Abstract Formatted: English (United States)

The purpose of this study was to increase the student’s learning achievement in English
learning especially in translation class subject by using Semantic Feature Analysis (SFA)
Model. This study used employed classroom action research approach by using developed by Commented [U1]: Suggestion:
The purpose of this study is to investigate the effectiveness of
Elliot (2007). The dData was collected by using through observation, interview, and Semantic Feature Analysis (SFA to increase the students;’ learning
achievement in translation subject.
translation test. The total of participants was were 45 students who were students
Departement of English Literature Departement. The data was analysedsis technique by
usinged consisted of descriptive statistics and paired- sample t-test. This SFA model was
implemented during 6 meetings. The result showed that there was a signifcant increase on the
student’s learning achievement after the treatment which. It was proved through by paired-
sample t- test analysis result which showed indicating that sig. value (0.00) wasis lower than
0.05 (significantce standard), and t-table (26.240) wasis higher than t-valuecount (1.680).
ThisIt proved that SFA model can be used as anone of effective models in forein language
learning especially in translation subject.

Keywords: Semantic Feature Analysis, Translation Class, Linguistics Aspect, and Learning Formatted: Font: Italic

Model.

Introduction

Translation is one of the pivotal subjects learnt studied in the foreign language learning
program. Generally, translation is an activity of mediating meaning from a source language
into a target language. The ability to choose the a particular correct translation technique is an
indispensable skill to translators; therefore it is essential for a translation student to be aware
of why a particular technique is used (Zainudin and Awal, 2012). There are various studies
related to how to overcome problems faced by lecturer and students in translation class, as it
cannot be denied that in the class, students or lecturers face some problems which potentially
can give rise to a negative effect to the student’s learning performance.
One of the problems faced by students in translation class is how to distinguish the words
which have similiar meaning in generally like (get and acquire), (overcome, solve and
tackle), (see and look for) and the other similiar wordsso on. In fact, thise problems hasve
negatively influenced negatively to the student’s motivation and performance. It was proven
by thestudent’s translation test result of. 45 students were given translation test and the
resultwhich showed that the majority of students weare in the low and very low category,
the percentages weare 42.22% and 53.33% respectively. The result indicatedshows that there
wais no student who couldan get high score. Generally, the students’ average score average
of students wais 51.66, and it wais in the very low category. This datae result supports the
previous statement that the majority of the students have faced problem in distinguishing the
words which havde similiar meaning, especially verbs.
Based on the observation result, some lecturers in the university still implementuse the
traditional method in translation class. SuchThe traditional method more focuses onis very
much oriented towards the ‘reading and translatinge’ approach as was highlighted by Davies
(2004). Davies also considereds that there should be an alternative approach to the traditional
‘reading and translatinge’ because translation itself is a complex linguistic process.
Therefore, it is important to train the students to acquire importantnecessary linguistic skills,
as intrinsically linguistics aspect cannot be separated in language teaching
Intrinsically, there are some methods which can be implemented in foreign language
learning especially in translation class. H, however, based on the problems mentioned
previously, students need a learning method which can build their conceptual knowledge and
students are prompted them to focus on the relationship between vocabularies. Some studies
conducted by Fisher (2004), Anders (1986), Buehl (2017), Santa (2004), Johnson & Pearson
(1984), Bos & Anders (1990) proved that semantic feature analysis, which is one of an
approach in linguistics can be used as one of the effective methods in language learning
especially in foreign language learning. Semantic feature analysis could helps students to
grasp the "uniqueness" of individual words and aids students in their reading development by
increasing their personal and academic vocabulary (Johnson & Pearson, 1984). By Commented [U2]: Do you mean ‘general’?

implementing this method, students are expectedhoped to be able gaining to gain a better
insight about the concepts and to have adequate vocabulary needed in order to comprehend
the text or topic.
Some studies show that the use of semantic feature analysis in language learning process
can improve students' comprehension, vocabulary, and content retention. This strategy helps
students to examine related features or concepts and make distinctions among them. By
analyzing the completed matrix, students are able to visualize connections, make predictions,
and have a better understand on some important concepts (Johnson &Pearson, 1984; Buehl,
2017). Thereore, this method is considered appropriateproper to be used as an alternative
method in translation class. This method also can also be implemented by lecturer in the
whole class, small groups, or individually. Monitoring each student's matrix can provide
information s to the lecturers with information about how much far the students have
understood know about the topic. This allows teachers or lecturers to tailor the instruction
accordingly (Johnson& Pearson, 1984; Lenski, 1999).
By using this model, students will meticulously grasp meticulously the use of every
vocabulary which has similiar meaning, so the students can choose the proper lexicon in
translating. This model can also increase the student’s vocabulary skill, as intrinsically this
method uses a matrix to help students discovering how aone set of things areis related to one
another.The use of matrix will prosecute students to find other vocabularies which can reflect
or describe the main vocabulary.
Semantic Feature Analysis
One of aspectsthing which must be noticed in language learning is the linguistic
aspect of the language. It cannot be denied that plenty a number of lecturers have ignored the
linguistic aspect in teaching foreign language, and in fact, it has causedgiven rise to negative
effects to the students like lack the low of learning achievement and academic motivation.
Semantic feature analysis (SFA) is an approach in linguistics which can be implemented in
foreign language learning. Johnson & Pearson (1984) and Lenski (1999) described SFA as a
strategy which engages students in reading assignments by asking them to relate find out the
relationship between the selected vocabulariesy and theto key features of the text. This
technique uses a matrix to help students to discover how one a set of things areis related
withto one another.
Johnson & Pearson (1984) emphasized that SFA can improve students'
comprehension, vocabulary, and content retention. This strategy helps students to examine
related features or concepts and to make distinctions among them. By analyzing the
completed matrix, it will trigger students will be triggered to grasp plenty of vocabularies,
and as when the students completed the matrix, it means that studentsthey are able to
visualize the connections, make predictions, and have a better understanding on some
important concepts. It is supported by Billmayer (2003) sayingwho says that when students
use SFA in foreign language learning, they are supported it helps them deeper not only to
understand the term more deeply, but also helps their to comprehend it better. Furthermore, it
will also increase their sion as well as academic vocabulary mastery.
Moreover, Johnson & Pearson (1984) saidays that SFA is a method designed to teach
students by showing them how to do to systematically thinking about to distinguish thewords
in terms of their relevant and irrelevant features of words. Thise concept will help students to
grasp the "uniqueness" of individual words and aids students in their reading development by
increasing their personal and academic vocabulary.Therefore, the method has been shown
proved to be especiallyeffective especially in improving the content area reading vocabulary
and comprehension(Anders & Bos, 1986). Commented [U3]: Sorry, this phrase does not make sense.

Semantic feature analysis works to expand various conceptual categories of schema,

through questioning and self-questioning strategies (Anders &Bos, 1986; Ausubel, 1963).
There is a strong theory underpinning semantic feature analysis known as schema theory.
This theory revolves around the idea that knowledge is organised into units known as
schemata. Schemata includes information e.g. as to how the knowledge is used (Spiro, 1980).
Schwartz and Raphael (1985) stated that SFA helps students to visualise and understand the
relationships between the familiar and the less familiar terms while brings the meaning of an
unknown term into focus through the generation of analogies and examples. Students are able Commented [U4]: Sorry, this phrase does not make sense

to integrate their prior knowledge with new information andwhile at the same time, it
buildsing the semantical relationshio ly related categories ofbetween the words and concepts
(Bransford, Brown, & Corking,1999; Smith, 1997). Semantic feature analysis has been
shown to be a more effective vocabulary building strategy than contextual analysis strategy
(Toms, 1982).
To implement this strategy in foreign language learning, there are some steps
developed based on the theory proposed by Johnson & Person (1984) and Lenski (1999)
which must be followed developed based on the theory proposed by Johnson & Person
(1984) and Lenski (1999). The steps consist of 1) Students elect some words which have
similiar meaning when they are translated in Bahasa Indonesia. 2) Students must find some
articles or essays which use the verbs 3) Lecturer Next, assist students in listing the properties
or features of the verb across the top row of the chart. 3) Once the matrix is complete, lecturer
reviews all the words and properties with the students and have asks the students to read the
selected textthem carefully read the text selection. 4) Lecturer Aasks students to identify
which vocabulary words best communicates the essential properties feature of the topic.
Hall (2006) saidys that SFA can be implemented with the whole group, small group,
or an individual, by either by the teacher or by a paraprofessional. Hall also proposeds the
steps to implement this strategy which consist of 1) two or three similar objects are placed in
front of the student like pencil, pen or highlighter) 2) teachers creates aA chart listing the
three objects across the top, created by teachers, then is give itn to the students. 3) The
students are then asked to think of features of object featuress to list down the side (lead,
gray, eraser). 4) After an adequate numberamount of features are listed down the side,. Tthe Commented [U5]: What do you mean with this?

students compare the two or three objects by adding “+” or “– “signs in columns to see which
objects have the stated features. 5) After this is completed, a definition is then created. This
definition is based on the different features that could help to distinguish each object.

Research Method

This study used classroom action research approach by using model developed by
Elliot (2007). This approach consists of four phases namely planning, implementation,
observation and reflection. Data collection techniques used in this study consisted of
observation, interview, and test. Observation is used to investigate was related the responses
of students during learning process by using SFA model. Another technique used was
learning achievement test. The kind of the test used was translation test , (the students were
provided an essay which uses Iindonesian language, and it must bethey are instructed to
translate it intod in Eenglish) version.
The participants were theare students of Department of English LiteratureDepartment
who wereare studying in the first semester. The total number of the participants wasis 45
students (28 women and 17 men). This study was conducted in two cycles; each cycle was
iscarried out within 3 meetings. Therefore, the total of meetings organized was six 6 meetings
and in every meeting, was organized by usingthe SFA model was implemented. Based on the
student’s presence list, it can be seen that all participants attented the meetings fully.
The data analysis technique which was used consisted of descriptive statistics and
inferential statistics. Descriptive statistics aimeds to describe the learning achievement level
of students within every cycle. The learning achievement category which was used, was
developed by Arikunto (2005). Thise category can wasbe divided into 5 categories which can
be seen clearly on the below table.
Table 1 Formatted: Centered

The Categorizationof Learning Achievements

Learning
Score Categorization
Achivement Level
90% - 100% 90-100 Very High
80% - 89% 80-89 High
65% - 79% 65-79 MiddleModerate
55% - 64% 55-64 Low
0% - 54% 0-54 Very Low
 Another data analysis technique which was used was the paired sample t-test which
was the part of inferential statistics. This technique aimeds to know whether or not the SFA
model implemented in translation class couldan significantly increase the students learning
achievements significantly. Qualitative data collected through observation and interview was
analyzed using descriptive analysisly. Formatted: English (United States)

Result and Discussion

SFA model was implemented by noticing the procedure proposed by Johnson &
Person (1984), Lenski (1999), and Hall (2006). Before starting the learning process, students
learning achievements of students weare identified measured and taken as the pre-test data. In
Tthe previous part, it washas been explained that the learning achievements wereare
measured by using translation test. After analyzing the pre-test data, the data wasis
dividedcategorized into five5 categories based on the Arikunto’s categorization.
Table 2 Formatted: Centered
Student’s Pre-Test Score Result

Score Categorization Frequency Percentage

90-100 Very High 0 0% Formatted: English (United States)

80-89 High 0 0% Formatted: English (United States)

65-79 Moderate 2 4.45% Formatted: English (United States)

55-64 Low 19 42.22% Formatted: English (United States)

0-54 Very Low 24 53.33% Formatted: English (United States)

Total 45 100% Formatted: English (United States)

Based on the table, it can be seen that the majority of students are in the low and very
low category. , tThe percentages wereare 42.22% and 53.33% respectively. The result shows
that there wasis no student who can get high score. Generally, the score average of students
average score asis 51.66, and it wais in the very low category. The score is collected before
starting the learning process by using SFA model. After passing the 3-meeting learning
process during 3 meetings, student’s learning achievement wais re-measured, and the result
of test can be seen on the below table.
Table 3 Formatted: Centered

Student’s Learning Achievement in the First Cycle

Score Categorization Frequency Percentage

 90-100 Very High 0 0% Formatted: English (United States)

80-89 High 0 0% Formatted: English (United States)

65-79 Moderate 18 40% Formatted: English (United States)

55-64 Low 27 60% Formatted: English (United States)

0-54 Very Low 0 0% Formatted: English (United States)

Total 45 100% Formatted: English (United States)

Acoording As per datato the table, it can be concluded that the majority of students
are were in the moderate and low category. The percentages weare 40 % and 60%
respectively. Generally, the student’s score average wasis 61.88, and it wais in the low
category. The result shows that there wais an increase of 10.22 before using SFA model. The
learning process wais continued by still using SFA model during three3 meetings, and the
student’s learning achievement wais re-mesured after the meetings. The measurement result
of student’s learning achievement can be seen on the below following table.
Table 4 Formatted: Centered

Student’s Learning achievement in the Second Cycle (Post-Test)

Score Categorization Frequency Percentage

90-100 Very High 0 0% Formatted: English (United States)

80-89 High 8 17.78% Formatted: English (United States)

65-79 Moderate 37 82.22% Formatted: English (United States)

55-64 Low 0 0% Formatted: English (United States)

0-54 Very Low 0 0% Formatted: English (United States)

Total 45 100% Formatted: English (United States)

The table shows that the majority of students weare iI then moderate and high
category. The percentages weare 82.22% and 17.78% respectively. Generally, tThe score
average score wais 73.33, and it is was in the moderate category. Therefore, it can be clearly
seen clearly that there is was an increase of 11.44 when it is compared with the student’sfrom
the score in the first cycle. To know evaluate whether there wais a significant increase on the
student’s learning achievement after passing the six6 meetings by using SFA model, or not,
the scores are were analyzed by using paired sample t- test. The analysis result can be seen on
the below table.
Table 5 Formatted: Centered
 The Result of Paired Samples T-Test

Paired Differences
95% Confidence Sig.
Std. Std.
Interval of the t df (2-
Mean Deviati Error
Difference tailed)
on Mean
Lower Upper
Post-Test – 21,667 5,539 ,826 20,003 23,331 26,240 44 ,000
Pre-Test

The table shows that there wais an increase of 21.667 after passing four4 meetings.
Based on the table, sig. Value (0.00) wasis lower than 0.05 (significance standard) which. It
means that there wais a significant increase on the student’s learning achievement afterby
using SFA model. Moreover, the analysis result shows that t-table wasis 26.240 and t-count
score wasis 1.680. It proves that the difference of pre-test score and the student’s score in
second cycle wais significant. Therefore, SFA Model wasis proved as the effective model in
increasing student’s learning achievement on Eenglish foreign language learning especially in
translation class.
Student’s pre-test data was analyzed by using error analysis approach, and it was
found that one of the students’ weaknesses of students is in distinguishing the similiar terms
or words. The majority of students in the translation class faced the similiar problem. When
students were instructed to translate “dengan belajar, siswa dapat memperoleh ilmu
pengetahuan”, . Ssome of them students wrote “By learning, students can get knowledge”.
Intrinsically, the proper lexicon which can be used to translate the phrase “memperoleh ilmu
pengetahuan” is “acquire knowledge”. Therefore, based on the problem, SFA model is truly
needed by students, as students in order to help them tocan grasp the use of “get” and
“knowledge” properly.
The result of this study supports some previous studies like Fisher (2004), Anders
(1986), Buehl (2017), Santa (2004), Johnson & Pearson (1984), Bos & Anders (1990) which
showed that the use of semantic feature analysis as a learning method couldan increase the
student’s ability in understanding lexicon. After implementing this model, students can
meticulously grasp meticulously the similiar lexicons and distinguish the lexicons. The
finding is similiar with the theory proposed by Billmayer (2003) statingwho says that SFA
helps students to have a deeper understand on similiar terms and it can indirectly increase the
their student’svocabulary skill indirectly.

Conclusion
 Semantic Feature Analysis (SFA) model is one of foreign language learning models
which can assits student to by noticingotice the linguistics aspect of the language. Lingustics
aspect noticed is semantics aspect. After passing six6 meetings by using SFA model, it can be
conluded that there wais a signifcant increase on the student’s learning achievement. It was
proved through paired sample t- test analysis result which showed that the sig. value (0.00)
wasis lower than 0.05 (significance standard), and the t-table (26.240) wais higher than the t-
couscorent (1.680). Therefore, SFA model can be used as one of effective strategies in
foreign language learning especially in translation class.