Академический Документы
Профессиональный Документы
Культура Документы
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)
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
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.
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
B (Receptor
Language)
(Analysis)
(Restructuring)
(Transfer)
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).
REFERENCES
.
.