documenta
TRANSCRIPT
Name : AYU ASHARI DEFRIANTI
Reg. Number : 08.3.T. 0158
Title Of Script : USING IDIOMATIC TRANSLATION IN IMPROVING
THE STUDENTS’ WRITING ACHIEVEMENT TO THE
STUDENT OF MAN 1 WATAMPONE
A. Background of the Study
As a global language, english has become an international official language
in many parts of this world which has applied in various media in many fields such
as politics,economics, arts, educations, sciences and technologies and many more in
the global socialization, it takes a great deal in the process of spreading the
information. Nowadays, the source of information that used in the media mostly use
english and it can be found at textbook, journal, web page, and the other media.
Therefore, it will be difficult for the person who is not capable enough in
understanding english to find out the information that are contained in those sources.
There are four skill in teaching and learning English, they are speaking,
writing, listening and reading are the four skills in English, and of the four skills in
English.
The students must master the four of language skill so they
can use english actively and also passively. Writing as a part of the
language skills besides listening, speaking and reading, must be
taught maximally by the teacher to the students. Writing is a
mixture of our idea, vocabulary and also grammar.
According to Heaton, Writing skill are more complex and
difficult to teaching, requiring, and mastering not only of
grammatical and rhetorical devices but also conceptual and
judgment, because of the difficulties of writing, some efforts have
been done to solve the problem. The main objective is to make the
writing become easier to learn for the students.1
Writing is an English skill defined as how to express ideas on a paper to
form words, words to sentences’, sentences to paragraph. The ideas of writing may be
from the writer’s feeling, opinion, or may come from prior knowledge such as: result
of reading book, discussion or hear and watching TV.
By the variety of the language used in this world, we need a way to transfer
the information of the english text, which is called translation. Translation is a
communication between language with the subtitution of gramatical from in order to
express the idea of the source language to the target language. The translation helps
the people who are familiar with the source language to access the information in
thier language.
1J. B. Heaton, Writing English Language Tests (London: Longman, 1975), p.138
Eugene A. Nida and charles say that the theory and practical translation
give the defenition is “ translating consists in reproducing the receptor language the
closeste natural equivalance at the source language message. First in terms of
meaning and secondly in the term of style.
This states the translation is the work of reinforming message of the source
language to the target language as natural as possible either the meaning or the style.
Another theory comes from Pinhuck“translation is a process of finding a target
language (TL)equivalent for an source language (SL) utterence.
Translation tries to look for the meaning of source language and brings it
into the target language’s from based on the context of social and cultural of the
target language annd then the translation will be acceptable toward to target lnguage.
Nevertheless, the translation process is not an easy job to do a good translator must
have knowledge of the lexical, grammatical structure,situation, and context of both
target language and source language in order to produce the ideal translation that is
accuarate in meaning and natural as the target language from used.
The reseacher will research at MAN 1 watampone because most of students
cannot translate English into indonesia well. They translate from the source language
to the target language but their translating is not acceptable or suitable.
The researcher is interested using idiomatic translation to improve writing
achievement to the student.
Based on the the problem above, the researcher carry out under the title;
Using Idiomatic Translation in improving the students’ writing achievement
to the students MAN 1 Watampone.
B. Problem Statements
Based on the background above, the writer puts forward the following
study questions :
1. Is idiomatic translation method interesting in improving the student
writing achievement to the students MAN 1 Watampone?
2. To what extent idiomatic translation method in improving the student
writing achievement to the students MAN 1 Watampone?
C. Scope of The Study
In this term, the writer merely would like to focus on the improving the
students’ writing achievement to the students MAN 1 Watampone.
D. Operational Defenition
Improve is become and make better.2
Students’ grammar mastery is students’ ability in making correct sentences.
Then, translation method is method that puts into a different language.
2 Martin H. Manser, oxford Learner’s Pocket Dictionary, (5th impression, Oxford University Press, 1995), p.209
This study is about making the students’ ability in making correct sentences
better through method that puts language into a different language, from a source
language into a target language.
E. Review of Related Literature
1. The Concept of Writing
Writing as a process or an activity to mark letter or number on paper so, the
people can read it. Different from Behrens, Kroma and Byrne in Nuraida defined
writing is expression of the writer’s idea by producing graphic symbols to form
words, words to sentences, sentences to paragraph on the paper so the reader can
follow what the writer means. Byrne in same line adds that the most important one in
writing is how to make the communication successful that is should be readable and
understandable to the reader.3
Based on definition above, the researcher can assumpts that writing is
expression of writer’s idea in a written symbol form on paper in order the reader can
read it and get the meaning of writer opinion.
2. The Importance of Writing
Al-Washilah in Rasdinayah stated that the students can get many advantages
from writing. Writing can improve the mastery of vocabulary, master of mechanics of
3Nuraida, “The Writing Skill of the Sixth Semester Students of English Department of Tarbiyah Faculty of IAIN Alauddin Mks in Free Composition” Thesis ( Makassar: IAIN Alauddin, 2003), p.18
writing; enlarge knowledge of topic being discussed and improving mastery of
English grammar.4
Furthermore, Scott and Treberg argue that there are some difficulties in writing
but it is still useful, essential and enjoyable part of the language lesson. Writing lets
the writers express their personalities, allow for conscious development of language
and there is a special feeling about seeing our work in print and enormous satisfaction
in having written something which we want to say. Beside that, it adds another
physical dimension to the learning process; hands are added to eyes and ears.5
Araceli C Hidalgo ET in Nuraida explained that there are some objectives of
writing as follows:
a. To help the student with their bulk of reading materials, such as medical journals, articles, case histories.
b. To help the student listen to the lectures and take dawn notes effectively.c. To help the student listen analyze and interprets appropriately and correctly
information presented.d. To help the students evaluate and from augments, regarding information
presented.e. To help student to understand the role of el in academic world and in the
world of science, technology and communication. 6
4Rasdinayah, ”Increasing the writing skill of the Third years students of MADANI Islamic junior High school of Alauddin Pao-Pao gowa through Collaborative writing”Thesis (Makassar:UIN Alauddin Makassar, 2008), p. 18
5Scott, Wendy. A,.& treberg, Lisbeth H.Y, Teaching English to children (New York:USA: Longman, 1990), p. 214
6 Thesis, op. cit., p. 11
Referring some opinions above, we can concluded that writing as an aspect
of English skill can improve our ability such as grammar and mastery of vocabulary.
It can satisfy the writer because we can express our idea freely without pressure and
some people tend to write than express orally what they want to say. The most
important is writing not only activated our brain but also physical dimension such as
eyes and ears are involved in learning process. On the other side, the students are
encouraged to read material as many as possible such as books, magazine, and
journals to make the writing composition well in order to sharing information with
the readers.
3. The Components of Writing
The good writing skill can be analyzed to group and varied skills. Heaton
divided components writing into five main areas. They are grammar, mechanics,
vocabulary, content and organization.
a. Grammar
Grammar concerns about the ability to write correct and appropriate
sentences. The writer has to give attention for preposition, tenses such as using of
verbs, nouns, adjective, also conjunction and articles. It is very important to the writer
to clarify the correct usage of point grammar because reader will be difficult to
understand it. It has a great influence so, we have to reread and review what we have
written
b. Mechanics
It is related with the ability to use correctly words to the written language
such as using of capitalization, punctuation, spelling. It is very important to lead the
readers to understand or recognize what the written means to express. The use of
favorable mechanics in writing will make the readers easy to the group to conveying
ideas or message of writing. The explanation as follows: a) capitalization, the use of
capitalization can clarify the ideas. If the sentences are not capitalized correctly,
ambiguous and misunderstanding will appear. It also helps to differentiate from
sentences to others. The words which are capitalized at beginning of: the name of
people, organization, first and last word of title. b) Punctuation. Punctuation can help
the readers to identify should be taken as a unit of meaning and suggest how the units
of it relate to each other. c) Spelling. Using of spelling has three rules; they are
suffixes addition, plural formation and the change of certain words.
c. Content
The content of writing is about the ability to think creatively and develop
thoughts, excluding all irrelevant information. It should be blear to the readers. So,
they can understand what the messages convey and gain information from it. Also,
the content of writing should be well unity and complete because the characteristic of
good writing has unity and completeness.
d. Vocabulary
Vocabulary is an essential part of compose writing. The writes need
vocabulary mastery well to express or write their ideas. The effective using of words
or vocabulary in writing must be relevant with the topic to let the readers perceive
and feel it. Someone who lack of vocabulary will be difficult to compose what they
are going to express but appropriate words will help writers to compose writing.
e. Organization
Organization is the ability to develop ideas and topic which relevant in a
united form. On the other hand, it concern in ways of writer to arrange and organize
the ideas or messages in writing. There are many ways in process of organization
writing involves coherence, order of importance, general to specific, specific to
general, chronological order and spatial pattern. 7
4. The Forms of Writing
Wishon and Burks divide forms of writing into four divisions namely
narration, description, exposition and argumentation.
a. Narration
Narration is the form of writing used to relate the story of acts or events. It
places occurrences in time and tells what happened according to natural time
sequences. Types of narration include short stories, novels, and new stories, as well as
large part of our everyday social interchange in the form of letters and conversation.7 J.B Heaton, Writing English Language Tests (New York: longman, 1988), p.135
b. Description
Description reproduces the way things look, smell, taste, feel, or sound. It
may also evoke moods, such as happiness, loneliness, or fear. It is used to create a
visual image of people, places, even of units of time-days, times of day, or seasons. It
may be used also to describe more than the outward appearance of people. It may tell
about their traits of character or personality.
c. Exposition
Exposition is used in giving information, making explanations, and
interpreting meanings. It includes editorials; essay, and informative and instructional
material. Used in combination with narrative, exposition supports and illustrates.
Used apart from narrative, it stands alone as an essay. Used alone or with narrative,
exposition may be developed in a number of ways as follows:
1) Process. Exposition may be used to explain a process that is to tell how
something is made or done.
2) Definition. An explanation of what a word or a term means is another kind of
exposition. The simplest form is a statement and this applies to dictionary
definitions.
3) Analysis. It divides a subject into parts and examines those parts.
4) Criticism. It involves evaluation, which is analyzing and weighing strengths
and weaknesses.
d. Argumentation
Argumentation is used in persuading and convincing. It is closely related to
exposition and it is often found combined with it. The aim is to make a case or to
prove or disprove a statement or proposition. It may present arguments to persuade
the reader to accept an idea or a point of view.8
e. The concept of Idiomatic Translation Method
a. Defenition of Idiomatic Translation
The translation methodwas the method of language learning in vogue which
died out with the introduction of the direct method for teaching languages. Arrogant
language experts sub the translation method as an artifact from the last paradigm
shift. But the reality is a modified translation method is very useful to teach students
who think they know everything.
Students will always take the easy way, and if they find a way to understand
or express something in a simple way. Theywill not use idioms or more native ways
of expression in their target language.
So, translation is classfied into two main types, namely form-based and
meaning-based translation. From- based translation attemls to follow the form of the
source language and is known as literal translation, while meaning-based translation
8Wishon,G.E & Burks,Julia M, Let’s write English (Revised Edition.Washington: Educational Publishing Inc,1980) p. 378-383
makes every effort to communicate the meaning of the SL text in natural forms of the
receptor language. Such translation is called idiomatic translation.
An interliner translation is a completely literal translation. For some
purpose, it is desirable to reproduce the linguistic feature of the source text, as in a
linguistic study of that language. Although these literal translation may be very useful
for purposes related to study of the SL, they are of little help to speakers of the
receptor language who are interested in the meaning of the SL text. A literal
translation sounds like translation can be understood if the general grammatical form
of the two languages are similiar.
Except for interliner translation, a truly literal translation is uncommon,
most translation who tend to translated actually make a partially modified literal
translation. They modify the order and grammar to use an accepteble sentence
structure in the receptor language. However, the lexical item are translated literally
and still the results do not sound natural.
Larson says that ideomatic translation use the natural forms of the receptor
language both in the grammatical constructions and in the choices of lexical items. A
truly idiomatic translation does not sound like translation. It sounds like it was written
originally in receptor language. Therefore, a good translator will tyr to tanslate
idiomatically this is his or her goal.9
9Choliludin,S.Pd. The Technique of Making Idiomatic Traslation, ( Jakarta; Kesaint Blanc,2005), p. 23
in practice, however, it is hard to consistenly translate idiomatically or
literally. These translation are often a mixture of literal and idiomatic forms of
language. Translation then falls on a continuum from very literal to literal, to
modified literal, to near idiomatic, to idiomatic, and may fall even more on the undely
free as displayed below.
Further the translation method is good for beginners who do not yet have
the critical level of vocabulary in their target language for expression. However, they
might translate simple text from their target to their native language. The effect is not
only increased vocabulary, but most important increase confidence. They feel they
could actually be translators at a basic level. This method is used to assist
students in reading and understanding a foreign language
literature. But it is also expected that it is in studying or
understanding the grammar of the desired target language,
students will become more familiar with the language rules in
accordance with the source language and a deeper understanding
VeryLiteral
Literal ModifiedLiteral
Inconsistentmixture
Near Idiomatic
Idiomatic Unduly free
Translator’s goal
of this will further help them in reading and writing according to the
source language to be better.
b. Principal of Idiomatic Translation
It is indispensable to value some guidelines on how to evaluate the works
on translation. Some general principles in the following are relevant to all translation.
The principles below are proposed :
1) The translation should reflect accurately the meaning of the original text.
Nothing should be arbitrarily added or moved, though sometime part of
the meaning can be transposed.
2) The ordering of the words and ideas should match the original as closely
as possible. This is particularly important in translating legal documents,
guarantees,contacts, ect. However, differences in the language structrure
often require changes in the form and order of words.
3) Languages often differ greatly in their levels of formulity in given
context, for example in the business letter. To revolve these differences,
the translator must distinguish between formal and fixed expression and
personal expression in which the writer or speaker sets the tones.
4) One of most criticism of translation is that it does not sound natural. This
is because the translator’s thoughts and choice of words are to strongly
mold by the original text. A good way to avoid this influnce of the source
language is to set the text aside and translate a few sentences aloud from
memory.
5) Do not change the original of the source text. It will be better the
translator does not change the style of original. Bu t if it is needed, for
example because of the text is full of repetitions or mistakes in writing ,
the translator may change it.
6) Idiomatic expressions are often untraslatable . to solve this problem, we
can do some way below:
a) Keeping the original word in inverted commas
b) Keep the original expression, with a literal explanation in the bracket
c) Use a non- idiomatic translation
The principle mentioned above can be a very useful guideline for
translators to help them make some choices. The guidelines can be formulated in
such a way that basically the requrements of translation works have to be making
sense,conveying the message of the original text without omission or addition, having
a natural and easy form of the expression and producing a similsr response to the
readers.
c. Techique of Making Idiomatic Translation
It is possible to make an idiomatic translation or meaning based translation
without have a good knowledge of the techiqued of making idiomatic translation. So,
to make other people who read our translation, we have to have a good techniqued. A
good techniqued proposed
1) Identification of the source text
This is the most important to do firstly for us who want to make such a
translation. By identifying kinds of source text, we can focus and determine the
meaning of the word. If we wan to translate an economic text we directly omitting the
meaning which is not refer to economical context. For example, the word “interest” in
daily speaking we used to translate to be “perhatian”or “minat”,but if economical
context it word means “bunga bank”. Hance, by identifiying kind of source text
firstly, we can be easier to precede the translation.
2) Analysis of sentece
After identifying kind of source text, the next step should we do is
analysis the sentences. “Most of the main factor of mistakes in making translation is
caused the sentences do not analyzed the subject,verb, object, and complement.
We should determine which one are the subject, the verb, and the object of
sentence. To classifying those things, we as the translator should familiar to kinds of
subject, verb, and object. Subject of a sentence can be pronoun, compound
pronoun,noun, compound noun, noun phrase, compound noun phrase, gerund, and
compound gerund phrase. The object of sentence can be same with the subject of
sentence, such as pronoun, compound pronoun, noun phrase,etc.
For example:
a) subject is compound noun
The king and his troops / are invanding / another kingdom
S V O
b) object is gerund phrase:
Their son / loves / eating to much junk food
S V O
3) Make sure that the idea of text already know
After analyzing the sentence the next step is seeking the idea of the text.
Knowing the main idea of the text lead we to be easier arrange the sentences in target
language.
4) Rearrange the sentences
Word of the text which was already known the meaning, then rerrange to be
sentences in the target language
5) Read aloud the translation
To make sure that translation we make is naturally sound, read the
translation in target language loudly. This way suggest natural pattern of thought in
the source language which may not come to mind when the eye is fixed in the source
langunge text.
F. Conceptual Framework
In relation to the theoretical framework elaborated before. The writer
would like to present the conceptual framework as follows :
Figure 1. Conceptual Framework
On the conceptual framework above, it can be understood that the researcher
gives the students a treatment, using idiomatic translation methods. This way is
expected to be able to improve the students’ writing achievement and the success of
Teachingidiomatic Translation method
Classroom activities
Students’ writing Mastery
(students’ achievement)
this way could be seen by comparing the students’ improvement or thestudents’
achievement in translating test in the end of the study.
G. Hypothesis
There are two hypotheses that will be applied in this research. They are
Null Hypothesis (H0), means that the application of odiomaticTranslation
Methodcannot improve the students’ writing achievement. And Alternative
Hypothesis (H1) means that the idiomaticTranslation Methodcanimprove the
students’ writing achievement.
H. Research Objectives
The objective of this research is to find out whether or not the ideomatic
translation method in improving the students’ writing achievement is success.
Besides, this research also gives information for using method of teaching writing in
order to provide little contribution in the English writing teaching. The other
objective of this research to the students are expected to master writing easily.
I. Significance of The Research
This reserch will help of MAN 1 Watampone. The writer chooses of
MAN 1 Watampone as a research place because the research has found the problem
in translation. They are confused and when they make translation always wrong
because they do not understand.
J. Research Methods
1. Method design
The method applies in writing this research is quantitative method by using
correlation formula, which aims to analyzeand describe the collected data on the
students’ work.
2. Population and Sample
a. Population
The population of this study is students of MAN 1 Watampone in academic
year 2011/2012. It consists of three groups.the first group consists of 16 students, the
secod group consists of 21 students, while the third group consists of 16 students. So,
the total of population is 53 students.
b. Sample
The writer will use cluster sampling. She takes the secondgrade exact in
MAN 1 Watampone that consists of 32 students.
c.Instrument of the Research
The research instrument used consists of pre-test and post-test.
a. Pre-test will be given to the students to check their writing before applying
idiomatic translation method.
b. Post-test will be given to the students to know writing achievement after
applying idiomatic translation method.
3. Procedure of Collecting Data
The procedure of collecting data will be performed through these steps:
a. The First, the students will be given pre-test to check their grammar
mastery.
b. Next, applying Idiomatic translation method for some meetings.
c. The Last, after giving treatment, the students will be given post-test to
know their grammar mastery.
Scoring the result of students test can be evaluated based on five aspect of
writing below10:
1) Grammar (language use)
Score Criteria
6 Few(if any) noticeable error of grammar or word order
5 Some error of grammar and word order which do not, however,
interfere with comprehension.
4 Errors of grammar and word order fairly frequent; occasional re-
reading necessary for full comprehension.
3 Errors of grammar and word order frequent, error of interpretations
10 Andi Niar Rezki, “Using Juxtaposing Pictures in Improving Writing Skill of the fourth semester students of English Department of Tarbiyah and Teacher Training Faculty”, Thesis (Makassar: UIN Alauddin Makassar, 2008), p.36-38
sometimes required on readers’ part.
2 Errors of grammar or word order very frequent, the readers often
have to rely on own interpretations.
1 Errors of grammar or word orders as severe as to make
comprehension virtually impossible.
2) Vocabulary
Score Criteria
6 Use of vocabulary and idiom rarely (if at all) distinguishable from
that of educated native writer.
5 Occasionally uses inappropriate terms of rely on circumlocutions,
expression of ideas hardly impaired.
4 Uses wrong or inappropriate words fairly frequently expression of
ideas may be limited because of inadequate vocabulary.
3 Limited vocabulary and frequent errors clearly hinder expression of
ideas.
2 Vocabulary so limited and so frequently misused that reader must
often rely on own interpretation.
1 Vocabulary limitation so extreme as to make comprehension
virtually impossible.
3) Mechanics
Score Criteria
6 Few (if any) noticeable lapses in punctuation or spelling.
5 Occasional lapses in punctuation or spelling which do not, however
interfere with comprehension.
4 Errors in punctuation or spelling fairly Frequent; occasional re-
reading necessary for full comprehension
3 Frequent errors in spelling or punctuation; lead some times to
obscurity
2 Errors in spelling or punctuation so frequentations that reader must
often rely on own interpretation.
1 Errors in spelling or punctuation so severe as to make
comprehension virtually impossible.
4) Fluency (style and ease of communication)
Score Criteria
6 Choice of structure and vocabulary consistently appropriate, like
that of educated native writer.
5 Occasional lack of consistency in choice of structures and
vocabulary which does not, however, impair overall ease of
communication.
4 ‘Patchy’, with some structures or vocabulary items noticeably
inappropriate to general style.
3 Structures or vocabulary items sometimes not only inappropriate
but also misused; little sense of ease of communication.
2 Communication often impaired by completely inappropriate or
misused structures or vocabulary items.
1 A ‘hotchpotch’ of half-learned misused structures and vocabulary
items rendering communication almost impossible.
5) Form (Organization)
Score Criteria
6 Highly organized; clear progression of ideas well linked; like
educated native writer.
5 Material well organized; links could occasionally be clearer but
communication not impaired.
4 Some lack of organization; re-reading required for clarification of
ideas.
3 Little or no attempt at connectivity, though reader can deduce some
organization.
2 Individual ideas may be clear, but very difficult to deduce
connection between them.
1 Lack of organization several that communication is seriously
impaired.
(Hughes in Andi Niar Rezki)
4. Data of analyze
The data from questionnaires will be analyzed using Likert Scale as
follows:11
Table 1.Likert Scale
Positive statement score Category Negative statement score
5 Strongly agree 1
4 Agree 2
3 Undecided 3
2 Disagree 4
1 Strongly disagree 5
The data analysis of questionnaires will use Likert Scale, this percentage
will show the students’ interest in learning english using debate method.
The rating scores from 40 to 200 intervals. The questionnaire employed 5
categories. The interval of the students’ interest on the questonnaire will be seen as
follows:12
11Syaodin Sukmadinata, Nana.MetodePenelitianPendidikan(Bandung: PT RemajaRosdakarya, 2005), p. 241
12Ibid.
Table 2. Interval score of the students’ interest
No. Interval Score Categories
1 168 - 200 Very High
2 136 - 167 High
3 104 - 135 Moderate
4 72 - 103 Low
5 40 - 71 Very Low
A. Technique of Analyzing the Data
The data collected through the test that will be analyzed by using
descriptive and inferential statistics. The steps undertaken in the quantitative analysis
as follows:13
Table 4. The Scoring Classification of the Students Writing Skills
No Score Classification
1 9.0 – 10.0 A Very good 2 7.5 – 8.9 B Good
3 6.0 – 7.4 C fair4 5.0 – 5.9 D Poor5 0 – 4.9 E Very poor
13Gay, op.cit., p. 117
1. Calculating the percentage of the students’ interesting score by using the
following formula:14
Notes:
P = percentage
F = frequency
N = the total number of students
2. Calculating the mean score of the students’ answer in pre-test and post-test
by using the formula:15
X =∑ X
N
Notes:
X = mean scores of the subject
ΣX = the sum of all scores
N = the total number of students
14Sudjana,MetodeStatistika(Bandung: PT. Tarsito, 1982), p. 4015Gay, op,cit., p.361
P= FN
× 100 %
3. Calculating the Standard Deviation of the students’ score in pre-test and
post-test by using the following formula:16
SD = √∑ X2 −
(∑ X )2
N
Notes:
∑ X2= the sum of all the square
(∑ X )2= the square of the sum
N = the total number of students
4. Finding out the significance different between the pre-test and post-test by
calculating the value of the t- Test as like below:17
t =
D
√∑ D2 −(∑ D )2
NN ( N−1)
Notes:
D = mean score
∑ D 2 = the sum of all the scores
16Ibid., p. 28917Ibid., p. 403
N = the total number of students
t = test of significance
K. Outline
This thesis proposal consists of four chapters:
Chapter one discusses aboutintroduction that consists ofbackground of
the study, limitation and formulation of the problem,the objective of the study , title
definition and organization of paper.
Chapter two is Review of related literature that consists of some pertinent
ideas of ideomatic translation method and writng achievement, conceptual of
grammar mastery, conceptual framework and hypothesis.
Chapter three discusses about research methodology that consists of
research objective, significance of the research, research design, population and
sample, Instrument of the research, procedure of collecting data, and techniques of
data analysis.
Chapter fourdiscusses about conclusions and suggestions.
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OUTLINE
CHAPTER I INTRODUCTION
A. Background of the Study
B. Problem Statements
C. Scope of the Research
D. Title Definition
CHAPTER II REVIEW OF RELATED LITERATURE
A. The Concept of Writing
B. The Concept of Idiomatic
C. The Conceptual Framework
D. Hypothesis
CHAPTER III RESEARCH METHODOLOGHY AND FINDINGS
A. Research Objectives
B. Significance of the Research
C. Research Design
D. Population and Sample
E. Procedure of Collecting Data
F. The technique of Data Analysis
CHAPTER IV CLOSING
A. Conclusions
B. Suggestions
BIBLIOGRAPHY
USING IDIOMATIC TRANSLATION IN IMPROVING THE STUDENTS’
WRITING ACHIVEMENT TO THE STUDENTS OF MAN 1 WATAMPONE
A Draft Script submitted to the Tarbiyah Faculty of STAIN Watampone in part
fulfilment of the requirements for Sarjana degree
by:
A YU ASHARI DEFRIANTI
08.3T.0158
SEKOLAH TINGGI AGAMA ISLAM NEGERI (STAIN)
WATAMPONE
2012