AN ANALYSIS OF STUDENTS’ TRANSLATION WORKS OF A BARACK OBAMA’S POLITICAL SPEECH.

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An Analysis of Students’ Translation Works of a Barack Obama’s

Political Speech

A Research Paper

Submitted to the English Education Departement of FPBS UPI

in Partial Fulfillment of the Requirements for Sarjana Pendidikan Degree

By

Wulan Nur’azizah 1003144

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGE AND LITERATURE EDUCATION INDONESIA UNIVERSITY OF EDUCATION

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An Analysis of Students’

Translation Works of a Barack

Obama’s Political Speech

Oleh Wulan Nur’azizah

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana Pendidikan pada Fakultas Pendidikan Bahasa dan Sastra

Universitas Pendidikan Indonesia Januari 2015

Hak Cipta dilindungi undang-undang.

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PAGE OF APPROVAL

AN ANALYSIS OF STUDENTS’ TRANSLATION WORKS OF A BARACK OBAMA’S POLITICAL SPEECH

Wulan Nur’azizah 1003144

A Research Paper

APPROVED BY:

Supervisor

Dr. Odo Fadloeli, M. A. NIP. 195408041977021001

Head of English Education Department Faculty of Language and Literature Education

Indonesia University of Education

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Wulan Nur’azizah, 2015

An analysis of students’ translatron works of a Barack Obama’s political speech

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu ABSTRACT

An Analysis of Students’ Translation Works of A Barack Obama’s Political Speech

This study focused on analyzing the translation strategies used by the students in translating a political speech of Barack Obama, the difficulties faced by them in translating it and the quality of the translation works. This study used a descriptive-qualitative method with document analysis technique, using the theory of translation strategy proposed by Vinay & Darbelnet (in Fawcett, 1997, pp. 34-9; in Bell, 1991, pp. 70-71) and Newmark (1988). This study also used the

NAATI’s assessment method to find out the quality of students’ translation works.

The main data of this study were the students’ translation work of translation students in 8th semester. The findings showed that the students employ nine translating strategies in dealing with the text, there were transposition (49,33%), reduction (14,66), expansion (6,66%), literal/word for word (5%), paraphrase (3,66%), naturalization (3,33%), equivalence (3%), couplets (2,66%), and calque (1,33%). However it was also found some cases mistranslation which reached 10,33%. While in terms of difficulties faced by the students in translating a text, it was done by examining vocabulary problem, lexical problem, and syntactic

problem. In terms of students’ translation quality, it was found that two of three

participants were judged as acceptable translation while the other one was unacceptable. It can be concluded that the students employ several strategies in translating a political speech and the problem faced by them was complicated since political speech was contained sophisticated words and unfamiliar diction, therefore it was affecting the quality of the translation works.

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An analysis of students’ translatron works of a Barack Obama’s political speech

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu ABSTRAK

An Analysis of Students’ Translation Works of A Barack Obama’s Political Speech

Penelitian ini fokus kepada analisi strategi penerjemahan yang digunakan mahasiswa dalam menerjemah pidato politik Barack Obama, kesulitan yang dihadapi saat menerjemah dan kualitas dari penerjemahan tersebut. Penelitian inii menggunakan metodologi deskriptif-kualitatif dengan teknik menganalisis dokumen, menggunakan teori strategi penerjemah dari Vinay & Darbelnet dan Newmark. Penelitian ini juga menggunakan metodologi penilaian NAATI untuk mengetahui kualitas hasil penerjemahan mahasiswa di semester ke 8. Penemuan menunjukan bahwa mahasiswa menggunakan sembilan strategi penerjemahan, yaitu transposition (49,33%), reduction (14,66), expansion (6,66%), literal/word for word (5%), paraphrase (3,66%), naturalization (3,33%), equivalence (3%), couplets (2,66%), dan calque (1,33%). Walaupun demikian masih terdapat mistranslation sebanyak 10,33%. Dalam hal kesulitan yang dihadapi oleh mahasiswa, diteliti dengan memeriksa permasalahan kosa kata, permasalahan leksikal, dan permasalahan sintaksis. Dalam hal kualitas penerjemahan mahasiswa, ditemukan dua dari tiga partisipan ditetapkan sebagai penerjemahan yang diterima sedangkan satu lainnya tidak. Dapat disimpulkan, mahasiswa menggunakan beberapa strategi dalam menerjemahkan pidato politik dan kesulitan yang dihadapi cukup rumit mengingat pidato politik memuat kata-kata yang mutakhir dan diksi yang tidak familiar, sehingga mempengaruhi kualitas dari hasil penerjemahan.

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An analysis of students’ translatron works of a Barack Obama’s political speech

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu TABLE OF CONTENTS

STATEMENT OF AUTHORIZATION i

PREFACE ii

ACKNOWLEDGMENT iii

ABSTRACT v

TABLE OF CONTENTS vi

LIST OF TABLES viii

LIST OF CHARTS ix

CHAPTER I INTRODUCTION 1

1.1 The Background 1

1.2 Research Question 3

1.3 Aims of the Research 3

1.4 Scope of the Research 3

1.5 Significance of the Research 3

1.6 Clarification of Terms 4

1.7 Organization of the Paper 5

1.8 Concluding Remark 5

CHAPTER II THEORETICAL FOUNDATION 7

2.1 Definition of Translation 7

2.2 Translation Process 7

2.3 Translation Strategies 8

2.4 Problems in Translation 15

2.5 Quality of Translation 16

2.5.1 Criteria of Good Translation 16

2.5.2 Quality Assessment Translation 17

2.5.3 NAATI’s Assessment Method 18

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

2.6.1. Stylistic Management in Political Speech 20

2.6.2. Rhetoric and Communication 21

2.7 Barack Obama’s Political Speech 22

2.7.1. Barack Obama 24

2.8 Previous Research 25

CHAPTER III RESEARCH METHODOLOGY 27

3.1 Purposes of the Study and Research Question 27

3.2 Research Design 27

3.3 Site and Participant 28

3.4 Data Collection 29

3.4.1 Documentation 36

3.4.2 Interview 37

3.5Data Analysis 37

3.5.1 Data From Students’ Translation Works or Document 37

3.5.2 Data from Interview 40

3.6Concluding Remark 40

CHAPTER IV FINDINGS AND DISCUSSION 41

4.1 Students’ Translation Strategies 41

4.1.1 Discussion of the Students’ Translation Strategies 42

4.2 Students’ Translation Difficulties 51

4.2.1. Vocabulary Problem 51

4.2.2. Lexical Problem 52

4.2.3. Syntactic Problem 54

4.2.3.1Problem of Word Order 54

4.2.3.2Problem of Grammatical Aspects 55

4.2.4. Data from Interview 56

4.3 Students’ Translation Quality 57

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CHAPTER V CONCLUSIONS AND RECOMMENDATIONS 76

5.1Conclusions 76

5.2Recommendations 78

BIBLIOGRAPHY 79

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 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.

1.1The Background

Translation has important role in human life, especially for Indonesians. It

is because there are many information which does not exist in Indonesian but it is

presented in foreign languages, particularly in English (Choliludin, 2005, p.1). In

Indonesia, some text books, journals, news, movies, even advertisements are

addressed in English can be found easily in some areas. This situation may

become barrier for Indonesian who wants to get information from particular

English text.

Based on that situation, translation plays such crucial role for helping

people to get information written in English. Regarding to this, Webber (1984,

p.3) says that 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

help people who do not understand English to get information from the English

text.

Unfortunately, people cannot always rely on the translation product since

they are still limited. Although 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 fulfill personal need, actually someone

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

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

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

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

equivalent textual material in another language (TL). However, for the quality of

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

TL, and also by translator’s skill 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, it 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 such as descriptive, narrative, procedures and recount. Later, in Senior High

School the students learn more complex texts.

English Education Department students who acquired all translation

classes are more reliable since they have experiences in translation and master the

theory of translation. However, the chosen text is one of the famous political

speeches delivered by Barrack Obama which is important to get the actual

meaning of the speech for universal understanding.

The students’ translation work is an interesting object for research. Surahman (2013) has conducted research about students’ translation product in

level of Junior High School. Supangkat (2009) has investigated the students’ method, strategies, and difficulties in translating English texts into Indonesian in

the level of Senior High School. Different from both studies, this study attempts

to explore college students’ translation product. On the other words, the participants of this research are the advanced learners with advanced translating

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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 have been discussed. The result of the

research revealed the potential ability of English Education Department

translating 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 English text.

1.2Research Questions

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

be answered. The research questions are formulated as follows:

1. What are strategies that students apply in translating a political speech?

2. What are difficulties or problems that the students face in translating the

text?

3. What is the quality of the students’ translation product based on NAATI’s assessment method?

1.3Aims of the Research

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

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

Speech into Indonesian.

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

3. Find out the quality of the students’ translation productbased on NAATI’s assessment method.

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This research focused on identifying the quality of students’ translation of a political speech. The study was concerned with the strategies used by the

students in translating as well as the difficulties faced by them in translation

activity.

1.5Significance of the Research

This research is expected to give significant contribution in the field of

translation and education.

First of all, perceived from theoretical viewpoint, the study can enrich the

literature reference in analysis the skill of English Education Department students

who acquired translation class in translating a political speech.

Then, in practical aspect, since the study observed how translating students

translate political speech, what strategies they used and reveals some difficulties

faced by students in understanding the message, outcomes of the study hopefully

give important information for lecturers to conduct best strategy in helping

students to improve their performance in translation subject.

1.6Clarification of Terms

In order to avoid misperception about main terms that will be used in the

study, the definition of the terms will be elaborated in this section.

a. Translation strategies: strategy used by translator for sentences and smaller

unit of language. (Newmark, 1988)

b. Translation problems: difficulties faced by translator in terms of lexical

and syntactic problems. (Owji, 2013)

c. Translation Quality: the translation product has two translation standard,

accurate with no margin error and expected to be fair copy and clearly

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d. NAATI’s assessment method: assessment tool of the translation product of translator based on error found in translation work.

e. Political speech: in this study, the focus of the speech is on the Barack

Obama’s speech on inaugural address taken from

http://www.washingtonpost.com/politics/transcript-obamas-immigration-speech/2014/11/20/14ba8042-7117-11e4-893f-86bd390a3340_story.html

f. English Education Students: 8th semester students who already took all

translation classes.

1.7Organization of the Paper

This paper is organized into five chapters and the content of each chapter

in the paper is overviewed as follows:

Chapter I Introduction

In this chapter, the general description of the paper is elaborated. It

includes background, research question, aims of the study, scopes of the study,

significances of the study, clarification of key terms and the organization of the

paper.

Chapter II Theoretical Foundation

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

definition of translation, translation process, strategies or procedures in

translation, problems in translation, and previous research.

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This chapter explains methodology of the research that covers purpose of

the study and research question, research design, site and participant, data

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

Chapter IV Findings and Discussion

This chapter, the findings of the research result is presented and discussed.

Chapter V Conclusion and Recommendation

This last chapter conveys final conclusion of the study, suggestions as

contribution for English department students, and possible issue for further

research. Also, references and appendices are attached at the end of the paper.

1.8Concluding Remark

This chapter has elaborated the introduction of the study. It has presented

background, research question, aims of the study, scopes of the study,

significances of the study, clarification of key terms and the organization of the

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the aspects of methodology of the research which

cover purpose 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 purpose of the study are first to identify the strategies used by students

in translating and English political speech into Indonesian. Second, to find out the

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

out the quality of students’ translation works. Actually those purpose are in line with the research questions of this study, “what are strategies that students apply in translating a political speech?”, “what are difficulties or problems that the

students face in translating the text?”, and “what is the quality of the students’

translation product based on NAATI method of assessment?”

3.2Research Design

This research was qualitative case study which investigated students’

translation product. 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

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that descriptive study has aim to make a description systematically and accurately

which is based on facts about certain object.

Case study was used as the approach of the study. It was because this

research was conducted in a translating program which involved students as

participants, it meant that the result of this study might be different if it was

conducted in other places. Case study comprises just one individual, classroom,

school, or program. (Fraenkel & Wallen, 2012, p. 434)

3.3Site and Participant

The site of this research was a translating program in English Education

Department, Universitas Pendidikan Indonesia Bandung. This program was

chosen because this is the place where the researcher studies. So it helped

researcher in arranging the research and collecting the data.

The participants of this research were translation students that have been

acquired all translation classes (translation students in 8th semester). There were

three main reasons why translating students were chosen as participants. First,

there was willingness from the researcher to find out the ability of advanced

students of English Department in making translation. Second, through this

research some difficulties were found related to translation process which could

be considered as their weakness in understanding meaning of a political speech. It

is important since political speech has information that should be understood

universally. The information about students’ difficulties was an input for lecturers

to help their students in understanding a text. Third, the knowledge of translation

theory by the translation students was an interesting point since they can apply

some strategies which were proposed by the experts.

The research involved 10 students of translation class. This class were

chosen as they have been took all the translation classes and learned the theory of

translation. However only three students’ translation works were chosen to be

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achiever, and a low achiever based on suggestion from the lecturer and

study employed two types of data collection techniques, they were documentation

and interview.

The text given to participant was a Barack Obama’s victory speech which

was taken from

http://www.washingtonpost.com/politics/transcript-obamas-

immigration-speech/2014/11/20/14ba8042-7117-11e4-893f-86bd390a3340_story.html. The political speech was chosen because it considered

as speech that contain complicated words and important information to understand

universally. So they should have good comprehension and interpretation about

this text.

The text is as below:

Inaugural Address by President Barack Obama

THE PRESIDENT: Vice President Biden, Mr. Chief Justice,

members of the United States Congress, distinguished guests, and

fellow citizens:

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Each time we gather to inaugurate a President we bear witness to

the enduring strength of our Constitution. We affirm the promise of our

democracy. We recall that what binds this nation together is not the colors

of our skin or the tenets of our faith or the origins of our names. What

makes us exceptional -- what makes us American -- is our allegiance to an

idea articulated in a declaration made more than two centuries ago:

“We hold these truths to be self-evident, that all men are created equal; that they are endowed by their Creator with certain unalienable

rights; that among these are life, liberty, and the pursuit of happiness.”

Today we continue a never-ending journey to bridge the meaning

of those words with the realities of our time. For history tells us that while

these truths may be self-evident, they’ve never been self-executing; that

while freedom is a gift from God, it must be secured by His people here on

Earth. (Applause.) The patriots of 1776 did not fight to replace the

tyranny of a king with the privileges of a few or the rule of a mob. They

gave to us a republic, a government of, and by, and for the people,

entrusting each generation to keep safe our founding creed.

vowed to move forward together.

Together, we determined that a modern economy requires railroads

and highways to speed travel and commerce, schools and colleges to train

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Together, we discovered that a free market only thrives when there

are rules to ensure competition and fair play.

central authority, nor have we succumbed to the fiction that all society’s

ills can be cured through government alone. Our celebration of initiative

and enterprise, our insistence on hard work and personal responsibility,

these are constants in our character.

But we have always understood that when times change, so must

we; that fidelity to our founding principles requires new responses to new

challenges; that preserving our individual freedoms ultimately requires

collective action. For the American people can no more meet the demands

of today’s world by acting alone than American soldiers could have met

the forces of fascism or communism with muskets and militias. No single

person can train all the math and science teachers we’ll need to equip our

children for the future, or build the roads and networks and research labs

that will bring new jobs and businesses to our shores. Now, more than

ever, we must do these things together, as one nation and one people.

(Applause.)

This generation of Americans has been tested by crises that steeled

our resolve and proved our resilience. A decade of war is now ending.

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possibilities are limitless, for we possess all the qualities that this world

without boundaries demands: youth and drive; diversity and openness; an

endless capacity for risk and a gift for reinvention. My fellow Americans,

we are made for this moment, and we will seize it -- so long as we seize it

the wages of honest labor liberate families from the brink of hardship. We

are true to our creed when a little girl born into the bleakest poverty knows

that she has the same chance to succeed as anybody else, because she is an

American; she is free, and she is equal, not just in the eyes of God but also

in our own. (Applause.)

We understand that outworn programs are inadequate to the needs

of our time. So we must harness new ideas and technology to remake our

government, revamp our tax code, reform our schools, and empower our

citizens with the skills they need to work harder, learn more, reach higher.

But while the means will change, our purpose endures: a nation that

measure of security and dignity. We must make the hard choices to reduce

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that America must choose between caring for the generation that built this

country and investing in the generation that will build its future.

(Applause.) For we remember the lessons of our past, when twilight years

were spent in poverty and parents of a child with a disability had nowhere

to turn.

We do not believe that in this country freedom is reserved for the

lucky, or happiness for the few. We recognize that no matter how

responsibly we live our lives, any one of us at any time may face a job

loss, or a sudden illness, or a home swept away in a terrible storm. The

commitments we make to each other through Medicare and Medicaid and

Social Security, these things do not sap our initiative, they strengthen us.

(Applause.) They do not make us a nation of takers; they free us to take

the risks that make this country great. (Applause.)

We, the people, still believe that our obligations as Americans are

not just to ourselves, but to all posterity. We will respond to the threat of

climate change, knowing that the failure to do so would betray our

children and future generations. (Applause.) Some may still deny the

overwhelming judgment of science, but none can avoid the devastating

impact of raging fires and crippling drought and more powerful storms.

The path towards sustainable energy sources will be long and

sometimes difficult. But America cannot resist this transition, we must

lead it. We cannot cede to other nations the technology that will power

new jobs and new industries, we must claim its promise. That’s how we

will maintain our economic vitality and our national treasure -- our forests

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will preserve our planet, commanded to our care by God. That’s what will

lend meaning to the creed our fathers once declared.

who would do us harm. But we are also heirs to those who won the peace

and not just the war; who turned sworn enemies into the surest of friends --

and we must carry those lessons into this time as well.

We will defend our people and uphold our values through strength

of arms and rule of law. We will show the courage to try and resolve our

differences with other nations peacefully –- not because we are naïve

about the dangers we face, but because engagement can more durably lift

suspicion and fear. (Applause.)

America will remain the anchor of strong alliances in every corner

of the globe. And we will renew those institutions that extend our capacity

to manage crisis abroad, for no one has a greater stake in a peaceful world

than its most powerful nation. We will support democracy from Asia to

Africa, from the Americas to the Middle East, because our interests and

our conscience compel us to act on behalf of those who long for freedom.

And we must be a source of hope to the poor, the sick, the marginalized,

the victims of prejudice –- not out of mere charity, but because peace in

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common creed describes: tolerance and opportunity, human dignity and

justice.

We, the people, declare today that the most evident of truths –- that

all of us are created equal –- is the star that guides us still; just as it guided

our forebears through Seneca Falls, and Selma, and Stonewall; just as it

guided all those men and women, sung and unsung, who left footprints

along this great Mall, to hear a preacher say that we cannot walk alone; to

hear a King proclaim that our individual freedom is inextricably bound to

the freedom of every soul on Earth. (Applause.)

It is now our generation’s task to carry on what those pioneers

began. For our journey is not complete until our wives, our mothers and

daughters can earn a living equal to their efforts. (Applause.) Our journey

is not complete until our gay brothers and sisters are treated like anyone

else under the law –- (applause) -- for if we are truly created equal, then

surely the love we commit to one another must be equal as well.

(Applause.) Our journey is not complete until no citizen is forced to wait

for hours to exercise the right to vote. (Applause.) Our journey is not

complete until we find a better way to welcome the striving, hopeful

immigrants who still see America as a land of opportunity -- (applause) --

until bright young students and engineers are enlisted in our workforce

rather than expelled from our country. (Applause.) Our journey is not

complete until all our children, from the streets of Detroit to the hills of

Appalachia, to the quiet lanes of Newtown, know that they are cared for

and cherished and always safe from harm.

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American. Being true to our founding documents does not require us to

agree on every contour of life. It does not mean we all define liberty in

exactly the same way or follow the same precise path to happiness.

Progress does not compel us to settle centuries-long debates about the role

of government for all time, but it does require us to act in our time.

(Applause.)

For now decisions are upon us and we cannot afford delay. We

cannot mistake absolutism for principle, or substitute spectacle for politics,

or treat name-calling as reasoned debate. (Applause.) We must act,

knowing that our work will be imperfect. We must act, knowing that

today’s victories will be only partial and that it will be up to those who

stand here in four years and 40 years and 400 years hence to advance the

timeless spirit once conferred to us in a spare Philadelphia hall.

My fellow Americans, the oath I have sworn before you today, like

the one recited by others who serve in this Capitol, was an oath to God and

country, not party or faction. And we must faithfully execute that pledge

during the duration of our service. But the words I spoke today are not so

different from the oath that is taken each time a soldier signs up for duty or

an immigrant realizes her dream. My oath is not so different from the

pledge we all make to the flag that waves above and that fills our hearts

with pride.

They are the words of citizens and they represent our greatest hope.

You and I, as citizens, have the power to set this country’s course. You

and I, as citizens, have the obligation to shape the debates of our time --

not only with the votes we cast, but with the voices we lift in defense of

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Let us, each of us, now embrace with solemn duty and awesome

joy what is our lasting birthright. With common effort and common

purpose, with passion and dedication, let us answer the call of history and

carry into an uncertain future that precious light of freedom.

Thank you. God bless you, and may He forever bless these United

States of America. (Applause.)

To collect the students translation works, the researcher did some steps as

follows:

1. Choosing a translating class in last semester. Ten students would be involved

in translation activity.

2. Distributing the texts to the ten students by email. They should submitted the

result within one week.

3. Collecting the students’ translation works.

3.4.2 Interview

Interview was conducted after all the students work collected. Three of the

participants were selected as representatives to be explored in interview session. A

semi structure interview was used in the study. The interview was semi-structured

because, “although researchers come to the interview with guiding questions, they

are open to following the leads of informants and probing into areas that arise

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The interview process was held through chatting in a messenger media

with six question delivered to participants. The interview session was conducted

to find out what was actually on participant’s minds – what they thought or how they felt about something (Fraenkel & Wallen, 2012, p.451). Moreover, in this

study the interviewers free to answer the question in English or Bahasa Indonesia

in order to make participants more comfortable in expressing their opinion

regarding translation political speech.

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

In the study, there were two kinds of data have been analyzed in detail.

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

interview.

3.5.1 Data from Students Translation Works or Documents

The result of students’ translation works 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 translation. Then the result was presented in a

table like follow:

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

No Translation Strategy Frequency Percentage (%)

1 Borrowing

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3 Literal Translation

4 Transposition

5 Modulation

6 Equivalence

7 Adaptation

Total

The calculation for the data could be measure by using the following formula:

P = F × 100%

N

Where:

P = Number of percentage

F = Frequency of strategies or procedures

N = Number of whole samples

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Chart 3.1 the Result of Analyzing the Strategy Used

For the quality of students’ translation works, this research adapted NAATI’s method in assessing translation work. In the discussion, it also has been examined by the criteria of good translation works proposed by Larson (1984),

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

Abdellah, 2002).

The maximum score for the translation quality was 100 and it would be

deducted by errors found in the translation work. The minimum score was 70. It

means that the deduction should not be more than 30 point to get judgment as an

acceptable translation. The acceptable and acceptable terms are used instead of

pass or fail in this research.

The result of analyzing the quality of students’ translation work would be

presented as in the table below:

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

Translation Work

Participants Score Acceptable/Unacceptable

1

2

3

Total

3.5.2 Data from Interview

The next analysis of this study was analyzing the interview data. The data

recorded in form of chat history were classified and categorized to get information

related to the questions. The answer were analyzed through the theory of

translation problems proposed by Miremadi in Owji (2013) to determine the

difficulties faced by the participants in translating a text as well as through the

theory of good translation proposed by Larson (1984), Enani ( in Abdellah, 2002),

Tylter (in Basnett, 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 findings of difficulties in examining the strategies.

3.6Concluding Remark

This chapter has elaborated design of the research, subject of the research,

data collection and data analysis of the study. This research was descriptive

qualitative study which examined students’ translation works. Since the study was

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which were supported by some statistical data in form of tables and chart. In the

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

In the previous chapter, the analysis and discussions of the students’ translation works have been presented. This chapter will now present some

conclusions and suggestions drawn from the previous chapter. The conclusions

are derived from the findings on the data analysis. Whereas the suggestions are

going to be drawn to give some inputs for the readers in conducting further studies

in this field.

5.1Conclusions

As stated in Chapter I, the study has three purposes to achieve. First, it

aimed at investigating the Identify the strategies used by students in translating an

English Political Speech into Indonesian. Second, it aimed to find out the difficulties faced by students in translation activity. And the third, it aimed to find out the quality of

the students’ translation productbased on NAATI’s assessment method.

From the findings of the study, it can be concluded that, the strategies used by the students in translating a political speech from the highest to the lowest percentages;

transposition (49,33%), reduction (14,66), expansion (6,66%), literal/word for

word (5%), paraphrase (3,66%), naturalization (3,33%), equivalence (3%),

couplets (2,66%), and calque (1,33%). It is also found some cases of

mistranslation which reached 10,33%.

Transpostion was mostly used translation strategy by the students in

translating a text. It is shows that the students recognized well about grammatical

rule among Indonesia and English which was different. Reduction strategy also

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because of their erroneous in translating such as, ignoring article and skipping

difficult word.

The third translation strategy which was found in students’ translation works was expansion. Expansion strategy was used by the students when they

tried to add some words to delivered clearer information. However, it was still

found some additional words that generated new perspective of a thing, which

unacceptable in translation.

The forth translation strategy found in students’ translation work was

literal translation/word for word. Unfortunately the literal translation cases that generally happened in students’ translation works was the wrong choice of words that create ambiguous meaning. In line with the fifth translation strategy, that was

paraphrase. The error was happened because the students added too much

information which bothered the original meaning.

The sixth strategy which was found in students’ translation works was

naturalization, which has no error since the words that translated with this

strategy was adopted by Indonesian. Equivalence translation strategy was used by

the students successfully as it was create the accurate meaning of a text. The last

two translation strategies used by the students were couplets and calque.

Mistranslation also happened in students’ translation works. The percentage was quite big and it showed that the students did crucial problem in

translation. Mistranslation could be wrong translation or wrong interpretation of

specific word. However, since the text was a political speech that contained

sophisticated words it was a challange for the students to make it perfect.

The next findings was difficulties faced by the students in translating a

text. The problems were categorized as vocabulary problem, lexical problem, and

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the next problem that was lexical problem. It was found that many of the

sophisticated words were translated out of context and some of them were

wrongly translated.

The next findings was the quality of the students’ translation works. Two of the student translation’s works were categorized as acceptable translation. Since the scores were more than 70. The other one was unacceptable since the

score was under 70. The score were 69.5, 75.5 and 88.

5.2Recommendations

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 the ability of students translation were need to be developed.

Though they successfully applied some translation strategies, there were still

found some mistake in translating lower frequency words and sophisticated

words. So it will be better if there are another studies which examine student’s

ability in translating another genre of text.

The problems or difficulties faced by the students in this research can be

stated as their weakness in understanding political speech. So the finding of the

problems can be an input for the lecturer to help their students in translating high

level text. However, this research are limited, the other studies are needed to find

out more information about students difficulties in translating high level text. The quality of the students’ translation works was not really sophisticated, since one of three students’ translation works was judged as unacceptable translation. However it cannot be generalized as offhanded. It would be better if

there are another studies which are conducted in different places, different group

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