THE CORRELATION BETWEEN THE SIXTH SEMESTER STUDENTS’ CRITICAL READING SKILLS AND THEIR TRANSLATION ABILITY AT UIN SAYYID ALI RAHMATULLAH TULUNGAGUNG

ARNA MANASIKANA, 1860203221017 and NURIYATUL HAMIDAH, 199107152020122013 (2026) THE CORRELATION BETWEEN THE SIXTH SEMESTER STUDENTS’ CRITICAL READING SKILLS AND THEIR TRANSLATION ABILITY AT UIN SAYYID ALI RAHMATULLAH TULUNGAGUNG. [ Skripsi ]

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Abstract

Manasikana, Arna. Student Registered Number. 1860203221017. 2026. The Correlation Between Sixth Semester Students’ Critical Reading Skills and Their Translation Ability at UIN Sayyid Ali Rahmatullah Tulungagung. Thesis. English Education Department. Faculty of Tarbiyah and Teacher Training. State Islamic University of Sayyid Ali Rahmatullah Tulungagung. Advisor: Nuriyatul Hamidah, S.S., M.Pd. Keywords: Critical Reading Skills, Translation Ability, EFL Students, Correlational Study Translation is not merely about converting words between languages, it requires deep comprehension, interpretation of meaning, and critical analysis of the source text. Critical reading skills is the ability to analyze a text’s purpose, tone, arguments, bias, and implicit meanings are theoretically considered essential in supporting translation performance. However, empirical evidence on this relationship, particularly in the Indonesian EFL context, remains limited. This study aimed to investigate whether there is a significant correlation between sixth-semester students’ critical reading skills and their translation ability at UIN Sayyid Ali Rahmatullah Tulungagung. This study employed a quantitative correlational design. The sample consisted of 60 sixth-semester students of the English Education Department, selected through purposive sampling. Critical reading skills were measured using an adapted multiple-choice test, while translation ability was assessed using the Nababan rubric covering accuracy, acceptability, and readability. Data were analyzed using Spearman's rank-order correlation coefficient. The results showed that students’ critical reading skills were at a good level (M = 62.75) and their translation ability was also at a good level (M = 69.13). The correlation analysis yielded rho = .097 (p = .461), indicating no significant correlation between the two variables. The null hypothesis was therefore accepted. These findings suggest that translation ability may not be significantly predicted by critical reading skills alone, and that other factors such as vocabulary mastery, grammatical knowledge, and bilingual competence may play a more determining role. Theoretically, this study adds empirical evidence to the understanding that translation competence is multi-componential and context-dependent. Practically, these findings suggest that translation instructors should integrate vocabulary and grammar instruction alongside critical reading activities to better support students’ translation performance

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