THE CORRELATION BETWEEN STUDENTS’ GRAMMATICAL …

THE CORRELATION BETWEEN STUDENTS’

GRAMMATICAL ABILITY AND TRANSLATING SKILL (A SURVEY)

AT SEVENTH SEMESTER OF ENGLISH LETTERS DEPARTMENT

STATE ISLAMIC UNIVERSITY “SYARIF HIDAYATULLAH” JAKARTA

FITRIA

NO. 106026003680

ENGLISH LETTERS DEPARTMENT

LETTERS AND HUMANITIES FACULTY

STATE ISLAMIC UNIVERSITY “SYARIF

HIDAYATULLAH” JAKARTA

2011





A Thesis

Submitted to Letters and Humanities Faculty

in Partial Fulfillment of the Requirement for the Degree of Letters Scholar

FITRIA

NO. 106026003680





2011

i

ABSTRACT

Fitria, The Correlation between Students’ Grammatical Ability and Translating

Skill (A Survey) at Seventh Semester of English Letters Department, State Islamic

University “Syarif Hidayatullah” Jakarta. Thesis. Letters and Humanities

Faculty, State Islamic University “Syarif Hidayatullah”, Jakarta: 2011.

This study is purposed to know the empirical data about the relationship

between students’ grammatical ability and students’ translating skill from English

into Bahasa Indonesia and vice versa at English Letters Department, UIN Syarif

Hidayatullah Jakarta. In this study, there are two variables that should be

investigated: grammatical ability as an independent variable and translating skill

as a dependent variable. The population of this study was all students at English

Letters Department, UIN Syarif Hidayatullah Jakarta. The sample of 30

respondents was taken from the seventh semester’s students in translation class by

using sampling random technique. This research used the descriptive correlation

method, with simple linear regression and Pearson’s r correlation coefficients

technique to analyze the data.

As its pre requirements analyses have already been fulfilled, it has been

known that the correlation coefficient between both variables is 0.562; while in

Pearson’s r table with the degree of significance 5% and sample of 30, the

correlation coefficient is 0.361. It means that correlation coefficient of 0.562 is

very significant and can be used to reject the null hypothesis because rxy > rt =

0.562 > 0.361. In other words, the alternative hypothesis that saying there is

significant relationship between grammatical ability and translating skill is

accepted.

Moreover, the regression equation of Y = 38.514 + 0.421X shows that the

increasing or decreasing score of translating skill can be predicted by the score of

grammatical ability. If X goes up by one, Y is predicted to go up by 0.421. It can

be concluded that grammatical ability gives significant contribution to the

translating skill.

The suggestion of this research is that in developing the translation course,

English Letters Department of UIN Syarif Hidayatullah Jakarta should pay more

attention to the grammar course. Then, students should try to increase their

grammatical ability in developing their translating skill.

ii

APPROVEMENT





A Thesis

Submitted to Letters and Humanities Faculty

in Partial Fulfillment of the Requirement for the Degree of Letters Scholar

FITRIA

NO. 106026003680

Approved by:

Dr. H.M. Farkhan, M.Pd

Supervisor





2011

iii

LEGALIZATION

Name : Fitria

NIM : 106026003680

Title : The Correlation between Students’ Grammatical Ability and Translating

Skill (A Survey) at Seventh Semester of English Letters Department,

State Islamic University “Syarif Hidayatullah” Jakarta.

The thesis has been defended before the Faculty Letters and Humanities’

Examination Committee on February 9, 2011. It has been accepted as a partial

fulfillment of the requirements for the degree of strata one.

Jakarta, March 16, 2011

The Examination Committee

Signature Date

1. Drs.Asep Saefuddin, M.Pd (Chair Person)

19640710 199303 1 006

2. Elve oktafiyani, M.Hum (Secretary)

19781003 200112 2 002

3. Dr.Muhammad Farkhan, M.Pd (Advisor)

19650919 200003 1 002

4. Drs.Asep Saefuddin, M.Pd (Examiner I)

19640710 199303 1 006

5. Moh.Supardi, M.Hum (Examiner II)

iv

DECLARATION

I hereby declare that this submission is my own work and that, to the

best of my knowledge and belief, it contains no material previously published or

written by another person nor material which to a substantial extent has been

accepted for the award of any other degree or diploma of the university or other

institute of higher learning, except where due acknowledgment has been made in

the next.


Fitria

v

ACKNOWLEDGEMENT

First and foremost, the writer would like to express her deepest gratitude

to Almighty God “Allah SWT” for giving her the opportunity to study at English

Letters Department State Islamic University “Syarif Hidayatullah” Jakarta and for

His blessing to the completion of this thesis.

The writer is conscious that she could not carry out this work without

helping of others, both material and spiritual. For that reason, the writer would

like to express her greatest love and honor to her beloved mother and father, then

her brothers and sisters for their endless prayers and motivation.

The great gratitude is also dedicated to these amazing people. Particularly

to:

1. Prof. DR. Komarudin Hidayat, MA. The Head of State Islamic University

“Syarif Hidayatullah” Jakarta, for his kindness and valuable experience.

2. Dr. Wahid Hasyim, M. Ag. The Dean of Letters and Humanities Faculty.

3. Drs. Asep Saefudin, M.Pd. The Head of English Letters Departments, and

Elve Oktafiayani, M.Hum as the Secretary of English Letters Department

for the support to complete this study.

4. Dr. H. Muhammad Farkhan, M.Pd. The writer’s advisor for his

supervision advice, encouragement, support, and patience during the

preparation of her thesis proposal and the completion of her thesis.

5. All of the Lectures in Letters and Humanities Faculty, who have given

contribution and support directly or indirectly. All staff of Faculty of Adab

vi

and Humanities. Staff of Library Faculty of Adab and Humanities, staff of

Library State Islamic University, and for the library staff of Atmajaya

University.

6. The writer also wish to thank Rosida Erawati, lecture of PBSI UIN

Jakarta, who have helped her to assess students translation and

Moh.Subhan Zein, lecture of Canberra University, for his translation.

7. The specials thank goes to Imam Setiawan who has given her much

knowledge about statistic science and for his valuable support.

8. The writer’s beloved friend “Nurul Dwi Handayani” for her priceless pray

and spirit.

9. All friends at English Letters Department especially to Rizki Gunawan for

the participation in completing the questionnaire.

To all friends and persons who give their pray, help and support in writing

this paper that could not be mentioned one by one. May Allah SWT, the Almighty

bless them all, Amiin.

Finally, the writer realizes that this thesis still has some weaknesses and

mistakes. Therefore, the writer would like to accept any constructive suggestions

to make this thesis better.


The Writer

vii

TABLE OF CONTENTS

ABSTRACT .................................................................................................... i

APPROVEMENT .......................................................................................... ii

LEGALIZATION .......................................................................................... iii

DECLARATION ............................................................................................ iv

ACKNOWLEDGEMENTS ........................................................................... v

TABLE OF CONTENTS ............................................................................... vi

Chapter I INTRODUCTION .................................................................. 1

A. The Background of the Study ............................................ 1

B. Focus of the Study ............................................................. 4

C. Research Question ............................................................. 5

D. Significance of the Study .................................................. 5

E. The Method of the Research ............................................. 5

1. The purpose of the study............................................... 5

2. Time and place of the study .......................................... 6

3. Research method ........................................................... 6

4. Variable......................................................................... 6

5. Populations and sample ................................................ 7

6. Instruments of the research ........................................... 7

7. Technique of data analysis............................................ 9

Chapter II THEORETICAL FRAMEWORK........................................ 10

A. Grammatical Ability .......................................................... 10

1. Words ............................................................................ 12

2. Phrase…………………………………………………. 13

3. Sentences ...................................................................... 15

a. Sentence patterns ................................................... 16

viii

b. Sentences types ...................................................... 17

B. Translating Skill ................................................................ 22

1. The process of translation ............................................. 24

2. Translation methods...................................................... 26

3. Translation procedures.................................................. 29

4. The quality of a good translation .................................. 32

C. Thinking Framework………………………………….... . 34

D. Hypothesis……………………………………………... .. 35

Chapter III RESEARCH FINDINGS ....................................................... 36

A. The Description of Data .................................................... 36

B. The Analysis of Data ......................................................... 38

1. Prerequisite testing ......................................................... 38

2. Hypothesis Testing ......................................................... 42

C. The Interpretation of Data……………………………... .. 44

Chapter IV CONCLUSION AND SUGGESTION .................................. 47

A. Conclusion ......................................................................... 47

B. Suggestion ......................................................................... 48

BIBLIOGRAPHY .......................................................................................... 49

APPENDICES ................................................................................................ 50

1

CHAPTER I

INTRODUCTION

A. The Background of the Study

The development of a dynamic era requires people to be able to speak

English because it has become popular today. Most countries in all over the world

use English as their second language. No wonder, people are now learning this

language. In Indonesia itself, English is required as a lesson at every level of

school. Moreover, not only adults, but also children learn it. Besides, many

English courses like LIA, ILP, EF, LPIA, etc are available in Indonesia especially

in Jakarta.

In learning English, students cannot separate it from translation activity.

Translation is needed to understand what people express and say in their

languages, write in their letters, or communicate with their friends. However,

students cannot understand what they read completely if they do not understand

the language used in those media. For example, a story in English is difficult for

students who do not understand English. Therefore, translation is necessity in

solving the problem.

M.G Rose said “Translation is the articulation of a judgment in another

language or form, or for other condition and circumstances.” 1 The work of

translation is an active assessment of the translator to give the equivalent

information with the original text and translation environment.

1 Paulinus Soge, Menerjemahkan Teks Bahasa Inggris Ilmiah, Teori dan Praktek (Yogjakarta:

Universitas Atmajaya, 1989), p. 2

2

According to EA Nida, "The most important factor that determines the

success of translation work is a broad knowledge of the translator." 2 Therefore,

the translator must know many things related to ecology, material culture or

technology, social organization, and linguistic structure of both the country and

community, which was spoken in the original text as well as from the country or

society where the translation work will be read.

The ability to translate well is an art. It requires special talent and

training.3 Therefore, the translator should re-express the meaning of source

language as exactly possible into the target language that people can understand

the message easily. From the explanation above, students can realize that the need

for the competent translators is at an all-time high. The competency can be

obtained through formal and informal ways such as formal education, training, life

experience, on the job, etc.

One of the formal educations that prepare its students to be professional

translators is English Letters Department of State Islamic University “Syarif

Hidayatullah” Jakarta. English Letters Department has three concentrations:

Linguistic, Literature, and Translation. These concentrations are relatively new

program, which were established in 2009. The concentration of translation is

intended to prepare students to be professionals in translation areas. But in reality,

the aim of translation courses cannot be achieved because there were still many

mistakes made by the students in translating English sentences into Bahasa

Indonesia or vice versa. These problems can be caused by a lack of time for the

2 Ibid. p. 3 3 Robert Lado, Language Testing (New York: McGraw-Hill Book Company, 1961), p. 261

3

translation activity and less precise methods used in teaching translation courses.

For example, the sentence "Yes, I can see I'm quite recognizable as an old

pussy", is translated as "Ya, aku dapat melihat aku sangat pantas disebut sebagai

seekor kucing tua." and the sentence "A student of Gadjah Mada University who

has just passed the exam smiles happily" is translated as "Seorang mahasiswa

UGM yang mana telah melewati ujian tersenyum gembira". These sentences

would be better if students translate to: 1. Ya, kuakui bahwa aku memang pantas

disebut kucing tua. 2. Mahasiswa UGM yang baru lulus itu tersenyum gembira. In

first example, the word “can” must not be translated by “dapat” because the

auxiliary verb “can” has several meanings such as “bisa” and “akui”. In the

second example, the translation results were less communicative and had been

wasting too many words.

In addition, there are also some mistakes in translating sentences from

Bahasa Indonesia into English. For example the sentence "Andi tinggal di

pinggiran kota." is translated as "Andi lives in outskirt" even the word “outskirt”

should be written “outskirts” because it is a single noun which should be written

by plural form. The other example is the sentence “Saya harus mendapatkan

beasiswa itu” is translated as “I must getting the scholarship”. The word

“getting” should be translated to “get” because after the auxiliary verb must be

followed by verb I.

Based on the examples above, it is clear that grammatical ability

contribute significantly to the ability to translate. Salihen Moentaha said”Yang

menjadi kesulitan bahasa dalam penerjemahan ialah perbedaan sistem gramatikal

4

kedua bahasa, baik bahasa Inggris maupun bahasa Indonesia.” 4

It means that the differences of grammatical system in both language,

Bahasa Indonesia and English, become the obstacles language in translating.

Each language will have certain grammatical devices for combining or

grouping ideas, participants, events, etc. A translator needs to know the

combinative principles and the devices for signaling grouping in both the source

and receptor languages.5 Based on the data, the writer knows that one of the

translator‟s problems is grammatical usage, which often fails the exact

information about the correct grammar.

Therefore, the writer is interested in doing this research to find empirical

data about the correlation between grammatical ability and text translating skill

from English into Bahasa Indonesia and vice versa. This research will be

conducted at English Letters Department, State Islamic University "Syarif

Hidayatullah" Jakarta by giving test to the students who took the concentration of

translation. This research is relevant to find the quality of the student‟s translation.

B. Focus of the Study

Based on the identification of the problems above, this research will focus

onto determining the relationship between grammatical ability and translating text

ability from English into Bahasa Indonesia and vice versa. This research was

conducted to the seventh semester‟s students at English Letters Department, State

4 Salihen Moentaha, Bahasa dan Terjemahan, (Jakarta: Kesaint Blanc, 2006), p. 16

5 Wolfarm Wilss, Ten Papers on Translation, ed. Richard B Noss (Singapore: Seamo Regional

Language Centre, 1982), p. 75

5

Islamic University "Syarif Hidayatullah" Jakarta who already got study about

translation and grammar.

C. Research Question

The problem of this research is as follows:

1. Is there a correlation between grammatical ability and translating skill

from English into Bahasa Indonesia and vice versa?

D. Significance of the Study

The findings of this study will provide additional knowledge about

translation study as well as to give new insight to the translator, lecturers, and

students in translation class, particularly when they are interested in translating

text from English into Bahasa Indonesia and vice versa. Therefore, they will be

more critical and more careful. Moreover, this study can be guidance for the

translation teacher to enrich their materials in assesses their student‟s translation

quality.

E. The Method of the Research

This section will discuss comprehensively the research methodology that

is done to obtain the data needed for the research. The methods are divided into

seven sections as follows:

1. The Purpose of Study

The main purpose of this study is to obtain empirical data about the

correlation between grammatical ability and translating skill. In reaching the main

purpose, the following purpose could not be neglected:

6

a. to find empirical data about the significant correlation between

grammatical ability and translating skill from English into Bahasa

Indonesia and vice versa of the seventh semester‟s students at English

Letters Department, UIN Syarif Hidayatullah Jakarta;

b. to find how much does the contribution of grammatical ability to the

translating skill from English into Bahasa Indonesia and vice versa of the

seventh semester‟s students at English Letters Department, UIN Syarif

Hidayatullah Jakarta.

2. Time and Place of the Study

This research was conducted at seventh semester‟s students of English

Letters Department, Faculty of Adab and Humanities, UIN Syarif Hidayatullah

Jakarta. The running time of the preparation phase up to the preparation of the

report is from October 2010 to January 2011.

3. Research Method

In this research, the descriptive correlation method is applied to analyze

the correlation between grammatical ability and translating skill from English into

Bahasa Indonesia and vice versa.

4. Variable

There are two variables in this research:

1. Independent variable, namely grammatical ability of the seventh

semester‟s student at English Letters Department, UIN Syarif

Hidayatullah Jakarta. (X)

7

2. Dependent variable, namely translating skill of the seventh semester‟s

student at English Letters Department, UIN Syarif Hidayatullah Jakarta.

(Y)

5. Populations and Sample

The population of this research involves all students of English Letters

Department, UIN Syarif Hidayatullah Jakarta and the sample was 30 students of

English Letters Department, UIN Syarif Hidayatullah Jakarta at the seventh

semester.

6. Instruments of the Research

The instrument of this research is a grammatical test and a translation test.

The grammatical test is English grammatical ability test consisting of 40 items

covering aspects about the course of Structure III and IV. The items are taken

from The Handbook of TOEFL by Panca Prastowo. This test is multiple choices.

The assessment of this test is to consider the correct answer. If each item correctly

answered, students will obtain a score of 100.

Then, translation test is the test of the ability to translate text in essay

form. The texts are consisting of: the first is a single paragraph of English text that

must be translated into Bahasa Indonesia and the second one is a single paragraph

of Bahasa Indonesia text that must be translated into English. The assessment of

this test is based on the accuracy of transferring messages from SL to TL

including the accuracy of grammatical aspects. Each text has a score of 50. If both

of texts are translated correctly, students will obtain a score of 100. Moreover, the

8

criteria of the assessment of this test are:

85 – 100 (A) = very good translation

75 – 84 (B) = good translation

60 – 74 (C) = adequate translation

45 – 59 (D) = less translation

0 – 44 (E) = bad translation6

Beside the criteria of the assessment of those tests, the writer gives the

dimensions of grammatical ability test and translation test.

No. DIMENSIONS MULTIPLE

CHOICES

TOTAL

1. Gerund phrase

-the use of gerund in sentences

1, 2, 7, 10

4

2. Participle phrase

-identify the false word or phrase of

participle

34, 35, 38, 39

4

3. Adverbial clause

-adverbial clause as clauses of place

-adverbial clause as clauses of time

-adverbial clause as clauses of comparison

29

20, 24

19

1

2

1

4. Noun clause

-noun clause as appositive

17

1

5. Adjective clause

-complete the adjective in a sentence

18

1

6. Comparative degree of adjective

-noun positive degree

-comparative degree

5

6, 9

1

2

7. Conditional sentences consisting of:

conditional type 1, conditional type 2,

conditional type 3, real condition, unreal

condition, conditional to show

“consequent”

21, 25, 31, 28, 22,

27

6

8. Direct and indirect speech

-change reported speech into direct speech

-change direct speech into reported speech

-direct and indirect speech in the form of

interrogative sentences

23, 30

26

32

2

1

1

6 Frans Sayogie. Penerjemahan Bahasa Inggris ke dalam Bahasa Indonesia. (Jakarta: Lembaga

Penelitian UIN Jakarta, 2008), p.157

9

-direct and indirect speech in the form of

imperative sentences

33

1

9. Modal auxiliaries

-the use of modal auxiliaries must, have,

and should

3, 4, 13, 14

4

10. Passive voice

-identify the false word or phrase

-complete the sentences

36, 37, 40

11, 15, 16

3

3

11. Prepositional phrase

-complete the sentences

8, 12

2

TOTAL

40

While the translation tests consist of essay test with one English popular

text and one popular text in Bahasa Indonesia.

7. Technique of Data Analysis

In analyzing data to test the hypothesis, the writer used descriptive

correlation method based on Pearson‟s r correlation coefficient to analyze the

relationship between two continuous variables. Then, simple linear regression is

used to find the significant contribution of grammatical ability to the translating

ability. In calculating the data, SPSS 16 program is applied to help the writer.

10

CHAPTER II

THEORETICAL FRAMEWORK

A. Grammatical Ability

In learning a language, people have to concern with its grammar because it

will help them a lot to perform better in listening, speaking, reading, and writing.

In classical Greek and Latin, the word grammatica referred to “the general study

of literature and language.” 7 Moreover, Lamb and Martin stated:

“The grammar is thus the latest part of human language to have evolved; and

it likewise the last part to develop in the growth of the individual child. It

emerges through deconst ructing the original sign and reconstructing with

the content plane split into two distinct strata, semantics, and

lexicogrammar. Such a system (a higher-order semiotic organized around a

grammar) is therefore said to be stratified.“8

From those statements, it is clear that grammar is a part of language. Then,

grammar is a very important aspect of written language beside unity, coherence,

and mechanics. Ungrammatical pieces of written language may show immaturity

of language acquisition. In communication practice, ungrammatical error may

cause to misunderstanding towards the intended meaning. Therefore, people must

have grammatical ability in using language. To get further understanding about

grammatical ability, the definition about grammar itself needs to be discussed at

7 Howard Jackson, Discovering Grammar (England: Pergamon Press Ltd, 1985), p.1

8 Halliday, On Grammar (London: Continuum, 2002), p.389

11

first. Francis Bacon wrote: “Concerning speech and words, the consideration of

them hath produced the science of Grammar.” On the other hand, Ben Jonson

wrote: “Grammar is the art of true and well speaking a Language.” 9 Based on the

definition above, grammar can be defined as a science and a technique of

speaking well.

The term grammar means different things to different people. To the

grammarian it has often meant the analysis of his own language, or one he has

mastered, in order to discover its “rules” of propriety, that is, what may and may

not be said in particular language.10 It means the mastery of grammar can be

different to each person. It depends on their native language or their culture.

L Murray also stated, “English grammar is the art of speaking and writing

in English Language with propriety.” Popularly, this is probably still what is

understood by „grammar‟; but for linguists and students of language, it is Bacon‟s

definition that is preferred. 11 Bacon described the concerns of grammar as

“speech and words”. It can be define as the scopes of grammar include all aspects

of language.

In this study, the assessment of grammatical ability is based on the

mastery of grammatical aspects of English course only. The study of grammar in

English is often subdivided into syntax and morphology, the former dealing with

the structure sentences, and latter with the structure of words.

9 Howard Jackson (1985), loc. Cit

10 Robert Lado (1961), op.cit, p.141.

11 Howard Jackson (1985), loc. cit

12

1. Words

As stated by Howard Jackson, “Words are units of grammar, whose

structure is described in terms of morphemes, and which enters into the structure

of units at higher levels of grammatical patterning, e.g. phrases and clauses. One

classic definition of the „word‟ regards it as “the minimal form”, i.e. the smallest

unit that may occur on its own, e.g. as a one-word response to a question.”

Clearly, under the definition an inflectional morpheme would be excluded from

word status, since it may only occur bound to a root morpheme or stem. However,

such a definition also calls into question the status of many so-called

„grammatical‟ or „form‟-words, for example the articles (a and the in English). It

would be unusual to hear the as a one-word response, except as a reply to a

request for clarification. For example in the question “Did you say a tiger or the

tiger?” the answer is just “The”. 12 In fact, the „word‟ or the „morpheme‟ is to be

considered the smallest unit of grammar.

Based on B.M.G Endang Sriwulandari, “…there are more than one million

words in the English language…”13 On the other hand, Harold E. Palmer said that

“There are about 20,000 words that frequently used and there are about 1,000

words which cause great difficulty for foreign students in learning English.”14 It is

clear that studying the words is very influential in learning English.

According to the adherents of Traditional Grammar, the words in English

12 Howard Jackson (1985), op.cit, p.49.

13 Paulinus Soge (1989), op.cit, p. 9.

14 Ibid.

13

are classified into ten types. There are (1) Noun, (2) Verb, (3) Adjective, (4)

Adverb, (5) Pronoun, (6) Preposition, (7) Article, (8) Numeral, (9) Conjunction,

and (10) Interjection. Besides, the adherents of Modern Grammar are classified

the English words into four classes, as follows:

Class I: Noun

Class II: Verb

Class III: Adjective

Class IV: Function Words15

Both of the classifications above are the same in particular because

function words in Modern Grammar include type of words number 4 to 10 in

Traditional Grammar. This can be understand because adverb has the function to

indicate other words (verb or adjective); pronoun has to replace noun; article

serves to describe noun; numeral has the function to indicate the number of

objects; conjunction has a function to connect two words, two phrases, two or

more sentences; and interjection serves as a means of speaking to exclaim.

2. Phrase

The word 'phrases' have some equivalent name, i.e. cluster and group.

From these words, there are popular three terms: noun cluster, verbal phrase, and

preposition group.

1. Noun Clusters

Noun clusters usually begin with "a," "an," or "the" followed by a noun

and its cluster of modifying words. They appear, usually, just before or just after a

15 Ibid. p.10-11.

14

noun, which they are renaming. They are closely related to relative clauses, but

they do not have relative pronouns like "who" or "which" at the beginning, and

they do not have verbs. Here are a few more examples:

Table 2.1

Noun Phrase

Modifier Noun Headword Noun

1. A

2. A good

3. The

4. Five good

5. Some

6. Flower

7. Chicken

Student

lawyer

teacher

architect

engineers

garden

farm

2. Preposition Group

Preposition group is a group consisting of noun (noun cluster) which is

followed by preposition and often describing noun cluster. There are two kinds

form of preposition, namely simple preposition and compound preposition. While

the relative clause is always preceded by the conjunction who, which, or that. The

following examples will describe the preposition group.16

Table 2.2

Preposition Group

Modifier(s) Headword Prep. + Noun (Cluster)

The

The sweeping

The architectural

members

changes

illustrations

of the European group

in transportation

on bas-reliefs

16 Ibid, p.10-22.

15

From the examples above, the writer concludes that when people translate

noun cluster, they must start from headword then translating it modifier.

3. Sentences

According to Howard Jackson, Sentences may be viewed essentially as the

combination of nouns and verbs. More precisely, a sentence may be viewed as the

combination of a verb with one or more nouns. We mentioned earlier that nouns

refer to the 'things' of our experience (persons, objects, ideas, feelings, etc), and

the verbs refer to 'events; (including actions, process and states). Sentences, then,

are concerned with the myriad ways in which the 'things' of experience are

involved in the 'events' of experience, or rather with the myriad ways in which we

are able to talk about them. 17

Consider the following sentences of English:

1. Monkey eats banana.

2. The committee has awarded the novelist first prize.

3. The heckler argued with the speaker about his idea.

4. The children played in the garden after tea.

The first of these sentences contains just one verb and two nouns: the verb

refers to an „action‟, and the nouns to the „things‟ involved in the action. In the

second sentence, the structure still essentially comprises a verb and nouns (award,

committee, novelist, and prize): the additional words are dependent on or modify

these main items. Similarly, in the third sentence, where the verb and nouns are

argue, heckler, speaker, ideas; except that here, beside „modifying‟ words like the

17 Howard Jackson (1985), op.cit. 54

16

and his, there are also „relational‟ words (prepositions) like with and about. The

fourth sentence (in which the verb and nouns are play, children, garden, tea also

has prepositions (in, after) in addition to modifiers, but here the prepositions have

a spatial and temporal reference respectively, and are substitutable. The function

of the prepositions in No 4 is thus different from that of the preposition in No 3;

you can only argue with somebody about something; but you can play in, on,

outside, etc somewhere, after, before, at, etc, some point in time. Nevertheless, the

basic point remains; sentences are essentially structures comprising a verb and a

number of nouns. 18

From the statement above, the writer concludes that sentences have many

characteristics and can be modified by two or more nouns, adding adverbs and

prepositions to make sentences beautifully. In this case, the verb and noun play a

very important role in forming a sentence. Without a verb and a noun, a sentence

cannot be called a sentence. For example, "Before eating" and "The members of

the European group." These examples cannot meet the prerequisites of a sentence

because at the first example, there is no proper noun; there are only adverbs

(before) and a verb (eating). While in the second example, although there are two

nouns (The members and the European group) cannot be called a sentence

because it has no verb.

A. Sentence Patterns

English sentence has many variations that sometimes difficult to

understand by those who are just learning English. Therefore, the introduction of

18 Ibid.

17

the patterns of English sentences should be applied to those who want to learn

English. Based on A. Ghani Johan, there are four basic patterns of English

sentences, namely:

1. Subject - Verb - Object - Adverb

2. Subject - To Be - Complement - Adverb

3. There - To Be - Subject - Adverb

4. It - To Be - Complement - Subject - Adverb

On the other hand, B.M.G. Endang Sri Wulandari stated that there are five

patterns to the English sentences, as follows:

1. NOUN 1 - VERB - NOUN I

2. NOUN I - VERB - NOUN II

3. NOUN - VERB - (Adv./ Preposition-group)

4. NOUN - VERB - ADJECTIVE

5. THERE - VERB - NOUN (Adv./Prep-group)19

In this study, the writer follows B.M.G Sri Wulandari systematic because

she thinks that those patterns are best suited to learning about the grammatical

ability was she discussed.

B. Sentence Types

After the discussion of sentence patterns in English, the next step is

discussions about the types of sentences. Sentence patterns are the basis to form a

sentence, which can form a simple sentence, compound sentence, complex

19 Paulinus Soge (1989), op.cit. 25-26

18

sentence, or compound complex sentence. In analyzing the sentence types, the

writer uses the view of Paulinus Soge as her reference.

1. Simple Sentence

Simple sentence is the sentence, which has only one verb. This simple

sentence can use the sentence patterns of first, second, third, fourth and fifth in the

discussion before. It should be noted that in a simple sentence may have more

than one verb if there is modifier at the back of the head Word which has the form

of active or passive relative clause that preceded by conjunction who, which, and

that. These are following example of simple sentences.

a) Simple sentence in the first pattern

- He is a judge.

- He becomes a famous engineer who can work abroad.

b) Simple sentence in the second pattern

- The police arrested the thief.

- The difficulty is when I should answer the letter.

c) Simple sentence in the third pattern

- The man speaks.

- The woman you met yesterday died suddenly.

d) Simple sentence in fourth pattern

- The weather becomes cold.

- It becomes clear that she doesn‟t come today.

e) Simple sentence in fifth pattern

- There will be a guest next Saturday.

19

- There was a thief in her house this morning.

2. Compound Sentence

Compound sentence is a sentence containing two or more sense because it

has two or more verbs. Compound sentences usually consist of two or more

simple sentence and connected by conjunctions and, or, but. Sentence pattern of

each simple sentence can be the same or different. For example:

a) The life of the Eskimos is hard but they are strong and patient. These simple

sentences have the same pattern of fourth pattern (NOUN – VERB –

ADJECTIVE).

b) They are invisible, but they are received by the aerial of the wireless

receiver. In this sentence, there are two different patterns. The first sentence

use fourth pattern (NOUN – VERB – ADJECTIVE) and the second sentence

use third pattern (NOUN – VERB (PG)).

3. Complex Sentence

Complex sentence usually consist of a main clause and a sub-clause. Main

clause is part of the sentence that can stand alone, but sub-clause can not stand

alone. It must rely on its main clause. This sub-clause is called adverb clauses that

consist of:

a) Adverb of Place with the conjunction such as: where, wherever, and as.

- Wherever it was possible, they camped for the night.

b) Adverb of time with the conjunction such as: when, as soon as, as long as,

until, before, after, by the time, while, as, now, once, since, no sooner …than,

not long… when.

20

- He had no sooner arrived that he demanded a meal.

c) Adverb of Contrast with the conjunction such as: whereas, now…where.

- Now there is nothing but desert, where there used to be a fertile plain.

d) Adverb of Manner with the conjunction such as: as, how, in that, like.

- You may finish it how you like.

e) Adverb of Degree

1. (Positive in level and amount) with the conjunction such as: as, as…as, not

so…as.

- Life is a pleasant as you make it.

2. (Proportional or parallel) with the conjunction such as: according as (to),

in proportion as, the…the.

- A person isn‟t always paid according as he works.

3. (comparison) with the conjunction than.

- She is much older than she looks.

4. (limitation) with the conjunction such as: so (as) long as, so (as) far as, in

so far as, for all.

- You can stay here, so long as you are quiet.

f) Adverb of Clause with the conjunction such as because, since, as, when,

seeing (that), for.

- I cannot go, because I have no ticket.

g) Adverb of Concession and contrast with the conjunction such as: although,

even though, even if, as, whoever, no matter who, however.

- Even if though thing are bad, we must not give up hope.

21

h) Adverb of Purpose with the conjunction such as: that, in order that, so that,

lest, for fear that, in case.

- They rented the top floor that they might have a good view.

i) Adverb of Condition with the conjunction if.

- If I come, I shall see you.

4. Compound Complex Sentence

Compound complex sentence is a sentence that has the elements of

compound and complex at once. This means that compound complex sentence has

the main clause and sub-clause. The main clause may have two main clauses

equivalent and one sub-clause, or has a main clause and two sub-clauses

equivalent. For example:

- There used to be many accidents because ships collided with each other in the

fog, but there are not so many now.

This sentence has two main clauses: there used to be many accidents and

but there are not so many now. Both of them are used fifth sentence pattern. The

sub-clause is because ships collided with each other that used the third sentence

pattern.20

From the explanation above, the writer gives conclusion that a sentence

can be modified with many types, from simple sentence that has only one verb

and one noun up to the complex sentence that have many nouns and verbs.

20 Ibid. p. 53-62

22

B. Translating Skill

Translation is a phenomenon that has a huge effect on everyday life. It is

an activity that is growing phenomenally in today‟s globalize world. Many

linguistic experts have defined the word „translation‟. According to Newmark,

“Translation is rendering the meaning of a text into another language in the way

that the author intended the text.”21 He also defined translation as one ought to be

able to say something as well in one language as in another.

Basically, translation is a change of form from one language into another

one. In translating languages, we come to the form the Source Language, which is

replaced by the form of the receptor or Target Language. The act of translating

from the original into the target ones is not simply matter. By looking up from

each words in the dictionary then combining the meaning together into some

languages is the absolutely the aim of translating.

Catford mentioned that “Translation may be defined as the replacement of

textual material in one language (SL) by equivalent textual material in another

language (TL).”22 It means that the translated language should follow the context

from the original version in the natural way of the receptor language itself. In this

case, Jumpelt (1961) presented a collection about the concept of translation

equivalence, as follows:

1. A translation must reproduce the words of the original text.

2. A translation must reproduce the ideas (meaning) of the original text.

21 Peter Newmark, A Textbook of Translation (UK: Prentice Hall International, 1988), p.5.

22 J.C. Catford. A linguistic theory of Translation (London: Oxford University Press), p.20.

23

3. A translation should read like an original.

4. A translation should read like a translation.

5. A translation should retain the style of the original text.

6. A translation should mirror the style of the translator.

7. A translation should retain the historical stylistic dimension of the original text.

8. A translation should read as a contemporary piece of literature.

9. In a translation, a translator must never add or leave out something.

10. In a translation, a translator may, if need be, add or leave out something.23

From the concept above, it is clear that translation is always text-oriented,

not sentence-oriented, or even word-oriented, and the term „equivalent‟ is a key to

increase translating ability. Anthony Pym said that a translational competence

might be defined as follows:

- The ability to generate a target-text series of more than one viable term

for a source text.

- The ability to select only one target text from this series, quickly and

with justified confidence, and to propose this target text as a

replacement of source text for a specified purpose and reader.24

Concerning this view, translating skill can be achieved if the translator is

able to generate a target-text and can adapt to the tastes reader. As stated by David

P.Harris “…the criteria and judging translations depends so much on individual

23 Wolfram Wills (1982), op.cit, p.1.

24 Anthony Pym, “Translation Error Analysis and the Interface with Language Teaching”,

Teaching Translation and Interpreting, ed. Cay Dollerup and Anne loddegaard (Amsterdam: John

Benjamins Publishing Company, 1992), p. 281.

24

taste.”25 Therefore, a good translator is always giving more attention to the reader

in target language. A translator must also be accountable for his or her translation

works by considering compatibility between source text and target text. To create

the ability to translate well, students must have knowledge about the process of

translation, the method of translation, the procedure of translation, and the criteria

of a good translation.

1. The Process of Translation

The core of the process of translation is starting from the translator‟s

reception of the original or source text and ending with the production of the text

in the target language. The translator can make improvements with their ideas

without reducing the meaning of the original text.

As Catford mentioned, “Translation process is concluded by translator by

comparing „his‟ text (resulting from the setting of ad hoc and remainder-portion

correspondences) with the ST and making improvements where necessary. The

TT is the result of this.”26 He described the translation process in Figure 1.

The ad hoc-portion and the remainder-portion can be differing in the

translation process. The ST elements which facilitate a spontaneous and adequate

translation are come from a subjective point of view from the ad hoc-portion,

while the ST elements which do not lead to an automatic and immediate

translation form the remainder-portion These elements force the individual

translator to look for an equivalent more intensely. The goal of this closer look at

25 Paulinus Soge (1989), op.cit, p.5.

26 J.C. Catford, op.cit, p.35.

25

the text is to establish the contextual and functional meaning of the respective text

structures and to enable the translator‟s specific translating competence to provide

an adequate translation.27

Process of translation

Figure 1: The Process of Translation (J.C. Catford, A linguistic theory of Translation)

Besides Catford‟s theory, Newmark, Nida and Taber presented their

perspectives to the process of translation in the simple form. Newmark stated that

in translation process, there are four levels, which need more attention. These

levels are the textual, the referential, the cohesive, and the natural. The textual is

the level of language, where we begin, and which continually go back to the text

of SL. The referential is the level of objects and events, real or imaginary, which

27 Ibid. p. 34-36.

-language level automatisation

-translating experience

-trouble-free decoding of meaning

-text author

-ST addresses

-specific translator competence

-intention of translation

-TT addresses

-meaning-level problems

-problems on the language and style

levels

-no internalized 1:1 relation between

SL and TL

Final

TT Refined

TT

Preliminary

TT

remainder

portion

ad-hoc

portion

Source

text

26

we progressively have to visualize and build up, and which is an essential part,

first of the comprehension, then of the reproduction process. The cohesive level,

which is more general, and grammatical, which traces the train of thought, the

feeling tone (positive or negative), and the various presuppositions of the SL text.

The last is the level of naturalness, of common language appropriate to the writer

or speaker in a certain situation. This level is concerned only with the

reproduction when the translation results read or listen naturally.28

On the other hand, Nida and Taber presented the process of translation is

like the following order: Analysis, Transfer, and Restructuring. The first thing that

a translator has to do is to analyze the message of the source language into its

simplest and structurally clearest forms, then transfer it into the target language

and the last, restructure it in the receptor language which is most appropriate for

the audience whom he intends to reach.29

Basically, all theories have the same goal; it is to produce the natural

translation. The writer thinks that the model of ad hoc-portion and remainder-

portion, which are presented by Catford are too complex in analyzing the process

of translation. So, in this study, the writer interests to apply the theory of Nida and

Taber in doing the translation process.

2. Translation methods

The translation method that would be cited in this study is taken from

Newmark who categorizes it in two perspectives. The first perspective emphasizes

28 Peter Newmark (1988), op.cit, p.19.

29 Nida and Taber, Penerjemahan Bahasa Inggris ke dalam Bahasa Indonesia. Translator, Frans

Sayogie (Jakarta: Lembaga UIN Jakarta, 2008), p.20

27

on the source language (SL) and the other on the target language (TL). SL

emphasis means that when the translator translates the text, he/she follows what is

common or normal in the source language such as the structure, the lexis, and the

culture of the source language, whereas TL emphasis means the translator follows

the target language structure, lexis, and culture to make readers comprehend the

translation text more.

Each perspective provides four methods of translation. The first

perspective provides word-for-word translation, literal translation, faithful

translation, and semantic translation. While the second perspective provides

adaptation, free translation, idiomatic translation, and communicative translation

methods. Those methods are described in the form of a flattened V diagram

below:

Figure 2: Translation Method

The first method in SL emphasis is word-for-word translation, in which

the Source Language (SL) word order is preserved and the words translated singly

by their most common meanings, out of context. Some mechanical and cultural

words are translated literally to make it easier for the translator to understand

those words before translating the text.

The second method is literal translation. The translator tries to change the

SL structure into TL structure but the words are translated literally. It is also a pre-

SL emphasis TL emphasis

Word-for-word translation Adaptation

Literal translation Free translation

Faithful translation Idiomatic translation

Semantic translation Communicative translation

28

translation process in which only the words are translated literally, not the

structure like in the previous method.

The third is faithful translation. In this method, the translator tries to

translate the meaning of the source text attempting to convey the writer‟s

intention. Yet, the translation keeps the grammar of the SL and the lexis that

deviate the TL norms.

Then, the fourth is semantic translation. This method is almost the same as

faithful translation. The differences are the semantic translation is more flexible

(allowing the translator‟s intuitive works based on the original meaning), more

accurate (not keeping the SL grammar and the lexis that violate the TL norms),

and has aesthetic value (the beautiful and natural sound) than faithful translation.

Besides SL emphasis methods, there is TL emphasis methods which are

adaption, free translation, idiomatic translation, and communicative translation

method. The first is adaption. The method is mostly used to the plays and poetry.

In this method, the SL culture is transferred into the TL culture and the text is re-

written. The theme, characters, and plot are not changed.

The second is free translation. The translator usually paraphrases the

original text but the SL manner, content, and form are not used. In the free

translation products, the text do not maintain the content of the original anymore

and use the forms that are easier to understand and usually shorter than original

ones.

The third is idiomatic translation. This translation attempts to deliver the

message of the source text. However, it can give the wrong message because the

29

translator uses colloquialisms and idioms in the TL that may have different

meaning in the SL.

The last is communicative translation. It attempts to deliver the exact

meaning of the source text considering the TL readers (their level of education,

class, age, and sex) so the translation product can convey the meaning of the

source text communicatively.30

From the methods mentioned above, only semantic and communicative

translation gain more attention. Semantic and communicative translations are

considered more appropriate to render (interpret) the source text. Newmark said

that “Only semantic and communicative translation fulfils the two main aims of

translation, which are first, accuracy, and second, economy.”31 In this case,

semantic translation is more economical than communicative because the text is

poorly written. The semantic translation has oriented to the author‟s linguistic

level, while a communicative has oriented to readerships.

3. Translation procedures

The theory of translation embraces broad foundations that have been

numerously stated and discussed by linguistic over the year. According to Nida,

“Because translation is an activity involving language, there is a sense in which

any and all theories of translations are linguistic.”32 Some linguists have different

views on translation procedures. As stated by Newmark, “Translation procedures

30 Peter Newmark (1988), op.cit, p.45-47

31 Ibid. p. 47.

32 Nida, Ihwal Menerjemahkan. Translator, Adjat Sakri (Bandung: ITB, 1985), vol. 2, p.90.

30

are used for sentences and the smaller units of languages while translation

methods relates to whole texts.”33 In translation procedures, Kade presented a

theoretical model of modes of behavior. He distinguishes three basic translating

operations as follows:

a. Substitution (translation on the basis of a sign-sign relationship)

b. Interpretation (translation on the basis of significant meaning)

c. Paraphrase (translation on the basis of denotative/referential meaning)34

On the other hand, Newmark described the translation procedures as literal

translation, transference, naturalization, cultural equivalent, functional equivalent,

descriptive equivalent, synonymy, shifts or transpositions, modulation, adaptation,

and many more.35

Based on this study, the writer only focuses on transpositions, modulation,

and adaptation because these methods are suitable to use in this study. As stated

by Frans Sayogie “Ketiga prosedur penerjemahan (transposisi, modulasi, dan

adaptasi) sangat relevan dengan kaidah dan kondisi budaya bahasa sasaran, yaitu

bahasa Indonesia.” 36 The three translation procedures (transposition, modulation,

and adaptation) are very relevant with the culture of the target language, Bahasa

Indonesia.


34 Wolfram Wills, The Science of Translation (Germany: GNV Tubingen, 1982), p. 105.

35 Peter Newmark (1988), op.cit, p.81-91

36 Frans Sayogie (2008), op.cit. p. 63.

31

a) Transposition

A „shift‟ (Catford‟s term) or „transposition‟ (Vinay and Darbelner) is a

translation procedure involving a change in the grammar from SL to TL. For

example the change from singular to plural is the first type of transposition. In

English, the phrase „a pair of shorts‟ which is in the plural form translates to

„sebuah celana pendek‟ in Bahasa Indonesia which is in the singular form.

The second type is required when SL grammatical structure does not exist

in the TL. For example, the object must not put in the front of sentence‟s structure

in English grammatical whereas in Bahasa Indonesia the object can put in the

front or at the end of the sentence‟s structure. The sentence „Lantai ini harus

mereka bersihkan‟ translates to „They must clean this floor‟.

The third type is the one where literal translation is grammatically possible

but may not accord with natural usage in the TL. For example the nominal phrase

plus adjective which formed by intransitive verb in SL become nominal clause in

TL. In English „blooming flowers‟ translate to „bunga-bunga yang bermekaran‟ in

Bahasa Indonesia. Finally, the last type is the replacement of a virtual lexical gap

by grammatical structure. For example, the sentence „She is very diligent, but her

young brother is lazy.‟ is translates to „Dia sangat rajin, tetapi adik laki-lakinya

sangat malas.‟

b) Modulation

According to Vinay and Darbelnet, the term modulation defined as a

variation through change of viewpoint, of perspective and very often of category

of taught. It means that modulation is a translation procedure that necessitates a

32

change of semantic viewpoint or sphere of meaning contained in the text to be

translated. Modulation can be categorized into a compulsory and a free type is

applied when an adequate translation has not been obtained after the translator

applies the principles of transposition.

c) Adaptation

Adaptation is use of a recognized equivalent between two situations. This

is a matter of cultural equivalence, such as „Dear Sir‟ translated as „Dengan

hormat‟ in Bahasa Indonesia.37

4. The Quality of A Good Translation

Some scholars like Nida, Lado, and Newmark give their theories about the

quality of a good translation. Nida argues that the answer of the best translation

should be looked for in the answer to another question, „Best for whom?‟ The

relative adequacy of different translations of the same text can only be determined

in terms of the extent to which each translation successfully fulfills the purpose

for which it was intended. The relative validity of each translation is seen in the

degree to which the receptors are able to respond its message in comparison with

(1) what an original author evidently intended would be response of the original

audience and (2) how that audience did, in fact, respond. The responses can, of

course, never be identical, for Interlingua communication always implies some

differences in cultural setting, with accompanying diversities in value systems,

conceptual presuppositions, and historical antecedents.38

37 Peter Newmark (1988), loc. cit.

38 Nida, op.cit, p.88.

33

Based on Nida‟s theory, it can be concluded that the best translation are

depending on the subject as the purpose of translation work and the responses of

translation results.

Another scholar, Newmark, proposed a good translation from one

perspective that is the intention of the text. According to him, a good translation

should always be able to express what the original text intended to say. His theory

of a good translation is as the following:

“A good translation fulfill its intention; in an informative text, it conveys the facts

acceptably; in a vocative text, its success is measurable, at least in theory, and

therefore the effectiveness of an advertising agency translator can be shown by

results; in an authoritative or expressive text, form is almost as important as content,

there is often a tension between the expressive and the aesthetic functions of

language and therefore a merely „adequate‟ translation may be useful to explain

what the text is about.”39

Lado developed the goodness in a translation into five dimensions. These

are (1) the letter and patterns of the original, (2) the meaning of the original at the

sentence level, (3) the connotations of the original for its readers applied now to

the readers of the translation, (4) the original as the readers understood it plus the

flavor of the original language and culture for the readers of the translation, who

know they are reading a translation, (5) the original in artistic effect rather than in

detail, but keeping at the same time the form to adjust to music as in the

translation of operas or to meter and rhyme a in the case of poetry.40


40 Robert Lado (1961), op.cit, p.262.

34

These five dimensions can be used in specific translation activity. For

example, the first dimension can apply for the teacher in teaching the grammar of

a foreign language to give the students literally a word-for-word translation of a

pattern sentence into their mother tongue and then render it in the pattern that

functionally would reproduce it.

From those theories mentioned, the writer assumes that a good translation

must readability. It is depending on naturalness of language use. The degree of

readability will be in direct proportion to the degree of naturalness; and

naturalness will be depend on a translator‟s control of grammatical structures

which give intelligibility, significance, and appropriateness to a total text.

C. Thinking Framework

According to the theoretical framework above, the writer provides

thinking framework about the correlation between grammatical ability and

translating skill from English into Bahasa Indonesia and vice-versa.

In English communication, people must have a mastery of its grammar

properly. By using the correct grammar, people can speak correctly since they

know how to use the pattern of the sentence itself. This means that good grammar

shows the meaning of the language in correct way. Moreover, grammar is also

needed in translating text. The act of translating text does not only translate word

for word or sentence by sentence, but also it must translate the entire contents of

the source language text into the target language. In translating text from English

into Bahasa Indonesia, the mastery of grammar will help to analyze the meanings

of text in English. Otherwise, when people translate the text from Bahasa

35

Indonesia into English, good ability in grammar will help them to make

acceptability of English sentences. In this case, the translator must have

grammatical ability of both languages because he/she cannot accurately translate a

text without understanding grammar of both languages.

From the statements above, the writer thinks that the grammatical ability

gives significant contribution to the translating skill. Therefore, it can be assumed

that there is a significant correlation between grammatical ability and translating

skill.

D. Hypothesis

Based on the thinking framework above, the hypotheses can be formulated

as follows:

1. There is a significant correlation between grammatical ability and

translating skill from English into Bahasa Indonesia and vice versa of the

seventh semester‟s students at English Letters Department, UIN Syarif


2. The grammatical ability contributes significantly to the translating skill

from English into Bahasa Indonesia and vice versa of the seventh

semester‟s students at English Letters Department, UIN Syarif


36

CHAPTER III

RESEARCH FINDINGS

A. The Description of Data

The data in this research include the data of English grammatical ability

and the data of translating text ability from English into Bahasa Indonesia and

vice-versa. Those data are obtained through the questionnaire in the form of test,

followed by 30 respondents of the seventh semester‟s students who took the

translation course at English Letters Department, Faculty of Adab and

Humanities, UIN Syarif Hidayatullah Jakarta. Furthermore, the data of English

grammatical ability and translating text ability can be seen as follows:

1. The data of English grammatical ability

The data of English grammatical ability are the total scores of students in

English grammatical ability test (table 3.1). The scoring is 2.5 for each correct

answer and 0 for the wrong answer. The writer analyzed and processed the data

with SPSS 16. The data description can be seen in the following tables:

Table 3.1

Scores of Students’ English Grammatical Ability Test

No. Interval Students‟ Score Frequency (f)

1.

2.

3.

4.

5.

6.

45-52

53-60

61-68

69-76

77-84

85-92

2

9

8

8

1

2

Total 30

37

The descriptive statistics of grammatical ability test (appendix 5) shows

the numbers of respondents (N) are 30. Based on 30 respondents, the lowest score

(Minimum) is 45 and the highest score (Maximum) is 87.5. Range is the range

score between maximum and minimum score that is equal to 42.5 and Sum is the

total score of 30 respondents that is equal to 1928. The average score (Mean) of

30 respondents is 64.25 with Standard Deviation of 10.342.

2. The data of translating text ability

The data of translating text ability are the total scores of students in

translating text ability test from English into Bahasa Indonesia and vice-versa.

The range score of this test is 000-100. If both of texts are translated correctly,

students will obtain a score of 100. The writer analyzed and processed the data

with SPSS 16. The data description can be seen in the tables below:

Table 3.2

Scores of Students’ Translating Ability Test

No. Interval Students‟ Score Frequency (f)

1.

2.

3.

4.

5.

6.

50-55

56-61

62-67

68-73

74-79

80-84

5

6

5

8

5

1

Total 30

The descriptive statistics of translating ability test (appendix 6) shows the

numbers of respondents (N) are 30. Based on 30 respondents, the lowest score

(Minimum) is 52.5 and the highest score (Maximum) is 80. Range is the range

38

score between maximum and minimum score that is equal to 27.5 and Sum is the

total score of 30 respondents that is equal to 1968. The average score (Mean) of

30 respondents is 65.58 with Standard Deviation of 7.759.

B. The Analysis of Data

In the analysis of data, the writer will analyze pre requirement testing (test

of validity, reliability, and normality) and hypothesis testing by using simple

linear regression analysis and Pearson‟s r correlation analysis. SPSS 16 program

is used to help the writer in these analyses.

1) Pre requirement Testing

Before doing hypothesis testing, the writer does test of validity, reliability,

and normality as a pre requirement testing.

a) Test of Validity

Validity basically concerns whether we are measuring what we want to

measure and is probably the single most important aspect of measurement.41 In

this study, the writer counted the validity of grammar and translation

questionnaire.

1. Grammatical Ability

From the result of calculation (appendix 7), it‟s found the average score is

26,700 with standard deviation of 3,867. Then, to determine whether the item is

valid or invalid, r pb is compare to r-table (critical value) with probability of 5%,

namely 0,361. Then, the calculations of items are as follows:

41 Daniel Muijs, Doing Quantitative Research (London: Sage Publications, 2004), p.82.

39

Table 3.3

The Classification of Validity Test of Grammar Questionnaire

Classification Total of Item Number of Item

Valid 37 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12,

13, 14, 16, 17, 19, 20, 21, 22, 23,

24, 25, 26, 27, 28, 29, 31, 32, 33,

34, 35, 36, 37, 38, 39, 40

Invalid 3 15, 18, 30

Based on the classification above, it shows that 37 items is valid and three

items is invalid. The number of item 15, 18, and 30 are invalid because r-pb is

below to r-t or r-pb < r-t (r-pb of 15 = 0,337; 18 = 0,349; 30 = 0,345).

2. Translating Skill

The validity of translating skill questionnaire is measured by T-test with

alpha 5% and degree of freedom 9. In appendix 8, it shows that the T-value of the

first item is 8,053872663 and the second item is 7,125343122. Because the result

of T-statistic of both items is higher than T-table (2,262157158), so the two items

are valid.

b) Test of Reliability

Reliability refers to the extent to which test scores are free of measurement

error.42 In this study, there are two instruments that would be analyzed, namely

grammatical ability and translating skill questionnaire.

1. Grammatical Ability

Appendix 9 shows that the coefficient of reliability of grammatical ability

test is 0,932. Then, to determine whether the items is reliable or not, the writer

42 Ibid. p.82.

40

compare coefficient of reliability with r-table product moment for N = 30. In the

significant degree of 5% namely 0,361, it can be concluded that the instrument of

grammatical ability is reliable because the coefficient of reliability is higher than

r-table (0,932 > 0,361).

2. Translating Skill

The calculation of reliability of translating skill questionnaire is done by

split half reliability method. First, the writer randomly split the test into two: even

and odd items. Then, the writer calculates respondents‟ scores on each “half test”

with a correlation coefficient. Coefficient alpha is measure of internal

consistency.43 If the correlation coefficient is higher than r-table, both items are

reliable.

The result of calculation (appendix 10) shows the value of correlation

coefficient is 0,472056. In the significant level of 5% with N = 30, the critical

value is 0,361. It means that both items is reliable because r-h > r-t (0,472056 >

0,361)

c) Test of Normality

Test of normality is a test to detect the distribution of data. If the

significance level (p value > 0.05), the data is normally distributed. In this test,

there are two hypotheses as follow:

-Null Hypothesis (Ho): the data is normally distributed

-Alternative Hypothesis (Ha): the data is not normally distributed

To test the hypothesis, the writer uses graphical interpretation (appendix 8) and

43 Ibid. p.73.

41

Kolmogrov-Smirnov test below.

Table 3.4

One-Sample Kolmogorov-Smirnov Test

GRAM TRANS

N 30 30

Normal Parametersa Mean 64.25 65.58

Std. Deviation 10.342 7.759

Most Extreme

Differences

Absolute .122 .131

Positive .122 .131

Negative -.078- -.115-

Kolmogorov-Smirnov Z .671 .716

Asymp. Sig. (2-tailed) .759 .684

a. Test distribution is Normal.

Graphical interpretation has the advantage of allowing good judgment to

assess normality in situations when numerical tests might be over or under

sensitive but graphical methods do lack objectively. In the appendix 3, students

can see that the histogram and normal P-P plot graphic show the data is normally

distributed. If the histogram resembles a bell shape, it means the data is normally

distributed. In the normal P-P plot graphic, the data spread in the surroundings of

diagonal line and follow the direction of diagonal line. It means that the data is

normally distributed.

In the other hand, numerical method is advantage to make an objective

judgment of normality. Table 3.3 presents the results of numerical method to test

the normality of data, namely the Kolmogrov-Smirnov Test. In the table 3.3, the

value of Kolmogrov-Smirnov in the independent variable (grammatical ability) is

0.671 and significance at 0.759 level, it implies that the variable (grammatical

ability) is normally distributed. Then, the value of Kolmogrov-Smirnov in the

42

dependent variable (translating skill) is 0.716 and significance at 0.684 level, it

implies that the dependent variable (translating skill) is normally distributed.

Because the two variables are normally distributed, Ho is accepted (p value >

0.05).

2. Hypothesis Testing

After doing pre requirement testing, the hypothesis can be analyzed. The

hypotheses in this study are:

1. The null hypothesis (H0): There is no significant correlation between

grammatical ability and translating text skill from English into Bahasa


letters Department, UIN Syarif Hidayatullah Jakarta.

2. Alternative hypothesis (Ha): There is a significant correlation between

grammatical ability and translating text skill from English into Bahasa


letters Department, UIN Syarif Hidayatullah Jakarta.

To test the hypothesis, the writer uses simple linear regression

analysis and Pearson‟s r correlation coefficients analysis.

a) Simple Linear Regression Analysis

Regression analysis is a mathematic model to investigate the shape of

relationship between two variables or more. This analysis can predict the value of

one variable (dependent variable) through other variable (independent variable).

In this study, the output of simple linear regression analysis can be seen as

follows:

43

Table 3.4

Model Summary

Model R R Square Adjusted R Square Std. Error of the Estimate

1 .562a .315 .291 6.534

a. Predictors: (Constant), GRAMMAR

Table 3.5

ANOVAb

Model Sum of Squares Df Mean Square F Sig.

1 Regression 550.610 1 550.610 12.897 .001a

Residual 1195.432 28 42.694

Total 1746.042 29

a. Predictors: (Constant), Grammar

b. Dependent Variable: Translation

b) Correlation Coefficient Analysis

Pearson‟s r correlation coefficient is used to analyze the relationship

between two continuous variables. This relationship may be positive or negative.

Pearson r coefficient vary between -1 and +1, with +1 indicating a perfect positive

relationship, -1 = a perfect negative relationship, and 0 = no relationship.44

44 Daniel Muijs.(2004), op.cit. 144.

Table 3.6

Coefficientsa

Model

Unstandardized

Coefficients

Standardized

Coefficients

T Sig. B Std. Error Beta

1 (Constant) 38.514 7.632 5.047 .000

GRAM .421 .117 .562 3.591 .001

a. Dependent Variable: Translation

44

According to Calton, the power of two variables relationship can be divided into 4

areas:

r = 0.00 – 0.25 (no/weak correlation)

r = 0.26 – 0.50 (moderate correlation)

r = 0.51 – 0.75 (strong correlation)

r = 0.76 – 1.00 (very strong/perfect correlation)45

Furthermore, Pearson‟s r correlation coefficients in this study can be analyzed as

follows:

Table 3.7

Correlations

GRAM TRANS

GRAM Pearson Correlation 1 .562**

Sig. (2-tailed) .001

N 30 30

TRANS Pearson Correlation .562** 1

Sig. (2-tailed) .001

N 30 30

**. Correlation is significant at the 0.01 level (2-tailed).

C. The Interpretation of Data

Because the data have to fulfill the pre requirement test, the writer will

interpret the hypothesis from the output of simple linear regression analysis and

Pearson‟s r correlation coefficients analysis.

In model summary table, students can see that the value of Adjusted R

Square is 0.291, it means 29,1% of variance in translating ability is explained by

independent variable (grammatical ability). The next output box is labeled Anova

45 Sutanto Priyo. Analisis Data Kesehatan. (Depok: FKM UI, 2007), p.130

45

(see table 3.5). In Anova, the F-test value is 12.897 with significance level or p-

value at 0.001. Because the p-value is below 0.05, it can be concluded that the

regression model is linear. The independent variable (X) is influential against

dependent variable (Y). In other words, the linear regression model can be used to

predict Y (translating skill). The next table gives b coefficients (table 3.6), the

value that Y will change by if X changes by 1 unit. The basic regression equation

is:

Y = a + bX

Translating skill (Y) = 38.514 + 0.421(grammatical ability). From the

equation, translating skill can be estimated if there is value of grammatical ability.

Then, because the value of b coefficients in X (grammatical ability) is positive

(0.421), so if X goes up by one, Y is predicted to go up by 0.421. In sig T column,

p-value is 0.001. It implies that in alpha 5%, Ho is rejected. Thus, with 95% level

of confidence, the grammatical ability is convinced to influence translating skill

significantly.

Then, in table 3.7, the actual Pearson‟s r correlation coefficient is 0.562.

This means that there is strong correlation between grammatical ability and

translating skill, and as there is no minus sign preceding the coefficient, the

correlation is positive. In other words, students who score high in grammar will

tend to score high in translation. Therefore, the relationship of two variables is

linear. The next piece of information given is the significance level or p-value.

Here, the significance level is given as 0.001.

The next step to test the hypothesis is by using t-test formula.

46

Df = N – 2

Note:

Df = Degree of freedom

N = Number of cases

The result of calculation obtained the value of the rxy is 0.562. The degree

of freedom (df) is 30 – 2 = 28. In the table of significance of 5% (appendix 10), it

is obtained 0.361. After comparing the value of rxy = 0.562 and rt = 0.361, the

writer eventually made the assumption of the hypothesis that rxy is bigger than rt

or 0.562 > 0.361.

The test of hypothesis:

rxy > rt : There is a significant correlation, Ha is accepted and Ho is rejected.

rxy < rt : There is no significant correlation, Ha is rejected and Ho is accepted.

The result of hypothesis is rxy is bigger than rt. Therefore, the alternative

hypothesis is accepted and the null hypothesis is rejected. It means that there is

significant correlation between grammatical ability and translating skill.

Moreover, the grammatical ability contributes significantly to the translating skill.

47

CHAPTER IV

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the research findings, the writer concludes that the alternative

hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected. It can be seen

from the result of rxy is 0.562 with the degree of freedom (df) is 28. The result of rt

on the degree of significance of 5% is 0.361. So, rxy is bigger than rt (0.562 >

0.361). The calculation means that there is significant correlation between

grammatical ability and translating skill. Then, the correlation is positive because

there is no minus. Moreover, the value of 0.562 indicates strong relationship

between two variables. The regression equation of Y = 38.514 +

0.421(grammatical ability) shows that score of translation test can be predicted by

score of grammatical ability test. If X goes up by one, Y is predicted to go up by

0.421. It means that the grammatical ability contributes significantly to the

translating skill. According to the explanation above, it can be concluded that

students of translation class at English letters Department, UIN Syarif

Hidayatullah Jakarta, will get high score in translation course if they have high

score in grammar. Otherwise, students who have lower score in grammar, they

will get the lower score in their translation course.

48

B. Suggestion

Seeing all the explanation and the conclusion above, there are some

suggestions. First, translator should give more attention to the grammatical

aspects in translating text. Considering this, hopefully translator will translate

more appropriately. To English Letters Department students, the writer suggests

that they should have good ability in grammar before doing translation works.

Then, to improve their translating text skill from English into Bahasa Indonesia

and vice-versa, students can practice with any kinds of texts by considering the

grammatical aspects like morphology and syntaxes. Besides, the translation

teachers are expected to motivate the students to increase their grammatical ability

by using attractive method in teaching translation. Lecture also should have to

give the input about student‟s work so the students will know what their weakness

in translating the text. The last suggestion is for English Letters Department,

especially in UIN Syarif Hidayatullah Jakarta. This department may apply

grammar course as a pre requirement of translation course to create graduate

students who are competent in translation area.

49

BIBLIOGRAPHY

Catford, J.C. A Linguistic Theory of Translation. London: Oxford University

Press, 1982.

Dollerup, Cay and Anne Loddegaard. Teaching Translation and Interpreting.

Amsterdam: John Benjamins Publishing Company, 1992.

Ghozali, Imam. Aplikasi Analisis Multivariate dengan Program SPSS. Semarang:

Badan Penerbit UNDIP, 2005.

Halliday, M.A.K. On Grammar. London: Continuum, 2002.

Jackson, Howard. Discovering Grammar. England: Pergamon Press Ltd, 1995.

Lado, Robert. Language Testing. New York: McGraw-Hill book Company, 1964.

Moentaha, Salihen. Bahasa dan Terjemahan. Jakarta: Kesaint Blanc, 2006.

Muijs, Daniel. Doing Quantitative Research. London: Sage Publications, 2004.

Newmark, Peter. A Textbook of Translation. UK: Prentice Hall International,

1988.

Noss, Richard B. Ten Papers on Translation. Singapore: Seameo Regional

Language Centre, 1982.

Priyo, Sutanto. Analisis Data Kesehatan. Depok: FKMUI, 2007.

Sakri, Adjat. Ihwal Menerjemahkan. Bandung: Penerbit ITB, 1985.

Sayogie, Frans. Penerjemahan Bahasa Inggris ke dalam Bahasa Indonesia.

Jakarta: Lembaga Penelitian UIN Jakarta, 2008.

Soge, Paulinus. Menerjemahkan Teks Bahasa Inggris Ilmiah. Yogyakarta:

Univ.Atamajaya, 1982.

Usman, Husaini and Purnomo Setiady. Pengantar Statistika. Jakarta: Bumi

Aksara, 2006.

Wilss, Wolfram. The Science of Translation. Germany: Gunter Narr Verlag

Tubingen, 1982.

50

APPENDICES

Appendix I

Instrument of the Research

1. English Grammatical Ability Test

Directions: Question 1-33 are incomplete sentences. Beneath each sentence you will see

four words or phrase, marked (A), (B), (C), or (D). Choose the one or word phrase that

best completes the sentences. Then, on your answer sheet, find the number of the problem

and mark your answer by putting a cross on the letter A, B, C, or D.

1. Karim dislikes to rock concerts because the music is too loud.

A. to go C. going

B. goes D. gone

2. Lukman agreed us at 10:00.

A. meets C. to meet

B. meeting D. met

3. Josua failed the exam. He not have studied enough.

A. should C. may

B. must D. could

4. Rita would on a trip to Kaliurang if she had had time.

A. go C. have go

B. had gone D. have gone

5. The idea is the previous one.

A. good as C. better as

B. as better as D. as good as

6. Mat Dono’s Delivery is messenger service in town.

A. the faster than C. fastest

B. faster D. the fastest

7. My daughter will begin English next semester.

A. will study C. studies

B. to study D. study

8. I and now I can’t find them.

A. took off it C. took my glasses off

B. took of them D. my glasses took off

9. I drove the car than you.

A. carefully C. the most carefully

B. as carefully as D. more carefully

10. I’m afraid of alone at night.

A. to walk C. walk

B. walked D. walking

11. The new bridge before the end of next month.

A. will be completed C. is completed

B. will complete D. completes

12. After the children finish playing soccer, I will .

A. pick up them C. pick them up

B. pick it up D. pick him up

13. Shinta was supposed to be here at ten o’clock.

She about her meeting.

A. must forget C. must forgot

B. must have forgotten D. must have forget

14. Toni received a warning for speeding. He drive so fast.

A. should C. must

B. shouldn’t D. mustn’t

15. Yogyakarta by thousand of tourist every year.

A. visited C. was visited

B. visits D. is visited

16. Madonna her car to a friend because she couldn’t drive.

A. were selling C. was sold

B. sold D. were sold

17. The argument was not convincing.

A. that he had presented C. that he presented

B. that he has presented D. that he presents

18. The train ride was uncomfortable but .

A. cheap C. cheaply

B. cheapens D. cheapen

19. Come you can.

A. as quickly C. quickly

B. as quickly as D. quickly as

20. I read the book seeing the movie.

A. by the time C. before

B. as soon as D. behind

21. If he the news, he will be shocked.

A. heard C. had heard

B. hears D. was hearing

22. If I the department, I would hire an assistant.

A. supervise C. would supervised

B. supervised D. had supervised

23. I told her I had something to show her. The direct speech of this sentence is:

A. “I have something to show you,” I said to her.

B. “I had something to show her,” I said to her.

C. “Have you something to show me,” I said to her.

D. “You have something to show me,” I said to her.

24. when I arrive.

A. On my desk is usually my mail

B. Usually my mail on my desk

C. My mail is usually on my desk

D. On my desk is my mail usually

25. I would take the offer if I you.

A. were C. could be

B. was d. would be

26. John said to me: “Why do they go abroad so often?” John asked me:

A. if they went abroad so often.

B. why they went abroad so often.

C. why did they go abroad so often.

D. why do they go abroad so often.

27. If I had met you earlier, I happy.

A. were C. would have been

B. will D. have been

28. We cannot send the fax if the phone lines .

A. are damaged C. would damaged

B. will damaged D. will be damaged

29. Put the gun the children can’t find it.

A. where C. wherever

B. when D. in a place

30. The child told us that he had been left alone his stepmother in the

empty building. From the sentence above, we know that:

A. the child had left his stepmother alone in the empty building.

B. the child went to empty building with his stepmother then she went away.

C. the child wanted to leave his stepmother in the empty building.

D. the child had left his stepmother; he went to the empty building alone.

31. The teacher would have scolded me if I absent.

A. have been C. had been

B. were D. was

32. The young man said: “Are you going to let me go?” The young man asked:

A. to let him go

B. that I must let him go.

C. if I am going to let me go.

D. if I was going to let him go.

33. “Have another photographs taken?” she said. She .

A. wanted me to take another photograph.

B. wanted to take another photograph.

C. asked me to tell someone to take another photograph.

D. asked me to help her to take another photograph.

Directions: In question 34-40, each sentences has four underlined words or phrases. The

four underlined parts of the sentences are marked (A), (B), (C), or (D). Identify the one

underlined word or phrase that must be changed in order for the sentences to be correct.

Then, on your answer sheet, find the number of the problem and mark your answer by

putting a cross on the letter A, B, C, or D.

34. The surprised message about the salary cuts made everyone very unhappy.

A B C D

35. In the front office, a smiled receptionist greets visitors.

A B C D

36. Justice and equality will never be materialized.

A B C D

37. You wish to avoid such as a double faced person, won’t you?

A B C D

38. Everyone’s work was delayed by the breaking copy machine.

A B C D

39. The tiring engineers were glad to finish their work.

A B C D

40. The calculation of incentive bonuses is basing on the worker’s productivity.

A B C D

2. Translation Test

a) Translate the following text into Bahasa Indonesia

In the Japanese society, a geisha is a woman professionally trained to

entertain men, especially businessmen at restaurant parties. The conception of a

geisha as a prostitute is false, the name “geisha” means artistic person. Many

geisha dance, sing, or play musical instrument. Their chief function; however is to

provide light and nice conversation. Traditionally, geisha were like indentured

servants, bonded by their parents to geisha houses that boarded, clothed, and

trained them. Many modern geisha are unionized, although the profession as a

whole has declined numbers since World War II. Geisha must retire when they

marry, and those who retire without marrying often become teachers of music or

dance.

b) Translate the following text into English

Junk Food (makanan cepat saji) merupakan makanan tidak sehat yang

sampai saat ini masih digemari oleh sebagian orang di seluruh dunia. Hal ini

mungkin disebabkan banyak orang menganggap bahwa Junk Food sebagai suatu

tren. Padahal belum tentu mereka mengetahui komposisi dari Junk Food. Semua

makanan yang memiliki nilai nutrisi rendah serta mengandung kadar lemak,

garam (sodium), dan gula yang tinggi kita sebut sebagai Junk Food. Macam-

macam Junk Food dapat ditemukan pada makanan ringan seperti keripik kentang,

burger keju, kentang goreng, dan makanan yang digoreng lainnya. Penelitian

menunjukkan bahwa makanan jenis ini dapat memicu terjadinya obesitas dan

beberapa masalah kesehatan seperti diabetes, penyakit jantung, dan stroke.

Appendix II

1. Answers Key of English Grammatical Ability Test

1. C

2. C

3. B

4. D

5. D

6. D

7. B

8. C

9. D

10. D

11. A

12. C

13. B

14. B

15. D

16. B

17. A

18. A

19. B

20. C

21. B

22. B

23. A

24. C

25. A

26. B

27. C

28. A

29. A

30. B

31. C

32. D

33. C

34. A

35. C

36. C

37. D

38. D

39. A

40. C

2. The Possibility of the Correct Answer in Translation Test

a) A translation text from English into Bahasa Indonesia

Di dalam masyarakat Jepang, geisha adalah wanita yang dilatih secara

profesional untuk menghibur pria, khususnya para pebisnis pada pesta-pesta di

restoran. Pandangan tentang geisha sebagai pelacur adalah salah, karena nama

“geisha” sendiri berarti seorang seniman. Banyak geisha yang menari, menyanyi,

atau memainkan alat musik. Bagaimanapun fungsi utama mereka adalah

menghadirkan nuansa percakapan yang santai dan hangat dengan klien mereka.

Secara tradisional, geisha mirip dengan pelayan yang memiliki kontrak, dititipkan

oleh orang tua mereka ke wisma geisha yang menyediakan tempat tinggal,

pakaian, dan melatih mereka. Kebanyakan geisha masa kini bergabung dalam

serikat, meskipun jumlah penggelut profesi tersebut secara keseluruhan telah

menurun sejak Perang Dunia II. Geisha harus berhenti dari pekerjaannya ketika

mereka menikah, dan mereka yang pensiun tanpa menikah seringkali menjadi

guru musik atau tari.

b) A translation text from Bahasa Indonesia into English

Junk Food is unhealthy food which is, up to now favored by people all

over the world. Possibly, it is because many people consider Junk Food as a trend.

Nevertheless, yet they know for sure its ingredient. All food containing low

nutrition with high fat, salt (sodium), and sugar, we called them Junk Food. The

variety of Junk Food can be found in snacks like potato chips, cheeseburger,

french fries, and other fried food. Research shows that this kind of food may

stimulate obesity and some health problems like diabetes, heart attack, and stroke.

Appendix III

The Examples of Students’ Translation

a) Good Translation

1. A translation text from English into Bahasa Indonesia

Di dalam masyarakat Jepang, Geisha adalah seorang wanita yang dilatih

secara professional untuk menghibur para pria, terutama kalangan pebisnis di

pesta-pesta restoran. Pandangan bahwa geisha adalah seorang pelacur tidaklah

benar, nama geisha sendiri berarti seniman. Kebanyakan geisha menari,

menyanyi, atau memainkan alat musik. Walau begitu, tugas utama mereka adalah

menawarkan perbincangan yang ringan dan menyenangkan. Secara tradisional,

geisha seperti halnya pelayan yang sudah terikat, dititipkan oleh orang tua mereka

ke asrama geisha yang menampung, memberi pakaian, dan melatih mereka.

Kebanyakan geisha modern membuat persatuan, sekalipun profesinya secara

keseluruhan telah menurun sejak Perang Dunia II. Geisha harus berhenti dari

pekerjaannya saat menikah, dan mereka yang pensiun tanpa menikah sering

menjadi guru-guru musik atau tari.

2. A translation text from Bahasa Indonesia into English

Junk Food is unhealthy food that up to now is preferred by some people all

over the world. It is possibly caused by many people consider Junk Food as a

trend of life. Besides, they don’t know the ingredient of it. All food having low

nutrition with high fat, salt (sodium) and sugar, we call it Junk Food. The variety

of Junk Food can be found in snack like potato crispy, cheeseburger, fried potato,

and other fried food. Research shows that this food cause obesity and some health

problems like diabetes, heart attack, and stroke.

b) Adequate Translation


Dalam masyarakat Jepang, geisha adalah wanita yang terlatih secara

professional untuk menghibur para lelaki terutama pada pesta-pesta pebisnis di

restoran. Gambaran tentang geisha sebagai WTS adalah salah, nama “geisha”

mengandung arti orang yang artistik (berseni). Banyak geisha yang menari,

menyanyi, atau bermain alat musik. Fungsi utama mereka adalah membuat

perbincangan menjadi jelas dan menyenangkan. Secara tradisional, geisha seperti

pelayan-pelayan, ditahan oleh orang tua mereka ke rumah-rumah geisha yang

mengasramakan dan melatih mereka juga member mereka pakaian. Banyak geisha

modern saat ini yang membentuk perkumpulan, walaupun profesi ini mengalami

penurunan jumlah yang sangat besar sejak Perang Dunia II. Geisha harus berhenti

dari pekerjaannya ketika mereka menikah, dan mereka yang berhenti bukan

karena faktor pernikahan biasanya alih profesi sebagai guru musik atau tari.


Junk Food is unhealthy food which is until now still becomes popular for

some people in the world. It is because many people think that Junk Food is a

lifestyle. Although doubtfully they know about the composition of it. All foods

which have low nutrition, high fat, salt, and sugar, are called Junk Food. A kind of

Junk Food can be found at snacks such as crispy potato, cheeseburger, french

fries, and other various fried foods. These foods can cause the obesity and other

health problems such as diabetes, heart attack, and stroke.

c) Less Translation


Di masyarakat Jepang, geisha merupakan perempuan yang secara

profesional dididik untuk menghibur laki-laki, khususnya executive muda dalam

pesta. Konsep geisha itu sendiri sebagai pelacur itu tidak benar. Nama “geisha”

berarti orang yang berjiwa seni. Kebanykan nama geisha itu penari, penyanyi,

atau pemain alat musik. Namun, fungsi utama mereka adalah menyediakan

pelayanan dan ramah dalam berkomunikasi. Sederhananya, geisha itu sebagai

pelayan, terikat oleh peraturan yang mengatur mereka. Kebanyakan dari

perempuan geisha masa kini mereka berkumpul dalam sebuah komunitas,

walaupun profesi mengalami penurunan sejak perang dunia ke-2. Geisha harus

berhenti setelah ia menikah, dan sebagian dari mereka yang tidak menikah pun

menjadi guru musik dan penari.


Junk food is a kind of unhealthy food which is favorable for some people

around the world. This may be because most people think that it is a trend in their

life to consume Junk Food. However, not all of the people know the ingredients of

the food. Any food which has a low nutrition and highly contains fat, sodium, and

sugar, we call it as Junk food. This kind of food can be easily found in around us

such as potatoes, cheeseburger, fried potato, and other fried food. This food can

cause obesity and some health problem as diabetes, heart attack, and stroke.

Appendix IV

Students’ Score

No. Student’s

Number

Score of

Grammar Test

Score of

Translation Test

1. 01 65 75

2. 02 47.5 65

3. 03 70 60

4. 04 87.5 80

5. 05 75 67.5

6. 06 67.5 55

7. 07 77.5 67.5

8. 08 62.5 70

9. 09 75 70

10. 10 62.5 52.5

11. 11 57.5 55

12. 12 70 60

13. 13 55 60

14. 14 55 62.5

15. 15 70 75

16. 16 62.5 72.5

17. 17 70 77.5

18. 18 60 50

19. 19 57.5 55

20. 20 70 72.5

21. 21 62.5 60

22. 22 45 65

23. 23 87.5 75

24. 24 65 72.5

25. 25 52.5 57.5

26. 26 65 70

27. 27 52.5 65

28. 28 70 75

29. 29 52.5 57.5

30. 30 57.5 65

62

Appendix V

Descriptive statistic of Students’ Grammatical Ability Test

N Range Minimum Maximum Sum Mean Std. Deviation

Statistic Statistic Statistic Statistic Statistic Statistic Std. Error Statistic

GRAMMAR 30 42.5 45 87.5 1928 64.25 1.888 10.342

Valid N (listwise) 30

63

Appendix VI

Descriptive Statistic of Students’ Translating Ability Test

N Range Minimum Maximum Sum Mean Std. Deviation

Statistic Statistic Statistic Statistic Statistic Statistic Std. Error Statistic

TRANSLATION 30 27.5 52.5 80 1968 65.58 1.417 7.759

Valid N (listwise) 30

APPENDIX VII Validity Test of Grammatical Ability Questionnaire

R 1 2 3 4 5 6 7 8

1 1 0 0 0 1 1 0 1

2 0 1 1 1 0 1 1 1

3 0 0 1 1 1 1 1 1

4 0 1 1 1 0 1 0 1

5 0 0 0 1 1 1 0 1

6 1 1 0 1 1 0 0 1

7 1 1 1 1 0 1 1 1

8 0 1 1 1 1 1 0 1

9 0 1 1 1 1 1 1 1

10 1 1 1 0 0 1 1 1

11 0 1 0 0 1 1 0 1

12 1 1 1 1 0 0 1 1

13 0 0 0 1 0 1 0 1

14 1 1 1 1 1 1 1 1

15 1 1 1 0 1 1 1 1

16 0 0 1 1 1 0 0 1

17 0 1 1 0 0 0 0 1

18 0 1 0 0 1 1 0 1

19 1 1 1 1 1 1 0 1

20 0 1 1 0 1 1 1 1

21 1 1 1 1 1 0 1 1

22 1 1 1 0 0 1 0 1

23 0 1 0 1 1 1 1 1

24 1 1 1 0 0 1 1 1

25 1 1 1 0 0 1 0 1

26 1 0 1 1 0 1 1 1

27 1 1 1 0 0 1 1 1

28 1 1 1 0 1 0 0 1

29 1 0 1 0 1 0 1 1

30 1 0 0 0 1 0 1 0

EX 17 22 22 16 18 22 16 29

p 0,567 0,733 0,733 0,533 0,600 0,733 0,533 0,967

q 0,433 0,267 0,267 0,467 0,400 0,267 0,467 0,033

Rerata (Mp) 27,176 27,409 27,727 27,750 26,944 27,591 28,563 26,966

Rerata (Mt) 26,767 26,767 26,767 26,767 26,767 26,767 26,767 26,767

Simpangan Baku 3,739 3,739 3,739 3,739 3,739 3,739 3,739 3,739

rpb 0,374 0,456 0,456 0,368 0,382 0,456 0,368 0,507

r-kritis 0,361 0,361 0,361 0,361 0,361 0,361 0,361 0,361

status Valid Valid Valid Valid Valid Valid Valid Valid

9 10 11 12 13 14 15 16 17

0 1 0 1 1 0 0 1 1

1 1 1 1 1 0 0 1 0

1 1 1 1 1 0 0 1 1

1 1 0 1 0 0 0 1 0

1 1 0 1 1 1 0 0 0

1 1 1 1 1 1 0 1 0

1 1 1 0 1 1 1 0 0

1 1 0 1 1 1 1 1 0

1 1 0 1 1 1 0 1 1

1 1 0 1 1 0 1 1 1

1 1 1 1 1 0 0 0 1

1 1 0 1 1 1 1 1 0

1 1 0 1 1 0 0 1 0

1 1 1 1 1 1 1 1 1

1 1 1 1 1 1 0 1 0

0 1 1 1 1 1 0 1 0

1 1 1 1 1 1 0 1 1

1 1 1 1 0 0 1 1 0

1 1 0 1 1 1 0 1 0

1 1 1 1 1 0 1 1 0

1 1 1 1 1 1 1 1 0

1 1 0 1 1 1 0 0 1

1 1 1 1 0 0 0 0 1

1 1 1 1 1 0 0 1 1

1 1 0 1 1 1 0 1 1

1 1 1 1 1 0 1 1 1

1 0 1 0 1 1 0 1 1

1 0 1 1 1 1 1 1 0

1 1 1 0 1 0 0 0 1

1 1 1 1 0 0 1 1 1

28 28 19 27 26 16 11 24 15

0,933 0,933 0,633 0,900 0,867 0,533 0,367 0,800 0,500

0,067 0,067 0,367 0,100 0,133 0,467 0,633 0,200 0,500

27,143 26,821 27,000 26,593 27,038 26,750 28,636 27,000 27,200

26,767 26,767 26,767 26,767 26,767 26,767 26,767 26,767 26,767

3,739 3,739 3,739 3,739 3,739 3,739 3,739 3,739 3,739

0,496 0,496 0,385 0,490 0,479 0,368 0,337 0,470 0,366

0,361 0,361 0,361 0,361 0,361 0,361 0,361 0,361 0,361

Valid Valid Valid Valid Valid Valid Drop Valid Valid

18 19 20 21 22 23 24 25 26

1 0 0 1 1 1 1 0 0

1 1 1 1 1 1 1 1 0

0 1 1 1 1 1 1 1 1

0 0 1 1 0 0 1 1 1

1 1 0 0 1 1 1 1 0

0 1 0 1 1 1 1 0 1

0 1 1 1 1 0 1 1 1

1 1 1 0 0 1 1 1 1

0 1 1 1 1 1 1 1 0

1 0 1 1 0 1 1 1 0

0 0 1 1 0 1 1 1 1

0 1 1 1 1 1 1 0 0

1 1 1 1 0 1 1 0 0

0 1 1 1 1 1 1 1 1

1 1 1 0 0 1 0 1 1

0 1 1 1 1 1 1 0 0

0 1 1 0 1 1 1 1 0

1 1 1 1 1 1 1 1 1

0 1 0 1 1 1 1 1 1

1 1 1 0 1 1 1 1 1

0 0 1 1 1 1 0 0 0

0 1 1 0 0 1 1 1 1

0 0 1 1 1 1 1 1 0

0 0 1 1 0 0 1 1 0

0 1 1 1 1 0 1 0

1 1 0 1 1 1 1 1 1

1 1 1 0 0 1 0 0 1

0 1 0 1 0 0 1 1 0

1 1 1 0 1 1 1 1 1

0 1 1 1 0 1 0 1 0

12 22 24 22 19 26 25 23 15

0,400 0,733 0,800 0,733 0,633 0,867 0,833 0,767 0,500

0,600 0,267 0,200 0,267 0,367 0,133 0,167 0,233 0,500

26,917 27,045 26,917 27,091 27,579 26,808 27,040 27,391 28,467

26,767 26,767 26,767 26,767 26,767 26,767 26,767 26,767 26,767

3,739 3,739 3,739 3,739 3,739 3,739 3,739 3,739 3,739

0,349 0,467 0,475 0,456 0,385 0,481 0,478 0,467 0,366

0,361 0,361 0,361 0,361 0,361 0,361 0,361 0,361 0,361

Drop Valid Valid Valid Valid Valid Valid Valid Valid

27 28 29 30 31 32 33 34 35

1 1 1 0 0 0 0 1 1

1 1 1 0 0 1 1 0 1

1 1 1 0 1 0 1 0 0

1 1 1 0 1 0 1 1 1

0 1 0 0 1 1 0 0 1

0 1 0 0 1 0 0 1 1

1 1 1 1 1 1 1 1 0

1 1 0 1 1 1 1 0 1

1 1 1 1 1 1 0 0 1

1 1 1 0 1 1 0 0 1

0 1 1 1 1 0 0 1 1

1 1 1 0 1 1 1 1 1

1 0 0 0 1 1 1 0 1

1 1 1 1 1 1 0 0 1

1 1 1 0 0 0 0 0 1

1 0 0 0 1 1 0 1 0

0 0 0 0 1 0 1 0 1

1 0 0 1 1 0 1 1 0

1 1 0 1 1 0 1 1 1

1 1 1 0 1 1 1 1 0

1 1 1 1 1 1 1 0 0

1 1 1 0 0 0 1 0 0

1 1 1 0 1 1 1 0 0

0 0 1 0 1 0 1 1 1

1 1 1 1 1 1 1 0 1

1 1 1 0 0 0 1 1 1

1 1 0 0 1 0 1 0 1

1 1 0 0 1 1 0 1 1

1 1 1 0 0 0 0 1 1

0 1 0 1 1 0 0 1 0

24 25 19 10 24 15 18 15 21

0,800 0,833 0,633 0,333 0,800 0,500 0,600 0,500 0,700

0,200 0,167 0,367 0,667 0,200 0,500 0,400 0,500 0,300

27,583 27,440 28,053 28,400 26,833 27,400 27,167 26,467 27,000

26,767 26,767 26,767 26,767 26,767 26,767 26,767 26,767 26,767

3,739 3,739 3,739 3,739 3,739 3,739 3,739 3,739 3,739

0,475 0,478 0,385 0,309 0,475 0,366 0,382 0,366 0,443

0,361 0,361 0,361 0,361 0,361 0,361 0,361 0,361 0,361

Valid Valid Valid Drop Valid Valid Valid Valid Valid

36 37 38 39 40 JML

0 1 1 1 1 23

0 0 0 1 0 27

1 1 1 1 1 31

1 1 1 1 1 26

1 0 0 1 1 22

0 0 1 1 1 25

0 0 1 1 0 30

0 0 0 1 0 28

0 1 1 1 1 32

0 1 1 1 1 29

0 1 1 1 1 26

0 1 0 0 0 28

1 1 1 1 0 23

1 1 1 1 1 37

1 0 0 1 0 26

0 0 0 0 0 20

1 0 0 1 0 22

0 0 1 1 1 27

1 0 1 1 0 30

1 0 1 0 1 31

1 0 0 0 0 27

1 0 0 1 0 23

1 1 0 1 0 26

1 0 0 1 1 25

1 0 0 0 0 26

1 1 1 1 0 32

1 1 1 1 1 27

1 1 0 0 1 25

1 1 1 1 1 28

0 1 1 0 0 21

18 15 17 23 15 803

0,600 0,500 0,567 0,767 0,500 26,767

0,400 0,500 0,433 0,233 0,500

27,056 27,600 28,118 27,174 27,600

26,767 26,767 26,767 26,767 26,767

3,739 3,739 3,739 3,739 3,739

0,382 0,366 0,374 0,467 0,366

0,361 0,361 0,361 0,361 0,361

Valid Valid Valid Valid Valid

69

APPENDIX X Reliability Test of Translating Skill Questionnaire

Student Even Item’s

Score

Odd Item’s

Score

1 35 40

2 35 30

3 27,5 32,5

4 42,5 37,5

5 35 32,5

6 27,5 27,5

7 32,5 35

8 32,5 37,5

9 35 35

10 22,5 25

11 25 30

12 30 30

13 22,5 27,5

14 35 40

15 35 40

16 37,5 35

17 22,5 27,5

18 25 30

19 20 30

20 32,5 45

21 32,5 27,5

22 25 40

23 35 40

24 32,5 40

25 32,5 22,5

26 32,5 37,5

27 30 35

28 35 30

29 25 32,5

30 30 35

SUM 920

1007,5

MEANS 30,66667 33,58333

r-h 0,472056

70

Appendix XI

Graphical Method of Normality Test

71

72

Appendix XII

Critical Values of the

Pearson Product-Moment Correlation Coefficient

df = n -2

Level of Significance (p)

for Two-Tailed Test .10 .05 .02 .01

DF

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

35

40

45

50

60

70

80

90

100

.988

.900

.805

.729

.669

.622

.582

.549

.521

.497

.476

.458

.441

.426

.412

.400

.389

.378

.369

.360

.352

.344

.337

.330

.323

.317

.311

.306

.301

.296

.275

.257

.243

.231

.211

.195

.183

.173

.164

.997

.950

.878

.811

.754

.707

.666

.632

.602

.576

.553

.532

.514

.497

.482

.468

.456

.444

.433

.423

.413

.404

.396

.388

.381

.374

.367

.361

.355

.349

.325

.304

.288

.273

.250

.232

.217

.205

.195

.9995

.980

.934

.882

.833

.789

.750

.716

.685

.658

.634

.612

.592

.574

.558

.542

.528

.516

.503

.492

.482

.472

.462

.453

.445

.437

.430

.423

.416

.409

.381

.358

.338

.322

.295

.274

.256

.242

.230

.9999

.990

.959

.917

.874

.834

.798

.765

.735

.708

.684

.661

.641

.623

.606

.590

.575

.561

.549

.537

.526

.515

.505

.496

.487

.479

.471

.463

.456

.449

.418

.393

.372

.354

.325

.303

.283

.267

.254

72

66

APPENDIX VIII Validity Test of Translating Skill Questionnaire

Student Higher Group Lower Group

1 40 32,5

2 42,5 22,5

3 40 27,5

4 40 27,5

5 37,5 27,5

6 37,5 30

7 35 30

8 35 30

9 40 30

10 35 25

Means 38,25 28,25

Standard

Deviation 2,648374764 2,898754522

T-statistic 8,053872663

alpha 0,05

df 9

T-Table 2,262157158

Result Valid

Student Higher Group Lower Group

1 37,5 30

2 40,5 30

3 35 30

4 35 30

5 35 27,5

6 37,5 27,5

7 37,5 27,5

8 32,5 25

9 32,5 25

10 32,5 25

Means 35,55 27,75

Standard

Deviation 2,681728298 2,188987589

T-statistic 7,125343122

alpha 0,05

df 9

T-Table 2,262157158

Result Valid

Documents

THE CORRELATION BETWEEN STUDENTS’ GRAMMATICAL …