1 A.

Proposed title of the study This study will be entitiled IMPROVING STUDENTS TRANSLATION ABILITY IN INTERPRETING POEMS BY MEANS OF GRAPHIC ORGANIZER STRATEGY (A True Experimental Study at the Second Grade of ENGLISH EDUCATION PROGRAM in GALUH UNIVERSITY Ciamis).

B. Introduction a. Background of the study

Translation is one of English skills that plays an important role in many areas of our life. The result of translation process helps people understand sources from different language. Nida and taber (1982:12) state that Translating consists in reproducing in the receptor language the closest natural equivalence of a source-language message, firstly in terms of meaning and secondly in terms of style. According to Wills (1982:112), T ranslation is a procedure which leads from a written source language text to an optimally eqquivalent target language text and requires the sintactic, semantic, stylistic, and text pragmatic comprehension by the translator of the original text. Similarly, according to Larson (1984:3) translation consists of translating the meaning of the source language into the receptor language. It means that translation is a process in which the the translator transfers meaning from one language to another one. According to the definitions above, the writer thinks that translation is an important skill that is needed for successful life and they comprehend successfully because the most important is that the teacher shares with students the nature of translating sources in the multiple forms and purposes. It is known that the main problem of English language learners (ELLs) have great difficulty in interpreting English text. This difficulty is because of the lack of semantic understanding and the meaning of vocabularies so they found difficulty in translating English text, especially English poems. So, the teachers have to provide interesting materials with creative teaching strategies so that students can learn translation succesfully . One of the ways is using graphic organizer strategy to support their learning. It is known that graphic organizer strategy is one of strategies in learning process.Graphic organizer is a strategy that provides a visual communication tool with using visual symbols to express ideas and concept, to convey meaning (Duff, 2004, p.119). It is important to use several strategies to help students improve their translation ability. Visual communication tool will give strong effect on understanding the semantic pattern of poems so it will help students interpret them easily. Accordingly, the writer thinks that implementing graphic organizer strategy can help the students in interpreting poems. According to William Wordsworth (1802:17), Poetry is the spontaneous outflow of powerful feelings: it takes its origins from emotion recollected in tranquillity. In this study the writer used graphic organizer strategy because the writer believes that students can focus and interpret the poems more accurately. Previously, there have been some researchers who were also interested in researching the use of graphic organizer strategy. For example, Mark Victor in 2006 implemented this strategy to improve students ability in writing complex sentences. Halliday in 2003 has also investigated the implementation of graphic organizer strategy in Analysing grammar pattern. In contrast, the present study will seek to figure out whether graphic organizer strategy is effective in improving students ability in interpreting English poems. In specific, the writer intends to work out that problem, and find out the result through his paper entitled: Improving Students Translation Ability in Interpreting Poems by means of Graphic Organizer Strategy (A True Experimental Study at the Second Grade of English Education Program in GALUH UNIVERSITY Ciamis).

b. Research question This study will be designed to answer the following question: Is graphic organizer strategy effective to improve students translation ability in interpreting poems?.

c. Purpose of the study This research will be aimed at finding out whether graphic organizer strategy is effective to improve studentstranslation ability in interpreting poems.

2 d. Variables The variables of this study are as follows: a) The dependent variable of this study is studentstranslation ability in interpreting poems. b) The independent variable of this study is the application of graphic organizer strategy in interpreting poems. e. Hypotheses Based on the research question above, the hypotheses of this study are as follows:
a) Null Hypotheses (HO) : There is no significant difference of translation ability in interpreting poems between students who are taught by means of graphic organizer strategy and those who are not. b) Alternative Hypotheses (H1) : There is a significant difference of translation ability in interpreting poems between students who are taught by means of graphic organizer and those who are not.

f. Significance of the study The significance of this study is that graphic organizers are believed to promote higher order thinking because students are required to get the message, information, establish association, and draw inferences as they interpret the poems (Armbruster, Anderson & Ostertag, 1987). Graphic organizers may help the teacher transform what may be poorly organized prose into symbolic association that more closely match the way knowledge is stored in memory (Armbruster & Anderson, 1984). Besides, The results of the study are also hoped to give theoretical, practical, and professional benefits to the students, teachers, the researcher, and other researchers. Theoretically, this study will improve the writers knowledge, especially in teaching poems through graphic organizer strategy. Furthermore, this study will be preliminary inputs for the readers or other writers to further study in the similar area of this research with different interest. Practically, this study will provide a reference on the study on teaching poems by means of graphic organizer strategy. Furthermore, this study will improve students ability in interpreting poems by means of graphic organizer strategy. Professionally, the results of the study can improve teachers understanding of teaching translation by means of graphic organizer strategy. At last, it can enhance their professionalism as English teachers. g. Scope of the study Based on the research question above, the writer will limit the discussion of the students translation ability to the interpretation of English poems by means of graphic organizer strategy, especially on poems that has been given to the students at Second Grade of English Education Program in Galuh UniversityCiamis. The research itself will be focused on the students translation ability in interpreting poems by means of graphic organizer strategy. In this study, the writer chooses poems because poems are very important for students social life especially for expressing a feeling, opinion, or thought. h. Definition of key terms To avoid the readers misunderstanding when they are reading this paper, it is better to define the keywords which are used frequently in this study. The researcher clarifies and specifies each term as follows. Nida and taber (1982:12) state that Translating consists in reproducing in the receptor language the closest natural equivalence of a source-language message, firstly in terms of meaning and secondly in terms of style. It means that in translation process the transltors have to get the message from source language so that they can transfer it to receptor language. In this study, translation ability means students ability of interpreting poems. By definition, graphic organizer is a strategy that provides a visual communication tool with using visual symbols to express ideas and concept, to convey meaning (Duff, 2004, p.119). It means that teachers help students to facilitate in interpreting poems through using visual symbols. In this study, graphic organizer is the strategy that is used to help students improve their translation skill especially in interpreting poems. Meanwhile, according to William Wordsworth (1802:17), Poetry is the spontaneous outflow of powerful feelings: it takes its origins from emotion recollected in tranquillity. In this

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study, the writer used several poems entitled The summer I was sixteen by Geraldine Connoly and The Distance by Henry Rago.

i. Research report organization

The results of this research will be presented in five chapters, i.e introduction, review of literature, research methodology, data analysis and discussion, conclusion and suggestion. Each chapter will be explained below. Chapter I is introduction. It consists of nine parts: background of the study, research questions, purpose of the study, variables, hypotheses, significanceof the study, scope of the study, definition of key terms, and research report organization. Chapter II is literature review it consists of an overview of reading: definition of translation, the importance of translation, an overview of poems: definition of poems, an overview of graphic organizer strategy, the steps in implementing graphic organizer in the classroom, practical implementation of graphic organizer strategy and previous research. Chapter III is research methodology. It discusses research design, population and sample, research site, research procedures, research instruments, data analysis technique, and ethical considerations. Chapter IV is data analysis and discussion. It covers analysis of data, putting the result of pre-test and post test into the table of distribution, data analysis technique, interpreting the result of computation, testing hypothesis and discussion. Chapter V is conclusion and suggestion which consists of conclusion and suggestion of the research. The conclusion and suggestions will be based on the results presented in chapter IV.

C. Review of the literature

Definition of translation Translation gives great contribution for the people in the recent era of globalization; through translation the people can gain the information from many sources of different language. Besides, by Translating different language the people can increase their knowledge to understand what translation is about; so, it would be better if English teachers know and study the definition given by the experts. According to Nida and taber (1982:12), Translating consists in reproducing in the receptor language the closest natural equivalence of a source-language message, firstly in terms of meaning and secondly in terms of style. Similarly, according to Will (1982), Translation is a procedure which leads from a written source language text to an optimally equivalent target language text and requires the syntactic, semantic, stylistic, and text pragmatic comprehention by the translator of the original text. It means that translation is a process in which the translators should get the message from source language so that they can transfer it to receptor language. Meanwhile, Brislin (1976:1) define Translation is the general term reffering to the transfer of thought and ideas from one language (source) to another (target), whether the languages in written or oral form, whether the languages have established orthographies or do not have such standardization, or whether one or both languages are based on signs, as with sign languages of the deaf. In his definition, he gives wide coverage in translation. He includes transfering thoughts and ideas to sign language of the deaf or uncommon language in translation. This statement explains that translation is important to transfer the message of any kinds of languages so that the message in target language is being understood as well as the source language. b. An overview of graphic organizer strategy Graphic organizers are communication devices that show the organization or structure of concepts as well as relationships between concepts (Ellis, 2004, p. 1). The brain works to classify information in ordered outlines and learning methods, such as graphic organizers. Various sources of research support that this process significantly expands the learning capability of learners (Bransford et al., 1999; Tsien, 2007). Early learning of concepts is primarily a discovery learning process, where the individual discerns patterns or regularities in events or objects and recognizes a.

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these as the same regularities labeled by older persons with words or symbols (Novak & Caas, 2008) . Graphic organizers permit more than just the instruction of the content topic, which in this case is science. This tool can also teach information processing skills, models for categorizing information, methodical thinking skills, as well as interaction skills (Ellis, 2004). Concept maps are useful for several reasons: they give an observable record of an individuals understanding; they demonstrate how information is meaningful; they force an individual to think about his/her own thought processes and knowledge structure; and they are helpful in problem solving, application and integration (Zimmaro & Cawley, 1998, page 1). According to Ellis (2004), Graphic organizers can be powerful tools for assessing students knowledge of the content, thinking skills, creativity and commitment to quality (p. 7). When using concept maps for assessment purposes, it is important to realize that less experienced mappers will most likely produce lower quality concept maps than individuals that are more experienced (Zimmaro & Cawley, 1998, p. 4). A stu dent may have good interpretation of the poem but that may not be reflected in the concept map because of lack of practice with concept mapping. It is suggested that the implementation of graphic organizer strategy is integrated in the teaching process as an instructional tool for improving students translation skill. c. Practical implementation of graphic organizer strategy Since translation is an invisible act, as it strategy application, teachers have to find ways to make the thinking and strategy application students are doing while translation is visible. Graphic organizers are the key. When using graphic organizers, students must think about what they are interpreting and record the message. They must analyze and organize message, information, and identify important detail. Correlating the organizer to the materials will help students focus on what they are interpreting. It will also help them organize the message to the language target. This metacognition is a necessary aspect of translation strategy. Eventually, students will be able to make their own organizers to match their purpose for interpreting. When students are able to do this, they are demonstrating ability of interpretation. Graphic organizers done while interpreting provide students with a reference for thinking and writing about their interpretation. Organizers hold students thinking and help them arrange the information of messages from the source language. Graphic organizers are drawings or formats used to represent information visually, show associations between ideas and help students think critically in analyzing the poems. As students convert information of the semantic pattern and the message from the poems into a graphic map they gain increased interpretation and insight to the focus on the point of the message. They are simple to create and can be differentiated based on students need. They meet the needs of various learners and encourage all students to think at the higher end of the creativity. Students who use graphic organizers are actively engaged in the poems or other lessons as they complete the organizers and consider the information of the message from the poems. In general, Graphic organizers cn be used by the teacher to monitor and evaluate students progress, serve as assessment data and provide information about students learning needs. d. Definition and overview of the poems The general advice about the interpreting of poem is to pay attention to the feelings and imagery a poem brings out in you; then, as you learn more about what makes poems work, incorporate your knowledge into your response. In other words, what I am saying is what may be said of our response to any form of expression or to any activity we observe or participate in, that enjoyment of the expression or the activity increases as we understand more and more of the fine points that go into the making of the expression or the doing of the activity. A poem conveys a vivid and imaginative sense of experience, and is characterized by the use of language chosen for its sound and suggestive power as well as its meaning, and by the use of such (literary) techniques as structured meter, natural cadences, rhyme, OR metaphor. The definition above is adapted from a definition found in The American Heritage Dictionary of the English Language In the following lists, definitions, and explanations, some of the features of poetry are highlighted. Some of the definitions are from The Norton Introduction to Poetry, sixth edition, J. Paul Hunter, ed. (1996). Here are the elements of a poem:

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Tone - how a poem says what it says; an attitude the poem's speaker takes toward the poem's subject and theme; some tones derive from feeling, others from the senses, still others from thought. Speaker - who is speaking and what we know about him or her; the person whose voice is the voice of the poem Situation - the context of the poem's action, what is happening when the poem begins Setting - the time and place of the poem's action External form - the stanzas, words, and shapes of poems - any and all patterns for eye and ear. One of the chief patterns for the ear (and to a certain extent, the eye) is meter, the pattern of accented syllables in any grouping of words in a poem. And one of the most common meters in English poetry is the two-part measure of soft/hard. Of course, should any pattern persist unbroken, poet and hearer/reader would inevitably lose interest. So poets provide and hearers/readers take note of variation of metrical pattern. Here's an example in the first two lines of To My Dear and Loving Husband by colonial American poet Anne Bradstreet. The "hard" accented syllables are capitalized. If EVer TWO were ONE, then SUREly WE. If EVer MAN were LOVED by WIFE, then THEE. Internal structure - the organization of the subject matter of poems; generally, these ways mirror the ways essays are organized or the ways other discourses are organized: narrative, dramatic, discursive/argumentative, descriptive, reflective/meditative, and imitative. Sound - the vocal rhythms and the sounds words make in poems; that which makes poetry a vocal art, which we experience simply by using our own speaking voice. Language - fiction and drama depend upon language just as poetry does, but in a poem almost everything comes down to the particular meanings and implications of individual words. ( Norton Introduction to Poetry, 6th ed., J. Paul Hunter, ed., 118). The language of poems has the power to touch our emotions and to affect profoundly our understanding of ourselves and the world. Several types of language categories are relevant, such as precision and ambiguity; metaphor and simile; symbol. Ambiguity - the ability to mean more than one thing. Precision: exactness, accuracy of language or description. Analogy - a comparison based on certain resemblances between things that are otherwise unlike Connotation - what is suggested by a word, apart from what it explicitly describes. Connote - to suggest something in addition to explicit meaning. Controlling metaphors - metaphors that dominate or organize an entire poem. Denotation - a direct and specific meaning (as distinct from implication). Denote - to mean or stand for. Extended metaphors - detailed and complex metaphors that extend over a long section of a poem. Figurative language - language that uses figures of speech. Figures of speech - comparisons in which something is pictured or figured forth in other, more familiar terms. Metaphor - a figure of speech in which otherwise dissimilar things are compared without using like or as; the word comes from a Greek word, metapherein, meaning to transfer, with pherein meaning "to carry," and meta meaning "over." Thus, brush-tipped in the following sentence from an essay titled "Moonrise Over Monument Valley" carries with it into this context the meanings it has in its normal or actual context, that of the painter's action of putting color onto a canvas with a brush. "As the sun disappeared entirely, the evening afterflow brush-tipped all the spires and cliffs with magenta, deepening to purple, and the sand ripples stood out like miniature ocean waves in darkening shades of orange." Brush-tipped is a metaphor because we are to "bring over" into this context (of multi-colored light projected onto the spires and cliffs) the image of a painter brushing varied colors onto a canvas. Everything about such a scene (of a painter painting) and of such an action (carefully brushing various colors onto the canvas) we are invited to transfer (bring over) into the scene the writer is describing for us now. Furthermore, since a metaphor exists in our mind in such a way as to wholly identify the viewed thing with the compared thing, the projection of the colors is to be "seen" as the action of a painter. Simile - a direct, explicit comparison of one thing to another, and usually using the words "like" or "as" to draw the connection.

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Other important elements: Personification (or prosopopeia) - treating an abstraction as if it were a person, endowing it with human-like qualities. Symbol - something that stands for something else. Traditional symbols - symbols that, through years of usage, have acquired an agreed-on significance, an accepted meaning. Symbolic poem - a poem in which the use of symbols is so pervasive and internally consistent that the larger referential world is distanced, if not forgotten. Syntax - the formal arrangement of words in a sentence. Word order - the positioning of words in relation to one another. Some standard types of poems: Ballad - A poem that recounts a story -- generally some dramatic episode. The ballad stanza is a four-line stanza usually characterized by an abcb rhyme scheme, although the rhyme may be approximate; the first and third lines have four accented syllables while the second and fourth lines have three. Sonnet - from the Italian word sonnetto, meaning "little song," a lyric poem that always consists of fourteen lines (usually printed as a single stanza) and that typically follos one of several conventional rhyme schemes. Sonnets may address a range of issues or themes, but love, the original subject of the sonnet, is perhaps still the most prevalent. e. Previous studies There was a study conducted by Mark Victor in 2006. He has conducted the research entitled The Implementation of Graphic Organizer Strategy To Promote Students Ability in Writing Complex Sentences. Based on his result of research, it was found that the implementation of the graphic organizer technique promotes effective learning, the graphich organizer gives visual effect that help students write complicated sentences of complex clause contruction but its technique should be adapted to suit the particular needs of the learners. The research found that visual effect that is given from graphic organizer strategy contributes a great help towards students writing ability in memorizing grammatical patterns and applicating them in writing complex sentences. Another study has been investigated by Halliday (2003). He has conducted the research entitles: The implementation of Graphic Organizer Strategy for Analysing Grammar . Based on his result of research, it was found that a student who analyzes grammar pattern from some texts with using graphic organizer strategy has styronger memory and deeper understanding of the usage of those grammar patterns. There are some differences between the previous study conducted by Mark Victor and the present study. In his study, Mark Victor used graphic organizer strategy for promoting studentsability in writing complex sentence while this present study focused on using the strategy for improving students translation ability in interpreting poems. While Halliday has investigated the implementation of graphic organizer strategy for analysing grammar pattern with a purpose of undersatanding and memorizing the patterns . On the other hand, the presents study deals with analysis in interpreting poems. In his study, the writer finds a similarity between Hallidayss study and the present study. It can be seen that both of study used graphic organizer strategy to assist the students in analysing English text.

D. Research methodology a. Research design The writer will conduct the research as a quantitative study. Based on the problem and the objectives of the study, the writer will choose True Experimental Study as a method to investigate the problem. According to Fraenkel and Wallen (2007, p. 266), A true experimental design is that subjects are randomly assigned to treatment groups. As stated before that the purpose of this study is to find out whether there is a significant difference of translation ability in interpreting poems between students who are taught by means of graphic organizer strategy and those who are not. In this study, the writer will choose pre-test and post-test control group design for experimental and control groups. Each group got the same pre-test and post-test of which the results will be computed whether the influence of the treatments given to experimental group has

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been improved or not. According to Fraenkel and Wallen (2007, p. 268), the design of this study can be diagrammed as follows: Table 1 The design of study

Note : R : Sample selected randomly X : Treatment (Teaching reading descriptive text by means of imaging strategy) O1 and O3 : Pre test of experimental group and control group O2 and O4 : Post test of experimental group and control group Based on the design above, the subjects will be randomly assigned into two groups, experimental group and control group. The groups will be considered to be the same in all aspects. In this study, the experimental group will be treated by means of graphic organizers strategy, but the control group will not. Both the groups will get the same pre-test and post-test. Finally, the writer will compare the results by using t-test formula proposed by Burns (2000, p. 179).

b. Population and sample The population of this study will be all of students at the second grade of English Education Program in Galuh University Ciamis consisting of 192 students. To determine the sample of this study, the writer will use cluster random sampling technique. According to Fraenkle and Wallen (2007, p. 95), cluster random sampling is the selection of groups, or clusters, of subjects rather than individuals. The writer will divide the sample into two groups, an experimental group and control group. The group which will become experimental group is X.9, while as the control group is X.8. From each group, the writer will take 21 students for the sample. So the total number of sample will be 42 students. c. Research site This study will be conducted in one of English education programs in Ciamis regency, West Java, i.e. Galuh University Ciamis. The reason of choosing Galuh University is because the sample selected is suitable with the topic that is the second grade of English education program in which poem is being learnt at that time. Besides, the students of this school have never been taught translation by means of graphic organizer strategy in interpreting poems before. So, it is hoped that this study will give some advantages to the students, especially for improving their translation ability in Interpreting poems. d. Research procedures According to Neuman (2000) as cited in Creswell (2008, p. 327), in conducting the experiment involves procedural steps consistent with the design selected. It may involve administering a pre-test, introducing the experimental treatment to the experimental group or relevant groups, monitoring the process closely so that the threats to internal validity are minimized, gathering post-test, and using ethical practices by debriefing the participants by informing them of the purpose and reasons for the experiment. In the first meeting, the writer will give a pre-test. According to Cresswell (2008, p. 301), pre-test provides a measure on some attribute or characteristic that the researcher assesses for participant in an experiment before they receive a treatment. It will be given to both experimental and control groups. The students will do the test for 45 minutes. In the second meeting, the writer will give the treatment after the pre-test. Experimental and control groups will get different treatment. The teacher will monitor the process closely, so that the treatment to internal validity could be minimized. In conducting the treatment to the

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experimental group, the researcher will give two descriptive texts to the experimental group entitled The summer I was sixteen by Geraldine Connoly and The Distance by Henry Rago. The researcher will teach the students of the experimental group by means of graphic organizer strategy. The writer will take some steps adapted from Halliday (2003, p. 19) as follows: first, he gives English text and the students analyze the grammar pattern of the text. Then, the writer implements the process of graphic organizer strategy, that is giving visual tool to help students such as graphic map to analyze the semantic pattern of the poems. After that, students are required to analyze those semantic patterns while figuring out the meaning of each ord from the poems. It means that the writer should guide the use of graphic organizer strategy. The students are instructed to discuss about their finding of the message and ask the question for more clarification. It means that students have to answer the questions given by the writer. Meanwhile, the researcher will teach the interpretation of poems to the control group without using graphic organizer strategy and they will be taught prescriptively. First of all, the writer gives students two poems similar to those given to experimental group. After that, the writer explains the poems without using graphic organizer strategy. Finally, students answer some questions of interpretation based on the poems. In the last meeting, the writer will conduct post-test to both groups. A posttest is a measure on some attribute or characteristic that is assessed for participants in an experimental. The post-test will be given to find out whether they have different result after the whole materials were completely given. The items for the post-test are the same as those for the pre-test. The students have 30 minutes for answering the questions. The gain of pre-test and post-test will then be compared to know the difference of translation ability in interpreting poems between students who are taught by means of graphic organizer strategy and those who are not. Finally, the writer will check the results of her research by comparing the t-observed with the t-table. Afterwards, she will discuss and interpret the data before drawing conclusions and make suggestions.

e. Research instruments An instrument plays an important role in the research project. The most part of instrument is used to measure the achievement in education test. Fraenkel and Wallen (2007, p. 110) say that the device (such as a test, a questionnaire, or a rating scale) the researcher uses to collect data is called an instrument. To find out the significant difference between students translation ability in intepreting poems before and after being taught by means of graphic organizer strategy and those who are not, the writer will only administer the same pre-test and post-test to the experimental and the control groups. The test itself is a translation test in the form of essay and contains five items. The test items can be seen in the appendix. In using rating scale for result of translation test, the scorer can make a rank order of the results of the students work, based on a given categories to know which students have the high scores and which have the lowest scores. In this research, the writer will use holistic scoring scale for responding to reading on 1 to 4 ascending scale adapted from Brown (2004, p. 215). It can be seen in the following table.
Table 2 Rating Scale for Translation Test Definition Demonstrates high accuracy of message and context Demonstrates accuracy of message and context but lack accuracy Demonstrates only a partial accuracy of message and context Demonstrates no accuracy of message and context

Score 4 3 2 1

Based on the table above, each answer is scored based on each category listed on the table. The score category shown in table above comprises 4 scales. The students who gets all correctly (maximal score for each answer) will get 20 (4x5) and the minimal score is 1x5 = 5. The final score will be multiplied by 5 to get a maximum score of 100. So, the students who answer the questions correctly will get a score 20 x 5 = 100.

9 f. Data analysis technique To calculate the data, the writer will use t-test for two different groups. It is to compare the difference between the experimental group and control group. In this study, the writer will analyze the data by using the following steps: 1. Putting the scores into the table of distribution. 2. Calculating the mean of students translation ability of each group. 3. Determining means difference (M) of experimental and control group.

Where : : sum all scores N : the number of the students 4. Looking for the significant differences by using t-test formula:

(Burns, 2000, p. 179) Where: t = coefficient of differences M1 = mean difference of the score of experimental group M2 = mean difference of the score of control group X1 = sum of score of experimental group X2 = sum of score of control group N1 = the total number of students tested of experimental group N2 = the total number of students tested of control group 5. Calculating the degree of freedom (df) df = (N1 + N2) 2 Note: df = degree of freedom N1 = the total number of the students (experimental group) N2 = the total number of the students (control group) 6. Determining level of significance. 7. Determining the t - table 8. Comparing t- observed and t- table 9. Making interpretation and conclusion.

g. Ethical consideration According to Creswell (2008, p. 13), A researcher should reflect on ethical issues throughout the research process, from defining the problem to advancing research questions to collecting and analyzing data to writing the final report. There are some steps that the writer will do before conducting the research. Firstly, the writer will ask for permission before entering the site. Secondly, the writer also will also give information about the research to the subjects and institution. Thirdly, the writer will ensure that the relevant persons and committees had been contacted. Lastly, the writer will use codes to replace students real names. It is done to protect their privacy or their identities.

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E.

Timeline
February January March

April

Task Preparing the proposal Completing literature review Completing fieldwork Completing analysis Giving presentation Completing final report
F.

Bibliography

Choliludin.(2007). The Technique of Making Idiomatic Translation. Jakarta: Visipro Rochayah.(2009). Pedoman Bagi Penerjemah. Bandung: Kaifa Vanides, J., Yin, Y., Tomita, M., & Ruiz-Primo, M. A. (2005). Using concept maps in the science classroom. Science Scope, 28(8), 27-31. Toth, E. E., Suthers, D. D., & Lesgold, A. M. (2001). "Mapping to know": The effects of representational guidance and reflective assessment on scientific inquiry. Science Education, 86(2), 264-286. Novak, J. D. (2006). Concept maps: What the heck is this? Retrieved July 11, 2008 from http://www.msu.edu/~luckie/ctools/ Novak, J.D. (1990).Concept mapping: A useful tool for science education. Journal of Research in Science Teaching, 27, 939-949. Novak, J.D. (1990).Concept mapping: A useful tool for science education. Journal of Research in Science Teaching, 27, 939-949.

June

May