An Error analysis of students translating verbal conjungation at SMAN 1 Parung

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A Thesis

Submitted to Letters and Humanities Faculty In Partial Fulfillment of the Requirements for

The Degree of Letters Scholar

Kurnia Akbar No. 106026001000

ENGLISH LETTERS DEPARTMENT LETTERS AND HUMANITIES FACULTY

STATE ISLAMIC UNIVERSITY “SYARIF HIDAYATULLAH” JAKARTA

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ABSTRACT

Kurnia Akbar, An Error Analysis of Students’ Translating Verbal Conjugation at

SMAN 1 Parung. Thesis. Jakarta: Letters and Humanities Faculty, State Islamic

University “Syarif Hidayatullah”, January 2011.

Verbal Conjugation is the changing forms of verb, such as (V1, V-ing, V2 or V3). The objective of this research is to identify the difficulties that the students commonly make in translation, especially in translating verbal conjugation and to identify the causes of students’ errors. This research uses descriptive analysis method which tries to analyze the errors and to find out the causes why those errors occurred.

The finding of study states that (1) the Second Grade Students of SMA Negeri 1 Parung Bogor still do the errors in translating verbal conjugation. (2) The reasons why the students do the errors, the writer deduces that there are two causes of errors on students’ translating especially on patterns, they are:

There are 269 cases of errors caused by Mother-Tongue interference. In this case, Indonesian language as students’ first language has different structure from English and it has affected students’ second language (English) learning process.

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CONJUGATION AT SMAN 1 PARUNG

A Thesis

Submitted to Letters and Humanities Faculty In Partial Fulfillment of the Requirements for

The Degree of Letters Scholar

Kurnia Akbar No. 106026001000

Approved by:

Dr. H. Muhammad Farkhan, M.Pd 19650919 00003 1 002

English Letters Department Letters and Humanities Faculty

State Islamic University “Syarif Hidayatullah” Jakarta

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LEGALIZATION

Name : Kurnia Akbar

Nim : 106026001000

Title : An Error Analysis of Students’ Translating Verbal Conjugation At SMAN 1 Parung

The thesis has been defended before the Faculty Letters and Humanities’ Examination Committee on January 18, 2011. It has been accepted as a partial fulfillment of the requirements for the degree of strata one.

Jakarta, January 18, 2011

The Examination Committee

Signature Date

1. Drs. Asep Saefuddin, M.Pd (Chair Person) 19640710 199303 1 006

2. Elve Oktafiyani, M. Hum (Secretary)

19781003 200112 2 002

3. Dr. H. Muhammad Farkhan, M.Pd (Advisor) 19650919 00003 1 002

4. Drs. Asep Saefuddin, M.Pd (Examiner I) 19640710 199303 1 006

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written by another person nor material which to a substantial extent has been accepted for the award of any degree or diploma of the university or other institute of higher learning, except where due acknowledgment has been made in the text.

Jakarta, December 5, 2010

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ACKNOWLEDGMENT

In the Name of Allah the Compassionate the Merciful

All praise is due to Allah. The Lord of the world, the Master and the Creator of everything in the Universe, for giving his guidance in completing this paper. Peace and salutation be upon to the noble Prophet of Islam Muhammad S.A.W and his household. His companions and his faithful followers who strive in Allah’s religion of Islam.

It will be a massive lie if I say that this work is all by myself. Many people and entities contribute to this particular writing. I thank my mother for her general support and understanding when I face a lot of dilemmas and sorrows. For every breakfast she has made and for every smile she held on her face. I love her.

To my dear Advisor, Dr. H. Muhammad Farkhan, M.Pd, whom I admire for his brilliant thoughts and ideas that often instantly came up from his brain-thanks for always being so nice and patience on me.

Gratitude should come to all these people follow:

1. Dr. H. Wahid Hasyim, M.Ag, the Dean of Faculty of Adab and Humanities, Syarif Hidayatullah State Islamic University.

2. Drs. Asep Saefuddin, M.Pd, the head of English Letters Department.

3. Elve Oktafiyani, M. Hum, the secretary of English Letters Department.

4. All lecturers of English Letters Department for sharing their knowledge to me.

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There will be so many phrases and loving words when it comes to me to write on this personal part of this paper, but I know it will never be enough, because there are too many people and grateful words are not enough to express how thankful I am.

Jakarta, January 2010

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CHAPTER 1 INTRODUCTION

A. The Background of The Study

To master English properly, the students must know all aspects about

English. They must not only know in general but also in specific way such as

subject and verb. According to Oxford Advanced Learner’s Dictionary “verb

is a word or group of words that expresses an action (such as eat), an event

(such as happen) or a state (such as exist).”1 Mean while according to

Marcella Frank “verb is the most complex part of speech. Its varying

arrangements with nouns determine the different kinds of

sentences-statements, questions, commands, exclamations.”2

In translating Indonesian into English, the students must know about

verbal conjugation and tenses, because Verbs have many forms such as (V-1,

V-ing, V2 and V3). Translation by dictionary is the process of changing

something that is written or spoken into another language.3 The dictionary

illustrates that the translation deals with two statements, forms or languages.

Translators are not only denoting meaning but also understanding the

styles. According to Pinchuck Isadore “Translation is a process of finding a

TL (Target Language) equivalent for a SL (Source Language) utterance.”4 To

acquire the skill in translation one must know about at least two languages

1

Oxford Advanced Learner’s Dictionary (Oxford University Press, 2005), p. 1698.

2

Marcella Frank, Modern English a practical reference guide (New Jersey: Prentice-Hall, 1972), p. 47.

3

Oxford Advanced Learner’s Dictionary (2005), loc.cit. p. 1632.

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used in the process of transferring the message from a Source Language (SL) into a Target Language (TL). The source language is a language used in an

original work or text, while the target language is a second language.

If the writer makes a comparative study between English and

Indonesian, and he will find the problems of verbal conjugation and tenses

that are often made by English students.

1) Budi pergi ke sekolah setiap hari

2) Budi pergi ke sekolah sekarang

3) Budi pergi ke sekolah besok

4) Budi pergi ke sekolah kemarin

5) Budi pergi ke sekolah sejak tadi pagi

The sentences above are translated:

* Budi going to school every day

* Budi going to school now

* Budi going to school tomorrow

* Budi going to school yesterday

* Budi going to school since this morning

All of the sentences above are wrong because the students only use the

word going in translating the word pergi. They cannot use the word going

only in translating the word pergi but they have to change the verb form going

into the other verbs such as (V-1, V-ing, V2 and V3) according to the situation

when the events happen. “The form of the verbs change according to the

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had Walked and walking.”5 The verb going should be changed according to the situation when the events happen. Basically, V-1 is used for present, to

infinitive, imperative and modals. V-ing is used for present continuous,

gerund and present participle. V-2 is used for past tense only and V-3 is used

for perfect, passive and past participle.

So the right sentences are:

1) Budi goes to school every day

2) Budi is going to school now

3) Budi will go to school tomorrow

4) Budi went to school yesterday

5) Budi has gone to school since this morning

The writer assumes that the errors that the students make are as the

result of the influence of their thinking as Indonesian people, they translate the

sentences word by word from Indonesian into English, so that their statements

are wrong.

After finding some problems that mentioned above, the writer assumes

that the students are not aware of how to use verbal conjugation correctly. The

writer sees that there are so many mistakes that the students have made in

translating verbal conjugation. The students do not really understand the use

of verbal conjugation properly and still confuses in translating verbal

conjugation from Indonesian into English. So that the writer would like to

write about verbal conjugation in translating.

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B. The Limitation of The Study

To consider the background of the study above, restricted problem in

this research is on the errors that the students commonly make and the causes

of their errors in Indonesian English translation, especially in verbal

conjugation.

C. The Research Questions

Related to the limitation of problem above, the research questions are:

1. What kind of errors do the students commonly make in Indonesian English

translation, especially in verbal conjugation?

2. What are the causes of their errors in Indonesian English translation,

especially in verbal conjugation?

D. The Significance of Study

The writer expects this study to be:

1. An analytic basis for students of English Letters Department who want to

translate verbal conjugation correctly.

2. A concrete contribution for the Department of English Letters to improve

the lecturing of translation so that the students are able to eliminate or even

omit the errors in translation especially when they translate verbs from

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E. The Research Methodology: 1. The Objective of Research

Based on the research questions above, the writer has several

objectives of research:

a. To identify the difficulties that the students commonly make in

translation, especially in translating verbal conjugation.

b. To identify the causes of students’ errors.

2. The Method of Research

The method used in this research is descriptive analysis method

which tries to analyze the errors and also find out the causes why those

errors occurred.

3. The Unit of Analysis

The unit analysis used in this research is 27 translation sentences of

verbal conjugation from Indonesian into English that were translated by

the second grade students of SMA NEGRI 1 PARUNG which are chosen.

4. The Instrument of Research

The study uses the test as an instrument to get the corpus or

linguistic data from the translation sentences of verbal conjugation from

Indonesian into English that were translated by the second grade students

of SMA NEGRI 1 PARUNG.

5. Data Analysis

The data collected are analyzed by using descriptive analysis

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errors based on the kinds of problems, corrects, and lists them in the form

of tables. Then, from those result, the writer concludes what the causes of

those errors are.

F. Time and Place

This research is conducted on October 2010 in SMA NEGERI 1

PARUNG BOGOR, in Syarif Hidayatullah Jakarta’s library, and in

Universitas Negeri Jakarta’s library which provide and give the information

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CHAPTER II

THEORETICAL FRAMEWORK

A. Error

1. The Definition of Error

According to Els “errors are the deviations from the second

language norm produced by second language learners.”1 Even there is

more general understanding of error defined in the Oxford Advanced

Learner’s Dictionary which states that “error is in doing something a

mistake, especially one that causes problems or affects the result of

something.”2 While the writer tends to refer to the statement concerning

with error written by H. Douglas Brown on Principles of Language

Learning and Teaching. It is said that “an error is a noticeable deviation

from the adult grammar of a native speaker, reflects the competence of the

learner.”3 Comparing the result of both definitions, the writer concludes

that error suggests the existence of a standard or guide and a deviation

from the right course or doing something a mistake.

2. The Causes of Error

Talking about the causes of error, Hubbard on A Training Course

for TEFL uses different names for the same categories of causes of errors.

1

Theo Van Els, et al., Applied Linguistics and The Learning and Teaching of Foreign Languages (London, New, Auckland: A Division of Hodder & Stoughton), p. 48.

2

Oxford Advanced Learner’s Dictionary (2005), op.cit. p. 516.

3

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They are ‘mother-tongue interference’, ‘overgeneralization’ and ‘errors

encouraged by teaching material or method.’4 These three categories are

the important points that the writer will refer to as the basis knowledge of

his analysis. The following are the brief but concise elaboration of the

three categories of causes of errors mentioned previously:

1. Mother-Tongue Interference

“Interference is the influence that knowledge of one language has

on the way one speaks another: e.g. in the speech of bilinguals, or as a

cause of errors by someone learning a new language.”5 Still related to

it, the writer thinks that Wilkins on Linguistics in Language Teaching

has made some related observation to this problem. He said “when

learning a foreign language an individual already knows his mother

tongue, and it is which he attempts to transfer. The transfer may prove

to be justified because the structures of the two languages are similar –

in that case we get ‘positive transfer’ or ‘facilitation’ – or it may prove

unjustified because the structures of the two languages are different –

in that case we get ‘negative transfer’ – or ‘interference’.”6

The writer concludes that the errors made by Indonesian who learn

English as a foreign language are normal problem, since they have to

struggle to control their mother tongue interference. Therefore, good

4

Hubbard Peter, et al., A Training Course for TEFL (Oxford: Oxford University Press, 1983), p. 140.

5

P.H. Matthews, The Concise Oxford Dictionary of Linguistics (New York: Oxford University Press, 1997), p. 182.

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method of teaching materials and some other factors that can improve

their English in various aspects are seriously needed here.

2. Overgeneralizations

Overgeneralization is a process that occurs as the second language

learner acts within the target language.7 Brown also supports this case

by stating that “Overgeneralization is the incorrect application –

negative transfer – of previously learned second language material to a

present second language context.”8 Richard on A Non-contrastive

Approach to Error Analysis also explains that overgeneralization

covers instances where the learner creates a deviant structure on the

basis of his experience of other structures in the target language.9

The writer considers that overgeneralization as a natural problem

usually happens in anyone learning a foreign language, it can not be

abandoned just like that only in a short time. Learning English (or

perhaps structure specifically) several years in a non-English spoken

country like Indonesia is an obvious reason why overgeneralization

problem happens here.

3. Errors Encouraged by Teaching Material or Method

According to Hubbard “error is evidence of failure, of ineffective

teaching or lack of control.”10 There are some examples why do the

students often make errors according to H. Douglas Brown on

7

H. Douglas Brown (2000), op.cit. p. 96.

8

Ibid. p. 97.

9 Ibid.

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Principles of Language Learning and Teaching, he said that “Students often make errors because of a misleading explanation from the

teacher, faulty presentation of a structure or word in a textbook, or

even because of a pattern that was routinely memorized in a drill but

improperly contextualized.”11 The writer totally approves those

statements, since the teachers are the people whom the students learn

from. They really have a great role to improve students’ English. In

addition to the teaching materials or methods applied as an external

aspect of the teachers, their internal aspect or the personal ability and

competence are quite influencing or determining.

B. Error Analysis

1. The Definition of Error Analysis

Error analysis based on Merriam-Webster’s Collegiate Dictionary is “the analysis, for practical but also potentially for scientific ends, of

errors made by students learning another language.”12 While according to

H. Douglas Brown on Principles of Language Learning and Teaching,

error analysis is “a surge of study of learners’ errors.”13 Those two

commentaries or definitions concerning with error analysis are basically

leading the same understanding that is to criticize the errors made by

11

H. Douglas Brown (2000), op.cit. p. 226.

12

P.H. Matthews (1997), op.cit. p. 117.

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students learning a foreign language and this is what the writer is

conducting in his research paper.

2. The Objective of Error Analysis

Error Analysis is useful in second language learning because this

will reveal to teachers, syllabus designers and textbook writers. They

could design remedial exercises and focus more attention on the trouble

spots. In this case the writer just would like to add that Error Analysis as a

tool is also useful for a researcher to find out information needed, since the

study of error provides the researchers with a picture of the linguistic

development of a learner and may give the researches indications about the

learning process. The writer also approves that errors can help us identify

the cognitive strategies that the learner is using to process information

through analyzing learner errors.

C. The Understanding of Translation

According to definition dictionary, translation is the process of changing

something that is written or spoken into another language, a text or work that

has been changed from one language into another, or the process of changing

something into a different form.14 While the meaning of language form is

words, phrase, sentences, paragraph and etc. Oral or written form is called

language structure. It can be seen very often in printed form or expression. In

translation, the form of the source language changed into the form of the target

language. The translation is transferring the meaning from the source language

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into the target language through structural semantic. It means, the transferring

must be defended while the form can be changed. The meaning of translation

is as follow:

1. Studying the lexicon, grammatical structure the situation of

communication, cultural contact from the first language text.

2. Studying the text from the first language in order to find out the meaning

3. Re-expressing the same meaning by using lexicon and grammatical

structure conform to the second language and the cultural context.15

The conclusion of the translation is transferring the meaning from the

source language into the target language and representing the source language

into the target language as close as possible according to the prevailing role in

the target language. The fittingness to the second language must be done, in

order the reader of translation result unrealized that she or he is reading the

translation, so the translation text read by the reader as if the original.16

The meaning of translation is transferring meaning from the source

language into the target language that must be absorbed by the translator, in

order the meaning transferred still the same, cannot be reduced or added.

Finlay says that any translation worthy of the name must reproduce the sense

of the original, omitting nothing and adding nothing.17

Translating consists of reproducing in the receptor language the closest

natural equivalent of the source language massage, first in term of meaning

15

Mildred L. Larson, Penerjemahan Berdasarkan Makna Pedoman Untuk Pemadanan Antar Bahasa translated by Taniran Kencanawati (Jakarta: Arcan, 1989), cet ke 1, p. 3.

16

Maurits DS Simatupang, Penghantar Teori Terjemahan (Jakarta: Depdiknas, 1999/2000), p. 2.

17

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and secondly in term of style, translators not only denoting meaning but also

the translator understand the styles.18 The writer concludes that the translation

result must have the same message in the target language and there are three

important elements in translation which are called replacement or reproducing,

equivalence and text or written message. Some other emphasize are style,

natural and exercise.

D. Verbal Conjugation

1. The Definition of Verbal Conjugation

According to Oxford Advanced Learner’s Dictionary “verbal is

relating to verbs”. While “verb is a word or group of words that expresses

an action (such as eat), an event (such as happen) or a state (such as

exist).”19 Another explanation also stated by Marcella Frank “the verb is

the most complex part of speech.20 Its varying arrangements with nouns

determine the different kinds of sentences-statements, questions,

commands, exclamations. Like the noun, the verb has the grammatical

properties of person and number, properties which require agreement with

the subject. But the verb also has several other grammatical properties that

are shared with no other part of speech. These properties are: tense, voice,

mood and aspect.

18

Nida and Taber, The Theory and Practice of Translation (London: EJ Brill, 1982), p. 208.

19

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1. Tense is special verb endings or accompanying auxiliary verbs signal

the time an event takes place.

2. Voice is Special verb forms that are arranged in certain positions with

nouns to indicate whether the grammatical subject of a sentence is

performing an action (The policeman arrested the burglar-active voice) or is itself being acted upon (The burglar was arrested by the policeman-passive voice).

3. Mood is Special verb forms that mark (a) commands and requests; (b)

statements expressing wishes, unreal conditions, or matters of urgency

or importance.

4. Aspect is Certain verb forms, often with accompanying adverbial

expressions, may indicate whether an event is to be regarded as a

single point on a time continuum, a repetition of points, or a single

duration that the English verb most readily expresses through the

progressive forms of the tenses.”21

Conjugation based on Oxford Advanced Learner’s Dictionary is

“the way in which a verb conjugates or a group of verbs that conjugate in

the same way”. While conjugate is “to give the different forms of verb, as

they vary according to NUMBER, PERSON, TENSE, etc. Or to have

different forms, showing NUBER, PERSON, TENSE.22 According to the

definition above, the conclusion of verbal conjugation is the changing

forms of verb, such as (V1, V-ing, V2 or V3).

21

Ibid.

22

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2. Types of Verbs

The types of verbs described here differ according to the kind of

complement they may have. Because these types may cut across each

other, a verb may belong to more than one type.

1. Predicating or linking verbs

A predicating is “a part of a sentence containing a verb that

makes a statement about the subject of the verb, such as went home in

john went home.”23 Marcella Frank also stated that “a predicating verb is the chief word in the predicate that says something about the

subject. The predicating word (or predicator) has traditionally been

called a verb of ”action” (babies cry; She wrote a letter), but has actually been interpreted to include most non-action verbs that are not

linking verbs (for example, I remember him; She needs more money). The term event is probably a more exact way to refer to what is denoted by a predicating verb.24

According to Oxford Advanced Learner’s Dictionary “a linking

verb is a verb such as be or become that connects a subject with the adjective or noun (called the COMPLEMENT) that describes it: in

‘she became angry’, the verb ‘became’ is a linking verb.”25 A linking

verb is a verb of incomplete predication; it merely announces that the

real predicate follows. The important word in the complement is

23

Ibid. p. 1185.

24

Marcella Frank (1972), op.cit. p. 48.

25

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usually an adjective (the girl is pretty) or a noun (She is a pretty girl). The -ly adverbs of manner (quickly, angrily) are not used with linking verbs. The more common linking verbs are appear, be, become, get (in the sense of become), look, remain, seem.26

2. Transitive or Intransitive verbs

A transitive is “verbs used with a DIRECT OBJECT: in ‘she

wrote a letter’, the verb ‘wrote’ is transitive and the word ‘letter’ is the

direct object.”27 A transitive verb by Marcella Frank “takes a direct

object (He is reading a book).”28

An intransitive is “verbs used without a DIRECT OBJECT: The

verb ‘die’ as in ‘He died suddenly’, is intransitive.”29 While according

to Marcelle Frank on Modern English a practical reference guide “An

intransitive verb does not require an object ( He is walking in the park). Only transitive verbs may be used in the passive voice (The book was returned by him quickly). All linking verbs are intransitive."30

3. Reflexive Verbs

A reflexive word or form of a word shows that the action of the

verb affects the person who performs the action: in ‘He cut himself’,

‘cut’ is a reflexive verb and ‘himself’ is a reflexive pronoun.31 While a

26

Marcella Frank (1972), op.cit.

27

28

Marcella Frank (1972), loc.cit. p. 49.

29

Oxford Advanced Learner’s Dictionary (2005), loc.cit. p. 816.

30

Marcella Frank (1972), loc.cit.

31

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reflexive verb requires one of the compounds with –self (reflexive pronoun) as it object---express oneself, pride oneself, avail oneself.

Some verbs may be used with or without the reflexive pronoun object ---He washed (himself) and dressed (himself) quickly. Reflexive verbs often have a non-reflexive use also, and can take objects that do

not refer back to the subject ---She washed the child and then dressed him quickly.32

4. Auxiliary or Lexical Verbs

Two or more words may be joined together into a single verb

phrase that functions as the full verb of the predicate. The first part of

the verb phrase is the auxiliary (or auxiliaries).33 While auxiliary is

‘giving help or support to the main group of workers.”34

The second part is the lexical verb (will be, arriving). The lexical verb is often called the main verb, it carries the chief burden of

semantic content. The auxiliary verb acts as a “helping” verb to the

lexical verb by adding either (1) a structural element that marks

differences in tense, voice, mood and aspect, or that signals questions

and negatives; or (2) a semantic coloring such as ability, possibility or

necessity (modal auxiliary).35

32

33

Ibid. 34

Oxford Advanced Learner’s Dictionary (2005), op.cit. p. 89.

35

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5. Finite or Non-Finite Verbs

A finite verb form or clause shows a particular tense, person or

number.36 The form for these verbs is determined by the function

which the verb has in a sentence. A finite verb is a lexical verb with or

without auxiliaries that acts as the full verb in the predicate. It is

limited by all the grammatical properties a verb may have-person,

number, tense, voice, etc.37

Non-finite verb form or clause does not show a particular tense,

person or number.38 Non-finite (or infinite) verbs are incomplete verb

forms that function as other parts of speech than verbs. They consist of

the infinitive forms (to + the simple form of the verb) and the

participial –ing or –ed forms. Thus, in The boy talking to the teacher is my brother, talking is a participle used as an adjective to modify

boy. In He likes talking to the teacher, talking is a noun (a gerund) used as the object of likes, the non-finite forms, which are also called verbal, are not limited by person or number, but they have voice and

some tense.39

3. Function of Verbs

The verb functions as the grammatical center for the predication

about the subject. As we have seen, it may be a grammatical center

expressing mere linkage, or it may be the strongest predicating word in the

36

Oxford Advanced Learner’s Dictionary (2005), op.cit. p. 577.

37

38

Oxford Advanced Learner’s Dictionary (2005), loc.cit. p. 1033.

39

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central core of the sentence. The verb is so basic that other functions

(subject, object, complement) are determined in relation to it.40

4. Position of Verbs

The verb is used after a subject, or before an object or complement.

The verb appears before the subject in most questions, and in sentences or

clauses that begin with certain types of negative adverbs.41

5. Grammatical Form of Verb

The grammatical form of verbs is usually discussed in connection

with tense. The description of verb forms differs according to the way the

term tense is interpreted. The most common interpretation of tense is a

semantic one; each tense roughly indicates a kind of time. On the basis of

this interpretation by meaning, some grammarians present a three-tense

system-present, past and future. Most grammarians, however, give a

six-tense system, which includes these three plus three perfect six-tenses-the

present perfect, past perfect and future perfect-each of which expresses

time in relation to a particular point in the present, past or future

respectively. The different tenses are signaled by verb endings or by

auxiliary verbs.42

40

Ibid. 41

Ibid. p. 52.

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There are twenty six students as the sample of this research, they have

translated the Indonesian sentences provided as the Source Language (SL) into

English as the Target Language (TL). The columns show the number of

sentence (symbolized by S) and the rows show the number of errors (problem

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B. Data Analysis

Based on the data in appendices, the writer finds out the problems

caused by verbal conjugation and tense. The students are not aware of how to

use verbal conjugation correctly. The writer sees that there are so many

mistakes that the students have made in translating verbal conjugation. Here is

the brief explanation of the causes of errors (with their examples) that the

students made in translating verbal conjugation.

a. Present tense

From twenty six students, the writer finds out that there are twenty

two students who translated sentence 1 incorrectly and six students

translated sentence 2 incorrectly. Here are the examples:

a.1. Budi always go to school.

a.2. Budi always going to school.

a.3. I am eat rice everyday.

a.4. I ate rice everyday.

a.5. I am eating rice everyday.

The sentences above are the examples of errors on present tense and

all errors made by the students on this problem are caused by

Mother-Tongue interference because Indonesian does not have different forms of

verbs. That’s why, the students often used any forms of verbs after the

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b. After modals

From twenty six students, the writer finds out that there are

seventeen students who translated sentence 3 incorrectly, seventeen

students translated sentence 4 incorrectly, seven students translated

sentence 5 incorrectly and six students translated sentence 6 incorrectly.

Here are the examples:

b.1. Rico must wearing a uniform.

b.2. My mother can driving a car.

The sentences above are the examples of errors on verb after modals

and all errors made by the students on this problem are caused by

overgeneralization because the students think that every verbs after

modals are V-ing. In fact, all verbs that come after modals must be

followed by V1 (simple form).

c. To infinitive

From twenty six students, the writer finds out that there are two

students who translated sentence 7 incorrectly and four students translated

sentence 8 incorrectly. Here are the examples:

c.1. We work to getting money.

c.2. Rika buys a book to reading.

The sentences above are the examples of errors on to infinitive and

all errors made by the students on this problem are caused by

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Ving. In fact, all verbs that come after TO must be followed by V1 (simple

form).

d. Imperative

From twenty six students, the writer finds out that all students

translated sentence 9 and sentence 10 correctly, but there are four students

who translated sentence 11 incorrectly. Here is the example:

d.1. Don’t be sleep!

The sentence above is the example of error on imperative and the

error made by the students on this problem is caused by

overgeneralization because the students used to be and V1 (simple form)

after the auxiliary don’t. In fact, a sentence must have one main verb.

e. Continuous

From twenty six students, the writer finds out that there are thirteen

students who translated sentence 12 incorrectly, eleven students translated

sentence 13 incorrectly and eleven students translated sentence 14

incorrectly. Here are the examples:

e.1. Dini speaking English.

e.2. I doing my home work.

e.3. We reading magazines.

The sentences above are the examples of errors on continuous and all

(34)

25

interference because Indonesian does not have to be. So that, the students

often omit to be (as an auxiliary) after the subject.

f. Gerund

From twenty six students, the writer finds out that there are eight

students who translated sentence 15 incorrectly, four students translated

sentence 16 incorrectly and ten students translated sentence 17 incorrectly.

Here are the examples:

f.1. Read is my hobby.

f.2. Smoke is bad for your health.

f.3. I don’t like smoke.

The sentences above are the examples of errors on gerund and all

errors made by the students on this problem are caused by Mother-Tongue

interference because Indonesian does not have –ing form. In fact, all verbs

that come as the subject or after verb must be followed by –ing form.

g. Present participle

three students who translated sentence 18 incorrectly and fourteen students

g.1. Indra open the envelope with tremble hand.

g.2. In the distance, we saw a run horse.

The sentences above are the examples of errors on present participle

(35)

Mother-Tongue interference because Indonesian does not have –ing form. In fact, all verbs that come as an adjective must use –ing form.

h. Past tense

From twenty six students, the writer finds out that there are eleven

students who translated sentence 20 incorrectly and thirteen students

h.1. Rahma watch TV last night.

h.2. Rahma watching TV last night.

h.3. Frisda cutting her hair last week.

The sentences above are the examples of errors on present participle

and all errors made by the students on this problem are caused by

Mother-Tongue interference because Indonesian does not have V2 (past form).

That why, the students often used any forms of verbs after the subject.

i. Perfect

four students who translated sentence 22 incorrectly and twenty four

students translated sentence 23 incorrectly. Here are the examples:

i.1. Frisma write a novel since last week.

i.2. Frisma wrote a novel since last week.

i.3. Frisma writing a novel since last week.

(36)

27

i.5. I lived in Depok since last year.

The sentences above are the examples of errors on perfect and all

interference because Indonesian does not have V3 (past participle). That’s

why, the students often used any forms of verbs after the subject.

j. Passive

From twenty six students, the writer finds out that there are fourteen

students who translated sentence 24 incorrectly and thirteen students

j.1. A letter writen by Ahmad the day before.

j.2. Two mice killed by the cat the night before.

The sentences above are the examples of errors on passive and all

interference because Indonesian does not have to be. That’s why, the

students often omit to be (as an auxiliary) to form passive sentence.

k. Past participle

From twenty six students, the writer finds out that there are nine

students who translated sentence 26 incorrectly and nine students

translated sentence 27 incorrectly. Here is the example:

(37)

The sentence above is the example of error on past participle and the

error made by the students on this problem is caused by Mother-Tongue

interference because Indonesian does not have V3 (past participle). That’s

(38)

29

CHAPTER IV

CONCLUSION AND SUGGESTION

A. Conclusion

After analyzing the errors made by students in translating verbal

conjugation, the writer finds out that those errors occur on almost all of the

patterns. This research also aims to find out the causes of those errors, the

writer deduces that there are three causes of errors on students’ translating

especially on patterns, they are:

1. Mother-Tongue interference.

There are 269 cases of errors caused by Mother-Tongue interference.

The writer thinks that this is a normal problem. In this case, Indonesian

language as students’ first language has different structure from English

and it has affected students’ second language (English) learning process.

2. Overgeneralization.

There are 89 cases of errors caused by overgeneralization. As stated

in chapter II, the writer considers that overgeneralization can not be

abandoned just like that only in short time. Learning English several years

in non-English spoken country like Indonesia is an obvious reason why

overgeneralization problems happen here then.

3. Teaching material or method.

As stated previously that teaching material or method used by

(39)

The writer believes that those errors can be eliminated if learners know

about verbal conjugation.

B. Suggestion

Based on the results of the research, the writer addresses some

suggestions as follows:

1. The teachers (English teachers) should apply the methodology that suitable

to deliver the material to the learners so that they can grasp it and also

make such emphasizing in the aspects that the students did errors more.

2. For the students, they should keep studying and learn a lot, so they realize

about the differences between their mother tongue and the language being

learnt since the errors appeared due to interference. It hopefully leads to

(40)

31

BIBLIOGRAPHY

Azar, Betty Schrampfer. Understanding and Using English Grammar Second

Edition. New Jersey: Prentice Hall, 1989.

Brown, H. Douglas. Principles of Language Learning and Teaching. New York: Addison Wesley Longman, 2000.

Finlay. Translating. Edinburg: T & A Constable Ltd, 1974.

Frank, Marcella. Modern English a practical reference guide. New Jersey: Prentice Hall, 1972.

Frank, Marcella. Modern English Part II. New Jersey: Prentice Hall, 1972.

Larson, Mildred L. Penerjemahan Berdasarkan Makna Pedoman Untuk

Pemadanan Antar Bahasa translated by Taniran Kencanawati. Jakarta:

Arcan, 1989.

Lou, Robby. English Tense and How to Use Them, 2005.

Matthews, P.H. The Concise Oxford Dictionary of Linguistics. New York: Oxford University Press, 1997.

Newmark, Peter. A Textbook of Translation. London: Prentice Hall, 1988.

Nida and Taber. The Theory and Practice of Translation. London: EJ Brill, 1982. Oxford Advanced Learner’s Dictionary 7th edition, Oxford University Press, 2005.

Peter, Hubbard. A Training Course for TEFL. Oxford: Oxford University Press, 1983.

Pinchuck, Isadore. Scientific and Technical Translation. Andre Deutsch, 1977. Simatupang, Maurits DS. Penghantar Teori Terjemahan. Jakarta: Depdiknas,

1999/2000.

Suryawinata, Zuchridin dan Sugeng Hariyanto. Translation: Bahasan Teori dan

Penuntun Praktis Menerjemahkan. Yogyakarta: Kanisius, 2003.

Van, Theo Els. Applied Linguistics, Learning and Teaching of Foreign

Languages. London, New Auckland: A Division of Hodder &

Stoughton.

(41)

32

The list of verbal conjugation

No CATEGORY PATTERN SENTENCES

1. Verb 1 1. Simple present 1. Budi selalu pergi ke sekolah 2. Saya makan nasi setiap hari 2. After modals 1. Rian main sepak bola besok

2. Minggu depan, Rani dan Reno belajar bahasa inggris

3. Riko harus memakai seragam 4. Ibu saya dapat mengendarai mobil 3. To infinitive 1. Kita bekerja untuk mendapatkan uang

2. Rika membeli sebuah buku untuk dibaca 4. Imperative 1. Tutup jendelanya!

2. Buka bukunya! 3. Jangan tidur!

2. Verb ing 1. Continuous 1. Dini sedang berbicara Bahasa Inggris 2. Saya sedang mengerjakan PR saya 3. Kami sedang membaca majalah

2. Gerund 1. Membaca adalah hobi saya

2. Merokok itu buruk untuk kesehatan mu 3. Saya tidak suka merokok

3. Present participle 1. Indra membuka sampul itu dengan tangan gemetar

2. Dikejauhan kami melihat seekor kuda yang berlari

[image:41.595.85.524.178.703.2]

(42)

33

3. Verb 2 1. Past tense 1. Rahma menonton TV semalam

2. Frisda memotong rambutnya minggu lalu

4. Verb 3 1. Perfect 1. Frisma menulis sebuah novel sejak

minggu lalu

2. Saya tinggal di Depok sejak tahun lalu

2. Passive 1. Sepucuk surat ditulis oleh Ahmad kemarin

2. Dua ekor tikus dibunuh oleh kucing semalam

3. Past participle 1. Saya tidak dapat menggerakan kaki saya yang lelah

(43)

Terjemahkan kalimat-kalimat berikut kedalam Bahasa Inggris yang benar! Translate these sentences into good English!

1. Budi selalu pergi ke sekolah

2. Saya makan nasi setiap hari

3. Rian main sepak bola besok

4. Minggu depan, Rani dan Reno belajar Bahasa Inggris

5. Riko harus memakai seragam

6. Ibu saya dapat mengendarai mobil

7. Kita bekerja untuk mendapatkan uang

8. Rika membeli sebuah buku untuk dibaca

9. Tutup jendelanya!

10. Buka bukunya!

11. Jangan tidur!

12. Dini sedang berbicara Bahasa Inggris

13. Saya sedang mengerjakan PR saya

14. Kami sedang membaca majalah

15. Membaca adalah hobi saya

16. Merokok itu buruk untuk kesehatan mu

17. Saya tidak suka merokok

18. Indra membuka sampul itu dengan tangan gemetar

19. Dikejauhan kami melihat seekor kuda yang berlari

20. Rahma menonton TV semalam

21. Frisda memotong rambutnya minggu lalu

22. Frisma menulis sebuah novel sejak minggu lalu

(44)

35

24. Sepucuk surat di tulis oleh ahmad kemarin

25. Dua ekor tikus dibunuh oleh kucing semalam

26. Saya tidak dapat menggerakan kaki saya yang lelah

(45)

The translation per category:

1. Budi always goes to school

2. I eat rice everyday

3. Rian will play football tomorrow

4. - Next week, Rani and Reno will study English or

- Rani and Reno will study English next week

5. Riko must wear a uniform

6. My mother can drive a car

7. We work to get money

8. Rika buys a book to read

9. Close the window!

10. Open the book!

11. Don’t sleep!

12. Dini is speaking English

13. I am doing my home work

14. We are reading magazines

15. Reading is my hobby

16. Smoking is bad for your health

17. I don’t like smoking

18. Indra opened the envelope with trembling hand

19. In the distance we saw a running horse

(46)

37

21. Frisma cut her hair last week

22. Frisda has written a novel since last week

23. I have lived in Depok since last year

24. A letter was written by Ahmad the day before

25. Two mice were killed by the cat the night before

26. I can not move my tired leg

(47)

STUDENS’ ANSWERS PER CATEGORY

a. Student 1

No Sentences

1. Budi always go to school.

2. I eat rice every day.

3. Rian will play football tomorrow.

4. Rani and Reno will study English next week 5. Riko must wear a uniform.

6. My mother can drive a car.

7. We work to get money.

8. Rika buys a book to read.

10. Open the book! 11. Don’t sleep!

12. Dini speaking English. 13. I doing my home work. 14. We reading magazines.

15. Read is my hobby.

16. Smoking is bad for your health. 17. I don’t like smoking.

18. Indra open the envelope with tremble hand.

19. In the distance we saw a running horse.

20. Rahma watched TV last night.

21. Frisma cut her hair last week.

22. Frisma wrote a novel since last week. 23. I live in Depok since last year.

24. A letter wrote by Ahmad the day before. 25. Two mice killed by the cat the night before. 26. I cannot move my tired leg.

27. I need boiled water.

b. Student 2

No Sentences

1. Budi always going to school.

3. Rian playing football tomorrow.

4. Next week, Rani and Reno studied English.

5. Riko must wear a uniform.

6. My mother can driven a car.

(48)

39

12. Dini speaking English. 13. I am doing my home work. 14. We read magazines.

16. Smoke is bad for your health. 17. I don’t like smoking.

18. Indra opened the envelope with trembling hand.

19. In the distance, we saw a horse running.

20. Rahma watch TV last night.

21. Frisda cutting her hair last week.

22. Frisma write a novel since last week. 23. I live in Depok since last year.

24. A letter wrote by Ahmad the day before.

25. Two mice were killed by the cat the night before. 26. I cannot move my tired leg.

Student 3

No Sentences

4. Rani and Reno will study English next week

12. Dini is speaking English. 13. I am doing my home work. 14. We are reading magazines.

15. Reading is my hobby.

18. Indra opened the envelope with trembling hand.

(49)

21. Frisda was cut her hair last week.

22. Frisma writing a novel since last week. 23. I live in Depok since last year.

d. Student 4

1. Budi always go to school. 2. I eat rice every day.

8. Rika buys a book to read. 9. Close the window!

10. Open the book!

11. Don’t sleep!

12. Dini is speaking English.

13. I am doing my home work. 14. We are reading magazines. 15. Reading is my hobby.

18. Indra open the envelope with tremble hand. 19. In the distance we saw a running horse.

20. Rahma was watching TV last night.

21. Frisda cut her hair last week.

22. Frisma wrote a novel since last week.

23. I was live in Depok since last year.

24. A letter had been write by Ahmad the day before. 25. Two mice had been killed by the cat the night before. 26. I cannot move my legs tired.

(50)

41

e. Student 5

No Sentences

1. Budi always go to school. 2. I ate rice every day.

4. Next week, Rani and Reno study English.

10. Open the book!

11. Don’t sleep!

16. Smoking is bad for your health. 17. I don’t like smoke.

20. Rahma watching TV last night.

24. A letter was written by Ahmad the day before. 25. Two mice were killed by the cat the night before. 26. I cannot move my tired leg.

f. Student 6

No Sentences

1. Budi always goes to school.

4. Rani and Reno studying English next week

7. We work to get money. 8. Rika buys a book to read.

(51)

10. Open the book!

11. Don’t sleep!

18. Indra is opening the envelope with tremble hand.

20. Rahma was watched TV last night.

22. Frisma was wrote a novel since last week. 23. I lived in Depok since last year.

24. A letter was written by Ahmad the day before. 25. Two mice have been killed by the cat the night before. 26. I cannot moving my legs tired.

g. Student 7

No Sentences

2. I am eating rice every day.

3. Rian played football tomorrow.

4. Next week, Rani and Reno was study English.

5. Riko must wear a uniform. 6. My mother can drive a car.

10. Open the book!

11. Don’t sleep!

19. In the distance, we saw a horse was running.

(52)

43

22. Frisma wrote a novel since last week. 23. I lived in Depok since last year.

24. A letter written by Ahmad the day before. 25. Two mice were killed by the cat the night before. 26. I cannot move my foot was tired.

27. I need boil water.

h. Student 8

No Sentences

2. I am eat rice every day.

3. Rian play football tomorrow.

4. Next week, Rani and Reno study English. 5. Riko must wear a uniform.

10. Open the book!

11. Don’t sleep!

24. A letter written by Ahmad the day before. 25. Two mice killed by the cat the night before. 26. I cannot moving my legs tired.

(53)

i. Student 9

No Sentences

3. Rian played football tomorrow.

5. Riko must use a uniform.

9. Close the window! 10. Open the book!

11. Don’t sleep!

12. Dini speaking English. 13. I am doing my home work. 14. We reading magazines.

20. Rahma was watch TV last night.

27. I need water was boiled.

j. Student 10

No Sentences

7. We work to getting money.

(54)

45

10. Open the book!

11. Don’t sleep!

12. Dini speaking English. 13. I am doing my home work. 14. We are reading magazines.

18. Indra opened the envelope with tremble hand.

22. Frisma has writting a novel since last week. 23. I have living in Depok since last year.

24. A letter was written by Ahmad the day before. 25. Two mice killed by the cat the night before. 26. I cannot move my tired leg.

k. Student 11

No Sentences

1. Budi always goes to school.

4. Rani and Reno will study English next week 5. Riko must wear a uniform.

9. Close the window! 10. Open the book!

11. Don’t sleep!

18. Indra opens the envelope with tremble hand.

(55)

23. I have been in Depok since last year.

l. Student 12

No Sentences

6. My mother can driving a car.

7. We work to getting money.

10. Open the book!

11. Don’t sleep!

19. In the distance, we saw a horse run.

21. Frisda cutted her hair last week.

24. A letter writen by Ahmad the day before. 25. Two mouses killed by the cat last night. 26. I cannot moving my legs tired.

(56)

47

m. Student 13

No Sentences

1. Budi always goes to school. 2. I eat rice every day.

3. Rian would play football tomorrow.

4. Next week, Rani and Reno would study English.

5. Rico must be use a uniform.

6. My mother can be drive a car.

8. Rika buys a book to reading. 9. Close the window!

10. Open the book!

11. Don’t sleep!

n. tudent 14

No Sentences

3. Rian plays football tomorrow.

4. Next week, Rani and Reno studies English.

5. Rico must wearing a uniform.

6. My mother driving a car.

7. We work to get money. 8. Rika buys a book to read.

(57)

10. Open the book!

11. Don’t sleep!

12. Dini is speaking English. 13. I doing my home work. 14. We are reading magazines.

20. Rahma was watching TV last night.

24. A letter has been write by Ahmad yesterday. 25. Two mouses has been killed by the cat last night. 26. I cannot move my tired leg.

o. Student 15

No Sentences

2. I eating rice everyday.

4. Next week, Rani and Reno studying English.

5. Rico must be use a uniform. 6. My mother can driving a car.

10. Open the book!

11. Don’t be sleep!

12. Dini was speaking English. 13. I was doing my home work. 14. We were reading magazines.

19. In the distance, we saw a horse was running.

(58)

49

22. Frisma writing a novel since last week. 23. I live in Depok since last year.

24. A letter was written by Ahmad the day before. 25. Two mice were killed by the cat the night before. 26. I cannot moving my legs tired.

p. Student 16

No Sentences

4. Rani and Reno will study English next week 5. Riko must wearing a uniform.

10. Open the book!

11. Don’t sleep!

12. Dini is speaking English. 13. I do my home work. 14. We are reading magazines.

19. In the distance we saw a horse was run.

22. Frisma writted a novel since last week. 23. I live in Depok since last year.

24. A letter writted by Ahmad the day before. 25. Two mice were killed by the cat the night before. 26. I cannot move my tired leg.

(59)

q. Student 17

No Sentences

10. Open the book!

11. Don’t be sleep!

19. In the distance we saw a horse is running.

r. Student 18

No Sentences

2. I am eating rice every day.

6. My mother can drive a car. 7. We work to get money.

(60)

Gambar

Referensi

Unduh sekarang ( PDF - 66 Halaman - 407.59 KB )

Garis besar

An Error analysis of students translating verbal conjungation at SMAN 1 Parung

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An Error analysis of students translating verbal conjungation at SMAN 1 Parung

A Thesis

ENGLISH LETTERS DEPARTMENT LETTERS AND HUMANITIES FACULTY

CONJUGATION AT SMAN 1 PARUNG

English Letters Department Letters and Humanities Faculty

LEGALIZATION

The Examination Committee

ACKNOWLEDGMENT

TABLE OF CONTENTS

BIBLIOGRAPHY ... 31

CHAPTER 1 INTRODUCTION

A. The Background of The Study

B. The Limitation of The Study

D. The Significance of Study

E. The Research Methodology: 1. The Objective of Research

3. The Unit of Analysis

5. Data Analysis

F. Time and Place

CHAPTER II

A. Error

2. The Causes of Error

1. Mother-Tongue Interference

2. Overgeneralizations

3. Errors Encouraged by Teaching Material or Method

B. Error Analysis

2. The Objective of Error Analysis

C. The Understanding of Translation

D. Verbal Conjugation

2. Types of Verbs

2. Transitive or Intransitive verbs

3. Reflexive Verbs

4. Auxiliary or Lexical Verbs

5. Finite or Non-Finite Verbs

3. Function of Verbs

4. Position of Verbs

B. Data Analysis

a. Present tense

b. After modals

c. To infinitive

d. Imperative

e. Continuous

f. Gerund

g. Present participle

h. Past tense

i. Perfect

j. Passive

k. Past participle

CHAPTER IV

A. Conclusion

B. Suggestion

BIBLIOGRAPHY

The list of verbal conjugation

Terjemahkan kalimat-kalimat berikut kedalam Bahasa Inggris yang benar! Translate these sentences into good English!

The translation per category:

STUDENS’ ANSWERS PER CATEGORY

No Sentences

No Sentences

No Sentences

No Sentences

No Sentences

No Sentences

No Sentences

No Sentences

No Sentences

No Sentences

No Sentences

No Sentences

No Sentences

No Sentences

No Sentences

No Sentences

No Sentences