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Name : AYU ASHARI DEFRIANTI Reg. Number : 08.3.T. 0158 Title Of Script : USING IDIOMATIC TRANSLATION IN IMPROVING THE STUDENTS’ WRITING ACHIEVEMENT TO THE STUDENT OF MAN 1 WATAMPONE A. Background of the Study As a global language, english has become an international official language in many parts of this world which has applied in various media in many fields such as politics,economics, arts, educations, sciences and technologies and many more in the global socialization, it takes a great deal in the process of spreading the information. Nowadays, the source of information that used in the media mostly use english and it can be found at textbook, journal, web page, and the other media. Therefore, it will be difficult for the
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Name : AYU ASHARI DEFRIANTI

Reg. Number : 08.3.T. 0158

Title Of Script : USING IDIOMATIC TRANSLATION IN IMPROVING

THE STUDENTS’ WRITING ACHIEVEMENT TO THE

STUDENT OF MAN 1 WATAMPONE

A. Background of the Study

As a global language, english has become an international official language

in many parts of this world which has applied in various media in many fields such

as politics,economics, arts, educations, sciences and technologies and many more in

the global socialization, it takes a great deal in the process of spreading the

information. Nowadays, the source of information that used in the media mostly use

english and it can be found at textbook, journal, web page, and the other media.

Therefore, it will be difficult for the person who is not capable enough in

understanding english to find out the information that are contained in those sources.

There are four skill in teaching and learning English, they are speaking,

writing, listening and reading are the four skills in English, and of the four skills in

English.

The students must master the four of language skill so they

can use english actively and also passively. Writing as a part of the

language skills besides listening, speaking and reading, must be

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taught maximally by the teacher to the students. Writing is a

mixture of our idea, vocabulary and also grammar.

According to Heaton, Writing skill are more complex and

difficult to teaching, requiring, and mastering not only of

grammatical and rhetorical devices but also conceptual and

judgment, because of the difficulties of writing, some efforts have

been done to solve the problem. The main objective is to make the

writing become easier to learn for the students.1

Writing is an English skill defined as how to express ideas on a paper to

form words, words to sentences’, sentences to paragraph. The ideas of writing may be

from the writer’s feeling, opinion, or may come from prior knowledge such as: result

of reading book, discussion or hear and watching TV.

By the variety of the language used in this world, we need a way to transfer

the information of the english text, which is called translation. Translation is a

communication between language with the subtitution of gramatical from in order to

express the idea of the source language to the target language. The translation helps

the people who are familiar with the source language to access the information in

thier language.

1J. B. Heaton, Writing English Language Tests (London: Longman, 1975), p.138

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Eugene A. Nida and charles say that the theory and practical translation

give the defenition is “ translating consists in reproducing the receptor language the

closeste natural equivalance at the source language message. First in terms of

meaning and secondly in the term of style.

This states the translation is the work of reinforming message of the source

language to the target language as natural as possible either the meaning or the style.

Another theory comes from Pinhuck“translation is a process of finding a target

language (TL)equivalent for an source language (SL) utterence.

Translation tries to look for the meaning of source language and brings it

into the target language’s from based on the context of social and cultural of the

target language annd then the translation will be acceptable toward to target lnguage.

Nevertheless, the translation process is not an easy job to do a good translator must

have knowledge of the lexical, grammatical structure,situation, and context of both

target language and source language in order to produce the ideal translation that is

accuarate in meaning and natural as the target language from used.

The reseacher will research at MAN 1 watampone because most of students

cannot translate English into indonesia well. They translate from the source language

to the target language but their translating is not acceptable or suitable.

The researcher is interested using idiomatic translation to improve writing

achievement to the student.

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Based on the the problem above, the researcher carry out under the title;

Using Idiomatic Translation in improving the students’ writing achievement

to the students MAN 1 Watampone.

B. Problem Statements

Based on the background above, the writer puts forward the following

study questions :

1. Is idiomatic translation method interesting in improving the student

writing achievement to the students MAN 1 Watampone?

2. To what extent idiomatic translation method in improving the student

writing achievement to the students MAN 1 Watampone?

C. Scope of The Study

In this term, the writer merely would like to focus on the improving the

students’ writing achievement to the students MAN 1 Watampone.

D. Operational Defenition

Improve is become and make better.2

Students’ grammar mastery is students’ ability in making correct sentences.

Then, translation method is method that puts into a different language.

2 Martin H. Manser, oxford Learner’s Pocket Dictionary, (5th impression, Oxford University Press, 1995), p.209

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This study is about making the students’ ability in making correct sentences

better through method that puts language into a different language, from a source

language into a target language.

E. Review of Related Literature

1. The Concept of Writing

Writing as a process or an activity to mark letter or number on paper so, the

people can read it. Different from Behrens, Kroma and Byrne in Nuraida defined

writing is expression of the writer’s idea by producing graphic symbols to form

words, words to sentences, sentences to paragraph on the paper so the reader can

follow what the writer means. Byrne in same line adds that the most important one in

writing is how to make the communication successful that is should be readable and

understandable to the reader.3

Based on definition above, the researcher can assumpts that writing is

expression of writer’s idea in a written symbol form on paper in order the reader can

read it and get the meaning of writer opinion.

2. The Importance of Writing

Al-Washilah in Rasdinayah stated that the students can get many advantages

from writing. Writing can improve the mastery of vocabulary, master of mechanics of

3Nuraida, “The Writing Skill of the Sixth Semester Students of English Department of Tarbiyah Faculty of IAIN Alauddin Mks in Free Composition” Thesis ( Makassar: IAIN Alauddin, 2003), p.18

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writing; enlarge knowledge of topic being discussed and improving mastery of

English grammar.4

Furthermore, Scott and Treberg argue that there are some difficulties in writing

but it is still useful, essential and enjoyable part of the language lesson. Writing lets

the writers express their personalities, allow for conscious development of language

and there is a special feeling about seeing our work in print and enormous satisfaction

in having written something which we want to say. Beside that, it adds another

physical dimension to the learning process; hands are added to eyes and ears.5

Araceli C Hidalgo ET in Nuraida explained that there are some objectives of

writing as follows:

a. To help the student with their bulk of reading materials, such as medical journals, articles, case histories.

b. To help the student listen to the lectures and take dawn notes effectively.c. To help the student listen analyze and interprets appropriately and correctly

information presented.d. To help the students evaluate and from augments, regarding information

presented.e. To help student to understand the role of el in academic world and in the

world of science, technology and communication. 6

4Rasdinayah, ”Increasing the writing skill of the Third years students of MADANI Islamic junior High school of Alauddin Pao-Pao gowa through Collaborative writing”Thesis (Makassar:UIN Alauddin Makassar, 2008), p. 18

5Scott, Wendy. A,.& treberg, Lisbeth H.Y, Teaching English to children (New York:USA: Longman, 1990), p. 214

6 Thesis, op. cit., p. 11

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Referring some opinions above, we can concluded that writing as an aspect

of English skill can improve our ability such as grammar and mastery of vocabulary.

It can satisfy the writer because we can express our idea freely without pressure and

some people tend to write than express orally what they want to say. The most

important is writing not only activated our brain but also physical dimension such as

eyes and ears are involved in learning process. On the other side, the students are

encouraged to read material as many as possible such as books, magazine, and

journals to make the writing composition well in order to sharing information with

the readers.

3. The Components of Writing

The good writing skill can be analyzed to group and varied skills. Heaton

divided components writing into five main areas. They are grammar, mechanics,

vocabulary, content and organization.

a. Grammar

Grammar concerns about the ability to write correct and appropriate

sentences. The writer has to give attention for preposition, tenses such as using of

verbs, nouns, adjective, also conjunction and articles. It is very important to the writer

to clarify the correct usage of point grammar because reader will be difficult to

understand it. It has a great influence so, we have to reread and review what we have

written

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b. Mechanics

It is related with the ability to use correctly words to the written language

such as using of capitalization, punctuation, spelling. It is very important to lead the

readers to understand or recognize what the written means to express. The use of

favorable mechanics in writing will make the readers easy to the group to conveying

ideas or message of writing. The explanation as follows: a) capitalization, the use of

capitalization can clarify the ideas. If the sentences are not capitalized correctly,

ambiguous and misunderstanding will appear. It also helps to differentiate from

sentences to others. The words which are capitalized at beginning of: the name of

people, organization, first and last word of title. b) Punctuation. Punctuation can help

the readers to identify should be taken as a unit of meaning and suggest how the units

of it relate to each other. c) Spelling. Using of spelling has three rules; they are

suffixes addition, plural formation and the change of certain words.

c. Content

The content of writing is about the ability to think creatively and develop

thoughts, excluding all irrelevant information. It should be blear to the readers. So,

they can understand what the messages convey and gain information from it. Also,

the content of writing should be well unity and complete because the characteristic of

good writing has unity and completeness.

d. Vocabulary

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Vocabulary is an essential part of compose writing. The writes need

vocabulary mastery well to express or write their ideas. The effective using of words

or vocabulary in writing must be relevant with the topic to let the readers perceive

and feel it. Someone who lack of vocabulary will be difficult to compose what they

are going to express but appropriate words will help writers to compose writing.

e. Organization

Organization is the ability to develop ideas and topic which relevant in a

united form. On the other hand, it concern in ways of writer to arrange and organize

the ideas or messages in writing. There are many ways in process of organization

writing involves coherence, order of importance, general to specific, specific to

general, chronological order and spatial pattern. 7

4. The Forms of Writing

Wishon and Burks divide forms of writing into four divisions namely

narration, description, exposition and argumentation.

a. Narration

Narration is the form of writing used to relate the story of acts or events. It

places occurrences in time and tells what happened according to natural time

sequences. Types of narration include short stories, novels, and new stories, as well as

large part of our everyday social interchange in the form of letters and conversation.7 J.B Heaton, Writing English Language Tests (New York: longman, 1988), p.135

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b. Description

Description reproduces the way things look, smell, taste, feel, or sound. It

may also evoke moods, such as happiness, loneliness, or fear. It is used to create a

visual image of people, places, even of units of time-days, times of day, or seasons. It

may be used also to describe more than the outward appearance of people. It may tell

about their traits of character or personality.

c. Exposition

Exposition is used in giving information, making explanations, and

interpreting meanings. It includes editorials; essay, and informative and instructional

material. Used in combination with narrative, exposition supports and illustrates.

Used apart from narrative, it stands alone as an essay. Used alone or with narrative,

exposition may be developed in a number of ways as follows:

1) Process. Exposition may be used to explain a process that is to tell how

something is made or done.

2) Definition. An explanation of what a word or a term means is another kind of

exposition. The simplest form is a statement and this applies to dictionary

definitions.

3) Analysis. It divides a subject into parts and examines those parts.

4) Criticism. It involves evaluation, which is analyzing and weighing strengths

and weaknesses.

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d. Argumentation

Argumentation is used in persuading and convincing. It is closely related to

exposition and it is often found combined with it. The aim is to make a case or to

prove or disprove a statement or proposition. It may present arguments to persuade

the reader to accept an idea or a point of view.8

e. The concept of Idiomatic Translation Method

a. Defenition of Idiomatic Translation

The translation methodwas the method of language learning in vogue which

died out with the introduction of the direct method for teaching languages. Arrogant

language experts sub the translation method as an artifact from the last paradigm

shift. But the reality is a modified translation method is very useful to teach students

who think they know everything.

Students will always take the easy way, and if they find a way to understand

or express something in a simple way. Theywill not use idioms or more native ways

of expression in their target language.

So, translation is classfied into two main types, namely form-based and

meaning-based translation. From- based translation attemls to follow the form of the

source language and is known as literal translation, while meaning-based translation

8Wishon,G.E & Burks,Julia M, Let’s write English (Revised Edition.Washington: Educational Publishing Inc,1980) p. 378-383

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makes every effort to communicate the meaning of the SL text in natural forms of the

receptor language. Such translation is called idiomatic translation.

An interliner translation is a completely literal translation. For some

purpose, it is desirable to reproduce the linguistic feature of the source text, as in a

linguistic study of that language. Although these literal translation may be very useful

for purposes related to study of the SL, they are of little help to speakers of the

receptor language who are interested in the meaning of the SL text. A literal

translation sounds like translation can be understood if the general grammatical form

of the two languages are similiar.

Except for interliner translation, a truly literal translation is uncommon,

most translation who tend to translated actually make a partially modified literal

translation. They modify the order and grammar to use an accepteble sentence

structure in the receptor language. However, the lexical item are translated literally

and still the results do not sound natural.

Larson says that ideomatic translation use the natural forms of the receptor

language both in the grammatical constructions and in the choices of lexical items. A

truly idiomatic translation does not sound like translation. It sounds like it was written

originally in receptor language. Therefore, a good translator will tyr to tanslate

idiomatically this is his or her goal.9

9Choliludin,S.Pd. The Technique of Making Idiomatic Traslation, ( Jakarta; Kesaint Blanc,2005), p. 23

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in practice, however, it is hard to consistenly translate idiomatically or

literally. These translation are often a mixture of literal and idiomatic forms of

language. Translation then falls on a continuum from very literal to literal, to

modified literal, to near idiomatic, to idiomatic, and may fall even more on the undely

free as displayed below.

Further the translation method is good for beginners who do not yet have

the critical level of vocabulary in their target language for expression. However, they

might translate simple text from their target to their native language. The effect is not

only increased vocabulary, but most important increase confidence. They feel they

could actually be translators at a basic level. This method is used to assist

students in reading and understanding a foreign language

literature. But it is also expected that it is in studying or

understanding the grammar of the desired target language,

students will become more familiar with the language rules in

accordance with the source language and a deeper understanding

VeryLiteral

Literal ModifiedLiteral

Inconsistentmixture

Near Idiomatic

Idiomatic Unduly free

Translator’s goal

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of this will further help them in reading and writing according to the

source language to be better.

b. Principal of Idiomatic Translation

It is indispensable to value some guidelines on how to evaluate the works

on translation. Some general principles in the following are relevant to all translation.

The principles below are proposed :

1) The translation should reflect accurately the meaning of the original text.

Nothing should be arbitrarily added or moved, though sometime part of

the meaning can be transposed.

2) The ordering of the words and ideas should match the original as closely

as possible. This is particularly important in translating legal documents,

guarantees,contacts, ect. However, differences in the language structrure

often require changes in the form and order of words.

3) Languages often differ greatly in their levels of formulity in given

context, for example in the business letter. To revolve these differences,

the translator must distinguish between formal and fixed expression and

personal expression in which the writer or speaker sets the tones.

4) One of most criticism of translation is that it does not sound natural. This

is because the translator’s thoughts and choice of words are to strongly

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mold by the original text. A good way to avoid this influnce of the source

language is to set the text aside and translate a few sentences aloud from

memory.

5) Do not change the original of the source text. It will be better the

translator does not change the style of original. Bu t if it is needed, for

example because of the text is full of repetitions or mistakes in writing ,

the translator may change it.

6) Idiomatic expressions are often untraslatable . to solve this problem, we

can do some way below:

a) Keeping the original word in inverted commas

b) Keep the original expression, with a literal explanation in the bracket

c) Use a non- idiomatic translation

The principle mentioned above can be a very useful guideline for

translators to help them make some choices. The guidelines can be formulated in

such a way that basically the requrements of translation works have to be making

sense,conveying the message of the original text without omission or addition, having

a natural and easy form of the expression and producing a similsr response to the

readers.

c. Techique of Making Idiomatic Translation

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It is possible to make an idiomatic translation or meaning based translation

without have a good knowledge of the techiqued of making idiomatic translation. So,

to make other people who read our translation, we have to have a good techniqued. A

good techniqued proposed

1) Identification of the source text

This is the most important to do firstly for us who want to make such a

translation. By identifying kinds of source text, we can focus and determine the

meaning of the word. If we wan to translate an economic text we directly omitting the

meaning which is not refer to economical context. For example, the word “interest” in

daily speaking we used to translate to be “perhatian”or “minat”,but if economical

context it word means “bunga bank”. Hance, by identifiying kind of source text

firstly, we can be easier to precede the translation.

2) Analysis of sentece

After identifying kind of source text, the next step should we do is

analysis the sentences. “Most of the main factor of mistakes in making translation is

caused the sentences do not analyzed the subject,verb, object, and complement.

We should determine which one are the subject, the verb, and the object of

sentence. To classifying those things, we as the translator should familiar to kinds of

subject, verb, and object. Subject of a sentence can be pronoun, compound

pronoun,noun, compound noun, noun phrase, compound noun phrase, gerund, and

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compound gerund phrase. The object of sentence can be same with the subject of

sentence, such as pronoun, compound pronoun, noun phrase,etc.

For example:

a) subject is compound noun

The king and his troops / are invanding / another kingdom

S V O

b) object is gerund phrase:

Their son / loves / eating to much junk food

S V O

3) Make sure that the idea of text already know

After analyzing the sentence the next step is seeking the idea of the text.

Knowing the main idea of the text lead we to be easier arrange the sentences in target

language.

4) Rearrange the sentences

Word of the text which was already known the meaning, then rerrange to be

sentences in the target language

5) Read aloud the translation

To make sure that translation we make is naturally sound, read the

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translation in target language loudly. This way suggest natural pattern of thought in

the source language which may not come to mind when the eye is fixed in the source

langunge text.

F. Conceptual Framework

In relation to the theoretical framework elaborated before. The writer

would like to present the conceptual framework as follows :

Figure 1. Conceptual Framework

On the conceptual framework above, it can be understood that the researcher

gives the students a treatment, using idiomatic translation methods. This way is

expected to be able to improve the students’ writing achievement and the success of

Teachingidiomatic Translation method

Classroom activities

Students’ writing Mastery

(students’ achievement)

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this way could be seen by comparing the students’ improvement or thestudents’

achievement in translating test in the end of the study.

G. Hypothesis

There are two hypotheses that will be applied in this research. They are

Null Hypothesis (H0), means that the application of odiomaticTranslation

Methodcannot improve the students’ writing achievement. And Alternative

Hypothesis (H1) means that the idiomaticTranslation Methodcanimprove the

students’ writing achievement.

H. Research Objectives

The objective of this research is to find out whether or not the ideomatic

translation method in improving the students’ writing achievement is success.

Besides, this research also gives information for using method of teaching writing in

order to provide little contribution in the English writing teaching. The other

objective of this research to the students are expected to master writing easily.

I. Significance of The Research

This reserch will help of MAN 1 Watampone. The writer chooses of

MAN 1 Watampone as a research place because the research has found the problem

in translation. They are confused and when they make translation always wrong

because they do not understand.

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J. Research Methods

1. Method design

The method applies in writing this research is quantitative method by using

correlation formula, which aims to analyzeand describe the collected data on the

students’ work.

2. Population and Sample

a. Population

The population of this study is students of MAN 1 Watampone in academic

year 2011/2012. It consists of three groups.the first group consists of 16 students, the

secod group consists of 21 students, while the third group consists of 16 students. So,

the total of population is 53 students.

b. Sample

The writer will use cluster sampling. She takes the secondgrade exact in

MAN 1 Watampone that consists of 32 students.

c.Instrument of the Research

The research instrument used consists of pre-test and post-test.

a. Pre-test will be given to the students to check their writing before applying

idiomatic translation method.

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b. Post-test will be given to the students to know writing achievement after

applying idiomatic translation method.

3. Procedure of Collecting Data

The procedure of collecting data will be performed through these steps:

a. The First, the students will be given pre-test to check their grammar

mastery.

b. Next, applying Idiomatic translation method for some meetings.

c. The Last, after giving treatment, the students will be given post-test to

know their grammar mastery.

Scoring the result of students test can be evaluated based on five aspect of

writing below10:

1) Grammar (language use)

Score Criteria

6 Few(if any) noticeable error of grammar or word order

5 Some error of grammar and word order which do not, however,

interfere with comprehension.

4 Errors of grammar and word order fairly frequent; occasional re-

reading necessary for full comprehension.

3 Errors of grammar and word order frequent, error of interpretations

10 Andi Niar Rezki, “Using Juxtaposing Pictures in Improving Writing Skill of the fourth semester students of English Department of Tarbiyah and Teacher Training Faculty”, Thesis (Makassar: UIN Alauddin Makassar, 2008), p.36-38

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sometimes required on readers’ part.

2 Errors of grammar or word order very frequent, the readers often

have to rely on own interpretations.

1 Errors of grammar or word orders as severe as to make

comprehension virtually impossible.

2) Vocabulary

Score Criteria

6 Use of vocabulary and idiom rarely (if at all) distinguishable from

that of educated native writer.

5 Occasionally uses inappropriate terms of rely on circumlocutions,

expression of ideas hardly impaired.

4 Uses wrong or inappropriate words fairly frequently expression of

ideas may be limited because of inadequate vocabulary.

3 Limited vocabulary and frequent errors clearly hinder expression of

ideas.

2 Vocabulary so limited and so frequently misused that reader must

often rely on own interpretation.

1 Vocabulary limitation so extreme as to make comprehension

virtually impossible.

3) Mechanics

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Score Criteria

6 Few (if any) noticeable lapses in punctuation or spelling.

5 Occasional lapses in punctuation or spelling which do not, however

interfere with comprehension.

4 Errors in punctuation or spelling fairly Frequent; occasional re-

reading necessary for full comprehension

3 Frequent errors in spelling or punctuation; lead some times to

obscurity

2 Errors in spelling or punctuation so frequentations that reader must

often rely on own interpretation.

1 Errors in spelling or punctuation so severe as to make

comprehension virtually impossible.

4) Fluency (style and ease of communication)

Score Criteria

6 Choice of structure and vocabulary consistently appropriate, like

that of educated native writer.

5 Occasional lack of consistency in choice of structures and

vocabulary which does not, however, impair overall ease of

communication.

4 ‘Patchy’, with some structures or vocabulary items noticeably

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inappropriate to general style.

3 Structures or vocabulary items sometimes not only inappropriate

but also misused; little sense of ease of communication.

2 Communication often impaired by completely inappropriate or

misused structures or vocabulary items.

1 A ‘hotchpotch’ of half-learned misused structures and vocabulary

items rendering communication almost impossible.

5) Form (Organization)

Score Criteria

6 Highly organized; clear progression of ideas well linked; like

educated native writer.

5 Material well organized; links could occasionally be clearer but

communication not impaired.

4 Some lack of organization; re-reading required for clarification of

ideas.

3 Little or no attempt at connectivity, though reader can deduce some

organization.

2 Individual ideas may be clear, but very difficult to deduce

connection between them.

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1 Lack of organization several that communication is seriously

impaired.

(Hughes in Andi Niar Rezki)

4. Data of analyze

The data from questionnaires will be analyzed using Likert Scale as

follows:11

Table 1.Likert Scale

Positive statement score Category Negative statement score

5 Strongly agree 1

4 Agree 2

3 Undecided 3

2 Disagree 4

1 Strongly disagree 5

The data analysis of questionnaires will use Likert Scale, this percentage

will show the students’ interest in learning english using debate method.

The rating scores from 40 to 200 intervals. The questionnaire employed 5

categories. The interval of the students’ interest on the questonnaire will be seen as

follows:12

11Syaodin Sukmadinata, Nana.MetodePenelitianPendidikan(Bandung: PT RemajaRosdakarya, 2005), p. 241

12Ibid.

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Table 2. Interval score of the students’ interest

No. Interval Score Categories

1 168 - 200 Very High

2 136 - 167 High

3 104 - 135 Moderate

4 72 - 103 Low

5 40 - 71 Very Low

A. Technique of Analyzing the Data

The data collected through the test that will be analyzed by using

descriptive and inferential statistics. The steps undertaken in the quantitative analysis

as follows:13

Table 4. The Scoring Classification of the Students Writing Skills

No Score Classification

1 9.0 – 10.0 A Very good 2 7.5 – 8.9 B Good

3 6.0 – 7.4 C fair4 5.0 – 5.9 D Poor5 0 – 4.9 E Very poor

13Gay, op.cit., p. 117

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1. Calculating the percentage of the students’ interesting score by using the

following formula:14

Notes:

P = percentage

F = frequency

N = the total number of students

2. Calculating the mean score of the students’ answer in pre-test and post-test

by using the formula:15

X =∑ X

N

Notes:

X = mean scores of the subject

ΣX = the sum of all scores

N = the total number of students

14Sudjana,MetodeStatistika(Bandung: PT. Tarsito, 1982), p. 4015Gay, op,cit., p.361

P= FN

× 100 %

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3. Calculating the Standard Deviation of the students’ score in pre-test and

post-test by using the following formula:16

SD = √∑ X2 −

(∑ X )2

N

Notes:

∑ X2= the sum of all the square

(∑ X )2= the square of the sum

N = the total number of students

4. Finding out the significance different between the pre-test and post-test by

calculating the value of the t- Test as like below:17

t =

D

√∑ D2 −(∑ D )2

NN ( N−1)

Notes:

D = mean score

∑ D 2 = the sum of all the scores

16Ibid., p. 28917Ibid., p. 403

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N = the total number of students

t = test of significance

K. Outline

This thesis proposal consists of four chapters:

Chapter one discusses aboutintroduction that consists ofbackground of

the study, limitation and formulation of the problem,the objective of the study , title

definition and organization of paper.

Chapter two is Review of related literature that consists of some pertinent

ideas of ideomatic translation method and writng achievement, conceptual of

grammar mastery, conceptual framework and hypothesis.

Chapter three discusses about research methodology that consists of

research objective, significance of the research, research design, population and

sample, Instrument of the research, procedure of collecting data, and techniques of

data analysis.

Chapter fourdiscusses about conclusions and suggestions.

BIBLIOGRAPHY

Clark, Herbert and Clark, Eve.Psychology and Language. Washington D.C : Harcourt Brace Jovanovich,1997

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OUTLINE

CHAPTER I INTRODUCTION

A. Background of the Study

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B. Problem Statements

C. Scope of the Research

D. Title Definition

CHAPTER II REVIEW OF RELATED LITERATURE

A. The Concept of Writing

B. The Concept of Idiomatic

C. The Conceptual Framework

D. Hypothesis

CHAPTER III RESEARCH METHODOLOGHY AND FINDINGS

A. Research Objectives

B. Significance of the Research

C. Research Design

D. Population and Sample

E. Procedure of Collecting Data

F. The technique of Data Analysis

CHAPTER IV CLOSING

A. Conclusions

B. Suggestions

BIBLIOGRAPHY

USING IDIOMATIC TRANSLATION IN IMPROVING THE STUDENTS’

WRITING ACHIVEMENT TO THE STUDENTS OF MAN 1 WATAMPONE

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A Draft Script submitted to the Tarbiyah Faculty of STAIN Watampone in part

fulfilment of the requirements for Sarjana degree

by:

A YU ASHARI DEFRIANTI

08.3T.0158

SEKOLAH TINGGI AGAMA ISLAM NEGERI (STAIN)

WATAMPONE

2012