perpustakaan.uns.ac.id digilib.uns.ac.id commit to user A CORRELATIONAL STUDY BETWEEN TRANSLATION ABILITY, HABIT OF WATCHING ENGLISH MOVIES, AND READING COMPREHENSION OF THE FOURTH SEMESTER STUDENTS OF ENGLISH EDUCATION OF TEACHER TRAINING AND EDUCATION FACULTY OF SEBELAS MARET UNIVERSITY IN THE ACADEMIC YEAR OF 2011/ 2012 THESIS Submitted to Teacher Training and Education Faculty of Sebelas Maret University to Fulfill One of the Requirements of the Undergraduate Degree of Education in English Ifa Riana K2208036 ENGLISH EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY SEBELAS MARET UNIVERSITY SURAKARTA 2012
106
Embed
perpustakaan.uns.ac.id digilib.uns.ac.id A CORRELATIONAL ...
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
A CORRELATIONAL STUDY BETWEEN TRANSLATION ABILITY,
HABIT OF WATCHING ENGLISH MOVIES, AND READING
COMPREHENSION OF THE FOURTH SEMESTER STUDENTS OF
ENGLISH EDUCATION OF TEACHER TRAINING AND EDUCATION
FACULTY OF SEBELAS MARET UNIVERSITY
IN THE ACADEMIC YEAR OF 2011/ 2012
THESIS
Submitted to Teacher Training and Education Faculty of Sebelas Maret
University to Fulfill One of the Requirements of the Undergraduate Degree
of Education in English
Ifa RianaK2208036
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
SURAKARTA
2012
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
i
A CORRELATIONAL STUDY BETWEEN TRANSLATION ABILITY,
HABIT OF WATCHING ENGLISH MOVIES, AND READING
COMPREHENSION OF THE FOURTH SEMESTER STUDENTS OF
ENGLISH EDUCATION OF TEACHER TRAINING AND EDUCATION
FACULTY OF SEBELAS MARET UNIVERSITY
IN THE ACADEMIC YEAR OF 2011/ 2012
THESIS
Submitted to Teacher Training and Education Faculty of Sebelas Maret
University to Fulfill One of the Requirements of the Undergraduate Degree
of Education in English
Ifa RianaK2208036
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
SURAKARTA
2012
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
ii
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
iii
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
iv
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
v
ABSTRACT
Ifa Riana. A Correlational Study between Translation Ability, Habit ofWatching English Movies, and Reading Comprehension of the FourthSemester Students of English Education of Teacher Training and EducationFaculty of Sebelas Maret University in the Academic Year of 2011/ 2012.Thesis. Surakarta: Teacher Training and Education Faculty, Sebelas MaretUniversity. 2012.
This study is aimed to find out the correlation between: (1) translationability and reading comprehension of the fourth semester students of EnglishEducation of Teacher Training and Education Faculty of Sebelas Maret Universityin the academic year of 2011/ 2012; (2) habit of watching English movies andreading comprehension of the fourth semester students of English Education ofTeacher Training and Education Faculty of Sebelas Maret University in theacademic year of 2011/ 2012; and (3) translation ability and habit of watchingEnglish movies simultaneously and reading comprehension of the fourth semesterstudents of English Education of Teacher Training and Education Faculty ofSebelas Maret University in the academic year of 2011/ 2012.
This study belongs to a correlational study. The population was all of thefourth semester students of English Education of Teacher Training and EducationFaculty of Sebelas Maret University in the academic year of 2011/ 2012. Thesample was 30 students that were selected by using cluster random samplingtechnique. The instruments used to collect the data were tests and questionnaire.The tests were used to collect the data of translation ability and readingcomprehension, while the questionnaire was used to collect the data of habit ofwatching English movies. The techniques used to analyze the data were simpleand multiple regression and correlation by using Statistical Product and ServiceSolutions (SPSS).
The results of the study show that (1) there is a positive correlation betweenstudents’ translation ability and students’ reading comprehension; (2) there is apositive correlation between students’ habit of watching English movies andstudents’ reading comprehension; and (3) there is a positive correlation betweenstudents’ translation ability and habit of watching English movies simultaneouslyand students’ reading comprehension. Furthermore, the results show that 32.7%variance of reading comprehension is determined by translation ability, while13.1% variance of which is determined by habit of watching English movies, and33.1% variance of which is determined by translation ability and habit ofwatching English movies simultaneously.
With regard to the results of the study, it can be concluded that positivecorrelation between translation ability and habit of watching English movies andreading comprehension indicates that both translation ability and habit ofwatching English movies are able to support and ultimately give contribution toreading comprehension. Hence, students’ translation ability and habit of watchingEnglish movies need to be considered in the teaching and learning activities ofreading for more variations.
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
vi
MOTTO
“Strive to do the best.”
(The Writer)
“Hiduplah dengan baik!”
(The Writer)
“The many and varied points of view I have encountered
do not confuse, but enrich.”
(A Short Animated Movie
“The Fantastic of Flying Books of Mr. Morris Lessmore”)
“Learn to face the joy and pain”
(Official Soundtrack of Television Drama “The Outsiders”)
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
vii
DEDICATION
This thesis is whole-heartedly dedicated to:
My beloved Father and Mother
My lovely brothers, “Edi”, “Ilyas” and
“Erwanto”
All of my friends and relatives that have
sincerely helped and accompanied me
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
viii
ACKNOWLEDGMENTS
All praises be to the Almighty God, Allah SWT who tremendously provides
knowledge and inspiration and always gives His blessings so that the writer is
able to accomplish this thesis. The writer is also completely grateful to everyone
for their sincere help, beneficial guidance, and great support so that this thesis can
be realized as well. Hence, the writer would like to express her deep gratitude to:
1. The Dean of Teacher Training and Education Faculty for his permission to
carry out this study.
2. Dr.Muhammad Rohmadi, M. Hum, the Head of Language and Art
Department of Teacher Training and Education Faculty for his permission
to write this thesis.
3. Endang Setyaningsih, S.Pd, M. Hum, the Head of English Education
Department of Teacher Training and Education Faculty for her permission
to conduct the research.
4. Dr. Ngadiso, M. Pd., the first consultant, for his great patience, valuable
guidance and advice.
5. Hefy Sulistyawati, S. S., M. Pd., the second consultant, for her tremendous
patience, sincere encouragement and advice.
6. All students of class A and B of the fourth semester of English Education
Department of Teacher Training and Education Faculty of Sebelas Maret
University in the academic year of 2011/ 2012 for their joining the
research.
7. Her beloved parents for their endless love, night and day prayers, and
tremendous sacrifices, help, and support.
8. Her beloved brothers, Edi, Ilyas, and Erwanto for their night and day
prayers, great support and help, and togetherness to share the laughter and
the tears.
9. All her relatives and friends in Rembang for their encouragement and
support.
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
ix
10. Her lovely friends of her boarding house “Lubna” for their help and
guidance, and her beloved friends of English Education Department 2008
such as Ari, TM, Rina, Erny, Ambon, Atin, Fara, and many others for their
lively friendship and togetherness, valuable sharing, and sincere help.
11. Everyone who have not yet been mentioned for the help that they have
given to the writer to carry out the research and accomplish this thesis.
This thesis might not be virtually perfect so that the writer is truly open to
any kind of criticism and suggestions. Hopefully, this thesis will be useful for
readers and for those who are interested in the similar study, particularly.
Surakarta, August, 2012
Ifa Riana
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
x
TABLE OF CONTENTS
TITLE................................................................................................................. i
PRONOUNCEMENT ........................................................................................ ii
APPROVAL....................................................................................................... iii
LEGALIZATION............................................................................................... iv
ABSTRACT ....................................................................................................... v
MOTTO.............................................................................................................. vi
DEDICATION ................................................................................................... vii
ACKNOWLEDGMENTS.................................................................................. viii
TABLE OF CONTENTS ................................................................................... x
LIST OF TABLES ............................................................................................. xiii
LIST OF FIGURES............................................................................................ xiv
LIST OF APPENDICES .................................................................................... xv
CHAPTER I INTRODUCTION.................................................................... 1
A. Background of the Study ................................................... 1
B. Identification of the Problem............................................. 8
C. Limitation of the Problem ................................................. 9
D. Formulation of the Problem............................................... 9
E. Benefits of the Study ......................................................... 9
CHAPTER II REVIEW OF RELATED LITERATURE ................................ 11
A. The Nature of Reading Comprehension............................. 11
1. The Definition of Reading Comprehension ................. 11
2. Models of Reading ....................................................... 12
In fulfillment of a:Rhetorical purpose (plan,goal)
Balancing informativity(static/ dynamic)
in terms of estimatedimpact on: source textreadership
in terms of estimated impacton: target text readership
Transfer skills will have been determined during source text processing and
will, in turn, determine target text processing. Each skill interacts with each other
skill.
9. Translation Procedures
Translation procedures are the technical devices used to transfer the
meaning of a text in one language into a text in another language. They involve
essentially adding structural or lexical elements to those present in the source
language or subtracting from them; eliminating elements that are obligatory in
the source language but unnecessary in the target language or with no
counterpart there, and where disparity between the two media goes beyond
language patterns, adapting the content of the message so that the target
language text will come as close as possible to the intent of the source language
text and create a similar impact. Below is the example of these procedures:
Harry
Harry
-
does
tidak
not
merokok
smoke(adding)
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
34
-
It’s
perlu
necessary
diketahui
to know
bahwa….
that….
Saya
I
mau
want
-
to
melihat
see
jaran kepang
jaran kepang
From the example above, the change from source language into target
language calls for addition, subtraction, adaptation, and untranslatableness.
Pinchuck (in Sabrony, 1988: 1.35) further states that the procedures of
translation can be in the form of:
a. Transcription
This means rendering the sounds of an SL into a TL form, for instance:
Indonesian: English:
Ahmad Ahmed
Orang hutan Orangutan
b. Transliteration
This is the process of rendering the letters of one alphabet into the letters
of another with a different alphabetical system, for example, from Arabic into
Latin. However, no transliteration takes place between Indonesian and English
since both use the Latin alphabets.
c. Borrowing
A lot of types of borrowing are made from one language to another. A
procedure which is often used when the TL has no equivalent for the SL units
is to adopt them without change but sometimes with spelling or pronunciation
adjustments. The examples are below:
Indonesian: English:
durian durian
sandal sandal
Saya
I
kembali
returned
ke
-
rumah
home
(adding + adapting)
(substracting+
untranslatable)
(substracting)
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
35
English: Indonesian:
memo memo
taxi taksi
d. Literal
This is one-to-one structural and conceptual correspondence. It may
include borrowings and word-to-word translation, for example:
Indonesian: English:
5 buku 5 books
Mary telah datang. Mary has come.
e. Transposition
It involves replacing a grammatical structure in the SL with one of a
different type in the TL in order to achieve the same effect, for instance:
Indonesian: English:
Perlu diketahui bahwa…… You should know that……
English: Indonesian:
I would have come if I had known. Saya tentu datang kalau tahu. Sayang,
saya tidak tahu maka tidak datang
f. Modulation
Modulation entails a change in lexical elements, a shift in the point of
view. Transposition and modulation may take place at the same time, for
instance:
English: Indonesian:
g. Adaptation
It involves modifying the concept, or using a situation analogous to the SL
situation though not identical to it.
English: Indonesian:
When I told him I won a prize at a
lottery he called me lucky dog.
Sewaktu kukatakan kepadanya
bahwa aku menang lotere dia
menyebutku orang yang beruntung.
Time is money. Waktu itu sangat berharga.
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
36
10. Translation Viewed as an Aspect Supporting Students’ Reading
Comprehension
How translation helps students learn language which also includes reading
as the skill is also investigated by some researchers. Naiman, et al. (in Liao,
2006: 192) believe that one of the strategies often used by language learners is
to ‘refer back to their native language(s) judiciously (translate into L1) and
make effective cross-lingual comparisons at different stages of language
learning’. Liao (2006: 191) further says, “Translation is widely used in
learners’ foreign language learning process. It appears that learners often use
translation as a learning strategy to comprehend, remember, and produce a
foreign language.”
Hsieh (in Liao, 2006: 195) also states that translation benefits students’
English reading in terms of enhancing their reading comprehension, reading
strategies, vocabulary learning, and cultural background knowledge. It helps
them pay attention to the coherence and contextualization of English reading
text. Additionally, translation seems to play an important facilitative role in
college students’ reading process. They tend to consider translation as a
positive learning resource for them to comprehend, memorize, and produce
better English in order to acquire reading skill, and to complete various English
reading comprehension tasks. ). Liao (2006: 195) also emphasizes that
translation can help students to check whether their comprehension is correct
and it eases memory constraints in memorizing more words, idioms, grammar,
and sentence structures; and it can also help students develop and express ideas
in another language. In addition, through translation in which the new words
are being linked to its native language equivalent, students can learn new
vocabulary to enhance their reading comprehension which usually deals with a
lot of new vocabulary in the text as Deller and Rinvolucri (2002: 10) believe
that new items of English vocabulary can be introduced in a clear and defined
way, with students learning where a word is the same or different in their
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
37
mother tongue. They further add that English grammar can be better
understood by looking into the mother tongue grammar mirror.
Duff (1996: 6) explains that translation helps us to understand better the
influence of the one language on the other, and to correct errors of habit that
creep in unnoticed (such as the misuse of particular words or structures).
Moreover, translation develops three qualities to all language learning such as
accuracy, clarity, and flexibility. Translation trains the learners to search
(flexibility) for the most appropriate words (accuracy) to convey what is meant
(clarity). This combination of freedom and constraint allows the students to
contribute their own thoughts to a discussion which has a clear focus—the
text.”
Finally, translation covers all textual elements. When translating a text,
students come into contact with all the main ideas and specific details of a
reading passage. Mahmoud (2003) explains that translation can improve
comprehension since it encourages the students to read a passage carefully and
precisely at the word, sentence, and text levels. Translation also builds
students’ awareness of genre and register in certain text so that it can help
learners become familiar with different features of literary, scientific, and
technical texts.
Based on the ideas above, it can be concluded that translation is a process of
replacing or reproducing or transferring from the source language (SL) text or
material or concept as messages into its target language (TL) equivalence in the
form of coherence, lexical equivalent, grammatical adjustment, register and
culture equivalent through translation procedures such as addition, subtraction or
omission, adaptation or shift, and untranslatableness so that the meaning and
style can be retained. Thus, it can be said that translation ability is indicated by
coherence, lexical equivalent, grammatical adjustment, register and culture
equivalent, and additions, omission, and shifts equivalent. Hence, the translation
is assessed based on translation assessment rubric from Khanmohammad and
Osanloo (2009: 131-153) as follows:
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
38
Table 2.2. Translation Assessment Rubric
ScoreRange
Description
Accuracy (Coherence)
25-30 No identifiable problems of comprehension; original message has been conveyedcompletely to TL readers; no omissions or additions to information
21-24 Virtually no problems of comprehension except with the most highly specializedvocabulary with no influence on TL readers’understanding; some partialomissions and additions
16-20 Information is conveyed to TL readers with some difficulty due to translatormisunderstanding of some parts of original message; apparent omissions andadditions
11-15 Poor expression of ideas; numerous serious problems in understanding STinterfere with communication of original message; difficult to understand TT
1-10 Severe problems interfere greatly with communication of original message; TLreader can’t understand what original writer was trying to say
Lexical Equivalent
20-25 All lexical and syntactic elements have been understood; precise vocabularyusage; words have been chosen so skillfully that the work reads like a goodpublishable version
15-19 Full comprehension and good usage of a wide range of vocabulary and structures;specialized vocabulary presents some problems with unsuitable equivalents
10-14 General comprehension of a fair range of vocabulary although some gapsobserved; some vocabulary misused; some evidence of plausible attempts to workaround difficulties of finding equivalents, perception, wordplay and otherlinguistic features
5-9 Comprehension of vocabulary and structures show quite noticeable gaps whichobscure sense; problems in finding correct vocabularies; unable to cope withspecialized vocabulary
1-4 Inappropriate use of vocabularies; comprehension of original seriously impededeven with fairly everyday vocabulary and structures; translation as a whole makeslittle sense
Register and Culture Equivalent
17-20 Good sensitivity to nuances of meaning, register are preciselyand sensitivelycaptured; there is a sophisticated awareness of the cultural context; translationshows a sophisticated command of TL lexis, syntax, and register
13-16 There is a fair degree of sensitivity to nuances of meaning, register, and culturalcontext
9-12 There is a lack of sustained attention to nuances of meaning, register, and culturalcontext; no awareness of register; TL lexis, syntax, and register are not alwaysappropriate
4-8 There is scant attention to nuances of meaning, register, and cultural context;there are serious to severe shortcomings in the use of appropriate lexis, syntax,and register
1-3 There is no appreciable understanding of nuances of meaning, register, andcultural context; no concept of register or sentence variety
Grammar
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
39
13-15 Gives the feeling that the translation needs no improvement from grammaticaland stylistic points though one or two natural failings might be observed; native-like fluency in grammar
10-12 Shows flair for stylistic manipulation of TL items as if text were written in TLoriginally except where the language is placed under severe pressure ofcomprehension; maintains advanced proficiency in grammar; some grammaticalproblems but with no influence on message
7-9 Tends to have awkward grammatical usage in TL and literality of renderingthough but not impeding sense in a significant manner; some attempts to reflectstylistic features of the original; some grammatical problems are apparent andhave negative effects on communication
4-6 Clumsy TL; often nonsensical grammatical usages in TL; unnatural sounding;little attempt to reflect stylistic features of the original; there is evidence of cleardifficulties in following style; grammatical review of some areas is clearly needed
1-3 Little sense of style which often makes poor sense in TL; knowledge of grammaris inadequate; use of TL grammar is inadequate; severe grammatical problemsinterfere greatly with message
Additions, Omissions, Shifts and Inventing Equivalents
9-10 Correct use of relative clauses, verb forms; use of parallel structure; creativeinventions and skillful solutions to equivalents; no fragment or run-on sentence
7-8 Almost all shifts appear with partial trespass, attempts variety; some inventionsfor not available equivalents in TL; no fragment or run-on sentence
5-6 Some shifts but not consistency; awkward and odd structure; only few run-onsentences or fragments present
3-4 Lacks variety of structure due to not preserving necessary shifts except for fewcases; little or no evidence of invention in equivalents
1-2 Unintelligible sentence structure due to completely ignoring necessary shifts; noskillful handling of equivalents; no trace of invention
C. The Nature of Habit of Watching English Movies
1. The Definition of Movies
Due to the improvement in technology of entertainment media, movies
have been widespread around the world significantly and easily accepted by
people from a lot of distinct backgrounds. Movie, which is commonly called
film can be watched at the cinema, on the internet, through CD/ DVD players,
and even on television. According to Bayu and Gora (2004: 1), “Film is a
series of story that needs images and sounds as the media with the filmic
language and it needs a long time to convey it. Film is made by someone who
is called filmmaker. Similarly, Allen and Gomery (1993: 158) state film or
movie consists of images and sounds, theme and story, and the theme comes
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
40
from social environment such as social phenomena, social interest, and cultural
value.
Douglass and Harnden (1996: 252) state that film, as moving images, is a
visual language. They further emphasize that film is made of visual or images
sequences as a symbolic language which has meaning inside of each image
which is presented. Film also involves world, characters, and meaning.
Sometimes images speak by using sounds, written words, and only the images
themselves. Likewise, Bordwell and Thompson (1997: 316) believe that movie
is “synchronization of senses”—making a single rhythm or expressive quality
unify both image and sound.
Hence, movie can be defined as a sequence of story which is built through
the synchronization of images and sound as the language in which the theme of
the story which is primarily undergone by the characters comes from social
environment such as social phenomena, social interest, and cultural value.
2. Types of Movies
Bordwell and Thompson (1997: 43-51) classify films into several types as
follows:
a. Documentary
A documentary film purports to present factual information about the
world outside the film. This in turn leads the audience to assume that the
persons, places, and events exist and that the information presented about
them is factually trustworthy. Bordwell and Thompson (1997: 44) then divide
documentary films into the compilation film and direct-cinema documentary.
The former type refers to a film which is produced by assembling images
from archival sources. The later type characteristically records an ongoing
event “as it happens,” with minimal interference by the filmmaker.
b. Fiction
Fictional films are typically contrasted with documentary ones. A
fictional film presents imaginary beings, places, or events. However,
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
41
sometimes, it is not completely unrelated to actuality. Through theme,
subject, characterization, and other means, a fictional film can directly or
abliquely present ideas about the world outside the film.
c. Mixtures and Hybrids
A film may fuse dosumentary and fiction in other ways. This kind of film
belongs to mixture and hybrid. In this case, the filmmakers have sometimes
sought to blur the lines separating documentary and fiction.
d. Animated Film
Animated films are distinguished from live-action ones by the unusual
kinds of work that are done at the production stage. Animators create a series
of images by shooting one frame at a time. When projected, the images create
illusory motion comparable to that of live-action filmmaking. Anything in the
world—or indeed the universe—that the filmmaker can manipulate can be
animated by means of two-dimensional drawings, three-dimensional objects,
or electronic information stored in a computer.
There are several distinct types of animation. The most familiar is drawn
animation in which the animators drew and photographed long series of
cartoon images. Another type of animation involves cut-outs in which the
filmmakers make flat puppets with movable joints in the form of both two-
dimensional images and three-dimensional objects. Animation can be
combined with other types of filmmaking. For example, some documentaries
contain animation.
e. Experimental and Avant-Garde Film
This kind of film is created to challenge orthodox notions of what a
movie can show and how it can show it. The filmmakers work independently
of the studio system, and often they work alone. Experimental films are made
for many reasons. The filmmaker may wish to express personal experiences
or viewpoints in ways that would seem eccentric in a mainstream context.
They also wish to explore some possibilities of the medium itself. They may
tell no story, but they create poetic reveries. Avant-garde cinema is
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
42
recognizable by its efforts at self-expression or experimentation outside
mainstream cinema.
3. The Nature of Watching Movies
According to Austin (2008) the majority of reasons people go to movies
centre on recreation and entertainment. Other reasons includes passing time,
habit, just because they wanted to, to see a movie they were interested in, to see
a certain actor or actress, educational purposes, had read the book about a movie,
had seen interesting advertising, had heard about the movie from someone else,
to get away from everyday routine, relaxation, and because they were tired of
watching television.
The experience of seeing a film emphasizes the vivid visual presentations in
which images are already fully established, easily identified and easily followed,
even on the elementary levels. Garth (in Stam and Raengo, 2004: 2) states that
film is an unusually strong type of communication process, because the viewer is
willing, even eager to receive what the communicator has to offer. A film is
designated as perceptual, visual, presentational, literal, given to visual images.
Film draws on a combination of visual, aural, and verbal signifiers. After
all, films abound in words, in sound dialogue, intertitles, subtitles, voice-over
narration, credits, and words on sets and props and written texts form the basis
of most films. Film encompasses modes of expression: some, truly languages
(the verbal element), and some languages only in more or less figurative sense
(music, images). Nevertheless, these languages are not all found on the same
plane with respect to cinema: speech and music were annexed at a later time, but
film was born with image discourse.
When watching films, the audiences get emotionally engaged in some
interesting things happen. It is as if a double projection goes on. First, the film is
projected on the screen. Secondly, the spectator projects his or her own life into
the narrative and a possible impact on many levels gets started, where meaning
is created and processed. The empirical examples of spectators’ experiences of
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
43
Individualmeaningmaking
processes
Significance inreal life
movies support the view that narratives in popular forms are extremely attractive
and important in every-day life. In film studies, the process itself deals with
terms which are usually called sujet and fabula to highlight the hugely important
recognition that spectators actively make meaning. We, as audience, create the
fabula in our minds, fleshing out the plot to form the full story on the basis of
cues in the sujet (Bordwell & Thompson, 1997: 234). The film’s sujet and style
interact in the course of cueing and channelling the spectator’s construction of
the fabula. The process of making meaning through movies can be illustrated as
follows:
Figure 2.2. The Process of Making Meaning through Movies
4. The Definition of Habit
Habit has been believed to be a significant factor which contributes to
learners’ success in learning a foreign language. According to Carter (1973:
247), “Habit is an action practiced continuously until it becomes a patterned
behavior, and it is usually performed without conformed unconsciously because
practice has become familiar and easy.
Weiner (1976: 226) assumes that habit is a response that has become
relatively automatic through practice. Additionally, habit is habituated routines
of behavior that are repeated regularly, and then it tends to occur
subconsciously, without directly thinking consciously about them. In line with
Sujet =input
Fabula =construction of story
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
44
Carter and Weiner, Camic (in Hunt, 2010: 70) says that a habit is a “more or less
self-actuating disposition or tendency to engage in a previously adopted or
acquired form of action”. He further states that habitual practices require a
minimum of reflection or deliberation. Thus, they allow efficiency of thought
and action because they occur at a tacit and informal level. Habits are developed
and oriented by a range of sources. Early socialization and experience is a
critical component of habit formation.
The ideas above are supported by Butler (1995: 61) who believes that habits
are automatic routines of behavior that are repeated regularly, without thinking.
Similarly, Verplanken, et al. (1997: 540) also state that habits are commonly
understood as “learned sequences of acts that become automatic responses to
specific situations which may be functional in obtaining certain goals or end
states.” Finally, Knight (2009) defines Habit as an effect of repeated acts and an
aptitude to reproduce them.
In conclusion, habit is automatic routines of behavior that are repeated
regularly, and then it tends to occur subconsciously, without directly thinking
consciously about them so that it may be functional in obtaining certain goals or
end states. Furthermore, in this case, habit of watching English movies can be
defined as automatic routines of watching English movies that are repeated
regularly without directly thinking consciously about them so that it may be
functional in obtaining certain goals or end states.
5. The Aspects of Habit
According to Knight (2009), daily experience shows that the repetition of
actions or reactions produces, if not always an inclination, at least an aptitude to
act or react in the same manner in the form of habitual activity. Like any faculty
or power, habit cannot be known directly in itself, but only indirectly—
retrospectively from the actual processes which have given rise to it, and
prospectively from those which proceed from it. When an attitude, action, or
series of actions result from a well-formed and deep-rooted habit, the following
aspects arise:
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
45
a. Uniformity and regularity succeed diversity and variety; under the same
circumstances and conditions the same action recurs invariably and in the
same manner, unless a special effort is made to inhibit it;
b. Selection takes the place of diffusion; after a number of attempts in which the
energy is scattered in several directions, the proper movements and
adaptations are singled out; the energy now follows a straight line and goes
forth directly toward the expected result;
c. Less stimulus is required to start the process, and, where perhaps resistance
has to be overcome, the slightest cue now suffices to give rise to a complex
action;
d. Difficulty and effort disappear; the elements of the action, every one of which
used to require distinct attention, succeed one another automatically;
e. Where there is merely desire, often difficult to satisfy, or indifference,
perhaps even repugnance, there is now tendency, inclination, or need, and the
unwonted interruption of an habitual action or mode of thinking generally
results in a painful feeling of uneasiness;
f. Instead of the clear and distinct perception of the action in its details, there is
only a vague consciousness of the process in its totality, together with a
feeling of familiarity and naturalness.
In a word, habit is selective, produces quickness of response, causes the
processes to be more regular, more perfect, more rapid and tends to automatism.
The empire of habit is well-nigh unlimited, and that there is no form of human
activity to which it does not extend.
6. The Growth of Habit
Knight (2009) states that habit is acquired by exercise; it differs from the
instincts and other natural predispositions and aptitudes which are innate. In a
series of actions, it begins with the first act, for, if this left no trace whatsoever,
there would be no more reason why it should begin with the second or any
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
46
subsequent act. Yet at this early stage the trace or disposition is too weak to be
called a habit; it must grow and be strengthened by repetition.
The growth of habit is twofold, intensive and extensive, and may be
compared to that of a tree which extends its branches and roots farther and
farther, and at the same time acquires a stronger vitality, can resist more
effectively obstacles to life, and becomes more difficult to uproot. A habit also
ramifies; its influence, restricted at first to one line of action, gradually extends,
making itself felt in a number of other processes. Meanwhile it takes deeper root,
and its intensity increases so that to remove or change it becomes a more and
more arduous task. The main factors in the growth of habit are:
a. the number of repetitions, as every repetition strengthens the disposition left
by previous exercise;
b. their frequency, too long an interval of time allows the disposition to weaken,
whereas too short an interval fails to give sufficient rest, and results in
organic and mental fatigue;
c. their uniformity, at least change must be slow and gradual, new elements
being added little by little;
d. the interest taken in the actions, the desire to succeed, and the attention given;
e. the resulting pleasure or feeling of success which becomes associated with the
idea of the action.
How frequently the actions should be repeated, or how rapidly the
complexity may be increased, will depend not only on actual psychological
factors of interest, attention, and application, but also on the nature of the actions
to be performed and on natural aptitudes and tendencies. Habits decrease or
disappear negatively by abstaining from exercising them, and positively by
acting in an opposite direction, antagonistic to the existing habits.
7. Students’ Habit of Watching English Movies Related to their Reading
Comprehension
Through English movies, students are offered not only a pleasure and
entertainment, but also a unique chance to listen to and see the use of the
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
47
original English dialogue since movies prove that the language is real and they
surely reflect the changes in the language use itself. Nuttall (in Berardo, 2006:
64) emphasizes, “Authentic materials can be motivating because they are proof
that the language is used for real-life purposes by real people.”
When students internalize watching movies as their regular activity or habit,
movies are probably influential aspects in order to support their English
language learning including reading as one of English language skills. Hence,
films can be a tremendously influential and extremely powerful vehicle for
transferring values, ideas, and information which might be beneficial to
students’ reading comprehension. Different cultures are presented not only
verbally but also visually and aurally, as film is a polysemiotic medium that
transfers meaning through several channels, such as picture, dialogue and music.
According to a 2004 study published in The Journal of Biological Psychiatry
(2006), associating symbols with sound, especially in the form of narrative,
plays a large role in the proper development of reading skills. In regard to
reading skill, possible shared processes during watching films include the ability
to sequence events, to make inferences across time and space, to understand
character motives and link them to actions and consequences, and to allocate
attentional resources primarily to central instead of peripheral information.
Furthermore, Qiang and Wolff (2005: 6-7) believe that movies are able to
enrich students’ English vocabulary and help students to pick up idiomatic use
of words and phrases. Oxford (in Rezaee and Shoar, 2010: 27) points out that the
English vocabulary has an extremely important role in reading comprehension.
Research shows that low vocabulary knowledge frequently leads to the
misunderstanding of the content or poor comprehension when reading English
articles (Lin in Rezaee and Shoar, 2010: 27). Students who frequently watch
movies or are familiar with them tend to recall words better and longer than
those who only read ordinary textbooks. English Films also help them to
improve their vocabulary knowledge by making sense of words and expressions
through context which is provided in the form of film setting and situation.
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
48
Additionally, movies are able to activate students’ prior knowledge or
schemata which are important to aid comprehension of English. Bartlett (1932:
45) states that our knowledge and experiences of the world around us also
influence how a text is read or processed, this is known as schema theory.
Schemata has also been described by Widdowson (1983:34) as “…cognitive
constructs which allow for the organization of information in the long term
memory…”. It further operates actively and constructively, with our knowledge
of the world being a continuous process that upon receiving new information
interprets it on the basis of what is already known. Good readers have an idea of
what is normal (linguistically and conceptually) and of how the world works,
therefore when reading they make use of existing schemata and then modify
them with any new information.
Mayer (in Sakar 2001: 25) also explains how learning from verbal and
visual input such as movies takes place. Based on active processing assumption,
humans are actively involved in the construction of knowledge using cognitive
processes such as selecting relevant information, organizing and integrating it
with existing knowledge. Thus, when verbal and visual input is provided through
a multimedia presentation, the learner selects relevant words and images and
organizes them separately into verbal and pictorial models where connections
among selected words and images are established to form a coherent mental
structure. The two models are supposed to complement each other. Learning
takes place when the learner establishes connections between the corresponding
portions of the verbal and visual model with the help of prior knowledge, hence
integrating these two models in the working memory. Hence, the addition of
movies increases the probability of accurate recall for information.
According to Greenall & Swan (in Alemi and Ebadi, 2010: 570), movies not
only elicit prior knowledge, but also mobilize existing knowledge which
generally aid reading comprehension. In addition, Zhao (2011: 849-850) states,
“Most movies are rich in linguistic contents and cultural backgrounds aswell. Thus, through the content which is presented in films, students havea big chance to develop naturally a great deal of knowledge which includessome aspects such as knowledge of the world, cultural knowledge, and
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
49
linguistic knowledge. The themes, conversations and actions in moviesmirror the habits, beliefs, and customs of the culture that those all canserve as good introduction about the various cultural characteristics inEnglish-speaking countries. Lack of cultural knowledge is frequently themajor cause of many EFL students’ poor abilities in reading.”
Based on the theory above, it can be concluded that habit of watching English
movies can be defined as automatic routines of watching English movies that are
repeated regularly in certain duration and built in gradual uniformity without
directly thinking consciously about them due to the interest in watching English
movies so that it may bring some effects which can be gradually perceived and
felt. Hence, from the concept above, it can be seen that habit of watching English
movies is indicated by automatism, the repetition, the duration, the uniformity,
interest, and the effect.
D. Rationale
1. The Correlation between Translation Ability and Reading Comprehension
Reading as one of the four skills of English language has always been
regarded as an essential skill in foreign language learning. Reading
comprehension which involves the active process of understanding of written
text must be including a lot of components that support each other to accomplish
the process where each component is influenced by some factors which are,
then, considered playing quite significant roles in determining to what extent the
result of the reading comprehension itself will be.
Translation, viewed from the average of EFL learners’ perspective, becomes
one of the factors which positively affect students’ reading comprehension
whenever the translation is reflected in the form of ability to translate the
languages appropriately since Indonesian students which belong to EFL students
are accustomed to using their own mother tongue, Bahasa Indonesia, in their
everyday lives that these students, throughout the process in their mind, tend to
use translation to facilitate their language learning which involves some skills
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
50
including reading skill for the sake of comprehending the text which they read
and understanding it better.
Translation as a process of transferring from the source language (SL)
material or concept as messages into its target language (TL) equivalent is, then,
considered effective in new vocabulary learning to enhance EFL students’
reading comprehension which usually deals with a lot of new vocabulary in the
text since the new words that the students’ find are being linked to its native
language equivalent in order to be able to reveal the exact meaning of the words.
In other words, it makes the students feel easier to find the meaning of new
words through translation. Moreover, it helps them avoid misleading conception
of the new words which might be strange because the words are rarely heard or
have not been heard at all by the students before. It further helps students pay
attention to the coherence and contextualization of English reading text in regard
to checking whether their comprehension is correct. Since translation ability
includes the capability of appropriately translating message in rank of word,
phrase, sentence, and so forth in a context, it eases students’ memory constraints
in memorizing more words, idioms, grammar, and sentence structures; and
finally, it helps students develop and express ideas in another language.
In conclusion, viewed from the average of EFL learners’ perspective,
translation plays an important and significant role in their reading
comprehension because the adoption of translation has positive effects on
students’ English reading comprehension.
2. The Correlation between Habit of Watching English Movies and Reading
Comprehension
Students’ habit of certain activities also makes a significant contribution to
the students’ reading comprehension. Habit which is habituated routines of
behavior that are repeated regularly surely makes students familiar with some
components of some activity, watching movies for example. It might be
beneficial to their reading comprehension which deals with words in a sequence
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
51
of sentences since movies or films are made of visual or images sequences as a
symbolic language which has meaning inside of each image presented in which
sometimes the images speak by using sounds, and written words. Habit of
watching movies which are spoken in English, then, helps students to be familiar
with aspects which deal with English in which the aspects will be presented in
the form of English written text when it comes to reading class.
Films further include reading comprehension process which involves the
ability to sequence events, to make inferences across time and space, to
understand character motives and link them to actions and consequences, and to
allocate attentional resources primarily to central instead of peripheral
information.
This kind of habit is also able to enrich students’ English vocabulary and
activate their prior knowledge or schemata and cultural knowledge which are
important to aid comprehension of English. Students who frequently watch
movies or are familiar with them tend to recall words better and longer than
those who only read ordinary textbooks. English Films also help them to
improve their vocabulary knowledge by making sense of words and expressions
through context which is provided in the form of film setting and situation.
Habit of watching movies, further, not only elicits prior knowledge or
schemata, but also mobilizes existing knowledge which generally aid
comprehension. Through the content which is presented in films, students have a
big chance to develop naturally a great deal of prior knowledge which includes
some aspects such as knowledge of the world, cultural knowledge, and linguistic
knowledge. It is believed that cultural competence is an integral part of language
competence. Lack of cultural knowledge is frequently the major cause of many
EFL students’ poor abilities in reading. Thus, watching movies frequently will
supply plenty of cultural knowledge which belongs to important aspects for
students to succeed in reading comprehension. Finally, watching English movies
which provide the translation either in their mother tongue or in written version
of the spoken English stimulates students’ translation ability through the process
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
52
of matching between what they hear and the exact meaning from the translation
text.
Hence, instead of merely being an entertaining activity, habit of watching
English movies can be considered as one of certain habits which aid learners’
reading comprehension due to its significant aspects that is transformed into its
content which can be utilized as learning resource for reading activity in an
English class.
3. The Correlation Between Translation Ability and Habit of Watching
English Movies Simultaneously and Reading Comprehension
Because reading comprehension is influenced by a lot of factors, the success
of students’ reading comprehension may depend largely upon those factors.
When the factors, especially the factors which are believed to be able to support
students’ reading comprehension, are built together simultaneously, it is surely
helpful for students to accomplish their reading comprehension more
successfully. Translation ability and habit of watching English movies, which
are considered as some of those factors might support students’ skill in
comprehending text which they read.
Through translation, students are helped to find the meaning of words and
expressions within their context appropriately and they are also accustomed to
accurately positioning those words and expressions based on the system of the
language to which the words and expressions belong. Thus, it helps students
recognize the coherence, cohesion, and contextualization of English reading text.
Simultaneously, habit of watching English movies provide the real context of
English matters so that students will understand better in what circumstance the
words and expressions should be placed. Consequently, students will more
easily and quickly grasp new or unfamiliar vocabulary in their reading text. It
can be said that students’ vocabulary which has been a significant aspect to aid
reading comprehension is appropriately enriched through translation and
watching movies at the same time.
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
53
Additionally, students’ schemata and some kind of knowledge such as
knowledge of the world, cultural knowledge, and linguistic knowledge that are
extremely required in comprehending text are possibly activated and easily
maintained through the practice of translating the contents of message and the
routine of watching English movies. In the process, all kinds of the knowledge
operate actively and constructively the capability of receiving new information
and interpreting it appropriately on the basis of what is already known and
understood as knowledge.
All in all, translation ability and habit of watching English movies will
support each other when they are built together simultaneously in order to make
significant contribution to students’ skill in comprehending text which they read.
E. Hypotheses
Based on the theories and rationale, the hypotheses of the study are
formulated as follows:
1. There is a positive correlation between translation ability and reading
comprehension of the fourth semester students of English Education of Teacher
Training and Education Faculty of Sebelas Maret University in the academic
year of 2011/ 2012.
2. There is a positive correlation between habit of watching English movies and
reading comprehension of the fourth semester students of English Education of
Teacher Training and Education Faculty of Sebelas Maret University in the
academic year of 2011/ 2012.
3. There is a positive correlation between translation ability and habit of watching
English movies simultaneously and reading comprehension of the fourth
semester students of English Education of Teacher Training and Education
Faculty of Sebelas Maret University in the academic year of 2011/ 2012.
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
54
CHAPTER III
RESEARCH METHODOLOGY
A. Aim of the Study
The study is conducted to obtain purposes as follows:
1. to find whether or not there is a positive correlation between translation ability
and reading comprehension,
2. to find whether or not there is a positive correlation between habit of watching
English movies and reading comprehension,
3. to find whether or not there is a positive correlation between translation ability
and habit of watching English movies simultaneously and reading
comprehension.
B. Time and Place of the Study
The research was carried out at English Education of Teacher Training and
Education Faculty of Sebelas Maret University. The time of the research is
displayed in the following detailed schedule:
Activities Month (in 2012)
Feb
ruar
y
Mar
ch
Apr
il
May
June
July
Aug
ust
Sept
embe
r
Proposing thesistitle
Consulting thesisproposal
Consulting theinstruments of the
research
54
Table 3.1. Research Schedule
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
55
C. Method of the Study
Research method is a way or procedure to analyze the problem in a research.
In this study, the research method that is used is correlational method. According
to Halonen and Santrock (1999: 20) correlational method is a method which has a
goal of describing the strength of the relation between two or more events or
characteristics. In other words, correlational study is an investigation of the
relationship between two or more variables without any attempt to manipulate the
variables. They further state that the correlational method is useful because the
more strongly two events are correlated (related, or associated), the more
effectively we can predict one from the other. Furthermore, it is believed that
there are three possible results of a correlational study, namely: a positive
correlation, a negative correlation, and no correlation.
1. Positive Correlations
It is assumed that there is a positive correlation whenever all of the variables
improve or decrease at the same time. A correlation coefficient which is close to
+1.00 indicates a strong positive correlation. A positive correlation is a
relationship in which the two factors vary in the same direction. Both variables
tend to go up together or both factors tend to go down together.
Conducting try-out for theresearch
instrumentsTesting the
sampleConsulting Thesis
Joining thesisexamination
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
56
2. Negative Correlations
There is a negative correlation when one variable improves, whereas the
other decreases. A correlation coefficient which is close to -1.00 indicates a
strong negative correlation. A negative correlation is a relationship in which the
two factors vary in opposite directions. As one factor increases, the other factor
decreases.
3. No correlation
It means that there is no relationship among the variables. A correlation
coefficient of 0 indicates no correlation.
In this study, there are two kinds of correlational variables which are called
predictor variable or independent variable and criterion variable or dependent
variable. The former is the variable that is believed to predict the outcome. The
later is the variable to be predicted that it is believed to be the outcome. Below are
the variables which are used in this study:
1. Independent Variable (Predictor Variable)
a. Translation ability of the fourth semester students of Teacher Training and
Education Faculty of Sebelas Maret University.
b. Habit of watching English movies of the fourth semester students of Teacher
Training and Education Faculty of Sebelas Maret University.
2. Dependent Variable (Criterion Variable)
Reading comprehension of the fourth semester students of Teacher Training
and Education Faculty of Sebelas Maret University
The relationship between those variables can be drawn as follows:
Figure 3.1. The Relationship between Independent and DependentVariables
Habit of Watching EnglishMovies (X2)
(X2)
Translation Ability (X1)
ReadingComprehension (Y)
(Y)
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
57
D. Subject of the Study
1. Population
Sutrisno (2001: 70) states that population is all the individuals for whom
the reality of the sample will be generalized. Likewise, Fraenkel and Wallen
(2000: 103) define population as the group to which the research would like the
result of a study to be generalized. Additionally, it includes all individuals with
certain specified characteristics. In this study, the population was all the fourth
semester students of English Education of Teacher Training and Education
Faculty of Sebelas Maret University in the academic year of 2011/ 2012.
2. Sample
According to Fraenkel and Wallen (2000: 103), “Sample is a group in a
research study from which information is obtained.” In line with them,
Halonen and Santrock(1999: 18) assume that sample is representative group
drawn from the population. In this study, 30 students from the fourth semester
students were taken as the sample.
3. Sampling
Sutrisno (2001: 75) defines sampling as a technique of taking a sample
out of population. In similar way, Fraenkel and Wallen (2000: 103) say that
sampling is the process of selecting a number of individuals from a population.
In this study, the researcher used cluster random sampling which gives
all classes the equal chance of being selected for the sample as it is stated by
Hallonen and Santrock (1999: 18) that cluster random sampling is a method
that gives every member of the population an equal chance of being selected in
the study. In deciding the sample, first, the researcher randomly took one class
from the classes which exist in the fourth semester of English Education of
Sebelas Maret University. Below is the steps of the selecting the class of the
sample (Sutrisno, 2001: 223):
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
58
a. Making a list of all the fourth semester classes.
b. Give each class a code.
c. Writing each code on a piece of paper and enrolling the pieces.
d. Putting the rolled paper into a box.
e. Taking one rolled paper randomly from the box.
The selected class was class A which included 35 students. After
determining the class of the sample, the researcher randomly took 30 students
out of 35 students as the sample. The steps of choosing the sample are as
follows:
a. Making a list of all students from the class
b. Giving each student a code
c. Writing each code on a piece of paper and enrolling them
d. Putting the rolled paper into a box
e. Taking the rolled paper from the box randomly as many as the number
which is required.
E. Techniques of Collecting the Data
In order to analyze the data, the researcher collected them, first. Collecting
the data includes some techniques which consist of several main aspects as
follows:
1. The Instruments of Collecting the Data
a. Questionnaire
Hornby (1995: 952) states that questionnaire is a list of (usually printed)
questions to be answered by a group of people, especially to get facts or
information, or for a survey. Similar to Hornby, Johnson and Christensen
(2000: 127) say that questionnaire is self-report data collection instrument
which research participants fill out.
In this study, questionnaire was used to obtain the data of habit of
watching English movies. The questionnaire which was used for try-out
consisted of 40 items. The questionnaire which was used for testing the sample
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
59
consisted of 30 items. The questionnaire used four alternatives based on the
Likert Scale type. In determining the students’ scores, the writer determined
the score of each statement in the questionnaire first. The way to score is as
follows:
For the positive items For the negative items
Option SA, the score is 4 Option SA, the score is 1
Option A, the score is 3 Option A, the score is 2
Option D, the score is 2 Option D, the score is 3
Option SD, the score is 1 Option SD, the score is 4
where :
SA : Strongly Agree
A : Agree
D : Disagree
SD : Strongly Disagree
The score is ranging from 0-100.
b. Test
Brown (2004: 3) defines a test as a method of measuring a person’s ability,
knowledge, or performance in a given domain. Likewise, Cronbach (in
Mohammad, 1995: 5) defines a test as systematic procedure for observing
one’s behavior and describing it with the aid of numerical devices or category
system. Testing is an important part of every teaching and learning process. A
classroom test is used to measure students’ achievement and contribute to the
evaluation of this progress.
There are two types of test, namely: essay and objective test. In this study,
the test was used to measure students’ reading comprehension and translation
ability. The researcher further used objective test in the form of multiple
choices test to test students’ reading comprehension. There were four options
such as option A, B, C, and D in each item in multiple choices test in which the
students were required to choose one of the options as the best answer. The
reading comprehension test consisted of 50 items for try-out and 33 items for
testing the sample. The researcher marked 1 for each item if the students
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
60
answered correctly, and she marked 0 if the students answered incorrectly.
Afterwards, the researcher used essay test for testing students’ translation
ability and it was scored by using translation assessment rubric. Meanwhile, for
checking the clarity of instruction in the translation test, whether it is
understandable enough or not, the researcher used readability test which
consists of 3 questions that deal with the instruction of the test. Below is the list
of the questions for readability test:
No. Questions Yes No
1. Do you understand the instruction above?
2. Do you find unfamiliar words in the instruction above?
3. Do you know what you have to do in the instruction?
2. Try-out of the Instruments
It is necessary to conduct try-out for the research instruments before it is
used to the sample in order to know to what extent the validity and reliability of
the instrument since good instruments are instruments which are valid and
reliable. The try-out instruments were done by students who were chosen to join
the try-out. In this research, the students joining try-out came from class B.
a. The Validity of the Instrument
The validity is the extent to which a test measures what is intended to
measure (Hallonen and Santrock, 1999: 254). Hence, an instrument is said to
be valid if it is able to measure what the researchers are going to measure.
In this study, the researcher also measured the validity of the questionnaire
of habit of watching English movies, and reading comprehension test since the
researcher needed to know whether or not the items of the instruments are
appropriate to use.
Table 3.2. Readability Test
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
61
In order to find out the validity of the items of reading comprehension test,
the result of the try-out was computed by using the following formula:
= −Each item of the test is valid if the value of the coefficient of the validity is
higher than the r-table or it can be said that ro > rt where rt is 0.361 for the total of
the sample /N = 30 at the level of significance/α = 0.05.
Meanwhile, to figure out the validity of the questionnaire items of habit of
watching English movies, the result of the try-out was computed by using the
following formula: = ∑(∑ )( )Each item of the questionnaire is valid if the value of the validity of the
correlation is higher than the r-table or it can be said that ro > rt where rt is 0.361
for the total of the sample /N = 30 at the level of significance/α = 0.05.
After all the items of try-out tests were computed, the results were compared
to the r-table for N = 30 is 0.361 at the level of significance/α = 0.05. The result of
the try out indicates that:
1) out of 40 items of questionnaire of habit of watching English movies, 31 items
are valid and 9 items are invalid. (The researcher took 30 out of 31 valid items
to make the scoring process easier. The computation is in Appendix 18: 134)
2) out of 50 items of reading comprehension test, 33 items are valid and 17 items
are invalid (the detailed computation is in Appendix 21: 146).
Afterwards, the result of readability test for instruction in translation test also
shows that the instruction in translation test is quite understandable in which
100% of try-out respondents answered yes for question 1, no for question 2, and
yes for question 3 (Appendix 1: 95).
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
62
b. The Reliability of the Instruments
According to Hallonen and Santrock (1999: 254), “Reliability is a measure
of whether the test performs in a consistent manner.” Likewise, Fraenkel and
Wallen (2000: 176) say that reliability refers to the consistency of scores
obtained, how consistent they are for each individual from one administration of
an instrument to another and from one set of items to another. To measure the
reliability of questionnaire of habit of watching English movies, the researcher
uses the Alpha Cronbach Formula as follows:
= − 1 1 − ∑where:
: the coefficient of reliability
k : the number of items on the test
: the variance of each item
: the variance of all scores on the total test
(Suharsimi, 1992: 154)
The instrument is reliable if the value of the coefficient of reliability of the
questionnaire above is higher than the r-table or it can be said that ro > rt where rt
is 0.361 for the total of the sample /N = 30 at the level of significance/α = 0.05.
Meanwhile, to measure the reliability of reading comprehension test, the
researcher uses Kuder Richardson –20 Formula or KR-20 as follows:
= − 1 1 − ∑where:
: the coefficient of reliability
k : the number of items on the test
p : the proportion of people who respond correctly to each item
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
63
q : 1-p
: the total variance
(Suharsimi, 1992:164-165)
The instrument is reliable if the value of the coefficient of reliability of the
test above is higher than the r-table or it can be said that ro > rt where rt is 0.361
for the total of the sample /N = 30 at the level of significance/α = 0.05.
After the results of measuring the reliability of the reading comprehension
test and the questionnaire of habit of watching English movies are consulted to the
r-table (0.361) for N= 30 and α= 0.05, it is found that the value of r-obtained of
the questionnaire and test is 0.885 and 0.726. It means that r-obtained is higher
than the r-table or ro > rt. In conclusion, the instruments are reliable. The results of
the computation are shown in Appendix 20 (143) and Appendix 23 (158).
F. Techniques of Analyzing the Data
After being collected, the data are then analyzed to prove whether there is a
positive correlation between translation ability and reading comprehension, habit
of watching English movies and reading comprehension, and translation ability
and habit of watching English movies simultaneously and reading comprehension.
1. Prerequisite Test
Before testing the hypotheses, the researcher tests the data in regard to
normality and linearity and significance of regression as the prerequisite test by
using SPSS (Statistical Product and Service Solutions). To find out the normality
of the data, the researcher uses the formula as follows:
Lo = F(zi) – s(zi)
where:
Lo : the highest value of the difference of F(zi) and s(zi)
F(zi) : the opportunity of data
s(zi) : the proportion of the data
Based on SPSS 18, the data of translation ability, habit of watching English
movies, and reading comprehension are considered in normal distribution if p-
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
64
value is higher than 0.05 or if L-obtained is lower than L-table (0.161) for N= 30
at level of significance 0.05.
Meanwhile, to find out the linearity of regression, the researcher computes
the data by using SPSS 18. The linearity can be known by using Anova (Test for
Linearity) on the significance value = 0.05. Two variables is considered linear if
p-value > 0.05. The researcher also uses SPSS 18 to figure out the significance of
regression by using regression test in which if F-obtained is higher than F-table
(4.20) for N= 30 at level of significance 0.05, the regression is significant. It is
also figured out the equation of simple linear regression between the first
independent variable (translation ability) and the dependent variable (reading
comprehension), and the second independent variable (habit of watching English
movies) and the dependent variable (reading comprehension) as follows:
The researcher tests the hypothesis using Product Moment and Multiple
Correlation formula. Product moment is used to describe the strength of the
relationship between two variables, while Multiple Correlation is used to
describe the strength of the relationship between several independent variables
and one dependent variable (Borg and Gall in Suharsimi, 1992: 253).
To test the first and the second hypotheses which say that there is a
positive correlation between students’ translation ability and their reading
comprehension, and students’ habit of watching English movies and their
reading comprehension, the researcher uses Pearson’s Product Moment
Correlation Coefficient as follows (the researcher computes the data by using
SPSS):
= ∑ − (∑ )(∑ ){ ∑ − (∑ ) }{ ∑ − (∑ ) }where:
: the coefficient of correlation between X and Y
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
66
: the independent variable
: the dependent variable
: the number of the sample
(Sudjana, 1996: 369)
The statistical hypothesis for the first and the second hypotheses can be
formulated as follows:
1. Ho : = 0
It means that there is no correlation between translation ability (X1) and
reading comprehension (Y).
Ha : > 0
It means that there is a positive correlation between translation ability (X1) and
reading comprehension (Y).
2. Ho : = 0
It means that there is no correlation between habit of watching English movies
(X2) and reading comprehension (Y).
Ha : > 0
It means that there is a positive correlation between habit of watching English
movies (X2) and reading comprehension (Y).
If null hypothesis (Ho) is rejected, it means that there is positive correlation
between students’ translation ability and their reading comprehension, and
students’ habit of watching English movies and their reading comprehension.
Furthermore, to find out whether or not r is significant, the researcher uses t-
test formula as follows: = √ − 2√1 −where:
: the value of distribution of t
: the coefficient of correlation between X and Y
: the number of the sample
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
67
If t0 > tt (1.7), r (the coefficient of correlation between X and Y) is significant
(Sudjana, 1996: 377).
Afterwards, to test the third hypothesis which says that there is a positive
correlation between students’ translation ability, habit of watching English movies
simultaneously and their reading comprehension, the researcher uses Multiple
Correlation as follows(the researcher computes the data by using SPSS 18):
= ∑ + ∑∑where: : coefficient of correlation X1 and X2 towards Y
: coefficient of independent variable X1∶ coefficient of independent variable X2∑ ∶ sum of product moment between X1 and Y∑ : sum of product moment between X2 and Y∑ : sum of square of dependent variable Y
The statistical hypothesis for the third hypothesis can be formulated as follows:
Ho : Ry12 = 0
It means that there is no correlation between translation ability (X1) and habit of
watching English movies (X2) simultaneously and reading comprehension (Y).
Ha : Ry12 > 0
It means that there is a positive correlation between translation ability (X1) and
habit of watching English movies (X2) simultaneously and reading comprehension
(Y).
If null hypothesis (Ho) is rejected, it means that there is positive correlation
between students’ translation ability, habit of watching English movies
simultaneously and their reading comprehension.
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
68
Finally, to find out whether or not the coefficient of is significant, the
researcher uses the formula of Regression Line Analysis as follows:
= (1 − ) ( − − 1)where:
F : the value of regression line
R : the coefficient of correlation between X1, X2, and Y
k : the number of independent variable
n : the number of sample
If Fo > Ft (3.35) at the level of significance/α = 0.05, the coefficient of multiple
correlation (R) is significant (Sudjana, 1996: 383-385).
Finally to figure determination of each independent variable (translation
ability and habit of watching English movies) to the dependent variable, the
researcher uses coefficient of determination (R2) in which the determination
equals to R2 x 100%.
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
69
CHAPTER IV
RESULT OF THE STUDY
A. Data Description
The data which are analyzed in this study, namely: students’ translation
ability, habit of watching English movies, and reading comprehension are
obtained from the result of test and questionnaire. The score of students’
translation ability, habit of watching English movies, and reading comprehension
can be seen in Appendix 24, 25, and 26 page 162, 163, 164 respectively. The data
of each variable which is used in this study can be described further as follows:
1. The Data of Students’ Translation Ability (X1)
The score of translation ability is obtained through a translation test which is
done by the students as the research subject. The result of the test, as it has been
computed by using SPSS 18 (the detail is in Appendix 27: 165), shows that the
highest score is 83 and the lowest score is 54 so that the range is 29. It is also
found that the mean of the score is 65.33 and the standard deviation is 7.796.
The score of translation ability is also presented in the form of frequency
distribution which can be seen in table 4.1 and histogram which is shown as
figure 4.1.
Table 4.1. The Frequency Distribution of Students’ Translation Ability Score
From the table above, it is found that the equation of simple linear
regression between translation ability and reading comprehension is Ŷ = 16.677
+ 0.657X. Afterwards, it is also found that the correlation coefficient (r) between
translation ability and reading comprehension is 0.572. Then, the value of t-
obtained which is 3.692 is also greater than t-table at 5% level of significance for
N = 30 which is 1.70 (Appendix 38: 177) so that it can be said that the
coefficient of correlation is significant. Thus, from the result above, it can be
concluded that the null hypothesis (Ho) is rejected. In other words, there is a
positive correlation between translation ability and reading comprehension. The
positive correlation indicates that translation ability and reading comprehension
tend to go up together or they tend to go down together. Finally, it is found that
r2 (coefficient of determination) is 0.327. It means that 32.7% variance of
reading comprehension is determined by translation ability and 67.3% variance
of reading comprehension is determined by other factors.
2. The Correlation between Habit of Watching English Movies and Reading
Comprehension
The second hypothesis of this study is that there is a positive correlation
between habit of watching English movies and reading comprehension. The
hypothesis formulation of the second hypothesis is as follows:
Ho : = 0
It means that there is no correlation between habit of watching English
movies (X2) and reading comprehension (Y).
Ha : > 0
It means that there is a positive correlation between habit of watching
English movies (X2) and reading comprehension (Y).
Based on SPSS 18 computation, the result of testing the second
hypothesis is shown in the following table:
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
77
Table 4.5. The Result of the Second Hypothesis Testing
No. Test Variable The result ofComputation
TableData
Criteria Testing-decision
(Ho)1. Equation of
LinearRegression
X2Y Ŷ = 35.334+0.364 X
-- -- --
2. Coefficient ofcorrelation
X2Y r = 0.362r2 = 0.131
-- -- --
3. Thesignificanceofcorrelationalcoefficient
X2Y tcount = 2.057 ttable = 1.7 tcount >ttable
Rejected
4. Determination X2Y 13.1% -- -- --
From the table above, it is found that the equation of simple linear
regression between habit of watching English movies and reading
comprehension is Ŷ = 35.334 + 0.364 X. It is also found that the correlation
coefficient (r) between habit of watching English movies and reading
comprehension is 0.362. Then, the value of t-obtained which is 2.057 is also
greater than t-table at 5% level of significance for N = 30 which is 1.70 so that
it can be said that the coefficient of correlation is significant. The detailed
computation is presented in Appendix 39 (178).
Hence, based on the result, it can be concluded that the null hypothesis
(Ho) is rejected or it can be said that there is a positive correlation between
habit of watching English movies and reading comprehension. The positive
correlation indicates that habit of watching English movies and reading
comprehension tend to go up together or they tend to go down together.
Finally, it is also found that r2 (coefficient of determination) is 0.131. It means
that 13.1% variance of reading comprehension is determined by habit of
watching English movies and 86.9% variance of reading comprehension is
determined by other factors.
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
78
3. The Correlation between Translation Ability and Habit of Watching
English Movies Simultaneously and Reading Comprehension
The third hypothesis of this study is that there is a positive correlation
between translation ability and habit of watching English movies simultaneously
and reading comprehension. The statistical hypothesis of the third hypothesis is
as follows:
Ho : Ry12 = 0
It means that there is no correlation between translation ability (X1) and
habit of watching English movies (X2) simultaneously and reading
comprehension (Y).
Ha : Ry12 > 0
It means that there is a positive correlation between translation ability (X1)
and habit of watching English movies (X2) simultaneously and reading
comprehension (Y).
Hence, based on SPSS 18 computation (Appendix 40: 179), the result of
testing the third hypothesis is given in the following table:
Table 4.6. The Result of the Third Hypothesis Testing
No. Test Variable The result ofcomputation
TableData
Criteria Testing-decision
(Ho)1. Equation of
LinearRegressionX1, X2
X1, X2
and YŶ = 14.698+
0.61X1+0.075X2
-- -- --
2. Thesignificanceof regressionX1, X2
X1, X2
and YFcount = 6.691 Ftable
(0,05;1,30) =3.35
Fcount >Ftable
Rejected
3. CoefficientofcorrelationX1, X2
X1, X2
and YR = 0.576R2 = 0.331
-- -- --
4. Determination of X1, X2
to Y
X1, X2
and Y33.1% -- -- --
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
79
From the table above, it is found that the equation of multiple linear
regression between translation ability and habit of watching English movies
simultaneously and reading comprehension is Ŷ = 14.698 + 0.61X1 + 0.075X2.
It is also found that the correlation coefficient (R) translation ability and habit
of watching English movies simultaneously and reading comprehension is
0.575. Afterwards, the value of F-obtained which is 6.691 is also greater than
F-table at 5% level of significance for N = 30 which is 3.35 so that it can be
said that the coefficient of multiple correlation is significant. Thus, from the
result above, it can be concluded that the null hypothesis (Ho) is rejected. In
other words, there is a positive correlation between translation ability and habit
of watching English movies simultaneously and reading comprehension. The
positive correlation indicates that translation ability and habit of watching
English movies simultaneously tend to go up together with reading
comprehension or they tend to go down together with reading comprehension.
Ultimately, it is also found that R2 (coefficient of determination) is 0.331. It
means that 33.1% variance of reading comprehension is determined by
translation ability and habit of watching English movies and 66.9% variance of
reading comprehension is determined by other factors.
D. Discussion
1. There is a Positive Correlation between Translation Ability and Reading
Comprehension
A positive correlation between translation ability and reading
comprehension shows that translation is able to support reading comprehension
due to its benefits to it. Firstly, as it has been known that in English reading
activity, students should be involved in text which is written in English that is
solely a foreign language for EFL students so that translating the text
appropriately into their mother tongue must be beneficial to them for the purpose
of checking their comprehension in regard with avoiding misunderstanding and
misleading conception of both particular expressions and the overall text
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
80
content. Duff (1996: 6) believes that translation helps us to understand better the
influence of the one language on the other, and to correct errors of habit that
creep in unnoticed (such as the misuse of particular words or structures). Liao
(2006: 195) also emphasizes that translation can help students to check whether
their comprehension is correct and it eases memory constraints in memorizing
more words, idioms, grammar, and sentence structures. Deller and Rinvolucri
(2002: 10) further explain that English grammar can be better understood by
looking into the mother tongue grammar mirror. In addition, new items of
English vocabulary can be introduced in a clear and defined way, with students
learning where a word is the same or different in their mother tongue.
Translation covers all textual elements. When translating a text, students
come into contact with all the main ideas and specific details of a reading
passage as Mahmoud (2003) assumes that translation can improve
comprehension since it encourages the students to read a passage carefully and
precisely at the word, sentence, and text levels. Translation further builds
students’ awareness of genre and register in certain text so that it can help
learners become familiar with different features of literary, scientific, and
technical texts. Finally, translation develops three qualities to all language
learning such as accuracy, clarity, and flexibility. Duff (1996: 7) further states:
“Translation trains the learners to search (flexibility) for the mostappropriate words (accuracy) to convey what is meant (clarity). Thiscombination of freedom and constraint allows the students to contributetheir own thoughts to a discussion which has a clear focus—the text.”
In conclusion, it is obvious that translation ability has a fair relationship
with reading comprehension due to the beneficial aspects which translation
brings to reading comprehension.
2. There is a Positive Correlation between Habit of Watching English Movies
and Reading Comprehension.
A positive correlation between habit of watching English movies and
reading comprehension shows that habit of watching English movies also
supports reading comprehension. Through watching movies, students can
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
81
increase their vocabulary. Movies help them to improve their vocabulary
knowledge as well by making sense of words and expressions through context
which is provided in the form of film setting and situation. Qiang and Wolff
(2005: 6-7) assumes that movies are able to enrich students’ English vocabulary
and help students to pick up idiomatic use of words and phrases. Vocabulary is
an important aspect in comprehending text so that great vocabulary knowledge
can lead to the high understanding of the content of the text which is read.
Oxford (in Rezaee and Shoar, 2010: 27) points out that the English vocabulary
has an extremely important role in reading comprehension. Students who
frequently watch movies or are familiar with movies tend to recall words better
and longer than those who only read ordinary textbooks.
Processes during watching films include some aspects which are beneficial
to reading comprehension such as recognizing the sequence of events, making
inferences across time and space, understanding character motives and linking
them to actions and consequences, and allocating attentional resources primarily
to central instead of peripheral information. According to a 2004 study published
in The Journal of Biological Psychiatry (2006), associating symbols with sound,
especially in the form of narrative, plays a large role in the proper development
of reading skills.
In addition, movies are able to activate students’ prior knowledge or
schemata which are important to aid comprehension of English. Mayer (in Sakar
2001: 25) explains that from verbal and visual input such as movies, humans are
actively involved in the construction of knowledge using cognitive processes
such as selecting relevant information, organizing and integrating it with existing
knowledge. Bartlett (1932: 45) states that our knowledge and experiences of the
world around us also influence how a text is read or processed, this is known as
schema theory. It further operates actively and constructively, with our
knowledge of the world being a continuous process that upon receiving new
information interprets it on the basis of what is already known. Good readers
have an idea of what is normal (linguistically and conceptually) and of how the
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
82
world works, therefore when reading they make use of existing schemata and
then modify them with any new information.
Movies not only elicit prior knowledge, but also mobilize existing
knowledge which generally aid reading comprehension. Zhao (2011: 849) states
that most movies are rich in linguistic contents and cultural backgrounds as well.
Hence, through the content which is presented in films, students have a big
chance to develop naturally a great deal of knowledge which includes some
aspects such as knowledge of the world, cultural knowledge, and linguistic
knowledge. The themes, conversations and actions in movies mirror the habits,
beliefs, and customs of the culture that those all can serve as good introduction
about the various cultural characteristics in English-speaking countries. Cultural
knowledge becomes important because it is believed that cultural competence is
an integral part of language competence. Thus, films can be a influential and
powerful vehicle for transferring values, ideas, and information which are
beneficial to students’ reading comprehension because a lot of different matters
and cultures are presented in movies.
Finally, it is clear that the relationship between habit of watching English
movies and reading comprehension is undoubted due to the benefits that movies
gives to reading comprehension.
3. There is a Positive Correlation between Translation Ability and Habit of
Watching English Movies simultaneously and Reading Comprehension.
A positive correlation between translation ability and habit of watching
English movies simulatneously and reading comprehension indicates that
translation and habit of watching English movies supports reading
comprehension together. Through translation, students are helped to find the
meaning of words and expressions within their context appropriately and they
are also accustomed to accurately positioning those words and expressions based
on the system of the language and culture to which the words and expressions
belong. Thus, it helps EFL students expand their understanding of novel
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
83
vocabulary and recognize the coherence, cohesion, and contextualization of
English reading text.
Hsieh (in Liao, 2006: 195) assumes:
“Translation benefits students’ English reading in terms of enhancing theirreading comprehension, reading strategies, vocabulary learning, and culturalbackground knowledge. It helps them pay attention to the coherence andcontextualization of English reading text.”
Simultaneously, through watching English movies, students are provided
the real context of English matters that students will understand better in what
circumstance the words and expressions should be placed. Consequently, students
will more easily and quickly grasp new or unfamiliar vocabulary in their reading
text. It can be said that students’ vocabulary which has been a significant aspect to
aid reading comprehension is appropriately enriched through translation and
watching movies at the same time. The National Center for Technology
Innovative and Center for Implementing Technology in Education (in Etemadi,
2012: 240) asserts that research has shown that watching movie appears to have a
positive impact on comprehension skills, and combining viewing with text
through translation, i.e. subtitles, appears to boost vocabulary acquisition.
Students’ schemata and some kind of knowledge such as knowledge of the
world, cultural knowledge, and linguistic knowledge that are extremely required
in comprehending text are possibly activated and easily maintained through the
practice of translating the contents of message and the routine of watching English
movies. In the process, all kinds of the knowledge operate actively and
constructively the capability of receiving new information and interpreting it
appropriately on the basis of what is already known and understood as knowledge.
Movies which are suitable for students’ backgrounds can easily facilitate a guided
negotiation of meaning. Students can feel the ease of recalling of the text as
students will be able to access their own schemata to process the ideas presented
in readings (Hosseini-Maasoum and Mahdiyan, 2012: 263-264).
Movies further keep students motivation and interest in comprehending text
since movies are quite interesting media for language learning as King (in
Etemadi, 2012: 240) states that films provide more pedagogical options and are a
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
84
rich resource of intrinsically motivating materials for learners. When learners are
exposed to films, they can learn some words and phrases used in the films and
ultimately improve their target language. Watching films is among learners’
favorite activities. Various types of films, such as fiction, science-fiction,
romance, horror and historical movies, catch individuals’ interests and arouse
learners’ motivation.
When students watch movies and then it is translated, it can be beneficial to
them in regard with empowering their comprehension because with the aid of the
first language subtitles, learners can understand, possibly with relative ease and
the visual clues through the translation. Learners may be able to recognize all the
words that they are actually familiar with or to accurately understand the words or
phrases used by the actors while watching films. Additionally, learners who are
exposed to visual clues, they might still interpret the meaning better through the
translation, especially when the images presented do not clearly indicate the
meaning of what the speakers intend to convey (Guichon & McLornan, 2008: 21).
Furthermore, when students’ attention is drawn not only to the translated texts but
also to the sounds, learners may confirm their understanding of what they hear
with the translation. Learners may also simultaneously try to recognize as well as
to examine the target language they are exposed to. In conclusion, it is obvious
that translation ability and habit of watching English movies simultaneously build
a good relationship with reading comprehension.
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
85
CHAPTER V
CONCLUSION, IMPLICATION, AND SUGGESTION
A. Conclusion
Based on the study that has been conducted, several conclusions can be drawn
as follows:
1. There is a positive correlation between translation ability and reading
comprehension of the fourth semester students of English Education of Teacher
Training and Education Faculty of Sebelas Maret University in the academic year
of 2011/ 2012. It indicates that the increase or the decrease of reading
comprehension is in line with the increase or the decrease of translation ability.
2. There is a positive correlation between habit of watching English movies and
reading comprehension of the fourth semester students of English Education of
Teacher Training and Education Faculty of Sebelas Maret University in the
academic year of 2011/ 2012. It indicates that the increase or the decrease of
reading comprehension is in line with the increase or the decrease of habit of
watching English movies.
3. There is a positive correlation between translation ability and habit of watching
English movies simultaneously and reading comprehension of the fourth semester
students of English Education of Teacher Training and Education Faculty of
Sebelas Maret University in the academic year of 2011/ 2012. It indicates that the
increase or the decrease of reading comprehension is in line the increase or the
decrease of translation ability and habit of watching English movies.
B. Implication
Based on the result of the study, it is shown that students’ translation ability
and habit of watching English movies has a positive correlation and contribution
85
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
86
to their reading comprehension. Hence, the implication in this study is that with
regard to support reading comprehension, utilizing translation and watching
English movies activities need to be concerned. It implies that teachers can
profitably direct students to enhance their reading comprehension through
translation and watching English movies activities while the students themselves
build awareness of confidently using their translation ability and their habit of
watching English movies from their everyday life in their reading class due to the
benefits that translation ability and habit of watching English movies bring for
their reading comprehension.
C. Suggestion
In regard to the implication above, the researcher proposes the following
suggestions:
6. For EFL teachers
a. EFL teachers should erase their doubt about bringing translation and
watching movies activity to their reading class. They need to trust more that
translation and watching movies activity are able to support their students’
reading comprehension as long as these activities are designed and conducted
the way they can give their greatest support.
b. In order to avoid students’ boredom in reading class, EFL teachers should
make their reading teaching ways vary by confidently trying to utilize
translation and watching movies as the variation so that students might feel
different enjoyment and comfort in learning English through movies and find
the ease of learning English as a foreign language through translation. EFL
teacher may consider the following English teaching and learning activities
which include translation:
1) Asking learners to work in groups to translate different sections of a text,
and then regroup to connect together their parts into a full text, with
suitable connecting language and then discuss the content of the text.
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
87
2) Asking learners to bring examples of L1 language (in their own country)
or L2 (in another country) for discussion and translation. Signs can be
particularly interesting.
3) Asking learners to find different kinds of texts for comparison and
translation, for example recipes, e-mails, graffiti, technical texts, etc.
4) Asking learners to work in groups to translate and other groups back
translate, and then compare versions and discuss why there are differences.
5) Asking learners to look at ‘bad’ translations and discuss the causes of
errors.
6) Asking learners to bring the script of a film scene and present them to the
class, explaining why they like them and which part is important or
impressing, and so on. These are then used for translation and further
discussion. There are still many other ways that EFL teacher can explore
by themselves.
All of the discussion can be directed at doing the reading task. In each
final stage of discussion, teachers should give clarification by indicating
and offering their alternative translation and explain the reason why they
prefer it. Teachers should always remember to try to ensure that students
do not forget the starting-point, which is the text in English so that all
discussion should refer back to the text.
EFL teachers may also consider English teaching and learning activities
which involve movies in it as follows:
1) Showing a movie and introduce it to the students, then asking the
students to make their own lists of words and phrases that are new to
them and asking them to discuss to each other to try to find the definition
and compare their list with teacher’s list which has been provided with
the definitions, and ultimately they can discuss the movie.
2) Presenting a movie with English subtitles to the students. It helps the
students understand the meaning of the spoken English they are hearing,
as well as improve their reading and comprehension ability.
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
88
3) Asking students to watch some parts of several times and ask to
memorize the phrases and expressions.
4) Pausing the movie for a while and explaining language or cultural issues
to the students so that they can learn as they watch. There are still many
other ways that EFL teacher can explore by themselves.
c. EFL teachers should be aware of what factors their students’ reading
comprehension might rely on so that they can determine the right ways to
teach reading effectively. The teacher could consider the factors which deal
with both cognitive matters and psychological matters like translation ability,
habit of watching English movies, and many others.
7. For EFL students
a. Students should build awareness of the existing of many factors that support
their reading comprehension so that they can avoid the feeling of frustration
whenever they get bad score for reading comprehension, they can try other
strategies like utilizing translation and watching movies to broaden their
knowledge and enrich their vocabularies that are very useful for reading
comprehension.
b. Students should erase their doubt about translating English text that they read
into their mother tongue for the sake of avoiding misunderstanding and
misleading conception of the content of the text. Translating is surely allowed
in language learning and sometimes it can be the best way in explaining the
most appropriate equivalent of terms and expressions which extremely
unfamiliar or only existing in certain fields.
c. With their own willingness, students should build habit like watching English
movies in their everyday life as out-of class learning strategy in order to
support their learning English.
8. For the other researchers
Many other aspects, besides translation ability and habit of watching
English movies, could influence students’ reading comprehension and other
perpustakaan.uns.ac.id digilib.uns.ac.id
commit to user
89
language skills so that for the other researchers who are willing to conduct the
same kind of study, it is suggested to investigate the other factors for the sake
of accomplishing the list of internal and external factors which influence
reading comprehension in particular or the other language skills which are not