This study primarily wanted to explore students‟ perceptions and how
they employ translation related strategies to learn English. Fifteen students from
the Islamic Education Department of IAIN BONE participated in this qualitative
research. This research used purposive sampling technique. Questionnaire and
interview has been used to collect the data from this research.
The findings showed that students consider translation has a positive
contribution to their English learning. They also mentioned learning activities by
using translation that could be categorized into several learning strategies. It was
expected that the results of the study could raise awareness and exercise cautious
use of translation as an effective learning strategy in English for the benefits of the
students.
A. Conclusion
Based on the results of the analysis and discussion in the previous chapter,
the researcher concludes the following description:
1. Non-English students really needed translation as their learning strategy in
English. Translation has a positive impact on them, especially in
improving their understanding and helping them to know English
vocabulary. They assumed that they were making progress while learning
by using translation. Although it was undeniable that the translation results
sometimes make them dizzy, but they still used it because they were
helpless when learning English without using a translation. The used of
online translations must be monitored by lecturers in their use during the
learning process because sometimes students translate directly without
checking the correctness of the translation results, of course this will have
a negative impact on their English learning process.
2. During the learning process several activities involve translation, including
translation as a cognitive strategy because it was useful for students to
increase students' knowledge and understanding of the English texts they
translate. Translation was a memory strategy because with translation
students are able to remember the word they are looking for when using
translation. Translation was also an affective strategy because with
translation, students' anxiety when finding English text is reduced.
Translation was a social strategy because it allowed students to work
collaboratively with their friends when using translation. Translation as a
meta-cognitive strategy, because students could easily absorb information
and knew how to learn by using translation when learning English and
finally translation as a compensatory strategy because could made students
able to guess the meaning of the text by only knowing or understanding
the meaning of some English vocabulary.
B. Suggestion
Since this research was only focused on exploring the perceptions and how
students use it to help them learn English, some aspects could be investigated
further in future studies. First it is possible to add teacher perceptions on the use
of translation for students because there may be different understandings of how
much translation should be involved while students are learning a foreign
language. Observations on how students use translation during English learning
also recommended to intensif the depth of data. Besides that quantitative research
can complement this research by increasing the number of participants and if
possible from different faculties to provide reliable data on the use of translation
by students especially at the university level in Indonesia.

STAR20210209

209/2021

Perpustakaan Pusat

Tersedia