THE DIFFICULTIES FACED BY STUDENTS
’
IN
TRANSLATING INDONESIAN TEXT INTO ENGLISH AT
THE EIGHTH GRADE STUDENTS OF SMP N 1 SALATIGA
IN THE ACADEMIC YEAR OF 2017/2018
A GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment of the Requirements for Degree of Sarjana Pendidikan (S. Pd)
By:
SITI MUBARRILLAH SARI
NIM.11314041
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
THE DIFFICULTIES FACED BY STUDENTS
’
IN
TRANSLATING INDONESIAN TEXT INTO ENGLISH AT
THE EIGHTH GRADE STUDENTS OF SMP N 1 SALATIGA
IN THE ACADEMIC YEAR OF 2017/2018
A GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment of the Requirements for Degree of Sarjana Pendidikan (S. Pd)
By:
SITI MUBARRILLAH SARI
NIM.11314041
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
DECLARATION
In the name of Allah, the most Gracious and the most Merciful
Hereby, the writer declares that this graduating paper is written by the writer herself. This paper does not contain any materials published by other people and it
does not cite any other people‟s ideas except those quoted overtly.
The writer is accountable for her graduating paper if in the future, it is proved of
containing others‟ idea or in fact, the writer imitates the others‟ graduating paper.
This declaration is written by the writer herself, and she hopes that this declaration can be understood well.
Salatiga, August 16th, 2018 The Writer,
Salatiga, August 16t
Ruwandi, S. Pd., M.A
The attentive Counselor‟s Note Siti Mubarrillah Sari
To the Dean of Teacher Training and Education Faculty
Assalamu‟alaikum Wr. Wb.
After reading and correcting Siti Mubarrillah Sari‟s graduating paper entitled
THE DIFFICULTIES FACED BY STUDENTS IN TRANSLATING INDONESIAN TEXT INTO ENGLISH; I have decided and would like to propose that if this paper is accepted by the Dean of Teacher Training and Education Faculty; I hope this paper can be examined as soon as possible.
Wassalamu‟alaikum Wr. Wb.
Counselor
KEMENTERIAN AGAMA REPUBLIK INDONESIA INSTITUTE AGAMA ISLAM NEGERI (IAIN) SALATIGA FAKULTAS TARBIYAH DAN ILMU KEGURUAN (FTIK)
Jalan Lingkar Selatan Km 02, Kel. Pulutan, Sidorejo, Salatiga 50716, Telp.(0298) 6031364 Website: http://www.tarbiyah.iainsalatiga.ac.id E-mail:
tarbiyah@iainsalatiga.ac.id
A GRADUATING PAPER
THE DIFFICULTIES FACED BY STUDENTS IN TRANSLATING INDONESIAN TEXT INTO ENGLISH
WRITTEN BY:
SITI MUBARRILLAH SARI NIM. 11314041
Has been brought to the board of examiners of English Education Department of Teacher Training and Education Faculty at the State Institute for Islamic Studies (IAIN) Salatiga on …., and hereby considered to have completed the requirements for the degree of Sarjana Pendidikan (S.Pd) in English Education.
Board of examiners
Head : Dr. Setia Rini, M.Pd. __________________
Secretary : Dr. Ruwandi, M.A. __________________
First examiner : Hanung Triyoko, M.Ed. __________________
MOTTO
“Language is the road map of a culture. It tells you where its
people come from and where they are going.”
DEDICATION
This graduating paper is dedicated to:
My God, the Most Precious and the Most Gracious Allah SWT who
always listens to me and gives me the best thing ever.
My beloved parents especially for my mother, thank for always pray for
me, and always love me never ending. You are my spirit and my everything.
My beloved brother who always support me in finishing this graduating
paper.
My big family that supported for my education and finishing this
graduating paper.
All my friends who cannot be mentioned one by one.
ACKNOWLEDGEMENT
Bismillahirrahmanirrahim,
Assalamu’alaikum Wr. Wb.
Alhamdulillahirabbil’alamin, all praises go through Allah SWT, the Most
Gracious and the Most Merciful who always blesses and helps the writer so the writer is able to finish the graduating paper. Bless and mercy is upon great Prophet Muhammad SAW for his guidance that leads the writer to the truth.
However, this paper will not be finished without supports, advices, helps and encouragement from several people and institution. Therefore, the writer would like to express special thanks to:
1. Mr. Dr. Rahmat Hariyadi, M. Pd., the Rector of State Institute for Islamic Studies (IAIN) of Salatiga.
2. Mr. Suwardi, M. Pd., the Dean of Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN) of Salatiga.
3. Mrs. Noor Malihah, Ph. D the Head of English Education Department of Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN) of Salatiga.
5. All lecturers and staffs of State Institute for Islamic Studies (IAIN) of Salatiga.
Salatiga, August 16th, 2018 The writer
ABSTRACT
Sari, Siti Mubarrillah. 2018. The Difficulties Faced by Students in Translating Indonesian Text into English. A Graduating Paper. English Education Department. Teacher Training and Education Faculty. State Institute for Islamic Studies Salatiga. Counselor: Ruwandi, S. Pd., M.A.
The objectives of the study are to know types of difficulties and to know the dominant components causing difficulties faced by students in translating Indonesian text into English, and then to find out the solution to solve the difficulties faced by eight grade students of SMP N 1 Salatiga in the academic year 2017/2018.
The methodology of research was quantitative research especially descriptive study. The techniques of collecting data were written test to know the students difficulties in translating Indonesian text into English. Students made Indonesian text and then translated into English by themselves.
The writer finds that eighth grade students of SMP N 1 Salatiga have high difficulties in translating Indonesian text into English. The mean percentage of
students‟ difficulties was 45 %. The dominant difficulty made by students was
grammatical structure, both of individual task and group task.
TABLE OF CONTENTS
TITLE ... i
DECLARATION ... ii
ATTENTIVE COUNSELOR NOTE ... iii
CERTIFICATION PAGE ... iv
G. Research Paper Organization ... 8
CHAPTER II THEORETICAL FRAMEWORK A. Theoretical Review ... 10
1. Definition of Translation ... 10
2. Characteristic of Translation ... 11
3. Types of Translation ... 12
4. Translation Procedures ... 15
5. Translation Method ... 18
6. The Component of the Difficulties in Translating Indonesian Text into English ... 19
7. Interlanguage ... 23
8. Translation Difficulty ... 27
9. Recount Text ... 30
10.Rubric Theory ... 31
CHAPTER III RESEARCH METHODOLOGY
1. Probability Sampling ... 41
2. Non-probability Sampling ... 42
F. Research Design ... 44
G. Data Collection Method and Instrument ... 44
1. Test ... 44
2. Documentation ... 44
H. Evaluation ... 45
I. Data Analysis ... 45
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION A. Data Description and Analysis ... 48
LIST OF TABLE
Table 2.1 English and Indonesian Similarities and Differences (Adopted
from TruAlfa&Indodic.com)... 20
Table 2.2 a Rubric Based on the Text as the Unit of Translation ... 31
Table 2.3 Farahzad‟s Model Based on Sentence and Clause as the Unit of Translation... 32
Table 3.1 Time of the Research ... 39
Table 3.2 Participants of the Research ... 40
Table 3.3 Students Translation Rubric ... 45
Table 3.4 the Category of Difficulties Level ... 47
Table 4.1 the Percentages of Students‟ Translation Mistakes in Individual Task ... 50
Table 4.2 the Percentages of Students‟ Translation Mistakes in Group Work 50
Table 4.3 the Types of Students‟ Mistake in Individual Task ... APPENDIX
Table 4.4 the Percentage of Students‟ Translation Mistake in Individual
Task ... APPENDIX
CHAPTER I INTRODUCTION A. Background of the Study
There are four language skills in learning English: listening, speaking, reading, and writing. Translation ability includes in writing skill because a translation is written. Many people still have low awareness about how important of translation, they only learn four language skills there are listening, speaking, reading, and writing that generally learns in the school. Translation is important not simply because it gets us talking to each other or allows each of us to read what the other has written but because it gives us insights into why we find it difficult sometimes to speak to each other and why we particularly like or understand what the other has written (Bell, 1991:298). Learning translation is not only important for education, but also important for daily life. For Indonesians, English is learned mainly for the engagement and improvement or relation with other nations. The function of English is a medium that students can improve their abilities in science, technology, art, and culture so that they will not feel neglected in their society.
language word into target language word. That is why they make their translation simply by bringing their Indonesian thinking into English. They usually use literal translation when translating tasks. Newmark in Budianto and Fardhani (2010:2) defines translation as a craft consisting in attempt to replace a written message and/or statement in one language by the same message and/or statement in another language. In his definition, he underlines that the important thing in translation is the message. The translation should express the same message as the message of the source language offered. Learners of English as a Foreign Language (EFL) in Indonesia generally feel that translating, particularly translating Indonesian to English is a very difficult task. This understandable, considering that translating is a very complex task demanding some integrated competencies (Yuliasri, 2014:107).
Students of SMP N 1 Salatiga have a good English skill, especially in speaking skill; they speak English with good pronunciation and fluency, but they think that they have low vocabularies mastery, they feel difficult when having a writing task, to make English text usually they make it in Indonesian text first and then translate it into English. They usually depend on the dictionary in translating the text.
In the English basic skill, the translation was difficult because this skill required the learners to master both the English language system that had the different representation of native language as the target language and Indonesian as the source language. The students had to make comparison meaning into target language especially Indonesian into English. Lestariana, (2017: 101-102). This research came from the researcher problem self. The researcher has difficulties in translating Indonesian text into English, it is more difficult than translating English text into Indonesian. Because Indonesian language and English language has a different structure and culture, between Indonesian and English there is interlanguage that usually makes some errors. In this case, the researcher would analyze the difficulties and the components that faced by students in translating Indonesian text into English especially in recount text. The researcher would like to conduct research entitled THE DIFFICULTIES FACED BY STUDENTS IN TRANSLATING INDONESIAN TEXT INTO ENGLISH.
B. Problem Statements
Based on the background above, the researcher concluded some questions as the problem questions of this research, they were:
1. What are the difficulties faced by students in translating Indonesian text into English?
C. Objectives of the Study
From the problem statements, objectives of this study were:
1. To know the difficulties faced by students in translating Indonesian text into English.
2. To know the dominant components causing difficulties faced by students in translating Indonesian text into English.
D. Benefits of the Study
The benefits of the study are as follows: 1. Theoretical
The result of this research is estimated to improve the theory of the difficulties in translating Indonesian text into English. Then, it is also estimated to improve the theory of difficulties component in translating Indonesian text into English.
2. Practical a. Researcher
This research is estimated to give knowledge for the researcher. Well as the student of English Department that is estimated to become an English teacher, it is estimated to become a good reference for the researcher in teaching translation by understanding the difficulties and dominant components of difficulties.
This research is estimated to give reference for students that become the object of this research to know the difficulties and the dominant difficulties and then find solution that can make them easier in translating Indonesian text into English.
E. Limitation of the Study
This research is limited to the problem focuses on analyzing the difficulties in translating Indonesian text into English and the dominant components of difficulties in translating Indonesian text into English at the eighth grade students‟ of SMP N 1 Salatiga in the Academic Year of 2017/2018.
F. Classification of Key Terms
Based on the title of the paper, there are some key terms that are needed to be explained:
1. Difficulties
Mistakes, misjudgments, miscalculations, and error form an important aspect of learning in acquiring information (Brown, 2000:216). Difficulties in translating are when someone who translates the text from the source language (Indonesian) to target language (English), but does not understand how to use adverb, verb, and noun so will make the sentence is not perfect.
translation trainee) and which result from the lack of competence in culture, language, and translation.
From the definition some expert above the researcher conclude that difficulties of translation are when someone translate from source language (Indonesian) into target language (English) but doesn't understand about the use of verb, adverb, and noun, the translator also lack of competence about culture and both of language (source language and target language).
2. Translation
Translation is a kind of activity which inevitably involves at least two languages and two cultural traditions (Hartono, 2012:15). Nida & Taber (1982:12) say that translating consists of reproducing in the receptor language that closest natural equivalence of a source language message, firstly in terms of meaning and secondly in terms of style. In addition, Wills (1982:112) says that translation is a procedure which leads from a written source language text to an optimally equivalent target language text and require the syntactic, semantic, stylistic, and text pragmatic comprehension by the translator of the original text.
3. Recount text
Recount is a piece of text that retells past events, usually in the order in which they happened. The purpose of a recount text is to give the audience a description of what happened and when it happened (Rosyadi in Teaching Material Development). According to Grace (2007: 30), recount text is a text that tells the reader or listener what happen in the past through a sequence of events. From the definition above the researcher conclude that recount text is a text that tells about the past events through a series of events.
G. Research Paper Organization
In order to make clear research, the research paper is organized by the following paper organization.
Chapter I consists of background of the study, problem statements, objectives of the study, benefits of the study, limitation of the study, classification of key terms, and research paper organization.
Chapter III contains the profile of SMP N 1 Salatiga and research methodology.
Chapter IV research findings and discussion describes the data description and analysis that discusses the finding of the study and difficulties faced by students.
CHAPTER II
THEORETICAL FRAMEWORK A. Theoretical Review
1. Definition of Translation
Nida & Taber (1982:12) say that translation involves reproducing in the receptor language the closest natural equivalence of a source language message, firstly in terms of meaning and secondly in terms of style. In addition, Wills (1982:112) says that translation is a procedure which leads from a written source language text to an optimally equivalent target language text and require the syntactic, semantic, stylistic, and text pragmatic comprehension by the translator of the original text.
translation and the criteria of a good translation are not clearly indicated.
The next definition is taken from Larson "Meaning-Based Translation" (1984:31). In that book, he states that translation is principally a change of form. When we say of the form of a language, we are stating the definite words, phrases, clauses, sentences,
paragraphs, etc., which are spoken or written …. In translation, the
form of the source language is changed by the form of the receptor (target) language. This definition gives stresses on the change of form. In translating, therefore, the translator should try to find the equivalent of form between the form of the source language and that of the target language. In line with Brislin, Larson also states that the languages transferred can be spoken and written forms. It should be noted, however, that Larson in the definition states that translation should be a change of form, while in his book he is writing, he argues a translation which is based on meaning.
From some expert, it can be concluded that the definition of translation is transferring or change the target language into source language without changing the content of the text.
2. Characteristic of Translation
target language. Thus a work can be stated as the work of translation when it has the following requirements:
a. It is a kind of replacement or reproducing message, of the source language into target language.
b. It concerns with the written message or textual material or text. c. It transfers the content or thought or messages not the form of
source language text.
d. It is also a kind of process or exercise.
e. The second text must have the same meaning or message with the first or original.
f. The second text uses an idiomatic expression in the target language to retain the style or to make it sounds like the original text.
g. The second text uses target language equivalent to the source language.
3. Types of Translation
regulations on the structures in the target language, Larson (1984:16) calls it "modified literal translation". This kind of translation is not an ideal translation since it still results in an unnatural translation. In order to produce natural forms of the target language both in grammatical constructions and in the choice of lexical items, he proposes "idiomatic translation".
Newmark (1988:36-61) proposes a concept of semantic and communicative translations. Semantic translations tend toward a literal translation which is focused on the source language, therefore it is more complex, more awkward, more detailed and more concentrated. Moreover, semantic translation attempts to maintain semantic and syntactic structures and the contextual meaning of the source language (Suryawinata & Hariyanto 2003:50).
message, (2) equivalence, (3) natural equivalent, (4) the closest equivalent, and (5) priority on meaning (Suryawinata, 1988:8).
Based on the types of translations proposed by Larson (1984) in Nida & Taber (1982: 8), it can be stated that translation principally can be divided into two poles namely faithful translation and free translation. Free translation can be acceptable since it can produce the most effective way of conveying the message in the target language and the translation is smooth (Fardhani, 2010: 9).
According to Larson (1984:15) translation is classified into two main types, namely form-based translation and meaning-based translation. Form-based translation attempts to follow the form of the source language and is known as literal translation, while meaning-based translation that makes every effort to communicate the meaning of source language text in the natural form of the target language. Such translation is called Idiomatic Translation.
Translation types according to Code
Jacobson (1959) in Schulte & Biguenet (1992:145) distinguishes three ways of interpreting a verbal sign: it may be translated into other signs of the same language, into another language, or into another code that is nonverbal system of symbols. These three types are succinctly put as follows:
b. Inter-lingual translation or translation proper: it is an interpretation of verbal signs by means of some other language. c. Inter-semiotic translation or transmutation: it is an interpretation of verbal signs by means of signs of nonverbal signs system.
4. Translation Procedures
According to Suryawinata & Hariyanto (2003:67-68), the procedures can be divided into two types: structural and semantic procedures.
a. Structural Procedures
These procedures which deal with structural problems may be divided into three procedures; they are an addition, subtraction, and transposition.
of sentences as a whole (Newmark, 1988:85 in Suryawinata & Hariyanto, 2003: 68).
b. Semantic Procedures
In translating, especially for translator need habit in order to speed up the translation process and make it more enjoyable, but they also need new experience to enrich it and complicate it, slow it down, and again, to make it more enjoyable (Robinson, 2003:90).
These procedures are the translation procedures based on the consideration of meaning. The procedures are as follows:
Borrowing. It is the translation procedure which takes the source language form into the target language one due to a gap in its lexicon (Fawcett, 1997:34). Borrowing, according to Vinay & Darbelnet, is used to “create a stylistic effect”
(Venuti, 2000:84) and as Fedorov says to retain the “shade of
specificity” (Fawcett, 1997:71).
Synonym. This procedure is used if there is no a clear one-to-one equivalent between the source language and the target equivalent word (Newmark, 1988: 83) and if the use of componential analysis may disturb the plot of the target language sentences (Newmark, 1988: 83-84).
Reduction and expansion. Reduction in this term means the reduction component of the source language such as
“automobile” that becomes “mobil”. An expansion is the
opposite of reduction, for example the translation of the word
“whale” is “ikan paus” not just paus, since the word paus
means “the Pope”.
Addition. Addition in this case, is done on the basis of the consideration of clarity of meaning. (Suryawinata & Hariyanto, 2003: 74). This procedure is usually applied to help translate words related to culture, technique or other sciences.
Modulation. According to Vinay & Dalbenet, it is a variation of the form of the message obtained by a change in the point of view (Venutii, 2000: 89). This procedure is used for translating phrases, clauses or sentences and it is adopted when a literal meaning cannot produce a natural translation. 5. Translation Method
According to Newmark (1988: 54) there are eight kinds of translation method:
a. Word-for-word translation: in which the SL word order is preserved and the words translated singly by their most common meanings, out of context.
b. Literal translation: in which the SL grammatical constructions are converted to their nearest TL equivalents, but the lexical words are again translated singly, out of context.
c. Faithful translation: it attempts to produce the precise contextual meaning of the original within the constraints of the TL grammatical structures.
d. Semantic translation: which differs from „faithful translation‟ only in as far as it must take more account of the aesthetic value of the SL text.
plots are usually preserved, the SL culture is converted to the TL culture and the text is rewritten.
f. Free translation: it produces the TL text without the style, form, or content of the original.
g. Idiomatic translation: it reproduces the „message‟ of the original but tends to distort nuances of meaning by preferring colloquialisms and idioms where these do not exist in the original.
h. Communicative translation: it attempts to render the exact contextual meaning of the original in such a way that both content and language are readily acceptable and comprehensible to the readership.
Generally, there are three kinds of translations method: literal translation, communicative/dynamic/idiomatic translation, and free translation.
6. The component of the difficulties in translating Indonesian text into English
In phrase structure and compound word in Indonesian generally used pattern D-M (Explained-Explain), the word that explains located after the word that explained. Whereas in English phrase structure used pattern M-D (Explain-Explained) the first word explain the next word (Soewondo, 1994:21).
Indonesian and English have the similarities and differences, as adopted from TruAlfa & Indodic.com in Indonesian Journal of English Language Studies in the table below.
Table 2.1 English and Indonesian Similarities and Differences (Adopted from TruAlfa&Indodic.com) in the same way by attaching prefixes and suffixes to root & active voices – Indonesian
the passive voice while inconsistent with terms for large numbers –American
Capitalization is nearly the same for both languages
“go”.) there are some Indonesian words that cannot be translated into English, and conversely, there are some English words that cannot be translated into Indonesian. In translation, word choice is very necessary, because to make a good translation need an appropriate sentence by using word choice. For
example, the word „acara' can be translated into English
agenda, program, judicial procedure, and jurisdiction. Every word has a different role in sentences, so the choice of word is very important to make a good translation without change the meaning from the source language. Sometimes, students lack the vocabulary and then they trade on the dictionary, this can make inappropriate sentences because they translate word for word.
b. Grammatical structure
there is no change of verb to perceive time. While English has some tenses that ruling in make a sentence. According to Nordquist (2018: 11) in grammar, the time of verbs happen is tenses. In this research, the researcher makes a research in recount text class.
c. Lexical equivalent
The lexical equivalent is "the equivalence of the closest meaning between the source language and the target language of a word used in context" (Fardhani, 1997: 45). To make a good translation and make the reader understand the meaning, we must translate with the word that has the closest meaning in the sentence.
d. Accuracy and Appropriateness
Accuracy also important in translation, translation accuracy refers to how correct the translator use of language system, including grammar, etc. Appropriateness very necessities in translation because when we use an inappropriate word, make a disordered sentence. So the reader may not get the meaning. Appropriate for using pronouns is very important in translation. 7. Interlanguage
of language produced by second and foreign language learners who are in the process of learning a language". Ellis (1994:351) quoted Selinker's idea about the characteristic of interlanguage as follows: a. Language transfer (some, but certainly not all, items, rules, and
subsystems of a learner‟s interlanguage may be transferred from
the first language)
b. Transfer of training (some interlanguage elements may derive from the way in which the learners were taught)
c. Strategies of second language learning (Selinker talks about an identifiable approach by the learner to the material to be learned) d. Strategies of second language communication (an identifiable
approach by the learner to communication to the native speakers of the target language)
e. Overgeneralization of the target material (some interlanguage elements are the result of a clear overgeneralization of target language rules and semantic features)
1) Equivalence Translation
According to Catford (1965:27), translation equivalence as an empirical phenomenon, discovered by comparing source language and target language text, and on the other hand, the basic conditions, or reasoning, of translation equivalence.
Equivalence translation is the replacement of a stretch of the source language (particularly idioms, clichés, proverbs and the like) by its functional equivalent (greeting etc) (Bell, 1991:70).
Yinhua (2011:116) in a journal Equivalence in Translation states there are necessities of translation equivalence, they are:
a) Necessity of equivalence as implied in definition of translation. Translation is so compound a kind of activity that to explain it adequately is not an easy circumstance.
b) Necessity of equivalence as required by essence of translation. Just like definition of translation, there are also various
options concerning the nature of translation, such as “Translation is
a science” “Translation is an art”, “Translation is a language
activity”.
c) Necessity of equivalence as demonstrated by limitations of translatable and difficulty of translation.
When we say that something is translatable, in a sense, it means that a certain unit of equivalence of the source text can be accomplished in the target language.
2) Semantic Fields
The importance of these concepts for translation is that their application in comparative linguistics shows clearly that meaning and meaning structures do not equal between languages (Fawcett, 2003: 19).
1) Culture-specific concepts
The source language word may express a conception which is totally unidentified in the target culture.
2) The source language concept is not lexicalized in the target language The source language word may express a conception which is identified in the target language word to express it.
3) The source language word is semantically complex
“The source language word may be semantically complex. This is a
fairly common problem in translation. Word does not have to be
morphologically complex to be semantically complex” (Bolinger &
Sears in Baker, 1992: 12)
8. Translation Difficulty
"A good starting point is to look at what earlier scholars have defined as translation difficulties or translation problem" (Howard, 2015:5). Some scholars (e.g. Nord 1997: 64) have distinguished difficulties from the problem, with difficulties pertaining to the individual and problems being identifiable textual features. It means that difficulties are evaluated on students' difficulties individually. So we know the difficulties faced by students one by one.
Translation fails or untranslatability occurs when it is impossible to build functionally relevant features of the situation into the contextual meaning of the target language text. Broadly speaking, the cases where this happens fall into two categories. Those where the difficulty is linguistic, and those when it is cultural (Catford, 1965:94).
A translation problem is an objective (or inter-subjective) transfer task which every translator (irrespective of their level of competence and of the technical working condition) has to solve during a particular translation
process. [….] translation difficulties, on the other hand, are
possible (Nord, 2005: 168). Translator-dependent difficulties that "in translation teaching deficient linguistic competence in source language or target language is usually the biggest stumbling block (Nord, 2005:169).
Nord's two remaining areas of translation difficulties are "pragmatic difficulties" and "technical difficulties". The former has to do with what type of text is being translated for what defined the audience, and the latter with the resources for research and documentation available.
Difficulty was defined as:
Where subjects in one language provided different renditions of a chunk of text, that chunk was judged to be difficult on the basis of the processing effort needed to decide among the various choices available. If the chunk caused a similar level of difficulty in all three languages, then it was judged to be universally difficult (Cambell and Hale, 1999:2).
In a study on measuring translation difficulty, define it as the extent to which cognitive resources are taken up by a translation task for a translator to achieve objective and subjective performance criteria (Sun & Shreve, 2014:99). According to Catford (1965:49) says, "The source language and target language items rarely have the
same „meaning' in the linguistic sense, but they can function in the
languages, English and Indonesian, because both of Indonesian and English language has different characteristics. In translating from the source language to target language it is important to know the characteristics of both languages. One of the distinguishing Indonesian language and English language is plural. In Indonesian, the plural is in form of double words with a dash, for example, anak-anak, buku-buku, kuda-kuda (Panitia Pengembangan Indonesia in Indonesian Journal of English Language Studies, 2016:40). Different with the plural in English is marked with the addition of s/es in a regular form such as books and churches, and other forms of words in an irregular form such as children and teeth. The other distinguishing characteristic is a possessive pronoun.
9. Recount Text
According to Grace (2007: 30) recount text is a text that tells the reader or listener what happen in the past through a sequence of events. The generic structures of recount text are orientation, event, and re-orientation.
According to Pardiyono (2017:63), recount text is made with the purpose to provide information (to inform) about past activities. Same with that, according to Dirgeyasa (2016:2), simply recount is defined as a type of text composed in order to give information about the past activities.
10.Rubric Theory
Farahzad‟s Rubric in JESL
Farahzad (1992:274) maintains that two main features are to be checked in scoring for each unit of translation:
a. Accuracy: the translation should convey the information in the source text (ST) precisely, i.e. the translation should be close to the source text norms.
b. Appropriateness: the sentences should sound fluent and native, and should be correct in terms of structure.
Farahzad (1992) believes that scoring a long text can be done in two ways:
Items Score
Accuracy 20 percent
Appropriateness 20 percent
Naturalness 20 percent
Cohesion 20 percent
Style of discourse/choice of word 20 percent
It can be subjected to objectify scoring. In this system, there are two steps to read the target text, first to check the accuracy and appropriateness, then for cohesion and style (the details of which appear in table below). Although time-consuming, this system is more trustworthy. Farahzad continues that the units of translation may be in a sentence and clause. Thus each verb in the source language text grades a score. The main clause receives on score and each sub-clause another score.
Table 2.3 Farahzad‟s Model Based on Sentence and Clause as the Unit of Translation
Accuracy and appropriateness Cohesion and style
Cohesion and style cannot be checked and scored at the sentence and clause level. The elements of cohesion (e.g. transitional, appropriate use of pronouns, linkages, etc.) are spread all over the text as are the elements which form the style of discourse (e.g. choice of words, grammatical structures, etc.).
Waddington‟s Rubric in JESL
In addington‟s (2001) model of translation quality assessment,
each translated text is assessed by the researcher and two other raters. He declares that almost all the offerings in translation quality assessment have been descriptive or theoretical and have focused mostly on the following themes:
a. Creating the criteria to make a good translation b. The nature of translation errors:
1) Describing the nature of translation errors as conflicting to language errors,
2) Make a list of possible translation errors,
3) Creating the qualified, as opposed to complete, nature of translation errors, and
4) The necessity to assess quality not only at the linguistic but also the pragmatic level.
c. Grounding quality assessment on the text linguistic analysis
e. Assessment based on the psycholinguistic theory of “scenes and
frames”
B. Review of Related Studies
There are some researches that became the reference for this research. The first research was conducted by Basuki. The title of the research is Investigating Students Difficulties in Translating Indonesian Text into English in The Fifth Semester Students of English Education Program of Muhammadiyah University of Purworejo in The Academic Year of 2013/2014. The aim of that research is to analyze the difficulties faced by students of English Department in translating Indonesian text into English. The finding shows that in translating Indonesian into English the students still have difficulties, especially in finding clear diction and in using their grammatical competence. This research becomes the starting ideas for the researcher to make the similar research with junior high school students as the object.
misformation. This research becomes the reference for the researcher to analyze the data using a quantitative descriptive method.
CHAPTER III
RESEARCH METHODOLOGY
A. Research Approach
In conducting this research, the researcher used quantitative research. According to Aliaga & Gunderson (2010) cited in Muijs (2004: 1), "quantitative research is explaining phenomena by collecting numerical data that are analyzed using mathematically based methods (in particular
statistics)”. The researcher conducting this research used analytical
approach, according to Priyono (2016: 6), "Analytical approach is an activity to determine every problem that happens, which relevant, which being prominent problem, etc." In this research, the researcher wants to know the problem of student difficulties in translating Indonesian text into English.
B. Research Method
conclusion of the descriptive study should be in words or sentences, not in a number (Arikunto, 1996:244).
Procedure of Research
To carry out the research, the researcher did some steps as follow: a. Selected one or two class of eighth grade students in SMP N 1
Salatiga
b. Get the students task in group work that has done in a form of recount text translated from Indonesian language into English language.
c. Get the individual task from the students in a form of recount text in Indonesian language and English language.
d. Checking the students‟ task e. Analyzing the text
f. Making conclusion C. Research Setting
This research was conducted at SMP N 1 Salatiga, which located in Kartini street number 24, Salatiga, Sidorejo, Salatiga City. The researcher uses eighth grade students‟ as the object of this research.
1. Vision:
Create the best service to create human with good quality or character and foremost in imtaq and ipetk that have a conception of surroundings.
2. Missions
a. Strengthen faith, piety, student‟s behavior through religious and that can be model around the school and society that have a nation and state.
b. Give motivation to the students to reach for achievement in academic and non-academic in national and international level. c. Doing ICT, CTL, and Scientific learning effectively and
efficiently.
d. Give motivation to the student, teacher to have more creation, innovation, and skilled in using ICT.
e. Encourage the teacher to always increasing creativity, skill, professional, and behavior that can give quality service according to national school standard minimum standard service.
f. Creating school managing junior high school national standard. g. Creating an information management system to give a guarantee of quality to the member of school, society, and government.
i. Create assessment technique diversification by using ICT. j. Create education defrayal that fair, compulsory, and equitable
agreement with national standard education demand.
k. Cultivate 5 S activities there are smiles, peace, greetings, respectful, and well behaved.
l. Cultivate “LIMUT” (Lima Menit Memungut) around school for school member.
m. Create school environment that comfortable, safe, leafy, beautiful, clean, and health.
n. Create GRISSA slogan: Giat, Rajin, Iman & Intelek, siap, Sigap, Aktif.
Table 3.1 Time of the Research
Number Date Activity
1. April 18
th
2018 Discussion with the teacher and make
schedule
2. April 19
th
2018 Give information to the students about the
research
3. April 21
st
2018 Got the group task (Recount text) from
students
4. April 24
th
2018 Got the individual task (Recount text)
from students
D. Population and Sample 1. Population
Creswell (2012: 142) a population is “a group of individuals who
Academic Year of 2017/2018. The total amount of the population is around 234 students which divided into 9 classes, with the division: 26 students in each class.
2. Sample
Arikunto (2010:174) states that if we only make research partly of population, this is named sample research. Sample is a part or demonstrative population that investigated, named sample if we plan to simplify the result of research sample. The researcher took 22 students from 234 students in the eighth grade in SMP N 1 Salatiga in the academic year of 2017/2018.
Table 3.2 Sample of the Research
18 S.18-SSU Female
19 S.19-SAN Female
20 S.20-VRK Female
21 S.21-VWS Male
22 S.22-WIS Female
E. Sampling Technique
According to Priyono (2016: 117) there are two kinds of sampling techniques, probability sampling and nonprobability sampling.
1. Probability Sampling
There are four kinds of probability sampling: simple random sampling, systematic random sampling, stratified random sampling, and cluster random sampling.
a. Simple Random Sampling
Simple random sampling is the easiest technique than other technique. The researcher can use this technique if the population of homogeny research and not too many of quantity. There are two steps in this technique, first make a sampling structure and then give the role number in each structure of sampling. Second, make a sampling by lottery or random number table.
b. Systematic Random Sampling
the divided amount of population with an amount of respondent. Second, choose one group randomly.
c. Stratified Random Sampling
If the population have variation characteristic, the researcher must use a technique of sampling depend on difference characteristic of the population. This technique named Stratified Random Sampling. There are two kinds of this technique, proportional sampling comparable with the amount of population and non-proportional sampling incomparable with the amount of population.
d. Cluster Random Sampling
If there is no sampling structure (name list of the population), but we have complete data about the group we can use this technique. There are two kinds of this sampling, stage cluster random sampling and multistage cluster random sampling. Stage cluster random sampling used if the group have homogeny characteristic. We can use multistage cluster random sampling if the group of the population have heterogenic characteristic.
2. Non-probability Sampling
technique, Accidental Sampling, Purposive Sampling, Quota Sampling, and Snowball Sampling.
a. Accidental Sampling
This technique grounded on convenience. Sampling can be selected because in an appropriate time, situation, and place.
b. Purposive Sampling
This technique also called judgmental sampling that can be used by determining special criteria of sampling, especially for the expert.
c. Quota Sampling
This technique is equivalent to stratified sampling. The differences are in selected the sampling, we use accidental not randomly.
d. Snowball Sampling
This technique used if the researcher has no information about population. The researcher will have the name of the other population from one name of the population.
F. Research Design
In this research, the researcher used descriptive research. According to Mulyadi in Jurnal Studi Komunikasi dan Media, descriptive
research is “a research that giving description about social situation more
clearly”. Descriptive research also called as taxonomic research describing
some variable based on the problem of the research that proposed to analyze and describe the social fact. In descriptive research, not used hypothesis because this research not proposed to draw generalization that explains antecedence/dependent variables that cause some indication of social fact happen (consequence/dependent). In analyzing data descriptive research, advisable to used analyzing data statistic descriptive.
G. Data Collection Method and Instrument
The researcher uses two method to collecting the data, test and documentation.
1. Test
Test is “questions series or exercise and other tools that
used to measure the skill, intelligence knowledge, ability or talent
that own by individual or group” (Arikunto, Suharsimi, 2010:193).
Students make a recount text in Indonesian language and then translate it into English, in group work and individual work.
2. Documentation
Documentation is “a method that used to find the data
inscription, notes of a meeting, agenda, etc.” (Arikunto, 2010:274).
Get the students task in group work and individual work in a form of print out.
Table 3.3 Students‟ Translation Rubric
No
In analyzing the data, the researcher follows the steps:
1. According to Ferguson (1981: 5), statistical has found extensive application in the psychology and educational testing field and in the study of human ability. The researcher using statistical data
analysis to know the mean of students‟ difficulties.
interpret, rearranging, gathering, and manipulating data to make descriptive information. So the researcher will make description
about each component of student‟s difficulties from statistical data.
The formulate used to calculate the data is: % = n/N x 100 (Muhamad Ali, 1987:184)
Where: %= the percentage of each component
n= the students difficulties of each component N= the total number of problems in each component
In order to decide how many the students‟ difficulties, the researcher
classified the scores of the students‟ test based on some category. The
category listed as follows:
1) If the student makes mistakes 0-3, it means that he/she has the difficulties 0%-20%
2) If the student makes mistakes 4-5, it means that he/she has the difficulties 21%-30%
3) If the student makes mistakes 6-7 , it means that he/she has the difficulties 31%-40%
4) If the student makes mistakes 8-10, it means that he/she has the difficulties 41%-60%
Table 3.4 the Category of Difficulties Level
Level of Difficulties (%) Category Score
0-20 Very low A
21-30 Low B
31-40 Enough C
41-60 High D
61-100 Very high E
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION A. Data Description and Analysis
In this chapter the researcher would like to describe the result of the research to know the difficulties faced by students of SMP N 1 Salatiga in translating Indonesian text into English. From the research, the researcher took two tasks from students, individual task and group task. The researcher got the result from students‟ translation of recount text made by themselves, although this research is not comparison study, but the researcher analyzed two forms of students‟ tasks, group task and individual task. There are some steps to find the result, analyze the mistake, grammatical error, word choice, accuracy and appropriateness of sentences. After analyzing the mistake the researcher gives score, one for each mistake, and all type of mistakes. Then make percentages. From identifying the students‟ error or mistake the researcher will know the student difficulties, and then make a conclusion. After analyzing the data, the researcher found that many students made errors in grammatical structure and word choice dominantly. The results of the students‟ translation can be seen in the table 4.3 in the appendix. For instances, there
are the students‟ mistakes:
1. Grammatical structure
a. SL : …kita langsung pergi ke Jogja
It should be : …we went directly to Jogja b. SL : Dan saya pikir ini adalah…
TL : And I thinkthis is…
It should be : And I thought that was… 2. Choice of word
a. SL : Setelah puas menikmati kebun binatang…
TL : Oncesatisfied enjoyed the zoo…
It should be : After enjoying the zoo… 3. Appropriate use of Pronouns
a. SL : Karena teman-teman saya dari Lampung pergi ke sana juga untuk acara study tour.
TL : Because my friends from Lampung went there too for they study tour event.
It should be : Because my friends from Lampung went there too for their study tour event.
b. SL : Aku pergi ke rumah tanteku di Semarang beberapa tahun yang lalu.
TL : I went to my aunty’s house few years ago It should be : I went to my aunt’s house a few years ago 4. Transitional
a. SL : Candi itu terdiri dari batu bertingkat-tingkat…
b. SL : Saya melakukan pekerjaan saya pagi sebelum berangkat ke sekolah.
TL : I did my work the morning before leaving for school.
It should be : I did my work in the morning before went to school.
And the complete analysis of each students‟ mistake can be seen at
the appendix (table 4.3) to know the types of students‟ mistakes. And from
the analysis, the percentage of students‟ translation mistakes can be seen in
the table below:
Table 4.1 the Percentages of Students‟ Translation Mistakes in Individual Task
Kind of Error Total of Mistakes Percentage
Grammatical Structure 97 54 %
Choice of Words 55 30.5 %
Appropriate use of Pronouns 9 5 %
Transitional 19 10.5 %
Total 180 100 %
Table 4.2 the Percentages of Students‟ Translation Mistakes in Group Work
Kind of Error Total of Mistakes Percentage
Grammatical Structure 8 36, 4 %
Choice of Words 11 50 %
Appropriate use of Pronouns - -
Transitional 3 13, 6 %
B. Discussion
Based on data description and analysis, the researcher is going to discuss the findings of the research. The researcher finds that eight grade
students‟ of SMP N 1 Salatiga had difficulties in translating Indonesian
text into English. They had difficulties in doing individual task and also
group task. There are 4 kinds of students‟ difficulties in translating
Indonesian text into English; 54 % in grammatical structures, 30, 5 % in choice of words, 5 % in appropriate of using pronouns, and 10, 5 % in transitional. The dominant mistakes made by students‟ are the grammatical structure with presentation 54 % and choice of words with presentation 30, 5 %. They translate incomplete or ungrammatical sentences that they fail to produce correct sentences. Some of them are wrong in using conjunction to complete their sentences, they also use verb one in their past sentences. Because of less vocabulary, they also use inappropriate words that can change the meaning from the source language into target language. The percentage of difficulties in each student can be seen in the appendix (table 4.4).
Students‟ lack of knowledge of English grammar is the factor of
that is an error in which part of the grammatical structure of a sentence is incorrect. The percentage of grammatical structure mistake made by students in individual task 54 %, the total of mistake were 97, whereas the total mistake in group task were 8 (36, 4 %). Grammatical structure is the first dominant difficulties that faced by students in translating Indonesian text into English.
Total mistake of students individual task in choice of words were 55 (30, 5 %), whereas in group task were 11 (50 %). Incorrect word choice is an error in which the incorrect part of speech has been used. In individual task, choice of word is the second dominant difficulties faced by students, but in group task the choice of word is the first dominant difficulties faced by students in translating Indonesian text into English.
Word choice is “the component that decides whether or not a product of
translation makes sense” (Jackson, 2005: 131) in (Tandikombong et al,
The students only make a little mistake in appropriate use of pronouns, the total mistake in individual task only 9 (5 %) it means that the students have a little difficulty in this type. Whereas in group task, they did not make any mistake, it means that they have no difficulties in using appropriate pronouns. And the last is transitional, in this component students also make a little mistakes, the total mistake in individual task 19 (10, 5 %) whereas in group task 3 (13, 6 %). It means that students only get little difficulties in transitional. In translating from source language into target language students have a little difficulty because they can translate without change the meaning of source text.
To make clear, the researcher going to discuss students‟ translation
one by one:
S.1 wrote about her unforgettable experience in Indonesian and then translated into English. In her translation, she made an error with total 3, it means that she has very low difficulties in translation. There are 2 errors in grammatical structure, and one error in choice of word, as follows:
1. SL : …kita langsung pergi ke Jogja
TL : …we go directly to Jogja It should be : …we went directly to Jogja
2. SL : …untuk mencari sebuah hotel di Bantul
TL : …to find a hotel in the Bantul
3. SL : Pukul 4 sore kita pulang
TL : At 4.00 PM we go home
It should be : At 4.00 PM we went home
In recount text the writer has to use simple past tense, she has to use verb two to complete her sentences. In her sentences, she made an
error in using verb one “go”, she has to use the verb two “went” to
complete her sentences. In her sentence, she adds an article “the” before
“Bantul”, it should without an article “the” because article used to explain
something special, and used to something that mentions before. And in the
sentence “At 4.00 PM we go home” translated from “Pukul 4 sore kita
pulang” the word “pulang” prefer means “went”. She has no difficulties in appropriate use of pronouns and transitional, because she did not make any errors.
S.2 wrote recount text about her holiday in Indonesia and then translated into English. In her translation she made 9 errors, 4 errors in grammatical structure, 2 errors in choice of words, one error in appropriate use of pronouns, and 2 errors in transitional. It means that she has high difficulties in translation.
1. SL : …kelas Sembilan sedang melakukan ujian sekolah
TL : …ninth grade was doing a school exam
It should be : …ninth grade students were doing a school exam 2. SL : Dan saya pikir ini adalah…
It should be : And I thought this was…
3. SL : …ini adalah waktu yang tepat untuk menyegarkan diri
TL : …this is the right time to freshen up
It should be : …this is the appropriate time to freshen up
4. SL : …sekitar jam 12
TL : …around at twelveo‟clock
It should be : …around twelveo‟clock
5. SL : Saya biasanya menghabiskan waktu… TL : I usually spendtime…
It should be : I usually spenttime…
6. SL : …saya melakukan pekerjaan saya di pagi hari
TL : …I did my work the morning
It should be : …I did my work in the morning
7. SL : Mulai sekarang saya akan...
TL : From now onI will…
It should be : From now,I will…
Number one it should be “ninth grade students were doing school
exam” because she explains about the students not the class. Number two
he has to use verb two to complete her sentences, and then number three
she has to replace “right time” by “appropriate time”. Number four she has
to remove “at” because there is already word “around”. For number 5 she
complete her sentences. Number 6 she has to add preposition “in” in her
sentence, and the last she has to remove preposition “on” because it will change the meaning of source language.
S.3 wrote recount text about his holiday, in his text he made 16 errors, it means that he has very high difficulties in translating Indonesian text into English. There are 7 errors in grammatical structure, 6 errors in choice of word, 3 errors in transitional, he has no difficulties in appropriate use of pronouns.
1. SL : …kami melakukan beberapa kegiatan
TL : …we did some activity
It should be : …we did some activities
2. SL : …kami pergi ke Solo untuk menonton film TL : …we went to Solo for wached a movie It should be : …we went to Solo to watch a movie 3. SL : Setelah kami bermain, kami makan di KFC.
TL : After we played we eat at KFC. It should be : After we played we ate at KFC. 4. SL : Pukul 17.00 kami sampai
TL : At 17.00 we arraived
It should be : At 17.00 we arrived
5. SL : Karena kami bosan kami bermain game hp
6. SL : Karena kami tidak melakukan banyak aktifitas hari itu
TL : Because we don‟t did many activity that day It should be : Because we didn‟t do many activities that day 7. SL : …saya membantu sepupu saya
TL : I help my cousin pack It should be : I helped my cousin pack
Number 1, he has to add “es” to the word “activity” because there
are many activities. He made many errors in using past tense, he use verb one in his sentences.
S.4 wrote recount text about her birthday, in her text he made 5 errors, it means that she has low difficulties in translating Indonesian text into English. There are 2 errors in grammatical structure, 2 errors in choice of words, and 1 error in transitional. She has no difficulties in appropriate use of pronouns.
1. SL : …pergi untuk berlibur ke Jogjakarta TL : …went for a holiday in Jogjakarta It should be : …went to Jogjakarta for holiday 2. SL : Saat di perjalanan…
TL : While in journey…
It should be : While on our trip…
3. SL : Disana, kami dapat melihat
It should be : There we saw
4. SL : …pemandangan indah yang masih alami
TL : …the beautiful view were still natural It should be : …unbelievable beautiful scenery
5. SL : Setelah puas menikmati kebun binatang
TL : Once satisfied enjoyedthe zoo…
It should be : After enjoyingthe zoo…
6. SL : …kami dipanggil untuk makan
TL : …we went called to eat
It should be : …we were asked to eat
Number 2 she has to add a preposition “it”, because it explains the
sentence before. Number 3 she has to replace “journey” by “trip” because
the trip is not to a long time, number 4 she has to remove preposition “in”
because “there” means “disana”. Number 6 she has to replace “once” by
“after” because “once” use to some events or cases.
S.5 wrote recount text about her embarrassing incident. In her text, she made 8 errors, it means that she has high difficulties in translating Indonesian text into English. There are 4 errors in grammatical structure, 3 errors in choice of words, 1 error in appropriate use of pronouns, and she has no difficulties in transitional.
1. SL : Aku pergi ke rumah tanteku
2. SL : …beberapa tahun yang lalu
TL : …few years ago
It should be : …a few years ago 3. SL : Butuh waktu 45 menit
TL : At took 45 minutes It should be : It took 45 minutes
4. SL : Sesampainya di Semarang aku pergi untuk makan
TL : Arrived in Semarang I went to eat It should be : After arriving in Semarang I went to eat
5. SL : Salah satu dari anjing-anjing itu selalu mengikuti aku
TL : One of the dogs always followed It should be : One of the dogs always followed me
6. SL : Omku meminta saya untuk masuk rumah
TL : My uncle asked me to inside the house It should be : My uncle asked me to go inside the house 7. SL : Anjing itu pikir aku mengajaknya untuk bermain
TL : The dog thought I invited to play
It should be : The dog thought that I was inviting him to play 8. SL : Aku pulang ke Salatiga
TL : I went to Salatiga It should be : I went back to Salatiga
TL : I tell the incident that happened It should be : I told the incident that happened
Number 3 she has to use preposition “it”, number 5 she removed
the object “me” in her sentence, it change the meaning of the text. Number
6 she has to add “go” before the word “inside” to complete her sentence,
and number 7 she has to add conjunction “that” to make an understandable
translation. And she also made errors in using past tense.
S.6 wrote about her mysterious night, in her text she made 7 errors. It means that she has enough or middle difficulties in translating Indonesian text into English. There are 3 errors in grammatical structure, 3 errors in choice of words, one error in transitional, and she did not make any error in appropriate use of pronouns.
1. SL : Ibuku mengatakan kepadaku untuk membeli… TL : My mother told tometo buy…
It should be : My mother toldme to buy…
2. SL : Jarak antara rumahku dan toko…
TL : Distancebetween my house and the shop…
It should be : The distancebetween my house and the shop…
3. SL : Toko hanya 25 meter.
TL : The shop was only 25 meter. It should be : the shop was only 25 meters.
4. SL : Di dekat rumah itu aku merasakan hawa…
