The Effect of Back Translation on Students’ Translation Achievement

Full text

The Effect of Back Translation on
Students’ Translation Achievement
Musrida Yanti1,*, Herwamati Syarif1, Hamzah1
1Department of English Education, Faculty of Language and Art, Universitas Negeri Padang, Padang, Indonesia
*Email: yantimusrida@gmail.com
ABSTRACT
This research is aimed at finding out the effect of back translation technique on students‟ translation
achievements at the sixth semester students of English Department of IAIN Bukittinggi. Design of the
research is quasi experimental with 2x2 factorial design. The population of this research is the sixth semester
students in academic year 2018/2019 consisted of 3 classes (78 students). Cluster random sampling is used to
choose the sample, class A as the experimental class (26 students) and class B as the control class (28
students). Translation test is an instrument to get data from the students. The result of the research shows that:
students who are taught by using back translation technique achieve better translation achievement. It can be
concluded that back translation had a significant effect on students‟ achievement in translation.
Keywords: back translation, translation, technique
1. INTRODUCTION
In the era of information, one needs to be familiar with the
information technology as almost every part of human life
have been immensely associated with technology, from
work, education, entertainment, and even daily necessities.
Everything is related to the outcome of science and
information technology. Thus, those who are unable to
recognize the importance of acquiring information
technology will be foreigner in life.
Nowadays changing information among countries in the
world is not limited. Everyone is able to gain the same
information despite living in different countries. The
information is generally written in English since it is an
international language. It shows that English is a bridge for
everyone to gain information from different languages to
their owns. Thus, people have to learn English in order to
get clear information. Unfortunately, not all people are
able to use English for communication.
Translation is included in English education department
curriculum in the most universities in Indonesia.
Eventhough the students of English education are prepared
to be an English teacher, they also have to have anaditional
skill which is called translation. The goal is not only for
educational purposes, but also for students to have
additional skill that will greatly help them in the future.
According to Liu & Zhao[1], the goal of English teaching
in universities is to train the students to comprehensively
use the languages in listening, speaking, reading, writing,
also translation. It means that the university ought to be
geared to improve students‟ language skills
Recently, there is a technique used in translation field,
called back translation technique. Brislin[2] state that
back-translation is translating from the target language
back to the source language and the equivalence between
source and target versions can be evaluated. Therefore,
back translation is applied to achieve the equivalence. In
short, back translation is an important technique since it
helps the students to create a good and qualified translation
because it provides the real document to be compared.
There have been some studies related to the
implementation of back translation technique in teaching
translation. Chen & Boore[2], they conduct a research to
examine the effects of the procedure of translation and the
techniques used on the collection and interpretation of
original language qualitative data for English presentation.
He discussed about the factors influencing the quality of
translation including translator, back-translation, culture
and language. Ozolins[3], his research presents a case
study of the translation of a medical diagnostic tool for
prioritizing hip and knee surgery in Melbourne, Australia,
which employed a back translation methodology and
resulted in robust interaction between authors and
translators. The use of back translation technique in
translation will inform studnets about their develop
language and culture awareness. Therefore, the
implementation is worth a try.
Even though several studies have revealed the benefit of
back translation technique, this study is still important. In
Indonesia, the study on translation for teaching translation
is still very limited and inconclusive. Thus, this research
will try to investigate the effect of back translation on
students‟ translation achievement.
Advances in Social Science, Education and Humanities Research, volume 405
1st International Conference on Lifelong Learning and Education for Sustainability (ICLLES 2019)
Copyright © 2020 The Authors. Published by Atlantis Press SARL.
This is an open access article distributed under the CC BY-NC 4.0 license -http://creativecommons.org/licenses/by-nc/4.0/. 101

2. RELEVANT THEORETICAL REVIEWS
2.1 Translation
Translation has been defined by many experts.
Newmark[4] considers translation as a craft in which the
translator tries to replace a written message in one
language by the same message in another language. Nida
& Taber[5] define that translation is creating the closest
natural equivalent of the SL message in the TL language.
Briefly, translation is an activity to transfer or reproduce
the idea or messages equivalently from the SL into the
TL.
In order to create a qualified translation, translators are
required to have several skills Calvo[6] mentioned that a
translator focus on descriptive, more theoretical
translational conceptions of language, intercultural
transfer, (literary) translation analysis, linguistics, etc. In a
line with, Madgeburg[7] provides several abilities that a
professional translator has to have; a. professional
knowledge, b. metacommunicative competence, c.
intercultural competence, d. Distribution, e. writing
abilities, f. media competence, g. research competence, h.
stress resistence, and i.self-assertion and self-assurance or
self confidence.
Briefly, translation is an activity to transfer or reproduce
the idea or messages equivalently from the SL into the
TL. It is not only transferring words in a text into another
language, but also transferring the meaning contained in
the text equivalently..
2.2 Teaching Translation by Using Back
Translation Technique
Teaching is an occupation that produces something great
when the correct beliefs and principles of teaching are
achieved in the classroom. As Fry, Ketteridge, & Marshall
[8] argues that the goal of teaching is primarily to get
students to fully comprehend the knowledge being
examined.
Back translation requires students to translate back a
translated document to the source language. Brislin[9]
states that back-translation is translating from the TL back
to the SL and the equivalence between source and target
versions can be evaluated. Back-translation is appropriate,
whether the research goals are comparative or operational,
once the content of the items has been established.
In order to implement back translation technique, there are
procedures that the lecturer needs to know in order to help
student. The procedure is based on Zhang & C[10]; (1) the
lecturer should select an appropriate English text and
prepare an L1 version, (2) the students have to translate the
L1 text back into English, (3) the lecturer and the students
compare the back-translated English text with the original.
Briefly, it is important for lecturers to be able to select
material based on their students‟ levels. The second step
can be done independently by each student. The last, it is
the time for sharing and discussing, not only among
students but also with the lecturer.
2.3 Assessing Translation
There are two kinds of assessment in translation. They are
qualitative and quantitative. Qualitative is an assessment
where a description of the quality of a translation is given
in terms such as excellent, very good, good, and bad or
good. While quantitative links itself to qualitative through
the use of score. William[11] states that, quantitative
assessment is better to use than qualitative in the context
of academic field; score can easily describe the quality of a
translation. In conclusion, using quantitative assessment is
preferable in finding out the quality of a translation.
One of the quantitative assessments is the one created by
JD Edwards[12], the proposes some categories in
translation assessment for assessing the translation
product.
2.4 Hypotheses
In this research, there will be two kinds of hypotheses,
namely null hypotheses (Ho) and alternative hypotheses
(Ha). The hypotheses are formulated as follows:
Ho: The students who are taught by using back translation
technique do not have better result in translation than those
who are taught by small group discussion.
Ha: The students who are taught by using back translation
technique have better result in translation that those who
are taught by small group discussion.
3. METHOD
This research belongs to a quasi experimental research. the
population of this research were the sixth semester
students of English Department of IAIN Bukittinggi.
There were three classes with 78 students, class A, B, and
C. In this research, class A was the experimental class
treated by applying back translation technique, and class B
was the control class treated by applying small group
discussion technique.
The data were collected through translation test. For the
students‟ translation, the researcher assigned the
translation test to assess students‟ translation achievement
after the treatment was given. The students were tested
individually; they were given text to translate.
After collecting the data, researcher analyzed them to find
the normality, homogeneity and hypothesis testing.
Normality testing was done to see whether the data
collections from both groups were normally distributed or
not. It was analyzed by using Lilliefors Test. The
homogeneity test was analyzed by using Variance test (F-
test). Hypotheses testing was calculated by using t-test.
Advances in Social Science, Education and Humanities Research, volume 405
102

4. RESULTS AND DISCUSSION
4.1 Results
The translation test was given to both experiment class and
experiment class. The result from the test can be viewed at
table below:
Table 1 Scoring range
Range
Frequencies
Experiment
Control
25-35
0
7
36-46
0
9
47-57
6
3
58-68
8
5
69-79
6
3
80-90
4
1
91-100
2
0
Total
26
28
In the experiment class, there is no student who got the
score from range 25-46, 6 students in score range 47-57, 8
students in score range 56-68, 6 students in score range 69-
79, 4 students in score range 80-90, and 2 students in score
range 91-100. While in control class, there are 7 students
in score range 25-35, 9 students in score range 36-46, 3
student in score range 47-57, 5 students in score range 58-
68, 3 students in score range 69-79, 1 student in score
range 80-90, and there is none in score range 91-100. To
make it clearer, it can be viewed on the graphic and curve
below:
Picture 1 Students‟ Score Range
Picture 2 Curve of Students‟ Score Range
Based on the calculation from the test, the lowest score
from the experimental class was 51, the highest score is
96, the mean is 68.69, the median is 67.50, the variance is
152.862, and the standard deviation is 12.364. While in the
control class, the lowest score is 25, the highest score is
82, the mean is 47.19, the median is 41.50, the variance is
257.362, and the standard deviation is 16.042. The data
can be viewed on the table below:
Advances in Social Science, Education and Humanities Research, volume 405
103

Table 2 Summary of Students’ Translation Score from Experimental and Control Class
Class
N
Mean
Max
Min
Sum
SD
Var
Experimental
26
69
96
51
1783
12.36
153
Control
28
47
82
25
1335
16.04
257
From the table 4.5, it can be seen that the total score of
students in experimental class is 1783. The mean score of
experimental class is 69, which is higher than the mean
score of control class 47. Then, maximum score of
experimental class is 96 and minimum score is 51.
Whereas, the maximum score of control class is 82 and
minimum score is 25. It is pointed that students in
experimental class have higher translation score than
students in control class.
Based on the calculation from the test, the lowest score
from the experimental class was 51, the highest score is
96, the mean is 68.69, the median is 67.50, the variance is
152.862, and the standard deviation is 12.364. While in the
control class, the lowest score is 25, the highest score is
82, the mean is 47.19, the median is 41.50, the variance is
257.362, and the standard deviation is 16.042.
Then, the data analysis of students‟ translation test in
experimental class and control class were analyzed
through some steps. The normality and homogeneity of
students‟ translation test score were tested. Then the
hypothesis was tested using the t-test formula.
By analyzing the result of the test from the experimental
class and control class by using the SPSS 22, the result is
used to find out whether the test was distributed normally
or not. The data is normal if sig value is higher than 0.05
and the data is not normal if the sig value is smaller than
0.05. The output of normality test using SPSS 22 can be
viewed on the table below:
Table 3 Result of normality testing of students’ translation achievement
Tests of Normality
Kolmogorov-Smirnova
Shapiro-Wilk
Statistic
Df
Sig.
Statistic
Df
Sig.
Exp
.129
26
.200*
.956
26
.327
Cont
.204
26
.007
.923
26
.052
Based on the table above, both experiment and control
class have sig value higher than 0.05 (0.327>0.05 and
0.052>0.05). It means that the data was distributed
normally.
Testing homogeneity from the test is done in order to find
out whether the data from the test is homogenous or not.
The output from SPSS 22 can be viewed on the table
below:
Table 4 Result of homogeneity testing of students’ translation achievement
Levene's Test for Equality of Variances
F
Sig.
Score
Equal variances assumed
3.697
.060
Equal variances not assumed
Advances in Social Science, Education and Humanities Research, volume 405
104

From the table 4.8, the sig value is 0.060 which is higher
than 0.05. It means that the data of the two classes is
homogenous.
The t-test was done by comparing the result of the
translation test of both experimental and the control
classes. Alternate hypothesis was accepted if the t-measure
is higher than t-table or (-)t-measure is smaller than (-)t-
table. The output from SPSS 22 can be viewed on the table
below:
Table 5 Result of T-test analysis of students’ translation achievement
T
Df
Sig. (2-tailed)
Mean Difference
Std. Error
Difference
95% Confidence Interval
of the Difference
Lower
Upper
5.272
52
.000
20.764
3.938
12.861
28.667
From the table 4.9, the t-observed is 5.272. The t-table for
Df = 52 is 2.006. So, the alternate hypothesis was accepted
because the value of t-observed is higher than the value of
t-table (5.272>2.006). It means, there is a difference
between students who are taught by using back translation
technique and the students who are taught by using small
group discussion technique.
In conclusion, the students who were taught by using back
translation technique achieve better translation than those
who are taught by using small group discussion technique
at the sixth semester students of English Department of
IAIN Bukittinggi. It happened since in back translation
technique, the students are able to compare their result
with the real text, they know their gaps between their
knowledge and the language itself. In addition, students
enjoyed the learning process since they were given time to
do it by themselves and at the end compare it together
4.2 Discussion
Back translation gave better result to students‟ translation
achievement than small group discussion technique. There
were many students who got good score in translation test.
It happened since back translation is applied. Most of the
students produce translation result which is close to the
source language. That way, they became aware of their
own shortcoming and improve them by doing back
translation. In a line with, Zhang & C[10] proposes that
back translating simply refers to the process of translating
a translated text back to its original language. In addition,
students enjoyed the learning process since they knew the
gaps between their knowledge and the language itself.
Regarding the explanation above, it can be concluded that
back translation gives significant effect toward students‟
translation achievement. In general, back translation is
good to be applied in teaching translation since the
students learn and understand both SL and TL languages
deeply.
On the other hand, the students who are taught by using
small group discussion technique did not get better result
in translation. In this case, they had a hard time in
choosing appropriate words in translating since they had
gaps in information. Moreover, they do not insist to revise
their works because they found it the same. Consequently,
their translation were still literal than it should have.
5. CONCLUSION
The students who are taught by using back translation
technique got better score than the students who are not.
Back translation technique allows the students to compare
and see their translation with the real text so that they
became aware of the appropriate translation in particular
conditions. Implementing back translation technique will
undoubtedly improve students‟ translation achievement.
However, there may be another variable that can influence
the result of the test.
ACKNOWLEDGMENT
I would like to dedicate my sincere gratitude and
appreciation to those who have given their contribution.
My deepest gratitude goes to Prof. Dr. Hermawati Syarif,
M.Hum, Dr. Kurnia Ningsih, M.A, and Dr. Hamzah, M.A.,
M.M as my advisors, who have helped me, given a great
deal of time, guidance and valuable pieces of advice. And
also Dr.Jufri, M.Pd and Dr. Havid Ardi, M.Hum as the
examiners and contributors who have given contributions
and suggestions for the improvement of this work.
REFERENCES
[1] X. Liu and G. Zhao, “A Comparative Study of
Emotion Metaphors between English and Chinese,”
Advances in Social Science, Education and Humanities Research, volume 405
105

Theory Pract. Lang. Stud., vol. 3, no. 1, pp. 541–548,
2013.
[2] H.-Y. Chen and J. Boore, “Translation and back-
translation in qualitative nursing research: Methodological
review,” J. Clin. Nurs., vol. 19, pp. 234–239, 2009.
[3] U. Ozolins, “Back Translation As a Means of
Giving Translators a Voice,” Int. J. Transl. Interpret. Res.,
vol. 1, no. 2, pp. 1–13, 2009.
[4] P. Newmark, A Textbook of Translation by Peter
Newmark (1). Great Britain: Prentice HaH International
vUIO Ltd, 1988.
[5] D. Panou, “Equivalence in Translation Theories:
A Critical Evaluation,” Theory Pract. Lang. Stud., vol. 3,
no. 1, pp. 1–6, 2013.
[6] E. Calvo, “Translation and/or Translator Skills as
Organising Principles for Curriculum Development
Practice,” J. Spec. Transl., vol. 1, no. 16, pp. 5–25, 2011.
[7] A. Supriyadi, “Kualitas Hasil Penerjemahan
Kelompok Mahasiswa S2 UNM-Malang (Studi Kasus
Hasil Penerjemhan Buku Teks „Approaches to Discourse‟
oleh Deborah Schiffrin),” Cakrawala Bahasa-Jurnal
Pendidik. Bhs. dan Sastra, vol. 5, no. 2, pp. 113–140,
2016.
[8] H. Fry, S. Ketteridge, and S. Marshall, A
Handbook for Teaching & Learning in Hinger Education
Second Edition. United States: Kogan Page, 2003.
[9] D. W. Chapman and J. F. Carter, “Translation
Procedures for the Cross Cultural Use of Measurement
Instruments,” Educ. Eval. Policy Anal., vol. 1, no. 3, pp.
71–76, 1979.
[10] Y. Zhang and C. G. C, “Back translating: An
Integrated Approach to Focus Learners‟ Attention on Their
L2 Knowledge Gaps.,” English Teach. Forum, no. 1, pp.
30–34, 2014.
[11] L. S. Musianto, “Perbedaan Pendekatan
Kuantitatif dengan Pendekatan Kualitatif dalam Metode
Penelitian,” J. Manaj. dan Wirausaha, vol. 4, no. 2, pp.
123–136, 2002.
[12] N. Aprilia and H. Indrijati, “Hubungan antara
Kecerdasan Emosi dengan Perilaku Tawuran pada Remaja
Laki-Laki yang Pernah Terlibat Tawuran di SMK „B‟
Jakarta,” J. Psikol. Pendidik. dan Perkemb., vol. 3, no. 1,
pp. 1–11, 2014.
Advances in Social Science, Education and Humanities Research, volume 405
106