variation as predicate based on timing rules. The tense is the most distinguishable transition from Indonesian grammar into English grammar because there is no timing rule in Indonesian language to express activities or events. The tenses frequently become problem to be understood (Djuhari, 2004).
Past tense is part of the tenses used to talk and write about past time events occurred at a specific time in the past. The basic form is the simple past tense. However, there are others verbs for special meanings used. The verbs are the past perfect and the past progressive (Benson and Byrd, 2001).
Therefore, the students should really have good mastery of past tense and ability in translating narrative texts. Narrative text is a kind of texts that include some stories or legends. The aim of narrative texts is to entertain the readers. The main characteristic is the problems and the steps taken to solve the problems as the solutions (Djuhari, 2007).Translation can be defined as the activity that changes an authentic text with another one or a process where changing a text from one language to another language by a text (House,2009).
5. CONCLUSIONANDSUGGESTIONS
Based on the result of the research, the researcher concludes that there is a significant correlation between the students’ past tense mastery and their ability in translating narrative texts of grade eleven of SMAN 1 Pagelaran. The conclusion is taken based on four considerations. The considerations are the average score of the students’ past tense mastery, the average score of the students’ ability in translating narrative texts, the results obtained from the calculation of the correlation between the students’ past tense mastery and their ability in translating narrative text and the last is hypothesis of the research.
Therefore, there are some suggestions for the students of Senior High School and the English teachers.
The students really need to master structure or grammar especially the past tense in order to be able to translate narrative texts well. The other suggestion for them is they should improve their past tense mastery because past tense mastery gives positive improvements for their ability in translating narrative texts.
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Furthermore, there are some suggestions for the English teachers. First, it is important both for the teachers and students to realize that one of the factors that give positive contributions to the students’
ability in translating narrative texts is their mastery of past tense. Therefore, the teachers have to be more serious and careful in teaching grammar especially past tense. Second, they must pay attention much more on students’ comprehension of past tense because past tense is one of easier ways to make them able to translate narrative texts.
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