Based on the above problem formulation, the objective of the study is: to measure the correlation between the translation score and the reading section in the TOEFL. Ha : there is a significant correlation between students' translation score and TOEFL reading comprehension section score.
CORRELATION
In this research, the author conducted the correlation between students' translation ability and reading section score in TOEFL to measure the relationship between both. Discrete variables group of people involved in the research characteristic, as a group of male students vs a group of female students, a group of students whose parents are school teachers vs a group of sfudent whose parents are non-school teachers.
TRANSLATION
Therefore, Nida said the closest equivalent to the source language message, first in terms of meaning and second in terms of style. Based on the theory of the translation model above described by Kadaruddin in his book translation skills, the author believes that there are different ways that are used in translation.
READING COMPREHENSION IN TOEFL
Woolley, during reading skills readers usually develop a text model, which is a mental representation of the actual text discourse. The text-based model includes propositions extracted from reading consecutive sentences, sometimes supplemented by inferences necessary to make the text more. Unlike the textual model, situational models typically do not preserve literal textual information but instead support a.
Thus, the main difference between the text-based and the situational model is assumed to be inference formation, the text-based model is inferentially easy, while the situational model is inferentially dense. Meaning is formed in the reader's head, that is, a person's prior knowledge influences the kind of meaning constructed from the textual information. The second theory stated that the reader's understanding of the text is considered to be linked to the reader's ability to construct hypotheses, rules, schemas and mental models (Vipond 1980).
In a social learning model, meaningful dialogic interaction between the child and others is more likely to facilitate the children's understanding of the vocabulary, the content and the structural features of the text. The text variable which the experts have concluded as being able to quickly identify individual words within a sentence facilitates text processing together with an understanding of syntax and semantic aspects of texts (Bishop 1997; Kintsch 1982). The third is text user whose type of literacy practices is determined by the purposes of the user.
TOEFL
Based on the explanation above, the author then used reading comprehension in TOEFL sections as a tool of this research. Reading section in TOEFL is used as a tool because the reading had a correlation as explained above and the other reason is because TOEFL is used as a test in many countries with different purposes such as scholarship, career, business and many more. Therefore, for all discussions in this book we have made limitation in the scoring system used on paper-based model.
The TOEFL consisted of four sections: Listening Comprehension, Structure and Written Expression, Reading Comprehension, and a test of written English that will be tested, but the writer only focused on reading comprehension. The Reading Comprehension chapter is intended to measure the test participant's knowledge of the comprehension of written texts in the English language. In general, the test taker expected answers to questions about meaning, idea, specific information, and specific.
Research type
Research design
White correlational research uses all levels of the measured variables (from the lowest to the highest levels), random comparative research uses only certain levels of the measured variables (only the high-level group or only the low-level group low).
Variable of the study
Sample
A sample is the process of selecting a part of the population that represents the entire population, known as a sample.1 The sample of this research is the sixth semester at the English department of IAIN Palangka Raya. A group sample as a grade or grade sample means that the writer in this research takes one class of students in the sixth semester as a sample. With a sample result in one level or stage, the subject is homogeneous, because they have the same knowledge about each other, the subject will have the same choices as the sample (Arikunto, 2006:134).
Research Instrument
Research instrument try out
The quality of the data, whether good or bad, depends on the instrument. So, before the test was used as a data collection instrument, it had to be tested on students in other classes first. The writer gave the multiple-choice test consisting of 20 translation test questions and the TOEFL consisting of 50 multiple-choice questions to try for the students of class B consisting of 28 students.
From the first test, trying out the test gain is to get the right test for the student. After the tryout score is calculated, the writer uses the test again to see the correct test, and from the second test, the writer has found a suitable test to use as a test tool. Reliability is necessary for any good test: to be valid at all, a test must be reliable as a measuring instrument. It is used to prove that the instrument is presumably used as a data collection tool as it is also considered.
To know the reliability of the instrument test, the writer used the following formula: .. r11 = instrument reliability k = the number of items. The steps in determining the reliability of the test are: a) Creating tables for the tester's score. Very poor reliability The measurement of the test reliability of the instrument is known and the integer numbers of test items are reliable and can be used as a research tool.
Research instrument validity a. Content Validity
The author also measured item validity to calculate the instrument validity of each item the author used the product-moment formula.
Difficulty Level
The writer analyzed the result of the research instrument, try to examine the validity, reliability and difficulty of the index of the instrument. The writer gave the students two types of tests, the translation test and the TOEFL reading comprehension test.
Linear Regression
It can also be used to predict the value of one variable based on the value of another. Where there is only one independent variable and when the correlation can be expressed as a straight line, the procedure is called simple linear regression. For some relationship there is clearly an independent, or operating, variable and a dependent, or response, variable - for example, time and distance.
The choice when fitting the lines does not always depend on the physical connection between the operating variable and the response.2 Any straight line in two-dimensional space can be represented by this equation (ika. 2015:41) Ŷ= a +bX.
Data Analysis procedures
- Collecting the data
- Identifying the data
- Classifying the data
- Analysing the data
- Evaluating
- The average of student translation scores
After the writer found the link of the index number robbed, the writer makes the interpretation by consulting the "rtable", in the first step, the writer found the degree of freedom. The degree of freedom (df) is the number of free observations up to about a constant parameter. Each inferential statistic has a defined procedure for calculating its degrees of freedom, which are used to determine the appropriate critical values in the statistical table for determining the probabilities of the observed statistics (2010:640).
It is used to decide which hypothesis to accept and which to reject. It discusses the factors that influence the result of the research and the relationship between the theory and the result. In this chapter, the writer explains about student translation score, reading section score on TOEFL score, linear regression and correlation of student translation ability and reading section score on TOEFL student in Palangka Raya and the discussion .
After the author gives the student's translation test, the author collects the score to obtain the student's translation score. Based on the above data, it is known that the highest score was 95 and the lowest was 25.
Analysis of the student’s reading section on TOEFL test scores
- The student reading section on TOEFL scores
- The average of students reading section on TOEFL test scores
After the author gives the student's reading section on the TOEFL test, the author collects the score to obtain the student's score on the TOEFL reading section. The result of the scoring frequency of the students' reading section scores on the TOEFL test is as follows. Based on the calculation of reading section scores on the TOEFL, it was known that four students scored in good criteria, five students scored in fair criteria, seventeen students in poor criteria and two students in poor criteria.
To find the average of the students reading the TOEFL score section, the writer used the formula:.
Reading section on TOEFL
- Linear Regression
- The correlation between student translation and reading section on TOEFL
- Discussion
- Conclusion
- Suggestion
As can be seen from the calculation above, the average scores of students in the reading section in TOEFL scores were 39.65. Based on the evaluation scale used, it can be concluded that the average of the students of the reading section on TOEFL met poor criteria (21 – 40). Based on the calculation there, the following chart provides information about the translation and reading section combination on TOEFL.
The graph above shows the TOEFL Translation and Reading section score in five categories. This means that the distribution of students' reading section on the TOEFL due to translation was 4. An increase in translation skill will be followed by an increase in the reading section score on the TOEFL.
The correlation coefficient between translation proficiency and reading section on TOEFL, with index correlation rxy = 0.203. Although the result of calculating the contribution of translation skills to the reading section on TOEFL showed a low and average score, the contribution of translation skills to the reading section on TOEFL was 4.121%. Based on the result of the analysis and hypothesis test in Chapter IV, this can be calculated as a low correlation between the translation and the TOEFL reading portion.
In the TOEFL reading section scores, the author found many different scores in each other, but most of the answer did not correspond to what is needed to pass the TOEFL. Hartono, statistic untuk peresinikan moglet VII, Yogyakarta, pustaka belajar,20l4 Amir Hossein Hatam, the relationship between translation tests and reading.
