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THE CORRELATION BETWEEN TRANSLATION AND WRITING ACHIEVEMENT OF THE THIRD YEAR ENGLISH STUDENTS IN STKIP PGRI
WEST SUMATERA Oleh:
Joko Prowoto *)
**) Mayuasti dan **) Melvina Staff Pengajar Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat
ABSTRAK
Penelitian ini bertujuan untuk melihat hubungan antara pencapaian mahasiswa jurusan bahasa Inggris dalam menerjemah dari bahasa Inggris ke bahasa Indonesia dengan kemempuan menulis essay dalam bahasa Inggris. Populasi dari penelitian ini adalah mahasiswa jurusan pendidikan bahasa Inggris periode 2012/2013 di STKIP PGRI Sumatera Barat yang terdiri dari tujuh kelas dengan total mahasiswa berjumlah 196 orang.Teknik pengambilan sampel dalam penelitian ini adalah Cluster Random Sampling dan setelah melakukan uji homogenitas sampel maka kelas D yang jumlah siswanya 30 orang menjadi sampel dalam penelitian ini. Peneliti menggunakan tes untuk melihat pencapaian mahasiswa dalam menerjemah sebuah teks dari bahasa Indonesia ke dalam Inggris dan menulis essay dalam bahasa Inggris. Setelah data diperoleh, peneliti menganalisanya dengan menggunakan rumus korelasi Pearson Product Moment untuk melihat apakah ada korelasi antara dua variabel tersebut. Setelah menganalisis data, peneliti menemukanr-hitung (-0,0175). Kemudian peneliti mendapatkan hasil darit-hitung lebih kecil dari t-tabel (0,0446<2.042)dengan level signifikansi 5%. Jadi, hipotesis pada penelitian ini ditolak.
Berdasarkan penelitian ini dapat disimpulkan bahwa pencapaian menerjemah mahasiswa dari bahasa Indonesia kedalam bahasa Inggris tidak mempunyai hubungn dengan pencapaian menulis essainya dalam bahasa Inggris.
Kata kunci:Translation Achievement, Writing Achievement
*)Penulis
**)Pembimbing
INTRODUCTION
As EFL students, translation and writing are two subjects that have to be passed, especially in Indonesia colleges. The students have to be able to translate and write from source language (Indonesian) to target language (English) or vice versa. If the students have a good translation achievement, they should have good writing achievement too.
This happens in the third year English students in College of Teaher Training and Education STKIP PGRI West Sumatera, one of Indonesia colleges in West Sumatera. For example, one of the English students in that college got 85 on his translation and 85 on his writing III. Apart from this, another example can be seen when one of the third year English students who got 64 on his translation and 65 on his
writing III (source: English students’
translation of odd semester examination mark document and writing III of even semester in 2013-2014). From these examples, when the student got a high score in translation and he also got high score in writing and low score in translation, the students also got the same in writing. It can be concluded that translation influences and also has relationship with student’s writing.
There are some experts who define the translation, but principally the definition of translation can be seen from Rahemi at al (2013: 179) says “basically, translation is the process of rendering meaning from source language to the target language”.
This means, in doing translation, the translator transfers the meaning from source language to the target language. To see someone’s achivement in translation, we
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can used ATA (American Translators Assosiation) certification program, rubric for grading version 2011. The are four standard demensions that can be measured:1. Usefulness or transfer
In this dimension, the translated text is fully usable for the purpose specified in the translation instructions. The meaning and sense of the source text have been fully and appropriately transfered to the translated text.
2. Terminology or style
Terminology is appropriate in context.
Style and register are appropriate for the topic in the target language and for the specific audience.
3. Idiomatic writing
Translated text reads smoothly. Wording is idomatic and appropriate for the topic in the target language and for the specific audience.
4. Target mechneics
Translated text fully follows the rules and conventions of target language mechanics (spelling, grammar, puctuation, etc.).
In addition, Semi (2003: 5) says
“Writing is changing thought and feeling in the signs of language”. Brown (2008: 245- 246) states that writing achievement consits of five compositions:
1. Organization
In this composition, the things that can be measured are introductory of paragraph, topic, transitional expression used, angagement of material, supporting evidence, and conclusion.
2. Logical development: content
In the content of writing like writing an essay, it adresses the assigned topic; the ideas must be concrete and throughly developed, no extranous material, and essay reflects thought.
3. Grammar
In the grammar composition, it measures about the correct use of relative clause, preposition, modals, articles, verb forms, and tense squencing; no fragments or run-on sentences
4. Puctuation, spelling, and mechanics The things that can be measured in this composition are correct use English writing conventions such as left and right margins, all needed capitals, paragraphs intended, punctuation and spelling.
5. Style and quality of expression
In this last writing achivement, the things can be achieved are precise vocabulary
usage, use of parallel structures, concise, and register.
The expert who strongly mentions about the relationship of translation and writing is Angelelli (2003: 35). She says
“translation ability seems to primarily emphasize the micro-lingguistic of translation compentence present in writing.”
She also adds that translators need to be a competent writers. Shreve and Erik (2010:
43) states that coordinating reading and writing efforts seems to be an over-arching activity in translation, spanning the actual transformation of ST meaning into TT output. As what Shreve and Erik stated, it can be seen that there is the correlation between reading, writing . In writing skill, the product of translation will be precise, good and understandable for the reader of target language. Thus, a good translator is someone that has capability in that skill.
RESEARCH METHOD
This study was correlation research where observed the relationship between two variables or more in existing condition.
The two varibles were the third English students translation and writing achievement.
With references to Creswell (2012, 338) corelational designs provide an opportunity for you to predict score and explain the relationship among varibles.
The population of this research was English students in 2012 academic year that consisted of 7 classes. From the population, the researcher got the D as sample in this research in which the students in the class consisted with 30 students by considering the homogenity test. In this research, the instrument was translation and writing test.
The translation test here focused on to find out the students’ achievement in translating text from Indonesian into English and writing focused on the students’ writing achievement in writing an essay in English based on the topic given which was related to the translation test. In collecting the data in this study, the researcher used two tests.
They were translation and writing test.
In assessing students’ translation and writing , the researcher used translation rubric which propose by ATA (American Translators Assosiation) for translation and for writing was from Brown (2008: 245-246) and .
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FINDINGSFrom the result of the study, the researcher got r-counted was () where the degree of freedom (df) n-2 and the level of significance (α) 0,05 was 0,374. In addition, the researcher found that t-test (0,0446) was lower than t-table (2.042). This can be concluded that there was no correlation of the achievement between students’
translation from Indonesian into English with their writing achievement in writing essay in English of the third year English students in STKIP PGRI West Sumatera.
CONCLUSION AND SUGGESTION Conclusion
The researcher did this study aimed to prove the correlation between translation (text from Indonesian into English) and writing (essay in English) of the third year English students in STKIP PGRI West Sumatera. In getting the data of this research, the researcher gave translation and writing test to the students who the samples were students in 2012 D class. The students were asked to write an essay in English based on the topic that had been written in the test and for translation, the students were asked to translate a text provided from Indonesian into English.
The result of this study showed that there was no correlation between translation and writing achievement. It can be proven where r-counted() and r-tablewas (0,374) in the degrees of freedomdf(n-2) and the level of significance α (5%). Then, the value of t- test (0,0446) was lower than t-table (2.042), which shown there was no significance correlation between the achievement of translation from Indonesian into English and writing essay in English.
Suggestion
Based on the result of this research, the researcher proposed some suggestion for English students, lectures and also the next researcher. Firstly, for the English students after reading the finding of this research, they are expected to pay attention more to learn these two subjects in that college. It can be seen in the finding which showed that translation did not tend to influence students’ writing. Secondly is for English lecturers in STKIP PGRI Sumatera Barat who are teaching translation and writing subjects to let them know that there was no
correlation of achievement between translation in translating a text from Indonesian into English and writing essay in English.
The last is for the next researchers who will conduct the research which is same field with this study. They are suggested to research in large scope to make the finding of the research really prove that translation a text from Indonesian into English correlates or not with students writing achievement in writing essay in English.
REFERENCES
Rahemi, Elsa F. at al 2013.The Correlation between Reading Comprehension and Translation Ability: A Correlational Study on Forth Year Students at English Department of UNP. Jurnal of Language Teaching, Vol. 1 No. 2.Print.
ATA (American Transalators Assosiation).
https://www.atanet.org/ Retrived on January, 13 2015.
Semi, M. A. 2003. Menulis Efektif. Padang:
UNP Press.
Brown, H., D. 2004.Language Assessement:
Principles and Classroom Practices.
White Plains: Pearson Education.
Angelelli, Claudia V. 2003. “Connecting Word Collaborative Testing Project.
“Technical Report. Commissioned by Healty House for a MATCH Coalition and The California Helath Partnership and founded by the California Endowment.
Shreve, Gregory M. & Erik Angelone.
(2010). Translation and Cognition. Amsterdam: John Benjamins Publishing Company
Cresswell, John W. 2012. EducationalResearch. Boston: Pearson.
