Embed Size (px)
Citation preview
i
THE CORRELATION BETWEEN STUDENTS’ LEXICAL
KNOWLEDGE OF COLLOCATIONS AND
THEIR TRANSLATION SKILLS IN ANALYZING DYNAMIC
TRANSLATION FROM INDONESIAN TO ENGLISH (A Study of the Sixth Semester Students of English Education
Department of IAIN Salatiga in Academic Year of 2015/2016)
A GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment of the
Requirements for the Degree of Sarjana Pendidikan Islam (S.Pd.I)
English Education Department of Teacher Training and Education Faculty
State Institute for Islamic Studies (IAIN) Salatiga
By:
NOVITA PANGESTUTI
113 11 034
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
2016
ii
iii
iv
v
Motto
“If you look at what you have in life, you‟ll always have more. If you look at what
you don‟t have in life, you‟ll never have enough”
~ Oprah Winfrey (Talk Show Host) ~
vi
DEDICATION
This graduating paper is dedicated to:
My God, Allah SWT who always besides me, listens to me, takes care
of me, and gives me the best thing ever.
My beloved parents, my mother (Sri Ningsih) and my father
(Suherman) who always pray, guide, motivate me to become better
person.
vii
ACKNOWLEDGEMENT
Bismillaahirrahmaanirrahiim,
In the name of Allah, the most gracious and merciful, the kings of
universe and space. Thanks to Allah because the writer could complete this
research as one of requirement to finished study in English Department faculty
of Institute Islamic Studies.
This research would not have been completed without support,
guidance and help from individual and institution. Therefore, the writer would
like to express special thanks to:
1. Mr. Dr. Rahmat Hariyadi, M.Pd as the Rector of IAIN Salatiga.
2. Mr. Suwardi, M.Pd., as the Dean of Teacher Training and Education
Faculty.
3. Mrs. Noor Malihah, Ph.D as the Head of English Education Department.
4. Mr. Faizal Risdianto, S.S., M.Hum as counselor who has given the writer
advice, suggestion and recomendation for this graduating paper from
beginning until the end. Thanks for your patience and care.
5. All lecturers in English Education Department of IAIN Salatiga. Thanks
for all guidance, knowledge, support, and etc.
6. My beloved mother and father. Thanks for everythings (support and
praying) no one better than you.
viii
7. My beloved sister (Kurnia Ayu Puspita and Putri Setya Ningsih), my
beloved brother (Kurniawan Santosa) and my big family who fill my life
with love and affection.
8. Special thanks for my beloved Nur Cahyo who always stands beside me
and takes the big part in supporting until finishing this research.
9. All of my friends TBI ‟11especially Maylia, Ersa, Bima, Doni, Kuni, Dwi,
Ucil and CECs‟ committee, thanks for the cheerfull and your togetherness.
10. Everybody who has helped me in finishing this research. Thanks for all
supports, advice, suggestion and other helps that you all gives. The writer
hopes that this research will useful for everyone.
Salatiga, March 14th
2016
Novita Pangestuti
NIM. 113 11 034
ix
ABSTRACT
Pangestuti, Novita. 2016. “THE CORRELATION BETWEEN STUDENTS‟
LEXICAL KNOWLEDGE OF COLLOCATIONS AND THEIR
TRANSLATION SKILLS IN ANALYZING DYNAMIC
TRANSLATION FROM INDOESIAN TO ENGLISH” (A Study of the
Sixth Semester Students of English Education Department of IAIN
Salatiga in Academic year of 2015/2016)”. Conseulor: Faizal Risdianto,
S.S., M.Hum.
Keywords: correlation, lexicalcollocation; translation skills;
The research is aimed to find out the correlation between students‟ lexical
knowledge of collocation and their translation skills in the sixth semester of
English Department Students‟ of IAIN Salatiga 2015/2016. This research answer
these main question 1) What is the profile of the students‟ lexical knowledge of
collocation in Sixth semester of IAIN Salatiga in the academic year of 2015/2016,
2)What is the extent of the students‟ translation skills in Sixth semester of IAIN
Salatiga in the academic year of 2015/2016, 3) What is the influence of the
students‟ lexical knowledge of collocation in their translation skills in analyzing
dynamic translation from Indonesian to English in Sixth semester of IAIN
Salatiga in the academic year of 2015/2016. The population of the research was
the Sixth Semester of English Department Students of IAIN Salatiga in the
academic year of 2015/2016. The methodology in this research was mixed forms
of research design specifically the exploratory-quantitative-statistical research
design. The result of calculating the correlation between students‟ mastery on
collocation and their translation skills in analyzing dynamic translation from
Indonesian to English is 0.359. From the interpretation of r value, 0.359 is
between 0,200 - 0,400. It indicates that the correlation between students‟ lexical
knowledge of collocation and their translation skills from Indonesian to English in
Sixth Semester Students of English Education Department of IAIN Salatiga in
Academic year of 2015/2016 is low.
x
TABLE OF CONTENTS
TITLE ........................................................................................................... i
DECLARATION .......................................................................................... ii
ATTENTIVE COUNSELOR NOTES ....................................................... iii
PAGE OF CERTIFICATION .................................................................... iv
MOTTO ........................................................................................................ v
DEDICATION .............................................................................................. vi
ACKNOWLEDGMENT ............................................................................. vii
ABSTRACT .................................................................................................. ix
TABLE OF CONTENTS ............................................................................. x
LIST OF TABLES ....................................................................................... xii
CHAPTER I: INTRODUCTION
A. Background of the Research ............................................ 1
B. Problem of the Research .................................................. 3
C. Objetives of the Research ................................................ 4
D. Significance of the Research ........................................... 4
E. Definition of the Key Terms ........................................... 5
F. Limitation of the Research .............................................. 7
G. Graduating Paper Outline ................................................ 7
CHAPTER II: THEORITICAL FRAMEWORK
A. Correlation ....................................................................... 9
B. Collocation ...................................................................... 9
1. Definition of Collocation ......................................... 9
2. Strong, Fixed and Weak Collocation ....................... 10
3. Types of Collocation ................................................ 14
C. Students‟ Translation Skills ............................................. 19
1. Definition of Translation .......................................... 19
2. Types of Translation ................................................. 21
3. Process of Translation .............................................. 24
xi
CHAPTER III: RESEARCH METHODOLOGY
A. Research Method ............................................................. 29
B. Subject of the Research ................................................... 29
C. Data Collection Procedures ............................................. 31
1. Preparing the Instrument .......................................... 31
2. Testing the Subjects ................................................. 32
3. Analyzing the Data ................................................... 32
CHAPTER IV: FINDINGS AND DISCUSSION
A. Findings ........................................................................... 37
B. Discussion ....................................................................... 50
CHAPTER V: CLOSURE
A. Conclusion ....................................................................... 53
B. Suggestion ....................................................................... 54
REFERENCES
CURRICULUM VITAE
APPENDICES
xii
LIST OF TABLES
Table 1 Strong Collocation .............................................................................. 10
Table 2 Fixed Collocation ................................................................................ 11
Table 3 Weak Collocation ................................................................................ 13
Table 4 Coverage of Collocation Test ............................................................. 32
Table 5 The Formulation of Average ............................................................... 33
Table 6 Classification of the Range of Score ................................................... 34
Table 7 Formulation of Pearson Product-moment ........................................... 35
Table 8 The Score of collocation and translation skills ................................... 38
Table 9 Interpretation of r value....................................................................... 50
1
CHAPTER I
INTRODUCTION
A. Background of The Research
Language is an instrument to convey the information, message,
thought, opinion, and feeling. We use the language to communicate with
other people in oral or written forms, direct or indirect forms. We can get
the information by internet, newspaper, television, radio, and soon.
Language is the most important thing in our life, because it is always used
in our daily activity to communicate with the others. We can‟t
communicate to each other without language, because it is one of the
communication tools used by people in general.
For many years students from many places around the world learn
English. Since it is considered as international language, learning English
has become a necessity for everyone who wants to engage in international
interaction. Mastering this language is not simple thing to do. There are
some skills that should be learned and practiced. Such as listening,
speaking, reading, and writing.
Translation is one of important skills on writing. Translation means
not only transferring words from certain language to another language but
also transferring the structure. Translating is both a craft and art, that is to
say it involves an accurate and controlled manipulation of language,
tempered by a degree of freedom, imagination and creativeness.
2
Translating is concerned with the conversion of the written words (Finlay:
1971).
Nowadays, English teachers find out that most of the students still
have poor translation skills. Realizing that language use is to communicate
thoughts, ideas and feelings from a person to another, students should pay
attention more on how it transforms the information and also in learning
foreign language as a second language. Students need to understand first
the meaning of source language (SL) before they can translate it to the
target language (TL).
Translating consist in reproducing in the receptor language the
closest natural equivalence of a source language message, firstly in terms
of meaning and secondly in terms of style. It is a procedure which leads
from a written source language text to optimally equivalent target language
text and require tire the Syntactic, semantic, stylistic, and stylistic, and text
pragmatic comprehension by the translator of the original text (Budianto
and Fardhani, 2010).
In addition, combining the words is called collocation that learned
in morphology and semantics. Collocation means a natural combination of
word; it refers to the way English words are closely associated with each
other. We need to learn collocation because they will help us to speak and
write English in a more natural and accurate way. Learning collocation
will also help us to increase our range of English vocabulary. For example,
we will find it easier to avoid words like very or nice or beautiful or get by
3
choosing a word that fits the context better and has a more precise
meaning (McCarthy and O‟Dell, 2008:4).
In addition to that, the study of knowledge of collocation has been
researched by university students of IAIN Salatiga. Some of them are
which were conducted by Sofi (Sofi, 2013) correlation between students‟
lexical knowledge of collocation toward their writing skills. After Sofi,
Cahyo (Cahyo, 2015) also conducted correlation between students‟ lexical
knowledge of collocation toward their reading comprehension.
Based the writer‟s interest in analyzing the influence between
collocation knowledge and their language proficiency, the researcher
selects the students in the Sixth Semester of English Department as the
subject of the research to support the study entitles “THE
CORRELATION BETWEEN STUDENTS‟ LEXICAL KNOWLEDGE
OF COLLOCATIONS AND THEIR TRANSLATION SKILLS IN
ANALYZING DYNAMIC TRANSLATION FROM INDONESIAN TO
ENGLISH” (A study of the Sixth Semester of English Department
Students of IAIN Salatiga in Academic year of 2015/2016).
B. Problem of the Research
The problems to be discussed in this paper will be summarized in
the following research questions:
1. What is the profile of the students‟ lexical knowledge of collocation in
Sixth Semester Students‟ of English Education Department of IAIN
Salatiga in the Academic Year of 2015/2016?
4
2. What is the extent of the students‟ translation skills in analyzing dynamic
translation from Indonesian to English in Sixth Semester Students‟ of
English Education Department of IAIN Salatiga in the Academic Year of
2015/2016?
3. What is the influence of the students‟ lexical knowledge of collocation in
their translation skills in analyzing dynamic translation from Indonesian
to English in Sixth Semester Students‟ of English Education Department
of IAIN Salatiga in the Academic Year of 2015/2016?
C. Objectives of the Research
Given the research questions, the research paper is aimed at the
following matters:
1. To investigate the students‟ level of lexical knowledge of collocation.
2. To investigate the students‟ translation skills in analyzing dynamic
translation from Indonesian to English.
3. To find out the correlation between students‟ lexical knowledge of
collocation and their translation skills in analyzing dynamic translation
from Indonesian to English.
D. Significance of the Research
The writer expects that the result of the study gives benefit in case of:
1. Theoretically, the results of the research will shed light in this regard, and
will show if collocations are a worth-teaching aspect of language. The
5
result of the research is expected to be able to encourage the next
researcher to conduct further research.
2. Practically, this research can be guidance for teachers and students.
a. For the researcher
From this study, the writer can get many experiences in the future as
an English teacher and get guide to conduct the next researches.
b. For the English Teacher
This study might be useful for a material or additional information in
teaching collocation in their translation skills. The teachers can
improve their capability through many ways to develop the new
method of language learning to enhance the knowledge about
collocation and translation skills. It can also guide material designers
to consider collocations while preparing EFL or ESL books.
c. For the Students
This study is hoped to increase the students‟ mastery and knowledge
of collocation and can help students have a better performance in their
translation.
E. Definition of Key Terms
1. Definition of Correlation
Correlation is the connection between two things in which one
thing changes as the other does. (Oxford University Press, 2003: 94).
Correlation in this study means a correlation study which describe terms
the degree to which two variables are related.(Gay, 1992: 229)
6
2. Definition of Collocation
Taken from (McCharty and O‟Dell, 2008: 6) Collocation is a pair
or group of words that are often used together. These combinations sound
natural to native speakers, but students of English have to make a special
effort to learn them because they are often difficult to guess. Some
combinations just sound „wrong‟ to native speakers of English. For
example, the adjective fast collocates with cars, but not with a glance.
3. Definition of Translation
Eugene A. Nida and Charles R. Taber (in Fardani and Budianto,
2010:1) defined that translating consist in 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. In addition,
Wills (1982:112) says that translation is the procedure which leads from
a written source language text to optimally equivalent target language
text and require tire the Syntactic, semantic, stylistic, and stylistic, and
text pragmatic comprehension by the translator of the original text.
4. Skills
Skills are the ability to do something well; having enough ability,
experiences to be able to do something well; needing special abilities or
training (Oxford Learner‟s Pocket dictionary, 2011: 414). Another
definition, skill is proficiency, facility or dexterity that is acquired or
developed through training or experience (The American Heritage
Dictionary of the English Language, 2006: 1630).
7
5. Dynamic Translation
It is transferring the main idea of source language to target
language by common expressions. The use of uncommon and strange
expressions should be avoided. It gives the priority to the main idea
expression and specific target language. e.g. the sentence „The author has
organized this book since 1995.‟ is not common when translated to be:
„Penulis mengorganisasi buku ini sejak 1995’. The use of
“Mengorganisasi” is not common. We usually use the word „Menyusun’
as the common translation of the word „to organize‟.
F. Limitation of the Research
The study specifically concerns on discovering the lexical
knowledge of collocation and their translation skills in analyzing dynamic
translation from Indonesian to English in the Sixth Semester Students‟ of
English Education Department of IAIN Salatiga in academic year
2015/2016.
Besides, the study wants to find out whether or not there is a
significant correlation between students‟ lexical knowledge of collocation
and their translation skills in analyzing dynamic translation from
Indonesian to English.
G. Paper Outline
This research is divided into five chapters. Each chapter explains
different matters in line with the topic that is discussed. Chapter I is
8
introduction, consists of the background of the research, problems of the
research, objectives of the research, significance of the research, definition
of key terms, limitation of the research and paper outline. Chapter II is
theoretical framework, consists of correlation, collocation and translation
skills. Chapter III presents the research methodology. It consists of research
method, subject of the research and data collection procedures. Chapter IV
is findings and discussion. It is the analysis to answer the problem of the
research. Chapter V is conclusion. It is the conclusion of the research and
suggestion that the writer makes from the findings that the writer has.
9
CHAPTER II
THEORETICAL FRAMEWORK
A. Correlation
Correlation is the connection between two things in which one
thing changes as the other does (Oxford University Press, 2003: 94).
Correlation in this study means a correlation study which describe terms the
degree to which two variables are related (Gay, 1992: 229).
B. Collocation
1. Definition of Collocation
According to Oxford Collocations Dictionary (2009)
"collocation is the way words combine in a language to produce natural-
sounding speech and writing. For example, in English you say "strong
wind" and "heavy rain". It wouldn't be normal to say heavy wind or
strong rain. All four of these words would be recognized by a learner at
pre-intermediate or even elementary level, but it requires a greater degree
of competence with English language to combine them correctly in
language productions".
Taken from (McCarthy and O‟Dell, 2008:6) Collocation means
a combination of two or more words which frequently occur together. If
someone says, „She‟s got yellow hair‟, they would probably understood,
but it is not what would ordinarily be said in English. We‟d „She‟s got
blond hair‟. In other words, yellow doesn‟t collocate with hair in
everyday English. Yellow collocate with flowers or paint.
10
A collocation is a pair or group of words that are often used
together. These combinations sound natural to native speakers, but
students of English have to make a special effort to learn them because
they are often difficult to guess. Some combinations just sound „wrong‟
to native speakers of English. For example, the adjective fast collocates
with cars, but not with a glance (McCarthy and O‟Dell, 2006:6).
In addition to that, the following is an explanation by Benson,
Benson and Ilson (1986 in Bahn, 1993:57):
In English, as in other languages, there are many fixed,
identifiable, non-idiomatic phrases and constructions. Such
groups of words are called recurrent combinations, or
collocations. Collocation fall into two major groups:
grammatical collocations and lexical collocations.
2. Strong, fixed and weak of collocation
a. Strong collocation
A strong collocation is one in which the words are very closely
associated with each other. For example, the adjective mitigating
almost always collocates with circumstance or factors; it rarely
collocates with any other word. Although she was found guilty, the
jury felt there were mitigating circumstances. (Factors or
circumstances that lessen the blame).
Table 1. Strong Collocation
Collocation Comment
Inclement weather was
expected
(very formal) = unpleasant weather
Inclement collocates almost
exclusively with weather
11
Collocation Comment
She has auburn hair Auburn only collocates with word
connected with hair (e.g. curls,
tresses, locks)
I felt deliriously happy = extremely happy
Strongly associated with happy.
Not used with glad, sad, etc
The chairperson adjourned the
meeting
= have a pause or rest during a
meeting/trial
Adjourn is very strongly associated
with meeting and trial
b. Fixed collocation
Fixed collocations are collocations so strong that they cannot
be changed in anyway. For example, you can say I was walking to and
fro (meaning I was walking in one direction and then in the opposite
direction, a repeated number of times). No other words can replace to
and fro or and in this collocation. It is completely fixed. The meaning
of some fixed collocation cannot be guessed from the individual
words.
Table. 2. Fixed collocation.
No. Fixed collocation
1. Abide by a decision
2. As old as the hills
3. Burst into tears
4. Change takes place
12
No. Fixed collocation
5. Congested road
6. Count your chicken
7. Dream comes true
8. Flurry of activity
9. Get cold feet
10. Hell for leather
11. Levy a tax
12. Mind your own business
13. Picturesque town
14. Put the cat among the pigeon
15. Raining cats and dogs
16. Respond well to treatment
17. Run smoothly
18. Shut down a computer
19. Snippet of information
20. Speak properly
21. Takes one to know one
22. To and fro
23. Toy with an idea
24. Warm smile
25. Wear and tear
13
c. Weak collocation
Strong collocations are made up of words that collocate with a
wide range of other words. You can say you are in broad agreement
with someone (generally in agreement with them). However, broad
can also be used in a number of other words – a broad avenue, a
broad smile, broad shoulders, a broad accent (a strong accent), a
broad hint (a strong hint) and so on. These are weak collocation, in
the sense that broad collocates with a broad range of different nouns.
Table. 3. Weak collocation.
Word Collocation
Do a crossword
the ironing
the laundry
the washing
your work
Homework
Housework
your job
Anything
Everything
Nothing
Make a decision
14
Word Collocation
a difference
an effort
an enquiry
Food
a journey
a mistake
a move
Keep
Afloat
your balance
to the left
a promise
Good
Behavior
computer skills
level of education
Knowledge
3. Types of Collocations
a. Grammatical Collocations
According to Benson and Ilson (1986, in Rini: 2002) in their
introduction to their The BBI Combinatory Dictionary of English,
grammatical collocation falls into the following combinations:
15
1) Noun + preposition
Not all noun + preposition combinations can be considered as
collocation due the highly predictable meaning of some
preposition, such as on and by. So, noun + of / by combinations are
considered free combinations.
example: Apathy against, blockade against.
2) Noun + to – infinitive
There are five syntactic pattern in which noun + to + infinitive
construction is most frequently encountered:
a) It was a pleasure (a problem, a struggle) to do it.
b) They had a foresight (instructions, a obligations, a permission)
to do it.
c) They felt a compulsion (an impulse, a need) to do it.
d) They made an attempt (an effort, a promise, a vow) to do it.
e) He was a fool (a genius, an idiot) to do it.
3) Noun + that clause
The noun + that-clause combination that are considered
collocations are those using subject pronouns. For example:
a) We reach an agreement that she would represent us in court
b) He took an oath that he would do his duty
However, when the ‟that-clause‟ can be replaced by „which-
clause‟ as that in relative clauses, such a noun + that-clause
16
construction is not considered as collocational. For example: we
reach an agreement that/which would go into effect in a month.
4) Preposition + noun combination
Any combinations of preposition and noun can fall into this
category; however the choice of preposition with certain noun is
not at random. For example: by accident, in advance, in agony, etc.
5) Adjectives + preposition combinations
Some adjectives are followed by a prepositional phrase. The
adjectives + preposition combination that is considered
collocational is the one that occurs in the predicate. However past
participial adjective followed by preposition by is not considered
collocation because this construction is regular and predictable. For
example:
a) They are angry at the children.
b) They are hungry for news.
6) Predicate adjectives + to + infinitive
These adjectives occur in two basic constructions with
infinitives.
a) Adjectives with dummy subject “it” such as It was necessary to
work; also possible It was necessary for him to work (the
insertion of prepositional phrase)
b) Adjectives with real and animate subject, such as She is ready to
go; or with inanimate subject, such as: It (the bomb) is designed
17
to explode at certain temperatures; or with either animate or
inanimate subject: She was bound to find out or it (the accident)
was bound to happen.
7) Adjective + that-clause
Some adjectives can be followed by that-clause. For
example:
She was afraid that she would fail the examination.
b. Lexical Collocation
In contrast to grammatical collocations, lexical collocations
do not contain grammatical elements. According to McCarthy and
O‟Dell (2005:12) the types consist of:
1) Adjectives and nouns
Notice adjectives that are typically used with particular nouns.
a) Unemployment is a major problem for the government at the
moment.
b) Improving the health service is another key issue for the
government.
2) Nouns and verbs
Notice how nouns and verbs often go together.
For example:
a) The price increase poses a problem for us. (Is a problem)
b) The company launched the product in 2002. (Introduced the
product)
18
3) Noun and noun
There are a lot of collocations with the pattern a…of…
a) As Sam read the lies about him, he felt a surge of anger.
b) Every parent fells a sense of pride when their child does well or
win something
4) Verbs and expressions with prepositions
For example:
a) When she split juice on her new skirt the little girl burst into
tears.
b) I was filled with horror when I read the newspaper report to the
explosions.
5) Verbs and adverbs
a) Jason placed the beautiful vase gently on the window ledge.
b) She does not like to travel with her brother because he drives
recklessly.
c) She smiled proudly as she locked at the photos of her new
grandson.
6) Adverbs and adjectives
a) They are happily married
b) Rio‟s sister was a stunningly attractive woman.
c) Harry was blissfully unaware than she was in danger
d) I am fully aware that there are serious problems.
19
C. Students’ Translation Skills
1. General Description of Translation
Translation is very important because this is one of the ways to
understand the meaning of foreign language being learned. The word
“Translation” (a noun) comes from the word “to translate” (a verb) which
means giving the meaning of another language (Hornby, 1987:919). In
the New Grolier Webster International Dictionary (1974:1047), it is
stated that translation is defined as the act of translating, the process of
turning into another language which is produced by turning into another
language.
Eugene A. Nida and Charles R. Taber (in Fardani and Budianto,
2010:1) defined that translating consist in 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. In addition,
Wills (1982:112) says that translation is the procedure which leads from
a written source language text to optimally equivalent target language
text and require tire the Syntactic, semantic, stylistic, and stylistic, and
text pragmatic comprehension by the translator of the original text.
Therefore the translator must emphasize the meaning and
equivalence rather than identity the source language or source text.
Catford (in Fardhani and Budianto 2010:1) supported, “Translation is the
replacement of the textual material in one language (the source language/
SL) by equivalent textual material in another language (the target
20
language/ TL)”. In this definition, there are two important terms; they are
“textual material” and “equivalent”. Textual material means that not all
source language texts are translated or replaced by the target language
equivalents. The term “equivalent” is clearly a key term between the
source language and the target language which the translator should find.
Translation is considered as a work of a written or text form of
message. It concerns to the replacement of written message without
burden to transfer the equivalent form in the target language form the
source language. The most significant matter of correct translation is
about the consistence or closest natural equivalence of the message
transferred from SL to TL. Thus a work can be stated as the work of
translation when it has the following requirements:
a. It is kind of replacement or reproducing message, of SL into SL.
b. It concern with written message or textual material or text.
c. Transfer the content or thought or messages; not the form of SL
text
d. It is also a kind of process or exercise.
e. The second text must have the same meaning or message with the
first or original.
f. The second text uses idiomatic expression in the TL to retain the
style or to make it sounds like the original text.
g. The second text uses target language equivalent to the source
language.
21
2. Types of Translation
In his book, Nababan (1999: 30) described some types of
translation as follows:
a. Word for Word Translation
In this type of translation, a translator just looks for the same
meaning of the source language word to the receptor language word
without changes the sentence structures. It can be implemented when the
source and the receptor language have the same sentence structures. For
the examples:
I will go to Bali tomorrow (Saya akan pergi ke Bali besok)
I like swimming (Saya suka berenang)
b. Free Translation
To translate with free translation, a translator has to understand
the main idea of the source language text and then describes it to the
receptor language. Idiomatic expressions and proverbs are often
translated freely. Free translation makes the translator feel free to
describe the idea without change the meaning. For the examples:
To play truant (membolos)
To kick something around (membahas)
Killing two birds with one stone (menyelam sambil minum air)
22
c. Literal Translation
It is between word-for-word translation and free translation. It is
usually used when the sentence structure of the source language is
different with the target language.
d. Dynamic translation
It is transferring the main idea of source language to target
language by common expressions. The use of uncommon and strange
expressions should be avoided. It gives the priority to the main idea
expression and specific target language. e.g. the sentence „The author has
organized this book since 1995.‟ is not common when translated to be:
„Penulis mengorganisasi buku ini sejak 1995‟. The use of
“Mengorganisasi” is not common. We usually use the word „Menyusun’
as the common translation of the word „to organize‟.
e. Pragmatic Translation
It prioritizes the correctness of the source language and the
receptor language information translation. It does not depend on esthetic
values. For the example: White Cross Baby Powder is soft and
smoothing. It absorbs moisture and keeps baby cool and comfortable. It
contains chlorhexidine and antiseptic widely used in hospitals and
clinics.
(White Cross Baby Powder lembut dan halus menyerap
kelembaban menjaga kesegaran dan kenyamanan bayi anda.
Mangandung Chlorhexidine 0,038 % antiseptik yang banyak digunakan
23
di rumah sakit dan klinik). In this type of translation, a translator more
focuses on the transferring information rather than the translation form. If
needed, the translator will add more information to make it clear for
readers. In the above translation, the translator adds the word “0,038 %”
to clarify the meaning.
f. Esthetic-Poetic Translation
The translator does not only give a priority to transfer the
information, but also to impression, emotion and feeling by considering
esthetic values of target language.
g. Ethnographic Translation
In this type of translation, the translator tries to describe the
culture context of source language in the receptor language. He/she has
to notice the different terms used in both languages. And also he/she has
to find the similar/correct word in the receptor language in order to make
it fit into culture. An example is the use of the word “yes” versus “yea”
in America. In this case there are words that always cannot be translated
in the receptor language because there is no similar word. It is because of
the different cultures. Translators usually write the original word when
the words cannot be translated.
h. Linguistic Translation
It is the translation that contains implicit linguistic information
in source language that is changed to be explicit, and in the transfer
meaning it use the. Generally, linguistic translation is applied if there is
24
an equivocal form in the source language. The translator has to change
the equivocal sentence in the deep structure to make it clear before
translate it into target language. The application of reflect transformation
and meaning component analysis is needed because there is a possibility
of facing two sentences in same surface structure but have different deep
structure. For the example:
Surface Structure Deep Structure
1) Harry is willing to help. Harry is willing to help one.
2) Harry is difficult to help. Harry is difficult for one to help.
i. Communicative Translation
This type of translation requires the effectiveness of translation
in order to be easy to understand for the readers in the target language.
That‟s why communicative translation requires a translation language
that has form, meaning and function. For the example:
I would admit that I am wrong (Saya mau mengakui bahwa saya
salah)
(would in the sentence express a willing to do something)
2) I will admit that I am wrong (Saya akan mengakui bahwa saya salah)
(will in the sentence express something to do)
3. Process of Translation
The translation should not read like a translation. The Indonesian
translating should not remind one of the English original, but should read
25
exactly as if it had come straight from the student‟s mind. It should read like
a piece of original composition and must express the whole meaning of the
original. Budianto and Fardhani (2010: 3) added that a good translation does
not sound like a translation, it flows naturally as if it is originally written in
the target language. In short, a natural equivalent should be reached in order
not to spoil the content and the impact of the conveyed message. The
process of translation can be defined as the activity of translation. The
translation process usually is used by a translator as a guide in translating
text from the source language t o the target language.
According to Nida (1975: 80), there are three steps of translation
process:
a. Analysis
b. Transferring
c. Restructuring
Text to Be Translated
Meaning
Translation
26
Source language Target Language
Text Translation
Analyzing Reconstruction
Transfer
Ronald H. Bathgate in his book entitled A Survey of Translation
Theory (in Widyamarta, 1989: 34), stated that there are seven steps in
translating process namely:
a. Tuning
Translator needs to get the feel of the text to be translated first.
Each register demands a different author background, different choice of
words, so the translator needs to study the background literature.
b. Analysis
Translator can start to analyzing each sentence in turn and split it
up, then to establish the syntactic relations between the various elements
of the sentences.
c. Understanding
After having analysis, the translator will try to understand and
respond the text he translates (both in form and content).
27
d. Terminology
The next is how the translator transfers the thoughts of SL to TL
correctly. It‟s necessary to consult with the author or other experts.
e. Restructuring
The translator constructs a new form which is in accordance with
good usage in the TL.
f. Checking
The translator asks an expert of translation to check, command
and suggest of his draft if there are typing errors to get revised.
g. Discussion
It is a good way to end the translation process with a
discussion between the translator and some experts. On the other hand,
Nababan (1999: 25) also described three steps of translation, as follows:
1) Source Language Text Analysis
It starts form reading the source language text in order to
understand the linguistic and extra-linguistic elements of the text.
Language analysis implemented to source language includes some
levels, they are: level of sentence, clause, phrase, and word.
Understanding the levels is the main thing to have for understanding
the whole text.
2) Transfer Meaning
It is transferring the content, meaning and message of the
source language to the receptor language. After thinking about the
28
content, meaning and message in his thought, the translator will
express them both in spoken or written way. In this step, the
equivalence is the goal.
3) Restructuring
Kridalaksana (1984, in Nababan, 1999: 28) stated that
restructuring is changing the transferring process to the suitable
stylistic form of receptor language, reader or listener. It points out that
a translator must pay attention to kinds of language to determine the
suitable receptor language style. It is also important to see about who
the receptor language is.
29
CHAPTER III
RESEARCH METHODOLOGY
A. Research Method
The study uses mixed forms of research design (Nunan, 1993: 6);
specifically the exploratory-quantitative-statistical research design. It means
that the study is no-experimental in nature, while the type of data yielded by
investigation is a quantitative one. In addition, the study is analyzingd using
a statistical analysis. In this case, the researcher will make claims about the
population based on the data obtained from the sample of that population
(Nunan, 1993: 28).
B. Subject of the Research
The subjects of the research were the sixth semester students of
English Department of IAIN Salatiga in the academic year of 2015/2016.
a. Population
According to Kranzler and Moursund (1999: 77) population
can be defined as “a large… group about which some information is
desired”. Besides that, in Encyclopedia of educational evaluation,
population is “a set (or collection) of all elements possessing one or more
attributes of interest”. In this respect, the population is the features of Sixth
Semester of English Department Students of IAIN Salatiga in the
translation skills and their collocation knowledge. The total numbers of the
students are 156.
30
b. Sample
Sample is defined as a part or a representative of the population
that is investigated (Arikunto, 2002: 109). He added that if the participants
of the research are more than one hundred, the researcher could take
sample 10-15 % of population. Samples are 30 students of Sixth Semester
of English Department Students of IAIN Salatiga. From these sample,
hopefully, could give some data or information that supports the study.
c. Sampling
Sampling technique taken up uses random sampling. Arikunto
(2006: 134) defines random sampling is the sample that mix the subject
into the population.
Secondly, with at least 6 semesters formal English studying in the
university, the students must have learned a certain number of collocations
and would have had many opportunities to practice them. Moreover, this
sampling takes a random sampling by the reason that there is no
differentiation of the participants engaged in this study as to gender, level
of intelligent, etc. Therefore, all participants have the same privileges,
although by the fact that there are the subjects who are not all smart, not
all medium, and not all poor.
After highlighting the kind of method and the technique used, the
following passage will then explain the steps or the procedures of
collecting the data.
31
C. Data Collection Procedures
This passage will concern more about the ways or steps the data
are collected beginning from the preparation to analyzing the data.
1. Preparing the Instrument
In preparing the instrument, the researcher will use test as a tool
of instrument, specifically the objective test that includes multiple
choices. The reason is that by this type of test, it is intended at getting
scoring quickly and without any judgment and subjectivity (Maskar,
2008). The test will cover the translation skills in analyzing dynamic
translation from Indonesian to English test and the test that measures
the knowledge of collocation. For the collocation knowledge and
translation skills, this study will use the McCarthy and O‟Dell (2005:
12) collocation categories.
Both the tests were given to Sixth Semester of English
Department Students of IAIN Salatiga at the same time. The test was
held on March 4, 2016. Based on the result, therefore, items of
collocation test are 20 items. Meanwhile, items of translation skills in
analyzing dynamic translation from Indonesian to English test are 20
items. The coverage of the tests will be shown as follow:
32
Table. 4. Coverage of Collocation Test
No Coverage Frequency Percentage Scores
1.
2.
3.
4.
5.
6.
7.
Verb + Noun
Adjectives + Noun
Verb + Adverb
Verb + Preposition + Noun
Verb + Adjectives + Noun
Noun + Verb
Adverb + Adjectives
7
4
1
1
2
1
4
35%
20%
5%
5%
10%
5%
20%
3, 5
2
0,5
0,5
1
0,5
2
Total 20 100% 10
2. Testing the Subjects
The subjects that will be involved are 30 students of the Sixth
Semester of English Department Students of IAIN Salatiga. The
testing process covers two tests: collocation test and translation skills
in analyzing dynamic translation from Indonesian to English test. Both
tests spend the time for 90 minutes. The testing process will be in the
same day, so that it will be easier to manage the subjects.
3. Analyzing the Data
The data that have been collected were then processed. The
data were processed in several steps. The first step, the scores and the
averages were calculated. In the second step, the process revealed the
normality of the distribution of both the data. And then the last step
was finding out the correlation between the two variables, measuring it
33
and then interpreting it as to significant or not. To begin with, the first
step was calculating the scores that each student had.
As has been stated, the scoring of the tests was used to find out
the average of the tests. The result of the average will then be used to
measure the subjects‟ mastery of both tests: translation skills in
analyzing dynamic translation from Indonesian to English and the
knowledge of collocation. To calculate the average will use the
formula following:
Table. 5. The Formulation of Average
𝑀𝑥 = 𝑥
𝑁
𝑀𝑥 = Mean x (collocation knowledge)
𝑀𝑦 = Mean y (translation skills)
𝑀𝑦 = 𝑦
𝑁
∑x = The sum of x scores
∑y = The sum of y scores
N = The number of participants
By finding out the average, it will be interpreted to what extent
is the translation skills in analyzing dynamic translation from
Indonesian to English and the knowledge of collocation the students
have. To determine the mastery and the knowledge level of the
students, the result will be based on the criteria made by Harris
(1969: 134) who classifies the range of scores with its probable
class performance. The classification is as follow:
34
Table. 6. Classification of the Range of Score
Test Scores Probable Class Performance
8 – 10
6 - 7,9
5 - 5,9
0- 4,9
Excellent
Good
Average
Poor
The next process to be completed with after having known the
levels of students‟ translation skills in analyzing dynamic translation
from Indonesian to English and the level knowledge of collocation, is
computing the correlation.
Therefore, for the data that is normally distributed, the
computation employed will use Pearson product-moment. The formula
will look like this:
𝑟 =𝑁 XY − ( X)( Y)
𝑁 X2 − X 2][N Y2 − ( Y)2
r = Correlation coefficient X and Y variables (variable
X and variable Y
N = The numbers of pairs of
measurements.
∑= Sum
Meanwhile, for the data that is not normally distributed, the
computation must use Spearman Correlation for Ranked Data. The
formula will look like this.
35
𝑟𝑠=1−
6 𝐷2
𝑛 𝑛2−1
D = The difference between each pair of ranks
𝐷2 = The square of those differences
n = The number of pairs of rankings
Both formulations are different in nature, so are the
computation. By using Pearson product-moment, after it has been
found that the data are normally distributed, the data can be inserted to
the formulation of correlation. Meanwhile, by using Spearman
formula, the data that has been found not normally distributed must be
ranked firstly before inserting to the formula. It is done by converting
them to the rank data by using Microsoft Excel program 2007.
After the result has been obtained, the next step is to determine
whether or not there is a correlation of the two variables. Knowing if
there is a correlation or not is by consulting the result to the level of
significance. Both formulations (Pearson and Spearman correlation)
have each level of significance.
For the formulation using Pearson will be determined by level
of significance of Pearson. On the other hand, if using Spearman
correlation, the interpretation of 𝑠𝑟 (correlation coefficient) will be
based on the table of critical values of Spearman‟s ranked correlation
coefficient (𝑠𝑟 ). However, both of them will fall on the point at the
level of significance 0.05 since this value is commonly used in social
36
science. The difference is on the choice when entering and locating the
table of significance that related directly to the numbers of the target
subjects being involved (N).
In Spearman, locating the level of significance will be the
same with the total numbers of the subjects being studied. So, if the
numbers of subjects (N) is 30, the level of significance will be in that
row. In contrast, with Pearson correlation, N must be subtracted firstly
by 2 to find out df (df= N– 2), which stands for degrees of freedom.
For example, if the subjects being involved (N) are 30 people, finding
out the level of significance must be in the table of significance at item
number 28 (since 30-2 is 28). Still at the same row, the value of
significance, especially in this study, is exactly at the intersection with
the level of .05 at the above column.
After locating the value, it will come into mind whether there
is a correlation or not. If the value of r is equal or higher than the
value of significance, it means that the two variables can be said
significantly correlated and vice versa.
After finding out whether there was a significant correlation or
not, the next step was interpreting and discussing the findings which
are elaborated in the next chapter. The findings will be interpreted in
the light of reading theories that have been previously discussed.
37
CHAPTER IV
FINDINGS AND DISCUSSION
A. Findings
In this chapter the writer presents the way to calculate the score of
students‟ mastery on collocation and the score of their translation skills.
There are two variables that will be analyzingd in this graduating paper
namely:
1. Independent variable (X) is the students‟ lexical knowledge of
collocation in Sixth Semester Students‟ of English Education Department
of IAIN Salatiga in the Academic Year of 2015/2016.
2. Dependent variable (Y) is the students‟ translation skills in analyzing
dynamic translation from Indonesian to English in Sixth Semester
Students‟ of English Education Department of IAIN Salatiga in the
Academic Year of 2015/2016.
The analysis of data is the answer of the problem of the research.
As mentioned in Chapter I, the problems are:
1. What is the profile of the students‟ lexical knowledge of collocation in
Sixth Semester Students‟ of English Education Department of IAIN
Salatiga in the Academic Year of 2015/2016?
2. What is the extent of the students‟ translation skills in analyzing dynamic
translation from Indonesian to English in Sixth Semester Students‟ of
English Education Department of IAIN Salatiga in the Academic Year of
2015/2016?
38
3. What is the influence of the students‟ lexical knowledge of collocation
and their translation skills in analyzing dynamic translation from
Indonesian to English in Sixth Semester Students‟ of English Education
Department of IAIN Salatiga in the Academic Year of 2015/2016?
Based on the link variables in this research, the hypothesis formula are:
H0 there is no a significant correlation between the students‟
lexical knowledge of collocation and their translation skills in Sixth
semester of IAIN Salatiga in the academic year of 2015/2016.
H1 there is a significant correlation between the students‟
lexical knowledge of collocation and their translation skills in Sixth
semester of IAIN Salatiga in the academic year of 2015/2016.
In this research the level of significance is 0, 05 or 5%. In that
case, when the conclusion of this research is applied by the population,
there will be deviation in 5%. In other word, from 156 students, 151
accept the conclusion of this research and 5 students reject the conclusion
of the research.
Table. 8. The score of collocation and translation skills
No. Name Score of Collocation
( X)
1. Lailiyatul Hikmawati 7
2. Naryanti 6
3. Aning Sulistyaningsih 7
4. Ina Kurniawati 6,5
39
No. Name Score of Collocation
( X)
5. Diyas Fitra Tri S. 7
6. Sawitri 7
7. Toyi Ambarwati 6,5
8. M. Samsul M. 6
9. Novita Ayu N. 7,5
10. Iis Yulianti 8
11. Putri Khafsoh 6
12. Afif Konireza 6
13. Dwi Astutik 7
14. Joko Kriyanto 6,5
15. Novita Nesti 6,5
16. Siti Munawaroh 6
17. Muntasiroh 7,5
18. Wiji Astuti 8
19. Arina Nurul Izzah 6,5
20. Demcy Ayu Barawati 7
21. Betik Nurwidyawati 7
22. Rateh Ambarwati 6,5
23. Nadya Rizky 6,5
24. Wahyu Lestyowati 6,5
40
No. Name Score of Collocation
( X)
25. Advalina August 6
26. Risa Tofantisari 6
27. Fifin Susantri 7
28. Siti Sofriani 8
29. Siti Sarifah 7,5
30. Aam Amaliah 7
Total 203,5
No. Name
Score of translation
skills
( Y)
1. Lailiyatul Hikmawati 8
2. Naryanti 6
3. Aning Sulistyaningsih 7,5
4. Ina Kurniawati 7
5. Diyas Fitra Tri S. 6,5
6. Sawitri 8
7. Toyi Ambarwati 7,5
8. M. Samsul M. 6
9. Novita Ayu N. 8
10. Iis Yulianti 6,5
11. Putri Khafsoh 7
41
No. Name
Score of translation
skills
( Y)
12. Afif Konireza 6,5
13. Dwi Astutik 6,5
14. Joko Kriyanto 8
15. Novita Nesti 6,5
16. Siti Munawaroh 7
17. Muntasiroh 8
18. Wiji Astuti 7,5
19. Arina Nurul Izzah 7
20. Demcy Ayu Barawati 7
21. Betik Nurwidyawati 6
22. Rateh Ambarwati 8
23. Nadya Rizky 6
24. Wahyu Lestyowati 7
25. Advalina August 6,5
26. Risa Tofantisari 7
27. Fifin Susantri 7
28. Siti Sofriani 7,5
29. Siti Sarifah 7
30. Aam Amaliah 8
Total 212
42
1. Finding out the Average of Collocation Score and Translation
Skills Score
To calculate the average will use the formula following:
𝑀𝑥 = 𝑥
𝑁
𝑀𝑥 = Mean x (collocation knowledge)
𝑀𝑦 = Mean y (translation skills)
𝑀𝑦 = 𝑦
𝑁
∑x = The sum of x scores
∑y = The sum of y scores
N = The number of participants
𝑀𝑥 = 𝑥
𝑁
=203.5
30
= 6.78
𝑀𝑦 = 𝑦
𝑁
=212
30
= 7.07
By finding out the average, it will be interpreted to what extent
is the translation skills and the knowledge of collocation the students
have. To determine the skills and the knowledge level of the students,
the result will be based on the criteria made by Harris (1969: 134)
43
who classifies the range of scores with its probable class
performance.
The classification is as follow:
Test Scores Probable Class Performance
8 – 10
6 - 7,9
5 - 5,9
0- 4,9
Excellent
Good
Average
Poor
This result shows that the students of Sixth semester of IAIN
Salatiga in the academic year of 2015/2016 have a good level in
mastering the collocation with grade 6.78 and the level of translation
skills is good with grade 7.07.
2. Finding out the Correlation between students’ knowledge of
collocation and their translation skills
In this research, the researcher uses the correlation product
moment to get the correlation between students‟ knowledge of
collocation and their translation skills.
A squared and multiple of X and Y table is used the writer to
facilitate in the process calculation.
No. Name Score of Collocation
( X) X
2
1. Lailiyatul Hikmawati 7 49
44
No. Name Score of Collocation
( X) X
2
2. Naryanti 6 36
3. Aning Sulistyaningsih 7 49
4. Ina Kurniawati 6,5 42,25
5. Diyas Fitra Tri S. 7 49
6. Sawitri 7 49
7. Toyi Ambarwati 6,5 42,25
8. M. Samsul M. 6 36
9. Novita Ayu N. 7,5 56,25
10. Iis Yulianti 8 64
11. Putri Khafsoh 6 36
12. Afif Konireza 6 36
13. Dwi Astutik 7 49
14. Joko Kriyanto 6,5 42,25
15. Novita Nesti 6,5 42,25
16. Siti Munawaroh 6 36
17. Muntasiroh 7,5 56,25
18. Wiji Astuti 8 64
19. Arina Nurul Izzah 6,5 42,25
20. Demcy Ayu Barawati 7 49
21. Betik Nurwidyawati 7 49
45
No. Name Score of Collocation
( X) X
2
22. Rateh Ambarwati 6,5 42,25
23. Nadya Rizky 6,5 42,25
24. Wahyu Lestyowati 6,5 42,25
25. Advalina August 6 36
26. Risa Tofantisari 6 36
27. Fifin Susantri 7 49
28. Siti Sofriani 8 64
29. Siti Sarifah 7,5 56,25
30. Aam Amaliah 7 49
Total 203,5 1391,75
No. Name
Score of translation
skills Y2
( Y)
1. Lailiyatul Hikmawati 8 64
2. Naryanti 6 36
3. Aning Sulistyaningsih 7,5 56,25
4. Ina Kurniawati 7 49
5. Diyas Fitra Tri S. 6,5 42,25
6. Sawitri 8 64
7. Toyi Ambarwati 7,5 56,25
8. M. Samsul M. 6 36
46
No. Name
Score of translation
skills Y2
( Y)
9. Novita Ayu N. 8 64
10. Iis Yulianti 6,5 42,25
11. Putri Khafsoh 7 49
12. Afif Konireza 6,5 42,25
13. Dwi Astutik 6,5 42,25
14. Joko Kriyanto 8 64
15. Novita Nesti 6,5 42,25
16. Siti Munawaroh 7 49
17. Muntasiroh 8 64
18. Wiji Astuti 7,5 56,25
19. Arina Nurul Izzah 7 49
20. Demcy Ayu Barawati 7 49
21. Betik Nurwidyawati 6 36
22. Rateh Ambarwati 8 64
23. Nadya Rizky 6 36
24. Wahyu Lestyowati 7 49
25. Advalina August 6,5 42,25
26. Risa Tofantisari 7 49
27. Fifin Susantri 7 49
28. Siti Sofriani 7,5 56,25
47
No. Name
Score of translation
skills Y2
( Y)
29. Siti Sarifah 7 49
30. Aam Amaliah 8 64
Total 212 1511,5
No. Name X Y XY
1. Lailiyatul Hikmawati 7 8 56
2. Naryanti 6 6 36
3. Aning Sulistyaningsih 7 7,5 52,5
4. Ina Kurniawati 6,5 7 45,5
5. Diyas Fitra Tri S. 7 6,5 45,5
6. Sawitri 7 8 56
7. Toyi Ambarwati 6,5 7,5 48,75
8. M. Samsul M. 6 6 36
9. Novita Ayu N. 7,5 8 60
10. Iis Yulianti 8 6,5 52
11. Putri Khafsoh 6 7 42
12. Afif Konireza 6 6,5 39
13. Dwi Astutik 7 6,5 45,5
14. Joko Kriyanto 6,5 8 52
15. Novita Nesti 6,5 6,5 42,25
48
No. Name X Y XY
16. Siti Munawaroh 6 7 42
17. Muntasiroh 7,5 8 60
18. Wiji Astuti 8 7,5 60
19. Arina Nurul Izzah 6,5 7 45,5
20. Demcy Ayu Barawati 7 7 49
21. Betik Nurwidyawati 7 6 42
22. Rateh Ambarwati 6,5 8 52
23. Nadya Rizky 6,5 6 39
24. Wahyu Lestyowati 6,5 7 45,5
25. Advalina August 6 6,5 39
26. Risa Tofantisari 6 7 42
27. Fifin Susantri 7 7 49
28. Siti Sofriani 8 7,5 60
29. Siti Sarifah 7,5 7 52,5
30. Aam Amaliah 7 8 56
Total 203,5 212 1442,5
To calculate the correlation will use the formula following:
𝑟 =𝑁 XY − ( X)( Y)
𝑁 X2 − X 2][N Y2 − ( Y)2
r = Correlation coefficient X and Y variables (variable
X and variable Y
49
N = The numbers of pairs of
measurements.
∑= Sum
N = 30 (∑XY) = 1442,5
∑X =203,5 ∑Y =212
∑X2
=1391,75 ∑Y2
=1511,5
(∑X)2
=41412,25 (∑Y)2 = 44944
𝑟𝑥𝑦 =𝑁 XY − ( X)( Y)
𝑁 X2 − X 2][N Y2 − ( Y)2
= 30x1442,5 − 203,5 (212)
30𝑥1391,75−41412 ,25][30𝑥1511,5−44944
= 4327 5−43142
41752,5−41412 ,25][45345−44944
= 133
340,5][401
= 133
136540 ,5
= 133
369,5
= 0,359
The result of calculating the correlation between students‟
mastery on collocation and their translation skills is 0,359. On the table
Pearson Product Moment Correlation coefficient for N=30, df=N-2, H0
0,306 and H1 0,359, H0< H1 so H1 is accepted “there is a significant
50
correlation between the students‟ lexical knowledge of collocation and
their translation skills in Sixth semester of IAIN Salatiga in the academic
year of 2015/2016”. It means that the correlation is positive with level of
significance 5 %.
From the interpretation of r value, 0,359 is between 0,200 –
0,400. It indicates that the correlation between students‟ lexical
knowledge of collocation and their translation skills in Sixth semester of
IAIN Salatiga in the academic year of 2015/2016 is low.
Table. 9. Interpretation of r value
The r value Interpretation
0,800 – 1.00 Very High
0,600 – 0,800 High
0,400 – 0,600 Fair
0,200 – 0,400 Low
0,000 – 0,200 Very low
(Arikunto, 2002:245)
B. Discussion
Learning collocation is an important part of learning language in
terms of vocabulary and grammar. Collocation falls somewhere in the
middle of it. It's extremely important to know what words pair with each
other. Collocation will help to write English in a more accurate and natural
way. We will probably understand the utterance there was very hard rain
this morning but that sounds feel unnatural. When you talk about there
51
was very heavy rain in this morning. It is very different about hard rain
and heavy rains since hard is not collocated by rain and heavy is
collocated by rain thus it is natural. By learning collocation, it‟s
automatically increased your vocabulary that will lead you to increase your
reading ability. Although learning collocation is not easy, there are many
way which help us to learn collocation.
The first discussion in this graduating paper is how far the lexical
knowledge of collocation in Sixth semester of IAIN Salatiga in the
academic year of 2015/2016. The data gained by the multiple choices
testing that consist of 20 items. The highest score is 8 and the lowest score
is 6 of the interval 1-10. The researcher concludes the students of Sixth
semester of IAIN Salatiga in the academic year of 2015/2016 have a good
level in mastering the collocation with grade 6.78.
The second discussion is how far the students‟ translation skills in
analyzing dynamic translation from Indonesian to English of Sixth
semester of IAIN Salatiga in the academic year of 2015/2016. The data
gained by the multiple choices testing that consist of 20 items. The highest
score is 8.5 and the lowest score is 6 of the interval 1-10. Finally the
researcher concludes that the students‟ translation skills in analyzing
dynamic translation from Indonesian to English of Sixth semester of IAIN
Salatiga in the academic year of 2015/2016 good with grade 7.08.
The last discussion is the correlation between translation skills and
the knowledge of collocation using Pearson product-moment, the result of
52
calculating the correlation between students‟ mastery on collocation and
their translation skills is 0.359. From the interpretation of r value, 0.359 is
between 0,200 -0,400. It indicates that the correlation between students‟
lexical knowledge of collocation and their translation skills in analyzing
dynamic translation from Indonesian to English in Sixth semester of IAIN
Salatiga in the academic year of 2015/2016 is low. It can be concluded that
there is a significant positive correlation between knowledge of collocation
and translation skills in analyzing dynamic translation from Indonesian to
English in sixth semester of IAIN Salatiga in the academic year of
2015/2016. The significant correlation is shown by the correlation
coefficient r = 0,359.
53
CHAPTER V
CLOSURE
A. Conclusion
The three items of conclusion will be presented based on the
problem of the research. The first will be concerned with students‟ lexical
knowledge of collocation, the next is students‟ translation skills in
analyzing dynamic translation from Indonesian to English and the last is
the influence between students‟ lexical knowledge of collocation and their
translation skills in analyzing dynamic translation from Indonesian to
English.
Based on the result of the research, the writer concludes:
1. Projecting the result of the research, can be summarized the students of
Sixth semester of IAIN Salatiga in the academic year of 2015/2016
have a good level in mastering the collocation with grade 6.78.
2. The students of Sixth semester of IAIN Salatiga in the academic year of
2015/2016 the level of translation skills is good with grade 7.07
according to Harris‟ classification of the range of score. Therefore, the
average of students‟ translation skills in analyzing dynamic translation
from Indonesian to English is higher than the average of mastering
collocation (7.07 > 6.78).
3. After computing the correlation between translation skills in analyzing
dynamic translation from Indonesian to English and the knowledge of
collocation using Pearson product-moment, it can be concluded that
54
there is a significant positive correlation between knowledge of
collocation and translation skills in analyzing dynamic translation from
Indonesian to English in sixth semester of IAIN Salatiga in the
academic year of 2015/2016. The significant correlation is shown by
the correlation coefficient r = 0,359. The significant correlation is, in
fact, in line with many theories of the relationship between collocation
and translation skills in analyzing dynamic translation from Indonesian
to English.
B. Suggestion
Collocation has given considerable contribution to the language
learning. As the current study investigated the subjects‟ knowledge of
collocation and translation skills, several recommendations are proposed.
First, a strong relationship was found between the knowledge of lexical
collocation and translation skills among the Indonesian university EFL
students. In the current study, the research taken is non-experimental in
nature and used only a simple type of tests to elicit the subjects‟
knowledge of collocation. Besides, the type of collocation in the study
makes use the lexical collocation. Future study may investigate the
collocation (grammatically and lexically) in a more well-systematic design
in eliciting the subjects‟ data experimentally.
In addition, future studies can also find out the study between the
collocation and any language skills: writing, speaking, and listening. In
this case, it can provide a better understanding of the connection between
55
Indonesian EFL students‟ collocation knowledge and their general English
proficiency.
Further, as has been suggested by Hsu and Chiu (2008), the role of
collocation in second language acquisition and teaching is not yet been
fully understood. Therefore, it still needs to be done collectively on the
possibility of the relationship between the acquisition of lexical
collocation (also grammatical collocation), and EFL learners‟ language
skills, both in the level of school students and university.
Lastly, collocation is one of the important roles in creating
cohesion in a discourse (spoken and written), and will further lead to
coherences of the message delivered. In addition, collocation is a
determinant factor of the meaning of the words and will certainly increase
the effectiveness and comprehensiveness of language skills. Therefore, it
is highly recommended that teachers introduce the vocabulary to the
students in combinations, not as individual word. This is for the reason
that the meaning of a word meaning will be different in different contexts,
and collocation is probably the one that decides the meaning of that word.
56
REFERENCES
Arikunto, S. (2002). Prosedur Penelitian (5th
rev.edn). Jakarta: PT Rineka Cipta.
Bahn, J. (1993). “Lexical Collocations: a contrastive view” ELT Journal 47(1):56-
63. Oxford: Oxford University Press.
Baker, M. (1992). In Other Words: A Course Book on Translation. London:
Routleudge.
Brown, J. (1988). Understanding Research in Second Language Learning.
Cambridge: Cambridge University Press.
Budianto, L and Fardhani, AE. (2010). A Practical Guide for Translation Skill.
Malang: UIN Maliki Press.
Corder SP, (1973), Introducing Applied Linguistic. England: Penguin LTD
Finley, NF. (1971). Translating. Edinburg: The English Universities Press
Limited.
Harris, D.P. (1969). Testing English as a Second Language. NEW York:
McGrawHill Book Company.
Hsu, J. and Chiu, C. (2008). Lexical Collocation and their relation to Speaking
Proficiency of College EFL Learners in Taiwan. The Asian EFL Journal,
March/2008, Volume 10, Number 1.
Lewis, M. and J. Conzett. (2000). Teaching Collocations: Further developments
in the lexical approach. Hove, Language Teaching Publication.
Martynska, M. (2004). Do English Language learner know collocation?.
Available at
http://www.staff.amu.edu.pl/-
inveling/pdf/malgorzata_martynska_inve11.pdf. (Accessed on January
9th 2015)
McCharty, M. and O‟Dell, F. (2002). English Collocation in Use. Cambridge:
Cambridge University Press.
McCharty, M. and O‟Dell, F. (2008). English Collocation in Use: Advanced.
Cambridge: Cambridge University Press.
57
Moehkardi, R. (2002). Grammatical and Lexical English Collocations: Some
Possible Problems to Indonesian Learners of English. Humaniora,
volume XIV No.1.
Nunan, D. (1993). Research Method in Language Learning. Cambridge:
Cambridge University Press.
Palmer, RS. (1971). Semantics: Second Edition. Cambridge: Cambridge
University Press.
Ruince, M. (2002). Oxford Collocation Dictionary for Students of English. China:
Oxford University Press.
Walsh, M. (2005). Collocation and the Learner of English. Available at
http://www.walshsensei.org/CollocationWalsh.pdjf. (Accessed on
February 14th 2015)
58
59
Name :
NIM :
Circle the most suitable word in the each sentence below!
1. When you go to university you will (make/find) a lot of new friends.
2. We‟re (doing/making) a lot of business in Asia the days
3. We (talk/speak) English.
4. Jack is going to change jobs next year so they‟ll have (change/move)
house and the children will have to change school.
5. I‟m sure George will (become/get) successful one day.
6. A number of problems (arose/become) during the journey. .
7. She should be able to help you because she has a (big/great) deal of time.
8. I (passed/spent) in South America when I was younger.
9. Can you tell me the (time/hour), please? I left my watch at h at home.
10. The (latest/last) news from the earthquake zone is more helpful.
11. They are hoping to (begin/start) a family soon.
12. I‟d like to (get/have) three children.
13. Soraya (is expecting/waiting for) a baby.
14. Jill (had/get) her baby yesterday.
15. Last night I (stayed/spent) two hours watched TV.
16. It‟s a (big/great) pleasure to hear from you again.
17. I‟m (absolutely/very) delighted by your invitation.
18. Mr. Day is a (very/highly) valued number of staff.
60
19. He has (high/highly) educated.
20. We (come to/make) a conclusion.
Choose the best answer for the translation below!
1. Mereka menonton TV saat malam.
a. They watch TV at night.
b. They see TV at night.
c. They watching TV at night.
d. They look at TV at night.
2. Bobby and Batty menonton film di bioskop.
a. Bobby and Batty see a film at cinema.
b. Bobby and Batty watch a film at cinema.
c. Bobby and Batty seen a film at cinema.
d. Bobby and Batty watched a film at cinema.
3. Minat pada mobil-mobil tua meningkat tinggi beberapa tahun terakhir.
a. Interest in old cars increased considerably over the last few years.
b. Interest in old cars grown considerably over the last few years.
c. Interest in old cars decreased considerably over the last few years.
d. Interest in old cars improved considerably over the last few years.
4. Dia memakai gaun.
a. She‟s wearing a dress.
b. She‟s using a dress.
c. She‟s taking a dress.
d. She‟s carrying a dress.
61
5. Dia sangat malu dan wajahnya memerah.
a. He was very embarrassed and his face got red.
b. He was very embarrassed and his face went red.
c. He was very embarrassed and his face ran red.
d. He was very embarrassed and his had red.
6. Mobil ini memiliki mesin yang sangat kuat.
a. This car has a very powerful engine.
b. This car has a very strong engine.
c. This car has a very power engine.
d. This car has a very stronger engine.
7. Ada beberapa monumen kuno di dekat sini.
a. There are some ancient monuments nearby.
b. There are some unique monuments nearby.
c. There are some antique monuments nearby.
d. There are some weird monuments nearby.
8. Aku rasa aku bisa memberikan kontribusi pada proyek ini.
a. I think I could make a contribution to the project.
b. I think I could give a contribution to the project.
c. I think I could take a contribution to the project.
d. I think I could ask a contribution to the project.
62
9. Dia memiliki keahlian computer yang bagus.
a. He has high computer skills.
b. He has highly computer skills.
c. He has advanced computer skills.
d. He has bad computer skills.
10. Dia memiliki pengetahuan yang luas.
a. He has a wide knowledge.
b. He has an extensive knowledge.
c. He has much knowledge.
d. He has high knowledge.
11. Aku sangat berharap kamu akan meminta maaf.
a. I sincerely hope you will apologize.
b. I strongly hope you will apologize.
c. I very hope you will apologize.
d. I absolutely hope you will apologize.
12. Hal ini tak pernah mudah untuk mengakhiri sebuah hubungan.
a. It‟s never easy to finish a relationship.
b. It‟s never easy to end a relationship.
c. It‟s never easy to start a relationship.
d. It‟s never easy to begin a relationship.
63
13. Dokter gigi menyuruhku menutup mulutku.
a. The dentist told me to shut my mouth.
b. The dentist told me to close my mouth.
c. The dentist told me to open my mouth.
d. The dentist told me to hide my mouth.
14. Dia benar-benar kaya sekarang.
a. He is seriously rich now.
b. He is absolutely rich now.
c. He is right rich now.
d. He is true rich now.
15. Aku bermimpi buruk semalam.
a. I had a bad dream last night.
b. I got a bad dream last night.
c. I do a bad dream last night.
d. I am a bad dream last night.
16. Dia berbisik perlahan pada Anita.
a. She whispered slowly to Anita.
b. She whispered softly to Anita.
c. She whispered slow to Anita.
d. She whispered soft to Anita.
64
17. Banyak cerita tentang bagaimana dunia terbentuk.
a. Many stories about how the world began.
b. Many stories about how the world started.
c. Many stories about how the world ends.
d. Many stories about how the world starts.
18. Terima kasih banyak telah membuat persiapan ini.
a. Thank you very much for making these arrangements.
b. Thank you very much for doing these arrangements.
c. Thank you very much for giving these arrangements.
d. Thank very much for taking these arrangements.
19. Kamu akan membutuhkan untuk membawa pakaian hangat ketika kamu
pergi ke Alaska.
a. You will need to carry warm clothes when you go to Alaska.
b. You will need to take warm clothes when you go to Alaska.
c. You will need to make warm clothes when you go to Alaska.
d. You will need to bring warm clothes when you go to Alaska.
20. Aku harap aku tidak membawamu dalam masalah.
a. I hope I didn‟t bring you any trouble.
b. I hope I didn‟t cause you any trouble.
c. I hope I didn‟t make you any trouble.
d. I hope I didn‟t take you any trouble.
65
DAFTAR SATUAN KREDIT KEGIATAN (SKK)
Nama : Novita Pangestuti Fakultas : Tarbiyah dan Ilmu
Keguruan
NIM : 11311034 Jurusan: Tadris Bahasa Inggris
No. Nama Kegiatan Pelaksanaan Keterangan Nilai
1. Orientasi Pengenalan
Akademik dan
Kemahasiswaan (OPAK)
23 Agustus 2011 Peserta 3
2. Achievement Motivation
Training (AMT)
23 Agustus 2011 Peserta 2
3. Orientasi Dasar Keislaman
(ODK)
24 Agustus 2011 Peserta 2
4. Seminar Entrepreneurship dan
Koperasi
25 Agustus 2011 Peserta 2
5. Bedah buku “ Super Teens
Super Leader”
8 Oktober 2011 Peserta 2
6. Seminar Nasional “
RAHASIA KAYA ILMU,
KAYA HATI, DAN KAYA
RAYA” Penguasaan Bahasa
Inggris (50 Grammar) Tanpa
Menghafal dan Menulis
10 Oktober 2011 Peserta 8
7. English Friendship Camp
CEC 2011
29 Oktober 2011 Peserta 2
8. Practicum Program
Department of Religious
affairs English Education
Study Program State Institute
for Islamic Studies (STAIN) of
Salatiga (Pronounciation and
Intensive Course)
28 April 2012 Peserta 2
9. Bimbingan Belajar
Menghadapi UAS Bhs. Inggris
dan Bhs. Arab
29 Juni 2012 Panitia 2
10. Orientasi Dasar Keislaman 10 September Panitia 3
66
No. Nama Kegiatan Pelaksanaan Keterangan Nilai
(ODK)
“Membangun Karakter
Keislaman Bertaraf
Internasional Di Era
Globalisasi Bahasa”
2012
11. Practicum Program
Department of Religious
affairs English Education
Study Program State Institute
for Islamic Studies (STAIN) of
Salatiga (Magazine writing
and Public Speaking)
24 September
2012
Peserta 2
12. Surat Keputusan
Pengangkatan Pengurus CEC
2013
31 Januari 2013 Pengurus 4
13. Diklat Ekonomi Islam (DEI)
atau Sharia Economi Training
1 “Mencetak Generasi
Mahasiswa, Penggerak
Perekonomian Islam”
4-5 Februari 2013 Peserta 2
14. Seminar Nasional “Ahlussunnah waljamaah
dalam Perspektif Islam
Indonesia”
26 Maret 2013 Peserta 8
15. Seminar “EPST, It‟s Your
Chance to Express and Show
Up Your Skill”
11 Mei 2013 Panitia 3
16. National Seminar “How to
Develop the Best Generation”
1 Juni 2013 Panitia 8
17. Training SIBA-SIBI UAS
Semester Genap 2013
22 Juni 2013 Panitia 3
18. Seminar Nasional “Mengawal
Pengendalian BBM
Bersubsidi, Kebijakan BLSM
yang tepat sasaran serta
pengendalian inflasi dalam
negri sebagai dampak
kenaikan harga BBM
bersubsidi”
08 Juli 2013 Peserta 8
19. English Friendship Camp 2013 28-29 November
2013
Panitia 3
67
No. Nama Kegiatan Pelaksanaan Keterangan Nilai
20.
Sosialisasi dan Silaturahim
Nasional “Sosialisasi UU
No.1 Th 2013, Peran serta
fungsi OJK.” “Peran
Pemerintah dalam Pengawasan
LKM (Lembaga Keuangan
Mikro)”
30 September
2014
Peserta
8
21. Surat Keputusan Workshop
ESQ “Membangun Generasi
Mahasiswa Terbaik”
15-16 November
2013
Peserta 2
22. Surat Keputusan Pengangkatan Pengurus CEC
2014
31 Januari 2014 Pengurus 4
23. SIBA-SIBI Training UTS
Semester Genap Tahun 2014
2-3 Mei 2014 Panitia 3
24. Seminar EPST “English
Public Speaking Training”
31 Mei 2014 Panitia 3
25. Achievement Motivation
Training (AMT) OPAK
12 Agustus 2014 Panitia 3
26. English Friendship Camp “CEC is the Best Way for
Great Generation”
30 September
2014
Panitia 3
27. SIBA-SIBI Training UTS
Semester Ganjil 2014
24-25 Oktober
2014
Panitia 3
28. Seminar Nasional Bahasa
Arab ITTAQO “Implementasi
kurikulum 2013 pada maple
Bahasa Arab tingkat dasar, dan
tingkat menengah dalam upaya
menjawab tantangan
pengajaran Bahasa Arab”
4 November 2014 Peserta 8
29. Seminar Nasional “Perbaikan
Mutu Pendidikan Melalui
Profesionalitas Pendidikan”
13 November
2014
Peserta 8
30. Scholarship Forum 15 November
2014
Panitia 3
31. CEC Festival 2014 20-22 November
2014
Panitia 3
68
No. Nama Kegiatan Pelaksanaan Keterangan Nilai
32. CEC Festival 2014 20-22 November
2014
Pengisi Acara
(Traditional
Dancer)
3
33. CEA “Comparison English
Arabic”
27 November
2014
Panitia 3
34. SIBA-SIBI Training UAS
Semester Ganjil tahun 2014
19-20 Desember
2014
Panitia 3
35. National Seminar
“Understanding the World by
Understanding the Language
and Culture”
4 Juni 2015 Peserta 8
36. TRAINING KEPRIBADIAN
di IAIN Salatiga
19 Mei 2015 Peserta 2
37. A three-hour Teacher Training
Workshop focusing on
Classroom Management:
How to engage students in
the Classroom. (IALF BALI)
18 Juni 2014 Peserta 6
Jumlah 145
Salatiga, 11 Maret 2016
Mengetahui,
Wakil Dekan Bidang
Kemahasiswaan dan Kerjasama
Achmad Maimun, M.Ag.
NIP. 19700510 199803 1 003
