THE USE OF GOOGLE TRANSLATE AS A LEARNING MEDIA FOR IMPROVING STUDENTS’ TRANSLATION SKILL : a Quasi-Experimental Study in One of Vocational School in Kabupaten Bandung.

i THE USE OF GOOGLE TRANSLATE AS A LEARNING MEDIA FOR

IMPROVING STUDENTS’ TRANSLATION SKILL

(a Quasi-Experimental Study in One of Vocational School in KabupatenBandung) A Thesis

Submitted as a requirement for acquiring Magister Pendidikan degree

By:

YADI KUSMAYADI 1101139

ENGLISH EDUCATION PROGRAM SCHOOL OF POSTGRADUATE STUDIES INDONESIA UNIVERSITY OF EDUCATION

ii STATEMENT OF AUTHORIZATION

I hereby certify that this thesis entitled “The Use of Google Translate as a

Learning Media for Improving Students’ Translation Skill – a Quasi-Experimental Study in One of Vocational School in Kabupaten Bandung” is truly work of me. It contains no material that has been accepted for the award of any degrees in any universities or other institutions. However, I am aware that I have quoted some ideas and statements from other resources and they have acknowledged and cited appropriately.

The Writer

iii

APPROVAL SHEET

Thesis

THE USE OF GOOGLE TRANSLATE AS A LEARNING MEDIA FOR IMPROVING STUDENTS’ TRANSLATION SKILL

(a Quasi-Experimental Study in One of Vocational School in Kabupaten Bandung)

By:

Yadi Kusmayadi

1101139

Approved by

Supervisor

Yadi Kusmayadi, 2014

The Use Of Google Translate As A Learning Media For Improving Students’ Translation Skill Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu

TABLE OF CONTENTS

Approval Page

Statement of Authorization ………... i

Abstract ………... ii

Preface ………. iii

Acknowledgement ……….. iv

Table of Contents ………... v

List of Figures……….. ix

List of Tables……… xi List of Diagrams……….. xiii

1 Chapter One – Introduction 1.1 Background of Problem ………. 1

1.2 Statement of Problem ………. 5

1.3 Research Questions …... 7

1.4 Purposes of the Study ………...……….. 8

1.5 Significances of the Study ………..……… 9

1.6 Scope of the Study ………. 10

1.7 Clarification of Main Terms ……….. 10

Yadi Kusmayadi, 2014

The Use Of Google Translate As A Learning Media For Improving Students’ Translation Skill Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu

2 Chapter Two – Literature Review

2.1 Google Translate ……… 13

2.1.1 Google Translate Overview ……….... 13

2.1.2 Accessing Google Translate ……… 14

2.1.3 Google Translate User Interface and Features ……… 18

2.1.3.1 GT User Interface (UI) ………. 18

2.1.3.2 Google Translate Features ………... 22

2.2 English Language Teaching ………..………. 28

2.3 Translation and Teaching …..………. 31

2.4 ICT in ELT ………..………... 34

2.5 Conclusion of Literature Review ………... 35

3 Chapter Three – Methodology 3.1 Research Design ………. 36

3.2 Site and Participants 3.2.1 Site ……….. 39

3.2.2 Participants ..……… 40

3.3 Data Processing ……….. 42

3.3.1 Quantitative Stage ………... 3.3.1.1 Data Collection in Quantitative Stage ..……… 3.3.1.2 Scoring for Pre-test and Post-test …...……….. 42 42 46 3.3.1.3 Treatment ………. 50

Yadi Kusmayadi, 2014

The Use Of Google Translate As A Learning Media For Improving Students’ Translation Skill Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu

3.3.1.4 Quantitative Data Analysis and Result ……… 67

3.3.2 Qualitative Stage ………... 3.3.2.1 Qualitative Data Collection ……….. 72 72 3.3.2.2 Qualitative Data Analysis and Interpretation ………... 73

3.4 Conclusion of Methodology ………... 74

4 Chapter Four – Finding and Discussion 4.1 Quantitative Stage Analysis ………... 4.1.1 Paired Sample t-test (Dependent t-test) ………. 75 76 4.1.1.1Paired Sample t-test Manual Calculation... 76

4.1.1.2 Paired Sample t-test SPSS Calculation………. 83

4.1.2 Independent t-test………. 86

4.1.2.1 Independent t-test Manual Calculation ……… 86

4.1.2.1.1 Analysis of Experimental Group Post-Test Score………. 90

4.1.2.1.2 Analysis of Control Group Post-Test Score……… 91

4.1.2.1.3 Independent t-test Calculation………... 91

4.1.2.2 Independent t-test SPSS Calculation ……… 93

4.2 Quantitative Finding Conclusion ………... 94

4.3 Qualitative Stage 96 4.3.1 Qualitative Data Finding …..………... 97

4.4 Qualitative Finding Conclusion ………. 106

Yadi Kusmayadi, 2014

The Use Of Google Translate As A Learning Media For Improving Students’ Translation Skill Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu

5.1 General Conclusion ……… 107

5.2 Suggestion ……….. 110

Bibliography……… 112

Appendices………... 117

7.1 Lesson Plans……… 117

7.2 Pre-test documents ………. 128

7.3 Post-test documents 131 7.3.1 Post-test of Experiment Group ……… 131

7.3.1 Post-test of Control Group …..……… 134

7.4 Questionnaire ……… 137

Yadi Kusmayadi, 2014

The Use Of Google Translate As A Learning Media For Improving Students’ Translation Skill Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu

LIST OF FIGURES

Figure 1.1 –Weinreich’s Three Processes..………... 2

Figure 1.2 –Conceptual Frameworks 1 …….………... 8

Figure 1.3 – General Conceptual Framework of the Study ………... 12

Figure 2.1 –Browser Homepage …………...………...………. 14

Figure 2.2 –Keywords on Search Bar ...……… 15

Figure 2.3 –List of Search Items ……….. 16

Figure 2.4 –App List ………..……….. 16

Figure 2.5 –Google Translate on App List ……….. 17

Figure 2.6 – Google Translate URL ………. 17

Figure 2.7 – Google Translate User Interface ………... 18

Figure 2.8 – Language Box Additional Icons ……… 20

Figure 2.9 –User Contribution ………. 21

Figure 2.10 –Rate Translation ……….. 22

Figure 2.11 –Translating a Word ……….. 23

Figure 2.12 –Translating a Phrase ……… 24

Figure 2.13 – Translating a Sentence ……… 24

Figure 2.14 –Highlighting Word or Phrase ……….. 25

Figure 2.15 –Diction Choice ……… 26

Figure 2.16 –Pronunciation Preview ……… 26

Figure 3.1 – Conceptual Framework 2 ……….. 42

Yadi Kusmayadi, 2014

The Use Of Google Translate As A Learning Media For Improving Students’ Translation Skill Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu

Figure 3.3 Worksheet on Translating Word 2 ………... 56

Figure 3.4 Worksheet on Translating Phrase 1 ………. 59

Figure 3.5 Worksheet on Translating Phrase 2 ………. 59

Figure 3.6 Worksheet on Translating Sentence 1 ………. 62

Figure 3.7 Worksheet on Translating Sentence 1 ……….. 62

Figure 3.8 Worksheet on Translating Sentence 2 ……….. 65

Figure 3.9 Worksheet on Translating Sentence ………. 65

Figure 3.10 Worksheet on Translating Sentence ………... 65

Figure 4.1 – SPSS Calculation for Paired Sample t-test………. 87

Yadi Kusmayadi, 2014

The Use Of Google Translate As A Learning Media For Improving Students’ Translation Skill Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu

LIST OF TABLES

Table 1.1 – Clarification of Term ……… 14

Table 3.1 –Scoring Condition ………. 48

Table 3.2 – Treatment Schedule ……….. 50

Table 3.3 – Meeting1 Lesson Plan ……….. 53

Table 3.4 – Meeting2 Lesson Plan ……….. 54

Table 3.5 – Meeting3 Lesson Plan ……….. 58

Table 3.6 – Meeting 4 Lesson Plan ………. 61

Table 3.7 – Meeting 5 Lesson Plan ………. 64

Table 3.8 – Meeting 6 Lesson Plan ………. 66

Table 3.9 – Meeting 7 Lesson Plan ………. 70

Table 3.10 – Meetin8 Lesson Plan ……….. 71

Table 4.1 – Experiment group pre-test score ……….. 80

Table 4.2 – Experiment group post-test score ………. 81

Table 4.3 – Pre-Test and Post-Test Result of XI-RPL Class ………... 82

Table 4.4 – Score of Difference (D)………. 83

Table 4.5 – Square Root of Difference (D2) ……… 83

Table 4.6 – Experiment group post-test score ………. 88

Table 4.7 – Experiment Group Post Test Score (X)………. 89

Table 4.8 – Control group post-test score ……… 89

Table 4.9 – Control Group Post-Test Score (Y)……… 90

Yadi Kusmayadi, 2014

The Use Of Google Translate As A Learning Media For Improving Students’ Translation Skill Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu

Table 4.11 – Control Group Score……… 92 Table 4.12 –Google Translate Aid ………. 98 Table 4.13 –Effectiveness of Google Translate in Learning……….. 100 Table 4.14 –Students’ Experience toward Google Translate Use in

Learning ………. 103

Yadi Kusmayadi, 2014

The Use Of Google Translate As A Learning Media For Improving Students’ Translation Skill Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu

LIST OF DIAGRAMS

Diagram 4.1 –GT’s Aid to Students English Learning ……….. 100

Diagram 4.2 –GT’s Effectiveness on Learning English………. 102

Diagram 4.3 –Students’ Experience………... 104

Yadi Kusmayadi, 2014

The Use Of Google Translate As A Learning Media For Improving Students’ Translation Skill Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu

THE USE OF GOOGLE TRANSLATE AS A LEARNING MEDIA FOR

IMPROVING STUDENTS’ TRANSLATION SKILL

A Quasi-Experimental Study in One of Vocational School in KabupatenBandung ABSTRACT

By YadiKusmayadi

This study was aimed to investigate whether or not Google Translate helps students to improve their translation skill and conducted in one vocational school in Kabupaten Bandung, West Java. This study used a quasi-experimental study research design which employed sequential explanatory mixed-method – quantitative followed by qualitative. Pre-test and post-test were used in quantitative stage; whereas, questionnaire was used in qualitative stage. The quantitative data were analyzed through paired sample t-test to analyze pre-test and post-test of experiment group, and independent sample t-test was used to analyze the post-test score of both experimental group and control group; whereas, the qualitative data were analyzed through codification and categorization. The study revealed two findings related to two research questions. First, the result of quantitative manual and SPSS calculation by using paired sample ttest resulted -3.847 score, and the independent sample t-test resulted 4.341 score. Both scores rejected the null hypothesis, and accepted the alternative hypothesis saying that there was significant difference between experiment and control group, therefore the use of Google Translate helps improving the students’ translation skill. However, it could not be rejected that the teacher’s feedback and the use of TBL method during treatments had an implication to the students’ improvement on their translation skill. Second, the qualitative data revealed that 85% students had a good experience toward the use of Google Translate. However the percentage showed that the students’ response to GT was positive, as the use of ICT in language learning helped the students to engage more to learning activity and motivate them to involve; moreover, as Brown (2001: 145) said that one of the advantages of using ICT product in learning is the fun factor.

Yadi Kusmayadi, 2014

The Use Of Google Translate As A Learning Media For Improving Students’ Translation Skill Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu

PENGGUNAAN GOOGLE TRANSLATE SEBAGAI MEDIA PEMBELAJARAN UNTUK MENINGKATKAN KEMAMPUAN

PENTERJEMAHAN SISWA

Penelitian Quasi-Experiment yang Silakukan di Salah Satu Sekolah Menengah Kejuruan di Kabupaten Bandung

ABSTRAK Oleh Yadi Kusmayadi

Penelitian ini ditujukan untuk membuktikan apakah Google Translate membantu siswa dalam meningkatkan kemampuan penterjemahan mereka atau tidak. Peenelitian ini dilakukan di salah satu sekolah menengah kejuruan yang bertempat di daerah kabupaten Bandung, Jawa Barat. Penelitian ini menggunakan desain penelitian quasi-experimen yang mengadaptasi metode campuran yang bersifat sequential explanatory – kuantitatif yang diikuti kualitatif. Metode pengumpulan data pada tahapan kuantitatif menggunakan pre-test dan post-test, sedangkan metode pengumpulan data pada tahapan kualitatif menggunakan questionnaire. Data kuantitatif dianalisa melalui t-test paired sample untuk membandingkan nilai pre-test dan post-test kelompok eksperimen, sedangkan t-test independent digunakan untuk membandingkan nilai post-test dari kelompok eksperimen dan kelompok control. Data kualitatif dianalisa melalui tahapan kodifikasi dan kateorisasi. Penelitian ini menghasilkan dua penemuan yang berkaitan dengan pernyataan masalah penelitian; pertama, hasil dari penhitungan paired sample t-test baik secara manual maupun menggunakan SPSS menghasikan nilai -3,847, dan penghitungan t-test independent secara manual dan menggunakan SPSS menghasilkan nilai 4.341. Kedua nilai tersebut pada kesimpulannya menolak hipotesis nol dan secara langsung menerima hipotesis alternative yang berarti ada perbedaan yang mencolok antara kelompok eksperimen dan kelompok control, sehingga pernyataan tersebut menyimpulkan bahwa Google Translate membantu siswa meningkatkan kemampuan penterjemahan mereka. Namun, hal yang tidak bias dihindari apabila masukan dari guru dan penggunaaan metode TBL selama pemberian treatment ikut berpengaruh terhadap peningkatan tersebut. Kedua, data kualitatif menunjukan bahwa 85% siswa mendapatkan pengalaman yang baik terhadap penggunaan Google Translate. Hal tersebut bias dikaitkan dengan pernyataan yang menyebutkan bahwa penggunaan TIK dalam pembelajaran bahasa membuat siswa lebih tertarik untuk terlibat dalam pembelajaran. Terlebih lagi, Brown (2001: 145) mengatakan bahwa keuntungan penggunaan produk TIK dalam pembelajaran ialah faktor kesenangan dalam belajar.

Yadi Kusmayadi, 2014

The Use Of Google Translate As A Learning Media For Improving Students’ Translation Skill Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu

Kata Kunci: Google Translate, Penterjemahan, Pembelajaran Bahasa

Yadi Kusmayadi, 2014

The Use Of Google Translate As A Learning Media For Improving Students’ Translation Skill Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu

CHAPTER ONE INTRODUCTION

This Chapter includes the introductory explanation of the study. It will cover the background information relevant to the study, the research questions, the purpose of the study, the significance of the study, the scope of the study, the clarification of the main terms, and the organization of the thesis.

1.1Background of Problem

There are many websites on internet for students to practice language (Harmer, 2007: 192). According to the Harmer’s statement above, the writer sees that the way how the students learn has changed. The growing number of facilities in information technology and the widely-used of internet services are the reason for the change. The situation also happened in Indonesia where students can find any references they need in internet without having much problem now. When they have any translation or writing assignment, they simply consult it to internet.

In term of English language learning, the translation process between source language and target language cannot be separated, although the intensity between them becomes lesser and lesser from time to time. As each language has different grammatical and syntactical rule, the students used their first language as their default language which includes its grammatical and syntactical rule. In line with the discussion above, Weinreich (1953, in De Bot, 2005: 43) mentions that students who learn different language to their first language will have three

Yadi Kusmayadi, 2014

The Use Of Google Translate As A Learning Media For Improving Students’ Translation Skill Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu

processes. Those three processes are so called coordinate, compound, and subordinate organization.

Figure 1.1 Weinreich’s Three Processes

In coordinate organization, each language’s concept separate completely, where in a compound organization learners unified the concept of L1 and L2 or there is a common concept but with different words of each language. In the subordinate organization, there is just one sets of concept, but the items from L2 can be reached only by L1.

Students, who do their task by consulting the internet, usually consult a dictionary which is online or consult to any other translation application program. Recently, many students used the so called online machine translation which provides richer feature than the conventional one. This online translation machine can also translate the slang language which never found in conventional dictionary. One of the famous and widely-used online translators is Google Translate. Davis (2011) mentions that Google Translate is probably the most widely used online translation tool recently. Google Translate as shown in translate.google.com is a free translation service that provides instant translations

Yadi Kusmayadi, 2014

The Use Of Google Translate As A Learning Media For Improving Students’ Translation Skill Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu

between dozens of different languages. It can translate words, sentences and web pages between any combinations of our supported languages.

Regarding the use of Google Translate by students, there is an issue which tells whether Google Translate has positive or rather negative effect to students in term of English language learning. Davis (2011) with his blog article entitled

“Google Translate, Friend or Foe” is a clear image which tells that the issue is still not validated by any study. However, the general negative implication of the use of Google Translate is that the students rely too much on it. Therefore, they do not learn anything as the translation process of Google Translate is very instant, and students just have to wait the result while online machine translation produces it instantly. In the other side, the major positive implication is that Google Translate can assist the student in term of English language learning, but how? Therefore, it is important to know the potency of Google Translate features as an aid for students in English language learning. Those Google Translate features include interesting features, such as instant translation, word and phrase highlighting, diction choices, pronunciation preview, and etc. Those features are bundled in a single user interface.

The discussion and phenomena in online machine translation and its relation to English language learning is very researchable. The decision to take part in this discussion is also strengthened by the limited number of the similar study regarding Google Translate and English language learning whether in Indonesia or in international area. However, the writer finds several studies which relate to Google Translate especially, or the other machine translation, online

Yadi Kusmayadi, 2014

The Use Of Google Translate As A Learning Media For Improving Students’ Translation Skill Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu

translation tools, and English language learning. For instance, Kumar (2012) in his journal entitled “Machine Translation in Arabic-Speaking ELT Classrooms: Applications and Implications”. Kumar’s study investigates the use and the

student’s dependence toward Machine Translation on EFL Arabic speaking learners. This study produced the conclusion which tells that machine translation is very popular among the EFL-Arabic speaking students in its usage in ELT classrooms. The students have various reasons ranging from understanding questions, concepts and topics.

Another example of the similar study focusing on online translation tools and English language learning is the study from Zengin (2011) with his journal entitled “Turkish EFL Academicians’ Problems Concerning Translation Activities and Practices, Attitude towards the Use of Online and Printed Translation Tools, and Suggestions for Quality Translation Practice”. This study mainly concerned

on the students’ attitude toward the online translation tools has positive response. In line with the writer, Zengin sees that online translation tools and search engines were found beneficial in enhancing the quality of existing translation practices. Both examples study on online translation tools were strengthened the background reason of this study which led to say that it was quite reasonable to take Google Translate and its relation toward English language learning to become a discussion for the research. Thus, by all reasons and foundation mentioned earlier, this study had taken out through the title “The Use of Google Translate as a

Learning Media for Improving Students’ Translation Skill, a Quasi -Experimental Study in One of Vocational School in Kabupaten Bandung”.

Yadi Kusmayadi, 2014

The Use Of Google Translate As A Learning Media For Improving Students’ Translation Skill Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu

1.2Statement of Problems

Lately, the government encourages students to become independent after they graduate from high school. It is especially for the vocational high school students in order to become an independent entrepreneur without relying much on large industry. The program which is called “SMK Bisa” is the tag-line to encourage them to enroll in Sekolah Menengah Kejuruan (vocational high school). However, the leading industrial country is mainly western countries which use English as their official language (i.e.: United States of America and England). Besides that, English has become international lingua-franca since then. Thus the language of science is English also which makes all references written in English. The condition seems to oblige vocational students to at least understand English passively. Thus, the need of English language skill is very important to support the vocational competence for the vocational students.

In order to achieve that goal, government regulates the standard of content of English Subject for vocational school which contains purpose as follows:

English subject aims to make the student has ability to:

1. be capable and skillful on a basic level of English proficiency in order to achieve the vocational competence,

2. apply their English skill to communicate whether spoken or written at an intermediate level.

The excerpt above mentions that the purpose of English subject in vocational school aims to make the students to own the ability of English language, and to master English on a basic level of English proficiency in order to

Yadi Kusmayadi, 2014

The Use Of Google Translate As A Learning Media For Improving Students’ Translation Skill Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu

support the vocational competence target. The next purpose is to apply the English skill to use in communication, whether spoken or written in an intermediate level.

From the citation above, the writer sees that the main purpose of English language is to support the vocational competence for later purpose in the industrial or entrepreneurship atmosphere. The English language skill is strengthened both on spoken and written skill. Regarding the speaking and listening skill, the vocational students are prepared to have spoken communication skill actively, whereas reading and writing skill is for supporting their skill on accessing information (i.e.: reading source book regarding their vocational competence), and communicating through written text.

Although translation is not mentioned in the content standard on the government curriculum as shown above, but to avoid it in term of English as foreign language atmosphere such here in Indonesia is almost a hard thing. Underlining the skill of accessing information on vocational competence source book, the vocational students seem to have an obligation to have a good reading comprehension. It means that they should have to understand the text easily. The writer assumes that while students reading, there is the process of transferring the second language (which in this case is English language) to their first language (Bahasa Indonesia, or probably their local language, i.e.: Sundanese). Thus the Weinreich’s process as mentioned earlier happened. The role of Google Translate here is to assist them to learn understanding text through translation process. Thus, this study tends to measure whether Google Translate with its features help

Yadi Kusmayadi, 2014

The Use Of Google Translate As A Learning Media For Improving Students’ Translation Skill Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu

students in term of English language learning, and especially in learning translation by redirecting them to use it correctly.

In term of translation, although the communicative learning avoids it, but Dagiliené (2012) states that while translating, students are incited to notice differences in structure and vocabulary, to strengthen grammatical competence, to shape their own way of thinking and to correct common mistakes that could otherwise remain unnoticed. Furthermore, Dagiliené mentions that translation activities are a useful pedagogical tool when it is applied purposefully and imaginatively into language will trigger the development and improvement of the learners’ reading, speaking skill, as well as the grammar and vocabulary skill. With its clear strength and purpose of translation in term of language learning, the writer sees that besides helping in English language learning, translation – especially using Google Translate will be very useful in assisting students to understanding text easily.

1.3Research Questions

The background of the study and the statement of problem as shown in the previous section give a clear reason to which discussion this study tends to lead. And then, in order to maintain the objectivity of the study and to limit the discussion, the study has formulated the statement of problem into two research questions as follows:

- Do Google Translate and its teacher’s feedback help students to improve their translation skill?

Yadi Kusmayadi, 2014

The Use Of Google Translate As A Learning Media For Improving Students’ Translation Skill Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu

- What kind of experience do students get from learning by using Google Translate as its media?

1.4Purposes of the Study

Based on those research questions above, the study had two purposes to gain. The first purpose was to measure whether or not Google Translate and its teacher’s direction and feedback help to improve the students’ skill in translation. This translation skill furthermore assumes to help students in understanding text. In term of vocational students, this first purpose defines Google Translate favor for the students to help them strengthening their translation skill, which later it will be useful for reading comprehension or understanding text easily. If we transcribe the statement above, thus the framework image will be as follows.

Figure 1.2 Conceptual Frameworks 1

The role of Google Translate based on the picture above is as a learning media to strengthen the students’ translation skill. However, the use of Google Translate itself is under the direction of the teacher, and teacher gives feedback

Yadi Kusmayadi, 2014

The Use Of Google Translate As A Learning Media For Improving Students’ Translation Skill Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu

and directs students regarding translation. The later purpose of the strengthened translation skill supposes to help them to understand their vocational source book or any other reference.

The next purpose of the study was to measure the students’ behavior or responds toward Google Translate as a learning media. This purpose was also to know their learning experience through it. Furthermore, this purpose was to measure whether there are any other acquisitions the students have; for instance, after learning through Google Translate, the students’ vocabulary building is improving.

1.5Significances of the Study

This study is significant for three aspects (Marshal and Rosman, 2006:34-38 in Emilia, 2009:153). First, theoretically, this study can enrich the literature on information and communication technology in the context of English language teaching and learning in Indonesia as Suherdi (2012) says that ICT can help second language (L2) or English as Foreign Language (EFL) learners to accelerate their language learning. Second, practically, this study may provide the teacher a description and image of applying the recent product of technology in English language teaching especially in term of translation. Finally, professionally, the finding of the study hopefully is used as an information for later study concerns on the similar discussion.

Yadi Kusmayadi, 2014

The Use Of Google Translate As A Learning Media For Improving Students’ Translation Skill Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu

1.6Scope of the Study

Discussion in this study focused on three aspects. The first discussion focused on discussing Google Translate and its various features. In term of Google Translate, it covers the discussion of the history of Google Translate, how it works, how to access it, and the features. Those features are instant translation, words and phrases highlighting, diction choice, and etc.

The second discussion is the implementation of Google Translate as a learning media for translating activity in the class room. In the other word, Google Translate in this study was positioned as a substitution of conventional dictionary. The use of Google Translate was combined with the teacher’s direction and feedback to students regarding their translating activity. At the end of this discussion is the measurement of the students’ translation skill progress. And the last discussion is the students’ aspects toward Google Translate. This discussion covers the students’ experience and opinion.

1.7Clarification of the Main Terms

There will be several terms that will be repeatedly mentioned across this study. The terms are also abbreviated to meet the effectiveness of writing. The terms are as follows:

Table 1.1 Clarification of Terms

Terms Abbrev Explanation

Google Translate GT An online translation tool made by Google Corp. Conventional

Dictionary CD

Any other dictionary beyond Google Translate which includes dictionary book, java/android based static dictionary software.

Information and

Communication ICT

The term used to refer the technology on computing

Yadi Kusmayadi, 2014

The Use Of Google Translate As A Learning Media For Improving Students’ Translation Skill Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu

Technology

Rekayasa

Perangkat Lunak RPL

Vocational School Major concentrates on computer software engineering

Tehnik Sepeda

Motor TSM

Vocational School Major concentrates on Motorcycle Engineering

Furthermore, to resume and to understand the concept of this study, the writer provides general conceptual framework as follows:

Why learning understanding text?

Because SMK students need reference, and the reference is mainly using English

Why references using English? Because the leading country is western countries which use English, English as lingua-franca.

Learning what? Learning to learn understanding text Why GT?

Because, (1) The feature of GT, (2) The widely-used of GT, (3) internet use behavior

Teacher directs students to use GT correctly

Using GT as a learning media/assistant

Students use Google Translate They don’t know how to use it correctly

Yadi Kusmayadi, 2014

The Use Of Google Translate As A Learning Media For Improving Students’ Translation Skill Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu

1.8Organization of the Thesis

This study consists of five chapters.

Chapter 1 introduces the background of problem of the study, the research questions, the purpose of the study, the significances of the study, the scope of the study, the clarification of the main terms, and the organization of the thesis.

Chapter 2 presents the literature review which covers the discussion of Google Translate including the Google Translate overview, the way how to access Google Translate, and the discussion of Google Translate User Interface and features; English language teaching, translation and teaching, and information and communication technology.

Chapter 3 describes the research methodology of this study. It covers the research design, site and participants, and data processing.

Chapter 4 presents data finding and discussion.

Chapter 5 provides the conclusion of the findings and the suggestion for further study.

Yadi Kusmayadi, 2014

The Use Of Google Translate As A Learning Media For Improving Students’ Translation Skill Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu

CHAPTER THREE METHODOLOGY

This Chapter discusses the methodology of the study which covers the research design, sites and participants, and the data processing including the method of analysis on both quantitative and qualitative analysis.

3.1 Research Design

Generally, the purposes of this study were the first was to measure whether or not learning by using Google Translate as a media helps improving students’ translation skill in order to make students understand text easily; the second purpose was to know the students experience regarding learning by using Google Translate. This second purpose was to find valuable reason which strengthens whether Google Translate has positive or negative effect to students’ learning. Thus, in order to achieve both purposes above where the first purpose decided quantitatively and the second purpose was qualitative; therefore the study needed to triangulate methods. Denzin (in Johnson, 2007) defines triangulation as ―the combination of methodologies in the study of the same phenomenon‖. However, the researcher believes in both quantitative and qualitative paradigm.

Mixed method or mixed research is a research that involves the mixing of quantitative and qualitative methods or other paradigm characteristics as shown in www.uk.sagepub.com. According to Cresswell (2003: 210), mixed method focuses on collecting and analyzing both quantitative and qualitative data in a single study. In line with Cresswell, Johnson et. al. (2007: 120) says that mixed

Yadi Kusmayadi, 2014

The Use Of Google Translate As A Learning Media For Improving Students’ Translation Skill Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu

methods research is the class of research where the researcher mixes or combines quantitative and qualitative research techniques, methods, approaches, concepts or language into a single study or set of related studies. The quantitative method was used to achieve the first goal, whereas the qualitative method was used to achieve the second purpose. The result from qualitative method was strengthened the result from quantitative one. This purpose of strengthening a result to another was in line with the statement of Greenem Caracelli, and Graham (1989, in Cresswell, 2003: 16), saying that the result from one method can help develop or inform the other method. Furthermore, Cresswell (2003: 16) concludes the mixed method into three procedures; they are sequential, concurrent, and transformative. The sequential procedure means the researcher decide whether to choose each of quantitative or quantitative as the first and the second method, for instance, using quantitative first and then followed by qualitative or vice versa. The concurrent procedure means researcher converges quantitative and qualitative data in order to provide a comprehensive analysis, the researcher also uses both methods at the same time. The transformative procedure means researcher uses a theoretical lens in both quantitative and qualitative methods.

As the study tends to use qualitative data as a way to strengthen the quantitative data, thus the sequential explanatory design was used in this study. Sequential explanatory design is characterized by the collection and analysis of quantitative data followed by the collection and analysis of qualitative data (Cresswell, 2003: 215). This study used quantitative as the first method, and then it was followed by qualitative method as the second method. For quantitative

Yadi Kusmayadi, 2014

The Use Of Google Translate As A Learning Media For Improving Students’ Translation Skill Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu

method, this study used quasi-experimental design because it used two groups consists of the experimental group and the control group. Quasi-experimental design is the development of true-experimental design which uses the control group chosen randomly (Sugiyono, 2010: 77). For quantitative method, this study used questionnaire.

The writer started the study by concerning and identifying various studies and discussions regarding Google Translate or any other online machine translations and its relation to language teaching and learning. There were several discussions that the writer found. For instance, Kumar (2012) in his journal entitled ―Machine Translation in Arabic-Speaking ELT Classrooms: Applications and Implications‖. Kumar’s study investigated the use and the student’s

dependence toward Machine Translation on EFL Arabic speaking learners. This study produced the conclusion saying that machine translation is very popular among the EFL-Arabic speaking students in its usage in ELT classrooms. The students had various reasons ranging from understanding questions, concepts and topics.

Another discussion is from Zengin (2011) with his journal entitled ―Turkish EFL Academicians’ Problems Concerning Translation Activities and

Practices, Attitude towards the Use of Online and Printed Translation Tools, and Suggestions for Quality Translation Practice‖. This study mainly concerned on the students’ attitude toward the online translation tools which had positive alignment. In line with the writer, Zengin sees that online translation tools and search engines were found beneficial in enhancing the quality of existing

Yadi Kusmayadi, 2014

The Use Of Google Translate As A Learning Media For Improving Students’ Translation Skill Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu

translation practices. Whereas, Kadhim, et. al. (2013: 48-49) says that online machine translation systems are continuously undergoing development, and the outputs might be improved in the near future to help students’ learning more effectively.

There are some articles discusses the potency of Google Translate to become a learning media, such as one from Davis (2011) with his blog article entitled “Google Translate, Friend or Foe” is a clear image which tells that the issue is still not validated by any study. Davis mentions that Google Translate is probably the most widely used online translation tool. The other article is such an article posted in http://poliglotti4.eu entitled Using Google Translate to Enhance

Your Language Learning Experience. It mentions that there are various ways to

learn a new language by you rself and using Google Translate is the most useful ones.

Based on several discussions mentioned above, the writer came into hypothesis that the use Google Translate in language learning improves the students’ skill which in this cases the students’ translation skill. Thus, this study tried to analyze and measure whether or not the use of Google Translate improves students’ translation skill.

3.2 Site and Participants 3.2.1 Site

In order to meet the purposes of the study, the researcher had chosen the most appropriate site and participant, or Alwasilah (2000: 103) mentioned it as

Yadi Kusmayadi, 2014

The Use Of Google Translate As A Learning Media For Improving Students’ Translation Skill Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu

purposeful sampling. The purposive site for this study was a vocational school located in Cicalengka in kabupaten Bandung. The school could be reached by taking the Bandung-Garut by-pass highway, and when reaching Cicalengka, it was taking the left and straight road to Desa Babakan Peuteuy.

The condition near the school was almost conducive for teaching and learning activity. There was less noise, whether it was from traffic or any other noise, because the school was surrounded by the villagers’ farms. The air was also fresh, as it was located on the mountain’s foot. The situation of the classroom was good. The noise from the outside of the classroom was less heard from the inside. It was also decent in term of size.

The consideration of choosing this site was that the researcher had an access to the school as the writer had to teach also while conducting research. By taking its benefit, the site gave limitless access for the researcher to conduct the research freely without any obstacle.

3.2.2 Participants

The participants were the students of grade eleven (XI) of a vocational high school. This consideration purposively gave the researcher boundless time and place to conduct research without having any troubles, because the researcher has an access to the sites. The grade XI students in this vocational school were two classes. The first class was XI-RPL (Rekayasa Perangkat Lunak/Software Engineering) which consists of 21 students. The second class was XI-TSM (Tehnik Sepeda Motor/Motorcycle Engineering) which consists of 18 students.

Yadi Kusmayadi, 2014

The Use Of Google Translate As A Learning Media For Improving Students’ Translation Skill Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu

The RPL class consisted of 22 students, where there were 13 male students and 8 female students. The TSM class consisted of 17 male students and there was only just 1 female student. In order to make both two classes fair in term of the participant, the researcher sorted each of the class members into 14 students. Therefore, both classes consisted of 14 students.

As the behavior towards technology of the XI-RPL class was more purposive than the XI-TSM one, XI-RPL class was considered as the experiment group (Group A), and XI-TSM class was the control group. The consideration above was based on several reasons as follows:

- XI-RPL students had enough number of facilities to use internet (i.e. notebook).

- Because of the XI RPL students were familiar with computer and internet, it gave the researcher benefit to save time and energy, instead of teaching them how to operate notebook and how to connect to internet.

Yadi Kusmayadi, 2014

The Use Of Google Translate As A Learning Media For Improving Students’ Translation Skill Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu

3.3 Data Processing

As mentioned earlier, this study used sequential explanatory mix-method (quantitative followed by qualitative); therefore, there was two stages including the quantitative stage and the qualitative stage. Data processing consisted of three stages which include data collection, data analysis, and data interpretation. Those three stages were conducted both on quantitative session and qualitative session.

3.3.1 Quantitative Stage

The quantitative session involved pre-test and post-test to both experimental group and control group. Between pre-test and post-test, only the experiment group had treatments.

3.3.1.1 Data Collection in Quantitative Stage (Pre-Test and Post-Test)

Data collection in quantitative stage involved pre-test and post-test as a measurement. The pre-test and post-test was a test of translating technological text. The students translated the text by a free translation method. Free translation

Result QUANTITATIVE

Pre-Test Treatment Post-Test

QUALITATIVE

Strengthen

Questionnaire

Yadi Kusmayadi, 2014

The Use Of Google Translate As A Learning Media For Improving Students’ Translation Skill Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu

reproduces the matter without the manner, or the content without the form of the original (Newmark, 1988: 46-47). It means that the translator is free to translate the source language text into their target language text by their language style. The more important thing in this method is that the reader of the translation result understands about what is being discussed on the text.

The text given is shown below.

Text for IX-RPL

The physical computer and its components are known as hardware. Computer hardware includes the memory that stores data and program instructions; the central processing unit (CPU) that carries out program instructions; the input devices, such as a keyboard or mouse, that allow the user to communicate with the computer; the output devices, such as printers and video display monitors, that enable the computer to present information to the user; and buses (hardware lines or wires) that connect these and other computer components. The programs that run the computer are called software. Software generally is designed to perform a particular type of task—for example, to control the arm of a robot to weld a car’s body, to write a letter, to display and modify a photograph, or to direct the general operation of the computer (Snyder, 2008).

Text for IX-TSM

Riders regulate motorcycle speed with a twist-grip on the right handlebar called the throttle. Twisting the grip backwards opens a throttle valve in the engine, increasing the amount of air and fuel that enters the cylinders. In older motorcycle engines, twisting the throttle increases the amount of fuel and air pulled into the carburetor, a device that mixes the fuel and air before it is delivered to the cylinders for combustion. Many motorcycles built after 1990 have fuel injection systems instead of carburetors. A fuel injection system uses computer-controlled fuel injectors to spray measured amounts of fuel into each of the engine’s cylinders (Carley, 2008).

Although it was different to what was being discussed on both texts, nevertheless, both texts above were in the same weight in term of three things, fidelity, liberty, and equivalence (Nord, 1991: 22-23). Nord (1991: 22-23) mentioned that fidelity is being faithful. The writer interprets that the meaning of

Yadi Kusmayadi, 2014

The Use Of Google Translate As A Learning Media For Improving Students’ Translation Skill Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu

being faithful here is that the text relevant to the participant, as the RPL was given a text discussing computer in an elementary discussion. The term of elementary here means that the computer discussion on the text is in a basic term of computer, including the part of computer such as keyboard, mouse, printer, software, the basic process of computer operation, and etc. Similar to the RPL class, the TSM class was also given a text relevant to their major, which is about motorcycle. The discussion was also on its elementary level, where it discusses the part of motorcycle such as cylinder and throttle; the term finds in motorcycle such as combustion process, and etc.

Therefore, there was no problem to give different text to different group/class. This consideration was chosen in order to make them easy to answer the test. Those texts above also met the discussion to their major, where the XI-RPL class was given a text discussing on computer, and the XI-TSM class was given text discussing on motorcycle.

The next criterion that Nord (1991) mentioned is the liberty which means being free. The writer himself sees that the term being free is that the text is not too over-discussed or over-laps in its discussion, and the language to discuss the matter of computer or motorcycle itself is still in an understandable language for the vocational school students, so they understood freely the text because the text was their major of discussion.

Finally, the last criterion is the equivalence. Nord mentioned that the term equivalence here means that two texts share the same function. The writer sees the text above shares the same function which is describing something. Kane (2000:

Yadi Kusmayadi, 2014

The Use Of Google Translate As A Learning Media For Improving Students’ Translation Skill Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu

351) says that description is about sensory experience – how something looks, sounds, tastes. Mostly it is about visual experience, but description also deals with other kinds of perception. Therefore, the text used in this study was categorized as a descriptive text which in RPL class the text was describing computer generally and in TSM class the text was describing motorcycle generally.

Furthermore, after dissecting the texts, the writer found that both texts have 15 fragments. Kane (2000: 187) says that fragment is a single word, a phrase, or a dependent clause standing alone as a sentence. It is considered fragmentary rather than a grammatical sentence because it is not grammatically independent and may not contain a subject and a finite verb. In formal writing fragments are generally a fault, though occasionally valuable for emphasis or variety.

During the test, the students analyzed text individually and then try to interpret the meaning through translating the text. The total amount of time given to translate the text is 45 minutes (1 credit hour for senior/vocational high school). While translating text, students were allowed to consult dictionary whether it was conventional dictionary (dictionary book) or electronic dictionary (phone dictionary). The main output that the students insisted to write their understanding of the text given in Bahasa Indonesia freely on their own language without worrying the source text. The most important thing was to understand what is being discussed on the text. Then the result of the pre-test and post-test was analyzed by using the criteria as shown below.

Yadi Kusmayadi, 2014

The Use Of Google Translate As A Learning Media For Improving Students’ Translation Skill Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu

3.3.1.2 Scoring for Pre-test and Post-test

In order to make easy the scoring stage of the pre-test and post-test, writer had made the text splits into fifteen fragments as mentioned earlier. The fragments were not considered as one sentence full, but instead a rest or split where the reading meets the reading intonation. The fragments for both texts are shown below.

Text for Experiment Group 1

Bentuk fisik komputer beserta komponen-komponennya itu disebut dengan perangkat keras.

2

Perangkat keras computer termasuk diantaranya adalah:

3

memory yang berguna untuk menyimpan data dan program;

4

CPU yang menjalankan program;

5

alat input, seperti keyboard ataupun mouse,

6

yang memungkinkan pengguna computer berkomunikasi dengan komputernya;

7

alat output, seperti printer ataupun layar monitor,

8

yang memungkinkan computer untuk menampilkan informasi kepada pengguna komputer;

9

dan buses (jaringan perangkat keras atau kabel) yang menghubungkan jaringan tersebut dengan komponen komputer yang lainnya.

10

Program yang menjalankan komputer disebut perangkat lunak.

11

Perangkat lunak umumnya dirancang untuk menjalankan tugas tertentu –

12

contohnya, untuk mengendalikan tangan robot pada proses pengelasan badan mobil,

Yadi Kusmayadi, 2014

The Use Of Google Translate As A Learning Media For Improving Students’ Translation Skill Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu

13

menulis surat,

14

untuk menampilkan dan mereka-reka foto,

15

ataupun untuk menjalankan pengoperasian umum pada computer.

Text for Control Group 1

Pengendara sepeda motor mengatur kecepatan motornya menggunakan handel gas

2

yang berada di sisi kanan setang/kemudi yang dinamakan klep.

3

Memutar handel gas ke arah belakang

4

akan membuka katup klep yang berada di mesin,

5

sehingga meningkatkan jumlah udara dan bahan bakar yang memasuki silinder.

6

Pada jenis mesin motor yang lama,

7

dengan memutar klep

8

akan meningkatkan jumlah bahan bakar dan udara yang dialirkan dari karburator,

9

karburator ialah alat yang mencampur bahan bakar dan udara

10

sebelum dialirkan ke silinder untuk proses pembakaran.

11

Kebanyakan jenis motor yang dibuat setelah tahun 1990

12

mempunyai teknologi sistem fuel injeksi bukannya karburator.

13

Sistem fuel injeksi menggunakan alat penyembur bahan bakar yang dikendalikan computer

14

untuk menyemburkan sejumlah bahan bakar

15

Yadi Kusmayadi, 2014

The Use Of Google Translate As A Learning Media For Improving Students’ Translation Skill Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu

Each fragment then followed characteristic of good translation which includes accuracy, clarity, and naturalness (Larson, 1984). The term accuracy means that the translation should give the exact meaning as nearly as possible to the original message, while clarity means it should make the meaning easy to understand – no confusing phrase. And the last is naturalness which means it should not sound like a translation, but the way the local people talk or write.

Besides, the writer used the term endophoric cohesion – anaphoric and cataphoric reference (Eggins, 2004: 34-35). The anaphoric reference means that the referent has appeared at an earlier point in the text (Eggins, 2004: 34). In term of this study, the anaphoric reference means that the next fragment relates to the previous fragment and makes the meaning make sense. The cataphoric reference means when the referent has not yet appeared, but will provided subsequently (Eggins, 2004: 35). The cataphoric reference meant by this study was that the fragment had relation to next fragment and make it sense.

Thus, the writer was formulated scoring based on the criteria of good translation and endophoric cohesion. Each fragment above meets the condition as follow:

Table 3 1 Scoring Condition Translation Endophoric

Score Criteria Explanation

A C N An Ca

√ √ √ √ √ 1 Good No mistakes

√ - √ √ √ 1 Good There is a mistake whether on A,

C, N, An, and Ca.

√ √ √ - √ 1 Good

- √ - √ √ 0.5 Average There are two mistake whether on A, C, N, An, and Ca.

√ √ √ - - 0.5 Average

- - √ √ - 0 Bad

There are three or more mistakes

- - - - √ 0 Bad

Yadi Kusmayadi, 2014

The Use Of Google Translate As A Learning Media For Improving Students’ Translation Skill Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu

Description of the table: - A means accuracy - C means clarity - N means naturalness

- An means anaphoric reference - Ca means cataphoric reference

- For the good translation, the score is 1 (one). The criterion of good here means that the translation is fine for the most part of the fragment or meet the accuracy, clarity, and naturalness; and there is relation between the fragment to the previous and the next fragment if so, and it is logic/make sense.

- For the average translation, the score is 0.5 (a half). The criterion of average translation here means that there is/are mistake(s) or violation whether on accuracy, clarity, and naturalness and/or there is no endophoric cohesion. However, the meaning of the fragment is still acceptable, and it does not destruct the meaning of the fragment and still keeps the entire meaning of the text.

- For the bad translation, the score is 0 (zero). The criterion of the bad translation here means that the mistake on the fragment cannot be tolerated. There is no relation to the previous or to the next fragment. The meaning of the fragment is not logic/make sense/acceptable.

Each fragment scored range from 0, 0.5, and 1. The sum of all correct fragments were multiplied by one hundred, and then divided by fifteen, the result

Yadi Kusmayadi, 2014

The Use Of Google Translate As A Learning Media For Improving Students’ Translation Skill Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu

of that operation was the score that the student get. The formula for scoring as follows:

Description of the formula above:

- Score means score that a student gets. - ∑fs means the sums of fragment score.

Example of the case:

From 15 fragments, a student got 10, therefore:

That student got 66 for his translating score.

3.3.1.3 Treatment

After the pre-test and before the post-test, there was a treatment for experiment group. The treatment here means the teaching and learning conducted in experiment group was involving Google Translate as a media. The material for both experimental and control group were the same material as shown in the table. The sequence of meetings in both experiment and control group are as follow.

Table 3 2 Treatment Schedule

No Meeting Day and Date Activity

1 Meeting 1 Thursday, October 17th2013 Pre-Test 2 Meeting 2 Monday, October 21st2013 Translating Words 3 Meeting 3 Thursday, October 24th2013 Translating Phrases 4 Meeting 4 Monday, October 28th2013 Translating Sentences 1 5 Meeting 5 Thursday, October 31st2013 Translating Sentences 2 6 Meeting 6 Monday, November11th2013 Translating a Text 7 Meeting 7 Thursday, November 14th2013 Interpreting a Text 8 Meeting 8 Thursday, November 28th2013 Post-Test& Questionnaire

Yadi Kusmayadi, 2014

The Use Of Google Translate As A Learning Media For Improving Students’ Translation Skill Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu

The whole treatment from the beginning until the last was adapting the bottom-up process of learning. In bottom-up process of learning, the reader or listener focuses n such things as individual words, phrases or cohesive devices and achieves understanding by stringing these detailed elements together to build up a whole (Harmer, 2007a: 270). The treatment was started by words as a low segment of text construction, and then followed by phrase, sentence, and finally text.

Treatment was conducting by adapting the task-based learning method (TBL). The TBL method consists of three stages – pre task, task cycle, and language focus (Harmer, 2007a: 71-72). In pre-task stage, teacher explored the topic and introduced the task of the students. In task cycle stage, students perform the task in groups and the teacher monitored them, while in language focus stage, students examined their works guided by the teacher, and teacher gave feedback. The term feedback in this stage was a direction on how to translate material.

The used of TBL was in order to achieve several advantages as mentioned in www.teachingenglish.org.uk, including: The students are free of language control. In all three stages they must use all their language resources rather than just practising one pre-selected item. A natural context is developed from the students' experiences with the language that is personalised and relevant to them. The students will have a much more varied exposure to language with TBL. They will be exposed to a whole range of lexical phrases, collocations and patterns as well as language forms. The language explored arises from the students' needs. This need dictates what will be covered in the lesson rather than a decision made

Yadi Kusmayadi, 2014

The Use Of Google Translate As A Learning Media For Improving Students’ Translation Skill Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu

by the teacher or the coursebook. It is a strong communicative approach where students spend a lot of time communicating. It is enjoyable and motivating.

In conclusion, the term TBL method on treatment in this study consisted of three stages. The first is pre-task stage where teacher described the instruction for each single treatment. The second task was the students did their task in group. And the last, students examined their work guided by teacher, and teacher told them how to translate.

- Meeting 1 (Pre-Test)

The pre-test was conducted on Thursday, October 17th 2013 in SMK Muthia Harapan Cicalengka. The participants were the grade eleventh of motorcycle engineering class (the control group) and the grade eleventh of software engineering class (the experiment group). The control group got the earlier pre-test which approximately at 10:45 a.m., and the experiment class got the last hour at 12:45 p.m.

The school program had the students recite Quran at the beginning of the learning activities; therefore the researcher led them to recite it first. After that, the researcher announced them pre-test. The pre-test itself made the students translate a text which was different for both classes. The researcher spread the test sheets. The condition for the pre-test was to translate a text, they may use dictionary whether it was dictionary book or dictionary on the phone – but not Google Translate. The test was conducted for approximately forty five minutes. After finishing the test, the researcher collected the test sheets from the students and

Yadi Kusmayadi, 2014

The Use Of Google Translate As A Learning Media For Improving Students’ Translation Skill Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu

informed them to bring any laptop in order to use for the accessing Google Translate. The result for the pre-test itself can be seen in the appendices. However, there was still time left, so the researcher continued to teach the material as shown in the government syllabus.

- Meeting 2 [Translating Word(s)]

Meeting 2 was conducted on Monday, October 21st 2013 at 07:30 to 09:00 a.m., and it is only for experiment group (software engineering class). Although the time allocation for the meeting was one hour and a half, but the effective time for the treatment was only forty five minutes, and the rest of the time was used for teaching the government syllabus. In this meeting 2, students were taught how to translate word, especially the words related more to their major (words about computer for software engineering class, and words about motorcycle for motorcycle engineering class). The major indication for this meeting was to identify the technical word and try to find the equivalence in the target language (in this case Bahasa Indonesia).

In this meeting 2 and the following meeting later, each meeting would consist of three stages of activities – pre-activity, whilst-activity, and post-activity, whereas in whilst-activity was divided into three stages also which included pre-task, task-cycle, and language focus. The pre-activity was greeting and checking students’ attendance, reciting Quran, and preparing the media for the activities which included laptop and connection. Connection here got from the android device which took the advantage of wifi-tethering.

Yadi Kusmayadi, 2014

The Use Of Google Translate As A Learning Media For Improving Students’ Translation Skill Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu

The whilst-activities itself was divided into three steps which include the task-based learning (TBL) steps which included pre-task, task cycle, and language focus. Meanwhile, in pre-task activity, the researcher started by introducing Google Translate briefly – how to access it, its interface, and how to translate by using it. However, some students had already known about Google Translate. After that, researcher divided the students into four groups and each group consist a laptop to use. Then, the researcher spread the task-sheet (the form of the sheet can be seen in the appendices).

In task-cycle activity, students did the worksheet by consulting Google Translate for approximately fifteen minutes. After students finished their task, in language focus steps, researcher collected the task-sheets, confirmed and checked their task-sheets. The indicator of the goal fulfilled in this meeting was the students had at least seven correct answers out of ten answers. The students task sheet was as shown below.

Yadi Kusmayadi, 2014

The Use Of Google Translate As A Learning Media For Improving Students’ Translation Skill Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu

In this meeting as shown on the picture above, students had already understand the context of translating words, nevertheless, there were still two or three failed context, i.e. operation was translated into pembedahan which means surgery. The role of teacher’s feedback here was to redirect them and to let them know the context of the words, whether where the words are used – in the computer context or in the medical context.

Then, researcher gave feed-back to students. Teacher told students regarding naturalness of translating word. To translate word, there is also an adaptation of the word in the local term which means it is contextual. For example, the word ―mouse‖ is literally translated to ―tikus‖; however the word

―mouse‖ in term of computer is translated to ―mouse‖ also. It will become weird to have ―tikus‖ which refer to a device for pointing in computer screen. Although there is equivalent word ―tetikus‖ in Malay, however, the word rarely used in

Indonesia. The pre-task, task-cycle, and language focus was conducted for approximately forty five minutes. The rest of the time was used to give students the material as shown in government syllabus.

- Meeting 3 [Translating Phrase(s)]

Meeting 3 was conducted on Thursday, October 24th 2013 at 12:45 p.m. to 13:15 p.m.; in one hour and a half, the effective time was only forty five minutes. The term translating phrase activity here means that the students involved in the activity of how to define the meaning of the combined words. In the previous meeting, students had already learnt to identify word and define the possible

Yadi Kusmayadi, 2014

The Use Of Google Translate As A Learning Media For Improving Students’ Translation Skill Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu

meaning in the target language; and in this meeting 3, students learnt how to define the combined words meaning. As we know that between English language and Bahasa Indonesia has different combined words order. Generally, the first word in English language will take the second place in the word order, and vice versa in Bahasa Indonesia.

As usual, activities were divided into three phases – pre-activity, whilst-activity, and post-activity; meanwhile in whilst-activity consisted of three steps – task, task-cycle, and language focus. In this meeting 3 treatment, the pre-activity consisted of greeting and checking students’ attendance, continued by reciting Quran and preparing media which included laptop and internet connection.

After finishing the pre-task activities for approximately fifteen minutes, the activity was continued to whilst-activity which consisted pre-task, task-cycle, and language focus. In pre-task step, researcher gave students the instructions of the task where students needed to translate phrase available in the task-sheet. Students were divided into four groups where in each group there was a laptop to access Google Translate. When students had already the instruction of the task, the researcher spread the task-sheets.

In task-cycle step, students did the worksheets regarding phrase about computer term. This step did for twenty minutes. After students finishing their task, the researcher collected the task, and the sample of the students’ task sheet as shown below.

Yadi Kusmayadi, 2014

The Use Of Google Translate As A Learning Media For Improving Students’ Translation Skill Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu

Figure 3.4 Worksheet on Translating Phrase 1

In this meeting, as shown on the pictures above, students had already understood how to translate phrases, but there were few results which were unnatural. However, students had already known to transfer meaning into a simple understandable word, i.e. central processing unit was simply translated into CPU. The role of teacher’s feedback here was to let them know that if there is no equivalent word in target language – Bahasa Indonesia, so they just simply used the common word in computer term although it is in English.

The next task of the researcher in this language focus step was to give students feedback regarding translating phrase. The researcher tried to confirm the case as follow. Sometime, students think that word order in English is reversing the Indonesian word order. In English language, a noun phrase will put the noun at the end of the phrase, i.e. input device where the device is the noun and input is the adjective; whereas, in Bahasa Indonesia, the noun is put at the beginning of

Yadi Kusmayadi, 2014

The Use Of Google Translate As A Learning Media For Improving Students’ Translation Skill Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu

the order, i.e. alat keluaran. In a simple way students had this formula for translating phrase.

Computer1 Operating2 System3

Sistem3 Operasi2 Komputer1

The output of this meeting was that students hopefully understand the concept of converting English phrase into Bahasa Indonesia, where not all functions in a sentence – subject, predicate, and object – were reversed.

- Meeting 4 (Translating Sentence 1)

Meeting 4 was conducted on Monday, October 28th 2013 at 07:30 a.m.to 09:00 a.m. The entire time allocation was one hour and thirty minutes, and the effective time for treatment was only forty five minutes. In this meeting 4, students involved to learn the sentence construction slightly in English language, and how to translate it freely into target language (Bahasa Indonesia). The words and phrase here then involved in the sentence construction, and here is the lesson plan for meeting 4.

In pre-activity, researcher greeted and checked the students’ attendance as usual, then continued by reciting Quran, and preparing learning media (laptop and internet connection). The activity was continued with whilst-activity which included pre-task, task-cycle, and language focus. In pre-task activity, researcher

Yadi Kusmayadi, 2014

The Use Of Google Translate As A Learning Media For Improving Students’ Translation Skill Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu

gave the instruction for doing the task where in this meeting was to translate sentence from English into Bahasa Indonesia by consulting Google Translate. This pre-task was about ten minutes.

Before doing the task, researcher divided the students into four groups where in each group there was a laptop to access Google Translate. In this task-cycle step, students did worksheet for approximately twenty minutes, and in the language focus step, researcher collected students’ work and confirmed it. The result of students’ work in this meeting was as follow.

Figure 3.7 Worksheet on Translating Sentence 1

In this meeting, students’ translation works met the accuracy and the mistakes became very low. The role of teacher’s feedback here was to let them know how to relate or to join each word(s) in a sentence to become a naturally translated in target language.

Yadi Kusmayadi, 2014

The Use Of Google Translate As A Learning Media For Improving Students’ Translation Skill

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

feature on Google Translate, the students behavior to use Google Translate, or etc. The discussion of how they learn English through Google Translate – whether speaking, listening, reading, writing, and etc. – should become an interesting topic for the next research for the researcher himself and for those who interested.

Moreover, by the growing of portable ICT device such as smartphone and tablet and the popularity of Android OS, Google Corporation as the producer of Google Translate itself has made the Android version of Google Translate which is more interactive and rich of new features. The new features such as photo translation and speak to translate are the interesting features to be applied in language learning and translation, and those are very researchable. The photo translation feature is the feature of Android version of Google Translate which is able to translate text in a photo. For instance, we find English text on the book, we capture the text, and then Google Translate tries to translate it. The next new feature is speak to translate feature which allows the user to translate their speaking by directly speaking to the device, and Google Translate will translate it for the user. The writer wonders how if both features above are applied into language learning. More or less, this study hopefully provides valuable information for the direction of English Language Learning in the future, and finally, this study hopefully at least enriches the discussion of the ICT and English language learning.

Yadi Kusmayadi, 2014

The Use Of Google Translate As A Learning Media For Improving Students’ Translation Skill

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

BIBLIOGRAPHY

Alwasilah, A. Chaedar. (2000). Pokoknya Kualitatif: Dasar-dasar Merancang dan Melakukan Penelitian Kualitatif. Jakarta: Pustaka Jaya.

Bogdan and Bilken. (n.y.). Qualitative Research for Education, an

Introduction to Theories and Models. Retrieved on Tuesday, March 5th

2013 from www.francescoianni.com

Brown, H. Douglas. (2001). Teaching by Principles, an Interactive Approach to Language Pedagogy. Second Edition. New York: Longman

Bryman, Alan., and Burgess, Robert G, ed. (1994). Analyzing Qualitative

Data. London: Routledge. Retrieved on Tuesday, 5th March 2013 from

www.tlu.ee

Carley, Larry W. 2008. Motorcycle. Microsoft® Encarta® 2009 [DVD]. Redmond, WA: Microsoft Corporation.

Chaer, Abdul. (2003). Psikolinguistik, Kajian Teoretik. Jakarta: Rineka Cipta.

Chhabra, Purva. (2012). Use of E-Learning Tools in Teaching English.

International Journal of Computing & Business Research, ISSN (Online): 2229-6166. Proceedings of ‘I-Society 2012’. Retrieved on Wednesday, March 13th2013 from www.researchmanuscripts.com

Creswell, John W. (2003). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Second Edition. Thousand Oaks, CA: Sage

Publications.

Dagiliené, Inga. (2012). Translation as a Learning Method in English Language Teaching. ISSN 1648-2824 Kalbu Studijos. 2012. 21 NR. Studies about Languages. 2012. No. 21. Retrieved on Wednesday, March 13th 2013 from www.kalbos.ktu.lt

Yadi Kusmayadi, 2014

The Use Of Google Translate As A Learning Media For Improving Students’ Translation Skill

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

Davis, Graham. (2011). Google Translate: friend or foe? Retrieved on Wednesday, January 30th 2013 from

http://ictforlanguageteachers.blogspot.com/2011/11/google-translate-friend-or-foe.html

De Bot, Kees, et all. (2005). Second Language Acquisition, an Advanced Resource Book. New York: Routledge.

Emilia, Emi. (2009). Menulis Tesis dan Disertasi. Bandung: Alfabeta.

Harmer, Jeremy. (2007a). The Practice of English Language Teaching – Fourth Edition. New York: Longman.

Harmer, Jeremy. (2007b). How to Teach English. New York: Longman.

Hillenmeyer, Maureen. (2005). Applied Statistics. Standford University. Available at www.stanford.edu/~maureenh/quals/pdf/stats.pdf retrieved on

Wednesday, 25 Sept 2013.

http://support.google.com/translate/#googtrans/en/id retrieved on Tuesday, 26 February 2013 at 11:18 a.m.

http://translate.google.com/about retrieved on 23rd of July 2013.

https://statistics.laerd.com/statistical-guides/independent-t-test-statistical-guide.php retrieved on December 30th 2013.

Johnson, R. Burke, et. al. (2007). Toward a Definition of Mixed Methods Research. Journal of Mixed Methods Research 2007; 1; 112 DOI: 10.1177/1558689806298224. SAGE Publications. Available at

https://drupal.coe.unt.edu/sites/default/files/24/59/Johnson,%20Burke%2 Mixed%20Methods%20Research.pdf accessed on 6/6/2014.

Yadi Kusmayadi, 2014

The Use Of Google Translate As A Learning Media For Improving Students’ Translation Skill

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

Kadhim, Kais A., et. al. (2013). An Evaluation of Online Machine Translation of Arabic into English News Headlines: Implication on Students’ Learning Purposes. TOJET: The Turkish Online Journal of Educational Technology

– April 2013, volume 12 Issue 2. Available at www.tojet.net/articles/v12i2/1224.pdf

Kane, Thomas S. (2000). The Oxford Essential Guide to Writing. New York: Berkley Book. Available at tratu.coviet.vn

Kumar, A. (2012). Machine Translation in Arabic-Speaking ELT Classrooms: Applications and Implications. International Journal of

Social Science and Humanity, Vol. 2, No. 6, November 2012. Retrieved on Sunday, February 24th 2013 from

www.ijssh.org/papers/142-A00015.pdf

Kusmayadi, Yadi. (2013). The Role of Google Translate as a New Tool of

Language Learning in Internet Base Era. 60th TEFLIN International

Conference Proceeding, ISSN 977 2338776 13, page 638.

Larson, Mildred L. (1984). Meaning-Based Translation, A Guide to Cross Language Equivalence. Second Edition. New York: University Press of America. Available at http://www.scribd.com/doc/100287222/Meaning-Based-Translation-M-L-larson

Lowry, Richard. (2013). Chapter 11. t-test for the Significance of the Difference Between the Means of Two Independent Samples. Available at

vassarstats.net/textbook/ch11pt1.html retrieved on December 30th 2013.

Mitchell, Jon. (2012). How Google Translate Works Its Magic. Available at

http://readwrite.com/2012/05/01/how-google-translate-works-its-magic

retrieved on Tuesday, 05-03-2013, at 12:09 p.m.

Motteram, Gary. (2013). The benefits of new technology in language learning. An article available at http://blog.britishcouncil.org/2013/09/18/the-benefits-of-new-technology-in-language-learning/

Yadi Kusmayadi, 2014

The Use Of Google Translate As A Learning Media For Improving Students’ Translation Skill

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

Nord, Christiane. (1991). Text Analysis in Translation. Theory, Methodology, and Didactic Application of a Model for Translation-Oriented Text Analysis. Amsterdam: Rodopi.

Park, Hun Myoung. (2009). Comparing Group Means: T-tests and One-way ANOVA Using Stata, SAS, R, and SPSS. Working Paper. The University Information Technology Services (UITS) Center for Statistical and Mathematical Computing, Indiana University. Available at

http://www.indiana.edu/~statmath/stat/all/ttest retrieved on Wednesday, September 25th 2013.

http://poliglotti4.eu/php/media-centre/index.php?doc_id=2876&lg=en

www.uk.sagepub.com/upm-data/38123_Chapter2.pdf accessed on 6/6/2014.

Snyder, Timothy Law. (2008). Computer. Microsoft® Encarta® 2009 [DVD]. Redmond, WA: Microsoft Corporation.

Stoddart, Jonathan. (n.y.). Teaching through Translation. Retrieved on Friday, 12 July 2013 from www.britishcouncil.org

Suherdi, Didi. (2012). Towards the 21st Century English Teacher Education: An Indonesian Perspective. Bandung: Celtic Press.

http://www.teachingenglish.org.uk/article/a-task-based-approach

Yoshifumi, Saito. (n.y.). Translation in English Language Teaching in Japan. Komaba Journal of English Education. Retrieved on Wednesday, March 13th2013 from park.itc.u-tokyo.ac.jp

Zengin, Bugra. (2011). Turkish EFL Academicians’ Problems Concerning Translation Activities and Practices, Attitude towards the Use of Online and Printed Translation Tools, and Suggestions for Quality Translation Practice. TOJET: The Turkish Online Journal of Educational Technology

– April 2011, Volume 10 Issue 2. Retrieved on Wednesday, March 13th 2013 from www.tojet.net

Yadi Kusmayadi, 2014

The Use Of Google Translate As A Learning Media For Improving Students’ Translation Skill

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

_________, (2013) Using Google Translate to Enhance Your Language Learning Experience. An article available at