CHAPTER I
INTRODUCTION
A.
The Background of Study
Learning
language is learning about communication and culture. In Indonesia, English is a foreign language. English has
been learned in every levels of education from elementary school up to
university level. The aim of learning English is to improve students’ skill in
both oral and written communication. Learning English means learning four
skills: listening, speaking, reading and writing. Student should master these
skills if they want their ideas, feelings and opinions can be understood by the
people.
In
Indonesia English is a prerequisite course at school. Even learning English as
apart of language skills has been apart of SMAN 1 Seunuddon program that can be
seen in the curriculum. Learning a foreign language means learning about
another language beside native language of a country. It is means we learn how
to translate our native language into foreign language or on the contrary.
Translate is the process of changing something that is written
or spoken into another language.[1]
Then according to Newmark “translation is a skill consists of the attempts to
replace of the written message and/or statement in one language by the same
message and/or statement in other language”.[2]
From the definition above, the writer can describe that translate is an
activity of transferring the meaning of the source language into the receptor
language. Translate is not only change the meaning of a source language into
target language but translator also must understand and pay attention to the
semantic structure of a language in order to he/she can translate well
according to linguistic method. For example, when a translator wants to
translate an English text into Indonesia language so he/she should translates
by using semantic structure so that her/his written can be understood well by
the reader.
However
there are some rules in translating especially English. In order to the
translator be able translate grammatically so he/she should master the English
grammar. Grammar is the important component in English to improve the
competence in using English. Grammar is the explanation that describes the
rules for forming words and making sentences (sentence is a group of words that
creates complete meaning or sense).[3]
From the explanation above the writer understands that grammar is the rules in
a language for changing the form words and joining them into sentences. Because
of these English can not separate with grammar.
There
are many ways to translate, especially by understanding the grammar. It helps
the students in translating easily. SMAN 1 Seunuddon is one senior high school
in Aceh. The students learn English because it is one of required lessons taught
in this school. There are many materials are learned in English, one of them is
understand a text. But the most popular text taught in this subject is about
narrative text. It is suitable with the curriculum in this school. To be able
to comprehend a text well the students have ability to translate the text
firstly. While in translating a text students should pay attention to the rules
of translation. And then to be able to translate the narrative text well the
students have ability to understand the grammar of English. There are types of
grammar and ways to comprehend text consist of noun, pronoun, adverb, tenses
etc. but in this thesis the writer only focus to one of grammar in English is
tenses.
Narrative
is description of events especially in a novel, fables or legend etc, or a
process of skill of telling a story.[4]
Thus narrative tells about the event which happened in the past time. In
generally the tense that is often used in narrative is past tense form. We can
see it from the definition about past tense is a tense used to describe actions
or events which took place in the past.[5]
Past
tense as one of the materials of English lesson has been taught in this school
in second year at the first semester, and then the school has gave many books
to them to improve their ability in understanding a text. In the class, teacher
teach about narrative and past tense form to the student then asked then to
understand and translate a text of narrative form. Master the tenses of English
is one of the aspect that influence students ability in translation. Thus they
must master the tenses so that their translation is good.
If
the teacher uses suitable way to understand the way how to translate so the
students’ ability will be increase in translating a text. But based on
preliminary study, the students still have many difficulties in translating a text.
It can be seen by the mistakes they made when they translate a narrative text.
That
is why the writer wants to conduct a research on the thesis “The Correlation
Between Past Tense Mastery And The Ability Of Translating Narrative Text
Amongst The Eleventh Grade Students Of SMAN 1 Seunuddon”.
B.
Statement Of Problem
a.
How is the
students’ ability in mastering past tense?
b.
How is the students’ ability in translating narrative
text?
c.
Is there any correlation between the students’ ability
in mastering past tense and translating narrative text?
C.
The Objectives of Study
The objectives of this study are:
a.
To analyze the students’ ability in mastering past
tense
b.
To identity the students’ ability in translating
narrative text
c.
To investigate the correlation between past tense
mastery and students’ ability in translating narrative text.
D.
The Significances of Study
The study about the correlation
between past tense mastery and the ability in translating narrative text
hopefully will be useful to give some contributions to English language
teaching and learning.
a. For teacher and researcher
The finding of this research will
inform them about grammatical component that need to be given emphasis to
assist students to translate a grammatically accurate narrative text.
b. For the students
They can be motivated to practice
more than they did before and they are encouraged to learn grammar seriously,
so that they can work with various text types without much difficulty.
c. For the readers
It can inform them about the
correlation between students’ mastery of past tense and the ability in
translating narrative text.
E.
The Hypothesis
The
Hypothesis of This Research is State Below:
a.
The better the students understand past tense, the
better the students’ ability in translating narrative text.
b.
The worse the students understand past tense, the worse
the students’ ability in translating narrative text.
F.
Terminology
a.
Correlation
Correlation is closely related or connected of two
things, or shows such relation between two things.[6] In
other words make close relationship or connection of two things. Then McMillan
stated that correlation is a measure of the relationship between two variables.[7]
From the question above the writer understand that correlation is defined as
the mutual relationship between two things.
Someone, for instance is good at one side and
similarly good at another side. On the other hand, if not good at one side,
certainly not good at another side. It can be said that two tests are
correlated when the test score in the first test correlate with those of the
second test. This means that the students have good score in the first test,
they may also get good scores in the second so, the correlation exist between
two or more quantifiable variables, the linguistic expressed it as a correlation
coefficient.
It means that correlation is a comparative research
that aims to obtain the similarly by and the differences. In other word, this
research means to find out whether there is a correlation between one test and
another.
b. Past
Tense
Past tense is form of a verb used to describe actions
in the past.[8]
Furthermore Collins mentioned “past tense is a tense used to describe actions
or events which took place in the past”.[9]
Thus the writer knows that past tense is the use of the past form to refer to
past events.
c. Mastery
Berttranm said “the word mastery is derived word
master means the highest possible level of skill”.[10]
While Webster stated “that mastery means skills or knowledge in a subject that
make one master it”.[11]
From the quotation above the writer concludes that
mastery is someone’s ability in doing and making a certain physical or mental
response.
- Ability
According to Martin H. Manser “ability is skill or
power”.[12]
Allyn and Bacon said that “ability is potential or power to do something
physical or mental or special nature power to do something well”.[13]
From statement above the writer concludes that ability is someone’s basic
(power, potential and skill) which by it can bring someone to the progress and
safety.
The term “ability” in this writing is the power of
the students to understand the material given by the teacher in the classroom
and the ability of students’ learned about past tense and translation.
e.
Translating or Translation
Catford wrote “Translation is the replacement of textual
material in one language by equivalent textual material in another language”.[14]
Furthermore in Pinhhuck as quoted by Suryawinata said translation is a process
of finding a TL (Target Language) equivalent for an SL (Source Language)
utterance.[15] From the quotation above the writer concludes
that translation is the process of transformation of a written or spoken SL
(Source Language) into a TL (Target Language).
f.
Narrative Text
By dictionary definition, narrative is description of
skill of telling a story.[16]
And then narrative is an account of a sequence of events, usually in
chronological order. Relating to kinds of text, which students have to complete
studying in high school, narrative is a text which retells the story or
previous experiences.[17]
The purpose of the text is to entertain or amuse readers or listeners about the
story.
CHAPTER II
THEORETICAL
FRAMEWORK
A.
Definition of Grammar
Talking about the definitions of
grammar, there would probably be as many definitions as the number of linguistists
who manages to define it. Those definitions, however essentially convey the
same idea. Cook and Suter stated:
“Grammar is a set of rules by which people
speak or write. These rules are not always understood consciously, and if you
asked people what the rules of English grammar were, they would probably offer
one or two or say they did not know. The reason is that rules we refer to are
those that hardly anyone ever thinks about but which low people to use their
language easily and naturally most of the time.”[18]
The statement indicates that
grammar is a set of rules derived from language rules that most of its native
speaker rarely care about. However, theses enable them to communicate each
other without creating misunderstanding and misinterpretation. They commonly do
not realize, that when they express themselves trough writing or speaking, what
they write or speak have patterns and they keep subconsciously applying the
patterns in their communication.
Meanwhile in the context of
education especially in the learning and teaching of foreign language, grammar
is usually considered one of the language components other that vocabulary and
sound system which students should acquire.
As foreign language
learners commonly do not have much direct exposure to the language mastery.
Language component is one of the ways to support the mastery of foreign
language skills. This is indicated by Veith’s statement that grammar is what
enables people to understand the very words they are reading as well as to speak
or write words or sentences of their own.[19]
This means that even in order to be able to read a piece of text in a foreign
language well, we should know of that language. It also happened in
translating. In order to competence in translating, we should know of the
language structure.
1. English tenses
Tense is a system which we use to refer to time;
past, present, and future. Many
languages use tense to talk about time. In English, we use tense as a method that we use to indicate time. Other
languages may have no tenses, but of course they can still talk about time using different methods. Hornby assumed that tense is any of the forms of a verb that may be used to indicatethe
time of the action or state express by the verb.[20]
In line with Hornby that said tense is verb form
that shows time, Frank stated that tense is
special verb endings or
accompanying auxiliary verb signaling the time an event takes place.[21]
From the statements above, basically they have some opinions about tense.
The
description of verb form differs according to the way term tense is interpreted. The most common interpretation of
tense is semantic interpretation and the other is based on the verb form itself. On the basis of semantic interpretation, most grammarians present three
tense systems; present, past, and future. Each of them expresses time in relation to a particular point in
the present, past and future
respectively. These different tenses are signaled by verb ending or by their auxiliary verb.
The second basis
of the tense is on the basis of verb alone. There are only two tenses; present and past tense. Each of them is
marked by different forms in the lexical verb itself or in the auxiliary used
with verb.
2.
Past tense
2.1.
Definition of past tense
Past tense is a tense used to describe actions or events which took place
in the past or the used of the past form to refer to past events.[22]
While Wren and Martin defined a verb that refers to past time is said to be in
the past tense.[23] It
should be clear from the definition that past tense is used to indicate
something that happened in the past and this is showed by the past form of the
verb. Wren and Martin mentioned the past tense has the four forms, they are
simple past, past continuous, past perfect, and past perfect continuous tenses.[24]
They are discussed in details in the following sub section.
2.2.
The Description Of Meaning, Form and Function
1.
Simple Past Tense
The simple past tense is the normal tense for past
actions. Firstly, for the regular verb, the past form is made by adding –EDD to
the verb.[25] The
example are (walked, worked, opened …). For irregular verbs, the past forms are
more or less idiosyncratic, the example are (write-wrote, catch-caught). The
same form is used for all persons except with the verb “be” (was and were). It
is depend on the subject. Was used to I, she, he, it and were used to you, we,
they. Negative statements and yes/no questions in the simple past tense
included the word “did” and “did not” and the verb form used is the simple form
of the verb. For example, Lisa went to Malang last week, Lisa did not go to
Malang last week, Did Lisa go to Malang last week?
Wren and Martin wrote in their book that the simple
past is used to indicate an action completed in the past. It often occurs with
adverbs or adverb phrases of past time.[26] For example, I received his letter a week ago.
Sometimes, this tense is used without an adverb of time. In such cases the time
may be either implied or indicated by the context, for example I did not sleep
well. The simple past is also used for past habits; as, He studied many hours
every days. Therefore, such expression as “… when I was a child, never, always,
usually, and often” are usually included. For example, I stayed with the family
quite often when I was a child.
2.
Past Continuous Tense
Past continuous tense commonly describes an action
that was in progress during a particular time in the past or an event that was
in progress when another event interrupted or when two or more events were
still in progress at the same time. The past continuous tense is formed by
using a past tense form of the verb “be” with the progressive form of the verb.
The verb “was” is used for singular subjects and “were” is used for plural
subjects.
The past continuous tense is used to say that someone
was in the middle of doing something at a certain time. The action or situation
had already started before this time but had not finished. For example, Tom was
cooking the dinner. We often use the past continuous and the past simple
together to say that something happened in the middle of something else. For
example, It was raining when I got up. Moreover, this tense is also used with
always, continually, etc, for persistent habits in the past.
3.
Past Perfect Tense
Past perfect tense gives an idea that one thing had
happened before another time or before another event happened in the past. The
past perfect tense is formed with “had” and past participle and it is used for
all subjects. Generally, past perfect tense an action completed in the past
before another time or action in the past. However, past perfect tense can be
used to express a recently completed action in the past. Usually, the word
“just” is used to show that the action occurred immediately before the time of
speaking. For instance, when I arrived, Bob had just left. Besides, when “since
or for” is used, past perfect tense shows an action which began in the past or
was stills continuing for a period of time before something in the past. For
example, we had had the car for ten years before it broke down.
Furthermore, past perfect tense indicates that
something happened before another action in the past. Besides, it can also show
that something took place before a specific time in the past, e.g. I had never
visited the museum before I moved here. Moreover, in conditional sentences,
past perfect is used to indicate the impossible type, for example, If you had
told him, he would have helped you. When it is used with “if only, wish,
etc,” it expresses a past wish that was not realized like in “I wish that
I had brought my torch with me.” It is also usually used with “as if” when
referring to area or imaginary action in the past. For example, He talks about
Rome as if he had been there himself. In indirect speech, past perfect
tense is used to replace simple past and present perfect in direct speech.
4.
Past Perfect Continuous Tense
In general, past perfect continuous tense indicates
that one event was in progress immediately before, up to, or until another
event in the past. The tense is used to express the duration of the first event.
The past perfect continuous tense is formed with “had been“+ the present
participle. It, therefore, is the same for all persons. Past progressive tense
basically has the same relation to past perfect in that it is used to express
something begun in the past. However, it emphasizes continuity of past
action. So, the example such as “She was tired because she had been working
since dawn” shows that at the time of speaking, her activity of working still
continued.
Past perfect continuous is also used to indicate an
action or habit taking place over a
period of time in the past prior to some other past events. For instance, He
had been walking to school before his father bought him a bicycle. This means
that before he had a bicycle he used to walk to school. Besides, we use past
continuous tense to express past action that was in progress getting
interrupted by another past action. For example, “We had been planning to visit
our family in Aceh but we changed our mind because of the Tsunami.” We can also
use past continuous to indicate duration before something in the past.
Therefore, such word as “for” is usually used, e.g. Mr. William had been
teaching there for ten years before he retired. It is also common to use past
perfect continuous to show cause of something in the past, e.g. Jim was out of
breath because he had been jogging.
B.
Translation
1. Definition of Translation
Translation maybe regarded either as an art or a skill depending on our
perfection of translation as an activity. For some experts, translation can not
be taught but rather learned from exercises, and be practicing a lot. In Larson
and Smalley, as quoted by Widyamartaya said:
“Translation
is sophisticated, advanced linguistic skill. Not something for beginners. It is
valuable for communication if one already knows two languages well. Translation
not only requires a good knowledge of two language, but also special training
and experience. To be able to talk two languages does not mean that one can
translate between them effectively and skillfully. Switching from one to the
other must be learned”.[27]
In fact, translation is a skill consisting of the attempts to replace of
the written message and/or statement in one language by the same message and/or
statement in other language.[28]
According to this definition, translation is a skill which of course
requires certain qualification of translator. A translator has to understand
the written message in the native language before transferring it into the
target language.
2. Kinds of Translation
According to Larson, there are two main kinds of translation. One is form
based translation and the other is meaning based translations.[29]
From based translation attempts to follow the form of the source language
and is known as literal translation. Meaning based translation makes every
effort to communicate the meaning of the source language text in the natural
forms of the receptor language. Such translation is called idiomatic
translation. He moreover added that an interlinear translation is a completely literal
translation.
For some purpose, it is desirable to reproduce the linguistic features of
the source text, as for example, in a linguistic study of that language
although these literal translations may be very useful for purpose related t
the study of the source language, they are of little help to speakers of the
receptor language who are interested in the meaning of the source language
text. A literal translation sounds like nonsense and has little communication
value.
Except for interlinear translations, a truly literal translation is
uncommon. Most translators who tend to translate literally actually make a
practically modified literal translation. They modify the order and grammar
enough to use acceptable sentence structure in the receptor language. However,
the lexical items are translated literally. Occasionally, these are also change
to avoid complete nonsense or improve the communication.
A person who translates in a modified literal manner will change the
grammatical forms when the constructions are obligatory. However, if he has a
choice, he will follow the form of the source text even though a different form
might be more natural in the receptor language. Literal translations of words,
idioms, figures of speech, etc, result in unclear, unnatural and sometimes
nonsensical translation. In a modified literal translation, the translator
usually adjusts the translation enough to avoid real nonsense and wrong
meaning, but the unnaturalness skill remains.
Idiomatic translations use the natural forms of the receptor language,
both in the grammatical constructions and in the choice of lexical items. A
truly idiomatic translation does not sound like a translation it sound like it
was written originally in the receptor language. Therefore, a good translator will
try to translate idiomatically. This is his goal. However, translations are
often a mixture of a literal transfer of the grammatical units along with some
idiomatic translation of the meaning of the text. It is not easy to make an
idiomatic translation consistently.
The translator’s goal is reproducing a text receptor language, which
communicates the same message as the source language by using the natural
grammatical and lexical choice of the receptor language. This goal is an
idiomatic translation.
3. Translation Process
Translation is a complicated
process. However, a translator who is concerned with transferring the meaning
will find that the receptor language has a way in which the desired. Meaning
can be expressed even though it may be very different from the source language
form. A faithful translator will not translate word for word. There are two
things are necessary for a good translation an adequate understanding of the
original language (the source language) and which one is translating (the
receptor language).
But considering the
complexity of language structures, how can a translator of language produce an
adequate translation? Literalism can only be avoided by careful analysis of the
source language, by first of all, understanding clearly the message to be
communicated a translator who takes the time to study carefully the source
language text to write a semantic analysis of it, and then to look for the
equivalent way in which the same message is expressed naturally in the receptor
language, will be able to provide an adequate, and sometimes brilliant
translations.
Suryawinata mentioned there are four steps of translation
process.[30]
a.
Analysis
In this step, the structure or the sentences be analyzed according to
grammatical relations, the meaning of words or word combinations, textual
meaning, and even contextual meaning. This is behind the transformation
process.
b.
Transferring
In this step, the material that has been analyzed and understood the
meaning was processed by the translator in his/her mid and will be changed from
source language into target language. But in this step, it has not produced a
series of words, it only occur in the inner of translator.
c.
Restructuring
Furthermore, the translator tried to find the equivalent words, phrases, and
the proper sentence structure in the target language so that the content,
meaning and the message in the source language text can be delivered fully.
After translator got the result in the target language translation, the
result were reevaluated or matched with the original text. If it is still less
match, the translator will do the revision.
C.
Text
In general sense, text is any form of written material. Halliday
and Hasan stated:
“what
do we mean by text? we can define text, in the simple way, perhaps by saying
that it is a language that is functional. By functional we simply mean language
that is doing some job in some context, as opposed to isolated word or sentence
that I might put on the blackboard. So any instances of living language that is
playing some part in a context of situation. We shall call it a text. It may be
either spoken or written, or indeed in any other medium of expression that we
like to thing of “.[31]
This definition surely tells us many think about text. A text
can be either spoken or written, can be a word or as thick as a book in length.
So, a text has nothing to do with form or size. Second, a text is not isolated
words or sentences being put together. On the other hand, it constitutes a
meaningful message that a person tries to communicate through his use of
certain in certain acceptable structure. So, it has something to do with
meanings, meanings forming a stretch of language working together as a unified
whole. Related to this, Joyce and Feez cited some examples showing how a
stretch of language that is called a text differs from that which is not.[32]
Here, the writer intends to show the latter. Below is the example:
“Once
upon a time there was a little white mouse called “tiptoe”. The boys lived in a
large brick house with a roof at the end of the longest street in town. That morning Mrs. Smooks left home in a great
hurry. But, too late, William realized that the car had no brakes. So they ran
and they ran and they ran until eventually the giant go tired out so that he
couldn’t follow them anymore. “What an exciting day,” she sighed. And so he
never goes alone to the shops any more”.
Once we read the “text” above, we will direct realize there is
something wrong with it. Every sentence in the paragraph does not relate to
each other so that there is nothing meaningful that we could catch from it. The
third consideration of Halliday and Hasan’s statement about text is that a text
is language that is functional. It means that language in a text serves a certain
function; this function is the one that finally differentiates and determines
our choice of words to construct a text.[33]
And concerning this, Derewianka points out texts differ in terms of the
purposes they carry. The tern purpose here is more or less similar to what
Halliday and Hasan termed “functional” above. Functional means a stretch of
language, or a text, is in use. It has a function or in Derewianka’s words, it
has a purpose, i.e., we use language because we have a purpose.[34]
Meanwhile, as we use language for various purposes, numerous types of texts are
resulted. And these different types of texts are often labeled “genre”; types
of texts that vary across culture. Summing up what has stated above, it
can be said that text is a meaningful and purposeful stretch of language,
either spoken or written, represented trough the use of words (lexis), the
appropriate way they are arranged (grammar), and the structure of which is
affected by the purpose it has.
1.
Narrative as one of text types in English
Since texts are constructed in order to achieve different purposes, they
are constructed in different ways. Consequently, there are a lot of text types
in English. However they are categorized into two kinds, namely literary text
and factual text. There are three main text types in the literary texts, i.e.,
narrative, poetic as well as dramatics. Meanwhile, such text types as recount,
explanation, discussion, information report, exposition procedure, as well as
response belong to factual texts.
Narrative as one of the literary text can be said as the simple text type
because it tells about the story in human life.
2.
Definition of
Narrative
Keraf stated that narrative is a discourse which try to tell an event or
story as if as the reader or listener look and experience that event directly.[35]
Furthermore by dictionary definition, narrative is description of skill of
telling a story. From the statements above, the writer conclude that narrative
is a description of event and story such as in a novel, fables or legends.
While, narrative text is a text focusing specific participants. Its social
function is to tell stories or past event and entertain the readers.[36]
Thus narrative text is a kind of text to retell the story that past tense.
3.
Kinds of Narrative
There are several types of narrative text:[37]
1)
Legend
A legend is a narrative of human actions that are perceived both by
teller and listeners to take place within human story. Typically, a legend is a
short, traditional and historicized narrative performed in a conversational
mode. The examples of legends in narrative text are: Sangkuriang, Malin
Kundang, The story of Toba Lake, etc.
2)
Fable
A fable is a short allegorical narrative making a moral point,
traditionally by means of animal characters who speak and act like human being
the example of fable in narrative text are: The Ants and the grasshopper, the
story of monkey and crocodile, etc.
3)
Fairy Tale
Fairy tale is an English language term for a type of short narrative
corresponding to the French phrase “Conte de fee”. A fairy tale typically
features such folkloric characters as fairies, goblins, elves, trolls dwarves
and usually magic or enchantments. The example of fairy tale in narrative texts
are: Cinderella, Pinocchio, snow white, etc.
4)
Science Fiction
Science fiction is fiction based upon some imagined development of
science, or upon the extrapolation of a tendency in society. Science fiction is
that class of prose narrative treating of a situation that could not arise in
the world we know. Some examples of science fiction are: To the moon from the
earth by Jules Verne, starship trooper by Robert Heinlein.
4.
Generic structure of narrative text
A Narrative text will consists of the following structure.[38]
a.
Orientation is introducing the participants and
informing the time and the place
b.
Complication is describing the rising crises which the
participants have to do with
c.
Resolution is showing the way of participant to solve
the crises.
D.
Narrative and Past Tense
The best way to show how narrative and past tense are inseparable is by
showing or presenting a true example of narrative. The following is an example
of narrative text that hopefully will give rise to deeper understanding of what
narrative is, how it is structured and what language features from which a
narrative is usually constructed:
WHY DO MOUSQUITOES BUZZ?
To begin with the story, let me tell you that a long time ago, mosquitoes
didn’t buzz, they talked and talked. Then one day when one of them talked to an
iguana say one word. The iguana just grumbled and waved her tail until she
forgot to say hello to her friend a snake. After that, everything was in a
mess. The snake was so angry that he made a rabbit, a monkey, a crow, and a owl
get frightened. Finally, the whole jungle was mad at the mosquito and cried for
the sun to come up and when it did, the mosquito lost his voice.[39]
(Adapted from: Look ahead 2)
The
word printed indicated the past tense. They show how the text is built up by a
series of past events. All verbs are in the past tense form so that the text
holds together in the same way. So, there would be no narrative without past
tense. Narrative means using past tense to retell past events. Narrative are
bound up with past tense since in narrative “past happenings“ are told or
written. Here, the writer uses tense agreement to make the text cohesive. With
reference to this phenomenon the writer feels that it is desirable to conduct a
study in order to prove narrative and past tense relationship.
E.
Grammar, Text and Translating
In
the area of English as a foreign language learning, translating has been the
most difficult and complex skill to acquire. Because translation is one of
writing skill, that is why it is normal if the process of teaching and learning
in the classroom reflects that written cycle should be given after the spoken
cycle has been done. Translation is one of the most important skills that
should be learned and developed by the student. To understanding the meaning
and the context of the text, student should be able translate the text so that
they know the content or the information of the text.
The
translator shall transfer the meaning in the source language into target
language, or on the contrary, in order to produce a text that is accordance
with the rules of the linguistic system of the target language and that meets
the instruction received. The translator shall focus on terminology, grammar,
lexis, style, locale, and formatting. That is why teaching language components
namely grammar, vocabulary, and sound system, should be targeted as much as
possible to enhance the mastery of language skill.
With
regard to this, Larsen-freeman and Celce Murcia assess that grammar affect the
students’ performance in all four skills: listening, speaking, reading, and
writing.[40] As we
know that translation is one of writing skill. To be able to translate well in
foreign language, for example, students first of all have to master the grammar
and vocabulary and they need and more importantly know how to arrange them in
appropriate manner. Another thing that should be highlighted here is that text,
in order to achieve its purpose, is always represented trough the use of
vocabulary with particular way of organizing words meaningfully. So, having a
purpose in mind without mastering the grammar and vocabulary to express the
meaning of the text it is nonsense.
Furthermore
as quoted by Ika Windy in her thesis that Sukur stated that one of the aspects
that someone must take into account when translating is language proficiency.
Language proficiency relates to grammar and vocabulary mastery.[41]
For example, a person who has limited grammar mastery would find it difficult
to understand the source language text and to transfer the ideas from the
source language into grammatical sentences in the target. Therefore, mastering
grammar really help someone to translate well. The translator should follow the
rule of translation in order to the text which they make can be understood by
the reader well.
As
Suryawinata wrote in his book that:
“English is
known with tenses (konsep kala). The verb form can change is suitable with the
time when the actor do the verb. Thus the form of “berjalan” can be as walked,
walks, walk, will walk, have walked, had walked and walking. While in Indonesia
language, we do not know with the tenses, it is only enough with “berjalan”.
This context will help the reader or listener to understand when an event
happened”.[42]
From
the statement above the writer concludes that tense is one of important grammar
in English. Because of those, to be able translate correctly the students have
ability in mastering tenses. Many students often get many troubles in
translating narrative texts. The translator need some skills to be able
translate, one of these skills is the mastery of tenses. It helps the students
to produce grammatical sentences. Thus it quite important for learners to know
about tenses especially past tense because the tenses which used in narrative
is past tense and it can be seen in the definition that have previously been
mentioned it is clear that the mastery of past tense can help the students in
learning English, in this case translation.
Hence, grammar,
text, and translating however indirectly are dependent each other. Translating
without grammar is nonsense.
F. Theoretical Framework
As
the topic of this study indicates, it attempts to reveal whether or not there
is a correlation between students’ mastery of past tense and their achievement
in writing narrative. Therefore, it seeks to find out the possible relationship
between the two variables through correlation statistics. Past tense
constitutes one of the English tenses that give an idea that something occurred
in the past. So, achievement in past tense here is reflected by the students’
ability to understand and use past tense correctly in the appropriate sense.
Past tense includes simple past, past progressive, past perfect, and past
perfect progressive tenses. Meanwhile narrative is one of English text type the
purpose of which is to tell past events in a sequenced order. Therefore, a
narrative is structured of an orientation stating who are involved, when and
where the event occurred, etc. It indicates the introduction or the starting
point of a narrative. An orientation is commonly followed by sequence of
events. Here, what happened are sequenced in order of happening from the
beginning until the end. Therefore, the ability to translate narrative here
means the ability to retell past events on the basis of the generic structure
of a narrative stated above in other language. Since the purpose of translate a
narrative is to retell past events, mastering past tense is a must. On the
other hand, past tense is the linguistic competence required by students in
order to communicate well. It constitutes one of the competences which support
communicative competence. Therefore, the writer wants to conduct a study which
is aimed at finding out whether or not there is a relationship between
students’ ability in past tense and translating narrative text.
CHAPTER III
METHODOLOGY OF RESEARCH
A. Place And Time of Research
1.
Place of Research
The place of research in this study is carried out for the students of
eleventh grade of SMAN 1 Seunuddon. The research is located on Jln. Ulee Rubeek
- Seunuddon. Aceh Utara. This study
takes this school because the title is not observed before.
2.
Time of Research
The time of this study is carried out on December 2009 at the first
semester. After getting an agreement of the school principal and then consult
to an English teacher who is teach at the second year of IPA of SMA N 1 Seunuddon.
B. Population and Sample
1.
Population
Irianto opinioned that a population consists of every
number of group that researcher would like to study.[43] Beside,
according to McMillan population is a larger group to whom results can be generalized.[44]
Based on the definition above, it is can be concluded that
population is the group to which the researcher would like the result of a
study to be generalized. It includes all individuals which has certain
characteristic.
In this study the population is the eleventh class of SMA
N 1 Seunuddon in academic year 2009/2010. The populations consist of 320
students.
2.
Sample
A sample is group of subjects or participants from whom data are
collected.[45]
Then Arikunto stated “if the population is too large, the sample can be
taken out between 10% - 15% or it depends on the research’s ability based on
the time available, energy, expense or finance he can afford the scope of the
research area.[46]
In this study, there were nine classes of the eleventh class of SMA N 1 Seunuddon.
All students of the eleventh class were 320. And the writer took 10%-15% of
students. The samples in this research are the students in XI IPA 1 which
consists of 34 students. It means that the writer had to take one class because
purposive sampling technique was used.
C. Method and Variable of Research
1.
Method of Research
In completing the data, the writer used the field
research. In the field research, the writer conducted the research for the
students at the second year of SMA N 1 Seunuddon. The writer gave a test to the
students and asked them to answer the questions that she made.
This research uses the correlation method, with the
analysis of product moment. It is usually used to correlate two variables based
on its correlation coefficient value. It is useful to describe and find out the
significance of the correlation between those two variables, variable X and
variable Y.
2.
Variable of Research
According to Arikunto:
“A
variable is defined as something that varies from one case to another. The
dependent variable is variable which one observes and measure to determine the
effect of the independent variable. Independent variable (the major variable)
is the variable which selected manipulated and measured by the researcher.[47]
In this research there are two variables, they are: independent variable
(X) and dependent variable (Y). Independent variable is a variable that is
presumed to influence another variable. Dependent variable is a category that
is influenced by another category. In this research the independent variable is
past tense mastery (X) and the dependent variable is the students’ ability in
translating narrative text (Y).
D. The
Method of Data Collection and Instrument of Research
1. Method of Data Collection
Although I thought the random sampling technique was the best way to take
the sample, at last the writer used the purposive sampling technique. Purposive
sampling is selection of particularly informative or useful subjects.[48]
This technique was chosen because it was hard for the writer to enter each
class, took some students and gathered them as sample in random. The writer
worried to disturb the teaching learning process. Another problem was related
to the place. If the writer uses random sampling, she had to find a certain place/class
for the respondent to do the test, and she considered that there were small
possibilities to get such facility. So finally, the writer decided to use the
purposive sampling technique.
2.
Instrument of Research
According to Arikunto research instrument is a device used by the
researcher while collecting data to make his work become easier get the better
result complete and systematic in order to make the data easy to be processed.[49]
In this research, the writer used a test method as the instrument. McMillan
stated that “test is an instrument that requires subjects to complete a
cognitive task by responding to a standard set of questions.”[50]
To get the empirical data of the students’ mastery of past tense and their
ability in translating narrative text, the writer administered two kinds of
tests, namely grammar test and translation test. Both of the tests were in
written form. In grammar test, the writer used multiple choice tests. The
reason for using multiple choice tests were the technique of scoring was easy
and it was more practical for the students to answer. The multiple choices item
consists of premise and a set of alternative answers. Premise known as the stem
is presented as in complete statement, which the students asked to select only
one true answer. The writer gave 10 items and 20 minutes for students to do.
While in translation test, the writer asked students to translate a kind of
narrative text in Indonesia language into English and gave them 60 minutes to
do.
E. Steps of The Research
1.
Try Out
The quality of the data, whether it is good or bad, is based on the
instrument to collect the data. A good instrument must fulfill two important
qualifications. Those are valid and reliable. So, before the test was used as
an instrument to collect the data, it had been tried out first to the students
in other class. Students were given 40 minutes in doing each test. The writer
gave them 20 items to find out which one the valid items. The writer made an
analysis to find out the validity and reliability of the item of the try out.
All of them to decide which items should be used in making instrument.
2.
Validity of Instrument
Validity is a standard or criterion that shows whether the instrument is
valid or not. A test is valid to the extent that it measure what it claims to
measure.[51] To
calculate the validity of each item the writer used the product-moment formula:
Where,
rxy = Coefficient
of correlation between x and y variable
or validity of each item
N = The number of students/subjects participating
in the test
Σx = The sum of score in
each item
Σx2 = The
sum of the square score in each item
Σy = The sum of total score
from each students
Σy2 = The
sum of square total score from each students
Σxy = The sum of multiple of score from each
student with the total score in each item
Table 3.1. Criteria of Validity Analysis
Interval
|
Criteria
|
0,80 < rxy ≤ 1,00
0,60 < rxy ≤ 0,80
0,40 < rxy ≤ 0,60
0,20 < rxy ≤ 0,40
0,00 < rxy ≤ 0,20
rxy ≤ 0,00
|
Good
Moderate
Low
Low and less
Negligible
Invalid
|
3.
Reliability of Instrument
Reliability shows whether the instrument is reliable and can be used as a
device to collect the data. Reliability means the stability of test scores when
the test is used. McMillan stated that reliability is the extent to which
participant and/or rater scores are free from error.[53]
To measure the reliability of the test, the writer used this formula:
rn = The
reliability
n = The
number of items in the test
p = Proportion
of the subject answering the item correctly
q = Proportion
of the subject answering the item in correctly
s2 = Standard
deviation of the test
Σpq = The
sum of multiple of P and Q
Table 3.2.
Criteria of Reliability Analysis
Interval
|
Criteria
|
r11 ≤ 0,20
0,20 < r11 ≤ 0,40
0,40 < r11 ≤ 0,60
0,60 < r11 ≤ 0,80
0,80 < r11 ≤ 1
|
Negligible
Low
Moderate
Substantial
High to very high
|
4.
Difficulty Level
After conducting and getting the result of the try out, then the writer
classified and selected the items by using this formula:
Where:
TK = Level of difficulty
JBA = Number of students in the upper group (the
students who get high score) who answered the items correctly
JBB = Number
of students in the lower group (the students who get low score) who answered
the items correctly
JSA = Number
of all students in the upper group
JSB = Number of all students in the lower
group
Table
3.3. Criteria of Difficulty Level Analysis
Interval
|
Criteria
|
TK ≤ 0,00
0,00 < TK ≤ 0,30
0,30 < TK ≤ 0,70
0,70 < TK ≤ 1,00
1,00 < TK
|
Too difficult
Difficult
Medium
Easy
Too easy
|
5.
Discriminating Power
The discriminating power measures how well the test items arranged to
identify the differences in the students’ competence.
The formula is:
Where:
DP = Discriminating power
JBA = Number
of students in the upper group who answer the items correctly
JBB = Number
of students in the lower group who answer the items correctly
JSA = Number
of all students in the upper group
JSB = Number
of all students in the lower group
Table 3.4.
Criteria of Discriminating Power Analysis
Interval
|
Criteria
|
D
≤ 0,00
0,00 < D ≤ 0,20
0,20 < D ≤
0,40
0,40 < D
≤ 0,07
0,07 < D ≤
1,00
|
Too poor
Poor
Medium
Satisfactory
Excellent
|
6.
Scoring System
In grammar test, the writer used this formula to get students’ score:
S = 
In which:
S = The score
R = The number of correct answer
N = The number of question
While in translating test was a little more
complicated. A
translation can also be said as a writer who produces a translation written
that he/she made should be maintened the message in sourch language into target
language. The assessment aspects of translation has same of some points in
common with the aspect of the writing. languge structure is one of criteria
that should be attention because in translating result, it should be
appropriate with language structure. Because of that, the writer analyzed
students’ translation as well as analyze students’ writing. There were so many methods were suggested like holistic scoring,
primary trait scoring and analytical scoring.[57]
The writer decided to use analytical scoring which considered best evaluation
of learning six major elements in writing Brown and Bailed designed an
analytical scoring scaled that specified five major categories and a
description of five different levels in each category. Since the major study of
this research is grammar, the scoring was in line with grammar level suggested
by Brown and Bailey. [58]
The scoring system as follow:
20-18
|
17-15
|
14-12
|
11-6
|
5-1
|
Excellent to good
|
Good to adequate
|
Adequate to fair
|
unacceptable
|
Not college level work
|
Native – like fluency in
English grammar
|
Advanced proficiency in
English grammar
|
Ideas are getting through to
the reader
|
Numerous serious grammar
problems
|
Severe grammar as problems
|
In classifying the score, the writer used the measurement of student’s
achievement suggested by Harris[59]
Table 3.5.
Criteria of Student’s Achievement Analysis
Student’s
Achievement
|
|
Test Score
|
Class Performance
|
91 – 100
81 – 90
71 – 80
61 – 70
51 – 60
Less than 50
|
Excellent
Very Good
Good
Fair
Poor
Very Poor
|
F.
Technique of Analysis Data
In finding out correlation between
the students’ mastery of past tense and their ability in translating narrative
text, the writer applied the product-moment correlation. The formula is:
Where,
rxy =
Correlation Coefficient
N = The number of students/subjects participating
in the test
Σx = The sum of score in
grammar test
Σx2 = The
sum of the square score in grammar test
Σy = The sum of score in
translating test
Σy2 = The
sum of square total score in translating
Σxy = The
sum of multiple of score from grammar test and translating test in each number
Table 3.6.
Interpretation of Number Correlation (r Score)
Coefficient
|
Relationship
|
0,00 to 0,20
0,20 to 0,40
0,40 to 0,60
0,60 to 0,80
0,80 to 1,00
|
Negligible
Low
Moderate
Substantial
High to very high
|
|
|
DISCUSSION
AND RESULT
A. Discussion
The purpose of the data analysis in this research is meant to measure the
significant correlation between the student’s mastery of past tense and their
ability in translating narrative text of the eleventh grade students of SMAN 1 Seunuddon
in academic year 2011/2012. To measure those things, it is important to take
the preparatory of measurement as follows:
|
Number
|
Student’s Name
|
Score Answer
|
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
|
Ade
yunisa
Aminah
Anggi
Yolanda
Armiati
Ayudya
wuriandani
Ayuwaningsih
Candra
wijaya
Deina
hayaningsih
Diky
kurniawan
Ernita
Fauziah
Hafiz
al assad
Irfansyah
Lasmi
M
khadafi Juliana
M
noval akbar
Muzani
Nanda
sulfeni
Nova
pandala
Nurdefriansyah
Puri
mawaddah
Rahmanda
aksar
Renitasya
putri
Sella
novia restika
Selvi
dayanti
Sika
rahmi
Siti
fira wulansuri
Sri
rahayu
Syarifah
nazira
Ulfah
qalbiah
Wildanil
Yeni
erlina
Yollanda
ananda
Yuliani
S
|
70
80
70
90
70
50
40
60
90
50
90
80
70
80
80
70
60
90
90
50
80
40
60
90
50
50
90
90
50
90
70
60
60
60
|
Average
|
69,70
|
|
Table 4.2.
Score of the Student’s Ability in Translating Narrative Text (Y)
Number
|
Student’s Name
|
Score Answer
|
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
|
Ade
yunisa
Aminah
Anggi
Yolanda
Armiati
Ayudya
wuriandani
Ayuwaningsih
Candra
wijaya
Deina
hayaningsih
Diky
kurniawan
Ernita
Fauziah
Hafiz
al assad
Irfansyah
Lasmi
M
khadafi Juliana
M
noval akbar
Muzani
Nanda
sulfeni
Nova
pandala
Nurdefriansyah
Puri
mawaddah
Rahmanda
aksar
Renitasya
putri
Sella
novia restika
Selvi
dayanti
Sika
rahmi
Siti
fira wulansuri
Sri
rahayu
Syarifah
nazira
Ulfah
qalbiah
Wildanil
Yeni
erlina
Yollanda
ananda
Yuliani
S
|
82
75
83
80
76
55
50
67
87
60
80
65
80
75
85
55
65
85
75
60
75
50
68
75
55
60
70
82
60
80
75
60
63
65
|
Average
|
69,94
|
Table 4.3. The Square and Multiplied of X and Y
Number
|
Student’s Name
|
X
|
Y
|
X2
|
Y2
|
XY
|
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
|
Ade yunisa
Aminah
Anggi Yolanda
Armiati
Ayudya wuriandani
Ayuwaningsih
Candra wijaya
Deina hayaningsih
Diky kurniawan
Ernita
Fauziah
Hafiz al assad
Irfansyah
Lasmi
M khadafi Juliana
M noval akbar
Muzani
Nanda sulfeni
Nova pandala
Nurdefriansyah
Puri mawaddah
Rahmanda aksar
Renitasya putri
Sella novia restika
Selvi dayanti
Sika rahmi
Siti fira wulansuri
Sri rahayu
Syarifah nazira
Ulfah qalbiah
Wildanil
Yeni erlina
Yollanda ananda
Yuliani S
|
70
80
70
90
70
50
40
60
90
50
90
80
70
80
80
70
60
90
90
50
80
40
60
90
50
50
90
90
50
90
70
60
60
60
|
82
75
83
80
76
55
50
67
87
60
80
65
80
75
85
55
65
85
75
60
75
50
68
75
55
60
70
82
60
80
75
60
63
65
|
4900
6400
4900
8100
4900
2500
1600
3600
8100
2500
8100
6400
4900
6400
6400
4900
3600
8100
8100
2500
6400
1600
3600
8100
2500
2500
8100
8100
2500
8100
4900
3600
3600
3600
|
6724
5625
6889
6400
5776
3025
2500
4489
7569
3600
6400
4225
6400
5625
7225
3025
4225
7225
5625
3600
5625
2500
4624
5625
3025
3600
4900
6724
3600
6400
5625
3600
3969
4225
|
5740
6000
5810
7200
5320
2750
2000
4020
7830
3000
7200
5200
5600
6000
6800
3850
3900
7650
6750
3000
6000
2000
4080
6750
2750
3000
6300
7380
3000
7200
5250
3600
3780
3900
|
 |
2370
|
2378
|
174100
|
170214
|
170610
|
To interpret the research
findings, the writer used the Pearson product moment correlation formula to
compute the data that have been obtained as follows:
= 0,824
From the computation above, it was obtained that rxy is 0,824
and then rxy is consulted to the critical value for r table of
product moment to examine whether rxy value is significant or not.
The value or r table with N = 34 and the 5% significant level is 0,339. There
fore, it can be concluded that rxy is greater than r table in the
other words, 0,824 is greater than 0,339.
Relating to that matter, I take a conclusion that there is a correlation
between the student’s mastery of past tense and their ability in translating
narrative text.
Did every student with good score in the test of mastery in past tense
also have good score in translating narrative text? From the analysis above, it
could be seen that among the sample of 34 student’s, there were 0 student got
excellent, 9 student’s got very good, 5
student’s got good, 6 student’s got fair, 6 student’s got poor and 8 student’s
got very poor in the test of mastering past tense .
Among the sample of 34 student’s there were 0 student’s got excellent, 6
student’s got very good, 11 student’s got good, 7 student’s got fair, 8
student’s got poor, and 2 student’s got very poor in the score of the student’s
ability in translating narrative text. The student’s who had high score in the
score of mastering past tense effect the student’s ability in translating
narrative text. This is proved by the fact that the student’s who passed the
test of mastering past tense well. Let’s look at the table of comparison of the
student’s who had very good and excellent level score below.
Table 4.4. High
Score of Students in Mastering Past Tense and Translating Narrative Text
Student’s Number
|
Score of
student’s mastery in past tense
|
Score of
student’s ability in translating narrative text
|
24
9
11
14
15
18
19
|
90
90
90
80
80
90
90
|
80
87
80
75
85
85
75
|
In contrast, the student’s who could not pass the test of mastering past
tense also had poor level to translate narrative text. Let’s look at the table
below to see it clearly.
Table 4.5. Low Score of Students in Mastering Past
Tense and Translating Narrative Text
Student’s Number
|
Score of
student’s mastery in past tense
|
Score of student’s
ability in translating
|
6
8
10
22
23
26
|
50
60
50
40
50
50
|
55
67
60
50
55
60
|
By looking at the table above, we can see it clearly that almost all the
student’s who failed to pass the test of student’s mastery in past tense, also
got poor or poor to average result in translating narrative text.
According to the criterion of SMA N
1 Seunuddon taken from English curriculum 2011, the students are considered to
be success if they get at least 60 of the highest possible score 100 and they
are considered to be failed if the score they get are under 60. In this case,
20 (58,82 %) students got successful result in past tense test and 24 (70,59%)
students got successful result in translating narrative text test. While 14
(41,18%) students failed in past tense test and 10 (29,41%) students failed in
translating narrative text test.
B. Result
The research findings indicate that there is a significance correlation
between the students’ mastery of past tense and their ability in translating
narrative text. From the statistic analysis, it was found out that there was a
positive correlation between the students’ mastery of past tense and their
ability in translating narrative text. It was proved by the value of rxy
of the correlation was greater than r table. The value of rxy was
0,824. When we consulted it to the r table with N = 34, we found that r table
had a value 0,339. It could be seen obviously that the value of rxy
is greater than the r table.
These fact imply that the students’
mastery of past tense give a useful contribution in their ability in
translating narrative text. From the result of the research, the writer
concluded that the hypothesis is accepted. The better the students understand
past tense, the better the students’ ability in translating narrative text. The
worse the students understand past tense, the worse the students’ ability in
translating narrative text.
CHAPTER V
CONCLUSION
AND SUGGESTION
A. Conclusion
Based on the
result of the study, it can be concluded as follows:
1.
The average score of the students’ mastery in past
tense is 69,70. 0 student (0%) get excellent level, 9 students (26,47%) get
very good, 5 students (14,70%) get good, 6 students (17,65%) get fair, 6
students (17,65%) get poor and 8 students (23,53%) get very poor
2.
The average score of the students’ ability in
translating narrative text is 69,94. 0
student (0%) get excellent level, 6 students (17,65%) get very good, 11
students (32,35%) get good, 7 students (20,59%) get fair, 8 students (23,53%)
get poor and 2 students (5,88%) get very poor.
3.
There is a significant correlation between the
students’ mastery of past tense and their ability in translating narrative
text. This result is obtained from the computation of the correlation between
the students, mastery of past tense and their ability in translating narrative
text applied to the sample is 0,824. The critical value of the Pearson r with
the 5% significance level is 0,339. It means that the result obtained from the
computation is greater than its critical value. Therefore, the writer concludes
that the correlation between the two variables above is highly significance.
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B.
Suggestion
-
It is essential that the teacher knows that one of the factors affect the students’ ability in translating narrative text is the students’ mastery of structure of past tense. - The writer suggest for the English teacher to be more serious and careful in teaching past tense because past tense is one way to make the students easier to translate narrative text.
- The student should improve their mastery of past tense because the mastery of past tense will improve their ability in translating narrative text.
BIBLIOGRAPHY
A, Berttranm. 1989.
The Saurus Of Every Day American English, Chicago: NTC
A, Widyamartaya. 1989. Seni
Menerjemahkan, Yogyakarta: Kanisius
Arikunto, Suharsimi. 2002.
Prosedur Penelitian, Jakarta: Rineka Cipta
______________, 2006. Prosedur Penelitian suatu Pendekatan Praktik,
Jakarta: Rineka Cipta
Ary, Donald. 1985. Introduction to research in Education,
New York: CBS College Publishing
Azar, Betty Schrampfer,
1992. Fundamentals of English Grammar:
Second Edition, New Jersey: Prentice-Hall
Bacon, Allyn. 1964. Phycology
the Science of Behavior, London: Longman
Best, John W. 1971. Third New International Dictionary, New York: Prentice Hall Inc
Brown, H. Douglas. 2004. Language
Assessment, San Fransisco State University: Longman
Catford, JC.1965. Linguistic
Theory of Translation, Oxford: Oxford Univesity Press
Collins. 2003. English
Grammar, London: Haper Collins
Cook, J and W. Suter. 1980. The Scope Of Grammar. New york: Mc Graw-Hill,
Derewianka. 1990. Exploring how text work, Newton: Primary
English teaching Assosiciation
Febrianingrum, Ika Windy.
2011 http: //translate. Google user
content.com, accessed on juny 10
Fraenkel, Jack R, and
Norman E, Wallen. 1993. How to Design and
Evaluate Research in Education New York: Pic.Graw.Hillinc
Frank, Marcella. 1972. Modern
English: A Practical Reference Guide, New Jersey: Prentice-Hall Inc
Halliday M.A.K, and R.
Hasan. 1985. Language, Context and Text:
aspect of language in a social – semiotic perspective, Hongkong: Oxford
University press
Harris, David. 1969. Testing English as a Second Language,
New York: Mc. Graw Hill Book Company,Inc
Hornby As. 2005. Oxford
Advanced Learner’s Dictionary, New York: Oxford University Press
_____________, 1989. Oxford
Advanced Learners Dictionary of Current English, Oxford: Oxford University
Press
Irianto, Agus. 1989. Bahan
Ajaran Statistik Pendidikan, Jakarta: Depdikbud
Isdaryanto.
2011. Definition of Narrative, http://understandingtext. blog.spot com.accessed on May, 12
J Dean, Brown and M. Bailey Kathleen. 1984. A Caterogical Instrument For
Scoring Second Language Writing Skills, http:www.blackwell-synergy.com/doi/abs/accessed
on September 1 2011
Joyce H and S Feez, Text Based Syllabus Design, Sidney: NLE
CTR
Keraf, Gorys. 2007. Argumentasi
dan Narasi. Jakarta: Gramedia
Larson, Mildred. 1984. Meaning-Based
Translation, Maryland: University press of America
Manser, Martin H. 1991. Oxford
Learner Pocket Dictionary, England: Longman
Mark P, New. 1982. Approaches
to Translation, Oxford: Pergaman Press
McMillan, James H. 2008. Educational Research:Fundamental for the
Consumer ,United States of America: Pearson Education Inc
Murcia Celce and Larsen
Freeman. 1983. The Grammar Book: ESL/EFL
Teachers’ course, Cambridge: Newbury House
R, Veit. 1985. Discovering English Grammar, Boston :
Houghton Mifflin
Sudarwati Th.M. and Eudia
Grace. 2006. Look Ahead 2, Jakarta: Erlangga
Suherman, Erman. 2001. Strategi Pembelajaran Kontemporer,
Bandung: Universitas Pendidikan Indonesia
Suryawinata Zuchridin,
Sugeng Hariyanto. 2003. Translation: Bahasa Teori dan Penuntun Praktis
Menerjemahkan Yogyakarta: Kanisius
W. Best, John. 1981 Research in Education: Fourth Edition,
New Jersey: Prentice-Hall
Webster, Meriem. 1971. Third New International Dictionary,
Newyor
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This thesis focuses
on a correlation study between past tense mastery and the ability of
translating narrative text amongst the eleventh grade students of SMAN 1 Seunuddon.
The objectives
of the study are to find out the students mastery of past tense and the
students’ ability in translating narrative text, and also to find out whether
or not there is a correlation between past tense mastery and students’ ability
in translating narrative text.
The
population of this study is the eleventh grade students of SMAN 1 Seunuddon.
The sampling process was administered by applying a purposive sampling
technique. There were 320 students of the eleventh grade and the writer took 34
students as the sample.
The writer
administered two kinds of tests, namely grammar test and translation test. Both
of the tests were in written form. In grammar test, the writer used multiple
choice test, while in translation test, the writer asked students to translate a
kind text of narrative into English. The instrument used for measuring the
achievement was a test. Before the instrument was used, it had been tried out
first. The main purpose of conducting it was to find out the validity,
reliability discrimination power and level of difficulties of the item of past
tense in a multiple choice test. The writer then selected the items before they
were used as the instrument of this research.
The result of
this research showed that there is a significant correlation between past tense
mastery and students ability in translating narrative text. This result is
obtained from the computation of the correlation between past tense mastery and
students’ ability in translating narrative text applied to the sample is 0,824.
The critical value of the Pearson r with the 5% significant level is 0,339. It
means that the result obtained from the computation is greater than its
critical value. Therefore, the writer concluded that the correlation between
the two variables is significant and the writer can see the average score of
the students’ mastery in past tense is 69,70. 0 student (0%) get excellent
level, 9 students (26,47%) get very good, 5 students (14,70%) get good, 6
students (17,65%) get fair, 6 students (17,65%) get poor and 8 students
(23,53%) get very poor and The average score of the students’ ability in
translating narrative text is 69,94. 0
student (0%) get excellent level, 6 students (17,65%) get very good, 11
students (32,35%) get good, 7 students (20,59%) get fair, 8 students (23,53%)
get poor and 2 students (5,88%) get very poor.
In line with
the result of the research, it is essential that the teacher to know that one
of the factory effect the students’ ability in translating narrative text is
the student’s mastery of past tense. The writer also suggest’ that students’
should improve their mastery of past tense because the mastery of past tense
can improve their ability in translating narrative text. Thus, the better the
students understand past tense, the better the students’ ability in translating
narrative text. The worse the students understand past tense, the worse the
students’ ability in translating narrative text.
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First of all, I would like to thank Allah SWT, the almighty God, who has
given the writer, health and ability so that the writer can finish this thesis.
Peace and salutation are presented to our last prophet, Muhammad SAW who brought
people from the darkness age into the brightest age of knowledge.
This thesis is a partial fulfillment of the requirements for Sarjana
degree. In completing this thesis, the writer is fully indebted to some
lecturers at IAIN Ar-Raniri Banda Aceh especially English department. The writer would
like to express her sincere gratitude and respect to the head of English
department Teuku Saiful Fasha, MA.
The writer would like to express her deepest gratitude to Drs. Marzuki,
MA and Dr. Sabaruddin. AG the first and second supervisor for their valuable
advice and suggestion.
She also extends her great gratitude to the headmaster Muhammad Shaleh, S.Pd,
the English teacher, Sulaiman, S.Pd, and all teachers of SMAN 1 Seunuddon for their
help during finishing this thesis.
The writer also thanks to her friends, Ali, Adi, Amri, Fitrah, Lisa,
Linda, Nurul, Ria, and all her friends in PBI-I and PBI-II.
Finally, the writer wants to express her appreciations, to her beloved
parents, Abdul Gani Ahmad and Syamsyiah, I own them ever
lasting thank, her sisters Safriati, Nursiah, Marzuki, Sabaruddin,
Ibnu Hajar and Yusniati.
However, the writer believes that this thesis is far from perfection,
thus any critic, advices or suggestions are needed in order to make this thesis
perfect.
The Writer
TARMIZI. AG
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Tarmizi. AG was
born in Alue Capli on Desember 4, 1982. He is the 4th child of seven
siblings. He is the son of Mr. Abdul Gani and Mrs. Syamsyiah. His education
starts from Elementary School in SDN Simpang IV Seunuddon, then Secondary
School in SMPN 1 Seunuddon and the Senior High School in SMAN 1 Seunuddon which
each of that graduate in 1995, 1998, and 2001.
In 2005, the
writer was accepted as a student of S-1 Program of English education in
Tarbiyah Faculty of IAIN Ar-Raniri Banda Acehthrough regular selection. During
studying, the writer had joined with the organization of English Department is
English club. And thanks for God, in 2009 the writer have struggled finish her
study of S-1 Program with satisfactory result.
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THE CORRELATION BETWEEN PAST TENSE MASTERY AND THE
ABILITY OF TRANSLATING NARRATIVE TEXT AMONGST THE ELEVENTH GRADE STUDENTS OF
SMAN 1 SEUNUDDON
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THESIS
Submitted By:
TARMIZI. AG
The Student of
English Department
Tarbiyah Faculty
Reg. No : 120726091
INSTITUT AGAMA
ISLAM NEGERI
AR-RANIRI BANDA ACEH
TAHUN 2009
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THESIS
Submitted to the
Tarbiyah Faculty IAIN Ar-Raniri Banda Aceh
as a Partial
Fulfillment of the Requirements for Sarjana
Degree S-1 in
Teacher Education
By :
TARMIZI. AG
The Student of
English Department
Tarbiyah Faculty
Reg. No : 120726091
Accepted by :
Main Supervisor, Co
Supervisor,
Drs. MARZUKI, MA Dr. SABARUDDIN.
AG
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Acknowledgement
.................................................................................................. v
Content
......... vi
List
of Table ......................................................................................................... viii
List
of Appendixes ................................................................................................ ix
Abstract
................................................................................................................... x
Chapter
I Introduction ....................................................................................... 1
A.
The Background of Study .......................................................... 1
B.
Statement of Problem ................................................................. 4
C.
The Objectives of Study ............................................................. 4
D.
The Significances of Study ......................................................... 4
E.
The Hypothesis ........................................................................... 5
F.
Terminology ................................................................................ 5
Chapter
II Theoretical Framework ...................................................................... 9
A.
Definition of Grammar ............................................................... 9
1.
English Tenses ...................................................................... 10
2.
Past Tense............................................................................. 11
2.1
Definition of Past Tense ............................................... 11
2.2
The Description of Meaning, Form and Function ........ 11
1.
Simple Past Tense .................................................... 11
2.
Past Progressive Tense ............................................. 12
3.
Past Perfect Tense .............................................. 13
4.
Past Perfect Progressive Tense ................................. 14
B.
Translation ................................................................................ 15
1.
Definition of Translation....................................................... 15
2.
Kinds of Translation ............................................................ 15
3.
Translation Process ............................................................... 17
C.
Text ........................................................................................... 19
1.
Narrative as One Text Types in English ............................... 21
2.
Definition of Narrative ........................................................ 21
3.
Kinds of Narrative ............................................................... 22
4.
Generic Structure of Narrative Text .................................... 23
D.
Narrative and Past Tense .......................................................... 23
E.
Grammar, Text and Translating ................................................ 24
F.
Theoretical Framework ............................................................. 26
Chapter
III Methodology of Research .............................................................. 28
A.
Place and Time of Research ...................................................... 28
1.
Place of Time Research ........................................................ 28
2.
Time of Research ................................................................. 28
B.
Population and Sample ............................................................. 28
1.
Population ............................................................................ 28
2.
Sample .................................................................................. 29
C. Method and Variable of Research ............................................ 29
1.
Method of Research ............................................................. 29
2.
Variable of Research............................................................. 30
D.
The Method of Data Collection and Instrument of
Research 30
1.
Method of Data Collection .................................................. 30
2.
Instrument of Research ........................................................ 31
E.
Steps of The Research .............................................................. 32
1.
Try Out ................................................................................. 32
2.
Validity of Instrument ......................................................... 32
3.
Reliability of Instrument ...................................................... 33
4.
Difficulty Level ................................................................... 34
5.
Discriminating Power ........................................................... 35
6.
Scoring system ..................................................................... 36
F.
Technique of Analysis Data ...................................................... 38
Chapter
IV Discussion and Result ...................................................................... 39
A.
Discussion ................................................................................. 39
B.
Result ........................................................................................ 44
Chapter
V Conclusion and Suggestion ............................................................. 46
A.
Conclusion ................................................................................ 46
B.
Suggestion ................................................................................ 47
Bibliography
..... 48
Appendixes
..... 51
Biography
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Table 3.1. Criteria
of Validity Analysis............................................................... 33
Table 3.2. Criteria of Reliability Analysis............................................................ 34
Table
3.3. Criteria of Difficulty Level
Analysis.................................................. 35
Table 3.4. Criteria of Discriminating Power Analysis......................................... 36
Table 3.5. Criteria of Student’s Achievement analysis ....................................... 37
Table 3.6. Interpretation of Number Correlation (r Score) ................................. 38
Table 4.1. Score of the Student’s Mastery in Past Tense
(X).............................. 39
Table 4.2. Score of the Student’s Ability in Translating
Narrative Text (Y)....... 40
Table 4.3. The
Square and Multiplied of X and Y.............................................. 41
Table 4.4. High Score of Students in Mastering Past
Tense and Translating Narrative Text 43
Table 4.5. Low Score of Students in Mastering Past Tense
and Translating Narrative Text 44
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Appendixes
1 The Instrument for Grammar Test .............................................. 51
Appendixes
2 The
Instrument for Translation Test ........................................... 54
Appendixes
3 Table of Item Analysis ................................................................ 56
Appendixes
4 Table of r Product Moment ......................................................... 62
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[1]
As. Hornby, Oxford Advanced Learner’s Dictionary, (New York: Oxford University Press, 2005), p.
1632
[2]
New Mark. P, Approaches to Translation, (Oxford: Pergaman Press, 1982),
p. 7
[3]
As. Hornby, op. cit, p. 675
[4]
As. Hornby, Oxford Advanced Learner’s
Dictionary, (New York: Oxford University Press, 2005), p. 284
[5]
Collins, English Grammar, (London:
Haper Collins, 2003), p. xxi
[6]
As. Hornby, op.cit, p. 343
[7]
James H, McMillan, Educational Research:
Fundamental for the Consumer, (United States of America: Pearson Education
Inc,2008), p. 141
[8]
As. Hornby, op.cit,p, p. 312
[9]
Collins, English Grammar,
(London: Haper Collins, 2003), p. xvi
[10]
Berttranm A, The Saurus Of Every Day American English, (Chicago: NTC,
1998), p. 604
[11]
Meriem and Webster, Third New International Dictionary, (Newyork, 1971),
p. 604
[12]
Martin H. Manser, Oxford
Learner Pocket Dictionary, (England: Longman, 1991), p. 1
[13]
Allyn and Bacon, Phycology the Science of Behavior, (London: Longman,
1964), p. 2
[14]
JC. Catford, Linguistic Theory of Translation, (Oxford: Oxford Univesity
Press 1965), p. 20
[15]
Zuchridin Suryawinata and Sugeng Hariyanto, Translation: Bahasa Teori dan
Penuntun Praktis Menerjemahkan (Yogyakarta:
Kanisius, 2003), p. 13
[16]
As. Hornby, Oxford Advanced Learner’s Dictionary, (New York: Oxford
University Press, 2005), p. 284
[17] Isdaryanto, Definition of Narrative (Online) ,http://understandingtext.blog.spot.com. accessed
on May, 12, 2011
[18] J
Cook and Suter W, The Scope of Grammar, (New
york: Mc Graw-Hill, 1980 ), p. 1
[19]
Veit R, Discovering English Grammar,
(Boston : Houghton Mifflin, 1985), p.25
[20]
As. Hornby Oxford
Advanced Learners Dictionary of Current English, (Oxford: Oxford University
Press, 1989), p. 1324
[21]
Marcella Frank, Modern English: A Practical Reference Guide, (New Jersey: Prentice-Hall Inc, 1972), p. 47
[22]
Collin, English Grammar, (London:
Haper Collins, 2003), p. xxi
[23]Wren
and Martin, High School English Grammar
and Composition, (New Delhi: S. Chand and Company LTD, 1989), p. 66
[24] Ibid, p. 67
[25]
Bety Schrampfer, Azar, Fundamentals of
English Grammar: Second Edition, (Ney Jersey: Prentice-Hall, 1992) p. 18
[26] Wren
and Martin, op. cit, p. 70
[27]
Widyamartaya, A, Seni Menerjemahkan, (Yogyakarta: Kanisius, 1989), p. 4
[28]
New Mark, P, Approaches to Translation, (Oxford: Pergaman Press, 1982),
p. 7
[29]
Mildred, Larson, Meaning-Based Translation, (Maryland: University press of
America, 1984 ), p.15
[30]
Zuchridin Suryawinata and Sugeng Harianto, Translation;Bahasan Teori dan
Penuntutn Praktis Menerjemahkan, (Yogyakarta: Kanisius, 2003), p. 19
[31]
M.A.K. Halliday and Hasan R, Language,
Context and Text: aspect of language in a social – semiotic perspective, (
Hongkong: Oxford University press, 1985), p. 10
[32] H
Joyce and S Feez, Text Based Syllabus Design, ( Sidney: NLE CTR , 1998), p. 5
[33] M.A.K.
Halliday and Hasan R, op.cit, p.
[34]Derewianka,
Exploring how text work, (Newton:
Primary English Teaching Assosiciation, 1990),p. 17
[35]
Gorys Keraf, Argumentasi dan Narasi (Jakarta: Gramedia, 2007), p. 135
[36]
Isdaryanto, Definition of Narrative, (on line), http:// Understanding text.blog.spot.com. accessed
on May, 12, 2011
[37] Ibid, accessed on May, 12, 2011
[38] Ibid, accessed on, may, 12, 2011
[39]
Th.M.Sudarwati and Eudia Grace, Look
Ahead 2, ( Jakarta: Erlangga, 2006 ), p. 48
[40]
Celce Murcia
and Larsen Freeman, The Grammar Book:
ESL/EFL Teachers’ course, (Cambridge: Newbury House, 1983), p. 2
[41]
Ika Windy Febrianingrum, http:
//translate. Google user content.com, accessed on juny 10 2011
[42]
Zuchridin Suryawinata and Sugeng Harianto, Translation; Bahasan Teori dan
Penuntutn Praktis Menerjemahkan, (Yogyakarta: Kanisius, 2003), p. 82
[43]
Agus, Irianto, Bahan Ajaran Statistik
Pendidikan,(Jakarta: Depdikbud, 1989), p. 18
[44]
James H, McMillan, Educational Research: Fundamental for the Consumer, (United States
of America: Pearson Education Inc,2008), p. 112
[45] Ibid, p. 110
[46]
Suharsimi Arikunto, Prosedur Penelitian
suatu Pendekatan Praktik, (Jakarta:
Rineka Cipta, 2006), p. 134
[47]
Suharsimi Arikunto, Prosedur Penelitian,
( Jakarta:
Rineka Cipta, 2002), p. 98
[48]
James H, McMillan, Educational Research: Fundamental for the Consumer, (United States
of America: Pearson Education Inc,2008), p. 119
[49]
Suharsimi arikunto, op. cit, p. 136
[50] James
H, McMillan, op. cit, p. 160
[51]
Donald Ary, Introduction to research in
Education, (New york: CBS College Publishing, 1985), p. 143
[52]
Suharsimi Arikunto, Prosedur Penelitian, ( Jakarta: Rineka Cipta, 2002),p. 146
[53]
James H, McMillan, Educational Research:
Fundamentals For the Consumer,
(United States of America: Pearson Education Inc,2008) p. 149
[54]
Suharsimi Arikunto, op. cit, p. 188
[55]
Erman Suherman, Strategi Pembelajaran
Kontemporer, (Bandung: Universitas
Pendidikan Indonesia,
2001), p. 189
[56] Ibid, p.
176
[57]
H. Douglas, Brown, Language Assement (San Fransisco State Univercity,
Longman 2004) p. 241-243
[58]
J. Dean, Brown and M. Bailey Kathleen, A Categorical Instrument for Scoring
Second Language Writing Skills. http://www.blackwell-synergy.com/doi/abs.accessed_on_september
1, 2011. p. 39-41
[59] David, Harris, Testing English as a Second Language,
(New York: Mc. Graw Hill Book Company,Inc, 1969), p. 134
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