Skripsi IAIN Metro 2

AN UNDERGRADUATE THESIS
THE CORRELATION
BETWEEN STUDENTS READING COMPREHENSION
AND TRANSLATION ABILITY AT THE FIFTH SEMESTER
OF ENGLISH EDUCATION DEPARTMENT
IN STATE ISLAMIC INSTITUTE OF METRO
By:
DWI MAILIA PUTRI
STUDENT NUMBER. 1291687
Tarbiyah Faculty
English Education Department
STATE ISLAMIC INSTITUTE OF METRO
1438 H / 2017 M
i
AN UNDERGRADUATE THESIS
THE CORRELATION
BETWEEN STUDENTS READING COMPREHENSION
AND TRANSLATION ABILITY AT THE FIFTH SEMESTER
OF ENGLISH EDUCATION DEPARTMENT
Presented as a Partial Fulfillment of the Requirements

for the Degree of Sarjana Pendidikan (S.Pd)
In English Education Department
By:
Dwi Mailia Putri
Student number : 1291687
Tarbiyah Faculty
English Education Department
1st Sponsor :Dr. Widhiya Ninsiana, M.Hum

2nd Sponsor : Ahmad Subhan Roza, M.Pd
STATE ISLAMIC INSTITUTE OF METRO
1438 H / 2017 M
ii
THE CORRELATION BETWEEN STUDENTS READING COMPREHENSION
AND TRANSLATION ABILITY
AT THE FIFTH SEMESTER OF ENGLISH EDUCATION DEPARTMENT
ABSTRACT
BY:
DWI MAILIA PUTRI
Reading is an active activity of getting the meaning from text or passage

and of getting the information from the writer. Translation is the replacement of
textual material in one language (SL) by equivalent textual material in another
language (TL).The problem that discussed in this research are focused on the reading
comprehension and translation ability. The problem in this research is the students
often translate the text word by word in gaining the text meaning and the students have
low motivation in reading comprehension.
A quantitative research was used to approach the data. The population of the
research was the fifth semester students of TBI. The 26 samples of this research were
randomly selected by random sampling technique. The data were collected by test and
documentation. In addition, an analysis relating to the correlation between the students
reading comprehension and their translation ability in State Islamic Institute of Metro
was done by using Pearson Product Moment. Then, the result of data analysis was
displayed.
The finding of the research indicates that there is positive and significant
correlation between students reading comprehension and translation ability and
alternative hypothesis is accepted. It is proved by the data analysis illustrating that the
critical value of rtable for N 26 at 5% level is 0.404 and for 1% level is 0.515.
Consequently, it can be shown that 0.404< 0,627>0.515.The conclusion this research
is there are positive and significant correlation between students reading
comprehension and translation ability at the fifth semester of State Islamic Institute of
Metro.
iii
HUBUNGAN ANTARA PEMAHAMAN MEMBACA
DAN KEMAMPUAN MENERJEMAHKAN MAHASISWA
PENDIDIKAN BAHASA INGGRIS SEMESTER LIMA
INSTITUT AGAMA ISLAM NEGERI METRO
ABSTRAK
OLEH:
DWI MAILIA PUTRI
Membaca merupakan aktifitas untuk mendapatkan arti atau makna dari

sebuah teks atau cerita pendek dan untuk mendapatkan informasi dari penulisnya.
Sedangkan menerjemahkan adalah sebuah proses perubahan teks dalam satu
bahasa terhadap bahasa lain. Permasalahan yang dibahas dalam penelitian ini
terfokus pada pemahaman membaca mahasiswa dan kemampuan menerjemahkan
mahasiswa. Permasalahan di dalam penelitian ini adalah mahasiswa sering
menerjemahkan teks dengan kata dalam memperoleh makna teks tersebut dan
sangat sedikitnya motivasi mahasiswa didalam pemahaman membaca.
Penelitian ini termasuk dalam jenis penelitian kuantitatif. Populasi dari
penelitian ini adalah mahasiswa semester lima Program Studi TBI. 26 sampel
dalam penelitian ini telah dipilih secara acak dengan menggunakan teknik random
sampling. Data penelitian dikumpulkan dengan metode tes dan dokumentasi.
Kemudian, analisis data yang bersangkutan dengan hubungan antara pemahaman
membaca dan kemampuan menerjemahkan mahasiswa dilakukan dengan teknik
Person Product Moment. Setelah itu, hasil analisa data dijabarkan.
Hasil penelitian ini menunjukan bahwa ada hubungan yang positif dan
signifikan antara pemahaman membaca mahasiswa dan kemampuan
menerjemahkan, Ha dapat diterima. Hal ini dibuktikan oleh analisa data yang
menunjukan bahwa nilai kritis dari r tabel untuk N 26 pada 5% level adalah
0.404 dan pada 1% level adalah 0.515. Sehingga, hal tersebut dapat di jabarkan
menjadi 0.404 < 0,627 > 0.515. Kesimpulan penelitian model ini menunjukan
adanya hubungan yang positif dan signifikan antara membaca dan kemampuan
menerjemah mahasiswa semester lima pendidikan bahasa inggris Institut Agama
Islam Negeri Metro.
iv
STATEMENT OF RESEARCH ORIGINALITY
The undersigned :
Name : DWI MAILIA PUTRI
Student Number : 1291687
Study Program : English Department
Faculty : Tarbiyah
It is believed that this undergraduate thesis is original, except certain parts of it
quoted from the bibliography mentioned.
Metro, October , 2016

The Writer
DWI MAILIA PUTRI

NPM. 1291687
v
ORISINALITAS PENELITIAN
Yang bertanda tangan dibawah ini :

Nama : DWI MAILIA PUTRI
NPM : 1291687
Program Study : Pendidikan Bahasa Inggris
Jurusan : Tarbiyah
Menyatakan bahwa skripsi ini secara keseluruhan adalah hasil penenlitian saya,
kecuali bagian-bagian tertentu yang dirujuk dari sumbernya dan disebutkan dalam
daftar pustaka.
Metro, Oktober 2016

Yang Menyatakan
DWI MAILIA PUTRI

NPM. 1291687
vi
MOTTO

Allah does not charge a soul except [with that within] its capacity.
(QS. Al-Baqarah : 286)
DEDICATION PAGE
vii
This undergraduate thesis is especially dedicated to:
1. Almighty Allah SWT, thanks God all about the precious gift inside to me.
2. My beloved family, especially my parents Mr. Sehmad Apandi and Mrs.
Rubiyem who always pray, support, and advice my study.
3. My beloved sister Eka Novia Cahya Rini, my brother is Adi Suhendra, my
niece is Friziela Zafra Viandra, and all of my big family.
4. All of my best friends in English Education Department, Elina Sari, Eva
Septiasari, Febri Widiastuti Team of PPL, Team of KKN and Bachelor
Class, who always motivate me and share idea, knowledge, time and to all
who made this research possible.
5. My best partner that always helped and supported me.
6. My beloved lectures of English Education Department in State Islamic

Institute of Metro.
viii
ACKNOWLEDGEMENTS
In the name of Allah, the most gracious, the most merciful praise is to
Allah, the lord of the worlds whom his mercy and blessings, none of these would
be possible. The writer is very grateful for the chances he has given her to
accomplish an undergraduate thesis.
The writer would like to extend her gratitude to the first sponsor Mom
Dr.Widhiya Ninsiana, M.Hum and second sponsor Mr Ahmad Subhan Roza,
M.Pd Who has constantly given their endorsement, time, and guidance so that the
researcher could finish an undergraduate thesis.
Finally, writer hopes that this little piece of work can be useful for all the
readers and also this paper can contribute soothing to the better of English
teaching and learning in general.
It is Allah who bestows success and guides to the Right Path.
Metro, October 28, 2016
The writer
DWI MAILIA PUTRI

NPM. 1291687
ix
TABLE OF CONTENTS
COVER............................................................................................................ i
TITLE.............................................................................................................. ii
APPROVAL PAGE........................................................................................ iii
NOTA DINAS................................................................................................. iv
RATIFICATION PAGE................................................................................ v
ABSTRACT..................................................................................................... vi
ABSTRAK....................................................................................................... vii
STATEMENT OF RESEARCH ORIGINALITY....................................... viii
HALAMAN ORISINALITAS PENELITIAN............................................. ix
MOTTO........................................................................................................... x
DEDICATION PAGE.................................................................................... xi
ACKNOWLEDGEMENT............................................................................. xii
TABLE OF CONTENTS............................................................................... xiii
LIST OF TABLES.......................................................................................... xvi
LIST OF FIGURES........................................................................................ xvii
LIST OF CHARTS......................................................................................... xviii
LIST APPENDIXES....................................................................................... xix
CHAPTER I INTRODUCTION .................................................................. 1

A. The Background of Study................................................... 1
B. Problem Identification........................................................ 6
C. Problem Limitation............................................................. 7
D. Problem Formulation.......................................................... 7
E. The Objectives and Benefits of the Study.......................... 7
CHAPTER II REVIEW OF THE RELATED THEORIES....................... 9

A. Theoretical Review............................................................. 9
1. The Concept of Translation Ability.............................. 9
a. Definition of Translation........................................ 9
b. Types of Translation............................................... 10
c. Method of Translation............................................ 12
d. Characteristic of Translation................................... 14
e. Measurement of Translation................................... 15
B. The Concept of ReadingComprehension............................ 18
a. Definition of Reading.............................................. 18
b. The Model of Reading............................................. 20
x
c. Strategies for Reading Comprehension................... 21
d. Measurement of Reading Comprehension.............. 23
C. Theoretical Framework and Paradigm................................ 25
1. Theoretical Framework................................................. 25
2. Paradigm........................................................................ 25
D. The Hypothesis................................................................... 26
CHAPTER III RESEARCH METHODOLOGY ...................................... 28

A. Research Design................................................................. 28
B. Population, Sample and Sampling Techniques.................. 29
1. Population...................................................................... 29
2. Sample........................................................................... 29
3. Sampling Techniques.................................................... 30
C. Operational Definition of Variables................................... 30
D. Data Collection Technique................................................. 32
1. Test............................................................................... 32
2. Documentation.............................................................. 32
3. Observation................................................................... 32
E. Research Instrument........................................................... 32
F. Data Analysis Technique.................................................... 35
CHAPTER IV RESULT OF THE RESEARCH.........................................

37
A. The Data Description...................................................................
37
1. Research Setting................................................................
37
a. The Brief History of State Islamic Institute of
Metro......................................................................
37
b. The Structural Oganization....................................
40
xi
c. The Facilities..........................................................
41
d. The Sketch of Location .........................................42
e. The Condition of Lecturers....................................
43
f. The Students in State Islamic Institute of Metro....
43
g. The English Education Study Program (TBI)........
43
2. Research Data....................................................................
45
B. Hypotheses Testing...................................................................
52
C. Interpretation........................................................................
55
D. Discussion............................................................................
58
E. Limitations............................................................................
59
CHAPTER V CONCLUSION AND SUGGESTION..................................

60
A. Conclusion............................................................................
60
B. Suggestion............................................................................
60
BIBLIOGRAPHY
APPENDIXES
CURRICULUM VITAE
xii
LIST OF TABLES
1. The Data of the Studets Translation Ability at the Fifth Semester In State
Islamic Institute of Metro..........................................................................
2. The Data of the Students Reading Comprehension at the Fifth Semester
In State Islamic Institute of Metro.............................................................
3. The Measurement of Translation Ability......................................................
15
xiii
4. The Instrument Grilles of Test For Reading.................................................
33
5. Instrument Grilles of Test For Translation Ability.......................................
34
6. The Facilities of Sate Islamic Institute .........................................................
41
7. Total Student at State Islamic Institute.........................................................
43
8. Total Student of TBI 2011-2015...................................................................
45
9. Total Lecturers of TBI 2011-2015................................................................
45
10. Data of Students Reading Comprehension Test Score..............................
46
11. Frequency Distribution of Reading Comprehension Test.........................
47
12. Data of Students Translation Ability Test Score.......................................
49
13. Frequency Distribution of Translation Ability Test..................................
51
14. The Correlation between The Students Reading Comprehension And
Translation Ability.....................................................................................
53
xiv
15. Interpretation.............................................................................................
55
16. The Frequency Distribution of The Reading Comprehension and
Translation Ability Test Results................................................................
58
xv
LIST OF FIGURES
1. Theoretical Framework and Paradigm...................................................

26
2. The Organization Structure in State Islamic Institute of Metro............
40
3. The Location Sketch in State Islamic Institute of Metro.......................

42
xvi
LIST OF CHARTS
1. Students’ Reading comprehension............................................................ 48

2. Students’ Translation Ability..................................................................... 51
xvii
LIST OF APPENDIXES
1. Testinstrument of reading comprehension and translation ability

2. The documentation of the research
3. Curriculum Vitae
xviii
xix
CHAPTER I
INRODUCTION
A. The Background of Study
As we know that language is an important element in communication.
There are many languages in the world. People communicate one another
using language whether it is native language or foreign language. People need
a language not only for communicating but also for getting knowledge,
culture, science and technology. With language we can express our ideas,
opinion, discussion and transferring information to the other people and
others.
In Indonesia, English becomes the first foreign language that should be
learned by the students. Learning English as the first foreign language is not
easy. It will be more difficult than learning English as the second language,
because English is only used in the classroom when the students study it. They
seldom use English in their daily life. These conditions occur in our country
because people always use their mother tongue and Indonesian in their daily
life.
So far, English still becomes one of the difficult subjects at Junior
High School up to university. The four skills of the language that must be
mastered by all language learners are listening, speaking, reading and writing.
Reading is one of the skills that the students have mastered. The students who
have good skill in reading will be easy to get information, knowledge, and
1
2
idea from sources they read. But so far, the learners still find difficulties to
improve their reading comprehension because they seldom do the reading
activity at school and material for reading is not interesting for them. Most of
the students think that knowing every word in the passage would improve in
comprehends the passage. So, it is caused the students still get difficulties in
comprehend the passage.
Reading subject is defined as the level of a text or
message. Therefore to gain the aim of reading subject is not
only done by students but also by teacher, because it is
impossible for students to master this skill without helping
from teacher, and this is the only reason to teacher to provide
the right strategy, method, and technique in teaching English
especially on reading subject.
In fact, a lot of students get low in reading
comprehension result. It means that they are not complete
yet in learning English. Those problems are about reading
habit, reading technique, motivation and reading interest.
Maximal reading skill cannot be achieved if there is still any
bad habit when they are reading. Interpret word by word of
the text is one of the readers’ bad habits. It is not effective
because they need much time to interpret all the words of the
text.
3
Additionally, students’ lack of understanding on reading
lesson is also caused by an conventional technique when
teacher attempts to explain reading material. The technique
that used by teacher is unattractive and monotonous.
Accordingly, the students feel bored, lazy and they were busy
with themselves because they have not skill in reading text.
Translation as a consisting in the attempt to replace a written message
or statement in one language by the same message or statement in another
language. In State Islamic Institute of Metro, especially the students at the
fifth semester the writer found difficulties in learning translation. English has
different structure from Indonesian structure. The students often translate
word by word in gaining the text meaning. Then, students try to get the
meaning by doing translation activity, such as “buku hijau” become “book
green”. They should translate it become “green book”. Basically, they are just
confused to choose a suitable word and to place it.
Actually, translation is an exertion of finding suit meaning of a text
into the target language. Based on the definition above, it can be concluded
that it has an aim to look for the equivalent meaning from source text to the
target text. That is why translation emphasizes the meaning equivalence. In
the process of interpretation the other languages, translation becomes an
urgent component that should be mastered.
To strengthen the problem more, the writer did the pre survey research of
State Islamic Institute of Metro, and then the writer get the data in table
below:
4
Table 1
The Data of the Students Translation Ability at the Fifth Semester

In State Islamic Institute of Metro
No Code of Sample Translation
.
1 AA 75
2 AM 66
3 AD 44
4 AE 58
5 AS 44
6 AH 66
7 AY 50
8 CD 50
9 DA 75
10 DN 42
11 DK 58
12 DS 66
13 DP 75
14 EF 42
15 EG 58
16 ER 42
17 FF 50
18 FH 66
19 FY 42
20 GJ 58
21 GI 42
22 HA 44
23 HN 50
24 HU 44
25 KR 58
26 MO 44
Total 1409
Source: Daily English task data on February 22th, 2016
It could be illustrated the score of translation performance, namely the
score of translation ability among 26 students. 7 students were included score
of high translation (≥ 60), 9 students were included score of average

5
translation (45-59), and 10 students were included score of low translation
(30-44). According to the explanation above, it can be inferred that most
students are still confused to translation ability.
Table 2
The Data of the Students Reading Comprehension at the Fifth Semester

In State Islamic Institute of Metro
No Code of Sample Reading
.
1 AA 76
2 AM 70
3 AD 45
4 AE 45
5 AS 60
6 AH 40
7 AY 50
8 CD 44
9 DA 50
10 DN 40
11 DK 50
12 DS 66
13 DP 59
14 EF 50
15 EG 44
16 ER 40
17 FF 55
18 FH 44
19 FY 44
20 GJ 55
21 GI 66
22 HA 44
23 HN 40
24 HU 40
25 KR 44
26 MO 60
Total 1669
Source: Daily English task data on February 22th, 2016
It could be illustrated the score of translation performance, namely the
score of reading comprehension among 26 students. 6 students were included
score of high translation (≥ 60), 9 students were included score of average

6
translation (45-59), and 11 students were included score of low translation
(30-44). According to the explanation above, it can be inferred that most
students are still confused to reading comprehension.
Taking all the explanations, and evidences, the writer would like to
investigate whether there is positive and significant the correlation betweeen
students reading comprehension and translation ability in State Islamic Institute of
Metro. Therefore, the writer would like to conduct a research entitled “The
Correlation Between Students Reading Comprehension and Translation Abiliy at
the fifth Semester of English Education Department in State Islamic Institute of
Metro”.
B. Problem Identification
Referring to the background of the study above, the problems can be
identified as follows:
1. The students have low understanding in translation text.
2. The students often translate the text word by word in gaining the text
meaning.
3. The difference of structure between English and Indonesian that makes
them get difficulties in finding the main meaning.
4. The studensts have low motivation in reading comprehension.
5. The students are not able to get the main idea of the text.
6. The students have low vocabulary.
7. The students seems less interested in the reading comprehension.

7
8. The students still find some difficulties to identify some
information from the text.
C. Problem Limitation
Limitation is very useful for the researcher to determine the focus point of
problem that would be correlated. So, this reasearch will be up of standard the
maxim of quantity that means the elaborations are not out of the context.
In this case, the researcher focuses on the second and the fourth problem.
Problem that the students often translate the text word by word in gaining the
text meaning and they have a low motivation in reading comprehension.
D. Problem Formulation
Concerning the background of the study and problem identifications
above, the writer formulates the research question in this research by “Is there
any positive and significant correlation between students reading
comprehension and translation ability at the fifth semester of English
Education Department in State Islamic Institute of Metro?”
E. The Objective and The Benefit of the Study
1. Objective
This research aims to know whether there is a correlation between the
reading comprehension and translation ability at the fifth semester of
English Education Department in State Islamic Institute of Metro.
2. The Benefit of the studies are:

8
a. For the students
The students can more participate fully in the class. So they will
have more motivation in translation ability and reading
comprehension.
b. For the Lecturers
The reseacher hopes that this research will be positive inspiration
for the teacher in teaching and learning process, especially in teaching
translation and reading comprehension.
c. For the Other Researchers
This result can be used as prior information for the other
researchers that conduct a relevant research.

CHAPTER II
THEORETICAL REVIEW
A. The Concept of Translation Ability
1. The Concept of Translation Ability
a. Definition of Translation
According to Jeremy Munday defines that translation is a
phenomenon that has a huge effect on everyday life.1
Next, Peter Newmark said that translation is a process of
rendering meaning, ideas, or messages of a text from one language to
other language. There are some considerations which follow this
process, which mainly related to the accuracy, clarity and naturalness
of the meaning, ideas, or messages of the translation. It means that it is
an important thing to consider whether the readers of the target text
accept equivalent information as the readers of the source text do.
These considerations are clarified in some definition of translation
stated by some experts.2
Furthemore, lawrence said that translation is a process by
which the chain of signifiers that constitutes the source-language text
is replaced by a chain of signifiers in the target language which the
translator provides on the strength of an interpretation.3
1
Jeremy Munday and Basil Hatim.Translation An Advanced Resource Book. New York:
Routledge, (2004). Page 3.
2
Newmark, Peter. A textbook of Translation. New York: Prentke Hall International,
1988, Page 5.
3
Venuti, Lawrence, The Translator’s Invisibility (a history of translation), New York :
Routledge, 2004, Page 17.
9
10
Moreover, Gill Paul said that translation is undoubtedly one
person’s subjective reading of the source text, and, inevitably, it is
reflected through that translator’s subjectivity.4
Conversely, Hatim and Munday define translation is “the
process of transferring a written text from source language (SL) to
target language (TL)”. In this definition they do not explicitly express
that the object being transferred is meaning or message. They
emphasis on translation as a process.5
However, Robinson said that translation is a text from the
perspective of "external knowledge," but an activity (aiming at the
production of a text) from the perspective of "internal knowledge.6
So, translation is a process which is intended to find meaning
equivalence in the target text. the term meaning equivalence because it
is the meaning which is transferred in the target language. In this case,
translators are faced with text as unit of meaning in the form of sets of
words or sentences.
b. Types of Translation
Catford divides translation into distinctive type, namely:7
1. Full Translation and Partial Translation
4
Paul, Gill. Translation in practice, Champaign and London :Dalkey Archive Press, 2009,
Page 2.
5
Samantaray, Pravamayee, Problems of Translating Oriya Literature to English,
Vol.2.Issue. 1.,2015, Page 301.
6
Robinson, Douglas. Becoming a Translator an Introduction to The Theory and Practice
of Translation Second Edition, New York : Routledge, 2003, Page 6.
7
Catford. J.C. A Linguistic Theory of Translation, London: Oxford University Press,1965,
Page 21.
11
In full translation, the entire is submitted to the translation
process, that is, every part of the source language text is replaced by
text material. By text Catford means any stretch of language, spoken or
written, which is under discussion and according to circumstances a
text, may be a whole library of books, a single volume, a chapter, a
paragraph, a sentences, a clause, ect.
Example: “How are you doing?” (English) “Apakabar?”
(Indonesian)In a partial translation, some part (s) of the SL text are left
untranslated. They are simply transferred to the TL text. In a literary
translation, it is uncommon for some SL lexical items to be treated in
this way. Example: I like hamburger (English) saya suka hamburger
(Indonesian).
2. Total and Restricted Translation
A total translation means replacement of SL grammar and lexis
by equivalent TL grammar and lexis with consequential replacement
of SL phonology/graphology by non equivalent TL phonology/
graphology. Example: If there is one woman in the world who
deserves our great admiration, it is Florence Nightingale (English) 
Jika ada seorang e\wanita di duniaini yang patut mendapatkan
penghargaan tinggi dari kita, dialah Florence Nightingale.
Restricted translation means replacement of SL textual material
by equivalent TL textual material at only at the phonological or at the
graphological level, or at only one of the two levels of grammar and
lexis.
12
3. Rank of Translation
The rank translation there is rank bound and unbound translation.
Rank-bound translation is translation in which the selection of TL
equivalents in deliberately confined to one rank or a few ranks in the
hierarchy of grammatical units, usually at word or morpheme rank,
that is, setting up word-to-word or morpheme-to-morpheme
equivalence. In contrast with this, normal translation in which the
equivalence shifts freely up and down the rank scale is called
unbounded translation. Sometimes it tends to be at the higher ranks,
sometimes between larger units that the sentences.
There are three types of translation, such as: full translation and partial
translation, total and restriced translation, and rank of translation. In summary,
notwithstanding, translations have many various types, but, all of them have
different portions in a translation as well as their function.
c. Method of Translation
Newmark mentions the difference between translation methods and
translation procedures. He writes that, while translation methods relate to
whole texts, translation procedures are used for sentences and the smaller
units of language, He goes on to refer to the following methods of
translation8:
8
Newmark.Peter ,A Textbook of Translation. New York: Prentke Hall International, 1988,
Page 45.
13
1) Word-for-word Translation
In which the SL word order is preserved and the words translated
singly by their most common meanings, out of context.
2) Literal Translation
In which the SL grammatical constructions are converted to their
nearest TL equivalents, but the lexical words are again translated
singly, out of context.
3) Faithful Translation
It attempts to produce the precise contextual meaning of the
original within the constraints of the TL grammatical structures.
4) Semantic Translation
Which differs from 'faithful translation' only in as far as it must
take more account of the aesthetic value of the SL text.
5) Adaptation
Which is the freest form of translation, and is used mainly for plays
(comedies) and poetry; the themes, characters, plots are usually
preserved, the SL culture is converted to the TL culture and the text is
rewritten.
6) Free Translation
It produces the TL text without the style, form, or content of the
original.
14
7) Idiomatic Translation
It reproduces the 'message' of the original but tends to distort
nuances of meaning by preferring colloquialisms and idioms where
these do not exist in the original.
8) Communicative Translation
It attempts to render the exact contextual meaning of the original in
such a way that both content and language are readily acceptable and
comprehensible to the readership.
d. Characteristic of Translation
Translation is considered as a work of a written or text form of
message. Thus a work can be stated as the work of translation when it has
the characteristic following requirements :9
1) It is a kind of replacement or reproducing message, of SL into TL.
2) It concerns with written message or textual material or text.
3) It transfers the context or thought or messages, not the form SL text.
4) It is also a kind of process or exercise.
5) The second text must have the same meaning or message with the
first or original.
6) The second text uses idiomatic expression in the TL to retain the style
or to make it sounds like the original text.
e. The Measurement of Translation Ability
Translation ability is ability translators which is intended to find
meaning equivalence in the target text. The term meaning equivalence
9
Langgeng Budianto, A Practical Guide For Translation Ability, (Malang : UIN-Maliki
Press, 2010), Page. 6.
15
because it is the meaning which is transferred in the target language. In
this case, translators are faced with text as unit of meaning in the form of
sets of words or sentences. Based on the expalanation above, the
researcher get table of the measurement of translation ability below:
Tabel 3. The Translation Assessment Rubric
Score
Description
Range
Accuracy (30%)
No identifiable problems of comprehension; original message
25-30 has been conveyed completely to TL readers; no omissions or
additions to information
Virtually no problems of comprehension except with the most
21-24 highly specialized vocabulary with no influence on TL readers’
understanding; some partial omissions and additions
Information is conveyed to TL readers with some difficulty due
16-20 to translator misunderstanding of some parts of original
message; apparent omissions and additions
Poor expression of ideas; numerous serious problems in
11-15 understanding ST interfere with communication of original
message; difficult to understand TT
Severe problems interfere greatly with communication of
1-10 original message; TL reader can’t understand what original
writer was trying to say
Finding equivalent (25%)
All lexical and syntactic elements have been understood;
20-25 precise vocabulary usage; words have been chosen so
skillfully that the work reads like a good publishable version
Full comprehension and good usage of a wide range of
15-19 vocabulary and structures; specialized vocabulary presents
some problems with unsuitable equivalents
General comprehension of a fa ir range of vocabulary although
some gaps observed; some vocabulary misused; some evidence
10-14
of plausible attempts to work around difficulties of finding
equivalents, perception, wordplay and other linguistic features
Comprehension of vocabulary and structures show quite
5-9 noticeable gaps which obscure sense; problems in finding
correct vocabularies; unable to cope with specialized
16
vocabulary
Inappropriate use of vocabularies; comprehension of original
1-4 seriously impeded even with fairly everyday vocabulary and
structures; translation as a whole makes little sense
Register, TL culture (20%)
Good sensitivity to nuances of meaning, register are precisely
and sensitively captured; there is a sophisticated awareness
17-20
of the cultural context; translation shows a sophisticated
command of TL lexis, syntax, and register
There is a fair degree of sensitivity to nuances of meaning,
13-16
register, and cultural context
There is a lack of sustained attention to nuances of meaning,
9-12 register, and cultural context; no awareness of register; TL
lexis, syntax, and register are not always appropriate
There is scant attention to nuances of meaning, register, and
4-8 cultural context; there are serious to severe shortcomings in
the use of appropriate lexis, syntax, and register
There is no appreciable understanding of nuances of
1-3 meaning, register, and cultural context; no concept of register
or sentence variety
Grammar and ST style (15%)
Gives the feeling that the translation needs no improvement
from grammatical and stylistic points though one or two
13-15
natural failings might be observed; native-like fluency in
Grammar
Shows flair for stylistic manipulation of TL items as if text
were written in TL originally except where the language is
placed under severe pressure of comprehension; maintains
10-12 advanced proficiency in grammar; some grammatical
problems but with no influence on message
Tends to have awkward grammatical usage in TL and literality

of rendering though but not impeding sense in a significant
7-9 manner; some attempts to reflect stylistic features of the
original; some grammatical problems are apparent and have
negative effects on communication
Clumsy TL; often nonsensical grammatical usages in TL;
unnatural sounding; little attempt to reflect stylistic features of
4-6
the original; there is evidence of clear difficulties in following
style; grammatical review of some areas is clearly needed
Little sense of style which often makes poor sense in TL;
1-3
knowledge of grammar is inadequate; use of TL grammar is
17
inadequate; severe grammatical problems interfere greatly

with message
Shifts, omissions, additions and inventing equivalents (10%)
Correct use of relative clauses, verb forms; use of parallel
9-10 structure; creative inventions and skillful solutions to
equivalents; no fragment or run-on sentence
Almost all shifts appear with partial trespass, attempts variety;
7-8 some inventions for not available equivalents in TL; no
fragment or run-on sentence
Some shifts but not consistency; awkward and odd structure;
5-6
only few run-on sentences or fragments present
Lacks variety of structure due to not preserving necessary
3-4 shifts except for few cases; little or no evidence of invention in
Equivalents
Unintelligible sentence structure due to completely ignoring
1-2 necessary shifts; no skillful handling of equivalents; no trace
of invention10
This study sought to develop an empirical rubic for translation
quality assessment based on objective parameters of textual typology,
formal correspondence, thematic coherence, reference cohesion, pragmatic
equivalence, and lexico-syntactic properties. As different rubics and
criteria for translation assessment and also the result of this study among
translation instructors show, the emphasis is laid on the importance of
objective and standard assessment in the field of translation and translation
teaching.
The finding of this research and the rubic presented can serve
translation instructors in order to come upwith a more objective
assessment of students translation works. Students majoring in translation
10
Hajar Khanmohammad, Maryam Osanloo, Moving toward Objective Scoring: A Rubric
for Translation Assessment, Vol., 1 (2), 146-149, 2009.
18
can also benefit from the findings of this study too since they they would
certainly be able to improve their translations if they were aware of the
comprehensive criteria used to evaluate their translation.
B. The Concept of Reading Comprehension
2. The Concept of Reading
a. Definition of Reading
It is widely known that, so many expert asserts about the definition of
reading. There are:
According to Glenda MacNaughton reading is the recognition and
interpretation of the meaning(s) of a printed word or symbol and of
groups of words or symbols. Reading is about making meaning(s)
from print. When we read a road sign we recognise the word or symbol
on then try to interpret its meaning(s). When we read book we
recogines groups of printed words and images in the book and then try
to interpret their meaning(s).11
In other hand, reading is a neuronally and intellectually circuitous
act, enriched as much by the unpredictable indirections of a reader’s
inferences and thoughts, as by the direct message to the eye from the
text.12
11
Glenda MacNaughton & Gillian Wiliams, Teaching Young Children. Australia:Open
University Press, (2004). Page 162.
12
Hedgcock S. John and Dana R. Ferris. Teaching Readers of English Students, Texts, and
Contexts. New york: Routledge, Taylor and Francis, (2009). Page 15.
19
Beside that, reading is deeply entwined with your process of self
exploration. As with any learning process, you have to take your
time.13
Then, reading is useful for other purposes too: any exposure to
English (provided students understand it more or less) is a good thing
for language students.14
However, Reading is an extraordinary achievement when one
considers the number of levels and components that must be mastered.
Consider what it takes to read a simple story.15
It means that reading is the basic to get information from a text
through reading human can be thought, transfering information, and
learn something new in a daily basic. In other word, reading can be as
a media to improve learning proccess. So, the purpose of reading
activity is to recognize the meaning of words and phrases of the
reading passages.
Next, Reading is not a natural part of human development. Unlike
spoken language, reading does not follow from observation and
imitation of other people.16
Based on the statement above, it can be said that reading ability is
an essential skill for students. By reading, students could improve their
13
Wall Amy and Regina Wall, The Complete Idiot’s Guide to Critical Reading. Penguin
Group: New York, (2005). Page 10.
14
Harmer Jeremy. How to Teach English.New York: Longman, 1998. Page 68.
15
McNamara S. Danielle, Reading Comprehension Strategies. United States of America:
Lawrence Erlbaum Associates, (2007). Page 3.
16
Judy Willis, Teaching The Brain to Read. United States of America: Association for
Supervision and Curriculum Development (ASCD). (2008). Page 2.
20
skill or even it could enlarge vocabulary, their knowledge and find a
pleasure. So, reading is very important.
b. The Model of Reading
Reading model is the way or manner that describes the people to
process a words and sentences and analysis it in reading activity.
There are three models of reading as follows:
1. Bottom – up (or text – based )
Proccessing occurs when linguistic input from the text is mapped
against the reader’s previous knowledge. This process is also termed
data driven because it is evoked by the incoming data.
2. Top – down or conceptually driven
Information proccessing occurs when reader’s use prior knowledge to
make predictions about the data they will find in a text.
3. The interactive model
An interactive reading model is the combination of top-down and
bottom-up processing.17
In summary, notwithstanding, reading have many various model,
but, all of them have different portions in a reading as well as their
function.
17
Silberstein Sandra. Techniques and Resources in Teaching Reading. New York: Oxford
University Press (1994). Page 7.
21
c. Strategies for Reading Comprehension
A reader needs strategy in comprehending a text. Brown explains ten
strategies for reading comprehension. The explanations of the strategies
are as follow:18
1) Identify the purpose in reading
Efficient reading consists of clearly identifying the purpose in reading
something. By doing so, the reader know what they are looking for
and can weed out potential distracting information.
2) Using grapheme rules and patterns
In many cases, learners have become acquainted with oral language
and have some difficulties learning English spelling conventions.
They may need hints and explanations about certain English
orthographic rules and peculiarities. While they can often assume that
one-to-one grapheme-phoneme correspondences will acquired with
ease, other relationships might prove difficult.
3) Using efficient silent reading technique for relatively rapid
comprehension
The readers’ intermediate-to-advanced level students need not be

speed readers, but it is suggested to increase efficiency by teaching a
few silent reading rules. (a) The readers do not need to “pronounce”
each word to the teacher. (b) Try to visually perceive more than one
word at time, preferable/phrase. (c) Unless a word is absolutely
crucial to global understanding, skip over it and try to infer its
meaning from its context.
18
H. Douglas Brown, Teaching by Principles an Interactive Approach to language
Pedagogy second edition (San Francisco State University 2000),P.306.
22
4) Skimming the text for main idea
Skimming consists of quickly running one’s eyes across a whole text
(such as an essay, article, or chapter) for its gist. Skimming gives
reader the advantage of being able to predict the purpose of the
passage.
5) Scanning the text for specific information
Scanning is quickly searching for some particular piece or pieces of
information in a text. The purpose of scanning is to extract specific
information without reading through the whole text.
6) Using semantic mapping or clustering
Teachers can help learners to become accurate guessers by
encouraging them to use effective compensation strategies in which
they fill gaps in their competence by intelligent attempts to use
whether clues are available to them.
7) Guessing when the reader are not certain
Teachers can help learners to become accurate guessers by
encouraging them to use effective compensation strategies in which
they fill gaps in their competence by intelligent attempts to use
whether clues are available to them.
8) Analyzing vocabulary
One way for learners to make guessing pay off when they do not
immediately recognize word is to analyze terms of what they know
about it. (a) Look for prefixes (co-, inter-, etc.) that may gives clues.
(b) Look for suffixes (-tion, -ally, etc.) that may indicate what part of
speech it is. (c) Look for roots that are familiar. (d) Look for
grammatical contexts that may signal information. (e) Look at the
semantic context (topic) for clues.
23
9) Distinguishing between literal and implied meanings
This requires the application of sophisticated top-down processing
skills. The fact that not all language can be interpreted appropriately
by attending to its literal, syntactic surface structure makes special
demands on readers. Implied meaning usually has to be derived from
processing pragmatic information.
10) Capitalizing on discourse makers to process relationship
Many discourse markers in English signal relationship among
ideas as expressed through phrases, clauses, and sentence. A clear
comprehension of such makers can greatly enhance learner’s reading
efficiency.
Types of discourse markers are: (a) Enumerative: firstly,

secondly, finally, etc. (b) Additive: again, then again, moreover, well,
etc. (c) Logical sequence: so far, as a result, consequently, etc. (d)
Explicative: namely, in other words, namely, etc. (e) Illustrative: for
example, for instance. (f) Contrastive: by contrast, for all that, yet, etc.
So, the researcher should check whether the source words have any
equivalent in standard English words; if that is the case, they should adopt
English words or phrases in translating the selected interviews, using
quotes when the source words or phrases either do not have a direct
equivalent or are difficult to translate or interpret.
d. Measurement of Reading Comprehension
Traditional measures of reading comprehension are limited in that
they prepare only a common indicator of how the student understands

24
to text, and they are not based on experts knowledge of what good
readers to do comprehend text.19
A wide range of assesment instrument of procedures is available.
When selecting a test or assesment of procedure to use with students
and LD, it is important to select the measure that most closely matches
the user’s needs or purpose.20
Reading comprehension measures should help teachers to manage
the comprehension of their students over time and provide information
that use is useful in designing reading comprehension intervention
programs.21
To know how far the students reading comprehension should be
measured use to assesment of reading. There are many kinds of
questions reading comprehension, they are:
a) Prominal Question, Imperatives
The question require learners to make a written answer
which can range the in length from a single word to several
paragraphs. Usually for comprehension, short answer are required
and these froms of questions are called short answer questions.
b) True/False, Yes/No, Alternative/Question, Multiple Choice
In these questions the answer is contained within the
questions or instructions. Multiple choice questions focus on detail
19
Janette K. Klinger, Sharon Vaughn, and Alison Boarman. Teaching Reading
Comprehension to Students with Learning Difficulties. New York: The Guildford, 2007. Page 15.
20
Ibid, Page 16.
21
Ibid, Page 18.
25
and more general aspect of the text. The correct answer is not
always shorter or longer than the distractor.
c) Transfer Information
Incomplete information can be used to measure
comprehension of the text. The learners and read the text and fill in
the diagram with short notes.22
C. Theoretical Framework and Paradigm
1. Theoretical Framework
According to the statement which have mentioned previously, to
master English as the first foreign is difficult. Reading is one of the skills
in learning English. By reading, the students would get precious
knowledge. Now, many books are written in English.
To gain the meaning from the text is not easy. There would be some
ways to be followed. We have to read the text and try to comprehend it. To
get a better comprehending. It is better for the students to translate the text.
This will make them easy to know about the text mentioned.
So, the writer predicts that there would be correlation between reading
skill and translation ability. It means that if students master in translating,
they will comprehend the text well.
2. Paradigm
Based on the theoretical framework above the writer describes the
paradigm as the following:
22
I.S.P Nation, Teaching ESL/EFL Reading and Writing. New York: Routledge, 2009.
Page 77-79.
26
Figure
The Correlation Between Students Reading Comprehension and

Translation Ability in State Islamic Institute of Metro
H
High Y
P
O
Reading Translation T
Comprehension Ability Average H
E
S
Low I
S
Based on the paradigm above, it can be understood that if students’
reading comprehension are good, their translation are good and so there is
positive and significant correlation. If students’ reading comprehension are
low and their translation are low too. So, there is ho positive and
significant influence.
D. The Hypothesis
By concerning the theories and explanation above, the researcher
formulated the hypothesis as follows:
1. Hypothesis Formulation
a. Alternative Hypothesis (Ha)
There is any positive and significant correlation between
students reading comprehension and translation ability in State
Islamic Institute of Metro.

27
b. Null Hypothesis (Ho)
There is not any positive and significant correlation between
students reading comprehension and translation ability in State
2. Statistical Hypothesis
Statistical hypothesis is a simply hypothesis that assumption about

a population parameter.
a. If ro > rt, so Ha is accepted and Ho is rejected

b. If ro < rt, so Ha is rejected and Ho is accepted
CHAPTER III
RESEARCH METHOD
A. Research Design
The researcher used the quantitative research. Quantitative method explain
about the reduction to a parsimonious set of variables, tightly controlled
through design or statistical analysis, provides measures or observations for
testing a theory.1 It means that the quantitative research is the illustration of
the fact by numerical or statistical analysis. Based on explanations above,
researcher define this research as a descriptive quantitative type. Because for
this research, will be conducted is ex post facto research. Ex post facto
research is sometimes called causal comparative because its purpose is to
investigate cause-and-effect relationships between independent and dependent
variables.2
This research was intended to investigate whether there is positive and
significant the correlation between students reading comprehension and
translation ability in State Islamic Institute of Metro. This research was conduct
in State Islamic Institute of Metro and subject of this research is the fifth
semester of english educational department. There are two variables in this
research. They are independent variable (X) and dependent variable (Y), the
independent variable (X) is reading comprehension and the dependent variable
(Y) is translation ability.
1
John W. Creswell, Research Design Qualitative, Quantitative, and Mixed Methods
Approaches, (London : Sage Publication,2002), Page. 145.
2
Donald Ary, et. al. Introduction to Research in Education, (USA : Wadsworth, Cengage
Learning, 2010), Page. 332.
28
29
B. Population, Sample, and Sampling Technique
1. Population
John W. Creswell proposes that a population is a group of
individuals who have the characteristic.3 Population or universe means
the entire mass of observation, which is the parent group from which a
sample is to be formed. It means that the population is all subject which
will be presumed in this research.In this research, the writer will take the
population of sample from the students of fifth semester in State Islamic
Institute of Metro, which consists of 155 students that divided into four
classes.
2. Sample
Sample is a subgroup of the target population that the researcher
plans to study for generalizing about the target population.4 It is clear that
sample is a grup in population which represents that population which
will be researched. The writer take students the fifth class of English
Education Department. The sample totally is 26 students. Both male and
female were involved in this research. The students were almost at the
same age, and both of students have different characteristic and
achievement.
3
John W. Creswell, Educational Research, (Boston: Pearson Education, 2012), p. 142.
4
Ibid.
30
3. Sampling Techniques
The researcher used the non probability sampling technique namely
Cluster Sampling. The researcher divides a group of class. The researcher
chooses the cluster sampling, would receive the instruction. In addition,
this technique is not about personal but about the group or class. The
writer used one class which consists of 26 students as the cluster
sampling.
C. Operational Definition of Variable
Variable is a characteristic or attribute of an individual or an organization
that researchers can measure or observe and varies among individuals or
organization studied. In this research the writer divides the variables into two
namely independent variable and dependent variable.
1. Independent variable
Independent variable is the major variable which is hoped to
investigate. It is the variable which selected, manipulated, and measured
by the researcher. Independent variable is variables that are antecedent to
the dependent variable. Independent variable of this research is reading
comprehension. Reading comprehension is the ability to comprehend and
get the main meaning from the text. Moreover, based on the activity above
the writer determined some indicators, as follows:
1) The students be able to identity the main ideas and supporting
sentences.
31
2) The students be able identity topic sentences and supporting
sentences.
3) The students be able respond to ideational meaning of text.
In addition, the writer would measure reading comprehension by
collecting data which would be gained from the test, the writer use written
test consists of 20 questions. The writer would gave a test for the students
to identify reading comprehension in sentence. The students would gotten
one score if they answer a question correctly and they get zero for wrong
answer. Hence the biggest score is 10 and the lowest is 0.
2. Dependent Variable
Dependent variable is the variable which is observed and measured to
determine the effect of the independent variable. Dependent variable is
variable that is a consequence of or dependent upon antecedent variables.
In this case the dependent variable is Translation Ability. To determine
variable can be seen the result of test, the writer would gave the text from
source language (SL) to target language (TL), English to Indonesian,
therefore the students must understand to translate the sentence. The
indicators of this variable are:
1) The students be able to translate a text in English language into
Indonesian language.
2) The students be able to know the detail infomation of the text.
This variable can be measure by using written test . The writer will
give test a text from source language (SL) to target language (TL), English
32
to Indonesian, therefore the students must understand to translate the
sentence. The students will get one score if they answer a question
correctly and they get zero for wrong answer. Hence the biggest score is
100 and the lowest is 0.
D. Data Collection Technique
1. Test
In this research the writers used written test to collect the data. The
test is as the main technique to collect the data that would be used to get
data about the students reading comprehension and translation ability.
2. Documentation
Documentation as the method which is used to get information
from written language or documents (for example: Books, Magazine,
note, rule, and others). The Instrument which will be used for
documentation method is books, magazines, note, data from internet, and
others.
E. Research Instrument
Creswell defines instrument is a tool for measuring, observing, or
documenting quantitative data. Identified before the researchers collect data,
the instrument may be a test, questionnaire, tally sheet, log, observational
checklist, inventory, or assessment instrument.5 Furthermore, the research
instrument involves:
1. Instrument Blueprint
5
Ibid, Page. 151.
33
Research instrument blueprint is a way to get the data that useful the
researcher has done to collect information the field.
a. Instrument which will be used in test in this research, as follow:
Table 1.3
The instrument grilles test for Reading Comprehension
Item Form of
Research
Indicators
Variable Number Test
Independent 1) The students be able to 1-20 Multiple
Choice
Variable (X) understand the main idea,
Reading and supporting of a text.
Comprehension 2) The students be able to
understand the topic
sentences and supporting
sentences.
3) The students be able
respond to ideational
meaning of text.
Table 2.3
34
The instrument grilles test for translation ability
Item Form of
Research
Indicators
Variable Number Test
Dependent 1) The students be able 1 Translate
Text
Variable (Y) to translate text of
Translation english language into
Ability indonesian language.
2) The students be able
to know the detail
infomation of the
text.
b. Instrument which will be used in documentation is documentation
guidance, as follow:
1) Documentation about condition of lecturer and official in the State
2) Documentation about student of State Islamic Institute of Metro.
3) Documentation about location of State Islamic Institute of Metro.
2. Instrument Calibration
35
Instrument calibration use to know the validity and reliability
instrument degree. Moreover, the researcher will use the standard for test
instrument as following.
a. Validity
Validity refers to the degree to which a test measures what it is
supposed to measure and consequently permits appropriate
interpretation of scores.6
From the explanation above, it should be noted that validity use to
get accurate data which has good quality, to know the relevant of the
test and how well the test samples are being tested.
b. Reliability
Reliability is the degree to which a test consistently measures
whatever it is measuring.7 In other word it can be said that it is a test
that can be trusted. If the instrument reliable the result data will be
trusted or reliable.
F. Data Analysis Technique
To investigate whether there is a positive and significant the correlation
between students reading comprehension and translation ability at the fifth in
State Islamic Institute of Metro. The writer analyses the data by using Pearson
Product Moment Correlation.
6
Ibid, Page. 160
7
Ibid, Page. 164
36
n. ∑ XY −( ∑ X )( ∑ Y )
r xy =
2 2
√[ n (∑ X )−(∑ X ) ][ n(∑ Y ) (∑ Y ) ]
2 2
Explanation:
rxy = Correlation coefficient
n = Total of sample
∑X = Total of X score
∑Y = Total of Y score
XY = Total of result multiplication between X and Y score.

CHAPTER IV
RESULT OF THE RESEARCH
A.The Data Description
1. Research Setting
a. The Brief History of State Islamic Institute of Metro
IAIN Metro is only one of the State Islamic Institute in
Metro. IAIN Metro is the alteration name of STAIN Jurai Siwo Metro.
The establishment of IAIN Metro written in presidential Decree which
signed by the president Joko Widodo on August 1st 2016. This
presiential decree begins to be acted on August 3 rd 2016 by the minister
of Law and Human rights Yasonna H. Looly. Historically, IAIN Metro
was establish on April 23-25, 1997 based on the explanation letter of
President RI No. 11 in the year 1997. The establishment of IAIN
Metro cannot be separable with the history of IAIN Raden Intan
Bandar Lampung. The existence of IAIN Raden Intan Bandar
Lampung began from the effort of elite and religion figures that were
joined together in Yayasan Kesejahteraan Islam Lampung (YKIL). In
the discussion of YKIL, it was dealt to find two faculties, Tarbiyah and
Syari’ah faculty, which were domiciles in Tanjung Karang. Through
the persistent struggle of YKIL, on 13 October 1964 the status of
Tarbiyah Faculty was changed from private to state.
Referring to the decision of President of Indonesia No. 27, 1963
which explained that to found Al Jami’ah, at least, it should have three
37
38
faculties. For that reason, YKIL opened Ushuludin Faculty that is
domicile in Tanjung Karang in 1965. As an effort to realize the
founding of IAIN Al-Jami’ah in Lampung, the first step was to make
state-owned all Faculties which were still in private status at that time.
Finally, it realized the dream of Lampung society to found IAIN
Al’jami’ah based on the Decree of Minister of Religious Affair of RI
No. 187/68 which was named “Institute Agama Islam Negeri Raden
Intan Tanjung Karang”. In 1993 based on the change IAIN Raden
Intan Bandar Lampung.
In 1967, the Tarbiyah and Syari’ah department were established in
Metro at Jl. Ki Hajar Dewantara 15 A, Iring Mulyo, East Metro, Metro
City by the request of Metro Society. It was not far from the change of
name IAIN Raden Intan Tanjung Karang to IAIN Raden Intan Bandar
Lampung that it went out a handbill of Director General of Bimas
Islam No. E.III/OT.00/AZ/1804/1996 on August 21, 1996 about
Settlement of Institutional Faculties IAIN outside central institute to be
Sekolah Tinggi Agama Islam Negeri (STAIN). That was the history of
the establishment of IAIN Metro.
IAIN Metro has three faculty, namely (1) Tarbiyah, (2) Syariah (3)
Islamic Announcement and Communication. Tarbiyah faculty has four
department, they are: Islamic Education department (PAI), Arabic
Education department (PBA), English Education department (TBI),
Islamic Elementary School Education department (PGMI. Afterwards,

39
Syari’ah Department has five department, they are; Syari’ah Economic
(ESy), Ahwalusy Syakhsiyyah (AHS), Syari’ah Economic Law
(HESy), Islamic Banking (D3 PBS), Islamic Banking (S1 PBS). Then,
Islamic Announcement and Communication Department has two study
programs, namely Islamic Announcement Communication (KPI) and
Language and Arabic Literature (BSA).
b. The Structural Organization of State Islamic Institute of Metro

40
The structural organization of State Islamic Institute of Metro in
academic year 2015/2016 as follows:
Figure 2
The organization structure of State Islamic Institute of Metro
Rector Faculty Senate
Prof. Dr. Hj.Enizar, M.Ag of IAIN
Vice Rector I Vice Rector II Vice Rector III Dir. Pasca
H. Husnul Fatarib, Drs. A. Jamil, M.Sy. Dr. Mat Jalil, M.Hum. Dr. Ida Umami, M.Pd.
Ph.D Kons
Department
The Head of
Administration
Dra. Mugi Hastuti
The Head of The Head of The Head of

Academic & Finance & General
Student Bureau Accountancy Bureau
Drs. Miftakhul Bureau Tri Pramasetia,
Abidin S.E
M. Mahrus
Sa’adon, S.E
41
c. The Facilities in State Islamic Institute of Metro
In order to support lecturers and students, there are some facilities
in State Islamic Institute of Metro, namely: Lecturer’s room, Computer
Laboratory Unit & Baitul Mal wa Tamwil, Library Unit, Language
Laboratory Unit, Micro-Teaching Laboratory, Islamic Development
Unit, classroom, mosque, futsal field, basketball field, wall climbing
field, volley field, tennis field, auditorium, Students Activities Unit
(UKM) room, Students Committee Office. For getting the details of
facilities, it can be shown in the table below:
Table 5
Facilities in State Islamic Institute of Metro
No Facilities Total of Large

unit (m2)
1 Lecturers’ room 1 556
2 Computer Laboratory Unit & BMT 1 1000
3 Library Unit 1 1000
4 Language Laboratory Unit 1 180
5 Micro-Teaching Laboratory 1 106,8
6 Islamic Development Unit 1 30
7 Classroom 16 1248
8 Mosque 1 1000
9 Futsal Field 1 510
10 Basketball Field 1 -
11 Wall Climbing Field 1 92
12 Volley Field 1 -
13 Tennis Field 1 650
14 Auditorium 1 -
15 Students Activities Unit 1 -
16 Students Committee Office 1 -
Source: Observation of State Islamic Institute of Metro in academic

year 2014/2015.
42
d. The Sketch of Location of State Islamic Institute of Metro
Figure 3
The Location Sketch of State Islamic Institute of Metro
43
e. The Condition of Lecturers and Official Employees
The number of lecturer and official employee at State Islamic
Institute of Metro in academic year 2015/2016 are 152. Otherwise,
there are 32 lecturers non PNS and 19 honorary workers. Therefore,
the whole staff of State Islamic Institute of Metro in academic year
2015/2016 is 203.
f. The Students in State Islamic Institute of Metro
The total of the students in State Islamic Institute of Metro is 6002
students.
Table 6
The total of students in State Islamic Institute of Metro
No Academic year Students

1 2011 1205
2 2012 1509
3 2013 1146
4 2014 1143
5 2015 999
Total of students 6002
Source: Observation of State Islamic College of Jurai Siwo Metro
in academic year 2014/2015
g. The English Education Department
English Education Department (TBI) strata 1 (S1) in State
Islamic Institute of Metro was established in 2007. It included
Tarbiyah faculty in State Islamic Institute of Metro. Historically,
Strata 1 (S1) of English Education Department came from Diploma 3

44
(D3) English Education that was opened in 2002 based on the Decree
No:DJ.1/220.C/2007 on May 28, 2007.
In implementing education, English Education Department
stands on its vision, as follows: the establishment of professional
students in the English education who can integrate the Islamic values
and academic dimensions. So the students have a high bargaining.
Furthermore, the vision than is enlarged in some missions, as follows:
1) Developing the students’ privacy through knowledge,
reinforcement, and actualization toward religious, national and civil
life in the Islamic culture values.
2) Building and developing an atmosphere of the academic which is
humanist, democratic and modern.
3) Growing the professionalism ethic through theoretical knowledge
basic.
4) Providing qualified education service to produce the candidate of
educator which is smart and skillful who have good attitude;
5) Applying integrated educational system which is able to give a
significant input to development of education.
Those are the vision and missions which include all of the
students in English Education Department in State Islamic Institute of
Metro. Furthermore, based on the vision and missions above, it is
formulated be three purposes of English Education Study Program, as
follows:
45
1) .To prepare the students not only to be English teacher who
can actualize the society benefits values, science,
technology, and art but also be able to be agents of change in
the society.
2) To prepare the students be professional English teachers
which can imply, develop and enlarge English education
with spirit of English-Islamic.
In line with the above statement, English study program always tries
to develop the quality in the teaching and learning process. Indeed, it will
be a dynamic, open, and polite relationship among the stakeholders in TBI
State Islamic Institute of Metro, and total students from 2011-2016 of TBI
are 1059 students.
Table 8
Total students of TBI 2011-2015
Semester Jumlah
I 226
III 171
V 250
VII 276
IX 136
Total 1059
Source: Observation of State Islamic Institute of Metro in
academic year 2014/2015.
46
Table 9
Total lecturers of TBI 2011-2015
Lecturer Total
PNS Lecturer 12
Non PNS Lecturer 14
Total 26
Source: Observation of State Islamic Institute of Metro in the
Academic Year 2014/2015.
2. Research Data
a. Reading Comprehension
Reading Comprehension is as the independent variable of this
research. To measure the student’s ability in reading comprehension, the
writer tested the students by giving reading comprehension tests. The
result of reading comprehension tests can be identified as follows:
Table 10
The Reading Comprehension Test Score among the fifth

semester at State Islamic Institute of Metro
No Initial Students Score

1 AP 70
2 AZA 75
3 A 80
4 BJS 70
5 DY 80
6 DC 80
7 EN 80
8 EW 85
47
9 EY 80
10 FY 70
11 JR 85
12 LNP 80
13 NS 80
14 NAA 85
15 NF 80
16 OAP 90
17 RRN 80
18 RFF 80
19 R 90
20 SY 80
21 SRS 70
22 SMS 80
23 S 85
24 VA 70
25 WRAI 80
26 WTW 75
TOTAL 2060
MEAN 79,23
Taken on September 30, 2016.
From the data above, it can be found that the
highest score was 90 and the lowest score was 70.
Based on the data, the writer then measured the class
interval by using the formula as follows:
K= 1 + 3,3 log n
K= 1 + 3,3 log 26
K= 1 + 3,3 × 1,414
K= 1 + 4,66
K= 5,66 ≈ 6
R= highest score – lowest score + 1 1
R= 90 – 70 + 1
R= 21
1
Sugiyono, Statistika untuk Penelitian, (Bandung: Alfabeta, 2012), p. 36
48
R
I=
K
21
I=
6
I= 3,5 ≈ 4
The total of class interval of this result pretest
research was 4. After knowing the class interval, the
data taken from interval above was put on the table of
frequency distribution, as follows:
Table 11
The Table of Frequency Distribution of Reading

Comprehension Test
Clas Interval Frequency Percentag
s e
1. 70-73 5 19,23%
2. 74-77 2 7,69%
3. 78-81 13 50%
4. 82-85 4 15,38%
5. 86-89 0 0%
6. 90-93 2 7,69%
49
If the data was put into graphic, it can be seen as follow:
Chart
14 13
12
10
6 5
4
4
2 2
2
19.23% 50.00% 15.38%
7.69% 7.69%
0
70-73 74-77 78-81 82-85 0 0.00%
86-89 90-93
Based on the table frequency distribution and
graphic above, it can be inferred that 26 students as
the research sample can be divided:
1) For the class interval of 70-73, there were 5 students
or 19,23%.
2) For the class interval of 74-77, there was 2 student or
7,69% .
50
3) For the class interval of 78-81, there were 13
students or 50% .
15,38% .
0%.
or 7,69%.
Therefore, it can be inferred that the students reading
comprehension among the fifth semester students of English Education
Department in State Islamic Institute of Metro is categorized into good
category.
b. Translation Ability
Translation ability is the dependent variable of the research. To
measure the translation ability of the students, the writer tested the
students to translate a text. The result of translation ability test can be
identified as follows:
Table 12
The Translation Ability Score among the fifth semester at State Islamic
Institute of Metro
No Initial Students Score

1 AP 75
2 AZA 70
51
3 A 85
4 BJS 65
5 DY 85
6 DC 75
7 EN 75
8 EW 80
9 EY 80
10 FY 75
11 JR 80
12 LNP 75
13 NS 75
14 NAA 80
15 NF 70
16 OAP 85
17 RRN 85
18 RFF 85
19 R 85
20 SY 75
21 SRS 75
22 SMS 80
23 S 80
24 VA 75
25 WRAI 80
26 WTW 75
TOTAL 2025
MEAN 77,88
Taken on September 30, 2016.
From the data above, it can be found that the
highest score was 85 and the lowest score was 65.
Based on the data, the writer then measured the class
interval by using the formula as follows:
K= 1 + 3,3 log n
K= 1 + 3,3 log 26
K= 1 + 3,3 × 1,414
K= 1 + 4,66
52
K= 5,66 ≈ 6
R= highest score – lowest score + 1 2
R= 85 – 65 + 1
R= 21
R
I=
K
21
I=
6
I= 3,5 ≈ 4
The total of class interval of this result pretest
research was 4. After knowing the class interval, the
data taken from interval above was put on the table of
frequency distribution, as follows:
Table 13
The Table of Frequency Distribution of Translation

Test
Clas Interval Frequency Percentag
s e
1. 65-68 1 3,84%
2
Ibid.
53
2. 69-72 2 7,69%
3. 73-76 10 38,46%
4. 77-80 7 26,92%
5. 81-84 0 0%
6. 85-88 6 23,07%
If the data was put into graphic, it can be seen as follow:

Chart 2
12
10
10
8
7
6
6
2
2
1
7.69% 38.46% 26.92% 23.07%
3.84%
0
65-68 69-72 73-76 77-80 00.00%
81-84 85-88
Based on the table frequency distribution and
graphic above, it can be inferred that 26 students as
the research sample can be divided:
or 3,84%.
or 7,69% .
54
3) For the class interval of 73-76, there were 10
students or 38,46% .
or 26,92% .
0%.
or 23,07%.
Therefore, it can be inferred that translation ability among the fifth
semester students of English Education Study Program of State Islamic
Institute of Metro is categorized into good category.
B. Hypothesis Testing
After applying test, the writer analyzed the data by using Product Moment
formula correlation in order to prove whether there is correlation between the
students reading comprehension and their translation ability at the fifth
semester students of English Education Department in State Islamic Institute of
Metro.
Therefore, it is easier for the writer to give symbol at both variables, where
reading comprehension symbolized with X symbol and translation ability
symbolized with Y. Moreover, preparing the table in order to prove whether
there is any positive and significant correlation between the students reading
55
comprehension and their translation ability at the fifth semester students of
Table 14
The Authentication of the Correlation between The Students Reading

Comprehension And Their Translation Ability at the Fifth Semester
Students of English Education Department in State Islamic Institute of
Metro
56
Furthermore, putting the data above into the formula of Product
Moment correlation in order to get r observed or r xy
 N = 26
 ∑X = 2060
 ∑Y = 2025
2
 ∑x = 164050
2
 ∑y = 158425
 ∑xy = 160925
N . ∑ XY −( ∑ X )( ∑ Y )
=
2 2 2 2
r xy √( N . ∑ x −( ∑ X ) )( N . ∑ y −(∑ Y ) )
26 . 160925−(2060)(2025 )
=
√(26 .164050−(2060 )2 ).(26 . 158425)−(2025)2 )
4184050−4171500
=
√(4265300−4243600 ).( 4119050−4100625 )
12550
=
√(21700).(18425)
57
12550
=
√ 399822500
12550
=
19995 ,562
= 0.627
Therefore, r observed is 0.627.
r observed is correlation coefficient (r) as the results of the
calculation by using Product Moment correlation above.
C. Interpretations
1. Interpretation of r observed
Table 15
Interpretation to the Index of r observed
The Index of “r”

Product Moment Interpretation
( r xy )
There is any correlation between X and Y
variables, but it is lowest. Therefore, the
0,00-0,20
correlation is neglected. (There is not
correlation between X and Y variable).
0,20-0,40
variables which is low correlation.

0,40-0,70
variables which is average correlation.
58

0,70-0,90
variables which is high correlation.

0,90-1,00
variables which is highest correlation.3
The critical value of “r” Product Moment is 0.627. If we interpret it
based on the table above, it can be inferred that there is average correlation
between the students reading comprehension and their translation ability at the
fifth semester students of English Education Department in State Islamic
Institute of Metro.
2. Statistical Significance
The writer has formulated the Alternative Hypothesis, as follows:
There is any positive and significant correlation between the
students reading comprehension and their translation ability at the fifth
semester students of English Education Department in State Islamic
Institute of Metro.
After Alternative Hypothesis above was formulated, the writer
consulted r observed to r table , as follows:
If r observed is higher than r table , Alternative Hypothesis (Ha) is
accepted and Null Hypothesis (Ho) is rejected.
3
Anas Sudijono, Pengantar Statistik Pendidikan, PT Raja Grafindo Persada, Jakarta, 1987, p.
180
59
Furthermore, to know the critical value of “r” Product Moment
(r table ), the writer firstly counted df. df is degree of freedom. The
formulation of df = N- 2. N is the numbers of research sample.
df = N – 2
= 26 – 2
= 24
After considering the Product Moment table by using df 24, it
can be found that:
1) The critical value of r observed (r table ) for the 5%
significance is 0.404.
2) The critical value of r observed (r table ) for the 1 %
significance is 0.515.
From all of data analysis above, it can be found that r observed is
0.986 and r table is 0.404 or 0.515. Finally, the data confirmed that r
observed is higher than r table . Therefore, it can be inferred that
Alternative hypothesis (Ha) is accepted.
Furthermore, the writer measured the level of correlation
between the students reading comprehension and their translation
ability at the fifth semester students of English Education Department

60
in State Islamic Institute of Metro by counting the square of r observed
and multiplying it by 100%.
Therefore, the level of correlation between reading
comprehension and translation ability above:
2
R=r x 100%
2
= (r observed ) x 100%
2
= (0.627) x 100%
= 39,32%.
Based on the analysis above, it can be inferred that the level of
correlation between reading comprehension and translation ability is
39,32 %.
D. Discussions
In this research, there are two variables, the independent variable that is
reading comprehension (X) and the dependent variable that is translation
ability (Y). The variables were tested by using the calculation of Product
Moment correlation and it was known that the correlation of the variables
proved positive and significant.
Furthermore, in discussion of the independent and the dependent variables
analysis results can be depicted to the below table:

61
Table 16
The Frequency Distribution of The Reading Comprehension And Translation

Ability Test Results
No Variable Frequency (Percentage)
1 Reading 5 2 13 4 0 2
Comprehen (19,23 (7,69 (50%) (15,38 (0%) (7,69%)
sion (X) %) %) %)
2 Translation 1 2 10 7 0 6
Ability (Y) (3,84 (7,69 (38,46 (26,92 (0%) (23,07
%) %) %) %) %)
Based on the table above, it can be inferred that from 26 students who
followed the measurement process, most of the students were included into
good category especially into independent variable (Reading Comprehension)
and also into good category to dependent variable (Translation Ability). It
means that the most students of the fifth semester of English Education
Department in State Islamic Institute of Metro who followed the Reading and
Translation 2 has good category.
Moreover, based on the results of hypotheses testing indicated that

r xy is
higher than r table of df 24, it can be looked at significant level 5%. Thus,
Alternative Hypothesis (Ha) is accepted. It means that reading comprehension
(X) has positive and significant correlation toward translation ability (Y)
62
among the fifth semester students of English Education Department in State
E. Limitations
This research was conducted at State Islamic Institute of
Metro. The subject of the research was done in one class of the
fifth semester. Hence, the result of this research was limited in
this circumstance including class, conducting of the measurement,
and this research could not be generalized.

CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the analysis of the research data, the researcher can generally
summarize the conclusion of this research. The research finding was clearly
inferred that the correlation between the students reading comprehension and
translation ability was positive and significant with r observed 0.627. The data
confirm that t-observation > t-table (0,404 < 0,627> 0,515). Therefore, it can be
inferred that Ha is accepted and Ho is rejected. It means that the finding of the
research is in line with the theories asserting that there is any positive and
significant correlation between students reading comprehension and
translation ability.
This research, however does not interpret whole problem faced by the
students and it is only available for the fifth semester student of English
Education Department in State Islamic Institute of Metro.
B. Suggestion
Considering the results of the research, that was conducted at the fifth
semester of English Education Department in State Islamic Institute of Metro
as follows:
1. For the Students
The students should expand the knowledge by comprehending the
reading text well and they should more motivation in translation ability
and reading comprehension.
60
61
2. For the Lecturers
The lecturers should motivate the students to be more active in
learning English by helping them of expand their knowledge by
comprehending the reading text and translation ability.
3. For the Principal of TBI
The principal should support the English learning process by preparing
the facilitation and instrument of English learning completely and the
principal should recommends making research about the correlation
reading comprehension and translation ability.

BIBLIOGRAPHY
Brown H. Douglas, Teaching by Principles, (San Francisco: San Francisco

State University, 2000.
Catford. J.C. A Linguistic Theory of Translation, London: Oxford

University Press,1965.
Duffy G. Gerald. Explaining Reading A Resource for Teaching Concepts,

Skills, and Strategies.New York: The Guilford Press , 2009.
Glenda MacNaughton & Gillian Wiliams, Teaching Young Children.

Australia:Open University Press, 2004.
Hajar Khanmohammad, “Moving toward Objective Scoring: A Rubric for

Translation Assessment”, JELS, (Central Tehran Branch: IAUCTB),
No. 1/2009.
Harmer Jeremy. How to Teach English.New York: Longman, 1998.
Hedgcock S. John and Dana R. Ferris. Teaching Readers of English

Students, Texts, and Contexts. New york: Routledge, Taylor and
Francis, 2009.
Janette K. Klinger, Sharon Vaughn, and Alison Boarman. Teaching

Reading Comprehension to Students with Learning Difficulties.New
York: The Guildford, 2007.
Jeremy Munday and Basil Hatim.Translation an Advanced Resource

Book. New York: Routledge, 2004.
John W. Creswell, Educational Research, (Boston: Pearson Education,

2012).
Judy Willis, Teaching The Brain to Read. United States of America:

Association for Supervision and Curriculum Development (ASCD).
(2008).
Langgeng Budianto, A Practical Guide For Translation Ability, Malang :

UIN-Maliki Press, 2010.
Maxom Michelle. Teaching English as a Foreign Language For

Dummies.England: A John Wiley and Sons, Ltd, England
Publication, 2009.
McNamara S. Danielle, Reading Comprehension Strategies. United States
of America: Lawrence Erlbaum Associates, 2007.
Muijs, Daniel. Doing Quantitative Research Ineducation, London : Sage

Publications Inc.2004.
Newmark, Peter . A Textbook of Translation. New York: Prentke Hall

International, 1988.
Paul, Gill.Translation in practice, Champaign and London :Dalkey

Archive Press, 2009.
Robinson, Douglas.Becoming a Translator an Introduction to The Theory

and Practice of TranslationSecondEdition, New York : Routledge,
2003.
Samantaray, Pravamayee, Problems of Translating Oriya Literature to

English, Vol.2.Issue. 1 ,2015.
Silberstein Sandra. Techniques and Resources in Teaching Reading. New

york: Oxford University Press, 1994.
Suharsimi, Arikunto, ProsedurPenelitianSuatuPendekatanPraktek.

Jakarta: RinekaCipta, 2006.
Venuti, Lawrence, The Translator’sInvisibility (a history of translation),

NewYork :Routledge 2004.
Wall Amy and Regina Wall, The Complete Idiot’s Guide to Critical
Reading. Penguin Group: New York, 2005.
CURRICULUM VITAE
The names of writer is Dwi Mailia Putri. She was
born in Metro on May 17, 1994. She is the last child in
her family. She has sister. Now, She lives in 24 A
Tejosari Metro City.
She graduated from TK PPKK West Metro in
2000. Then, in 2006 she graduated from SD N 8 West
Metro. After finishing her study, she continued her study in SMP
KARTIKATAMA South Metro and graduated in 2009. After that, she continued
in SMA N 4 West Metro and graduated in 2012. Then, she continued her study in

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AN UNDERGRADUATE THESIS

BETWEEN STUDENTS READING COMPREHENSION

AND TRANSLATION ABILITY AT THE FIFTH SEMESTER

OF ENGLISH EDUCATION DEPARTMENT

IN STATE ISLAMIC INSTITUTE OF METRO

DWI MAILIA PUTRI

STUDENT NUMBER. 1291687

STATE ISLAMIC INSTITUTE OF METRO

BETWEEN STUDENTS READING COMPREHENSION

AND TRANSLATION ABILITY AT THE FIFTH SEMESTER

OF ENGLISH EDUCATION DEPARTMENT

IN STATE ISLAMIC INSTITUTE OF METRO

Presented as a Partial Fulfillment of the Requirements

1st Sponsor :Dr. Widhiya Ninsiana, M.Hum

STATE ISLAMIC INSTITUTE OF METRO

Reading is an active activity of getting the meaning from text or passage

Membaca merupakan aktifitas untuk mendapatkan arti atau makna dari

Metro, October , 2016

DWI MAILIA PUTRI

Yang bertanda tangan dibawah ini :

Metro, Oktober 2016

DWI MAILIA PUTRI

niece is Friziela Zafra Viandra, and all of my big family.

4. All of my best friends in English Education Department, Elina Sari, Eva

Septiasari, Febri Widiastuti Team of PPL, Team of KKN and Bachelor

who made this research possible.

5. My best partner that always helped and supported me.

6. My beloved lectures of English Education Department in State Islamic

accomplish an undergraduate thesis.

Dr.Widhiya Ninsiana, M.Hum and second sponsor Mr Ahmad Subhan Roza,

researcher could finish an undergraduate thesis.

teaching and learning in general.

It is Allah who bestows success and guides to the Right Path.

Metro, October 28, 2016

DWI MAILIA PUTRI

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

CHAPTER II REVIEW OF THE RELATED THEORIES....................... 9

CHAPTER III RESEARCH METHODOLOGY ...................................... 28

CHAPTER IV RESULT OF THE RESEARCH.........................................

CHAPTER V CONCLUSION AND SUGGESTION..................................

Islamic Institute of Metro..........................................................................

2. The Data of the Students Reading Comprehension at the Fifth Semester

In State Islamic Institute of Metro.............................................................

3. The Measurement of Translation Ability......................................................

5. Instrument Grilles of Test For Translation Ability.......................................

6. The Facilities of Sate Islamic Institute .........................................................

7. Total Student at State Islamic Institute.........................................................

8. Total Student of TBI 2011-2015...................................................................

9. Total Lecturers of TBI 2011-2015................................................................

10. Data of Students Reading Comprehension Test Score..............................

11. Frequency Distribution of Reading Comprehension Test.........................

12. Data of Students Translation Ability Test Score.......................................

13. Frequency Distribution of Translation Ability Test..................................

14. The Correlation between The Students Reading Comprehension And

16. The Frequency Distribution of The Reading Comprehension and

Translation Ability Test Results................................................................

1. Theoretical Framework and Paradigm...................................................

3. The Location Sketch in State Islamic Institute of Metro.......................

1. Students’ Reading comprehension............................................................ 48

1. Testinstrument of reading comprehension and translation ability

A. The Background of Study

As we know that language is an important element in communication.

using language whether it is native language or foreign language. People need