THE RELATIONSHIP BETWEEN STUDENTS’ READING COMPREHENSION IN TOEFL AND THEIR ABILITY IN TRANSLATING ENGLISH TEXTS INTO INDONESIAN.

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THE RELATIONSHIP BETWEEN STUDENTS’ READING COMPREHENSION IN TOEFL AND THEIR ABILITY IN TRANSLATING ENGLISH TEXTS INTO

INDONESIAN

A RESEARCH PAPER

Submitted to the Department of English Education in Partial Fulfillment of the Requirements for

Sarjana Pendidikan Degree

By:

MarlianaYanuarlin NIM 1002695

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF LANGUAGE AND ARTS EDUCATION

INDONESIA UNIVERSITY OF EDUCATION

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The Relationship between Students’

Reading Comprehension in TOEFL and

their Ability in Translating English Texts

into Indonesian

Oleh

Marliana Yanuarlin

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni

Oktober 2014

Hak Cipta dilindungi undang-undang.

Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian, dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.

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MARLIANA YANUARLIN

THE RELATIONSHIP BETWEEN STUDENTS’ READING COMPREHENSION IN

TOEFL AND THEIR ABILITY IN TRANSLATING ENGLISH TEXTS INTO INDONESIAN

Approved by:

Supervisor

Dr. Hobir Abdullah, M.Pd NIP. 195202091977021001

Head of English Education Department

Prof. Dr. Didi Suherdi, M.Ed. NIP. 196211011987121000

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MarlianaYanuarlin, 2014

The Relationship Between Students’ Reading Comprehension In Toefl And Their Ability In Translating English Texts Into Indonesian

Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu TABLE OF CONTENTS

STATEMENT OF AUTHORIZATION………... i

ABSTRACT……….. ii

PREFACE………. iii

ACKNOWLEDGEMENTS……….. iv

TABLE OF CONTENTS……….. vi

LIST OF TABLES……… ix

LIST OF FIGURES……….. x

CHAPTER I: INTRODUCTION……….. 1

1.1 Background of the Study……… 1

1.2 Research Questions ……… 2

1.3 Aims of the Study ………. 3

1.4 Scope of the Study ………. 3

1.5 Significance of the Study ………... 3

1.6 Clarification of Terms ……… 4

1.7 Organization of the Paper ……….. 4

CHAPTER II: THEORETHICAL FOUNDATION………. 5

2.1 Reading in English as Foreign Language (EFL) ………... 5

2.2 Reading Texts in TOEFL ………... 7

2.3 The Nature of Translating………... 8

2.4 The Process of Translation……….. 9

2.5 Reading Comprehension and Translation ……….. 11

CHAPTER III: RESEARCH METHODOLOGY……… 14

3.1 The Research Design……….. 14

3.1.1 Variable ……… 14

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The Relationship Between Students’ Reading Comprehension In Toefl And Their Ability In Translating English Texts Into Indonesian

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3.1.3 Site and Participants ……… 15

3.1.4 Research Instruments ………... 15

3.1.4.1 The Reading Comprehension Test ……….. 15

3.1.4.2 The English –Indonesian Translation Test ………. 17

3.2 Data Collection ……….. 20

3.2.1 Research Procedures ……….. 20

3.3 Data Analysis ………... 21

3.3.1 Validity Test ……….. 21

3.3.2 Difficulty Level……….. 21

3.3.3 Reliability Test ……….. 22

3.3.4 Test of Normality ………... 24

3.3.5 Test of Linearity ……… 25

3.3.6 Calculating the Contribution of Students’ TOEFL Reading Comprehension ……… 26

3.3.7 Comparing the Mean of Each Type of Reading Skills ………….. 26

CHAPTER IV: FINDINGS AND DISCUSSIONS……….. 27

4.1 Research Findings………... 27

4.1.1 The Students’ Reading Comprehension in TOEFL ……… 27

4.1.1.1 Reliability of Reading Comprehension Test ………... 29

4.1.1.2 Validity of Reading Comprehension Test ………... 30

4.1.1.3 The Difficulty Index of Reading Comprehension Test …... 31

4.1.2 The Students’ English-Indonesian Translating Ability ……… 31

4.1.2.1 Reliability of English-Indonesian Translating Ability Test 33 4.1.2.2 Validity of English-Indonesian Translating Ability Test…. 34 4.1.3 The Correlation between Students’ Reading Comprehension in TOEFL and Students’ English-Indonesian Translating Ability ….. 34

4.1.3.1 The Normality Distribution Test ………. 35

4.1.3.2 Correlation Coefficient between Variable X and Y………. 36

4.1.3.3 Testing of the Contribution of TOEFL Reading Comprehension……….. 38

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The Relationship Between Students’ Reading Comprehension In Toefl And Their Ability In Translating English Texts Into Indonesian

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4.1.3.5 The Comparison Mean Scores of Reading Comprehension

Skills………... 39

4.2 Discussions………. 42

4.2.1 The Students' Reading Comprehension in TOEFL ……… 42

4.2.2 The Students' English-Indonesian Translating Ability……… 44

4.2.3 The Relationship between Students' Reading Comprehension in TOEFL and their Ability in Translating English Texts into Indonesian ……… 46

CHAPTER V: CONCLUSIONS AND SUGGESTIONS……… 49

5.1 Conclusions………. 49

5.2 Suggestions………. 51

REFERENCES………. 52

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The Relationship Between Students’ Reading Comprehension In Toefl And Their Ability In Translating English Texts Into Indonesian

Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu LIST OF TABLES

Table 3.1 Five Scale Absolute Norm……… 17

Table 3.2 Translation Quality Categories………. 17

Table 3.3 Categories in Translation Evaluation………... 19

Table 3.4 The Criteria of Validity……… 21

Table 3.5 Classification of Difficulty Level………. 22

Table 3.6 The Reliability Level Based on the Alpha Value………. 23

Table 3.7 r Coefficient Correlation………... 25

Table 4.1 The Descriptive Statistic of the Students’ TOEFL Reading Comprehension Test……… 28

Table 4.2 The Students’ TOEFL Reading Comprehension Test Score………. 28

Table 4.3 Reliability of Reading Comprehension Test ………... 29

Table 4.4 Validity of Reading Comprehension Test ………... 30

Table 4.5 The Result of Difficulty Index ……… 31

Table 4.6 The Descriptive Statistic of The Students’ English-Indonesian Translating Ability………... 32

Table 4.7 The Students’ English-Indonesian Translating Ability Test Score 32 Table 4.8 Reliability of English-Indonesian Translating Ability Test ……… 33

Table 4.9 Validity of English-Indonesian Translating Ability Test ………… 34

Table 4.10 Normality Distribution Test………... 35

Table 4.11 The Result of Correlation Testing between Students’ TOEFL Reading Comprehension and English-Indonesian Translating Ability……… 37

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The Relationship Between Students’ Reading Comprehension In Toefl And Their Ability In Translating English Texts Into Indonesian

Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu

Table 4.12 Coefficient Determination ………. 38 Table 4.13 The Result of Linearity Testing……….. 39

Table 4.14 The Students’ Profile in Employing Reading Comprehension

Skills ………. 40

LIST OF FIGURES

Figure 2.1 Eugene Nida's Model of the Translation Process………. 10

Figure 4.1 The Students' Reading Comprehension Contribution to Students’ English-Indonesian Translating Ability Test Score……… 41 Figure 4.2 Students’ TOEFL Reading Comprehension Test Score…………... 43 Figure 4.3 Students’ TOEFL Reading Comprehension Test Score

Percentages ………. 43

Figure 4.4 Students’ English-Indonesian Translating Test Score……….. 45 Figure 4.5 Students’ English-Indonesian Translating Test Score Percentages.. 45

Figure 4.6 Students’ TOEFL Reading Comprehension and English

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The Relationship Between Students’ Reading Comprehension In Toefl And Their Ability In Translating English Texts Into Indonesian

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ABSTRACT

This study was a correlational research. The aims of the study was to investigate the students’ reading comprehension in TOEFL, students’ English -Indonesian translating ability, and the relationship between reading comprehension in TOEFL and their ability in translating English texts into Indonesian. The subjects of this study were twenty five eighth semester students of Translating-Interpreting program in English Education Department in Indonesia University of Education (UPI). The research instruments were TOEFL texts for reading comprehension test and English-Indonesian translation test, the texts were taken from TOEFL Preparation Guide Test. This study revealed that the mean of the students’ TOEFL reading comprehension test score was at the point 77.68 and it belongs to good category. It means that students’ reading comprehension in TOEFL texts is generally good. The finding of this study also revealed that the mean of the students’ English-Indonesian translating ability test score places at the point 82.21 and it belongs to very good category. It means that students’ English-Indonesian translating ability is generally very good. The finding of the study obtained the values of correlation coefficient or r observed at the point 0.935. It indicated that the value of r observed is higher than the value of r table (0.935 > 0.337). Thus, the correlation coefficient which was found in this study proved that there is a relationship between students’ reading comprehension in TOEFL and their ability in translating English texts into Indonesian. The point 0.935 belongs to very strong correlation level. It means that students’ reading comprehension in TOEFL contributed very strong to the students’ ability in translating English texts into Indonesian. Students’ TOEFL reading comprehension contributed 86.8% to the students’ success in achieving their goal, namely having good English-Indonesian translating ability. Therefore, students’ TOEFL reading comprehension can be said as one of important factors that should have serious attention from both the students and the lecturers.

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MarlianaYanuarlin, 2014

The Relationship Between Students’ Reading Comprehension In Toefl And Their Ability In Translating English Texts Into Indonesian

Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu ABSTRAK

Penelitian ini merupakan penelitian korelasional. Tujuan dari penelitian ini adalah untuk meneliti pemahaman membaca mahasiswa dalam teks TOEFL, kemampuan menerjemahkan bahasa Inggris-Indonesia mahasiswa, dan hubungan antara pemahaman membaca mahasiswa dalam teks TOEFL dan kemampuan mereka dalam menerjemahkan teks bahasa Inggris ke dalam bahasa Indonesia. Subyek penelitian ini ada dua puluh lima mahasiswa semester delapan program Translating-Interpreting di Jurusan Pendidikan Bahasa Inggris di Universitas Pendidikan Indonesia (UPI). Instrumen penelitian yang digunakan adalah teks TOEFL untuk tes pemahaman membaca dan tes terjemahan bahasa Inggris-Indonesia, teks diambil dari Panduan Persiapan TOEFL. Penelitian ini mengungkapkan bahwa rata-rata skor tes pemahaman membaca teks TOEFL mahasiswa berada di titik 77,68 dan termasuk dalam kategori baik. Ini berarti bahwa pemahaman membaca mahasiswa dalam teks TOEFL umumnya baik. Temuan penelitian ini juga mengungkapkan bahwa rata-rata skor tes kemampuan menerjemahkan bahasa Inggris-Indonesia mahasiswa berada pada titik 82,21 dan termasuk kategori sangat baik. Ini berarti bahwa kemampuan mahasiswa dalam menerjemahkan bahasa Inggris-Indonesia umumnya sangat baik. Temuan penelitian ini diperoleh nilai koefisien korelasi atau r observed pada titik 0,935. Hal ini menunjukkan bahwa nilai r observed lebih tinggi dari nilai r tabel (0,935> 0,337). Dengan demikian, koefisien korelasi yang ditemukan dalam penelitian ini membuktikan bahwa ada hubungan antara pemahaman membaca teks TOEFL mahasiswa dan kemampuan mereka dalam menerjemahkan teks bahasa Inggris ke dalam bahasa Indonesia. Titik 0,935 memiliki tingkat korelasi yang sangat kuat. Ini berarti bahwa pemahaman membaca dalam teks TOEFL memberikan kontribusi yang sangat kuat untuk kemampuan mahasiswa dalam menerjemahkan teks bahasa Inggris ke dalam bahasa Indonesia. Pemahaman membaca teks TOEFL mahasiswa berkontribusi 86,8% terhadap kesuksesan dalam mencapai tujuan mereka, yaitu memiliki kemampuan menerjemahkan bahasa Inggris-Indonesia yang baik. Oleh karena itu, pemahaman membaca dalam teks TOEFL dapat dikatakan sebagai salah satu faktor penting yang harus mendapat perhatian

serius baik dari mahasiswa maupun dosen.

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MarlianaYanuarlin, 2014

The Relationship Between Students’ Reading Comprehension In Toefl And Their Ability In

Translating English Texts Into Indonesian

Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu CHAPTER I

INTRODUCTION

This chapter presents a brief description of whole content of the research. This chapter includes background of the study, research questions, aims of the study, scope of the study, significance of the study, clarification of terms, and organization of the paper.

1.1 Background of the Study

People from all around the world use and learn language. Language learners face numerous challenges as they tread their way through the boundless maze of foreign language learning. One of the thorny areas of concern for English as Foreign Language (EFL) learners is reading comprehension (Zoghi et.al, 2014). Reading comprehension is not confined solely to the ability to restate the text, rather it refers to the ability to use prior knowledge, making connections, visualizing, inferring, determining importance and synthesizing the materials in the text (Grimes, 2004).

English as the international language is used and learnt by many students in Indonesia. Because many Indonesian students study their subject areas in English, reading is essential for their academic and professional success. Indeed, this research tells that reading is an important measurement of their academic success. Yet most of EFL students in Indonesia find it difficult when they are asked to read a passage and answer comprehension questions especially in cases where the topic of the texts are unfamiliar because of cultural differences or lack of background knowledge. The students’ weakness in English proficiency and very limited experience with reading and the written word in both their mother tongue and English make them become weak readers who poor at comprehending what they read.

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The Relationship Between Students’ Reading Comprehension In Toefl And Their Ability In

Translating English Texts Into Indonesian

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Test of language comprehension, be they tests of reading or listening, traditionally purport to measure only one factor: accuracy of comprehension (Lee, 2002). Test of English as a Foreign Language (TOEFL) is probably the most often examination in the admission process of foreign students to college and university in the United States (Pyle & Munoz, 2002). TOEFL test is used as a standard assessment of English proficiency. It implies that TOEFL is a tool to predict students’ ability in reading comprehension. It emphasizes and measures English usage and communication ability in academic setting (TOEFL iBT Tips, as cited in Ali, 2012, p. 49).

Reading is not merely a process of decoding of codes in printed form but a process of creating meaning as a result of the transaction between the reader and the text (Kabilan et.al, 2010). When talking about translation, most people think of it as a means of communication or a process of transferring meanings from one language to another. Translation is regarded as an activity confined to those who have already achieved a high degree of language skill. A good translation cannot be achieved without mastery of the second language (Lado, as cited in Hosseini-Maasoum, 2012).

Since translation and reading comprehension deal with the meaning of a written text, it would seem particularly important that educators and students to understand the correlation between reading comprehension and translation. So far,

there has been little research to examine the relationship between students’

reading comprehension in TOEFL and the ability in translating English texts into Indonesian. In order to fill this gap this research aims to identify the students’ reading comprehension in TOEFL, the students’ ability in translating English texts into Indonesian, and the relationship between the students’ reading comprehension in TOEFL and their ability in translating English texts into Indonesian.

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MarlianaYanuarlin, 2014

The Relationship Between Students’ Reading Comprehension In Toefl And Their Ability In

Translating English Texts Into Indonesian

Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu

There are three problems which will be investigated in this study. The problems are formulated in the following questions:

1. How is the students’ reading comprehension in TOEFL?

2. How is the students’ ability in translating English texts into

Indonesian?

3. Is there any relationship between the students’ reading comprehension in TOEFL and their ability in translating English texts into Indonesian?

1.3 Aims of the Study

Based on the background of the study and the research questions above, the aims of the study can be formulated as follows:

1. To identify the students’ reading comprehension in TOEFL.

2. To identify the students’ ability in translating English texts into Indonesian.

3. To identify the relationship between the students’ reading comprehension in TOEFL and their ability in translating English texts into Indonesian.

1.4 Scope of the Study

The scope of this study is limited to two concerns. First, the study focuses on investigating whether or not there is a relationship between students’ reading comprehension in TOEFL and their ability in translating English texts into Indonesian. Second, this study also investigates the students’ reading comprehension in TOEFL and the students’ ability in translating English texts into Indonesian.

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The Relationship Between Students’ Reading Comprehension In Toefl And Their Ability In

Translating English Texts Into Indonesian

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The significances of this study can be formulated as follows:

Theoretically, this study is expected to be a reference for further researcher who is interested in reading comprehension and translating English-Indonesian.

Practically, this study is intended to give some contributions for educational field, especially in teaching reading comprehension and translating. It is expected to give the English Education students an awareness of the importance of reading comprehension mastery to improve their translating ability.

1.6 Clarification of Term

The following are the key terms which are used in the study to avoid misunderstanding the term of this study:

Reading comprehension is the ability to understand the meaning of words, ideas, and their relationship presented in the text (McNamara, 2007).

Translation is the reproduction in a receptor language of the closest natural equivalent of the source language message, first in the term of meaning, and second in terms of style (Nida& Taber, 1982).

1.7 Organization of the Paper

There are five chapters in this research paper. Chapter I is Introduction, this chapter consists of the background of the study, research questions of the study, aims of the study, cope of the study, significance of the study, clarification of the terms and organization of the paper. Next is chapter II which presents some theoretical foundations of the research that are relevant to this research. Chapter III is Research Methodology. This chapter discusses the methodology of the research, including the research design, variables, hypothesis of the study, participants and instruments of the study, research procedures and data analysis. Chapter IV presents the research findings and discussion of the study to answer the research questions. Last chapter is chapter V, in this chapter discusses the conclusion and also some suggestion from the findings of the study.

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The Relationship Between Students’ Reading Comprehension In Toefl And Their Ability In

Translating English Texts Into Indonesian

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The Relationship Between Students’ Reading Comprehension In Toefl And Their Ability In Translating English Texts Into Indonesian

Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu CHAPTER III

RESEARCH METHOD

This chapter discusses the research method. The researcher describes several topics related to the research method used in this research. They are the research design, variable, hypothesis, site and participants, research instruments, data collection, and data analysis.

3.1 The Research Design

For getting the data accurately and completely the researcher applied quantitative research methodology which was correlational research. Correlational research was used because this study aimed to identify the relationship between

students’ reading comprehension in TOEFL and their ability in translating English texts into Indonesian. Sugiyono (2014, p. 8) states that quantitative research is used to investigate certain population and sample, to collect data using research instrument, to analyze data in quantitative/statistic, and to examine the determined hypothesis. In correlational research, the relationships among two or more variables are studied without any attempt to influence them. There is no manipulation of variables in correlational research (Fraenkel & Wallen, 2012).

3.1.1 Variable

Variable can be classified into independent and dependent variables. Independent variable is a variable which is selected, organized, and evaluated by the researcher (Hatch & Farhady, 1982). Meanwhile, dependent variable is the variable in which the researcher observed in order to find out the effect of the independent variable (Loc Cit). As for this study, the independent variable was the

students’ reading comprehension in TOEFL, while the dependent variable was the students’ ability in translating English texts into Indonesian. Hence, in this current

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The Relationship Between Students’ Reading Comprehension In Toefl And Their Ability In Translating English Texts Into Indonesian

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study, reading comprehension in TOEFL was presumed to have an effect on

students’ English- Indonesian translating ability.

3.1.2 Hypothesis

Since this study was a quantitative correlational research, it is important to predict a particular relationship between two variables, the students’ reading comprehension in TOEFL and the students’ ability in translating English texts into Indonesian. This research had a set of hypothesis as follows:

 H0 = There is no relationship between students’ reading comprehension in TOEFL and their ability in translating English texts into Indonesian.

 H1 = There is relationship between students’ reading comprehension in TOEFL and their ability in translating English texts into Indonesian.

3.1.3 Site and Participants

This research was conducted in Indonesia University of Education (UPI), Bandung. The participants of this research were 25 semester eight students of English Education Department batch 2010 who were Indonesian natives. The students involved in this study were the students of Translating-Interpreting program who had taken and passed four credit of English-Indonesia Translating course who took. The purposive sampling was used to determine the sample of this study. Purposive sample is done by taking subjects to obtain sample based on the purpose of the study not based on stratum, random or location (Arikunto, 2013). By selecting these students, the researcher assumed that they were capable of translating English texts into Indonesian much better because they had more exposures to translation practices than the students who took ESP program.

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The Relationship Between Students’ Reading Comprehension In Toefl And Their Ability In Translating English Texts Into Indonesian

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Reading comprehension and English-Indonesian translation tests were administered to all of the participants. The researcher used TOEFL texts to collect data of students’ reading comprehension and students’ translating ability for this research. The texts were taken from “Cliffs TOEFL Preparation Guide Test of English as a Foreign Language” by Michael A. Pyle, M.A. and Mary Ellen Muñoz Page, M.A (2002). Reading comprehension test and English-Indonesian translation test were using the same TOEFL texts.

3.1.4.1 The Reading Comprehension Test

This study concerned with the students’ skill in reading comprehension; therefore, the research opted to use TOEFL texts practice test which is very similar in format to the real institutional administration. The participants had to take this test under testing condition, exactly as the actual test with time allocation.

This test was aimed at answering the first research question about the students’

reading comprehension in TOEFL.

The test item consisted of five texts from “Cliffs TOEFL Preparation Guide Test of English as a Foreign Language” (p. 451- 462) and followed by approximately fifty multiple choice related to the texts. To obtain the score of the test, this study employed a simple formula. The formula is:

Where :

CA = number of correct answers N = number of the total items

Score 100 would be the highest score. After obtaining the data, the researcher used Five Scales Absolutes Norm with following scale table:

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The Relationship Between Students’ Reading Comprehension In Toefl And Their Ability In Translating English Texts Into Indonesian

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Table 3.1

Five Scale Absolute Norm The Mastery

Process Raw Score Standard Score Category

90% - 100% 85 – 100 A Very Good

80% - 89% 71 – 85 B Good

65% - 79% 51 – 70 C Fair

55% - 64% 41 – 50 D Poor

0% - 54% 0 – 40 E Very Poor

(Nurkancana, 1992)

3.1.4.2 The English-Indonesian Translation Test

The researcher used TOEFL texts from “Cliffs TOEFL Preparation Guide Test of English as a Foreign Language” (p. 451- 462) that were also used in reading comprehension test as the material for the translation test. The participants were asked to translate the text regardless of translation method which they used. This translation test was aimed to answer the second research question about the

student’s ability in translating English texts into Indonesian.

The translation assessment used the indicator for quality categories according to Barnwell (as cited in Mulyati, 2010) as shown as follow:

Table 3.2

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Aspects Score Level Qualification

Accuracy

1 Bad

Semantically misleading and

incomprehensible, unclear meaning, the presence of some grammatical errors and deviation of meaning.

2 Fair Correct meaning, minimum redundancy and grammatical errors.

3 Good Correct meaning, no omission, addition or any changes of meaning.

4 Excellent Accurate, clear, no omission, addition or any changes of meaning.

Clarity

1 Bad

Stylistically awkward, structurally burdensome, poorly structured, diction and mechanical errors.

2 Fair

Complex syntax but understandable meaning and some diction that have mechanical errors.

3 Good Appropriate words, phrases and grammar and also clear meaning.

4 Excellent Easy to be understood, correct words, phrases and grammar, and no ambiguity.

Naturalness

1 Bad

Unnatural forms, awkward language, linguistically unnatural, stylistically awkward.

2 Fair Makes sense and minimum unnatural words, grammar, phrases and idioms.

3 Good

Correct meaning, appropriate idioms, and words but there are some syntactic structure errors.

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4 Excellent

Makes sense and read naturally (written in ordinary language, common grammar, proper idioms and words).

After obtaining the score of translation quality, the researcher converted that score with another translation categories which is proposed by Machali (2000, cited in Putra, 2012) in order to get translation quality category and mark of translation evaluation.

Table 3.3

Categories in Translation Evaluation

Category Mark Average (%) Indicator

Nearly Perfect Translation

86-100 A

Natural expression; no inversion and deviation of meaning; no incorrect choice of standard term mistake; sounds like a native language.

Very Good Translation 76-85

No distortion of meaning; no rigid word for word translation; no incorrect choice of standard terms; but there is still a few of spelling mistakes.

Good Translation 61-75

No distortion of meaning; no rigid word for word translation; but is not relative more than 15% of the whole text; there are

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The Relationship Between Students’ Reading Comprehension In Toefl And Their Ability In Translating English Texts Into Indonesian

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also a few of incorrect choice of standard terms.

Fair Translation 46-60

Sounds of translation, there are some of rigid word for word translation but are not relatively more than 25% of the whole text; there are some grammatical errors, but is not relatively more than 25% of the whole text. Some incorrect choice of standard terms and unclear meaning are found

Bad Translation 20-45

Sounds a pure translation; too many rigid word for word translation. Distortion of meaning and choice of terms mistake are found more than 25% of the whole text.

(Machali, 2000)

3.2 Data Collection

3.2.1 Research Procedures

These steps were the research procedures in order to collect the data: 1. Selecting the relevance theories and references on reading comprehension

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2. Selecting the material for reading comprehension test and translation test from TOEFL texts.

3. Selecting the site and participants of the research.

4. Administering the test; the students were given 120 minutes to finish the reading comprehension test and translation test. English dictionary was allowed.

5. Checking and scoring the students’ for reading comprehension test and translation test results.

6. Analyzing the findings of the research.

7. Interpreting the meaning of the results and verifying whether or not the data support the theory, research questions and hypotheses.

3.3 Data Analysis

3.3.1 Validity Test

Validity refers to the appropriateness, meaningfulness, and usefulness of the inferences a researcher makes (Fraenkel & Wallen, 2012). In short, it is the accuracy of a measurement. Therefore, validity test is measured to support any inferences made based on the data gained using particular instrument (Ibid). To examine the validity of reading comprehension in TOEFL, the researcher used Pearson Product Moment Correlation (Arikunto, 2013, p. 319). The result of the tests were calculated by SPSS 21 for Windows. The criteria which are determined the degree of the item validity is shown below:

Table 3.4

The Criteria of Validity

Correlational Coefficient Validity Criteria 0,80 ≤ r xy ≤ 1,00 Very High 0,60 ≤ r xy ≤ 0,80 High 0,40 ≤ r xy ≤ 0,60 Moderate 0,20 ≤ r xy ≤ 0,40 Low

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The Relationship Between Students’ Reading Comprehension In Toefl And Their Ability In Translating English Texts Into Indonesian

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0,00 ≤ r xy ≤ 0,20 Very Low

( Arikunto, 2013)

3.3.2 Difficulty Level

Difficulty level test was used in this study to measure whether the item

was relevant with the students’ (in this case, the test takers) ability level or not.

Difficulty index is the ration of the number of students that can answer the question correctly to the total number of the students who take the test (Cheang & Hasni, as cited in Johari, et al., 2011).

In this study, the difficulty level was used to find whether each of the test items was very easy, easy, moderate, difficult or very difficult. The formula which was used to determine the level of difficulty for a small group of students was as follows:

DI : difficulty index

B : number of students who answered that question correctly J : the total number of test takers

Loon (2007, as cited in Johari, et al., 2011) proposed the classification of difficulty level for different ranges of the difficulty index and actions to be taken as shown in table below.

Table 3.5

Classification of Difficulty Level

Difficulty Index Difficulty Level Modification Results

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The Relationship Between Students’ Reading Comprehension In Toefl And Their Ability In Translating English Texts Into Indonesian

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0,3 < DI < 0.8 Moderate Accept

DI ≥ 0,8 Too Easy Modify

3.3.3 Reliability Test

In a research study, reliability test also plays an important part in gathering the data. Stainback (as cited in Sugiyono, 2014) defines the meaning of reliability:

Reliability is often defined as the consistency and stability of data or findings. From a positivistic perspective, reliability typically is considered to be synonymous with the consistency of data produced by observations made by different researchers (e.g. interrater reliability), by the same researcher at different times (e.g. test retest), or by splitting a data set in two parts (split-half).

(Stainback, 1988) The reliability of the instruments for this study was analyzed by internal consistency. Reliability test by internal consistency is done by trying out the instrument once, and then the data is analyzed by a specific technique. Meanwhile,

Cronbach’s Alpha formula is used to facilitate internal consistency. Results of the analysis could be used to predict the reliability of the instrument. The Cronbach’s Alpha formula is stated below:

(Arikunto, 2013)

Where :

α = alpha coefficient of reliability K = number of components or items

= variance of the observed total test scores = the variance of component

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The Relationship Between Students’ Reading Comprehension In Toefl And Their Ability In Translating English Texts Into Indonesian

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i = the current sample of persons

The instrument can be said as reliable instrument if it has Cronbach

coefficient (α) which is higher than 0.70 (Nunnally, as cited in Ghozali, 2011).

After obtaining the reliability coefficient, then the researcher interpreted the result using the reliability level based on the alpha value as follows.

Table 3.6

The Reliability Level Based on the Alpha Value

Reliability Coefficient Criteria

0.80 ≤ r11 ≤ 1.00 Very high

0.60 ≤ r11 ≤ 0.80 High

0.40 ≤ r11 ≤ 0.60 Moderate

0.20 ≤ r11 ≤ 0.40 Low

0,00 ≤ r11 ≤ 0.20 Very low

(Sugiyono, 2014) 3.3.4 Test of Normality

The normality testing is intended to know the data distribution in the variables (Ghozali, 2011). In this study, normality test was carried out by Kolmogorov-Smirnov test formula using SPSS 21 for Windows. If the data is normally distributed, it means that the sample represents the whole population. On the contrary, if it is not normally distributed, it only works at the sample. The null hypothesis works in the test which is elaborated as follows:

H0 = the data of students’ reading comprehension in TOEFL and

students’ English-Indonesian translating ability are normally distributed. Ha = the data of students’ reading comprehension in TOEFL and

students’ English-Indonesian translating ability are not normally distributed.

If the data were in normal distribution, the Pearson Product Moment formula is appropriate to use:

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The Relationship Between Students’ Reading Comprehension In Toefl And Their Ability In Translating English Texts Into Indonesian

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√

(Sugiyono, 2014, p. 183) Where :

r = correlation coefficient

N = the numbers of pairs of measurement

x = results of students’ reading achievement (variable x) y = results of translating ability (variable y)

∑ = sum

Meanwhile, if the data were not normally distributed, the data used Spearman Correlation for ranked data. The formula is as follows:

(Sugiyono, 2014) Where :

d = the difference in statistical rank of corresponding variables n = the number of pairs of ranking

After calculated the normality distribution and found out if this study used Pearson or Spearman formula, and then coefficient correlation was used based on Sugiyono’s (2014) criteria.

Table 3.7

r Coefficient Correlation

Coefficient interval Correlation level

0,00 – 0,199 Very weak

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The Relationship Between Students’ Reading Comprehension In Toefl And Their Ability In Translating English Texts Into Indonesian

Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu

0,40 – 0,599 Moderate

0,60 – 0,799 Strong

0,80 – 1,000 Very strong

(Sugiyono, 2014, p. 184)

3.3.5 Test of Linearity

Test of linearity is intended to examine the significance of the relationship of the variables which were observed in this study. Since the variables in this

study are only two variables: variable X (students’ TOEFL reading comprehension) as independent variable and variable Y (students’ English -Indonesian translating ability) as dependent variable. The calculation of linearity testing was based on simple regression formula which is stated as follow:

Y = a + bX

(Kurniawan, 2011) Where :

Y = dependent variable a = constant

b = coefficient regression X = independent variable

3.3.6 Calculating the Contribution of Students’ TOEFL Reading Comprehension

This computation is intended to see the percentage of the contribution of

students’ TOEFL reading comprehension variable towards students’ English -Indonesian translating ability variable. The percentage was calculated based on the formula below using SPSS 21 for Windows.

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The Relationship Between Students’ Reading Comprehension In Toefl And Their Ability In Translating English Texts Into Indonesian

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CD = r2 x 100%

(Coolidge, 1997) Where :

CD = Coefficient Determinant r2 = squared correlation coefficient

3.3.7 Comparing the Mean of Each Type of Reading Skills

The process of comparing the mean of each type of reading skills is meant to discover the frequency of reading skills which are employed by the students in TOEFL reading comprehension. To meet this purpose, the mean of each reading skills was compared one other and then compared with the mean of translating ability score. The reading skill which has the highest mean is categorized as the

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MarlianaYanuarlin, 2014

The Relationship Between Students’ Reading Comprehension In Toefl And Their Ability In

Translating English Texts Into Indonesian

Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu CHAPTER V

CONCLUSION AND SUGGESTIONS

After conducting the research and analyzing the findings, in this chapter the researcher presents conclusion and suggestions. The research has an expectation that this study will be useful for English students, teachers of translation course, future researcher and all readers who are interested in this study.

5.1 Conclusion

This research mainly concerns with finding out the students’ reading comprehension in TOEFL, the students’ ability in translating English texts into Indonesian and the correlation between students’ reading comprehension in TOEFL and their ability in translating English texts into Indonesian. The finding of this study revealed that the mean of the students’ TOEFL reading comprehension test score was at the point 77.68. The point 77.68 belongs to good category. It means that students’ reading comprehension in TOEFL texts is generally good. Therefore, the first research question about the students’ reading comprehension in TOEFL texts has been answered. The finding of this study also

revealed that the mean of the students’ English-Indonesian translating ability test

score places at the point 82.21. The point 82.21 belongs to very good category. It

means that students’ English-Indonesian translating ability is generally very good.

Therefore, for the second research question about the students’ ability in translating English texts into Indonesian also has been answered. The finding of the study obtained the values of correlation coefficient or r observed at the point 0.935. It indicates that the value of r observed is higher than the value of r table (0.935 > 0.337). It means that the alternatives hypothesis is accepted. Thus, the correlation coefficient which was found in this study proved that there is a

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MarlianaYanuarlin, 2014

The Relationship Between Students’ Reading Comprehension In Toefl And Their Ability In

Translating English Texts Into Indonesian

Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu

relationship between students’ reading comprehension in TOEFL and their ability

in translating English texts into Indonesian. It also answered the third research question. The answer for that research question is there is a relationship between

students’ reading comprehension in TOEFL and their ability in translating English

texts into Indonesian. The point 0.935 belongs to very strong correlation level. It

means that students’ reading comprehension in TOEFL contributes very strong to

the students’ ability in translating English texts into Indonesian. Students’ TOEFL reading comprehension contributes 86.8% to the students’ success in achieving their goal, namely having good English-Indonesian translating ability. Therefore, students’ TOEFL reading comprehension can be said as one of important factors that should have serious attention from both the students and the lecturers.

Based on the reading comprehension skills which are proposed by Mikulecky and Jeffries (2003), the researcher found six reading comprehension skills which are mostly used by the students in TOEFL reading comprehension. They are skimming, using vocabulary knowledge, scanning, understanding main idea, making inferences and summarizing. The mean scores of each reading comprehension skills category are at the point between 15.08 up to 0.96 in a range 1 to 6. Scanning skill is at the first rank. It means than scanning, the skill which is a very high-speed reading that is done when looking for a specific piece of information, was the skill which was mostly employed by the students. The last rank of reading comprehension skill was placed by summarizing. It indicates that the students who took this TOEFL reading comprehension were rarely used the summarizing skills which deals with retelling the important parts of a passage in a much shorter form when the students got involved with TOEFL texts. Scanning skill as the most employed by the students contributes 44.44% to students’ English-Indonesian translating ability. It means that scanning skill is really helpful factor for the students to comprehend the texts completely and quickly. Since the purpose of scanning is to find specific detail information, therefore when the students can find and understand much specific information about the text, they

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MarlianaYanuarlin, 2014

The Relationship Between Students’ Reading Comprehension In Toefl And Their Ability In

Translating English Texts Into Indonesian

Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu

are expected to be able to translate the text appropriately. Meanwhile, the second rank is using vocabulary knowledge skill which contributes 28.89%. It means that to be able to produce a good translation, the student needs good vocabulary knowledge skill in order to find closest equivalence of the source language into

the target language. It strengthens Jakobson’s (1959) statement that apparent

synonymy does not always yield equivalence. Therefore, the students need as many vocabularies as possible and familiarize themselves to use those vocabularies in every different contexts of the text.

5.2 Suggestions

Based on the research findings, the researcher suggests some points: 1. Since there is still TOEFL reading comprehension score which was categorized into poor classification , English Education students are expected to improve their reading comprehension by reading many texts material as possible from different genres and topics. Plus with always practice their reading comprehension skills, it will give a lot of good impact in their proficiency in reading comprehension.

2. Before translating a text, the students are faced with the analysis of the source language text in advance by reading comprehension. That means the students as the translators are not enough to understand what they read, but they also need to obtain knowledge of contrastive analysis in order they are easy to recognize the similarities and differences which exist between the source language and the target language. Since from translating test result, even though the

students’ English-Indonesian translating ability score were categorized into very

good translation however there are various word choices which inappropriate for target language.

3. Since this paper is still far from perfect, did not cover all aspects dealing with translation study and took small sum of participants, therefore, the researcher suggests for further research to take larger sum of participants and do the in-depth

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The Relationship Between Students’ Reading Comprehension In Toefl And Their Ability In

Translating English Texts Into Indonesian

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analysis in students’ English-Indonesian translation test results. Not only

investigate the correlation between reading comprehension and translating ability but also the next researcher should analyze the correlation between translation study and other aspects related to language skill.

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The Relationship Between Students’ Reading Comprehension In Toefl And Their Ability In

Translating English Texts Into Indonesian

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Translating English Texts Into Indonesian

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Translating English Texts Into Indonesian

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The Relationship Between Students’ Reading Comprehension In Toefl And Their Ability In

Translating English Texts Into Indonesian

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The Relationship Between Students’ Reading Comprehension In Toefl And Their Ability In Translating English Texts Into Indonesian

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analysis in students’ English-Indonesian translation test results. Not only investigate the correlation between reading comprehension and translating ability but also the next researcher should analyze the correlation between translation study and other aspects related to language skill.

(2)

MarlianaYanuarlin, 2014

The Relationship Between Students’ Reading Comprehension In Toefl And Their Ability In Translating English Texts Into Indonesian

Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu

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