Tujuan penelitian ini menunjukkan bahwa penggunaan strategi padanan deskriptif dapat meningkatkan penguasaan penerjemahan siswa dan aktivitas belajar siswa kelas XI SMA Negeri 1 Punggur tahun pelajaran 2019/2020. Penulis telah menguraikan masalah dalam penelitian ini yang berfokus pada kemampuan penerjemahan. Artinya, penggunaan strategi padanan deskriptif dalam penerjemahan dapat meningkatkan penguasaan penerjemahan siswa kelas XI SMA Negeri 1 Punggur tahun pelajaran 2019/2020. Tujuan dari penelitian ini adalah untuk menunjukkan bahwa penggunaan strategi padanan deskriptif dapat meningkatkan penguasaan penerjemahan dan aktivitas belajar siswa kelas XI SMA Negeri 1 Punggur tahun pelajaran 2019/2020.
حارشنلإا
Indeed, with hardship(will be) ease
Al-insyirah, 6)
DEDICATION PAGES
This undergraduate thesis is especially dedicated to
Problem Identification
Based on the background of the study, the writer identified some problems in learning English that occur in eleventh grade students at SMAN 1 Punggur.
Problem Limitation
Can the implementation of a descriptive equivalent strategy improve the students' translation mastery and their learning activity at SMA Negeri 1 Punggur Central Lampung?”.
Objectivite and Benefits of The Study 1. Objective of the study
The result of this research can be used as information material and can contribute as knowledge to teaching learning processes, especially in translation mastery.
Previous Research
- The Concept of Translation Mastery
- The Importance of Translation Mastery
- The Problems in Translation Mastery
- The Process of Translation Mastery
- Translation Mastery Measurement
Translation is the activity of producing new text between two different written languages from the original source text to the original target text.1 The translator tries to send the message to the target language by following the grammatical uncertainty of the target language without changing the meaning of the source text. Translation is the process of changing both spoken and written text from one language to another language.2 The translator transfers the meaning from the spoken or written text in another language in order for the reader to get the message. In addition, translation is an activity to communicate the meaning from the source language to the target language.3 The translator tries to transfer the meaning with a communication between languages, not only in writing.
Descriptive Equivalent Strategy
- The Concept of Descriptive Equivalent Strategy
- The Benefit of Descriptive Equivalent Strategy
- The Implementation of Descriptive Equivalent Strategy
Descriptive equivalent strategy trains the students to give an account of the source language expression in the target language text.16 This means that apart from the meaning of source language,. The students try to write possible translations for each sentence from Source Language to Target Language. The students Look up the word of Target Language in the Dictionary that is used in the same contexts as Source Language.
Action Hypothesis
- Variables of Research
- Operational Definition of Variable
The independent variable in this research is the descriptive equivalent strategy that will be implemented to increase students' mastery of translation in an easy way. Meanwhile, a variable can be defined as a tool of a person or an entity that differs from object to object.1 Definition of operation can be defined as an activity or operation that we need to perform to measure a concept or variable.2. This means that the variable can be improved by dealing with the independent variable.3 The dependent variable of this research is the student's mastery of translation, which focuses on the student's ability.
The Research Setting
The Subject of the Research
Research Procedure
- Pre-Teaching
- Whilst Teaching
- Post-Teaching
- Post-Teaching
In conducting the research, the writer will work with a real SMAN 1 Punggur English teacher as an observer and collaborator. In this phase, the writer acts as a teacher, and the true teacher becomes an observer. The writer explains the descriptive equivalent strategy to the students about how to use the descriptive equivalent strategy in the translation activity.
The Data Collecting Technique
- Test
- Observation
- Documentation
- Field Note
- Observation sheet
The pre-test of this research would be in the form of an essay test that would ask students to translate an analytical presentation text into Indonesian. The post-test of this research would be in the form of an essay test that would require students to translate the analytical presentation text into Indonesian. In order to find out the translation proficiency of eleventh grade students of SMAN 1 Punggur, the writer used a translation test.
Data Analysis Technique
The test consists of pre-test and post-test, some of this research will be in the form of essay text that asks the students to translate an analytical expository text into Indonesian. To observe the learning activity and each cycle, the author will use observation sheet. Furthermore, to know the result, the writer will compare between pre-test and post-test.
The result is matched by Minimum Mastery Criteria (MMC) in this school of a minimum of 77. If any students are unsuccessful from cycle 1, the writer has completed cycle II. The minimum cycle in CAR is two cycles if the cycle II students were successful, the cycle can be stopped until cycle II only.
The formula for calculating the percentage of students who pass the Minimum Knowledge Criteria (MMC) in each cycle is as follows: 13.
The Indicator of Success
Research Result
- The Description of SMA Negeri 1 Punggur
- The Condition of Teacher and Official Employers at SMAN 1 Punggur Central Lampung in Academic Year 2019/2020 Central Lampung in Academic Year 2019/2020
- The Total of the Students of SMA N 1 Punggur Central Lampung in Academic Year 2019/2020 Academic Year 2019/2020
Based on Figures 3 and 4 above, it can be seen that there are 83 teachers and employers in SMA Negeri 1 Punggur. There are 284 students in the Xth grade, in the XIth grade. class of 289 students, in XII. class has 289 students.
Description of the Research
- Cycle II
The author also planned to give evaluation to measure the students' mastery on the given material. The author began the lesson by praying, greeting, checking the attendance list and asking the students' condition. In the second meeting, the author asked the students to read an analytical expository text about buying a mobile phone.
In the post-test I, the results of the students' test were better than the students' pre-test before treatment. In this session, the author got the results of the students' post-test I in cycle I. The researcher also planned to give evaluation to measure the students' mastery on the given material.
The researcher started the lesson by greeting, praying, checking the attendance list and asking about the condition of the students. In the second session, the writer asked the students to read an analytical expository text about the ban on cars. Based on the results of the learning process in II. cycle, the writer analyzed that the student's translation mastery would generally increase by using the descriptive equivalent strategy.
From the table above, it could be seen that the grade for the students in post-test I was different.
INTERPRETATION
- Action and Learning Result at Cycle I
- Action and Learning at Cycle II
Regarding the result above, it could be deduced that this Classroom Action Research (CAR).
- The Result of Students’ Learning Activities in Cycle I and Cycle II The students’ learning activities data was gotten from the whole students’ The students’ learning activities data was gotten from the whole students’
- Suggestion
The result of the learning activities of students in I. and II. cycle Data on the learning activities of the pupils were obtained from the whole Students Data on the learning activities of the pupils were obtained from the whole Students Data on the learning activities of the pupils were obtained from the whole students'. On the basis of the graph above, it can be concluded that there was an improvement in the students' activity during cycle I and II of the learning processing cycle with the help of the descriptive equivalent strategy. The writer used a descriptive equivalent strategy in order to improve students' mastery of translation and encourage them to be more active in translating the meaning of the text.
Based on the result of the research in cycle I and cycle II, there was an improved average score from the pretest was 40, posttest I was 59 and posttest II improved again to 76. Descriptive equivalent strategy is one of the strategies in the translation process that students can learn to translate the text with the context that fits the content. Second, the percentage of students' activities in eleventh grade in SMA Negeri 1 Punggur in cycle I was 49% and there was an improvement in cycle II, it was 73%.
As a result, the descriptive equivalent strategy can improve students' activities in the teaching process in the eleventh grade of SMA Negeri 1 Punggur. Based on the research result, the writer would like to constructively give the suggestions as follows: first, it is suggested that the teacher should use the descriptive equivalent as the teaching learning strategy, because it can improve the students' mastery of translation. Nur'azizah, Wulan, "An analysis of student translation works of Barack Obama's political speech", Journal of English and Education (Jakarta.
An analysis of students' ability to translate the analytical expository text in eleventh grade of SMK N 11 Medan.”.
APPENDICES
Kompetensi Inti (KI)
Memahami, menerapkan, dan menganalisis pengetahuan faktual, konseptual, prosedural, dan metakognitif berdasarkan rasa ingin tahunya
Mengolah, menalar, dan menyaji, dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara
- Kompetensi dasar dan Indikator
- Membedakan fungsi sosial, struktur teks, dan unsur
- Teks Eksposisi Analitis
- Tujuan Pembelajaran
- Materi Pembelajaran 1. Fungsi sosial
- Struktur teks a. Thesis
- Unsur kebahasan
- Topik
- Kegiatan pembelajaran (10 Menit) a. Apersepsi
- Kegiatan penutup (10 Menit)
- Metode Pembelajaran
- Alat Pembelajaran
- Teknik Penilaian
- Teknik penilaian dan bentuk instrument a. Teknik penilaian
Global warming is a phenomenon used to describe the gradula increase in the temperature of the Earth's atmosphere and oceans. But as citizens of the world, we need to take every possible step to help overcome this problem. There are various choices in the market, so you should decide on the one that meets your needs and whether you can afford it or not.
5 5 T contains elements that reflect a detailed and nuanced understanding of the main and minor themes of the ST and the way in which they are presented in the ST. 4 T contains elements that reflect a complete understanding of the main and minor themes of the ST and the way in which they are presented in the ST. 3 T contains elements that reflect a general understanding of the major and most minor themes of the ST and the manner in which they are presented in the ST.
There may be evidence of occasional errors of interpretation, but the overall meaning of the ST is adequately communicated in the T. 2 T contains elements that reflect a misunderstanding of the major and/or several minor themes of the ST and/or the manner in which they are presented in the ST . There is evidence of interpretive errors that lead to the meaning of ST not being fully communicated in T.
Several major translation errors and/or a large number of minor errors are evident and compromise the overall quality of the translation.
Memahami, menerapkan, dan menganalisis pengetahuan faktual, konseptual, prosedural, dan metakognitif berdasarkan rasa ingin tahunya
Mengolah, menalar, dan menyaji, dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah
- Memahami fungsi sosial, struktur teks, dan unsure kebahasaan beberapa teks eksposisi
- Struktur teks a. Thesis
- Kegiatan penutup (10 Menit)
- Sumber Pembelajaran
Firstly, cars, as we all know, contribute to most of the pollution in the world. In the pre-test, the author first came to the class, introduced herself and explained her purpose. Furthermore, the author tested the students to translate an analytical expository text titled Corruption and Indonesian Culture.
When making the assignment, the students were still discussing with each other, many students simply did the text lightly. In these meetings, the students effectively paid attention to the writer about the condition of the class. Then the writer explained the material about an analytic explanatory text and how to apply descriptive equivalent strategy in the translation process.
Next, the author asks the students to translate the text with the topic "Global Warming". The students translate the text with the guidance of the author using descriptive equivalent strategy. At this stage, some of the students were not confident to translate the text because they are confused that their result is true or false.
In the second meeting, the writer explains more about the analytical expository text and how to use the descriptive equivalent strategy in the translation process. In these meetings, the writer continued the material, the writer distributed a worksheet to the students that said "motorcycle ban is necessary in residential areas" to be translated into Indonesian language according to the writer's instructions. In this phase, the students were very active, it seemed that they gave more spirit to learning.
