TRANSLATION TECHNIQUES FOUND IN THESIS ABSTRACT OF ENGLISH DEPARTMENT STUDENTS THESIS BY : ENING SOFYATI TE 151563 ENGLISH EDUCATION STUDY PROGRAM FACULTY OF EDUCATION AND TEACHER TRAINING THE STATE ISLAMIC UNIVERSITY SULTAN THAHA SAIFUDDIN JAMBI 2019
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TRANSLATION TECHNIQUES FOUND IN THESIS ABSTRACT OF
ENGLISH DEPARTMENT STUDENTS
THESIS
BY : ENING SOFYATI
TE 151563
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF EDUCATION AND TEACHER TRAINING
THE STATE ISLAMIC UNIVERSITY
SULTAN THAHA SAIFUDDIN JAMBI
2019
TRANSLATION TECHNIQUES FOUND IN THESIS ABSTRACT OF
ENGLISH DEPARTMENT STUDENTS
THESIS
Submitted as partial fulfill of requirement to obtain an
undergraduation (S1) Degree in English Education
BY : ENING SOFYATI
TE 151563
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF EDUCATION AND TEACHER TRAINING
THE STATE ISLAMIC UNIVERSITY
SULTAN THAHA SAIFUDDIN JAMBI
2019
i
ii
iii
DEDICATION
Alhamdulillahirobbil‘alamin,
Thanks to Allah SWT, the most Gracious, the most Merciful, the Creator of
the Universe for giving me the blessing and leading me, hence, I could finally
finish writing this thesis.Sholawat to the Prophet Muhammad SAW.His
coming really changed the world. Special thanks to:
My beloved parents, Nasochaand Siti Handayani who have been
giving me endless love and encouraging me and never stop praying for my
success now and in the future, always being with me and guiding me to pass
every challenge that I face, your prayers are really powerful.
All of My Family especially my Siblings Muhammad Abdul
Mukhlis,Faqih Hanan Aqil thank you very much for your endless support,
unconditional love and I wish your hope will come true.
My greatest advisors Dr.Hj. DewiHasanah, S. Pd., M.Ag. and
Faiqah Mahmudah, SS, M.Pdwho have given me all the advice,
suggestions, and motivation to finish this thesis.
All of my classmatesfrom English Department batch 2015 especially
Class B, especially cantikku Ika Putriyawati, Kartini, Igustiana Hutari,
Evi Herliza, kost princess Yuni, Nadra, Loli, Fina thank you very much for
your unconditional love, and helps that I need to finish this thesis, it makes me
strong thank you for have been being my best friends, thanks for your help,
support, suggestions and motivationfor me in arranging this thesis. And the
last one my best family I have ever had in my life, May Allah SWT always
bless us.Aamiin.
iv
MOTTO
“Fighting has been enjoined upon you while it is hateful to you. But perhaps you hate
a thing and it is good for you; and perhaps you love a thing and it is bad for you. And
Allah Knows, while you know not.”
―Boleh jadi kamu membenci sesuatu, padahal ia amat baik bagimu, dan boleh jadi
(pula) kamu menyukai sesuatu, padahal ia amat buruk bagimu; Allah mengetahui,
sedang kamu tidak mengetahui.‖ (QS. Al-Baqarah : 216)
https://ayatalquran.net/2015/01/surah-al-baqarah-
%d8%a7%d9%84%d8%a8%d9%82%d8%b1%d8%a9-the-cow-terjemah-bahasa-
inggris/
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ACKNOWLEDGEMENTS
Alhamdulillahirabbil‘alamin, thank to Allah SWT because the writer
could complete this research as one of the requirements for getting
undergraduate degree (S1) in English Department of Tarbiyah Faculty of State
Islamic University SulthanThaha Saifuddin Jambi by presenting a thesis
entitled: “Translation Techniques Found in Thesis Abstract of English
Department Students”
The writer would not have been completed without supports,
guidance, advice and special recognition for their invaluable help in
accomplishing this thesis. Therefore, the writer would like to express deep
appreciation to:
1. Prof.Dr.Su‘aidi Asy‘ari,MA,.Ph.D as a Rector of The State Islamic
University SulthanThaha Saifuddin Jambi
2. Dr. Hj. Armida, M.Pd as the dean of Tarbiyah Faculty and Teacher
Training the State Islamic University SulthanThaha Saifuddin Jambi
3. Dr Lukman Hakim, M.Pd, Dr. Zawaqi M.Pd, Dr. Kemas Imran Rasadi,
M.Pd as the Vice Dean I, II, and III Tarbiyah Faculty and Teacher
Training the State Islamic University SulthanThaha Saifuddin Jambi
4. Amalia Nurhasanah, S.Pd, M.Hum as The Chairwoman of English
Department in Tarbiyah Faculty of State Islamic University SulthanThaha
Saifuddin Jambi
5. Dr. DewiHasanah,S.Pd., M. Ag as my first advisor who has given me a lot
of input such as correction, and contribution of thought and beneficial idea
toward the progress of this thesis
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vii
ABSTRACT
Name : Ening Sofyati
Major : English Education Program
Tittle : Translation Techniques Found in ThesisAbstract of English
Department Students
This study has already focused to identify the types of translation techniques
used in the translation of thesis abstracts English Education Study Program Faculty of
Education and Teacher Training. Thesis abstract chosen because in abstract scientific
work serves as a brief summary and the most important point. The study used a
descriptive qualitative design or qualitative with descriptive approach. It provides the
description of occurrences or situation orevents, so this method is an intention to
gathered and accumulate the basic data. The data were taken from ten translation of
thesis abstracts English Education Study Program Faculty of Education and Teacher
Training. In the process to identify and classify the translation techniques applied in
the abstract thesis. Molina and Albir's theory of translation techniques is used.The
finding shows that there were seven translation techniques used in abstracts, they are
Borrowing (138 data occurrence or 76,23%), Transposition/Shift (18 data occurrence
or 9,93%), Literal Translation (15 data occurrence or 8,32%), Amplification/Addition
(4 data occurrence or 2,21%), Established Equivalence (4 data occurrence or 2,21%),
Reduction/Omission (1data occurrence or 0,54%), and Modulation (1 data occurrence
or 0,54%).
Keywords: abstract, thesis, translation technique
viii
ABSTRAK
Nama : Ening Sofyati
Jurusan : Pendidikan Bahasa Inggris
Judul : Translation Techniques Found in ThesisAbstract of English
Department Students
Studi ini difokuskan untuk mengidentifikasi jenis teknik penerjemahan yang
digunakan dalam penerjemahan abstrak tesis program studi pendidikan bahasa Inggris
Fakultas Pendidikan dan Keguruan. Abstrak tesis dipilih karena dalam karya ilmiah
abstrak berfungsi sebagai ringkasan singkat dan bagian yang paling penting.
Penelitian ini menggunakan desain kualitatif deskriptif atau kualitatif dengan
pendekatan deskriptif. Ini menyediakan deskripsi kejadian atau situasi atau peristiwa,
jadi metode ini adalah untuk mengumpulkan dan mengumpulkan data dasar. Data
diambil dari sepuluh terjemahan tesis abstrak program studi pendidikan bahasa
Inggris Fakultas Pendidikan dan Keguruan. Dalam proses untuk mengidentifikasi dan
mengklasifikasikan tehnik penerjemahan yang diterapkan dalam tesis abstrak. Dan
tehnik penerjemahan menggunakanteori Molina dan Albir. Temuan menunjukkan
bahwa ada tujuh teknik terjemahan yang digunakan dalam abstrak, Borrowing (138
kejadian data atau 76, 23%), Transposisi/Shift (18 data kejadian atau 9, 93%), Literal
Translation (15 kejadian data atau 8, 32%), Amplication/Addition (4 data kejadian
atau 2, 21%), Established Equivalence (4 data kejadian atau 2, 21%),
Reduction/Omission (1 data kejadian atau 0,54%), dan Modulation (1 data kejadian
atau 0,54%).
Kata kunci: abstrak, skripsi, teknik penerjemahan
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TABLE OF CONTENTS
TITLE PAGE
OFFICIAL NOTE .............................................................................................. i
STATEMENT OF ORIGINALITY ................................................................. ii
DEDICATION .................................................................................................... iii
MOTTO .............................................................................................................. iv
ACKNOWLEDGEMENTS ............................................................................... v
ABSTRACT ........................................................................................................ vi
ABSTRAK .......................................................................................................... viii
TABLE OF CONTENTS ................................................................................... ix
LIST OF TABLES ............................................................................................. xi
LIST OF APPENDICES ................................................................................... xii
CHAPTER I INTRODUCTION ............................................................. 1
1.1 Background of the Study ............................................... 1
1.2 Problems of the Study ................................................... 6
1.3 Objectives of the Study ................................................. 6
1.4 Scope of the Study ........................................................ 6
1.5 Significances of the Study ............................................. 6
CHAPTER II REVIEW OF LITERATURE .......................................... 7
2.1 Definition of Translation ............................................... 9
2.2 The Process of Translation ............................................. 10
2.3 Translation Tool ............................................................ 10
2.4 Teachniques of Translation ........................................... 11
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2.5 Definition of Abstract .................................................... 15
2.6 Functions of Abstract .................................................... 17
2.7 Type of Abstract ............................................................ 17
2.7.1 Descriptive abstract ............................................ 17
2.7.2 Informative abstract ............................................ 18
2.8 Structure of Abstract ...................................................... 18
2.9 Previous Studies ............................................................ 18
CHAPTER III METHODOLOGY OF RESEARCH ............................... 21
3.1 Research Design ............................................................ 21
3.2 Setting of the Research................................................... 22
3.3 Data Source ................................................................... 23
3.4 Technique of Data Collection ....................................... 23
3.5 Technique of Data Analysis .......................................... 24
CHAPTER IV FINDINGS AND DISCUSSION ...................................... 26
4.1 Finding ......................................................................... 26
4.1.1 Identifying and Classifying the Translation
Techniques ........................................................ 27
4.1.1.1 Borrowing ............................................. 27
4.1.1.2 Transposition/Shift ............................... 30
4.1.1.3 Literal Translation ................................ 32
4.1.1.4 Established Equivalence ....................... 32
4.1.1.5 Amplification/Addition ........................ 33
4.1.1.6 Reduction/Omission ............................. 35
4.1.1.7 Modulation............................................ 36
4.2 Research Discussion ..................................................... 38
CHAPTER V CONCLUSION ................................................................... 44
5.1 Conclusion ................................................................... 44
5.2 Suggestions .................................................................. 44
REFERENCES ................................................................................................... 46
APPENDICES
xi
LIST OF TABLES
Table 4.1 The result of Borrowing ................................................................... 29
Table 4.2 The result of Transposition/Shift ....................................................... 31
Table 4.3 The result of Literal Translation........................................................ 32
Table 4.4 The result of Established Equivalence ............................................. 33
Table 4.5 The result ofAmplification/Addition ................................................. 34
Table 4.6 The result of Reduction/Omission.................................................... 35
Table 4.7 The result of Modulation .................................................................. 36
Table 4.8 Table of Translation Techniques in Thesis Abstracts ...................... 37
xii
LIST OF APPENDICES
Appendix 1. Identifying the Translation Procedures
Appendix 2. Thesis Abstract
Appendix 3. Curriculum Vitae
Appendix 4. Thesis Consultation Sheet
CHAPTER I
INTRODUCTION
1.1 Background of Study
English is a language that has been widely known as the international language
of the world. English in Indonesia is generally taught as a foreign language. The term
'foreign language ' in the field of teaching language differs from 'second Language'. A
foreign language is a language that is not used as a means of communication in
certain countries where the language is taught. While the second language is a
language that is not the primary language but is one of the languages commonly used
in a country. In Indonesia, the English language teaching as a foreign language
changes over time and policy turnover, which are mostly economically and politically
influenced,etc.
The translation of the foreign books into the Indonesian language is increasingly
growing and showing the breath of life in the world of Indonesian book and
education. The flow of information that is so open carries the possibility of a very
extraordinary information, knowledge, and culture exchange between all countries.
And the translation turned out to have functionality as a remarkable means. With the
translation, there is dynamization of progress and development of science, insight and
culture, because the translation allows those who do not speak foreign to access
science. Therefore translating activities are very urgent, while the activity is not easy
to do by everyone, it is because it is very meaningful to the essence is not just
transferring the meaning behind the word/sentence in the source language into the
target language, but there are many things that also have to get attention to find the
real meaning, as well as context in the situation, linguistic context and cultural
context. Larson (1984) cited in Suryawinata and Hariyanto (2016 : 11,12)gives a
definition. According to translating means: 1) Learn lexicon, grammatical structure,
communication situation and source language context. 2) Analyze the source
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language text to find the meaning. 3) Recovers the same meanings using lexicon and
grammatical structures that correspond to the target language and cultural context.
Many people say that translation is "Art ". So, translation is based on tips aimed
at obtaining the equivalent of the source language so that the message contained in
the source language can be disclosed again in the target language. However, the
above is not enough. Translators should be placed in the context of linguistic
communication. . Nida and Taber (1969) cited in Suryawinata and Hariyanto (2016 :
2) state that translation is an attempt to re-reveal the message in the source language
in the target language. The redisclosure is done by using reasonable and nearby
matches. However, we still need to questioned what is meant by match. The
equivalent is the target language element containing the same message as the source
language element. However, it is still worth noting that it is equally meaningless '
equal 'that translating consists of reproducing in the receptor language the closest
natural equivalent of the source language message, first in terms of meaning and
secondly in terms of style.
One of the medium to communicate is a book or paper in professional journal.
The use of different languages in paper in professional journal around the world
encourages people to make use of translation process in order to provide paper in
professional journal translated from one language to another. language is a
fundamental part our life, because it refers to the way we manage our social life.
Language is not only for linguists, students, lecturers, but also for business men,
politician, lawyer, marketing, and other aspects that need language as a medium to
communicate. Meanwhile, Translation as stated by Newmark (1981:7) cited in
Suryawinata and Hariyanto (2016 : 5 )is a craft consisting in the attempt to replace a
written message and/or statement in one language by the same message and/or
statement in another language.From the definition stated, the writer found that
translation is a process which is aimed to find meaning equivalence in the target
language. The activity of translation has a long-standing tradition and has been
3
widely practiced throughout history, but in our rapidly changing world its role has
become of paramount importance.
When make any paper in a professional journal, thesis,etc you find that each
paper starts with an abstract. One of the content in academic writing (thesis,
dissertation, appointment paper, paper, will, journal, and article) is abstract. As
articles in the journal always begin with an abstract. This is a summary of the
research of research articles, theses, reviews and is often used to help readers quickly
ensure the purpose of paper. An abstract may act as a stand-alone entity instead of a
full paper. The typical length of abstract ranges from 100 to 200 words, but rarely
more than a page. The purpose of the abstract is to give a general view of the thesis,
paper, to the readers. However, those whose educational background is not the
English department, it would be a problem toward the authors‘ article. Of the contents
of a document such as a research paper, journal, article, thesis, review, conference
proceeding, and other academic or legal document. A reader can decide what to read
and what not to read. An abstract, together with an index can then be described as a
key finding aid of information in today‘s overabundance of information (Olayinka,
2013) cited in (Umar,Mohammed,Shittu, 2014 : 4).
As a consideration material for readers of the research report. Before reading the
whole content, readers of the research report can read the abstract first to know the
content or the discussion of the research report according to what the reader is
looking for. In documentary abstracting, two main types of abstracts are identified:
indicative abstracts which point to information and informative abstracts which give
detailed information about the findings of the work (Bernier, 1985) citen in (Sagion
and Rapalme). Most studies agree on a two stage logical account for describing the
human production of abstracts: the analytical stage in which the salient facts of the
text are obtained and condensed and the synthetic stage in which the text of the
abstract is produced (Pinto Molina, 1995) cited in (Sagion and Rapalme). Abstracting
manuals (Cremmins 1982, Borko and Bernier, 1975) cited in
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(Umar,Mohammed,Shittu, 2014 : 5) give indications about grasping the "essential"
content of a document and writing the abstract such as "scan the document to get
some idea of the subject matter", "mark the material containing information on
purpose, method, findings, conclusion and recommendation", "write a concise unified
abstract". These instructions are very conceptual and require good abstracting skills in
order to be operational-ized and thus are very difficult to implement in an automatic
procedure.
Furthermore, in this study,the researcheranalyzed the translation techniques
found in translating abstracts of students‘ thesis of English Education Study Program
Faculty from English intoBahasa. In English Education Study Program Faculty, the
students make the abstract in Englishand they translate it into Bahasa Indonesia. The
reason why the researcher choose thesis abstract ofstudents English Education Study
Program Faculty of Education and Teacher Training The State Islamic University
Sultan Thaha Saifuddin Jambi thatThe State Islamic University Sultan Thaha
Saifuddin Jambione State Islamic campus in Jambi and the accreditation B.The
researcher gathered ten abstracts from students who have finished writing their thesis.
This study focuses on analyzing techniques translation, the dominant type translation
techniques, and the fewest translation techniques since every translator has different
ways in doing translation based on the theory which the translator relies upon.In
translation techniques, there are many theories suggested by the experts and in this
thesis, the researcher applies Molina and Albir‘s theory.
According to the journal written by Yopi Thahara about analysis translation
techniques theory which are stated by Molina and Albir‘s the research is aimed to
identify the translation techniques used by the translator to translate novel Angels &
Demons to Malaikat & Iblis. Translation techniques are explored and described in
this researcher. This researcher is a descriptive qualitative research. The source of
data are Angels & Demons novel and its tramslations. The data collecting method
consist of document analysis to obtain the data of simile and translation
5
techniques.The result shows that there are 14 translation techniques applied i.e.literal
156 (52,35%) data, amplification 33 (11,07%) data, borrowing 21 (7,04%) data,
reduction 17 (5,70%) data, linguistic compression 16 (5,37%) data, established
equivalence 10 (3,35%) data, adaptation 10 (3,35%) data, deletion 8 (2,68%) data,
generalization 7 (2,35%) data, description 5 (1,68%) data, compensation 5 (1,68%)
data, modulation 4 (1,34%) data, linguistic amplification 4 (1,34%) data and
transposition 2 (0,67%). Literal translation is the dominant translation technique used
to translate simile in the novel Angels & Demons to Malaikat & Iblis. It is used
because the translator can keep the image and the messages of the simile.If simile has
equivalence simile in the target language adaptation technique can be applied. The
techniques that are applied to translate simile in the novel Angels & Demons into
Malaikat & Iblis can be used as a consideration to translate simile from English to
Indonesia. (Yopi Thahara. 2015)
Additionally, in this research, the study focused on the translation techniques
found inthesis abstracts, the dominant translation techniques used in thesis abstract,
the fewest translation techniques used in translation of the thesis abstractsin English
Education Study Program. One example translation technique from translation
techniques found in thesis abstract, ―Borrowing‖ in Source Language ―This research
was aim to analyze or found the effect of using LRD (Listen, Read, Discuss)‖ in
Target Language ―Penelitian ini bertujuan untuk menganalisis atau mengetahui
pengaruh menggunakan strategy LRD (Listen, Read, Discuss)‖,as translations have
various ways of conducting translations based on reliable theories. Translating
techniques, researcher can know the author's perspective in conducting abstract
translation that will affect translation quality from the translation results. The aims of
this study are formulated to identify he types of translation techniques found in
translating thesis abstract used in translation of the thesis abstractsin English
Education Study Program.Based on the background of the problem above, that is why
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the researcher decided to research about ―Translation Techniques Found in Thesis
Abstract of English Department students‖.
1.2 Problem of the Study
Based on the title of this thesis ―Translation Techniques Found in Thesis
Abstract of English Department students‖, the problem of the study as follows: What
are the translation techniques found in the translation of the students‘ thesis abstracts?
1.3 Objectives of the Study
There are three objectives of the study in this analysis as the answers of the problems
which have been mentioned before, those are: To find out the translation techniques
found in the translation of the students‘ thesis abstracts.
1.4Scope of the Study
The scope of the study is only focused on translation techniques in the ten
translated abstracts of students‘ thesis abstract used in translation of the thesis
abstractsof English Education Department.
1.5 Signficances of Study
The significances of the study are as follows: The result of this study will be
useful for students, who learn translation, and teachers of translation in general; and
the translator in particular. This study can become their reference.
CHAPTER II
REVIEW OF LITERATURE
2.1 Definition of Translation
Translation is the action of interpretation of the meaning of a text, and then
makes the translation product become equivalent. Communicating the same message
in another language also called as translation. The text to be translated is called the
source text, and the language it is to be translated into is called the target language;
the final product is sometimes called the target text. There are so many definitions of
translation that are suggested by the experts. In this chapter the writer discusses them
more clearly about the translation definitions, some definitions of translation may be
different as many experts expresses their own thought or idea about the definition of
translation. In this chapter, the writer wants to discuss the definition based on Larson
(1984), Newmark (1984), Nida and Taber (1974: 12) and Catford (1965) cited in
Suryawinata and Hariyanto (2003)
Newmark (1984) cited in Suryawinata and Hariyanto (2003) in Newmark‘s book
A Textbook of Translation says ―Translation is rendering the meaning of a text into
another language in the way that the author intended the text‖. Here, Newmark said
that translation was the way to find the equivalence of meaning from source text into
target text. Thus we may say that we reconstructing or reproducing the meaning
inside the source language text into the form of target language text.
Catford (1965) cited in Suryawinata and Hariyanto (2003: 11) ―Translation is the
replacement of textual material in one language by equivalent textual material in
another language‖. Here, Catford said that the important thing in process of
translation is a way to find the equivalent meaning between source language (SL) and
target language (TL) and the readers or listeners can understand and does not
misunderstanding with the meaning of translation product.
8
Larson (1984) cited in Suryawinata and Hariyanto (2003 : 14) in Larson‘s book
Meaning-Based Translation states that ―Translation is basically a change of form.
When we speak of the form of a language, we are referring to the actual words,
phrases, clauses, sentences, paragraphs, etc., which are spoken or written. In
translation the form of the source language is replaced by the form of the receptor
(target) language.‖
From the Larson‘s explanation above, it can be concluded that translation is not
an easy task to do, because every language has its own ways and grammatical
structure to say some terms that might be different with another language. In
translation there are many processes and procedures that must be mastered and
known such as, studying the source text, analyzing it, and reconstructing the meaning.
In the Theory and Practice of Translation, Nida and Taber (1974) cited in
Suryawinata and Hariyanto (2003 : 9 ) states that ―Translating consists of reproducing
in the receptor language the closest natural equivalent of the source language
message, first in terms of meaning and secondly in terms of style‖. From here it can
be concluded that in reproducing or transferring the message, there is an equivalent
relationship between source language (SL) and target language (TL). Nida also stated
about style. It refers to the stylistic of linguistic aspect. The translator needs to pay
attention to the style of source language in order to maintain the naturalness the target
language in the target text. So the target readers could easily understand the content
of the text.
From several translation experts above, it can be concluded that translation is the
task that deals with two different kinds of language. The first is the source language
(SL), which is the language to be translated, and the second is target language (TL) or
the form of the language that become the target. Translation does not only change the
form but translation is a process of transferring the meaning from source language
(SL) to target language (TL), the important thing in translation is the way to find the
9
equivalent meaning in source language (SL) to target language (TL). In transaltion
process, there are some steps that must be done, studying the source text, analyzing it,
and reconstructing the meaning. So, a translator must know about the process and
procedure in translation.
2.2 The Process of Translation
In translating the text, there are some processes that the translator has to go
through to make the translation appropriate with the original text. According to
Larson (1984:4) cited in (Suryawinata and Hariyanto 2016) when translating a text,
the translator‘s goal is an idiomatic translation which makes every effort to
communicate their meaning of the source language (SL) text into the natural forms of
the receptor language. Furthermore, he states that translation is concerned with the
study of the lexicon, grammatical structure, communication situation, and cultural
context of the source language (SL) text, which is analysed in order to determine its
meaning. The discovered meaning is then re-expressed or reconstructed using the
lexicon and grammatical structure which are appropriate in the receptor language and
its cultural context. Larson simply presents the diagram of the translation process, as
follows;
Source Language Receptor Language
Text to be Translated Translation
Discover the Meaning Re-express the Meaning
Meaning
Translation Process (Larson 1984) cited in Suryawinata and Hariyanto (2003 : 18)
10
Text to be Translated Translation Discover the Meaning Re-express the Meaning
According to Nida and Taber (1969) cited in Suryawinata and Hariyanto (2003 :
10) there are 3 steps tp translate the text : 1. Analysis, 2. Transfer, 3. Restructuring, 4.
Evaluation and Revision.
Suryawinata (1989) states that the translation process is a model which is used to
describe the thinking process did by the translator when translating something. In the
past, people argued that translation occurred directly and in one way. It means that
the translator directly rewrites the text in the source language into the target language.
2.3 Translation Tools
Translation tools are things that support translators in doing their jobs.
Translators need tools to translate their works both conventional or modern tools
(Suryawinata and Hariyanto, 2003: 27). The description as follows:
a. Conventional Tools
Pen and paper are common conventional tools. The dictionary can be an as
conventional tool which can help translators in doing their jobs. According to
the language being used, a dictionary can be divided into a monolingual,
bilingual, and multilingual dictionary. The monolingual dictionary only uses
one language. The examples are the Oxford Advanced Dictionary, Kamus
Bahasa Indonesia, and others. The dictionary is divided into the general
dictionary and specific dictionary based on its content. The general dictionary
consists of general information of words listed. While specific dictionary
consists of information in specific fields. The other tool is the Thesaurus. In
the Thesaurus, a word is followed by several equivalent words, including
synonym or antonym of the word. The encyclopedia can be a translation tool.
The encyclopedia can give information and knowledge to the translators so
that they can find the equivalent word/meaning of the text being translated.
11
b. Modern Tools
An electronic dictionary is a modern tool. It is similar to the calculator in
the form of shape. An electronic dictionary gives limited information about
the words and also without giving examples. The other modern tool is a
dictionary program which can be used in a computer. It is an easy way
because translator only needs to download and install the program on their
computer. Moreover, there are many programs that can be downloaded freely.
Besides, this tool is useful for saving translator‘s time because opening
dictionary usually spends much time. Furthermore, the other result of
technology improvement is the availability of internet sources. Now, there are
many websites that related to the translation field. The websites provide
online dictionaries and materials about translation.
2.4 Technique of Translation
The translators may use a variety of translation technique that differs in
importance with the contextual factors of both the source language (SL) and the target
language (TL). There are 18 translation techniques which are stated by Molina and
Albir‘s (2002: 509-511), they are 1. Adaptation; 2. Amplification (Addition); 3.
Borrowing; 4. Calque; 5. Compensation; 6. Description; 7. Discursive Creation; 8.
Established Equivalence; 9. Generalization; 10. Linguistic Amplification; 11.
Linguistic Compression; 12. Literal Translation; 13. Modulation; 14.
Particularization; 15. Reduction; 16. Substitution; 17. Transposition and 18.
Variation.
Translation technique is the way used to transfer messages from the SL into the
TL, applied at the level of words, phrases, clauses or sentences. According to Molina
and Albir (2002 p. 449-500) translation technique has eighteen types, as follows:
12
1. Adaptation
Adaptation replaces the cultural elements of a type in the SL with cultural
elements that exist within the TL. This technique can be used if the element or
elements of those cultures have equivalents in the TL.
SL: the film swept the world
TL: film ini merambah dunia
2. Amplification (Addition)
Addition adds information that basically does not exist in the source
sentence. The presence of additional information in the target sentence is
intended to further clarify the concept conveyed the original authors to the
readers. This technique is only the information that is used to assist in delivering
the message to the readers. These additions may not modify messages in the
source language.
SL: The girl came late.
TL: Wanita muda itu datang terlambat.
3. Borrowing
Borrowing uses words or phrases when translates the source language into
the target language. Borrowing can be a pure borrowing, borrowing without
making any changes, for example, the word "setting", or in the form of a natural
borrowing (naturalized borrowing), where the words of the SL were matched
with the spelling of the TL, as the word "panic" which comes from the word
"panic".
4. Calque
Calque technique is a literal translation of a word or phrase in translating the
source language into the target language.
SL: He is the new teacher
TL: Dia adalah guru yang baru.
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5. Compensation
Compensation replaces the item information or position effects in the SL in
other parts of the TL because it cannot be realized in the same section in the SL.
SL: a pair of trousers
TL: sebuah celana
6. Description
Description replaces the term in the source language with the description in
the target language. This technique is used when a term in the source language
does not have a term in the target language.
SL: I like gethuk.
TL: Saya suka gethuk, makanan tradisional jawa terbuat dari singkong.
7. Discursive Creation
Discursive Creation uses of equivalent translation techniques while away
from their original context. These techniques often appear in the translation of
titles of movies, books, and novels.
SL: The Godfather
TL: Sang Godfather
8. Established Equivalence
Established Equivalence translates terms in the source language term that is
already prevalent in the target language. The term in the source language is
generally based on a dictionary or phrase daily.
SL: Sincerely yours
TL: Hormat kami
9. Generalization
Generalization translates a term with the term that is already well known in
public and known to the wider community. This technique is used when a term in
the source language refers to a specific section, which parallels in the target
14
language that does not exist and refers to the same section. Example: bajai is
translated to vehicle.
10. Linguistics Amplification
Linguistics Amplification adds elements of Linguistics from SL into the TL.
This technique is often used in interpreting or dubbing.
SL: everything is up to you!
TL: semuanya terserah anda sendiri!
11. Linguistics Compression
Linguistics Compression unites or collects the linguistic elements that exist
in the SL. This technique is often used in interpreting or dubbing. SL: Are you
hungry? TL: lapar?
12. Literal Translation
Literal Translation translates an expression in SL in the word of words into
the TL.
SL: I will love you
TL: Aku akan mencintai kamu
13. Modulation
Modulation replaces focus the point of view or the cognitive aspect that
exists in the SL, either lexical or structural.
SL: Nobody doesn‘t like it.
TL: Semua orang menyukainya.
14. Particularization
Particularization uses terms that are more concrete and specific. The
technique contrasts with the technique of generalization.
SL: The girl likes to collect jewelry.
TL: Gadis itu senang mengoleksi kalung emas.
15. Reduction
15
Reduction condenses the information contained in the source language into
the target language. Compacting of information should not alter the text of the
message in the source language.
SL: The boy got a car accident
TL: Lelaki itu mengalami kecelakaan
16. Substitution
Substitution replaces the linguistic elements into paralinguistic (such as
intonation and gesture) or vice versa. Example: nodding head in Indonesia
translated "Yes!"
17. Transposition
Transposition replaces the grammatical categories of the source language
into the target language, for example, replacing the words to become phrases.
This technique is usually used because of a different grammar between SL and
TL.
SL: I have no control over this.
TL: Saya tidak dapat mengendalikan kondisi ini
18. Variation
Variation replaces linguistic elements or paralinguistic which influence the
linguistic variable. For example, a textual change of tone, style, geographical
dialect, dialect and social.
SL: Give it to me now!
TL: Berikan buku itu ke gue sekarang!
2.5 Definition of Abstract
An abstract is a critical part of a scientific paper. Many professionals read
abstracts from around the world. These abstracts from around the world have varied
of languages. To make professionals read and understand the abstracts easier, the
author usually translates the abstracts from the source language into English. In
relation with this study, the writer studies some students‘ thesis abstracts in
16
University of Islamic Sultan Thaha Saifuddin Jambi that are written in two
languages, English and Bahasa Indonesia. The thesis authors write the abstracts in
Bahasa Indonesia and then they are translated into English. In translating the
abstracts, they are transferring information from source language to target language
and they should produce equivalent text so that the readers can understand and
determine whether they need to read the document in its entirely. The word ‗abstract‘
comes from the Latin abstractum, which means a condensed form of a longer piece of
writing (Hipp and Zoltan, 2015).
When used, an abstract always appears at the beginning of a manuscript or
typescript, acting as the point-of-entry for any given academic paper or patent
application. Related with the statement before, The word abstract comes from the
Latin abstractum, which means a condensed form of a longer piece of writing. There
are two main types of abstract: the (1) Descriptive and the (2) Informative abstract.
defines an abstract as a complete citation, condensation and summary of essential
facts of theories and opinions presented in an article or book. An abstract is,
therefore, a brief summary, generally from 100 to 200 words, of the contents of a
document such as a research paper, journal, article, thesis, review, conference
proceeding, and other academic or legal document. A reader can decide what to read
and what not to read. An abstract, together with an index can then be described as a
key finding aid of information in today‘s overabundance of information (Olayinka,
2013) cited in (Umar,Mohammed,Shittu, 2014 : 4).
Although an abstract appears as the first section of a paper, it should be written
last. You need to have completed all other sections before you can select and
summarize the essential information from those sections, an abstract involves boiling
down the essence of a whole paper into a single paragraph that conveys as much new
information as possible. Many abstracts are published without the complete paper
itself in abstract journals or in online databases. Thus, an abstract might serve as the
only means by which a researcher determines what information a paper contains.
17
Moreover, a researcher might make a decision whether to read the paper or not based
on the abstract alone. Because of this need for self-contained compactness, an
abstract must convey the essential results of a paper. Abstracting manuals
(Cremmins, 1982, Borko and Bernier, 1975) cited in (Umar,Mohammed,Shittu, 2014
: 5) give indications about grasping the "essential" content of a document and writing
the abstract such as "scan the document to get some idea of the subject matter", "mark
the material containing information on purpose, method, findings, conclusion and
recommendation", "write a concise unified abstract". These instructions are very
conceptual and require good abstracting skills in order to be operational-ized and thus
are very difficult to implement in an automatic procedure.
2. 6 Functions of Abstract
An abstract is an important part of a research paper. The abstract is the last thing
being written, but the first thing people read when they want to have a quick
overview of the whole paper. Abstracts are important for both selection and indexing
purposes. In selecting, abstracts allow readers who may be interested in the paper to
quickly decide whether it is relevant to their purposes and whether they need to read
the whole paper. While in Indexing, most academic journal databases accessed
through the library enable you to search abstracts. This allows for quick retrieval by
users. Abstracts must incorporate the key terms that a potential researcher would use
to search (www.services.unimelb.edu.au/academiaskills).
2.7 Type of Abstract
According to Borko, et. al (1963) cited in (Umar,Mohammed,Shittu 2014), there
are two types of abstracts, as follow:
2.7.1 Descriptive abstracts
A descriptive abstract indicates the type of information found in the work. It
makes no judgments about the work, nor does it provide results or conclusions of the
18
research. It does incorporate key words found in the text and may include the
purpose, methods, and scope of the research. Essentially, the descriptive abstract
describes the work being abstracted. Some people consider it an outline of the work,
rather than a summary. Descriptive abstracts are usually very short—100 words or
less.
2.7.2 Informative abstracts
The majority of abstracts are informative. While they still do not critique or
evaluate a work, they do more than describe it. An informative abstract includes the
information that can be found in a descriptive abstract (purpose, methods, scope) but
also includes the results and conclusions of the research and the recommendations of
the author. The length varies according to discipline, but an informative abstract is
rarely more than 10% of the length of the entire work. In the case of a longer work, it
may be much less.
2.8 Structure of Abstract
According to (Brown 1988: 44) cited in (Fitriya 2018), an abstract is a writing usually
contains about 100- 300 words which are used to summarize an article or research
paper. It provides considerable information in a short space, so it must be tightly
written. Therefore, an abstract should contain at least the following information: (1) a
clear statement of the topic and purpose of the research paper, (2) a brief description
of the participants and materials used in the research, (3) an explanation of the
procedures followed and the statistical analyses used, and (4) a summary of the
results and their implications for the field.
2.9 Previous Research
To develop the original analysis, the researcher presents the previous study
dealing with similar topic. There is a previous study related to this research. First one
written by Ikma Qurrota A‗yun (2201409049). Translation Techniques of The
19
Complex Sentences in Bilingual Textbook Biology 1 For Senior High School Year X
Published By Yudhistira (A Descriptive Qualitative Study). She based her study on
Molina and Albir‗s translation techniques. There are eighteen techniques proposed by
Molina and Albir, but in her study only nine techniques found in her study. They are
(1) Literal translation, (2) Borrowing, (3) Adaptation, (4) Reduction, (5)
Particularization, (6) Amplification, (7) Generalization, (8) Transposition, (9)
Description.
Second, written by Sari (2014) in her research “Translation Procedures Applied
in SubtitlingEnglish Idioms The Hobbit: An Unexpected Journey Movie into
Indonesian” applied Vinay and Darbelnet‘s theory in analyzing translation
procedures of the subtitle. The result of the study shows that equivalence procedure is
applied in 97.01% of the data, adaptation procedure is applied in 2.24% of the data,
and literal translation procedure is applied in 0.75% of the data. The research also
helps the writer in understanding how to apply the translation procedures in the
translated text. The first up to the third studies help the writer in understanding how
to apply the translation procedures in the translated text. The previous research and
the writer‘s research have similarity which is using Vinay and Darbernet‘s theory in
analyzing translation techniques. Yet, they have difference in data and data resource.
The third previous study is a thesis was written by Reza (2018) entitled An
Analysis of Translation Procedures in Translated Thesis Abstracts ofStudents of
Faculty of Social and Political Sciences. The study appears because of the importance
of translation role in translating thesis abstracts. This thesis was done to answer the
curiosity of the writer about what procedures is applied in translated thesis abstracts
and what the dominant procedure applied in translating the thesis abstract of Social
and Political Sciences Faculty. The objective of this study is to find out what
translation procedures are applied in translating the thesis abstracts and the dominant
one. Thesis abstracts are selected because of abstracts as a brief summary of the most
important points in a scientific paper. In order to identify and classify the translation
20
procedures applied in thesis abstracts, Vinay and Dalbernet‘s theory about the
translation procedures is used. The method of the analysis is a descriptive qualitative
method. As the result of this research, the most dominant procedure used in translated
thesis abstracts of Social and Political Sciences faculty is literal with 44 occurrences
(68,75%), followed by equivalence with 8 occurrences (12,5%), borrowing with 7
occurrences (10,93%), modulation with 3 occurrences (4,68%), transposition with 1
occurance (1,56%) and cake with 1 occurance (1,56).
The first up to the third studies help the researcher in understanding how to apply
the translation techniques in the translated text. The previous research and the
researcher‘s research have similarity which is using Molina and Albir‘s theory in
analyzing translation techniques. The similarity of her study and this study is both of
us choose translation as the main topic. Yet, they have difference in data and data
resource. While the differences of both the study are the reference used in analyzing
the data and the media for collecting data.
CHAPTER III
METHODOLOGY OF RESEARCH
3. 1 Research Design
In this research, the method used is descriptive qualitative method. Qualitative
research is a study that focuses on the materials, situations, activities, or relationship
qualities which has holistic description emphasis and mostly delivered in detail
(Fraenkel, et al., 2012, p.426) cited in (Satriadi 2014). Moreover, descriptive
approach contains description in detail, descriptive approach incorporates a detailed
description of people and places to carry the narrative. A study in this mode might
convey ―a typical day in the life‖ of an individual. (Creswell, 2012, p. 274),
descriptive research is a research to answer and resolve recent phenomena by
presenting, analysing, and interpreting data. Hence, the purpose of the research is
finding out the translation techniques that are used in abstract undergraduate paper,
whether the quality of translation is appropriate or inappropriate based on the
characteristics of good translations proposed by several experts as stated in chapter II.
Thus, in order to know the findings, the researcher took the decision that the
qualitative case research design was appropriate to be used in the research,
especdially in analysing the translation techniques used in translating abstract of
thesis abstractEnglish Department students.
There are five general characteristics of qualitative research based on Fraenkel, et
al. (2012, p. 426-427) cited in (Amelia Guland 2016) : first, the natural setting is the
direct source of data, and the researcher id the key instrument in qualitative research.
Second, qualitative data are collected in a form of words or pictures rather than
numbers. Third, the qualitative researchers are concerned with process as well as
product. Fourth, qualitative researchers tend to analyse their data inductively. And the
fifth, the major concern of qualitative research is how people make sense out of their
lives.
22
This method is used because qualitative research is expected to be a way to gain
a deep understanding and comprehensive results, focusing on a small scope of
research (Cresweel, 2012, Hal 128). Furthermore, according to Maxwell (quoted in
Satriadi, 2014, p. 34) Five qualitative research objectives as follows: first, the
meaning of the participants in the research, events, situations, and actions involved
with and values in life and experience Their. Secondly, the particular context therein
is the influence of the participants and the influence that exists in this context on their
actions. Thirdly, it identifies unexpected phenomena and influences and generates
new grounded theory. Fourth, which process where events and places occur. And
fifth, develop a casual explanation. Thus, researchers assume that the qualitative
method of descriptive is relevant for use in current research. In addition, researchers
identified the translation techniques in abstract undergraduate papers through
collecting sentences and categorizing them based on their type of technique.
This research was designed as a descriptive research. (Marshall and Rossman
1999) cited in (Fitriya 2018)defining that qualitative data analysis is looking for a
general statement about the relationship between category data. In this study,
qualitative methods would be used because the analyzed data was described as
descriptive. The data to be analyzed is in the form of words, phrases, and clauses.
3.2 Setting of The Research
The research conducted at English Department of Tarbiyah and Teacher
Training Faculty at State Islamic University SulthanThaha Saifuddin Jambi. It is
located on Jambi-Muara Bulian street km. 16, Simpang Sei. Duren, Jambi Luar Kota,
Muaro Jambi. The research conducted on the thesis abstract of the 2017/2018
academic year. The thesis abstracts of English Department students consist of 10
abstracts.
23
3.3 DataSource
The researcher gathered the thesis abstract were taken from the ten thesis in both
English and Indonesian abstract translation. The data are the sentences containing in
the abstract of the students‘ thesis of Teacher Training and Education Faculty both in
English and Bahasa Indonesia. The ten thesis of English Education are graduated in
2017 are taken from the academic office.
3.4 Technique of Data Collection
In collecting the data, the researcher used research instrument which contained
ten abstracts of undergraduate papers. There were also several steps done by the
researcher as the research procedures to collect the data for the research. Moreover,
the research instruments and procedures used in the research would be elaborated as
follows. The method of the research applied is qualitative method, which is done by
applying the library research to get data or information related to the topic to support
the ideas. The source data are the abstracts taken from the academic office. After
reading the data, the data will be displayed and analyzed as using content
analysis.According to Brown and Rodgers (2002:6) cited in (Fitriya 2018), before
anything useful can be done with the research data, this data has to be compiled.
Compiling data means putting all the data together in one place in such a way that
you can easily analyze and interpret them based on Molina and Albir's theory. The
method of collecting data in this study is the observation method. The observation
method is applied by thoroughly observing the source language of the text and its
translation in the target language.
This method of observation implemented at once with the implementation of
note-taking technique (Sudaryanto, 1993: 135) cited in (Fitriya 2018). The note-
taking technique and coding is to identify and classify data based on translation
techniques, in order to formulate analysis based on Molina and Albir's theory. The
data collected in this study is primarily data because they are directly collected from
24
data sources using observation methods and recording techniques. (1) The first step is
to read near the source language text and that target. (2) Issued an example of the
translation technique in the source language and the translation in the target language
is underlined and recorded downwards and then taken as data for analysis. (3) Later,
the emergence of translation techniques is classified according to, translation
techniques as proposed by Molina and Albir (2002). The triangulation the data used
triangulayion theory, the meaning of triangulation theory is where the end result of
qualitative research in the form of a formulation of information or thesis statement.
The information is further compared to the perspective of relevant theories to avoid
the individual bias of researchers for the findings or conclusions generated. In
addition, triangulation theory can improve the depth of understanding as long as
researchers are able to explore theoretical knowledge in depth over the results of data
analysis that has been obtained.
3.5 Technique of Data Analysis
As a fisrt step, (1) the source text (ST), which is in English, was chosen as the
population of the data and the abstracts were taken as the sample. Then, (2) the source
text (ST) in English Language were compared with the target text (TT) which is in
Bahasa Indonesia. Next, (3) the translation products were analysed to find the
techniques of the undergraduate theses from English toBahasa Indonesia. Afterward,
the conclusion was taken based on the analysis of the translated sentences found
proposed by Molina and Albir‘s.
The data of the research were ten abstracts of English Department undergraduate
papers. The data were classified through a simple table in each page. The core
component analysis of the translation was sentences for translation methods and
phrases for translation techniques. (1) The researcher identified the translation
techniques applied in translating in each sentence and phrase through using
translation theory proposed by Molina and Albir‘s. (2) The researcher do note-taking
25
technique and coding is to identify and classify data based on translation techniques
based on Molina and Albir's theory. (3) The researcher compiling data means putting
all the data together in one place in such a way that you can easily analyze and
interpret them based on Molina and Albir's theory Thus, the techniques commonly
used in translating the phrases and sentences then were analyzed.
The data collected were analyzed descriptively. They were classified according
to the types of translation techniques which were proposed by Molina and Albir‘s
theory. After identifying the data, data will be classified on each type, and provide its
description. Then, the data were mention that found in the students‘ technique in
translating their undergraduate thesis abstracts from English language into
Indonesian.After the data were analyzed in a descriptive data collected. They were
classified according to from the translation techniques proposed by Molina and
Al‘ir‘s theory. After identifying the data, the data were classified based on the type,
and provide description. Then, the data were tabulated by using statistical formulas to
find student techniques in translating abstract of their undergraduate thesis from
English into Bahasa. The statistical formula used was percentage formula as follows:
Where :
P: Percentage number
F: Frequency
N: Number of translation technique
CHAPTER IV
FINDING AND DISCUSSION
This chapter, the data was analyzed by the researcher, after analysis the data, they
were classified according to the types of translation techniques which were proposed
by Molina and Albir‘s theory. This chapter contains findingand discussion. Every
abstracts was coded alphabetically, the explanation and the result of the data analysis
was presented in findingsection. Meanwhile, in discussion section, the types of
translation teachnique found in thesis abstracts, the dominant type of translation
teachnique found in thesis abstracts, the fewest type of translation teachnique found
in thesis abstractsof English Department student and each types translation techniques
used in translating the thesis abstracts would be revealed orderly in a data sheet
discussion section.
4.1 Finding
The data presentation data and analysis was descriptively. In this study was
conducted at English Departmen of Tarbiyah and Teacher Training Facuty at State
Islamic University Sulthan Thaha Saifuddin Jambi. The data are in a form of
sentences in Thesis Abstract of English Education Study Pragram Faculty of
Education and Teacher Training which contain translation techniques proposed by
Molina and Albir‘s theory.
In this point, the researcher describe the types of translation techniques of
translation techniques found in the thesis abstract, the dominant type of translation
teachnique found in thesis abstracts, the fewest type of translation teachnique found
in thesis abstracts of English Department student both English and Indonesia abstract
translation. This research used Molina and Albir‘s (2002) theory about translation
techniques
27
There are ten abstracts taken from thesis of English Department student was
analyzed by the researcher, there are seven translation techniques applied out of
eighteen translation procedures by Molina and Albir. The seven translation tecniques
are 138 cases of borrowing or (76,23%), 18 cases of transposition/shift or (9,93%) ,
15 cases for literal translation or (8,32%),4 cases for amplification or (2,21%), 4 cases
for established equivalence or (2,21%), Reduction/Omission 1 case or (0,54%), and 1
case for modulation (0,54%). There are no cases of adaptation, calque, compensation,
description, discursive creation, generalization, linguistic amplification, linguistic
compression, particularization, substitution, variation found from the data which are
analyzed.
4.1.1 Identifying and Classifying the Translation Techniques
After collecting the data, the next step is to identify the translation techniques that are
found in the thesis abstracts. The data identification is shown in the information
below:
4.1.1.1 Borrowing
There are 138 cases or (76,23%) of Borrowing found in Thesis of English
Department students. The first techniques found in Abstract Thesis of English
Department students of translation technique is Borrowing. This translation technique
takes words directly from one language into another without translation. Many
English words are "borrowed" into another language. For example:
Example 1: (Data A / Table 1 in Appendices)
SL: The aim of this study was to analyze the practicality, face validity,
content validity, reliability, item facility, and item discrimination of
English midterm test designed by teacher at ninth grade of MTs N Olak
Kemang Kota Jambi.
28
TL: Tujuan dari penilitian ini untuk menganalisis practicality, face validity,
reliability, item facility, and item discrimination dari soal ujian tengah
semester Bahasa Inggris yang dibuat oleh guru Bahasa Inggris kelas Sembilan
di MTs N Olak Kemang Kota Jambi.
From the example above show Borrowing technique. The bold word
―practicality, face validity, content validity, reliability, item facility, and item
discrimination‖ in SL is translated into ―practicality, face validity, content validity,
reliability, item facility, and item discrimination‖. It shows the word is purely
borrowed from the original into the TL. It is Pure Borrowing because takes the word
practicality, face validity, content validity, reliability, item facility, and item
discriminationdirectly from one language into another without change. It refers to is a
research-based cooperative learning technique.
Example 2: (Data B/Table 2)
SL: This research was aim to analyze or found the effect using LRD (Listen,
Read, Discuss) strategy.
TL: Penelitian ini bertujuan untuk menganalisis atau mengetahui pengaruh
menggunakan strategy LRD (Listen, Read, Discuss).
From the example above show Borrowing technique. The bold word ―LRD
(Listen, Read, Discuss)‖ in SL is translated into ―LRD (Listen, Read, Discuss)‖. It
shows the word is purely borrowed from the original into the TL. It is Pure
Borrowing because takes the word LRD (Listen, Read, Discuss)directly from one
language into another without change. It is usually used in the term of learning
strategies. ―LRD (Listen, Read, Discuss) refers to the on of learning strategies.
Example 3: (Data C/Table 3 in Appendices)
29
SL: This research focuses on influence of strategy drama. This research
method is descriptive qualitativeresearch.
TL: Penelitian ini focus terhadap pengaruh drama strategi. Metode penelitian
ini adalah penelitian kualitatif deskriptif.
From the example above show Borrowing technique. The underlined word
―strategy drama‖ in SL is translated to be ―drama strategi‖ in the TL. The
translator uses an expression which is recognized in the daily activity. ―strategy
drama‖ refers to drama strategi is a technique that allows students to explore
realistic situations by interacting with other people in a managed way in order to
develop experience in a supported environment.
Example 4: (Data H/Table 8 in Appendices)
SL: The design was quantitative analysis. The subjects of the research were
the 22 students of MTs N Teluk Kasai Rambahan Tebo.
TL: Penelitian ini adalah penelitian kuantitatif. Sampel penelitian adalah 22
siswa kelas VIII A di MTs N 5 Teluk Kasai Rambahan Tebo.
From the examples above show a Borrowing technique. The underlined word
―quantitative‖ in SL is translated into ―kuantitatif‖. It shows the word in SL is
purely borrowed from the original into the TL. It is Pure Borrowing because takes the
word kuantitatif directly from one language into another without change. It is usually
used in the daily activity.
Table 4.1
Data A 12
Data B 24
Data C 26
30
Data D 6
Data E 7
Data F 5
Data G 18
Data H 11
Data I 10
Data J 19
Total Data 138
4.1.1.2 Transposition/Shift
There are 18 Transposition/Shift cases or (9,93%) found in Abstract Thesis of
English Department students. The second techniques found in Abstract Thesis of
English Department students is Transposition/Shift. This translation technique
replaces the grammatical categories. Det+Noun into Noun.
For example:
Example : (Data D/Table 4 in Appendices)
SL: The researcher also found the other communicative strategies that
student used.
TL: Peneliti juga menemukan strategi komunikasi lain.
From the example above show Transposition/Shift technique. The bold word
―The researcher‖ in SL is translated into ―Peneliti‖. There is a unit shift (changing
word class) the researcher found that there is a usage of transposition especially in
word he researcher in source language (English) with its meaning as noun
determiner+noun into a noun. However, in the target language (English) it is changed
31
into Penelitias a without any meaning changing from the source language into target
language. So in this case, the word class is shifted from verb into nounphrase.
Table 4.2
Data A 2
Data B 2
Data C 0
Data D 7
Data E 2
Data F 0
Data G 2
Data H 0
Data I 1
Data J 2
Total Data 18
4.1.1.3 Literal Translation
There are 15 Literal translation cases or (8,32%) found in Abstract Thesis of English
Department students. Literal translation is a technique where translate a word or an
expression word for word based on the function and meaning in the sentence. It does
not mean translating one word for another. Some examples of this translation
technique are presented as follows:
Example 1 : (Data B/Table 2 in Appendices)
ST : This research was conducted on the students of class X SMAN Tuah
Kemuning, Indragiri Hilir, Riau.
32
TL : Penelitian ini dilakukan pada siswa kelas X SMAN Tuah Kemuning,
Indragiri Hilir, Riau.
Table 4.3
Data A 1
Data B 2
Data C 2
Data D 1
Data E 3
Data F 4
Data G 0
Data H 1
Data I 0
Data J 1
Total Data 15
4.1.1.4 Established Equivalence
There are 4 Established Equivalence cases or (2,21%) are found in Abstract
Thesis of English Department students Established Equivalence translates terms in
the source language term that is already prevalent in the target language. The term in
the source language is generally based on a dictionary or phrase daily.. For example:
Example 1 (Data C/Table 3 in Appendices)
SL: Study was conducted at Junior High School 13 Sarolangun in October-
November 2017
33
TL: Penelitian dilakukan di SMP N 13 Sarolangun pada bulan Oktober-
November 2017.
From the example above show Established Equivalence technique. The bold
word ―Junior High School‖ in SL is translated to be ―SMP Negeri‖ in the TL. The
translator uses an expression which is recognized in daily activity. ―Junior High
School‖ refers to a school usually including grades seven to nine grade.
Table 4.4
Data A 0
Data B 0
Data C 2
Data D 0
Data E 1
Data F 0
Data G 1
Data H 0
Data I 0
Data J 0
Total Data 4
4.1.1.5 Amplification/Addition
There are 4 cases Amplification/Addition techniques or (2,21%) found in Thesis
Abstract of English Department students. Addition adds information that basically
does not exist in the source sentence. The presence of additional information in the
target sentence is intended to further clarify the concept conveyed the original authors
34
to the readers. This technique is only the information that is used to assist in
delivering the message to the readers. These additions may not modify messages in
the source language. For example:
Example 1: (Data A/Table 1 in Appendices)
SL: The test is categorized reliable and has highreliability.
TL: Itu artinya soal ujian sudah termasuk soal yang reliabilitinya tinggi atau
baik.
From the example above shows the Amplification/Addition technique. The
underlined word ―high reliability‖ in SL is translated to be ―yang reliabilitinya tinggi
atau baik.‖ in the TL. If it is translated literary, it will be reliabilitinya tinggi. Here
there is addition the word atau baik.
Table 4.5
Data A 2
Data B 1
Data C 0
Data D 2
Data E 0
Data F 0
Data G 0
Data H 0
Data I 0
Data J 0
Total Data 4
35
4.1.1.6 Reduction/Omission
There are 1 cases Reduction/Ommision or (0,54%) are found in Thesis Abstract
of English Department student. The next translation technique is
Reduction/Ommision. This translation technique, translating by suppressing SL
information in the TL. There are many kinds of omissions such as the omission of –s
for the plural noun, the omission of s/es on verbs showing present tense, the omission
of verb auxiliaries and the omission of article. The greatest omission is the omission
of –s for the plural noun. For example:
Example 1: (Tabla 1/ Data A in Appendices)
SL: Based on the findings of the research, the researcher found that the test
instrument is practical in term of cost, the time require is appropriate, the
question is easy to understand, and the scoring system is not complicated.
TL: Berdasarkan pengumpulan data penilitian, diperoleh bahwa soal ujian
sudah praktis dalam hal budget, waktu yang sesuai, pertanyaan yang mudah
dipahami, dan system penilaian yang mudah.
From the example above shows Reduction/Ommision technique. It is translated
by suppressing SL information in the TL. 1) The bold word ―to‖ as a preposition is
not translated into the TL. If it is translated, it should be ―untuk‖. 2) The bold word
―the researcher‖ as the noun is not translated into the TL. If it is translated, it should
be ―peneliti/penulis‖.
Table 4.6
Data A 1
Data B 0
Data C 0
36
Data D 0
Data E 0
Data F 0
Data G 0
Data H 0
Data I 0
Data J 0
Total Data 1
4.1.1.7 Modulation
There are 1 cases of Modulation or (0,54%) are found in Abstract Thesis of English
Department students. To change the point of view, focus of cognitive category in
relation to the ST.
Example : (Data A/Table 1 in Appendices)
ST : Based on the findings of the research, the researcherfound that the test
instrument is practical in term of cost, the time require is appropriate, the
question is easy to understand, and the scoring system is not complicated.
TL : Berdasarkan pengumpulan data penilitian, diperoleh bahwa soal ujian
sudah praktis dalam hal budget, waktu yang sesuai, pertanyaan yang mudah
dipahami, dan system penilaian yang mudah.
Table 4.7
Data A 1
37
Data B 0
Data C 0
Data D 0
Data E 0
Data F 0
Data G 0
Data H 0
Data I 0
Data J 0
Total Data 1
Table 4.8 : Table of Translation Techniques Found in Thesis Abstracts
No. Translation Techniques
Total Data Precentage
1 Borrowing 138 76,23%
2 Transposition/Shift 18 9,93%
3 Literal Translation 15 8,32%
4 Amplification/Addition 4 2,21%
5 Established Equivalence 4 2,21%
6 Reduction/Omission 1 0,54%
7 Modulation 1 0,54%
Total 181 100%
38
4.2 Research Discussion
In this section the researcher is going to describe the interpretation of research
result about translation techniques are found in Thesis Abstract of English
Education student. According to Molina and Albirs‘s (2002), translation
techniques has eighteen type : they are Adaptation, Amplification (Addition),
Borrowing, Calque, Compensation, Description, Discursive Creation, Established
Equivalence, Generalization, Linguistic Amplification, Linguistic Compression,
Literal Translation, Modulation, Particularization, Reduction/Omission,
Substitution, Transposition and Variation. Based on the translation techniques by
Molina and Albir‘s.
Adaptation, adaptation replaces the cultural elements of a type in the SL with
cultural elements that exist within the target language (TL). This technique can
be used if the element or elements of those cultures have equivalents in the target
language (TL).
Amplification (Addition), Addition adds information that basically does not exist
in the source sentence. The presence of additional information in the target
sentence is intended to further clarify the concept conveyed the original authors
to the readers. This technique is only the information that is used to assist in
delivering the message to the readers. These additions may not modify messages
in the source language.
Borrowing uses words or phrases when translates the source language into the
target language. Borrowing can be a pure borrowing, borrowing without making
any changes, for example, the word "setting", or in the form of a natural
borrowing (naturalized borrowing), where the words of the SL were matched
with the spelling of the TL, as the word "panic" which comes from the word
"panic".
39
Calque technique is a literal translation of a word or phrase in translating the
source language into the target language. Compensation, replaces the item
information or position effects in the source language (SL) in other parts of the
target language (TL) because it cannot be realized in the same section in the
source language (SL).
Description, replaces the term in the source language with the description in
the target language. This technique is used when a term in the source language
does not have a term in the target language.Discursive Creation,Discursive
Creation uses of equivalent translation techniques while away from their original
context. These techniques often appear in the translation of titles of movies,
books, and novels.
Established Equivalence translates terms in the source language term that is
already prevalent in the target language. The term in the source language is
generally based on a dictionary or phrase daily.Generalization translates a term
with the term that is already well known in public and known to the wider
community. This technique is used when a term in the source language refers to a
specific section, which parallels in the target language that does not exist and
refers to the same section. Example: bajai is translated to vehicle.
Linguistics Amplification adds elements of Linguistics from source language
(SL) into the target language (TL). This technique is often used in interpreting or
dubbing.Linguistics Compression, unites or collects the linguistic elements that
exist in the source language (SL). This technique is often used in interpreting or
dubbing. Source language (SL): Are you hungry? Target language (TL): lapar?.
Literal Translation, translates an expression in SL in the word of words into the
target language (TL).
Modulation, Modulation replaces focus the point of view or the cognitive
aspect that exists in the source language (SL), either lexical or
40
structural.Particularization, uses terms that are more concrete and specific. The
technique contrasts with the technique of generalization.
Reduction, Reduction condenses the information contained in the source
language into the target language. Compacting of information should not alter the
text of the message in the source language. Substitution, Substitution replaces the
linguistic elements into paralinguistic (such as intonation and gesture) or vice
versa. Example: nodding head in Indonesia translated "Yes!"
Transposition, Transposition replaces the grammatical categories of the source
language into the target language, for example, replacing the words to become
phrases. This technique is usually used because of a different grammar between
SL and TL.Variation, replaces linguistic elements or paralinguistic which
influence the linguistic variable. For example, a textual change of tone, style,
geographical dialect, dialect and social.
An abstract appears as the first section of a paper, it should be written last. The
writer need to have completed all other sections before the writer can select and
summarize the essential information from those sections, an abstract involves boiling
down the essence of a whole paper into a single paragraph that conveys as much new
information as possible. In the Theory and Practice of Translation, Nida and Taber
(1974) cited in Suryawinata and Hariyanto (2003 : 9 ) states that ―Translating consists
of reproducing in the receptor language the closest natural equivalent of the source
language message, first in terms of meaning and secondly in terms of style‖. From
here it can be concluded that in reproducing or transferring the message, there is an
equivalent relationship between SL and TL. Nida also stated about style. It refers to
the stylistic of linguistic aspect. The translator needs to pay attention to the style of
source language in order to maintain the naturalness the target language in the target
text. So the target readers could easily understand the content of the text.
41
The several studies help the researcher in understanding how to apply the translation
techniques in the translated text. The previous research and the researcher research
have similarity which is using Vinay and Darbernet‘s theory in analyzing translation
techniques. The similarity of her study and this study is both of us choose translation
as the main topic. Yet, they have difference in data and data resource. While the
differences of both the study are the reference used in analyzing the data and the
media for collecting data.
In the previous study related to this research. On of them written by Ikma
Qurrota A‗yun (2201409049). Translation Techniques of The Complex Sentences in
Bilingual Textbook Biology 1 For Senior High School Year X Published By
Yudhistira (A Descriptive Qualitative Study). She based her study on Molina and
Albir‗s translation techniques. There are eighteen techniques proposed by Molina and
Albir, but in her study only nine techniques found in her study. They are (1) Literal
translation, (2) Borrowing, (3) Adaptation, (4) Reduction, (5) Particularization, (6)
Amplification, (7) Generalization, (8) Transposition, (9) Description.
Next previous study is a thesis was written by Reza (2018) entitled An Analysis
of Translation Procedures in Translated Thesis Abstracts ofStudents of Faculty of
Social and Political Sciences. The study appears because of the importance of
translation role in translating thesis abstracts. This thesis was done to answer the
curiosity of the writer about what procedures is applied in translated thesis abstracts
and what the dominant procedure applied in translating the thesis abstract of Social
and Political Sciences Faculty. The objective of this study is to find out what
translation procedures are applied in translating the thesis abstracts and the dominant
one. Thesis abstracts are selected because of abstracts as a brief summary of the most
important points in a scientific paper. In order to identify and classify the translation
procedures applied in thesis abstracts, Vinay and Dalbernet‘s theory about the
translation procedures is used. The method of the analysis is a descriptive qualitative
method. As the result of this research, the most dominant procedure used in translated
42
thesis abstracts of Social and Political Sciences faculty is literal with 44 occurrences
(68,75%), followed by equivalence with 8 occurrences (12,5%), borrowing with 7
occurrences (10,93%), modulation with 3 occurrences (4,68%), transposition with 1
occurance (1,56%) and cake with 1 occurance (1,56).
Meanwhile, in this research there are ten Thesis Abstract of English Department
students. After the researcher analyzed the data, the researcher acknowledge that
there are 138 cases of Borrowing, 18 cases of Transposition/Shift, 15 cases for Literal
Translation ,4 cases for Amplification/Addition, 4 cases for Established Equivalence,
1 case for Modulation, 1 case for Reduction/Omisson which are presented in the data
analysis to determine which translation technique used in the various sentences in
thesis abstracts.According translation techniques by Molina and Albir‘s there are
eighteen tencniques and the result follow Molina and Albir‘s thory in translation
techniques of translation thesis abstract of English Department students or translator
used only ―seven techniques‖ of ―eighteen techniques‖ translation. From the teen
Thesis Abstract the there are no cases of adaptation, calque, compensation,
description, discursive creation, generalization, amplification, particularization,
substitution, variation techniques translation found from the data which are analyzed.
From the data gathered above, it indicates there are 181 casesin seventechniques
translation found in ten Abstract Thesis of English Education studentshave analyzed
by Molina and Albir‘s translation techniques theory. The seven translation tecniques
are 138 cases of borrowing or (76,23%), 18 cases of transposition/shift or (9,93%), 15
cases for literal translation or (8,32%),4 cases for amplification (2,21%), 4 cases for
established equivalence (2,21%), Reduction/Omission 1 case or (0,54%) and 1 case
for Modulation (0,54%), the most translation technique used by the translator is
Borrowing because many English words are "borrowed" into another language
including Indonesia with 138 occurences or (76,23%) and the fewest translation
technique used by the translator is Reduction and Modulation with 1 occurrences or
(0,54%).
43
The researcher acknowledge that from the background of the translator of thesis
abstracts of English Education Study Program, it refers to the capability of the
students in English competency and moreover the limited understanding of
translation material given to them in matrix of curriculum. On the other hand, the
researcher acknowledge that the result of English translation on students‘ abstracts of
English Education Study Program show that there is a tendency of unawareness of
students to quality of translation that is crucial enough to influence the perseption of
the reader to a scientific research through observing abstracts to a scientific research
through observing abstracts to begin with.
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
After the researcherwere analyzed the whole of the ten thesis abstracts English
Education Study Program and its translation, it can be concluded that: there are seven
translation techniques applied out of eighteen translation procedures by Molina and
Albir. The seven translation tecniques are used in translated thesis abstracts of
Education Study Program is Borrowing with 138 occurrences or (76,23%), followed
by Transposition/Shift with 18 occurrences or (9,93%) , Literal Translation with 15
occurrences or (8,32%), Amplification/Addition with 4 occurrences or (2,21%),
Established Equivalence with 4 occurrence or (2,21%), Reduction/Omission with 1
occurrence or (0,54%) and modulation with 1 occurrence (0,54%). There are no cases
of adaptation, calque, compensation, description, discursive creation, generalization,
linguistic amplification, linguistic compression, particularization, substitution, and
variation found from the data which are analyzed.
5.2 Suggestion
After conducting the study, the researcher would like to give some suggestions
for translating English into Bahasa Indonesia. As translation is an effort of finding
equivalent meaning of a text into the target language, a good translator should be
familiar with the culture, history and beliefs not only of the language he/she speaks
but also the source language he would translate into his own language in order to
avoid misinterpretation in conveying meaning. Knowing how to speak two languages
is not the same thing as knowing how to translate. There are rules and cultural
differences to be considered in both languages. Looking at the result of the
assessment, the researcher suggests to make improvement to the translation of the
45
thesis,journal, and the other academic writing, translation book into Bahasa
Indonesia so that it can be more easily understood by the intended readers.
The researcher acknowldege that the thesis abstract is one of the most essential
past in writing scientific research (thesis). It foresees the whole content of the
research in brief and complex content. It also attracts the readers to see and knowing
more about one particular scientific research. Especially, the scientific research
nowadays has been internationally published in network references. So, the writer
really concerns on how effective a translation in thesis abstract to give right
understanding about a research to anticipate any misunderstanding.
46
REFERENCESS
A‘yun, Ikma Qurrota. 2013. ―Translation Techniques of The Complex Sentences in
Bilingual Textbook Biology 1 For Senior High School Year X Published By
Yudhistira‖ (A Descriptive Qualitative Study). Thesis S1 UNNES. Semarang:
Faculty of Languages and Arts.
Gauland Amelia, Stefani. D. 2016. The Analysis of Translation Method and
Procedures in The Abstract of Selected Undergraduate Papers. Thesis.
Bandung: Universitas Pendidikan Indonesia
Borko, H. and Seymour. C. 1963. "Criteria for Acceptable Abstracts: A Survey
ofAbstracters' Instructions." American Documentation (149-160) Chapel Hill:
The Writing Center. University of North Carolina;
Catford, J. C. 1965. A Linguistik Theory of Translation. London: Oxford University
Press
Creswell, John. W. 2012. Educational Research : Planning,Conducting and
Evaluating Quantitative and Qualitative Research. New Jersey: Pearson
Education
Crystal, David. 2003. English as a Global Language‒ Second Edition. USA:
Cambridge University Press.
Day. R. A. 1998. How to Write Published and A Scientific Paper. Phoenix : The Oryx
Press.
Djajasudarma, Hj. T. F. 2006. Metode Linguistik: Ancangan Metode Penelitian dan
Kajian. Bandung: PT Refika Aditama.
Fitria, 2018. Translation Techniques Found in English to Indonesian Abstract
Translation of Journal Edunomika 2018. STIE AAS Surakarta.
Helena, Zoltan, 2005. Writing an Abstract. The Universuty of Adelaide,Australia
Larson, M. 1984. Meaning-Based Translation. New York : University Press of
America, Inc. Miles, M. B. and Huberman A. M. 1994. Qualitative Data
Analysis: A MethodsSource book. London : Sage.
Muchtar, M. 2013. Penerjemahan :Teori, Praktik, danKajian. Medan: Bartong Jaya.
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Newmark, P. 1984. A Textbook of Translation. New York: Prentice Hall
Nida, E., and Charles T. 1974. The Theory and Practice of Translation. Leiden:
E.J.Brill
Reza, Muhammad. 2018. An Analysis of Translating Procedures in Translated Thesis
Abstract of Students of Faculty of Social and Political Sciences. Thesis.
Medan: University of Sumatera Utara
Sari, W. V. 2014. Translation Procedures Applied in Subtitling English Idioms
in“The Hobbit: An Unexpected Journey” Movie into Indonesian. Medan:
Fakultas Ilmu Budaya USU (Unpublished)
Satriadi, Purnama. 2014. An Analysis Translation Procedures on Sony Ericsion Live
With Walkman Startup Guide. Thesis. Bandung: Universitas Pendidikan
Indonesia
Simatupang, M. D. S. 1992. Pengantar Teori Terjemahan. Jakarta: Departement
Pendidikan Nasional
Suryawinata, Zuchridin. 1989. Terjemahan: Pengantar Teori dan Praktek dan
Praktek. Jakarta: Departemen pendidikan dan kebudayaan
Umar, Mohammed Musa, Shittu. 2014. An Assesment of Indexing And Abstracting
Servies In Nuhu Bamalli Politechnic Library, Zaria, Nigeria.
Venutti, L. 2000. The Translation Studies Reader. London: Routledge
Wilkinson. A.M. 1991. The Scientist's Handbook for Writing Papers
andDissertations. New Jersey: Prentice Hall
www.services.unimelb.edu.au/academiaskills
Yopi Thahara, 2015. Translation Techniques of Smile in The Novel Angel and
Demons to Malaikat dan Iblis
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APPENDIX 1
Identifying the Translation Procedures
Data A ( An Analysis of English Midterm Test Designed by Teacher at MTs N Olak
Kemang Kota Jambi)
Table 1 : Data A Identification
No Source Language Target Language Translation
Techniques
1.
The aim of this study was to
analyze the practicality, face
validity, content validity,
reliability, item facility, and
item discrimination of
English midterm test designed
by teacher at ninth grade of
MTs N Olak Kemang Kota
Jambi.
Tujuan dari penilitian ini untuk
menganalisis practicality, face
validity, reliability, item
facility, and item
discrimination dari soal ujian
tengah semester Bahasa
Inggris yang dibuat oleh guru
Bahasa Inggris kelas Sembilan
di MTs N Olak Kemang Kota
Jambi.
Borrowing
2. This research is qualitative
research.
Penelitian ini merupakan
penelitian kualitatif
Borrowing
3. The data sources of this
research were taken from the
test sheet, students score and
syllabus used by teacher at
ninth grade students of MTs N
Olak Kemang Kota Jambi.
Sumber data diambil dari
lembar soal ujian, nilai-nilai
siswa, dan silabus yang
digunakan oleh guru Bahasa
Inggris kelas Sembilan di MTs
N Olak Kemang Kota Jambi.
Borrowing
4. The researcher used table
checklist instrument for
collecting the data.
Penelitian menggunakan table
checklist sebagai alat
pengumpulan data.
Borrowing
5. Based on the findings of the
research, the researcher found
that the test instrument is
practical in term of cost, the
time require is appropriate, the
question is easy to understand,
and the scoring system is not
complicated.
Berdasarkan pengumpulan
data penilitian, diperoleh
bahwa soal ujian sudah praktis
dalam hal budget, waktu yang
sesuai, pertanyaan yang mudah
dipahami, dan system
penilaian yang mudah.
Omission/
Reduction,
Modulation
6. The test instrument has already
fulfilled 6 criteria of face
validity.
Soal ujian sudah memenuhi 6
kriteria dari face validity.
Borrowing
7. They were font, school
identity, time allocation,
uncomplicated questions, easy
to understand, match with
syllabus, able to done by
students.
Yaitu font, identitas sekolah,
alokasi waktu, pertanyan
mudah dipahami, sesuai
dengan silabus serta dapat
diselesaikan oleh siswa.
Borrwing,
Transosition/
Shift
8. Altough, 6 criteria of face
validity that not fulfill in the
best. There were grammar,
capitalization, space, printing
quality, test regulation and
direction.
Tetapi ada 6 kriteria yang
belum ada didalam soal ujian
diantaranya, grammar,
capitalization, jarak antar
soal, kualitas cetakan soal,
petunjuk mengerjakan soal.
Borrowing
9. The test already fulfilled 50%
criteria of face validity.
Soal ujian sudah mencakup
50% kriteria face validity.
Borrowing
10. In term of content validity test
has already fulfilled 100% the
material in the syllabus that
have been learned by students.
Dalam hal content validity
soal ujian sudah mencakup
seluruh materi yang telah
diajarkan selama pertengahan
semester.
Borrowing,
Transpositio
n/Shift
11. Based on IMB SPSS program
it was found that the reliability
of the test is 0,723.
Berdasarkan hasil dari IBM
SPSS dapat diketahui tingkat
reliability yaitu 0,723.
Borrowing,
12. The test is categorized reliable
and has high reliability.
Itu artinya soal ujian sudah
termasuk soal yang
reliabilitinya tinggi atau baik.
Amplificatio
n/addition
13. For the item facility, the test
instrument has 8 items that are
very easy, 6 item are moderate,
and 1 item is very difficult.
Kemudian item facility (indek
kesukaran), soal dapat
diketahui ada 8 item soal yang
sangat mudah, 6 item soal
sedang, dan 1 item soal sangat
sulit.
Borrowing,
Amplificatio
n/addition
14. In term of item
discrimination, it was found
that there are 4 items that are
categorized satisfactory and
need to be revised, 11 items
Kemudian item
discrimination (daya
pembeda), dapat diketahui 4
item soal harus diperbaiki, 11
item soal daya pembeda yang
Borrowing
are categorized good
interpretation.
bagus.
15. The test instrument which
designed by English teacher at
the school is categorized as a
good instrument.
Jadi, soal ujian tengah
semester Bahasa Inggris yang
dibuat oleh guru Bahasa
Inggris kelas Sembilan di MTs
N Olak Kemang Kota Jambi
bisa dikatakan soal ujian yang
bagus.
Literal
translation
Data B (The effect of Using LRD ―Listen, Read, Discuss‖ Strategy toward Reading
Comprehension at Tenth Grade in SMAN Tuah Kemuning, Indragiri Hilir, Riau.
Table 2 : Data B Identification
No Source Language Target Language Translation
Techniques
1. This research was aim to
analyze or found the effect
using LRD (Listen, Read,
Discuss) strategy.
Penelitian ini bertujuan untuk
menganalisis atau mengetahui
pengaruh menggunakan
strategy LRD (Listen, Read,
Discuss).
Borrowing
2. This research was conducted
on the students of class X
SMAN Tuah Kemuning,
Indragiri Hilir, Riau.
Penelitian ini dilakukan pada
siswa kelas X SMAN Tuah
Kemuning, Indragiri Hilir,
Riau.
Literal
Translation
3. The background of the
problem in this study is that
students could not understand
the text well
Latar belakang masalah
dalam penelitian ini adalah
siswa tidak bisa memahami
teks dengan baik.
Amplificatio
n/Addition
4. Therefore researcher use the
Listen, Read, Discuss strategy
ti improve students‘
understanding in reading. In
this research, researcher used
the quasi experimental
design, writer used 2 class that
is class X MIA 1 as
experiment class which use
Listen, Read, Discuss strategy
and class X IIS 1 as control
using Read Aloud strategy
Oleh karena itu peneliti
menggunakan strategi Listen,
Read, Discuss untuk
meningkatkan pemahaman
siswa dalam membaca. Dalam
penelitian ini, peneliti
menggunakan quasi
experimental, penulis
menggunakan 2 kelas yaitu
kelas X MIA 1 sebagai kelas
eksperimen yang
menggunakan strategi Listen,
Read, Discuss dan kelas X IIS
1 sebagai kelas kontrol
menggunakan strategi Read
Alod.
Borrowing
(6)
5. Treatment was given 10 times
for both classes.
Perlakuan diberikan 10 kali
untuk kedua kelas.
Literal
Translation
6. The material taught is
narrative text.
Materi yang diajarkan adalah
teks naratif.
Borrowing
7. The instrument used in
written test in the form of
multiple choice amounting to
30 items.
Instrument yang digunakan
adalah tes tertulis dalam
bentuk pilihan ganda sebanyak
30 item.
Borrowing
8. At the end of the meeting ,the
researcher gives the post-test.
The final mean scores gained
from both classes was
analyzed by using T-test with
significance level ɑ = 0,05.
The result of the research show
that there is a significant
influence by using LRD
strategy in reading learning.
This is demonstrated by the
average score of the students in
the pre-test experimental class
(2028) and the post-test
(2419), while the mean values
of the control class pre-test
(1589) and post-test (1991), to
5,912 and df 58. The to
obtained is compared to t table
either at 5% or 1%. At level
5% t table is 1.672 and at level
of 1% t table is 2.392. based
on t table, it can be analyzed
that to is higher than t table
Di akhir pertemuan, peneliti
memberikan posttest. Nilai
rata-rata akhir yang diperoleh
dari kedua kelas dianalisis
dengan menggunakan T-test
dengan tingkat signifikansi ɑ
= 0,05. Hasil penelitian yang
dilakukan menunjukan bahwa
ada pengaruh yang signifikan
dengan menggunakan strategi
LRD dalam pembelajaran
membaca. Hal ini ditunjukan
oleh skor rata-rata siswa
dikelas eksperimen pre-test
(2028) dan post-test (2419),
sedangkan nilai rata-rata dari
pre-test kelas control (1589)
dan post-test (1991). to 5,912
dan df 58. Yang diperoleh
dibandingkan dengan t table
baik pada 5% atau 1%. Pada
level 5% t table adalah 1,672
dan pada level 1% t tabel
adalah 2,392. Berdasarkan t
Transposi
tion/
Shift,
Borrowin
g ( 14)
either at level 5% and 1% table, dapat dianalisis bahwa
lebih tinggi dari t table baik
pada level 5% dan 1%.
9. In other words, we can read
1.672 <5.912> 2.392. So the
researcher can conclude that
Ho is rejected and Ha is
accepted.
Dengan kata lain, kita dapat
membaca 1.672 <5.912>
2.392. Jadi peneliti dapat
menyimpulkan bahwa Ho
ditolak dan Ha diterima.
Transpos
ition/
Shift
10. It mean that there is
significant effect of using
LRD strategy toward reading
comprehension at tenth grade
in SMAN Tuah Kemuning
Artinya ada pengaruh yang
signifikan menggunakan
strategi LRD terhadap
pemahaman bacaan pada kelas
sepuluh di SMAN Tuah
Kemuning.
Borrowing
Data C (The Effect of Using Reciprocal Teaching Strategy on Reading
Comprehension of Nine Grade students at Junior High School 13 Sarolangun)
Table 3 : Data C Identification
No Source Language Target Language Translation
Techniques
1. The purpose of this study was
to determine whether or not
there was a significant effect
of using Reciprocal Teaching
Strategy on reading
Tujuan dari penelitian ini
adalah untuk mengetahui ada
tidaknya pengaruh yang
signifikan dengan
menggunakan strategi RT
Borrowing
(3),
Transpisitio
n/
comprehension and to know
there was the significant
difference of reading
comprehension between
students who are taught by
using Reciprocal Teaching
Strategy and those who are
not.
(Reciprocal Teaching) /
pengajaran timbale balik pada
pemahaman membaca dan
untuk mengetahui ada
perbedaan signifikan antara
siswa yang diajar dengan
menggunakan Strategi RT
(Pengajaran Timbal Balik) dan
yang tidak.
shift
2. Study was conducted at Junior
High School 13 Sarolangun
in October-November 2017
Penelitian dilakukan di SMP N
13 Sarolangun pada bulan
Oktober-November 2017.
Established
Equivalence,
Borrowing.
3. The population in this study
were all nine grade students of
Junior High School 13
Sarolangun, students of the
nine grade were about 67
students, each class consisted
of less than 30 students.
Populasi dalam penelitian ini
adalah siswa kelas IX SMP N
13 Sarolangun, siswa kelas
Sembilan berjumlah sekitar 67
siswa, masing-masing kelas
terdiri dari kurang dari 30
siswa.
Established
Equivalence,
Transpositio
n/
Shift
4. The researcher used
Reciprocal Teaching Strategy
in class IX A as the
experimental class and class
IX C used REDW (Read,
Examine, Decide, Write)
Strategy as control class.
Peneliti menggunakan strategi
Reciprocal Teaching dikelas
9 A sebagai kelas eksperimen
dan kelas 9 C menggunakan
REDW (Baca, Periksa,
Putuskan, Tulis) sebagai
strategi di kelas control.
Borrowing
(2)
5. This research used
quantitative-experimental
approach. The design of study
was quasi-experimental
design, it was the pretest-
posttest non-equivalent group
design. The data was collected
by a test as research
instrument, there were two
test : pre-test and posttest.
The data were processed and
analyzed by using SPSS 22
statistic technique of
independent t-test and paired
sample t-test. From the result
of the test, the independent t-
test calculation in posttest
score in both groups showed
that the significance value was
higher than level of
significance (0,361>0,05). It
indicated that there was the
significant difference between
experimental and control
group. Moreover, the paired t-
test calculation showed the
result of paired sample t-test
(12,805<0,05) in which there
Penelitian ini menggunakan
pendekatan kuantitaif-
eksperimental. Desain
penelitian menggunakan
desain kuasi eksperimental
yaitu desain kelompok pretest-
posttest non-ekuivalen. Data
yang dikumpulkan dari sebuah
tes sebagai instrument
penelitian, ada dua tes : pre-
test dan posttest. Data diolah
dan dianalisis dengan
menggunakan spss 22 uji
independen sample t-test dan
paired sample t-test, dan data
yang dianalisis dilakukan. Dari
hasil pengujian, perhitungan
independen sample t-test pada
skor posttest pada kedua
kelompok menunjukan bahwa
nilai signifikansi lebih tinggi
dari pada tingkat signifikansi
(0,361 > 0,005). Ini
menunjukan bahwa ada
perbedaan yang signifikan
antara kelompok eksperimen
dan kelompok control. Selain
itu, perhitungan paired sample
Borrowing
(20)
was a significant effect of
using Rt Strategy on students
reading comprehension.
t-test menunjukan hasil paired
sample t-test (12,805 < 0,05)
dimana ada pengaruh yan
signifikan dengan
menggunakan strategi RT
pada pemahaman membaca
siswa.
Data D (An Analysis of Using Communicative Strategies in Speaking English as a
Foreign Language in Classroom by The Third Semester students of English
Education Study Program at State Islamic University of Sultan Thaha Saifuddin
Jambi.)
Table 4 : Data D Identification
No. Source Language Target Language Translation
Techniques
1. The study elaborated about
students’ communicative
strategies ability to speak
English as foreign language in
classroom of third semester
English Education Department
of the State University for
Islamic Studies silthan Thaha
Saifuddin Jambi. The design
of this research is qualitative
which using collecting data
Penelitian ini bertujuan untuk
menguraikan mengenai strategi
mahasiswa bahasa Inggris
untuk berbicara Bahasa Inggris
pada mahasiswa semester tiga
jurusan pendidikan Bahasa
Inggris Fakultas Ilmu Tarbiyah
dan Keguruan di Institut
agama Islam Negeri Sultan
Thaha Saifuddin Jambi.
Penelitian ini merupakan jenis
Transposition/
Shift,
Borrowing
were observation and
interview.
kualitatif yang menggunakan
metode observasi dan
wawancara.
2. There are eight kinds of
communicative strategies of
this research. They were
literal translation, language
switch, topic avoidance,
message reduction, message
abandonment, appeal for
verification, appeal for
direct assistance, and appeal
for dictionary
Terdapat delapan jenis
komunikasi strategi dalam
penelitian ini, yaitu literal
translation, language switch,
topic avoidance, message
reduction, message
abandonment, appeal for
verification appeal for direct
assistance, dan appeal for
dictionary.
Borrowing (3)
3. From students’ perceptions of
communicative strategies by
interviewed twenty, fourteen
students have opinions that
communicative strategies help
them to interact speaking
English, other six students
have perceptions that
communicative strategies did
not help them to interact
speaking English
Dari persepsi mahasiswa
terhadap komunikasi strategi,
mahasiswa yang diwawancarai
dua puluh orang, empat belas
orang mempunyai resepsi
bahwa strategi komunikasi
membantu mereka berinteraksi
dalam berbicara bahasa
Inggris, dan enam orang
mempunyai pendapat bahwa
strategi komunikasi tidak
membantu mereka berinteraksi
dalam berbicara bahasa Inggris
Transposition/
Shift (2),
Borrowing
4. When the researcher
analyzed the observation result
and interview result, result
indicated that communicative
strategy most frequently used
was language switch and
asking for direct assistance.
Ketika peneliti menganalisis
hasil observasi dengan hasil
wawancara. Hasil menunjukan
bahwa strategi komunikasi
yang paling sering digunakan
adalah peralihan bahasa
meminta bantuan secara
langsung, dan menarik dengan
bantuan kamus.
Transposition/
Shift,
Amplification/
Addition.
5. The researcher also found the
other communicative
strategies that student used.
Peneliti juga menemukan
strategi komunikasi lain.
Transposition/
Shift,
6.
Students used approximation,
mime, and more than one
strategy in one utterance.
Mahasiswa menggunakan
strategi approximation,
mimik, dan lebih dari satu
strategi dalam sebuah kalimat.
Borrowing
7. The researcher analyzed their
difficulties speaking English
was caused by conflict
between fluency and accuracy
based on observation and
strength by English speaking
lecturer’s statement.
Peneliti menganalisis kesulitan
mereka berbicara bahasa
Inggris disebabkan oleh
konflik antara kelancaran dan
akurasi berdasar pada
observasi dan diperkuat
dengan pernyataan dosen
berbicara bahasa Inggris.
Transposition/
Shift (2)
8. Researcher has also found that
difficulty had caused they got
lack of confidence in speaking
English as foreign language in
classroom.
Peneliti juga menemukan
kesulitan itu menyebabkan
mereka kurang percaya diri
dalam berbicara bahasa Inggris
sebagai bahasa asing di dalam
ruang kelas.
Literal
Translation
Data E (Developing supplementary Reading Material based on Genre Reading at
Eight Grade SMPN 30 MuaroJambi)
Table 5 : Data E Identification
No. Source Language Target Language Translation
Technique
1. The aim of this study was to
develop reading
comprehension at eight grade
Junior High School 30
Muaro Jambi in the form of
supplementary reading
material book. The genre
readings developed were
descriptive and recount text
for semester 1.
Tujuan dari penelitian ini
adalah untuk mengembangkan
pemahaman membaca pada
kelas delapan di SMPN 30
Muaro Jambi dalam bentuk
buku tambahan materi reading.
Jenis teks yang dikembangkan
adalah teks descriptive dan
recount untuk semester 1.
Established
Equivalen,
Borrowing (2)
2. There were several problems
in learning English
Ada beberapa masalah yang
ditemukan selama belajar
bahasa Inggris.
Literal
Translation
3. Therefore, this product is very
necessary for students to
understand reading.
Oleh karena itu, produk ini
sangat diperlukan bagi siswa
dalam memahami bacaan.
Literal
Translation
4. The design used in this
research was research and
development (R&D). This
research was conducted using
the 4D model which includes
three steps, namely Define,
Design, Develop.
Supplementary books on
reading material were
validated by two validator.
Both validators are lecturers
who teach at the faculty of
Tarbiyah and Teaching in the
State Islamic University Sultan
Thaha Saifudding Jambi.
Desain yang digunakan dalam
pnelitian ini adalah penelitian
dan pengembangan (R&D).
Penelitian ini delakukan
dengan menggunakan model
4D yang meliputi tiga steps,
yaitu Define, Design,
Develop. Buku tambahan pada
materi membaca di validasi
oleh dua orang ahli. Kedua ahli
ini tersebut merupakan dosen
yang mengajar di fakultas
Tarbiyah dan Keguruan pada
University Islam Negeri Sultan
Thaha Saifuddin Jambi
Borrowing (2)
5. Then the practicality tset was
carried out by a teacher and 23
eighth grades at SMPN 30
Muaro Jambi
Kemudian tes kepraktisan
dilakukan oleh seorang guru
dan 23 siswa kelas delapan B
di SMPN 30 Muaro Jambi.
Literal
Translation
6. This supplementary is
categorized with practical and
valid criteria. It means that the
modules developed are easy to
use, useful, efficient. Teachers
Buku suplementari ini di
kategorikan dengan kriteria
yang praktis dan valid. Ini
berarti, modul yang
dikembangkan mudah
Borrowing
(3),
Transposition/
and students can use modules
as teaching materials.
digukanan, bermanfaat,
efisien. Guru dan siswa dapat
menggunakan modul sebagai
bahan ajar.
Shift (2)
Data F (The Analysis of Speech Acts in English Language Teaching at Madrasah
Tsanawiyah Negeri Sijenjang Kota Jambi)
Table 6 : Data F Identification
No. Source Language Target Language Translation
Technique
1. This research was about the
speech act in English language
teaching process performed by
the teacher and students eighth
grade of MTs N Sejinjang
Kota Jambi.
Penelitian inimembahas
tentang tindak tutur dalam
proses pengajaran bahasa
Inggris yang diungkapkan oleh
guru dan siswa kelas delapan
madrasah tsanawiyah negeri
sijenjang kota jambi.
Literal
Translation
2. The aims of this research were
to find out and to describe the
types of speech acts and
students‘ respond toward
speech acts.
Tujuan dari penelitian ini
adalah untuk mengetahui dan
mendeskripsikan jenis tindak
tutur dan tanggapan siswa
terhadap tindak tutur.
Literal
Translation
3. This research used descriptive
qualitative design to describe
clearly the types of speech acts
Penelitian ini menggunakan
desain deskriptif kualitatif
untuk mendeskripsikan secara
Borrowing
based on the data gathered
from the teaching learning
process of English in the
classroom.
jelas jenis tindak tutur
berdasarkan data didapatkan
dari proses pengajaran bahasa
Inggris di dalam kelas.
4. The result showed that in
English language teaching
setting teacher and students
uttered some types of speech
acts, such as :
Hasil penelitian menunjukan
bahwa dalam pengajaran
bahasa Inggris guru dan siswa
menghasilkan beberapa jenis
tindak tutur seperti :
Literal
Translation
5. The representative appeared
in the form of statement of
fact, asserting and conclusion
act. The directives appeared in
the form of request, command,
suggestion act. The
commissives appeared in the
form of offering and promising
act. The expressive appeared
in the form of declaring act.
Tindak tutur representatif
yang tampil dalam bentuk
pernyataan fakta, penegasan,
dan kesimpulan. Tindak tutur
direktif tampak dalam bentuk
tindak permintaan, perintah,
saran. Tindak tutur komisif
muncul dalam bentuk tindak
menawarkan dan menjajikan.
Tindak tutur ekspresif tampil
dalam bentuk tindak ucapan
selamat, permintaan maaf,
ucapan terimakasih, dan tindak
tutur deklarasi muncul dalam
bentuk tindak deklarasi.
Borrowing (4)
6. In the line with the appeared of
speech acts that performed by
teacher, students are respond
Sejalan dengan munculnya
tindak tutur yang dilakukan
oleh guru, siswa menanggapi
Literal
Translation
towards teacher‘s speech acts
by responding some utterances
such as : statement of fact,
offering
ucapan guru dengan merespon
beberapa ujaran seperti
pernyataan fakta,menawarkan.
Data G (The Effectiveness of Using Small Group Discussion ―SGD‖ Technique to
Improve Students‘ Reading Comprehension at Eighth Grade Students‘ of The State
Islamic Junior High Scool A-Najah sengeti)
Table 7 : Data G Identification
No. Source Language Target Language Translation
Techniques
1. The research was aimed to
know the effectiveness of the
use Small Group Discussion
Technique in learning reading
and also find out how the
response of the students to use
Small Group Discussion
Technique.
Penelitian ini bertujuan untuk
menganalisis atau mencaritahu
keefektifan dari penggunaan
Teknik Small Group
Discussion dalam
pembelajaran reading dan juga
mencari tahu bagaimana
respon dari siswa terhadap
penggunaan Teknik Small
Group Discussion.
Borrowing (4)
2. The sample of this study is the
eighth grade students Junior
High School An-Najah
Sengeti were classified into
Sample dari penelitian ini
adalah siswa kelas delapan
MTS An-Najah Sengeti yang
dikelompokan kedalam dua
Borrowing
(3),
Established
two groups, the first is class
8A as a class experiment
(experimental) and 8C class as
a class control.
kelompok, yang pertama
adalah kelas 8A sebagai kelas
experiment (percobaan) dan
kelas 8C sebagai kelas control.
Equivalence
3. This research used the quasi
experimental design. The
final mean scores gained from
both classes was analyzed by
using T-test with significance
level ɑ =0,005. Result of the
research is conducted showed
that there is a significant
differences by using Small
Group Discussion Technique
in learning reading.
Penelitian ini menggunakan
kuasi experimental desain,
rata-rata akhir kedua kelas dan
analisis dengan menggunakan
T-test. Hasil dari penelitian
menunjukan bahwa terdapat
perbedaan yang signifikan
dengan menggunakan Teknik
Small Group Discussion
technique dalam pembelajaran
rading.
Borrowing (3)
4. It is showed by the mean score
of students in the
experimental class pretest
(54.56) and posttest (81.92),
while the mean value of the
control class pretest (55.36)
and posttest (52.95).
Hal tersebut ditunjukan oleh
rata-rata nilai siswa di kelas
experimental pretest (54.56)
dan posttest (81.92)
sedangkan nilai rata-rata kelas
control pretest (55.36) dan
posttest (52.95).
Transposition
Shift,
Borrowing (6)
5. Moreover, the result also
showed that the response
given by the students to use
the Small Group Discussion
technique in teaching reading
Selain itu, hasil penelitian juga
menunjukan bahwa respon
yang diberikan oleh siswa
terhadap penggunaan Teknik
Small Group Discussion
Borrowing
(2),
Transposition/
very well. dalam pembelajaran reading
sangat baik
Shift
Data H (The Effect of Students‘ WH-Question Techniques through Reading
Narrative at Eight Grade MTs N 5 Teluk Kasai Rambahan.)
Table 8 : Data H Identification
No. Source Language Target Language Translation
Techniques
1. The objectives of this research
were to investigate whether
there was a the effect of the
students‘ WH-Questions after
the implementation of reading
narrative, the students‘
response toward the WH-
Questions technique.
Penelitian ini bertujuan untuk
meneliti adanya pengaruh
teknik WH-Questions setelah
diajar melalui teks naratif dan
respon siswi setelah diajar
melalui teknik WH-Questions,
respon siswa terhadap teknik
WH-Question.
Borrowing (4)
2. The design was quantitative
analysis. The subjects of the
research were the 22 students
of MTs N Teluk Kasai
Rambahan Tebo.
Penelitian ini adalah penelitian
kuantitatif. Sampel penelitian
adalah 22 siswa kelas VIII A
di MTs N 5 Teluk Kasai
Rambahan Tebo.
Borrowing
3. Reading tests and question
multiple choice were used to
collect the data.
Tes membaca dan soal pilihan
ganda digunakan sebagai alat
untuk pengambilan data.
Literal
Translation
4. The reading data was analyzed
by using manual program. The
result showed that there was a
statistically significant
improvement of the students‘
reading comprehension of
narrative texts with the
significant level.
Data tes membaca dianalisa
menggunakan program
manual. Hasil penelitian
menunjukan bahwa adanya
peningkatan signifikan pada
kemampuan siswa dalam
membaca teks narrative
dengan tingkat signifikansi.
Borrowing (3)
5. Furthermore, the students gave
positive response after the
implementation of WH-
Question technique. This
suggest that WH-Questions
technique facilitates students‘
to improve their reading
comprehension.
Hasil lain juga menunjukan
bahwa siswa memberikan
respon positif terhadap teknik
WH-Question. Dapat
disarankan bahwa teknik WH-
Question dapat membantu
siswa dalam meningkatkan
kemampuan membaca.
Borrowing (3)
Data I (Drama Strategy to Teach Speaking at Ma‘had Al-jami‘ah The State Islamic
University of Sultan Thaha Saifuddin Jambi.)
Table 9 : Data I Identification
No. Source Language Target Language Translation
Technique
1. This study aims to determine
the influence of drama
strategy on the ability to speak
Penelitian ini bertujuan untuk
mengetahui pengaruh drama
strategi terhadap kemampuan
Borrowing (2)
by
Mahasantri/mahasantriwati
Ma’had Jami’ah University
Islam Negeri Sulthan Thaha
Saifuddin Jambi.
berbicara oleh
Mahasantri/mahasantriwati
Ma’had Jami’ah Universitas
Islam Negeri Sulthan Thaha
Saifuddin Jambi.
2. This research focuses on
influence of strategy drama.
This research method is
descriptive qualitative
research.
Penelitian ini focus terhadap
pengaruh drama strategi.
Metode penelitian ini adalah
penelitian kualitatif
deskriptif.
Borrowing (2)
3. Data collected using interview
and video. The study
participants were 30
Mahasantri/mahasantriwati.
Data di kumpulkan dengan
menggunakan interview dan
video. Peserta penelitian
adalah 30
Mahasantri/mahasantriwati
Borrowing (2)
Transposition/
Shift
4. In this research, the data
collecting technique by using
interview, video, and
documentation.
Pada penelitian ini teknik
pengumpulan data peniliti
dengan menggunakan
interview, video, dan
dokumentasi.
Borrowing (2)
5. This research shows that with
drama strategy have an effect
on to speech ability
Mahasantri/mahasantriwati
Ma’had Al-Jami’ah The
State Islamic University of
Penelitian ini menunjukan
bahwa dengan strategi
drama berpengaruh terhadap
kemampuan berbicara
Mahasantri/mahasantriwati
Ma’had Al-Jami’ah
Borrowing
(2)
Sultan Thaha Saifuddin
Jambi.
Universitas Islam Sultan
Thaha Saifuddin Jambi.
Data J (Analisis Lembar Kerja Siswa Modul Pengayaan untuk SMP/MTs kelas VII
di Sekolah Madrasah Tsanawiyah Asas Islamiyah Jambi)
Table 10 : Data J Identification
No. Source Language Source Language Translation
Technique
1. This study aims to see whether
the students’ workbook modul
pengayaan is appropriate with
the didactic terms, technical
terms and cognitive domain as
student workbook.
Penelitian ini bertujuan untuk
melihat kesesuaian antara
lembar kerja siswa modul
pengayaan dengan syarat-
syarat didaktik, syarat
konstruktif, syarat penulisan
dan segi kognitif sebagai
lembar kerja siswa.
Transposition/
Shift,
Borrowing (4)
2. The design of the research was
qualitative descriptive.
Subject of the research was
the student workbook modul
pengayaan for SMP/MTs
Class VII. The data were taken
from the student work book
modul pengayaan is adapted
to the theories of Hendro
Tujuan penelitian ini
menggunakan deskriptif
kualitatif. Subjek penelitian
yaitu lembar kerja siswa
modul pengayaan untuk
SMP/MTs kelas VII. Data
yang diambil berdasarkan
lembar kerja siswa modul
pengayaan tersebut
Borrowing (6)
Darmodjo and Jenny RE
Kaligis on the terms of making
a good student worksheet and
cognitive domain from the
curriculum of 2013.
disesuaikan dengan teori dari
Hendro Darmodjo dan Jenny
RE Kaligis tentang syarat
pembuatan lembar kerja siswa
yang baik dan cognitive
domain dari kurikulum 2013
3. The result form this
appropriateness analysis of
didactic, constructive,
cognitive domain, and
cognitive requirements, first
students’ workbook are based
on didactic adjustments,
varying in content and terms in
illustrations and media, but in
the development of personal
experiences and students
exercises are nit in accordance
with didactic requirements.
Hasil dari analisis sesuai syarat
didaktik, konstruktif,
penulisan dan kognitif
domain. Pertama, lembar kerja
siswa berdasarkan penyesuaian
didaktik, memiliki kesesuaian
materi dan syarat dalam
illustrasi dan media yang
bervariasi, namun dalam
pengembangan pengalaman
pribadi dan latihan siswa tidak
sesuai dengan syarat didaktik.
Borrowing
(5),
Transposition/
Shift
4. Second, student workbook and
constructive terms with eleven
terms are only two that are not
appropriate ie on the
illustrations, words and
answers exercise space.
Kedua, lembar kerja siswa dan
syarat konstruktif dengan
sebelas syarat hanya dua yang
tidak sesuai yaitu pada
ilustrasi, kata dan ruang
jawaban latihan.
Borrowing
5. The three student worksheets
and writing terms, with five
Ketiga, lembar kerja siswa
dan syarat penulisan, dengan
Literal
terms and only one condition
that is not in accordance with
the terms of writing, ie on the
use of words in one sentences.
lima syarat dan hanya satu
syarat yang tidak sesuai
dengan syarat penulisan, yaitu
pada penggunaan kata dalam
satu sentences.
Trasnlation
6. Then in appropriateness with
the cognitive domain, the
workbook modul pengayaan
only provides the exercises and
materials that correspond to
the three cognitive levels,
namely knowledge,
understanding, and application.
Kemudian pada penyesuaian
dengan kognitif domain,
lembar kerja siswa modul
pengayaan hanya memberikan
latihan dan materi yang sesuai
dengan tiga tingkatan
kognitif, yaitu pegetahuan,
pemahaman, dan penerapan.
Borrowing (3)
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