Grammatical Errors in Translating Indonesian Into English Made By The Second Grade Students of SMU Santa Maria 3 Cimahi.

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ACKNOWLEDGEMENTS

I would like to express my deepest gratitude to my Savior and miraculous

God, Jesus Christ, for His amazing ways in guiding me to complete this thesis and for

His continual love, guidance, and blessing during my studies. My sincere gratitude

goes to my parents, for their love, efforts, prayers, and support during my studies, and

to my supervisors for their invaluable guidance, inspiration, patience, and

encouragement. I am also grateful to my brothers and sisters, Victor, Vicler, Ria, and

Imelda, for their love, prayers, and support. Last, but not least, I thank my cousin,

Margaretha, Lina and Bou Edor for all their support and help, my best friends from

Maranatha Christian University, Laura, Dionne, Irene, Priska and Ovin, for the

meaningful four and a half ‘short’ years of togetherness.

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TABLE OF CONTENTS

ACKNOWLEDGEMENTS………...i

TABLE OF CONTENTS………....ii

ABSTRACT………iii

CHAPTER ONE: INTRODUCTION

Background of the Study………...1

Statement of the Problem………...4

Purpose of the Study………..4

Method of Research………...4

Organization of the Thesis……….5

CHAPTER TWO: THEORETICAL FRAMEWORK………6

CHAPTER THREE: ANALYSIS OF ERRORS

MADE BY THE SECOND GRADE STUDENTS

OF SMU SANTA MARIA 3 CIMAHI

IN TEXTS TRANSLATED

FROM INDONESIAN INTO ENGLISH..………..15

CHAPTER FOUR: CONCLUSION………39

BIBLIOGRAPHY………..43

APPENDICES:

The source text……….. ………..45

The list of the student’s translated sentence

Which contains errors………..46

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ABSTRACT

Teks terjemahan banyak dijumpai dalam kehidupan kita sehari-hari. Perlu kita

sadari bahwa sebuah teks terjemahan sangatlah penting karena teks tersebut berisi

pesan dan informasi dari penulis dengan bahasa yang berbeda dari bahasa kita. Jika

kita ingin menerjemahkan suatu teks, kita perlu menerjemahkan teks tersebut sesuai

dengan aturan-aturan tata bahasa yang ingin dituju agar dapat dimengerti dengan

mudah dan menghindari kesalahan-kesalahan (errors). Hal tersebut dikarenakan

adanya perbedaan-perbedaan aturan tata bahasa yang satu dengan yang lain.

Contohnya, aturan-aturan Bahasa Indonesia berbeda dengan Bahasa Inggris. Selain

aturan-aturan tata bahasa, penyampaian inti pesan juga penting dalam

menerjemahkan teks. Sebuah teks terjemahan haruslah berisi inti pesan atau gagasan

yang sama dengan teks yang asli.

Dalam skripsi ini, saya melakukan analisis terhadap hasil terjemahan

siswa-siswa kelas dua SMU Santa Maria 3 Cimahi. Teks yang asli berbahasa Indonesia dan

siswa-siswa kelas dua SMU Santa Maria 3 Cimahi menerjemahkannya ke dalam

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kesalahan-penyebab dari kesalahan-kesalahan tersebut, apakah kesalahan tersebut temasuk

interlingual atau intralingual.

Hasil yang saya dapatkan dari analisis teks terjemahan siswa-siswa kelas dua

SMU Santa Maria 3 Cimahi adalah bahwa kesalahan-kesalahan yang banyak

dilakukan oleh siswa-siswa kelas dua SMU Santa Maria 3 Cimahi disebabkan oleh

ignorance of the rule restrictions, yang mana termasuk dalam kategori intralingual.

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APPENDICES

APPENDIX ONE The source text:

LUBUK-LINGGAU

Lubuk-linggau terletak di Sumatra selatan dan ibukotanya dalah

Palembang. Palembang adalah sebuah kota yang terkenal dengan makanan

kahasnya, pempek dan jembatan Amperaya. Selain penduduk asli, penduduk di

Lubuk-linggau berasal dari berbagai suku, seperti Jawa, Padang, Batak, dan Cina.

Kebanyakan penduduk Palembang bermata pencaharian sebagai petani dan

pedagang.

Dalam berkomunikasi, bahasa yang digunakan adalah bahasa Palembang.

Selain bahasa Palembang, sebagai bahasa sehari-hari terkadang mereka

mengunakan bahasa Jawa. Bahasa Palembang sebenarnya tidak terlalu sulit untuk

dipelajari karena bahasa Palembang hampir sama dengan bahasa Indonesia.

Perbedaanya hanya pada huruf diakhir kata-nya saja, seperti pada kata “kita”

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APPENDIX TWO

List of the student’s translated sentence which contains errors

Paragraph 1 Sentence 1:

Source text Errors

Lubuk-linggau

terletak di

Sumatra Selatan

dan ibu kotanya

adalah

Palembang.

1. Lubuk-linggau is located in South Sumatra when the

capital city is Palembang. (substitution)

Omissions Additions Misformation Misordering

2. Lubuk-linggau is located South Sumatra and the capital

city is Palembang.

3. Lubuk-linggau is located in South Sumatra which the

capital city is Palembang.

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Palembang adalah

sebuah kota yang

terkenal dengan

makanan khasnya

pempek dan Jembatan

Ampera.

4. Palembang is a the city which popular with its

traditional food, pempek, and Ampera Bridge.

5. Palembang is the city who is famous of its special

food, pempek, and the Ampera Bridge. (substitution)

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Paragraph 1 Sentence 3:

Source text Errors

Selain penduduk

asli, penduduk di

Lubuk-linggau

berasal dari

berbagai suku

seperti Jawa,

Padang, Batak, dan

Cina.

6. Beside the original people, people in Lubuk-linggau

comes from many ethnics such as Javanese, Padang,

Batak, and Chinese.

7. Beside the original people, people in Lubuk-linggau is

comes from various ethnics such as Javanese, Padang,

Batak, and Chinese.

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Kebanyakan

penduduk Palembang

bekerja sebagai

petani dan pedagang.

8. Most of Palembang people working as farmers and

merchants.

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Paragraph 2 Sentence 1

Source text Errors

Dalam

berkomunikasi,

bahasa yang

digunakan

adalah Bahasa

Palembang.

9. In communication, used Palembang language in

Palembang.

10. In communication, the language that is use Palembang

language.

11. In communication, the language that was used in

Palembang is Palembang language.

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Selain Bahasa

Palembang, sebagai

bahasa sehari-hari

terkadang mereka

menggunakan bahasa

Jawa.

12. Beside Palembang language, as their daily language,

sometimes they also uses Javanese language.

13. Beside Palembang language, as their daily language,

sometime they are use Javanese language.

14. Beside language Palembang, as their daily language

sometime they use language Javanese.

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Paragraph 2 sentence 3

Source text Errors

Bahasa Palembang

sebenarnya tidak

terlalu sulit untuk

dipelajari karena

Bahasa Palembang

hampir sama dengan

Bahasa Indonesia.

15. In fact, Palembang language is not too hard to

studied because Palembang language is almost the same

with Indonesian language.

16. Language Palembang actually not too hard to study

because language Palembang almost same with

language Indonesia.

17. Actually, Palembang language are not too hard to

study because Palembang language is same with

Indonesian language.

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Perbedaannya hanya

pada huruf diakhir

katanya saja, seperti

kata “kita” menjadi

“kito”, “siapa”

menjadi “siapo” dan

lain-lain.

18. The different only in the last word, such as word

kita become kito, siapa become siapo etc.

19. The differences only in the last word, such as word

kita become kito, siapa become siapo.

20. The difference is just in the last word, likes kita

become kito, siapa become siapo.

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Paragraph 2 Sentence 5

Source text Errors

Jika orang

Palembang bertemu

bukan di Palembang,

mereka akan berkata

“wong kito” yang

artinya “orang kita”.

21. If Palembang people meet each other not in

Palembang, they will said wong kito which is mean

orang kita.

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The transcript of student interview

The questions:

1. Apakah sudah mengerti pelajaran grammar tentang ...(sambil menunjuk

data)?

2. Kenapa bisa melakukan error saat menterjemahkan?

The students answer:

Data 1

1. “Arti when udah tau”

2. ”Saya mengabaikan tentang aturan itu”

Data 2

1. “Saya tau tentang Preposition, cuma suka lupa pasangannya.”

2. “Saat menterjemahin saya lupa pasangan Preposition-nya jadi ya saya

lewat aja”.

Data 3

1. “Tau tentang Relative Clause”

2. “Saya tidak tau kalo harus ada of di situ”.

Data 4

1. “Tentang Article saya tahu”.

2. “Saat nerjemahin saya ga kepikiran aturan itu, kalo yang tekenal

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Data

1. “Arti who tau dan Preposition juga sudah tahu”.

2. “Tidak tau kenapa bisa salah dalam nerjemahin. Saya mengira Preposition

famous adalah for karena sering dengernya for”.

Data 6

1. “Tau tentang pelajaran Simple Present tense”.

2. “Rada bingung jadi nerjemahin sebisanya aja”.

Data 7

1. “Tentang to be dan Simple Present Tense tau. Kalau tentang beside dan

besides saya ga tau kalau itu beda, saya kira sama- sama aja”.

2. “Saya kira to be dapat digunakan di setiap kalimat”.

Data 8

1. “Preposition dan Simple Present Tense udah tau”

2. “Waktu nerjemahin saya ga kepikiran tentang pelajaran itu”.

Data 9

1. “Ga tau pelajaran itu”

2. “Ga tau“

Data 10

1. “Saya tau tentang to be dan bentukanya”.

2. “Dalam nerjemahin saya ga begitu kepikiran tentang rule-nya, saya

abaiin”.

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2. “Saya kira sometime dan sometimes itu sama aja”.

Data 13

1. “Saya ga tau kalo sometime dan sometimes itu beda”.

2. “Saya kira sometime dan sometimes sama jadi ga ada masalah. Kalo

Bahasa Palembang diinggrisin language Palembang, kan aslinya gitu”.

Data 14

1. “To infinitive tau”.

2. “Waktu nerjemahin ga gitu memikirkan tentang pelajaran itu”.

Data 15

1. “Ga tau kalo indonesia dan indonesian beda”.

2. Saya kira indonesia dan indonesian sama. Kalo Bahasa Palembang jadi

language Palembang karena aslinya kan gitu”.

Data 16

1. “to be tau”.

2. “Waktu nerjemahin ga sampe mikirin aturan- aturan tentang to be”.

Data 17

1. “Ga tau tentang pelajaran itu “.

Data 18

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Data 19

2.” Ga tau eui..”.

Data 20

1. “Future Tense tau”

2. “Waktu nerjemahin ga kepikiran rumus-rumusnya”

Data 21

1. “Tau tentang Relative Clause dan Future Tense”.

2. “Ga begitu memperhatikan tentang pelajaran itu”.

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1. Apakah rule yang ini (menunjuk pada data) sudah diajarkan?

2. Sampai sejauh mana anak-anak mengerti?

Teacher answer:

Data 2

1. “Preposition sudah diajarkan”.

2. “Tentang preposition, anak- anak memang mengalami kesulitan, karena

harus menghafa l ”.

Data 3

1. “Relative Clause sudah diajarkan namun dengan kalimat yang sederhana,

tidak serumit di data”.

2. “Anak-anak mengerti Relative Clause hanya pada kalimat yang

sederhana”.

Data 4

1. “Mengenai Article sudah diajarkan sejak SMP, seharusnya memang sudah

harus mengerti”.

2. “Kalo di kelas anak-anak cukup mengerti”.

Data 5

1. “Who seharusnya udah tau karena itu udah dipelajari dari SMP.

Preposition sudah di jarkan di kelas”.

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1. “Simple present tense sudah diajari”.

2. “anak-anak mengerti”.

Data 7

1. “Tentang to be dan Simple Present Tense sudah diajarkan”.

2. “Anak-anak masih mengalami kesulitan dalam penggunaan to be karena

memang susah membedakan kata mana yang perlu to be dan tidak, sedangkan

untuk Simple Present Tense anak-anak cukup mengerti”.

Data 8

1. “Simple Present Tense dan Preposition sudah diajarkan”.

2. “Untuk Simple Present Tense, dari latihan-latihan, anak-anak cukup

mengerti”. Sedangkan Preposition, kebanyakan anak-anak mengalami kesulitan

karena menghafal”.

Data 9

1. “Udah diajarkan dari kelas satu, udah detail’.

2. “Anak-anak udah mengerti, udah dikasih soal-soal SMPB”.

Data 10

1. “to be udah diajarkan”.

2. “Dalam penerapan anak-anak suka bingung dengan tune signal”.

Data 11

1. “Simple Present Tense udah diajari”.

2. “Anak-anak mengerti di kelas”.

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Simple Sentence, anak-anak cukup mengerti, namun dalam kalimat yang

sederhana”.

Data 13

1. “Tidak pernah diajarkan kalo sometime dan sometimes itu berbeda, head-

modifier sudah diajarkan”.

2. “Karena tidak diajarkan, anak-anak tidak mengerti kalo itu berbeda”.

Data 14

1. “To infinitive sudah diajarkan”.

2. “Sejauh ini anak mengerti karena sering diberikan latihan”.

Data 15

1. “Ga pernah diajarkan soal perbedaan indonesia dan indonesian. Head

modifier sudah diajarkan”.

2. “Karena perbedaan antara indonesia dan indonesian tidak pernah dibahas,

jadi anak-anak tidak mengerti”.

Data 16

1. “Simple Present Tense udah diajarkan”.

2. “Sudah dikasih latihan-latihan sampai anak mengerti. Cuma, anak-anak

masih suka salah saat ngobrol dengan guru”.

Data 17.

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2. “Untuk Simple Present Tense anak-anak cukup mengerti karena sering

diberikan latihan, sedangkan untuk pembentukan Simple Sentence, anak-anak

mengerti, namun hanya pada kalimat- kalimat yang sederhana saja”.

Data 18

1. “Pelajaran mengenai Singular- Plural, To be, dan Simple sentence sudah

diajarkan. Namun, pelajaran Naun clause dan Pharase tidak diajakan karena

terlalu rumit dan tidak cukup waktu”.

2. “Anak- anak cukup mengerti. Namun, hanya dalam kalimat-kalimat yang

sederhana”.

Data 19

1. “Pelajaran Simple Present Tenses sudah diajarkan, Noun Clause dan

Pharase belum diajarkan karena rumit dan waktu tidak cukup”.

2. “Dalam Simple Present tense, anak-anak cukup mengerti”.

Data 20

1. “Future Tense sudah diajarkan”.

2. “Dalam pembelajaran, anak-anak masih dipengaruhi oleh kebingungan

penggunaan to be, sehingga to be suka dipakai di setiap kalimat”.

Data 21

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CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

Nowadays, in the globalization era, English is one of the languages that

are used in most countries in the world. People in some of those countries use

English as their foreign language. English is also used as a foreign language in

Indonesia. There are many texts which are written in English. Some examples are

novels, short stories, newspapers, magazines, and handouts in schools. Many

students in Indonesia study English as one of the subjects at school.

The title of my thesis is “Grammatical Errors in Translating Indonesian

into English Made by the Second Grade Student of SMU Santa Maria 3 Cimahi ”.

The original text, that is the source text, is written in Indonesian. I choose

translation because I think translation is important for English learners as one of

the ways to apply what they have studied about English rules. When English

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more about how to translate without errors because the errors can influence the

meaning of the translation.

I prefer to choose translation of Indonesian texts into English than English

texts into Indonesian because, in my opinion, when students translate English

texts into Indonesian, the errors will be less than when the students translate

Indonesian texts into English. It is so because the students know the structure of

their first language so when they do the translation from foreign language into

their first language they can easily adjust the delivery of the message according to

what is expected in the first language.

The reason why I choose high school students for the source of my

research data is that I have learnt the materials of high school student, so I am sure

I can analyse their errors well and suggest some correction. When I do the

research, I find that many errors occur, so I want to correct the errors hoping that

they will not make the errors anymore. I choose the students of SMU Santa Maria

3 Cimahi because I have access in getting the data there; most of my family and

friends went to that school or are studying there.

There are some errors that occur when people do translation which make

the translation become inaccurate. The errors that occur in the translation can be

categorized using surface strategy taxonomy of errors. There are four categories

of errors in surface strategy taxonomy of errors. The first category is Omissions

and the example is “she beautiful”. The second category is Additions; the example

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This research is significant for English teachers of SMU Santa Maria 3

Cimahi. It is also useful for the students of SMU Santa Maria 3 Cimahi. For

English teachers of SMU Santa Maria 3 Cimahi, it will help them to know how far

the students understand about the English rules that they have already taught. It

will also help them to know which rules that the students do not understand so

they can explain it clearly in class until their students understand. For the students,

it will give them knowledge so they will be able to translate some text from their

first language into English properly. Hopefully, they will not repeat the errors.

In doing the research, I use a definition of translation, theory of language

interference, which is also known as linguistic transfer, and error analysis theory.

Translation is a process of delivering messages and information from one

language into another language through writing. Language interference is the

effect of people’s first language on the production of their second language, while

error analysis is a type of linguistic analysis that focuses on the errors that learners

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1.2 Statement of the Problem

1. What kinds of errors are found in the Indonesian-English translation

made by the second grade students of SMU Santa Maria 3 Cimahi?

2. What factors cause the errors to occur?

1.3 Purpose of the Study

1. To know what kinds of errors found in the Indonesian-English

translation made by the second grade students of Santa Maria 3

Cimahi.

2. To know what factors cause the errors to occur.

1.4 Method of Research

In gathering the data, first I read the entire translated texts made by the

second grade students of SMU Santa Maria 3 Cimahi. Second, I make a list of the

sentences which contain errors and do the interview to the students who do the

error and the teacher. Third, I analyse and classify the errors based on the

taxonomy of errors. In doing the analysis, I get supporting theories from books

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to the subject matter which includes Background of the Study, Statement of the

Problem, Purpose of the Study, Method of Research, and Organization of the

Thesis. Chapter Two presents the theoretical framework underlying the topic of

the thesis. It elaborates the theory of language interference, error analysis, and the

factors that cause the errors. Chapter Three informs the research finding and its

analysis. This chapter presents the result of the data analysis in order to answer the

research questions. Chapter Four conveys some conclusive points drawn from the

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CHAPTER FOUR

CONCLUSION

Having analyzed the translated sentences of the second grade students of

SMU Santa Maria 3 Cimahi, I would like to make some concluding remarks.

As my research is to categorize the errors in the sentences and find out the

causes, I make categories of the errors. From my analysis in the previous chapter,

I calculate that there are 9 errors which belong to omission category; 6 errors

come under addition category; 20 errors belong to misformation category; only 2

errors fall into misordering category; and 3 errors belong to substitution. All of

these errors are from twenty-six data. The percentage of the category above is as

follows:

substitution 8%

misformation addition

15% omission

23%

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and omission category. The errors belong to misformation category because there

are errors in forming the words. Most of the errors in the word formation that are

made by the second grade student of SMU Santa Maria 3 Cimahi are in the “s”

suffix. There are “s” suffix that are incorrectly left out and “s” suffix that are

incorrectly added in the students’ translated sentence. The students also make

errors in the word formation of the infinitive in the simple present tense, regarding

whether the infinitive should use “s” suffix or not. This rule has been studied in

the second grade student of senior high schools, but this rule is ignored.

Besides misformation, there are also errors which belong to omission,

addition, and misordering. Some errors made by the second grade students of

SMU Santa Maria 3 Cimahi belong to omission category because some needed

words are omitted in the translated sentence. The other errors belong to addition

category because some words added are not appropriate to the context. Besides

misformation category, omission category, and addition category, there are also

errors that belong to misordering category. There are only 2 errors which belong

to this category and all errors which belong to misordering category are caused by

the influence of the first language. Another error also belongs to substitution, and

only 3 errors which belong to substitution. These errors belong to substitution

because the student substitutes the right word into the wrong.

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the influence of the student’s first language. The percentage of these causes is as

follows:

The ignorance of rule restrictions

76% The incomplete

application of rule 7%

Overgeneralization 10%

The influence of first language

7% _{The ignorance of rule}

restrictions

The incomplete application of rule

Overgeneralization

The influence of first language

Based on the percentage above, I conclude that the dominant cause of the

errors that occur is the ignorance of the rule restrictions. From the analysis, the

rules that are ignored are on the use of article, the rule in relative clause and

relative pronoun, the use of word formation of verb in simple present tense and

simple future tense. Most of the errors which are cause by the ignorance of rule

restrictions belong to addition category and misformation category.

Beside the ignorance of the rule restrictions, overgeneralization also

causes some of the errors. There are 6 errors which are caused by the

overgeneralization. Based on the data, I find that the students generalize words

which are added by “s” suffix or not. In fact these words have a difference in

meaning and usage. The examples for the generalization of “s” suffix are

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example the rule in word orders.

There are only 3 errors which are caused by incomplete application of

rules. The errors which are caused by incomplete application of rules are when the

student incomplete in translating the word from the source sentence into English.

There are some words that are missing.

Beside of the ignorance of rule restriction, overgeneralization, the

incomplete application of rule, and the influence of first language, there are also 3

errors which happen because the rule is not taught in class. So the students do not

know the rule and understand the rule.

In conclusion, the errors that occur fall dominantly into misformation

category. In terms of the causes of the errors, the ignorance of the rule restrictions

is the dominant cause.

From the result of the analysis, I would like to give some suggestions.

When translating a text, the rules of the target language should be followed to

avoid making errors. I find that the second grade students of SMU Santa Maria 3

Cimahi still find difficulties in applying the English rules.

For the next person who wants to do the same research, I hope he or she

will not only categorize the errors based on the surface strategy taxonomy of

errors. He or she can also add some important things which are needed in this

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