The Effects of Teaching Translation Using Direct Versus Translated Writing on Learners’ Second Language Writing Ability  

Oleh:

Irsan, Suti

Jenis: Article from Proceeding
Dalam koleksi: TransCon 2015: The 5th Atma Jaya International Conference in Translation & Interpretation Studies, “Terminologies & Neologisms in the Eyes of Translators”,, page 185-194.
Topik: direct writing; translated writing; writing ability; learner attitudes; Indonesian EFL learners
Fulltext: hal 185.pdf (4.55MB)

Isi artikel

This study was aimed at examining the effects of translation on enhancing Indonesian Senior High School EFL learners’ writing ability. The participants (N = 80) were prompted to perform two writing tasks: (a) writing directly in English (learners’ L2) and (b) writing in their L1 (Indonesian) and then translating it into English. They were also assigned a checklist, a retrospective verbal report, to express their attitudes towards the two modes of writing. Analysis of the results revealed that although translation may be of help to some learners, it cannot be an effective strategy to enhance the writing ability of all learners. In effect, the results indicated that there was a significant difference between two writing tasks in terms of using expressions, transitions, and grammatical points. What was of particular interest to the authors was the fact that direct writing did not seem to be as direct as it was expected. The majority (67%) of students reported they think in Indonesian, as “often” or “always” while doing the English task in the translated writing mode. This finding suggests that teachers should implement translation strategies into their writing courses and explicitly teach students how to employ effective strategies in different situations. The provision of instruction and practice in using L1, particularly in planning and organizing learners’ writings, may be of benefit to some learners in performing certain writing tasks.

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