Writing 4 assignment

The Employment of Metacognitive Learning Strategies in Students’ Translation Competence at 2 grades students’

of SMAN 4 Kendari

Eta Fajrani Adam

A1D2 12 061

TEACHER TRAINING AND EDUCATION FACULTY

HALU OLEO UNIVERSITY

KENDARI

2014

CHAPTER I

INTRODUCTION

1.1 Background

Learning English as a foreign language is very necessary for those L2

learners who want to improve their English skills. However, there are still some

L2 learners found difficulties in comprehending understanding the words in

English. The lack of reading, memorizing and self-training about English become

the crucial factors that influence the L2 learners get difficulties in learning

English. The future teacher must be aware and can determine the appropriate

teaching strategy in order to get all teaching and learning process achieved

effectively and efficiently. Strategy is a step or the early procedure that can be

used to help L2 learners become easier to achieve the material in learning process.

Generally, there are so many strategies and teaching/learning method which is

usually applied to enhance students’ ability in learning English. Among those

genuine strategies such as, Grammar Translation method, Total Physical

Response, Communicative Learning, Metacognitive Strategy today, also take a

part as the effective learning strategy.

In terms definition, Metacognitive is being aware of what you know and

don’t know, understanding what you will need to know for a certain task and

having an idea of how to use your current skill to learn what you don’t know.

Metacognitive strategies defined differently by different scholars. Sen (2009)

maintains that "metacognition refers to awareness in the individual of his /her

systematic thinking about his/her own learning process." Cromley (2002)

generally defines metacognition as follows: Every time people think about what

they said, check something they, or decide whether they have finished a task, they

are engaging in metacognition, or thinking about thinking.

In related with English aspects such as Speaking, Listening, Reading, and

writing, the L2 learner will find it difficult to comprehend the topic without

translating it. Sometimes, they need to transfer their comprehension about the

passage in English to their first language. In this translation activity, they combine

their first knowledge about the passage in order to make a comprehensible

Translation text. In translating this passage, the student can do it orally and in

written form. Translation is the process of changing something that is written or

spoken into another language. Wiratno (2003) says that translation is a process of

transferring message from SL into TL. SL or Source Language is origin language

which is translated, while TL or Target Language is a final language which used

to express the result of translation. He statesthe previous statement in his book:

“Penerjemahan ialah proses pengalihan pesan dari bahasa sumber ke

dalam bahasa sasaran. Bahasa sumber adalah bahasa asal yang

diterjemahkan, sedangkan bahasa sasaran adalah bahasa target yang

digunakan untuk mengungkapkan hasil terjemahan.” (p.30)

However, translation deals with the meaning. Translation with correct

structure is useless without the meaning. Larson (1984:3) states that translation

means transferring the meaning of the source language into receptor language.

And Newmark (1998), states a further view towards the transferring meaning in a

translation. As he says, Translation is rendering the meaning of a text into another

language in the way that the author intended the text. In translating the text, the

learners must have a surface comprehension about it so that the target language

can become the comprehensible writing. Therefore, to produce the understandable

passage, it is important for students to employ metacognitive strategy with them.

Since metacognitive strategy deals with understanding what you will need to

know for a certain task and having an idea of how to use your current skill to learn

what you do not know, it is possible for learners to build their translation text

from source language into target language become more comprehensive.

1.2 Research Question

The research question of this study is “How extend the employment of

Metacognitive Strategy influence the Translation competence of students at 2nd

Grade SMAN 4 Kendari?”

1.3 The Objective of the Study

1. To examine the influence of Metacognitive Strategy in terms of Translation

ability of students at 2nd Grade SMAN 4 Kendari

2. To figure out how extends the influence of Metacognitive Strategy for student’s

translation competence at 2nd Grade SMAN 4 Kendari

1.4 The Significance of the Study

The significance of the study is dividing into two benefits for a theory and

application, where describe as follow:

- It is expected for English teacher as one of strategies in the teaching

process.

- It is expected to make the students more interest to improve their

translation competence.

- It is expected to student that they can use this strategy as the useful tools in

translating.

1.5 Scope of the Study

The scope of this study focuses on the translation ability of students in 2nd

Grade of SMAN 4 Kendari, especially in XI IPA 1 students.

1.6 The Definition of Term

a. According to Wordweb dictionary “Employment” is he act of using something.

b. Metacognitive is being aware of what you know and don’t know, understanding

what you will need to know for a certain task and having an idea of how to use

your current skill to learn what you don’t know.

c. Translation is the replacement of textual material in one language (SL) by

equivalent textual material in another language (TL). Newmark in Rudi

Hartono states that translation is rendering the meaning of a text into another

language in the way that the author intended the text. Nida states that

translation consist of reproducing in the receptor language the closest natural

equivalence of the source language message, first in terms of meaning and

secondly in terms of style.

CHAPTER II

LITERATURE REVIEW

In this chapter, some theories are presented to support this study. Those are

concept of translation and metacognitive strategy including the definition of

translation, function of translation, process of translation, types of translation, and

definition of metacognitive.

2.1 Definition of Translation

Oxford Advanced Learner’s Dictionary (2000:1438) Translation is the

process of changing something that is written or spoken into another language.

According to Catford (1965:20), “Translation is the replacement of textual

material in one language (SL) by equivalent textual material in another language

(TL)” and Nida (1969:12) states that translation consists of reproducing in the

receptor language the natural equivalent of the source language message, first in

terms of meaning and second in terms of style. The definition of translation from

the expert is not limited only on Catford’s and Nida’s point of view. There are

several definitions stated by some experts.

However, translation deals with the meaning. Translation with correct

structure is useless without the meaning. Larson (1984:3) states that translation

means transferring the meaning of the source language into receptor language.

And Newmark (1988:5), states a further view towards the transferring meaning in

a translation. As he says Translation is rendering the meaning of a text into

another language in the way that the author intended the text.

In addition to its usual definition in transferring meanings and conveying

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

languages. Likewise, Chamot (1987) described the translation strategy as ‘using

the first language as a base for understanding and/or producing the second

language’. In a similar vein, the definition of translation in the present study refers

to using one language as a basis for understanding, remembering, or producing

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

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

2.2 Function of Translation

According to Oxford Advanced Learner’s Dictionary (2000:546), Function

is a special activity or purpose of a person or thing. Basically, the special purpose

or function of translation is as a medium of communications. As Duff (1989:5)

says, “As a process of communication, translation functions as the medium

‘across the linguistic and cultural barriers’ in conveying the message written in the

foreign languages.” In other words, the function of translation is a medium or a

means to carry the message from the SL to TL. And it is very helpful for people

which come from around the world in communication to each other.

As Nida (1981:2) states, “Translation means communication because it has

three essential elements to form a process of communication. The three essential

elements are source, message, and receptor, and these elements must be found in

all communication activities”. In brief that, translation is a means in

communication, that has source, message, and receptor which must be found in all

communication activities.

2.3 Process of Translation

Nida and Taber (1969) divide the process of translating into three stages

system: 1) analysis of message in the SL; 2) transfer, and; 3) reconstruction of the

transferred message in the TL. This process is described in the following figure.

A (Source Language) B (Receptor

Language)

(Analysis) (Restructuring)

X (Transfer) Y

Figure 1: Diagram of the Translation Process

From the diagram, we can see that the source language is analyzing the

grammatical relationship and the meaning of words and its combination. Then it

transferred the meaning from SL into TL. The Reconstruction phase is the phase

where the translator rewrites or re-expresses the materials in such a way that the

translation product is readable and acceptable in terms of rules and styles in the

TL.

Furthermore, Nababan (2003:25), he writes that “Proses penerjemahan

terdiri atas tiga tahap, yaitu 1) analisis teks bahasa sumber (Bsu), 2) pengalihan

pesan, 3) restrukturisasi.” The process of translation have three steps, those are 1)

the analysis of the source language (SL), 2) transferring the message, 3)

restructuring.

2.4 Types of Translation

Brislin (1976) states that: according to the purpose, translation can be

divided into four types:

(a) Pragmatic

Pragmatic translation is the translation of a message with an interest in

accuracy of the information meant to be communicated in the target language

form. Belonging to such translation is the translation of technical information,

such as repairing instructions.

(b) Aesthetic-poetic

The second type is aesthetic-poetic translation that does not only focus on

the information, but also the emotion, feeling, beauty involved in the original

writing.

(c) Ethnographic

The third is ethnographic translation that explicates the cultural context of

the source and second language versions.

(d) Linguistic translation

The last type is linguistic translation, the one that is concerned with

equivalent meanings of the constituent morphemes of the second language and

with grammatical form. Seen from this classification, the translation of literary

work should be the aesthetic-poetic one.

Otherwise, Venuti (2000:114) states that the kind of translation is divided

into three differently labeled:

1. Intralingual translation or rewording is an interpretation of verbal signs by

means of other signs of the same language. For instance: Charles dickens’ Animal

Farm is rewording into children language version but still in English.

2. Interlingual translation or translation properis an interpretation of verbal signs

by means of some other language. For instance: a text in Indonesian language is

translated into English.

A novel by Andrea Hirata, Laskar Pelangi has been translated into English

become “The Rainbow Troops”.

3. Intersemiotic translation or transmutation is an interpretation of verbal signs by

means of signs of nonverbal sign systems. For instance: if we see one symbol on

the road, which picture is a spoon and a fork, it means that we will find a

restaurant not too far from the road.

2.5. Metacognitive

The term ‘metacognition’ is conceptualized as a broad notion consisting of

two separate and distinct components – metacognitive strategies and

metacognitive knowledge (Wenden, 1998). Metacognitive strategies are ‘higher

order executive skills that may entail planning for, monitoring, or evaluating the

success of a learning activity’ (O’Malley and Chamot, 1990: 44). Metacognitive

knowledge can be glossed as ‘the stable, statable and sometimes fallible

knowledge learners acquire about themselves as learners and the learn-ing

process’ (Wenden, 1995: 185).

In cognitive psychology, metacognition is defined as:

one’s knowledge concerning one’s own cognitive processes and products

or anything related to them...active monitoring and consequent regulation

and orchestration of these processes in relation to the cognitive objects or

data on which they bear, usually in the service of some concrete goal or

objective. (Flavell 1979: 907).

Metacognition has two key features, namely, control or executive aspects,

and knowledge about cognitive states and processes. The former refers mainly to

the use of metacognitive strategies while the latter can be further distinguished as

person knowledge regards with individual and universal traits that influence

learning; Task knowledge including the purpose, the demands, and the nature of

learning tasks; Strategy knowledge that consists of approaches and techniques that

are likely to be effective in accomplishing a task or a goal.

Development in these three aspects of metacognitive knowledge will

enable learners to appraise themselves and to select appropriate strategies for

improving their performance. Based on the above, it can be argued that

metacognitive instruction includes both training learners directly to employ

relevant strategies as well as helping them increase their metacognitive

knowledge. Wenden (1998), in her work on learner autonomy, has strongly

advocated helping language learners develop these areas of metacognitive

knowledge in order to self-appraise and self-regulate their learning.

With regard to metacognition and children, Nisbet and Shucksmith (1986:

36) cited key research in the field and argued that children already begin to

develop metacognitive knowledge or awareness which could control their

strategic activities while they are still in primary school. They pointed out,

however, that younger children are initially unable to utilize that knowledge

spontaneously, giving rise to a gap between knowing and doing or production

deficiency. Nevertheless, the ability to monitor and evaluate one’s thinking and

act strategically is one of several important developmental advances during

middle childhood and adolescence (Flavell and Miller 1993). The important role

of metacognition in learning has been well documented in cognitive psychology

(Chamot, 1990).

Metacognitive strategies, that is skills such as planning, monitoring,

evaluating, and problem solving are used by learners to manage, regulate, and

guide their learning. There is some empirical evidence that an important

difference between more-skilled and less-skilled L2 students lies in their use of

metacognitive strategies (e.g. O’Malley and Chamot 1990; Vandergrift 1998). For

example, found that skilled students used twice as many metacognitive strategies

as their less-skilled counterparts. More importantly, a qualitative analysis of the

differences pointed to a systematic approach used by skilled translators in ‘a

continuous metacognitive cycle where new material interacts with students’

inferences and is monitored against world knowledge and expectations generated

by the conceptual framework and the developing mental representation of the text

in memory’ (Vandergrift 2005). Skilled strategy use in L2 listening, then, is more

than a question of numbers; it is a skillful ‘orchestration’ of a number of

metacognitive and cognitive strategies used to control learning processes and

achieve comprehension.

2.6. Graphic organizers as Metacognitive Activity Related to the Research

Graphic representations can be used to understand text and to solve a

variety of problems. Graphic organizer techniques can help students analyze text

and see how it is structured. Some graphic organizers that can be used to

understand text are flow charts, concept maps, Venn diagrams and tree diagrams.

Other graphic organizers identified found to be useful for reading text: network

trees, fishbone maps, cycles, spider webs, continua/scales, series of events chains,

compare/contrast matrices and a problem/solution outlines. Hartman (2001)

describes experiences in using a scaffolding approach to teach students how to

create graphic organizers as learning strategies. Hartman (2001) affirms that

scaffolding is much more effective for developing this metacognitive strategy than

simply modelling, which has yielded only moderate success in her experience.

In this proposed research, the activity will tend to us graphic organizer.

The students are required to understand the text and translate the text to the target

language. The teacher may take a role as facilitator, which provide the material as

the main concern. The material will be designed appropriately and will be based

on students’ experience.

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