Handoyo, Futuh (2010) Improving subconscious grammar competence using semantico-syntactic translation practice for students of accounting departement state polytechnic of Malang / Futuh Handoyo. Masters thesis, Universitas Negeri Malang.
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ABSTRACT Handoyo Futuh. 2010. Improving Subconscious Grammar Competence using Semantico- syntacticTranslation Practice for Students of Accounting Department State Polytechnic of Malang. Thesis English Education Graduate Program of State University of Malang. Advisors (1). Prof. Ali Saukah MA. Ph.D. (2). Prof. M. Adnan Latief M.A. Ph.D Key words subconscious grammar competence Semantico-Syntactic Translation Practice The present study was conducted to respond to the students low ability to process English language syntactically. This was likely due to their lack of grammatical competence particularly subconscious grammar competence. Therefore the study was aimed at improving the competence. The research question then was formulated as How can the studennts subconscious grammar competence be improved using semantico-syntactic practice Subconscious grammatical competence refers to grammar knowledge that has undergone an internalization process to a degree that the learners are able to string words into sentences in a relatively good speed. It is also often referred to as implicit or procedural knowledge of grammar. Semantico-syntactic translation practice refers to the activity of converting various kinds of Indonesian expressions they are likely to use for everyday communication not necessarily grammatical Indonesian into grammatical English. It is a sort of L1sense-to-L2 form translation. The research design used was classroom action research. The subjects were one class out of six classes of the first year students of Accounting Department. The class consisted of 26 students. The initial procedure of the treatment was planned to consist of the following stages First a grammar topic was presented using contrastive linguistic explanation and then followed with the subjects translating Indonesian propositions into grammatical English slowly to reinforce their conscious understanding. The step was repeated until all the topics under study were covered. Second some sentences and/ or short dialogues covering all the topics under study were dictated to the students to translate by writing the English version on a piece of paper. Along this process the speed was gradually increased with the purpose of internalizing their conscious grammar knowledge and to see whether or not the technique worked. Finally the subjects were to orally translate sentences short dialogue and short text and their performance was scored to judge whether the criteria of success established in advance was met. Since subconscious grammar competence has something to do with the speed of stringing words into sentences correctly the indicator of improvement was measured in terms of the students ability to translate various styles of Indonesian sentences into grammatical English quickly and correctly. The research would be said to succeed when the oral performance of 60 % of the subjects or 15.6 students ( rounded 16 students) reached 70 % accuracy with the speed of 70% of the average speed of the three English teachers performance used as a parameter. When the goal was not yet achieved at this point some extra internalization practices were given until the end of the semester. However when the goal was still not achieved by then the first cycle would have to stop and reflection would be made to design a new plan for a new cycle. The result of the implementation showed that the goal was finally reached in fifteen meetings within one cycle with some extra meetings for oral internalization practice. The first seven meetings were used for upgrading the subjects conscious grammar. The next four meetings were used to internalize the knowledge. The goal of this stage was to ensure that the technique worked. For this purpose their performance of the first out of the four meetings were measured and used as the baseline and their performance of the last day was also measured and used as the target line. The two groups of the scores were compared to see whether their performance significantly increased. The resulted scores indicated there was statistically significant increase. The average scores increased from 59.26 to 77.88 with the t value of 5.386 significant at the level of .0005(one tailed). Convinced with the result the researcher moved on to the next stage namely measuring the subjects oral performance. However the result indicated that they still could not reach the goal. Only eleven of them could get 70 or more. Finally after they had additional oral internalization practice for two meetings the goal was reached. Sixteen subjects managed to get 70 or more with the slowest speed of 35.63 w.p.m which was slightly above the calculated speed used as a parameter which was as much as 35.40 w.p.m. The discussion on the finding then generated the following conclusions (1) Subconscious grammar competence can be developed deductively using semantic-syntactic translation practice through the following procedure. First the learners conscious knowledge of grammar is upgraded by the teacher s explaining about the grammar rules and then followed with the students practicing translating messages expressed in different styles of L1 into grammatical L2 to reinforce the knowledge. Second the conscious knowledge then is internalized through further practice of the same task with gradually increased speed and task difficulty from written increased to oral task.(2). However as indicated in some related literatures the developed subconscious grammar competence is not automatically activated in authentic communicative performance but needs activating in a transitional process of noticing gap . To this point the subconscious grammar competence performs two crucial functions. First it can reduce the students tendency to forget previous grammar lessons when learning new ones but help them accumulate the lessons and use them for the act of noticing gap. Second it can help the students to optimize the input exposed to them by their noticing act because the input being noticed will be more likely to turn into intake and to be processed to enhance further acquisition process.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S2 Pendidikan Bahasa Inggris |
| Depositing User: | Users 2 not found. |
| Date Deposited: | 05 Jul 2010 04:29 |
| Last Modified: | 09 Sep 2010 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/58454 |
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