PROMOTING TRANSLATION-BASED STRATEGY AS A MEDIATORY ROLE FOR READING COMPREHENSION SKILL IN SENIOR HIGH SCHOOL

Siti Ma'murotul Rizqiyah, Diah Retno Widowati, Mochamad Imron Azami

Abstract


Abstract: This study investigates the role of Translation-Based Strategy (TBS) as a mediatory tool in enhancing reading comprehension among senior high school EFL students. Employing a mixed-methods explanatory sequential design, the research involved 72 participants selected through purposive sampling at a public boarding school in Batu. Quantitative data were collected through reading tests and questionnaires, while qualitative data were gathered via interviews. The results of the regression analysis (F = 7.978, p = 0.006) demonstrate a statistically significant relationship between TBS and students’ reading comprehension. Qualitative findings further reveal key challenges faced by students, including structural and contextual differences between English and Indonesian, difficulty in sentence organization, and limitations of translation tools. Despite these challenges, TBS proves to be a valuable scaffold for developing vocabulary, understanding sentence structures, and improving contextual meaning in texts. The findings support the integration of translation as an effective pedagogical strategy in EFL reading instruction and recommend combining TBS with critical reading skills to maximize its impact.

 

Keywords: Translation-Based Strategy, reading comprehension, EFL


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