CHAPTER I

INTRODUCTION

1.1. The Background of the Study

Everyone does the translating as a way to understand the message or the

meaning of different language is useful to help them who want to understand a

text or translated subtitle, not only anime but also movie.

Some people think that translating is hard to do and boring activity while

the others people like it. But the writer thinks that translating is interesting activity

because we can explore our vocabulary and knowledge especially in translating

anime.

”Translation is to transfer written or spoken SL texts to equivalent written

or spoken TL texts. In general, the purpose of translation is to reproduce various

kinds of texts-including religious, literacy, scientific, and philosophical texts-in

another language and thus making them available to wider readers”.(Ordudari,

2007:1).

“Translating is simply the act of transferring the meaning of a text from

one language into another or does depend on some theory of similarities and

contrasts between languages”. (Nida, 1984) as cited by (Benjamins,

2001).According to Newmark (1988:5) states that “Translationis rendering the

meaning of a text into another language in the way that the author intended the

text”.

1
 2

From those definitions above, it can be inferred that translation is the

process of transferring meaning from source language into target language, for

example, from English into Bahasa Indonesia or Indonesian into English. The

translator must be careful in transferring the meaning due to the fact that meaning

is very important in translation activity. If the translator cannot get the right

meaning from source language, the result of the translation will be mislead.

Anime is one of media that can make the students enjoy in learning

translation, beside to give motivation but also to explore students’ vocabulary and

knowledge in translating.

Zoebazary (2012:4) states that “Anime is a word from English that is

“animation” which influenced by Japan’s comic style”. Thus, anime can give

good influence toward the students in learning translation with interesting learning

media that is anime.

Based on statements above, the use of anime is very interesting and can

improve students’ ability in translation.

1.2. The Reasons for Choosing the Topic

There are few reasons why the writer chooses the topic. First,

translating is useful to help them who want to understand a text or translated

subtitle. The second reason, translating is interesting activity because we can

explore our vocabulary and knowledge especially in translating anime.

 3

1.3. The Assumptions

The assumption of this study is Translating anime can improve students’

translation ability.

1.4. The Scope and Limitation of the study

To simply the range of the study the writer limits the research as follows:

1. The research is only focused on translation subject;

2. The research is only focused on using anime in translation practice

3. The research is only focused on fourth grade class C students of STKIP

GARUT;

1.5. The Problem Statement

Based on the explanation above, the problem that is going to be discussed

in this study is “How far anime can improve students’ ability in translating?

1.6. The Objectives of the Study

Based on the problem statement, the research purposes are:

1. To find how far anime can improve students’ ability in translating

2. To find the most effective way of translating.

1.7. The Research Design

The writer designs this paper as follows:

 4

1. Method

The writer uses the quantitative method which is intended to set out to

test hypothesis through the use of objective instruments and appropriate

statistical analyses.

According to Fischler (2001),“quantitative research is a type of

educational research in which the researcher decides what to study; asks

specific, narrow questions; collects quantifiable data from participants;

analyzes these numbers using statistics; and conducts the inquiry in an

unbiased, objective manner”.

The quantitative method that the writer uses is pre-experimental research

with applying pre-test and post-test design and control group will be applied.

The writers will give some treatments after doing the pre-test. The writer

observes one group of students of the fourth grade class C inSTKIP Garut.

2. Subject

The subject of the research is 31 (thirty-one) students of STKIP Garutat

the last semester of 2014/2015 academic year.

3. Population and Sample

The population of this research is the fourth grade students of STKIP

Garut. The writer will take 4-C class that consists of thirty-one (31)

students as the sample of the research.

 5

4. Research Instrument

The instruments used in this study were Pre-test and Post-test Test in

written test. After students got the pre-test, the students were given the

treatment how to translate subtitles anime, then post-test was given to the

students after they got some treatment.

The data on this paper were gained through following ways:

a. Planning

Designing test paper for Pre-test and Post-test that formed in

dialogue text of anime subtitles.

b. Applying the Pre-Test

Before treatment was given to the students, they should do the pre-

test that is translated the subtitles.

c. Doing of Treatment

In this step, the writer explained how to translate the anime correctly.

At the end step, the writer gave the post-test to students to check the

improving in using anime.

d. Applying of Post-test

Post-test was given to the students after the writer gave the

treatments in translated anime. In this step, the students should do

the post-test individually after doing the treatments.

 6

5. Technique of Data Collection

Data collection is a process of gathering and measuring the information

on variable of interest. Besides that, data collection also used as a systematic

fashion in answering hypothesis, research question, and evaluate outcome.

In analyzing data, the writer analyses the students’ result of The Use of

Anime Cartoon as a Media to Improve Students’ ability in Translation. The writer

did an experiment to find out the validity of items test before doing research.

a. Validity Test

Validity has been defined by(Gregory, p.117,1992) “The extent to

which [a test] measures what it claims to measure”. A measure is valid if it

measures what it is supposed to measure, and does without accidentally

including other factors. The focus here is not necessarily on scores or

items, but rather inferences made from the instrument i.e. the behavioral

from test cores inferences that one can extrapolate from test scores is of

immediate focus. “In order to be valid, the inferences made from scores

need to be “appropriate, meaningful, and useful.” (Gregory, 1992)

As stated by (Shavelson et al.,2005) have argued and shown that

“assessments that required students to complete concept maps by filling in

the node or filling in the paths could be scored 16 reliably and that they

indicated the quality of student learning”. “An automated essay marking

 7

software using concept maps of knowledge content has been developed

and the correlation for compare-contrast tasks between the machine and

humans, using a generic content rubric, ranged between 45 and 60”.

(Clariana & Wallace, 2007). While this is low relative to the essay scoring

machines that use linguistic features, this may represent the level of

agreement possible as long as human raters give so much weight to non-

content-related criteria.

b. Reliability Test

Reliability is the degree to which a test consistently measures

whatever it measures. Errors of measurement that affect reliability are

random errors and errors of measurement that affect validity are

systematic or constant errors.

“The alternate-form method is one that measures the correlation

between alternative instruments, designed to be as equivalent as possible,

administered to the same group of subjects”. (Zikmund, p. 300, 2003). i.e.

by comparing scores from alternate forms of the test. In cases where

administering the exact same test will not necessarily be a good test of

reliability, we may use equivalent/alternate forms reliability. As the name

implies, two or more versions of the test are constructed that are

equivalent in content and level of difficulty.

The reliability of essay scoring is highly problematic, what is also

of concern is the validity of examination essay grades. It seems evident

that, although the presence of official marking schemes, much of the

 8

marking behavior of essay examiners is highly preferential and influenced

by many facets of performance not relevant to content learning. It also

plain that essay examination grades are highly influenced by the language,

organization, mechanics, and length components of writing. Computer-

assisted composition essay scoring makes use of such features and has

been shown to be highly able to emulate human ratings of essays.

However, other than in the teaching of writing, composition, or rhetoric

itself, the main objective of examination essay scoring is probably to

determine whether students have a complex, thorough understanding of

content. (Brown, 2010. HEQ-Final-Author).

c. Testing the Normal Distribution

In testing the data, the writer chooses Liliefors test (Uji Liliefors) to

find out that the data is normal or not. The writer uses the formula as

follows:
x−x̅
Zcount= andLcritical= Lα (n – 1)
S

Note:

X = the data score

̅
X = Score Average

S = Standard Deviation

N = the sum of data

Χi ƒi ƒkum Zi Zi Proportion zi Proportion - S(zi)

 9

Note:

Xi = the data score

𝑓𝑖 = the same score that occurs

𝑓𝑐𝑢𝑚 = 𝑓𝑖 frequency

Zi = Z scores

Zi Proportion = Z critical

𝑓𝑐𝑢𝑚
S (Zi) = ∑𝑓

Criteria: If L max < L critical, so the data distribution is normal

If L max >L critical, so the data distribution is not normal

If the data distribution was normal, the writer continued the Paired

Sample t-test. T-test is used to find out the comparison of means both before

and after the treatments. Based on Sundayana (2013:27), the steps of Paired

Sample T-Test are as follows:

a) Count Students’ scores on pre-test and post-test.

b) Count mean of students’ diversity scores by using formula:

∑ 𝑑𝑖
𝑋̅𝑑𝑖 = 𝑛

Note:

𝑋̅di : Diversities of mean

∑di : Total Diversities

n :Total subjects

c) Count standard deviation of students’ diversity scores using formula:

 10

∑𝑑𝑖
S𝑑𝑖 = √ 𝑛

Note:

S𝑑𝑖 : Standard Deviation

∑di : Total Diversities
n :Total subjects

d. Ascertain 𝑡𝑜𝑏𝑠𝑒𝑟𝑣𝑒 using formula below:

𝑋̅ 𝑑𝑖
𝑡𝑜𝑏𝑠𝑒𝑟𝑣𝑒 = 𝑆𝑑𝑖
√𝑛

Note:

𝑋̅di : Diversities in mean

Sdi : Standard Deviation
∑di : Total Diversities
n :Total subjects

e. Ascertain 𝑡𝑐𝑟𝑖𝑡𝑖𝑐𝑎𝑙 through the following formula:

𝑡𝑐𝑟𝑖𝑡𝑖𝑐𝑎𝑙 = 𝑡𝛼 (df = n – 1)

In this research paper, the writer uses α = 5% or 0.05 (the research

validity is 95% (ninety five percent). The value of α was taken from the

distribution table of “t” (Sundayana, 2013).

f. Concluding the results

The conclusion is found by comparing 𝑡𝑜𝑏𝑠𝑒𝑟𝑣𝑒 and 𝑡𝑐𝑟𝑖𝑡𝑖𝑐𝑎𝑙 concerns the

following criteria:

If -𝑡𝑐𝑟𝑖𝑡𝑖𝑐𝑎𝑙 ≤ 𝑡𝑜𝑏𝑠𝑒𝑟𝑣𝑒 ≤ 𝑡𝑐𝑟𝑖𝑡𝑖𝑐𝑎𝑙 , 𝐻0 is accepted.

If -𝑡𝑐𝑟𝑖𝑡𝑖𝑐𝑎𝑙 ≥ 𝑡𝑜𝑏𝑠𝑒𝑟𝑣𝑒 ≥ 𝑡𝑐𝑟𝑖𝑡𝑖𝑐𝑎𝑙 , 𝐻0 is rejected.

 11

1.8. The Hypothesis of the Study

“Hypothesis is a tentative assumption about one problem that should be

proved by valid data and/or information gained through some researches using

defined method”. (Sudarmayanti & Hidayat, 2011:108). Hypothesis is temporary

response to the formulation of research problems, where the research question of

problem has been expressed in the form question sentence.

The writer tries to provide the hypothesis as follows:

a. Ho: There is no significant improvement in using Anime k-on on students’

translation ability.

b. Ha: There is significant improvement in using Anime on students’ translation

ability.

1.9. The significance of the Study

The significance of this research among others:

1. The writer can add knowledge and experience in improving students’

translation through anime.

2. The students are expected can improve their translation through anime.

3. This research can be useful for the researcher and the reader as problem

solution when they translate text or discourse.

 12

1.10. The Definition of Terminology

The writer concerns that it is necessary to explain the using of terminology in this

research to avoid misunderstanding.

1. “Translation is rendering the meaning of a text into another language in the

way that the author intended the text”. (Newmark 1988: 5).

2. “Translation is to transfer written or spoken SL texts to equivalent written or

spoken TL texts. In general, the purpose of translation is to reproduce various

kinds of texts-including religious, literacy, scientific, and philosophical texts-in

another language and thus making them available to wider readers”. (ordudary,

2002).

3. According to Nida (1984) as in Benjamins (2001) “translating is simply the act

of transferring the meaning of a text from one language into another or does

depend on some theory of similarities and contrasts between languages”.

4. “Anime is a word from English that is “animation” which influenced by

Japan’s comic style”. (Zoebazary, 2012:4)

 CHAPTER II

A REVIEW OF RELATED LITERATURE

2.1 General Remarks

This chapter discusses the theoretical foundation that serves as the basis of

the proposed study. The discussion subdivided into the description of translation,

definition of translation, description of anime, the use of anime in translation,

Advantages and Disadvantages of Anime.

2.2 Description of Translation

Translation is an activity in transferring an original (source language) text

into target language. Translation is not limited by transferring text only, but

translation can also transferring spoken language. According to Ordudari (2007:1)

states that “Translation typically has been used to transfer written or spoken SL

texts to equivalent written or spoken TL texts. In general, the purpose of

translation is to reproduce various kinds of texts-including religious, literacy,

scientific, and philosophical texts-in another language and thus making them

available to wider readers”.

As stated by (Larson, 1984:3), “Translation is transferring the meaning of

the source language into receptor language”. This is done by going from the form

of the first language to the form of a second language by way of semantic

structure. It is meaning which is being transferred and must be held constant.

(Nida, 1969) in (Hartono, 2009:1), also similarly states that “translating consist of

13
 14

reproducing the receptor language to the closest natural equivalent of the source

language message, first in the term of meaning and secondly in term of style”.

From definitions above, it can be inferred that translation is the process of

transferring meaning from source language into target language, for example,

from English into Bahasa Indonesia or Indonesian to English.

2.3 Definition of Translation

Translation defined in various ways according to the translation expert’s

point of view. Based on Newmark (1988:5) stated that “translation as rendering

the meaning of a text into another language in the way that author intended the

text”. This definition stresses on rendering meaning of the source language text

into the target language text as what is intended by the author. “Translation is

transferring thought and idea of source language into target language, either

spoken language and writing, either the language had writing system or not, either

sign language or not”. (Brislin, 1976) as cited by (Suryawinata,1989).

As the learners, translation is very interesting to be learned. Besides can

know the process of translation but also analyze the text in translating. As stated

by (Larson, 1984), ‘‘a process which begins with the ST, analyses this text into

semantic structure, and then restructures this semantic structure into appropriate

receptor language forms in order to create an equivalent receptor language text.’’

 15

According to Munday (2001:4), he says that “the term ‘translation’itself

has several meanings;it can referto the general subject field, the product and the

process”. The product involves the translated text and the process involves the

translator changing an original written textor SLinto written text in different

verbal languageor TL. And Catford (1978) in Hartono (2009:2), also similarly

states that “Translation is the replacement of textual material in one language (SL)

by equivalent textual material in another language (TL)”.). Here, Catford

emphasized that the translated text should equivalent with the source text.

“Translation is a creative process which always gives the translator

freedom or option related choosing the closes equivalent meaning in determining

situational meaning”.(Levy, 1965). A creative process means which the translator

has opportunity and freedom in interpreting what the original author writes as

long as be in the context.

Translation is a phenomenon that has good effect for us in everyday life.

As stated that by (Hatim&Munday, 2004), “Translation is a phenomenon that has

a huge effect on everyday life”. This can rangefrom the translation of a key

international treaty to the following multilingual poster.

Based on the statements above, the writer concludes that translation, either

spoken or written, gives more emphasize in meaning or massage that submitted.

 16

2.3.1. Translation Process

Translation process is an arrange of activity where the translator express

their knowledge, ability, skill, and habit in transferring text from source language

into target language. (Nida&Taber, 1969:33) as quoted by Setiawan divides

“translation process into three stages: 1). Analyzing, 2). Transferring, and 3).

Reconstruction”. The process can be drawn in this chart.

Picture 2.1: Translation Process According to (Nida&Taber, 1969)

Analysis stage is a stage which the grammatical connection and meaning

of each words and words combination are analyzed and observed; in this stage

what is explicitly written in the text analyzed according to grammatical

connection, according to meaning of the words, and according to textual meaning

in order to get the message which the writer wants to share. In transferring stage,

the text which has been analyzed in the first stage (analysis stage) is transferred

into target language in translator’s mind. Also in this steps the writer

brainstorming in getting suitable words which equal with source language.

Reconstruction stage is a stage where the writer rewrites the text that has been
 17

through first and second steps into target language so the text can be accepted by

target language.

Based on Weber (1984) quoted by Setiawan adds another stage. “The

stage is evaluation and revision, which intended to repair the mistake and compare

the message in source language and target language”.

Picture 2.2: Translation Process adapted from (Weber, 1984)

According to Weber (1984) “in transferring equal meaning stage, there is

inner process”. It means, the translator revises and evaluates the content of the

text frequently in order to get acceptable text in target language.

 18

2.3.2. Semantic Translation

According to Newmark (1988b), “Semantic translation which differs from

‘faithful translation’ only in as far as it must take more account of the aesthetic

value of the source language (TL) text”.

Semantic translation remains within the original culture and assists the

reader only in its commutations if they constitute the essential method is that

where is a conflict. Semantic translation tends to be more complex more

awkward, detailed, concentrated, and process the though-process rather than the

intention of the transmitter.

Semantic translation is objective and neutral, only to translate naturally is

not adding reduce or repairing. It only changes the meaning and text force of

source language to the target language. Semantic translator should be considered

element aesthetic text of source language with compromise the meaning since

fittingness. Study example below:

Source Language Target Language

Sekolah nggak, nyari duit You don’t even go to

nggak. school or find a job.

2.3.3. Faithful Translation

Based on Newmark (1988b), “Faithful translation: it attempts to produce

the precise contextual meaning of the original within the constraints of the TL

grammatical structures”.
 19

This method tries to reproduce the precise contextual meaning of the

original within the constraint of the TL grammatical structures. It transfer cultural

words and faithfully follows the SL grammatical forms.

2.3.4. Translation Procedures and Strategies

The translating procedures, as depicted by Nida (1964) are as follow:

I. Technical procedures:

a. Analysis of the source and target languages;

b. A through study of the source language text before making

attempts translate it;

c. Making judgments of the semanticand syntactic approximations.

II. Organizational procedures:

Constant re-evaluation of the attempt made; contrasting it with the existing

available translations of the same text done by other translators, and checking the

text's communicative effectiveness by asking the target language readers

toevaluate its accuracy and effectiveness and studying their reactions.

According to Krings (1986:18), defines translation strategy as "translator's

potentially conscious plans for solving concrete translation problems in the

framework of a concrete translation task," and Seguinot (1989), believes that

“there are at least three global strategies employed by the translators: (i)

translating without interruption for as long as possible; (ii)correcting surface

errors immediately; (iii) leaving the monitoring for qualitative or stylistic errors in

the text to the revision stage”.

 20

Moreover, Loescher (1991:8), defines translation strategy as "a potentially

conscious procedure for solving a problem faced in translating a text, or any

segment of it." As it is stated in this definition, the notion of consciousness is

significant in distinguishing strategieswhich are used by the learners or

translators. In this regard, Venuti (1998:240) indicates that “translation strategies

involve the basic tasks of choosing the foreign text to be translated and

developing a method to translate it." He employs the concepts of domesticating

and foreignizing to refer to translation strategies.

Based on the explanation above the writer thinks translation procedure and

strategy is very important to determine the result of Target Language (TL) in

translation. Therefore, the process of translation becomes easier.

2.3.4. Translation Practice

Translation practice is an activity of translating a text into other language.

As stated by (Zulkhaeriyah, 2012), “translation practice can be done by find out

the adjectives, verb, noun, and adverb of the text, list of difficult words and

translate the whole text”.

According to Larson (1991, p.1), “Good theory is based on information

gained from practice, good practice as based on carefully worked-out theory, the

two are interdependent”. In addition, translation practice using English text can

add knowledge and vocabulary the students in translating a text. As stated by

(Nurmala, 2004), “Translation practice using English text that translated into

Bahasa Indonesia can increase students’ vocabulary”.

 21

Not only using English text, but also the writer using anime to more

increase and get attractive the students in translation practice.

In this research anime is the media which is used to teach translation. It is

good for teaching translation.

2.4. Description of Anime

Anime is the term used to refer animated movie/ cartoon Japan. The word

anime is derived from the animation that Japanese pronunciation becomes

animeshiyon. The word was later shortened to be anime. Although the anime is

basically not meant exclusively for Japanese animation, but most people use the

word to distinguish between animated films made in Japan and non-Japan.

According to Webster (1988), “anime is a style of animation originating in

Japan that is characterized by stark colorful graphics depicting vibrant characters

in action-filled plots often with fantastic or futuristic themes”.

As stated by Zoebazary (2012:4), “Anime is a word from English that is

“Animation” which influenced by Japan’s comic style”. In addition, anime was

made to the people who loves anime cartoon because anime is very popular and

liked by the children even thought adult. Therefore, the writers use anime as a

media to make the students’ interesting in learning translation.

In anime subtitle translation, the translators need to know about the plots

of story in the anime each of episode. In one episode commonly consist of 400-

600 dialogue or sentence, depend on choosing the anime. Besides that, the
 22

translator must know how to operate the application or the program subtitle on the

computer.

Therefore, anime subtitle translation is more appropriate if using semantic

translation technique. Semantic translation technique is objective, neutral and

naturally it means that semantic translation technique allows the translator to

express his creativity in order to get equivalent translate in target language

culture.

2.5. The Use of Anime in Students’ Translation Ability

Translation is important in student’s English learning. With translation

mastery the students can get knowledge and improve their ability in translation

from foreign source. Based on the writer experiences, the use of translation is

needed in various case, for example, when we are watching an English movie, we

always glued to the subtitle because we don’t understand its meaning. Therefore,
 23

the writers want to the people especially the students to learn translation by using

anime as a media. As stated by (Rouse, 2005), “anime is a term (pronounced-Ah-

nee-may) is a term a style of Japanese comic book and video cartoon animation in

which the main characters have large doe-like eyes”. The writer was chosen anime

as media in learning translation because anime is very popular and interest many

people, especially the children. Not only that anime have a good themes or genre,

material arts, interesting characters and story, and moral value but also using

anime can help the students to improve their translation.

Mastering the translation means know what words to say in a situation,

and understand what people say or students read. To understand the word students

should translate the word into student’s first language. So vocabulary is needed in

expanding student’s translation. “Translation tasks embody the element of need

since the words that have to be understood (when translating into L1), or produced

(when translating into L2) are predetermined by the source text. The element of

search is present as well. Most importantly, an element of evaluation is necessary

to carry out translation activity. There is usually more than one translation

alternative for a given sentence. Therefore, when translating, learners have to

make a decision as to how each alternative fits the text they

create”.(Laufer&Girsai, 1984, p. 698.).

By regularly translate an English text or an English word in to student’s

first language students will inductively improve their translation.

 CHAPTER III

RESEARCH METHODOLOGY

This chapter attempts to discuss a detailed delineation of the methodology

of the study. The discussion subdivide into research methodology, research

design, research site, population and sample, research variables, research

procedure, research instrument, technique of data collection, and technique of

data analysis.

3.1. Research Design

3.1.1 Method

Based on the research problem and purposes, the quantitative method was

used in this research. The writer used quantitative method because the writer

would like to examine between two variables whether the use of anime cartoon

can improve students’ ability in translation or not. According to Creswell (2008)

“Quantitative method is a means for testing objectives theories by examining the

relationship among variables. These variables, in turn, can be measured, typically

on instruments, so that numbered data can be analyzed using statistical

procedures”.

3.1.2 Approach

The research design used in this study is pre-experimental research with

applying pre-test and post-test design and control group will be applied. The

writer will give some treatments after doing the pre-test. The writer observes

one group of students of the fourth grade class C in STKIP Garut.

24
 25

The writer used pre-experimental because this research is simple and easy

to understand.

The writer conducted pre-test to measure students’ translation ability.

Then, the treatment was conducted to help them to improve their translation

mastery. After the treatment was conducted, the writer conducts the post-test to

find out whether the use of anime cartoon helps them to improve their translation

mastery and increase their score or not. The criteria whether the use of anime

cartoon can improve the students’ translation mastery was determined by the

differences between the scores of the pre-test and post-test.

3.2 Research Site

The research was conducted at STKIP Garut. The research site was chosen

particularly because the researcher had been familiar with the situation and

condition at the site. In addition, the researcher is a student of STKIP Garut as a

research site. Based on these reasons, it made the access to the site very easy.

3.3 Population and Sample

3.3.1 Population

Population is complete collection of individuals, objects or measurements

that is interested to the sample collector. “In educational research, the population

of interest is usually a group of person (students, teacher, or other individuals)

who poses certain characteristics. But in some cases, it may be defines as groups

of classrooms, schools, or event activities”. (Johnson, 1984:6).

 26

Based on the theory above the object to be taken as population for this

research are the people who watch anime using English subtitle then translated

into Indonesian language. The population would be taken from the fourth grade

of STKIP Garut English Education Program in academic year 2014/2015.

3.3.2 Sample

According to Arikunto (1998:117), “The most representative sample of the

population studied”. Meanwhile, “Sample is subset of the population”.

(Johnson, p.7, 1984).

The researcher decided only one class as a sample because the design

which was used pre-experiment. “Pre-experimental designs, the researcher study

a single group and provide an invention during the experiment. The design does

not have a control group to compare with the experimental group.” (See

Creswell, p.158, 2009).

The sample of this research were 31 students of 4-C Class of STKIP

Garut, the samples were given without randomly.

3.4 Research Variables

There are two variables in this research which were related to one another,

independent variable and dependent variable.

3.4.1. Independent Variable

The independent variable in this research was “The use of anime

translation”. This independent variable was a technique that the writer

used in finding the influence of the technique on other variable.

 27

“Independent Variables are those that cause, influence, or affect outcomes.

They are also called treatment, manipulated, antecedent or predicator

variables”.(Creswell, 2009:50).

3.4.2. Dependent Variable

The dependent variable was “Improving students’ ability in

translation mastery.” As stated by (Creswell, 2009:50), “dependent

variable are those that dependent on the independent variables: they are the

outcomes or results of the influence of the independent variables are

criterion, outcome, and effect variables”.

3.5 Research Procedures

There were three steps in study procedures: pre-test, treatment, and post-

test.

3.5.1. Pre-test

Pre-test was given to experimental to find out the students’

translation ability. The subjects were given a selected text with dialogue of

anime English subtitle to translate into Indonesian. They had to translate in

45 minutes.

3.5.2. Treatment

Treatment was given to improve students’ translation mastery after

they have done pre-test. They were given anime video and after that the

students translated what they understand in 45 minutes by doing treatment

for 3x meeting.
 28

3.5.3. Post-test

Post-test was given to find out whether the use of anime cartoon

helps the students to improve their translation mastery and increase their

score or not. Post-test was given after the writer gave the treatments in

translated anime. The students were given the same text that’s dialogue

text of anime English subtitle in 45 minutes.

3.6. Research Instrument

The instruments used in this study were Pre-test and Post-test Test in

written test. After students got the pre-test, the students were given the treatment

how to translate subtitle anime, then post-test was given to the students after they

got some treatment.

3.7. Technique of Data Collection

In this research, to collect data the researcher used set of test as research

instrument. Translation test is taken from dialogue text of anime subtitle. In

addition, the researcher used pre-test, treatment and post-test.

The data on this paper gained through following steps:

The data on this paper were gained through following ways:

a. Planning

Designing test paper for Pre-test and Post-test that formed in

dialogue text of anime subtitles.

 29

b. Applying the Pre-Test

Before treatment was given to the students, they should do the pre-

test that is translated the subtitles.

c. Doing of Treatment

In this step, the writer explained how to translate the anime correctly.

At the end step, the writer gave the post-test to students to check the

improving in using anime.

d. Applying of Post-test

Post-test was given to the students after the writer gave the

treatments in translated anime. In this step, the students should do

the post-test individually after doing the treatments.

Tabel 3.1

One Group Pre test-Post test Design

Group Pre-test Treatment Post-test

A O X 0

3.8. Technique of Data Analysis

Based on method which was used in this research, in analyzing data, the

writer analyzed the students’ result of the use of anime cartoon ‘k-on’ as a media

to improve students’ ability in translation. The writer did an experiment to find

out the validity of items test before doing research.

 30

3.8.1 Validity Test

Validity has been defined by (Gregory, p.117,1992) “The extent to

which [a test] measures what it claims to measure”. A measure is valid if it

measures what it is supposed to measure, and does without accidentally

including other factors. The focus here is not necessarily on scores or

items, but rather inferences made from the instrument i.e. the behavioral

from test cores inferences that one can extrapolate from test scores is of

immediate focus. In order to be valid, “the inferences made from scores

need to be appropriate, meaningful, and useful.” (Gregory, 1992)

“A test is said to be valid if it measures accurately what it is intended

to measure”. (Hughes, 1992). To measure whether the test has a good

validity, the researcher analyzed the test content validity and constructs

validity.

“Content validity is concerned whether the test’s content appropriate

with which is going to be tested” (Hughes, 1992).

“A test, part of a test, or a testing technique is said to have

construct validity if it can be demonstrated that it measures just the ability

which it is supposed to measure”. (Hughes, 1992). In this research, the

writer administered a translation test and the technique of scoring the

students’ translation is based on translating anime cartoon after they

watched the video.

 31

3.8.2. Reliability Test

Reliability is the degree to which a test consistently measures

whatever it measures. Errors of measurement that affect reliability are

random errors and errors of measurement that affect validity are

systematic or constant errors.

“The alternate-form method is one that measures the correlation

between alternative instruments, designed to be as equivalent as possible,

administered to the same group of subjects”. (Zikmund, p. 300, 2003). i.e.

by comparing scores from alternate forms of the test. In cases where

administering the exact same test will not necessarily be a good test of

reliability, we may use equivalent/alternate forms reliability. As the name

implies, two or more versions of the test are constructed that are

equivalent in content and level of difficulty.

The reliability of essay scoring is highly problematic, what is also

of concern is the validity of examination essay grades. It seems evident

that, although the presence of official marking schemes, much of the

marking behavior of essay examiners is highly preferential and influenced

by many facets of performance not relevant to content learning. It also

plain that essay examination grades are highly influenced by the language,

organization, mechanics, and length components of writing. Computer-

assisted composition essay scoring makes use of such features and has

been shown to be highly able to emulate human ratings of essays.

However, “other than in the teaching of writing, composition, or rhetoric

 32

itself, the main objective of examination essay scoring is probably to

determine whether students have a complex, thorough understanding of

content”. (Brown, 2010. HEQ-Final-Author).

Then to analyze data, the writer used formula with the following

steps (Sundayana, 2012):

3.8.3. Testing the Normal Distribution

In testing the data, the writer chooses Liliefors test (UjiLiliefors) to

find out that the data is normal or not. The writer uses the formula as

follows:
x−x̅
Zcount= andLcritical= Lα (n – 1)
S

Note:

X = the data score

̅ = Score Average
X

S = Standard Deviation

N = the sum of data

Χi ƒi ƒcum Zi Zi Proportion S(zi) zi Proportion - S(zi)

Note:

Xi = the data score

𝑓𝑖 = the same score that occurs

𝑓𝑐𝑢𝑚 = 𝑓𝑖 frequency

Zi = Z scores

Zi Proportion = Z critical
 33

𝑓𝑐𝑢𝑚
S (Zi) = ∑𝑓

Criteria: If L max < L critical, so the data distribution is normal

If L max >L critical, so the data distribution is not normal

If the data distribution was normal, the writer continued the Paired

Sample t-test. T-test is used to find out the comparison of means both before

and after the treatments. Based on Sundayana (2013:27), the steps of Paired

Sample T-Test are as follows:

c) Count Students’ scores on pre-test and post-test.

d) Count mean of students’ diversity scores by using formula:

∑ 𝑑𝑖
𝑋̅𝑑𝑖 = 𝑛

Note:

𝑋̅di : Diversities of mean

∑di : Total Diversities

n :Total subjects

c) Count standard deviation of students’ diversity scores using formula:

∑𝑑𝑖
S𝑑𝑖 = √ 𝑛

Note:

S𝑑𝑖 : Standard Deviation

∑di : Total Diversities
n :Total subjects

d) Ascertain 𝑡𝑜𝑏𝑠𝑒𝑟𝑣𝑒 using formula below:

𝑋̅ 𝑑𝑖
𝑡𝑜𝑏𝑠𝑒𝑟𝑣𝑒 = 𝑆𝑑𝑖
√𝑛
 34

Note:

𝑋̅di : Diversities in mean

Sdi : Standard Deviation
∑di : Total Diversities
n :Total subjects

e) Ascertain 𝑡𝑐𝑟𝑖𝑡𝑖𝑐𝑎𝑙 through the following formula:

𝑡𝑐𝑟𝑖𝑡𝑖𝑐𝑎𝑙 = 𝑡𝛼 (df = n – 1)

In this research paper, the writer uses α = 5% or 0.05 (the research

validity is 95% (ninety five percent). The value of α was taken from the

distribution table of “t” (Sundayana, 2013).

f) Concluding the results

The conclusion was found by comparing 𝑡𝑜𝑏𝑠𝑒𝑟𝑣𝑒 and 𝑡𝑐𝑟𝑖𝑡𝑖𝑐𝑎𝑙 concerns

the following criteria:

If -𝑡𝑐𝑟𝑖𝑡𝑖𝑐𝑎𝑙 ≤ 𝑡𝑜𝑏𝑠𝑒𝑟𝑣𝑒 ≤ 𝑡𝑐𝑟𝑖𝑡𝑖𝑐𝑎𝑙 , 𝐻0 is accepted.

If -𝑡𝑐𝑟𝑖𝑡𝑖𝑐𝑎𝑙 ≥ 𝑡𝑜𝑏𝑠𝑒𝑟𝑣𝑒 ≥ 𝑡𝑐𝑟𝑖𝑡𝑖𝑐𝑎𝑙 , 𝐻0 is rejected.

3.8.4 The Hypothesis Test

This subchapter was about hypothesis data. It decided the research

hypothesis as follows:

H0 : µ1 = µ2

Ha : µ1 ≠ µ2

𝑡𝑐𝑟𝑖𝑡𝑖𝑐𝑎𝑙 = 𝑡𝛼 (df = n – 1)

Criteria: If -𝑡𝑐𝑟𝑖𝑡𝑖𝑐𝑎𝑙 ≤ 𝑡𝑜𝑏𝑠𝑒𝑟𝑣𝑒 ≤ 𝑡𝑐𝑟𝑖𝑡𝑖𝑐𝑎𝑙 , 𝐻0 is accepted.

If -𝑡𝑐𝑟𝑖𝑡𝑖𝑐𝑎𝑙 ≥ 𝑡𝑜𝑏𝑠𝑒𝑟𝑣𝑒 ≥ 𝑡𝑐𝑟𝑖𝑡𝑖𝑐𝑎𝑙 , 𝐻0 is rejected.

 35

3.9. Scoring System

Based on Mashadi Said (1984), said that “Many scoring system that used

in translation”. As stated by Larson (1984:485), “there are at least three reasons

assess translation. The first, the translator believes that the translation is accurate.

The second, the translator wanted to know that the translation is clear. The third,

the translator wanted to test whether a reasonable translation”.

The writer has scoring system for scoring the test as follows:

A. Scoring Rubric

No. Criteria Score

1. The Accuracy of Meaning and Purpose 0 – 25

2. The Readability of Text/Dialogue 0 – 25

3. The Reasonability of Word 0 – 25

4. The Comprehensibility of Text/Dialogue 0 – 25

Maximum Score 100

B. Assessment Guide

The sum of aspect : 4

Each aspect is given 0-25 scores

Maximum score : 100

Students’ mark = aspect 1 + aspect 2 + aspect 3 + aspect 4

 36

C. Assessing Techniques of translation

There are some translation techniques that can be used, i.e. The

Accuracy of Meaning and Purpose, the Readability of Text/Dialogue,

the Reasonability of Word, and the Comprehensibility of

Text/Dialogue.

1. The Accuracy of Meaning and Purpose

The purpose of this test is checking the equivalence in the

content of the information. This checking is done to ensure that all

information submitted, there’s nothing left, nothing is growing and

there’s nothing different.

After all the information has been there, translator needs to

look for problems in the translation by comparing the SL and TL.

Should be as objective as possible to critically assess their work.

2. The Readability of Text/Dialogue

Stating the degree of ease of an article to be understood its point.

The readability is high writing easier to understand than the low.

Conversely, the readability is low writing is harder to read.

The readability test is done by asking someone to read most of the

text with the translation of the paper; the manuscript must complete

section, i.e. one unit. So he read, appraisers consider the location of the

reader feel uncertain, when he stopped and re-read that sentence, it

should be noted that there is a problem of legibility.

 37

3. The Reasonability of Word

The purpose of the reasonability test is to see whether the shape

and style of language translation can be received with reasonable by

the target reader. The reader does not feel “foreign” when read. This

testing is done by an assessor who has spent the time to read the whole

translation and make comments and suggestions as needed, it would be

better if the assessment is done by people who have good writing skills

in the language of recipient.

The process that can be taken appraiser is to read the entire passage

translation as well. This is important to check the flow of translation

and the overall meaning.

4. The Comprehensibility of Text/Dialogue

This kind of test is done by asking people to recount the contents

of the translation. This test can be done by the translator himself or

someone especially trained. However, if the translator’s own

assessment, he should not be defensive about his work, but really want

to know whether a message is can be communicated correctly or not.

Ideally, someone else who did the assessment, it’s not an interpreter

because an interpreter may not be able to be objective.

 38

The Translation of Assessment Rubric

Description
Score
Accuracy

20-25 The meaning that captured is the same as the meaning of the TS reader that
captured the reader TL
15-19 Not irregularities or distortions of meaning
11-14 Submitted information, there’s nothing left, nothing is growing, and there’s not
different
0-10 Translation that communicates the meaning accurately and maintain the dynamics
of the original manuscript
Readability

20-25 The degree of ease of an article is understood his point

15-19 Word choice, sentence woke up, and the arrangement of paragraphs
11-14 Legibility typography that is determined by the large letters, the density of line
and narrow widht
0-10 The text is easy to understand
Reasonability

20-25 The meaning is communicated in language using grammar and vocabulary form a
normal/natural
15-19 The meaning in TS is communicated accurately
11-14 The translation reflects the common communication actions and encountered in
the context and between the communicant in language
0-10 The shape and style of language translation can be received with reasonable by
the target reader
Comprehensibility

20-25 The resulting translation can be understood correctly

15-19 The manuscript is delivered accurately and skillfully
11-14 The main plot events or groove is clear theme
0-10 Whether the translation can be understood by the target audience or not
 39

CHAPTER IV

RESEARCH FINDINGS AND DATA ANALYSIS

In this chapter, the writer would like to present the finding and analysis of the data

collection from the research as shown by Pre-test and Post-test Results Data in

Experimental Class, this chapter is about the data analysis of the research and

consist of the students’ result in the research

4.1 The Result of Data Analysis

The writer used computation to find out whether the hypothesis is

accepted or not. The writer used pre-test and post-test score as the instrument of

collecting data. The pre-test was used to measure students’ translation mastery

using anime before given treatment and the post-test was used to find out the use

of anime cartoon k-on as a media to improve students’ ability in translation.

The data of students’ pre-test and post-test are discussed in this chapter.

The writer presents the normality of the data using Liliefors Test to find out

whether the data distribution was normal or not.

 40

4.1.1 The Pre-test and Post-test Data

Table 4.1

Pre-test Score Data

PRE-TEST
Scores of Translation Test
The The The The
Accuracy Readability Reasonability Comprehensi
No Name of of of of bility of Score
Students Meaning Text/Dialog Text/Dialogue Text/Dialogu
and ue e
Purpose
1 Irma sri
2 Rizky M
3 Nuralam
4 Nuraeni
5 Ria K
6 Puri M
7 Neng Irma
8 Herni N
9 Rizki N
10 Hilman F
11 Intan F
12 Ridwan M
13 Sani B
14 Rina R
15 Aprilia
16 Dini R
17 Risan R
18 Hani N
 41

19 Karlina A
20 Dara S
21 Nurul H
22 Sanny S
23 Tiara F
24 Tissa
25 Silvi
26 Anggita
27 Asep
28 Liani
29 Nurika
30 Novia
31 Sansan

The table shows that students got different scores after doing the pre-test.

There is one (1) student who got forty (40); There are three (3) students who got

forty five (45); one (1) student who got fifty (50); five (5) students who got fifty

five (55); six (6) students who got sixty (60); five (5) students who got sixty five

(65); six (6) students who got seventy (70); one (1) student who got seventy five

(75); and three (3) students who got eighty (80).

 42

Table 4.2

Post-test Score Data

POST-TEST
Scores of Translation Test
The The The
Accuracy The Reasonability Comprehensi
No Name of of Readability of bility of Score
Students Meaning of Text/Dialogue Text/Dialogue
and Text/Dialog
Purpose ue
1 Irma sri
2 Rizky M
3 Nuralam
4 Nuraeni
5 Ria K
6 Puri M
7 Neng Irma
8 Herni N
9 Rizki N
10 Hilman F
11 Intan F
12 Ridwan M
13 Sani B
14 Rina R
15 Aprilia
16 Dini R
17 Risan R
18 Hani N
19 Karlina A
20 Dara S
21 Nurul H
22 Sanny S
 43

23 Tiara F
24 Tissa
25 Silvi
26 Anggita
27 Asep
28 Liani
29 Nurika
30 Novia
31 Sansan

The table shows that students got different scores after doing the post-test

and giving the treatments. There are five (5) students who got sixty (60); four (4)

students who got sixty five (65); seven (7) students who got seventy (70); three

(3) students who got seventy five (75); five (5) students who got eighty (80); five

(5) students who got eighty five (85); and two (2) students who got ninety (90).

4.1.2. Data Normality Test

Table 4.3

The Data Normality of Pre-Test

NO Xi 𝑓𝑖 𝑓𝑐𝑢𝑚 Zi LuasZi S(Zi) LuasZi –

S(Zi)
1. 40 1 1 -3,04 0,0012 0,03 0,0288
2. 45 3 4 -2,34 0,0096 0,13 0,1204
3. 50 1 5 -1,65 0,0495 0,16 0,1105
4. 55 5 10 -0,96 0,1685 0,32 0,1515
5. 60 6 16 -0,27 0,3936 0,52 0,1264
6. 65 5 21 0,42 0,6628 0,68 0,0127
7. 70 6 27 1,12 0,8686 0,87 0,0014
 44

8. 75 1 28 1,81 0,9649 0,90 0,0649

9. 80 3 31 2,50 0,9938 1,00 0,0062

Criteria: If Lmax≤Lcritical , so the distribution data is normal.

If Lmax≥Lcritical, so the distribution data is not normal.

So, based on the data normality above, the biggest value (Lmax) of pre-test

is 0,1515. Then determining the value of Lcritical is as follows:

Lcritical = L𝛼 (n-1)

= L 0.05 (31-1)

= L 0.05 (30)

= 0.1620

Because of Lmax(0.1515) ≤Lcritical (0.1620), so the data distribution is

normal.

Table 4.4

The Data Normality of Post-Test

NO Xi 𝑓𝑖 𝑓𝑐𝑢𝑚 Zi LuasZi S(Zi) LuasZi –

S(Zi)
1. 60 5 5 -1,43 0,0764 0,16 0,0836
2. 65 4 9 -0,90 0,1841 0,29 0,1059
3. 70 7 16 -0,37 0,3557 0,52 0,1543
4. 75 3 19 0,15 0,5596 0,61 0,0504
5. 80 5 24 0,68 0,7517 0,77 0,0183
6. 85 5 29 1,20 0,8849 0,93 0,0451
7. 90 2 31 1,73 0,9582 1,00 0,0418
 45

Criteria: If Lmax ≤Lcritical , so the distribution data is normal.

If Lmax ≥Lcritical, so the distribution data is not normal.

So, based on the data normality above, the biggest value (Lmax) of pre-

test is 0,1543. Then determining the value of Lcritical is as follows:

Lcritical = L𝛼 (n-1)

= L 0.05 (31-1)

= L 0.05 (30)

= 0.1620

Because of Lmax (0.1543) ≤Lcritical (0.1620), so the data distribution is

normal.

4.1.3. The Data of Paired Sample T-test

Table 4.5

The Data Paired Sample T-TEST

Name of
No. Pre-Test Post-Test Differences (𝑑𝑖 )
Students

1 Irma sri 70 80 10

2 Rizki M 60 70 10

3 Nuralam 75 70 -5

4 Nuraeni 80 85 5

5 Ria K 45 65 20
 46

6 Puri M 60 75 15

7 Neng Irma 55 80 25

8 Herni N 80 85 5

9 Rizky N 55 80 25

10 Hilman F 70 75 5

11 Intan F 60 85 25

12 Ridwan M 60 60 0

13 Sani B 70 85 15

14 Rina R 55 70 15

15 Aprilia 65 90 25

16 Dini R 70 65 -5

17 Risan R 60 80 20

18 Hani N 70 70 0

19 Karlina A 55 65 10

20 Dara S 45 70 25

21 Nurul H 65 60 5

22 Sanny S 65 65 0

23 Tiara F 40 60 20

24 Tissa 80 70 -10

25 Silvi 70 75 5

26 Anggita 55 60 5

27 Asep S 50 85 35

28 Liani 60 90 30

29 Nurika 65 80 15

30 Novia 45 60 15

31 Sansan 65 70 5
 47

∑ 𝑑𝑖 360
Total Subject 31
Diversity Mean (𝑋̅𝑑𝑖 ) 11.61
Standard Deviation (𝑆𝑑𝑖 ) 11.48

Based on the table, there are some students who their translation using

anime were increasing after they got treatment, and there were also some students

with decreased in their ability using anime. The students who improve their

translation ability using anime are three (3) students who don’t improve their

translation ability; there are six (6) who improve only five (5) score; three (3)

students who can improve at ten (10) score; five (5) students who can improve at

fifteen (15) score; three (3) students who can improve at twenty (20) score; three

(3) students who improve their ability at twenty five (25) score; just one student

(1) students who can increase their ability at thirty (30) score; and just one (1)

students who can improve at thirty five (35) score. In the other hand, there are

some students have decrease on their translation ability are two (2) students who

get decrease at five (5) score and two (2) students who get decrease at ten (10)

score.

1. The Criteria

The writer tries to provide the hypotheses as follows:

a. H0: There is no significant improvement in using Anime on students’

translation ability
 48

b. Ha: There is significant improvement in using Anime on students’

translation ability.

4.2. The Hypothesis Testing

In this subchapter, the writer would like to prove the hypothesis of the

study and answer the problem statements based on the data findings from the

research. The study is purposed at proving the research hypothesis, “There is a

significant improving in using Anime on students’ translation ability in class C of

fourth Grade of STKIP Garut” The taken data of pre-test and post-test, then, are

processed to prove the research hypothesis by considering the following formula

and criteria.

1. T-Test

𝑋̅ 𝑑𝑖
𝑡𝑜𝑏𝑠𝑒𝑟𝑣𝑒 = 𝑆𝑑𝑖
√𝑛

11.61
= 11.48∕√31

11.61
= 11.48∕5.57

11.61
= 2.06

=5.6359

2. 𝑡𝑐𝑟𝑖𝑡𝑖𝑐𝑎𝑙 = 𝑡𝛼 (df = n – 1)

= 𝑡0.05 (31-1)

= 𝑡0.05 (30)

= 2.0423
 49

In the criteria of testing if -𝑡𝑐𝑟𝑖𝑡𝑖𝑐𝑎𝑙 ≤ 𝑡𝑜𝑏𝑠𝑒𝑟𝑣𝑒 ≤ 𝑡𝑐𝑟𝑖𝑡𝑖𝑐𝑎𝑙 , 𝐻𝑎 is

accepted and If -𝑡𝑐𝑟𝑖𝑡𝑖𝑐𝑎𝑙 ≥ 𝑡𝑜𝑏𝑠𝑒𝑟𝑣𝑒 ≥ 𝑡𝑐𝑟𝑖𝑡𝑖𝑐𝑎𝑙 , 𝐻0 is rejected. So, the data statistic

above shows that 𝑡𝑜𝑏𝑠𝑒𝑟𝑣𝑒 = 5.6359 and 𝑡𝑐𝑟𝑖𝑡𝑖𝑐𝑎𝑙 = 2.0423, the value of 𝑡𝑜𝑏𝑠𝑒𝑟𝑣𝑒 is

higher than𝑡𝑐𝑟𝑖𝑡𝑖𝑐𝑎𝑙 , so H0 is rejected and Ha is accepted. It means that there is

significant improvement in using Anime on students’ translation ability.

So, in this research, the writer found that using Anime, the students were

able to practice and improve their translation ability. In conclusion using Anime

can give the improvement on student’s translation ability.

 50

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

In this chapter the writer would like to present the conclusions and

suggestions based on the result of research that has been done by the writer.

5.1. Conclusions

The research can be concluded that using anime can be applied for

translation practice. The use of anime in translation is good and interesting for

improving students’ translation ability. It is proved by the research data analysis

that has been done based on the hypothesis testing below:

“In the criteria of testing if -𝑡𝑐𝑟𝑖𝑡𝑖𝑐𝑎𝑙 ≤ 𝑡𝑜𝑏𝑠𝑒𝑟𝑣𝑒 ≤ 𝑡𝑐𝑟𝑖𝑡𝑖𝑐𝑎𝑙 , 𝐻𝑎 is

accepted and If -𝑡𝑐𝑟𝑖𝑡𝑖𝑐𝑎𝑙 ≥ 𝑡𝑜𝑏𝑠𝑒𝑟𝑣𝑒 ≥ 𝑡𝑐𝑟𝑖𝑡𝑖𝑐𝑎𝑙 , 𝐻0 is rejected. So, the data statistic

above shows that 𝑡𝑜𝑏𝑠𝑒𝑟𝑣𝑒 = 5.6359 and 𝑡𝑐𝑟𝑖𝑡𝑖𝑐𝑎𝑙 = 2.0423, the value of 𝑡𝑜𝑏𝑠𝑒𝑟𝑣𝑒 is

higher than𝑡𝑐𝑟𝑖𝑡𝑖𝑐𝑎𝑙 , so H0 is rejected and Ha is accepted. It means that there is

significant improvement in using Anime on students’ translation ability”.

Using anime also makes the students not boring in classroom activity. In

other hand, the use of anime can give motivation toward students in their English

learning especially for translation ability.

There are some conclusions of the research are as follows:

1. The use of anime is effective for students to improve their students’

translation ability.
 51

2. The use of anime can increase students’ knowledge and skillful.

3. The use of anime can motivate and entertain the students learning

English by watching video anime.

So, based on the research, it can be concluded that Ha is accepted

and H0 is rejected. It means that “There is a significant improvement

in using Anime on students’ translation ability in class C of the

fourth Grade at STKIP Garut”

5.2. Suggestions

From the findings that the writer has found in the research about

the use of anime in translation, the writer has some suggestions as

follows:

1. The writer suggests that the lecturer should try to apply the use

of Anime in learning activity.

2. The writer suggests that the lecturer should not just the English

text for translations’ learning but also use the other medium.

3. The lecturer should make the atmosphere of teaching learning

more relax and enjoyable by the students.

 52

BIBLIOGRAPHY

Catford, J.C. 1978. “A Linguistic Theory of Translation, An Essay in Applied

Linguistics”. U.S.A. Oxford University Press.

Cohen, Andrew D. (1994). “Assessing Language Ability in the Classroom, Second

Edition”. Massachusetts, U.S.A: Wadsworth Inc.

Larson, Mildren L. (1984). Meaning Based Translation. New York: University

Press of America.

Newmark, Peter. (1988). “A Textbook of Translation”. London: Prentice Hall

International.

Nida, E. (1964). “Towards a science of translating”. E. J. Brill, Leiden,

Netherlands: New York.

Ordudari, Mahmoud. (2007). “Translation procedures, strategies and methods”.

Available: [online]http://translationjournal.net/journal/41culture.htm

Paul, Gill. (2009). “Translation In Practice”. London: Dalkey Archive Press,

Champaign and London

Setiawan Dj, Otong.(2013) “Teknik dan Panduan Menerjemahkan Bahasa Inggris

– Bahasa Indonesia”.Cv. Yrama Widya, Bandung

Seguinot, C. (1989). “The translation process”. Toronto: H.G. Publications.

Sundayana, Rostina. (2013). “Komputasi Data Statistika”. STKIP Garut: Garut.

Surjakusumah, Yoyo. (2012). “The Research Methodology”.Bandung: STKIP

Siliwangi Bandung.

Tsai, H. L. (2008). "Issues of Validity in the Assessment of Writng Performance".

Teachers College, Columbia University Working Papers in TESOL and
Applied Linguistic, Vol. 4, No. 2 , 1-2.

Zoebazary, Ilham. (2010). “Kamus Istilah Televisi dan film”, Jakarta: Gramedia
 53

Pustaka Utama.

Creswell, J. W. (2008). Research Design: Qualitative, Quantitative, and Mixed

______Methods Approaches. Sydney: SAGE Publication, Inc. (2008)

Brown, H.D, (1994). Teaching By Principles, San Francisco: Addison Wesley

______Longman.Inc.

Fischer, S. R. (2003). A History of Reading. London. Reaktions Books Ltd.

Hughes, A. (1992). Testing for language Teachers.Cambridge University Press.

Seguinot, C. (1989). “The translation process”. Toronto: H.G. Publications.

Surjakusumah, Yoyo. (2012). “The Research Methodology”.Bandung: STKIP

Siliwangi Bandung.
 54

APPENDIX A

RESEARCH
INSTRUMENT
 55

K-ON!!

Sister : “sis, you better get up”

Yui : “huh, 8’clock?! I’m late”

Sister : “why are you in a rush?”

Yui : “I’m late”

Nodoka : “why are you sighing, yui?”

Yui :” oh, nodoka, I was wondering which club I should?”

Nodoka : “what? You haven’t picked one yet?”

Yui : “yeah, but, I’m not good at sports”

Nodoka : “looking back, you never joined any clubs in the past”

Yui : “ugh, I think I need to do something ... But what should I do?”

Ritsu : “let’s go check out the club!”

Mio : “check out the club?”

Ritsu : “the light music club!”

 56

Mio :” but I’m planning to join the literature club. I’ve been filled out

the sign-up sheet too”

Ritsu : “rip…”

Mio : “why did you do that ritsu?!”

Ritsu : “hurry! “

“What it was disbanded?”

Teacher: “to be more accurate, it’s on the verge of disbanding all the

previous members graduated, unless four members join before

the end of the month, it will be disbanded”

Ritsu : “that’s way the music room was empty”

Mio :” if it’s disbanding, there’s not much I can do. I’ll be joining the

literature”

Ritsu : “if there’s nobody in it, I’ll be the president if I join now. Not a

bad idea”

Mio : “so, what are we going to do?”

Ritsu : “wait for members who want to join!”

Mio : “we are!”

Tsumugi :” um.. I came to observe.. “

Ritsu : “the light music ?”

Tsumugi : “no, the chorus club”

 57

Ritsu : “would you like to join the light music club? We’re lacking

members right now!

Please! You won’t regret!”

Mio : “don’t be so forceful! Anyway I’m going”

Ritsu : “mio.. Are you going to break our promise?! Me on the drums, and

you on the bass, we made a promise to form a band together!”

Tsumugi : “you’re sound it’s fun, I can only play the keyboard but allow me to

join if that’s okay”

Ritsu : “thank you! Now we only need one more”

Tsumugi :” um.. okay I have to introduce myself before my name is

tsumugi kotobuki”

Ritsu : “I’m ritsu tanaka, the drummer and this is the bassist, mio

akiyama. Now we need a guitarist”

Teacher: “Teacher: hello, someone wants to join your club, here. I’m glad

for you”

Ritsu : “yeah ! Now we don’t have to disband! Yui hirasawa, even the name its

sounds good”

Mio : “I’m sure she is guitarist”

Tsumugi : “I can’t wait to meet her”

Ritsu : “yeah! We’ve got a super member”

 58

APPENDIX B

THE DATA ANALYSIS

COMPUTATION
 59

PRE-TEST
Scores of Translation Test
The The The The
Accuracy Readability Reasonability Comprehensi
No Name of of of of bility of Score
Students Meaning Text/Dialog Text/Dialogue Text/Dialogu
and ue e
Purpose
1 Irma sri
2 Rizky M
3 Nuralam
4 Nuraeni
5 Ria K
6 Puri M
7 Neng Irma
8 Herni N
9 Rizki N
10 Hilman F
11 Intan F
12 Ridwan M
13 Sani B
14 Rina R
15 Aprilia
16 Dini R
17 Risan R
18 Hani N
19 Karlina A
20 Dara S
21 Nurul H
22 Sanny S
 60

23 Tiara F
24 Tissa
25 Silvi
26 Anggita
27 Asep
28 Liani
29 Nurika
30 Novia
31 Sansan

POST-TEST
Scores of Translation Test
The The The
Accuracy The Reasonability Comprehensi
No Name of of Readability of bility of Score
Students Meaning of Text/Dialogue Text/Dialogue
and Text/Dialog
Purpose ue
1 Irma sri
2 Rizky M
3 Nuralam
4 Nuraeni
5 Ria K
6 Puri M
7 Neng Irma
8 Herni N
9 Rizki N
10 Hilman F
11 Intan F
12 Ridwan M
13 Sani B
 61

14 Rina R
15 Aprilia
16 Dini R
17 Risan R
18 Hani N
19 Karlina A
20 Dara S
21 Nurul H
22 Sanny S
23 Tiara F
24 Tissa
25 Silvi
26 Anggita
27 Asep
28 Liani
29 Nurika
30 Novia
31 Sansan
 62

APPENDIX C

THE STUDENTS’

RESULTS
 63

APPENDIX D

THE RESEARCH

LETTERS

ADMINISTRATION
 64

CURRICULUM VITAE

The writer’s name is Hani Handayani. She was born on 28th of May 1991.

She is the third children of one sister and one brother. Her parents are Sulama and

Saodah. She graduated from SDN Mekarwangi in 2004, SMP YPI Sukawening

Garut in 2007, SMA Negeri 14 Garut in 2010. Moreover, she continued her study

at STKIP Garut from 2011 until now. She chooses English Education Department

in the college.