Enhancement of Translating Arabic Text to Indonesian through

Collaborative Learning Approach: (Action Research in the

Department of Arabic Language Education, Faculty of Language and

Art, Jakarta State University)

Chakam Failasuf, Yumna Rasyid, Emzir

Education Language Postgraduate Program, Universitas Negeri Jakarta, Indonesia

Keywords: Arabic, Indonesia, Collaborative Approach, Translation, Text

Abstract: The aims of the study were to enhance the Arabic translation ability through a collaborative approach. The

study was to explore the Arabic texts translation learning into Indonesian. The approach of research used

action research. The research method used Exploratory Mixed Method. The procedure of research used

Kemmis and McTaggart model. The process of collecting data were observations, interviews, diaries note

and tests. The validity of research data used the Lincoln and Guba theories, namely credibility,

transferability, dependability and confirmation. The results of the study shown that: 1) the process of

improving Arabic texts translation learning into Indonesian was carried out in 3 cycles. In the first cycle,

action activities were carried out through collaborative teaching and learning. In the second cycle, the

process of implementing collaborative learning aimed to change the formation of group members who were

changing at each meeting. In the third cycle, the action process has been refined through three building

components of collaborative learning that complemented by critical thinking processes. 2) The results of

improving Arabic texts translation into Indonesian from the first cycle to the third cycle have increased. It

can be known from the average test score for cycle 1 was 64.9, cycle 2 was 73.3 and the third cycle was

81.6

1 INTRODUCTION

Translation needs must be addressed as

opportunities and challenges for language observers

and language educators in preparing an interpreter

who can be accepted as a translator, who is

considered capable of transferring language both

orally and in writing. The process of preparing

translators is certainly not easy, because the

translating ability takes time. The preparation ofthis

translator must be prepared by an official language

education institution. Jakarta State University has

prepared language majors. One of the competencies

of its graduates is able to become translators, it is

appropriate with the goals of learning in syllabus

and curriculum. It has implemented in the Arabic

Language Education Study Program.

Therefore, the Arabic Language Education

Program, the Language and Arts Faculty at Jakarta

State University provides translation subject,

especially in the field of Arabic translation, which

are packaged in 6 credits, it is divided into three

courses, namely 2 credits for Theory, 2 credits for

practice (Translations I), and 2 credits for practice

(Translations 2) (UNJ Academic Guidebook, 2013),

all three courses offered in successive semesters are

taught learning by several lecturers. In the

implementation of the translation learning, the

Arabic Language Education Study Program always

wants to improve services to students, so they can

feel enjoyment and ease in learning Arabic including

Classroom Translation Courses. Because the

translation learning process requires student

knowledge starting from the meaning of the context,

choosing the right diction and the target language,

grammatical structures relevant to the target

language, the relevance of meaning between

sentences or paragraphs, and the process of

translating and even understanding the culture from

the target language to be achieved. Therefore, a

translator must master all linguistic tools (language

skills, grammatical knowledge) and non-language

102

Failasuf, C., Rasyid, Y. and Emzir, .

Enhancement of Translating Arabic Text to Indonesian through Collaborative Learning Approach: (Action Research in the Department of Arabic Language Education, Faculty of Language

and Art, Jakarta Stat.

DOI: 10.5220/0008994401020108

In Proceedings of the International Conference on Education, Language and Society (ICELS 2019), pages 102-108

ISBN: 978-989-758-405-3

(culture) from the source language to the target

language.

As previously research for Russian students who

learn the translate of American context (Klassen,

Obdalova, &Averina, 2015). Whereas in research

(Leontovich, 2015) has explained the factors that

influence the intersemiotic translation of cultural

meanings from Russian literary narratives to foreign

cinematographic adaptations. So, it is important for

everyone that the translation process involves

context and culture.

Nida described that translation is one of the main

meaning of building representations from other

cultures. Translation involves two different

languages (House, 2015). It can be concluded that

the translation ability is needed by everyone.

Because it can be used in everyday communication.

For example, if a Muslim reads the Qur'an, they are

able to understand the meaning or message must be

translated. Besides that, the influence of the source

language is very strong, difficulties and language

errors can also be caused by factors lacking in

mastering the target grammar system (Subyakto,

Utari, &Nababan, 1994). So, the failure was caused

by students are not find the target language system

in their source language system.

The results of the interviews concluded that most

students think learning strategies saturate. 65% of

students assumed that the strategies were boring and

it is not appropriate with translating learning. While

35% gave the assumption that the learning strategy

was quite appropriate but it needed to be equipped

with learning media to make it more maximal.

The first problem is the level of errors in

translating. Text that has been translated does not

have relevance meaning to the target language. From

the results of observations and pre-tests, the

researcher has obtained a mapping of the percentage

of the difficulty level in the translation learning

problem from Arabic language into Indonesian,

among others (1) the selection of diction is

inappropriate and lacks a relationship with text

analysis with percentage by 20%; (2) errors in

transferring the meaning of text with a percentage of

25%; (3) lack of understanding the relationship

between the elements forming text, both sentences

and paragraphs with a percentage of 27%; and 4)

mastery of the structure and spelling of the

Indonesian language is still lacking, such as the use

of sentences that have no subject, incorrect

prepositions, and incorrect use of capital letters and

punctuation with a percentage of 28%. It is known

that the error rate is more difficult to be dominated

by the mastery of grammar structure.

Many studies have examined to solve translation

problems. As conducted by Acioly-Régniera, he has

examined Translation Competence as a

Multidimensional Complex Aspect. This study aims

to resolve didactic translation problems. The

comparative study of the concepts of translation

competence, main methodological characteristics,

and means of competency formation makes it

possible to define the purpose of teaching translation

as the formation of translation competencies,

consisting of the knowledge and skills needed for

professional translator activities (Acioly-Régnier,

Koroleva, Mikhaleva, &Régnier, 2015). So this

study seeks to find out about the multidimensional

aspects that students must improve translation

competencies. Students easily understand the theory

of translation. While the research Gural, Boyko,

&Serova (2015) is known that the method of

teaching literary translation using cognitive text

discourse analysis has efficiency. It is confirmed in

practice as a result of proven work skills. The same

research conducted by Al-Hadithy about improving

the ability to translate using new concepts (Al-

Hadithy, 2015). This study examined the translation

class with two types of treatment, namely the

translation class taught using traditional and modern

approaches. Traditionally or conventionally learning

concept means teacher-centred, rigid, monotonous,

it’s not creative and students tend to only accept the

material.

Therefore, it can be concluded that the problem

of translating Arabic text into Indonesian refers to

the main cause of the poor quality of the translation

ability. Arabic Language Study Program used

learning approaches that were less effective and less

attractive to students during learning take place in

class and a low level of structure knowledge in both

Arabic and Indonesian. Thus, translation learning

needs the learning approach that has become a more

enjoyable concept of learning. Tomlinson said that

the application of humanist learning is enjoyable

learning (Tomlinson, 2003) and there must be

mutual support between lecturers and students.

Researchers assume that improving the translation

learning process is more effective when used a

collaborative learning model approach.

Smith & Mac Gregor added that collaborative

methods are based on assumptions about student

learning as follows; (1) learning is active and

constructive; (2) learning is context dependent; (3)

the student has a variety of backgrounds; and (4)

learning is social (Smith & MacGregor, 1992).

Barros (2011) shows that collaborative learning gave

more advantages to students in translation learning.

Enhancement of Translating Arabic Text to Indonesian through Collaborative Learning Approach: (Action Research in the Department of

Arabic Language Education, Faculty of Language and Art, Jakarta Stat

103

This research focuses on acquiring interpersonal

competencies through collaborative learning during

the first phase of translation training activities at the

Translation faculty in Spain. The results of

theoretical and empirical studies show that

collaborative learning, and interpersonal competence

itself, does not develop exclusively with the concept

of working together in teams, but students are aware

of the reasons why they work together and they want

to achieve in the team. So, collaborative learning

must be followed by the awareness of students. A

different learning approach is used by Alkhatnai in

learning Arabic translation (Alkhatnai, 2017). In

recent years, interest in improving the teaching of

translation has greatly increased. One developing

concept is Project Based Learning (PBL) which is

popular in many fields of education: its main

essence is involving students in authentic and

practical translation projects. The results of the study

showed that there were positive experiences from

students in using PBL while translation learning.

Another study conducted by Romney (1997)

entitled Collaborative Learning in a Translation

Course. The results of the study indicate that

collaborative learning, based on small group

discussions carried out in accordance with certain

rules, provides traditional class structure alternatives

that have proven useful in acquiring a second

language. This article explains its application in a

translation course. A deeper understanding of source

texts collectively, and a higher level of grammar

accuracy, accuracy and equivalence can be achieved

in translation through discussion. They get

confidence.

Of the three studies have similarities with the

concept of research that will be carried out in

solving the problem of translating Arabic text into

Indonesian in Arabic Education Study Program. It is

being carried out applies a collaborative approach

that is not only oriented towards building the

concept of learning in collaboration but also building

awareness of the concept of collaboration in the

team while studying in the classroom. In addition,

this approach provides new directions to

students,learning can build concepts to solve

problems faced by individuals or teams in groups.

Thus, this concept is part of the novelty that wants to

be tested on the application of a collaborative

approach. Different research has been presented by

Rabadi&Althawbih (2018) using a linguistic

remedial program to improve the translation ability

to translate Arabic prepositions. The results of the

study indicate that there is good effectiveness.

Based on the background above, the focus of this

research is to increase the ability to translate Arabic

texts into Indonesian in Translation courses in the

Arabic Language and Art Faculty Language and

Education Study Program, Jakarta State University

using a collaborative approach. Whilethese-focus on

this action research is 1) the process of improving

the ability to translate Arabic texts into Indonesian

through a collaborative approach, and 2) the results

of the improvement in the ability to translate Arabic

texts into Indonesian through a collaborative

approach.

2 METHODS

This research used action research through the

exploratory mixed method. The research procedure

used the action model recommended by Kemmis and

McTaggart. The sample of this study were Arabic

Language Education majors in the Faculty of

Language and Arts, the State University of Jakarta in

semester 107 and semester 108 of the academic year

2017/2018, which received Translation courses in

the fourth semester.

The research data collection technique was taken

from the process of observation, interviews, diaries

note, and tests. Research data validity conveyed by

Lincoln and Guba using unique terms such as

credibility, transferability, dependability and

confirmation (Creswell, 2007). This study has two

types of data analysis techniques namely qualitative

and quantitative.

The qualitative data analysis technique used

inductive process. This means that researchers

observe the entire learning process, record the

patterns in each data collected, formulate data by

hypothesizing, and make conclusions. Parson and

Brown (in Mertler) that there are three stages of data

analysis, namely organization, description, and

interpretation (Mertler, 2014). At the organizational

stage, the activities carried out are making narratives

of the data that have been found, making transcripts

of the results of interview data, classifying data from

the results of the observation sheet and the

documents that have been collected.

The second stage is a description of each data

that has gone through a reduction process and given

a code. At this stage, the researcher connects the

data with the research question. This aims to

determine the needs of the research data. The final

stage is interpretation. The researcher analyzes the

data that has been reduced and organized so that the

processed data can answer the focus needs of the

ICELS 2019 - International Conference on Education, Language, and Society

104

research. Quantitative data analysis is presented in

the form of descriptive statistics, namely the average

value, percentage, the largest value and the smallest

value. Based on exposure from research procedures

to data analysis techniques.

3 RESULT AND DISCUSSION

The result of the analysis data shows that there is an

improvement of students’ translation ability. It can

be seen from the result of the test and learning

process each cycle. In more detail, the changes can

be seen in the graph below.

Graph 1: Comparison of Average Score in Translating

Arabic Texts into Indonesian Test

Graph 1 shows a changing of the average scores

for each stable cycle. Although the increase from

each cycle to the next cycle has not undergone a

very large change. However, this change means that

the application of collaborative strategies in the

translation learning process quite well, reaching an

average value of more than 80. Besides that, the

percentages of students’ score that pass the test in

each cycle are shown below.

Graph 2: Comparison of Graduation Percentage Test

Score in Translating Arabic Text into Indonesian

Graph 2 concluded that the percentage of

students who passed the test in translating Arabic

texts into Indonesian showed a very good change.

Overall, the number of students who passed the test

in the first cycle had experienced 95% passing, but

the scores obtained were still in the low category and

the average scores obtained were still very low. This

means that the success of the average score, daily

score, and the number of student graduations has not

been fulfilled. Then the concept of collaborative

learning that has been applied in translation learning

was built on the conceptual thinking of learning

social constructivism theory.

Especially during this time, collaborative

learning is only applied sequentially with various

techniques, but only builds the concept of

cooperation. In this study, the basic concept of

collaborative learning is understood through the

context of student psychology. Because cognitive,

social, and student motivation are a very important

part of improving students' ability to translate Arabic

texts into Indonesian. As the results of research

conducted by A, Volet, &J¨arvenoja(2010) that

recent research has recognized the importance of

social aspects in motivation that arise in

collaborative learning activities, these social aspects

are understood as a source of direct influence on

individual motivation. In this study tested the

significance of motivation in collaborative learning.

There are two characterizations of social roles in

the conceptualization of motivation, namely, social

influence and social construction, and describes the

case of research outside the cognitive-situative

context and combines individual and social

processes in motivational research. So, motivation in

collaborative learning that has tried to bridge

cognitive-situative gaps across theoretical

perspectives or using different methods.

Thus, it can be concluded that the results of this

study have a novelty value, namely the

implementation of a collaborative approach which

combines the concepts of aspects of social

psychology, motivation, and cognitive. So that it has

built the concept of creative and critical thinking

patterns of students during the discussion process in

three fairly good cycles. Although in the first cycle

there were still difficulties in developing teamwork

and communication, in the second and third cycles it

became easier. This is because the lecturers have

tried very optimally to improve teaching activities,

encourage student learning desires and also become

mediators that are in accordance with the needs of

students.

54.6

64.9

73.3

81.6

100

Pre-Cycle Cycle 1 Cycle 2 Cycle 3

SCORE

Average Score Line Improving

50%

95%

100% 100%

20%

40%

60%

80%

100%

120%

PERCENTAGE

Percentage of Test Line Improving

Enhancement of Translating Arabic Text to Indonesian through Collaborative Learning Approach: (Action Research in the Department of

Arabic Language Education, Faculty of Language and Art, Jakarta Stat

105

The concept of social constructivism applied to

learn translates Arabic texts into Indonesian through

collaborative learning based on a learning process

that focuses on students who are fully responsible

for themselves. This means that students are taught

to organize the learning process regularly. The

collaborative is designed through a stimulation

process working on translation assignments in group

discussions that are assisted by peer learning so that

students develop a sense of belonging. Learning is

closely related to the cognitive development of

students. The social-cognitive theory focuses on the

social framework in which learning takes place

(through the process of observation, modelling), the

interaction of individuals with the environment,

learning associated with reality, understanding the

importance of situations and social contexts for

learning.

In Trif's study (2015), analyzing the use of

teaching strategies based on scaffolding

development. The premise is that the teacher gives

students all the information needed to complete the

task, updates the rules so that students become able

to direct their own attention, to plan and control their

own activities. The concept of the research is in line

with the research that has been developed in this

action research. It is known that scaffolding is part

of the application of collaborative learning. In this

study, this technique was applied to a variety of

concepts. Researchers have applied collaborative

learning oriented to student participation, teamwork,

highlighting the role of individuals in social groups

so that it reflects the role of human beings as social

beings, building the desire to help colleagues who

have weak abilities, and focus on regular learning

activities. These activities have been aligned with

cognitive learning theories that have emphasized

learning processes rather than learning outcomes.

The application of activities in collaborative

learning indirectly develops communicative

concepts that run in two directions or interactively.

In addition, students who have weak abilities feel

motivated by peers in learning. This increases the

motivation process of students to continue learning.

In addition, students are trained to think critically.

Because everyone is required to give an opinion to

the discussion group. In Kwan & Wong's (2015)

study it was found that constructivist learning

environments have a direct influence on critical

thinking skills, cognitive strategies and motivation

bridge bridges the relationship between

constructivist learning environments and critical

thinking skills. Thus, it can be said that the learning

process based on the concept of collaboration

provides mediation or facilities to students in

building a sense of self-confidence and motivation to

learn, critical thinking patterns, ways to

communicate and a dynamic social environment.

Implementation of collaborative learning

approach in the translation learning process refers to

Reid's theory concept. There are five stages that are

implemented in collaborative learning for

Translation learning. The first is engagement. At this

stage, the lecturer evaluates the ability to explain,

the desire to learn, and the intelligence possessed by

students. Based on the concept, the lecturer divides

students into groups. Each group has a variety of

student abilities ranging from low, medium and high

levels. This activity appears in the preliminary

activities. This stage appears in the learning process

in the first cycle. In the second cycle, the assessment

of the ability of students appears at the appearance

of each student in reviewing the material that has

been studied. This is the same in the third cycle.

However, the division of the second cycle group was

carried out alternately based on the learning

outcomes in the meeting. For the third cycle carried

out in pairs.

The second stage is exploration. At this stage, the

lecturer starts the teaching and learning process by

stimulating students to actively conduct question and

answer and discussion in groups. In addition,

students are also involved in providing material or

having Arabic texts to be translated into Indonesian.

Every cycle starting from the first cycle to the third

cycle, this exploration activity is carried out at the

beginning to sharpen students' understanding of the

material to be studied and review the material that

has been studied.

The third stage is transformation. From the

different abilities possessed by each student, then

each member exchanged ideas and held group

discussions. That way, students who initially have

low achievements, over time will be able to increase

their achievements because of the mutual learning

process from students who have high achievements

for students who have low achievement. This

activity also takes place with the concept of

interdependence among students, but lecturers

continue to build students' independence in learning

and completing individual tasks. At this stage, the

learning process is built that prioritizes

collaboration. In research Mandal (2009) and

Siddique & Singh (2016), cooperative learning

students are given the opportunity to write and

rewrite what they have written. Peer criticism helps

students sharpen their knowledge of the structure of

essays and the rules of grammar.

ICELS 2019 - International Conference on Education, Language, and Society

106

From the results of this study known that in the

process of collaborative implementation is the

concept of cooperation is a very important part.

Thus, the process of student social life is well built.

This can affect the concept of applying student

collaboration. As found in research (A, Violet,

&J¨arvenoja, 2010), in the development of

collaborative learning constructs it was found that

well-developed social roles influenced the level of

motivation of students in collaborative learning. The

same study conducted by Navarro-Pablo &

Gallardo-Saborido (2015) showed that cooperative

learning and task-based learning were effective in

teacher training activities. The same is done from

Saborit, Fernández-Río, Cecchini Estrada, Méndez-

Giménez, & Alonso (2016) that there are positive

attitudes and perceptions of teachers related to the

implementation of cooperative learning in the

context of education. The same opinion from Slavin

(2015), cooperative learning is the best learning

concept to improve student achievement when the

learning group has the same goal. From this view

can be understood that cooperative learning has the

same concept with collaborative learning. Because

learning has the purpose of building togetherness.

The fourth stage is the presentation. After the

discussion is complete, each group has to deliver the

translation results. Other groups or other students

must make notes and provide corrections. Then

students are asked to convey the results of their

assessment through a question and answer process.

The fifth stages of exploration, movement and

presentation are carried out at the core activities.

This activity is carried out for 60 minutes or more.

The fifth stage is a reflection. This stage appears

in the closing activity. The lecturer designed the

closing activities very attractively and increased the

interest of students to continue translation learning.

After completing the presentation, a question and

answer process occurs between groups. This

question and answer are aimed at the process of

reflection on the teaching and learning process of

Arabic texts into Indonesian. Students also provide

an alternate review of learning outcomes and an

assessment of the results of the translation.

Some advantages that have been found from

each meeting for three cycles include;

a. Building an attitude of working together and

tolerance for differences of opinion, ideas, raised

by students during the discussion process.

b. Creating a sense of responsibility and concern

for colleagues who have difficulty in translating

Arabic texts into Indonesian.

c. Building critical thinking skills in giving an

assessment of the results of the translation.

d. Providing an in-depth understanding of the

different ways of working together in teams and

individuals.

e. Building a concept of mutual motivation among

friends.

f. Creating an interactive communication process.

So, collaborative learning during the learning

process of translating Arabic texts into Indonesian is

able to stimulate creativity and critical thinking

patterns of students, develop attitudes towards the

teaching and learning process, and can broaden

horizons. Collaborative learning instils cooperation

and tolerance for other people's opinions and helps

each other among students. the excess found proved

this assumption.

4 CONCLUSIONS

The results of improved learning to translate Arabic

texts into Indonesian using collaborative learning

have shown very good development. The average

score of each cycle has shown changes. The average

score of the test in pre-action to the first cycle has

increased by 10.3 or from 54.6 to 64.9. The average

score from the first cycle to the second cycle

increases 8.4 or from 64.9 to 73.3. The average score

from the second cycle to the third cycle also

increases 8.3 or from 73.3 to 81.6. This study has

several implications. The collaborative learning

approach is learning that can be applied to any

subject. In addition, collaborative learning is also

suitable for large classes of more than 20 students.

Because the concept of learning-built collaboration

awareness. The results of this study recommend the

practice of teaching and learning foreign languages

such as Arabic. Researchers can use collaborative

learning for other subjects that have characteristics

according to learning needs.

For Arabic lecturers, the results of this study can

be used to be one of the choices of learning

approaches that can be combined with other learning

approaches or methods for teaching Arabic. It’s not

only for the learning process in the class but also the

lecture can be used to design syllabus. In addition,

the results of this study can also be used as a guide

for designing translation material or modules for

courses.Forstudents, collaborative learning combines

using varied learning media can attract the desire to

study in class. The results of the study show that

collaborative learning has developed a thinking

pattern of students who are more critical and

Enhancement of Translating Arabic Text to Indonesian through Collaborative Learning Approach: (Action Research in the Department of

Arabic Language Education, Faculty of Language and Art, Jakarta Stat

107

creative. Students are able to have a positive attitude

in working with colleagues. In addition, students

also have the ability to assess the results of student

assignments very well.

ACKNOWLEDGEMENTS

I ask permission to all people that their references

have been cited by me. I thank you to all people that

have helped me to finish this research

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