T1__Full text Institutional Repository | Satya Wacana Christian University: Learners’ Beliefs Toward the Use of Translation as a Strategy in EFL Learning T1 Full text
LEARNERS’ BELIEFS TOWARD THE USE OF TRANSLATION AS A
STRATEGY IN EFL LEARNING
A THESIS
Submitted in Partial Fullfilment
of the Requirements for the Degree of
Sarjana Pendidikan
Lucky Wibawa
112016701
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA
SALATIGA
2017
1
LEARNERS’ BELIEFS TOWARD THE USE OF TRANSLATION AS A
STRATEGY IN EFL LEARNING
A THESIS
Submitted in Partial Fullfilment
of the Requirements for the Degree of
Sarjana Pendidikan
Lucky Wibawa
112016701
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA
SALATIGA
2017
i
ii
iii
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LEARNERS’ BELIEFS TOWARD THE USE OF TRANSLATION AS A
STRATEGY IN EFL LEARNING
A THESIS
Submitted in Partial Fullfilment
of the Requirements for the Degree of
Sarjana Pendidikan
Lucky Wibawa
112016701
Approved by
Supervisor
Examiner
(Rindang Widiningrum, M.Hum.)
(Dr. Elisabet Titik Murtisari, M.TranStud.)
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA
SALATIGA
2017
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COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in
any course or accepted for the fulfillment of any degree or diploma in any
university. To the best of my knowledge and my belief, this contains no material
previously published or written by any other person except where due reference is
made in the text.
Copyright@ 2017. Lucky Wibawa and Bu Rindang
All rights reserved. No part of this thesis may be reproduced by any means
without the permission of a least one of the copyright owners or the English
Language Education Program, Faculty of Language and Arts, Universitas Kristen
SatyaWacana, Salatiga.
Lucky Wibawa:
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TABLE OF CONTENT
Cover ................................................................................................................................... 1
Approval Page .................................................................................................................... 2
Copyright Statement .......................................................................................................... 1
Table of Content ................................................................................................................. 1
Abstract .............................................................................................................................. 1
Introduction ........................................................................................................................ 1
Literature Review ............................................................................................................... 4
The Definition and Importance of Translation................................................................ 4
Translation as a Learning Strategy .................................................................................. 5
The Positive Views on Translation .................................................................................. 6
The Negative Views on Translation................................................................................. 7
The Study ............................................................................................................................ 8
Context of the Study ....................................................................................................... 9
Participants ..................................................................................................................... 9
Instruments of Data Collection ....................................................................................... 9
Data Collection Procedure ............................................................................................ 10
Procedure of Data Analysis ........................................................................................... 10
Finding and Discussion ..................................................................................................... 10
Conclusion ........................................................................................................................ 17
Acknowledgement ........................................................................................................... 18
References ........................................................................................................................ 19
Appendix A ....................................................................................................................... 20
Appendix B........................................................................................................................ 21
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LEARNERS’ BELIEFS TOWARD THE USE OF TRANSLATION AS A
STRATEGY IN EFL LEARNING
Lucky Wibawa
112016701
Abstract
The use of translation for foreign language learning has been much debated. Some
experts claim that it does not bring benefits and hamper the learning process. Yet,
other experts believe translation could be an effective assistance for students in
EFL learning. This research was conducted in attempt to gain deeper insights
about students’ beliefs toward the use of translation as a strategy in EFL learning.
The research was done in SatyaWacana Christian University, Salatiga. The
questionnaire was designed with 19 statements and distributed to 60 participants
who were the first year college students of English Department. The statements
infused different aspects, such as grammar, reading, writing, listening, speaking,
vocabulary, language compositions, learning English in general, idioms, and
phrases. The findings revealed the category of the used of translation employed by
the students. The category divided into frequently used, least used, and moderate
used.
Keywords: students’ beliefs, translation, language learning strategy.
INTRODUCTION
The idea of using translation as a learning strategy as well as teaching
technique in a second or foreign language teaching and learning has been much
debated for a long time. It has been largely neglected as right activity for language
practice and enhancement. Many teachers and linguists believe that translation
does not used in the classroom because it does not represent making full use of the
target language (Kasmer, 1999). Moreover, the use learners’ native language is
gradually being omitted in foreign and second language learning classes.
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Translation should not be associated with the Grammar Translation
Method (GTM), but in language teaching and learning it is part of the heritage of
GTM developed many centuries ago (Richards and Rodgers, 2001). Language
teachers were using this method to help their students to study and learn the
language which is mostly classical languages in order to read its literature or to
benefit from the mental discipline and intellectual development that result from
foreign language study (Richards and Rodgers, 2001). In GTM, students’ native
language is the medium of instruction and they are expected to gain translation
skills good enough to be able to analyze the grammar rules of the target language
made available to them through literary texts.
Even though the use of translation in learning a foreign language is much
avoided and even neglected by language teachers, translation is widely used in the
process of foreign language learning of learners. The use of translation by learners
often appears as a learning strategy to comprehend, remember and produce a
foreign language (Liao, 2006). The fact cannot be abandoned that adult learners,
specifically those who are in their first stage of foreign language learning, heavily
depend on their native language and deploy it in various skills, for example
reading comprehension. The study of Maasoum and Mahdiyan (2012) on the
Iranian Adult learners’ opinion about using translation in their learning program
revealed that above 68% of them tend to use translation as a strategy in their
language learning process. This study indicated that the attitude toward the use of
translation in language learning has been shifted positively.
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Another similar study was conducted by Hsieh (2000) with 52 Taiwanese
college students at the end of one year of EFL instruction using a translation
method to understand attitude and thoughts toward translation. The study found
that 85% expressed that translating helped the respondents pay attention to the
coherence and contextualization of English reading task, 73% learned the
importance of their native language, 65% become more aware of multiple
meanings of an English word, and 62% extended their vocabulary knowledge and
reading skills. Another study was carried out by Carreres (2006), who distributed
a questionnaire to second and third year students of modern language degree at
Cambridge University. The study investigated students’ perceptions towards
translation as a language learning activity, by translation into L2 exercises and
text translations (literary, film, journalistic writing). The study revealed that
translation exercises are useful for language learning and it is the best way to test
fully that a text has been fully understood.
On the basis of learners’ beliefs toward EFL learning, ignoring the use of
learners’ first language in language classes could naturally lead to the students’
de-motivation. Regarding to the issue, the writer would like to conduct a study
which aimed at investigating and determining the function of translation from
students’ point of view in their language learning process. This study took place in
Satya Wacana Christian University with English Department students as the
participants. This study was conducted to answer the following research
questions: “What are the learners’ beliefs toward the use of translation as a
strategy in EFL learning?”
3
LITERATURE REVIEW
The Definition and Importance of Translation
There are numerous definitions of translation according to many experts.
As cited in Ridha (2014), Catford (1965) defined translation as the replacement of
textual material in source language by equivalent textual material in the target
language. Another definition of translation as cited in Ridha (2014) is ‘converting
the target language expression into the native language (at various levels, from
words and phrases all the way up to whole texts); or converting the native
language into the target language’. From those definitions, it can be concluded
that translation is an activity to communicate that deals with two different kinds of
languages in order to deliver the message.
According to Leonardi (2011), aside from being an act of communication,
translation is a complex activity that includes linguistics, cultural, communicative,
and cognitive factors. These factors are closely interlaced with foreign language
learning. Therefore, translation cannot be avoided and is a natural phenomenon
when learning a foreign language. Naturally, translation bridges the gap between
two different kinds of languages and mediates the languages.
Translation as a Learning Strategy
Kobayashi (1992 in Liao, 2006) found in their study of Japanese college
students that those who wrote English essay through Japanese translation obtained
higher scores rather than those who directly wrote in English. As for the
advantage of translating, the students felt that the ideas were easier to develop,
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thoughts and opinions could be expressed more clearly, and words could be more
easily found through the use of dictionary.
Moreover, translation also helps for vocabulary acquisition. It was
supported by the result found by Prince (1996 as cited in Liao, 2006) that revealed
the superiority of using translation in vocabulary learning in terms of quantity of
words learned. It is believed by these researchers that strategic learners can make
intelligent use of the repertoire of their L1 skills and translation in order to learn a
new language.
In addition, researchers have varied opinions at which stage the use of
translation is most beneficial for the learner. Husain’s research (1995 as cited in
Massoum and Mahdiyan, 2010) suggested that using translation had highly
positive effects on the low and intermediate proficiency learners, but it did not
benefit higher level students. The researcher found that translation strategy could
enhance English learning in general. It was also discovered that students who used
translation tended to make more gains in learning vocabulary and phrases,
compared to a lower level gain in learning tenses. This finding implies that
semantic aspects of language are more generally shared across languages than
structural aspects. Another important finding was that the intermediate level
students made more gains than those higher level peers did, and the gains made by
the lower level students were higher than those by the intermediate level students.
In other words, the higher level students benefited the least from translation use.
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Positive Views on Translation
There are many researchers who agree on the importance of using
translation in foreign language teaching and learning. Translation in language
teaching helps in acculturation function. According to the finding from Aldosari
and Mekheimer (2010), the use of culture-laden literary texts could be conducive
to more improved culture-specific interpretation of literary corpus. Another
researcher, Schaffner (1998 in Dagiliene, 2012), claimed that translation and its
related exercise could bring benefit to foreign language learning:
1. To improve verbal agility.
2. To enhance students’ vocabulary in L2.
3. To develop their style.
4. To improve their understanding of how languages work.
5. To consolidate L2 structures for active use.
6. To monitor and improve the comprehension of L2.
In addition, according to Rell (2005), translation activities can also
enhance L2 learning. Moreover, Vermes (2010, 91), stated, “"Translation is not
only structure manipulation; it is primarily a form of communication." Translation
increases language awareness. This is because students are focused on identifying
the differences in structure and vocabulary while translating. Here, students are
directly see the contrast system of the target and the native languages.
Negative Views on Translation
In comparison to the positive views, there are also the negative views of
translation. As stated by Rell (2005, 62), "the sole use of L2 creates stress but
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that stress benefits students more than slipping back into the L1." It means that
solely using L2 is believed to be more beneficial towards learners than translation.
In addition, Shiyab and Abdullateef (2001 in Alrefaai, 2013) mention the
following reasons for not using translation in language teaching:
1. The use of translation in foreign language teaching causes interference.
2. Translation can inhabit thinking in the foreign language and can produce
compound bilingualism rather than coordinate bilingualism. It means that
translation can lead a learner to produce or learn two languages in the
same environment rather than in different contexts.
3. The use of translation in foreign language teaching may make learners
assume that there is one-to-one correspondence of meaning between
native language and foreign language.
According to Malmkjaer (1998, p.6) as cited in Dagiliene (2012),
translation is not favoured in language teaching because:
1. Translation is independent and radically different from the four skills
which define language competence: reading, writing, speaking, and
listening.
2. Translation takes up valuable time which could be used to teach these four
skills.
3. Translation is unnatural.
4. Translation misleads and prevents students from thinking in the foreign
language.
5. Translation is a bad test of language skills.
6. Translation produces interference.
7. Translation is only appropriate for training translators.
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Indeed, for some of those who work in the area of communicative
language teaching in particular will claim that translation hamper learners’ foreign
language learning. Learners will be more likely rely on their first language when
learning without knowing that there are differences in the construction between
their first language and the target language. Hence, it might result unnatural
outcome of the target language.
THE STUDY
This study attempted at answering the following research question: What
are the learners’ beliefs toward the use of translation as a strategy in EFL
learning? To address this question, the writer conducted a quantitative descriptive
study. This study was done by using questionnaire as the data instrument. In this
study, a close-ended questionnaire was used to interpret the learners’ beliefs in
particular.
Context of the Study
The study took place in English Department, Satya Wacana Christian
University, Salatiga. The reason of choosing the faculty was because the writer
has an easy access that allows him to include potential participants for this study.
The writer conducted the study outside the classroom activity. It was because the
writer needed the participants’ time to fill the questionnaires that were distributed.
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Participants
There were 60 participants in this study. The participants were chosen
purposefully based on the year they joined the faculty. Thus, the participants were
all in the same level which was in their first year of college. The participants were
selected using a random sampling. Students from the year of 2016 were chosen
because the writer assumed that they would use translation to help their English
learning during their first year of college. Since, most of them might not familiar
enough with the language.
Instruments of Data Collection
The writer used questionnaire to get the data. It was distributed to the 60
participants. The questionnaires adapted from Liao (2006) who conducted similar
study toward students’ beliefs on the use of translation as a strategy in learning
English.In this study, participants were asked to rate 19 statements that divided
into several categories. They are grammar (10, 12), reading (1, 2, 3), writing (4, 5,
6), listening (7), speaking (8, 9), vocabulary (11), language composition (6),
idioms and phrase (13) and learning English in general (14, 15, 16, 17, 18, 19).
Data Collection Procedure
First, the writer figured out and makes the lists of participants who were in
their first year of college. Second, the writer asked their time to be the participant
of this study. Then, the writer distributed the questionnaires to the participants
during their spare time.
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Procedure of Data Analysis
First, the data collected from questionnaire was categorized based on its
questions. Then, the writer put the score based on the scale provided in the
questionnaire as the participants’ answer of each question in Ms. Excel. The
scoring was based on SPSS as the standard of quantitative data analysis as in
Liao’s (2006) study. All of the scores in Excel were copied and then pasted to
SPSS program and calculated using Descriptive Statistics Analysis to find out the
value of Mean. Next, the writer developed themes according to the question in the
questionnaire and presented the data in table. The table was explained
descriptively in the findings and discussion section.
FINDINGS AND DISCUSSION
The score of each statement in the questionnaire was rated using a fourpoint Likert scale. The scores were then added up and averaged using SPSS to
show how frequently they use translation as a language learning strategy. The
result of this study showed the medium use of translation as a learning strategy (M
= 2.65). Medium use was calculated using Average formula in Ms. Excel. It was
then used as the middle value to determine which Mean of each strategy was
categorized as the most frequently used, least used, or moderate used. The
following is the result table:
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Result Table
Items Description
Always
Often
M
S.D
1. When reading an English text, I first
translate it into Indonesian in my mind to
help me understand its meaning.
2. I read Indonesian translations in the course
reference book tohelp me better understand
English articles in the textbook.
3. After I read English articles, I use an
available Indonesian translation to check if
my comprehension is correct.
4. To write in English, I first brainstorm about
the topic in Indonesian.
12
23
18
4
2.78
0.86
5
21
26
6
2.45
0.81
7
29
15
6
2.67
0.83
11
26
18
2
2.82
0.79
5. When I write in English, I first think in
Indonesian and thentranslate my ideas into
English.
6. I write Indonesian outlines for my English
compositions.
7. When I listen to English, I first translate the
English utterances into Indonesian to help
me understand the meanings.
8. When speaking English, I first think of what
I want to say in Indonesian and then translate
it into English.
9. If I forget certain English words or
expressions in the middle of conversation, I
translate from Indonesian into English to
help me keep the conversation going.
10. I learn English grammar through Indonesian
explanations of the English grammatical
rules.
11. I memorize the meaning of new English
vocabulary words by remembering their
Indonesian translation.
12. I use Indonesian translation of grammatical
terms such as parts of speech, tenses, and
agreements to help me clarify the roles of the
grammatical parts of English sentences.
13. I learn English idioms and phrases by
reading their Indonesian translation.
14. I use English-Indonesia dictionaries to help
myself learn English.
8
26
20
3
2.72
0.80
12
20
21
6
2.63
0.91
10
18
22
7
2.57
0.92
13
22
16
6
2.77
0.92
6
29
19
4
2.65
0.75
7
25
23
4
2.60
0.78
7
25
22
3
2.67
0.77
6
33
16
4
2.70
0.74
1
22
33
3
2.35
0.60
17
19
17
4
2.88
0.92
11
Rarely Never
15. I use Indonesia-English dictionaries to help
myself learn English.
16. I use an electronic translation machine to
help myself learn English.
17. If I do not understand something in English,
I will ask other people to translate it into
Indonesian for me.
18. I take notes in Indonesian in my English
class.
19. I write Indonesian translations in my English
textbooks.
16
17
19
5
2.80
0.95
20
22
12
3
3.05
0.87
9
30
18
2
2.77
0.74
5
15
28
11
2.23
0.85
1
19
28
11
2.17
0.74
Based on the result of this study, it showed that 11 out of total 19 items
received high means (> 2.65). The items are 1, 3, 4, 5, 8, 11, 12, 14, 15, 16, and
17 which indicated the most frequently used strategy. First, the findings revealed
that participants frequently used translation to learn English in general (14, 15, 16,
17). There are 33 out of the total 60 participants who stated that they are
frequently using English-Indonesia dictionaries and vice versa to help themselves
learn English (item 14 and 15). In the early stage of foreign language learning,
using dictionary can be helpful since it containing the words of the target
language that is alphabetically arranged with information on its forms,
pronunciations, functions, meanings, spellings, and idiomatic uses. These kinds of
information cannot be found in other reference books. The use of each
information for language learning can provide an essential support and be a useful
resource as it makes the students more independent of the teacher. It means that
student can provide themselves with informations they need for their language
learning without always depending on their teacher.
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Meanwhile, 20 out of 60 participants stated they frequently use an
electronic translation machine to help themselves learn English (item 16). This
item showed the highest mean that is 3.05. An electronic translation machine
seems to be the most favorite tool students used in their English learning. It might
because this tool is quite practical and not time consuming since it has software
that can translate the content of the language in no time at all and give a quality
output to the user. Students do not have to spend a long time to look for word
from word over dictionaries because a translation machine can translate sentences
very quickly.
Next, there are 30 out of 60 participants argued that they frequently ask
other people to translate when they do not understand something in English (item
17).Asking someone for a translation of a word seems to be very common and
spontaneous in English learning. Students usually will be spontaneously asking
their peers in their English classroom when they do not understand of an English
word or sentence. It also gives them opportunity to gain more information or
assistance directly if needed. As Ross (2000 in Kavaliauskiene & Kaminskiene,
2007) stated that translation is referred to as the fifth language skill along with the
four basic skills, they are listening, reading, writing, and speaking. The use of
translation for foreign language learning is not only focus on a certain basic skill
of English but it can be used to assist learning on all of the skills. Therefore, it can
be indicated that the use of translation is useful to assist students learning English
in general which includes all aspects of learning.
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Second, it was shown that translation used by students to read and write in
English (1, 4, 5).There are 35 out of total 60 participants who did translate an
English reading text into Indonesia in their mind to help them understand its
meaning (item 1). Since reading is tend to be a complex cognitive activity,
reading an authentic material like English texts can be difficult for students.
Length of words and sentences in English texts is one of the crucial difficulties.
Therefore, by translating an English text into Indonesian in students’ mind can be
one of useful way to help them gaining better understanding since it allows them
to connecting the meaning of each word or sentence in their native language.
Whereas, there are 37 out of 60 participants that brainstorm about a topic
in Indonesian to write in English (item 4). Here, item number 4 received the
highest mean which is 2.82. Next, there are 34 out of 60 participants who first
think in Indonesian and translate their ideas in English to help writing (item 5).
One of the challenges students encountered in the context of foreign language
learning is the production of the language. As writing is a productive skill which
requires students to use their target language, it might be one of de-motivating
activity for them. Almost students feel that writing in the target language is
difficult. Thus, brainstorming a topic or translation ideas into native language first
before starting to write in the target language could assist students to enhance
deeper ideas for their writing. It was supported by Pan and Pan (2012), who stated
that translation can be utilized as a cognitive, memory, affective, and
communicative learning strategy to uplift the learning effects and help to develop
reading and writing skills.
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Third, result showed that translation was used to learn and memorize
English vocabulary (item 11) with 25 out of 60 participants who stated for often
do this. Translation could be helpful in giving an ease for students in learning
vocabulary as it allows them to gain meaning of each word in their native. As a
result, they will be able to memorize the new words as they know its meaning.
Meanwhile, there are 33 out of 60 participants who often use translation to
clarify the roles of grammatical parts (item 12). It is not easy to learn grammar in
foreign language. Hence, translation would assist students to gain deeper insight
of a grammatical role since it gives them a chance to learn in their native
language. Then, there are 35 out of 60 participants think what they want to say in
Indonesian first when speaking English (item 8). Item number 8 received the
highest mean that is 2.77. The use of translation in helping students speaking in
the target language allows them to arrange a sentence first in their mind before
they speak up. Thus, it will make them more comfortable and confident when
speaking in English as translation allows them avoiding mistake. Next, there are
36 out of 60 participants who use translation to check their reading
comprehension (3). Students might get a better understanding when reading an
English text or article if they at least generally understand the message of the
reading passage in their native language. It was supported by Zhao (2015), who
said that translation could be the easiest tools to explain words meanings and
grammatical rules within the target language. He also added that translation is not
only assist students to be easily and effectively understand and comprehend the
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target language, but also allows students to experience a foreign tongue and
understand the original materials better.
On the other hand, there were 7 out of total 19 items indicated least used
strategy by the participants. It can be seen by the lower value of the mean
compared with the medium use value (< 2.65). The items are 2, 6, 7, 10, 13, 18,
and 19. First, it showed that 26 out of 60 participants were rarely and 6 out of 60
participants were never using translation to improve their understanding in
reading English articles (item 2). According to Dash and Dash (2007 in Zhao,
2015), translating from word to word is sometimes can ruin the magnificence of
the target language and misinterpret the meanings of the original works.
Sometimes, it is not necessary to translate English articles by each word since it’s
not always helping to understand the exact meaning. Dash and Dash also added
that it’s almost impossible to use exact translation from one language into another
language, because each language has its own structure, idiom, and usage. This
statement then can support the result of this study in which33 out of 60
participants rarely used translation to learn grammar, idioms, and phrases (item
13). The next finding showed that 22 out of 60 participants rarely write
Indonesian outlines for their English compositions (item 6), 23 out of 60
participants rarely learn grammar from Indonesian explanations of the English
grammatical rules (item 10), 28 out of 60 participants rarely take notes in
Indonesian in their English class (item 18), 28 out of 60 participants rarely write
Indonesian translation in their English textbook, and 22 out of 60 participants
rarely use translation to check their listening comprehension (item 7). Even
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though translation is helping in other several aspects of English language learning,
in fact, translation as an exercise includes various factors such as individual
comprehension and language competency (Zhao, 2015). Using translation to
enhance language comprehension and composition requires learners to have a
profound knowledge of the source language in order to understand the meaning in
different context. It also requires the ability to recreate the messages in target
language precisely due to different usage of the language. Therefore, the use of
translation in such aspect have to be considered due to the risk of wrong
interpretation of the meaning and message in the target language. Once the learner
make a mistake in interpreting meaning, it might hamper the learning process.
On the other hand, there is1 out of 19 items that indicated moderate used
strategy (= 2.65). The item is number 9. The mean is 2.65. It showed that 29 out
of 60 participants often used translation to help them keep the conversation going
when they had a conversation in English. According to Ross (2000 in Dagiliene,
2012), translation is recognized as the most important social skill because it
promotes communication and understanding. Hence, it includes interaction and
cooperation between people that makes it a very useful mean to help learners
communicate with the target language.
With regards to the highest mean found in this study which shows that
translation is not only used to clarify grammatical roles, speaking, or learning
vocabulary, but also help the participants to develop their reading comprehension
skills and writing in English (L2). It is supported by the findings of Dagiliene
(2012) who found that translation helped students improving their skills for 80%
17
in reading and vocabulary skills; and, 60% in grammar and writing. It shows that
translation is a useful tool in English learning. Particularly, learners at the
beginning steps tend to translate naturally to make sure that their comprehension
if fully satisfying in the four main skills.
CONCLUSION
The main purpose of this study is to elucidate the learners’ beliefs toward
the use of translation as a strategy in EFL learning. At an attempt to reach the
purpose, questionnaires had been distributed to 60 participants. The findings of
this study revealed that there are three categories of used of translation. They are
frequent used, least used, and moderate used.
There were 11 out of total 19 items received high means (> 2.65). The
items 1, 3, 4, 5, 8, 11, 12, 14, 15, 16, and 17 indicated the most frequently used
strategy of translation used by students in their EFL learning. These items refers
to the use of translation in reading, writing, speaking, learning grammar and
vocabulary. Item number 16 showed the highest value. This item refers to the use
of electronic translation machine to learn English with 20 out of 60 students who
indicated in using it. Meanwhile, 7 out of total 19 items indicated least used
strategy by the participants. The items are 2, 6, 7, 10, 13, 18, and 19 that refers to
the use of translation in reading, improve English compositions, listening,
learning idioms and phrase. Item number 19 showed the highest value. For this
item, there are 28 of 60 students who write Indonesian translations in their English
textbooks. Last, there were only item number 9 revealed as the moderate used of
18
translation as a strategy in EFL learning. The item refers to the use of translation
for conversation. There are 29 of 60 students who indicate using translation from
Indonesian into English to help keep the conversation going if they forget certain
English words or expressions in the middle of conversation.
The findings of this study could be a reference for those who get involved
in EFL field to not simply judging translation as a hamper for foreign language
learning. At some aspects, students’ believe that the use of translation might help
and beneficial for their foreign language learning. It does help them in
conversation, guide them to write in English, and assist them in understanding
meaning.
Yet, there was a limitation of this study due to the instrument used in
collecting data. Generally, the used of questionnaire could not provide a rich
information and picture about the sources of participants’ beliefs and the possible
causes that could be the reason of why they employ such strategy in their learning
process. Therefore, the writer strongly recommended further research on this case
to be conducted in the future. At last, the writer would like to suggest the use of
different instrument of data collections, such as interview, to gain deeper insight
about students’ beliefs toward the use of translation in EFL learning.
ACKNOWLEDGEMENT
I would like to express my gratitude to Allah SWT, the most benevolent and
merciful God. My deepest gratitude goes to my parents and family for their
unwavering support and prayer, and my deepest appreciation to my thesis
19
supervisor, Rindang Widiningrum, M. Hum., and my thesis examiner, Dr.
Elisabet Titik Murtisari, M TranStud. for their patience, guidance and endless
support so that I can finish my thesis as without their valuable assistance, this
research would not have been completed. I am also indebted to all lecturers in
FLA-UKSW, especially my student advisor, Anne Indrayanti Timotius, M. Ed. I
would also thank to all of my research participants, especially to students from
angkatan 2016 of FLA UKSW, for their kind help.
REFERENCES
Alrefaai, I. K. (2013). Suggested Guidelines for Using Translation in Foreign
Language Teaching and Learning. International Research Journals 4(1),
12-20.
Calis, E., & Dikilitas, K. (2012). The Use of Translation in EFL Classes as L2
Learning Practices. Social and Behavioral Sciences (46), 5079-5084.
Carreres, A. (2006). Strange bedfellows: Translation and Language Teaching, the
Teaching of Translation into L2 in modern Languages Degree; Uses; and
Limitations. 1-21.
Dagiliene, I. (2012). Translation as a Learning Method in English Language
Teaching. Studies about Languages (21), 124-129.
Hsieh, L. (2000). The Effects of Translation on English Vocabulary and Reading
Learning.
Kasmer, W. (1999). The Role of Translaation in EFL/ESL Classroom. 1-26.
Kavaliauskiene, G., & Kaminskiene, L. (2007). Translation as a Learning Tool in
English for Specific Purposes. Kalbotyra 57(2), 132-139.
Leonardi, V. (2011). Pedagogical Translation as a Naturally-Occurring Cognitive
and Linguistic Activity in Foreign Languge Learning. Annali Online di
Lettere, 1-2, 17-28.
Liao, P. (2006). EFL Learners' Beliefs about and Strategy Use of Translation in
English Learning. 37(9), 191-215.
20
Maasoum, S. M., & Mahdiyan, M. (2012). Translation in EFL Contexts: A
Learner's Perspective. 1-13.
Pan, Y. & Pan, Y. (2012). The Use of Translation in the EFL Classroom.
Philippine ESL Journal (9), 4-23.
Richards, J. C., & Rogers, T. S. (2001). Approaches and Methods in Language
Teaching (2nd ed.). New York: Cambridge Univeristy Press.
Ridha, N. s. (2014). Associations between EFL Learners' Beliefs about and their
Strategy Use of Translation in English Learning: The Case of Iraqi
Learners. Journal of The College of Arts (70), 31-53.
Zhao, Y. (2015). Using Translation in ESL Classrooms: An Asian Perspective.
International Journal of Innovative Interdisciplinary Research (2), 38-51.
21
Appendix. Questionnaire
Items Description
When reading an English text, I first translate it into Indonesian in my mind
to help me understand its meaning.
I read Indonesian translations in the course reference book to
help me better understand English articles in the textbook.
After I read English articles, I use an available Indonesian
translation to check if my comprehension is correct.
To write in English, I first brainstorm about the topic in
Indonesian.
When I write in English, I first think in Indonesian and then
translate my ideas into English.
I write Indonesian outlines for my English compositions.
When I listen to English, I first translate the English utterances
into Indonesian to help me understand the meanings.
When speaking English, I first think of what I want to say
in Indonesian and then translate it into English.
If I forget certain English words or expressions in the
middle of conversation, I translate from Indonesian into
English to help me keep the conversation going.
I learn English grammar through Indonesian explanations of
the English grammatical rules.
I memorize the meaning of new English vocabulary words
by remembering their Indonesian translation.
I use Indonesian translation of grammatical terms such as
parts of speech, tenses, and agreements to help me clarify
the roles of the grammatical parts of English sentences.
I learn English idioms and phrases by reading their Indonesian
translation.
I use English-Indonesia dictionaries to help myself learn
English.
I use Indonesia-English dictionaries to help myself learn
English.
I use an electronic translation machine to help myself learn
English.
If I do not understand something in English, I will ask
other people to translate it into Indonesian for me.
I take notes in Indonesian in my English class.
I write Indonesian translations in my English textbooks.
4: Always
3: Often
2: Rarely
1: Never
22
4
3
2
1
STRATEGY IN EFL LEARNING
A THESIS
Submitted in Partial Fullfilment
of the Requirements for the Degree of
Sarjana Pendidikan
Lucky Wibawa
112016701
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA
SALATIGA
2017
1
LEARNERS’ BELIEFS TOWARD THE USE OF TRANSLATION AS A
STRATEGY IN EFL LEARNING
A THESIS
Submitted in Partial Fullfilment
of the Requirements for the Degree of
Sarjana Pendidikan
Lucky Wibawa
112016701
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA
SALATIGA
2017
i
ii
iii
iv
LEARNERS’ BELIEFS TOWARD THE USE OF TRANSLATION AS A
STRATEGY IN EFL LEARNING
A THESIS
Submitted in Partial Fullfilment
of the Requirements for the Degree of
Sarjana Pendidikan
Lucky Wibawa
112016701
Approved by
Supervisor
Examiner
(Rindang Widiningrum, M.Hum.)
(Dr. Elisabet Titik Murtisari, M.TranStud.)
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA
SALATIGA
2017
v
COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in
any course or accepted for the fulfillment of any degree or diploma in any
university. To the best of my knowledge and my belief, this contains no material
previously published or written by any other person except where due reference is
made in the text.
Copyright@ 2017. Lucky Wibawa and Bu Rindang
All rights reserved. No part of this thesis may be reproduced by any means
without the permission of a least one of the copyright owners or the English
Language Education Program, Faculty of Language and Arts, Universitas Kristen
SatyaWacana, Salatiga.
Lucky Wibawa:
vi
TABLE OF CONTENT
Cover ................................................................................................................................... 1
Approval Page .................................................................................................................... 2
Copyright Statement .......................................................................................................... 1
Table of Content ................................................................................................................. 1
Abstract .............................................................................................................................. 1
Introduction ........................................................................................................................ 1
Literature Review ............................................................................................................... 4
The Definition and Importance of Translation................................................................ 4
Translation as a Learning Strategy .................................................................................. 5
The Positive Views on Translation .................................................................................. 6
The Negative Views on Translation................................................................................. 7
The Study ............................................................................................................................ 8
Context of the Study ....................................................................................................... 9
Participants ..................................................................................................................... 9
Instruments of Data Collection ....................................................................................... 9
Data Collection Procedure ............................................................................................ 10
Procedure of Data Analysis ........................................................................................... 10
Finding and Discussion ..................................................................................................... 10
Conclusion ........................................................................................................................ 17
Acknowledgement ........................................................................................................... 18
References ........................................................................................................................ 19
Appendix A ....................................................................................................................... 20
Appendix B........................................................................................................................ 21
vii
LEARNERS’ BELIEFS TOWARD THE USE OF TRANSLATION AS A
STRATEGY IN EFL LEARNING
Lucky Wibawa
112016701
Abstract
The use of translation for foreign language learning has been much debated. Some
experts claim that it does not bring benefits and hamper the learning process. Yet,
other experts believe translation could be an effective assistance for students in
EFL learning. This research was conducted in attempt to gain deeper insights
about students’ beliefs toward the use of translation as a strategy in EFL learning.
The research was done in SatyaWacana Christian University, Salatiga. The
questionnaire was designed with 19 statements and distributed to 60 participants
who were the first year college students of English Department. The statements
infused different aspects, such as grammar, reading, writing, listening, speaking,
vocabulary, language compositions, learning English in general, idioms, and
phrases. The findings revealed the category of the used of translation employed by
the students. The category divided into frequently used, least used, and moderate
used.
Keywords: students’ beliefs, translation, language learning strategy.
INTRODUCTION
The idea of using translation as a learning strategy as well as teaching
technique in a second or foreign language teaching and learning has been much
debated for a long time. It has been largely neglected as right activity for language
practice and enhancement. Many teachers and linguists believe that translation
does not used in the classroom because it does not represent making full use of the
target language (Kasmer, 1999). Moreover, the use learners’ native language is
gradually being omitted in foreign and second language learning classes.
1
Translation should not be associated with the Grammar Translation
Method (GTM), but in language teaching and learning it is part of the heritage of
GTM developed many centuries ago (Richards and Rodgers, 2001). Language
teachers were using this method to help their students to study and learn the
language which is mostly classical languages in order to read its literature or to
benefit from the mental discipline and intellectual development that result from
foreign language study (Richards and Rodgers, 2001). In GTM, students’ native
language is the medium of instruction and they are expected to gain translation
skills good enough to be able to analyze the grammar rules of the target language
made available to them through literary texts.
Even though the use of translation in learning a foreign language is much
avoided and even neglected by language teachers, translation is widely used in the
process of foreign language learning of learners. The use of translation by learners
often appears as a learning strategy to comprehend, remember and produce a
foreign language (Liao, 2006). The fact cannot be abandoned that adult learners,
specifically those who are in their first stage of foreign language learning, heavily
depend on their native language and deploy it in various skills, for example
reading comprehension. The study of Maasoum and Mahdiyan (2012) on the
Iranian Adult learners’ opinion about using translation in their learning program
revealed that above 68% of them tend to use translation as a strategy in their
language learning process. This study indicated that the attitude toward the use of
translation in language learning has been shifted positively.
2
Another similar study was conducted by Hsieh (2000) with 52 Taiwanese
college students at the end of one year of EFL instruction using a translation
method to understand attitude and thoughts toward translation. The study found
that 85% expressed that translating helped the respondents pay attention to the
coherence and contextualization of English reading task, 73% learned the
importance of their native language, 65% become more aware of multiple
meanings of an English word, and 62% extended their vocabulary knowledge and
reading skills. Another study was carried out by Carreres (2006), who distributed
a questionnaire to second and third year students of modern language degree at
Cambridge University. The study investigated students’ perceptions towards
translation as a language learning activity, by translation into L2 exercises and
text translations (literary, film, journalistic writing). The study revealed that
translation exercises are useful for language learning and it is the best way to test
fully that a text has been fully understood.
On the basis of learners’ beliefs toward EFL learning, ignoring the use of
learners’ first language in language classes could naturally lead to the students’
de-motivation. Regarding to the issue, the writer would like to conduct a study
which aimed at investigating and determining the function of translation from
students’ point of view in their language learning process. This study took place in
Satya Wacana Christian University with English Department students as the
participants. This study was conducted to answer the following research
questions: “What are the learners’ beliefs toward the use of translation as a
strategy in EFL learning?”
3
LITERATURE REVIEW
The Definition and Importance of Translation
There are numerous definitions of translation according to many experts.
As cited in Ridha (2014), Catford (1965) defined translation as the replacement of
textual material in source language by equivalent textual material in the target
language. Another definition of translation as cited in Ridha (2014) is ‘converting
the target language expression into the native language (at various levels, from
words and phrases all the way up to whole texts); or converting the native
language into the target language’. From those definitions, it can be concluded
that translation is an activity to communicate that deals with two different kinds of
languages in order to deliver the message.
According to Leonardi (2011), aside from being an act of communication,
translation is a complex activity that includes linguistics, cultural, communicative,
and cognitive factors. These factors are closely interlaced with foreign language
learning. Therefore, translation cannot be avoided and is a natural phenomenon
when learning a foreign language. Naturally, translation bridges the gap between
two different kinds of languages and mediates the languages.
Translation as a Learning Strategy
Kobayashi (1992 in Liao, 2006) found in their study of Japanese college
students that those who wrote English essay through Japanese translation obtained
higher scores rather than those who directly wrote in English. As for the
advantage of translating, the students felt that the ideas were easier to develop,
4
thoughts and opinions could be expressed more clearly, and words could be more
easily found through the use of dictionary.
Moreover, translation also helps for vocabulary acquisition. It was
supported by the result found by Prince (1996 as cited in Liao, 2006) that revealed
the superiority of using translation in vocabulary learning in terms of quantity of
words learned. It is believed by these researchers that strategic learners can make
intelligent use of the repertoire of their L1 skills and translation in order to learn a
new language.
In addition, researchers have varied opinions at which stage the use of
translation is most beneficial for the learner. Husain’s research (1995 as cited in
Massoum and Mahdiyan, 2010) suggested that using translation had highly
positive effects on the low and intermediate proficiency learners, but it did not
benefit higher level students. The researcher found that translation strategy could
enhance English learning in general. It was also discovered that students who used
translation tended to make more gains in learning vocabulary and phrases,
compared to a lower level gain in learning tenses. This finding implies that
semantic aspects of language are more generally shared across languages than
structural aspects. Another important finding was that the intermediate level
students made more gains than those higher level peers did, and the gains made by
the lower level students were higher than those by the intermediate level students.
In other words, the higher level students benefited the least from translation use.
5
Positive Views on Translation
There are many researchers who agree on the importance of using
translation in foreign language teaching and learning. Translation in language
teaching helps in acculturation function. According to the finding from Aldosari
and Mekheimer (2010), the use of culture-laden literary texts could be conducive
to more improved culture-specific interpretation of literary corpus. Another
researcher, Schaffner (1998 in Dagiliene, 2012), claimed that translation and its
related exercise could bring benefit to foreign language learning:
1. To improve verbal agility.
2. To enhance students’ vocabulary in L2.
3. To develop their style.
4. To improve their understanding of how languages work.
5. To consolidate L2 structures for active use.
6. To monitor and improve the comprehension of L2.
In addition, according to Rell (2005), translation activities can also
enhance L2 learning. Moreover, Vermes (2010, 91), stated, “"Translation is not
only structure manipulation; it is primarily a form of communication." Translation
increases language awareness. This is because students are focused on identifying
the differences in structure and vocabulary while translating. Here, students are
directly see the contrast system of the target and the native languages.
Negative Views on Translation
In comparison to the positive views, there are also the negative views of
translation. As stated by Rell (2005, 62), "the sole use of L2 creates stress but
6
that stress benefits students more than slipping back into the L1." It means that
solely using L2 is believed to be more beneficial towards learners than translation.
In addition, Shiyab and Abdullateef (2001 in Alrefaai, 2013) mention the
following reasons for not using translation in language teaching:
1. The use of translation in foreign language teaching causes interference.
2. Translation can inhabit thinking in the foreign language and can produce
compound bilingualism rather than coordinate bilingualism. It means that
translation can lead a learner to produce or learn two languages in the
same environment rather than in different contexts.
3. The use of translation in foreign language teaching may make learners
assume that there is one-to-one correspondence of meaning between
native language and foreign language.
According to Malmkjaer (1998, p.6) as cited in Dagiliene (2012),
translation is not favoured in language teaching because:
1. Translation is independent and radically different from the four skills
which define language competence: reading, writing, speaking, and
listening.
2. Translation takes up valuable time which could be used to teach these four
skills.
3. Translation is unnatural.
4. Translation misleads and prevents students from thinking in the foreign
language.
5. Translation is a bad test of language skills.
6. Translation produces interference.
7. Translation is only appropriate for training translators.
7
Indeed, for some of those who work in the area of communicative
language teaching in particular will claim that translation hamper learners’ foreign
language learning. Learners will be more likely rely on their first language when
learning without knowing that there are differences in the construction between
their first language and the target language. Hence, it might result unnatural
outcome of the target language.
THE STUDY
This study attempted at answering the following research question: What
are the learners’ beliefs toward the use of translation as a strategy in EFL
learning? To address this question, the writer conducted a quantitative descriptive
study. This study was done by using questionnaire as the data instrument. In this
study, a close-ended questionnaire was used to interpret the learners’ beliefs in
particular.
Context of the Study
The study took place in English Department, Satya Wacana Christian
University, Salatiga. The reason of choosing the faculty was because the writer
has an easy access that allows him to include potential participants for this study.
The writer conducted the study outside the classroom activity. It was because the
writer needed the participants’ time to fill the questionnaires that were distributed.
8
Participants
There were 60 participants in this study. The participants were chosen
purposefully based on the year they joined the faculty. Thus, the participants were
all in the same level which was in their first year of college. The participants were
selected using a random sampling. Students from the year of 2016 were chosen
because the writer assumed that they would use translation to help their English
learning during their first year of college. Since, most of them might not familiar
enough with the language.
Instruments of Data Collection
The writer used questionnaire to get the data. It was distributed to the 60
participants. The questionnaires adapted from Liao (2006) who conducted similar
study toward students’ beliefs on the use of translation as a strategy in learning
English.In this study, participants were asked to rate 19 statements that divided
into several categories. They are grammar (10, 12), reading (1, 2, 3), writing (4, 5,
6), listening (7), speaking (8, 9), vocabulary (11), language composition (6),
idioms and phrase (13) and learning English in general (14, 15, 16, 17, 18, 19).
Data Collection Procedure
First, the writer figured out and makes the lists of participants who were in
their first year of college. Second, the writer asked their time to be the participant
of this study. Then, the writer distributed the questionnaires to the participants
during their spare time.
9
Procedure of Data Analysis
First, the data collected from questionnaire was categorized based on its
questions. Then, the writer put the score based on the scale provided in the
questionnaire as the participants’ answer of each question in Ms. Excel. The
scoring was based on SPSS as the standard of quantitative data analysis as in
Liao’s (2006) study. All of the scores in Excel were copied and then pasted to
SPSS program and calculated using Descriptive Statistics Analysis to find out the
value of Mean. Next, the writer developed themes according to the question in the
questionnaire and presented the data in table. The table was explained
descriptively in the findings and discussion section.
FINDINGS AND DISCUSSION
The score of each statement in the questionnaire was rated using a fourpoint Likert scale. The scores were then added up and averaged using SPSS to
show how frequently they use translation as a language learning strategy. The
result of this study showed the medium use of translation as a learning strategy (M
= 2.65). Medium use was calculated using Average formula in Ms. Excel. It was
then used as the middle value to determine which Mean of each strategy was
categorized as the most frequently used, least used, or moderate used. The
following is the result table:
10
Result Table
Items Description
Always
Often
M
S.D
1. When reading an English text, I first
translate it into Indonesian in my mind to
help me understand its meaning.
2. I read Indonesian translations in the course
reference book tohelp me better understand
English articles in the textbook.
3. After I read English articles, I use an
available Indonesian translation to check if
my comprehension is correct.
4. To write in English, I first brainstorm about
the topic in Indonesian.
12
23
18
4
2.78
0.86
5
21
26
6
2.45
0.81
7
29
15
6
2.67
0.83
11
26
18
2
2.82
0.79
5. When I write in English, I first think in
Indonesian and thentranslate my ideas into
English.
6. I write Indonesian outlines for my English
compositions.
7. When I listen to English, I first translate the
English utterances into Indonesian to help
me understand the meanings.
8. When speaking English, I first think of what
I want to say in Indonesian and then translate
it into English.
9. If I forget certain English words or
expressions in the middle of conversation, I
translate from Indonesian into English to
help me keep the conversation going.
10. I learn English grammar through Indonesian
explanations of the English grammatical
rules.
11. I memorize the meaning of new English
vocabulary words by remembering their
Indonesian translation.
12. I use Indonesian translation of grammatical
terms such as parts of speech, tenses, and
agreements to help me clarify the roles of the
grammatical parts of English sentences.
13. I learn English idioms and phrases by
reading their Indonesian translation.
14. I use English-Indonesia dictionaries to help
myself learn English.
8
26
20
3
2.72
0.80
12
20
21
6
2.63
0.91
10
18
22
7
2.57
0.92
13
22
16
6
2.77
0.92
6
29
19
4
2.65
0.75
7
25
23
4
2.60
0.78
7
25
22
3
2.67
0.77
6
33
16
4
2.70
0.74
1
22
33
3
2.35
0.60
17
19
17
4
2.88
0.92
11
Rarely Never
15. I use Indonesia-English dictionaries to help
myself learn English.
16. I use an electronic translation machine to
help myself learn English.
17. If I do not understand something in English,
I will ask other people to translate it into
Indonesian for me.
18. I take notes in Indonesian in my English
class.
19. I write Indonesian translations in my English
textbooks.
16
17
19
5
2.80
0.95
20
22
12
3
3.05
0.87
9
30
18
2
2.77
0.74
5
15
28
11
2.23
0.85
1
19
28
11
2.17
0.74
Based on the result of this study, it showed that 11 out of total 19 items
received high means (> 2.65). The items are 1, 3, 4, 5, 8, 11, 12, 14, 15, 16, and
17 which indicated the most frequently used strategy. First, the findings revealed
that participants frequently used translation to learn English in general (14, 15, 16,
17). There are 33 out of the total 60 participants who stated that they are
frequently using English-Indonesia dictionaries and vice versa to help themselves
learn English (item 14 and 15). In the early stage of foreign language learning,
using dictionary can be helpful since it containing the words of the target
language that is alphabetically arranged with information on its forms,
pronunciations, functions, meanings, spellings, and idiomatic uses. These kinds of
information cannot be found in other reference books. The use of each
information for language learning can provide an essential support and be a useful
resource as it makes the students more independent of the teacher. It means that
student can provide themselves with informations they need for their language
learning without always depending on their teacher.
12
Meanwhile, 20 out of 60 participants stated they frequently use an
electronic translation machine to help themselves learn English (item 16). This
item showed the highest mean that is 3.05. An electronic translation machine
seems to be the most favorite tool students used in their English learning. It might
because this tool is quite practical and not time consuming since it has software
that can translate the content of the language in no time at all and give a quality
output to the user. Students do not have to spend a long time to look for word
from word over dictionaries because a translation machine can translate sentences
very quickly.
Next, there are 30 out of 60 participants argued that they frequently ask
other people to translate when they do not understand something in English (item
17).Asking someone for a translation of a word seems to be very common and
spontaneous in English learning. Students usually will be spontaneously asking
their peers in their English classroom when they do not understand of an English
word or sentence. It also gives them opportunity to gain more information or
assistance directly if needed. As Ross (2000 in Kavaliauskiene & Kaminskiene,
2007) stated that translation is referred to as the fifth language skill along with the
four basic skills, they are listening, reading, writing, and speaking. The use of
translation for foreign language learning is not only focus on a certain basic skill
of English but it can be used to assist learning on all of the skills. Therefore, it can
be indicated that the use of translation is useful to assist students learning English
in general which includes all aspects of learning.
13
Second, it was shown that translation used by students to read and write in
English (1, 4, 5).There are 35 out of total 60 participants who did translate an
English reading text into Indonesia in their mind to help them understand its
meaning (item 1). Since reading is tend to be a complex cognitive activity,
reading an authentic material like English texts can be difficult for students.
Length of words and sentences in English texts is one of the crucial difficulties.
Therefore, by translating an English text into Indonesian in students’ mind can be
one of useful way to help them gaining better understanding since it allows them
to connecting the meaning of each word or sentence in their native language.
Whereas, there are 37 out of 60 participants that brainstorm about a topic
in Indonesian to write in English (item 4). Here, item number 4 received the
highest mean which is 2.82. Next, there are 34 out of 60 participants who first
think in Indonesian and translate their ideas in English to help writing (item 5).
One of the challenges students encountered in the context of foreign language
learning is the production of the language. As writing is a productive skill which
requires students to use their target language, it might be one of de-motivating
activity for them. Almost students feel that writing in the target language is
difficult. Thus, brainstorming a topic or translation ideas into native language first
before starting to write in the target language could assist students to enhance
deeper ideas for their writing. It was supported by Pan and Pan (2012), who stated
that translation can be utilized as a cognitive, memory, affective, and
communicative learning strategy to uplift the learning effects and help to develop
reading and writing skills.
14
Third, result showed that translation was used to learn and memorize
English vocabulary (item 11) with 25 out of 60 participants who stated for often
do this. Translation could be helpful in giving an ease for students in learning
vocabulary as it allows them to gain meaning of each word in their native. As a
result, they will be able to memorize the new words as they know its meaning.
Meanwhile, there are 33 out of 60 participants who often use translation to
clarify the roles of grammatical parts (item 12). It is not easy to learn grammar in
foreign language. Hence, translation would assist students to gain deeper insight
of a grammatical role since it gives them a chance to learn in their native
language. Then, there are 35 out of 60 participants think what they want to say in
Indonesian first when speaking English (item 8). Item number 8 received the
highest mean that is 2.77. The use of translation in helping students speaking in
the target language allows them to arrange a sentence first in their mind before
they speak up. Thus, it will make them more comfortable and confident when
speaking in English as translation allows them avoiding mistake. Next, there are
36 out of 60 participants who use translation to check their reading
comprehension (3). Students might get a better understanding when reading an
English text or article if they at least generally understand the message of the
reading passage in their native language. It was supported by Zhao (2015), who
said that translation could be the easiest tools to explain words meanings and
grammatical rules within the target language. He also added that translation is not
only assist students to be easily and effectively understand and comprehend the
15
target language, but also allows students to experience a foreign tongue and
understand the original materials better.
On the other hand, there were 7 out of total 19 items indicated least used
strategy by the participants. It can be seen by the lower value of the mean
compared with the medium use value (< 2.65). The items are 2, 6, 7, 10, 13, 18,
and 19. First, it showed that 26 out of 60 participants were rarely and 6 out of 60
participants were never using translation to improve their understanding in
reading English articles (item 2). According to Dash and Dash (2007 in Zhao,
2015), translating from word to word is sometimes can ruin the magnificence of
the target language and misinterpret the meanings of the original works.
Sometimes, it is not necessary to translate English articles by each word since it’s
not always helping to understand the exact meaning. Dash and Dash also added
that it’s almost impossible to use exact translation from one language into another
language, because each language has its own structure, idiom, and usage. This
statement then can support the result of this study in which33 out of 60
participants rarely used translation to learn grammar, idioms, and phrases (item
13). The next finding showed that 22 out of 60 participants rarely write
Indonesian outlines for their English compositions (item 6), 23 out of 60
participants rarely learn grammar from Indonesian explanations of the English
grammatical rules (item 10), 28 out of 60 participants rarely take notes in
Indonesian in their English class (item 18), 28 out of 60 participants rarely write
Indonesian translation in their English textbook, and 22 out of 60 participants
rarely use translation to check their listening comprehension (item 7). Even
16
though translation is helping in other several aspects of English language learning,
in fact, translation as an exercise includes various factors such as individual
comprehension and language competency (Zhao, 2015). Using translation to
enhance language comprehension and composition requires learners to have a
profound knowledge of the source language in order to understand the meaning in
different context. It also requires the ability to recreate the messages in target
language precisely due to different usage of the language. Therefore, the use of
translation in such aspect have to be considered due to the risk of wrong
interpretation of the meaning and message in the target language. Once the learner
make a mistake in interpreting meaning, it might hamper the learning process.
On the other hand, there is1 out of 19 items that indicated moderate used
strategy (= 2.65). The item is number 9. The mean is 2.65. It showed that 29 out
of 60 participants often used translation to help them keep the conversation going
when they had a conversation in English. According to Ross (2000 in Dagiliene,
2012), translation is recognized as the most important social skill because it
promotes communication and understanding. Hence, it includes interaction and
cooperation between people that makes it a very useful mean to help learners
communicate with the target language.
With regards to the highest mean found in this study which shows that
translation is not only used to clarify grammatical roles, speaking, or learning
vocabulary, but also help the participants to develop their reading comprehension
skills and writing in English (L2). It is supported by the findings of Dagiliene
(2012) who found that translation helped students improving their skills for 80%
17
in reading and vocabulary skills; and, 60% in grammar and writing. It shows that
translation is a useful tool in English learning. Particularly, learners at the
beginning steps tend to translate naturally to make sure that their comprehension
if fully satisfying in the four main skills.
CONCLUSION
The main purpose of this study is to elucidate the learners’ beliefs toward
the use of translation as a strategy in EFL learning. At an attempt to reach the
purpose, questionnaires had been distributed to 60 participants. The findings of
this study revealed that there are three categories of used of translation. They are
frequent used, least used, and moderate used.
There were 11 out of total 19 items received high means (> 2.65). The
items 1, 3, 4, 5, 8, 11, 12, 14, 15, 16, and 17 indicated the most frequently used
strategy of translation used by students in their EFL learning. These items refers
to the use of translation in reading, writing, speaking, learning grammar and
vocabulary. Item number 16 showed the highest value. This item refers to the use
of electronic translation machine to learn English with 20 out of 60 students who
indicated in using it. Meanwhile, 7 out of total 19 items indicated least used
strategy by the participants. The items are 2, 6, 7, 10, 13, 18, and 19 that refers to
the use of translation in reading, improve English compositions, listening,
learning idioms and phrase. Item number 19 showed the highest value. For this
item, there are 28 of 60 students who write Indonesian translations in their English
textbooks. Last, there were only item number 9 revealed as the moderate used of
18
translation as a strategy in EFL learning. The item refers to the use of translation
for conversation. There are 29 of 60 students who indicate using translation from
Indonesian into English to help keep the conversation going if they forget certain
English words or expressions in the middle of conversation.
The findings of this study could be a reference for those who get involved
in EFL field to not simply judging translation as a hamper for foreign language
learning. At some aspects, students’ believe that the use of translation might help
and beneficial for their foreign language learning. It does help them in
conversation, guide them to write in English, and assist them in understanding
meaning.
Yet, there was a limitation of this study due to the instrument used in
collecting data. Generally, the used of questionnaire could not provide a rich
information and picture about the sources of participants’ beliefs and the possible
causes that could be the reason of why they employ such strategy in their learning
process. Therefore, the writer strongly recommended further research on this case
to be conducted in the future. At last, the writer would like to suggest the use of
different instrument of data collections, such as interview, to gain deeper insight
about students’ beliefs toward the use of translation in EFL learning.
ACKNOWLEDGEMENT
I would like to express my gratitude to Allah SWT, the most benevolent and
merciful God. My deepest gratitude goes to my parents and family for their
unwavering support and prayer, and my deepest appreciation to my thesis
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supervisor, Rindang Widiningrum, M. Hum., and my thesis examiner, Dr.
Elisabet Titik Murtisari, M TranStud. for their patience, guidance and endless
support so that I can finish my thesis as without their valuable assistance, this
research would not have been completed. I am also indebted to all lecturers in
FLA-UKSW, especially my student advisor, Anne Indrayanti Timotius, M. Ed. I
would also thank to all of my research participants, especially to students from
angkatan 2016 of FLA UKSW, for their kind help.
REFERENCES
Alrefaai, I. K. (2013). Suggested Guidelines for Using Translation in Foreign
Language Teaching and Learning. International Research Journals 4(1),
12-20.
Calis, E., & Dikilitas, K. (2012). The Use of Translation in EFL Classes as L2
Learning Practices. Social and Behavioral Sciences (46), 5079-5084.
Carreres, A. (2006). Strange bedfellows: Translation and Language Teaching, the
Teaching of Translation into L2 in modern Languages Degree; Uses; and
Limitations. 1-21.
Dagiliene, I. (2012). Translation as a Learning Method in English Language
Teaching. Studies about Languages (21), 124-129.
Hsieh, L. (2000). The Effects of Translation on English Vocabulary and Reading
Learning.
Kasmer, W. (1999). The Role of Translaation in EFL/ESL Classroom. 1-26.
Kavaliauskiene, G., & Kaminskiene, L. (2007). Translation as a Learning Tool in
English for Specific Purposes. Kalbotyra 57(2), 132-139.
Leonardi, V. (2011). Pedagogical Translation as a Naturally-Occurring Cognitive
and Linguistic Activity in Foreign Languge Learning. Annali Online di
Lettere, 1-2, 17-28.
Liao, P. (2006). EFL Learners' Beliefs about and Strategy Use of Translation in
English Learning. 37(9), 191-215.
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Maasoum, S. M., & Mahdiyan, M. (2012). Translation in EFL Contexts: A
Learner's Perspective. 1-13.
Pan, Y. & Pan, Y. (2012). The Use of Translation in the EFL Classroom.
Philippine ESL Journal (9), 4-23.
Richards, J. C., & Rogers, T. S. (2001). Approaches and Methods in Language
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Ridha, N. s. (2014). Associations between EFL Learners' Beliefs about and their
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Appendix. Questionnaire
Items Description
When reading an English text, I first translate it into Indonesian in my mind
to help me understand its meaning.
I read Indonesian translations in the course reference book to
help me better understand English articles in the textbook.
After I read English articles, I use an available Indonesian
translation to check if my comprehension is correct.
To write in English, I first brainstorm about the topic in
Indonesian.
When I write in English, I first think in Indonesian and then
translate my ideas into English.
I write Indonesian outlines for my English compositions.
When I listen to English, I first translate the English utterances
into Indonesian to help me understand the meanings.
When speaking English, I first think of what I want to say
in Indonesian and then translate it into English.
If I forget certain English words or expressions in the
middle of conversation, I translate from Indonesian into
English to help me keep the conversation going.
I learn English grammar through Indonesian explanations of
the English grammatical rules.
I memorize the meaning of new English vocabulary words
by remembering their Indonesian translation.
I use Indonesian translation of grammatical terms such as
parts of speech, tenses, and agreements to help me clarify
the roles of the grammatical parts of English sentences.
I learn English idioms and phrases by reading their Indonesian
translation.
I use English-Indonesia dictionaries to help myself learn
English.
I use Indonesia-English dictionaries to help myself learn
English.
I use an electronic translation machine to help myself learn
English.
If I do not understand something in English, I will ask
other people to translate it into Indonesian for me.
I take notes in Indonesian in my English class.
I write Indonesian translations in my English textbooks.
4: Always
3: Often
2: Rarely
1: Never
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4
3
2
1