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THE CORRELATION BETWEEN STUDENTS’TRANSLATION ABILITY
AND THEIR WRITING ABILITY
AT THE TENTH GRADE STUDENTS OF SMK NEGERI 2 JAMBI CITY
IN THE ACADEMIC YEAR 2017/2018
THESIS
LISA AGUSTINI
NIM : TE. 141002
ENGLISH EDUCATION PROGRAM
FACULTY OF EDUCATION AND TEACHER TRAINING
THE STATE ISLAMIC UNIVERSITY
SULTHAN THAHA SAIFUDDIN
JAMBI
2018
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THE CORRELATION BETWEEN STUDENTS’TRANSLATION ABILITY
AND THEIR WRITING ABILITY
AT THE TENTH GRADE STUDENTS OF SMK NEGERI 2 JAMBI CITY
IN THE ACADEMIC YEAR 2017/2018
THESIS
Submitted to fullfiled one the requirements to obtain the
Undergraduate Degree (S1) in English Education Program of
Faculty of Education and Teaching Training of State Islamic University
Sulthan Thaha Saifuddin Jambi
LISA AGUSTINI
NIM : TE 141002
ENGLISH EDUCATION PROGRAM
FACULTY OF EDUCATION AND TEACHER TRAINING OF
THE STATE ISLAMIC UNIVERSITY
SULTHAN THAHA SAIFUDDIN
JAMBI
2018
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DEDICATION
First of all, the writer would like to say “alhamdulillah”, the praise and thankfulness to
Allah SWT because without his mercy and blessing the writer cant finished this thesis.
I dedicated this thesis especially for:
My beloved parents, My Father (Fathullah) and My Mother (Holiyah) who have
educated from the cradle up to my last breath with your love, patient, material,
support. I believed that I had achieved is of your struggle, sacrifice and prayer for me.
I really love you all
For all my beloved family, my beloved lecturers, my first advisor (Mr. Drs. H.
Marzuki Arsyad Ash, MA) and my second advisor (Miss Netty Zurnelli, M.Pd) who
always listen my problem in making this thesis and never be tired to help me finished
this thesis.
My beloved niece (Nela Lestari), My beloved friend (Nila Inayatillah), and Annila
thank you for giving support, helping, and always hear my troubles, it really helps me.
All my friends and especially my classmate English Member Class of A 2014 who
can’t be mentioned one by one thank you for being my friends and giving support to
me.
May Allah bless them all.
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ACKNOWLEDGEMENTS
By saying Alhamdulillahirabbil’aalamiin all veneration to Allah SWT. The
beneficence and merciful, who has given us the mercy, and blessing and guidance to
complete writing this thesis. May peace and salutation always be given to our prophet
Muhammad SAW who has given his life moral improvement and to be mercy to
universe.
The goal of this thesis is a partial requirements for the undergraduate degree
(S1) in English Education Study Program at The State Islamic University of Sulthan
Thaha Saifuddin Jambi which is entitled “The Correlation between Students’
Translation Ability and Their Writing Ability at the Tenth Grade Students of
SMKN 2 Jambi City”
The writer would like to express my sincere gratitude to Drs. H. Marzuki
Arsyad Ash, MA as the first advisor and Netty Zurnelli, M. Pd as the second advisor
who have give me support, guidance for accomplishing this thesis. Then writer also
would like to express many thanks to the following people who provided me helps in
finishing this thesis, namely :
1. Dr. H. Hadri Hasan, MA as the rector of The State Islamic University of Sultan
Thaha Saifuddin Jambi.
2. Prof. Dr. Su’aidi, M. A., Ph, D, as the first vice rector of The State Islamic
University of Sultan Thaha Saifuddin Jambi
3. Dr. H. Hidayat, M. Pd, as the second vice rector of The State Islamic University
of Sultan Thaha Saifuddin Jambi
4. Dr. Hj. Fadlilah, M. Pd, as the third vice rector of The State Islamic University
of Sultan Thaha Saifuddin Jambi.
5. Dr. Hj. Armida, M. Pd. I, as the dean of Faculty of Education and Teacher
Training of The State Islamic University of Sulthan Thaha Saifuddin Jambi.
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6. Dr. Lukman Hakim, M. Pd as the vice dean of Academic Affair of Faculty of
Education and Teacher Training of The State Islamic University of Sulthan
Thaha Saifuddin Jambi.
7. Dr. Zawaqi Afdal Jamil, S. Ag, M. Pd. I, as the vice dean of Finance and
Administration of Faculty of Education and Teacher Training of The State
Islamic University of Sulthan Thaha Saifuddin Jambi.
8. Dr. Kemas Imron Rosadi, M. Pd as the vice dean of Students’ Affair and
Cooperative of Faculty of Education and Teacher Training of The State Islamic
University of Sulthan Thaha Saifuddin Jambi.
9. Amalia Nurhasanah, S.Pd, M.Hum as chief of English Education Study
Program of Education and Teacher Training Faculty in The State Islamic
University of Sulthan Thaha Saifuddin Jambi.
10. All lecturer at Faculty of Education and Teacher Training in The State Islamic
University of Sulthan Thaha Saifuddin Jambi who gives knowledge to writer.
11. The administration staff at The State Islamic University of Sulthan Thaha
Saifuddin Jambi.
12. All classmates who give me support and suggestion to finish this thesis.The
writer hopes that this thesis will give contribution to the world of teaching
English.
Jambi, July 2018
The Writer
Lisa Agustini
TE. 141002
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ABSTRACT
Name : Lisa Agustini
Major : English Education Program
Title : The Correlation between Students’ Translation Ability and Their
Writing Ability at the Tenth Grade Students of SMKN 2 Jambi City
The objectives of this study were to find out the correlation between students’
translation ability and students’ writing ability, the correlation between students’
translation ability and students’ writing ability and the contribution of students’
translation ability towards students’ writing ability. This is quantitative research with
correlation design. The population in this study was the tenth grade Multimedia
program SMKN 2 Jambi city which consisted of 3 classes with 105 students. The
writer used total sampling which means all students in tenth grade involved in this
research. The variables in this were one independent variable (students’ translation
ability) and one dependent variable (writing ability). The data were collected by
translation test and writing test. Based on the research findings, it revealed that the
tenth grade students Multimedia program of SMKN 2 Jambi is average category. The
result of the coefficient correlation between students’ translation ability and students’
writing ability was r=0.516. It means that those variables were positively correlated.
However, r=0.516 was categorized as moderate correlation. The result of analyzing
the significance value is 0.000, it means that 0.000<0.05. So, Null hypothesis (Ho)
rejected and Alternative Hypothesis (Ha) accepted. The last, from the regression
analysis found out that R Square is 0.266 or 26.6%. It means that the translation ability
gives contribution as much 12.7% to writing ability.
Keywords: Translation Ability, Writing Ability
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ABSTRAK
Nama : Lisa Agustini
Jurusan : Pendidikan Bahasa Inggris
Title : Hubungan antara Kemampuan Menerjemah Siswa dan Kemampuan
Menulis Mereka pada siswa kelas X SMKN 2 Kota Jambi Tujuan dari penelitian ini untuk mengetahui bagaimana kemampuan
menerjemah siswa dan kemampuan menulis siswa, hubungan antara kemampuan
menerjemah siswa dan kemampuan menulis siswa dan kontribusi kemampuan
menerjemah siswa terhadap kemampuan menulis siswa. Penelitian ini adalah
penelitian kuantitatif jenis korelasi. Populasi dalam penelitian ini adalah seluruh siswa
kelas X jurusan MutiMedia SMKN 2 Kota Jambi yang terdiri dari 3 kelas dengan
jumlah 105 siswa. Penulis menggunakan total sampling yang berarti bahwa sampel
yang di ambil adalah seluruh siswa kelas X jurusan MutiMedia. Variabel penelitian ini
terdiri dari satu variable bebas (kemampuan menerjemah) dan satu variable terikat
(kemampuan menulis). Instrumen pengumpulan data dilakukan dengan menggunakan
tes menerjemah dan tes menulis. Berdasarkan hasil penelitian, diketahui bahwa siswa
kelas X jurusan MutiMedia SMKN 2 Kota Jambi masih kategori rata-rata. Hasil dari
perhitungan korelasi ditemukan bahwa hubungan antara kemampuan menerjemah
siswa dan kemapuan menulis mereka adalah r=0.516. Ini menunjukkan bahwa
variabel tersebut memiliki korelasi yang positif. Bagaimanapun, korelasi dari r=0.516
dikategorikan sebagai korelasi yang kecil. Hasil dari analisa nilai signifikansi adalah
0.000, hal ini menunjukkan bahwa 0.000<0.05. Sehingga Ho ditolak dan Ha diterima.
Terakhir, dari analisa regresi diketahui bahwa R Squre 0.266 atau 26.6%. Ini
menunjukkan bahwa kemampuan menerjemah memberikan konstribusi terhadap
kemampuan menulis sebesar 26.6%.
Kata Kunci: Kemampuan Menerjemah, Kemampuan Menulis
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TABLE OF CONTENTS
Page Title .......................................................................................................... i
Thesis Agreement ............................................................................................. ii
Acceptance and Approval ................................................................................ iii
Originality Thesis Statement ............................................................................ iv
Dedication ........................................................................................................ v
Motto ................................................................................................................ vi
Acknowledgement ............................................................................................ vii
Abstract ............................................................................................................ viii
Abstract (Indonesia) ......................................................................................... ix
Table of Contents ............................................................................................. x
List of Table ..................................................................................................... xi
List of Appendices ........................................................................................... xii
CHAPTER I INTRODUCTION
A. Background of The Study .............................................. 1
B. Limitation of Problem .................................................... 4
C. Problem of The Study .................................................... 5
D. Objective of The Study .................................................. 5
CHAPTER II LITERATURE REVIEW
A. Translation Ability….…………………………………. 6
1. Definition of Translation…….……………………. 6
2. Process of Translation……….…………………….. 7
3. Kinds of Translation..……………………………... 8
4. Qualities of A Good of Translation.………………..9
B. Writing Ability…………..…………………………….. 10
1. Definition of Writing……………………………….10
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2. Process of Writing …………………………………10
3. Types of Writing …………………………………. 11
4. Descriptive Text…………………………………... 12
C. Previous Study……..………………………………….. 13
D. Research Hypothesis…………………………………... 14
CHAPTER III RESEARCH METHOD
A. Research Design …….………………………………... 15
B. Research Setting.……………………………………… 15
C. Population and Sample………………………………... 15
D. Variable of the Research……………………………… 16
E. Technique to Collect the Data...………………………. 17
F. Validity and Reliability………………………………. 18
G. Techniques for Analyzing Data……………………….. 20
CHAPTER IV FINDING AND INTERPRETATION
A. Finding of the Study…………………………………... 22
1. Descriptive Analysis………………………………. 22
1) The Result of Translation Ability……...………… 22
2) The Result of Writing Ability……..……………... 23
2. Statistical Analysis………………………………... 24
1) Normality Test…………………………………… 34
2) The Correlation Test……………………………... 34
3) Regression Analysis…………………….………... 40
B. Interpretation………………………………………….. 40
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion……………………………………………. 42
B. Suggestion……………………………………………. 42
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LIST OF TABLE
Table 3.1 Total Population at Tenth Grade students...……………………. 16
Table 3.2 Criteria of Translation Score..………………………………….. 17
Table 3.3 Criteria of Writing Score……………………………………….. 18
Table 3.4 Interpretation Cohen’s Kappa value…………………………... 19
Table 3.5 Interpretation of r value………………………………………… 21
Table 4.1 The Result of Translation Ability……………...……………….. 23
Table 4.2 The Result of Writing Ability……...…………………………… 23
Table 4.3 The Score of Students’ Translation and Writing……………….. 24
Table 4.4 Distribution Data Frequency of Translation Ability…………….29
Table 4.5 Distribution Data Frequency of Writing Ability ……………… 32
Table 4.6 The Correlation…...……………………………………………. 35
Table 4.7 The Regression…...……………………………………………. 40
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LIST OF APPENDICES
Appendix I : Translation Test
Appendix II : Writing Test
Appendix III : Scoring Rubric of Translation Test
Appendix IV : Scoring Rubric of Writing Test
Appendix V : The Result of Translation Score by Each Rater
Appendix VI : The Result of Writing Score by Each Rater
Appendix VII : The Result of Inter-Rater Reliability
Appendix VIII : The Result of Normality Test the Translation Ability
Appendix IX : The Result of Normality Test the Writing Ability
Appendix X : The Result of Translation Ability Test
Appendix XI : The Result of Writing Ability Test
Appendix XII : Documentation
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CHAPTER I
INTRODUCTION
A. Background of the Study
Learning English as a foreign language involves the master of four basic skills
that has an important role in a daily international communication. They are
speaking, reading, listening and writing. Among the four skills of language, one
of productive skill which is the ultimate skill that learners should master besides
speaking is writing. Mehrabi (2014) states that although writing and speaking are
productive skills. There are important differences between them. While writing
should be taught to people, speaking can be learned normally. In comparison to
speaking, writing imposes greater demands on the learners since there is no
immediate feedback in written interaction.
Furthermore, Writing is the written expression of thoughts, desires, emoticons,
and schemes and this requires skill rather than knowledge (Asmari, 2013, p.130).
So that, students can share and convey their thoughts and ideas into words which
have meaningful. Writing ability help students gain independence,
comprehensibility, fluency, and creativity in writing. If students can master this
ability, they can write so that they can not only read what they have written, but
others can read and understand it.
We know that writing is not easy. Writing needs hard thinking in producing
words, sentences, and paragraphs at the same time so it is the most difficult skill
to be learnt. According to Hashempour, et al. stated that one of the most difficult
skill for L2 learners to master is certainly writing. This difficulty is not only in the
facets of generating and organizing ideas but also in translating ideas into a
readable text (2015). Despite it difficulties, it is very important for many students
because through writing, they can show their knowledge in content areas.
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English is as first language or second language and also is intensively used in
international communication, in written as well as in spoken. Besides that, many
books of science and technology, art and other published issues are written in
English. We know that English in Indonesia has become the first foreign language
which is taught from elementary to university level. In many aspects and based
on some considerations, teachers consider writing skill as the most important skill
yet the most difficult to teach among three other language skills; listening,
speaking and reading. An ability to write appropriately and effectively has
become the goal of language teaching, both in learners’ mother tongue and in any
other languages they may wish to learn. According to Alderson and Bachman
(2002) writing has become an essential tool for people of all walks of life in
today’s global community. Whether used in reporting analysis of current events
for newspapers or web pages, composing academic essays, business reports,
letters, or e-mail messages, the ability to write effectively allows individuals from
different cultures and backgrounds to communicate.
Writing is one of the four language skills that are taught in learning English
which usually considered as a difficult to do for students. Because to have good
English writing ability, students are required to master many languages
components, such as, having large vocabularies, grammatical rules, punctuations,
word choice, etc. beside those all mentioned, they have to be able to have the
ideas what to write and organize them in proper order for organizing them in good
writing product. According to Mehrabi (2014), Writing is important because it is
a basis for communicating clear thinking. Via writing, people can communicate a
variety of messages to a close or distant, known or unknown reader or readers.
According to jannah (2013) in academic context, the ability in writing is very
important to be acquired to support the study of the students. As we know that
having the skills in writing in English will be very helpful when students are
asked to write some paper in English. Based on 2006 School Based Curriculum
(KTSP) writing is one of the obligatory language skills. The teaching of writing is
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aimed at enabling students to master the functional texts and monologue texts or
paragraphs in the form of descriptive, narrative, recount, procedure, and report
(Depdiknas, 2006). So that, Writing is important as teaching other components in
English such as speaking, reading, and listening because the learners can convey
their thought, feeling, and experiences in written form. On the contrary, it is a fact
in teaching learning process that most of students find difficulties in expressing
their ideas, interest, experiences, and feeling into written forms or writing. Ideally,
in writing the students are expected to be able to practice how to express their
ideas and arranging them in systematic way into written forms.
The students’ writing ability can be affected by their translation ability, when
the students write in English, the first idea will be in mother tongue then they
transfer into English. According to Awadalbari (2015, p. 251) Translation
enhances students writing skills, as well as to facilitates and speeds up the
learner’s comprehension processes but learners’ output will be different according
to the language direction of the translation activities. Writing and translation are
two things which are interrelated to each other in EFL learning.
Translation is a process the change of one language into the other language. In
teaching and learning language context, it is the students’ activity to change the
source language into the target language. Translation exercises in language
teaching were especially related to comparison of L1/L2 syntactic structures,
vocabulary learning, raising inter lingual and intercultural awareness, developing
communicative competence and language learning strategies, and enhancing
pragmatic skills (Druce, 2012). Most teachers who believe that translation is very
important in language learning were likely to devote much of their teaching to
translation, while endorsing other language learning strategies that are commonly
associated with communicative approaches.
Therefore, those are some reasons why translation ability is needed by EFL
students in writing activities. Basically, translation has good position in teaching
and learning English as foreign language. Translation cannot be separated from
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the other abilities. It is relevant with what Dagiliene (2012) says that “translation
is activities were applied in the foreign language learning process to achieve
progress in improving language skills in reading, writing, speaking, and
listening.In high school learning process, under the pressure of studies, most
students will learn the knowledge translation as a means of studies that will be
written foreign language translation of basic knowledge learned can have a good
result (Sun, 2016).
Based on the explanations above, it can be clearly seen that translation ability
as an important thing in learning English as Foreign Language (EFL) is closely
related to the students’ writing ability. Translation activity could be increases the
students writing ability. A research that conducted by Moh. Hanafi with the title is
“Ability to Translate and Writing Skill in STKIP PGRI Tulungagung”. This result
of research also show that From 24 students ,the coefficient of the correlation of
Kendal Tau’s analysis was .552. It can be interpreted that there was a positive
medium correlation between the variables. Next, A research that conducted by
Nastaran Mehrabi (2014) entitled “ The Effect of Second Language Writing
Ability on First Language Writing Ability. This study was conducted in Islamic
Azad University of Khorasgan, Isfahan, Iran. This study was conducted to
investigate the influence of second language writing ability on first language
writing ability. The next research that identified the correlation between
translation ability and others ability is conducted by Srifitrotunnisa with the title
“The Correlation Between Mastering Grammar and student’s Translation Ability
At the Eight Grade At Islamic Junior High School Mafatihul Huda”. This result of
research also shows that the increasing or decreasing score of translating skill can
be predicted by the score of grammatical ability, which means there is correlation
between students’ grammatical ability and translating skill. These research, it can
be stated that translation needs other languages. To improve translation ability it
requires other abilities.
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Based on the preliminary study that researcher conducted by observations on
the tenth grade students of Multimedia program at SMKN 2 Jambi City when
teaching and learning process in class. The researcher found that the students with
better mastery to translate can produce a better writing product.
From the description above, writing ability is part of English that must be
mastered by students. In every material in English book, students need to translate
every text or vocabulary and in the end of the lesson they have writing task. Based
on the explanation above, the writer conducted a study entitled “The Correlation
between Students’ Translation Ability and Their Writing Ability at the Tenth
Grade Students of SMKN 2 Jambi City in”.
B. Limitation of the Problem
In this research, the researcher focuses on the correlation between students’
translation ability and their writing ability at tenth grade students of SMKN 2
Jambi city. The students will be assigned to translate a descriptive paragraph and
write a descriptive paragraph.
C. Formulations of the Problem
The problems of this study are :
1. How is the score of students’ translation ability in English?
2. How is the score of students’ writing ability in English?
3. Is there any significant correlation between students’ translation ability
and their writing ability at the tenth grade students of SMKN 2 Jambi
City?
D. Objectives of the Research
Based on the research questions above, the objective of this study is formulated
as follow:
1. To find out the score of students’ translation ability in English.
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2. To find out the score of students’ writing ability in English.
3. To find out the significant correlation between translation ability and their
writing ability at the tenth grade students of SMKN 2 Jambi City.
E. The Significance of the Research
The result of this study is to give information about the importance of writing
ability and translation ability. Then, the result of the study can be used as input for
English teachers to motivate their students to get satisfying comprehension in
writing English text by having translation ability. Furthermore, it can be used as
information for others who want to study further, especially in English education
to know the other factors affecting English writing ability and translation ability.
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CHAPTER II
REVIEW OF LITERATURE
A. Translation Ability
1. Definition of Translation
Translation is a transfer process which aims at the transformation of a
written SL text into an optimally equivalent TL text, and which requires the
syntactic, the semantic and pragmatic understanding and analytical processing
of the SL (Wills in Suryadinata, 2003). Translation technique is defined as
procedures to analyze and classify how translation equivalence works (Molina
and Albir, 2002). Molina and Albir (2002) offer eighteen translation
techniques. They are addition, deletion, explicit, implicit, modulation,
transposition, generalization, particularization, pure borrowing, borrowing,
established equivalence, literal, compensation, calque, description, creation,
substitution, variation. Translation can be considered as transferring meaning
from the source language to target language in written texts to give the sense of
the original and the naturalness of the expressions. Based on Katy (2002) in
her book title “Introductory Course in Translation Principles” defines
translation as such: “Translation is re-telling, as exactly as possible, the
meaning of the original message in a way that is natural in the language into
which the translation is being made”. It means, translation aim to tell again
what is told in another language exactly in the other language that the
translation is being done without altering the meaning of the words.
From the definitions above, it means that Translation implicate two
languages, there are source language and target language. Source language is
text language that translated and target language is text language achieve of
translation. Example, if we translate text English to Indonesia language, so
English is source language and Indonesia language is target language.
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2. Process of Translation
A translator must comprehend about process of transferring the message
from the source language into the target language. According to Nida and
Taber in Hadisubroto (2006), there are three steps in process of translation.
The first step is analysis. As the translator reads through the text, he should
note down any lexical items which seem to be the key words. These will be
words which are crucial to an understanding of the text. One of the first steps
in the analysis should be a careful study of these key words, in order to find a
good lexical equivalent in the receptor language. Often it will be necessary to
consult dictionaries and encyclopedias for more information. The components
of meaning which are crucial and need to be transferred should be identified.
How detailed the analysis will be vary with the difficulty of the text. The
more difficult the text, the more need there will be for a careful re-writing into
semantic structure before any transfer begins. The translator should not
become burdened by making extensive semantic displays. It is a tool to help in
his analysis. Some find it most helpful to simply re-write the text in a near
semantic presentation.
The second step is Transference source language to target language. After
finishing the process of analysis, the next process is transferring material
which is source language into the mind of translator and recasting within a
target language. In other hand, the translator should replace the ideas from the
source language into the target language without change the meaning of source
language.
The last step is Revising/restructuring draft. Restructure and revised the
sentence or text until get true meaning. There are ways to find out equivalence
meaning about the result of translation. The translator can translate text freely
with own words or sentence in order to provide the most appropriate
communication in the target language.
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3. Kinds of Translation
According to Maryamu Danbaba there are two kinds of translation. The
first, Literal translation is kind of translation whereby the translation follows as
closely as possible the form of the language which is used in the original
message.. Example: The fruit was then eaten by the hungry fox. The aim of
literal translation is to render the meaning of the lexical items of SL text
without taking into account the context. The extreme case of literal translation
involves the rendering of the primary meaning of SL words as well as
reflecting the same SL word— order and structure in the target language.
Literal translation cannot generally reproduce meaning and may lead to
incomprehensibility. In literal translation, the word is usually taken as the unit
of translation. This presupposes that words are not influenced by the context.
In this investigation, we hold the view that, contrary to this notion, words do
not stand on their own their meaning is mainly derived from the context in
which they occur.
The second, a meaning-based translation is that kind of translation that
aims to express the exact meaning of the original message in a way that is
natural in the new language. A meaning-based translation may to change the
order of the words, it will use the order which is most clear and natural in the
language into which the translation is being made. Then, may to change the
expressions or idioms, it will use the words which give the meaning of the
original clearly, even though this may not be the same idiom as in the original
message.
A meaning-based translation is sometimes also called as Meaning-
equivalent, Idiomatic and Dynamic. Meaning equivalent means it
communicates the same meaning as the original message”. Idiomatic means it
uses the natural, idiomatic form of the language into which the translation is
being made. Then, Dynamic means it aims to produce the same impact on the
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hearers as the original message had on the original hearers or readers. It aims
to stir the reader to action as the original version.
4. Qualities of A Good Translation
A good translation should be has important things that is Accuracy, Clear
and naturalness. The first, Accuracy is understanding message of the source
language and express the message into target language. Notice that an accurate
translation is not one that is as near to the form of the original message as
possible, but one that expresses the same meaning as exactly as possible. A
translation is inaccurate if the meaning of the translation is different in any way
from the original message. Kathy Barnwell observed inaccuracy in translation
to include: Omission “The translation is inaccurate if part of the meaning is
missing”, Addition “The translation is inaccurate if anything has been added to
the meaning” and Change: “The translation is inaccurate if the meaning has
been changed or twisted in any way”. For an accurate translation, the translator
must also have it in mind to ask if the translation is accurate in the sense that if
the meaning is as nearly as possible the same meaning that the original author
intended to be. So when translating, the translator is not to omit, add, or change
the meaning of the original message.
The second, Clear is translation should be understandable. For the
translator, the important thing is that there is nothing in the wording of the
translation that makes the message difficult to understand. The kind of
language used should be that which makes the message as clear as possible.
The last, qualities of a good translation is naturalness. Naturalness is
needed in translation in order to make effective. Equivalent should not be
foreign. The result of the translation should not sound ‘strange’ or foreign but
it should ‘flow easily’ or sound natural so the readers can understand them
easily.
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B. Writing Ability
1. Definition of Writing
Writing is the written expression of thoughts, desires, emoticons, and
schemes and this requires skill rather than knowledge (Asmari, 2013, p. 130).
So, writing ability is the ability of a person to express their idea, feeling or
something to others by using written language. Mahmudah (2014) also stated
that writing is one of communication skills as a means of communication that
we must consciously learn because no one learns to write automatically. It is a
very important subject because in writing we must share idea from our brain, it
is not easy to translate concept in our brain to be a written language, and we
must also be clever to choose and to combine the vocabulary to create
something that is meaningful.
2. Process of Writing
Oshima (2006) acknowledged that writing is a process which lead students
through four main stages of writing. Oshima (2006) propose of writing process
which consist of prewriting, organizing, writing and editing. The first is
Prewriting that is any activities that encourage students to write. According to
Oshima and Hogue (2006), prewriting is process to choose a topic and collect
information about it. In addition, brainstorming is included in writing process
activities as Harmer (2001, p. 258) states “writing is a process of brainstorming
ideas to collect them in some other way and draft them an a piece of writing”.
Brainstorming with other students can be a good way to develop words and
ideas, pupils can work alone or in pairs or in groups. Through this way, the
students do not have to make decision about content and language.
Nevertheless, they are expected to explore their idea. Finally, prewriting
facilities the students both the process of writing and the product of writing is
writing piece.
12
The second is drafting. It is outline as guide of writing piece. It is the stage
where the writer ‘puts together the pieces of the text through developing ideas
into sentences and paragraphs within an overall structure. When students try to
write their first writing in drafting form, they may not think about grammar,
spelling or punctuation (Oshima, 2005, p. 25).
The third is editing. It is the stage where students are expected to correct
their own writing. According to Oshima and Hogue, editing or revising is the
process of expands ideas, clarifies meaning and recognize information (2006).
So that, students may edit their content or information in their writing and also
they edit their punctuation, grammar, sentence structure and other convention
of writing.
The last step is Final Draft. It is the last stage in this writing process where
students may complete their pieces of writing. This in includes publishing,
sharing, reading aloud, transforming texts for stage performance, or merely
displaying text on notice boards (Seow, as qtd in Renandya & Richard, 2002,
p. 319).
3. Types of Writing
Determining type of writing needs to do. It will help to determine topic,
purpose, style and tone of writing. According to Harmer (2004, p. 4), the
writing process is the stage goes through in order to produce something in its
final written form. Subsequently, there are four types of writing that is
Narrative, Descriptive, Expository and Persuasive.
Narrative writing is the type of writing that tells a story. Though, it is most
commonly used when the students are asked to write a personal essay. This
type of writing can also be used for fictional stories, plays or even plot
summarizations of a story the students have read or intends to write. Narrative
writing typically uses the first person ( I ) or sometimes the third person (She,
He, They).
13
Descriptive writing is used to create a vivid picture of an idea, place or
person. It is much like painting with words. It focuses on one subject and uses
specific detail to describe that upon which the students are focused. For
example, if the students are asked to write about his favorite ride at an
amusement park, their writing will not only tell the name of the ride and what
it looks like, but also describe the sensation of being on it and what that
experience reminds them.
Expository writing is to-the-point and factual. This category of writing
includes definitions, instructions, directions and other basic comparisons and
clarifications. It is devoid of descriptive detail and opinion.
Persuasive writing is a more sophisticated type of writing. It can be
thought of as a debate in writing. The idea is to express an opinion or to take a
stance about something and then to support that opinion in a way that
convinces the reader to see it the same way. Persuasive writing is often in
essay form, contains an explanation of the other point of view and uses facts
and/or statistics to disprove that view and support the opinion. According to
Oshima and Hogue (2006) an argumentative essay is an essay in which you
agree or disagree with issues using reasons to support your opinion.
4. Descriptive Text
a. Definition of Descriptive Text
Description is the part of the paragraph that describes the character or we
could say a descriptive paragraph is a paragraph that describes the feature of
someone, something or certain place (Artono Wardiman, 2008). According to
John E Warriner (1982), descriptive paragraph is giving a picture in words that
appeal directly to sense (sight, sound, smell, touch and taste).
From the opinion about descriptive above, sso the writer concludes that the
descriptive text is a text which is describe person, place, situation, etc. It also
describes an object that appeal to the sense.
14
b. The General Purpose of Descriptive Paragraph
The purpose of descriptive paragraph is to create a impression of a person,
place, object or event. There are some purposes for descriptive paragraph is to
entertain, to express feeling, to relate experience, and to inform the reader.
c. Structure of Descriptive Paragraph
When writing descriptive paragraph, there are several sets of common /
generic structure (actually not mandatory) that our writing is considered
correct. There are two generic structure is Identification and Description.
Identification contains the identification of matter / a will be described. Then,
Description contains the explanation / description of the thing / person to
mention a few properties.
C. Previous Studies
In this thesis, the researcher takes three previous studies from the other
previous thesis as comparison, those are:
The first research comes from Moh. Hanafi with the title “Ability to Translate
and Writing Skill: A Correlation Study in STKIP PGRI Tulungagung”. This result
of research also show that From 24 students of the first semester of English
Department STKIP PGRI Tulungagung, the coefficient of the correlation of
Kendal Tau’s analysis was .552. It can be interpreted that there was a positive
medium correlation between the variables.
The second research comes from Nastaran Mehrabi (2014) entitled “ The
Effect of Second Language Writing Ability on First Language Writing Ability.
This study was conducted in Islamic Azad University of Khorasgan, Isfahan, Iran.
This study was conducted to investigate the influence of second language writing
ability on first language writing ability. This results show that there is a
significant relationship between the ability to write in the second language and the
first language.
15
The third research comes from Srifitrotunnisa with the title “The Correlation
between Mastering Grammar and student’s Translation Ability at the Eight Grade
At Islamic Junior High School Mafatihul Huda”. This result of research also
shows that the increasing or decreasing score of translating ability can be
predicted by the score of grammatical ability, which means there is correlation
between students grammatical ability and translating ability.
From the result of previous research, there are some similarities. Where the
first similarity is from the research of Moh.hanafi & Srifitrotunnisa use same
correlation design. The second similarity, they also used test in investigating
translation test and writing test. Beside the similar, there are also some
differences. It using experimental design where pre-test and post-test used.
D. Research Hypothesis
Based on the research question formulated previously, the hypotheses of study
are:
Alternative Hypotheses Ha : There is a positive correlation between
students’ translation ability and writing ability.
Null Hypotheses Ho : There is no correlation between students’
translation ability and writing ability.
16
CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
This research design is correlation design and this is a kind of quantitative
research. According to Creswell (2012) stated that correlation designs are
procedures in quantitative research in which investigators measure the degree (or
relation) between two or more variables using the statistical procedure of
correlation analysis (p. 21).
The research two variables that will be measured are students writing ability
and students’ translation ability at the tenth grade students of SMKN 2 Jambi City
in the Academic Year 2017/2018. So, the researcher used this type and method of
research since to know whether there is correlation between students’ writing
ability and their translation ability or not.
B. Setting of the Research
The research of this study conducted at tenth grade students of SMKN 2 Jambi
City. It is located in Jl Gelatik Pasir Putih South Jambi 36139 Phone 0741-572493
Fax 0741-570803.
C. Population and Sample
1. Population
Population is the whole research object. According to Creswell (2012, p. 142),
population is a group of individuals who have the same characteristic that can be
identified and studied by the researcher. The population of this study is all the
tenth grade Multimedia program of SMKN 2 Jambi City (X MM 1, X MM 2 and
X MM 3) in the Academic Year 2017/2018.
17
Table 3.1
The Total Students of X Class of Multimedia Program
No Class Number of Students
1 XMM 1 35
2 XMM 2 35
3 XMM 3 35
Total 105
Source: Attendance list of the students
2. Sample
Sample is a part of population that will be taken as a subject in this research.
According to Creswell, sample is a subgroup of the target population that the
researcher plans to study for generalizing about the target population 2012, p.
142).
In this research, the researcher takes total sampling. According to Sugiyono,
total sampling is the process of taking a subset of subjects that is representative of
the entire population. Thus, the researcher will take three classes as sample to
analyze. The sample was class X MM 1 which consist 35 students, X MM 2
consist 35 students and X MM 3 consist 35 students.
D. Variable of the Research
There are two variables in this research, namely independent and dependent
variable:
1. Independent Variable
According to Creswell, Independent variable is an attribute or characteristic
that influence or affects an outcome or dependent variable (2012, p. 116). In this
research, the independent variable is students’ translation ability.
18
2. Dependent Variable
According to Creswell, dependent variable is an attribute or characteristic that
is dependent on or influenced by the independent variable (2012, p. 115). While in
this research, the dependent variable is students’ writing ability.
E. Technique to Collect the Data
The researcher used test as technique to collect the data. The test was used to
collect the data of students’ translation ability and writing ability. A test, in simple
terms, is a method of measuring a persons’ ability, knowledge, or performance in
a given domain Brown (2004, p. 3).
1. Test of translation ability
To measure whether student translation ability is high or low, the students
asked to translate Indonesian paragraph into English. The test is a descriptive
paragraph.
Table 3.2 Criteria of Score
Score Criteria of Ability
91-100 Excellent
81-90 Very Good
71-80 Good
61-70 Average
51-60 Fair
41-50 Poor
Less than 40 Inadequate
Source: Hyland (2003)
2. Test of writing ability
Writing ability test is intended to collect the data about the students writing
ability. The test is a paragraph writing test. In this study students are asked to
choose one of topics and then developed into descriptive paragraphs.
19
Table 3.3 Criteria of Score
Score Criteria of Ability
91-100 Excellent
81-90 Very Good
71-80 Good
61-70 Average
51-60 Fair
41-50 Poor
Less than 40 Inadequate
Source: Hyland (2003)
F. Validity and Reliability of the Instruments
1. Validity
In measuring the validity of this instrument, the researcher used content
validity approach. Siregar (2013) said that the content validity is the ability of an
instrument in measuring the contents (concepts) to be measured. It means that a
measurement tool to reveal the content of a concept or variable measured.
Reksoatmojo (2007) said that content validity is the degree of conformity of the
content sample items from a test with the characteristics to be measured. It means
that whether the instrument can be appropriate to measure the variable that will be
measured.
To determine whether the instrument is valid or not using content validity
approach is by making rational judgment, whether the instruments contains
enough requirements to measure all variable indicators. According to Kanneth
Hopkin in Siregar (2013) who said that determination of the instrument of content
validity associated with the logical analysis. To examine content validity
instrument, it can use the expert opinions (expert judgment). The instrument is
consulted to the expert, then the expert determine whether the instrument is valid
20
or not to measure the variable. In this case the experts are the thesis advisor.
Beside, the researcher can be designed translation test a writing test based on
checking the syllabus, books and the researcher will ensure that the students
learned about translation and writing a paragraph.
2. Reliability
Reliability test is using to measure the consistency of measurement tool
(instrument) in different time and will be measured by inter-rater reliability.
According to Creswell (2015), “Inter -rater reliability is a procedure used when
making observations of behavior” (p. 161). It means, rater is someone who is
scoring or measuring a performance, behavior or skill in a human or animal.
The researcher using inter-rater reliability is to see the consistency of the result
from translation test and writing test. The researcher helped by two raters namely
the lecturer of translation subject and writing subject to score the students
appropriate procedure by using the scoring rubrics translation and writing a
descriptive paragraph. Score from each rater measured using Intra-class
Correlation Coefficient (ICC) in SPSS 23 for windows. The complete result of
translation score and writing score by each rater can be seen in Appendix V and
VI. Based on the analyzing the data, the researcher found out that the reliability of
two variables was moderate correlated with . The result of inter-rater
reliability is considered reliable. The complete calculation can be seen in
appendix VII.
Table 3.4: Interpretation of Intra-class Correlation
Intra-class Correlation Statistic Strength of Agreement
< 50 Poor
0.50 – 0.75 Moderate
0.75 – 0.90 Good
0.90 Excellent
Source: Koo and Li (2016)
21
G. Techniques for Analyzing Data
1. Descriptive Analysis
After collecting the data, the next step is analyzing the data in order to know
whether there is a significant positive correlation between students’ translation
ability and writing ability. The researcher calculated the translation test and
writing test collected by rater based on scoring system. Then, the writer also
applied descriptive analysis.
2. Statistical analysis
After the researcher conducted the descriptive analysis, the researcher applied
statistical analysis. In statistical analysis, the writer conducted normality test,
parametic test namely Pearson Product Moment and regression analysis. First, the
researcher conducted Normality test to see whether the data normally distributed
or not. Indicator testing normality test is if the significance value >0.05 then the
data normally distributed. But , if the data lower than 0.05 it means that the data
are normally distributed and the analysis continued with nonparametic test. Then,
the researcher applied Kolmograv-Sminorv using SPSS 23 for windows in
normality test.
The second, the researcher continued with parametic test namely Pearson
Product Moment because the data are normally distributed. Pearson Product is a
hypothesis to know the correlation of two variables or more than variables. There
are two criteria correlation: positive correlation and negative correlation. A
positive correlation exists when one variable decreases as the other variable
decreases, or one variable increases while the other increases. Then, negative
correlation is if one variable increases the other decreases and vice versa. In
statistics, a perfect positive correlation is represented by +1.00, while 0.00
indicates no correlation and -1.00 indicates a perfect negative correlation. After
the calculation of r value, the researcher saw the table of interpretation of r value
22
to interpret the correlation. The researcher followed the interpretation r value by
Anas Sudjiono in following table.
Table 3.5 Interpretation of r value
Coefficient correlation Interpretation
0.00-0.20 Very low
0.20-0.40 Low
0.40-0.70 Medium
0.70-0.90 High
0.90-1.00 Very high
Sources : Anas Sudjiono (2012)
The last, the researcher continued with regression analysis. Regression analysis
is used in order to find out what extent students’ translation ability contribution to
the writing ability. In this research, the researcher used simple liner regression
because variable predictor is one variable. In analysis data, the reseacrher used
SPSS 23 application for windows.
23
BAB IV
FINDING AND INTERPRETATION
In this chapter, researcher will explains students’ translation ability and their
writing ability at the tenth grade students SMKN 2 Jambi City in the Academic Year
2017/2018, then describe the correlation between them and regression analysis. There
two variable in this research there are students’ translation ability as independent
variable (X) and students’ writing ability as dependent variable (Y). The purpose was
to find out is there or not any correlation between students’ translation ability as
independent variable and students’ writing ability as dependent variable.
Sample of this research was students at tenth grade of SMKN 2 Jambi City. The
data obtained from translation test and writing test was analysis to test whether there is
positive correlation among two variables.
A. Finding of the study
1. The Descriptive Statistic for Translation Ability
The data analyzed were the result translation test and writing test. The
researcher description were based on the score of translation test to know
students’ translation ability and the writing descriptive paragraph test to know
the students’ ability in writing descriptive paragraph at the tenth grade students
SMKN 2 Jambi City in the academic year of 2017/2018. In computing the
data, the researcher was assisted by Microsoft Office Excel 2007 for Windows.
Through descriptive analysis, the researcher tries to describe the result of
translation test that have been given to tenth grade students of SMKN 2 Jambi
City. The researcher describes the result of translation test based criteria of
translation score of paragraph. The complete calculation can be seen in the
table 4.1
24
Table 4.1: Result of Translation Ability
Students Percentage Categories
0 0% Excellent
13 12% Very Good
21 20% Good
52 50% Average
17 16% Fair
2 2% Poor
0 0% Inadequate
From the result of data, the researcher found that from 105 students at the
tenth grade students SMKN 2 Jambi City, there is no students (0%) were
categorized as excellent, 13 student (12%) were categorized as very good, 21
students (20%) were categorized as good, 52 students (50%) were categorized
as average, 2 students (2%) were categorized as fair and there is no student
(0%) were categorized as poor and inadequate.
2. The Descriptive Analysis for Writing Ability
The researcher describes the result of writing test based criteria of writing
score of paragraph. The complete calculation can be seen in the table 4.2
Table 4.2: Result of Writing Ability
Students Percentage Categories
0 0% Excellent
15 14% Very Good
23 22% Good
50 48% Average
16 15% Fair
1 1% Poor
0 0% Inadequate
25
From the result of data, the researcher found that from 105 students at the
tenth grade students SMKN 2 Jambi City in the academic year of 2017/2018,
there is no student (0%) were categorized as excellent, 15 student (14%) were
categorized as very good, 23 students (22%) were categorized as good, 50
students (48%) were categorized as average, 16 students (15%) were
categorized as fair, 1 student (1%) were categorized as poor and there is no
student (0%) were categorized as inadequate.
B. Statistical Analysis
Table 4.3
The Score of Students’ Translation Ability and Writing Ability
No Name Translation Ability Writing Ability
1 Adinda Muslimah Y. 74 58,5
2 Ahmad Kasyfil A. 57 66,5
3 Aldiansyah Triadiy 67 72
4 Aldi Armando 67 53
5 Andi Noor A. 81 83,5
6 Asep Muhammad I. 85 77
7 Bayu Setiawan 70 67,5
8 Govinda Saputra 61 51,5
9 Ibnu Riski A. 71 52
10 M. Dimas Arista 65 70,5
11 Muhammad Hendrik 62 63
12 Muhammad irham 50 64,5
13 M. Naufal Atharsyah 76 65,5
14 M. Trian Saputra 60 60,5
15 M. Z. Rayhan R. 50 75
16 Nanda Putri R. 87 84
26
17 Nasya Aulia 66,5 55
18 Neneng Anjarwati 85 86
18 Prayogi Ramadhani 62 66,5
20 Puspa Sari 67 63
21 Reti Ledika 67 68,5
22 Reza Alamsyah 61 68,5
23 Riansyah Saputra 63 62,5
24 Riski Ardiansyah 72 62
25 Riski Saputra 71 73,5
26 Septi Febriyani 68 72,5
27 Shakira Olivia P. 68 61,5
28 Tara Oktaviani 66 70
29 Vitto krisna M. 65 60,5
30 Vizzo Nia R. 54 66,5
31 Wahidatun Nikhmah 66 67,5
32 Winda Triyana 65 66,5
33 Yovandi Putra R. 61 52,5
34 Yuda Firmansyah 56 67
35 Ziedhan Duhani 56,5 55,5
36 Aldi Alfiansyah 60 61,5
37 Alex Alfredo 52 44,5
38 Atha Bugis A. 66 67
39 Ayu Wandira 75,5 68
40 Daniel Kurniyadi 61,5 54
41 Dian Cahya A. 76 71
42 Doni Alfredo S. 61,5 61
43 Elsa Valentin 63 57,5
44 Endri Saputra 71,5 73,5
27
45 Hamdi Ferdianto 59 58
46 Hendryzal 57,5 59
47 Ilham Febliyan 56 58,5
48 Ilhan Firmansyah 70 69,5
49 Ikhsan Dwi C. 56 54
50 Irvan Kurniawan 56 60,5
51 Kia Nirwana 64 66,5
52 M. Adam Firdaus 69 62
53 M. Afdal Mufassirin 59,5 62,5
54 M. Afif Hibatullah 64 69
55 M. Delfi Andra 61 64
56 M. Guslim Zen 72 61,5
57 M. Iqbal Saputra A 64,5 69
58 M. Iqbal Saputra B 70 69
59 M. Virgianto 69,5 66
60 M. Yasin 79 72
61 Putri Salsabila 82 73
62 Ratu Zahara 76,5 66
63 Rohadatul Aisy 80,5 65,5
64 Surya Riski B. 72 67
65 Vidya Tri Santi 64 64
66 Vhicram Mustofa 68 56
67 Wahyu Mustofa 68 61
68 Wulandari Marlina 63 71,5
69 Yoga Saputra 62,5 71
70 Zahwa Zehtira A. 62 70,5
71 Ade Fitto Firmansyah 65,5 81,5
72 Adetyan Yulian P. 67,5 67,5
28
73 Andrian Pratama 69 81,5
74 Chindy Theresia L. 69 74
75 Eka Saputri 70 71
76 Endang Widyaningsih 68 80
77 Fathoni Athallah 72 65
78 Iqbal Khairudddin 72 61
79 M. Risky Kamarullah 78 66
80 Maulana Febryansah 63 63
81 Miftakul Huda 62 62
82 Muhammad Akbar 63 80
83 Musthofa Kamal 60,5 81
84 Nadilla Aulia 58 77
85 Pranata Wijaya 63 56,5
86 Pipit Selavani 84 84,5
87 Rahmad Aryana 72,5 73,5
88 Rahmad Yuda R. 60 60,5
89 Raira Dinda Kania 68 66
90 Rayhan Annisa 71 61
91 Rialis Pangeran 64,5 71
92 Rifki Irawan 57 65
93 Rizka Annisa 86 86
94 Rizki Novrianda 70 53,5
95 Rizki Wahyunugroho 66 71
96 Ryan Pratama 72 65,5
97 Sri Adiningsih 68 82
98 Suci Fadhillah 81 87
99 Sumarni 86 82
100 Tegar Eko Widianto 81 68,5
29
101 Titis Purwo Karrtika 82 82
102 Tomy Iskandar 82 82
103 Viola Berliana 57 78
104 Wilson Juliansyah 81 82,5
105 Yogi Pratama 76 73
Jumlah 14197
a. The Score of Translation Ability
1. Frequency Distribution
a. Determine the highest score (H) and the lowest score (L)
Highest score (H) = 87
Lowest score (L) = 50
b. Determine the Range (R)
R = H – L + 1
= 87 – 50 + 1
= 37 + 1
= 38
c. Determine many classes (K)
K= 1 +3.3 Log N
= 1 +3.3 Log 105
= 1 + 3.3 (2.02118)
= 1 + 6.6698
= 7.6698
= 8
30
d. Determine the Interval (i)
e. Determine the Frequency Distribution Table
Table 4.4
Distribution data frequency score of Translation Ability
NO INTERVAL F X X
x2
Fx Fx2
FKb FKa
1 50 – 54 4 52 2 4 8 16 4 105
2 55 – 59 12 57 1 1 12 12 16 101
3 60 – 64 28(M) 62 0 0 0 0 44 89
4 65 – 69 25 67 -1 1 -25 25 69 61
5 70 – 74 16 72 -2 4 -32 64 85 36
6 75 – 79 7 77 -3 9 -21 63 92 20
7 80 – 84 8 82 -4 16 -32 128 100 13
8 85 – 89 5 87 -5 25 -25 125 105 5
ƩN=10
5
Ʃfx=
115
Ʃfx2 =
433
2. Finding the Mean (Mx)
32
2
b. The Score of Writing Ability
1. Frequency Distribution
a. Determine the highest score (H) and the lowest score (L)
Highest score (H) = 87
Lowest score (L) = 44.5
b. Determine the Range (R)
R = H – L + 1
= 87 – 44.5 + 1
= 42.5 + 1
= 43.5
c. Determine many classes (K)
K= 1 +3.3 Log N
= 1 +3.3 Log 105
= 1 + 3.3 (2.02118)
= 1 + 6.6698
= 7.6698
= 8
33
d. Determine the Interval (i)
e. Determine the Frequency Distribution Table
Table 4.5
Distribution data frequency score of Writing Ability
NO INTERVAL F X X
x2
Fx Fx2
FKb FKa
1 44.5 – 48.5 1 46.5 4 16 4 16 1 105
2 49.5 – 53.5 5 51.5 3 9 15 45 6 104
3 54.5 – 58.5 10 56.5 2 4 20 40 16 99
4 59.5 – 63.5 20 61.5 1 1 20 20 36 89
5 64.5 – 68.5 27(M) 66.5 0 0 0 0 63 69
6 69.5 – 73.5 21 71.5 -1 1 -21 21 84 42
7 74.5 – 78.5 5 76.5 -2 4 -10 20 89 21
8 79.5 – 83.5 11 81.5 -3 9 -33 99 100 16
9 84.5 – 88.5 5 86.5 -4 16 -20 80 105 5
ƩN=10
5
Ʃfx=
-25
Ʃfx2 =
341
2. Finding the Mean (Mx)
35
2
a) Normality Test
This test is carried out in order to check whether the data is normally
distributed or not. To measure the normality test in this research, the writer use
Kolmogorov Smirnov test.
After doing the calculation with the significant level ɑ =0,05 or 5% is
obtained:
Translation ability sig. (2-tailed) = 0,062 and sig. level = 0,05, then the sig. (2-
tailed) > sig. level or 0,062 > 0,05.
Writing ability sig. (2-tailed) = 0,200 and sig. level = 0,05, then the sig. (2-tailed)
> sig. level or 0,200 > 0,05.
Then the data students’ translation ability and writing ability are normal
distribution.
b) The Result of Correlation between Students’ Translation Ability and
Writing Ability
This section answered the third research problem “is there correlation between
students’ translation ability and writing ability at the tenth grade students of
SMKN 2 Jambi City?” by analyzing the result of translation test and writing test.
36
Table 4.6
Correlation between Students’ Translation Ability and Their Writing Ability
at the Tenth Grade Students of SMKN 2 Jambi City
No X Y XY X2
Y2
1 74 58,5 4329 5476 3422,25
2 57 66,5 3790,5 3249 4422,25
3 67 72 4824 4489 5184
4 67 53 3551 4489 2809
5 81 83,5 6763,5 6561 6972,25
6 85 77 6545 7225 5929
7 70 67,5 4725 4900 4556,25
8 61 51,5 3141,5 3721 2652,25
9 71 52 3692 5041 2704
10 65 70,5 4582,5 4225 4970,25
11 62 63 3906 3844 3969
12 50 64,5 3225 2500 4160,25
13 76 65,5 4978 5776 4290,25
14 60 60,5 3630 3600 3660,25
15 50 75 3750 2500 5625
16 87 84 7308 7569 7056
17 66,5 55 3657,5 4422,25 3025
18 85 86 7310 7225 7396
18 62 66,5 4123 3844 4422,25
20 67 63 4221 4489 3969
21 67 68,5 4589,5 4489 4692,25
22 61 68,5 4178,5 3721 4692,25
23 63 62,5 3937,5 3969 3906,25
24 72 62 4464 5184 3844
37
25 71 73,5 5218,5 5041 5402,25
26 68 72,5 4930 4624 5256,25
27 68 61,5 4182 4624 3782,25
28 66 70 4620 4356 4900
29 65 60,5 3932,5 4225 3660,25
30 54 66,5 3591 2916 4422,25
31 66 67,5 4455 4356 4556,25
32 65 66,5 4322,5 4225 4422,25
33 61 52,5 3202,5 3721 2756,25
34 56 67 3752 3136 4489
35 56,5 55,5 3135,75 3192,25 3080,25
36 60 61,5 3690 3600 3782,25
37 52 44,5 2314 2704 1980,25
38 66 67 4422 4356 4489
39 75,5 68 5134 5700,25 4624
40 61,5 54 3321 3782,25 2916
41 76 71 5396 5776 5041
42 61,5 61 3751,5 3782,25 3721
43 63 57,5 3622,5 3969 3306,25
44 71,5 73,5 5255,25 5112,25 5402,25
45 59 58 3422 3481 3364
46 57,5 59 3392,5 3306,25 3481
47 56 58,5 3276 3136 3422,25
48 70 69,5 4865 4900 4830,25
49 56 54 3024 3136 2916
50 56 60,5 3388 3136 3660,25
51 64 66,5 4256 4096 4422,25
52 69 62 4278 4761 3844
38
53 59,5 62,5 3718,75 3540,25 3906,25
54 64 69 4416 4096 4761
55 61 64 3904 3721 4096
56 72 61,5 4428 5184 3782,25
57 64,5 69 4450,5 4160,25 4761
58 70 69 4830 4900 4761
59 69,5 66 4587 4830,25 4356
60 79 72 5688 6241 5184
61 82 73 5986 6724 5329
62 76,5 66 5049 5852,25 4356
63 80,5 65,5 5272,75 6480,25 4290,25
64 72 67 4824 5184 4489
65 64 64 4096 4096 4096
66 68 56 3808 4624 3136
67 68 61 4148 4624 3721
68 63 71,5 4504,5 3969 5112,25
6 62,5 71 4437,5 3906,25 5041
70 62 70,5 4371 3844 4970,25
71 65,5 81,5 5338,25 4290,25 6642,25
72 67,5 67,5 4556,25 4556,25 4556,25
73 69 81,5 5623,5 4761 6642,25
74 69 74 5106 4761 5476
75 70 71 4970 4900 5041
76 68 80 5440 4624 6400
77 72 65 4680 5184 4225
78 72 61 4392 5184 3721
79 78 66 5148 6084 4356
80 63 63 3969 3969 3969
39
81 62 62 3844 3844 3844
82 63 80 5040 3969 6400
83 60,5 81 4900,5 3660,25 6561
84 58 77 4466 3364 5929
85 63 56,5 3559,5 3969 3192,25
86 84 84,5 7098 7056 7140,25
87 72,5 73,5 5328,75 5256,25 5402,25
88 60 60,5 3630 3600 3660,25
89 68 66 4488 4624 4356
90 71 61 4331 5041 3721
91 64,5 71 4579,5 4160,25 5041
92 57 65 3705 3249 4225
93 86 86 7396 7396 7396
94 70 53,5 3745 4900 2862,25
95 66 71 4686 4356 5041
96 72 65,5 4716 5184 4290,25
97 68 82 5576 4624 6724
98 81 87 7047 6561 7569
99 86 82 7052 7396 6724
100 81 68,5 5548,5 6561 4692,25
101 82 82 6724 6724 6724
102 82 82 6724 6724 6724
103 57 78 4446 3249 6084
104 81 82,5 6682,5 6561 6806,25
105 76 73 5548 5776 5329
7101 7096 483974,75 487753,5 487873,5
40
To see the correlation between translation ability (X) and writing ability
(Y), the researcher used the correlation Pearson Product Moment formula (Syofian
siregar, 2012, P.339). The formula as follow :
Correlations
Translationtest Writingtest
Translationtest Pearson Correlation 1 ,516**
Sig. (2-tailed)
,000
N 105 105
Writingtest Pearson Correlation ,516** 1
Sig. (2-tailed) ,000
N 105 105
**. Correlation is significant at the 0.01 level (2-tailed).
41
3. Regression Analysis
After computing the correlation analysis, then the writer analyze the regression
analysis. The function of regression analysis is to know how much the contribution of
translation ability to writing ability. The writer use SPSS23 for windows to analyze
regression analysis and look at the r table summary. The result showed in R Square
column is 0.266 (0.266×100%) or 26.6%. So, it means that translation ability gives
contribution as much 26.6% to writing ability. The complete calculation can be seen in
below.
Table 4.8
Model Summary
Model R R Square
Adjusted R
Square
Std. Error of the
Estimate
1 ,516a ,266 ,259 7,698
a. Predictors: (Constant), translationability
B. Interpretation
This research was aimed to investigate the correlation between students’
translation ability and their writing ability. In conducting the research, the researcher
administered two kinds of test that is translation ability and writing ability.
The correlation analysis was done in order to verify the hypothesis on the
correlation translation ability and writing ability. The result of this research showed
that the coefficient of the correlation was 0.516. So, the correlation between two
variables was in a positive medium correlation. It means that the students who got
better score in translation tend to have better ability in writing. In other hand, the
students who got lower score in translation test tend to have difficulty in writing.
Dagiliene (2012) and Kim (2011) found that translation was a useful tool in
learning a new language, especially in writing. Moreover, translation gave students the
opportunity to increase awareness of vocabulary, grammar, style, and language
transfer. The four language component are known to be very important in learning of
42
writing. It can e denied that in writing, writer should follow the rule of acceptable
English in order to be able understood by the reader. In line with that, translation also
needs an attention on the rule of the target language so that it will not change the
meaning from the source language. An appropriate training of translation and writing
ability will come to a better result of how the students deal with the writing as
communication tools.
Translation activities were applied in the foreign language learning process to
achieve progress in improving language skills in reading, writing, speaking and
listening. According to Duff (1994), properly designed translation activities can be
employed to enhance four skills and to develop three qualities essential to all language
learning; accuracy, clarity and flexibility.
Ross (2000) stated that translation in foreign language classes is in the process of
becoming a form of “pedagogical translation”, which is no longer viewed as an
ineffective tool in language learning and is evaluated as a way to enrich learners’
competences. Students taught by using pedagogical translation are encouraged to
practice reading, writing, vocabulary, grammar and speaking.
Translation is as a way to enhance writing ability. Awadalbri (2015) stated writing
ability can be enhanced through the use of written commentaries where students have
the opportunity to write about all the difficulties encountered when translating the
passage and the strategies used in order to deal with them.
From the result of this study, it can be known there is positive correlation between
students’ translation ability and their writing ability at the tenth grade students of
SMKN 2 Jambi City in the Academic Year 2017/2018.
43
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on finding and interpretation, it can be concluded that the result of r
obtained of students’ translation ability and writing ability is 0.516.This value
show that there is a positive correlation between students’ translation ability and
writing ability. In fact, based on interpretation of r value is low. The result of
analyzing the significance value is 0.000, it means that 0.000<0.05. So, Null
hypothesis (Ho) rejected and alternative hypothesis (Ha) accepted. It shows that
both of students’ translation ability and their writing ability were significantly
correlated. Furthermore, based on the regression analysis found out that the
translation ability gives contribution as much 26.6% to writing ability.
B. Suggestion
Based on the conclusion above and the study that has been done, the researcher
would like to offer some suggestion. For the researcher, the researcher suggested
to the next researcher who wants to do a research in the same field with this
research should have more innovation and the result can deeply achieve
contribution for education. Then, researcher also has to do more creative in the
study about writing and to find the other factor that can improve writing ability.
For the teacher, they should be expected never stop to keep, increase and motivate
the students in translation ability and writing ability through give them more
meaningful practice and exercise. Besides, they should enrich their materials in
assessing their students’ translation ability and writing ability. For the students,
they should be expected to improve and extend their knowledge of writing and
translation aspects to increase their ability in both of them. Besides, the important
thing is they have to more exercise.
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Negeri Sultan Thaha Saifuddin Jambi.
(Appendix I)
TRANSLATION TEST
Name :
Class :
Translate Indonesia text in below into English text !
Laptop
Setiap orang mempunyai hal favorit, tentu saja mereka mempunyai beberapa
alasan mengapa mereka menyukai hal tersebut. Aku juga mempunyai hal favorit yaitu
laptop.
Laptop sangat bermanfaat dan mempunyai banyak fungsi. Ukuran laptopku
sangat besar yaitu 14 inci dan bermerek Acer. Laptopku berwarna hitam. Sebagai
seorang siswa, aku membutuhkan laptop untuk menyelesaikan tugasku, hampir semua
tugasku membutuhkan laptop. Aku sering mengerjakan tugasku melalui Microsoft
Word, Microsoft Excel and Microsoft Power Point. Sehingga, laptopku sangat
bermanfaat dan bisa membantuku untuk mengerjakan tugasku. Selanjutnya, ketika aku
merasa lelah setelah mengerjakan tugas, aku sering bermain game, menonton film dan
mendengarkan musik melalui laptopku. Kemudian, laptopku bisa berkomunikasi
melalui internet. Aku bisa bertemu dan berkomunikasi dengan yang lain tanpa
bertemu langsung seperti Skype atau Panggilan Video, Facebook, Twitter, Instagram,
Email dan masih banyak lainnya
(Appendix II)
WRITING TEST
Name :
Class :
Write an Descriptive text based on the topic below !
1. Family
2. Idol
3. Tours in Indonesia
(Appendix III)
Scoring Rubric of Translation
Score
Range
Description
Accuracy (30%)
25-30 No identifiable problems of comprehension; original message has been
conveyed completely to TL readers; no omissions or additions to
information
21-24 Virtually no problems of comprehension except with the most highly
specialized vocabulary with no influence on TL readers’ understanding;
some partial omissions and additions
16-20 Information is conveyed to TL readers with some difficulty due to
translator misunderstanding of some parts of original message;
apparent omissions and additions
11-15 Poor expression of ideas; numerous serious problems in understanding
ST interfere with communication of original message; difficult to
understand TT
1-10 Severe problems interfere greatly with communication of original
message; TL reader can’t understand what original writer was trying to
say
Finding equivalent (25%)
20-25 All lexical and syntactic elements have been understood; precise
vocabulary usage; words have been chosen so skillfully that the work
reads like a good publishable version
15-19 Full comprehension and good usage of a wide range of vocabulary and
structures; specialized vocabulary presents some problems with
unsuitable equivalents
10-14 General comprehension of a fair range of vocabulary although some
gaps observed; some vocabulary misused; some evidence of plausible
attempts to work around difficulties of finding equivalents, perception,
wordplay and other linguistic features
5-9 Comprehension of vocabulary and structures show quite noticeable
gaps which obscure sense; problems in finding correct vocabularies;
unable to cope with specialized vocabulary
1-4 Inappropriate use of vocabularies; comprehension of original seriously
impeded even with fairly everyday vocabulary and structures;
translation as a whole makes little sense
Register, TL culture (20%)
17-20 Good sensitivity to nuances of meaning, register are precisely and
sensitively captured; there is a sophisticated awareness of the cultural
context; translation shows a sophisticated command of TL lexis,
syntax, and register
13-16 There is a fair degree of sensitivity to nuances of meaning, register, and
cultural context
9-12 There is a lack of sustained attention to nuances of meaning, register,
and cultural context; no awareness of register; TL lexis, syntax, and
register are not always appropriate
4-8 There is scant attention to nuances of meaning, register, and cultural
context; there are serious to severe shortcomings in the use of
appropriate lexis, syntax, and register
1-3 There is no appreciable understanding of nuances of meaning, register,
and cultural context; no concept of register or sentence variety
Grammar and ST style (15%)
13-15 Gives the feeling that the translation needs no improvement from
grammatical and stylistic points though one or two natural failings
might be observed; native-like fluency in grammar
10-12 Shows flair for stylistic manipulation of TL items as if text were
written in TL originally except where the language is placed under
severe pressure of comprehension; maintains
advanced proficiency in grammar; some grammatical problems but
with no influence on message
7-9 Tends to have awkward grammatical usage in TL and literality of
rendering though but not impeding sense in a significant manner; some
attempts to reflect stylistic features of the
original; some grammatical problems are apparent and have negative
effects on communication
4-6 Clumsy TL; often nonsensical grammatical usages in TL; unnatural
sounding; little attempt to reflect stylistic features of the original; there
is evidence of clear difficulties in following style; grammatical review
of some areas is clearly needed
1-3 Little sense of style which often makes poor sense in TL; knowledge of
grammar is inadequate; use of TL grammar is inadequate; severe
grammatical problems interfere greatly with message
Shifts, omissions, additions and inventing equivalents (10%)
9-10 Correct use of relative clauses, verb forms; use of parallel structure;
creative inventions and skillful solutions to equivalents; no fragment or
run-on sentence
7-8 Almost all shifts appear with partial trespass, attempts variety; some
inventions for not available equivalents in TL; no fragment or run-on
sentence
5-6 Some shifts but not consistency; awkward and odd structure; only few
run-on sentences or fragments present
3-4 Lacks variety of structure due to not preserving necessary shifts except
for few cases; little or no evidence of invention in equivalents
1-2 Unintelligible sentence structure due to completely ignoring necessary
shifts; no skillful handling of equivalents; no trace of invention
(Appendix IV)
Scoring Rubric Descriptive Paragraph
Max. score Actual score
Format – 5 points
There is a title 1
The title is centered 1
The first line is intended 1
There are margins on both sides 1
The paragraph is double-spaced 1
Total 5
Mechanism – 5 points
There is a period, a question mark, or an
exclamation mark after every sentence.
1
Capital letters are used correctly 2
The spelling is correct 2
Total 5
Content – 20 points
The paragraph fits the assignment 5
The paragraph is interesting to read 5
The paragraph shows thought and care 10
Total 20
Organization – 35 points
The paragraph begins with a topic sentence that
has both a topic and a controlling idea
10
The paragraph contains several specific and
factual supporting sentences that explain or prove
20
the topic sentence, including at least one example
the paragraph ends with an appropriate
concluding sentence
5
Total 35
Grammar and sentence structure – 35 points
Estimate a grammar and sentence structure score 35
Grand total 100
Oshima and Hogue (2006: 315)
(Appendix V)
The Result of Translation Ability
No Respondent Rater 1 Rater 2 Average Score Score Category
1 R1 76 72 74 Good
2 R2 59 55 57 Fair
3 R3 65 69 67 Average
4 R4 66 68 67 Average
5 R5 80 82 81 Very Good
6 R6 84 86 85 Very Good
7 R7 72 68 70 Average
8 R8 60 62 61 Average
9 R9 69 73 71 Good
10 R10 63 67 65 Average
11 R11 61 63 62 Average
12 R12 50 50 50 Poor
13 R13 75 77 76 Good
14 R14 64 56 60 Fair
15 R15 53 47 50 Poor
16 R16 85 89 87 Very Good
17 R17 68 65 66,5 Average
18 R18 84 86 85 Very Good
19 R19 64 60 62 Average
20 R20 65 69 67 Average
21 R21 67 67 67 Average
22 R22 60 62 61 Average
23 R23 62 64 63 Average
24 R24 72 72 72 Good
25 R25 69 73 71 Good
26 R26 66 70 68 Average
27 R27 70 66 68 Average
28 R28 67 65 66 Average
29 R29 66 64 65 Average
30 R30 53 55 54 Fair
31 31 65 67 66 Average
32 R32 64 66 65 Average
33 R33 62 60 61 Average
34 R34 55 57 56 Fair
35 R35 58 55 56,5 Fair
36 R36 60 60 60 Fair
37 R37 50 54 52 Fair
38 R38 65 67 66 Average
39 R39 72 79 75,5 Good
40 R40 59 64 61,5 Average
41 R41 73 79 76 Good
42 R42 60 63 61,5 Average
43 R43 61 65 63 Average
44 R44 73 70 71,5 Good
45 R45 58 60 59 Fair
46 R46 56 59 57,5 Fair
47 R47 55 57 56 Fair
48 R48 72 68 70 Average
49 R49 56 56 56 Fair
50 R50 58 54 56 Fair
51 R51 63 65 64 Average
52 R52 68 70 69 Average
53 R53 59 60 59,5 Fair
54 R54 62 66 64 Average
55 R55 60 62 61 Average
56 R56 69 75 72 Good
57 R57 64 65 64,5 Average
58 R58 70 70 70 Average
59 R59 67 72 69,5 Average
60 R60 77 81 79 Good
61 R61 80 84 82 Very Good
62 R62 73 80 76,5 Good
63 R63 79 82 80,5 Good
64 R64 71 73 72 Good
65 R65 63 65 64 Average
66 R66 66 70 68 Average
67 R67 66 70 68 Average
68 R68 63 63 63 Average
69 R69 60 65 62,5 Average
70 R70 60 64 62 Average
71 R71 67 64 65,5 Average
72 R72 68 67 67,5 Average
73 R73 74 64 69 Average
74 R74 72 66 69 Average
75 R75 72 68 70 Average
76 R76 68 68 68 Average
77 R77 76 68 72 Good
78 R78 70 74 72 Good
79 R79 78 78 78 Good
80 R80 65 61 63 Average
81 R81 60 64 62 Average
82 R82 62 64 63 Average
83 R83 60 61 60,5 Fair
84 R84 60 56 58 Fair
85 R85 66 60 63 Average
86 R86 84 84 84 Very Good
87 R87 74 71 72,5 Good
88 R88 60 60 60 Fair
89 R89 66 70 68 Average
90 R90 70 72 71 Good
91 R91 64 65 64,5 Average
92 R92 55 59 57 Fair
93 R93 84 88 86 Very Good
94 R94 68 72 70 Average
95 R95 64 68 66 Average
96 R96 71 73 72 Good
97 R97 69 67 68 Average
98 R98 80 82 81 Very Good
99 R99 86 86 86 Very Good
100 R100 80 82 81 Very Good
101 R101 82 82 82 Very Good
102 R102 84 80 82 Very Good
103 R103 55 59 57 Fair
104 R104 81 81 81 Very Good
105 R105 78 74 76 Good
(Appendix VI)
The Result of Writing Ability
No Respondent Rater 1 Rater 2 Average Score Score Category
1 R1 57 60 58,5 Fair
2 R2 67 66 66,5 Average
3 R3 74 70 72 Good
4 R4 52 54 53 Fair
5 R5 85 82 83,5 Very Good
6 R6 79 75 77 Good
7 R7 66 69 67,5 Average
8 R8 50 53 51,5 Fair
9 R9 50 54 52 Fair
10 R10 71 70 70,5 Good
11 R11 60 66 63 Average
12 R12 62 67 64,5 Average
13 R13 65 66 65,5 Average
14 R14 60 61 60,5 Average
15 R15 76 74 75 Good
16 R16 87 81 84 Very Good
17 R17 54 56 55 Fair
18 R18 85 87 86 Very Good
19 R19 65 68 66,5 Average
20 R20 62 64 63 Average
21 R21 67 70 68,5 Average
22 R22 67 70 68,5 Average
23 R23 61 64 62,5 Average
24 R24 62 62 62 Average
25 R25 72 75 73,5 Good
26 R26 71 74 72,5 Good
27 R27 59 64 61,5 Average
28 R28 68 72 70 Average
29 R29 61 60 60,5 Average
30 R30 65 68 66,5 Average
31 31 66 69 67,5 Average
32 R32 65 68 66,5 Average
33 R33 52 53 52,5 Fair
34 R34 66 68 67 Average
35 R35 56 55 55,5 Fair
36 R36 60 63 61,5 Average
37 R37 44 45 44,5 Poor
38 R38 66 68 67 Average
39 R39 66 70 68 Good
40 R40 56 52 54 Fair
41 R41 70 72 71 Good
42 R42 59 63 61 Average
43 R43 57 58 57,5 Fair
44 R44 72 75 73,5 Good
45 R45 56 60 58 Fair
46 R46 58 60 59 Fair
47 R47 57 60 58,5 Fair
48 R48 70 69 69,5 Average
49 R49 56 52 54 Fair
50 R50 59 62 60,5 Average
51 R51 64 69 66,5 Average
52 R52 64 60 62 Average
53 R53 61 64 62,5 Average
54 R54 68 70 69 Average
55 R55 63 65 64 Average
56 R56 60 63 61,5 Average
57 R57 68 70 69 Average
58 R58 69 69 69 Average
59 R59 64 68 66 Average
60 R60 70 74 72 Good
61 R61 72 74 73 Good
62 R62 64 68 66 Average
63 R63 63 68 65,5 Average
64 R64 68 66 67 Average
65 R65 63 65 64 Average
66 R66 54 58 56 Fair
67 R67 62 60 61 Average
68 R68 69 74 71,5 Good
69 R69 72 70 71 Good
70 R70 69 72 70,5 Good
71 R71 81 82 81,5 Very Good
72 R72 68 67 67,5 Average
73 R73 80 83 81,5 Very Good
74 R74 72 76 74 Good
75 R75 70 72 71 Good
76 R76 78 82 80 Very Good
77 R77 63 67 65 Average
78 R78 62 60 61 Good
79 R79 63 69 66 Average
80 R80 61 65 63 Average
81 R81 63 61 62 Average
82 R82 79 81 80 Good
83 R83 82 80 81 Very Good
84 R84 76 78 77 Average
85 R85 58 55 56,5 Fair
86 R86 84 85 84,5 Very Good
87 R87 72 75 73,5 Good
88 R88 60 61 60,5 Average
89 R89 68 64 66 Average
90 R90 57 65 61 Average
91 R91 71 71 71 Good
92 R92 64 66 65 Average
93 R93 86 86 86 Very Good
94 R94 57 50 53,5 Fair
95 R95 70 72 71 Good
96 R96 66 65 65,5 Average
97 R97 81 83 82 Very Good
98 R98 86 88 87 Very Good
99 R99 82 82 82 Very Good
100 R100 68 69 68,5 Average
101 R101 82 82 82 Very Good
102 R102 81 83 82 Very Good
103 R103 76 80 78 Good
104 R104 81 84 82,5 Very Good
105 R105 72 74 73 Good
(Appendix VII)
The Result of Inter-Rater Reliability
Intraclass Correlation Coefficient
Intraclass
Correlationb
95% Confidence Interval F Test with True Value 0
Lower Bound Upper Bound Value df1 df2 Sig
Single Measures ,515a ,360 ,643 3,127 104 104 ,000
Average Measures ,680c ,529 ,783 3,127 104 104 ,000
Two-way mixed effects model where people effects are random and measures effects are fixed.
a. The estimator is the same, whether the interaction effect is present or not.
b. Type C intraclass correlation coefficients using a consistency definition. The between-measure variance is excluded from the
denominator variance.
c. This estimate is computed assuming the interaction effect is absent, because it is not estimable otherwise.
(Appendix VIII)
The Result of Normality Test the Translation Test
Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
translationtest ,085 105 ,062 ,972 105 ,024
a. Lilliefors Significance Correction
(Appendix IX)
The Result of Normality Test the Writing Test
Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic Df Sig.
writingtest ,070 105 ,200* ,979 105 ,091
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction
CURRICULUM VITAE
Name : Lisa Agustini
Gender : Female
Birthday : Prabumulih 1, August 12th
, 1996
Address : RT.03 Desa Prabumulih 1 Kec. Muara Lakitan Kab. Musi
Rawas, Sumatera Selatan
Email : [email protected]
Contact Person : 082372519515
Education Background :
No Education Place Graduated Year
1 The Elementary School
Prabumulih 1 Prabumulih 1 2008
2 The Junior High School Muara
Lakitan Muara Lakitan 2011
3 The Senior High School
Nusantara Jambi Jambi 2014
4 The State Islamic University
Sultan Thaha Saifuddin Jambi Jambi 2018
Jambi, July 2018
The Writer,
Lisa Agustini
TE. 141002