perpustakaan.uns.ac.id digilib.uns.ac.id a correlational

perpustakaan.uns.ac.id digilib.uns.ac.id

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A CORRELATIONAL STUDY BETWEEN TRANSLATION ABILITY,

HABIT OF WATCHING ENGLISH MOVIES, AND READING

COMPREHENSION OF THE FOURTH SEMESTER STUDENTS OF

ENGLISH EDUCATION OF TEACHER TRAINING AND EDUCATION

FACULTY OF SEBELAS MARET UNIVERSITY

IN THE ACADEMIC YEAR OF 2011/ 2012

THESIS

Submitted to Teacher Training and Education Faculty of Sebelas Maret

University to Fulfill One of the Requirements of the Undergraduate Degree

of Education in English

Ifa RianaK2208036

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

SURAKARTA

2012


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A CORRELATIONAL STUDY BETWEEN TRANSLATION ABILITY,

HABIT OF WATCHING ENGLISH MOVIES, AND READING

COMPREHENSION OF THE FOURTH SEMESTER STUDENTS OF

ENGLISH EDUCATION OF TEACHER TRAINING AND EDUCATION

FACULTY OF SEBELAS MARET UNIVERSITY

IN THE ACADEMIC YEAR OF 2011/ 2012

THESIS

Submitted to Teacher Training and Education Faculty of Sebelas Maret

University to Fulfill One of the Requirements of the Undergraduate Degree

of Education in English

Ifa RianaK2208036

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

SURAKARTA

2012


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ABSTRACT

Ifa Riana. A Correlational Study between Translation Ability, Habit ofWatching English Movies, and Reading Comprehension of the FourthSemester Students of English Education of Teacher Training and EducationFaculty of Sebelas Maret University in the Academic Year of 2011/ 2012.Thesis. Surakarta: Teacher Training and Education Faculty, Sebelas MaretUniversity. 2012.

This study is aimed to find out the correlation between: (1) translationability and reading comprehension of the fourth semester students of EnglishEducation of Teacher Training and Education Faculty of Sebelas Maret Universityin the academic year of 2011/ 2012; (2) habit of watching English movies andreading comprehension of the fourth semester students of English Education ofTeacher Training and Education Faculty of Sebelas Maret University in theacademic year of 2011/ 2012; and (3) translation ability and habit of watchingEnglish movies simultaneously and reading comprehension of the fourth semesterstudents of English Education of Teacher Training and Education Faculty ofSebelas Maret University in the academic year of 2011/ 2012.

This study belongs to a correlational study. The population was all of thefourth semester students of English Education of Teacher Training and EducationFaculty of Sebelas Maret University in the academic year of 2011/ 2012. Thesample was 30 students that were selected by using cluster random samplingtechnique. The instruments used to collect the data were tests and questionnaire.The tests were used to collect the data of translation ability and readingcomprehension, while the questionnaire was used to collect the data of habit ofwatching English movies. The techniques used to analyze the data were simpleand multiple regression and correlation by using Statistical Product and ServiceSolutions (SPSS).

The results of the study show that (1) there is a positive correlation betweenstudents’ translation ability and students’ reading comprehension; (2) there is apositive correlation between students’ habit of watching English movies andstudents’ reading comprehension; and (3) there is a positive correlation betweenstudents’ translation ability and habit of watching English movies simultaneouslyand students’ reading comprehension. Furthermore, the results show that 32.7%variance of reading comprehension is determined by translation ability, while13.1% variance of which is determined by habit of watching English movies, and33.1% variance of which is determined by translation ability and habit ofwatching English movies simultaneously.

With regard to the results of the study, it can be concluded that positivecorrelation between translation ability and habit of watching English movies andreading comprehension indicates that both translation ability and habit ofwatching English movies are able to support and ultimately give contribution toreading comprehension. Hence, students’ translation ability and habit of watchingEnglish movies need to be considered in the teaching and learning activities ofreading for more variations.


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MOTTO

“Strive to do the best.”

(The Writer)

“Hiduplah dengan baik!”

(The Writer)

“The many and varied points of view I have encountered

do not confuse, but enrich.”

(A Short Animated Movie

“The Fantastic of Flying Books of Mr. Morris Lessmore”)

“Learn to face the joy and pain”

(Official Soundtrack of Television Drama “The Outsiders”)


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DEDICATION

This thesis is whole-heartedly dedicated to:

My beloved Father and Mother

My lovely brothers, “Edi”, “Ilyas” and

“Erwanto”

All of my friends and relatives that have

sincerely helped and accompanied me


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ACKNOWLEDGMENTS

All praises be to the Almighty God, Allah SWT who tremendously provides

knowledge and inspiration and always gives His blessings so that the writer is

able to accomplish this thesis. The writer is also completely grateful to everyone

for their sincere help, beneficial guidance, and great support so that this thesis can

be realized as well. Hence, the writer would like to express her deep gratitude to:

1. The Dean of Teacher Training and Education Faculty for his permission to

carry out this study.

2. Dr.Muhammad Rohmadi, M. Hum, the Head of Language and Art

Department of Teacher Training and Education Faculty for his permission

to write this thesis.

3. Endang Setyaningsih, S.Pd, M. Hum, the Head of English Education

Department of Teacher Training and Education Faculty for her permission

to conduct the research.

4. Dr. Ngadiso, M. Pd., the first consultant, for his great patience, valuable

guidance and advice.

5. Hefy Sulistyawati, S. S., M. Pd., the second consultant, for her tremendous

patience, sincere encouragement and advice.

6. All students of class A and B of the fourth semester of English Education

Department of Teacher Training and Education Faculty of Sebelas Maret

University in the academic year of 2011/ 2012 for their joining the

research.

7. Her beloved parents for their endless love, night and day prayers, and

tremendous sacrifices, help, and support.

8. Her beloved brothers, Edi, Ilyas, and Erwanto for their night and day

prayers, great support and help, and togetherness to share the laughter and

the tears.

9. All her relatives and friends in Rembang for their encouragement and

support.


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10. Her lovely friends of her boarding house “Lubna” for their help and

guidance, and her beloved friends of English Education Department 2008

such as Ari, TM, Rina, Erny, Ambon, Atin, Fara, and many others for their

lively friendship and togetherness, valuable sharing, and sincere help.

11. Everyone who have not yet been mentioned for the help that they have

given to the writer to carry out the research and accomplish this thesis.

This thesis might not be virtually perfect so that the writer is truly open to

any kind of criticism and suggestions. Hopefully, this thesis will be useful for

readers and for those who are interested in the similar study, particularly.

Surakarta, August, 2012

Ifa Riana


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TABLE OF CONTENTS

TITLE................................................................................................................. i

PRONOUNCEMENT ........................................................................................ ii

APPROVAL....................................................................................................... iii

LEGALIZATION............................................................................................... iv

ABSTRACT ....................................................................................................... v

MOTTO.............................................................................................................. vi

DEDICATION ................................................................................................... vii

ACKNOWLEDGMENTS.................................................................................. viii

TABLE OF CONTENTS ................................................................................... x

LIST OF TABLES ............................................................................................. xiii

LIST OF FIGURES............................................................................................ xiv

LIST OF APPENDICES .................................................................................... xv

CHAPTER I INTRODUCTION.................................................................... 1

A. Background of the Study ................................................... 1

B. Identification of the Problem............................................. 8

C. Limitation of the Problem ................................................. 9

D. Formulation of the Problem............................................... 9

E. Benefits of the Study ......................................................... 9

CHAPTER II REVIEW OF RELATED LITERATURE ................................ 11

A. The Nature of Reading Comprehension............................. 11

1. The Definition of Reading Comprehension ................. 11

2. Models of Reading ....................................................... 12

3. Reading Comprehension Skills .................................... 12

4. The Level of Reading Comprehension......................... 16

5. Reading Strategies........................................................ 17

B. The Nature of Translation .................................................. 19


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1. The Definition of Translation....................................... 19

2. The Types of Translation ............................................. 20

3. Units of Translation...................................................... 24

4. Translation Equivalence............................................... 26

5. The Process of Translation........................................... 27

6. The Kinds of Meaning Used in Translation ................. 28

7. Principles of Translation .............................................. 30

8. The Skills of Translation .............................................. 31

9. Translation Procedures ................................................. 33

10. Translation Viewed as an Aspect Supporting

Students’ Reading Comprehension .............................. 36

C. The Nature of Habit of Watching English Movies............. 39

1. The Definition of Movies............................................. 39

2. Types of Movies........................................................... 40

3. The Nature of Watching Movies.................................. 42

4. The Definition of Habit ................................................ 43

5. The Aspect of Habit ..................................................... 44

6. The Growth of Habit .................................................... 45

7. Students’ Habit of Watching English Movies

Related to their Reading Comprehension..................... 46

D. Rationale............................................................................. 49

1. The Correlation between Translation Ability

and Reading Comprehension ....................................... 49

2. The Correlation between Habit of Watching

English Movies and Reading Comprehension ............. 50

3. The Correlation between Translation Ability and

Habit of Watching English Movies Simultaneously

and Reading Comprehension ....................................... 52

E. Hypotheses ......................................................................... 53

CHAPTER III RESEARCH METHODOLOGY............................................. 54

A. Aim of the Study ................................................................ 54


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B. Time and Place of the Study .............................................. 54

C. Method of the Study........................................................... 55

D. Subject of the Study ........................................................... 57

1. Population..................................................................... 57

2. Sample.......................................................................... 57

3. Sampling....................................................................... 57

E. Techniques of Collecting the Data ..................................... 58

1. The Instruments of Collecting the Data ....................... 58

2. Try-out of the Instruments............................................ 60

F. Techniques of Analyzing the Data ..................................... 63

1. Prerequisite Test ........................................................... 63

2. Hypotheses Testing ...................................................... 65

CHAPTER IV RESULT OF THE STUDY ..................................................... 69

A. Data Description................................................................ 69

1. The Data of Students’ Translation Ability ................... 69

2. The Data of Students’ Habit of WEM.......................... 70

3. The Data of Students’ Reading Comprehension .......... 71

B. Prerequisite Test ................................................................. 72

1. Normality Test.............................................................. 72

2. Linearity Test ............................................................... 73

3. Significance of Regression Test ................................... 74

C. Hypotheses Testing ............................................................ 74

D. Discussion .......................................................................... 79

CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION ........ 85

A. Conclusion.......................................................................... 85

B. Implication ......................................................................... 85

C. Suggestion .......................................................................... 86

BIBLIOGRAPHY .............................................................................................. 90

APPENDICES.................................................................................................... 95


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LIST OF TABLES

Table

2.1. Translation Skills.............................................................................................. 32

2.2. Translation Assessment Rubric........................................................................ 38

3.1. Research Schedule............................................................................................ 54

3.2. Readability Test................................................................................................ 60

4.1. The Frequency Distribution of Students’ Translation Ability Score ............... 69

4.2. The Frequency Distribution of Students’ Habit of WEM score....................... 70

4.3. The Frequency Distribution of Students’ Reading Comprehension Score ...... 71

4.4. The Result of the First Hypothesis Testing...................................................... 75

4.5. The Result of the Second Hypothesis Testing ................................................. 77

4.6. The Result of the Third Hypothesis Testing .................................................... 78


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LIST OF FIGURES

Figure

2.1. The Stages of Translation Process ................................................................... 28

2.2. The Process of Making Meaning through Movie............................................. 43

3.1. The Relationship between Independent and Dependent Variables .................. 56

4.1. The Histogram of Students’ Translation Ability Score.................................... 70

4.2. The Histogram of Students’ Habit of Watching English Movies score ........... 71

4.3. The Histogram of Students’ Reading Comprehension Score........................... 72


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LIST OF APPENDICES

Appendix

1 The Result of Readability Test of Translation Test Instruction ................... 95

2 Blueprint of Reading Comprehension (Try-out) .......................................... 96

3 Reading Comprehension (Try-out) .............................................................. 97

4 Answer Sheet of Reading Comprehension Try-out ..................................... 108

5 Key to Reading Comprehension Try-out ..................................................... 109

6 Translation Ability Test ............................................................................... 110

7 Key to Translation Ability Test.................................................................... 111

8 Blueprint of Reading Comprehension Test .................................................. 113

9 Reading Comprehension Test ...................................................................... 114

10 Answer Sheet of Reading Comprehension Test........................................... 123

11 Key to Reading Comprehension Test........................................................... 124

12 Blueprint of Habit of Watching English Movies Questionnaire (Try-out) 125

13 Habit of Watching English Movies Questionnaire (Try-out)....................... 126

14 Blueprint of Habit of Watching English Movies Questionnaire ................. 129

15 Habit of Watching English Movies Questionnaire ..................................... 130

16 List of Students Joining Try-out.................................................................. 132

17 List of Students Joining Test ....................................................................... 133

18 Validity Computation of Habit of WEM (Try-out)..................................... 134

19 Validity Computation of Valid Items of Habit of WEM (Try-out)............ 139

20 Reliability Computation of Habit of WEM Questionnaire (Try-out........... 143

21 Validity Computation of Reading Comprehension Try-out........................ 146

22 Validity Computation of Valid Items of Reading Comprehension Try-out 153

23 Reliability Computation of Reading Comprehension Try-out .................... 158

24 Students’ Translation Ability Score ............................................................ 162

25 Students’ Habit of Watching English Movies Score................................... 163

26 Students’ Reading Comprehension Score .................................................... 164


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27 Descriptive Computation of Translation Ability Data ................................ 165

28 Descriptive Computation of Habit of WEM Data....................................... 166

29 Descriptive Computation of Reading Comprehension Data ....................... 167

30 Normality Computation of Translation Ability Data .................................. 168

31 Normality Computation of Habit of Watching English Movies Data......... 169

32 Normality Computation of Reading Comprehension Data ......................... 170

33 Linearity Computation of Translation Ability and Reading Comprehension 171

34 Linearity Computation of Habit of WEM and Reading Comprehension.... 173

35 Computation of Regression Significance of Translation and Reading ....... 174

36 Computation of Regression Significance of Habit of WEM and Reading 175

37 Computation of Multiple Regression Significance ..................................... 176

38 Computation of Correlation between Translation Ability and Reading ..... 177

39 Computation of Correlation between Habit of WEM and Reading ............ 178

40 Computation of Multiple Correlation.......................................................... 179

41 r Product Moment Table ............................................................................. 180

42 t Distribution Table ...................................................................................... 181

43 F Distribution Table .................................................................................... 182

44 Students’ Works of Translation................................................................... 183

45 Questionnaire of habit of WEM Filled by Students.................................... 185

46 Students’ works of Reading Comprehension .............................................. 188

47 Legalization................................................................................................. 190


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CHAPTER I

INTRODUCTION

A. Background of the Study

To be able to communicate with each other, human beings primarily utilize

language. Thus, language has been a vital part of human interaction. It is believed

that hundreds of different languages are in use in this world today that it is

approved among language speakers in the world to employ an international

language for part of their international contact. For centuries, the most widespread

international medium of communication is English.

In each country in this world, English language has different status. Huda

(2000: 68) states that for Indonesians who speak their own mother tongue such as

Bahasa Indonesia, Javanese, and so on, English language becomes a foreign

language which is seen as a need for development. It is needed for instrumental

reasons such as it is used as a tool which provides access to international markets,

scientific knowledge and expertise.

Hence, in Indonesia, English has the status of ‘first’ foreign language which

is learnt from primary schools up to universities by Indonesian students.

Nonetheless, it is mostly only used in the academic situations because even, as a

matter of fact, Indonesian students are accustomed to speaking their own mother

tongue in their everyday lives. Therefore, it is not very surprising that whenever

they find English words or expressions during they learn English as a foreign

language or EFL, they tend to automatically think of and look up the equivalent

words or expressions in their mother tongue, in Bahasa Indonesia for example, in

order to easily convey and grasp the meaning of those English words and

expressions that they are studying. It can be said that, generally, both consciously

and unconsciously, these students tend to translate any words which belong to

foreign language, English in this case, into their first language for the sake of

better understanding.

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According to Liao (2006: 191), “Translation has been used by foreign

language learners to facilitate language learning for centuries.” Additionally, in

fact, more and more studies have suggested a positive and facilitative role of

translation or first language transfer in students’ language learning. Throughout

English class, translation in many times is obviously seen in reading section in

which the learners are engaged in reading written text which is quite possible to

be translated by the learners.

Cooper (1988: 32) says, “Reading is a process of constructing or developing

meaning from printed text, and it is primarily cognitive process.” In line with

Cooper, Snow (2002: 11) defines reading comprehension as ‘the process of

simultaneously extracting and constructing meaning through interaction and

involvement in written language’. Those ideas are supported by Williams (1996:

2) that reading is a process through which one looks at and understands a written

text.

Rivers (in Rahman, 2007: 9) emphasizes further that reading is an important

activity in any language class, not only as a source of information and a

pleasurable activity, but also as a means of consolidating and extending one’s

knowledge of language. Thus, reading has always been regarded as an essential

skill in foreign language learning, especially for college students since many

reference books which they should read are printed in English.

Some issues, then, arise with regard to the factors which surely influence

reading comprehension. As it has been said previously, translation which is used

by many EFL students as a strategy in learning English is considered to be one of

the factors which positively affect students’ reading skill whenever translation is

reflected in the form of ability to translate the languages appropriately.

Translation itself is defined as the replacement of textual material in one

language which is called Source Language or SL by equivalent textual material in

another language which is called Target Language or TL (Catford, 1969: 20).

Likewise, Newman (1981: 7) believes that translation is a craft consisting in the

attempt to replace a written message and/or statement in one language by the

same message and/or statement in another language.


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Chamot (1987: 77), then, describes the translation strategy as ‘using the first

language as a base for understanding and/or producing the second language’. In

addition, the definition of translation in the present study refers to using one

language as a basis for understanding, remembering, or producing another

language, both at the lexical level and the syntactic level, and also in either

direction from the target or the source language into the other language.

Henceforth, in relation with reading comprehension which has been defined

above as a process which deals with language in written form to construct and

develop meaning, translation can be viewed as a strategy for the learners to

construct and develop the meaning through transfering from the source language

into the target language. Liao (2006: 191) assumes, “Translation is widely used in

learners’ foreign language learning process. It appears that learners often use

translation as a learning strategy to comprehend, remember, and produce a foreign

language.”

Naiman, et al. (in Liao, 2006: 192) state that one of the strategies often used

by language learners is to ‘refer back to their native language(s) judiciously

(translate into L1) and make effective cross-lingual comparisons at different

stages of language learning’. Chamot (in Liao, 2006: 192) emphasizes that in

terms of using translation as a learning strategy, translation has often been

classified as one of the cognitive learning strategies. Based on this idea,

translation will be beneficial when it is employed during reading process because

it is possibly well-matched to reading which involves cognitive process as well.

Hsieh (in Liao, 2006: 195) believes that translation benefits students’ English

reading in terms of enhancing their reading comprehension, reading strategies,

vocabulary learning, and cultural background knowledge. It helps them pay

attention to the coherence and contextualization of English reading text. More

importantly, at the advanced level, the use of translation can help learners extend

their knowledge of the foreign language by making reference to their mother

tongue, and then it helps learners clarify the similarities and the differences

between the foreign language and their native language. Furthermore, translation

seems to play an important facilitative role in college students’ reading process.


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They tend to consider translation as a positive learning resource for them to

comprehend, memorize, and produce better English in order to acquire reading

skill, and to complete various English reading comprehension tasks.

Thus, from the learners’ perspective, translation can help them to check

whether their comprehension is correct; it eases memory constraints in

memorizing more words, idioms, grammar, and sentence structures; and it can

also help students develop and express ideas in another language. In addition, they

believe that through translation in which the new words are being linked to its

native language equivalent is more effective in learning new vocabulary to

enhance their reading comprehension which usually deals with a lot of new

vocabulary in the text.

All in all, in general, most EFL learners particularly believe that the adoption

of translation has positive effects on their English reading comprehension. Thus, it

can be concluded that viewed from the average of EFL learners’ perspective,

translation plays an important and significant role in their reading comprehension.

Hence, when EFL learners begin to be rather dependent on translation to

accomplish their reading comprehension, their ability to translate from one

language into another language becomes a significant aspect to guarantee their

success in reading English text. This translation ability refers to the capability of

finding the equivalent replacement of the source language, English in this case, to

convey the exact meaning in the target language, Bahasa Indonesia for example.

As it has been realized from the very beginning by Indonesian learners that

the system of English language is quite distinct from Bahasa Indonesia so that

whenever they face a piece of text throughout reading activity; they need to be

very careful to be able to translate it appropriately and they should also pay

attention to plenty kinds of consideration which is related to linguistic aspects.

Sabrony, et al. (1988: 1.3) state that some challenges in translating from English

into Bahasa Indonesia and vice versa mostly include (1) lexical equivalent which

deals with meaning and the various distribution of the meaning, (2) grammatical

adjustment which frequently deals with the constructions of phrases, clauses, and

expressions, tense within the constructions, (3) idiom, (4) terms and register


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which exist in certain fields, and (5) the style. Consequently, inappropriate

translation in reading can be misleading instead of supporting learners’ reading

comprehension. Meanwhile, high translation ability will be very helpful for EFL

learners to be through to their reading comprehension with ease due to better

understanding of the text which is being read.

The next major issue which is in close relation to students’ reading

comprehension is students’ habit of certain activities which usually also make a

significant contribution to the students’ reading comprehension. According to

Carter (1973: 247) habit is an action practiced continuously until it becomes a

patterned behavior, and it is usually performed without conformed unconsciously

because practice has become familiar and easy.

In recent years, improvements in technology have enhanced students’

opportunities to build a new habit such as a habit of watching movies at the

cinema, on the internet or merely through CD/ DVD players besides solely

reading books, newspapers, magazines, or any other kinds of written text. Bayu

and Gora (2004: 10) state that film, usually called movie, is a series of story that

needs images and sounds as the media with the filmic language. Likewise,

Douglass and Harnden (1996: 251) define film as moving images, as a visual

language. Thus, film is made of visual or images sequences as a symbolic

language which has meaning inside of each image presented. Film also involves

world, characters, and meaning. Sometimes images speak by using sounds, and

written words.

By the mid-1990s, according to film critic David Robinson in an

Encyclopaedia Britannica review (in Crystal, 2003:100), the USA controlled

about 85 percent of the world film market, with Hollywood films dominating the

box offices in most countries. Consequently, English language suddenly came to

dominate the movie world. Hence, students are offered a unique chance to listen

to and see the use of the original English dialogue through English movies since

movies prove that the language is real and they surely reflect the changes in the

language use itself. Nuttall (in Berardo, 2006: 64) emphasizes,“Authentic


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materials can be motivating because they are proof that the language is used for

real-life purposes by real people.”

As both entertainment media and authentic material for supporting students’

English learning, movies seem highly entertaining, attractive and motivating for

students so that they tend to easily accept it into their world both inside and

outside the classroom. When watching movies begins to be done by the students

outside the class, it must be due to their own willingness for the sake of looking

for pleasures, entertainment, knowledge, and so forth, therefore, the activity is

considered to be necessary that it is mostly repeated regularly and likely

internalized by the students to be their habit.

In this case, films can be a tremendously influential and extremely powerful

vehicle for transferring values, ideas, and information. Different cultures are

presented not only verbally but also visually and aurally, as film is a polysemiotic

medium that transfers meaning through several channels, such as picture, dialogue

and music. According to a 2004 study published in The Journal of Biological

Psychiatry (2006), associating symbols with sound, especially in the form of

narrative, plays a large role in the proper development of reading skills. In regard

to reading skill, possible shared processes during watching films include the

ability to sequence events, to make inferences across time and space, to

understand character motives and link them to actions and consequences, and to

allocate attentional resources primarily to central instead of peripheral

information.

Additionally, Mayer (in Sakar, 2001: 25) explains how learning from verbal

and visual input such as movies takes place. Based on active processing

assumption, humans are actively involved in the construction of knowledge using

cognitive processes such as selecting relevant information, organizing and

integrating it with existing knowledge. Thus, when verbal and visual input is

provided through a multimedia presentation, the learner selects relevant words

and images and organizes them separately into verbal and pictorial models where

connections among selected words and images are established to form a coherent

mental structure. The two models are supposed to complement each other.


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Learning takes place when the learner establishes connections between the

corresponding portions of the verbal and visual model with the help of prior

knowledge, hence integrating these two models in the working memory.

Furthermore, habit of watching English movies is believed to be able to

enrich students’ English vocabulary and activate their prior knowledge and

cultural knowledge which are important to aid comprehension of English. Oxford

(in Rezaee and Shoar, 2010: 27) points out that the English vocabulary has an

extremely important role in English learning. Research shows that low vocabulary

knowledge frequently leads to the misunderstanding of the content or poor

comprehension when reading English articles (Rezaee and Shoar, 2010: 27).

Students who frequently watch movies or are familiar with them tend to recall

words better and longer than those who only read ordinary textbooks. English

Films also help them to improve their vocabulary knowledge by making sense of

words and expressions through context which is provided in the form of film

setting and situation.

Movies, then, not only elicit prior knowledge, but also mobilize existing

knowledge which generally aid comprehension. Most movies are rich in linguistic

contents and cultural backgrounds as well. Thus, through the content which is

presented in films, students have a big chance to develop naturally a great deal of

knowledge which includes some aspects such as knowledge of the world, cultural

knowledge, and linguistic knowledge. Afterwards, the themes, conversations and

actions in movies mirror the habits, beliefs, and customs of the culture, which can

serve as good introduction about the various cultural characteristics in English-

speaking countries. Research has shown that there is a close relationship between

language and culture. It is believed that cultural competence is an integral part of

language competence. Lack of cultural knowledge is frequently the major cause of

many EFL students’ poor abilities in reading. In conclusion, all those kinds of

knowledge are truly needed for the students as the readers to understand text

which they will find in reading comprehension.

Afterwards, watching English movies which provide the translation either in

their mother tongue or in written version of the spoken English stimulates


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students’ translation ability through the process of matching between what they

hear and the exact meaning from the translation text. Oxford & Crookall (1990:

54) propose that foreign words associated with aural or written translations and

images are learned more easily than those accompanied by pictures or text alone.

Based on the ideas above, the researcher is going to figure out whether or not

there is correlation between translation ability, habit of watching English movies,

and reading comprehension, and the extent to which translation ability and habit

of watching English movies influence reading comprehension. Hence, the

researcher conducted a study entitled “A CORRELATIONAL STUDY

BETWEEN TRANSLATION ABILITY, HABIT OF WATCHING ENGLISH

MOVIES, AND READING COMPREHENSION OF THE FOURTH

SEMESTER STUDENTS OF ENGLISH EDUCATION OF TEACHER

TRAINING AND EDUCATION FACULTY OF SEBELAS MARET

UNIVERSITY IN THE ACADEMIC YEAR OF 2011/ 2012”.

B. Identification of the Problem

From the background of the study, there are some problems which can be

identified as follows:

1. To what extent is students’ reading comprehension?

2. What are the factors which influence students’ reading comprehension?

3. How far is students’ translation ability?

4. Does students’ translation ability influence their reading comprehension?

5. To what extent is students’ translation ability influence their reading

comprehension?

6. How far is students’ habit of watching English movies?

7. Does students’ habit of watching English movies influence their reading

comprehension?

8. To what extent is students’ habit of watching English movies influence their

reading comprehension?


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C. Limitation of the Problem

The study emphasizes three variables of correlation such as translation ability,

habit of watching English movies, and reading comprehension. Therefore, the

study is focused on the correlation between translation ability, habit of watching

English movies, and reading comprehension.

Hence, in this study, the translation ability is limited on idiomatic translation

ability, while the habit of watching English movies is focused on habit of

watching movies which are spoken in English and the reading comprehension is

limited on academic reading which includes literal and inferential comprehension.

D. Formulation of the Problem

The problems of the study can be formulated as follows:

1. Is there any correlation between translation ability and reading comprehension

of the fourth semester students of English Education of Teacher Training and

Education Faculty of Sebelas Maret University in the academic year of 2011/

2012?

2. Is there any correlation between habit of watching English movies and reading

comprehension of the fourth semester students of English Education of Teacher

Training and Education Faculty of Sebelas Maret University in the academic

year of 2011/ 2012?

3. Is there any correlation between translation ability and habit of watching

English movies simultaneously and reading comprehension of the fourth

semester students of English Education of Teacher Training and Education

Faculty of Sebelas Maret University in the academic year of 2011/ 2012?

E. Benefits of the Study

The result of the study is expected to be able to give some benefits as

follows:


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1. For EFL teachers, it can be used as proof of utilizing translation and watching

movies activity in their reading teaching.

2. For EFL teachers, it can be utilized for enriching the ways and consideration

for enhancing students’ reading comprehension through translation and

watching movies.

3. For EFL students, it helps them to recognize the significant role of translation

ability and watching movies habit towards reading comprehension so that they

might be motivated to improve their reading comprehension by applying the

ways or strategies with which they are also comfortable.

4. For both EFL teacher and students, it shows them that reading comprehension

depends on some factors such as translation ability and watching movies habit

which cannot be neglected.

5. For the other researchers, it can be used as one of references for further

research in regard to the factors which influence reading comprehension.


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CHAPTER II

REVIEW OF RELATED LITERATURE

A. The Nature of Reading Comprehension

1. The Definition of Reading Comprehension

Reading as one of the four skills of English language has been defined by a

lot of linguists in rather distinct ways. Deboer and Dallmann (1966: 17) define

reading as an activity which involves the comprehension and interpretation of

ideas symbolized by written or printed language. They add that reading is a

much more complex process. Furthermore, effective reading involves all of the

higher mental processes. It involves recall, reasoning, evaluation, imagining,

organizing, applying, and problem solving. Good reading requires good

thinking.

Hornby (1995: 174) further states that comprehension is the mind act or

power of understanding. Then, according to Adam (1993: 182), “Reading

comprehension is an active process through which the reader uses code, context

analysis, prior knowledge, vocabulary, and language, along with executive-

control strategies to understand the text.”

Likewise, Aebersold and Field (1997: 15) believe that reading is what

happens when people look at a text and assign meaning to the written symbols in

that text. In line with some linguists above, Grellet (1998: 182) emphasizes that

reading comprehension is the understanding of written text to extract the

required information from it as efficiently as possible. The ideas above are

supported by Snow (2002: 11) that reading comprehension is the process of

simultaneously extracting and constructing meaning through interaction and

involvement with written language.

In conclusion, reading comprehension is the active process of understanding

of written text by simultaneously extracting and constructing meaning in which

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the reader uses code, context analysis, prior knowledge, vocabulary along with

strategies through interaction and involvement with the written language.

2. Models of Reading

According to Barnett (in Aebersold and Field, 1997: 18), there are three

main models of how reading occurs. Those models are as follows:

a. Bottom-up Theory

This theory argues that the reader constructs the text from the smallest units

(letters to words to phrases to sentences, etc.) and that the process of

constructing the text from those small units becomes so automatic that readers

are not aware of how it operates. Decoding is an earlier term for this process.

b. Top-down Theory

It argues that readers bring a great deal of knowledge, expectations,

assumptions, and questions to the text and, given a basic understanding of the

vocabulary, they continue to read as long as the text confirms their

expectations. The top-down school of reading theory argues that readers fit the

text into knowledge (cultural, syntactic, linguistic, and historical) they already

possess, then check back when new or unexpected information appears.

c. The Interactive School of Theories

This theory argues that both top-down and bottom-up processes are

occurring, either alternately or at the same time. Theorists describe a process

that moves both bottom-up and top-down, depending on the type of the text as

well as on the reader’s background knowledge, language proficiency level,

motivation, strategy use, and culturally shaped beliefs about the reading.

3. Reading Comprehension Skills

Bond and Wagner (1963: 201-206) states there are various skills that

make up the ability to comprehend what is read. They include comprehending

word-meanings, comprehending thought units, comprehending sentence

senses, comprehending paragraphs, and understanding total selections.


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a. Comprehending Word-Meanings

The most basic of all comprehension abilities is associating the correct

meaning of word with its printed symbols. Word-meaning is very essential to

word-recognition and interrelated with word-recognition. The student

comprehends the printed page only to the degree that he understands the

specific meaning of essential word used by the author.

b. Comprehending Thought Units

The crux of efficient meaningful reading is having sufficiently rapid

word-recognition techniques to enable the reader to assemble words into units,

coupled with skills in locating and using those units in rapid, thoughtful

reading. It should be stressed that the development of reading by thought units

not only increases the speed of reading but also produces more adequate

comprehension of the material read.

c. Comprehending Sentence Senses

Sentence sense includes the student’s appreciation of the unity of a

sentence. The students must be taught to sense the relationship between its

parts, and to sense the parts in sentences of unusual order. The form of

exercises that proves useful is to have the student locate in sentences within

material he is reading those parts that tell who, what, when, why, and so forth.

d. Comprehending Paragraphs

The basic elements of paragraph comprehension are taught by giving

specific attention to the meaning and organization of paragraphs. The student

should be able to identify various types of paragraphs in material he is reading,

and then he should be able to identify the topic sentences. It can help him to

understand the meaning of the paragraph.

e. Understanding Total Selections

Sensing the meaning of a total selection is a basic comprehension ability

that depends upon discerning the interrelationship among the paragraphs and

also the interrelationship among the various sections of the larger presentation.

Detecting the difference between well-organized and poorly organized factual

or narrative presentation leads understanding of the total selection.


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Spears (2000: 28) further mentions several important reading

comprehension skills such as finding main ideas, finding specific details, finding

the meaning of words or expressions, making inference, paraphrasing, and

mentioning reference.

a. Finding Main Ideas

Costmary (1988: 13) believes that main idea is the essence of the

paragraph. Similarly, Cortina and Katharine (1994: 50) define main idea as the

most important point which the author wants you to understand about the

subject matter of the paragraph. Determining the main idea gives some benefits

as follows:

1) it helps the reader concentrate on what he is reading,

2) it helps the reader recall many more of the details that support the main idea,

3) it enables the reader to write effective summaries of longer selections.

Cortina and Katharine (1994: 52) tells the common location of the main

idea. The main idea may take place in the first sentence of paragraph,

sometimes in the last of paragraph, and occasionally, it is neither in the first nor

the last sentence of paragraph, but in one of the other sentences within the

paragraph.

b. Finding Specific Details

Writers work to ensure the readers understand their main ideas by

supporting them with details. Using detail develops the main idea with

examples, reasons and facts. Details are the proof of the main idea statement.

Some detail makes a main idea vivid; other detail is evidence that proves a

point.

c. Finding the meaning of words or expressions

Almost all readers encounter words that are unfamiliar to them but find

that the meanings of these words are apparent by how they are used in the

passage. The context, the information in surrounding words and sentences, can

give clues to the meaning of word. Furthermore, how the word is used, its part

of speech, sometimes supplies the clue to its meaning.


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d. Making Inference

This means making use of syntactic, logical, and cultural clues to discover

the meaning of unknown elements (Grellet, 1996: 14). In making inference the

reader should make the connection between what the author says and what the

author wants the reader to understand.

e. Paraphrasing

Spears (2000: 12) assumes paraphrasing is putting someone else’s words

into the writer’s own words, or restating the ideas without changing their

meaning. paraphrasing can be reached through substituting synonyms for a key

word or word in original, changing the order of the ideas within sentences, or

combining ideas whenever it is possible.

f. Mentioning reference

All texts have some elements that refer to something else for

interpretation. These elements are not directly semantically interpreted but rely

on reference to something else for semantic interpretation. Bloor (1995: 94)

says that reference can be cohesive when two or more expressions in the text

refer to the same person, thing, or idea. An essential characteristic of cohesive

reference is that, on the second and subsequent mention, the person or thing

referred to is not named but is indicated by means of a pronoun, demonstrative,

or comparative.

Brown (2004: 187-188) also states that skills of reading comprehension can

be divided into micro skills and macro skills.

a. Micro Skills of Reading Comprehension

1) Discriminate among the distinctive graphemes and orthographic patterns of

English.

2) Retain chunks of language of different lengths in short-term memory.

3) Process writing at an efficient rate of speed to suit the purpose.

4) Recognize a core of words, and interpret word order patterns and their

significance.

5) Recognize grammatical word classes (nouns, verbs, etc.), systems (e.g.,

tense, agreement, pluralization), patterns, rules, and elliptical forms.


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6) Recognize that a particular meaning may be expressed in different

grammatical forms.

7) Recognize cohesive devices in written discourse and their role in signaling

the relationship between and among clauses.

b. Macro Skills of Reading Comprehension

1) Recognize the rhetorical forms of written discourse and their significance

for interpretation.

2) Recognize the communicative functions of written texts, according to form

and purpose.

3) Infer context that is not explicit by using background knowledge.

4) From described events, ideas, etc., infer links and detect such relations as

main generalization, and exemplification.

5) Distinguish between literal and implied meanings.

6) Detect culturally specific references and interpret them in a context of the

appropriate cultural schemata.

7) Develop and use a battery of reading strategies, such as scanning and

skimming, detecting discourse markers, guessing the meaning of words

from context, and activating schemata for the interpretation of texts.

4. The Levels of Reading Comprehension

Crawford (2000: 38) states that there are three different levels of thinking

which are applied to reading comprehension, namely literal comprehension,

inferential comprehension, and critical comprehension.

a. Literal Comprehension

It deals with noting and relating details, looking for context clues,

identifying text patterns and development. At this level, students should

distinguish relevant from irrelevant points, use clues to understand meaning of

words, find the fact, find the general information, and guess the meaning of

unfamiliar words.


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a. Inferential Comprehension

Inferential comprehension refers to drawing conclusion and predicting

outcome based on information in the text, for instance, guessing motivation of

a character in a text who uses dialogue or description, generalizing ideas which

is presented in the text, identifying the main idea, identifying the title, the

purpose of the text, and getting the implicit information.

b. Critical Comprehension

It deals with distinguishing facts from opinions and evaluating tone,

implications, and propaganda tools, for example, questioning claims which are

made by the author, analyzing, evaluating, expressing opinions about ideas in

the text, interpreting the meaning based on the context, and finally making

judgment.

5. Reading Strategies

Brown (2004: 188-189) mentions some principle strategies for reading

comprehension as follows:

a. Identify your purpose in reading text.

b. Apply spelling rules and conventions for bottom-up decoding.

c. Use lexical analysis (prefixes, roots, suffixes, etc.) to determine meaning.

d. Guess at meaning (of words, idioms, etc.) when you are not certain.

e. Skim the text for the gist and for main ideas.

f. Scan the text for specific information (names, dates, key words).

g. Use silent reading techniques for rapid processing.

h. Use marginal notes, outlines, charts, or semantic maps for understanding and

retaining information.

i. Distinguish between literal and implied meanings.

j. Capitalize on discourse markers to process relationships.

Aebersold and Field (1997: 16) also list what successful readers do,

consciously or unconsciously, that enables them to comprehend the text well.

Below is the list:


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a. Recognize words quickly

b. Use text features (subheadings, transitions, etc.)

c. Use title(s) to infer what information might follow

d. Use world knowledge

e. Analyze unfamiliar words

f. Identify the grammatical functions of words

g. Read for meaning, concentrate on constructing meaning

h. Guess about the meaning of the text

i. Evaluate guesses and try new guesses if necessary

j. Monitor comprehension

k. Keep the purpose for reading the text in mind

l. Adjust strategies to the purpose for reading

m. Identify or infer main ideas

n. Understand the relationships between the parts of a text

o. Distinguish main ideas from minor ideas

p. Tolerate ambiguity in a text (at least temporarily)

q. Paraphrase

r. Use context to build meaning and aid comprehension

s. Continue reading even when unsuccessful, at least for a while

Based on the theory above, generally, it can be concluded that reading

comprehension is the active process of understanding of written text by

simultaneously extracting and constructing meaning through some

comprehension skills such as finding the main idea and specific information of

the text, finding the reference and the meaning of words or expressions within

the text, and making inferences from the text in which the reader uses code,

context analysis, prior knowledge, and vocabulary along with strategies through

interaction and involvement with the written language. Hence, it can be seen

from the concept above that reading comprehension consists of several

indicators as follows:


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a. finding the main idea of text,

b. finding explicit information from text,

c. finding implicit information from text,

d. finding the reference in text,

e. finding the meaning of words or expressions in text,

B. The Nature of Translation

1. The Definition of Translation

A lot of definitions about translation seem to be proposed by some experts

for centuries. Different writers define translation in different ways but almost in

the same idea. Catford (1969: 20) believes that translation is the replacement of

textual material in one language or source language (SL) by equivalent textual

material in another language (TL). Likewise, Nida (1969: 12) assumes that

translation refers to 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 line with Catford and Nida, McGuire (1980: 2) emphasizes that

translation is the rendering of a source language (SL) text into the target

language (TL) so as to ensure that (1) the surface meaning of the two will be

approximately similar and (2) the structures of the SL will be preserved as

closely as possible but not so closely that the TL structures will be seriously

distorted.

Similarly, Newmark (1981: 7) states, “Translation is a craft consisting in the

attempt to replace a written message and/ or statement in one language by the

same message and/ or statement in another language.”

All of those ideas are supported by Bell (1991: 5) who defines translation as

the expression in another language (or target language) of what has been

expressed in one language (or source language) preserving semantic and stylistic

equivalence.


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Based on the ideas above, it can be concluded that translation is a process of

replacing or reproducing or transferring from the source language (SL) text or

material or concept as messages into its target language (TL) equivalent in such

a way that the meaning and style can be retained.

In addition to its usual definition in transferring meanings and conveying

messages, translation can also be viewed as a strategy for learning foreign

languages. Oxford (in Liao, 2006: 192) defines translating as ‘converting the

target language expression into the native language (at various levels, from

words and phrases all the way up to whole texts); or converting the native

language into the target language’. Likewise, Chamot (in Liao, 2006: 192)

describes the translation strategy as ‘using the first language as a base for

understanding and/or producing the second language’.

Meanwhile, the definition of translation in the present study refers to using

one language as a basis for understanding, remembering, or producing another

language, both at the lexical level and the syntactic level, and also in either

direction from the target or the source language into the other language.

2. The Types of Translation

Translation can be presented in many forms which depend upon the types of

translation that is being done. Catford (in Sabrony, 1988: 1.12) divides

translation into three distinctive types, namely:

a. Full Translation versus Partial Translation

The distinction between full and partial translation relates to the extent of

source language text which is submitted to the translation process.

In a full translation the entire text is submitted to the translation process, that is,

every part of the source language is replaced by target language text material,

for example:

Indonesian: English:

Mereka akan pergi ke sana. They will go there.


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In a partial translation, however, some parts of the SL text are left

untranslated. They are simply transferred to and incorporated in the TL text,

either because they are regarded as ‘untranslatable’ or for the deliberate

purpose of introducing ‘local colour’ into the TL text or even because they are

very common and frequently used that translation is not needed, for example:

English: Indonesian:

I like hamburger. Saya suka hamburger.


Ibu membuat rujak cingur. Mother made rujak cingur.

b. Total Translation versus Restricted Translation

The difference between total and restricted translation relates to the levels

of language involved in translation. In total translation SL grammar and lexis

are replaced by equivalent TL grammar and lexies, for instance:

The child has slept for three hours

Anak itu telah tidur selama tiga jam

Restricted translation at the grammatical and lexical levels means,

respectively, replacement of SL grammar by equivalent TL grammar, but with

no replacement of lexis, and replacement of SL lexis by equivalent TL lexis but

with no replacement of grammar, for instance:

Replacement of grammar:

Anak itu / telah tidur / selama / tiga jam

Noun Det / Aux Verb / prep / Det Noun (Indonesian)

Det Noun / Aux Verb3 / prep / Det Noun (English)

Replacement of lexis:

Anak itu / telah tidur / selama / tiga jam.

Child that / already sleep / for / three hour.


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c. Rank of Translation

This type relates to the rank in grammatical hierarchy at which translation

equivalent is established. This rank can be in the form of:

1) word to word translation,

2) group to group translation,

3) sentence to sentence translation,

4) paragraph to paragraph translation,

5) discourse to discourse translation.

In this type of translation, lexical and grammatical adjustments should be

applied to achieve equivalent in term of meaning.

Jacobson (in Sabrony, 1988: 1.14), then, distinguishes three types of

translation as follows:

a. Intralingual translation or rewording

It is an interpretation of verbal signs of other signs in the same language,

e.g. paraphrasing.

b. Interlingual translation or translation proper

It is an interpretation of verbal signs by means of some other language, e.g.

the replacement of SL text into the TL equivalent.

c. Intersemiotic translation or transmutation

It is an interpretation of verbal signs by means of sign system, e.g. from

verbal art into music, dance, cinema, or painting.

Savory (in Sabrony, 1988: 1.14) further categorizes interlingual translation or

translation proper into four types, namely:

a. Perfect Translation.

It includes all purely informative statements, such as are encountered by

the traveler or used by the advertiser. For example, at some air terminal there

hang notice boards with the following messages:

IMPORTANT

Please ensure that your baggage is correct before leaving the air

terminus.


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translated:

PERHATIAN

Silahkan periksa barang-barang anda sebelum meninggalkan pelabuhan

udara!

The messages are not word for word identically phrased, but all contain

advice of identical meaning. It may be assumed that an Englishman or an

Indonesian takes away exactly the same impressions, and that they all usually

react in the same way and possibly with the same sensations.

b. Adequate Translation

Into this second category fall the very large number of almost

characterless translations made for the general reader who may use them

without giving a thought to the fact that what he is reading was not originally

written in his own language, for examples English pop novels translated into

Indonesian. In this kind of translation, the translator may omit words and

sentences, or he/she may paraphrase the original meaning, which he finds

obscure.

c. Composite translation

This includes the translation of prose into prose, of poetry into prose, and

of poetry into poetry.

e.g. Laki-Laki Tua dan Laut translated by Sapardi Djoko Damono from the Old

Man and the Sea by Ernest Hemingway.

d. The translation of all learned, scientific, and technical matter

Scientific and technical translating has certain characteristics among

others:

1) These translations are made solely because of the intrinsic importance of

the original work, an importance that is strictly confined to the practical

business of living. For example, R.C. Punnett’s Mendelism was translated

into Japanese only because the Japanese needed to know the principles of

heredity.

2) The translator shall have a reasonable knowledge of the science or

technique about which the original was written. This will help the translator


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maintain accuracy, clearness, and precision of the concepts. To translate an

English text on disease you should have a medical background otherwise

your translation will be misleading.

Larson (1984:15) also classifies translation into some types such as:

a. Form-Based Translation

Form-based translation is an attempt to follow the form of the source

language and it is widely known as literal translation. An interlinear translation

is a completely literal translation. For some purpose, it is used to reproduce the

linguistic feature of the source text, as in a linguistic study of that language.

The literal translations can be understood if the two languages are related.

Most translators who tend to translate literally actually make a partially modifies

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

structure in the receptor language, but the lexical items are translated literally.

b. Meaning-based Translation

Meaning-based translation makes every effort to communicate the

meaning of the source language text in the natural forms of the receptor

language. This translation is called idiomatic or free translation. Idiomatic

translation uses the natural forms of the receptor language in the grammatical

constructions and in the choices of lexical items. A truly idiomatic translation

does not sound like a translation. It sounds like it was written originally in the

receptor language.

3. Units of Translation

According to Catford (in Pederson, 1988: 24) translation equivalence deals

with the level at which the equivalence should be established, for example what

units one should choose. Thus, in his theory of meaning, he argues that meaning

in a text can be analyzed at many different levels or units. He further explains

that translation equivalence can be set up, more or less arbitrarily, at any of the

five ranks of Firth’s and Halliday’s grammatical analysis: sentence, clause,

phrase, group, or word. In other words, there are the meanings of the individual


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words, of the phrases, and of clauses that constitute the sentence; there are the

meanings of the individual sentences that constitute a passage, and there is the

meaning of the passage as a whole. He further argues that below the level of the

sentence, equivalence of meaning between two languages cannot be established

at the same level: a word in one language may require a phrase in the other, a

clause in one language may require only a phrase in the other. It is only at the

sentence level that the meaning of a source-language unit (the sentence) may be

entirely captured in an equivalent target language unit (another sentence).

However, if one attaches importance to a target language-orientated structuring

of the translation, sentence unit may be still small that one must base one’s

translation on the paragraph or an even larger unit like discourse.

Sabrony (1988: 1.3-1.4) states that translation equivalence can be in the

rank of word for word, phrase for phrase, sentence for sentence, and so on. Look

at the example below:

1) rumah sakit = hospital

2) perawat rumah sakit = hospital attendant

3) Saudara perempuanku perawat. = My sister is a hospital attendant.

It seems easier to get Indonesian equivalent of English words in isolation,

but when it comes to phrases and sentences then your knowledge of grammar

plays an important role. You can see from the examples above that the English

adjunct comes before the noun while the Indonesian adjunct comes after it. You

can also see that to be and indefinite article ‘a’ are dropped and not translated in

order to obtain accepted Indonesian translation equivalent.

Since words sometimes have more than one meaning, their translation can

be a problem unless they are used in context in the form of phrase, sentence or

even paragraph, for instance:

plane….? (The single word denotes several meanings.)

a new plane….? (It still denotes some meanings.)

The carpenter has a new plane….? (It also denotes some meanings.)

The carpenter has a new plane to make the wood smooth. (It can be

determined that ‘plane’ means pengetam.)


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A word used in the idiomatic phrases would puzzle you even more, for example:

cat…. = kucing

to bell the cat…. = melakukan sesuatu yang berbahaya

to let the cat out of the bag = membuka rahasia

a cat and dog life = hidup yang penuh pertengkaran

to rain cats and dogs = hujan sangat lebat

When the cat is away, the mice will play. = bebas sekali kalau tak ada majikan

di rumah.

In the examples above the word ‘cat’, ‘dog’, and ‘mice’ are not used

literally and so their Indonesian equivalents ‘kucing’, ‘anjing’, and ‘tikus’

respectively are not present in the translation results.

There is ordinary no full equivalence through translation. Even apparent

synonymy does not yield equivalence. All poetic art is therefore technically

untranslatable. Translation involves far more than the replacement of lexical and

grammatical items between languages as can be seen in the translation of the

idiom above. The process may involve discarding the basic linguistic elements

of the SL text. It may also involve adjusting the lexical and/or the grammatical

elements. Translation is the transfer of meaning. Words are a vehicle of

communication and express meanings. The rules of grammar govern the

manipulation of words and certain principles determine the use of vocabulary

items. The understanding of these which is often intuitive is necessary in order

to carry out a transfer of the content of a message from one language (source

language) to another language (target language).

4. Translation Equivalence

In his description of translation equivalence, Popovic (in McGuire, 1991:

25) distinguishes equivalence in translation into four types:

a. Linguistic equivalence, where there is homogeneity on the linguistic level of

both source language and target language texts, for example word for word

translation.


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b. Paradigmatic equivalence, where there is equivalence of the elements of

paradigmatic expressive axis, for example elements of grammar, which are

seen as being a higher category than lexical equivalence.

c. Stylistic (translational) equivalence, where there is functional equivalence of

elements in both original and translation aiming at an expressive identity with

an invariant of identical meaning.

d. Textual (syntagmatic) equivalence, where there is equivalence of the

syntagmatic structuring of a text, for example equivalence of form and shape.

5. The Process of Translation

Translation is considered as a process. It is always performed in a given

direction from a source language (SL) into a target language (TL). This process

is not simpy translating each word or phrase in the TL, but is looking for the

equivalence of meaning or message in the SL to be transferred into the LT. Nida

(1975: 80) states that the process of translation consists of three steps, namely:

a. Analysis of Source Language Text

The translator first analyzes the messages of the SL into its simplest and

structurally clearest forms. In this case, the translator should pay attention on the

title, words, phrases, clauses, paragraphs, idioms, and so forth to get messages

from the whole text. In this step, the translator may read the text repeatedly.

b. The transfer of Message

What has been analyzed by the translator is then processed to be transferred

into another language. This process of transfer from the source language into the

target language takes places in the translator’s brain.

c. Restructuring

The aim of restructuring is to get the final acceptable message in the target

language. There are two ways to find out the appropriate message from the SL

into the TL, namely: (1) decomposition, in which the translator should try to

find the substance message of the SL text, (2) recomposition, in which the

translator can translate the text freely with his or her own words or sentences in


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order to provide the most appropriate and natural translation in the TL. In

short, the steps of the process include:

a. understanding the meaning or messages of the text in the SL,

b. looking for an equivalent meaning or message in the TL,

c. restructuring this equivalent meaning or message in the LT into an accepted

form of the text in the TL.

The stages of the translation process above can be illustrated as follows:

Figure 2.1. The Stages of Translation Process

6. The Kinds of Meaning Used in Translation

Every language has its own system. One language may have distinct system

from another language, for instance, English which has different language

system from Bahasa Indonesia. The difference should be taken into account in

order to reach appropriate translation. During the translation from English into

Indonesian or vice versa, linguistic matter such as word arrangement, sentence

pattern, kinds of words, suffixes, and so forth will be merely found.

Additionally, in regard with transferring messages which involves languages

which form exists in different circumstances, the exact meaning should not be

changed, and thus meaning becomes great consideration in translation for the

Text

SL

Meaning/message

SL

Text

TL

Meaning/message

TL

restructuring

Transfer(Internalprocess)


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sake of providing the most natural and appropriate translation. According to

Sabrony (1988: 4.12-4.14), there are different kinds of meaning in language as

follows:

a. Lexical Meaning

Lexical meaning is the meaning which is defined in the dictionary, for

example:


arm lengan

cave gua

b. Grammatical Meaning

It is the meaning which is determined by word order (syntax) and word

forms (morphology), for instance:


car factory pabrik mobil

factory car mobil pabrik

(1) Ali goes to Surabaya by train.

(2) Ali went to Surabaya by train.

(3) Ali will go to Surabaya by train.

In sentence (1) it is habitual; in sentence (2) the action happens in the past;

in sentence (3) the action will be done in the future.

c. Textual Meaning

Textual meaning is the meaning of the words/phrases which depends on

the text, for instance, the word ‘counting’ in ‘The child is counting his money.’

simply means “menghitung”, whereas in ‘There were ten of us, counting the

children.’ means “termasuk”.

d. Situational Meaning

It is the meaning of a word or phrases which depends on the situation in

which the words or phrases are used, for example:

English: Indonesian

Fire! Kebakaran! (It is used when we see buildings burning.)


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Fire? Perlu korek api? (It is when we offer fire to light up a

cigarette.)

Fire. Tembak! (it is used when we want to start to shoot

a certain target.)

In this case, it can be seen that the different situations determine the

meaning of the same words.

e. Socio-cultural Meaning

It is the meaning of the text which is determined by the socio-cultural

concepts. It is related to the social and cultural background of the language

users, for example:

B, a friend of A is passing A’s house.

A: “Hai, (1) mau kemana?”

B: “Mau ke toko itu, sedang apa?”

A: “Berkebun. (2) Mari mampir.”

B: “Terima kasih. Sudah siang. (3) Lain kali ya.”

The conversation is very common in Indonesia. The underlined

expressions solely serve as social formulas. The first one is a greeting when

you meet a friend, the second one, the invitation to drop in, is just a social

formula to show friendliness. The last one, the promise to visit next time, is

just a friendly response.

7. Principles of Translation

Translation consists of some principles which enable the translator to reach

the most appropriate and natural translation. Below are three basic principles of

translation which are set up by Tytler (in Bassnet and Guire, 1991:63):

a. The translation should give a complete transcript of the idea of the original

work.

b. The style and manner of writing should be of the same character with that of

the original.

c. The translation should have all the ease of the original composition.


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Meanwhile, Duff (1996: 10) explains some general principles which are

relevant to all translation as follows:

a. Meaning

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

Nothing should be arbitrarily added or removed, though occasionally part of

the meaning can be ‘transposed’.

b. Form

The ordering of words and ideas in the translation should match the

original as closely as possible. But differences in languages structure often

require changes in the form and order of words.

c. Register

Languages often differ greatly in their levels of formality in a given

context. To resolve these differences, the translator must distinguish between

formal or fixed expression and personal expressions.

d. Source Language Influence

One of the most frequent criticisms of translation is that ‘it doesn’t sound

natural’. A good way of shaking off the source language influence is to set the

text aside and translate a few sentences aloud, from memory.

e. Style and Clarity

The translator should not change the style of the original. But if the text is

sloppily written, or full of tedious repetitions, the translator may, for the

reader’s sake, correct the defects.

f. Idiom

Idiomatic expressions are notoriously untranslatable. These include

similes, methapors, proverbs, sayings, jargon, slang, colloquialism, and phrasal

verbs.

8. The Skills of Translation

Bialystok (1991: 150) emphasizes that translation is a composite of

communicative and metalinguistic skills—skills that are “translinguistic,” in the


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sense that they are not particular to any one language. The ability to grasp the

meaning of an utterance and to convey that meaning to another person is

certainly a communicative skill; this is true whether the conveying of meaning is

within a language or across languages. The evaluation of the target-language

sentence, both in terms of the meaning it conveys and the sentence structure in

which that meaning is embedded, requires the ability to recognize language as a

tool and as a rule-governed system. The translator must evaluate his or her use of

the tool, that is, whether he or she has successfully conveyed the message, and

his or her abidance by the rules of the target-language system, that is, whether he

or she has embedded the meaning in a correct sentence structure. It is this

necessity to reflect on language and language use across two languages that

makes translation a metalinguistic skill.

Nord (in Hatim and Mason, 1997: 204) lists transfer competence and factual

and research competence. These are, of course, important components of the

translator’s set of skills. Whereas, Hewson (in Hatim and Mason, 1997: 204)

proposes linguistic competence and cultural competence as the translator’s

skills. Bachman (in Hatim and Mason, 1997: 205) identifies three broad

categories of knowledge and skills, namely: organizational competence

(including grammatical and textual competence); pragmatic competence

(including illocutionary competence and sociolinguistic competence); strategic

competence (judging relevance, effectiveness and efficiency; forming plans for

the achievement of communicative goals). Since translation is the transfer of

meaning through a process, the set of translator abilities can be drawn in a three-

stage process as follows:

Table 2.1. Translation Skills

source textPROCESSING SKILLS TRANSFER SKILLS

target textPROCESSING SKILLS

Recognizing intertextuality(genre/discourse/text)

Strategic re-negotiation byadjusting:

Establishing intertextuality(genre/discourse/text)


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Locating situationality(register, etc.)

effectivenessefficiencyrelevance

Establishing situationality(register, etc.)

Inferring intentionality Creating intentionality

Organizing texture (lexicalchoice, syntacticarrangement, cohesion,and structure)

to:audience design task (brief,initiator, etc.)

Organizing texture (lexicalchoice, syntacticarrangement, cohesion, andstructure)

Judging informativity(static/ dynamic)

In fulfillment of a:Rhetorical purpose (plan,goal)

Balancing informativity(static/ dynamic)

in terms of estimatedimpact on: source textreadership

in terms of estimated impacton: target text readership

Transfer skills will have been determined during source text processing and

will, in turn, determine target text processing. Each skill interacts with each other

skill.

9. Translation Procedures

Translation procedures are the technical devices used to transfer the

meaning of a text in one language into a text in another language. They involve

essentially adding structural or lexical elements to those present in the source

language or subtracting from them; eliminating elements that are obligatory in

the source language but unnecessary in the target language or with no

counterpart there, and where disparity between the two media goes beyond

language patterns, adapting the content of the message so that the target

language text will come as close as possible to the intent of the source language

text and create a similar impact. Below is the example of these procedures:

Harry

Harry

-

does

tidak

not

merokok

smoke(adding)


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-

It’s

perlu

necessary

diketahui

to know

bahwa….

that….

Saya

I

mau

want

-

to

melihat

see

jaran kepang

jaran kepang

From the example above, the change from source language into target

language calls for addition, subtraction, adaptation, and untranslatableness.

Pinchuck (in Sabrony, 1988: 1.35) further states that the procedures of

translation can be in the form of:

a. Transcription

This means rendering the sounds of an SL into a TL form, for instance:


Ahmad Ahmed

Orang hutan Orangutan

b. Transliteration

This is the process of rendering the letters of one alphabet into the letters

of another with a different alphabetical system, for example, from Arabic into

Latin. However, no transliteration takes place between Indonesian and English

since both use the Latin alphabets.

c. Borrowing

A lot of types of borrowing are made from one language to another. A

procedure which is often used when the TL has no equivalent for the SL units

is to adopt them without change but sometimes with spelling or pronunciation

adjustments. The examples are below:


durian durian

sandal sandal

Saya

I

kembali

returned

ke

-

rumah

home

(adding + adapting)

(substracting+

untranslatable)

(substracting)


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memo memo

taxi taksi

d. Literal

This is one-to-one structural and conceptual correspondence. It may

include borrowings and word-to-word translation, for example:


5 buku 5 books

Mary telah datang. Mary has come.

e. Transposition

It involves replacing a grammatical structure in the SL with one of a

different type in the TL in order to achieve the same effect, for instance:


Perlu diketahui bahwa…… You should know that……


I would have come if I had known. Saya tentu datang kalau tahu. Sayang,

saya tidak tahu maka tidak datang

f. Modulation

Modulation entails a change in lexical elements, a shift in the point of

view. Transposition and modulation may take place at the same time, for

instance:


g. Adaptation

It involves modifying the concept, or using a situation analogous to the SL

situation though not identical to it.


When I told him I won a prize at a

lottery he called me lucky dog.

Sewaktu kukatakan kepadanya

bahwa aku menang lotere dia

menyebutku orang yang beruntung.

Time is money. Waktu itu sangat berharga.


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10. Translation Viewed as an Aspect Supporting Students’ Reading

Comprehension

How translation helps students learn language which also includes reading

as the skill is also investigated by some researchers. Naiman, et al. (in Liao,

2006: 192) believe that one of the strategies often used by language learners is

to ‘refer back to their native language(s) judiciously (translate into L1) and

make effective cross-lingual comparisons at different stages of language

learning’. Liao (2006: 191) further says, “Translation is widely used in

learners’ foreign language learning process. It appears that learners often use

translation as a learning strategy to comprehend, remember, and produce a

foreign language.”

Hsieh (in Liao, 2006: 195) also states that translation benefits students’

English reading in terms of enhancing their reading comprehension, reading

strategies, vocabulary learning, and cultural background knowledge. It helps

them pay attention to the coherence and contextualization of English reading

text. Additionally, translation seems to play an important facilitative role in

college students’ reading process. They tend to consider translation as a

positive learning resource for them to comprehend, memorize, and produce

better English in order to acquire reading skill, and to complete various English

reading comprehension tasks. ). Liao (2006: 195) also emphasizes that

translation can help students to check whether their comprehension is correct

and it eases memory constraints in memorizing more words, idioms, grammar,

and sentence structures; and it can also help students develop and express ideas

in another language. In addition, through translation in which the new words

are being linked to its native language equivalent, students can learn new

vocabulary to enhance their reading comprehension which usually deals with a

lot of new vocabulary in the text as Deller and Rinvolucri (2002: 10) believe

that new items of English vocabulary can be introduced in a clear and defined

way, with students learning where a word is the same or different in their


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mother tongue. They further add that English grammar can be better

understood by looking into the mother tongue grammar mirror.

Duff (1996: 6) explains that translation helps us to understand better the

influence of the one language on the other, and to correct errors of habit that

creep in unnoticed (such as the misuse of particular words or structures).

Moreover, translation develops three qualities to all language learning such as

accuracy, clarity, and flexibility. Translation trains the learners to search

(flexibility) for the most appropriate words (accuracy) to convey what is meant

(clarity). This combination of freedom and constraint allows the students to

contribute their own thoughts to a discussion which has a clear focus—the

text.”

Finally, translation covers all textual elements. When translating a text,

students come into contact with all the main ideas and specific details of a

reading passage. Mahmoud (2003) explains that translation can improve

comprehension since it encourages the students to read a passage carefully and

precisely at the word, sentence, and text levels. Translation also builds

students’ awareness of genre and register in certain text so that it can help

learners become familiar with different features of literary, scientific, and

technical texts.

Based on the ideas above, it can be concluded that translation is a process of

replacing or reproducing or transferring from the source language (SL) text or

material or concept as messages into its target language (TL) equivalence in the

form of coherence, lexical equivalent, grammatical adjustment, register and

culture equivalent through translation procedures such as addition, subtraction or

omission, adaptation or shift, and untranslatableness so that the meaning and

style can be retained. Thus, it can be said that translation ability is indicated by

coherence, lexical equivalent, grammatical adjustment, register and culture

equivalent, and additions, omission, and shifts equivalent. Hence, the translation

is assessed based on translation assessment rubric from Khanmohammad and

Osanloo (2009: 131-153) as follows:


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Table 2.2. Translation Assessment Rubric

ScoreRange

Description

Accuracy (Coherence)

25-30 No identifiable problems of comprehension; original message has been conveyedcompletely to TL readers; no omissions or additions to information

21-24 Virtually no problems of comprehension except with the most highly specializedvocabulary with no influence on TL readers’understanding; some partialomissions and additions

16-20 Information is conveyed to TL readers with some difficulty due to translatormisunderstanding of some parts of original message; apparent omissions andadditions

11-15 Poor expression of ideas; numerous serious problems in understanding STinterfere with communication of original message; difficult to understand TT

1-10 Severe problems interfere greatly with communication of original message; TLreader can’t understand what original writer was trying to say

Lexical Equivalent

20-25 All lexical and syntactic elements have been understood; precise vocabularyusage; words have been chosen so skillfully that the work reads like a goodpublishable version

15-19 Full comprehension and good usage of a wide range of vocabulary and structures;specialized vocabulary presents some problems with unsuitable equivalents

10-14 General comprehension of a fair range of vocabulary although some gapsobserved; some vocabulary misused; some evidence of plausible attempts to workaround difficulties of finding equivalents, perception, wordplay and otherlinguistic features

5-9 Comprehension of vocabulary and structures show quite noticeable gaps whichobscure sense; problems in finding correct vocabularies; unable to cope withspecialized vocabulary

1-4 Inappropriate use of vocabularies; comprehension of original seriously impededeven with fairly everyday vocabulary and structures; translation as a whole makeslittle sense

Register and Culture Equivalent

17-20 Good sensitivity to nuances of meaning, register are preciselyand sensitivelycaptured; there is a sophisticated awareness of the cultural context; translationshows a sophisticated command of TL lexis, syntax, and register

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

9-12 There is a lack of sustained attention to nuances of meaning, register, and culturalcontext; no awareness of register; TL lexis, syntax, and register are not alwaysappropriate

4-8 There is scant attention to nuances of meaning, register, and cultural context;there are serious to severe shortcomings in the use of appropriate lexis, syntax,and register

1-3 There is no appreciable understanding of nuances of meaning, register, andcultural context; no concept of register or sentence variety

Grammar


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13-15 Gives the feeling that the translation needs no improvement from grammaticaland stylistic points though one or two natural failings might be observed; native-like fluency in grammar

10-12 Shows flair for stylistic manipulation of TL items as if text were written in TLoriginally except where the language is placed under severe pressure ofcomprehension; maintains advanced proficiency in grammar; some grammaticalproblems but with no influence on message

7-9 Tends to have awkward grammatical usage in TL and literality of renderingthough but not impeding sense in a significant manner; some attempts to reflectstylistic features of the original; some grammatical problems are apparent andhave negative effects on communication

4-6 Clumsy TL; often nonsensical grammatical usages in TL; unnatural sounding;little attempt to reflect stylistic features of the original; there is evidence of cleardifficulties in following style; grammatical review of some areas is clearly needed

1-3 Little sense of style which often makes poor sense in TL; knowledge of grammaris inadequate; use of TL grammar is inadequate; severe grammatical problemsinterfere greatly with message

Additions, Omissions, Shifts and Inventing Equivalents

9-10 Correct use of relative clauses, verb forms; use of parallel structure; creativeinventions and skillful solutions to equivalents; no fragment or run-on sentence

7-8 Almost all shifts appear with partial trespass, attempts variety; some inventionsfor not available equivalents in TL; no fragment or run-on sentence

5-6 Some shifts but not consistency; awkward and odd structure; only few run-onsentences or fragments present

3-4 Lacks variety of structure due to not preserving necessary shifts except for fewcases; little or no evidence of invention in equivalents

1-2 Unintelligible sentence structure due to completely ignoring necessary shifts; noskillful handling of equivalents; no trace of invention

C. The Nature of Habit of Watching English Movies

1. The Definition of Movies

Due to the improvement in technology of entertainment media, movies

have been widespread around the world significantly and easily accepted by

people from a lot of distinct backgrounds. Movie, which is commonly called

film can be watched at the cinema, on the internet, through CD/ DVD players,

and even on television. According to Bayu and Gora (2004: 1), “Film is a

series of story that needs images and sounds as the media with the filmic

language and it needs a long time to convey it. Film is made by someone who

is called filmmaker. Similarly, Allen and Gomery (1993: 158) state film or

movie consists of images and sounds, theme and story, and the theme comes


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from social environment such as social phenomena, social interest, and cultural

value.

Douglass and Harnden (1996: 252) state that film, as moving images, is a

visual language. They further emphasize that film is made of visual or images

sequences as a symbolic language which has meaning inside of each image

which is presented. Film also involves world, characters, and meaning.

Sometimes images speak by using sounds, written words, and only the images

themselves. Likewise, Bordwell and Thompson (1997: 316) believe that movie

is “synchronization of senses”—making a single rhythm or expressive quality

unify both image and sound.

Hence, movie can be defined as a sequence of story which is built through

the synchronization of images and sound as the language in which the theme of

the story which is primarily undergone by the characters comes from social

environment such as social phenomena, social interest, and cultural value.

2. Types of Movies

Bordwell and Thompson (1997: 43-51) classify films into several types as

follows:

a. Documentary

A documentary film purports to present factual information about the

world outside the film. This in turn leads the audience to assume that the

persons, places, and events exist and that the information presented about

them is factually trustworthy. Bordwell and Thompson (1997: 44) then divide

documentary films into the compilation film and direct-cinema documentary.

The former type refers to a film which is produced by assembling images

from archival sources. The later type characteristically records an ongoing

event “as it happens,” with minimal interference by the filmmaker.

b. Fiction

Fictional films are typically contrasted with documentary ones. A

fictional film presents imaginary beings, places, or events. However,


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sometimes, it is not completely unrelated to actuality. Through theme,

subject, characterization, and other means, a fictional film can directly or

abliquely present ideas about the world outside the film.

c. Mixtures and Hybrids

A film may fuse dosumentary and fiction in other ways. This kind of film

belongs to mixture and hybrid. In this case, the filmmakers have sometimes

sought to blur the lines separating documentary and fiction.

d. Animated Film

Animated films are distinguished from live-action ones by the unusual

kinds of work that are done at the production stage. Animators create a series

of images by shooting one frame at a time. When projected, the images create

illusory motion comparable to that of live-action filmmaking. Anything in the

world—or indeed the universe—that the filmmaker can manipulate can be

animated by means of two-dimensional drawings, three-dimensional objects,

or electronic information stored in a computer.

There are several distinct types of animation. The most familiar is drawn

animation in which the animators drew and photographed long series of

cartoon images. Another type of animation involves cut-outs in which the

filmmakers make flat puppets with movable joints in the form of both two-

dimensional images and three-dimensional objects. Animation can be

combined with other types of filmmaking. For example, some documentaries

contain animation.

e. Experimental and Avant-Garde Film

This kind of film is created to challenge orthodox notions of what a

movie can show and how it can show it. The filmmakers work independently

of the studio system, and often they work alone. Experimental films are made

for many reasons. The filmmaker may wish to express personal experiences

or viewpoints in ways that would seem eccentric in a mainstream context.

They also wish to explore some possibilities of the medium itself. They may

tell no story, but they create poetic reveries. Avant-garde cinema is


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recognizable by its efforts at self-expression or experimentation outside

mainstream cinema.

3. The Nature of Watching Movies

According to Austin (2008) the majority of reasons people go to movies

centre on recreation and entertainment. Other reasons includes passing time,

habit, just because they wanted to, to see a movie they were interested in, to see

a certain actor or actress, educational purposes, had read the book about a movie,

had seen interesting advertising, had heard about the movie from someone else,

to get away from everyday routine, relaxation, and because they were tired of

watching television.

The experience of seeing a film emphasizes the vivid visual presentations in

which images are already fully established, easily identified and easily followed,

even on the elementary levels. Garth (in Stam and Raengo, 2004: 2) states that

film is an unusually strong type of communication process, because the viewer is

willing, even eager to receive what the communicator has to offer. A film is

designated as perceptual, visual, presentational, literal, given to visual images.

Film draws on a combination of visual, aural, and verbal signifiers. After

all, films abound in words, in sound dialogue, intertitles, subtitles, voice-over

narration, credits, and words on sets and props and written texts form the basis

of most films. Film encompasses modes of expression: some, truly languages

(the verbal element), and some languages only in more or less figurative sense

(music, images). Nevertheless, these languages are not all found on the same

plane with respect to cinema: speech and music were annexed at a later time, but

film was born with image discourse.

When watching films, the audiences get emotionally engaged in some

interesting things happen. It is as if a double projection goes on. First, the film is

projected on the screen. Secondly, the spectator projects his or her own life into

the narrative and a possible impact on many levels gets started, where meaning

is created and processed. The empirical examples of spectators’ experiences of


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Individualmeaningmaking

processes

Significance inreal life

movies support the view that narratives in popular forms are extremely attractive

and important in every-day life. In film studies, the process itself deals with

terms which are usually called sujet and fabula to highlight the hugely important

recognition that spectators actively make meaning. We, as audience, create the

fabula in our minds, fleshing out the plot to form the full story on the basis of

cues in the sujet (Bordwell & Thompson, 1997: 234). The film’s sujet and style

interact in the course of cueing and channelling the spectator’s construction of

the fabula. The process of making meaning through movies can be illustrated as

follows:

Figure 2.2. The Process of Making Meaning through Movies

4. The Definition of Habit

Habit has been believed to be a significant factor which contributes to

learners’ success in learning a foreign language. According to Carter (1973:

247), “Habit is an action practiced continuously until it becomes a patterned

behavior, and it is usually performed without conformed unconsciously because

practice has become familiar and easy.

Weiner (1976: 226) assumes that habit is a response that has become

relatively automatic through practice. Additionally, habit is habituated routines

of behavior that are repeated regularly, and then it tends to occur

subconsciously, without directly thinking consciously about them. In line with

Sujet =input

Fabula =construction of story


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Carter and Weiner, Camic (in Hunt, 2010: 70) says that a habit is a “more or less

self-actuating disposition or tendency to engage in a previously adopted or

acquired form of action”. He further states that habitual practices require a

minimum of reflection or deliberation. Thus, they allow efficiency of thought

and action because they occur at a tacit and informal level. Habits are developed

and oriented by a range of sources. Early socialization and experience is a

critical component of habit formation.

The ideas above are supported by Butler (1995: 61) who believes that habits

are automatic routines of behavior that are repeated regularly, without thinking.

Similarly, Verplanken, et al. (1997: 540) also state that habits are commonly

understood as “learned sequences of acts that become automatic responses to

specific situations which may be functional in obtaining certain goals or end

states.” Finally, Knight (2009) defines Habit as an effect of repeated acts and an

aptitude to reproduce them.

In conclusion, habit is automatic routines of behavior that are repeated

regularly, and then it tends to occur subconsciously, without directly thinking

consciously about them so that it may be functional in obtaining certain goals or

end states. Furthermore, in this case, habit of watching English movies can be

defined as automatic routines of watching English movies that are repeated

regularly without directly thinking consciously about them so that it may be

functional in obtaining certain goals or end states.

5. The Aspects of Habit

According to Knight (2009), daily experience shows that the repetition of

actions or reactions produces, if not always an inclination, at least an aptitude to

act or react in the same manner in the form of habitual activity. Like any faculty

or power, habit cannot be known directly in itself, but only indirectly—

retrospectively from the actual processes which have given rise to it, and

prospectively from those which proceed from it. When an attitude, action, or

series of actions result from a well-formed and deep-rooted habit, the following

aspects arise:


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a. Uniformity and regularity succeed diversity and variety; under the same

circumstances and conditions the same action recurs invariably and in the

same manner, unless a special effort is made to inhibit it;

b. Selection takes the place of diffusion; after a number of attempts in which the

energy is scattered in several directions, the proper movements and

adaptations are singled out; the energy now follows a straight line and goes

forth directly toward the expected result;

c. Less stimulus is required to start the process, and, where perhaps resistance

has to be overcome, the slightest cue now suffices to give rise to a complex

action;

d. Difficulty and effort disappear; the elements of the action, every one of which

used to require distinct attention, succeed one another automatically;

e. Where there is merely desire, often difficult to satisfy, or indifference,

perhaps even repugnance, there is now tendency, inclination, or need, and the

unwonted interruption of an habitual action or mode of thinking generally

results in a painful feeling of uneasiness;

f. Instead of the clear and distinct perception of the action in its details, there is

only a vague consciousness of the process in its totality, together with a

feeling of familiarity and naturalness.

In a word, habit is selective, produces quickness of response, causes the

processes to be more regular, more perfect, more rapid and tends to automatism.

The empire of habit is well-nigh unlimited, and that there is no form of human

activity to which it does not extend.

6. The Growth of Habit

Knight (2009) states that habit is acquired by exercise; it differs from the

instincts and other natural predispositions and aptitudes which are innate. In a

series of actions, it begins with the first act, for, if this left no trace whatsoever,

there would be no more reason why it should begin with the second or any


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subsequent act. Yet at this early stage the trace or disposition is too weak to be

called a habit; it must grow and be strengthened by repetition.

The growth of habit is twofold, intensive and extensive, and may be

compared to that of a tree which extends its branches and roots farther and

farther, and at the same time acquires a stronger vitality, can resist more

effectively obstacles to life, and becomes more difficult to uproot. A habit also

ramifies; its influence, restricted at first to one line of action, gradually extends,

making itself felt in a number of other processes. Meanwhile it takes deeper root,

and its intensity increases so that to remove or change it becomes a more and

more arduous task. The main factors in the growth of habit are:

a. the number of repetitions, as every repetition strengthens the disposition left

by previous exercise;

b. their frequency, too long an interval of time allows the disposition to weaken,

whereas too short an interval fails to give sufficient rest, and results in

organic and mental fatigue;

c. their uniformity, at least change must be slow and gradual, new elements

being added little by little;

d. the interest taken in the actions, the desire to succeed, and the attention given;

e. the resulting pleasure or feeling of success which becomes associated with the

idea of the action.

How frequently the actions should be repeated, or how rapidly the

complexity may be increased, will depend not only on actual psychological

factors of interest, attention, and application, but also on the nature of the actions

to be performed and on natural aptitudes and tendencies. Habits decrease or

disappear negatively by abstaining from exercising them, and positively by

acting in an opposite direction, antagonistic to the existing habits.

7. Students’ Habit of Watching English Movies Related to their Reading

Comprehension

Through English movies, students are offered not only a pleasure and

entertainment, but also a unique chance to listen to and see the use of the


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original English dialogue since movies prove that the language is real and they

surely reflect the changes in the language use itself. Nuttall (in Berardo, 2006:

64) emphasizes, “Authentic materials can be motivating because they are proof

that the language is used for real-life purposes by real people.”

When students internalize watching movies as their regular activity or habit,

movies are probably influential aspects in order to support their English

language learning including reading as one of English language skills. Hence,

films can be a tremendously influential and extremely powerful vehicle for

transferring values, ideas, and information which might be beneficial to

students’ reading comprehension. Different cultures are presented not only

verbally but also visually and aurally, as film is a polysemiotic medium that

transfers meaning through several channels, such as picture, dialogue and music.

According to a 2004 study published in The Journal of Biological Psychiatry

(2006), associating symbols with sound, especially in the form of narrative,

plays a large role in the proper development of reading skills. In regard to

reading skill, possible shared processes during watching films include the ability

to sequence events, to make inferences across time and space, to understand

character motives and link them to actions and consequences, and to allocate

attentional resources primarily to central instead of peripheral information.

Furthermore, Qiang and Wolff (2005: 6-7) believe that movies are able to

enrich students’ English vocabulary and help students to pick up idiomatic use

of words and phrases. Oxford (in Rezaee and Shoar, 2010: 27) points out that the

English vocabulary has an extremely important role in reading comprehension.

Research shows that low vocabulary knowledge frequently leads to the

misunderstanding of the content or poor comprehension when reading English

articles (Lin in Rezaee and Shoar, 2010: 27). Students who frequently watch

movies or are familiar with them tend to recall words better and longer than

those who only read ordinary textbooks. English Films also help them to

improve their vocabulary knowledge by making sense of words and expressions

through context which is provided in the form of film setting and situation.


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Additionally, movies are able to activate students’ prior knowledge or

schemata which are important to aid comprehension of English. Bartlett (1932:

45) states that our knowledge and experiences of the world around us also

influence how a text is read or processed, this is known as schema theory.

Schemata has also been described by Widdowson (1983:34) as “…cognitive

constructs which allow for the organization of information in the long term

memory…”. It further operates actively and constructively, with our knowledge

of the world being a continuous process that upon receiving new information

interprets it on the basis of what is already known. Good readers have an idea of

what is normal (linguistically and conceptually) and of how the world works,

therefore when reading they make use of existing schemata and then modify

them with any new information.

Mayer (in Sakar 2001: 25) also explains how learning from verbal and

visual input such as movies takes place. Based on active processing assumption,

humans are actively involved in the construction of knowledge using cognitive

processes such as selecting relevant information, organizing and integrating it

with existing knowledge. Thus, when verbal and visual input is provided through

a multimedia presentation, the learner selects relevant words and images and

organizes them separately into verbal and pictorial models where connections

among selected words and images are established to form a coherent mental

structure. The two models are supposed to complement each other. Learning

takes place when the learner establishes connections between the corresponding

portions of the verbal and visual model with the help of prior knowledge, hence

integrating these two models in the working memory. Hence, the addition of

movies increases the probability of accurate recall for information.

According to Greenall & Swan (in Alemi and Ebadi, 2010: 570), movies not

only elicit prior knowledge, but also mobilize existing knowledge which

generally aid reading comprehension. In addition, Zhao (2011: 849-850) states,

“Most movies are rich in linguistic contents and cultural backgrounds aswell. Thus, through the content which is presented in films, students havea big chance to develop naturally a great deal of knowledge which includessome aspects such as knowledge of the world, cultural knowledge, and


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linguistic knowledge. The themes, conversations and actions in moviesmirror the habits, beliefs, and customs of the culture that those all canserve as good introduction about the various cultural characteristics inEnglish-speaking countries. Lack of cultural knowledge is frequently themajor cause of many EFL students’ poor abilities in reading.”

Based on the theory above, it can be concluded that habit of watching English

movies can be defined as automatic routines of watching English movies that are

repeated regularly in certain duration and built in gradual uniformity without

directly thinking consciously about them due to the interest in watching English

movies so that it may bring some effects which can be gradually perceived and

felt. Hence, from the concept above, it can be seen that habit of watching English

movies is indicated by automatism, the repetition, the duration, the uniformity,

interest, and the effect.

D. Rationale

1. The Correlation between Translation Ability and Reading Comprehension

Reading as one of the four skills of English language has always been

regarded as an essential skill in foreign language learning. Reading

comprehension which involves the active process of understanding of written

text must be including a lot of components that support each other to accomplish

the process where each component is influenced by some factors which are,

then, considered playing quite significant roles in determining to what extent the

result of the reading comprehension itself will be.

Translation, viewed from the average of EFL learners’ perspective, becomes

one of the factors which positively affect students’ reading comprehension

whenever the translation is reflected in the form of ability to translate the

languages appropriately since Indonesian students which belong to EFL students

are accustomed to using their own mother tongue, Bahasa Indonesia, in their

everyday lives that these students, throughout the process in their mind, tend to

use translation to facilitate their language learning which involves some skills


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including reading skill for the sake of comprehending the text which they read

and understanding it better.

Translation as a process of transferring from the source language (SL)

material or concept as messages into its target language (TL) equivalent is, then,

considered effective in new vocabulary learning to enhance EFL students’

reading comprehension which usually deals with a lot of new vocabulary in the

text since the new words that the students’ find are being linked to its native

language equivalent in order to be able to reveal the exact meaning of the words.

In other words, it makes the students feel easier to find the meaning of new

words through translation. Moreover, it helps them avoid misleading conception

of the new words which might be strange because the words are rarely heard or

have not been heard at all by the students before. It further helps students pay

attention to the coherence and contextualization of English reading text in regard

to checking whether their comprehension is correct. Since translation ability

includes the capability of appropriately translating message in rank of word,

phrase, sentence, and so forth in a context, it eases students’ memory constraints

in memorizing more words, idioms, grammar, and sentence structures; and

finally, it helps students develop and express ideas in another language.

In conclusion, viewed from the average of EFL learners’ perspective,

translation plays an important and significant role in their reading

comprehension because the adoption of translation has positive effects on

students’ English reading comprehension.

2. The Correlation between Habit of Watching English Movies and Reading

Comprehension

Students’ habit of certain activities also makes a significant contribution to

the students’ reading comprehension. Habit which is habituated routines of

behavior that are repeated regularly surely makes students familiar with some

components of some activity, watching movies for example. It might be

beneficial to their reading comprehension which deals with words in a sequence


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of sentences since movies or films are made of visual or images sequences as a

symbolic language which has meaning inside of each image presented in which

sometimes the images speak by using sounds, and written words. Habit of

watching movies which are spoken in English, then, helps students to be familiar

with aspects which deal with English in which the aspects will be presented in

the form of English written text when it comes to reading class.

Films further include reading comprehension process which involves the

ability to sequence events, to make inferences across time and space, to

understand character motives and link them to actions and consequences, and to

allocate attentional resources primarily to central instead of peripheral

information.

This kind of habit is also able to enrich students’ English vocabulary and

activate their prior knowledge or schemata and cultural knowledge which are

important to aid comprehension of English. Students who frequently watch

movies or are familiar with them tend to recall words better and longer than

those who only read ordinary textbooks. English Films also help them to

improve their vocabulary knowledge by making sense of words and expressions

through context which is provided in the form of film setting and situation.

Habit of watching movies, further, not only elicits prior knowledge or

schemata, but also mobilizes existing knowledge which generally aid

comprehension. Through the content which is presented in films, students have a

big chance to develop naturally a great deal of prior knowledge which includes

some aspects such as knowledge of the world, cultural knowledge, and linguistic

knowledge. It is believed that cultural competence is an integral part of language

competence. Lack of cultural knowledge is frequently the major cause of many

EFL students’ poor abilities in reading. Thus, watching movies frequently will

supply plenty of cultural knowledge which belongs to important aspects for

students to succeed in reading comprehension. Finally, watching English movies

which provide the translation either in their mother tongue or in written version

of the spoken English stimulates students’ translation ability through the process


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of matching between what they hear and the exact meaning from the translation

text.

Hence, instead of merely being an entertaining activity, habit of watching

English movies can be considered as one of certain habits which aid learners’

reading comprehension due to its significant aspects that is transformed into its

content which can be utilized as learning resource for reading activity in an

English class.

3. The Correlation Between Translation Ability and Habit of Watching

English Movies Simultaneously and Reading Comprehension

Because reading comprehension is influenced by a lot of factors, the success

of students’ reading comprehension may depend largely upon those factors.

When the factors, especially the factors which are believed to be able to support

students’ reading comprehension, are built together simultaneously, it is surely

helpful for students to accomplish their reading comprehension more

successfully. Translation ability and habit of watching English movies, which

are considered as some of those factors might support students’ skill in

comprehending text which they read.

Through translation, students are helped to find the meaning of words and

expressions within their context appropriately and they are also accustomed to

accurately positioning those words and expressions based on the system of the

language to which the words and expressions belong. Thus, it helps students

recognize the coherence, cohesion, and contextualization of English reading text.

Simultaneously, habit of watching English movies provide the real context of

English matters so that students will understand better in what circumstance the

words and expressions should be placed. Consequently, students will more

easily and quickly grasp new or unfamiliar vocabulary in their reading text. It

can be said that students’ vocabulary which has been a significant aspect to aid

reading comprehension is appropriately enriched through translation and

watching movies at the same time.


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Additionally, students’ schemata and some kind of knowledge such as

knowledge of the world, cultural knowledge, and linguistic knowledge that are

extremely required in comprehending text are possibly activated and easily

maintained through the practice of translating the contents of message and the

routine of watching English movies. In the process, all kinds of the knowledge

operate actively and constructively the capability of receiving new information

and interpreting it appropriately on the basis of what is already known and

understood as knowledge.

All in all, translation ability and habit of watching English movies will

support each other when they are built together simultaneously in order to make

significant contribution to students’ skill in comprehending text which they read.

E. Hypotheses

Based on the theories and rationale, the hypotheses of the study are

formulated as follows:

1. There is a positive correlation between translation ability and reading


Training and Education Faculty of Sebelas Maret University in the academic

year of 2011/ 2012.

2. There is a positive correlation between habit of watching English movies and

reading comprehension of the fourth semester students of English Education of

Teacher Training and Education Faculty of Sebelas Maret University in the

academic year of 2011/ 2012.

3. There is a positive correlation between translation ability and habit of watching

English movies simultaneously and reading comprehension of the fourth


Faculty of Sebelas Maret University in the academic year of 2011/ 2012.


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CHAPTER III

RESEARCH METHODOLOGY

A. Aim of the Study

The study is conducted to obtain purposes as follows:

1. to find whether or not there is a positive correlation between translation ability

and reading comprehension,

2. to find whether or not there is a positive correlation between habit of watching

English movies and reading comprehension,

3. to find whether or not there is a positive correlation between translation ability

and habit of watching English movies simultaneously and reading

comprehension.

B. Time and Place of the Study

The research was carried out at English Education of Teacher Training and

Education Faculty of Sebelas Maret University. The time of the research is

displayed in the following detailed schedule:

Activities Month (in 2012)

Feb

ruar

y

Mar

ch

Apr

il

May

June

July

Aug

ust

Sept

embe

r

Proposing thesistitle

Consulting thesisproposal

Consulting theinstruments of the

research

54

Table 3.1. Research Schedule


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C. Method of the Study

Research method is a way or procedure to analyze the problem in a research.

In this study, the research method that is used is correlational method. According

to Halonen and Santrock (1999: 20) correlational method is a method which has a

goal of describing the strength of the relation between two or more events or

characteristics. In other words, correlational study is an investigation of the

relationship between two or more variables without any attempt to manipulate the

variables. They further state that the correlational method is useful because the

more strongly two events are correlated (related, or associated), the more

effectively we can predict one from the other. Furthermore, it is believed that

there are three possible results of a correlational study, namely: a positive

correlation, a negative correlation, and no correlation.

1. Positive Correlations

It is assumed that there is a positive correlation whenever all of the variables

improve or decrease at the same time. A correlation coefficient which is close to

+1.00 indicates a strong positive correlation. A positive correlation is a

relationship in which the two factors vary in the same direction. Both variables

tend to go up together or both factors tend to go down together.

Conducting try-out for theresearch

instrumentsTesting the

sampleConsulting Thesis

Joining thesisexamination


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2. Negative Correlations

There is a negative correlation when one variable improves, whereas the

other decreases. A correlation coefficient which is close to -1.00 indicates a

strong negative correlation. A negative correlation is a relationship in which the

two factors vary in opposite directions. As one factor increases, the other factor

decreases.

3. No correlation

It means that there is no relationship among the variables. A correlation

coefficient of 0 indicates no correlation.

In this study, there are two kinds of correlational variables which are called

predictor variable or independent variable and criterion variable or dependent

variable. The former is the variable that is believed to predict the outcome. The

later is the variable to be predicted that it is believed to be the outcome. Below are

the variables which are used in this study:

1. Independent Variable (Predictor Variable)

a. Translation ability of the fourth semester students of Teacher Training and

Education Faculty of Sebelas Maret University.

b. Habit of watching English movies of the fourth semester students of Teacher

Training and Education Faculty of Sebelas Maret University.

2. Dependent Variable (Criterion Variable)

Reading comprehension of the fourth semester students of Teacher Training

and Education Faculty of Sebelas Maret University

The relationship between those variables can be drawn as follows:

Figure 3.1. The Relationship between Independent and DependentVariables

Habit of Watching EnglishMovies (X2)

(X2)

Translation Ability (X1)

ReadingComprehension (Y)

(Y)


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D. Subject of the Study

1. Population

Sutrisno (2001: 70) states that population is all the individuals for whom

the reality of the sample will be generalized. Likewise, Fraenkel and Wallen

(2000: 103) define population as the group to which the research would like the

result of a study to be generalized. Additionally, it includes all individuals with

certain specified characteristics. In this study, the population was all the fourth


Faculty of Sebelas Maret University in the academic year of 2011/ 2012.

2. Sample

According to Fraenkel and Wallen (2000: 103), “Sample is a group in a

research study from which information is obtained.” In line with them,

Halonen and Santrock(1999: 18) assume that sample is representative group

drawn from the population. In this study, 30 students from the fourth semester

students were taken as the sample.

3. Sampling

Sutrisno (2001: 75) defines sampling as a technique of taking a sample

out of population. In similar way, Fraenkel and Wallen (2000: 103) say that

sampling is the process of selecting a number of individuals from a population.

In this study, the researcher used cluster random sampling which gives

all classes the equal chance of being selected for the sample as it is stated by

Hallonen and Santrock (1999: 18) that cluster random sampling is a method

that gives every member of the population an equal chance of being selected in

the study. In deciding the sample, first, the researcher randomly took one class

from the classes which exist in the fourth semester of English Education of

Sebelas Maret University. Below is the steps of the selecting the class of the

sample (Sutrisno, 2001: 223):


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a. Making a list of all the fourth semester classes.

b. Give each class a code.

c. Writing each code on a piece of paper and enrolling the pieces.

d. Putting the rolled paper into a box.

e. Taking one rolled paper randomly from the box.

The selected class was class A which included 35 students. After

determining the class of the sample, the researcher randomly took 30 students

out of 35 students as the sample. The steps of choosing the sample are as

follows:

a. Making a list of all students from the class

b. Giving each student a code

c. Writing each code on a piece of paper and enrolling them

d. Putting the rolled paper into a box

e. Taking the rolled paper from the box randomly as many as the number

which is required.

E. Techniques of Collecting the Data

In order to analyze the data, the researcher collected them, first. Collecting

the data includes some techniques which consist of several main aspects as

follows:

1. The Instruments of Collecting the Data

a. Questionnaire

Hornby (1995: 952) states that questionnaire is a list of (usually printed)

questions to be answered by a group of people, especially to get facts or

information, or for a survey. Similar to Hornby, Johnson and Christensen

(2000: 127) say that questionnaire is self-report data collection instrument

which research participants fill out.

In this study, questionnaire was used to obtain the data of habit of

watching English movies. The questionnaire which was used for try-out

consisted of 40 items. The questionnaire which was used for testing the sample


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consisted of 30 items. The questionnaire used four alternatives based on the

Likert Scale type. In determining the students’ scores, the writer determined

the score of each statement in the questionnaire first. The way to score is as

follows:

For the positive items For the negative items

Option SA, the score is 4 Option SA, the score is 1

Option A, the score is 3 Option A, the score is 2

Option D, the score is 2 Option D, the score is 3

Option SD, the score is 1 Option SD, the score is 4

where :

SA : Strongly Agree

A : Agree

D : Disagree

SD : Strongly Disagree

The score is ranging from 0-100.

b. Test

Brown (2004: 3) defines a test as a method of measuring a person’s ability,

knowledge, or performance in a given domain. Likewise, Cronbach (in

Mohammad, 1995: 5) defines a test as systematic procedure for observing

one’s behavior and describing it with the aid of numerical devices or category

system. Testing is an important part of every teaching and learning process. A

classroom test is used to measure students’ achievement and contribute to the

evaluation of this progress.

There are two types of test, namely: essay and objective test. In this study,

the test was used to measure students’ reading comprehension and translation

ability. The researcher further used objective test in the form of multiple

choices test to test students’ reading comprehension. There were four options

such as option A, B, C, and D in each item in multiple choices test in which the

students were required to choose one of the options as the best answer. The

reading comprehension test consisted of 50 items for try-out and 33 items for

testing the sample. The researcher marked 1 for each item if the students


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answered correctly, and she marked 0 if the students answered incorrectly.

Afterwards, the researcher used essay test for testing students’ translation

ability and it was scored by using translation assessment rubric. Meanwhile, for

checking the clarity of instruction in the translation test, whether it is

understandable enough or not, the researcher used readability test which

consists of 3 questions that deal with the instruction of the test. Below is the list

of the questions for readability test:

No. Questions Yes No

1. Do you understand the instruction above?

2. Do you find unfamiliar words in the instruction above?

3. Do you know what you have to do in the instruction?

2. Try-out of the Instruments

It is necessary to conduct try-out for the research instruments before it is

used to the sample in order to know to what extent the validity and reliability of

the instrument since good instruments are instruments which are valid and

reliable. The try-out instruments were done by students who were chosen to join

the try-out. In this research, the students joining try-out came from class B.

a. The Validity of the Instrument

The validity is the extent to which a test measures what is intended to

measure (Hallonen and Santrock, 1999: 254). Hence, an instrument is said to

be valid if it is able to measure what the researchers are going to measure.

In this study, the researcher also measured the validity of the questionnaire

of habit of watching English movies, and reading comprehension test since the

researcher needed to know whether or not the items of the instruments are

appropriate to use.

Table 3.2. Readability Test


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In order to find out the validity of the items of reading comprehension test,

the result of the try-out was computed by using the following formula:

= −Each item of the test is valid if the value of the coefficient of the validity is

higher than the r-table or it can be said that ro > rt where rt is 0.361 for the total of

the sample /N = 30 at the level of significance/α = 0.05.

Meanwhile, to figure out the validity of the questionnaire items of habit of

watching English movies, the result of the try-out was computed by using the

following formula: = ∑(∑ )( )Each item of the questionnaire is valid if the value of the validity of the

correlation is higher than the r-table or it can be said that ro > rt where rt is 0.361

for the total of the sample /N = 30 at the level of significance/α = 0.05.

After all the items of try-out tests were computed, the results were compared

to the r-table for N = 30 is 0.361 at the level of significance/α = 0.05. The result of

the try out indicates that:

1) out of 40 items of questionnaire of habit of watching English movies, 31 items

are valid and 9 items are invalid. (The researcher took 30 out of 31 valid items

to make the scoring process easier. The computation is in Appendix 18: 134)

2) out of 50 items of reading comprehension test, 33 items are valid and 17 items

are invalid (the detailed computation is in Appendix 21: 146).

Afterwards, the result of readability test for instruction in translation test also

shows that the instruction in translation test is quite understandable in which

100% of try-out respondents answered yes for question 1, no for question 2, and

yes for question 3 (Appendix 1: 95).


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b. The Reliability of the Instruments

According to Hallonen and Santrock (1999: 254), “Reliability is a measure

of whether the test performs in a consistent manner.” Likewise, Fraenkel and

Wallen (2000: 176) say that reliability refers to the consistency of scores

obtained, how consistent they are for each individual from one administration of

an instrument to another and from one set of items to another. To measure the

reliability of questionnaire of habit of watching English movies, the researcher

uses the Alpha Cronbach Formula as follows:

= − 1 1 − ∑where:

: the coefficient of reliability

k : the number of items on the test

: the variance of each item

: the variance of all scores on the total test

(Suharsimi, 1992: 154)

The instrument is reliable if the value of the coefficient of reliability of the

questionnaire above is higher than the r-table or it can be said that ro > rt where rt

is 0.361 for the total of the sample /N = 30 at the level of significance/α = 0.05.

Meanwhile, to measure the reliability of reading comprehension test, the

researcher uses Kuder Richardson –20 Formula or KR-20 as follows:

= − 1 1 − ∑where:

: the coefficient of reliability

k : the number of items on the test

p : the proportion of people who respond correctly to each item


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q : 1-p

: the total variance

(Suharsimi, 1992:164-165)

The instrument is reliable if the value of the coefficient of reliability of the

test above is higher than the r-table or it can be said that ro > rt where rt is 0.361

for the total of the sample /N = 30 at the level of significance/α = 0.05.

After the results of measuring the reliability of the reading comprehension

test and the questionnaire of habit of watching English movies are consulted to the

r-table (0.361) for N= 30 and α= 0.05, it is found that the value of r-obtained of

the questionnaire and test is 0.885 and 0.726. It means that r-obtained is higher

than the r-table or ro > rt. In conclusion, the instruments are reliable. The results of

the computation are shown in Appendix 20 (143) and Appendix 23 (158).

F. Techniques of Analyzing the Data

After being collected, the data are then analyzed to prove whether there is a

positive correlation between translation ability and reading comprehension, habit

of watching English movies and reading comprehension, and translation ability

and habit of watching English movies simultaneously and reading comprehension.

1. Prerequisite Test

Before testing the hypotheses, the researcher tests the data in regard to

normality and linearity and significance of regression as the prerequisite test by

using SPSS (Statistical Product and Service Solutions). To find out the normality

of the data, the researcher uses the formula as follows:

Lo = F(zi) – s(zi)

where:

Lo : the highest value of the difference of F(zi) and s(zi)

F(zi) : the opportunity of data

s(zi) : the proportion of the data

Based on SPSS 18, the data of translation ability, habit of watching English

movies, and reading comprehension are considered in normal distribution if p-


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value is higher than 0.05 or if L-obtained is lower than L-table (0.161) for N= 30

at level of significance 0.05.

Meanwhile, to find out the linearity of regression, the researcher computes

the data by using SPSS 18. The linearity can be known by using Anova (Test for

Linearity) on the significance value = 0.05. Two variables is considered linear if

p-value > 0.05. The researcher also uses SPSS 18 to figure out the significance of

regression by using regression test in which if F-obtained is higher than F-table

(4.20) for N= 30 at level of significance 0.05, the regression is significant. It is

also figured out the equation of simple linear regression between the first

independent variable (translation ability) and the dependent variable (reading

comprehension), and the second independent variable (habit of watching English

movies) and the dependent variable (reading comprehension) as follows:

Ŷ = a + bX

where:

, = (∑ ) ∑ , − ∑ , ∑ ,∑ , − (∑ , ), = ∑ , − ∑ , (∑ )∑ , − (∑ , )

The equation above is aimed to predict the score of the dependent variable

(reading comprehension) from the independent variable (translation ability or

habit of watching English Movies).

Meanwhile, in regard with multiple linear regression of translation ability,

habit of watching English movies, and reading comprehension, it is considered

significant if F-obtained is higher than F-table (3.35) for N= 30 at level of

significance 0.05 (The computation is done by using SPSS 18).

It is also figured out the equation of multiple linear regression between

translation ability and habit of watching English movies and reading

comprehension is as follows:

Ŷ= a0 + a1X1 +a2X2


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where:

Ŷ : calculated value of Y (dependent variable)

a0, a1, a2 : constant number

X1, X2 : independent variable

a0 = Ŷ – a1X1 –a2X2

= (∑ )(∑ ) − (∑ )(∑ )(∑ )(∑ ) − (∑ )= (∑ )(∑ ) − (∑ )(∑ )(∑ )(∑ ) − (∑ )

(Sudjana, 1996:348)

2. Hypotheses Testing

The researcher tests the hypothesis using Product Moment and Multiple

Correlation formula. Product moment is used to describe the strength of the

relationship between two variables, while Multiple Correlation is used to

describe the strength of the relationship between several independent variables

and one dependent variable (Borg and Gall in Suharsimi, 1992: 253).

To test the first and the second hypotheses which say that there is a

positive correlation between students’ translation ability and their reading

comprehension, and students’ habit of watching English movies and their

reading comprehension, the researcher uses Pearson’s Product Moment

Correlation Coefficient as follows (the researcher computes the data by using

SPSS):

= ∑ − (∑ )(∑ ){ ∑ − (∑ ) }{ ∑ − (∑ ) }where:

: the coefficient of correlation between X and Y


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: the independent variable

: the dependent variable

: the number of the sample

(Sudjana, 1996: 369)

The statistical hypothesis for the first and the second hypotheses can be

formulated as follows:

1. Ho : = 0

It means that there is no correlation between translation ability (X1) and

reading comprehension (Y).

Ha : > 0

It means that there is a positive correlation between translation ability (X1) and


2. Ho : = 0

It means that there is no correlation between habit of watching English movies

(X2) and reading comprehension (Y).

Ha : > 0

It means that there is a positive correlation between habit of watching English

movies (X2) and reading comprehension (Y).

If null hypothesis (Ho) is rejected, it means that there is positive correlation

between students’ translation ability and their reading comprehension, and

students’ habit of watching English movies and their reading comprehension.

Furthermore, to find out whether or not r is significant, the researcher uses t-

test formula as follows: = √ − 2√1 −where:

: the value of distribution of t

: the coefficient of correlation between X and Y

: the number of the sample


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If t0 > tt (1.7), r (the coefficient of correlation between X and Y) is significant

(Sudjana, 1996: 377).

Afterwards, to test the third hypothesis which says that there is a positive

correlation between students’ translation ability, habit of watching English movies

simultaneously and their reading comprehension, the researcher uses Multiple

Correlation as follows(the researcher computes the data by using SPSS 18):

= ∑ + ∑∑where: : coefficient of correlation X1 and X2 towards Y

: coefficient of independent variable X1∶ coefficient of independent variable X2∑ ∶ sum of product moment between X1 and Y∑ : sum of product moment between X2 and Y∑ : sum of square of dependent variable Y

The statistical hypothesis for the third hypothesis can be formulated as follows:

Ho : Ry12 = 0

It means that there is no correlation between translation ability (X1) and habit of

watching English movies (X2) simultaneously and reading comprehension (Y).

Ha : Ry12 > 0

It means that there is a positive correlation between translation ability (X1) and

habit of watching English movies (X2) simultaneously and reading comprehension

(Y).

If null hypothesis (Ho) is rejected, it means that there is positive correlation

between students’ translation ability, habit of watching English movies

simultaneously and their reading comprehension.


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Finally, to find out whether or not the coefficient of is significant, the

researcher uses the formula of Regression Line Analysis as follows:

= (1 − ) ( − − 1)where:

F : the value of regression line

R : the coefficient of correlation between X1, X2, and Y

k : the number of independent variable

n : the number of sample

If Fo > Ft (3.35) at the level of significance/α = 0.05, the coefficient of multiple

correlation (R) is significant (Sudjana, 1996: 383-385).

Finally to figure determination of each independent variable (translation

ability and habit of watching English movies) to the dependent variable, the

researcher uses coefficient of determination (R2) in which the determination

equals to R2 x 100%.


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CHAPTER IV

RESULT OF THE STUDY

A. Data Description

The data which are analyzed in this study, namely: students’ translation

ability, habit of watching English movies, and reading comprehension are

obtained from the result of test and questionnaire. The score of students’

translation ability, habit of watching English movies, and reading comprehension

can be seen in Appendix 24, 25, and 26 page 162, 163, 164 respectively. The data

of each variable which is used in this study can be described further as follows:

1. The Data of Students’ Translation Ability (X1)

The score of translation ability is obtained through a translation test which is

done by the students as the research subject. The result of the test, as it has been

computed by using SPSS 18 (the detail is in Appendix 27: 165), shows that the

highest score is 83 and the lowest score is 54 so that the range is 29. It is also

found that the mean of the score is 65.33 and the standard deviation is 7.796.

The score of translation ability is also presented in the form of frequency

distribution which can be seen in table 4.1 and histogram which is shown as

figure 4.1.

Table 4.1. The Frequency Distribution of Students’ Translation Ability Score

No. ClassLimits

ClassBoundaries

Midpoint Frequency Percentage(%)

N

1. 54 – 58 53.5 – 58.5 56 7 23.33 302. 59 – 63 58.5 – 63.5 61 9 30 303. 64 – 68 63.5 – 68.5 66 3 10 304. 69 – 74 68.5 – 74.5 71.5 7 23.33 305. 74 – 79 74.5 – 79.5 77 2 6.67 306. 80 – 84 79.5 – 84.5 82 2 6.67 30

The detailed computation of the frequency distribution above is presented in

Appendix 27 (165).

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Figure 4.1. The Histogram of Students’ Translation Ability Score

2. The Data of Students’ Habit of Watching English Movies (X2)

The score of habit of watching English movies is obtained through a

questionnaire of habit of watching English movies which is filled by the

respondents. The result of the questionnaire, as it has been computed by using

SPSS 18 (Appendix 28: 166), shows that the highest score is 84.2 and the lowest

score is 54.2 so that the range is 30, while the mean and the standard deviation

of the score are 66.7 and 8.916 respectively. The frequency distribution of the

score of students’ habit of watching English movies can be seen in table 4.2. (the

computation is in Appendix 28: 166) and the histogram is shown as figure 4.2.

Table 4.2. The Frequency Distribution of Students’ Habit of

Watching English Movies

No. ClassLimits

ClassBoundaries

Midpoint Frequency Percentage(%)

N

1. 54 – 58 53.5 – 58.5 56 8 26.67 302. 59 – 63 58.5 – 63.5 61 5 16.67 303. 64 – 68 63.5 – 68.5 66 4 13.33 304. 69 – 74 68.5 – 74.5 71.5 8 26.67 305. 74 – 79 74.5 – 79.5 77 1 3.33 306. 80 – 84 79.5 – 84.5 82 4 13.33 30

0

2

4

6

8

10

56 61 66 71.5 77 82

Fre

quen

cy

Translation Ability Score

53.5 58.5 63.5 68.5 74.5 79.5 84.5


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3. The Data of Students’ Reading Comprehension (Y)

The score of Reading comprehension is obtained through a translation test

which is done by the students as the research subject. The result of the test, as as

it has been computed by using SPSS 18 (Appendix 29: 167), shows that the

highest score is 78.8 and the lowest score is 42.4 so that the range is 36.4. It is

also found that the mean of the score and the standard deviation are 59.59 and

8.95 respectively. Finally, the frequency distribution of students’ reading

comprehension score is shown in table 4.3. (the computation is in Appendix 29:

167) and the histogram is presented as figure 4.3.

Table 4.3. The Frequency Distribution of Students’Reading Comprehension Score

No. ClassLimits

ClassBoundaries

Midpoint Frequency Percentage (%) N

1. 42 – 48 41.5 – 48.5 45 5 16.67 30

2. 49 – 55 48.5 – 55.5 52 6 20 303. 56 – 62 55.5 – 62.5 59 10 33.33 30

4. 63 – 69 62.5 – 69.5 66 4 13.33 30

5. 70 – 76 69.5 – 76.5 73 3 10 306. 77 – 83 76.5 – 83.5 80 2 6.67 30

0

2

4

6

8

10

56 61 66 71.5 77 82

Fre

quen

cy

Habit of Watching English Movies

Figure 4.2. The Histogram of Students’ Habit of Watching English

Movies

53.5 58.5 63.5 68.5 74.5 79.5 84.5


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Figure 4.3. The Histogram of Students’ Reading Comprehension Score

B. Prerequisite Test

As it has explained in the previous chapter that prerequisite test includes data

normality, linearity , and significance of regression tests as follows:

1. Normality Test

In order to determine whether or not the sample which is gained from the

research is in normal distribution, it is necessary to do normality test. In this

study, the normality test which included translation ability, habit of watching

English movies, and reading comprehension was done by using SPSS 18. In

SPSS, there are two hypotheses for normality as follows:

Ho : the sample data distribute normally

Ha : the sample data do not distribute normally

Then, if p-value > 0.05, the sample is in normal distribution.

0

2

4

6

8

10

45 52 59 66 73 80

Freq

uenc

y

Reading Comprehension Score

41.5 48.5 55.5 62.5 69.5 76.5 83.5


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a. Normality Test of the Sample for Translation Ability

Hence, based on the computation result from SPSS 18 (the detailed

computation is shown in Appendix 30: 168), it is found that p-value of the

sample for translation ability is 0.101. It means that it is greater than 0.05 so

that Ho is accepted. In conclusion, the sample for translation ability is in

normal distribution.

b. Normality Test of the Sample for Habit of Watching English Movies

From the computation result of SPSS 18 (the detailed computation is

shown in Appendix 31: 169), it is found that p-value of the sample for habit

of watching English movies is 0.073. It means that it is greater than 0.05 so

that Ho is accepted. Thus, it can be said that the sample for habit of watching

English movies is in normal distribution.

c. Normality Test of the Sample for Reading Comprehension

From the computation result of SPSS 18 (the detailed computation is

shown in Appendix 32: 170), it is found that p-value of the sample for reading

comprehension is 0.410. It means that it is greater than 0.05 so it so that Ho is

accepted. It can be concluded that the sample for reading comprehension is in

normal distribution.

2. Linearity Test

Linearity test is used to figure out whether two variables have linear

regression or not. In SPSS, with regard to linearity, if p-value > 0.05, the

regression is linear.

The computation result of regression of translation ability (X1) and

reading comprehension (Y) by using SPSS 18 shows that p-value of the

regression of both variables is 0.513 (the detail is presented in Appendix 33:

171). Because the significance value is greater than 0.05, the regression of

translation ability (X1) and reading comprehension (Y) is linear.


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Meanwhile, based on the computation of regression of habit of watching

English movies (X2) and reading comprehension (Y), it is found that p-value of

the regression of both variables is 0.349 (the detail is presented in Appendix

34: 173). Because the significance value is greater than 0.05, the regression of

habit of watching English movies (X2) and reading comprehension (Y) is

linear.

3. Significance of Regression Test

Significance of regression test is used to figure out whether two variables

have significant regression or not. The computation result of regression of

translation ability (X1) and reading comprehension (Y) by using SPSS 18

shows that F-obtained is 13.630 (the detail is given in Appendix 35: 174). It

means that it is greater than F-table which is 4.20 so that it can be concluded

that the regression of translation ability (X1) and reading comprehension (Y) is

significant.

Meanwhile, the computation result of regression of habit of watching

English movies (X2) and reading comprehension (Y) shows that F-obtained is

4.231(the detail is given in Appendix 36: 175). It is also greater than F-table

which is 4.20. In conclusion, the regression of habit of watching English

movies (X2) and reading comprehension (Y) is significant. Finally, the

computation result of multiple linear regression of translation ability (X1) and

habit of watching English movies (X2) and reading comprehension (Y) shows

that F-obtained is 6.691 (the detail is given in Appendix 37: 176). It is also

greater than F-table which is 3.35. It can be concluded that the multiple linear

regression of translation ability (X1) and habit of watching English movies (X2)

and reading comprehension (Y) is significant.

C. Hypotheses Testing

When the computation results of normality, linearity, and significance of

regression in pre-requirement test shows that all of the sample data are in


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normal distribution in which the regression is considered linear and

significant, it can be continued to the next step, testing the hypotheses which

have been proposed in the previous chapter. In this study, there are three

hypotheses that should be tested. The hypotheses actually include a test of the

null hypothesis (Ho). To decide whether Ho is rejected or accepted, it is

necessary to compute the data so that a conclusion for the hypotheses can be

drawn based on the result of the computation. In this study, the result of the

computation is described in each hypothesis as follows:

1. The Correlation between Translation Ability and Reading Comprehension

The first hypothesis of this study is that there is a positive correlation

between translation ability and reading comprehension. The statistical

hypothesis of the first hypothesis is as follows:

Ho : = 0



Ha : > 0

It means that there is a positive correlation between translation ability (X1)

and reading comprehension (Y).

Hence, based on SPSS 18 computation, the result of testing the first

hypothesis is presented in the following table:

Table 4.4. The Result of the First Hypothesis Testing

No. Test Variable The result ofcomputation

Table Data Criteria Testing-decision

(Ho)1. Equation of

LinearRegression

X1Y Ŷ = 16.677+0.657X

-- -- --

2. Coefficient ofcorrelation

X1Y r = 0.572r2 = 0.327

-- -- --

3. Thesignificanceofcorrelationalcoefficient

X1Y tcount = 3.692 ttable = 1.7 tcount > ttable Rejected

4. Determination X1Y 32.7% -- -- --


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From the table above, it is found that the equation of simple linear

regression between translation ability and reading comprehension is Ŷ = 16.677

+ 0.657X. Afterwards, it is also found that the correlation coefficient (r) between

translation ability and reading comprehension is 0.572. Then, the value of t-

obtained which is 3.692 is also greater than t-table at 5% level of significance for

N = 30 which is 1.70 (Appendix 38: 177) so that it can be said that the

coefficient of correlation is significant. Thus, from the result above, it can be

concluded that the null hypothesis (Ho) is rejected. In other words, there is a

positive correlation between translation ability and reading comprehension. The

positive correlation indicates that translation ability and reading comprehension

tend to go up together or they tend to go down together. Finally, it is found that

r2 (coefficient of determination) is 0.327. It means that 32.7% variance of

reading comprehension is determined by translation ability and 67.3% variance

of reading comprehension is determined by other factors.

2. The Correlation between Habit of Watching English Movies and Reading

Comprehension

The second hypothesis of this study is that there is a positive correlation

between habit of watching English movies and reading comprehension. The

hypothesis formulation of the second hypothesis is as follows:

Ho : = 0

It means that there is no correlation between habit of watching English

movies (X2) and reading comprehension (Y).

Ha : > 0

It means that there is a positive correlation between habit of watching

English movies (X2) and reading comprehension (Y).

Based on SPSS 18 computation, the result of testing the second

hypothesis is shown in the following table:


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Table 4.5. The Result of the Second Hypothesis Testing

No. Test Variable The result ofComputation

TableData

Criteria Testing-decision

(Ho)1. Equation of

LinearRegression

X2Y Ŷ = 35.334+0.364 X

-- -- --

2. Coefficient ofcorrelation

X2Y r = 0.362r2 = 0.131

-- -- --

3. Thesignificanceofcorrelationalcoefficient

X2Y tcount = 2.057 ttable = 1.7 tcount >ttable

Rejected

4. Determination X2Y 13.1% -- -- --

From the table above, it is found that the equation of simple linear

regression between habit of watching English movies and reading

comprehension is Ŷ = 35.334 + 0.364 X. It is also found that the correlation

coefficient (r) between habit of watching English movies and reading

comprehension is 0.362. Then, the value of t-obtained which is 2.057 is also

greater than t-table at 5% level of significance for N = 30 which is 1.70 so that

it can be said that the coefficient of correlation is significant. The detailed

computation is presented in Appendix 39 (178).

Hence, based on the result, it can be concluded that the null hypothesis

(Ho) is rejected or it can be said that there is a positive correlation between

habit of watching English movies and reading comprehension. The positive

correlation indicates that habit of watching English movies and reading

comprehension tend to go up together or they tend to go down together.

Finally, it is also found that r2 (coefficient of determination) is 0.131. It means

that 13.1% variance of reading comprehension is determined by habit of

watching English movies and 86.9% variance of reading comprehension is

determined by other factors.


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3. The Correlation between Translation Ability and Habit of Watching

English Movies Simultaneously and Reading Comprehension

The third hypothesis of this study is that there is a positive correlation

between translation ability and habit of watching English movies simultaneously

and reading comprehension. The statistical hypothesis of the third hypothesis is

as follows:

Ho : Ry12 = 0


habit of watching English movies (X2) simultaneously and reading

comprehension (Y).

Ha : Ry12 > 0

It means that there is a positive correlation between translation ability (X1)

and habit of watching English movies (X2) simultaneously and reading

comprehension (Y).

Hence, based on SPSS 18 computation (Appendix 40: 179), the result of

testing the third hypothesis is given in the following table:

Table 4.6. The Result of the Third Hypothesis Testing

No. Test Variable The result ofcomputation

TableData

Criteria Testing-decision

(Ho)1. Equation of

LinearRegressionX1, X2

X1, X2

and YŶ = 14.698+

0.61X1+0.075X2

-- -- --

2. Thesignificanceof regressionX1, X2

X1, X2

and YFcount = 6.691 Ftable

(0,05;1,30) =3.35

Fcount >Ftable

Rejected

3. CoefficientofcorrelationX1, X2

X1, X2

and YR = 0.576R2 = 0.331

-- -- --

4. Determination of X1, X2

to Y

X1, X2

and Y33.1% -- -- --


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From the table above, it is found that the equation of multiple linear

regression between translation ability and habit of watching English movies

simultaneously and reading comprehension is Ŷ = 14.698 + 0.61X1 + 0.075X2.

It is also found that the correlation coefficient (R) translation ability and habit

of watching English movies simultaneously and reading comprehension is

0.575. Afterwards, the value of F-obtained which is 6.691 is also greater than

F-table at 5% level of significance for N = 30 which is 3.35 so that it can be

said that the coefficient of multiple correlation is significant. Thus, from the

result above, it can be concluded that the null hypothesis (Ho) is rejected. In

other words, there is a positive correlation between translation ability and habit

of watching English movies simultaneously and reading comprehension. The

positive correlation indicates that translation ability and habit of watching

English movies simultaneously tend to go up together with reading

comprehension or they tend to go down together with reading comprehension.

Ultimately, it is also found that R2 (coefficient of determination) is 0.331. It

means that 33.1% variance of reading comprehension is determined by

translation ability and habit of watching English movies and 66.9% variance of

reading comprehension is determined by other factors.

D. Discussion

1. There is a Positive Correlation between Translation Ability and Reading

Comprehension

A positive correlation between translation ability and reading

comprehension shows that translation is able to support reading comprehension

due to its benefits to it. Firstly, as it has been known that in English reading

activity, students should be involved in text which is written in English that is

solely a foreign language for EFL students so that translating the text

appropriately into their mother tongue must be beneficial to them for the purpose

of checking their comprehension in regard with avoiding misunderstanding and

misleading conception of both particular expressions and the overall text


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content. Duff (1996: 6) believes that translation helps us to understand better the

influence of the one language on the other, and to correct errors of habit that

creep in unnoticed (such as the misuse of particular words or structures). Liao

(2006: 195) also emphasizes that translation can help students to check whether

their comprehension is correct and it eases memory constraints in memorizing

more words, idioms, grammar, and sentence structures. Deller and Rinvolucri

(2002: 10) further explain that English grammar can be better understood by

looking into the mother tongue grammar mirror. In addition, new items of

English vocabulary can be introduced in a clear and defined way, with students

learning where a word is the same or different in their mother tongue.

Translation covers all textual elements. When translating a text, students

come into contact with all the main ideas and specific details of a reading

passage as Mahmoud (2003) assumes that translation can improve

comprehension since it encourages the students to read a passage carefully and

precisely at the word, sentence, and text levels. Translation further builds

students’ awareness of genre and register in certain text so that it can help

learners become familiar with different features of literary, scientific, and

technical texts. Finally, translation develops three qualities to all language

learning such as accuracy, clarity, and flexibility. Duff (1996: 7) further states:

“Translation trains the learners to search (flexibility) for the mostappropriate words (accuracy) to convey what is meant (clarity). Thiscombination of freedom and constraint allows the students to contributetheir own thoughts to a discussion which has a clear focus—the text.”

In conclusion, it is obvious that translation ability has a fair relationship

with reading comprehension due to the beneficial aspects which translation

brings to reading comprehension.

2. There is a Positive Correlation between Habit of Watching English Movies

and Reading Comprehension.

A positive correlation between habit of watching English movies and

reading comprehension shows that habit of watching English movies also

supports reading comprehension. Through watching movies, students can


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increase their vocabulary. Movies help them to improve their vocabulary

knowledge as well by making sense of words and expressions through context

which is provided in the form of film setting and situation. Qiang and Wolff

(2005: 6-7) assumes that movies are able to enrich students’ English vocabulary

and help students to pick up idiomatic use of words and phrases. Vocabulary is

an important aspect in comprehending text so that great vocabulary knowledge

can lead to the high understanding of the content of the text which is read.

Oxford (in Rezaee and Shoar, 2010: 27) points out that the English vocabulary

has an extremely important role in reading comprehension. Students who

frequently watch movies or are familiar with movies tend to recall words better

and longer than those who only read ordinary textbooks.

Processes during watching films include some aspects which are beneficial

to reading comprehension such as recognizing the sequence of events, making

inferences across time and space, understanding character motives and linking

them to actions and consequences, and allocating attentional resources primarily

to central instead of peripheral information. According to a 2004 study published

in The Journal of Biological Psychiatry (2006), associating symbols with sound,

especially in the form of narrative, plays a large role in the proper development

of reading skills.

In addition, movies are able to activate students’ prior knowledge or

schemata which are important to aid comprehension of English. Mayer (in Sakar

2001: 25) explains that from verbal and visual input such as movies, humans are

actively involved in the construction of knowledge using cognitive processes

such as selecting relevant information, organizing and integrating it with existing

knowledge. Bartlett (1932: 45) states that our knowledge and experiences of the

world around us also influence how a text is read or processed, this is known as

schema theory. It further operates actively and constructively, with our

knowledge of the world being a continuous process that upon receiving new

information interprets it on the basis of what is already known. Good readers

have an idea of what is normal (linguistically and conceptually) and of how the


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world works, therefore when reading they make use of existing schemata and

then modify them with any new information.

Movies not only elicit prior knowledge, but also mobilize existing

knowledge which generally aid reading comprehension. Zhao (2011: 849) states

that most movies are rich in linguistic contents and cultural backgrounds as well.

Hence, through the content which is presented in films, students have a big

chance to develop naturally a great deal of knowledge which includes some

aspects such as knowledge of the world, cultural knowledge, and linguistic

knowledge. The themes, conversations and actions in movies mirror the habits,

beliefs, and customs of the culture that those all can serve as good introduction

about the various cultural characteristics in English-speaking countries. Cultural

knowledge becomes important because it is believed that cultural competence is

an integral part of language competence. Thus, films can be a influential and

powerful vehicle for transferring values, ideas, and information which are

beneficial to students’ reading comprehension because a lot of different matters

and cultures are presented in movies.

Finally, it is clear that the relationship between habit of watching English

movies and reading comprehension is undoubted due to the benefits that movies

gives to reading comprehension.

3. There is a Positive Correlation between Translation Ability and Habit of

Watching English Movies simultaneously and Reading Comprehension.

A positive correlation between translation ability and habit of watching

English movies simulatneously and reading comprehension indicates that

translation and habit of watching English movies supports reading

comprehension together. Through translation, students are helped to find the

meaning of words and expressions within their context appropriately and they

are also accustomed to accurately positioning those words and expressions based

on the system of the language and culture to which the words and expressions

belong. Thus, it helps EFL students expand their understanding of novel


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vocabulary and recognize the coherence, cohesion, and contextualization of

English reading text.

Hsieh (in Liao, 2006: 195) assumes:

“Translation benefits students’ English reading in terms of enhancing theirreading comprehension, reading strategies, vocabulary learning, and culturalbackground knowledge. It helps them pay attention to the coherence andcontextualization of English reading text.”

Simultaneously, through watching English movies, students are provided

the real context of English matters that students will understand better in what

circumstance the words and expressions should be placed. Consequently, students

will more easily and quickly grasp new or unfamiliar vocabulary in their reading

text. It can be said that students’ vocabulary which has been a significant aspect to

aid reading comprehension is appropriately enriched through translation and

watching movies at the same time. The National Center for Technology

Innovative and Center for Implementing Technology in Education (in Etemadi,

2012: 240) asserts that research has shown that watching movie appears to have a

positive impact on comprehension skills, and combining viewing with text

through translation, i.e. subtitles, appears to boost vocabulary acquisition.

Students’ schemata and some kind of knowledge such as knowledge of the

world, cultural knowledge, and linguistic knowledge that are extremely required

in comprehending text are possibly activated and easily maintained through the

practice of translating the contents of message and the routine of watching English

movies. In the process, all kinds of the knowledge operate actively and

constructively the capability of receiving new information and interpreting it

appropriately on the basis of what is already known and understood as knowledge.

Movies which are suitable for students’ backgrounds can easily facilitate a guided

negotiation of meaning. Students can feel the ease of recalling of the text as

students will be able to access their own schemata to process the ideas presented

in readings (Hosseini-Maasoum and Mahdiyan, 2012: 263-264).

Movies further keep students motivation and interest in comprehending text

since movies are quite interesting media for language learning as King (in

Etemadi, 2012: 240) states that films provide more pedagogical options and are a


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rich resource of intrinsically motivating materials for learners. When learners are

exposed to films, they can learn some words and phrases used in the films and

ultimately improve their target language. Watching films is among learners’

favorite activities. Various types of films, such as fiction, science-fiction,

romance, horror and historical movies, catch individuals’ interests and arouse

learners’ motivation.

When students watch movies and then it is translated, it can be beneficial to

them in regard with empowering their comprehension because with the aid of the

first language subtitles, learners can understand, possibly with relative ease and

the visual clues through the translation. Learners may be able to recognize all the

words that they are actually familiar with or to accurately understand the words or

phrases used by the actors while watching films. Additionally, learners who are

exposed to visual clues, they might still interpret the meaning better through the

translation, especially when the images presented do not clearly indicate the

meaning of what the speakers intend to convey (Guichon & McLornan, 2008: 21).

Furthermore, when students’ attention is drawn not only to the translated texts but

also to the sounds, learners may confirm their understanding of what they hear

with the translation. Learners may also simultaneously try to recognize as well as

to examine the target language they are exposed to. In conclusion, it is obvious

that translation ability and habit of watching English movies simultaneously build

a good relationship with reading comprehension.


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CHAPTER V

CONCLUSION, IMPLICATION, AND SUGGESTION

A. Conclusion

Based on the study that has been conducted, several conclusions can be drawn

as follows:

1. There is a positive correlation between translation ability and reading


Training and Education Faculty of Sebelas Maret University in the academic year

of 2011/ 2012. It indicates that the increase or the decrease of reading

comprehension is in line with the increase or the decrease of translation ability.

2. There is a positive correlation between habit of watching English movies and

reading comprehension of the fourth semester students of English Education of

Teacher Training and Education Faculty of Sebelas Maret University in the

academic year of 2011/ 2012. It indicates that the increase or the decrease of

reading comprehension is in line with the increase or the decrease of habit of

watching English movies.

3. There is a positive correlation between translation ability and habit of watching

English movies simultaneously and reading comprehension of the fourth semester

students of English Education of Teacher Training and Education Faculty of

Sebelas Maret University in the academic year of 2011/ 2012. It indicates that the

increase or the decrease of reading comprehension is in line the increase or the

decrease of translation ability and habit of watching English movies.

B. Implication

Based on the result of the study, it is shown that students’ translation ability

and habit of watching English movies has a positive correlation and contribution

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to their reading comprehension. Hence, the implication in this study is that with

regard to support reading comprehension, utilizing translation and watching

English movies activities need to be concerned. It implies that teachers can

profitably direct students to enhance their reading comprehension through

translation and watching English movies activities while the students themselves

build awareness of confidently using their translation ability and their habit of

watching English movies from their everyday life in their reading class due to the

benefits that translation ability and habit of watching English movies bring for

their reading comprehension.

C. Suggestion

In regard to the implication above, the researcher proposes the following

suggestions:

6. For EFL teachers

a. EFL teachers should erase their doubt about bringing translation and

watching movies activity to their reading class. They need to trust more that

translation and watching movies activity are able to support their students’

reading comprehension as long as these activities are designed and conducted

the way they can give their greatest support.

b. In order to avoid students’ boredom in reading class, EFL teachers should

make their reading teaching ways vary by confidently trying to utilize

translation and watching movies as the variation so that students might feel

different enjoyment and comfort in learning English through movies and find

the ease of learning English as a foreign language through translation. EFL

teacher may consider the following English teaching and learning activities

which include translation:

1) Asking learners to work in groups to translate different sections of a text,

and then regroup to connect together their parts into a full text, with

suitable connecting language and then discuss the content of the text.


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2) Asking learners to bring examples of L1 language (in their own country)

or L2 (in another country) for discussion and translation. Signs can be

particularly interesting.

3) Asking learners to find different kinds of texts for comparison and

translation, for example recipes, e-mails, graffiti, technical texts, etc.

4) Asking learners to work in groups to translate and other groups back

translate, and then compare versions and discuss why there are differences.

5) Asking learners to look at ‘bad’ translations and discuss the causes of

errors.

6) Asking learners to bring the script of a film scene and present them to the

class, explaining why they like them and which part is important or

impressing, and so on. These are then used for translation and further

discussion. There are still many other ways that EFL teacher can explore

by themselves.

All of the discussion can be directed at doing the reading task. In each

final stage of discussion, teachers should give clarification by indicating

and offering their alternative translation and explain the reason why they

prefer it. Teachers should always remember to try to ensure that students

do not forget the starting-point, which is the text in English so that all

discussion should refer back to the text.

EFL teachers may also consider English teaching and learning activities

which involve movies in it as follows:

1) Showing a movie and introduce it to the students, then asking the

students to make their own lists of words and phrases that are new to

them and asking them to discuss to each other to try to find the definition

and compare their list with teacher’s list which has been provided with

the definitions, and ultimately they can discuss the movie.

2) Presenting a movie with English subtitles to the students. It helps the

students understand the meaning of the spoken English they are hearing,

as well as improve their reading and comprehension ability.


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3) Asking students to watch some parts of several times and ask to

memorize the phrases and expressions.

4) Pausing the movie for a while and explaining language or cultural issues

to the students so that they can learn as they watch. There are still many

other ways that EFL teacher can explore by themselves.

c. EFL teachers should be aware of what factors their students’ reading

comprehension might rely on so that they can determine the right ways to

teach reading effectively. The teacher could consider the factors which deal

with both cognitive matters and psychological matters like translation ability,

habit of watching English movies, and many others.

7. For EFL students

a. Students should build awareness of the existing of many factors that support

their reading comprehension so that they can avoid the feeling of frustration

whenever they get bad score for reading comprehension, they can try other

strategies like utilizing translation and watching movies to broaden their

knowledge and enrich their vocabularies that are very useful for reading

comprehension.

b. Students should erase their doubt about translating English text that they read

into their mother tongue for the sake of avoiding misunderstanding and

misleading conception of the content of the text. Translating is surely allowed

in language learning and sometimes it can be the best way in explaining the

most appropriate equivalent of terms and expressions which extremely

unfamiliar or only existing in certain fields.

c. With their own willingness, students should build habit like watching English

movies in their everyday life as out-of class learning strategy in order to

support their learning English.

8. For the other researchers

Many other aspects, besides translation ability and habit of watching

English movies, could influence students’ reading comprehension and other


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language skills so that for the other researchers who are willing to conduct the

same kind of study, it is suggested to investigate the other factors for the sake

of accomplishing the list of internal and external factors which influence

reading comprehension in particular or the other language skills which are not

investigated in this study.

perpustakaan.uns.ac.id digilib.uns.ac.id a correlational

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