AN ANALYSIS OF STUDENTS’ TRANSLATION PRODUCT OF A DESCRIPTIVE TEXT ENTITLED OCTOPUS.

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AN ANALYSIS OF STUDENTS’ TRANSLATION PRODUC

T OF

A DESCRIPTIVE TEXT ENTITLED OCTOPUS

(A case study of eight grade students in one State Junior High School in Bandung)

A RESEARCH PAPER

Submitted to the English Education Department of FPBS UPI

as a Partial Fulfillment of the Requirements for Sarjana Pendidikan Degree

By

ASEP SURAHMAN

0906229

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGE AND ARTS EDUCATION

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Analisis Hasil Terjemahan Siswa Berupa Teks Deskiptif yang Berjudul Octopus

Oleh

Asep Surahman

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar

Sarjana pada Fakultas Pendidikan Bahasa dan Seni

Universitas Pendidikan Indonesia

Oktober 2013

Hak Cipta dilindungi undang-undang.

Skripsi ini tidak boleh diperbanyak seluruhnya atau sebagian,

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ASEP SURAHMAN

AN ANALYSIS OF STUDENTS’ TRANSLATION PRODUCT OF A DESCRIPTIVE TEXT ENTITLED OCTOPUS

(A case study of eight grade students in one State Junior High School in Bandung)

APPROVED BY:

First Supervisor,

Hj. Emi Emilia, M.Ed., Ph.D.

NIP. 196609161990012001

Second Supervisor,

Rojab Siti Rodliyah, S.Pd., M.Ed.

NIP. 197308062002122001

Head of English Education Department

Prof. Dr. H. Didi Suherdi, M.Ed

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ABSTRACT

This research, entitled “An Analysis of Students’ Translation Product of a Descriptive Text Entitled Octopus” was conducted in one state Junior High School in Bandung involving six eight grade students. This research aims to find

out students’ translation strategy, students’ problems in translating, and students’

translation quality. It applies a qualitative case study with data collected from documents of students’ translation works and interview. The students’ translations were analyzed by using translation strategy theory of Vinay and Darbelnet in Fawcet (1997), Newmark (1988) and method of translation test assessment by National Accreditation Authority for Translators and Interpreters (NAATI) concerning the quality of translation. The interview was analyzed through textual descriptive analysis to find out students’ translation problems. The findings reveal that the translation strategies found in students’ translation works were Transposition (46%), Reduction (39%), Literal (21%), Expansion (8%), Couplets (8%), Naturalization (3%), Equivalence (3%) and mistranslation about 18%. The problems found were vocabulary problem, lexical problem, and syntactic problem. And for the quality, three translation works were categorized as acceptable translations, since the scores were more than 70. It is recommended that further research can be conducted in different group of students, places, and

text types to give more information about students’ translation.

Key words: Students’ translation, translation strategies, translation problems,

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ABSTRAK

Penelitian ini, berjudul “Analisis Hasil Terjemahan Siswa Berupa Teks Deskiptif yang Berjudul Octopus” yang dilaksanakan di satu Sekolah Menengah Pertaman Negeri di Bandung yang melibatkan enam siswa kelas delapan. Penelitian ini bertujuan untuk menemukan strategi siswa dalam menerjemahkan, permasalahan siswa dalam menerjemahkan, dan kualitas dari hasil terjemahan siswa. Penelitian ini menerapkan sebuah studi kasus kualitatif dengan data diperoleh dari dokumen-dokumen hasil terjemahan siswa dan wawancara. Hasil terjemahan siswa dianalisis dengan menggunakan teori strategi penerjemahan dari Vinay dan Darbelnet pada Fawcet (1997), Newmark (1988) dan metode penilaian ujian penerjemahan dari Otoritas Akreditasi Nasional untuk Para Penerjemah dan Penafsir (NAATI) yang berfokus pada kualitas terjemahan. Hasil dari wawancara dianalisis melalui analisis teks secara deskriptif untuk mengetahui permasalahan-permasalahan siswa dalam menerjemahkan teks bahasa Inggris. Penelitian ini menemukan bahwa strategi-strategi penerjemahan yang ditemukan pada hasil terjemahan siswa adalah Transposition (46%), Reduction (39%), Literal (21%), Expansion (8%), Couplets (8%), Naturalization (3%), Equivalence (3%) dan kesalahan dalam menerjemahkan sebanyak 18%. Permasalahan-permasalahan yang ditemukan adalah masalah kosakata, masalah bahasa yang berkaitan dengan makna kata, dan masalah sintaktis. Dan untuk kualitas, tiga hasil terjemahan siswa ditetapkan sebagai hasil terjemahan yang bisa diterima, karena nilainya lebih dari 70. Direkomendasikan untuk penelitian selanjutnya dapat dilaksanakan pada kelompok siswa yang berbeda, tempat yang berbeda, dan jenis teks yang berbeda untuk memberikan lebih banyak informasi mengenai penerjemahan yang dilakukan siswa.

Kata Kunci: Terjemahan siswa, strategi-strategi penerjemahan, permsalahan-permasalahan penerjemahan, kualitas terjemahan.

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LIST OF TABLES

Table 2.1 The Example of NAATI Marking for Translation Errors ... 17

Table 3.1 Example Table of the Result of Analyzing the Strategy Used ... 23

Table 3.2 Example Table of the Result of Analyzing the Quality of Students’ Translation Work ... 25

Table 4. 1 Percentages of Students’ Strategies in Translating the Text ... 26

Table 4.2 Examples of Transposition Translation Strategy ... 28

Table 4.3 Examples of Reduction Translation Strategy ... 29

Table 4.4 Examples of Literal Translation/Word for Word Translation Strategy. .... 30

Table 4.5 Examples of Expansion Translation Strategy ... 32

Table 4.6 Examples of Couplets Translation Strategy ... 33

Table 4.7 Examples of Naturalization, Equivalence, and Modulation Translation Strategies. ... 33

Table 4.8 Examples of Mistranslation Cases ... 35

Table 4.9 List of Difficult Words ... 36

Table 4.10 Examples of Out of Context Meaning of Words ... 38

Table 4.11 Examples of Incorrect Translation ... 43

Table 4.12 Examples of Incorrect Word Order ... 41

Table 4.13 Examples of Grammatical Aspects Errors ... 42

Table 4.14 the Result of Analyzing the Quality of Students’ Translation Work. ... 43

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LIST OF CHARTS

Chart 3.1 the Result of Analyzing the Strategy Used ... 24

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CHAPTER I

INTRODUCTION

This chapter presents the general description of the research, covering

background of the research, research questions, aims of the research, scope of the

research, significance of the research, and organization of the paper.

1.1 The Background

people in helping them to get information which is written in English. Regarding

this, Weber (1984, p.3) says translation is the process of transposition of a text

which is written in a source language into target language. It can be said that

translation product can help people who do not understand English to get

information from the English text.

Unfortunately, people cannot always rely on the translation products since

they are still limited. Although currently translation services are offered by many

institutions or individuals, but the cost is quite expensive and the quality is also

sometimes unsatisfied. For that reason, to full fill personal need actually someone

can be a translator for himself. It is because the translation skills can be learned

and trained.

Basically, according to Catford (1965, p.20) the ability for being translator

is comprehanding both Source Language (SL) and Target Language (TL) as long

as someone can find the replacement of textual material in one language (SL) by

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the translation product, it will be defined by translator’s knowledge about SL and

TL, and also by translator’s skills in putting the knowledge into the practice of

analysis, discovery, transfer, and re-expression of the meaning (Choliludin, 2005,

p.38). It can be said that educational background related to theory of translation

and experiences in translation field determine the quality of translation work.

To train translation skill is actually can be started in Junior High School. It

is because at that time the students are starting to learn some genre of texts for

examples procedure, descriptive, narrative, and recount. Later, in Senior High

School the students learn more complex texts. This situation can be an

opportunity for students to train their translation skill before they know about the

theory of translation.

Students’ translation work is an interesting object for research. Supangkat (2009) has investigated the students’ method, strategies, and difficulties in translating English texts into Indonesia in the level of Senior High School. Jayanti

(2010), Infiani (2011), and Ahmad (2011) have conducted research about

students’ translation strategy in the level of college students. Different from those

studies, this study attemps to explore the Junior High School students’ translation

product. On the other words, the participants of this research are beginer learners

of English.

This research analyzed the documents of students’ translation work to find

out the quality of its translation. The students’ strategies in translating text have been disclosed and also their difficulties has been discussed. The result of the

research revealed the potential ability of Junior High School Students’ in

translating an English text into Indonesian as well as the difficulties faced in their

translation activity which can be considered as their weakness in understanding an

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1.2 Research Questions

According to the background above, there are three reaearch questions to

be answered. The research questions are formulated as follows:

1. What strategies do students apply in translating a descriptive text?

2. What difficulties or problems do the students face in translating the text from

English to Indonesia?

3. What is the quality of students’ translation product?

1.3 Aims of the Research

Based on the research questions above, basically this research has aims to:

1. Identify the strategies used by students in translating an English descriptive

text into Indonesian.

2. Find out the difficulties faced by students in their translation activity.

3. Find out the quality of students’ translation product.

1.4 Scope of the Research

This research focuses on identifying the quality of students’ translation of

a descriptive text. The study is concerned with the strategies used by students in

translating text as well as the difficulties faced by them in translation activity.

1.5 Significance of the Research

researches to find out new theory about translation.

Secondly, this research reveals some difficulties faced by students in

translating a text especially in understanding message from the text. This situation

give important information for teachers to conduct the best strategy in helping

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1.6 Organization of the Paper

This paper is organized into five chapters. The description is as follows:

Chapter I Introduction

This chapter involves background of the research, research questions, aims

of the research, scope of the research, significance of the research, and

organization of the paper.

Chapter II Theoretical Foundation

This chapter contains the related theories from the experts. It involves

definition of translation, translation process, strategies or procedures in

translation, problems in translation, quality of translation, and previous research.

Chapter III Research Methodology

This chapter describes the methodology of the research that covers

purposes of the study and research questions, research design, site and participant,

data collection, data analysis, and summary of research methodology.

Chapter IV Findings and Discussion

This chapter consists of the result and finding of the research.

Chapter V Conclusion and Recomendation

This chapters states the conclusion of the research and presents

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CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the aspects of methodology of the research which

cover purposes of the study and research questions, research design, site and

participant, data collection, data analysis, summary of research methodology.

3.1Purposes of the Study and Research Questions

The purposes of this research are first to identify the strategies used by

students in translating an English descriptive text into Indonesian. Second, to find

out the difficulties faced by students in their translation activity. And third, to find

out the quality of students’ translation works. Actually those purposes are in line with the research questions of this study, “What strategies do students apply in their translation activity?”, “ What difficulties or problems do the students face in

translating the text from English to Indonesia?”, and “What is the quality of

students’ translation produict?”.

3.2Research Design

This research was a qualitative case study which investigated students’ translation works. According to Fraenkel & Wallen (2012, p.426) the research

studies that investigate the quality of relationships, activities, situations, or

materials are frequently refer to as qualitative research. Sugiyono (2013, p.1) adds

the qualitative method is focused on natural object, the main instrument is the

researcher, the data are inductive, and the result focuses on the meaning rather

than generalization.

This research was descriptive because the researcher analyzes the data

descriptively and the presentation of the result was in form of explanation of

words which would be supported by data in the tables. Suryana (2010, p.14) says

that descriptive study has aim to make a description sistematically and accuratelly

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The approach of this research was case study. It was because this research

was conducted in a class which involved students as participants. It meant that the

result of this research might be different if it was conducted in other places. It was

in line with what Fraenkel & Wallen (2012, p.434) said that case study comprises

just one individual, classroom, school, or program.

3.3Site and Participant

The site of this research was a State Junior High School in Geger Arum

Bandung. There were two main reasons why this school was chosen. First, the

location is near with University where the researcher studies. Second, this school

has good relationship with the University. Every semester some students from the

University do teaching practice there. So it helped researcher in arranging the

research from making permission until collecting the data.

The participants of this research were students of Junior High School.

There were some reasons why Junior High School Students were chosen as

participants. First of all there was willingness of the researcher to find out basic

ability of beginer learners of English in making translation. Second, through this

research some difficulties were found related to translation process which could

be considered as their weakness in understanding an English text. It is importat

because in their examination, almost all of the questions are based on text

(descriptive, procedure, recount, and narrative). The information about students’ difficulties was an input for teachers to help their students in understanding text.

Third, lack of information about translation theory was a good point for

participants because the result was more natural and it could be good invention

when they could apply intuitively some strategies which were proposed by

experts.

The research was speciffically conducted in class 8L. This class was

recommended by English teacher who held some classes in grade eight. Thirty six

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from the English teacher as well as consideration from the writer. According to

Kothari (2004, p.59) this kind of sample is called as non-probability sampling

because they were chosen by the researcher.

3.4Data Collection

As stated before that this research was conducted to find out the students’ strategies in translation, problems that they faced in translation activity, and the

quality of their translation works. It meant that the main source data of this

reaserch was document or students’ translation work and it supported by the information from interview. For that reason, this study employed two types of

data collection techniques, they were documentation and interview.

The text given to participant was a descriptive text which was taken from

Buku Elektronik Sekolah (BSE) English Focus for eight grade. The descriptive

text was chosen because it was the first text that they have learned since they were

in seven grade. So they should have good comprehension about this text. A text

from BSE was chosen because students in Indonesia generally learned that kind of

text. They generally did not learn original English text.

The text is as below:

Octopus

The Octopus is a sea animal with eight powerful feet which it uses as

hands. These are called tentacles. The word “Octopus” comes from two Greek words that mean “eight feet”.

The octopus, the squid and the cuttlefish belong to the same family that

has no outside shells. Their bodies are covered entirely with skin.

Therefore the body of an octopus is soft. It looks like a big balloon. A

fully-grown octopus can be as large as 8,5 meters from the tip of one

tentacles to the tip of another. It can weigh as much as 45 kilograms.

Besides using its tentacles to catch small fish, sea plants, crab and lobsters,

the octopus also uses them against its enemies. The octopus wraps its

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The octopus escapes from its enemies by giving out a thick dark fluid to

darken the water. It can also change the color of its body to match its

surroundings. It hides from its enemies by doing this.

(Adapted From: Target UPSR Citra Pintar Bahasa Inggris which is written

in English Focus for Grade VIII.)

3.4.1 Documentation

To collect the documents or students’ translation works, the researcher did some steps as follows:

1. Chosing a classroom as place of data collection.

All of the students in the class would be involved in translation activity.

2. Telling the rule of the translation activity.

3. Distributing the texts and also the sheets to write down their translation.

4. Distributing English-Indonesia dictionaries.

5. Starting the translation activity.

6. Collecting the sheets or students’ translation works.

Translation activity was not an easy process, moreover for beginer learners

of English. For that reason, the time for conducting the activity was 100 minutes.

It should be enough to translate a text which contained 172 words. Almost all of

the words were simple words. The participants were also asked to write down

some English words that they did not know the meaning and forced them to open

dictionary.

3.4.2 Interview

Interview was conducted after the documentation finished. Just three of

participants were selected as representatives to be explored in the interview

session. There were nine questions delivered to the participants. The form of

interview was semistructured interview which consisted of a series of questions

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conducted to find out what was actually on participants’ minds – what they thought or how they felt about something (Fraenkel & Wallen, 2012, p.451).

Mainly the focused of the interview was to find out participants’ difficulties or problems in translating activity. Then the data were analyzed by the

problems of translation which were stated in chapter II.

3.5Data Analysis

There were two kinds of data that have been analyzed in detail. The first

was students’ translation works or documents, and the second was interview. The

result of the data analyzing process was the answers of the research questions of

this study.

3.5.1 Data from Documents or Students’ Translation Works

The text entitled Octopus were broken down into 25 smaller units which

covered sentences, clauses, and phrases. They were analyzed through translation

strategies theory proposed by Vinay and Darbelnet (in Fawcet, 1997, pp.34-39; in

Bell, 1991, pp.70-71) and Newmark (1988) to determine which one was the most

appropriate strategy for each unit. Then the result was presented in a table like

follow:

Table 3.1 Example Table of the Result of Analyzing the Strategy Used

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Where :

P = Number of percentage

F = Frequency of strategies or rocedures

N = Number of whole samples

In a conclusion it could be presented in a chart like follows:

Chart 3.1 the Result of Analyzing the Strategy Used

For the quality of the students’ translation work, this research adapted the

NAATI’s method in assessing translation work. And in the discussion, it also has been examined by the criteria of good translation proposed by Larson (1984),

Enani (in Abdellah, 2002), Tylter (in Bassnett, 2002, p.69), and Massoud (in

Abdellah, 2002).

The maximum score was 100. It would be deducted by errors found in the

translation work. The minimum score was 70. It meant that the deduction should

not be more than 30 points to get judgment as an acceptable translation. The

Student 1 Student 2 Student 3 Student 4 Student 5 Student 6

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The result of analyzing the quality of students’ translation work would be presented as in the table below:

Table 3.2 Example Table of the Result of Analyzing the Quality of Students’ Translation Work

participant. The answers were analyzed through theory of translation problems by

Miremadi in Owji (2013) to determine the difficulties faced by participants in translating a text as well as through the theory of good translation proposed by

Larson (1984), Enani (in Abdellah, 2002), Tylter (in Bassnett, 2002, p.69), and

Massoud (in Abdellah, 2002).

Actually the process of identification the difficulties or problems has been

started since examining the strategies. The data from the interview were as

addition to strengthen the finding of difficulties in examining the strategies.

3.6 Summary of Research Methodology

This chapter has explained the methodology of this study. This research was descriptive qualitative study which examined students’ translation works. Students translation works or documents were the main data which have been

strengthened by the result of interview to answer the research questions. Since this

study was descriptive qualitative, the result of the data were presented in form of

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CHAPTER V

CONCLUSIONS AND RECOMMENDATION

This chapter consists of conclusions of the research and the researcher’s

recommendation in the field of translation and education.

5.1Conclusions

As stated in the first chapter, this research has three aims. The aims are to

identify the strategies used by students in translating an English descriptive text

into Indonesian, to find outthe difficulties faced by students in their translation

activity, and to find out the quality of students’ translation product.

Based on the findings and discussion sessions, the research actually

reaches its aims. For the strategies used by students in translating a descriptive

text, it was found from the highest to the lowest percentages; Transposition

(46%), Reduction (39%), Literal/Word for word (21%), Expansion (8%), Couplets

(8%), Naturalization (3%), and Equivalence (3%). In their translation also were

found some cases of mistranslation which reached 18%. The result was in line

with what Ahmad (2011) and Infiani (2011) found in their research which stated

that students’ translation were dominated by Transposition, Literal/Word for

word, and Reduction translation strategy.

Transposition or Shift was the mostly used translation strategy by students

in translating the text. It suggested that students have already recognized that

Indonesian and English have different rule especially in word order. However

some inappropriate or out of context meaning of words were still found. The

second mostly used translation strategy was reduction. Unfortunately the

reduction cases generally happened because of their translation errors like

ignoring article, ignoring pronoun, and skipping difficult word.

The next translation strategy mostly used was Literal/Word for word

translation. Basically the students have already known about the grammatical

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text singly word by word with out of context meaning of word. In line with that

case, some cases in expansion strategy also happened because of the errors of

students. They added unimportant words to their translation product which

changed the original meaning.

The next translation strategy found in students work was couplets. It

showed that some of them have ability to use more than one strategy in translating

a text. Unfortunately this only happened rarely. In line with that, equivalence

strategy also was rarely found in students translation work. It was because their

knowledge of especially source language was not adequate.

Mistranslation also happened in students’ translation work. The percentage

was not too big, but it showed that some of the students did crucial problem in

translation. Mistranslation means the message is not accurately delivered to the

reader. In the other words, the message which is delivered contains wrong

information. However, since the translators were beginner learners of English, the

problem could be considered as usual error.

The next finding was difficulties faced by students in translating a text. It

could be said that generally the problems were categorized as vocabulary

problem, lexical problem, and syntactic problem. The biggest problem was

vocabulary problem. The students did not know the meaning of 23% words in the

text. It generated the next problem which was lexical problem. Many of the

difficult words were translated to the out of context target language. Even some of

them were wrongly translated.

Students’ problems in translating the text influenced their translation

quality. Three students’ translation works were categorized as acceptable

translation, since the scores were more than 70. The other three were

unacceptable. The scores were 58, 66, 68, 72, 76.5, and 79.5. It can be seen that

actually the range of the scores are not significantly different. Since the minimum

score to pass is 70, all of the students basically have opportunity to get pass if they

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5.2Recommendation

This research is actually in form of case study which means that the result

of this research cannot be generalized as universal finding. However this research

has revealed that basically Junior High School Students have ability to translate an

English text especially a descriptive text. Even they successfully applied some

translation strategies to their translation work. This potential ability actually needs

to be developed. The stage of development should be monitored. So it will be

better if there are other studies which examine students’ ability in translating text

in the higher level.

This research also reveals difficulties or problems faced by students in

translating text. The problems can be stated as their weakness in understanding an

English text. So the finding of the problems can be an input for teachers to help

their students in understanding English text. However because of the limitation of

this research, the other studies are needed to find out more information about

students difficulties in translating an English text.

This research finds that only half of students’ translation works are categorized as acceptable translation. However it cannot be generalized since this

research was conducted in a middle cluster Junior High School in Bandung. It

would be better if there are other studies which are conducted in different places,

different group of students and different text types.

As the last recommendation, the writer suggests to the English teachers to

give opportunity to their students to develop their students’ translation ability by

giving translation activity. It is because the writer found that translation activity is

an interesting activity for students. Moreover, if the texts are interesting and easy

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