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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
dont 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 dont 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 2 nd
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 students
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 dont 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 dont 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 Learners 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 Catfords and Nidas 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 Learners 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)

(Transfer)

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 (OMalley 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:
ones knowledge concerning ones 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 ones 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. OMalley 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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