How to cite:
Nur Hasanah. (2022). Critical Thinking Ability in Translation 5 Course
Online Tutorials. Journal of Eduvest. Vol (2): 767-776
E-ISSN:
2775-3727
Published by:
https://greenpublisher.id/
Eduvest – Journal of Universal Studies
Volume 2 Number 4, April, 2022
p- ISSN 2775-3735- e-ISSN 2775-3727
CRITICAL THINKING ABILITY IN TRANSLATION 5
COURSE ONLINE TUTORIALS
Nur Hasanah
STKIP Kusuma Negara, Indonesia
Email: nur.hasana[email protected]m
ARTICLE INFO
Received:
March, 26
th
2022
Revised:
April, 16
th
2022
Approved:
April, 18
th
2022
This study aims to determine students' critical thinking skills in
online tutorials for translation 5 courses. The research method
used is a qualitative descriptive method using an assessment
rubric proposed by Finken and Ennis (1993). The results
showed that there were still at least 2 students who were able
to demonstrate critical thinking skills in discussions 1,3, and 4
in the online tutorial for the Translation course 5. In discussion
1 only 2 students out of a total of 31 students showed good
development in critical thinking skills and in discussion 3 , only
1 out of 26 students have the same development of critical
thinking skills. The same thing is also seen in discussion 4, only
2 students out of a total of 27 students have good
development. Therefore, critical thinking skills in online
tutorials for translation 5 courses still need to be improved.
KEYWORDS
Critical thinking skills, Online Tutorials, Translation
This work is licensed under a Creative Commons
Attribution-ShareAlike 4.0 International
INTRODUCTION
In the English literature study program with an interest in translation at the Open
University, one of the demands for students is the ability to annotate translations. The
translation annotation itself is done when students are faced with a translation problem,
then understand the problem to get a solution to the translation problem they are facing
(Junaedi, 2017). According to (Zaim, 2014), translation annotations are carried out by
paying attention to the translation process which produces comments or notes including
discussions about various aspects of the source text. This translation annotation is
considered as a form of the translator's responsibility for the choice of equivalents he uses
in the target text. Translating is not an easy activity to do. (Bawarti, 2017) revealed that
Nur Hasanah
Critical Thinking Ability in Translation 5 Course Online Tutorials 768
there are tools that a translator must have, namely intellectual tools and practical tools.
Intellectual tools include good ability in the source language and target language,
knowledge of the subject matter being translated, application of the knowledge possessed
and skills (Masrokhah, 2018). In practical tools, translators have the ability to use reference
sources and the ability to understand context. Machali emphasized that these two tools are
the basic capital that a translator must have. Meanwhile, (Ahmad, Akzam, & Yunita, 2019)
revealed that a translator must have competence that involves knowledge, skills and quality.
These competencies were started to be built and taught to students taking English literature
study programs with an interest in translation.
Students who take an English literature study program with an interest in translation
can be considered as prospective translators The courses that must be taken by students are
courses that improve their competence as a translator. Therefore, the exercises in the form
of discussions and assignments were arranged by taking into account the improvement of
the two tools. One of the courses to improve translation competence is the Translation 5
course. In the e-learning that has been prepared for this course, there are 8 sessions
consisting of 8 discussion forums in each session and 3 assignments given in sessions 3,5,
and 7 In the discussion forum, the question developer provides problems or questions in
each session to be answered by students. The questions given are open-ended questions
that require a description answer that contains the exposure of knowledge, arguments,
opinions to the results of thoughts. Through this type of question,
Through open-ended questions, students are required to answer questions with
descriptions so that responses can be seen that show students' abilities in searching,
expressing opinions and making arguments. In this open-ended question, of course,
students do not just choose answers as they do when working on multiple choice questions.
By searching for scientific reasons to arguing, the thinking processes of students can be
seen through their writings so that their critical thinking abilities can be assessed.
Education experts agree that the ability to think critically is an important ability
possessed by students and has even become one of the important goals of education
(Muizuddin & Zubaidah, 2015). Basically, when students have critical thinking skills,
students try to find or find opinions that can be the same or even different. In responding
to the differences of opinion that have been found, students need to deepen their insight to
find reliable sources of reading then analyze them and decide to use the opinion that is
closest to scientific truth. William M Bart, an educational psychologist, considers critical
thinking skills important to have because it is one of the abilities and becomes the main
output in 21st century learning. Critical thinking skills are not only important in the world
of education, but are also important in various other aspects of life such as aspects of life.
moral, social, and mental (Mohammadpour, Khalili, & Hashemi, 2015). Of course, these
various aspects are needed by students when they are outside the education unit.
In the world of translation, especially in the academic environment, it is important
for students as prospective translators to improve their critical thinking skills through
translation annotations. The thinking process of students in the field of translation can be
seen when they write translation annotations. They express reasons to make arguments to
support the reasons for choosing an equivalent that they think is appropriate. Translation
annotations are also one way to avoid cheating on student answers because each student's
annotation should be different considering the reasons for each student so that the thinking
process is not the same. Even though they have similar scientific theories or truths, the
ways of conveying and arguing in favor of these scientific truths are still different. Not to
mention, support for reading sources can also be different.
Questions to hone students' translation annotation skills are given per session. In this
study, sessions 1, 3, and 4 can represent to be used as a measuring tool in the assessment
Eduvest – Journal of Universal Studies
Volume 2 Number 4, April 2022
769 http://eduvest.greenvest.co.id
of critical thinking skills. For example in discussion 1, the question is about a part of the
text that is difficult to translate. This question is answered by stating the reasons why the
passage is considered difficult. The answers given were varied. The answer in the form of
a description is used as an assessment material to measure the critical thinking skills
possessed by students. Several aspects were assessed using the Illinois Critical Thinking
Essay Test (ICTET) criteria. ICTET is one of the assessments developed by Marguerite
Finken and Robert H Enis (1993). This type of assessment can be used to assess students'
critical thinking skills at the high school level to higher education by emphasizing also on
writing skills. According to Zubaidah (2015) ICTET is a very good assessment rubric,
especially if it is applied using only one essay question, and does not consist of several
questions. In the discussion session, the online tutorial in this study presents the form of
only one essay question for each discussion. Therefore, ICTET is considered appropriate
to use. In the discussion session, the online tutorial in this study presents the form of only
one essay question for each discussion. Therefore, ICTET is considered appropriate to use.
In the discussion session, the online tutorial in this study presents the form of only one
essay question for each discussion. Therefore, ICTET is considered appropriate to use.
RESEARCH METHOD
This study uses a qualitative descriptive method because this study only observes the
answers of the online tutorial participants and the research results are presented
descriptively and as is. The data are the answers in discussions 1, 3, and 4 on UT e-learning
in the Translation 5 course with class code BING4435.08. The research was only conducted
for discussions 1, 3, and 4 due to time constraints and in addition, some instructions in the
discussion forum did not direct students to provide analysis so that these types of questions
did not produce answers that could be assessed through the Illinois Critical Thinking Essay
Test criteria. In discussions 1,3, and 4, there are essay questions that can be given critical
thinking assessments according to the assessment rubric proposed by Finken and Ennis
(1993). The rubric used is a minimal structure critical thinking rubric, where the essay has
a minimal structure because the questions in discussion 1 to 5 are simple questions that
must be answered or a problem that must be solved by online tutorial participants. The
rubric in question can be displayed as follows:
Nur Hasanah
Critical Thinking Ability in Translation 5 Course Online Tutorials 770
In their presentation, Finken and Ennis (1993) explained that in general there are 3
levels of features that are in the spotlight, namely:
Features at the text level which consists of focus, supporting reasons, reasoning,
and organization. The researcher observes features at the text level by using observations
according to the rubric to maintain objectivity in the study. The sentence level features can
be seen in the conventions criteria. If the Illinois Critical Thinking Essay Test uses English
grammar, this study uses Indonesian grammar. To assist the assessment, the researcher used
the Sipebi application, which is an application for editing Indonesian text based on the
KBBI database(Takain, Riwu, Tobe, & Adoe, 2021). By using this application, researchers
have conducted an objective assessment of convention. The last feature is a holistic feature.
In this feature, the researcher observes to what extent the questions or problems posed can
be analyzed by online tutorial students. Of course, the assessment is strongly influenced by
two other features, namely text level features and sentence level features. All features have
a value range from 1 to 6 .
After all the features have been assessed, the average value can be drawn which can
be interpreted as follows:
Average score 1-3:it can be said that those who get this score do not show critical
thinking skills or are still in the early stages of developing these abilities. Score 4-6: it can
be said that those who get this score show the development of critical thinking skills quite
well even if the highest score is obtained, then critical thinking skills have developed well.
The simulation of the application of these values can be exemplified in the table
below:
Based on the table of assessment results obtained by HAS above, the average value
calculated is 33 (total score): 6 (total features) = 5.5. Therefore, the ability
critical thinking HAS is considered to have developed well.
The same method of assessment is also applied to other students. After all the
average scores were known, the researcher then determined what percentage of the total
students showed 'newly developed' critical thinking skills and those who demonstrated
well-developed critical thinking skills for sessions 1,3, and 4.
Eduvest – Journal of Universal Studies
Volume 2 Number 4, April 2022
771 http://eduvest.greenvest.co.id
RESULT AND DISCUSSION
Figure 1. Screenshot of discussion answer 1 on e-learning
Figure 1 is the answer to the discussion by NA. Focus has a score of 4 because it
is able to reiterate the questions in the discussion material regarding the difficulties in
translating the text that has been provided. NA is also able to describe phrases or parts of
the text that are considered difficult. On the criteria of supporting reasons, NA's answer
only gets a score of 1 because there is no reference source used to support her statement.
In this case, NA should be able to use a monolingual English dictionary or sources from
other trusted sites that can support their presentation. In terms of reasoning, NA got a score
of 2 for expressing very limited reasons, besides that in NA's answer it only provided
alternative translations for two phrases, namely sentences and the sweeping measures. NA
also does not strengthen his argument.(Introduction, 2020). For Organization, in the
answer, the line of thinking can still be identified. Unfortunately, NA does not show the
ability to form a good argumentative paragraph. Even the answer is not in the form of
paragraphs so that there is no use of cohesion and coherence in his writing(Prihatiningtias,
Emaliana, & Lailiyah, 2021)Therefore, NA gets a score of 1. The score for conventions in
Nur Hasanah
Critical Thinking Ability in Translation 5 Course Online Tutorials 772
the answer above is 6 because there is only one minor error in Indonesian grammar based
on Sipebi's analysis, such as the use of the conjunction 'but' which should be followed by a
comma ( ,). Finally, on the integration criteria, because the answers are still relevant to the
discussion questions even though some of the mandatory features such as references and
arguments are not properly fulfilled and the presentation is still ambiguous, in this section,
NA's answer is scored 2. For example, in the explanation of the difficulty of translating
hyper partisan gridlock , NA does not provide argumentative features, only provides some
meaning but without being supported by credible references.
Figure 2. Screenshot of the answer to discussion 1 on behalf of HAS
Figure 2 is a screenshot of the answer on behalf of HAS. In the focus assessment,
HAS answers show understanding of the questions in discussion 1 and can provide answers
that focus on the topic in question. For supporting reasons, HAS provides credible
references(DHEWANATA, 2021). The reference list is not shown in the screenshot due to
limited image capture space. HAS mentions 9 references that support his argument. One
credible reference is Dewandaru, R Guntur et al. 2016. Comparison of the House of
Representatives in the Indonesian and United States Constitutional Systems. Diponegoro
Law Journal Volume 5, Number 3, 2016. This reference is a credible reference to help
understanding HAS related to the context that appears in the discussion questions(Rukin,
2019). Therefore, for supporting reasons, HAS's answer reached 6. The same score was
also obtained when looking at the reasoning criteria for HAS' answers(Pratiwi & Syarief,
2022). The answer provides a good argument accompanied by strong references to support
the argument so that it can convince the lecturer that the basis for choosing the translation
and the flow of thought is scientific. Not just guesswork and baseless. In the organization,
coherence and cohesion can be seen(Fadhil, Hasyim, & Wahyuddin, nd). Each phrase is
discussed in depth. The presentation was also delivered using conjunctions between
sentences and between paragraphs showing good relevance according to the topic of
discussion(Resviya et al., nd). In the answer text, only 1 or two minor errors occurred for
Indonesian grammar. An example of an error is the use of intrasentence conjunctions 'ie'
should be preceded by a comma (,). The same thing happens with the use of conjunctions
between sentences 'but(Aurora & Atmazaki, 2020)'. Therefore, conventions get a score of
Eduvest – Journal of Universal Studies
Volume 2 Number 4, April 2022
773 http://eduvest.greenvest.co.id
6. In integration, important features have been met in HAS's answer so that it gets a score
of 6.
Result
Critical thinking skills still need to be improved in the Translation 5 course. Based
on the 6 critical thinking assessment criteria in the Illinois Critical Thinking Essay Test,
discussions 1,3, and 4 in online tutorials show that students' critical thinking skills are still
lacking. The table below is the average result of ICTET's critical thinking skills by
calculating according to the explanation in the research method.
Table of the average value of critical thinking skills in discussion 1
Based on the table above, out of a total of 31 students who took the online tutorial
for the translation 5 discussion 1 course, 22 students obtained an average score range of 1-
3. 22 students showed critical thinking skills in the early stages while the average score
range with a value of 4-5 was obtained by 7 students. 7 students showed good critical
NO.
AVERAGE
VALUE
DESCRIPTION
1.
4.16
development of critical thinking skills quite well
2.
3.5
in the early stages of developing these abilities.
3.
4.3
development of critical thinking skills quite well
4.
3.5
in the early stages of developing these abilities.
5.
5
development of critical thinking skills quite well
6.
2.16
in the early stages of developing these abilities.
7.
2.66
in the early stages of developing these abilities.
8.
2.33
in the early stages of developing these abilities.
9.
2.5
in the early stages of developing these abilities.
10.
3.8
in the early stages of developing these abilities.
11.
2.6
in the early stages of developing these abilities.
12.
5.5
critical thinking skills have developed well
13.
1.8
in the early stages of developing these abilities.
14.
2.1
in the early stages of developing these abilities.
15.
3.8
in the early stages of developing these abilities.
16.
1.5
in the early stages of developing these abilities.
17.
5
development of critical thinking skills quite well
18.
2.8
in the early stages of developing these abilities.
19.
1
in the early stages of developing these abilities.
20.
1.5
in the early stages of developing these abilities.
21.
3.5
in the early stages of developing these abilities.
22.
1.1
in the early stages of developing these abilities.
23.
3
in the early stages of developing these abilities.
24.
5.5
critical thinking skills have developed well.
25.
1
in the early stages of developing these abilities.
26.
1.3
in the early stages of developing these abilities.
27.
4.6
development of critical thinking skills quite well
28.
4.1
development of critical thinking skills quite well
29.
4.3
development of critical thinking skills quite well
30.
1
in the early stages of developing these abilities.
31
2.3
in the early stages of developing these abilities.
Nur Hasanah
Critical Thinking Ability in Translation 5 Course Online Tutorials 774
thinking skills while an average score of 5-6 was obtained by 2 students who showed good
development in critical thinking skills.
Table of the average value of critical thinking skills in discussion 3
NO.
STUDENT
NAME
AVERAGE
VALUE
DESCRIPTION
1.
FAS
1.5
in the early stages of developing these abilities.
2.
DAL
1.5
in the early stages of developing these abilities.
3.
UT
3.6
in the early stages of developing these abilities.
4.
AL
1
in the early stages of developing these abilities.
5.
NS
1
in the early stages of developing these abilities.
6.
NA
1
in the early stages of developing these abilities.
7.
NAS
2
in the early stages of developing these abilities.
8.
SES
1.1
in the early stages of developing these abilities.
9.
YAM
3.6
in the early stages of developing these abilities.
10.
SS
2.6
in the early stages of developing these abilities.
11.
MGS
1.3
in the early stages of developing these abilities.
12.
IATDW
3.5
in the early stages of developing these abilities.
13.
HR
4.8
development of critical thinking skills quite well
14.
LM
3.3
in the early stages of developing these abilities.
15.
HZH
1.3
in the early stages of developing these abilities.
16.
TRPL
2.6
in the early stages of developing these abilities.
17.
SH
1
in the early stages of developing these abilities.
18.
HAS
5.6
critical thinking skills have developed well
19.
EST
4.5
development of critical thinking skills quite well
20.
US
3
in the early stages of developing these abilities.
21.
NHMM
1.3
in the early stages of developing these abilities.
22.
ID
4.5
development of critical thinking skills quite well
23.
MARP
2.8
in the early stages of developing these abilities.
24.
NPD
1
in the early stages of developing these abilities.
25.
AP
3.3
in the early stages of developing these abilities.
26.
E
1
in the early stages of developing these abilities.
Based on the table above, from a total of 26 students who took the online tutorial
for the translation 5 discussion 3 course, 22 students obtained an average score range of 1-
3. 22 students showed critical thinking skills in the early stages while the average value
range with a value of 4-5 was obtained by 3 students. 4 students showed good critical
thinking skills. An average score of 5-6 was obtained by 1 student who showed good
development in critical thinking skills.
Table of the average value of critical thinking skills in the discussion 4
NO
NAME
AVERAGE
VALUE
DESCRIPTION
1.
UT
3.1
in the early stages of developing these abilities.
2.
PRESS
1.3
in the early stages of developing these abilities.
3.
LM
2.3
in the early stages of developing these abilities.
4.
NOA
2.1
in the early stages of developing these abilities.
5.
YAM
2.3
in the early stages of developing these abilities.
6.
NS
2
in the early stages of developing these abilities.
7.
AL
2.3
in the early stages of developing these abilities.
8.
SES
2.3
in the early stages of developing these abilities.
Eduvest – Journal of Universal Studies
Volume 2 Number 4, April 2022
775 http://eduvest.greenvest.co.id
9.
MGS
2.8
in the early stages of developing these abilities.
10.
SS
3
in the early stages of developing these abilities.
11.
HR
4.6
development of critical thinking skills quite well
12.
NMHH
1.3
in the early stages of developing these abilities.
13.
MARP
3
in the early stages of developing these abilities.
14.
NPD
3.5
in the early stages of developing these abilities.
15.
HAS
5.6
critical thinking skills have developed well
16.
HZH
2
in the early stages of developing these abilities.
17.
US
3
in the early stages of developing these abilities.
18.
IATDW
4.1
development of critical thinking skills quite well
19.
DRN
1.3
in the early stages of developing these abilities.
20.
NA
1.3
in the early stages of developing these abilities.
21.
ED
1.5
in the early stages of developing these abilities.
22.
EST
4.5
development of critical thinking skills quite well
23.
FAS
4
development of critical thinking skills quite well
24.
ID
5.5
critical thinking skills have developed well
25.
TRPL
3.1
in the early stages of developing these abilities.
26.
SH
2.1
in the early stages of developing these abilities.
27.
DAL
1.3
in the early stages of developing these abilities.
Based on the table above, out of a total of 27 students who took the online tutorial
for the subject of translation 5 discussion 4, the average score range of 1-3 was obtained
by 21 students. 21 students showed critical thinking skills in the early stages while the
average value range with a value of 4-5 was obtained by 4 students. 4 students showed
good critical thinking skills. The average score of 5-6 was obtained by 2 students who
showed good development in critical thinking skills.
CONCLUSION
The ability to think critically is an important ability needed in today's learning. This
ability can be assessed through an essay test. One of the essay test scoring rubrics that can
be applied in the online tutorial for the translation 5 course is the Illinois Critical Thinking
Essay Test. This study shows that there are still at least students who already have the
ability to think critically with good development categories. Most students have scores with
an average value range of 1-3 in discussions 1, 3 and 4 which indicates that further action
is needed so that critical thinking skills can be improved. Of course, with all the limitations
of this study, further research is still needed which requires more in-depth study covering
all discussions.
REFERENCES
Ahmad, Mawardi, Akzam, Ismail, & Yunita, Yenni. (2019). The Influence of the
Arabic Language Class Program at the CELAD Institute on Students'
Mufrodat (Vocabulary) Mastery. Al-Hikmah: Journal of Religion and Science,
16(1), 58–77.
Nur Hasanah
Critical Thinking Ability in Translation 5 Course Online Tutorials 776
Aurora, Novia, & Atmazaki, Atmazaki. (2020). THE USE OF CONJUNCTIONS
AS COHESION ELEMENTS IN THE HIGHLIGHTS OF THE
SINGGALANG DAILY NEWSPAPER, MAY—JUNE 2020 EDITION.
Journal of Indonesian Language and Literature Education, 9(4), 47–54.
Bawarti, Era. (2017). Annotated Translation of Cultural Words and Phrases in the
New Zealand Children's Novels I'm Telling on You and Barry & Bitsa. Journal
of Al-Azhar Indonesia Humanities Series, 3(1), 33–54.
DHEWANATA, KASEJENDRA. (2021). THE EFFECT OF ELECTRONIC
TRANSMITTED CREDIBILITY AND INFORMATION ADOPTION ON
PURCHASE INTENTION. Gadjah Mada University.
Fadhil, Ahmad, Hasyim, Muhammad, & Wahyuddin, SS (nd). TEXT
STRUCTURE OF FRANCE ONLINE MEDIA IN NEWS ABOUT NIIS.
JOURNAL OF CULTURAL SCIENCES, 500.
Junaedi, Mahfud. (2017). New Paradigm of Islamic Education Philosophy. date.
Masrokhah, Yuni. (2018). Translation of Japanese Proverbs into Indonesian
(Content Analysis in the Book “Japanese Proverbs/日本のことわざ. Taiyou
Japanese Journal, 1(1), 16–44.
Mohammadpour, Hemn, Khalili, Saeed, & Hashemi, Zahra Sadat. (2015). Kremen
is beyond a subsidiary co-receptor of Wnt signaling: an in silico validation.
Turkish Journal of Biology, 39(3), 501–510.
Muizuddin, Muhammad, & Zubaidah, Elok. (2015). Study of Antibacterial Activity
of Soursop Leaf Tea Kefir (Annona muricata linn.) from Various Soursop Leaf
Tea Brands in the Market [In Press September 2015]. Journal of Food and
Agroindustry, 3(4).
Introduction, A. (2020). 2 VARIETY AND SCIENTIFIC GROWTH IN
INDONESIAN LANGUAGE. Academic Indonesian, 9.
Pratiwi, Merina, & Syarief, Amiroel Oemara. (2022). Implementation of
Conceptual Reasoning Based Student Worksheet to Improve Students'
Understanding of Mathematical Concepts. APOTEMA: Journal of
Mathematics Education Study Program, 8(1), 22–31.
Prihatiningtias, Yeney Widya, Emaliana, Ive, & Lailiyah, Ni'matul. (2021). Writing
Accounting and Business Research Articles in English. Universitas Brawijaya
Press.
Resviya, M. Pd, Marni, M. Pd, Fitriana, Evi, Karya, Betty, Sos, S., & Mantili, MAP
(nd). COMMUNITY SERVICE REPORT.
Rukin, S. Pd. (2019). Qualitative Research Methodology. Ahmar Scholar
Foundation of Indonesia.
Takain, Robin Diyener, Riwu, Defmit BN, Tobe, Adi Y., & Adoe, Dominggus GH
(2021). THE EFFECT OF AIR TUBE SIZE WITH 7 METERS OUTPUT
PIPE HEIGHT ON THE EFFICIENCY OF DOUBLE VALVE HYDRAM
PUMPS. Journal of Physics: The Physics of Science And Its Applications,
6(1), 56–61.
Zaim, Muhammad. (2014). Language research methods: Structural approach.