The correlaction between studies grammatical ability and translating skill A survey) at seventh semester of english letters department state Islamic University Syarif Hidayatullah Jakarta

FITRIA NO. 106026003680

ENGLISH LETTERS DEPARTMENT LETTERS AND HUMANITIES FACULTY STATE ISLAMIC UNIVERSITY “SYARIF

HIDAYATULLAH” JAKARTA

A Thesis

Submitted to Letters and Humanities Faculty

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

FITRIA NO. 106026003680

ENGLISH LETTERS DEPARTMENT LETTERS AND HUMANITIES FACULTY STATE ISLAMIC UNIVERSITY “SYARIF

HIDAYATULLAH” JAKARTA

i ABSTRACT

Fitria, The Correlation between Students’ Grammatical Ability and Translating Skill (A Survey) at Seventh Semester of English Letters Department, State Islamic

University “Syarif Hidayatullah” Jakarta. Thesis. Letters and Humanities Faculty, State Islamic University “Syarif Hidayatullah”, Jakarta: 2011.

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

between students’ grammatical ability and students’ translating skill from English into Bahasa Indonesia and vice versa at English Letters Department, UIN Syarif Hidayatullah Jakarta. In this study, there are two variables that should be investigated: grammatical ability as an independent variable and translating skill as a dependent variable. The population of this study was all students at English Letters Department, UIN Syarif Hidayatullah Jakarta. The sample of 30

respondents was taken from the seventh semester’s students in translation class by using sampling random technique. This research used the descriptive correlation

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

technique to analyze the data.

As its pre requirements analyses have already been fulfilled, it has been known that the correlation coefficient between both variables is 0.562; while in

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

correlation coefficient is 0.361. It means that correlation coefficient of 0.562 is very significant and can be used to reject the null hypothesis because rxy > rt = 0.562 > 0.361. In other words, the alternative hypothesis that saying there is significant relationship between grammatical ability and translating skill is accepted.

Moreover, the regression equation of Y = 38.514 + 0.421X shows that the increasing or decreasing score of translating skill can be predicted by the score of grammatical ability. If X goes up by one, Y is predicted to go up by 0.421. It can be concluded that grammatical ability gives significant contribution to the translating skill.

The suggestion of this research is that in developing the translation course, English Letters Department of UIN Syarif Hidayatullah Jakarta should pay more attention to the grammar course. Then, students should try to increase their grammatical ability in developing their translating skill.

ii

APPROVEMENT

THE CORRELATION BETWEEN STUDENTS’

GRAMMATICAL ABILITY AND TRANSLATING SKILL (A SURVEY) AT SEVENTH SEMESTER OF ENGLISH LETTERS DEPARTMENT STATE ISLAMIC UNIVERSITY “SYARIF HIDAYATULLAH” JAKARTA

A Thesis

Submitted to Letters and Humanities Faculty

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

FITRIA NO. 106026003680

Approved by:

Dr. H.M. Farkhan, M.Pd Supervisor

ENGLISH LETTERS DEPARTMENT LETTERS AND HUMANITIES FACULTY STATE ISLAMIC UNIVERSITY “SYARIF

HIDAYATULLAH” JAKARTA

iii

LEGALIZATION

Name : Fitria

NIM : 106026003680

Title : The Correlation between Students’ Grammatical Ability and Translating Skill (A Survey) at Seventh Semester of English Letters Department, State Islamic University “Syarif Hidayatullah” Jakarta.

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

Examination Committee on February 9, 2011. It has been accepted as a partial fulfillment of the requirements for the degree of strata one.

Jakarta, March 16, 2011

The Examination Committee

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

19640710 199303 1 006

2. Elve oktafiyani, M.Hum (Secretary) 19781003 200112 2 002

3. Dr.Muhammad Farkhan, M.Pd (Advisor) 19650919 200003 1 002

4. Drs.Asep Saefuddin, M.Pd (Examiner I) 19640710 199303 1 006

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

iv

DECLARATION

I hereby declare that this submission is my own work and that, to the best of my knowledge and belief, it contains no material previously published or written by another person nor material which to a substantial extent has been accepted for the award of any other degree or diploma of the university or other institute of higher learning, except where due acknowledgment has been made in the next.

Jakarta, March 16, 2011

v

ACKNOWLEDGEMENT

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

to Almighty God “Allah SWT” for giving her the opportunity to study at English Letters Department State Islamic University “Syarif Hidayatullah” Jakarta and for

His blessing to the completion of this thesis.

The writer is conscious that she could not carry out this work without helping of others, both material and spiritual. For that reason, the writer would like to express her greatest love and honor to her beloved mother and father, then her brothers and sisters for their endless prayers and motivation.

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

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

“Syarif Hidayatullah” Jakarta, for his kindness and valuable experience. 2. Dr. Wahid Hasyim, M. Ag. The Dean of Letters and Humanities Faculty. 3. Drs. Asep Saefudin, M.Pd. The Head of English Letters Departments, and

Elve Oktafiayani, M.Hum as the Secretary of English Letters Department for the support to complete this study.

4. Dr. H. Muhammad Farkhan, M.Pd. The writer’s advisor for his supervision advice, encouragement, support, and patience during the preparation of her thesis proposal and the completion of her thesis.

5. All of the Lectures in Letters and Humanities Faculty, who have given contribution and support directly or indirectly. All staff of Faculty of Adab

vi

and Humanities. Staff of Library Faculty of Adab and Humanities, staff of Library State Islamic University, and for the library staff of Atmajaya University.

6. The writer also wish to thank Rosida Erawati, lecture of PBSI UIN Jakarta, who have helped her to assess students translation and Moh.Subhan Zein, lecture of Canberra University, for his translation. 7. The specials thank goes to Imam Setiawan who has given her much

knowledge about statistic science and for his valuable support.

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

9. All friends at English Letters Department especially to Rizki Gunawan for the participation in completing the questionnaire.

To all friends and persons who give their pray, help and support in writing this paper that could not be mentioned one by one. May Allah SWT, the Almighty bless them all, Amiin.

Finally, the writer realizes that this thesis still has some weaknesses and mistakes. Therefore, the writer would like to accept any constructive suggestions to make this thesis better.

Jakarta, March 16, 2011

vii

TABLE OF CONTENTS

ABSTRACT ... i

APPROVEMENT ... ii

LEGALIZATION ... iii

DECLARATION ... iv

ACKNOWLEDGEMENTS ... v

TABLE OF CONTENTS ... vi

Chapter I INTRODUCTION ... 1

A. The Background of the Study ... 1

B. Focus of the Study ... 4

C. Research Question ... 5

D. Significance of the Study ... 5

E. The Method of the Research ... 5

1. The purpose of the study... 5

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

3. Research method ... 6

4. Variable... 6

5. Populations and sample ... 7

6. Instruments of the research ... 7

7. Technique of data analysis... 9

Chapter II THEORETICAL FRAMEWORK... 10

A. Grammatical Ability ... 10

1. Words ... 12

2. Phrase………. 13

3. Sentences ... 15

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b. Sentences types ... 17

B. Translating Skill ... 22

1. The process of translation ... 24

2. Translation methods... 26

3. Translation procedures... 29

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

C. Thinking Framework……….... . 34

D. Hypothesis………... .. 35

Chapter III RESEARCH FINDINGS ... 36

A. The Description of Data ... 36

B. The Analysis of Data ... 38

1. Prerequisite testing ... 38

2. Hypothesis Testing ... 42

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

Chapter IV CONCLUSION AND SUGGESTION ... 47

A. Conclusion ... 47

B. Suggestion ... 48

BIBLIOGRAPHY ... 49

1 CHAPTER I INTRODUCTION

A. The Background of the Study

The development of a dynamic era requires people to be able to speak English because it has become popular today. Most countries in all over the world use English as their second language. No wonder, people are now learning this language. In Indonesia itself, English is required as a lesson at every level of school. Moreover, not only adults, but also children learn it. Besides, many English courses like LIA, ILP, EF, LPIA, etc are available in Indonesia especially in Jakarta.

In learning English, students cannot separate it from translation activity. Translation is needed to understand what people express and say in their languages, write in their letters, or communicate with their friends. However, students cannot understand what they read completely if they do not understand the language used in those media. For example, a story in English is difficult for students who do not understand English. Therefore, translation is necessity in solving the problem.

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

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

The work of translation is an active assessment of the translator to give the equivalent information with the original text and translation environment.

1

Paulinus Soge, Menerjemahkan Teks Bahasa Inggris Ilmiah, Teori dan Praktek (Yogjakarta: Universitas Atmajaya, 1989), p. 2

According to EA Nida, "The most important factor that determines the success of translation work is a broad knowledge of the translator." 2 Therefore, the translator must know many things related to ecology, material culture or technology, social organization, and linguistic structure of both the country and community, which was spoken in the original text as well as from the country or society where the translation work will be read.

The ability to translate well is an art. It requires special talent and training.3 Therefore, the translator should re-express the meaning of source language as exactly possible into the target language that people can understand the message easily. From the explanation above, students can realize that the need for the competent translators is at an all-time high. The competency can be obtained through formal and informal ways such as formal education, training, life experience, on the job, etc.

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

translators is English Letters Department of State Islamic University “Syarif Hidayatullah” Jakarta. English Letters Department has three concentrations:

Linguistic, Literature, and Translation. These concentrations are relatively new program, which were established in 2009. The concentration of translation is intended to prepare students to be professionals in translation areas. But in reality, the aim of translation courses cannot be achieved because there were still many mistakes made by the students in translating English sentences into Bahasa Indonesia or vice versa. These problems can be caused by a lack of time for the

2

Ibid. p. 3 3

translation activity and less precise methods used in teaching translation courses. For example, the sentence "Yes, I can see I'm quite recognizable as an old pussy", is translated as "Ya, aku dapat melihat aku sangat pantas disebut sebagai seekor kucing tua." and the sentence "A student of Gadjah Mada University who has just passed the exam smiles happily" is translated as "Seorang mahasiswa

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

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

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

first example, the word “can” must not be translated by “dapat” because the auxiliary verb “can” has several meanings such as “bisa” and “akui”. In the second example, the translation results were less communicative and had been wasting too many words.

In addition, there are also some mistakes in translating sentences from Bahasa Indonesia into English. For example the sentence "Andi tinggal di pinggiran kota." is translated as "Andi lives in outskirt" even the word “outskirt” should be written “outskirts” because it is a single noun which should be written by plural form. The other example is the sentence “Saya harus mendapatkan beasiswa itu” is translated as “I must getting the scholarship”. The word “getting” should be translated to “get” because after the auxiliary verb must be followed by verb I.

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

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

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

It means that the differences of grammatical system in both language, Bahasa Indonesia and English, become the obstacles language in translating.

Each language will have certain grammatical devices for combining or grouping ideas, participants, events, etc. A translator needs to know the combinative principles and the devices for signaling grouping in both the source and receptor languages.5 Based on the data, the writer knows that one of the

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

information about the correct grammar.

Therefore, the writer is interested in doing this research to find empirical data about the correlation between grammatical ability and text translating skill from English into Bahasa Indonesia and vice versa. This research will be conducted at English Letters Department, State Islamic University "Syarif Hidayatullah" Jakarta by giving test to the students who took the concentration of

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

B. Focus of the Study

Based on the identification of the problems above, this research will focus onto determining the relationship between grammatical ability and translating text ability from English into Bahasa Indonesia and vice versa. This research was conducted to the seventh semester’s students at English Letters Department, State

4

Salihen Moentaha, Bahasa dan Terjemahan, (Jakarta: Kesaint Blanc, 2006), p. 16 5

Wolfarm Wilss, Ten Papers on Translation, ed. Richard B Noss (Singapore: Seamo Regional Language Centre, 1982), p. 75

Islamic University "Syarif Hidayatullah" Jakarta who already got study about translation and grammar.

C. Research Question

The problem of this research is as follows:

1. Is there a correlation between grammatical ability and translating skill from English into Bahasa Indonesia and vice versa?

D. Significance of the Study

The findings of this study will provide additional knowledge about translation study as well as to give new insight to the translator, lecturers, and students in translation class, particularly when they are interested in translating text from English into Bahasa Indonesia and vice versa. Therefore, they will be more critical and more careful. Moreover, this study can be guidance for the

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

quality.

E. The Method of the Research

This section will discuss comprehensively the research methodology that is done to obtain the data needed for the research. The methods are divided into seven sections as follows:

1. The Purpose of Study

The main purpose of this study is to obtain empirical data about the correlation between grammatical ability and translating skill. In reaching the main purpose, the following purpose could not be neglected:

a. to find empirical data about the significant correlation between grammatical ability and translating skill from English into Bahasa

Indonesia and vice versa of the seventh semester’s students at English Letters Department, UIN Syarif Hidayatullah Jakarta;

b. to find how much does the contribution of grammatical ability to the translating skill from English into Bahasa Indonesia and vice versa of the

seventh semester’s students at English Letters Department, UIN Syarif Hidayatullah Jakarta.

2. Time and Place of the Study

This research was conducted at seventh semester’s students of English Letters Department, Faculty of Adab and Humanities, UIN Syarif Hidayatullah Jakarta. The running time of the preparation phase up to the preparation of the report is from October 2010 to January 2011.

3. Research Method

In this research, the descriptive correlation method is applied to analyze the correlation between grammatical ability and translating skill from English into Bahasa Indonesia and vice versa.

4. Variable

There are two variables in this research:

1. Independent variable, namely grammatical ability of the seventh

semester’s student at English Letters Department, UIN Syarif Hidayatullah Jakarta. (X)

2. Dependent variable, namely translating skill of the seventh semester’s student at English Letters Department, UIN Syarif Hidayatullah Jakarta. (Y)

5. Populations and Sample

The population of this research involves all students of English Letters Department, UIN Syarif Hidayatullah Jakarta and the sample was 30 students of English Letters Department, UIN Syarif Hidayatullah Jakarta at the seventh semester.

6. Instruments of the Research

The instrument of this research is a grammatical test and a translation test. The grammatical test is English grammatical ability test consisting of 40 items covering aspects about the course of Structure III and IV. The items are taken from The Handbook of TOEFL by Panca Prastowo. This test is multiple choices. The assessment of this test is to consider the correct answer. If each item correctly answered, students will obtain a score of 100.

Then, translation test is the test of the ability to translate text in essay form. The texts are consisting of: the first is a single paragraph of English text that must be translated into Bahasa Indonesia and the second one is a single paragraph of Bahasa Indonesia text that must be translated into English. The assessment of this test is based on the accuracy of transferring messages from SL to TL including the accuracy of grammatical aspects. Each text has a score of 50. If both of texts are translated correctly, students will obtain a score of 100. Moreover, the

criteria of the assessment of this test are: 85 – 100 (A) = very good translation 75 – 84 (B) = good translation 60 – 74 (C) = adequate translation 45 – 59 (D) = less translation 0 – 44 (E) = bad translation6

Beside the criteria of the assessment of those tests, the writer gives the dimensions of grammatical ability test and translation test.

No. DIMENSIONS MULTIPLE CHOICES

TOTAL

1. Gerund phrase

-the use of gerund in sentences 1, 2, 7, 10 4

2. Participle phrase

-identify the false word or phrase of participle

34, 35, 38, 39 4

3. Adverbial clause

-adverbial clause as clauses of place -adverbial clause as clauses of time -adverbial clause as clauses of comparison

29 20, 24 19 1 2 1

4. Noun clause

-noun clause as appositive 17 1

5. Adjective clause

-complete the adjective in a sentence 18 1

6. Comparative degree of adjective -noun positive degree

-comparative degree

5 6, 9

1 2 7. Conditional sentences consisting of:

conditional type 1, conditional type 2, conditional type 3, real condition, unreal

condition, conditional to show

“consequent”

21, 25, 31, 28, 22, 27

6

8. Direct and indirect speech

-change reported speech into direct speech -change direct speech into reported speech -direct and indirect speech in the form of interrogative sentences 23, 30 26 32 2 1 1 6

Frans Sayogie. Penerjemahan Bahasa Inggris ke dalam Bahasa Indonesia. (Jakarta: Lembaga Penelitian UIN Jakarta, 2008), p.157

-direct and indirect speech in the form of imperative sentences

33 1

9. Modal auxiliaries

-the use of modal auxiliaries must, have, and should

3, 4, 13, 14 4

10. Passive voice

-identify the false word or phrase -complete the sentences

36, 37, 40 11, 15, 16

3 3 11. Prepositional phrase

-complete the sentences 8, 12 2

TOTAL 40

While the translation tests consist of essay test with one English popular text and one popular text in Bahasa Indonesia.

7. Technique of Data Analysis

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

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

relationship between two continuous variables. Then, simple linear regression is used to find the significant contribution of grammatical ability to the translating ability. In calculating the data, SPSS 16 program is applied to help the writer.

CHAPTER II

THEORETICAL FRAMEWORK

A. Grammatical Ability

In learning a language, people have to concern with its grammar because it will help them a lot to perform better in listening, speaking, reading, and writing. In classical Greek and Latin, the word grammatica referred to “the general study

of literature and language.”7

Moreover, Lamb and Martin stated:

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

it likewise the last part to develop in the growth of the individual child. It emerges through deconst ructing the original sign and reconstructing with the content plane split into two distinct strata, semantics, and lexicogrammar. Such a system (a higher-order semiotic organized around a grammar) is therefore said to be stratified.“8

From those statements, it is clear that grammar is a part of language. Then, grammar is a very important aspect of written language beside unity, coherence, and mechanics. Ungrammatical pieces of written language may show immaturity of language acquisition. In communication practice, ungrammatical error may cause to misunderstanding towards the intended meaning. Therefore, people must have grammatical ability in using language. To get further understanding about grammatical ability, the definition about grammar itself needs to be discussed at

7

Howard Jackson, Discovering Grammar (England: Pergamon Press Ltd, 1985), p.1 8

first. Francis Bacon wrote: “Concerning speech and words, the consideration of them hath produced the science of Grammar.” On the other hand, Ben Jonson

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

Based on the definition above, grammar can be defined as a science and a technique of speaking well.

The term grammar means different things to different people. To the grammarian it has often meant the analysis of his own language, or one he has

mastered, in order to discover its “rules” of propriety, that is, what may and may not be said in particular language.10 It means the mastery of grammar can be different to each person. It depends on their native language or their culture.

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

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

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

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

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

In this study, the assessment of grammatical ability is based on the mastery of grammatical aspects of English course only. The study of grammar in English is often subdivided into syntax and morphology, the former dealing with the structure sentences, and latter with the structure of words.

9

Howard Jackson (1985), loc. Cit 10

Robert Lado (1961), op.cit, p.141. 11

1. Words

As stated by Howard Jackson, “Words are units of grammar, whose structure is described in terms of morphemes, and which enters into the structure of units at higher levels of grammatical patterning, e.g. phrases and clauses. One

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

unit that may occur on its own, e.g. as a one-word response to a question.” Clearly, under the definition an inflectional morpheme would be excluded from word status, since it may only occur bound to a root morpheme or stem. However, such a definition also calls into question the status of many so-called

„grammatical’ or „form’-words, for example the articles (a and the in English). It would be unusual to hear the as a one-word response, except as a reply to a request for clarification. For example in the question “Did you say a tiger or the tiger?” the answer is just “The”.12 In fact, the „word’ or the „morpheme’ is to be considered the smallest unit of grammar.

Based on B.M.G Endang Sriwulandari, “…there are more than one million words in the English language…”13

On the other hand, Harold E. Palmer said that

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

words which cause great difficulty for foreign students in learning English.”14 It is clear that studying the words is very influential in learning English.

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

12

Howard Jackson (1985), op.cit, p.49. 13

Paulinus Soge (1989), op.cit, p. 9. 14

are classified into ten types. There are (1) Noun, (2) Verb, (3) Adjective, (4) Adverb, (5) Pronoun, (6) Preposition, (7) Article, (8) Numeral, (9) Conjunction, and (10) Interjection. Besides, the adherents of Modern Grammar are classified the English words into four classes, as follows:

Class I: Noun Class II: Verb Class III: Adjective

Class IV: Function Words15

Both of the classifications above are the same in particular because function words in Modern Grammar include type of words number 4 to 10 in Traditional Grammar. This can be understand because adverb has the function to indicate other words (verb or adjective); pronoun has to replace noun; article serves to describe noun; numeral has the function to indicate the number of objects; conjunction has a function to connect two words, two phrases, two or more sentences; and interjection serves as a means of speaking to exclaim.

2. Phrase

The word 'phrases' have some equivalent name, i.e. cluster and group. From these words, there are popular three terms: noun cluster, verbal phrase, and preposition group.

1. Noun Clusters

Noun clusters usually begin with "a," "an," or "the" followed by a noun and its cluster of modifying words. They appear, usually, just before or just after a

15

noun, which they are renaming. They are closely related to relative clauses, but they do not have relative pronouns like "who" or "which" at the beginning, and they do not have verbs. Here are a few more examples:

Table 2.1 Noun Phrase

Modifier Noun Headword Noun

1. A 2. A good 3. The 4. Five good 5. Some 6. Flower 7. Chicken

Student lawyer teacher architect engineers garden farm

2. Preposition Group

Preposition group is a group consisting of noun (noun cluster) which is followed by preposition and often describing noun cluster. There are two kinds form of preposition, namely simple preposition and compound preposition. While the relative clause is always preceded by the conjunction who, which, or that. The following examples will describe the preposition group.16

Table 2.2 Preposition Group

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

The sweeping The architectural

members changes illustrations

of the European group in transportation on bas-reliefs

16

From the examples above, the writer concludes that when people translate noun cluster, they must start from headword then translating it modifier.

3. Sentences

According to Howard Jackson, Sentences may be viewed essentially as the combination of nouns and verbs. More precisely, a sentence may be viewed as the combination of a verb with one or more nouns. We mentioned earlier that nouns refer to the 'things' of our experience (persons, objects, ideas, feelings, etc), and the verbs refer to 'events; (including actions, process and states). Sentences, then, are concerned with the myriad ways in which the 'things' of experience are involved in the 'events' of experience, or rather with the myriad ways in which we are able to talk about them. 17

Consider the following sentences of English: 1. Monkey eats banana.

2. The committee has awarded the novelist first prize. 3. The heckler argued with the speaker about his idea. 4. The children played in the garden after tea.

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

refers to an „action’, and the nouns to the „things’ involved in the action. In the second sentence, the structure still essentially comprises a verb and nouns (award, committee, novelist, and prize): the additional words are dependent on or modify these main items. Similarly, in the third sentence, where the verb and nouns are argue, heckler, speaker, ideas; except that here, beside „modifying’ words like the

17

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

fourth sentence (in which the verb and nouns are play, children, garden, tea also has prepositions (in, after) in addition to modifiers, but here the prepositions have a spatial and temporal reference respectively, and are substitutable. The function of the prepositions in No 4 is thus different from that of the preposition in No 3; you can only argue with somebody about something; but you can play in, on, outside, etc somewhere, after, before, at, etc, some point in time. Nevertheless, the basic point remains; sentences are essentially structures comprising a verb and a number of nouns. 18

From the statement above, the writer concludes that sentences have many characteristics and can be modified by two or more nouns, adding adverbs and prepositions to make sentences beautifully. In this case, the verb and noun play a very important role in forming a sentence. Without a verb and a noun, a sentence cannot be called a sentence. For example, "Before eating" and "The members of

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

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

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

nouns (The members and the European group) cannot be called a sentence because it has no verb.

A. Sentence Patterns

English sentence has many variations that sometimes difficult to understand by those who are just learning English. Therefore, the introduction of

18

the patterns of English sentences should be applied to those who want to learn English. Based on A. Ghani Johan, there are four basic patterns of English sentences, namely:

1. Subject - Verb - Object - Adverb 2. Subject - To Be - Complement - Adverb 3. There - To Be - Subject - Adverb

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

On the other hand, B.M.G. Endang Sri Wulandari stated that there are five patterns to the English sentences, as follows:

1. NOUN 1 - VERB - NOUN I 2. NOUN I - VERB - NOUN II

3. NOUN - VERB - (Adv./ Preposition-group) 4. NOUN - VERB - ADJECTIVE

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

In this study, the writer follows B.M.G Sri Wulandari systematic because she thinks that those patterns are best suited to learning about the grammatical ability was she discussed.

B. Sentence Types

After the discussion of sentence patterns in English, the next step is discussions about the types of sentences. Sentence patterns are the basis to form a sentence, which can form a simple sentence, compound sentence, complex

19

sentence, or compound complex sentence. In analyzing the sentence types, the writer uses the view of Paulinus Soge as her reference.

1. Simple Sentence

Simple sentence is the sentence, which has only one verb. This simple sentence can use the sentence patterns of first, second, third, fourth and fifth in the discussion before. It should be noted that in a simple sentence may have more than one verb if there is modifier at the back of the head Word which has the form of active or passive relative clause that preceded by conjunction who, which, and that. These are following example of simple sentences.

a) Simple sentence in the first pattern - He is a judge.

- He becomes a famous engineer who can work abroad. b) Simple sentence in the second pattern

- The police arrested the thief.

- The difficulty is when I should answer the letter. c) Simple sentence in the third pattern

- The man speaks.

- The woman you met yesterday died suddenly. d) Simple sentence in fourth pattern

- The weather becomes cold.

- It becomes clear that she doesn’t come today. e) Simple sentence in fifth pattern

- There was a thief in her house this morning. 2. Compound Sentence

Compound sentence is a sentence containing two or more sense because it has two or more verbs. Compound sentences usually consist of two or more simple sentence and connected by conjunctions and, or, but. Sentence pattern of each simple sentence can be the same or different. For example:

a) The life of the Eskimos is hard but they are strong and patient. These simple sentences have the same pattern of fourth pattern (NOUN – VERB – ADJECTIVE).

b) They are invisible, but they are received by the aerial of the wireless receiver. In this sentence, there are two different patterns. The first sentence use fourth pattern (NOUN – VERB – ADJECTIVE) and the second sentence use third pattern (NOUN – VERB (PG)).

3. Complex Sentence

Complex sentence usually consist of a main clause and a sub-clause. Main clause is part of the sentence that can stand alone, but sub-clause can not stand alone. It must rely on its main clause. This sub-clause is called adverb clauses that consist of:

a) Adverb of Place with the conjunction such as: where, wherever, and as. - Wherever it was possible, they camped for the night.

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

until, before, after, by the time, while, as, now, once, since, no sooner …than, not long… when.

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

c) Adverb of Contrast with the conjunction such as: whereas, now…where. - Now there is nothing but desert, where there used to be a fertile plain. d) Adverb of Manner with the conjunction such as: as, how, in that, like.

- You may finish it how you like. e) Adverb of Degree

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

so…as.

- Life is a pleasant as you make it.

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

in proportion as, the…the.

- A person isn’t always paid according as he works. 3. (comparison) with the conjunction than.

- She is much older than she looks.

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

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

f) Adverb of Clause with the conjunction such as because, since, as, when, seeing (that), for.

- I cannot go, because I have no ticket.

g) Adverb of Concession and contrast with the conjunction such as: although, even though, even if, as, whoever, no matter who, however.

h) Adverb of Purpose with the conjunction such as: that, in order that, so that, lest, for fear that, in case.

- They rented the top floor that they might have a good view. i) Adverb of Condition with the conjunction if.

- If I come, I shall see you. 4. Compound Complex Sentence

Compound complex sentence is a sentence that has the elements of compound and complex at once. This means that compound complex sentence has the main clause and sub-clause. The main clause may have two main clauses equivalent and one sub-clause, or has a main clause and two sub-clauses equivalent. For example:

- There used to be many accidents because ships collided with each other in the fog, but there are not so many now.

This sentence has two main clauses: there used to be many accidents and but there are not so many now. Both of them are used fifth sentence pattern. The sub-clause is because ships collided with each other that used the third sentence pattern.20

From the explanation above, the writer gives conclusion that a sentence can be modified with many types, from simple sentence that has only one verb and one noun up to the complex sentence that have many nouns and verbs.

20

B. Translating Skill

Translation is a phenomenon that has a huge effect on everyday life. It is an activity that is growing phenomenally in today’s globalize world. Many

linguistic experts have defined the word „translation’. According to Newmark, “Translation is rendering the meaning of a text into another language in the way that the author intended the text.”21

He also defined translation as one ought to be able to say something as well in one language as in another.

Basically, translation is a change of form from one language into another one. In translating languages, we come to the form the Source Language, which is replaced by the form of the receptor or Target Language. The act of translating from the original into the target ones is not simply matter. By looking up from each words in the dictionary then combining the meaning together into some languages is the absolutely the aim of translating.

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

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

language (TL).”22

It means that the translated language should follow the context from the original version in the natural way of the receptor language itself. In this case, Jumpelt (1961) presented a collection about the concept of translation equivalence, as follows:

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

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

21

Peter Newmark, A Textbook of Translation (UK: Prentice Hall International, 1988), p.5. 22

3. A translation should read like an original. 4. A translation should read like a translation.

5. A translation should retain the style of the original text. 6. A translation should mirror the style of the translator.

7. A translation should retain the historical stylistic dimension of the original text. 8. A translation should read as a contemporary piece of literature.

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

10. In a translation, a translator may, if need be, add or leave out something.23 From the concept above, it is clear that translation is always text-oriented, not sentence-oriented, or even word-oriented, and the term „equivalent’ is a key to increase translating ability. Anthony Pym said that a translational competence might be defined as follows:

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

- The ability to select only one target text from this series, quickly and with justified confidence, and to propose this target text as a replacement of source text for a specified purpose and reader.24

Concerning this view, translating skill can be achieved if the translator is able to generate a target-text and can adapt to the tastes reader. As stated by David

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

23

Wolfram Wills (1982), op.cit, p.1. 24

Anthony Pym, “Translation Error Analysis and the Interface with Language Teaching”, Teaching Translation and Interpreting, ed. Cay Dollerup and Anne loddegaard (Amsterdam: John Benjamins Publishing Company, 1992), p. 281.

taste.”25

Therefore, a good translator is always giving more attention to the reader in target language. A translator must also be accountable for his or her translation works by considering compatibility between source text and target text. To create the ability to translate well, students must have knowledge about the process of translation, the method of translation, the procedure of translation, and the criteria of a good translation.

1. The Process of Translation

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

reception of the original or source text and ending with the production of the text in the target language. The translator can make improvements with their ideas without reducing the meaning of the original text.

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

comparing „his’ text (resulting from the setting of ad hoc and remainder-portion correspondences) with the ST and making improvements where necessary. The

TT is the result of this.”26

He described the translation process in Figure 1.

The ad hoc-portion and the remainder-portion can be differing in the translation process. The ST elements which facilitate a spontaneous and adequate translation are come from a subjective point of view from the ad hoc-portion, while the ST elements which do not lead to an automatic and immediate translation form the remainder-portion These elements force the individual translator to look for an equivalent more intensely. The goal of this closer look at

25

Paulinus Soge (1989), op.cit, p.5. 26

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

structures and to enable the translator’s specific translating competence to provide an adequate translation.27

Process of translation

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

Besides Catford’s theory, Newmark, Nida and Taber presented their perspectives to the process of translation in the simple form. Newmark stated that in translation process, there are four levels, which need more attention. These levels are the textual, the referential, the cohesive, and the natural. The textual is the level of language, where we begin, and which continually go back to the text of SL. The referential is the level of objects and events, real or imaginary, which

27

Ibid. p. 34-36.

-language level automatisation -translating experience

-trouble-free decoding of meaning

-text author -ST addresses

-specific translator competence -intention of translation -TT addresses

-meaning-level problems

-problems on the language and style levels

-no internalized 1:1 relation between SL and TL

Final TT Refined

TT Preliminary

TT

remainder portion

ad-hoc portion

Source text

we progressively have to visualize and build up, and which is an essential part, first of the comprehension, then of the reproduction process. The cohesive level, which is more general, and grammatical, which traces the train of thought, the feeling tone (positive or negative), and the various presuppositions of the SL text. The last is the level of naturalness, of common language appropriate to the writer or speaker in a certain situation. This level is concerned only with the reproduction when the translation results read or listen naturally.28

On the other hand, Nida and Taber presented the process of translation is like the following order: Analysis, Transfer, and Restructuring. The first thing that a translator has to do is to analyze the message of the source language into its simplest and structurally clearest forms, then transfer it into the target language and the last, restructure it in the receptor language which is most appropriate for the audience whom he intends to reach.29

Basically, all theories have the same goal; it is to produce the natural translation. The writer thinks that the model of ad hoc-portion and remainder-portion, which are presented by Catford are too complex in analyzing the process of translation. So, in this study, the writer interests to apply the theory of Nida and Taber in doing the translation process.

2. Translation methods

The translation method that would be cited in this study is taken from Newmark who categorizes it in two perspectives. The first perspective emphasizes

28

Peter Newmark (1988), op.cit, p.19. 29

Nida and Taber, Penerjemahan Bahasa Inggris ke dalam Bahasa Indonesia. Translator, Frans Sayogie (Jakarta: Lembaga UIN Jakarta, 2008), p.20

on the source language (SL) and the other on the target language (TL). SL emphasis means that when the translator translates the text, he/she follows what is common or normal in the source language such as the structure, the lexis, and the culture of the source language, whereas TL emphasis means the translator follows the target language structure, lexis, and culture to make readers comprehend the translation text more.

Each perspective provides four methods of translation. The first perspective provides word-for-word translation, literal translation, faithful translation, and semantic translation. While the second perspective provides adaptation, free translation, idiomatic translation, and communicative translation methods. Those methods are described in the form of a flattened V diagram below:

Figure 2: Translation Method

The first method in SL emphasis is word-for-word translation, in which the Source Language (SL) word order is preserved and the words translated singly by their most common meanings, out of context. Some mechanical and cultural words are translated literally to make it easier for the translator to understand those words before translating the text.

The second method is literal translation. The translator tries to change the SL structure into TL structure but the words are translated literally. It is also a

pre-SL emphasis TL emphasis

Word-for-word translation Adaptation Literal translation Free translation

Faithful translation Idiomatic translation Semantic translation Communicative translation

translation process in which only the words are translated literally, not the structure like in the previous method.

The third is faithful translation. In this method, the translator tries to translate the meaning of the source text attempting to convey the writer’s intention. Yet, the translation keeps the grammar of the SL and the lexis that deviate the TL norms.

Then, the fourth is semantic translation. This method is almost the same as faithful translation. The differences are the semantic translation is more flexible

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

accurate (not keeping the SL grammar and the lexis that violate the TL norms), and has aesthetic value (the beautiful and natural sound) than faithful translation.

Besides SL emphasis methods, there is TL emphasis methods which are adaption, free translation, idiomatic translation, and communicative translation method. The first is adaption. The method is mostly used to the plays and poetry. In this method, the SL culture is transferred into the TL culture and the text is re-written. The theme, characters, and plot are not changed.

The second is free translation. The translator usually paraphrases the original text but the SL manner, content, and form are not used. In the free translation products, the text do not maintain the content of the original anymore and use the forms that are easier to understand and usually shorter than original ones.

The third is idiomatic translation. This translation attempts to deliver the message of the source text. However, it can give the wrong message because the

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

The last is communicative translation. It attempts to deliver the exact meaning of the source text considering the TL readers (their level of education, class, age, and sex) so the translation product can convey the meaning of the source text communicatively.30

From the methods mentioned above, only semantic and communicative translation gain more attention. Semantic and communicative translations are considered more appropriate to render (interpret) the source text. Newmark said

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

translation, which are first, accuracy, and second, economy.”31 In this case, semantic translation is more economical than communicative because the text is

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

level, while a communicative has oriented to readerships. 3. Translation procedures

The theory of translation embraces broad foundations that have been numerously stated and discussed by linguistic over the year. According to Nida,

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

any and all theories of translations are linguistic.”32

Some linguists have different

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

30

Peter Newmark (1988), op.cit, p.45-47 31

Ibid. p. 47. 32

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

methods relates to whole texts.”33

In translation procedures, Kade presented a theoretical model of modes of behavior. He distinguishes three basic translating operations as follows:

a. Substitution (translation on the basis of a sign-sign relationship) b. Interpretation (translation on the basis of significant meaning)

c. Paraphrase (translation on the basis of denotative/referential meaning)34 On the other hand, Newmark described the translation procedures as literal translation, transference, naturalization, cultural equivalent, functional equivalent, descriptive equivalent, synonymy, shifts or transpositions, modulation, adaptation, and many more.35

Based on this study, the writer only focuses on transpositions, modulation, and adaptation because these methods are suitable to use in this study. As stated

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

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

bahasa Indonesia.”36

The three translation procedures (transposition, modulation, and adaptation) are very relevant with the culture of the target language, Bahasa Indonesia.

33

Peter Newmark (1988), op.cit, p.81. 34

Wolfram Wills, The Science of Translation (Germany: GNV Tubingen, 1982), p. 105. 35

Peter Newmark (1988), op.cit, p.81-91 36

a) Transposition

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

translation procedure involving a change in the grammar from SL to TL. For example the change from singular to plural is the first type of transposition. In

English, the phrase „a pair of shorts’ which is in the plural form translates to „sebuah celana pendek’ in Bahasa Indonesia which is in the singular form.

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

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

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

front or at the end of the sentence’s structure. The sentence „Lantai ini harus mereka bersihkan’ translates to „They must clean this floor’.

The third type is the one where literal translation is grammatically possible but may not accord with natural usage in the TL. For example the nominal phrase plus adjective which formed by intransitive verb in SL become nominal clause in

TL. In English „blooming flowers’ translate to „bunga-bunga yang bermekaran’ in Bahasa Indonesia. Finally, the last type is the replacement of a virtual lexical gap

by grammatical structure. For example, the sentence „She is very diligent, but her young brother is lazy.’ is translates to „Dia sangat rajin, tetapi adik laki-lakinya

sangat malas.’

b) Modulation

According to Vinay and Darbelnet, the term modulation defined as a variation through change of viewpoint, of perspective and very often of category of taught. It means that modulation is a translation procedure that necessitates a

change of semantic viewpoint or sphere of meaning contained in the text to be translated. Modulation can be categorized into a compulsory and a free type is applied when an adequate translation has not been obtained after the translator applies the principles of transposition.

c) Adaptation

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

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

hormat’ in Bahasa Indonesia.37

4. The Quality of A Good Translation

Some scholars like Nida, Lado, and Newmark give their theories about the quality of a good translation. Nida argues that the answer of the best translation

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

relative adequacy of different translations of the same text can only be determined in terms of the extent to which each translation successfully fulfills the purpose for which it was intended. The relative validity of each translation is seen in the degree to which the receptors are able to respond its message in comparison with (1) what an original author evidently intended would be response of the original audience and (2) how that audience did, in fact, respond. The responses can, of course, never be identical, for Interlingua communication always implies some differences in cultural setting, with accompanying diversities in value systems, conceptual presuppositions, and historical antecedents.38

37

Peter Newmark (1988), loc. cit. 38

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

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

Another scholar, Newmark, proposed a good translation from one perspective that is the intention of the text. According to him, a good translation should always be able to express what the original text intended to say. His theory of a good translation is as the following:

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

acceptably; in a vocative text, its success is measurable, at least in theory, and therefore the effectiveness of an advertising agency translator can be shown by results; in an authoritative or expressive text, form is almost as important as content, there is often a tension between the expressive and the aesthetic functions of

language and therefore a merely „adequate’ translation may be useful to explain what the text is about.”39

Lado developed the goodness in a translation into five dimensions. These are (1) the letter and patterns of the original, (2) the meaning of the original at the sentence level, (3) the connotations of the original for its readers applied now to the readers of the translation, (4) the original as the readers understood it plus the flavor of the original language and culture for the readers of the translation, who know they are reading a translation, (5) the original in artistic effect rather than in detail, but keeping at the same time the form to adjust to music as in the translation of operas or to meter and rhyme a in the case of poetry.40

39

Peter Newmark (1988), op.cit, p.192. 40

These five dimensions can be used in specific translation activity. For example, the first dimension can apply for the teacher in teaching the grammar of a foreign language to give the students literally a word-for-word translation of a pattern sentence into their mother tongue and then render it in the pattern that functionally would reproduce it.

From those theories mentioned, the writer assumes that a good translation must readability. It is depending on naturalness of language use. The degree of readability will be in direct proportion to the degree of naturalness; and

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

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

C. Thinking Framework

According to the theoretical framework above, the writer provides thinking framework about the correlation between grammatical ability and translating skill from English into Bahasa Indonesia and vice-versa.

In English communication, people must have a mastery of its grammar properly. By using the correct grammar, people can speak correctly since they know how to use the pattern of the sentence itself. This means that good grammar shows the meaning of the language in correct way. Moreover, grammar is also needed in translating text. The act of translating text does not only translate word for word or sentence by sentence, but also it must translate the entire contents of the source language text into the target language. In translating text from English into Bahasa Indonesia, the mastery of grammar will help to analyze the meanings of text in English. Otherwise, when people translate the text from Bahasa

Indonesia into English, good ability in grammar will help them to make acceptability of English sentences. In this case, the translator must have grammatical ability of both languages because he/she cannot accurately translate a text without understanding grammar of both languages.

From the statements above, the writer thinks that the grammatical ability gives significant contribution to the translating skill. Therefore, it can be assumed that there is a significant correlation between grammatical ability and translating skill.

D. Hypothesis

Based on the thinking framework above, the hypotheses can be formulated as follows:

1. There is a significant correlation between grammatical ability and translating skill from English into Bahasa Indonesia and vice versa of the

seventh semester’s students at English Letters Department, UIN Syarif Hidayatullah Jakarta.

2. The grammatical ability contributes significantly to the translating skill from English into Bahasa Indonesia and vice versa of the seventh

semester’s students at English Letters Department, UIN Syarif Hidayatullah Jakarta.

CHAPTER III RESEARCH FINDINGS

A. The Description of Data

The data in this research include the data of English grammatical ability and the data of translating text ability from English into Bahasa Indonesia and vice-versa. Those data are obtained through the questionnaire in the form of test, followed by 30 respondents of the seventh semester’s students who took the translation course at English Letters Department, Faculty of Adab and Humanities, UIN Syarif Hidayatullah Jakarta. Furthermore, the data of English grammatical ability and translating text ability can be seen as follows:

1. The data of English grammatical ability

The data of English grammatical ability are the total scores of students in English grammatical ability test (table 3.1). The scoring is 2.5 for each correct answer and 0 for the wrong answer. The writer analyzed and processed the data with SPSS 16. The data description can be seen in the following tables:

Table 3.1

Scores of Students’ English Grammatical Ability Test No. Interval Students’ Score Frequency (f)

1. 2. 3. 4. 5. 6.

45-52 53-60 61-68 69-76 77-84 85-92

2 9 8 8 1 2

The descriptive statistics of grammatical ability test (appendix 5) shows the numbers of respondents (N) are 30. Based on 30 respondents, the lowest score (Minimum) is 45 and the highest score (Maximum) is 87.5. Range is the range score between maximum and minimum score that is equal to 42.5 and Sum is the total score of 30 respondents that is equal to 1928. The average score (Mean) of 30 respondents is 64.25 with Standard Deviation of 10.342.

2. The data of translating text ability

The data of translating text ability are the total scores of students in translating text ability test from English into Bahasa Indonesia and vice-versa. The range score of this test is 000-100. If both of texts are translated correctly, students will obtain a score of 100. The writer analyzed and processed the data with SPSS 16. The data description can be seen in the tables below:

Table 3.2

Scores of Students’ Translating Ability Test No. Interval Students’ Score Frequency (f)

1. 2. 3. 4. 5. 6.

50-55 56-61 62-67 68-73 74-79 80-84

5 6 5 8 5 1

Total 30

The descriptive statistics of translating ability test (appendix 6) shows the numbers of respondents (N) are 30. Based on 30 respondents, the lowest score (Minimum) is 52.5 and the highest score (Maximum) is 80. Range is the range

score between maximum and minimum score that is equal to 27.5 and Sum is the total score of 30 respondents that is equal to 1968. The average score (Mean) of 30 respondents is 65.58 with Standard Deviation of 7.759.

B. The Analysis of Data

In the analysis of data, the writer will analyze pre requirement testing (test of validity, reliability, and normality) and hypothesis testing by using simple

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

is used to help the writer in these analyses.

1) Pre requirement Testing

Before doing hypothesis testing, the writer does test of validity, reliability, and normality as a pre requirement testing.

a) Test of Validity

Validity basically concerns whether we are measuring what we want to measure and is probably the single most important aspect of measurement.41 In this study, the writer counted the validity of grammar and translation questionnaire.

1. Grammatical Ability

From the result of calculation (appendix 7), it’s found the average score is 26,700 with standard deviation of 3,867. Then, to determine whether the item is valid or invalid, r pb is compare to r-table (critical value) with probability of 5%, namely 0,361. Then, the calculations of items are as follows:

41

Table 3.3

The Classification of Validity Test of Grammar Questionnaire Classification Total of Item Number of Item

Valid 37 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 16, 17, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 31, 32, 33, 34, 35, 36, 37, 38, 39, 40

Invalid 3 15, 18, 30

Based on the classification above, it shows that 37 items is valid and three items is invalid. The number of item 15, 18, and 30 are invalid because r-pb is below to r-t or r-pb < r-t (r-pb of 15 = 0,337; 18 = 0,349; 30 = 0,345).

2. Translating Skill

The validity of translating skill questionnaire is measured by T-test with alpha 5% and degree of freedom 9. In appendix 8, it shows that the T-value of the first item is 8,053872663 and the second item is 7,125343122. Because the result of T-statistic of both items is higher than T-table (2,262157158), so the two items are valid.

b) Test of Reliability

Reliability refers to the extent to which test scores are free of measurement error.42 In this study, there are two instruments that would be analyzed, namely grammatical ability and translating skill questionnaire.

1. Grammatical Ability

Appendix 9 shows that the coefficient of reliability of grammatical ability test is 0,932. Then, to determine whether the items is reliable or not, the writer

42

compare coefficient of reliability with r-table product moment for N = 30. In the significant degree of 5% namely 0,361, it can be concluded that the instrument of grammatical ability is reliable because the coefficient of reliability is higher than r-table (0,932 > 0,361).

2. Translating Skill

The calculation of reliability of translating skill questionnaire is done by split half reliability method. First, the writer randomly split the test into two: even

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

with a correlation coefficient. Coefficient alpha is measure of internal consistency.43 If the correlation coefficient is higher than r-table, both items are reliable.

The result of calculation (appendix 10) shows the value of correlation coefficient is 0,472056. In the significant level of 5% with N = 30, the critical value is 0,361. It means that both items is reliable because r-h > r-t (0,472056 > 0,361)

c) Test of Normality

Test of normality is a test to detect the distribution of data. If the significance level (p value > 0.05), the data is normally distributed. In this test, there are two hypotheses as follow:

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

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

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

43

Kolmogrov-Smirnov test below.

Table 3.4

One-Sample Kolmogorov-Smirnov Test

GRAM TRANS

N 30 30

Normal Parametersa Mean 64.25 65.58

Std. Deviation 10.342 7.759

Most Extreme

Differences

Absolute .122 .131

Positive .122 .131

Negative -.078- -.115-

Kolmogorov-Smirnov Z .671 .716

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

a. Test distribution is Normal.

Graphical interpretation has the advantage of allowing good judgment to assess normality in situations when numerical tests might be over or under sensitive but graphical methods do lack objectively. In the appendix 3, students can see that the histogram and normal P-P plot graphic show the data is normally distributed. If the histogram resembles a bell shape, it means the data is normally distributed. In the normal P-P plot graphic, the data spread in the surroundings of diagonal line and follow the direction of diagonal line. It means that the data is normally distributed.

In the other hand, numerical method is advantage to make an objective judgment of normality. Table 3.3 presents the results of numerical method to test the normality of data, namely the Kolmogrov-Smirnov Test. In the table 3.3, the value of Kolmogrov-Smirnov in the independent variable (grammatical ability) is 0.671 and significance at 0.759 level, it implies that the variable (grammatical ability) is normally distributed. Then, the value of Kolmogrov-Smirnov in the

dependent variable (translating skill) is 0.716 and significance at 0.684 level, it implies that the dependent variable (translating skill) is normally distributed. Because the two variables are normally distributed, Ho is accepted (p value > 0.05).

2. Hypothesis Testing

After doing pre requirement testing, the hypothesis can be analyzed. The hypotheses in this study are:

1. The null hypothesis (H0): There is no significant correlation between grammatical ability and translating text skill from English into Bahasa Indonesia and vice versa of the seventh semester’s students at English letters Department, UIN Syarif Hidayatullah Jakarta.

2. Alternative hypothesis (Ha): There is a significant correlation between grammatical ability and translating text skill from English into Bahasa Indonesia and vice versa of the seventh semester’s students at English letters Department, UIN Syarif Hidayatullah Jakarta.

To test the hypothesis, the writer uses simple linear regression

analysis and Pearson’s r correlation coefficients analysis. a) Simple Linear Regression Analysis

Regression analysis is a mathematic model to investigate the shape of relationship between two variables or more. This analysis can predict the value of one variable (dependent variable) through other variable (independent variable). In this study, the output of simple linear regression analysis can be seen as follows:

Table 3.4 Model Summary

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

1 .562a .315 .291 6.534

a. Predictors: (Constant), GRAMMAR

Table 3.5 ANOVAb

Model Sum of Squares Df Mean Square F Sig. 1 Regression 550.610 1 550.610 12.897 .001a

Residual 1195.432 28 42.694

Total 1746.042 29

a. Predictors: (Constant), Grammar b. Dependent Variable: Translation

b) Correlation Coefficient Analysis

Pearson’s r correlation coefficient is used to analyze the relationship between two continuous variables. This relationship may be positive or negative. Pearson r coefficient vary between -1 and +1, with +1 indicating a perfect positive relationship, -1 = a perfect negative relationship, and 0 = no relationship.44

44

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

Table 3.6 Coefficientsa

Model

Unstandardized Coefficients

Standardized Coefficients

T Sig.

B Std. Error Beta

1 (Constant) 38.514 7.632 5.047 .000

GRAM .421 .117 .562 3.591 .001

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

r = 0.00 – 0.25 (no/weak correlation) r = 0.26 – 0.50 (moderate correlation) r = 0.51 – 0.75 (strong correlation)

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

Furthermore, Pearson’s r correlation coefficients in this study can be analyzed as follows:

Table 3.7 Correlations

GRAM TRANS

GRAM Pearson Correlation 1 .562**

Sig. (2-tailed) .001

N 30 30

TRANS Pearson Correlation .562** 1 Sig. (2-tailed) .001

N 30 30

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

C. The Interpretation of Data

Because the data have to fulfill the pre requirement test, the writer will interpret the hypothesis from the output of simple linear regression analysis and

Pearson’s r correlation coefficients analysis.

In model summary table, students can see that the value of Adjusted R Square is 0.291, it means 29,1% of variance in translating ability is explained by independent variable (grammatical ability). The next output box is labeled Anova

45

(see table 3.5). In Anova, the F-test value is 12.897 with significance level or p-value at 0.001. Because the p-p-value is below 0.05, it can be concluded that the regression model is linear. The independent variable (X) is influential against dependent variable (Y). In other words, the linear regression model can be used to predict Y (translating skill). The next table gives b coefficients (table 3.6), the value that Y will change by if X changes by 1 unit. The basic regression equation is:

Y = a + bX

Translating skill (Y) = 38.514 + 0.421(grammatical ability). From the equation, translating skill can be estimated if there is value of grammatical ability. Then, because the value of b coefficients in X (grammatical ability) is positive (0.421), so if X goes up by one, Y is predicted to go up by 0.421. In sig T column, p-value is 0.001. It implies that in alpha 5%, Ho is rejected. Thus, with 95% level of confidence, the grammatical ability is convinced to influence translating skill significantly.

Then, in table 3.7, the actual Pearson’s r correlation coefficient is 0.562. This means that there is strong correlation between grammatical ability and translating skill, and as there is no minus sign preceding the coefficient, the correlation is positive. In other words, students who score high in grammar will tend to score high in translation. Therefore, the relationship of two variables is linear. The next piece of information given is the significance level or p-value. Here, the significance level is given as 0.001.

Df = N – 2 Note:

Df = Degree of freedom N = Number of cases

The result of calculation obtained the value of the rxy is 0.562. The degree of freedom (df) is 30 – 2 = 28. In the table of significance of 5% (appendix 10), it is obtained 0.361. After comparing the value of rxy = 0.562 and rt = 0.361, the writer eventually made the assumption of the hypothesis that rxy is bigger than rt or 0.562 > 0.361.

The test of hypothesis:

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

The result of hypothesis is rxy is bigger than rt. Therefore, the alternative hypothesis is accepted and the null hypothesis is rejected. It means that there is significant correlation between grammatical ability and translating skill. Moreover, the grammatical ability contributes significantly to the translating skill.

CHAPTER IV

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the research findings, the writer concludes that the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected. It can be seen from the result of rxy is 0.562 with the degree of freedom (df) is 28. The result of rt on the degree of significance of 5% is 0.361. So, rxy is bigger than rt (0.562 > 0.361). The calculation means that there is significant correlation between grammatical ability and translating skill. Then, the correlation is positive because there is no minus. Moreover, the value of 0.562 indicates strong relationship between two variables. The regression equation of Y = 38.514 + 0.421(grammatical ability) shows that score of translation test can be predicted by score of grammatical ability test. If X goes up by one, Y is predicted to go up by 0.421. It means that the grammatical ability contributes significantly to the translating skill. According to the explanation above, it can be concluded that students of translation class at English letters Department, UIN Syarif Hidayatullah Jakarta, will get high score in translation course if they have high score in grammar. Otherwise, students who have lower score in grammar, they will get the lower score in their translation course.

B. Suggestion

Seeing all the explanation and the conclusion above, there are some suggestions. First, translator should give more attention to the grammatical aspects in translating text. Considering this, hopefully translator will translate more appropriately. To English Letters Department students, the writer suggests that they should have good ability in grammar before doing translation works. Then, to improve their translating text skill from English into Bahasa Indonesia and vice-versa, students can practice with any kinds of texts by considering the grammatical aspects like morphology and syntaxes. Besides, the translation teachers are expected to motivate the students to increase their grammatical ability by using attractive method in teaching translation. Lecture also should have to

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

in translating the text. The last suggestion is for English Letters Department, especially in UIN Syarif Hidayatullah Jakarta. This department may apply grammar course as a pre requirement of translation course to create graduate students who are competent in translation area.

BIBLIOGRAPHY

Catford, J.C. A Linguistic Theory of Translation. London: Oxford University Press, 1982.

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

Amsterdam: John Benjamins Publishing Company, 1992.

Ghozali, Imam. Aplikasi Analisis Multivariate dengan Program SPSS. Semarang: Badan Penerbit UNDIP, 2005.

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

Jackson, Howard. Discovering Grammar. England: Pergamon Press Ltd, 1995. Lado, Robert. Language Testing. New York: McGraw-Hill book Company, 1964. Moentaha, Salihen. Bahasa dan Terjemahan. Jakarta: Kesaint Blanc, 2006. Muijs, Daniel. Doing Quantitative Research. London: Sage Publications, 2004. Newmark, Peter. A Textbook of Translation. UK: Prentice Hall International,

1988.

Noss, Richard B. Ten Papers on Translation. Singapore: Seameo Regional Language Centre, 1982.

Priyo, Sutanto. Analisis Data Kesehatan. Depok: FKMUI, 2007. Sakri, Adjat. Ihwal Menerjemahkan. Bandung: Penerbit ITB, 1985.

Sayogie, Frans. Penerjemahan Bahasa Inggris ke dalam Bahasa Indonesia. Jakarta: Lembaga Penelitian UIN Jakarta, 2008.

Soge, Paulinus. Menerjemahkan Teks Bahasa Inggris Ilmiah. Yogyakarta: Univ.Atamajaya, 1982.

Usman, Husaini and Purnomo Setiady. Pengantar Statistika. Jakarta: Bumi Aksara, 2006.

Wilss, Wolfram. The Science of Translation. Germany: Gunter Narr Verlag Tubingen, 1982.

50 Instrument of the Research

1. English Grammatical Ability Test

Directions: Question 1-33 are incomplete sentences. Beneath each sentence you will see four words or phrase, marked (A), (B), (C), or (D). Choose the one or word phrase that best completes the sentences. Then, on your answer sheet, find the number of the problem and mark your answer by putting a cross on the letter A, B, C, or D.

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

A. to go C. going

B. goes D. gone

2. Lukman agreed us at 10:00. A. meets C. to meet B. meeting D. met

3. Josua failed the exam. He not have studied enough. A. should C. may

B. must D. could

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

A. go C. have go

B. had gone D. have gone 5. The idea is the previous one.

A. good as C. better as B. as better as D. as good as

6. Mat Dono’s Delivery is messenger service in town. A. the faster than C. fastest

APPENDIX X Reliability Test of Translating Skill Questionnaire

Student Even Item’s Score

Odd Item’s Score

1 35 40

2 35 30

3 27,5 32,5

4 42,5 37,5

5 35 32,5

6 27,5 27,5

7 32,5 35

8 32,5 37,5

9 35 35

10 22,5 25

11 25 30

12 30 30

13 22,5 27,5

14 35 40

15 35 40

16 37,5 35

17 22,5 27,5

18 25 30

19 20 30

20 32,5 45

21 32,5 27,5

22 25 40

23 35 40

24 32,5 40

25 32,5 22,5

26 32,5 37,5

27 30 35

28 35 30

29 25 32,5

30 30 35

SUM 920 1007,5

MEANS 30,66667 33,58333

70

Appendix XI

72

Appendix XII

Critical Values of the

Pearson Product-Moment Correlation Coefficient df = n -2

Level ofSignificance (p)

for Two-TailedTest .10 .05 .02 .01

DF 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 35 40 45 50 60 70 80 90 100 .988 .900 .805 .729 .669 .622 .582 .549 .521 .497 .476 .458 .441 .426 .412 .400 .389 .378 .369 .360 .352 .344 .337 .330 .323 .317 .311 .306 .301 .296 .275 .257 .243 .231 .211 .195 .183 .173 .164 .997 .950 .878 .811 .754 .707 .666 .632 .602 .576 .553 .532 .514 .497 .482 .468 .456 .444 .433 .423 .413 .404 .396 .388 .381 .374 .367 .361 .355 .349 .325 .304 .288 .273 .250 .232 .217 .205 .195 .9995 .980 .934 .882 .833 .789 .750 .716 .685 .658 .634 .612 .592 .574 .558 .542 .528 .516 .503 .492 .482 .472 .462 .453 .445 .437 .430 .423 .416 .409 .381 .358 .338 .322 .295 .274 .256 .242 .230 .9999 .990 .959 .917 .874 .834 .798 .765 .735 .708 .684 .661 .641 .623 .606 .590 .575 .561 .549 .537 .526 .515 .505 .496 .487 .479 .471 .463 .456 .449 .418 .393 .372 .354 .325 .303 .283 .267 .254

66 APPENDIX VIII Validity Test of Translating Skill Questionnaire

Student Higher Group Lower Group

1 40 32,5

2 42,5 22,5

3 40 27,5

4 40 27,5

5 37,5 27,5

6 37,5 30

7 35 30

8 35 30

9 40 30

10 35 25

Means 38,25 28,25

Standard

Deviation 2,648374764 2,898754522 T-statistic 8,053872663

alpha 0,05

df 9

T-Table 2,262157158

Result Valid

Student Higher Group Lower Group

1 37,5 30

2 40,5 30

3 35 30

4 35 30

5 35 27,5

6 37,5 27,5

7 37,5 27,5

8 32,5 25

9 32,5 25

10 32,5 25

Means 35,55 27,75

Standard

Deviation 2,681728298 2,188987589 T-statistic 7,125343122

alpha 0,05

df 9

T-Table 2,262157158