Translation studies have been developed. There are many new translation studies produced every year. Nowadays, a primary investigation in translation studies is focused on the result-oriented studies, which is mostly in a form of contrastive analysis of source text and target text. This kind of translation studies are focused on the analysis of the transfer from Source Language into Target Language. In English Department State University of Jakarta, most of the theses of translation studies are focusing on product-oriented studies. These kinds of studies have weaknesses. Nababan (2005) pointed out that the findings of these studies are generally only based on the interpretation of the product. That such an interpretation tends to be speculative and therefore does not provide deep and thorough understanding of the translation as a process of decision making from the translator to produce an accurate and readable translation.
Different models of translation have focused on some aspect of the process of the translation. In recent era, there are some research focuses that attract researchers to become their central issues including think aloud protocols, eye movement recording, or cognitive process that occur during a translation process. These process-oriented approaches are aimed to find out how a translation is produced. Shreve et al. explain the definition of process-oriented approaches as a set of cognitive processes which is initiated at a time when a translator sits down with a source text and is terminated when a final version of a target text is released to a client. (Shreve et al., 1993:22). In other words, process-oriented approach is an approach to know the process of translating that started when the translator deals with the source text and finished when the result of the translation is produced.
While the product-oriented study cannot provide deep and thorough understanding of the translation as a process of decision making from the translator to produce an accurate and readable translation, the process-oriented study can provide an understanding of the process when the translator translate a text. One distinct example is the study using Think Aloud Protocol. TAP generally is used to provide verbal information to researcher, as the strategic indicator from the cognitive process of the translator.
Based on the process-oriented approaches, the writer interested in reading comprehension in the translation process. Even the reading comprehension process is occurred in the translation process, the translator often not realizing it and not aware that reading comprehension help them in translating a text. As we know, the process of reading aims at gaining comprehension of a text. But sometimes, translators did not read the whole text first before translating a text. A statement came from a theorist that if a translation strategy is a chain of composite operations and applied with the translation process, the reading for comprehension will not required by translators and they may choose to skip it in their entire strategy. Some translators may think like this, because they feel that to read the whole text is wasting their time and they need to do their job faster.
The above statement is on contrary with the fact that, how can a translator translate the text without reading the text? The very first step of a translation task is to grasp the meaning of the Source text, and therefore, the comprehension of the source text is needed.
The writer put his interest on the study of reading comprehension in the translation process using process-oriented approach since it can offer more detailed insight about translation process and translator's mind. The writer also conducts this study since the lack of undergraduate theses in English Department State University of Jakarta. The major focus is still about product-oriented study. An example of previous research using process-oriented approach in English Department was conducted by Achmad Tsabit. The title of his thesis is "The Decision Making in Translating Scientific and Legal Text". He used Think-Aloud Protocols to conduct his theory.
Another previous research was conducted by Gregory M. Shreve et.al. The title of his research is "Is There a Special Kind of Reading for Translation? An Empirical Investigation of Reading in the Translation Process". The quantitative measures used in this research are; the reading time per clause in seconds per word, numbers of problems identified in clauses and number of times clauses were identified as having problems, and correlation of reading time with translation problem identification. He used a sample text entitled "A Second Yalta?" by William Safire and presented it in the computer screen after he break it into clauses. Three groups were divided and given a different task for each group, in the result of this study, he found that the way translator read a text was more thorough and extent than that of ordinary reader. This study was conducted using quantitative method.
While in Achmad Tsabit study, he focused on mental process in the translation process, and in Gregory research, he focused on measuring the reading in translation process using quantitative analysis, in this study; the writer will focus on the cognitive process in reading and the helpfulness of reading comprehension in the translation process. And the data will be processed using qualitative method. The writer chooses to use survey to conduct this study. The survey is used because it is useful to find out phenomena or habits in the sampled society. The writer decided to conduct this study using 5 different individual translators. He chooses individual translators that have sufficient capabilities and knowledge of translation because, to translate a text, one has to be competent enough to translate a text.
Research Question
What process occurs when translators translating a text?
What process occurs when translator read for a comprehension?
How long does the translator need to comprehend a text?
What are the problems identified when a translator try to comprehend a text?
Purpose of the Study
This study is aimed to find out the process that occurs when translator translating a text, to reveal what process that occur when translator read to comprehend a text, to investigate the time needed for a translator to comprehend a text, and to identify what problems occur when a translator try to comprehend a text.
Limitation of the Study
This study is limited to the study of reading comprehension in the translation process 5 translators in Jakarta that have competency in reading comprehension and translation.
Significance of the Study
The study serves as the reference of the translator and the English Department student to be more aware of the reading comprehension in the translation process.
CHAPTER II
LITERATURE REVIEW
2.1. Reading Process
According to Goodman and Burke (1931), reading is a problem solving process. As readers, we try to discover what the author means while, at the same time, we build meaning for ourselves. While http://en.wikipedia.org/..../reading/ (retrieved on April, 28th 2010) defines Reading as a complex cognitive process of decoding symbols for the intention of deriving meaning (reading comprehension) and/or constructing meaning. The definition of reading is also defined by Hennings as a thinking process that sets two people in action together - an author and a reader. (Hennings, 2002:1)
A more simple definition of reading was explained by Grabe & Stoller as the ability to read, taking general comprehension that requires the reader to draw information from a text and combine it with information and expectations that the reader already have. (Grabe&Stoler, 2001:188)
From above definitions of reading process, it can be referred that reading involves our cognitive process to discover the meaning of the text and then reconstruct the meaning into reader's own perspective. When people read, they try to get the meaning of the text and then transfer it into their cognitive device and reconstruct the meaning into their own's perspective.
2.1.1. The Cognitive Process in Reading
According to http://www.thefreedictionary.com/ (retrieved on April 24th, 2010), a cognitive process is the performance of some composite cognitive activity; an operation that affects mental contents, the process of thinking, the cognitive operation of remembering"
Reading involves our cognitive process, one look at the text, one decode the text and process it in one's brain. Vaniajaran (1994) made a chart of the interactive processing model of reading:
External input (reading material)
Sensory Registers
Short-term store (working memory
Long term store
Lexical knowledge
Semantic knowledge
Syntactic knowledge
Discourse knowledge
Word knowledge
…..
…..
Figure: Interactive processing model of reading
The above diagram explains the first process of reading is gaining information from the external input, which is the reading material. Reader absorbs everything they read then process it in the sensory register or sensory memory. According to http://library.thinkquest.org/26618/en-5.2.2=sensory_memory.htm (retrieved on May 1st, 2010) Sensory memory retains the brief impression of a sensory stimulus after the stimulus itself has ended. For example, if someone sees an object. When the object has diappeared, it may still be vivid in his/her memory. Then he/she places the information in the short term store/short term memory to be processed. Sensory memory is the place of our consciousness, and includes our awareness of the sensations, feelings and thoughts that are experienced. The short-term memory is also called working memory. After processed, the information is moved to the long term store. This is the place when the information is categorized into many knowledge such as lexical knowledge, semantic knowledge, syntactic knowledge, discourse knowledge, word knowledge, etc. if the information has not been recognized yet, it will be transferred again into working memory.
2.1.2. Reading Methods
According to http://en.wikipedia.org/wiki/reading_methods/ (retrieved on April 28th,2010) there are several types and methods of reading, with differing rates that can be attained for each, for different kinds of material and purposes:1) Subvocalized. It combines sight reading and unspoken reading (silent reading). Some speed reading theorists claim it can slow reading speed and comprehension, but other studies argue that it can help dealing with difficult text. 2) Speed reading. It is a method for increasing reading speed without reducing the level of comprehension. It is closely connected to speed reading. 3) PhotoReading. It is a collection of speed reading techniques with an additional technique of photoreading to increase reading speed and comprehension. 4) Proofreading, a reading to find errors. Professional proofreaders can do it at high rates, but proofreading may affect their comprehension. 5) Structure-Proposition-Evaluation (SPE) method. It is mainly used for non-fiction works. One reads writing for three purposes: (1) for the structure of the work, which might be represented by an outline; (2) for the logical propositions made, organized into chains of inference; and (3) for evaluation of the merits of the arguments and conclusions. 6) Survey-Question-Read-Recite-Review (SQ3R) method. It is often taught in public schools, which involves reading toward being able to teach what is read, and would be appropriate for instructors preparing to teach material without having to refer to notes during the lecture. 7) Multiple Intelligences-based methods, which draw upon the reader's diverse ways of thinking and knowing to enrich his or her appreciation of the text. Reading is fundamentally a linguistic activity: one can basically comprehend a text without resorting to other intelligences, such as the, auditory, or even the logical intelligence. 8) Rapid Serial Visual Presentation (RSVP) reading. It involves presenting the words in a sentence one word at a time at the same location on the display screen, at a specified eccentricity. RSVP controls for differences in reader eye movement, and consequently is often used to measure reading speed in experiments.
2.1.3. Reading Comprehension
According to Schneider(1986), reading involves sucessive acquisition of information from a text. The reader accumulates information into a text representation by integrating new ideas from each sentence with expanding text representation. (p.314)The state of being able to represent expanding text information is called reading comprehension.
Other definition is explained in http://en.wikipedia.org/ (retrieved on April 30th, 2010) Reading comprehension is defined as the level of understanding of a writing. While in http://www.education.com/.../reading-comprehension-for-meaning/ (retrieved on April 25th, 2010) stated that reading comprehension is a complex cognitive process that depends on several factynchronous and automatic ways. It is clear that vocabulary plays inportant role in understanding everything that has been read. The reader must apply reading comprehension strategies to make sure that every single words they read matches their expectations.
To comprehend written language, we must do more than read it, and more than construct a meaning about it. According to Wittrock (1981:230) we have to derive the constructed meanings from the syntactic and semantic characteristics of the language that we read. This could be the author messages, their extensions, and/or inferences.
Another source, http://www.hhpublishing.com..../A4.html (retrieved on April 28th, 2010) explains reading strategies in two broad categories, there are literal comprehension and critical comprehension. Literal comprehension deals with the comprehension of the actual words written by the author. There are four steps in building literal comprehension; 1) selecting the topic sentence of a paragraph, 2) identifying the main idea of a text, 3) identifying the supporting details of a text and, 4) determining the meaning of words. Whereas critical comprehension skills are dealing with the reader's reasoning to discover the ideas beyond the text and make conclusions about them. The example of critical comprehension skills are: 1) recognizing the author purpose, 2)identifying author's overall organizational pattern, 3) recognizing explicit/implicit relationships between words, phrases, and sentences, 4) distinguishing between facts and opinions, 5) finding bias, 6) recognizing arguments, and 7) drawing out logical conclusions.
While the preceding source explains reading comprehension in two stages, Mohamad (http://iteslj.org/Techniques/Mohamad-TestingReading.html, retrieved on May 23rd, 2010) explains reading into three levels, literal comprehension, interpretive comprehension, and critical comprehension. Literal comprehension is related about what is actually stated, it involves the skill to find information and ideas that are explicitly stated in the text. According to Karlin(1971), being able to read for literal meanings or stated ideas is influenced by one's mastery of word meanings in context. The next level of comprehension, interpretive comprehension is related to what is implied or meant, it involves the skill to read critically and analyze the text carefully. In this level of comprehension, the reader should be able to Re-arrange the ideas or topics discussed in the text, Explain the author's purpose of writing the text, Summarize the main idea when this is not explicitly stated in the text, Select conclusions which can be deduced from the text they have read. The last stage is critical comprehension which is taking what was said (literal) and then what was meant by what was said (interpretive) and then extend (apply) the concepts or ideas beyond the situation. This stage involves the process to differentiate between facts and opinions, recognize persuasive statements, and judge the accuracy of the information given in the text.
2.1.4. Skills in Reading Comprehension
Brown (2004: 187-188) proposes sevent points each for micro and macro skills of reading. The points in micro skills are as follow: 1) the ability to separate among the distinctive graphemes and orthographic patterns of English, 2) the ability to recognize the chunks of language in short-term memory, 3) the ability to write an efficient rating to meet the purpose, 4) the ability to recognize a core of words and also to interpret word order patterns, 5) the ability to recognize grammatical word classes, systems, patterns, rules, and eliptical forms, 6) the ability to recognize that a particular meaning may be expressed in different grammatical forms, and 7) the ability to recognize cohesive devices in the written discourse and their role in signaling the relationship between and among clauses. And the points for macro skills are as follow: 1) the ability to recognize the rhetorical form of written discourse and their significance for interpretation, 2) the ability to recognize the communicative functions of written texts, 3) the ability to infer implicit context by using background knowledge, 4) the ability to infrer links and connections between events,deduce clauses and effects, and detect such relations as main idea, supporting idea, new information, given information, generalization, and exemplification, 5) the ability to distinguish between literal and implied meanings, 6) the ability to detect culturally specific references and interpret them in a context of the appropriate cultural schemata, and 7) the ability to develop and use different kind of reading strategies.
From those micro and macro skills, Brown formulated principal strategies for reading comprehension. The strategies that are mostly used in the reading for translation are; 1) identify the purpose in reading a text. 2) use lexical analysis to determine meaning of the text. 3) Guess the meaning of words. 4) Skim the text to get the core and the main idea of the text. 5) Scan the text for specific information. 6) Use silent reading technique for rapid processing. 7) use notes, oultines, or charts for understanding and recalling information. And 8) distinguish between literal and implied meaning.
2.1.5. Reading Comprehension Problems
Readers often find problems when they are reading a text. these problems might be caused by some factors. http://www.tutorvista.com/english/problems-with-reading-comprehension (retrieved on May 31, 2010) finds out that there are several causes of reading comprehension problems:
1.) The person having a language problem.
2.) Lack of foundational skills of reading.
3.) The reader is unable to decode the written word in to his native language.
4) Difficulties with word recognition and decoding.
5) Difficulties with fluency.
6) Poor short-term and/or working memory.
7) Difficulties with oral language /language which means speech and language impairments, Limited language proficiency, Dialect differences.
2.1.6. Reading Rate
A person mostly has different time to acquire reading comprehension than other person, Cuesta College Academic Support (CCAS) (http://academic.cuesta.edu/aca..../305.HTM, retrieved on May 23rd, 2010) stated that once a person determine their purpose for reading, they adjust their reading rate to fit the type of material they are reading. CCAS also categorized five different reading rates that based on different purpose. 1) Careful reading, it is used to get the content of the text including details and outline, summarize, paraphrase, analyze, solve problems, and memorize. 2) Normal reading, it is used to be able to answer a specific question about the text, note details, and solve problems. 3) Rapid reading, it used to review familiar material, get the main idea, retrieve information for short time use, or read light material for pleasure. 4) Scanning, it is the method to get the overview or preview of the text. 5) Skimming, it is used to search something particular in the text and to get a quick look of the text.
Readers may use different kinds of reading rate in the same text based on their needs. A research done by Taylor et.al. (1960) found that there is a difference in reading rate for some people. First to six grade students has usual reading rate of 80 - 185 wpm words per minute), while the seven to twelve grade students has the reading rate of 195 - 250 wpm. College students and adult have the normal reading rate around 280 wpm.
2.2. Study of Translation
2.2.1. Definition of Translation
According to Newmark (1981:7), a translation is a craft of consisting in the attempt to replace a written message and/or statement in one language and/or statement in another language. "Replace" means to change the written message from Source Language (SL) to Target Language (TL). While Larson (1984:6) stated that translation consist of transferring the meaning of the source language into the receptor language. According to her, the best translation achieved when a translation (1) uses the normal language forms of the receptor language, (2) communicates to the receptor language speakers the same meaning that was understood by the speakers of the source language as much as possible, and (3) maintains the dynamics of the original source language text.
Munday also gave the definition of translation, he said that the process of translation between two different written languages involves the translator changing an original written text (the source text) in the original verbal language (the source language) into a written text (the target text) in a different verbal language (the target language). (2001:4)
Another definition of translation was defined by Catford as the replacement of textual material in one language (SL) by equivalent textual material in another language (TL) (1978:20)
Based on the above theory, it can be inferred that translation is a process of transferring the meaning from Source Text to Target Text.
2.2.2. Process of Translation
Translation is a process based on the theory that it is possible to extract the meaning of a text from its forms and reproduce that meaning with the different forms of a second language.
Larson's process may be showed in the following diagram:
Diagram 1: Process of translation by Larson (1981: 4)
The diagram shows that the first process of the translation is discovering the meaning of the source language. After the meaning has been discovered, the next part is to re-express the meaning into Receptor Language.
The above diagram is way too simple. It needs more elaboration to make clear how the process of translation happens. Said in his unpublished thesis argues that Larson's process of translation should consider the study of lexicon, grammatical structure, communication situation and cultural context
Translation
Text to be translated
Source Language Receptor Language
Lexicon
Grammatical Structure
Cultural context
Situational context
Grammatical Structure
Lexicon
Cultural context
Situational context
Analysis of meaning re-expression of meaning
Discovery of meaning Transfer of meaning
MEANING
Figure 2: Said's diagram of the process of the translation
In above diagram, said elaborates the process that happens before the level of analysis of the meaning. After finding the text to be translated, the translator has to consider the lexicon, grammatical structure, situational context and cultural context of the SL before going to discover the meaning and analyze. The meaning, then, is transferred into the meaning in the TL. After re-expressing the meaning, the translator has to consider the best equivalence of the lexicon, grammatical structure, situational context and cultural context in TL.
2.3. Reading in the Translation Process
A translation task cannot be done without a comprehension of the source language. Comprehension of a text cannot be met without reading the text. Dimitrova pointed out that reading and comprehending the Source Text is vital for a successful translation process (2005:24).
Larson does not explain the reading as one process of translation, but it can be implicitly defined that in a process of studying and analyzing to determine the meaning, the reading process is involved. Larson then pointed out that the text (SL) must be understood completely, and the translator should begin by reading the text several times. (Larson, 1988:53). The examples of the fact that reading is needed in the translation process is that interpreters do not produce their output instantaneously but they comprehend the information first to form a meaningful unit before they produce a translation. (Marcizo and Bajo, 2004)
A more explicit theory was explained by Newmark. He said that a translator begins his/her the translation job by reading the original text for two purposes: first is to understand what the text is about, and second is to analyze it from a translator point of view, which is not the same as a linguist's or a literary critics. (Newmark, 1988:11)
Reading for comprehension and reading for translation is basically the same. While in reading for comprehension, the reader objective is only to get the meaning of the text. But, in reading for translator, the translator is not only has to get the meaning and comprehend the text, but he/she also has to transfer that meaning into Target Language. The translator develops reading techniques that are distinctly different from a critics and scholar. Schulte explains that reading from a translator's point of view represents a continuous process of opening up new possibilities of interactions and semantic associations. (http:translation.utdallas.edu/…../reading_essay1.html, retrieved on April 27th 2010).
2. 4. Translation Competence
The term of translation competence was defined by Hatim and Mason as knowledge necessary to translate well (as cited in Faber, 1998:9). However, it is too general to define a translation competence as knowledge to translate well. The term knowledge needs to be divided into other more specific terms. Another more specific definition of translation competence was defined by Bell (as cited in Faber, 1998:10) in terms of five language knowledge, text-type knowledge, source language knowledge, real world knowledge, and contrastive knowledge.
To be a translator, translation competence is surely needed. But translation competence is not the only important element; a translator must have reliability too. Robinson explains 9 reliability aspects needed by a translator and divides it into 3 main parts, reliability with regard to the text, reliability with regard to the client, and reliability with regard to technology.
Reliability with regard to the text
Attention to detail
The translator is meticulous in his/her attention to the contextual and collocational variations of each word and phrase he/she uses.
Sensitivity to the user's needs
The translator listens closely to the user's special instructions regarding the type of translation desired, understands those instructions quickly and fully, and strives to carry them out exactly and flexibly.
Research
The translator does not simply "work around" words he/she doesn't know, by using a vague phrase that avoids the problem or leaving a question mark where the word would go, but does careful research, in reference books and internet databases, and through phone calls, faxes, and e-mail inquiries.
checking
The translator checks his/her work closely, and if there is any doubt (as when she translates into a foreign language0 has a translation checked by an expert before delivery to the client. (the translator also knows when there is any doubt.)
Reliability with regard to the client
Versatility
The translator is versatile enough to translate texts outside his/her area of specialization, out of languages he/she doesn't feel entirely competent in, in manners he/she has never tired.
Promises
The translator knows his/her own abilities and schedule and working habits well enough to make realistic promises to clients or agencies regarding delivery dates and times, and then keeps those promises; or if pressing circumstances make it impossible to meet a deadline, calls the client or agency and negotiates the time frame or arrange for someone else to finish the job.
Friendliness
The translator is friendly and helpful on the phone or in person, is pleasant to speak or be with, has a sense of humor, offers helpful advice, doesn't offer unhelpful advice, and so on.
Confidentiality
The translator will not disclose confidential matters learner through the process of translation (or negotiation) to third parties.
Reliability with regard to technology
The translator owns a late-model computer, a recent version of a major word processing program, a fax machine, and a modem, and knows how to use them.
Another explanation of translation competence was defined by Lörscher as the result of a developing process that is never final. It always grows. The process is based on every individual skill to translate.
2.5. Conceptual Framework
Based on previous literature reviews, the writer concludes that the reading comprehension is involved in the process of translating a text from Source Language into Target Language.
it is supported by the theory of reading by Grabe & Stoller as the ability to read, taking general comprehension that requires the reader to draw information from a text and combine it with information and expectations that the reader already have (2001:188). To comprehend written language, we must do more than read it, and more than construct a meaning about it. According to Wittrock (1981:230) we have to derive the constructed meanings from the syntactic and semantic characteristics of the language that we read. This could be the author messages, their extensions, and/or inferences.
The writer will find out how the translator reaches a state of being comprehend with the source text. Before that, the writer will find out the comprehension rate of the translator. To do this, he will apply Bock's method to measure the reading rate of the reader, which is by showing the sentence-splitted text to the reader. the sentence will be put on individual slides. If the reader move into the next sentence by changing the slide, then the reading rate will be determined (1983:222).
The writer will also find out the process of the translation using Larson's theory (1981: 4) that has been developed by Said in his unpublished thesis. The level of comprehension proposed by mohamad (http://iteslj.org/Techniques/Mohamad-TestingReading.html, retrieved on May 23rd, 2010) and Brown's theory of strategies in reading comprehension will be will be the writer's pedestal to conduct this study. Another above theory will also relevant to support the analysis of this study.
CHAPTER III
RESEARCH METHODOLOGY
3.1. Research Methodology
This research uses qualitative research method because the sources of data are texts. Holloway (1997: 43) stated that qualitative research consist of words or actions of the participants which the researcher hears and observes. This research is a descriptive analytical study because the results are presented in a description form and some statistics. Wilkinson (2000: 7) stated that "the resulting data (of qualitative research) is presented in the form of quotations or descriptions, though some basic statistics may also be presented". This study is conducted using survey. The survey is used because it is useful to find out phenomena or habits in the sampled society. The writer decided to conduct this study using 5 different individual translators. He chooses individual translators that have sufficient capabilities and knowledge of translation because, to translate a text, one has to be competent enough to translate a text.
3.1. Data Sources
The data sources of this study were taken from 5 Different Individual Translators that qualifies the translator competence. The subject will be given a text from English news taken from http://www.timesmagazine.com/ (retrieved on May 2nd, 2010) entitled "Study: Evidence for an Arctic Climate Feedback Loop". The writer will break the article into 52 clauses and every clause will be separated in different pages. The writer chooses these subjects because they have good experiences in translation since they have mastered the translation competence. Additional source of the data will be in a form of questionnaire. The questionnaire is used to support the main data and to correlate between the reading speed and the reading comprehension in a translation process. The questionnaire is also used to figure out the problems occurred during the reading in the translation process.
3.2. Data collection procedures
These are procedures that will be applied to collect the data:
The writer chooses 5 individual Translator
Tre reader provide the translator a text entitled "Gulf Oil Threatens an Underwater 'Rainforest'" in which its sentence has been separated in different pages
The writer asks those translators to read the text sentence by sentence, every time they change pages into indicate the change of a sentence they read.
The writer records the time of the subject to read one sentence.
The writer gives the subject a questionnaire.
The writer interviews
The writer collects the result data
3.3. Data Analysis
After the writer has all the data needed to be analyzed, he starts to analyze the data.
The writer analyze the questionnaires to find out:
What process that occur when translator try to comprehend a text.
How the translator read a text.
How they can acquire reading comprehension
How fast they can comprehend a text
What problems occur during comprehending process.
The writer compares the result with the time recording when the translator read a text to figure out how fast they can attain reading comprehension.
The writer draws a conclusion.
3.4. Validity and Reliability
The instrument validity measured in this study, particularly for questionnaire is Content Validity. Content validity is Content Validity is based on the extent to which a measurement reflects the specific intended domain of content (Carmines & Zeller in http://writing.colostate.edu/guides/research/relval/com2b5.cfm, retrieved on May 23rd, 2010). This kind of validity is chosen to find out whether each point of questionnaire is able to measure what phenomenon happened is the society.
While the reliability of the test refers to the consistency of the measuring devices used to conduct the research. Because of the limited time, this research consistency is measured using triangulation method. The data collected from the questionnaire, then, compared with the result of the interview as other measuring device.
