AN ANALYSIS OF STUDENTS` ABILITY IN TRANSLATING

Transcription

AN ANALYSIS OF STUDENTS’ ABILITY IN
TRANSLATING GRAMMATICAL EQUIVALENCE
A Descriptive Study of the Sixth Semester English Department Students of State
Institute for Islamic Studies (STAIN) Salatiga in the Academic Year of 2012/2013
A Gaduating Paper
Submitted to the Board of Examiners as a Partial Fulfillment of the
Requirements for the Degree of Sarjana Pendidikan Islam (S.Pd.I) in
English Department of Educational Faculty State Institute for Islamic
Studies Salatiga
Proposed by:
VINA INAYATI RUHANSAH
113 09 008
ENGLISH DEPARTMENT OF EDUCATIONAL FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (STAIN)
SALATIGA
2013
MOTTO
Don’t put till tomorrow what you can do today
The big secret in life is that there is no big secret. Whatever your goal,
you can get there if you’re willing to work.
DEDICATION
I dedicate this graduating paper to:
My beloved mom and dad, ... Ibu Mukrimah and Bapak Masrukhan (Alm)
My lovely sister and her little family… Mbak Layla, Mas Ahsan, Adek Byan
My dearest „little‟ sister … Nur Malia Rukhansyah
ACKNOWLEDGMENT
First, before anything, Alhamdulillah, thanks to Allah SWT, the most
gracious and merciful, who guides, helps and gives me the capacity to finish this
graduating paper. Secondly, peace and salutation always be given to our Prophet
Muhammad SAW, the choosen one, who has guided us from the darkness into the
lightness.
This graduating paper is presented to Educational Faculty of State Institute
of Islamic Studies (STAIN) Salatiga as one of the requirement for Sarjana
Pendidikan Islam at English Department.
However, this success would not be achieved without those support,
guidance, advice, help, and encouragement from individual and institution. So, it
is an appropriate moment for the writer to deepest gratitude for:
1. Dr. Imam Sutomo, M.Ag, as the Rector of State Institute Islamic Studies
(STAIN) Salatiga.
2. Suwardi, M.Pd., as the Chief of Educational Faculty.
3. Maslihatul Umami, M.A, as the Head of English department.
4. Ruwandi, S.Pd, M.A, as the writer‟s counselor who has educated, supported,
directed
and
given
the
writer
countless
advices,
suggestion,
and
recommendation in writing this graduating paper from the beginning until the
end. Thanks for your patience and guidance.
5. Dr. Sa‟adi, M.Ag, as the writer‟s academic counselor.
6. All lecturers of English Department, the writer deeply thanks all for not only
giving knowledge but also insight and values.
7. All staffs of STAIN Salatiga that have helped the writer in processing the
graduating paper administration.
8. STAIN Salatiga for the permission and cooperation during the research.
9. Bu Sari Famularsih and the Sixth Semester English Department Students of
State Institute for Islamic Studies (STAIN) Salatiga who sincerely help the
writer to fulfill the data collection.
10. My great family, Ibu Mukrimah, Bapak Masrukhan (Alm), Mbak Layla, Mas
Ahsan, Nurma, dek Abyan. You are the source of my spirit.
11. My dear friends, mbak Anis, kak Ros, Sari and Maghfiroh who always
support me in all of condition.
12. All friends of A class particularly and all friends in English Department.
Thank for your friendship and kindness.
Eventually, this graduating paper is expected to be able to provide useful
knowledge and information to the readers. The writer is pleased to accept more
suggestion and contribution for the improvement of this graduating paper.
Salatiga, September 12th, 2013
The Writer
ABSTRACT
Inayati, Vina. 2012. AN ANALYSIS OF STUDENTS‟ ABILITY IN
TRANSLATING GRAMMATICAL EQUIVALENCE (A Descriptive
Study of the Sixth Semester English Department Students of State Institute
for Islamic Studies (STAIN) Salatiga in the Academic Year of
2012/2013). A Graduating Paper. Educational Faculty. English
Department. State Institute of Islamic Studies (STAIN) Salatiga.
Counselor: Ruwandi, S.Pd, M.A.
Keywords: Translation, Grammatical Equivalence, Translation Error
The differences grammar system between English and Bahasa Indonesia
may result in translation changes. Therefore, grammatical equivalence in
translating the two languages is very important to achieve closest meaning. The
objective of study is to investigate the students‟ ability in translating grammatical
equivalence as well as to find out common errors made by students. The study is
limited only on three grammatical categories namely person, tenses and voice.
The data is collected by giving test for 20 respondents and the data was analyzed
by using descriptive quantitative method. The participants of this study are 20
students. They are taken from the Sixth Semester English Department Students of
State Institute for Islamic Studies (STAIN) Salatiga in the Academic Year of
2012/2013 which attended translation II. The result of the study showed that there
are 2(10%) students got excellent level, 15(75%) students achieved good level and
3(15%) students gained fair level. However, in general, the result is good.
Furthermore, in students‟ translation work were founded errors that make their
translation inaccurate and unacceptable. The use of inappropriate word, addition
of information and omission are some errors displayed in students‟ translation.
Word-for-word translation applied by students also made their translation sound
unnatural and uneasy to read.
ABREVIATION
DR
: Data Respondent
DS
: Data Sentence
SL
: Source Language
ST
: Source Text
TL
: Target Language
TT
: Target Text
TABLE OF CONTENT
TITLE .........................................................................................................
i
DECLARATION ........................................................................................
ii
ATTENTIVE COUNSELOR .................................................................... iii
STATEMENT OF CERTIFICATION .................................................... iv
MOTTO ......................................................................................................
v
DEDICATION ............................................................................................
v
ACKNOWLEDGENMENT ...................................................................... vii
ABSTRACT ................................................................................................ ix
ABREVIATION .........................................................................................
x
TABLE OF CONTENTS ........................................................................... xi
CHAPTER I
CHAPTER II
INTRODUCTION
A. Background of the Study ...........................................
1
B. Problems of the Study ...............................................
4
C. Objectives of the Study .............................................
5
D. Significance of the Study ..........................................
5
E. Limitation of the Study..............................................
6
F. Definition of Key Terms ...........................................
6
G. Review of Previous Study........................................ .
7
H. Organization of the Paper ..........................................
8
THEORETICAL FRAMEWORK
A. Translation .................................................................
9
1. Notion of Translation......................................... .
9
2. Translation Process ............................................. 10
3. Types of Translation........................................ .... 12
B. Equivalence in Translation ........................................ 14
1. Concept of Equivalence....................... ………… 14
2. Types of Equivalence .......................................... 17
C. Grammatical Equivalence ........................................ 19
1. Definition of Grammar....................................... 19
2. Translating Grammatical Equivalence................. 20
a. Person ............................................................ 21
b. Tenses ........................................................... 24
c. Voice ............................................................. 27
3. Translation Evaluation ....................................... 30
a. Accuracy........................................................ 31
b. Acceptability ................................................. 31
CHAPTER III RESEARCH REPORT
A. The profile of STAIN Salatiga .................................. 33
1. History of STAIN Salatiga ................................ 33
2. Transformation of STAIN Salatiga ................... 35
3. The faculty and Program Study
of STAIN Salatiga ............................................. 35
B. The Profile of English Department of STAIN Salatiga
1. Facilities and Students ........................................ 37
2. Competency of English Department ................... 37
3. Curriculum of English Department ................... 39
4. Translation II ................................................. ..... 41
C. Methodology of the Research .................................... 42
1. Research Method ................................................. 42
2. Research Procedure ............................................ 42
3. Data Sources ........................................................ 43
4. Data Collection .................................................... 44
5. Data Analysis ....................................................... 45
D. Data Presentation ....................................................... 48
CHAPTER IV DISCUSSION
A. Data Analysis ............................................................. 50
1. Mean of the Students‟ Ability ............................. 50
2. Percentage Score of Students‟ Ability ................. 51
B. Discussion of the Finding .......................................... 51
C. Common Errors Made by Students ........................... 62
D. Research Summary .................................................... 65
CHAPTER V
CLOSURE
A. Conclusion .................................................................. 66
B. Suggestion ................................................................... 67
REFERENCES
APPENDIXES
CHAPTER I
INTRODUCTION
A. Background of the Study
Translation is one way of learning languages since a long time ago.
Thus, having ability in translation becomes a primary necessity for students
who learn language especially foreign language. In Indonesia for example,
English taught as a foreign language. Nowadays, many sources or learning
materials are provided by a lot of experts, and most of them are written in
English. The ability in translation is very usefull to help student in
understanding those material such article, journal, essay or even a textbook.
Moreover, it also can be a tool for student to study about linguistic feature
and the cultural aspect of a language.
However, translation is not an easy work. A good translation must
fulfill the criteria of accuracy and acceptability. To make a good translation, a
translator has to exceed several processes. First, they have to studying the
lexicon, grammatical structure, communication situation and cultural context
of the source language text, then, analyzing it in order to determine the
meaning. Lastly, they have to reconstructing this same meaning using the
lexicon and grammatical structure which are appropiate in the target language
(Larson, 1984:3).
It is generally agreed that meaning is important in translation
(Catford, 1965 : 35). Indeed, translation has often been defined with reference
to meaning. Translation is the replacement of meaning from a source
language into a target language. This is done by going from the form of the
first language to the form of second language by way of semantic structure
(Larson, 1984:3). The meaning must be held constant, only the form changes.
Translation may involve two languages. The language translated is called a
source language (SL) and the language used to translate is called a target
language (TL). In this particular study, the source language is English while
the target language is Bahasa Indonesia.
Another complicated difficulty in translation is the fact that every
language has their own rule and system. Every language has different way in
arranging word by word to be a phrases, sentences or even a paragraphs.
Translation is of great value in sensitising students to contrasts and
comparisons between the grammars of their own language and the source
language (Gill, 1998 as mentioned by Serhan 2011). Translation is an activity
that raises students‟ awareness toward similarities and differences between
source and target language grammatical structure.
The differences of grammatical structures between source and target
language often result in some change in the meaning during the process of
translation. A translator must comprehend both the structure of source and
target language well because a translation is not simply a matter of different
word choice, but of different grammatical structures as well. A good
translator must have sufficient knowledge in the area of the translated
materials and must be proficient in both languages (Priyono, in Teflin journal,
2005:224). It is easy to get meaning of words in isolation either from English
into Indonesian or visa versa, but when it comes to phrases or sentences, the
knowledge of grammar plays an important role.
In translation the same meaning may have to be expressed in another
language by a very different form both lexical and grammar (Baker, 1992:83).
Let‟s see the following example:
English
: What is your name?
Indonesia : Siapa namamu?
those two sentences have the same meaning, that is, the speaker wish for
knowing the hearer‟s name, but, when we look at the form, they have
different grammatical forms. To make a translation which sounds natural and
meaningful in target text, a translator must be able to find the grammatical
equivalence from SL in the TL.
Translation consist in reproducing in the receptor language the closest
natural equivalent of the source language message, first in term of meaning
and secondly in terms of style (Nida & Taber, 1982). It implies that the
meaning of the target text must be equivalent with that of the source. The
term „equivalent‟ is obviously a key term. Since, translation is no longer just a
seeking of other words with similar meaning. It is more about how to finding
an appropriate way to express a thought in another language. Equivalence as
proposed by Baker (1992) is divided into five categories, that is, equivalence
at word level, equivalence above word level, grammatical equivalence,
textual equivalence and pragmatic equivalence. However, the study will be
restricted the discussion only on grammatical equivalence.
Based on the interview with translation‟s lecture which held in july,
18th, most of the English Department students‟ in STAIN Salatiga especially
The Sixth Semester face the same problem in translation. It was proved with
their basic value of translation subject which is under the passing grade. In
general, most of errors related to the choice of vocabulary (lexical
adjustment), grammar and the cultural term. The condition became worst due
to the lack of students‟ motivation in practicing translation. To solve this
problem, the lecture gives translation assignment continually.
Regarding to the explanation above, the writer conducts a research on
“AN ANALYSIS OF STUDENTS‟ ABILITY IN TRANSLATING
GRAMMATICAL EQUIVALENCE (A Descriptive Study of the Sixth
Semester English Department Students of State Institute for Islamic Studies
(STAIN) Salatiga in the Academic Year of 2012/2013)”.
B. Statement of the Problems
The problems of this research are formulated in the following
questions:
1.
To what extent is the ability of the Sixth Semester English Department
Students of State Institute for Islamic Studis (STAIN) Salatiga in the
Academic Year of 2012/2013 in translating grammatical equivalence?
2.
What are the common errors made by students in translating grammatical
equivalence?
C. Objectives of the Study
Based on problem statement above, the aims of this study can be
formulated to:
1.
To scrutinize the ability of the Sixth Semester English Department
Students of State Institute for Islamic Studies (STAIN) Salatiga in the
Academic Year of 2012/2013 in translating grammatical equivalence.
2.
To describe common error made by students in translating grammatical
equivalence.
D. Significance of the Study
The results of this study are hoped to give benefit to the teachers,
students, writer and other readers.
1.
For the teachers
The result of this study can be used for teacher to give evaluation on
teaching learning translation especially about grammatical equivalence.
2.
For students
By reading this paper, students are expected to be able to enlarge their
understanding in translation and grammatical equivalence particularly.
3.
For writer
Through this study the writer will be able to improve the writer‟s
knowledge in writing a good paper and the writer herself in mastering
translation especially in translating grammatical equivalence.
4.
For other readers
Other readers can use the finding of this research as a comparative study
or as a referent for the similiar case research.
E. Limitation of the Study
The scope of this study is limited to analyze the ability of students in
translating grammatical equivalence and common mistakes made by students
in translating them. Writer used theory from mona baker which divided
grammatical equivalence into four categories such us number, gender, person,
tense, and voice. However, the writer concerns only on three categories;
person, tense and voice as the main discussions on this study.
F. Definition of the Key Term
1.
Translation
Catford (1962:20) states “translation is the replacement of textual
material in source language by equivalent textual material in another
language”. Similar with Catford, Nida (as mentioned in Martono &
Ngadiso, 1995:2) emphasizes the notion of translation on the equivalent.
According to Nida “ translating consist in reproducing in the receptor
language the closest natural equivalent of the source language message.
First, in term of meaning and secondly in terms of style”.
Approval with Nida, Larson (1984:3) defines “translating consist of
transferring the meaning of source language into receptor language.
Going does this from the form of the first language to the form of a
second language by way of semantic structure. It is meaning which is
being transferred and must be held constant.only the form changes”
Based on those definition, the writer found out two key terms related to
translation namely meaning and equivalent. Thus, it can be concluded
that translation is a process to deliver message or meaning accurately
from the source language into target language by finding the equivalence.
2.
Grammatical Equivalence
Langgeng (2010:69) defines grammatical equivalence as the equality of
the grammar/syntax/sentence in structure between two different
languages.
G. Review of Previous Study
In this paper, the writer reviews a journal related references as
comparison. The literature review is the research done by Siti Sudartini
(2009) entittle “The Question of Grammatical Equivalence in Translation”,
this research was carried out to determine grammatical equivalence occur in
English-Bahasa Indonesia translation. The research was focusing on three
aspect of grammatical equivalence namely person (pronoun), tense and voice.
In doing research, Siti Sudartini used eight book of social sciences together
with the translation to collect data sources. In the end of the research, the
writer found a fact that in order to find the equivalence, translators used
numerous ways to translate those categories. Some of them were translated
word-for-word, another were translated into different form (literal), and even
the translator use technical devices such adding or eliminating.
H. Organization of the Paper
The writer organizes this paper into five chapters as follows:
Chapter I which divided into the background of the study, statement
of the problem, limitation of the problem, the objective of the study, the
significance of the study, definition of key terms, review of previous study
and the organization of the paper.
Chapter II consist of theoritical foundation which includes the notion
of translation, translation process, the types of translations, the concept of
equivalence, types of equivalence and grammatical equivalence, .
Chapter III contains the information about STAIN Salatiga dealing
with the history, general description of students in STAIN Salatiga and
description about the sixth semester student of the English Department,
research methodology and data presentation.
Chapter IV describe the data analysis that discusses the finding of the
study and common errors made by students.
Chapter V is closure as the end of the paper by giving conclusions and
suggestion.
CHAPTER II
THEORITICAL FRAMEWORK
In this chapter, the writer would like to define about the notion of translation,
translation process, kind of translation, equivalence in translation and grammatical
equivalence.
A. Translation
1. The Notion of Translation
Translation has various definitions since in this field many experts
have their own idea about the notion of translation. Each of the definition
is proposed from the different point of view. In Merriam-Webster
dictionary (1947) as quoted by Larson “translation is consist of changing
from one state or form to another, to turn into one‟s own or another‟s
language”.
Catford (1964:20) defines translation as the replacement of textual
material in one language (source language or SL) by equivalent textual
material in another language (target language or TL).
To complete catford‟s definition, Basnett (2002:12) understood
translation as a process that involves the delivering of a source language
(SL) text into the target language (TL) so as to ensure that the surface
meaning of the two will be approximately similar and the structures of the
SL will be preserved as closely as possible but not so closely that the TL
structures will be seriously distorted.
Larson (1984:3) states that translation is a process which involves
activities such as studying lexicon, grammatical structure, communication
situation, and cultural context of the source language text. Furthermore,
translator must analyze the text in order to determine its meaning, and then
reconstructing this same meaning using the lexicon and grammatical
structure which are appropriate in the receptor language and its cultural
context.
Regarding to definitions above, we may conclude that translation
involves two different languages. They are Source Language (SL) and
Target Language (TL) or Receptor Language. Among the definitions,
there are two key words, that is, meaning or message and equivalence.
Meaning/message in the target text (TT) must be equal with the meaning
in source text (ST). In conclusion, translation is a process of
delivering/replacing message from one form to another by finding the
equivalence both in meaning and style.
2. Translation Process
To make a good translation, a translator should pass a process
because translation is not only an activity for seeking a word with similar
meaning. The aim is to reproduce as accurately as possible all grammatical
and lexical features of the source language original by finding equivalents
in the target language (Bell, 1991:13).
The following is the flow chart of translation process proposed by
Suryawinata quoted by Nababan (1999:25):
Analisis
Restrukturisasi
Proses batin
Transfer
Isi,
makna
pesan
Teks
bahasa
sumber
Pemahaman
a.1
Isi,
Makna
pesan
Teks
bahasa
sasaran
Padanan
Evaluasi dan Revisi
b. 2
c.3
Table 2.1 Translation Process
a. (1) Analyzing the source text
Translation is always started by analyzing the text will be
translated. To gain the meaning, the comprehension of linguistics
and ekstralinguistiks elements of the text is needed. Linguistics
elements deal with language element, while ekstralinguistiks relate
to the element beyond language such as the culture and social
context of the text. Analysis of linguistics element must cover at all
level such as sentence, clause, phrase and word. By doing this,
translators are expected to obtaining a complete understanding of
meaning in the source text.
b. (2) Transferring the meaning
It is about how to transfer the ST meaning into target form.
In this level, translator must be able to find the equivalent of the
source text. Nababan called this step as proses batin, because it
only happens on the mind.
c. (3) Reconstructing
The last is reconstructing. It is a process to reconstruct the
ST into a target language form. This new arrangement must be
easily understood by the target language reader. The use of
language style must be conformed to kind of translated text as well.
3. Types of Translations
Nida argues (as quoted in Hatim & Munday, 2004:126) differences
in translations can generally be accounted for by three basic factors in
translating: (1) the nature of the message, (2) the purpose or purposes of
the author and, by proxy, of the translator, and (3) the type of audience.
Regarding to Larson (1984:15), there are two main kinds of
translations. One is form-based and the other is meaning-based
translation. Form-based translations attempt to follow the form of the
source language and are known as literal translations. It lay on between
word-for-word and free translation (Nababan, 1999:32). The structure of
TT is modulated with the structure of target language. It is appropiate to
translate a text which have a few similiraties of grammatical form
between two languages.
Whereas, meaning-based translations efforts to communicate the
meaning of the source text in the natural forms of the receptor language.
This type well-known as idiomatic translations. It uses the natural forms of
the receptor language, both in the grammatical constructions and in the
choice of lexical items. a truly idiomatic translation does not sound like a
translation.
Catford (as cited by Leonardi, 2000) proposed very broad types of
translation in terms of three criteria:
a. The extent of translation (full translation vs partial translation);
b. The grammatical rank at which the translation equivalence is established
(rank-bound translation vs. unbounded translation);
c. The levels of language involved in translation (total translation vs.
restricted translation).
Other types of translations are:
1. Word-for-word Translation
This is often categorized as interlinear translation, with the
target text immediately below the source text words. The structure of
ST is preserved and the words translated one-by-one by their most
common meanings, out of context. The sentence below is the example
of word-for-word translation.
English
: I will go to Jakarta tomorrow.
Indonesia
: Aku akan pergi ke Jakarta besok.
2. Literal Translation
The ST grammatical constructions are converted to their
nearest TT equivalents in order to get the natural meaning of the
source text. Example:
English
: My older brother is married to an English girl. He
loves her very much.
Indonesia
: Kakak laki-lakiku menikah dengan seorang gadis
Inggris. Dia sangat mencintainya.
3. Free Translation
Free translation reproduces the source text without the manner,
or the content without the form of the original. Usually it is a
paraphrase much longer than the original. So, it called as „intralingual
translation‟, as Catford said, free translation is unbounded.
B. Equivalence in Translation
1.
The Concept of Equivalence
Since equivalence become a key word in translation, thus, many
research held to find out the equivalence occur in some translation work.
According to researcher, the discussion about equivalence become more
interesting because there are many scholars who present their idea about
the definition of equivalence from different point of view. Yet, the
discussion about equivalence became controversial topic among
theorists.
The varying concept of equivalence exists due to the increasing of
research quantity in this field time to time. Equivalence can be seen from
linguistic approach, cultural and semantic/pragmatic and the theorists
who combine all approaches. The last one sees that translation is not the
equivalence of individual words, and not only the equivalence of the
pragmatic meaning, however it is the equivalence at all levels
(Leonardi:2000). Baker is one of the theorists of this group and sees that
equivalence must be at different levels. However, all translation theories
are related to the notion of equivalence in one way or another.
Equivalence is important to maintain the authenticity of source text
message.
Bell (1991:6) argues that one of problems in translation process is
finding the nature of equivalence. Further, he states that texts in different
languages could be equivalent in different degrees (fully or partially
equivalent) in respect of context, of semantics, of grammar, of lexis, etc)
and at different ranks (word-for-word, phrase-for-phrase, sentence-forsentence).
In line http://www.universityinfoonline.com/, Halverson (1997)
defined equivalence as a relationship existing between two entities, and
the relationship is described as one of likeness/ sameness/ similarity/
equality in terms of any of a number of potential qualities. Proponents of
equivalence define it as a term to describe the relationship which exists
between SL and TL items or texts.
In line http://www.bokorlang.com/journal/14equiv.htm, Vinay
and Darbelnet (2000) view equivalence-oriented translation as a
procedure which 'replicates the same situation as in the original by using
completely different wording'. Thus, if this procedure is applied during
the translation process, it can maintain the stylistic impact of the SL text
in the TL text. They suggest, equivalence is therefore the ideal method
when the translator has to deal with proverbs, idioms, clichés and
nominal or adjectival phrases.
Jakobson (in Munday, 2001:37) introduces different idea of
equivalence as 'equivalence in difference'. He said that translation
involved two equivalent messages in two different codes. From a
grammatical point of view languages may differ from one another to a
greater or lesser degree, but this does not mean that a translation cannot
be possible. For the message to be „equivalent‟ in ST and TT, the code
sometimes will be different since it belongs to two different languages
which partition reality differently.
However, even there are many definitions about equivalence, it
must be remembered that meaning is the most common basis for
equivalence. The meaning on the target text must be equivalent to the
source text. Therefore, to obtain same meaning in target text, sometimes,
finding grammatical equivalence is an obligation.
2.
Types of Equivalence
Apart from the various definition of equivalence, theorists also
determine equivalence into several types. The distinction occurs because
they see the equivalence from different aspect.
As cited from http://www.bokorlang.com/journal/14equiv.htm,
Nida and Taber (1969) suggest two different types of equivalence: formal
equivalence and dynamic equivalence. In formal equivalence focus
attention is on the message itself, in both form and content. While in
dynamic equivalence based on the principle equivalent effect. The goal of
the dynamic equivalence is seeking the closest natural equivalent to the
source message. In addition, according to the types above equivalence
can be reached through three possibilities (as cited in Alim and
Nurhayati, 2008:14):
a. Equivalence in same form, as in the sentence John reads which
translated as John membaca.
b. Equivalence in different form, as in the noun phrase white house
which translated to be rumah putih.
c. Equivalence but do not have neither similarity in meaning nor in form,
like in the phrase by the will of God which translated to be diluar
kemampuan manusia.
Baker (1992) divides equivalence into several types:
a. Equivalence at word level and above word level.
The first thing must be considers by translator in translating a
text is a word as a single units. Baker gives a definition of the term
word since it should be reminded that a single word can sometimes be
assigned different meanings in different languages and might be
regarded as being a more complex unit or morpheme. This means that
the translator should pay attention to a number of factors which affect a
word such as number, gender and tense.
b. Grammatical Equivalence
It became the main discussion in this study. The translator must
compare the structure of two languages then find the equivalence if
required. According to baker, there are five categories of grammars
which may lead a translator into difficulties. They are number, gender,
person, tense and aspect, and voice.
c. Textual Equivalence
It is based on equivalence in terms of information and cohesion.
It is up to the translator to decide whether or not to maintain the
cohesive ties as well as the coherence of the SL text. His or her decision
will be guided by three main factors, that is, the target audience, the
purpose of the translation and the text type.
d. Pragmatic Equivalence.
This level is based on implicatures and strategies of avoidance
during the translation process. The translator needs to work out implied
meanings in translation in order to get the ST message across.
C. Grammatical Equivalence
1.
Definition of Grammar
In translating a text, lexical choice is not only factors that
influence the result of translation work. Another powerful factor which
determines the way a text is translated is grammatical system of a
language. Baker (1992:83) said:
“Grammar is the set of rules which determine the way in
which units such as words and phrases can be combined in
a language and the kind of information which has to be
made regularly explicit in utterance”.
Thus, grammar is very important in any language. There is no language
which has not its specific grammar and no person can learn a language
without learning its grammar. Al-Muttawa and Kailani (as cited in
Housna, 2009) said that a language cannot be learned without learning its
grammar, because it is the element that makes meaning in language use.
Grammar comprises morphology and syntax. Morphology covers
the structure of words, it studies the way in which the form of word
changes to indicate specific contrasts in the grammatical system. While
syntax refers to the grammatical system structure of groups, clauses, and
sentences. It also includes the classes of words such as noun, verb,
adverb, adjective, and functional elements such as subject, predicator,
and object.
2.
Translating Grammatical Equivalence
Grammarians differentiate between two kinds of grammar,
universal and grammar of a particular language. Universal grammar is
the set of rules which consists of properties that all languages of the
world have. A grammar of particular language consists of specific rules
which distinguish this language from other languages (Langedoen:1970
cited in Housna).
Since every language has its grammar system, it may result in
some change in the information content of the message which carried
out. This change may take translator to either add or omit information
which does not express in the source text. This can occur when the target
language lack of particular grammatical devices to express the
information in the source text (Baker: 1992). Sometimes we do not omit
the information, but state it or explain it according to the structure or
grammar of TL. So, lack of equivalence between languages in terms of
grammar leads to grammatical problems in translation.
In English grammar, there are some grammatical expressions
which Indonesia does not have. Thus, we have to find the equivalence in
order to gain a proper meaning. Baker mentions five categories of
grammar which may lead a translator into difficulties because of the lack
of grammatical structure in the target language, those are: number,
gender, person, tense and voice. However, because the study concerns on
the three categories only i.e., person, tense and voice, so, the two left
categories are not explained in this paper.
a. Person
This category relates to the notion of participant roles. Those
can define through a closed system of pronoun. English has three
types of pronoun with person reference; namely, personal pronouns,
reflexive pronouns and possessive pronouns. Baker said (1992:96)
that a large number of modern European languages, not including
English, have a formality/politeness dimension in their person system.
The pronouns system has classifications of person: first person
referring to the speaker or a group which includes the speaker (I and
we); second person identifying the person(s) addressed (you), and the
third person referring to persons and things other than the speaker and
addressee (he/she/it/they). The personal pronouns have two sets of
case-forms; the subjective and the objective forms. While the reflexive
pronouns replace a co-referential noun phrase, normally within the
same finite clause and the possessive fuses genitive function with
pronominal function. The table below shows the classification of
English pronouns cites by Quirk and Greenbaum (cited in Siti
2009:5).
1st
2nd
3rd
Singular
Plural
Singular
Plural
Sing
Masc.
Fem.
Non
perso
n
Plural
Personal
Pronoun
Subj Obj
case Case
Reflexive
Pronoun
I
we
you
me
us
he
she
it
Him
Her
myself
ourselves
yourself
Yourselve
s
himself
herself
itself
they
them themselve
s
Possessive Pronoun
Determine
s function
my
Our
your
Nomina
l
functio
n
mine
Ours
yours
his
her
Its
hers
Their
theirs
Table 2.2 Classification of English Pronoun
Here are the examples how pronoun is used in English
sentence: (1) I open this door, (2) She is waiting for me, (2) This book
is for you.
In the other hand, Bahasa Indonesia as Catford says in baker
(1992:95) has a nine-term system where English only has seven. It
distinguishes into three categories; first person (the speaker), the
second person (the person spoken to), and third person (the person
being spoken (Chaer, 2003:84). Personal pronouns reflect social
relations between people far more than do other parts of the language
and a brief discussion of their social role is required. (Sneddon,
1996:164)
The division of Indonesia pronoun system is shown in the
following table:
Meaning
Person
Singular
Neutral
Plural
Exclusive Inclusive
Kami
Kita
First
person
saya, aku, daku,
ku- (proklitik),
-ku (enelitik)
Second
person
engkau,
kamu, kalian,
anda, dikau, kau- kamu
(proklitik),
sekalian,
-kau(enklitik)
anda
-mu(enklitik),
sekalian
saudara
ia, dia, beliau,
mereka
-nya
Table 2.3 Indonesian Pronoun System
Third
person
To maintain the equivalence, translator should notice the
differences between English and Indonesia pronoun system, for
instance; Gender, degree of intimacy or the relationship pertaining
between participants, and the involvement of addressee. Moreover,
there are three parameters used as measurement to use the category of
person in Indonesia, as follows: (1) age, (2) social status, and (3)
intimacy.
In link http://bahasakita.com/PersonalPronouns, Sneddon
(1996) said both „saya„ and „aku„ mean „I‟, „me‟, but „aku‟ is only
used when speaking to intimate friends, younger, and lower status or
position. „Kita„ means „we‟ where the person being spoken to is
included, that is „I and you‟. „Kami„ means „we‟ where the person
being spoken to is not included, that is „I‟ and others but not „you‟.
„Aku, engkau, kau, kamu, kalian„, are intimate forms, used to children
and between equals who have a close relationship with each other.
„Anda„ is sometime used to addressing someone in higher position or
strangers of the same age.
The following examples illustrate the use personal pronouns in
Bahasa Indonesia:
(1) Adik berkata kepada temannya, “kemarin aku tidak masuk sekolah
karena sakit”, (2) Andi bertanya kepada pamannya, “paman bolehkah
saya ikut kerumah paman?”. However, there is no verbs agreement
related to person category in Indonesia, for instance: (1) Saya
mengirim pesan (2) Dia mengirim pesan.
b. Tenses
Perhaps, tense is the most complicated part of grammatical
between English and Bahasa Indonesia because there are some
obvious differences between them. In many languages, including
English, it is necessary to specify when an action occurs in relation to
the present or in relation to some other event, either in the form of the
verb or with obligatory aspect markers.
Most grammarians, however, give a six-tense-system, which
consist of present, past, future and perfect tense. It is because they are
most commonly found in English textbooks for non-native speakers
and is therefore most familiar to them (Frank, 1972:82). In this study,
the writer groups the types of tenses into past and non-past. The
different tenses are signaled by verbs ending or by auxiliary verbs.
Past indicates that an activity or situation began and ended at a
particular time in the past. Past marked by the use of second form of
verb or usually called –ed form. The examples of sentences in past
group are: (1) Tom studied last night, (2) Tom had already eaten when
his friend arrived.
In category non-past, the tense is not only present but also
future which is usually included in present form. Present express
events or situations that exist always, usually, habitually: they exist
now, have existed in the past, and probably will exist in the future.
Verbs that used in present form are the first form of verbs. The
examples of sentences in non-past group are: (1) You look so happy
today (2) My father will come tomorrow.
In Indonesian the form of the verb does not change to indicate
tense or aspect. A sentence such as „Dia pergi ke kantor‟ carries no
indication of whether the verb refers to a regular occurrence or to a
single occurrence and, if the latter, when it happens in relation to the
present. This is inferred by listeners from the context within which the
utterance is made. Because tense is not grammatical categories, its
specification is largely optional. The change does not occur
morphologically but rather lexically by adding a particular word
which informs a time the action happened.
Time can be indicated by adjuncts of time . There are three kinds
of adverb of time (Tata Bahasa Baku Bahasa Indonesia, 1993:297):
1) Singular word such as kemarin, sekarang, besok, lusa, tadi and
nanti.
2) Nominal phrase, like pukul, tanggal, tahun, malam, etc.
3) Prepositional phrase such as di saat itu, sebelum pagi, sejak
tahun, etc
The examples are: (1) Pak susanto pindah ke surabaya tahun lalu,
(2) Kita harus berangkat pagi – pagi, (3) Mereka berangkat tadi.
Time can also be indicated by a set of temporal markers within
the predicate. These indicate that the action has occurred (sudah or
telah), is occurring (sedang), or is yet to occur in relation to the
moment of utterance or in relation to some other event referred to
(akan). The examples are: (1) Ali sudah bangun, (2) Mereka sedang
makan, (3) Kami akan makan.
The sentence below is the example of grammatical equivalence
in tenses category:
SL
: Harry had spent the morning completely emptying his
school trunk for the first time since he had packed it six
years ago.
TL
:
Harry
telah
melewatkan
sepanjang
pagi
untuk
mengosongkan koper sekolahnya untuk pertama kali sejak
dia mengepaknya pertama kali enam tahun lalu.
The verb phrase had spent shows past perfect which has pattern
auxiliary verb (had) + past participle (verb3). This tense indicate that
an activity was completed before another activity in the past. The
temporal determiner telah is used to translate past perfect in bahasa
indonesia. However, the verb phrase had packaged is traslated
differenty even it has same pattern with the previous one. To show the
equivalence, translator did not add the temporal determiner telah but
used adverbial time enam tahun lalu to translate past perfect.
c. Voice
Frank (1972:47) states :
“voice relate to special verb forms that arranged in
certain positions with nouns to indicate whether the
grammatical subject of a sentence is performing an
action or it itself being acted upon”.
The similar description about voice also suggested by Baker
(1992:102), she said that voice is a grammatical category which
defines the relationship between a verb and its subject.
In English grammar, voice refers to the active or passive use of
a verb. The active voice is used in making a clear statement about an
action; that is, the subject is the „agent‟ responsible for performing the
action. Voice of active divided into two group, as follows: transitive
and intransitive. Transitive is active voice which uses transitive verbs
that are verbs followed by an object, such as 'My father bought a car'.
Active intransitive is an active voice which uses intransitive verbs that
are verbs are not followed by an object, for example 'He is coming
tomorrow'.
Baker (1992:102) states “in passive clause, the subject is the
affected entity, and the agent may or may not be specified, depending
on the structures available in each language”. To make a passive
sentence from an active sentence in English as follows: (1) exchange
S with O, (2) change the predicate form of V with be + v3, (3) add the
word „by‟ in front of the former S. The example is: the boy was helped
by marry, is made from an active „marry helped the boy‟. Notice that
the form of the verb changes in a passive structure to indicate that its
subject is the affected entity rather than the agent.
Since the grammatical subject of a passive verb is the original
object of an active verb, thus, only a transitive verb may be used in the
passive voice. The use of word "by" is optional. It is not used when
the greater emphasize is on the „event‟ than on the „actor‟ or when the
„agent‟ of the action is unimportant or unknown. Other function of
passive voice is to show a condition like in the sentence „All the
passengers are tired after the journey‟.
There are differences between the constructions in Indonesian
and the active and passive in European languages such as English, in
both structure and function. Nevertheless, there are also important
similarities, and the relationship between the two constructions is
often similar to the relationship between active and passive in English,
allowing the same terms to be used to describe them. The structure of
a passive clause can be described with reference to the corresponding
active. The passive construction is more frequent in Indonesian than in
English. Where a passive translation would sound unnatural,
translation by an active construction is usually given in the following
sections.
In Bahasa Indonesia, active verbs may be transitive or
intransitive. Transitive can be marked by prefix me – or its variation
such as men –, meng –, me –kan and me–i. The examples are: (1)
Rakyat pasti mencintai pemimpin yang jujur, (2) Saya suka menonton
televisi, and (3) Dia akan mengambil uang di bank . The example of
active intransitive as follow: (1) Kita harus bekerja keras untuk
membangun Negara, (2) Saya ingin berjalan kaki saja.
To transform from an active into passive as follows:
1.
Making the object of the active sentence become the subject of
the passive sentence;
2.
Replacing the prefix me- with di- , ter-, or ke – an.
3.
Making the subject of the active sentence become the agent,
recipient of the passive form signaled by the preposition oleh (by)
which may be left out if the doer is obvious or unimportant
Further, there are four types of passive sentences suggested by
Dardjowidojo (2003:347). Those are:
1. The passive sentences which expressed intentional acts
(generally marked by the use of prefix di)
Example : Tiga pejabat baru dilantik.
2. The passive sentences which expressed unintentional acts
(commonly marked by the use of prefix ter).
Example : Kakiku terinjak oleh seseorang.
3. The adversative passive sentences which expressed unpleasant
meaning (that usually marked by the use of affix ke –an).
Example : Soal itu ketahuan oleh orang tuanya.
4. The passive sentences for the first and second person usually
marked by the use of base-verb
Example : Saya sudah mencuci mobil itu. (Active form)
Mobil itu sudah saya cuci. (Passive form)
However, an active voice not always translated to be an active
and vice versa. Sometimes, in order to get a proper meaning, an active
must translated into passive or passive translated into active without
changing the meaning/message of the source text. Here the example:
SL
: I cut my finger.
TL
: Saya memotong jari saya. ( Incorrect)
Jariku terpotong. (Correct)
3.
Translation Evaluation
Rahimi (2004) believes if a translation is to be efficient and
adequate, it is important to use the natural form of the receptor language.
Nababan (2011:44) states a good translation has to fulfill criteria such as
accuracy and acceptability in order to avoid ambiguity and awkwardness
in translation result. He further proposes a standard assessment to
measure quality of translation.
a. Accuracy
Accuracy is important aspect in translation assesment.
According to Shuttleworth and Cowie (1997) as cited by Anari,
accuracy is a term used in translation evaluation to refer to the degree
of correspondence between the translated and original text. While
Nababan (2011) states that accuracy refer to an equivalence between
source text and target text on the level of meaning.
A translation is categorized accurate if meaning in target text is
equivalence with the source text, there is no additional or deleting
information from ST into TT. In other hand, a translation will be
considered less-accurate or even inaccurate if it inadvertently omits
some piece of information, adds some information which is not
available in the source text, zero meaning (when the form used does
not communicate any meaning at all) and differences in meaning.
Accuracy has higher grade in translation assessment that is 3. It
is due to the fact that the purpose of translation is to deliver a message
from source text into target text.
b. Acceptability
Another important criteria in translation quality assesment is
acceptability. Acceptability is a target-reader approach where a
translation follows the norms of the target language (TL) and culture.
The concept is reinforced by Nababan. He said that a message in
source text must be expressed accordance with structure, norm and
culture of the target language.
Nababan argues that a translation may be accurate but can not
be accepted by target reader. It is possible due to the way the text
expressed is opposite of structure, norm and culture of the target text.
In English culture, for example, it is common for a grandson greets
his/her grandfather by saying „how are you john‟. From this sentence
we could see that the grandson directly call his/her grandfather‟s
childname. In Indonesian culture, especially in Javanese, such kind of
surname is impolite.
Acceptability has lower grade than accuracy that is 2. It based
on the idea that acceptability is connected directly with structure, norm
and culture in target language. In the particular cases, acceptability
affects the accuracy of translation.
CHAPTER III
RESEARCH REPORT
In this chapter, the writer presents sevaral data related to the location of the study
such as the profile of State Institute for Islamic Studies (STAIN) Salatiga
regarding to the history, faculty and programs studies.
Moreover, this pages also describe about the profile of English Department of
STAIN Salatiga related to facilities and students, lecturers, competence of English
faculty, and curriculum of English faculty of STAIN Salatiga. The explanation
about the profile of the sixth semester English Department students of STAIN
Salatiga in the academic year of 2012/2013 especially for Translation II class also
be explained as well.
A. The Profile of STAIN Salatiga
1.
History of STAIN Salatiga
As written in Buku Pedoman Penyelenggaraan Pendidikan
STAIN Salatiga (2011: 2), since established until now, STAIN Salatiga
has passed long history and some changes. In the beginning, the
establishing of STAIN Salatiga was based on the desire of Islamic
society in Salatiga for having an Islamic Institute. Thus, Education
Faculty of Teaching and Education Institute Nahdatul Ulama was
established. The institution occupied in the Institute of Pesantren Luhur
building which located on Diponegoro Street, number 64 Salatiga.
The Institution obtained a lot of supports from committee of Nahdlatul
Ulama in central java region and others.
No more than one year since established, FIP KIP was changed
became Education Faculty. It had a goal that FIP KIP would have new
status as state institute together with the establishment of IAIN
Walisongo of Central Java in Semarang. To fulfill formal requirements,
thus, the committee was formed with K.H. Zubair as the chief and dean
at once.
Furthermore, as noted in Buku Pedoman Penyelenggaraan
Pendidikan STAIN Salatiga (2011: 3), in the same time when IAIN
Walisongo was establishing, Education Faculty in Salatiga was proposed
to be the branch of IAIN Sunan Kalijaga in Yogyakarta, so that, it would
have status as governmental institution. After being observed by surveyor
team, which was formed by IAIN Sunan Kalijaga, thus, supervision and
founding of Education Faculty Salatiga were given to them. This decision
based on Minister of Religious Affair letter c.q. Founding Directorate of
Islamic Studies Institute Number Dd/PTA/3/1364/69, November 31,
1969.
When IAIN Walisongo of Central Java in Semarang established,
Education Faculty Salatiga was accepted state status, and become a
branch of IAIN Walisongo. This status based on recommendation letter
of Minister of Religious Affair number 30, April 16, 1970.
2.
Transformation of STAIN Salatiga
As explained in Buku Pedoman Penyelenggaraan Pendidikan
STAIN Salatiga (2011: 10), the hope of Islamic society in Salatiga has
been fulfilled. In 1997, STAIN Salatiga was established with notarical
document of Indonesia president number 11/97, exactly on March 21.
With this letter, STAIN Salatiga became an independence institution
under supervisor of Indonesia Religious Department. Therefore, STAIN
Salatiga had similar position and function with other institution and
university. The location of STAIN Salatiga is on Tentara Pelajar street
number 2 Salatiga.
3.
The Faculty and the Program Study of STAIN Salatiga
Constitutionally, the changes from faculty of IAIN Walisongo to
STAIN Salatiga gives opportunity to expand itself as tall as and as wide
as based on the arrangement, as mentioned in Buku Pedoman
Penyelenggaraan Pendidikan STAIN Salatiga (2011: 15). It is not only
Under Graduate Program (S1) that could be developed but also it opens
for Post Graduate (S2) program. If the requirements are fulfilled, STAIN
can change to be UIN. There are faculties, study programs and education
supporting programs which in accordance with Islamic knowledge
principal that are developed by STAIN Salatiga in the academic year of
2011/2012 as mentioned in Buku Pedoman Penyelenggaraan Pendidikan
STAIN Salatiga (2011: 15). Those are:
a. Education Faculty (Tarbiyah)
This faculty aimed to produce an Islamic-based intellectual and
professional educator. Students should have sufficient knowledge in
Islamic and skills in another field like Arabic, English and Primary
teaching. Education Faculty has four program studies, namely:
1) Islamic Department
2) Arabic Department
3) English Department
4) Islamic Primary School Teaching Department
b. Law Faculty (Syari‟ah)
The goal of law faculty is to manage an education process in
order to produce an Islamic law bachelor who has skill and knowledge
both in constitutional law and Islamic law (Ahwal al-Syakhshiyyah).
Programs studies on this faculty are:
1) Judicature Court Department
2) Islamic Banking Department
3) Islamic Accounting Management Department
c. International Class Program
International Class Program was set up in the academic year of
2010/2011. Students are coming from the whole faculties who had
passed the examination. The International Class Curriculum is based
on each study programs as mentioned in
Buku Pedoman
Penyelenggaraan Pendidikan STAIN Salatiga (2011: 17). It means the
college degree that will be given is according to the students‟ own
study program.
d. Postgraduate Program
The latest program of STAIN Salatiga is postgraduate class.
The first teaching and learning process was held in the year of 2011.
The major program that is carried is on Islamic has a meaning that the
graduated students will accept M.Pd.I (Master of Islamic Education)
B.
The Profile of English Department of STAIN Salatiga
1. Facilities and Students
The Data were collected from the academic and administration
document of STAIN Salatiga. Total amounts of the sixth semester
students of English Department approximated 600 students. Moreover,
there are 20 regular lecturers that conduct teaching and learning process.
32 study courses and more than 30 supporting courses are available in
order to increase students‟ achievement. Supporting facilities such as
classrooms, offices, library, and language laboratory are provided to
endorse teaching-learning process.
2. Competency of English Department
The Purpose of English department is to create a candidate of
English teacher who has competence in English itself and Islamic spirit as
well. The following table shows some competencies that must be
achieved by English department student.
Table 3.1
Competency of English Department of STAIN Salatiga
In the Academic Year of 2012/2013
Graduate Competency
I. Understanding
the
Competence Indicator
education a. Explaining the concept of general
concept comprehensively
education and Islamic, history,
philosophy, theory, figure and
concept,
methodology
and
intuition.
b. Having capability to explain the
application
of
psychology
linguistic
technology
curriculum
in
the
and
English
education.
II. Mastery the English science, a. Having
capability
to
explain
teaching science, and teaching
English science, linguistic theory
methodology
and applied structure, vocabulary,
listening, speaking, writing and
reading
at
the
elementary,
intermediate and advance.
b. Having capability to explain the
concept
of
teaching
English
methodology, approach, method,
technique, media and evaluation.
III. Having job professionalism
a. Love his profession
b. Increase
and
develop
the
effectively
and
profession
c. Do
his
duty
efficiently
IV. Responsive,
Creative
Innovative
and a. Perceptive with development of
English teaching education
b. Repair and increase the quality of
English teaching education
c. Create new concept at English
teaching education
V. Applying
the
theory
of a. Planed English learning
education in English learning
b. Evaluate English learning
c. Continued the result of evaluate
English teaching
VI. Having democratic attitude
a. Giving freedom in opinion
b. Respect with others opinion
c. Do not lay down the law
VII. Like of science
a. Increase and develop science and
academic ability
b. Respect with other concept
VIII. Having English skill
a. Students are able to access English
text
b. Students are able to speak English
oral and written
IX. Having capability in conducting a. Capable in designing and carrying
research and dedication
out research activity
b. Capable in conducting society
service
*Source : Translated from Buku Pedoman Penyelenggaraan Pendidikan STAIN
Salatiga (2011: 26-27)
3. Curriculum of English Department of STAIN Salatiga
Table 3.2
Curriculum of English Department of STAIN Salatiga
in the Academic Year of 2012/2013
No.
1.
2.
3.
4.
5.
6.
7.
Subject
Al-Qur‟an
Pendidikan Kewarganegaraan
Bahasa indonesia
Fiqh
Bahasa Arab I
Structure I
Reading I
SKS
2
2
2
3
2
2
2
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
51.
52.
53.
Ilmu pendidikan
Vocabulary I
Listening I
Speaking I
Tafsir
Ilmu Pendidikan Islam
Hadis
Bahasa Arab II
Structure II (SIBA)
Vocabulary II
Listening II
Speaking II
Reading II
Writing I
Translation I
Filsafat Ilmu
Phonetics and Phonology
Akhlak Tasawuf
Metodologi Studi Islam
Statistika
Stucture III
Listening III
Speaking III
Reading III
Writing II
Translation II
Reading III
Speaking I
Ilmu kalam
Psikilogi Pendidikan
Morphology
Introduction to Linguistics
Structure IV
Listening IV
Speaking IV
Reading IV
Writing III
Interpreting
Teknologi Komunikasi Pendidikan
Filsafat Pendidikan Islam
Learning Theories
Syntax
English for Spesific Purposes
Learning Management
Medium of of Language Teaching
Evaluation of Language Teaching
2
2
2
2
2
2
2
3
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
54.
55.
56.
57.
Methods of language teaching
2
Reading V
2
Writing IV
2
English as Foreign Language/ English as a Second
2
Language/EFL/ESL
2
58. Design of Language Teaching
2
59. Micro Teaching
2
60. Literature Appreciation
2
61. Psycholinguistics
2
62. Sociolinguistics
2
63. Semantics
2
64. Pragmatics
2
65. Manajemen Lembaga Pendidikan
2
66. Research in ELT I
2
67. Curriculum and Material Development
2
68. Literature Appreciation
2
69. Writing V
2
70. Bimbingan dan Konseling
2
71. Cross Cultural Understanding
2
72. Research in ELT II
2
73. Praktikum Profesi Kependidikan
4
74. Praktikum Pengabdian Masyarakat
4
75. Graduating Paper
6
*Source: Buku Pedoman Penyelenggaraan Pendidikan STAIN Salatiga
4. Translation II
Translation II is one of the subjects offered for sixth semester
students. There are around 125 students of the sixth semester which take
this subject. Students are divided into 5 classes with the division; 28
students in A class, 30 students in B class, 30 students in C class, 29
students in D class, and 8 students in E class. The lecturer of this subject
is Mrs. Sarifamularsih, S.Pd.I, M.A. Matter in translation II is
continuation of translation I that aims to increase students‟ ability in
translation.
Translation
principles,
translation
procedures
and
equivalence in translation are several to topics given in translation II
class. Lecturer determines "A" score as the passing grade standard.
Exercises and assignments are often given to sharp and increase their skill
in translation.
C. Methodology of the Research
1. Research Method
In conducting the study, the writer used descriptive quantitative
method. Regarding Issac (1984:46), descriptive research is the kind of
research that describes systematically the situations and facts of a given
population factually and accurately. Moreover, Arikunto (1996: 244)
states that the final conclusion of descriptive study should be in words or
sentences, not in a number. In describing students‟ ability and common
errors in translating grammatical equivalence, writer gained quantitative
research in which the writer collects the data, analyses them and draws
conclusion by making statistical form.
2. Procedure of the Research
To carry out the research, writer did some steps as follow:
a. Selected some sixth semester students in STAIN Salatiga especially
from English Department.
b. Distributing the test to the students.
c. Checking the students‟ answer.
d. Analyzing students‟ result
e. Making conclusion.
3. Data Sources
a. Population
The population of this reasearch is the whole students of The
Sixth Semester of The English Department of STAIN Salatiga in the
Academic Year of 2012/2013 who take the translation class. The total
amount of population is around 125 students who divided into 5
classes, with the division: 28 students in A class, 30 students in B
class, 30 students in C class, 29 students in D class, and 8 students in
E class. So the total number of translation II class are 125 students.
b. Sample
Arikunto (1998:117) states that sample is part of population,
while research sample is a part of population which taken as a data
sources and it represents the whole population. The writer took 15%
from 125 students of the sixth semester who take Translation II class
at English Department in the academic year of 2012/2013. Total
sample of the study are 20 students.
c. Sampling
Sample is gained by using random sampling technique because
the population are homogeneous and every students has equal
opportunity to be selected as a sample.
Table 3.3
Participants of the Research
NR
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
Student
Number
11308140
11310004
11310012
11310014
11310024
11310042
11310045
11310048
11310059
11310061
11310078
11310081
11310084
11310093
11310122
11310125
11310132
11310137
11310149
11310151
Name
Herry Masrianto
Mim Cholifah
Tuktil Hikmah
Indisa Dwi Cipta Putri
M. Khafidz Afrianto
Sri Wahyuni
Rois Kahfiani
Muslimatin
Uzin Mufaidah
Mala Alfiana
Ika Setya Wijayanti
Miftachul Azis
Winda Rahayu
Sinta Aunana
Muhammad Rizki
Athok Ibnu Salam
Fadlila Miladiyati
Agus Prasetya
Endang Mulyani
Dewanti Mulki Rahma
Gender
Male
Female
Female
Female
Male
Female
Male
Female
Female
Female
Female
Male
Female
Female
Male
Male
Female
Male
Female
Female
4. Data Collection
To gain the data, the writer used test as the instrument. Douglass
Brown (in Khodijah, 2006) stated that the test in plain is a method of
measuring a person ability or knowledge in given area. The test consisted
of 15 numbers of questions. Students had to translate those sentences into
Indonesia.
5. Data Analysis
In analysing the data, the writer follows the steps:
a. Collecting the students‟ answer sheets and giving score by analysing
the answer. Maximum score for each question is 3. In scoring, the
writer followed the criteria:
Table 3.4
Criteria of Accuracy
Criteria
Score
Accurate and clear meaning, without any omission
3
and addition or changes meaning
(Accurate)
Correct meaning with minium omission, eddition
or changes meaning
2
(Less-accurate)
Different meaning, unclear, ambigous
1
(Inaccurate)
Table 3.5
Criteria of Acceptability
Criteria
Score
Natural form, appropriate word, none of
3
grammatical errors, read naturally
Minimum inappropriate word or unnatural
word
Unnatural form, any inappropriate word,
(Acceptable)
2
(Less-acceptable)
1
(Unacceptable)
b. Count the students‟ ability in translating grammatical equivalence in
percentage by using formula:
P
F
X 100%
N
Where
P
: the percentage of students‟ personal ability
F
: total score
N
: maximum score
In order to find the average level mastery of students, the next
step must do is finding out the mean by applying the formula:
M 
X
N
where M : mean
X : the raw score
N : number of students
The last step is determine the percentage score of the students‟
ability. To find out, the writer uses the formula:
P

M
N
Where P : the percentage score of students‟ ability
M : the mean
N : the maximum score
To clasify the level of students‟ ability, the writer uses theory
from Haris who divided it into four level, namely
Table 3.6
Level Mastery
Scale
Categories
80% - 100%
Excellent
60% - 79%
Good
50% - 59%
Fair
0% - 49%
Poor
Where the levels mean:
Excellent : Translation is accurate and acceptable.
Good
: Translation is less-accurate with minimum omission,
addition and minimum inappropriate words.
Fair
: Different meaning, there are some inappropriate words.
Poor
: Unclear meaning, ambigous, a lot of grammatical errors
and inappropriate words.
From this result, the writer will able know how good are the
students in translating grammatical equivalence.
c. Analysing the types of students‟ error in translating grammatical
equivalence.
D. Data Presentation
According to the description in chapter I, the writer used test as a
primary data. This study was conducted from June 5th to July 2nd 2013 at
the Sixth Semester English Department Students of STAIN Salatiga in the
academic year of 2011/2012 who has taken Translation II. Here, the result
of students test:
Table 3.7
Students’ Score and the Level Mastery
NR
Score
Percentage(%)
Level Mastery
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
36.8
29
26.2
34.2
35.8
23.6
33
27.8
32.4
28
31.2
30
28.8
33.6
29.8
29
30.4
35
26.4
29.6
 610.8
82
64
58
76
80
52
73
62
72
62
69
67
64
75
66
65
68
78
59
66
Excellent
Good
Fair
Good
Excellent
Fair
Good
Good
Good
Good
Good
Good
Good
Good
Good
Good
Good
Good
Fair
Good
From the table above, the writer got a result that there are 2 students
whose mastery level is excellent, 15 students gained good level and 3 students
whose mastery level is fair. The distribution frequency of each level revealed
in the table below:
Table 3.8
Frequency of Students’ Level Mastery
Level of mastery
Frequency
Percentage
Excellent
2
10%
Good
15
75%
Fair
3
15%
Poor
-
-
Total
20
100%
CHAPTER IV
DISCUSSION
This chapter presents an analysis and the discussion of students‟ ability in
translating grammatical equivalence and common mistake made by students‟ in
translating them.
A. Data Analysis
In the previous chapter, the writer had present the result of students‟
score and divided it based on the level of mastery. The next step is finding
the mean of students‟ ability and the second is finding the percentage score of
the students‟ ability.
1.
The Mean of Students‟ Ability
The formula below is used to calculate the mean of students‟
ability:
M 
X
where M : mean
N
X : the raw score
N : number of students
thus M 
610.8
20
= 30.6
From the calculation, it was founded that mean of the students‟ ability
is 30.6.
2.
The Percentage Score of Students‟ Ability
The mean is used to calculate the percentage score of students‟
ability by using the formula:
P
M
x100%
N
P : the percentage score of students‟ ability
Where
M : the mean
N : the maximum score of the whole sentences (i.e. 45)
thus P 
30.6
x100%
45
= 68%
Based on the calculation, it was gained that the percentage of
students‟ ability is 68%. From the result, the writer concluded that in
general, the ability of students‟ in translating grammatical equivalence is
Good.
B. Discussion of the Finding
Before the writer discuss about the finding, it will be better to present
the table of the result of the students ability in translating grammatical
equivalence. Here the table:
Table 4.1
The Result of the Students’ Ability in Translating
Grammatical
NOQ
NOR
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
Equivalence
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Total
3
1
1.4
2.6
3
1.4
2
1,4
2.6
2
3
3
3
2,4
2
1,4
3
3
1,4
2
2,6
2
2,6
3
2,6
1,4
2,6
1,4
3
1,8
2,6
1
1
2,6
1,4
1,8
1
2,6
1,4
1,4
3
1
1,4
2,6
2,6
1
2
1,4
2,6
1,4
2
2
1,6
2,6
2
1,4
2
2,6
2
2
2,6
3
2,6
1,4
2,6
2,6
3
2
2,6
3
2,6
2,6
2,6
2,6
2,6
3
2,6
2,6
2,4
2,6
2,4
2,6
2,6
3
2,4
1,6
3
3
3
2,6
2,6
3
3
3
3
3
3
2
2
3
3
2,6
3
2,6
3
3
3
2,6
2,2
2,6
2,6
2
1,6
2,6
2,2
2,6
2
3
2,6
2,2
3
3
2,6
2,6
2,6
2,4
2,6
2,4
2,2
2
3
2
2,6
2,2
2,6
2,4
2
2,6
1,6
2,6
2,6
2
1,6
2,6
3
1
1,4
1,4
2,6
1
2,6
2,6
2,6
1
2
1,4
2,6
3
1
2
3
2
1
2,6
3
1,6
2,4
2,4
2,6
3
3
2,6
1,4
2,6
2,6
2,4
2,6
3
1,4
2,6
2,2
1
1
1
1,6
1
1
1,4
1,6
1
1
2
1,4
1
1
1,4
2
1,6
1
1
3
3
1,4
2,6
2
1,4
2,6
1
3
1
2,2
2,6
3
1
2,6
1
2,6
2
2,6
2,6
1
1,4
1
1
1,4
1,4
1
1,4
1
1,4
1
1
1
2,6
2
1,4
1
1,4
1
2
2
1,4
1,4
3
2
1
2,4
2,6
1,4
2
1
1
1,4
3
1
2,6
1
2
3
1
1,4
1,4
1
1
2
1,4
2
2,4
1
2
1
1
1,6
3
1,4
2,4
1,4
2
2
1,4
2
1,2
1,6
2,6
2
1,4
2
1
1
1
1
1,6
1
1,4
1,4
1
1,6
2
1
1,4
36,8
29
26,2
34,2
35,8
23,6
33
27,8
32,4
28
31,2
30
28,8
33,6
29,8
29
30,4
35
26,4
29,6
The scores above are the result of the calculation from the analysis of
accuracy and acceptability from students‟ task paper. The examples of the
analysts are explained as follows:
a.
Accuracy
According to the result of the analysis done in respondents‟ task
paper, the writer either found three kinds points of accuracy from 20
respondents. There are 128 (43%) data that indicate as accurate for scale
three, 68 (23%) data that indicate as less-accurate for scale two and 106
(35%) data that indicate as inaccurate for scale one. The explanation
about those three scales are as follows:
1) Accurate (Three Point)
D18.S3
ST: The company around the table watched Voldemort
apprehensively, each of them, by his or her expression,
afraid that they might be blamed for Harry Potter‟s
continued existence.
TT: Sekelompok penyihir disekeliling meja memperhatikan
voldemort dengan penuh kekhawatiran, beberapa dari
mereka terlihat dari ekspresinya, mereka merasa takut
disalahkan atas keberadaan harry potter yang masih ada
sampai saat ini.
The translation above includes in category accurate because
the meaning from the source text have been delivered appropriately
in target text. The sentence is readable and can be understood
easily by target readers. Participants number 1, 4, 5, 9, 14, and 17
also translated this sentence accurately. Another sentence which
translated accurately as follows:
D7.S5:
ST: “I shall need, for instance, to borrow a wand from one
of you before I go to kill Potter.”
TT: “Saya akan butuh, misalnya saja, meminjam tongkat
salah satu dari kalian sebelum aku pergi membunuh
potter.”
The point of the sentence has been conveyed accurately in
target text. Target readers are easy to understand the text. There are
75% of participants translated this sentence accurately.
Besides the examples above, from 15 sentences and 20
participants, the writer found 128 (43%) data which is include in
category accurate. They are: 9 respondents in sentence number 1, 9
respondents in sentence number 2, 17 respondents in sentence
number 4, 17 respondents in sentence number 6, 13 respondents in
sentence number 7, 12 respondents in sentence number 9, 1
respondent in sentence number 10, 12 respondents in sentence
number 11, 1 respondent in sentence number 12, 5 respondents in
sentence number 13, 1 respondent in sentence number 14, and 1
respondent in sentence number 15.
2) Less-accurate (Two Point)
D1.S15:
ST: Now that the woman had woken, he seemed unable to
look at her anymore.
TT: Sekarang saat perempuan itu telah terbangun, laki-laki
itu merasa tak mampu lagi menatap matanya.
According to the data above, the information in SL is quite
suitably conveyed in TL and near to the real one although there is
an addition of information in TL. The word “matanya” should not
be stated since it is not stated in TL. In sentence number 15, there
are 7 participants whose translations include in this category.
The writer found there are 68 (23%) respondents whose
translations included in this category. They are: 5 respondents in
sentence number 1, 1 respondent in sentence number 2, 8
respondents in sentence number 3, 2 respondent in sentence
sentence number 12, 5 respondents in sentence number 13, and 7
respondents in sentence number 14.
3) Inaccurate (one point)
D6.S11:
ST: Yaxley thrust his wand back under his cloak with a
snort.
TT: Yaxley yakin tongkatnya kembali
jubahnya dengan mendengus.
lagi
dibawah
In the sentence above, the meaning in source text did not
conveyed accurately in target text. The meaning in target text is far
from the real meaning. Such kind of translations, also appear in
data respondent number 3, 8, 10, 14 and 16. Another example of
inaccurate translation as follows:
D6.S13:
ST: The gesture was not missed by Voldemort, whose eyes
widened maliciously.
TT: Sikap yang tidak dihilangkan oleh voldemort, yang
memiliki mata lebar yang jahat.
The meaning in TT was not appropriate with meaning in
source text. There are half of respondents (10) translated in the
same way.
Besides the samples above, from 15 sentences and 20
category inaccurate. They are: 6 respondents in sentence number 1,
10 respondents in sentence number 2, 6 respondents in sentence
number 12, and 12 respondents in sentence number 15.
In order to gain the validity of the accuracy, the researcher
has done the inquiry and verification. The inquiries were revealed
in these tables as follows:
Table 4.2
Score of Accuracy
NOQ
NOR
1
2
3
4
5
6
7
1
3
1
1
3
3
1
2
2
3
4
5
6
7
8
9
3
2
3
3
3
1
3
3
1
1
3
3
1
2
3
3
3
1
3
3
3
2
3
3
3
2
2
3
3
3
3
3
3
3
3
3
3
3
3
3
2
3
3
2
2
3
3
1
1
3
2
1
3
3
2
2
10 11 12 13 14 15
3
1
1
1
2
1
1
3
3
1
3
2
1
3
1
1
1
1
1
1
1
2
1
1
3
2
1
2
1
1
1
1
2
1
2
2
1
2
3
2
1
2
8
9
10
11
12
13
14
15
16
17
18
19
20
b.
1
3
2
3
3
3
2
2
1
3
3
1
2
1
3
1
3
1
1
3
1
1
1
3
1
1
1
3
1
2
2
2
3
2
1
2
3
2
2
2
3
3
3
3
3
3
3
3
3
3
2
3
3
3
3
3
3
3
3
3
3
3
2
2
3
3
3
3
3
2
2
3
3
3
2
3
3
3
2
3
2
3
2
3
3
3
2
2
3
2
3
1
3
1
3
3
3
1
2
1
3
3
1
2
2
3
3
3
3
1
3
3
2
3
3
1
3
1
2
1
1
2
1
1
1
1
2
2
1
1
1
3
1
3
3
3
1
3
1
3
2
3
3
1
1
1
1
1
1
3
2
1
1
1
1
2
3
1
2
1
1
1
3
1
3
1
2
3
1
2
1
2
1
1
2
3
1
2
1
2
2
1
Acceptability
Acceptability is used to measure translation quality in structure,
diction and grammatical point of view. In this research, acceptability is
divided into three categories, namely, acceptable (3 points), lessacceptable (2 points) and unacceptable (1 point). The writer found there
are 73 (24%) data in category acceptable, 150 (50%) data in category
less-acceptable, and 77 (26%) data in category unacceptable. The results
are explained as follows:
1) Acceptable (Three Point)
D18.S1:
ST: “Thought I might be late," said Yaxley to hisfriend
TT: “ku pikir aku kan terlambat” kata yaxley pada
temannya
The use of word aku was suitable with grammatical in Bahasa
Indonesia. It used to talk to close friend or someone in lower position
1
1
1
1
2
1
1
1
1
2
2
1
1
than the speaker. There are 8 respondents whose answers‟ include in
this category. Another example is:
D2.S4:
ST: “My Lord, that is true – but you know, as Head of the
Department of Magical Law Enforcement ...”
TT: Ya tuanku, itu benar – tetapi anda tahu, sebagai kepala
dari departemen hukum sihir.
The word my lord indicates that the speaker has lower position
that the hearer. So, the word anda is the equivalence of you. Just four
(4) participants succeeded in translating this sentence because they
understood the correct meaning and chose the appropriate personal
pronoun in Bahasa Indonesia.
category acceptable. They are: 8 respondents in sentence number 1, 4
respondents in sentence number 2, 1 respondent in sentence number 3,
14 respondents in sentence number 5, 6 respondents in sentence
sentence number 8, and 3 respondents in sentence number 11.
2) Less-acceptable (Two Point)
D17.S4:
TT: Ya tuanku, itu benar, tapi kau tau, sebagai kepala
departemen penegakan hukum sihir,
The translation is accurate but less-acceptable in Bahasa
Indonesia. You should not be translated as kau. There are 75%
respondents in this sentence who translated as the same way. Another
example in this category is:
D12.S10:
ST: “Will the Ministry have fallen by next Saturday?”
TT: “akankah kementrian jatuh sabtu depan?”
Verb phrase „will have fallen‟ is future perfect tense. It means
that the activity will be completed before another time or event in the
future. The appropriate translation of this translation should be
„akankah kementrian sudah jatuh sabtu depan?, whereas no one
reached this translation.
category less-acceptable. They are: 11 respondents in sentence
number 1, 13 respondents in sentence number 2,16 respondents in
sentence number 8, 2 respondents in sentence number 9, 5 respondents
in sentence number 10, 12 respondents in sentence number 11, 10
number 13, 10 respondents in sentence number 14, and 8 respondents
in sentence number 15.
3) Unacceptable (One Point)
D6.S3:
TT: Orang-orang mengelilingi meja dan melihat voldemort
dengan penuh kekhawatiran, mereka takut jika ada
kesalahan tentang keberadaan harry potter selanjutnya.
The sentence in target language is unacceptable because it
ommit some information exist in source text such as „each of them, by
his or her expression‟. The verb phrase „might be blamed‟ prefer
translated as „mungkin disalahkan/akan disalahkan‟ to „jika ada
kesalahan‟. Because of the errors, the translation become uneasy to
understand by target readers. Here also the example:
D8.S12:
ST: Now that the woman had woken, he seemed unable to
look at her anymore.
TT: Wanita sekarang telah bangkit, dia tampak tidak dapat
melihatnya lagi.
The sentence above includes in category unacceptable because
the sentence in target text sound awkward. Target readers have to do a
lot of efforts to understand the TL due to the use of uneasy-form of
language.
This scale occurs in several data. They are 1 respondent in
sentence number 1, 3 respondents in sentence number 2, 3 respondents
in sentence number 3, 1 respondent in sentence number 5, 4
respondents in sentence number 6, 3 respondents in sentence number
7, 5 respondents in sentence number 8, 2 respondents in sentence
respondents in sentence number 13, 7 respondents in sentence number
14, and 12 respondents in sentence number 15. The following is the
table shows the students‟ score of acceptability:
Table 4.3
Score of Acceptability
NOQ
NOR
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
1
2
3 4
5 6
7
8
9
10 11
12 13 14
15
3
1
2
2
3
2
2
2
2
2
3
3
3
3
2
2
2
2
2
3
2
2
2
2
3
3
2
1
1
2
2
3
3
1
2
2
2
1
2
2
2
2
2
2
1
2
2
2
3
2
2
3
3
1
3
3
3
2
2
3
3
3
3
3
3
3
2
2
2
3
2
3
1
2
3
2
2
1
2
3
2
2
1
2
3
1
2
2
2
1
2
2
2
1
2
2
3
2
1
2
3
1
3
3
3
3
3
3
3
3
3
3
1
1
1
1
1
1
1
2
1
1
1
2
2
1
1
2
1
2
1
1
2
2
1
2
1
2
1
1
1
2
2
2
2
1
1
2
2
2
2
1
1
1
1
1
1
1
2
1
2
3
2
2
2
2
3
2
2
3
2
2
2
2
2
3
3
2
3
2
3
3
3
2
1
2
2
2
1
2
1
2
2
3
2
2
2
2
2
1
3
1
1
2
3
1
2
1
2
2
2
3
2
1
3
2
2
2
1
1
2
3
1
2
2
2
1
1
2
2
2
3
1
2
1
1
1
3
2
3
17
18
19
20
3
3
2
2
1
2
2
2
2
2
2
2
2
2
3
2
3
2
2
3
2
3
2
1
2
3
1
2
2
3
1
2
3
3
3
3
2
1
1
1
2
2
2
2
1
2
1
2
1
2
3
1
1
2
2
2
1
2
1
2
C. Common Errors Made by Students
On the discussion about accuracy and acceptability in students‟ task
paper, the writer encountered a number of an appropriate translations. Several
errors occured in the translation are adding or omitting that engender the
distorsion of meaning or message from the source text into target text.
Another errors is the choice of words or diction that are not suitable
with norm, custom and structure of target language. Word-for-word
translation sometimes result a different meaning in target text. The following
are some errors in students‟ paper task:
1. Adding
It is an introduction of superfluous information or stylistic effect
absent in the ST. the example is:
D2.S3:
TT: Para tamu di sekeliling meja khawatir melihat voldemort
dengan ekspresi mereka masing-masing, barang kali yang
mereka takutkan tentang kutukan yang akan dilanjutkan
dengan adanya harry potter.
The adding of word „kutukan‟ which doesn‟t exist in source text caused the
meaning of the target text change. The sentence below is also the example
of adding in translation:
D7.S14:
ST: The lane was bordered on the left by wild, low-growing
brambles, on the right by a high, neatly manicured hedge
TT: Jalur yang telah dibatasi oleh para penjahat disebelah kiri,
tumbuh semak-semak berduri yang rendah, dan disebelah
kanan tumbuh tinggi dengan pemotongan tanaman pagar
yang rapi.
The addition of word „penjahat‟ caused distortion of meaning in target
text. Moreover, it change the agent of the passive sentence was bordered.
In the ST, the agent is wild, low-growing bramble or semak berduri yang
tumbuh rendah. In the data, there are 10 errors of adding.
2. Omission
Is a failure to render a necessary element of information in source
text. The example is:
D1.S12:
ST: The place, according to the source, has been given every
protection that the Orde and Ministry together could
provide.
TT: Menurut informasi, tempat tersebut dilindungi oleh
kementrian.
In the target text, there is an information in source text which omited by
translator. This ommison caused the message from the source text did not
conveyed properly into target text. Another example of omission is:
D3.S8:
ST: Dawlish believes an entire party of Aurors will be used to
transfer the boy ,
TT: Dawlish percaya anak itu akan dikirim dengan auror.
Although, target readers are easy to understand the meaning, but, the
whole meaning of source text did not fulfill because of the omission. In the
data, founded 88 omission in students‟ answer.
3. Inappropriate Word Choice
The choice of word in translation must be adjusted with custom,
norm and culture in target language.
D17.S4:
TT: Ya tuanku, itu benar, tapi kau tau, sebagai kepala
departemen penegakan hukum sihir,
The translation is accurate but less-acceptable in Bahasa Indonesia. You
should not be translated as kau, because it does not show politeness. In the
data, founded 83 errors of inappropriate word choice.
4. Word-for-Word Translation/Unnatural Structure
It is a literal translation consisting of transferring the elements of
the ST without changing the word order. It can distort the sense and
intelligibility of the ST. The example is:
D5.S14:
ST: The lane was bordered on the left by wild, low-growing
brambles, on the right by a high, neatly manicured hedge.
TT: Jalur ini berbatasan di sebelah kiri dengan liar, rendah
semak berduri yang tumbuh di kanan dengan tinggi pagar
terawat rapi.
The translation above used word-for-word translation so that the meaning
in target text becomes unclear and uneasy to understand.
B. Research Summary
In translation, the differences grammar system across language may
result in change of message in target text. In order to get the equivalence in
meaning, thus, sometimes the change of grammatical in target text is
obligatory. This study is aimed to investigate the ability of students‟ in
translating grammatical equivalence and common errors made by students‟ in
translating them. This study is done by using descriptive quantitative method,
by taking the data from the test given to the 20 respondents. The result
showed that in general, the students‟ average level mastery is good. It means
that the improvement is still needed in students‟ translation. Common errors
which considerably made by students are: addition, omission, inappropriate
word choice and word-for-word translation or unnatural structure.
CHAPTER V
CLOSURE
After some findings in the previous chapter, the writer is going to conclude the
result of the findings. Morover, the writer also convey suggestions for teacher and
students based on the finding.
A. Conclusion
Based on the analysis and discussion about students‟ ability in
translating grammatical equivalence and errors made by students in
translating them in chapter four, the writer conlude the result of the study as
follows:
1. Throughout the analysis of students‟ test, the writer found out there are 2
respondents got excellent level, 15 respondents gained good level and 3
respondents result in fair level. Afterwards, the writer infered that in
general, the ability of students‟ in translating grammatical equivalence is
Good. It means that correction is still needed in students‟ translation.
2. From the analysis of accuracy and acceptability in students task paper,
the writer found that in general the quality of students‟ translation work is
average, however, there must be some corrections. There are several kinds
of errors which cause the translation inaccurate and unacceptable.
The errors are omission of information in source text, addition, inappropriate
word choice and word-for-word translation or unnatural structure which make
translation sound awkward and uneasy to understand.
B. Suggestion
According to the result in chapter four, the writer present suggestions
that might be taken as consideration for students and teachers.
1. Suggestion for Students
Since the finding have described about the quality of students‟
translation and errors they had made, thus, this study can be reference for
students to: learning from the error, encouraging self-assessment so that
the student is aware of the kinds of errors he/she makes, their causes and
how to avoid them.
2. Suggestion for Lectures.
The finding of the study can be taken as consideration for lectures
to evaluate their way in teaching translation especially about grammatical
equivalence. This study also can be used as reference to create an
appropiate method in teaching translation and to make his/her teaching
effective.
BIBILIOGRAPHY
Anari & Bouali. 2009. Naturalness and Accuracy in English Translation of
Hāfiz. Journal of Teaching English as a Foreign Language and
Literature,
Arikunto, Suharsini. 2006. Prosedur Penelitian. Jakarta: Rineka Cipta.
Baker, Mona. 1992. In Other Words: A Coursebook On Translation. New
York: Routledge.
Basnett, Susan. 2002. Translation Studies: 3rd Edition. New York: Routledge.
Bell, T. Roger. 1991. Translation and Translating: Theory and Practice.
Longman, Inc. United State.
Budianto, Langgeng & Fardhani, Aan E. 2010. A Practical Guide For
Translation Skill. Malang: UIN Maliki Press.
Catford, J.C. 1965. A Linguistic Theory of Translation. Oxford: Oxford
University Press.
Chaer, Abdul. 2003. Seputar Tata Bahasa Baku Bahasa Indonesia. PT. Adi
Mahasatya: Jakarta.
Frank, Marcella. 1972. Modern English: a Practical Reference Guide.
Prentice Hall, Inc: New Jersey.
Hassal, Timothy. 2012. Personal Pronoun. (http://bahasakita.com/Personal
Pronouns. Retrivied: 13.00pm).
Housna, Bounaas. 2009. Desertation: Difficulty in Translating the Arabic
Grammatical Category „The Accompaniment Complement‟ into
English. The Case of First Year Master Students of English,
University of Constantine. Mentouri University: Constantine.
Isaac, Sthepen & William B Michael. 1984. Hanbook in Research and
Evaluation. Edits publisher: California.
Kose, Serhan. 2011. The Effect of Form and Meaning Focused Translation
Instruction to the Language Skill Levels of ELT Students.Vol, 19 no 2.
Kastamonu Education Journal.
Larson, Mildred. 1984. Meaning-based Translation: A Guide to CrossLanguage Equivalent. United State of America: University Press of
America.
Leonardi, Vanesa. 2000. Equivalence in Translation: Between Myth and
Reality. (http://www.bokorlang.com/journal/14equiv.htm. Retrieved:
09.30am).
Muijs, Daniel. 2004. Doing Quantitative Research in Education. London:
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Munday and Hatim. 2004. Translation: An Advance Resource Book.
Routledge: New York.
Munday, Jeremy. 2001. Introducing Translation Studies. Routledge: New
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Nababan, Manguntur dkk. 2012. Pengembangan Model Penilaian Kualitas
Terjemahan. Journal Kajian Linguistik dan Sastra, Vol. 24, No. 1, :
39-57.
Nababan, Rudolf. 1999. Teori Menerjemah Bahasa Inggris. Yogyakarta:
Pustaka Pelajar.
Nur Alim, Condro and Sulasih Nurhayati. 2008. Fungsi Kala (Tense) Dalam
Novel Bahasa Inggris Serta Penerjemahannya Kedalam Bahasa
Indonesia. Universitas Muhammadiyah Purwokerto.
Sadeghi Ghadi, Alireza. 2009. Translation Equivalence (TE) and Different
Theories.(http://www.universityinfoonline.com/. Retrieved:13.30pm).
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No. 1 Juni.

AN ANALYSIS OF STUDENTS` ABILITY IN TRANSLATING

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