Teaching implicit vs explicit reading comprehension skills and translation performance of Iranian undergraduate students

Abstract

Purpose This paper reports on a quasi-experimental research performed in the field of reading comprehension and translation quality. The purpose of this paper is to investigate the comparative effect of explicit vs implicit reading comprehension skills on translation quality of Iranian translation students at BA level. Design/methodology/approach The design of this research was quasi-experimental in nature. This design was preferred in this study, as it was impossible to assign random sampling to the subjects and apply a true experimental design. The research in hand was also a comparative group design research in a sense that it was supposed to compare two reading comprehension methods (explicit vs implicit) with different treatments. Findings In light of this research, some conclusions can be drawn. It can be concluded that there is a positive and direct relationship between reading comprehension and translation, as the first step of translation is to understand the content of the source text (Reid, 1993). Research limitations/implications The reading comprehension ability of translation students should be enhanced in their undergraduate classes so that they can better understand the source text and produce a more fluent translation. In order to teach reading comprehension skills, both implicit and explicit techniques can be applied; however, it is better if the subjects receive explicit instruction, as this technique may have more positive results. Originality/value Various researchers have explored explicit and implicit instructions on such areas as reading, speaking and listening (see, e.g. Jalilifar and Alipour, 2007; Vahid Dastjerdi and Shirzad, 2010; Negahi and Nouri, 2014; Khanbeiki and Abdolmanafi-Rokni, 2015; Khoii et al., 2015; Mostafavi and Vahdany 2016; Rahimi and Riasati, 2017). Although the results of these studies have shown the positive impacts of both explicit and implicit teaching, explicit has more positive impacts. However, the review of the literature shows that explicit and implicit reading comprehension skills have not been investigated in relation to teaching translation and their possible impacts on translation quality.

Pengembangan Buku Saku Berbasis Explicit Instruction Pada Mata Kuliah Hubungan Masyarakat

“…Penerapan pembelajaran dengan model explicit instruction juga dilakukan dalam penelitian yang dilakukan oleh (Shanahan et al, 2019) dengan hasil penerapan model ini mampu memberikan strategi membaca dalam berbagai konteks, dan pada akhirnya siswa akan menggunakan strategi pembelajaran secara mandiri dengan banyak keberhasilan. Selain itu terdapat penelitian eksperimen mengenai model pembelajaran implicit dan explicit oleh (Vasheghani Farahani et al, 2019) dengan tujuan meningkatkan pemahaman membaca dan kinerja terjemahan dalam mahasiswa sarjana Iran dengan hasil kelas eksperimen yaitu kelas explicit lebih memahami bacaan dan berdampak lebih positif pada kualitas terjemahan yang dilakukan. Dengan ditunjang dengan adanya hasil penelitian yang dilakukan dan didukung oleh penelitian terdahulu maka dapat dinyatakan bahwa penggunaan buku saku PR berbasis explicit instruction pada mata kuliah hubungan masyarakat sangat baik digunakan.…”