Kamis, 28 November 2013
Draf
DRAFT OF THE THESIS
Name : Ahmad Ari Suhud
Reg. Number : 20401106074
Department : English Department
Faculty : Tarbiyah and Teaching Science
Title : The Students’ Ability in Translating English Paragraph through Jigsaw Learning Strategy at the Second Year of MA Babussalam DDI Kassi Jeneponto
Background
Translation is the one crucial of communication widely spoken languages; it is used interpret in foreign language for example English. Most of information from outside that write in books, program televisions, English journal, and newspaper to get information and the most crucial kinds of tool of farmer or tool of electronic used English instruction so that way we need translation into Indonesian, where other people in Indonesian can understand it.
1
Automatically, they readers need a good translation skill as the way to solve problems of international communication. Who has the competence it explains translation is the general term referring to the transfer of toughs and ideals from language to another, whether the language are in written or oral form: whether the language have established orthographies or do not have such standardization: or whether one or both languages is based on signs, as with signs language of the deaf (Richard Brislin, 1979: 1) by this definition.
The researcher can say that, in the general understanding that to translate English; students can approach the words to sentences and be a paragraph. Where it consists some predicate and object with continuous story. This few is more satisfactory because it is actually possible to identify the structural functions of subject and predicate in a sentences to be a god interpretation in paragraph.
One of the ways to understand English is translating words become sentences or paragraph. In this background the researcher tries to present one strategy. The purpose of these strategy to help the learner to give new motivation from the learning English in generally and translation in particularly.
Translation is very difficult work to do because translators have to know both the source language and the target language. Translators have to pass a good grammar or structure and to know the content intention of the author. The grammars between English and Indonesia have a great difference, there are aspects or rules between English and Indonesia have a great difference, such as: Verbs, Tenses, the positive other adjective in a sentence and so on. Besides grammar, there are still stings that should be known by the students. They should have a perfect knowledge of the language which they to translate: they should avoid the tendency to translate word by word, sentences by sentences and be paragraph.
It is admitted by many students that translating work need a lot of knowledge who intends to do it. One who translates a language into another language will be inadequate if he or she only masters linguistic.
In the other hand, the problems of translation in the classroom need more of attention and time because if students want translate one paragraph in a story into Indonesia, they need much of time while in the classroom students just have a little time to study English so that way most of teacher just make students understanding a little bit without attention they real understand or not about the story or article. That important to her/him is how they can make finished their subject with limited time.
And the next, students sometimes is very lazy if the teacher tell to him for translation because it can make students do itself with their dictionary and make them boring and headache, so that way the researcher try to look for a solution with the one method it is call Jigsaw Learning Strategy, in this method we try to motivate the students to translate the paragraph with their translation group ways or translation together with him/her friend and all students can corporate to translate words by words become a sentences until perfect as one paragraph and than will be understand to a story.
Even though some people think that translation from English into Indonesian we can use our word which has nearly meaning with the test in translating Indonesian into English we have good grammar and knowledge to arrange the work in a good sentences and be one paragraph. To know deeply about perception, the researcher tries to conduct a researcher under the title “The Students’ Ability in Translating English Paragraph Through Jigsaw Learning Strategy at the Second Year of MA Babussalam DDI Kassi Jeneponto”
Problem Statement
How is The Students’ Ability in Translating English Paragraph through Jigsaw Learning Strategy into Indonesia?
Objective of the Research
The researcher intends to find out the students’ ability in translating English paragraph into Indonesia through Jigsaw Learning Strategy.
Significance of the Research
The finding of this research is expected to give information to the English teacher in increasing the translation ability of students by using Jigsaw Learning strategy. In others words, this research is expected to give contribution to teaching and learning methods, particularly in teaching Translation skill, and more particularly about translating English paragraph at the second year students of MA Babussalam DDI Kassi Jeneponto.
Specifically, there will two significances of this research, they are:
Theoretical significant
Some researchers before have proved that interview is good to be applied in the classroom to increase the students’ ability and make them active in the classroom. Therefore, the researcher will try it to increase the students’ motivation in translating English.
Practical significant
Significant for the students
The researcher expects that all of the students have high motivation and can translate well through Jigsaw Learning Strategy. They are expected to increase their ability of their English translation with easy method and can be applied in the classroom.
Significant for the teachers
By this research, the researcher hopes that the Jigsaw Learning strategy can help teacher to increase their students’ achievement. It is also expected to give good contributions for all teachers in teaching their lesson. The teachers also can be easy to make their students understand the material.
Significant for the school
The researcher hopes that this research can help the school to solve some problems in the school. The school also will be easy to do their administration.
Scope
The research deals with English language teaching. The scope is restricted to the use of jigsaw learning strategy to increase the students’ translating ability especially translating paragraph. The area of assessment focuses on the ability of students to translate English paragraph in correct order.
Definition of Term
The sentences translating, a translator must pay attention to the massage rather than to form. Although the content of massages is the most important aspects, in Translating the style can not be ignored, with this in translation the passage from Indonesian as source language into English as a receptor language and what kind of translation.
Concept of Translation
Brislin (1976 : ii) defined translation as follow:
Translation is the general term referring to the transfer of thoughts and ideals from one language (source) to another (target), whether the language are in written or orals form; whether the language have established orthographies or do not have such standardization or whether one or both languages is based on signs, as with sign languages of the deaf.
Nida (1984:11) gave definition
Translating consist in reproducing in the receptor language the closet natural equivalent of the source language massage, first in terms of meaning and secondly in term of style.
Catfiord in Widyamarta (1989:12)
Translation is the replacement of textual material in one language the source language = (SL) by equivalent textual material in another language the receptor language = (RL).
Several definition of translation is given and varied the persons who have undertaken to discuss the subjective of this diversity is in a sense quite understandable for there are last differences in the materials translated in purpose of the publications, and in the need prospective audience.
Observing that definition above, it can be concluded that, the first one and outcomes or the result of process and translating, second, third, seems the difference between translating and translation, the conceive translation as a process or an activity and translation as a result or output of a process concerning written language or literary work.
Based on the definitions above, the researcher concluded that all definitions actually are similar in purpose that is to convey information and attempt to produce to readers a product which is given an identical impression original work produced by the author, in other words, translation can be conceptualized in common as transferring a massages from the source language by expressing the meaning and the style.
Paragraph Translation
This translating, the first analyze word for word (lexical analysis) and at the some try to grasp the meaning of unfamiliar lexical item (lexical analysis) and simultaneously observe the contextual, among the sentences in the paragraph (contextual analysis). After these analyses have been completed, the transfer of the SL massage contents into target language TL is conducted. Lastly we carry out the restricting of the result of the transfer.
Text Book Translation
The term of linguistic analysis, this form is to large extent, to be similar to translating and essay translating, in edition, the similarity of translator should be the following points. The translator must read and be aware of the books tattle, reads the table on the contents, for ward or for case, introducing the chapter of topic. The translator should translate each chapter chronologically. This kind of translating, a translator has to spend much time and energy besides he has to be and contentious
Essay Translation
This form is the same as those two previously discussed. In this case, the rapid reading skill essentially required because the three analyses are done. The whole essay should read means of speech reading technique, so in this connection a translator is able to read fast.
This simulate of translation should do the following point. The translator must read be aware of the books title, reads the topic, the table of content, foreword of preface, introduction and the chapter topic. The translator should be translating each chapter chromatically. In this kind of translate; he has to spend much time and energy besides he has to be pattern conscientious.
Jigsaw Learning
Learning is the process of acquiring knowledge, skills, attitudes, or values through study experience, or teaching, that cause a change of behavior that is persistent measurable, and specified or allow an individual to formulate a new mental construct or revise a prior mental.
Jigsaw is a combination of a cooperative and individualistic learning. Students learn in cooperative group, but they take individual test and are given individual grades. Resources interdependent are high, but an individualistic reward structure is used. Students are placed in five to seven members cooperative groups (heterogeneous in term of ability, ethnic background and sex. (Aronson et al,1978; Silberman,Mel.1996).
The jigsaw method of cooperative learning is also a good way to involve all students in speaking and learning ELS (English second Language) classroom in jigsaw learning activity, a translation selection is cup and divided among the group by the teacher. Each person reads their individual part silently and then presents the information they learned to their group. Next, each cooperative group teaching the whole class about what they learned from their translation selection. This activity is wonderful way to elicit participation from each class member students also feel less inhibited by first presenting in small groups, and after practice they often feel more comfortable presenting in front class (Slavin,R.1960).
Each learning strategy has a certain steps or procedures. The teachers who want to applied a special learning strategy must understand the whole steps and procedures (Aronson,E.,& Patneo,S 1997) especially, propose 10 steps or procedures in using jigsaw learning to teach any subject, including to teach reading comprehension:
Divide students from into 5 or 6 person jigsaw groups. The groups should be diverse in term of gender, ethnicity, race, and ability.
Appoint one student from each group as the leader. Initially, this person should be the must mature students in the group
Divide the day’s lesson into 5-6 segments
Assign each students to learn one segment, making sure students have divers access only to their own segment
Give students time to read over their segment at least twice and become familiar into with it. There is no ne ed for them to memorize it.
From temporary “expert groups” by heaving one student from each jigsaw group join other student assignment to the same segment. Give students in these expert group time to discuss the main points of their segment and to rehearse the presentation the will make to their jigsaw group
Bring the students back into their jigsaw groups
Ask each the students to present her or his segment to the group encourage others in they group to ask questions for clarification.
Float from group to group, observing the process. If any group is having trouble (e.g, a member is dominating or descriptive) make an appropriate intervention.
At the end of the session, give a quiz on the material so that students quickly come to realize that these sessions are not just fun and game but really count.
Method of the Research
Research Design
This method applied is the description method; it is aimed to explain the ability of the students in translating Paragraph at the second year of MA Babussalam DDI Kassi Jeneponto.
Population and Sample:
Population
The populations of this research consist of the Second year students of (MA Babussalam DDI Kassi Jeneponto academic year 2010/2011). The class consists of 40 students, so the number of population is 40 students
Sample
To apply this method the sample will be taken by using random sampling, so the researcher will research 40 students (MA Babussalam DDI Kassi Jeneponto academic year 2010/2011).
Instrument of the Research
Collecting data, the researcher will use translation test; to know the students’ ability to translate English Paragraph. Before the students’ do the test, the researcher will explain how to do the test, the number of the test is 4 paragraph and they are given chance for 60 minutes to do the test.
Data collecting procedure
The procedure of collecting data of the research uses form of Paragraph translation to the students of the second year of MA Babussalam DDI Kassi Jeneponto.
Technique of data analysis
Scoring each students
Number of the correct answer
Score = X 10
Total number of items test
(Depdikbud: 1990)
Finding the mean score
To find the mean score the researcher used the following formula:
Were: = The mean score of the students
∑X = the total score
N = the number of the students
(Gay, 1981: 298)
Classifying the score of the students into the following criteria:
9.6 to 10 is classified as excellent
8.6 to 9.5 is classified as very good
7.6 o 8.5 is classified as good
6.6 to 7.5 is classified as fairly good
5.6 to 6.5 is classified as fair
3.6 to 5.5 is classified as poor
0.0 to 3.5 is classified as very poor
(Depdikbud, 1994: 70)
BIBLIOGRAPHY
Aronson, E.,& Patnoe, S. 1997. The jigsaw learning classroom: Building cooperation in the classroom. (on-line) Available at http: // www.jigsaw.org/procedures.htm. (Access retrieved 27/10/2010)
Baharuddin Dkk,2008. Teori Belajar dan Pembelajaran. Jogjakarta, Ar-ruzz media
Brislin, Richard, W. 1976. Translation application research: New York : Graders Press Inc.
Depdikbud, 1990. GBPP Pengajaran Bahasa Ingris SLTP. Jakarta: Direktorat Jendral Pendidikan Pusat.
Felder, Richard. Article. Active and Cooperative Learning.( on-line) available at http: // 134.161.232.143/ coop learning/chz/default.htm. (Access retrieved 27/01/2010).
Gay, L. R. 1990. Education Research: Competence for Analysis and Applications, five editions ed. Charles E. Meril Publishing Company, Columbus.
Hornby. 1974. The Advanced Learner’s Dictionary of Current English Oxford, Oxford University Press.
Masita, 2006. The correlation between prior-knowledge and translation ability of the second year students junior high school of Pesantren an-Nahda though translation test.: Thesis of UIN Alauddin Makassar.
Nida, E.a. 1984. Toward A Science of translate. Oxford: Pergaon Instituted of English
Robert E. Slavin. 2008. Cooperative Learning, Theory, Reset and Practice. Bandung. Penerbit Nusa Indah.
Sadtono, E. 1985. Pedoman penerjemahan. Jakarta: Pusat Pembinaan dan Pengembangan Bahasa.
15
Widyamarta, A. 1964. Seni Menerjemahkan. Yogyakarta Koninsus.
instrument
INSTRUMENT
Terjemahkan Paragraph di bawah ini kedalam bahasa Indonesia dengan baik dan benar!
JOGGING IS A GOOD FOR HEALTH
Sport is very important for us to do. Doing some sports can keep our body healthy. There are many kinds of sport that we can do without spending money. One of them is jogging or walking. Jogging is a good sport. We can do this any time, in the morning, in the afternoon, every Sunday morning, or whenever we like.
Most of people in our country like jogging or walking. It is important to our body. It can keep our heart and lung healthy. It also keeps us fit. And it can help us to sleep in the night because stress from the job will lose with jogging.
To do jogging or walking does not need much money. It is cheap sport. We can jog or walk in the streets, in the big square, or in the sum etc. if we want to make our body fit, we have to jog or walk at leas three times a week or every other day. We should not jog or walk on Sunday only.
We know that now days our government is very enthusiastic to support the sport programmers. And our government also provides a lot of facilities. Let’s do sport, jogging, walking, and other kinds of sport if we want to make our body fit and healthy. If we are healthy, we can study and work well.
Source
Suryana, Nanang. 2001. New Concept English SMA Tingkat 2 Berdasarkan edisi kurikulum SMA/GBPP 1999. CV. Armico. Bandung.
TOURISM IN INDONESIA
Traveling is one of the human needs you can’t stay on one place all the time. You’ll get bored of it. You need to see many different things which you can’t find in your surroundings. When you are traveling, people say you are making a tour to visit some place. Then, you’re a tourist. Indonesia is one of countries in the world where international tourist come to enjoy the world where international tourist come to enjoy the beauty its green forest, sunny beaches and its elaborate cultural and religious events.
Tourist who come to Indonesia are mostly from sub-tropical and even from countries which are cold the whole year. They rarely enjoy the heat of the sun. they like to have their skin suntanned. Greenery is another attraction for them. Why? In their countries they live in flats or apartments and work in big cities with their tall buildings and busy streets where plants are rare.
When they see Indonesia, they feel that they breathe fresh air and see wonderful views. Handicrafts such as silver works, statues, ceramics, woven bamboo hats and bag, rattan furniture attract them so much. What they have in their countries are mechanical products such as TV set, radios, cars, and other electrical conveniences.
Bali and the Borobudur are probably the best-known in the world. They think that Indonesia is in Bali not otherwise. This because they hear about Bali more often that they hear about Indonesia. They see the picture of our famous temple, the Borobudur, in Indonesia stamps and probably in travel posters. Recently UNESCO made a lot of promotion abroad to raise funds for restoring the Borobudur.
Who doesn’t want to go to Bali? Almost everybody says it is the “island of Paradise.!! Bali is noted for its graceful dances, symbolic Puras and solemn religious ceremonies. There still many other place of interest all around Indonesia such as the lake Toba, the Pariaman valley, the rock hill cemetery in Toraja, deep clear sea in Maluku. And the royal palace in Yogyakarta.
The government is trying hard to promote our tourism by inviting government as well as private executives abroad to hold conferences such as PATA, OPEC and other meetings in Indonesia. Besides, it stimulates people to preserve the natural beauty of the land. Providing more beautiful places and things for tourism is our responsibility if we want more tourists to come and see our country in the future. By doing so, we get more from abroad, with one condition, the tourist must not destroy, pollute or westernize our beautiful properties.
THE NATIONAL EDUATION SYSTEM IN INDONESIA
Education is a matter of great interest to the government of Indonesia. All the citizens have the right to get education and government endeavors to promote a system of national education. The system of national education in Indonesia is specific, it is different from other countries. The system principally based on the people’s way of life, it is aimed at establishing the people’s faith to Allah the Mighty. This is also aimed at developing their intelligence, skills, raising their morale, reinforcing their national personality and spirit. All these mean to create responsible citizens, both to themselves and to the nation.
In practice, in Indonesia a child usually enters the elementary school at the age for six or seven. The next step after elementary school is junior high school. The Junior high school course which last for three years is divided into nine terms. It belongs to nine year elementary school education, is compulsory in Indonesia.
After completing the first three years course, n most parts of Indonesia this stage lasts until children reach the age is sixteen. At the age of sixteen they will go into senior general high school (SMA/MA) or vocational high school (SMK).
There are three different types of education, formal non-formal and vocational education. The formal education is held in school either by the government or by private institute. Most of non-formal educations are held privately, in the form of course, such as the course of computer, automotive, electronics, tailoring, language, accountancy, etc. and the vocational education which the students can get particular lessons, they must begin to concentrate on special interest and train to be professional men.
After graduating from general high school; or vocational education high school, the students are then eligible to go on higher education. There are various sorts of institutions that they will enter. For instance, if they want to become engineers, they will probably enter ITB (Bandung Institute Technology). If, on the other hand, they which to become English teachers, they will enter UNM or UIN and take English department.
There also various sorts of economics Higher school (STIE) which specialized in learning Economics. Thus the students who graduate from high school have a wide choice of fields of study they will take to continue their study.
Source
Suryana, Nanang. 2001. New Concept English SMA Tingkat 2 Berdasarkan edisi kurikulum SMA/GBPP 1999. CV. Armico. Bandung.
Terjemahkan Paragraph di bawah ini kedalam bahasa Indonesia dengan baik dan benar!
JOGGING IS A GOOD FOR HEALTH
Sport is very important for us to do. Doing some sports can keep our body healthy. There are many kinds of sport that we can do without spending money. One of them is jogging or walking. Jogging is a good sport. We can do this any time, in the morning, in the afternoon, every Sunday morning, or whenever we like.
Most of people in our country like jogging or walking. It is important to our body. It can keep our heart and lung healthy. It also keeps us fit. And it can help us to sleep in the night because stress from the job will lose with jogging.
To do jogging or walking does not need much money. It is cheap sport. We can jog or walk in the streets, in the big square, or in the sum etc. if we want to make our body fit, we have to jog or walk at leas three times a week or every other day. We should not jog or walk on Sunday only.
We know that now days our government is very enthusiastic to support the sport programmers. And our government also provides a lot of facilities. Let’s do sport, jogging, walking, and other kinds of sport if we want to make our body fit and healthy. If we are healthy, we can study and work well.
Source
Suryana, Nanang. 2001. New Concept English SMA Tingkat 2 Berdasarkan edisi kurikulum SMA/GBPP 1999. CV. Armico. Bandung.
TOURISM IN INDONESIA
Traveling is one of the human needs you can’t stay on one place all the time. You’ll get bored of it. You need to see many different things which you can’t find in your surroundings. When you are traveling, people say you are making a tour to visit some place. Then, you’re a tourist. Indonesia is one of countries in the world where international tourist come to enjoy the world where international tourist come to enjoy the beauty its green forest, sunny beaches and its elaborate cultural and religious events.
Tourist who come to Indonesia are mostly from sub-tropical and even from countries which are cold the whole year. They rarely enjoy the heat of the sun. they like to have their skin suntanned. Greenery is another attraction for them. Why? In their countries they live in flats or apartments and work in big cities with their tall buildings and busy streets where plants are rare.
When they see Indonesia, they feel that they breathe fresh air and see wonderful views. Handicrafts such as silver works, statues, ceramics, woven bamboo hats and bag, rattan furniture attract them so much. What they have in their countries are mechanical products such as TV set, radios, cars, and other electrical conveniences.
Bali and the Borobudur are probably the best-known in the world. They think that Indonesia is in Bali not otherwise. This because they hear about Bali more often that they hear about Indonesia. They see the picture of our famous temple, the Borobudur, in Indonesia stamps and probably in travel posters. Recently UNESCO made a lot of promotion abroad to raise funds for restoring the Borobudur.
Who doesn’t want to go to Bali? Almost everybody says it is the “island of Paradise.!! Bali is noted for its graceful dances, symbolic Puras and solemn religious ceremonies. There still many other place of interest all around Indonesia such as the lake Toba, the Pariaman valley, the rock hill cemetery in Toraja, deep clear sea in Maluku. And the royal palace in Yogyakarta.
The government is trying hard to promote our tourism by inviting government as well as private executives abroad to hold conferences such as PATA, OPEC and other meetings in Indonesia. Besides, it stimulates people to preserve the natural beauty of the land. Providing more beautiful places and things for tourism is our responsibility if we want more tourists to come and see our country in the future. By doing so, we get more from abroad, with one condition, the tourist must not destroy, pollute or westernize our beautiful properties.
THE NATIONAL EDUATION SYSTEM IN INDONESIA
Education is a matter of great interest to the government of Indonesia. All the citizens have the right to get education and government endeavors to promote a system of national education. The system of national education in Indonesia is specific, it is different from other countries. The system principally based on the people’s way of life, it is aimed at establishing the people’s faith to Allah the Mighty. This is also aimed at developing their intelligence, skills, raising their morale, reinforcing their national personality and spirit. All these mean to create responsible citizens, both to themselves and to the nation.
In practice, in Indonesia a child usually enters the elementary school at the age for six or seven. The next step after elementary school is junior high school. The Junior high school course which last for three years is divided into nine terms. It belongs to nine year elementary school education, is compulsory in Indonesia.
After completing the first three years course, n most parts of Indonesia this stage lasts until children reach the age is sixteen. At the age of sixteen they will go into senior general high school (SMA/MA) or vocational high school (SMK).
There are three different types of education, formal non-formal and vocational education. The formal education is held in school either by the government or by private institute. Most of non-formal educations are held privately, in the form of course, such as the course of computer, automotive, electronics, tailoring, language, accountancy, etc. and the vocational education which the students can get particular lessons, they must begin to concentrate on special interest and train to be professional men.
After graduating from general high school; or vocational education high school, the students are then eligible to go on higher education. There are various sorts of institutions that they will enter. For instance, if they want to become engineers, they will probably enter ITB (Bandung Institute Technology). If, on the other hand, they which to become English teachers, they will enter UNM or UIN and take English department.
There also various sorts of economics Higher school (STIE) which specialized in learning Economics. Thus the students who graduate from high school have a wide choice of fields of study they will take to continue their study.
Source
Suryana, Nanang. 2001. New Concept English SMA Tingkat 2 Berdasarkan edisi kurikulum SMA/GBPP 1999. CV. Armico. Bandung.
Appendix
Appendix A
INSTRUMENT
TEST.
Terjemahkan Paragraph di bawah ini kedalam bahasa Indonesia dengan baik dan benar!
JOGGING IS A GOOD FOR HEALTH
Sport is very important for us to do. Doing some sports can keep our body healthy. There are many kinds of sport that we can do without spending money. One of them is jogging or walking. Jogging is a good sport. We can do this any time, in the morning, in the afternoon, every Sunday morning, or whenever we like.
Most of people in our country like jogging or walking. It is important to our body. It can keep our heart and lung healthy. It also keeps us fit. And it can help us to sleep in the night because stress from the job will lose with jogging.
To do jogging or walking does not need much money. It is cheap sport. We can jog or walk in the streets, in the big square, or in the sum etc. if we want to make our body fit, we have to jog or walk at leas three times a week or every other day. We should not jog or walk on Sunday only.
We know that now days our government is very enthusiastic to support the sport programmers. And our government also provides a lot of facilities. Let’s do sport, jogging, walking, and other kinds of sport if we want to make our body fit and healthy. If we are healthy, we can study and work well.
Source
Suryana, Nanang. 2001. New Concept English SMA Tingkat 2 Berdasarkan edisi kurikulum SMA/GBPP 1999. CV. Armico. Bandung.
Appendix B
Rate Percentage of Students score through the test (Class II IPS)
No Student’s Code Number of Items Row score Category
1 Burhan 4 9 very good
2 Marlina 4 6.5 fair
3 Idris Buyung 4 7 Fairly good
4 Hajrah 4 5 poor
5 Kasmiati D 4 7.5 fairly good
6 Rita 4 7.5 Fairly good
7 Kasmiati M 4 8 good
8 Hamridayanti 4 8 good
9 Rahma Astuti 4 7.5 Fairly good
10 Muhklis 4 7 Fairly good
11 Aslinda 4 5.5 Poor
12 Rabaluddin 4 8.5 good
13 Muh. Risal 4 6.5 fair
14 Fitriani 4 8 good
15 Marti 4 7.5 Fairly good
16 Ramli 4 7.5 Fairly good
17 Risnawati 4 8 good
18 Nurlaela 4 7.5 Fairly good
19 Ismawati k 4 8.5 good
20 Hamsinar 4 7.5 Fairly good
21 Husnaeni Bahar 4 9 very good
22 Hariani 4 7 Fairly good
23 Inar 4 8 good
24 Patmawati 4 7.5 Fairly good
25 Jumriani K 4 6.5 fair
26 Rahmiatullah 4 8 good
27 Jumriani 4 8 good
28 Husain 4 7.5 Fairly good
29 Gusti 4 7 Fairy good
30 Sukaeni 4 6.5 Fair
31 Selfi 4 5.5 poor
32 Sri Nurhayana 4 7 Fairly good
33 Nesa Permatasari 4 6 Fair
34 Samhijrah HS 4 5 poor
35 Serang 4 6.5 fair
36 Sri Wulansari 4 7.5 Fairly good
37 Suarni Y 4 6.5 Fair
38 Takdir 4 7.5 Fairly good
39 Saharuddin 4 8 good
40 Syamsuddin N 4 7.5 Fairly good
41 Suarni 4 6 Fair
42 Sibali 4 7.5 Fairly good
43 Wahyuni 4 7 Fairly good
44 Sumarni S 4 6.5 Fair
45 Widya Astuti 4 7.5 Fairly good
46 Suhendra 4 5.5 poor
47 Samsir S 4 9 very good
48 Muhammad Basir 4 6.5 fair
49 Wahdaniyanti 4 8 good
50 M. Akbar 4 7.5 Fairly good
Total 50 361
INSTRUMENT
TEST.
Terjemahkan Paragraph di bawah ini kedalam bahasa Indonesia dengan baik dan benar!
JOGGING IS A GOOD FOR HEALTH
Sport is very important for us to do. Doing some sports can keep our body healthy. There are many kinds of sport that we can do without spending money. One of them is jogging or walking. Jogging is a good sport. We can do this any time, in the morning, in the afternoon, every Sunday morning, or whenever we like.
Most of people in our country like jogging or walking. It is important to our body. It can keep our heart and lung healthy. It also keeps us fit. And it can help us to sleep in the night because stress from the job will lose with jogging.
To do jogging or walking does not need much money. It is cheap sport. We can jog or walk in the streets, in the big square, or in the sum etc. if we want to make our body fit, we have to jog or walk at leas three times a week or every other day. We should not jog or walk on Sunday only.
We know that now days our government is very enthusiastic to support the sport programmers. And our government also provides a lot of facilities. Let’s do sport, jogging, walking, and other kinds of sport if we want to make our body fit and healthy. If we are healthy, we can study and work well.
Source
Suryana, Nanang. 2001. New Concept English SMA Tingkat 2 Berdasarkan edisi kurikulum SMA/GBPP 1999. CV. Armico. Bandung.
Appendix B
Rate Percentage of Students score through the test (Class II IPS)
No Student’s Code Number of Items Row score Category
1 Burhan 4 9 very good
2 Marlina 4 6.5 fair
3 Idris Buyung 4 7 Fairly good
4 Hajrah 4 5 poor
5 Kasmiati D 4 7.5 fairly good
6 Rita 4 7.5 Fairly good
7 Kasmiati M 4 8 good
8 Hamridayanti 4 8 good
9 Rahma Astuti 4 7.5 Fairly good
10 Muhklis 4 7 Fairly good
11 Aslinda 4 5.5 Poor
12 Rabaluddin 4 8.5 good
13 Muh. Risal 4 6.5 fair
14 Fitriani 4 8 good
15 Marti 4 7.5 Fairly good
16 Ramli 4 7.5 Fairly good
17 Risnawati 4 8 good
18 Nurlaela 4 7.5 Fairly good
19 Ismawati k 4 8.5 good
20 Hamsinar 4 7.5 Fairly good
21 Husnaeni Bahar 4 9 very good
22 Hariani 4 7 Fairly good
23 Inar 4 8 good
24 Patmawati 4 7.5 Fairly good
25 Jumriani K 4 6.5 fair
26 Rahmiatullah 4 8 good
27 Jumriani 4 8 good
28 Husain 4 7.5 Fairly good
29 Gusti 4 7 Fairy good
30 Sukaeni 4 6.5 Fair
31 Selfi 4 5.5 poor
32 Sri Nurhayana 4 7 Fairly good
33 Nesa Permatasari 4 6 Fair
34 Samhijrah HS 4 5 poor
35 Serang 4 6.5 fair
36 Sri Wulansari 4 7.5 Fairly good
37 Suarni Y 4 6.5 Fair
38 Takdir 4 7.5 Fairly good
39 Saharuddin 4 8 good
40 Syamsuddin N 4 7.5 Fairly good
41 Suarni 4 6 Fair
42 Sibali 4 7.5 Fairly good
43 Wahyuni 4 7 Fairly good
44 Sumarni S 4 6.5 Fair
45 Widya Astuti 4 7.5 Fairly good
46 Suhendra 4 5.5 poor
47 Samsir S 4 9 very good
48 Muhammad Basir 4 6.5 fair
49 Wahdaniyanti 4 8 good
50 M. Akbar 4 7.5 Fairly good
Total 50 361
Pelengkap
THE STUDENTS’ ABILITY IN TRANSLATING ENGLISH PARAGRAPH THROUGH JIGSAW LEARNING STRATEGY AT THE SECOND
YEAR OF MADRASAH ALIYAH (MA) BABUSSALAM
DDI KASSI JENEPONTO
A Thesis
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan in English Education Department of
Tarbiyah and Teaching Science Faculty of
UIN Alauddin Makassar
AHMAD ARI SUHUD
NIM : 20401106074
ENGLISH EDUCATION DEPARTMENT
TARBIYAH AND TEACHING SCIENCE FACULTY
STATE ISLAMIC UNIVERSITY OF ALAUDDIN MAKASSAR
2011
PERNYATAAN KEASLIAN SKRIPSI
Dengan senantiasa mengharapkan ridha Allah SWT, yang bertanda tangan di bawah ini menyatakan bahwa skripsi ini benar hasil karya penulis dan jika di kemudian hari terbukti bahwa penulisan skripsi ini merupakan duplikat, tiruan atau plagiat, maka skripsi dan gelar yang diperoleh karenanya batal demi hukum.
Makassar, 24 Pebruari 2010
Penyusun
AHMAD ARI SUHUD
Nim 20401106074
PERSETUJUAN PEMBIMBING
Pembimbing penulisan skripsi Saudara Ahmad Ari Suhud, Nim 20401106074, Mahasiswa jurusan Pendidikan Bahasa Inggris pada fakultas Tarbiyah dan Keguruan UIN Alauddin Makassar, setelah dengan saksama meneliti dan mengoreksi skripsi yang bersangkutan dengan judul, “The Students’ Ability in Translating English Paragraph through Jigsaw Learning Strategy at the Second Year of Madrasah Aliyah (MA) Babussalam DDI Kassi Jeneponto ”, memandang bahwa skripsi tersebut telah memenuhi syarat ilmiah dan dapat disetujui untuk diajukan ke sidang munaqasyah. Demikianlah persetujuan ini diberikan untuk diproses selanjutnya.
` Makassar, Pebruari 2011
Pembimbing I Pembimbing II
Drs. H. Wahyuddin Naro,M.Hum. Dra. Kamsinah,.M.Pd.I
Nip. 19671231 199303 1 030 Nip. 1968328 199603 2 002
PENGESAHAN SKRIPSI
Skripsi yang berjudul “The Students Ability in Translating English Oparagraph through Jigsaw Learning Strategy at the Second Year of Madrasah Aliyah (MA) Babussalam DDI Kassi Jeneponto”, yang disusun oleh saudara Ahmad Ari Suhud, Nim: 20401106052. Mahasiswa jurusan pendidikan bahasa inggris pada Fakultas Tarbiyah dan Keguruan UIN Alauddin Makassar, telah diuji dan dipertahankan dalam sidang Munaqasyah yang di selenggarakan pada hari Senin Tanggal 26 Juli 2010 dan dinyatakan telah dapat diterima sebagai salah satu syarat untuk mendapatkan gelar sarjana Pendidikan (S.Pd) pada Fakultas Tarbiyah dan Keguruan UIN Alauddin Makassar Jurusan Pendidikan Bahasa Inggris.
Dengan beberapa perbaikan.
Makassar 26 Juli 2010 M
14 Sya’ban 1431 H
DEWAN PENGUJI
(SK. Dekan No. 084 Tahun 2010)
Ketua : Dra. Djuwairiah Ahmad, M.Pd.,M. TESOL (………….……)
Sekertaris : Qaddafi, S. Si.,M.Si. (……………….)
Munaqisy I : Drs. H. Abd. Muis Said, M.Ed. (………….……)
Munaqisy II : Dra. Kamsinah, M.Pd.I. (……………….)
Pembimbing I : Drs. H. Wahyuddin Naro,M. Hum (……………….)
Pembimbing II : Drs. H. Nur Asik,M. (……………….)
Diketahui Oleh :
Dekan Fakultas Tarbiyah dan Keguruan
UIN Alauddin Makassar.
Prof. Dr. H. Moh. Natsir Mahmud,M,A
NIP. 19540816 198303 1 004
ACKNOWLEDGEMENTS
Bismillahirahmanirrahim
Alhamdulilllahi Rabbil Alamin. The researcher expresses his highest gratitude to the almighty Allah SWT, who has given His guidance, blessing, and mercy to the researcher in completing this writing thesis. And also his regard and dragged to Prophet Muhammad SAW, His family, and followers until the end of this world.
In preparing complicating this writing thesis, the researcher found many problems that could no be solved the researcher by himself. However, the great help and support from the people ground the researcher made everything was running well. The researcher deeply express many thanks to those who given their help. Guidance support, advice, and oven constructive criticism. The researcher really knows without them, the researcher would be unable to finish this writing thesis, so the researcher would like to express his deepest gratitude to them. They are:
The researcher’s beloved parents, Saho and Murni for their endless love, who always pray for my safety, health and success, support, and provide countless material.
Prof. Dr. H. A. Qadir Gassing HT.,M.S., the Rector of UIN Alauddin Makassar, for his advice during the period when the researcher studied at the university.
Dr. H. Salehuddin Yasin, M.Ag, The Dean of Tarbiyah and Teaching Science Faculty , who has given the researcher to get education at UIN Alauddin Makassar. And all the lectures and staff of English Education Department and Tarbiyah and Teaching Science Faculty whose names could not mentioned one by one for their guidance and service in the researcher academic process.
Dra. Djuwairiah Ahmad, M.Pd., M.TESOL., and Dra. Kamsinah, M.Pd.I., The Head and the Secretary of English Department of Tarbiyah and Teaching Science Faculty, as well as all of staff who has given a lot of contributions and advices.
Drs. H. Wahyuddin Naro, M. Hum., as my first consultant and Dra. Kamsinah, M.Pd.I as my second consulatant, who always gives the critiques and suggestions for the better result of this writing thesis.
All of the students and teachers of Madraash Aliyah (MA) Babussalam DDI Kassi Jeneponto for their participation during the writing of this thesis.
The researcher thanks to all my sisters and young brother (Ratna, Sunarti, Sumarni, Gunawan, Ariska, Rian & Roni) who always support so the researcher could finish the process of writing this thesis.
For my best friends, Adnan, Nurwahida Asmi, Nasrullah, Hasmawati, Samsiah, Kak Sohani’ Samiruddin, Safri, Roslina and all my in PBI 3 & 4 as well as all of the students of English Department of UIN Alauddin Makassar 2006 generation generally who cannot be mentioned one by one, for all their support, kindness and understanding in finishing my study.
The researcher’s friends in KULTUR Jeneponto, HPMT Kom .UIN Alauddin Makassar, & HMI Cab. Jeneponto for all helping, togetherness, friendship.
The researcher parents and friends at dormitory Mujahid; thanks for Hj. Sunggu, all Mujahid Crew. Pratu Dormitory (Anna Nugrawati, St. Hawa, Nurwahida HS, Rafika, Lita Listiawanti, and the special One Khaeriah).
The researcher’s friend & family in KKN UIN angkatan -45 Desa Langkura Kec. Turatea, Kab. Jeneponto
The researcher’s realize that this thesis is still the simple ones, remaining errors are the researcher own, therefore constructive criticism and suggestion will highly appreciate.
Finally, this writing thesis will be useful for many people who Allah the almighty needed may bless us. Amien.
Makassar, February 24th 2011
Ahmad Ari Suhud
TABLE OF CONTENTS
Page
HALAMAN JUDUL...................................................................................... i
PERNYATAAN KEASLIAN SKRIPSI...................................................... ii
HALAMAN PERSETUJUAN PEMBIMBING......................................... iii
PENGESAHAN SKRIPSI iv
ACKNOWLEDGEMENTS……………………………….…….………… v
TABLE OF CONTENTS ………………………………………..……...… viii
LIST OF TABLES...................................................................................... x
ABSTRACT.................................................................................................. . xi
CHAPTER I INTRODUCTION………………………………………… 1-6
Background………………….………......................... 1
Problem Statement………..…………….…………... 4
Objective of the Research ………………..………….. 4
Significance of the Research………..….……………. 4
Scope of the Research……………………….……… 6
CHAPTER II REVIEW OF THE RELATED LITERATURE……… 7-29
Some Previous Related Literature…………………… 7
Definition of Translation……………………….…… 8
Type of Translation 10
The Form of Translation 14
Procedure of Translation…………………………….. 17
Criteria of a Good Translation…………………….. 20
The concept of Jigsaw Learning……………………. 23
CHAPTER III RESEARCH METHOD 30-32
Research design 30
Population and Sample 30
Instrument of The Research 31
Procedure of Collecting Data 31
Technique of Data Analysis 31
CHAPTER IV FINDINGS AND DISCUSSION 33-39
Findings 33
Discussion 37
CHAPTER V CONCLUSION AND SUGGESTION 40
Conclusion 40
Suggestion 40
BIBLIOGRAPHY 41
APPENDIX
CURRICULUM VITAE
LIST OF TABLES
Page
Table 1. The rate percentage of students’ score through the objective test
(Class II IPS A )............................................................................. 33
Table 2. The category of students’ score through the test (Class II IPS A )...... 35
Table 3. The rate percentage of students’ score through the objective test
(Class II IPS B)................................................................................ 37
Table 4. The category of students’ score through the test (Class II IPS B)........ 38
Table 5.The rate percentage of the total number of the second year
students’ score through the objective test (Class II IPS A) and
(Class II IPS B).................................................................................. 39
Table 6.The mean score of total number of the second year students’
(Class II IPS A and (Class II IPS B)................................................ 40
ABSTRACT
Title : The Students Ability in Translating English Paragraph through Jigsaw Learning strategy at the Second year of Madrasah Aliyah (MA) Babussalam DDI Kassi Jeneponto
Name : Ahmad Ari Suhud
Reg. Number : 20401106074
Consultant I : Drs. H. Wahyuddin Naro, M.Hum
Consultant II : Dra. Kamsinah, M.Pd.I
This study is aimed at finding out the students’ ability to translate English Paragraph through Jigsaw Learning Strategy. This research used a descriptive method. The instrument of this research was a Translation test. The objective test was intended the obtain data about the ability of the second year students of Madrasah Aliyah (MA) Babussalam DDI Kassi Jeneponto to translate English Paragraph through Jigsaw Learning Strategy. The population of this research was the second students of Madrasah Aliyah (MA) Babussalam DDI Kassi Jeneponto in academic year 2010/2011. It consists of two classes, class IPSA 28 students and class IPSB 22 students; the total numbers of population are about 50 students.
The sample of the research was selected by using a total sampling technique, which means that, the researcher took all of the second year students as sample.The total numbers of sample of the students are 50 students in academic year 2010/2011. The data were collected through a translation test.
The result of data analysis which applied means score formula indicates that, the ability of the second year students of the students of Madrasah Aliyah (MA) Babussalam DDI Kassi Jeneponto to translate English Paragraph through Jigsaw Learning Strategy was categorized as fairly good because the mean score of the students’ ability is (7.22). It was proved by the result of test value through a transaltion test.
Based on the result of data analysis, the researcher concluded that, the second year students of Madrasah Aliyah (MA) Babussalam DDI Kassi Jeneponto can translate English Paragraph through Jigsaw Learning Strategy.
YEAR OF MADRASAH ALIYAH (MA) BABUSSALAM
DDI KASSI JENEPONTO
A Thesis
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan in English Education Department of
Tarbiyah and Teaching Science Faculty of
UIN Alauddin Makassar
AHMAD ARI SUHUD
NIM : 20401106074
ENGLISH EDUCATION DEPARTMENT
TARBIYAH AND TEACHING SCIENCE FACULTY
STATE ISLAMIC UNIVERSITY OF ALAUDDIN MAKASSAR
2011
PERNYATAAN KEASLIAN SKRIPSI
Dengan senantiasa mengharapkan ridha Allah SWT, yang bertanda tangan di bawah ini menyatakan bahwa skripsi ini benar hasil karya penulis dan jika di kemudian hari terbukti bahwa penulisan skripsi ini merupakan duplikat, tiruan atau plagiat, maka skripsi dan gelar yang diperoleh karenanya batal demi hukum.
Makassar, 24 Pebruari 2010
Penyusun
AHMAD ARI SUHUD
Nim 20401106074
PERSETUJUAN PEMBIMBING
Pembimbing penulisan skripsi Saudara Ahmad Ari Suhud, Nim 20401106074, Mahasiswa jurusan Pendidikan Bahasa Inggris pada fakultas Tarbiyah dan Keguruan UIN Alauddin Makassar, setelah dengan saksama meneliti dan mengoreksi skripsi yang bersangkutan dengan judul, “The Students’ Ability in Translating English Paragraph through Jigsaw Learning Strategy at the Second Year of Madrasah Aliyah (MA) Babussalam DDI Kassi Jeneponto ”, memandang bahwa skripsi tersebut telah memenuhi syarat ilmiah dan dapat disetujui untuk diajukan ke sidang munaqasyah. Demikianlah persetujuan ini diberikan untuk diproses selanjutnya.
` Makassar, Pebruari 2011
Pembimbing I Pembimbing II
Drs. H. Wahyuddin Naro,M.Hum. Dra. Kamsinah,.M.Pd.I
Nip. 19671231 199303 1 030 Nip. 1968328 199603 2 002
PENGESAHAN SKRIPSI
Skripsi yang berjudul “The Students Ability in Translating English Oparagraph through Jigsaw Learning Strategy at the Second Year of Madrasah Aliyah (MA) Babussalam DDI Kassi Jeneponto”, yang disusun oleh saudara Ahmad Ari Suhud, Nim: 20401106052. Mahasiswa jurusan pendidikan bahasa inggris pada Fakultas Tarbiyah dan Keguruan UIN Alauddin Makassar, telah diuji dan dipertahankan dalam sidang Munaqasyah yang di selenggarakan pada hari Senin Tanggal 26 Juli 2010 dan dinyatakan telah dapat diterima sebagai salah satu syarat untuk mendapatkan gelar sarjana Pendidikan (S.Pd) pada Fakultas Tarbiyah dan Keguruan UIN Alauddin Makassar Jurusan Pendidikan Bahasa Inggris.
Dengan beberapa perbaikan.
Makassar 26 Juli 2010 M
14 Sya’ban 1431 H
DEWAN PENGUJI
(SK. Dekan No. 084 Tahun 2010)
Ketua : Dra. Djuwairiah Ahmad, M.Pd.,M. TESOL (………….……)
Sekertaris : Qaddafi, S. Si.,M.Si. (……………….)
Munaqisy I : Drs. H. Abd. Muis Said, M.Ed. (………….……)
Munaqisy II : Dra. Kamsinah, M.Pd.I. (……………….)
Pembimbing I : Drs. H. Wahyuddin Naro,M. Hum (……………….)
Pembimbing II : Drs. H. Nur Asik,M. (……………….)
Diketahui Oleh :
Dekan Fakultas Tarbiyah dan Keguruan
UIN Alauddin Makassar.
Prof. Dr. H. Moh. Natsir Mahmud,M,A
NIP. 19540816 198303 1 004
ACKNOWLEDGEMENTS
Bismillahirahmanirrahim
Alhamdulilllahi Rabbil Alamin. The researcher expresses his highest gratitude to the almighty Allah SWT, who has given His guidance, blessing, and mercy to the researcher in completing this writing thesis. And also his regard and dragged to Prophet Muhammad SAW, His family, and followers until the end of this world.
In preparing complicating this writing thesis, the researcher found many problems that could no be solved the researcher by himself. However, the great help and support from the people ground the researcher made everything was running well. The researcher deeply express many thanks to those who given their help. Guidance support, advice, and oven constructive criticism. The researcher really knows without them, the researcher would be unable to finish this writing thesis, so the researcher would like to express his deepest gratitude to them. They are:
The researcher’s beloved parents, Saho and Murni for their endless love, who always pray for my safety, health and success, support, and provide countless material.
Prof. Dr. H. A. Qadir Gassing HT.,M.S., the Rector of UIN Alauddin Makassar, for his advice during the period when the researcher studied at the university.
Dr. H. Salehuddin Yasin, M.Ag, The Dean of Tarbiyah and Teaching Science Faculty , who has given the researcher to get education at UIN Alauddin Makassar. And all the lectures and staff of English Education Department and Tarbiyah and Teaching Science Faculty whose names could not mentioned one by one for their guidance and service in the researcher academic process.
Dra. Djuwairiah Ahmad, M.Pd., M.TESOL., and Dra. Kamsinah, M.Pd.I., The Head and the Secretary of English Department of Tarbiyah and Teaching Science Faculty, as well as all of staff who has given a lot of contributions and advices.
Drs. H. Wahyuddin Naro, M. Hum., as my first consultant and Dra. Kamsinah, M.Pd.I as my second consulatant, who always gives the critiques and suggestions for the better result of this writing thesis.
All of the students and teachers of Madraash Aliyah (MA) Babussalam DDI Kassi Jeneponto for their participation during the writing of this thesis.
The researcher thanks to all my sisters and young brother (Ratna, Sunarti, Sumarni, Gunawan, Ariska, Rian & Roni) who always support so the researcher could finish the process of writing this thesis.
For my best friends, Adnan, Nurwahida Asmi, Nasrullah, Hasmawati, Samsiah, Kak Sohani’ Samiruddin, Safri, Roslina and all my in PBI 3 & 4 as well as all of the students of English Department of UIN Alauddin Makassar 2006 generation generally who cannot be mentioned one by one, for all their support, kindness and understanding in finishing my study.
The researcher’s friends in KULTUR Jeneponto, HPMT Kom .UIN Alauddin Makassar, & HMI Cab. Jeneponto for all helping, togetherness, friendship.
The researcher parents and friends at dormitory Mujahid; thanks for Hj. Sunggu, all Mujahid Crew. Pratu Dormitory (Anna Nugrawati, St. Hawa, Nurwahida HS, Rafika, Lita Listiawanti, and the special One Khaeriah).
The researcher’s friend & family in KKN UIN angkatan -45 Desa Langkura Kec. Turatea, Kab. Jeneponto
The researcher’s realize that this thesis is still the simple ones, remaining errors are the researcher own, therefore constructive criticism and suggestion will highly appreciate.
Finally, this writing thesis will be useful for many people who Allah the almighty needed may bless us. Amien.
Makassar, February 24th 2011
Ahmad Ari Suhud
TABLE OF CONTENTS
Page
HALAMAN JUDUL...................................................................................... i
PERNYATAAN KEASLIAN SKRIPSI...................................................... ii
HALAMAN PERSETUJUAN PEMBIMBING......................................... iii
PENGESAHAN SKRIPSI iv
ACKNOWLEDGEMENTS……………………………….…….………… v
TABLE OF CONTENTS ………………………………………..……...… viii
LIST OF TABLES...................................................................................... x
ABSTRACT.................................................................................................. . xi
CHAPTER I INTRODUCTION………………………………………… 1-6
Background………………….………......................... 1
Problem Statement………..…………….…………... 4
Objective of the Research ………………..………….. 4
Significance of the Research………..….……………. 4
Scope of the Research……………………….……… 6
CHAPTER II REVIEW OF THE RELATED LITERATURE……… 7-29
Some Previous Related Literature…………………… 7
Definition of Translation……………………….…… 8
Type of Translation 10
The Form of Translation 14
Procedure of Translation…………………………….. 17
Criteria of a Good Translation…………………….. 20
The concept of Jigsaw Learning……………………. 23
CHAPTER III RESEARCH METHOD 30-32
Research design 30
Population and Sample 30
Instrument of The Research 31
Procedure of Collecting Data 31
Technique of Data Analysis 31
CHAPTER IV FINDINGS AND DISCUSSION 33-39
Findings 33
Discussion 37
CHAPTER V CONCLUSION AND SUGGESTION 40
Conclusion 40
Suggestion 40
BIBLIOGRAPHY 41
APPENDIX
CURRICULUM VITAE
LIST OF TABLES
Page
Table 1. The rate percentage of students’ score through the objective test
(Class II IPS A )............................................................................. 33
Table 2. The category of students’ score through the test (Class II IPS A )...... 35
Table 3. The rate percentage of students’ score through the objective test
(Class II IPS B)................................................................................ 37
Table 4. The category of students’ score through the test (Class II IPS B)........ 38
Table 5.The rate percentage of the total number of the second year
students’ score through the objective test (Class II IPS A) and
(Class II IPS B).................................................................................. 39
Table 6.The mean score of total number of the second year students’
(Class II IPS A and (Class II IPS B)................................................ 40
ABSTRACT
Title : The Students Ability in Translating English Paragraph through Jigsaw Learning strategy at the Second year of Madrasah Aliyah (MA) Babussalam DDI Kassi Jeneponto
Name : Ahmad Ari Suhud
Reg. Number : 20401106074
Consultant I : Drs. H. Wahyuddin Naro, M.Hum
Consultant II : Dra. Kamsinah, M.Pd.I
This study is aimed at finding out the students’ ability to translate English Paragraph through Jigsaw Learning Strategy. This research used a descriptive method. The instrument of this research was a Translation test. The objective test was intended the obtain data about the ability of the second year students of Madrasah Aliyah (MA) Babussalam DDI Kassi Jeneponto to translate English Paragraph through Jigsaw Learning Strategy. The population of this research was the second students of Madrasah Aliyah (MA) Babussalam DDI Kassi Jeneponto in academic year 2010/2011. It consists of two classes, class IPSA 28 students and class IPSB 22 students; the total numbers of population are about 50 students.
The sample of the research was selected by using a total sampling technique, which means that, the researcher took all of the second year students as sample.The total numbers of sample of the students are 50 students in academic year 2010/2011. The data were collected through a translation test.
The result of data analysis which applied means score formula indicates that, the ability of the second year students of the students of Madrasah Aliyah (MA) Babussalam DDI Kassi Jeneponto to translate English Paragraph through Jigsaw Learning Strategy was categorized as fairly good because the mean score of the students’ ability is (7.22). It was proved by the result of test value through a transaltion test.
Based on the result of data analysis, the researcher concluded that, the second year students of Madrasah Aliyah (MA) Babussalam DDI Kassi Jeneponto can translate English Paragraph through Jigsaw Learning Strategy.
BAB II B
The Form of Translation
According this point of view of form, translation can be performed as an individual word phrase, sentence, paragraph, essay, or passage and text book.
Word for word-translation
This from is finding the source of language, lexical equivalent in the target language. These kinds of translating require a careful and accurate lexical analysis. Because lexical word imply several meaning and concepts, so that it is very difficult to decide the precise translation from the lexical as Weinric (1980:234) puts at the translate . Accordingly, in relating to this topic, we do not include the word translate instrument of text.
Example word for word translation
SL : I go to school
TL : Saya pergi kesekolah
Group to Group Translate
This short of translation is performing by replacing the source of language phrase with is equivalent to another language.
This kind conducted by firstly doing the lexical (word of Word) and grammatical analysis, after this has been done, the transference of the massage contain of the sentence on the basic dynamic closes natural equivalent principle. finally a translate or equivalent, which does not look like a translation is obtained, so therefore meets requirement for the best translation does not sound like a translation.
Sentence
The translation, the first thing that must be conducted is lexical (word for word) and grammatical analysis, and the massage content of the sentence on basic dynamic and closet equivalent principle. After that the restricting of the massage is arrange by a translation on equivalent is obtained.
Paragraph Translation
This translating, the first analyze word for word (lexical analysis) and at the some try to grasp the meaning of unfamiliar lexical item (lexical analysis) and simultaneously observe the contextual, among the sentences in the paragraph (contextual analysis). After these analyses have been completed, the transfer of the SL massage contents into target language TL is conducted. Lastly we carry out the restricting of the result of the transfer.
Text Book Translation
The term of linguistic analysis, this form is to large extent, to be similar to translating and essay translating, in edition, the similarity of translator should be the following points. The translator must read and be aware of the books tattle. He reads the table on the contents, for ward or for case, introducing the chapters’ topic. The translator should translate each chapter chronologically. This kind of translating, a translator has to spend much time and energy besides he has to be and contentious
Essay Translation
This form is the same as those two previously discussed. In this case, the rapid reading skill essentially required because the three analyses are done. The whole essay should read means of speech reading technique, so in this connection a translator is able to read fast.
This simulate of translation should do the following point. The translator must read be aware of the books title, he reads the topic, the table of content, foreword of preface, introduction and the chapter topic. The translator should be translating each chapter chromatically. In this kind of translate; he has to spend much time and energy besides he has to be pattern conscientious.
Procedure of Translation
Translation procedures are technical devices used to transfer the meaning of a text in one language into a text in another language. The technical translation procedures apply to any type of translation, but there are different types of procedure problems. Owing to the diverse ways in which a translation process may be organizes Pin Chuck in Hasdar (1997), the procedures of translating that can be in the form of:
1. Transcription
This means rendering the sounds of a source language (SL) into target language (TL) form, for example:
Indonesia English
Jawa Java
Orang Hutan Rang utan
Ahmad Ahmed
2. Transliteration
This is the process of rendering the letters of one alphabet into the letter of another with a different alphabetical system.
3. Borrowing
Many types of borrowing are made from one language to another. A procedure often used when target language has on equivalent for the source language units is to adopt them without change but sometimes with spelling or pronunciation an adjustments,
e.g.:
Indonesia English
Durian Durian
Memo Memo
Sandal Sandal
Atom Atom
Kampung Kampong
4. Literal
This one structural and conceptual correspondence. It can include borrowing and word-for word translation. This presupposes a kind of Interlingua synonymy,
e.g.:
Indonesia English
Tiga buku three books
Dewi telah datang Dewi has come
Limas pyramid
Garuk scratch
5. Transposition
This one is the most common procedure used in translation it involves replacing a grammatical structure in he source language with one different type in the target language to achieve the same effect,
e.g:
- Saya tentu datang kalau tahu, sekarang, saya tidak tahu maka tidak datang
I would have come if I have known (active)
- Perlu di ketahui bahwa menulis puisi memakan waktu
You should know that poetry writing takes time (passive)
6. Modulation
Modulation entail change in lexical, a shift in the point of vial and may take a place at the same time with transporting, e.g. :
Waktu itu sangat berharga
Times is money
Dia berasal dari keluarga ningrat
She is from the noble family
- Telah kukatakan kepadanya berulang kali untuk tidak mencampuri urusan orang lain, namun dasar kepala batu dia tetap saja melakukannya.
I have told him that many times not to interfered other people, but being pig needed. This still does.
Adoption
This procedure is used when the other do not suffice to it involve modifying the concept, or using situation analogues to the SL situation though not identical to it. An adoption may at sometimes until modulation and transportation, it goes beyond language.
Criteria of a Good Translation
Every translation hopes that, the result of his/her translation will make the readers or receptor satisfy at least, it can be understood by the readers, however just the big line or mine idea of his translation. How we can decide that a translation can fulfill the requirement as good translation. Some opinion about criteria of good translation as follows:
Will shouter in Nida (1964:164) stated that the translation should make the same resultant impression on the mind of our readers as nearly as possible. The same effect was produced by the original and its readers.
According to Nastago (1997:3) the characteristic of a good translation are: translation involves careful analysis of the meaning of the source text, variation aspects of the, meanings are considered, and they are re-though in terms of the target language. The students learn great deals as they discover that is not always possible to attain exact equivalence, and as evaluate possible versions to se which most fully capture all implication of the original. They will find that need to look beyond single words. Or even complete stretches of discourse as they make in their decision.
Newmark (1981:38) stated, there is four kinds of the criteria a good translation:
A translation must give the word original
A translation must give the idea of the original
A translation should read like an original text
A translation should read like a translation text but doesn’t sound like translation.
Before the sentences, the writers realize that translation should give the seen of the original in such as way that the readers’ translations are unaware that they are reading a translation. Beside that, the reader should experience the some impression as they reading an original composition.
Content
In treating the content of message, one must often distinguish clearly between the discourses itself and is temporal spatial setting. The cultural setting of the narrative itself may introduce quite a different series of difficulties, when the circumstantial setting of as s source language. Text is widely divergent from May corresponding setting in receptor language serious problem maybe involved in providing a meaningful equivalent text. These cases, the translation maybe focused to choose between the last comprehensible cultural settings of the receptor language.
To dimension that are directly relevant to the content of are time and culture. For example, the problem of translating the content of the Navajo healing into preset day English are much greater that the difficulties encountered. Most translator, however prefer to avoid the evitable anachronism and distortion that a tar gum like translation involves, preferring to retain the cultural features of the source language text in the text of translation and to attempt an explanation of their significance in appended notes.
Form
The formal linguistic feature becomes all the ore important as the text under consideration contain more highly specialized stylistic features. Furthermore, the greater the significance of the comprehension and appreciation of the message, the more difficult it is to find appropriate formal equivalences the receptor language. The principle difficulties with literary genres are not their formal features many of which can be satisfactorily reproduce, but their lack of functional equivalent within the respective communication structures of source and receptor language.
The extent to which formal features of extent are retained in translation depends to large measure on the extent to which information concerning, such as from are relevant to either the text or the receptor. And there many formal features of language that are not theoretical. But rather is role related. They do not signal information about the structure of the discourse take places. Dialect math fully successful, for the valves associated with a particular dialect are often highly specific.
Based on the statements before, we can make conclusion that the content and from of translation is very important. In fact, the emphasis of correspondence has been seriously slighted. And reality, however, content cannot be divorced completely form. The from of the massages nearly massages nearly always hold a dominant role, and the meaning of the surface content is frequently sacrificed for the sake of preserving the hidden significance which is thought to lie the form.
According this point of view of form, translation can be performed as an individual word phrase, sentence, paragraph, essay, or passage and text book.
Word for word-translation
This from is finding the source of language, lexical equivalent in the target language. These kinds of translating require a careful and accurate lexical analysis. Because lexical word imply several meaning and concepts, so that it is very difficult to decide the precise translation from the lexical as Weinric (1980:234) puts at the translate . Accordingly, in relating to this topic, we do not include the word translate instrument of text.
Example word for word translation
SL : I go to school
TL : Saya pergi kesekolah
Group to Group Translate
This short of translation is performing by replacing the source of language phrase with is equivalent to another language.
This kind conducted by firstly doing the lexical (word of Word) and grammatical analysis, after this has been done, the transference of the massage contain of the sentence on the basic dynamic closes natural equivalent principle. finally a translate or equivalent, which does not look like a translation is obtained, so therefore meets requirement for the best translation does not sound like a translation.
Sentence
The translation, the first thing that must be conducted is lexical (word for word) and grammatical analysis, and the massage content of the sentence on basic dynamic and closet equivalent principle. After that the restricting of the massage is arrange by a translation on equivalent is obtained.
Paragraph Translation
This translating, the first analyze word for word (lexical analysis) and at the some try to grasp the meaning of unfamiliar lexical item (lexical analysis) and simultaneously observe the contextual, among the sentences in the paragraph (contextual analysis). After these analyses have been completed, the transfer of the SL massage contents into target language TL is conducted. Lastly we carry out the restricting of the result of the transfer.
Text Book Translation
The term of linguistic analysis, this form is to large extent, to be similar to translating and essay translating, in edition, the similarity of translator should be the following points. The translator must read and be aware of the books tattle. He reads the table on the contents, for ward or for case, introducing the chapters’ topic. The translator should translate each chapter chronologically. This kind of translating, a translator has to spend much time and energy besides he has to be and contentious
Essay Translation
This form is the same as those two previously discussed. In this case, the rapid reading skill essentially required because the three analyses are done. The whole essay should read means of speech reading technique, so in this connection a translator is able to read fast.
This simulate of translation should do the following point. The translator must read be aware of the books title, he reads the topic, the table of content, foreword of preface, introduction and the chapter topic. The translator should be translating each chapter chromatically. In this kind of translate; he has to spend much time and energy besides he has to be pattern conscientious.
Procedure of Translation
Translation procedures are technical devices used to transfer the meaning of a text in one language into a text in another language. The technical translation procedures apply to any type of translation, but there are different types of procedure problems. Owing to the diverse ways in which a translation process may be organizes Pin Chuck in Hasdar (1997), the procedures of translating that can be in the form of:
1. Transcription
This means rendering the sounds of a source language (SL) into target language (TL) form, for example:
Indonesia English
Jawa Java
Orang Hutan Rang utan
Ahmad Ahmed
2. Transliteration
This is the process of rendering the letters of one alphabet into the letter of another with a different alphabetical system.
3. Borrowing
Many types of borrowing are made from one language to another. A procedure often used when target language has on equivalent for the source language units is to adopt them without change but sometimes with spelling or pronunciation an adjustments,
e.g.:
Indonesia English
Durian Durian
Memo Memo
Sandal Sandal
Atom Atom
Kampung Kampong
4. Literal
This one structural and conceptual correspondence. It can include borrowing and word-for word translation. This presupposes a kind of Interlingua synonymy,
e.g.:
Indonesia English
Tiga buku three books
Dewi telah datang Dewi has come
Limas pyramid
Garuk scratch
5. Transposition
This one is the most common procedure used in translation it involves replacing a grammatical structure in he source language with one different type in the target language to achieve the same effect,
e.g:
- Saya tentu datang kalau tahu, sekarang, saya tidak tahu maka tidak datang
I would have come if I have known (active)
- Perlu di ketahui bahwa menulis puisi memakan waktu
You should know that poetry writing takes time (passive)
6. Modulation
Modulation entail change in lexical, a shift in the point of vial and may take a place at the same time with transporting, e.g. :
Waktu itu sangat berharga
Times is money
Dia berasal dari keluarga ningrat
She is from the noble family
- Telah kukatakan kepadanya berulang kali untuk tidak mencampuri urusan orang lain, namun dasar kepala batu dia tetap saja melakukannya.
I have told him that many times not to interfered other people, but being pig needed. This still does.
Adoption
This procedure is used when the other do not suffice to it involve modifying the concept, or using situation analogues to the SL situation though not identical to it. An adoption may at sometimes until modulation and transportation, it goes beyond language.
Criteria of a Good Translation
Every translation hopes that, the result of his/her translation will make the readers or receptor satisfy at least, it can be understood by the readers, however just the big line or mine idea of his translation. How we can decide that a translation can fulfill the requirement as good translation. Some opinion about criteria of good translation as follows:
Will shouter in Nida (1964:164) stated that the translation should make the same resultant impression on the mind of our readers as nearly as possible. The same effect was produced by the original and its readers.
According to Nastago (1997:3) the characteristic of a good translation are: translation involves careful analysis of the meaning of the source text, variation aspects of the, meanings are considered, and they are re-though in terms of the target language. The students learn great deals as they discover that is not always possible to attain exact equivalence, and as evaluate possible versions to se which most fully capture all implication of the original. They will find that need to look beyond single words. Or even complete stretches of discourse as they make in their decision.
Newmark (1981:38) stated, there is four kinds of the criteria a good translation:
A translation must give the word original
A translation must give the idea of the original
A translation should read like an original text
A translation should read like a translation text but doesn’t sound like translation.
Before the sentences, the writers realize that translation should give the seen of the original in such as way that the readers’ translations are unaware that they are reading a translation. Beside that, the reader should experience the some impression as they reading an original composition.
Content
In treating the content of message, one must often distinguish clearly between the discourses itself and is temporal spatial setting. The cultural setting of the narrative itself may introduce quite a different series of difficulties, when the circumstantial setting of as s source language. Text is widely divergent from May corresponding setting in receptor language serious problem maybe involved in providing a meaningful equivalent text. These cases, the translation maybe focused to choose between the last comprehensible cultural settings of the receptor language.
To dimension that are directly relevant to the content of are time and culture. For example, the problem of translating the content of the Navajo healing into preset day English are much greater that the difficulties encountered. Most translator, however prefer to avoid the evitable anachronism and distortion that a tar gum like translation involves, preferring to retain the cultural features of the source language text in the text of translation and to attempt an explanation of their significance in appended notes.
Form
The formal linguistic feature becomes all the ore important as the text under consideration contain more highly specialized stylistic features. Furthermore, the greater the significance of the comprehension and appreciation of the message, the more difficult it is to find appropriate formal equivalences the receptor language. The principle difficulties with literary genres are not their formal features many of which can be satisfactorily reproduce, but their lack of functional equivalent within the respective communication structures of source and receptor language.
The extent to which formal features of extent are retained in translation depends to large measure on the extent to which information concerning, such as from are relevant to either the text or the receptor. And there many formal features of language that are not theoretical. But rather is role related. They do not signal information about the structure of the discourse take places. Dialect math fully successful, for the valves associated with a particular dialect are often highly specific.
Based on the statements before, we can make conclusion that the content and from of translation is very important. In fact, the emphasis of correspondence has been seriously slighted. And reality, however, content cannot be divorced completely form. The from of the massages nearly massages nearly always hold a dominant role, and the meaning of the surface content is frequently sacrificed for the sake of preserving the hidden significance which is thought to lie the form.
Rabu, 27 November 2013
BAB IV
FINGDINGS AND DISCUSSON
A.
Findings
As stated in the previous chapter that the instrument
used in this research was an objective test, and it is aim was to find out the
ability of students to translate English paragraph through jigsaw learning
strategy. After doing research at the second year students of Madrasah Aliyah
Babussalam DDI Kassi Jeneponto with the number of sample, data those are got
from the test has analyzed by the researcher to know students’ ability to
translate English paragraph.
In order to know the students’ ability to translate
English paragraph through jigsaw learning strategy, the raw scores of the
students were tabulated firstly.
Table 1,
Rate percentage of
students score through the objective test
(Class
II IPSA)
No
|
Classification
|
Score
|
Frequency
|
Percentage
|
1
|
Excellent
|
9.6 – 10
|
0
|
0%
|
2
|
Very good
|
8.6 – 9.5
|
5
|
17,9%
|
3
|
Good
|
7.6 – 8.5
|
10
|
35,.7%
|
4
|
Fairly good
|
6.6 –7.5
|
10
|
35,.7%
|
5
|
Fair
|
5.6 – 6.5
|
2
|
7,1%
|
6
|
Poor
|
3.6 – 5.5
|
1
|
3,6%
|
7
|
Very poor
|
0 – 3.5
|
0
|
0%
|
Total
|
18
|
100%
|
33
|
Table
above shows that none (0%) of the students gained excellent score, 5 (17,8%) of the students gained very
good,Score 10 (35,.7%) of the students gained good
score, 10 (35,.7%) of the students
gained fairly good score, 2 (7,1%) of the students gained fair score, 1 (3,6%) of students gained poor
score, and none (0%) of the students gained very poor score.
Formula; P
=
Very Good
Good:
Fairly good:
Fair:
Poor:
Excellent and very poor = 0%
Table 2,
The
category of students score through the test
(Class
II IPSA)
No
|
Student’s Code
|
Number of Items
|
Row
score
|
Category
|
1
|
A
|
4
|
9
|
very
good
|
2
|
B
|
4
|
6.5
|
fair
|
3
|
C
|
4
|
7
|
Fairly
good
|
4
|
D
|
4
|
5
|
poor
|
5
|
E
|
4
|
7.5
|
fairly
good
|
6
|
F
|
4
|
7.5
|
Fairly
good
|
7
|
G
|
4
|
8
|
good
|
8
|
H
|
4
|
8
|
good
|
9
|
I
|
4
|
7.5
|
Fairly
good
|
10
|
J
|
4
|
7
|
Fairly good
|
11
|
K
|
4
|
5.5
|
Poor
|
12
|
L
|
4
|
8.5
|
good
|
13
|
M
|
4
|
6.5
|
fair
|
14
|
N
|
4
|
8
|
good
|
15
|
O
|
4
|
7.5
|
Fairly
good
|
16
|
P
|
4
|
7.5
|
Fairly
good
|
17
|
Q
|
4
|
8
|
good
|
18
|
R
|
4
|
7.5
|
Fairly
good
|
19
|
S
|
4
|
8.5
|
good
|
20
|
T
|
4
|
7.5
|
Fairly
good
|
21
|
U
|
4
|
9
|
very
good
|
22
|
V
|
4
|
7
|
Fairly
good
|
23
|
W
|
4
|
8
|
good
|
24
|
X
|
4
|
7.5
|
Fairly
good
|
25
|
Y
|
4
|
6.5
|
fair
|
26
|
Z
|
4
|
8
|
good
|
27
|
A1
|
4
|
8
|
good
|
28
|
B1
|
4
|
7.5
|
Fairly
good
|
Total
|
28
|
4
|
209
|
Where: Total of row score = 209
Number
of sample = 128
In finding out the
second year students’ of II IPSA mean score,
the writer applied the following formula:
X =
Where: X
= Mean score
= Total of
row score
N = Number of sample
Calculation:
X = 209
28
= 7.5
The calculation above shows that
the mean score of the students’ ability is (7.5). Based on the classification
above, the mean score of the second year students of II IPSA was
categorized as fairly good. This means that the second year students of II IPSA
of Madrasah Aliyah Babussalam DDI Kassi Jeneponto have fairly good ability in
translating English paragraph through jigsaw learning strategy.
Table
3,
Rate percentage of students score through the
objective test
(Class II IPSB)
No
|
Classification
|
Score
|
Frequency
|
Percentage
|
1
|
Excellent
|
9.6 – 10
|
0
|
0%
|
2
|
Very good
|
8.6 – 9.5
|
0
|
0%
|
3
|
Good
|
7.6 – 8.5
|
6
|
27.28
%
|
4
|
Fairly good
|
6.6 –7.5
|
7
|
31,82 %
|
5
|
Fair
|
5.6 – 6.5
|
8
|
36.36
%
|
6
|
Poor
|
3.6 – 5.5
|
1
|
4.54
%
|
7
|
Very poor
|
0 – 3.5
|
0
|
0%
|
Total
|
22
|
100%
|
Table
above shows that 0
(0%) of the students gained excellent and very good score, 6 (27.28 %) of the students gained good score, 7 (31,82%) of the students gained fairly
good score, 8 (36.36
%) of the students gained fair score, 1 (4.54 %) of students gained poor
score, and 0 (0%) of the students gained
very poor score.
Formula; P = F x 100%
N
Good:
Fairly good:
Fair:
Poor:
Excellent, and very poor = 0%
Table 4,
The category of
students score through the test
(Class II IPSB)
No
|
Student’s Code
|
Number of Paragraph
|
Row Score
|
Category
|
1
|
A
|
4
|
7
|
Fairy
good
|
2
|
B
|
4
|
6.5
|
Fair
|
3
|
C
|
4
|
5.5
|
poor
|
4
|
D
|
4
|
7
|
Fairly
good
|
5
|
E
|
4
|
6
|
Fair
|
6
|
F
|
4
|
5
|
poor
|
7
|
G
|
4
|
6.5
|
fair
|
8
|
H
|
4
|
7.5
|
Fairly
good
|
9
|
I
|
4
|
6.5
|
Fair
|
10
|
J
|
4
|
7.5
|
Fairly
good
|
11
|
K
|
4
|
8
|
good
|
12
|
L
|
4
|
7.5
|
Fairly
good
|
13
|
M
|
4
|
6
|
Fair
|
14
|
N
|
4
|
7.5
|
Fairly
good
|
15
|
O
|
4
|
7
|
Fairly
good
|
16
|
P
|
4
|
6.5
|
Fair
|
17
|
Q
|
4
|
7.5
|
Fairly
good
|
18
|
R
|
4
|
5.5
|
poor
|
19
|
S
|
4
|
9
|
very
good
|
20
|
U
|
4
|
6.5
|
fair
|
21
|
V
|
4
|
8
|
good
|
22
|
W
|
4
|
7.5
|
Fairly
good
|
Total
|
22
|
152
|
Where: Total of row score = 152
Number of sample = 22
In
finding out the second year students’ of II IPSB mean score, the writer applied the following formula:
X =
Where: X
= Mean score
= Total of
row score
N = Number of sample
Calculation:
X = 152 = 6.92
22
The calculation above
shows that the mean score of the students’ ability is (6.92). Based on the
classification above, the mean score of the second year students of II IPSB was categorized as fairly good. This means that the
second year students of II IPSB of Madrasah Aliyah Babussalam DDI
Kassi Jeneponto have fairly good ability in translating english paragraph through jigsaw
learning strategy.
Table
5,
Rate percentage of
the total number of second year students’ score through the objective test
(Class II IPSA
and II IPSB)
No
|
Classification
|
Score
|
Frequency
|
Percentage
|
1
|
Excellent
|
9.6 – 10
|
0
|
0%
|
2
|
Very good
|
8.6 – 9.5
|
5
|
10%
|
3
|
Good
|
7.6 – 8.5
|
16
|
32%
|
4
|
Fairly good
|
6.6 –7.5
|
17
|
34%
|
5
|
Fair
|
5.6 – 6.5
|
10
|
20%
|
6
|
Poor
|
3.6 – 5.5
|
2
|
4%
|
7
|
Very poor
|
0 – 3.5
|
0
|
0%
|
Total
|
50
|
100%
|
Table
above shows that 0
(0%) of the students gained excellent score, 5 (10%) of the
students gained
very good, 16 (31%) of the students gained
good score, 17 (34%) of the students gained
fairly good score, 10 (20%) of the students gained fair score, 2 (4%) of students gained poor
score, and 0 (0%) of the students gained
very poor score.
Table 6,
The mean score of total number of the second year students
(Class II IPSA and Class II IPSB)
Class
|
Total
Number of Students
|
Students’
Row Score
|
II IPSA
|
28
|
209
|
II
IPSB
|
22
|
152
|
Total
|
50
|
361
|
Where: Total of row score = 361
Total Number of sample = 50
In finding out the
mean score of the second year students of II IPSA
and II IPSB, the writer applied the following formula:
X =
Where: X
= the mean score
= Total of
row score
N = Number of sample
Calculation:
X = 361
= 7.22
50
The calculation above
shows that the mean score of the second year students’ ability is (7.22). Based on the
classification above, the mean score of the second year students was
categorized as fairly good. This means that the second year students of Madrasah
Aliyah Babussalam DDI Kassi Jeneponto have fairly good ability in translating
english paragraph through jigsaw learning strategy.
B. Discussion
This section relates
to the discussion of data analysis. This section is aimed at describing the
students’ ability to translate English paragraph through jigsaw learning
strategy as follows:
The result of data
analysis above indicates that the students’ ability in translating English
paragraph through jigsaw learning strategy is as follows:
a.
The ability of the
second year students of class II IPSA to translate English
paragraph through jigsaw learning strategy is fairly good. It is showed by the
total mean score of the students is (7.5).
b.
The ability of the second year students of class II IPSB to translate English
paragraph through jigsaw learning strategy is fairly good, it is showed by the
total mean score of the students is (6.92).
c.
The second year students of
class II IPSA have a greater score than the second year
students of II IPSB.
d.
The ability of the total number of the second year
students to translate English paragraph through jigsaw learning strategy is
fairly good; it is showed by the total mean score of the students is (7.22).
Based on the
description of the students’ ability above, although the second students’ score
of class II IPSA is
greater than the second year students’
score of class II IPSB,
but The ability of the total number of the second year students to
translate English paragraph through jigsaw learning strategy is still categorized fairly good. It is showed
by the total mean score of the students is (7.22).
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