i

THE CORRELATION BETWEEN STUDENTS’TRANSLATION ABILITY

AND THEIR WRITING ABILITY

AT THE TENTH GRADE STUDENTS OF SMK NEGERI 2 JAMBI CITY

IN THE ACADEMIC YEAR 2017/2018

THESIS

LISA AGUSTINI

NIM : TE. 141002

ENGLISH EDUCATION PROGRAM

FACULTY OF EDUCATION AND TEACHER TRAINING

THE STATE ISLAMIC UNIVERSITY

SULTHAN THAHA SAIFUDDIN

JAMBI

2018

ii

THE CORRELATION BETWEEN STUDENTS’TRANSLATION ABILITY

AND THEIR WRITING ABILITY

AT THE TENTH GRADE STUDENTS OF SMK NEGERI 2 JAMBI CITY

IN THE ACADEMIC YEAR 2017/2018

THESIS

Submitted to fullfiled one the requirements to obtain the

Undergraduate Degree (S1) in English Education Program of

Faculty of Education and Teaching Training of State Islamic University

Sulthan Thaha Saifuddin Jambi

LISA AGUSTINI

NIM : TE 141002

ENGLISH EDUCATION PROGRAM

FACULTY OF EDUCATION AND TEACHER TRAINING OF

THE STATE ISLAMIC UNIVERSITY

SULTHAN THAHA SAIFUDDIN

JAMBI

2018

iii

iv

v

vi

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DEDICATION

First of all, the writer would like to say “alhamdulillah”, the praise and thankfulness to

Allah SWT because without his mercy and blessing the writer cant finished this thesis.

I dedicated this thesis especially for:

My beloved parents, My Father (Fathullah) and My Mother (Holiyah) who have

educated from the cradle up to my last breath with your love, patient, material,

support. I believed that I had achieved is of your struggle, sacrifice and prayer for me.

I really love you all

For all my beloved family, my beloved lecturers, my first advisor (Mr. Drs. H.

Marzuki Arsyad Ash, MA) and my second advisor (Miss Netty Zurnelli, M.Pd) who

always listen my problem in making this thesis and never be tired to help me finished

this thesis.

My beloved niece (Nela Lestari), My beloved friend (Nila Inayatillah), and Annila

thank you for giving support, helping, and always hear my troubles, it really helps me.

All my friends and especially my classmate English Member Class of A 2014 who

can’t be mentioned one by one thank you for being my friends and giving support to

me.

May Allah bless them all.

viii

ix

ACKNOWLEDGEMENTS

By saying Alhamdulillahirabbil’aalamiin all veneration to Allah SWT. The

beneficence and merciful, who has given us the mercy, and blessing and guidance to

complete writing this thesis. May peace and salutation always be given to our prophet

Muhammad SAW who has given his life moral improvement and to be mercy to

universe.

The goal of this thesis is a partial requirements for the undergraduate degree

(S1) in English Education Study Program at The State Islamic University of Sulthan

Thaha Saifuddin Jambi which is entitled “The Correlation between Students’

Translation Ability and Their Writing Ability at the Tenth Grade Students of

SMKN 2 Jambi City”

The writer would like to express my sincere gratitude to Drs. H. Marzuki

Arsyad Ash, MA as the first advisor and Netty Zurnelli, M. Pd as the second advisor

who have give me support, guidance for accomplishing this thesis. Then writer also

would like to express many thanks to the following people who provided me helps in

finishing this thesis, namely :

1. Dr. H. Hadri Hasan, MA as the rector of The State Islamic University of Sultan

Thaha Saifuddin Jambi.

2. Prof. Dr. Su’aidi, M. A., Ph, D, as the first vice rector of The State Islamic

University of Sultan Thaha Saifuddin Jambi

3. Dr. H. Hidayat, M. Pd, as the second vice rector of The State Islamic University

of Sultan Thaha Saifuddin Jambi

4. Dr. Hj. Fadlilah, M. Pd, as the third vice rector of The State Islamic University

of Sultan Thaha Saifuddin Jambi.

5. Dr. Hj. Armida, M. Pd. I, as the dean of Faculty of Education and Teacher

Training of The State Islamic University of Sulthan Thaha Saifuddin Jambi.

x

6. Dr. Lukman Hakim, M. Pd as the vice dean of Academic Affair of Faculty of

Education and Teacher Training of The State Islamic University of Sulthan

Thaha Saifuddin Jambi.

7. Dr. Zawaqi Afdal Jamil, S. Ag, M. Pd. I, as the vice dean of Finance and

Administration of Faculty of Education and Teacher Training of The State

Islamic University of Sulthan Thaha Saifuddin Jambi.

8. Dr. Kemas Imron Rosadi, M. Pd as the vice dean of Students’ Affair and

Cooperative of Faculty of Education and Teacher Training of The State Islamic

University of Sulthan Thaha Saifuddin Jambi.

9. Amalia Nurhasanah, S.Pd, M.Hum as chief of English Education Study

Program of Education and Teacher Training Faculty in The State Islamic

University of Sulthan Thaha Saifuddin Jambi.

10. All lecturer at Faculty of Education and Teacher Training in The State Islamic

University of Sulthan Thaha Saifuddin Jambi who gives knowledge to writer.

11. The administration staff at The State Islamic University of Sulthan Thaha

Saifuddin Jambi.

12. All classmates who give me support and suggestion to finish this thesis.The

writer hopes that this thesis will give contribution to the world of teaching

English.

Jambi, July 2018

The Writer

Lisa Agustini

TE. 141002

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ABSTRACT

Name : Lisa Agustini

Major : English Education Program

Title : The Correlation between Students’ Translation Ability and Their

Writing Ability at the Tenth Grade Students of SMKN 2 Jambi City

The objectives of this study were to find out the correlation between students’

translation ability and students’ writing ability, the correlation between students’

translation ability and students’ writing ability and the contribution of students’

translation ability towards students’ writing ability. This is quantitative research with

correlation design. The population in this study was the tenth grade Multimedia

program SMKN 2 Jambi city which consisted of 3 classes with 105 students. The

writer used total sampling which means all students in tenth grade involved in this

research. The variables in this were one independent variable (students’ translation

ability) and one dependent variable (writing ability). The data were collected by

translation test and writing test. Based on the research findings, it revealed that the

tenth grade students Multimedia program of SMKN 2 Jambi is average category. The

result of the coefficient correlation between students’ translation ability and students’

writing ability was r=0.516. It means that those variables were positively correlated.

However, r=0.516 was categorized as moderate correlation. The result of analyzing

the significance value is 0.000, it means that 0.000<0.05. So, Null hypothesis (Ho)

rejected and Alternative Hypothesis (Ha) accepted. The last, from the regression

analysis found out that R Square is 0.266 or 26.6%. It means that the translation ability

gives contribution as much 12.7% to writing ability.

Keywords: Translation Ability, Writing Ability

xii

ABSTRAK

Nama : Lisa Agustini

Jurusan : Pendidikan Bahasa Inggris

Title : Hubungan antara Kemampuan Menerjemah Siswa dan Kemampuan

Menulis Mereka pada siswa kelas X SMKN 2 Kota Jambi Tujuan dari penelitian ini untuk mengetahui bagaimana kemampuan

menerjemah siswa dan kemampuan menulis siswa, hubungan antara kemampuan

menerjemah siswa dan kemampuan menulis siswa dan kontribusi kemampuan

menerjemah siswa terhadap kemampuan menulis siswa. Penelitian ini adalah

penelitian kuantitatif jenis korelasi. Populasi dalam penelitian ini adalah seluruh siswa

kelas X jurusan MutiMedia SMKN 2 Kota Jambi yang terdiri dari 3 kelas dengan

jumlah 105 siswa. Penulis menggunakan total sampling yang berarti bahwa sampel

yang di ambil adalah seluruh siswa kelas X jurusan MutiMedia. Variabel penelitian ini

terdiri dari satu variable bebas (kemampuan menerjemah) dan satu variable terikat

(kemampuan menulis). Instrumen pengumpulan data dilakukan dengan menggunakan

tes menerjemah dan tes menulis. Berdasarkan hasil penelitian, diketahui bahwa siswa

kelas X jurusan MutiMedia SMKN 2 Kota Jambi masih kategori rata-rata. Hasil dari

perhitungan korelasi ditemukan bahwa hubungan antara kemampuan menerjemah

siswa dan kemapuan menulis mereka adalah r=0.516. Ini menunjukkan bahwa

variabel tersebut memiliki korelasi yang positif. Bagaimanapun, korelasi dari r=0.516

dikategorikan sebagai korelasi yang kecil. Hasil dari analisa nilai signifikansi adalah

0.000, hal ini menunjukkan bahwa 0.000<0.05. Sehingga Ho ditolak dan Ha diterima.

Terakhir, dari analisa regresi diketahui bahwa R Squre 0.266 atau 26.6%. Ini

menunjukkan bahwa kemampuan menerjemah memberikan konstribusi terhadap

kemampuan menulis sebesar 26.6%.

Kata Kunci: Kemampuan Menerjemah, Kemampuan Menulis

xiii

TABLE OF CONTENTS

Page Title .......................................................................................................... i

Thesis Agreement ............................................................................................. ii

Acceptance and Approval ................................................................................ iii

Originality Thesis Statement ............................................................................ iv

Dedication ........................................................................................................ v

Motto ................................................................................................................ vi

Acknowledgement ............................................................................................ vii

Abstract ............................................................................................................ viii

Abstract (Indonesia) ......................................................................................... ix

Table of Contents ............................................................................................. x

List of Table ..................................................................................................... xi

List of Appendices ........................................................................................... xii

CHAPTER I INTRODUCTION

A. Background of The Study .............................................. 1

B. Limitation of Problem .................................................... 4

C. Problem of The Study .................................................... 5

D. Objective of The Study .................................................. 5

CHAPTER II LITERATURE REVIEW

A. Translation Ability….…………………………………. 6

1. Definition of Translation…….……………………. 6

2. Process of Translation……….…………………….. 7

3. Kinds of Translation..……………………………... 8

4. Qualities of A Good of Translation.………………..9

B. Writing Ability…………..…………………………….. 10

1. Definition of Writing……………………………….10

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2. Process of Writing …………………………………10

3. Types of Writing …………………………………. 11

4. Descriptive Text…………………………………... 12

C. Previous Study……..………………………………….. 13

D. Research Hypothesis…………………………………... 14

CHAPTER III RESEARCH METHOD

A. Research Design …….………………………………... 15

B. Research Setting.……………………………………… 15

C. Population and Sample………………………………... 15

D. Variable of the Research……………………………… 16

E. Technique to Collect the Data...………………………. 17

F. Validity and Reliability………………………………. 18

G. Techniques for Analyzing Data……………………….. 20

CHAPTER IV FINDING AND INTERPRETATION

A. Finding of the Study…………………………………... 22

1. Descriptive Analysis………………………………. 22

1) The Result of Translation Ability……...………… 22

2) The Result of Writing Ability……..……………... 23

2. Statistical Analysis………………………………... 24

1) Normality Test…………………………………… 34

2) The Correlation Test……………………………... 34

3) Regression Analysis…………………….………... 40

B. Interpretation………………………………………….. 40

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion……………………………………………. 42

B. Suggestion……………………………………………. 42

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REFERENCES

APPENDICES

CONSULTATION CARD

CURRICULUM VITAE

xvi

LIST OF TABLE

Table 3.1 Total Population at Tenth Grade students...……………………. 16

Table 3.2 Criteria of Translation Score..………………………………….. 17

Table 3.3 Criteria of Writing Score……………………………………….. 18

Table 3.4 Interpretation Cohen’s Kappa value…………………………... 19

Table 3.5 Interpretation of r value………………………………………… 21

Table 4.1 The Result of Translation Ability……………...……………….. 23

Table 4.2 The Result of Writing Ability……...…………………………… 23

Table 4.3 The Score of Students’ Translation and Writing……………….. 24

Table 4.4 Distribution Data Frequency of Translation Ability…………….29

Table 4.5 Distribution Data Frequency of Writing Ability ……………… 32

Table 4.6 The Correlation…...……………………………………………. 35

Table 4.7 The Regression…...……………………………………………. 40

xvii

LIST OF APPENDICES

Appendix I : Translation Test

Appendix II : Writing Test

Appendix III : Scoring Rubric of Translation Test

Appendix IV : Scoring Rubric of Writing Test

Appendix V : The Result of Translation Score by Each Rater

Appendix VI : The Result of Writing Score by Each Rater

Appendix VII : The Result of Inter-Rater Reliability

Appendix VIII : The Result of Normality Test the Translation Ability

Appendix IX : The Result of Normality Test the Writing Ability

Appendix X : The Result of Translation Ability Test

Appendix XI : The Result of Writing Ability Test

Appendix XII : Documentation

1

CHAPTER I

INTRODUCTION

A. Background of the Study

Learning English as a foreign language involves the master of four basic skills

that has an important role in a daily international communication. They are

speaking, reading, listening and writing. Among the four skills of language, one

of productive skill which is the ultimate skill that learners should master besides

speaking is writing. Mehrabi (2014) states that although writing and speaking are

productive skills. There are important differences between them. While writing

should be taught to people, speaking can be learned normally. In comparison to

speaking, writing imposes greater demands on the learners since there is no

immediate feedback in written interaction.

Furthermore, Writing is the written expression of thoughts, desires, emoticons,

and schemes and this requires skill rather than knowledge (Asmari, 2013, p.130).

So that, students can share and convey their thoughts and ideas into words which

have meaningful. Writing ability help students gain independence,

comprehensibility, fluency, and creativity in writing. If students can master this

ability, they can write so that they can not only read what they have written, but

others can read and understand it.

We know that writing is not easy. Writing needs hard thinking in producing

words, sentences, and paragraphs at the same time so it is the most difficult skill

to be learnt. According to Hashempour, et al. stated that one of the most difficult

skill for L2 learners to master is certainly writing. This difficulty is not only in the

facets of generating and organizing ideas but also in translating ideas into a

readable text (2015). Despite it difficulties, it is very important for many students

because through writing, they can show their knowledge in content areas.

2

English is as first language or second language and also is intensively used in

international communication, in written as well as in spoken. Besides that, many

books of science and technology, art and other published issues are written in

English. We know that English in Indonesia has become the first foreign language

which is taught from elementary to university level. In many aspects and based

on some considerations, teachers consider writing skill as the most important skill

yet the most difficult to teach among three other language skills; listening,

speaking and reading. An ability to write appropriately and effectively has

become the goal of language teaching, both in learners’ mother tongue and in any

other languages they may wish to learn. According to Alderson and Bachman

(2002) writing has become an essential tool for people of all walks of life in

today’s global community. Whether used in reporting analysis of current events

for newspapers or web pages, composing academic essays, business reports,

letters, or e-mail messages, the ability to write effectively allows individuals from

different cultures and backgrounds to communicate.

Writing is one of the four language skills that are taught in learning English

which usually considered as a difficult to do for students. Because to have good

English writing ability, students are required to master many languages

components, such as, having large vocabularies, grammatical rules, punctuations,

word choice, etc. beside those all mentioned, they have to be able to have the

ideas what to write and organize them in proper order for organizing them in good

writing product. According to Mehrabi (2014), Writing is important because it is

a basis for communicating clear thinking. Via writing, people can communicate a

variety of messages to a close or distant, known or unknown reader or readers.

According to jannah (2013) in academic context, the ability in writing is very

important to be acquired to support the study of the students. As we know that

having the skills in writing in English will be very helpful when students are

asked to write some paper in English. Based on 2006 School Based Curriculum

(KTSP) writing is one of the obligatory language skills. The teaching of writing is

3

aimed at enabling students to master the functional texts and monologue texts or

paragraphs in the form of descriptive, narrative, recount, procedure, and report

(Depdiknas, 2006). So that, Writing is important as teaching other components in

English such as speaking, reading, and listening because the learners can convey

their thought, feeling, and experiences in written form. On the contrary, it is a fact

in teaching learning process that most of students find difficulties in expressing

their ideas, interest, experiences, and feeling into written forms or writing. Ideally,

in writing the students are expected to be able to practice how to express their

ideas and arranging them in systematic way into written forms.

The students’ writing ability can be affected by their translation ability, when

the students write in English, the first idea will be in mother tongue then they

transfer into English. According to Awadalbari (2015, p. 251) Translation

enhances students writing skills, as well as to facilitates and speeds up the

learner’s comprehension processes but learners’ output will be different according

to the language direction of the translation activities. Writing and translation are

two things which are interrelated to each other in EFL learning.

Translation is a process the change of one language into the other language. In

teaching and learning language context, it is the students’ activity to change the

source language into the target language. Translation exercises in language

teaching were especially related to comparison of L1/L2 syntactic structures,

vocabulary learning, raising inter lingual and intercultural awareness, developing

communicative competence and language learning strategies, and enhancing

pragmatic skills (Druce, 2012). Most teachers who believe that translation is very

important in language learning were likely to devote much of their teaching to

translation, while endorsing other language learning strategies that are commonly

associated with communicative approaches.

Therefore, those are some reasons why translation ability is needed by EFL

students in writing activities. Basically, translation has good position in teaching

and learning English as foreign language. Translation cannot be separated from

4

the other abilities. It is relevant with what Dagiliene (2012) says that “translation

is activities were applied in the foreign language learning process to achieve

progress in improving language skills in reading, writing, speaking, and

listening.In high school learning process, under the pressure of studies, most

students will learn the knowledge translation as a means of studies that will be

written foreign language translation of basic knowledge learned can have a good

result (Sun, 2016).

Based on the explanations above, it can be clearly seen that translation ability

as an important thing in learning English as Foreign Language (EFL) is closely

related to the students’ writing ability. Translation activity could be increases the

students writing ability. A research that conducted by Moh. Hanafi with the title is

“Ability to Translate and Writing Skill in STKIP PGRI Tulungagung”. This result

of research also show that From 24 students ,the coefficient of the correlation of

Kendal Tau’s analysis was .552. It can be interpreted that there was a positive

medium correlation between the variables. Next, A research that conducted by

Nastaran Mehrabi (2014) entitled “ The Effect of Second Language Writing

Ability on First Language Writing Ability. This study was conducted in Islamic

Azad University of Khorasgan, Isfahan, Iran. This study was conducted to

investigate the influence of second language writing ability on first language

writing ability. The next research that identified the correlation between

translation ability and others ability is conducted by Srifitrotunnisa with the title

“The Correlation Between Mastering Grammar and student’s Translation Ability

At the Eight Grade At Islamic Junior High School Mafatihul Huda”. This result of

research also shows that the increasing or decreasing score of translating skill can

be predicted by the score of grammatical ability, which means there is correlation

between students’ grammatical ability and translating skill. These research, it can

be stated that translation needs other languages. To improve translation ability it

requires other abilities.

5

Based on the preliminary study that researcher conducted by observations on

the tenth grade students of Multimedia program at SMKN 2 Jambi City when

teaching and learning process in class. The researcher found that the students with

better mastery to translate can produce a better writing product.

From the description above, writing ability is part of English that must be

mastered by students. In every material in English book, students need to translate

every text or vocabulary and in the end of the lesson they have writing task. Based

on the explanation above, the writer conducted a study entitled “The Correlation

between Students’ Translation Ability and Their Writing Ability at the Tenth

Grade Students of SMKN 2 Jambi City in”.

B. Limitation of the Problem

In this research, the researcher focuses on the correlation between students’

translation ability and their writing ability at tenth grade students of SMKN 2

Jambi city. The students will be assigned to translate a descriptive paragraph and

write a descriptive paragraph.

C. Formulations of the Problem

The problems of this study are :

1. How is the score of students’ translation ability in English?

2. How is the score of students’ writing ability in English?

3. Is there any significant correlation between students’ translation ability

and their writing ability at the tenth grade students of SMKN 2 Jambi

City?

D. Objectives of the Research

Based on the research questions above, the objective of this study is formulated

as follow:

1. To find out the score of students’ translation ability in English.

6

2. To find out the score of students’ writing ability in English.

3. To find out the significant correlation between translation ability and their

writing ability at the tenth grade students of SMKN 2 Jambi City.

E. The Significance of the Research

The result of this study is to give information about the importance of writing

ability and translation ability. Then, the result of the study can be used as input for

English teachers to motivate their students to get satisfying comprehension in

writing English text by having translation ability. Furthermore, it can be used as

information for others who want to study further, especially in English education

to know the other factors affecting English writing ability and translation ability.

7

CHAPTER II

REVIEW OF LITERATURE

A. Translation Ability

1. Definition of Translation

Translation is a transfer process which aims at the transformation of a

written SL text into an optimally equivalent TL text, and which requires the

syntactic, the semantic and pragmatic understanding and analytical processing

of the SL (Wills in Suryadinata, 2003). Translation technique is defined as

procedures to analyze and classify how translation equivalence works (Molina

and Albir, 2002). Molina and Albir (2002) offer eighteen translation

techniques. They are addition, deletion, explicit, implicit, modulation,

transposition, generalization, particularization, pure borrowing, borrowing,

established equivalence, literal, compensation, calque, description, creation,

substitution, variation. Translation can be considered as transferring meaning

from the source language to target language in written texts to give the sense of

the original and the naturalness of the expressions. Based on Katy (2002) in

her book title “Introductory Course in Translation Principles” defines

translation as such: “Translation is re-telling, as exactly as possible, the

meaning of the original message in a way that is natural in the language into

which the translation is being made”. It means, translation aim to tell again

what is told in another language exactly in the other language that the

translation is being done without altering the meaning of the words.

From the definitions above, it means that Translation implicate two

languages, there are source language and target language. Source language is

text language that translated and target language is text language achieve of

translation. Example, if we translate text English to Indonesia language, so

English is source language and Indonesia language is target language.

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2. Process of Translation

A translator must comprehend about process of transferring the message

from the source language into the target language. According to Nida and

Taber in Hadisubroto (2006), there are three steps in process of translation.

The first step is analysis. As the translator reads through the text, he should

note down any lexical items which seem to be the key words. These will be

words which are crucial to an understanding of the text. One of the first steps

in the analysis should be a careful study of these key words, in order to find a

good lexical equivalent in the receptor language. Often it will be necessary to

consult dictionaries and encyclopedias for more information. The components

of meaning which are crucial and need to be transferred should be identified.

How detailed the analysis will be vary with the difficulty of the text. The

more difficult the text, the more need there will be for a careful re-writing into

semantic structure before any transfer begins. The translator should not

become burdened by making extensive semantic displays. It is a tool to help in

his analysis. Some find it most helpful to simply re-write the text in a near

semantic presentation.

The second step is Transference source language to target language. After

finishing the process of analysis, the next process is transferring material

which is source language into the mind of translator and recasting within a

target language. In other hand, the translator should replace the ideas from the

source language into the target language without change the meaning of source

language.

The last step is Revising/restructuring draft. Restructure and revised the

sentence or text until get true meaning. There are ways to find out equivalence

meaning about the result of translation. The translator can translate text freely

with own words or sentence in order to provide the most appropriate

communication in the target language.

9

3. Kinds of Translation

According to Maryamu Danbaba there are two kinds of translation. The

first, Literal translation is kind of translation whereby the translation follows as

closely as possible the form of the language which is used in the original

message.. Example: The fruit was then eaten by the hungry fox. The aim of

literal translation is to render the meaning of the lexical items of SL text

without taking into account the context. The extreme case of literal translation

involves the rendering of the primary meaning of SL words as well as

reflecting the same SL word— order and structure in the target language.

Literal translation cannot generally reproduce meaning and may lead to

incomprehensibility. In literal translation, the word is usually taken as the unit

of translation. This presupposes that words are not influenced by the context.

In this investigation, we hold the view that, contrary to this notion, words do

not stand on their own their meaning is mainly derived from the context in

which they occur.

The second, a meaning-based translation is that kind of translation that

aims to express the exact meaning of the original message in a way that is

natural in the new language. A meaning-based translation may to change the

order of the words, it will use the order which is most clear and natural in the

language into which the translation is being made. Then, may to change the

expressions or idioms, it will use the words which give the meaning of the

original clearly, even though this may not be the same idiom as in the original

message.

A meaning-based translation is sometimes also called as Meaning-

equivalent, Idiomatic and Dynamic. Meaning equivalent means it

communicates the same meaning as the original message”. Idiomatic means it

uses the natural, idiomatic form of the language into which the translation is

being made. Then, Dynamic means it aims to produce the same impact on the

10

hearers as the original message had on the original hearers or readers. It aims

to stir the reader to action as the original version.

4. Qualities of A Good Translation

A good translation should be has important things that is Accuracy, Clear

and naturalness. The first, Accuracy is understanding message of the source

language and express the message into target language. Notice that an accurate

translation is not one that is as near to the form of the original message as

possible, but one that expresses the same meaning as exactly as possible. A

translation is inaccurate if the meaning of the translation is different in any way

from the original message. Kathy Barnwell observed inaccuracy in translation

to include: Omission “The translation is inaccurate if part of the meaning is

missing”, Addition “The translation is inaccurate if anything has been added to

the meaning” and Change: “The translation is inaccurate if the meaning has

been changed or twisted in any way”. For an accurate translation, the translator

must also have it in mind to ask if the translation is accurate in the sense that if

the meaning is as nearly as possible the same meaning that the original author

intended to be. So when translating, the translator is not to omit, add, or change

the meaning of the original message.

The second, Clear is translation should be understandable. For the

translator, the important thing is that there is nothing in the wording of the

translation that makes the message difficult to understand. The kind of

language used should be that which makes the message as clear as possible.

The last, qualities of a good translation is naturalness. Naturalness is

needed in translation in order to make effective. Equivalent should not be

foreign. The result of the translation should not sound ‘strange’ or foreign but

it should ‘flow easily’ or sound natural so the readers can understand them

easily.

11

B. Writing Ability

1. Definition of Writing

Writing is the written expression of thoughts, desires, emoticons, and

schemes and this requires skill rather than knowledge (Asmari, 2013, p. 130).

So, writing ability is the ability of a person to express their idea, feeling or

something to others by using written language. Mahmudah (2014) also stated

that writing is one of communication skills as a means of communication that

we must consciously learn because no one learns to write automatically. It is a

very important subject because in writing we must share idea from our brain, it

is not easy to translate concept in our brain to be a written language, and we

must also be clever to choose and to combine the vocabulary to create

something that is meaningful.

2. Process of Writing

Oshima (2006) acknowledged that writing is a process which lead students

through four main stages of writing. Oshima (2006) propose of writing process

which consist of prewriting, organizing, writing and editing. The first is

Prewriting that is any activities that encourage students to write. According to

Oshima and Hogue (2006), prewriting is process to choose a topic and collect

information about it. In addition, brainstorming is included in writing process

activities as Harmer (2001, p. 258) states “writing is a process of brainstorming

ideas to collect them in some other way and draft them an a piece of writing”.

Brainstorming with other students can be a good way to develop words and

ideas, pupils can work alone or in pairs or in groups. Through this way, the

students do not have to make decision about content and language.

Nevertheless, they are expected to explore their idea. Finally, prewriting

facilities the students both the process of writing and the product of writing is

writing piece.

12

The second is drafting. It is outline as guide of writing piece. It is the stage

where the writer ‘puts together the pieces of the text through developing ideas

into sentences and paragraphs within an overall structure. When students try to

write their first writing in drafting form, they may not think about grammar,

spelling or punctuation (Oshima, 2005, p. 25).

The third is editing. It is the stage where students are expected to correct

their own writing. According to Oshima and Hogue, editing or revising is the

process of expands ideas, clarifies meaning and recognize information (2006).

So that, students may edit their content or information in their writing and also

they edit their punctuation, grammar, sentence structure and other convention

of writing.

The last step is Final Draft. It is the last stage in this writing process where

students may complete their pieces of writing. This in includes publishing,

sharing, reading aloud, transforming texts for stage performance, or merely

displaying text on notice boards (Seow, as qtd in Renandya & Richard, 2002,

p. 319).

3. Types of Writing

Determining type of writing needs to do. It will help to determine topic,

purpose, style and tone of writing. According to Harmer (2004, p. 4), the

writing process is the stage goes through in order to produce something in its

final written form. Subsequently, there are four types of writing that is

Narrative, Descriptive, Expository and Persuasive.

Narrative writing is the type of writing that tells a story. Though, it is most

commonly used when the students are asked to write a personal essay. This

type of writing can also be used for fictional stories, plays or even plot

summarizations of a story the students have read or intends to write. Narrative

writing typically uses the first person ( I ) or sometimes the third person (She,

He, They).

13

Descriptive writing is used to create a vivid picture of an idea, place or

person. It is much like painting with words. It focuses on one subject and uses

specific detail to describe that upon which the students are focused. For

example, if the students are asked to write about his favorite ride at an

amusement park, their writing will not only tell the name of the ride and what

it looks like, but also describe the sensation of being on it and what that

experience reminds them.

Expository writing is to-the-point and factual. This category of writing

includes definitions, instructions, directions and other basic comparisons and

clarifications. It is devoid of descriptive detail and opinion.

Persuasive writing is a more sophisticated type of writing. It can be

thought of as a debate in writing. The idea is to express an opinion or to take a

stance about something and then to support that opinion in a way that

convinces the reader to see it the same way. Persuasive writing is often in

essay form, contains an explanation of the other point of view and uses facts

and/or statistics to disprove that view and support the opinion. According to

Oshima and Hogue (2006) an argumentative essay is an essay in which you

agree or disagree with issues using reasons to support your opinion.

4. Descriptive Text

a. Definition of Descriptive Text

Description is the part of the paragraph that describes the character or we

could say a descriptive paragraph is a paragraph that describes the feature of

someone, something or certain place (Artono Wardiman, 2008). According to

John E Warriner (1982), descriptive paragraph is giving a picture in words that

appeal directly to sense (sight, sound, smell, touch and taste).

From the opinion about descriptive above, sso the writer concludes that the

descriptive text is a text which is describe person, place, situation, etc. It also

describes an object that appeal to the sense.

14

b. The General Purpose of Descriptive Paragraph

The purpose of descriptive paragraph is to create a impression of a person,

place, object or event. There are some purposes for descriptive paragraph is to

entertain, to express feeling, to relate experience, and to inform the reader.

c. Structure of Descriptive Paragraph

When writing descriptive paragraph, there are several sets of common /

generic structure (actually not mandatory) that our writing is considered

correct. There are two generic structure is Identification and Description.

Identification contains the identification of matter / a will be described. Then,

Description contains the explanation / description of the thing / person to

mention a few properties.

C. Previous Studies

In this thesis, the researcher takes three previous studies from the other

previous thesis as comparison, those are:

The first research comes from Moh. Hanafi with the title “Ability to Translate

and Writing Skill: A Correlation Study in STKIP PGRI Tulungagung”. This result

of research also show that From 24 students of the first semester of English

Department STKIP PGRI Tulungagung, the coefficient of the correlation of

Kendal Tau’s analysis was .552. It can be interpreted that there was a positive

medium correlation between the variables.

The second research comes from Nastaran Mehrabi (2014) entitled “ The

Effect of Second Language Writing Ability on First Language Writing Ability.

This study was conducted in Islamic Azad University of Khorasgan, Isfahan, Iran.

This study was conducted to investigate the influence of second language writing

ability on first language writing ability. This results show that there is a

significant relationship between the ability to write in the second language and the

first language.

15

The third research comes from Srifitrotunnisa with the title “The Correlation

between Mastering Grammar and student’s Translation Ability at the Eight Grade

At Islamic Junior High School Mafatihul Huda”. This result of research also

shows that the increasing or decreasing score of translating ability can be

predicted by the score of grammatical ability, which means there is correlation

between students grammatical ability and translating ability.

From the result of previous research, there are some similarities. Where the

first similarity is from the research of Moh.hanafi & Srifitrotunnisa use same

correlation design. The second similarity, they also used test in investigating

translation test and writing test. Beside the similar, there are also some

differences. It using experimental design where pre-test and post-test used.

D. Research Hypothesis

Based on the research question formulated previously, the hypotheses of study

are:

Alternative Hypotheses Ha : There is a positive correlation between

students’ translation ability and writing ability.

Null Hypotheses Ho : There is no correlation between students’

translation ability and writing ability.

16

CHAPTER III

RESEARCH METHODOLOGY

A. Research Design

This research design is correlation design and this is a kind of quantitative

research. According to Creswell (2012) stated that correlation designs are

procedures in quantitative research in which investigators measure the degree (or

relation) between two or more variables using the statistical procedure of

correlation analysis (p. 21).

The research two variables that will be measured are students writing ability

and students’ translation ability at the tenth grade students of SMKN 2 Jambi City

in the Academic Year 2017/2018. So, the researcher used this type and method of

research since to know whether there is correlation between students’ writing

ability and their translation ability or not.

B. Setting of the Research

The research of this study conducted at tenth grade students of SMKN 2 Jambi

City. It is located in Jl Gelatik Pasir Putih South Jambi 36139 Phone 0741-572493

Fax 0741-570803.

C. Population and Sample

1. Population

Population is the whole research object. According to Creswell (2012, p. 142),

population is a group of individuals who have the same characteristic that can be

identified and studied by the researcher. The population of this study is all the

tenth grade Multimedia program of SMKN 2 Jambi City (X MM 1, X MM 2 and

X MM 3) in the Academic Year 2017/2018.

17

Table 3.1

The Total Students of X Class of Multimedia Program

No Class Number of Students

1 XMM 1 35

2 XMM 2 35

3 XMM 3 35

Total 105

Source: Attendance list of the students

2. Sample

Sample is a part of population that will be taken as a subject in this research.

According to Creswell, sample is a subgroup of the target population that the

researcher plans to study for generalizing about the target population 2012, p.

142).

In this research, the researcher takes total sampling. According to Sugiyono,

total sampling is the process of taking a subset of subjects that is representative of

the entire population. Thus, the researcher will take three classes as sample to

analyze. The sample was class X MM 1 which consist 35 students, X MM 2

consist 35 students and X MM 3 consist 35 students.

D. Variable of the Research

There are two variables in this research, namely independent and dependent

variable:

1. Independent Variable

According to Creswell, Independent variable is an attribute or characteristic

that influence or affects an outcome or dependent variable (2012, p. 116). In this

research, the independent variable is students’ translation ability.

18

2. Dependent Variable

According to Creswell, dependent variable is an attribute or characteristic that

is dependent on or influenced by the independent variable (2012, p. 115). While in

this research, the dependent variable is students’ writing ability.

E. Technique to Collect the Data

The researcher used test as technique to collect the data. The test was used to

collect the data of students’ translation ability and writing ability. A test, in simple

terms, is a method of measuring a persons’ ability, knowledge, or performance in

a given domain Brown (2004, p. 3).

1. Test of translation ability

To measure whether student translation ability is high or low, the students

asked to translate Indonesian paragraph into English. The test is a descriptive

paragraph.

Table 3.2 Criteria of Score

Score Criteria of Ability

91-100 Excellent

81-90 Very Good

71-80 Good

61-70 Average

51-60 Fair

41-50 Poor

Less than 40 Inadequate

Source: Hyland (2003)

2. Test of writing ability

Writing ability test is intended to collect the data about the students writing

ability. The test is a paragraph writing test. In this study students are asked to

choose one of topics and then developed into descriptive paragraphs.

19

Table 3.3 Criteria of Score

Score Criteria of Ability

91-100 Excellent

81-90 Very Good

71-80 Good

61-70 Average

51-60 Fair

41-50 Poor

Less than 40 Inadequate

Source: Hyland (2003)

F. Validity and Reliability of the Instruments

1. Validity

In measuring the validity of this instrument, the researcher used content

validity approach. Siregar (2013) said that the content validity is the ability of an

instrument in measuring the contents (concepts) to be measured. It means that a

measurement tool to reveal the content of a concept or variable measured.

Reksoatmojo (2007) said that content validity is the degree of conformity of the

content sample items from a test with the characteristics to be measured. It means

that whether the instrument can be appropriate to measure the variable that will be

measured.

To determine whether the instrument is valid or not using content validity

approach is by making rational judgment, whether the instruments contains

enough requirements to measure all variable indicators. According to Kanneth

Hopkin in Siregar (2013) who said that determination of the instrument of content

validity associated with the logical analysis. To examine content validity

instrument, it can use the expert opinions (expert judgment). The instrument is

consulted to the expert, then the expert determine whether the instrument is valid

20

or not to measure the variable. In this case the experts are the thesis advisor.

Beside, the researcher can be designed translation test a writing test based on

checking the syllabus, books and the researcher will ensure that the students

learned about translation and writing a paragraph.

2. Reliability

Reliability test is using to measure the consistency of measurement tool

(instrument) in different time and will be measured by inter-rater reliability.

According to Creswell (2015), “Inter -rater reliability is a procedure used when

making observations of behavior” (p. 161). It means, rater is someone who is

scoring or measuring a performance, behavior or skill in a human or animal.

The researcher using inter-rater reliability is to see the consistency of the result

from translation test and writing test. The researcher helped by two raters namely

the lecturer of translation subject and writing subject to score the students

appropriate procedure by using the scoring rubrics translation and writing a

descriptive paragraph. Score from each rater measured using Intra-class

Correlation Coefficient (ICC) in SPSS 23 for windows. The complete result of

translation score and writing score by each rater can be seen in Appendix V and

VI. Based on the analyzing the data, the researcher found out that the reliability of

two variables was moderate correlated with . The result of inter-rater

reliability is considered reliable. The complete calculation can be seen in

appendix VII.

Table 3.4: Interpretation of Intra-class Correlation

Intra-class Correlation Statistic Strength of Agreement

< 50 Poor

0.50 – 0.75 Moderate

0.75 – 0.90 Good

0.90 Excellent

Source: Koo and Li (2016)

21

G. Techniques for Analyzing Data

1. Descriptive Analysis

After collecting the data, the next step is analyzing the data in order to know

whether there is a significant positive correlation between students’ translation

ability and writing ability. The researcher calculated the translation test and

writing test collected by rater based on scoring system. Then, the writer also

applied descriptive analysis.

2. Statistical analysis

After the researcher conducted the descriptive analysis, the researcher applied

statistical analysis. In statistical analysis, the writer conducted normality test,

parametic test namely Pearson Product Moment and regression analysis. First, the

researcher conducted Normality test to see whether the data normally distributed

or not. Indicator testing normality test is if the significance value >0.05 then the

data normally distributed. But , if the data lower than 0.05 it means that the data

are normally distributed and the analysis continued with nonparametic test. Then,

the researcher applied Kolmograv-Sminorv using SPSS 23 for windows in

normality test.

The second, the researcher continued with parametic test namely Pearson

Product Moment because the data are normally distributed. Pearson Product is a

hypothesis to know the correlation of two variables or more than variables. There

are two criteria correlation: positive correlation and negative correlation. A

positive correlation exists when one variable decreases as the other variable

decreases, or one variable increases while the other increases. Then, negative

correlation is if one variable increases the other decreases and vice versa. In

statistics, a perfect positive correlation is represented by +1.00, while 0.00

indicates no correlation and -1.00 indicates a perfect negative correlation. After

the calculation of r value, the researcher saw the table of interpretation of r value

22

to interpret the correlation. The researcher followed the interpretation r value by

Anas Sudjiono in following table.

Table 3.5 Interpretation of r value

Coefficient correlation Interpretation

0.00-0.20 Very low

0.20-0.40 Low

0.40-0.70 Medium

0.70-0.90 High

0.90-1.00 Very high

Sources : Anas Sudjiono (2012)

The last, the researcher continued with regression analysis. Regression analysis

is used in order to find out what extent students’ translation ability contribution to

the writing ability. In this research, the researcher used simple liner regression

because variable predictor is one variable. In analysis data, the reseacrher used

SPSS 23 application for windows.

23

BAB IV

FINDING AND INTERPRETATION

In this chapter, researcher will explains students’ translation ability and their

writing ability at the tenth grade students SMKN 2 Jambi City in the Academic Year

2017/2018, then describe the correlation between them and regression analysis. There

two variable in this research there are students’ translation ability as independent

variable (X) and students’ writing ability as dependent variable (Y). The purpose was

to find out is there or not any correlation between students’ translation ability as

independent variable and students’ writing ability as dependent variable.

Sample of this research was students at tenth grade of SMKN 2 Jambi City. The

data obtained from translation test and writing test was analysis to test whether there is

positive correlation among two variables.

A. Finding of the study

1. The Descriptive Statistic for Translation Ability

The data analyzed were the result translation test and writing test. The

researcher description were based on the score of translation test to know

students’ translation ability and the writing descriptive paragraph test to know

the students’ ability in writing descriptive paragraph at the tenth grade students

SMKN 2 Jambi City in the academic year of 2017/2018. In computing the

data, the researcher was assisted by Microsoft Office Excel 2007 for Windows.

Through descriptive analysis, the researcher tries to describe the result of

translation test that have been given to tenth grade students of SMKN 2 Jambi

City. The researcher describes the result of translation test based criteria of

translation score of paragraph. The complete calculation can be seen in the

table 4.1

24

Table 4.1: Result of Translation Ability

Students Percentage Categories

0 0% Excellent

13 12% Very Good

21 20% Good

52 50% Average

17 16% Fair

2 2% Poor

0 0% Inadequate

From the result of data, the researcher found that from 105 students at the

tenth grade students SMKN 2 Jambi City, there is no students (0%) were

categorized as excellent, 13 student (12%) were categorized as very good, 21

students (20%) were categorized as good, 52 students (50%) were categorized

as average, 2 students (2%) were categorized as fair and there is no student

(0%) were categorized as poor and inadequate.

2. The Descriptive Analysis for Writing Ability

The researcher describes the result of writing test based criteria of writing

score of paragraph. The complete calculation can be seen in the table 4.2

Table 4.2: Result of Writing Ability

Students Percentage Categories

0 0% Excellent

15 14% Very Good

23 22% Good

50 48% Average

16 15% Fair

1 1% Poor

0 0% Inadequate

25

From the result of data, the researcher found that from 105 students at the

tenth grade students SMKN 2 Jambi City in the academic year of 2017/2018,

there is no student (0%) were categorized as excellent, 15 student (14%) were

categorized as very good, 23 students (22%) were categorized as good, 50

students (48%) were categorized as average, 16 students (15%) were

categorized as fair, 1 student (1%) were categorized as poor and there is no

student (0%) were categorized as inadequate.

B. Statistical Analysis

Table 4.3

The Score of Students’ Translation Ability and Writing Ability

No Name Translation Ability Writing Ability

1 Adinda Muslimah Y. 74 58,5

2 Ahmad Kasyfil A. 57 66,5

3 Aldiansyah Triadiy 67 72

4 Aldi Armando 67 53

5 Andi Noor A. 81 83,5

6 Asep Muhammad I. 85 77

7 Bayu Setiawan 70 67,5

8 Govinda Saputra 61 51,5

9 Ibnu Riski A. 71 52

10 M. Dimas Arista 65 70,5

11 Muhammad Hendrik 62 63

12 Muhammad irham 50 64,5

13 M. Naufal Atharsyah 76 65,5

14 M. Trian Saputra 60 60,5

15 M. Z. Rayhan R. 50 75

16 Nanda Putri R. 87 84

26

17 Nasya Aulia 66,5 55

18 Neneng Anjarwati 85 86

18 Prayogi Ramadhani 62 66,5

20 Puspa Sari 67 63

21 Reti Ledika 67 68,5

22 Reza Alamsyah 61 68,5

23 Riansyah Saputra 63 62,5

24 Riski Ardiansyah 72 62

25 Riski Saputra 71 73,5

26 Septi Febriyani 68 72,5

27 Shakira Olivia P. 68 61,5

28 Tara Oktaviani 66 70

29 Vitto krisna M. 65 60,5

30 Vizzo Nia R. 54 66,5

31 Wahidatun Nikhmah 66 67,5

32 Winda Triyana 65 66,5

33 Yovandi Putra R. 61 52,5

34 Yuda Firmansyah 56 67

35 Ziedhan Duhani 56,5 55,5

36 Aldi Alfiansyah 60 61,5

37 Alex Alfredo 52 44,5

38 Atha Bugis A. 66 67

39 Ayu Wandira 75,5 68

40 Daniel Kurniyadi 61,5 54

41 Dian Cahya A. 76 71

42 Doni Alfredo S. 61,5 61

43 Elsa Valentin 63 57,5

44 Endri Saputra 71,5 73,5

27

45 Hamdi Ferdianto 59 58

46 Hendryzal 57,5 59

47 Ilham Febliyan 56 58,5

48 Ilhan Firmansyah 70 69,5

49 Ikhsan Dwi C. 56 54

50 Irvan Kurniawan 56 60,5

51 Kia Nirwana 64 66,5

52 M. Adam Firdaus 69 62

53 M. Afdal Mufassirin 59,5 62,5

54 M. Afif Hibatullah 64 69

55 M. Delfi Andra 61 64

56 M. Guslim Zen 72 61,5

57 M. Iqbal Saputra A 64,5 69

58 M. Iqbal Saputra B 70 69

59 M. Virgianto 69,5 66

60 M. Yasin 79 72

61 Putri Salsabila 82 73

62 Ratu Zahara 76,5 66

63 Rohadatul Aisy 80,5 65,5

64 Surya Riski B. 72 67

65 Vidya Tri Santi 64 64

66 Vhicram Mustofa 68 56

67 Wahyu Mustofa 68 61

68 Wulandari Marlina 63 71,5

69 Yoga Saputra 62,5 71

70 Zahwa Zehtira A. 62 70,5

71 Ade Fitto Firmansyah 65,5 81,5

72 Adetyan Yulian P. 67,5 67,5

28

73 Andrian Pratama 69 81,5

74 Chindy Theresia L. 69 74

75 Eka Saputri 70 71

76 Endang Widyaningsih 68 80

77 Fathoni Athallah 72 65

78 Iqbal Khairudddin 72 61

79 M. Risky Kamarullah 78 66

80 Maulana Febryansah 63 63

81 Miftakul Huda 62 62

82 Muhammad Akbar 63 80

83 Musthofa Kamal 60,5 81

84 Nadilla Aulia 58 77

85 Pranata Wijaya 63 56,5

86 Pipit Selavani 84 84,5

87 Rahmad Aryana 72,5 73,5

88 Rahmad Yuda R. 60 60,5

89 Raira Dinda Kania 68 66

90 Rayhan Annisa 71 61

91 Rialis Pangeran 64,5 71

92 Rifki Irawan 57 65

93 Rizka Annisa 86 86

94 Rizki Novrianda 70 53,5

95 Rizki Wahyunugroho 66 71

96 Ryan Pratama 72 65,5

97 Sri Adiningsih 68 82

98 Suci Fadhillah 81 87

99 Sumarni 86 82

100 Tegar Eko Widianto 81 68,5

29

101 Titis Purwo Karrtika 82 82

102 Tomy Iskandar 82 82

103 Viola Berliana 57 78

104 Wilson Juliansyah 81 82,5

105 Yogi Pratama 76 73

Jumlah 14197

a. The Score of Translation Ability

1. Frequency Distribution

a. Determine the highest score (H) and the lowest score (L)

Highest score (H) = 87

Lowest score (L) = 50

b. Determine the Range (R)

R = H – L + 1

= 87 – 50 + 1

= 37 + 1

= 38

c. Determine many classes (K)

K= 1 +3.3 Log N

= 1 +3.3 Log 105

= 1 + 3.3 (2.02118)

= 1 + 6.6698

= 7.6698

= 8

30

d. Determine the Interval (i)

e. Determine the Frequency Distribution Table

Table 4.4

Distribution data frequency score of Translation Ability

NO INTERVAL F X X

x2

Fx Fx2

FKb FKa

1 50 – 54 4 52 2 4 8 16 4 105

2 55 – 59 12 57 1 1 12 12 16 101

3 60 – 64 28(M) 62 0 0 0 0 44 89

4 65 – 69 25 67 -1 1 -25 25 69 61

5 70 – 74 16 72 -2 4 -32 64 85 36

6 75 – 79 7 77 -3 9 -21 63 92 20

7 80 – 84 8 82 -4 16 -32 128 100 13

8 85 – 89 5 87 -5 25 -25 125 105 5

ƩN=10

5

Ʃfx=

115

Ʃfx2 =

433

2. Finding the Mean (Mx)

31

3. Finding Median (Mdnx)

4. Finding the Modus (Mox)

5. Standard Deviation (SDx)

32

2

b. The Score of Writing Ability

1. Frequency Distribution

a. Determine the highest score (H) and the lowest score (L)

Highest score (H) = 87

Lowest score (L) = 44.5

b. Determine the Range (R)

R = H – L + 1

= 87 – 44.5 + 1

= 42.5 + 1

= 43.5

c. Determine many classes (K)

K= 1 +3.3 Log N

= 1 +3.3 Log 105

= 1 + 3.3 (2.02118)

= 1 + 6.6698

= 7.6698

= 8

33

d. Determine the Interval (i)

e. Determine the Frequency Distribution Table

Table 4.5

Distribution data frequency score of Writing Ability

NO INTERVAL F X X

x2

Fx Fx2

FKb FKa

1 44.5 – 48.5 1 46.5 4 16 4 16 1 105

2 49.5 – 53.5 5 51.5 3 9 15 45 6 104

3 54.5 – 58.5 10 56.5 2 4 20 40 16 99

4 59.5 – 63.5 20 61.5 1 1 20 20 36 89

5 64.5 – 68.5 27(M) 66.5 0 0 0 0 63 69

6 69.5 – 73.5 21 71.5 -1 1 -21 21 84 42

7 74.5 – 78.5 5 76.5 -2 4 -10 20 89 21

8 79.5 – 83.5 11 81.5 -3 9 -33 99 100 16

9 84.5 – 88.5 5 86.5 -4 16 -20 80 105 5

ƩN=10

5

Ʃfx=

-25

Ʃfx2 =

341

2. Finding the Mean (Mx)

34

3. Finding Median (Mdnx)

4. Finding the Modus (Mox)

5. Standard Deviation (SDx)

35

2

a) Normality Test

This test is carried out in order to check whether the data is normally

distributed or not. To measure the normality test in this research, the writer use

Kolmogorov Smirnov test.

After doing the calculation with the significant level ɑ =0,05 or 5% is

obtained:

Translation ability sig. (2-tailed) = 0,062 and sig. level = 0,05, then the sig. (2-

tailed) > sig. level or 0,062 > 0,05.

Writing ability sig. (2-tailed) = 0,200 and sig. level = 0,05, then the sig. (2-tailed)

> sig. level or 0,200 > 0,05.

Then the data students’ translation ability and writing ability are normal

distribution.

b) The Result of Correlation between Students’ Translation Ability and

Writing Ability

This section answered the third research problem “is there correlation between

students’ translation ability and writing ability at the tenth grade students of

SMKN 2 Jambi City?” by analyzing the result of translation test and writing test.

36

Table 4.6

Correlation between Students’ Translation Ability and Their Writing Ability

at the Tenth Grade Students of SMKN 2 Jambi City

No X Y XY X2

Y2

1 74 58,5 4329 5476 3422,25

2 57 66,5 3790,5 3249 4422,25

3 67 72 4824 4489 5184

4 67 53 3551 4489 2809

5 81 83,5 6763,5 6561 6972,25

6 85 77 6545 7225 5929

7 70 67,5 4725 4900 4556,25

8 61 51,5 3141,5 3721 2652,25

9 71 52 3692 5041 2704

10 65 70,5 4582,5 4225 4970,25

11 62 63 3906 3844 3969

12 50 64,5 3225 2500 4160,25

13 76 65,5 4978 5776 4290,25

14 60 60,5 3630 3600 3660,25

15 50 75 3750 2500 5625

16 87 84 7308 7569 7056

17 66,5 55 3657,5 4422,25 3025

18 85 86 7310 7225 7396

18 62 66,5 4123 3844 4422,25

20 67 63 4221 4489 3969

21 67 68,5 4589,5 4489 4692,25

22 61 68,5 4178,5 3721 4692,25

23 63 62,5 3937,5 3969 3906,25

24 72 62 4464 5184 3844

37

25 71 73,5 5218,5 5041 5402,25

26 68 72,5 4930 4624 5256,25

27 68 61,5 4182 4624 3782,25

28 66 70 4620 4356 4900

29 65 60,5 3932,5 4225 3660,25

30 54 66,5 3591 2916 4422,25

31 66 67,5 4455 4356 4556,25

32 65 66,5 4322,5 4225 4422,25

33 61 52,5 3202,5 3721 2756,25

34 56 67 3752 3136 4489

35 56,5 55,5 3135,75 3192,25 3080,25

36 60 61,5 3690 3600 3782,25

37 52 44,5 2314 2704 1980,25

38 66 67 4422 4356 4489

39 75,5 68 5134 5700,25 4624

40 61,5 54 3321 3782,25 2916

41 76 71 5396 5776 5041

42 61,5 61 3751,5 3782,25 3721

43 63 57,5 3622,5 3969 3306,25

44 71,5 73,5 5255,25 5112,25 5402,25

45 59 58 3422 3481 3364

46 57,5 59 3392,5 3306,25 3481

47 56 58,5 3276 3136 3422,25

48 70 69,5 4865 4900 4830,25

49 56 54 3024 3136 2916

50 56 60,5 3388 3136 3660,25

51 64 66,5 4256 4096 4422,25

52 69 62 4278 4761 3844

38

53 59,5 62,5 3718,75 3540,25 3906,25

54 64 69 4416 4096 4761

55 61 64 3904 3721 4096

56 72 61,5 4428 5184 3782,25

57 64,5 69 4450,5 4160,25 4761

58 70 69 4830 4900 4761

59 69,5 66 4587 4830,25 4356

60 79 72 5688 6241 5184

61 82 73 5986 6724 5329

62 76,5 66 5049 5852,25 4356

63 80,5 65,5 5272,75 6480,25 4290,25

64 72 67 4824 5184 4489

65 64 64 4096 4096 4096

66 68 56 3808 4624 3136

67 68 61 4148 4624 3721

68 63 71,5 4504,5 3969 5112,25

6 62,5 71 4437,5 3906,25 5041

70 62 70,5 4371 3844 4970,25

71 65,5 81,5 5338,25 4290,25 6642,25

72 67,5 67,5 4556,25 4556,25 4556,25

73 69 81,5 5623,5 4761 6642,25

74 69 74 5106 4761 5476

75 70 71 4970 4900 5041

76 68 80 5440 4624 6400

77 72 65 4680 5184 4225

78 72 61 4392 5184 3721

79 78 66 5148 6084 4356

80 63 63 3969 3969 3969

39

81 62 62 3844 3844 3844

82 63 80 5040 3969 6400

83 60,5 81 4900,5 3660,25 6561

84 58 77 4466 3364 5929

85 63 56,5 3559,5 3969 3192,25

86 84 84,5 7098 7056 7140,25

87 72,5 73,5 5328,75 5256,25 5402,25

88 60 60,5 3630 3600 3660,25

89 68 66 4488 4624 4356

90 71 61 4331 5041 3721

91 64,5 71 4579,5 4160,25 5041

92 57 65 3705 3249 4225

93 86 86 7396 7396 7396

94 70 53,5 3745 4900 2862,25

95 66 71 4686 4356 5041

96 72 65,5 4716 5184 4290,25

97 68 82 5576 4624 6724

98 81 87 7047 6561 7569

99 86 82 7052 7396 6724

100 81 68,5 5548,5 6561 4692,25

101 82 82 6724 6724 6724

102 82 82 6724 6724 6724

103 57 78 4446 3249 6084

104 81 82,5 6682,5 6561 6806,25

105 76 73 5548 5776 5329

7101 7096 483974,75 487753,5 487873,5

40

To see the correlation between translation ability (X) and writing ability

(Y), the researcher used the correlation Pearson Product Moment formula (Syofian

siregar, 2012, P.339). The formula as follow :

Correlations

Translationtest Writingtest

Translationtest Pearson Correlation 1 ,516**

Sig. (2-tailed)

,000

N 105 105

Writingtest Pearson Correlation ,516** 1

Sig. (2-tailed) ,000

N 105 105

**. Correlation is significant at the 0.01 level (2-tailed).

41

3. Regression Analysis

After computing the correlation analysis, then the writer analyze the regression

analysis. The function of regression analysis is to know how much the contribution of

translation ability to writing ability. The writer use SPSS23 for windows to analyze

regression analysis and look at the r table summary. The result showed in R Square

column is 0.266 (0.266×100%) or 26.6%. So, it means that translation ability gives

contribution as much 26.6% to writing ability. The complete calculation can be seen in

below.

Table 4.8

Model Summary

Model R R Square

Adjusted R

Square

Std. Error of the

Estimate

1 ,516a ,266 ,259 7,698

a. Predictors: (Constant), translationability

B. Interpretation

This research was aimed to investigate the correlation between students’

translation ability and their writing ability. In conducting the research, the researcher

administered two kinds of test that is translation ability and writing ability.

The correlation analysis was done in order to verify the hypothesis on the

correlation translation ability and writing ability. The result of this research showed

that the coefficient of the correlation was 0.516. So, the correlation between two

variables was in a positive medium correlation. It means that the students who got

better score in translation tend to have better ability in writing. In other hand, the

students who got lower score in translation test tend to have difficulty in writing.

Dagiliene (2012) and Kim (2011) found that translation was a useful tool in

learning a new language, especially in writing. Moreover, translation gave students the

opportunity to increase awareness of vocabulary, grammar, style, and language

transfer. The four language component are known to be very important in learning of

42

writing. It can e denied that in writing, writer should follow the rule of acceptable

English in order to be able understood by the reader. In line with that, translation also

needs an attention on the rule of the target language so that it will not change the

meaning from the source language. An appropriate training of translation and writing

ability will come to a better result of how the students deal with the writing as

communication tools.

Translation activities were applied in the foreign language learning process to

achieve progress in improving language skills in reading, writing, speaking and

listening. According to Duff (1994), properly designed translation activities can be

employed to enhance four skills and to develop three qualities essential to all language

learning; accuracy, clarity and flexibility.

Ross (2000) stated that translation in foreign language classes is in the process of

becoming a form of “pedagogical translation”, which is no longer viewed as an

ineffective tool in language learning and is evaluated as a way to enrich learners’

competences. Students taught by using pedagogical translation are encouraged to

practice reading, writing, vocabulary, grammar and speaking.

Translation is as a way to enhance writing ability. Awadalbri (2015) stated writing

ability can be enhanced through the use of written commentaries where students have

the opportunity to write about all the difficulties encountered when translating the

passage and the strategies used in order to deal with them.

From the result of this study, it can be known there is positive correlation between

students’ translation ability and their writing ability at the tenth grade students of

SMKN 2 Jambi City in the Academic Year 2017/2018.

43

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on finding and interpretation, it can be concluded that the result of r

obtained of students’ translation ability and writing ability is 0.516.This value

show that there is a positive correlation between students’ translation ability and

writing ability. In fact, based on interpretation of r value is low. The result of

analyzing the significance value is 0.000, it means that 0.000<0.05. So, Null

hypothesis (Ho) rejected and alternative hypothesis (Ha) accepted. It shows that

both of students’ translation ability and their writing ability were significantly

correlated. Furthermore, based on the regression analysis found out that the

translation ability gives contribution as much 26.6% to writing ability.

B. Suggestion

Based on the conclusion above and the study that has been done, the researcher

would like to offer some suggestion. For the researcher, the researcher suggested

to the next researcher who wants to do a research in the same field with this

research should have more innovation and the result can deeply achieve

contribution for education. Then, researcher also has to do more creative in the

study about writing and to find the other factor that can improve writing ability.

For the teacher, they should be expected never stop to keep, increase and motivate

the students in translation ability and writing ability through give them more

meaningful practice and exercise. Besides, they should enrich their materials in

assessing their students’ translation ability and writing ability. For the students,

they should be expected to improve and extend their knowledge of writing and

translation aspects to increase their ability in both of them. Besides, the important

thing is they have to more exercise.

REFERENCES

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Writing Achievement among Saudi EFL-major students. International

Education Studies, Vol. 6 (11), pp: 130-143.

Awadalbari, M. (2015).Translation as an aid to enhance Students’ Writing Skills at

UniversityLevel,Vol.16 (4), pp: 251.

Brown, H. Douglas. (2004). Language Assessment: Principles and Classroom

Practice. San Francisco State University: Longman.

Creswell, J.W. (2012). Educational ,Research : Planning, Conducting and Evaluating

Quantitative and Qualitative Research: Fourth Edition. Boston: Pearson

Education, Inc.

Dagiliene, I. (2012). Translation as a Learning Method in English Language

Teaching. Studies about Languages, Vol. (21), pp:125.

Depdiknas. (2006). Bahan Pelatihan Terintegrasi Berbasis Kompetensi Guru SMP.

Jakarta: Depdikbud.

Druce, P.M. (2012). Attitudes to the use of L1 and translation in second language

teaching and learning. Journal of Second Language Teaching and

Research,Vol.2 (1),pp: 60 – 86.

Hanafi, M. (2017). Ability to Translate and writing Skill: A Correlational Study.

Journal of English Language Teaching, Linguistic and Literature, Vol.1

(1), pp: 17-25.

Harmer, J.(2004). How to Teach writing. Electronic Journal of Foreign Language

Teaching, Vol.3 (2),pp 246-248.

Hashempour, Z et al. (2015). The Effect of Brainstorming as a pre-writing Strategy on

EFL Advanced learners’ Writing Ability. Journal of Applied Linguistics

and Language Research. Vol. 2 (1), pp : 86-99.

Jannah, Noor. (2013). Enhancing the Students’ Fluency in Writing through the Use of

Journal Writing. Linguistic, Literature and English Teaching Journal.

Vol.3 (2).

Latief, A.(2015). Research Methods on Language Learning: Introduction. Semarang:

Universitas Negeri Malang,

Mahmudah, D. (2014). The Correlation Between Students’ Writing Ability and Their

Vocabulary Mastery. Exposure Journal 192, Vol.3 (2).

Mehrabi, Nastaran. (2014). The Effect of Second Language Writing Ability on First

Language Writing Ability. Journal of Theory and Practice in Language

Studies, Vol. 4, No. 8.

Molina, Lucia & Albir, Amparo Hurtado.(2002). Translation Techniques Revisited:

ADynamic and Functionalist Approach. Meta, XLVII,4.

Oshima, A & Hogue, A. (2006).Writing Academic English: Fourth Edition. USA:

Pearson Education,Inc.

Reksoatmojo, Tedjo N. (2007). Statistika Untuk Psikologi dan Pendidikan. Bandung:

PT Refika Aditama.

Siregar, Syofian. (2013). Metode Penelitian Kuantitatif : Dilengkapi Dengan

Perbandingan Perhitungan Manual & SPSS. Jakarta: Kencana Prenada

Media Group.

Srifitrotunnisa. (2011). The Correlation Between Mastering Grammar and Student’s

Translation Ability: Jambi. IAIN Sultan Thaha Saifuddin Jambi.

Sugiyono. (2007). Metode Penelitian Pendidikan, Pendekatan Kuantitatif, Kualitatif

dan R&D. Bandung: Alpahabeta.

Sun, L. (2016). Cognitive Linguistics Translation View and its Enlightenment on

Translation Abilities. Advances in Social Science, Education and

Humanities Research, Vol. 85

Suryadinata, Z & Hariyanto, S. (2003). Translation: Bahasan Teori& Penuntun

Praktis Menerjemahkan. Yogyakarta:Kanisius.

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Thaha Saifuddin Fakultas Tarbiyah dan Keguruan. Universitas Islam

Negeri Sultan Thaha Saifuddin Jambi.

(Appendix I)

TRANSLATION TEST

Name :

Class :

Translate Indonesia text in below into English text !

Laptop

Setiap orang mempunyai hal favorit, tentu saja mereka mempunyai beberapa

alasan mengapa mereka menyukai hal tersebut. Aku juga mempunyai hal favorit yaitu

laptop.

Laptop sangat bermanfaat dan mempunyai banyak fungsi. Ukuran laptopku

sangat besar yaitu 14 inci dan bermerek Acer. Laptopku berwarna hitam. Sebagai

seorang siswa, aku membutuhkan laptop untuk menyelesaikan tugasku, hampir semua

tugasku membutuhkan laptop. Aku sering mengerjakan tugasku melalui Microsoft

Word, Microsoft Excel and Microsoft Power Point. Sehingga, laptopku sangat

bermanfaat dan bisa membantuku untuk mengerjakan tugasku. Selanjutnya, ketika aku

merasa lelah setelah mengerjakan tugas, aku sering bermain game, menonton film dan

mendengarkan musik melalui laptopku. Kemudian, laptopku bisa berkomunikasi

melalui internet. Aku bisa bertemu dan berkomunikasi dengan yang lain tanpa

bertemu langsung seperti Skype atau Panggilan Video, Facebook, Twitter, Instagram,

Email dan masih banyak lainnya

(Appendix II)

WRITING TEST

Name :

Class :

Write an Descriptive text based on the topic below !

1. Family

2. Idol

3. Tours in Indonesia

(Appendix III)

Scoring Rubric of Translation

Score

Range

Description

Accuracy (30%)

25-30 No identifiable problems of comprehension; original message has been

conveyed completely to TL readers; no omissions or additions to

information

21-24 Virtually no problems of comprehension except with the most highly

specialized vocabulary with no influence on TL readers’ understanding;

some partial omissions and additions

16-20 Information is conveyed to TL readers with some difficulty due to

translator misunderstanding of some parts of original message;

apparent omissions and additions

11-15 Poor expression of ideas; numerous serious problems in understanding

ST interfere with communication of original message; difficult to

understand TT

1-10 Severe problems interfere greatly with communication of original

message; TL reader can’t understand what original writer was trying to

say

Finding equivalent (25%)

20-25 All lexical and syntactic elements have been understood; precise

vocabulary usage; words have been chosen so skillfully that the work

reads like a good publishable version

15-19 Full comprehension and good usage of a wide range of vocabulary and

structures; specialized vocabulary presents some problems with

unsuitable equivalents

10-14 General comprehension of a fair range of vocabulary although some

gaps observed; some vocabulary misused; some evidence of plausible

attempts to work around difficulties of finding equivalents, perception,

wordplay and other linguistic features

5-9 Comprehension of vocabulary and structures show quite noticeable

gaps which obscure sense; problems in finding correct vocabularies;

unable to cope with specialized vocabulary

1-4 Inappropriate use of vocabularies; comprehension of original seriously

impeded even with fairly everyday vocabulary and structures;

translation as a whole makes little sense

Register, TL culture (20%)

17-20 Good sensitivity to nuances of meaning, register are precisely and

sensitively captured; there is a sophisticated awareness of the cultural

context; translation shows a sophisticated command of TL lexis,

syntax, and register

13-16 There is a fair degree of sensitivity to nuances of meaning, register, and

cultural context

9-12 There is a lack of sustained attention to nuances of meaning, register,

and cultural context; no awareness of register; TL lexis, syntax, and

register are not always appropriate

4-8 There is scant attention to nuances of meaning, register, and cultural

context; there are serious to severe shortcomings in the use of

appropriate lexis, syntax, and register

1-3 There is no appreciable understanding of nuances of meaning, register,

and cultural context; no concept of register or sentence variety

Grammar and ST style (15%)

13-15 Gives the feeling that the translation needs no improvement from

grammatical and stylistic points though one or two natural failings

might be observed; native-like fluency in grammar

10-12 Shows flair for stylistic manipulation of TL items as if text were

written in TL originally except where the language is placed under

severe pressure of comprehension; maintains

advanced proficiency in grammar; some grammatical problems but

with no influence on message

7-9 Tends to have awkward grammatical usage in TL and literality of

rendering though but not impeding sense in a significant manner; some

attempts to reflect stylistic features of the

original; some grammatical problems are apparent and have negative

effects on communication

4-6 Clumsy TL; often nonsensical grammatical usages in TL; unnatural

sounding; little attempt to reflect stylistic features of the original; there

is evidence of clear difficulties in following style; grammatical review

of some areas is clearly needed

1-3 Little sense of style which often makes poor sense in TL; knowledge of

grammar is inadequate; use of TL grammar is inadequate; severe

grammatical problems interfere greatly with message

Shifts, omissions, additions and inventing equivalents (10%)

9-10 Correct use of relative clauses, verb forms; use of parallel structure;

creative inventions and skillful solutions to equivalents; no fragment or

run-on sentence

7-8 Almost all shifts appear with partial trespass, attempts variety; some

inventions for not available equivalents in TL; no fragment or run-on

sentence

5-6 Some shifts but not consistency; awkward and odd structure; only few

run-on sentences or fragments present

3-4 Lacks variety of structure due to not preserving necessary shifts except

for few cases; little or no evidence of invention in equivalents

1-2 Unintelligible sentence structure due to completely ignoring necessary

shifts; no skillful handling of equivalents; no trace of invention

(Appendix IV)

Scoring Rubric Descriptive Paragraph

Max. score Actual score

Format – 5 points

There is a title 1

The title is centered 1

The first line is intended 1

There are margins on both sides 1

The paragraph is double-spaced 1

Total 5

Mechanism – 5 points

There is a period, a question mark, or an

exclamation mark after every sentence.

1

Capital letters are used correctly 2

The spelling is correct 2

Total 5

Content – 20 points

The paragraph fits the assignment 5

The paragraph is interesting to read 5

The paragraph shows thought and care 10

Total 20

Organization – 35 points

The paragraph begins with a topic sentence that

has both a topic and a controlling idea

10

The paragraph contains several specific and

factual supporting sentences that explain or prove

20

the topic sentence, including at least one example

the paragraph ends with an appropriate

concluding sentence

5

Total 35

Grammar and sentence structure – 35 points

Estimate a grammar and sentence structure score 35

Grand total 100

Oshima and Hogue (2006: 315)

(Appendix V)

The Result of Translation Ability

No Respondent Rater 1 Rater 2 Average Score Score Category

1 R1 76 72 74 Good

2 R2 59 55 57 Fair

3 R3 65 69 67 Average

4 R4 66 68 67 Average

5 R5 80 82 81 Very Good

6 R6 84 86 85 Very Good

7 R7 72 68 70 Average

8 R8 60 62 61 Average

9 R9 69 73 71 Good

10 R10 63 67 65 Average

11 R11 61 63 62 Average

12 R12 50 50 50 Poor

13 R13 75 77 76 Good

14 R14 64 56 60 Fair

15 R15 53 47 50 Poor

16 R16 85 89 87 Very Good

17 R17 68 65 66,5 Average

18 R18 84 86 85 Very Good

19 R19 64 60 62 Average

20 R20 65 69 67 Average

21 R21 67 67 67 Average

22 R22 60 62 61 Average

23 R23 62 64 63 Average

24 R24 72 72 72 Good

25 R25 69 73 71 Good

26 R26 66 70 68 Average

27 R27 70 66 68 Average

28 R28 67 65 66 Average

29 R29 66 64 65 Average

30 R30 53 55 54 Fair

31 31 65 67 66 Average

32 R32 64 66 65 Average

33 R33 62 60 61 Average

34 R34 55 57 56 Fair

35 R35 58 55 56,5 Fair

36 R36 60 60 60 Fair

37 R37 50 54 52 Fair

38 R38 65 67 66 Average

39 R39 72 79 75,5 Good

40 R40 59 64 61,5 Average

41 R41 73 79 76 Good

42 R42 60 63 61,5 Average

43 R43 61 65 63 Average

44 R44 73 70 71,5 Good

45 R45 58 60 59 Fair

46 R46 56 59 57,5 Fair

47 R47 55 57 56 Fair

48 R48 72 68 70 Average

49 R49 56 56 56 Fair

50 R50 58 54 56 Fair

51 R51 63 65 64 Average

52 R52 68 70 69 Average

53 R53 59 60 59,5 Fair

54 R54 62 66 64 Average

55 R55 60 62 61 Average

56 R56 69 75 72 Good

57 R57 64 65 64,5 Average

58 R58 70 70 70 Average

59 R59 67 72 69,5 Average

60 R60 77 81 79 Good

61 R61 80 84 82 Very Good

62 R62 73 80 76,5 Good

63 R63 79 82 80,5 Good

64 R64 71 73 72 Good

65 R65 63 65 64 Average

66 R66 66 70 68 Average

67 R67 66 70 68 Average

68 R68 63 63 63 Average

69 R69 60 65 62,5 Average

70 R70 60 64 62 Average

71 R71 67 64 65,5 Average

72 R72 68 67 67,5 Average

73 R73 74 64 69 Average

74 R74 72 66 69 Average

75 R75 72 68 70 Average

76 R76 68 68 68 Average

77 R77 76 68 72 Good

78 R78 70 74 72 Good

79 R79 78 78 78 Good

80 R80 65 61 63 Average

81 R81 60 64 62 Average

82 R82 62 64 63 Average

83 R83 60 61 60,5 Fair

84 R84 60 56 58 Fair

85 R85 66 60 63 Average

86 R86 84 84 84 Very Good

87 R87 74 71 72,5 Good

88 R88 60 60 60 Fair

89 R89 66 70 68 Average

90 R90 70 72 71 Good

91 R91 64 65 64,5 Average

92 R92 55 59 57 Fair

93 R93 84 88 86 Very Good

94 R94 68 72 70 Average

95 R95 64 68 66 Average

96 R96 71 73 72 Good

97 R97 69 67 68 Average

98 R98 80 82 81 Very Good

99 R99 86 86 86 Very Good

100 R100 80 82 81 Very Good

101 R101 82 82 82 Very Good

102 R102 84 80 82 Very Good

103 R103 55 59 57 Fair

104 R104 81 81 81 Very Good

105 R105 78 74 76 Good

(Appendix VI)

The Result of Writing Ability

No Respondent Rater 1 Rater 2 Average Score Score Category

1 R1 57 60 58,5 Fair

2 R2 67 66 66,5 Average

3 R3 74 70 72 Good

4 R4 52 54 53 Fair

5 R5 85 82 83,5 Very Good

6 R6 79 75 77 Good

7 R7 66 69 67,5 Average

8 R8 50 53 51,5 Fair

9 R9 50 54 52 Fair

10 R10 71 70 70,5 Good

11 R11 60 66 63 Average

12 R12 62 67 64,5 Average

13 R13 65 66 65,5 Average

14 R14 60 61 60,5 Average

15 R15 76 74 75 Good

16 R16 87 81 84 Very Good

17 R17 54 56 55 Fair

18 R18 85 87 86 Very Good

19 R19 65 68 66,5 Average

20 R20 62 64 63 Average

21 R21 67 70 68,5 Average

22 R22 67 70 68,5 Average

23 R23 61 64 62,5 Average

24 R24 62 62 62 Average

25 R25 72 75 73,5 Good

26 R26 71 74 72,5 Good

27 R27 59 64 61,5 Average

28 R28 68 72 70 Average

29 R29 61 60 60,5 Average

30 R30 65 68 66,5 Average

31 31 66 69 67,5 Average

32 R32 65 68 66,5 Average

33 R33 52 53 52,5 Fair

34 R34 66 68 67 Average

35 R35 56 55 55,5 Fair

36 R36 60 63 61,5 Average

37 R37 44 45 44,5 Poor

38 R38 66 68 67 Average

39 R39 66 70 68 Good

40 R40 56 52 54 Fair

41 R41 70 72 71 Good

42 R42 59 63 61 Average

43 R43 57 58 57,5 Fair

44 R44 72 75 73,5 Good

45 R45 56 60 58 Fair

46 R46 58 60 59 Fair

47 R47 57 60 58,5 Fair

48 R48 70 69 69,5 Average

49 R49 56 52 54 Fair

50 R50 59 62 60,5 Average

51 R51 64 69 66,5 Average

52 R52 64 60 62 Average

53 R53 61 64 62,5 Average

54 R54 68 70 69 Average

55 R55 63 65 64 Average

56 R56 60 63 61,5 Average

57 R57 68 70 69 Average

58 R58 69 69 69 Average

59 R59 64 68 66 Average

60 R60 70 74 72 Good

61 R61 72 74 73 Good

62 R62 64 68 66 Average

63 R63 63 68 65,5 Average

64 R64 68 66 67 Average

65 R65 63 65 64 Average

66 R66 54 58 56 Fair

67 R67 62 60 61 Average

68 R68 69 74 71,5 Good

69 R69 72 70 71 Good

70 R70 69 72 70,5 Good

71 R71 81 82 81,5 Very Good

72 R72 68 67 67,5 Average

73 R73 80 83 81,5 Very Good

74 R74 72 76 74 Good

75 R75 70 72 71 Good

76 R76 78 82 80 Very Good

77 R77 63 67 65 Average

78 R78 62 60 61 Good

79 R79 63 69 66 Average

80 R80 61 65 63 Average

81 R81 63 61 62 Average

82 R82 79 81 80 Good

83 R83 82 80 81 Very Good

84 R84 76 78 77 Average

85 R85 58 55 56,5 Fair

86 R86 84 85 84,5 Very Good

87 R87 72 75 73,5 Good

88 R88 60 61 60,5 Average

89 R89 68 64 66 Average

90 R90 57 65 61 Average

91 R91 71 71 71 Good

92 R92 64 66 65 Average

93 R93 86 86 86 Very Good

94 R94 57 50 53,5 Fair

95 R95 70 72 71 Good

96 R96 66 65 65,5 Average

97 R97 81 83 82 Very Good

98 R98 86 88 87 Very Good

99 R99 82 82 82 Very Good

100 R100 68 69 68,5 Average

101 R101 82 82 82 Very Good

102 R102 81 83 82 Very Good

103 R103 76 80 78 Good

104 R104 81 84 82,5 Very Good

105 R105 72 74 73 Good

(Appendix VII)

The Result of Inter-Rater Reliability

Intraclass Correlation Coefficient

Intraclass

Correlationb

95% Confidence Interval F Test with True Value 0

Lower Bound Upper Bound Value df1 df2 Sig

Single Measures ,515a ,360 ,643 3,127 104 104 ,000

Average Measures ,680c ,529 ,783 3,127 104 104 ,000

Two-way mixed effects model where people effects are random and measures effects are fixed.

a. The estimator is the same, whether the interaction effect is present or not.

b. Type C intraclass correlation coefficients using a consistency definition. The between-measure variance is excluded from the

denominator variance.

c. This estimate is computed assuming the interaction effect is absent, because it is not estimable otherwise.

(Appendix VIII)

The Result of Normality Test the Translation Test

Tests of Normality

Kolmogorov-Smirnova Shapiro-Wilk

Statistic df Sig. Statistic df Sig.

translationtest ,085 105 ,062 ,972 105 ,024

a. Lilliefors Significance Correction

(Appendix IX)

The Result of Normality Test the Writing Test

Tests of Normality

Kolmogorov-Smirnova Shapiro-Wilk

Statistic df Sig. Statistic Df Sig.

writingtest ,070 105 ,200* ,979 105 ,091

*. This is a lower bound of the true significance.

a. Lilliefors Significance Correction

(Appendix XII)

DOCUMENTATION

Class XMM1

Class XMM2

Class XMM3

CURRICULUM VITAE

Name : Lisa Agustini

Gender : Female

Birthday : Prabumulih 1, August 12th

, 1996

Address : RT.03 Desa Prabumulih 1 Kec. Muara Lakitan Kab. Musi

Rawas, Sumatera Selatan

Email : lisagustini96@gmail.com

Contact Person : 082372519515

Education Background :

No Education Place Graduated Year

1 The Elementary School

Prabumulih 1 Prabumulih 1 2008

2 The Junior High School Muara

Lakitan Muara Lakitan 2011

3 The Senior High School

Nusantara Jambi Jambi 2014

4 The State Islamic University

Sultan Thaha Saifuddin Jambi Jambi 2018

Jambi, July 2018

The Writer,

Lisa Agustini

TE. 141002