CHAPTER II REVIEW OF RELATED LITERATURE
C. Concept of Grammatical Error
1. Analysis of Grammatical Error
Tandikombong, Atmowardoyo and Weda (2016) State that the types of error made by the students in translating Indonesian text into English were dealing with the grammatical area which were classified as follows:
a. Errors in the verb area are in the forms of missing verbs, errors of verb tense, incorrect negative form, to infinitive and participle errors.
b. In the noun area, the errors consist of the missing nouns, singular/plural misplace, and inappropriate choice.
c. Errors in the conjunction area consist of missing conjunction, superfluous, inappropriate choice errors.
d. In area pronoun consist of missing pronoun, Superfluous, misplace.
e. Errors in the adjective area consist of: missing adjective, Superfluous, misplace, inappropriate choice and errors in the adverb area involve missing adverb, Superfluous, misplace, inappropriate choice.
f. Errors in the article area consist of missing article, superfluous, inappropriate choice.
g. The last one is errors in the preposition areas consist of; missing preposition, superfluous, inappropriate choice.
2. Source of errors
Errors occur for many reasons. One obvious cause is interference from the native language. The learners may make errors because they assume that the target language and their native language are similar.
While in fact they are different, they generalize the similarity between the target language and their mother tongue known usually as
"overgeneralization"
Brown (2000) states that Causes of errors are inter-lingual errors, intra-lingual errors, context of learning, and communication strategies. For more details, please look at the explanations below:
a. Inter-lingual Errors
Inter-lingual errors is cause of error from transferring knowledge or grammar into the target language. It means the native language interference the target language in terms of patterns, system or rules. The inter-lingual errors such as transfer, coalescence, under- differentiation, reinterpretation, over differentiation and split.
a) Level 0- transfer
At this level, no difference or contrast is present between two languages. The learner can simply transfer (positively) a sound, structure or lexical items from the native language to the target language. Because of no difficulties, the transfer is labeled 'zero level". For example: the transfer of structure between Indonesian and English.
Indonesian English a few students a little money Sedikit siswa Sedikit uang b) Level 1- Coalescence
It means that two items in the native language become coalesced into essentially one item in the target language. For example the Indonesian word "kami" and "kita" are translated into "we" in English.
c) Level 2- Under-differentiation
It occurs when the different items in the native language may sometimes be considered the same, because the lack of such
differentiation in the native language. For example: Indonesian learners often say "I don't have some money.' In this case, the learners fail to make a distinction that the two linguistic items function differently.
d) Level 3- Reinterpretation
It is an item that exists in the native language that gives a shape or distribution in the target language. For example: English active construction such as "it happens" may be interpreted as passive construction, resulting in "it is happened.' This kind of errors is due to the fact that the verb is semantically passive in Bahasa Indonesia.
e) Level 4 -Over-differentiation
It is a new item, bearing little if any similarity to the native language item that must be entirely learned. Thus, it may have something to do with forms and meanings. For example;
Indonesian learners tend to use 'badder' and 'baddest' in degree of comparison instead of 'worse' and 'worst'.
f) Level 5-split
It is one item in the native language that becomes two or more items in the target language, requiring the English learner to make a new distinction. The split is the counterpart of coalescence. For example: for example: the word 'dia' or 'ia' can
be translated into 'he' or 'she' because Indonesian does not considers the distinction among masculine and feminine in personal pronouns while English consider them.
b. Intra-lingual Errors
Intra-lingual errors refer to errors caused by the lack competence of the language being learnt (TL). There are items produced by the learner that does not reflect the structure of the mother tongue, but generalizations based on partial exposure to the target language. The learner tries in this case to derive the rules behind the data to which has been exposed by the learner, and may develop hypotheses that correspond neither to the mother tongue nor to the target language. The intra-lingual errors such as over generalization, ignorance of the rule restrictions, incomplete application of rules and false concepts hypothesized.
1) Over generalization
Over generalization is associated with redundancy reduction. It may occur for instance, with items which are contrasted in the grammar of the language but which do not carry significant and obvious contrast for the learner. For example
"Yesterday I go to University and I meet my new professor".
The- ed marker in the past context often appears to carry no meaning since pastness is usually indicated lexically
2) Ignorance of the rule restrictions
Ignore of rule restrictions closely related to of deviant structure is failure to observe the restrictions of existing structure, that is, the application of rules to context where they do not apply. For example, "The man who I saw yesterday", rather than "The man whom I saw yesterday". The structure violates the limitation on subjects in structure with 'who'. This is again a type of generalization or transfer in new situation.
3) Incomplete application of rules
Incomplete rule application is the converse of overgeneralization. One might call it under generalization. This strategy is aimed to simplification, rather than attempt to get the whole of the complex structure. The learner sometimes adds or omits words in some context, for example the difficulty in the use of questions. Richard states that the learners have applied only two components of the interrogative formation rule, but have omitted to invert subject and verb as in:
Questions Answers
Does he read much? Yes, he reads much W'ill they soon be ready? Yes, they soon be ready c. Context Learning
Context learning refers to the social situation, in the case of untutored second language learning, or the classroom context, frequently a teacher or textbooks can lead the learners to make errors
because of misleading explanation from the teacher or faulty presentation of a structure or words in a textbook. In social context, untutored language acquisition can bring about certain dialect acquisition, which may become a source of error.
d. Communication Strategy
Jain in Richards (1973:191) suggested that learning and teaching strategies, severally and in conjunction in with each other, through integration with the surface structure of English and the teaching situation, constitute some of necessary and essential conditions for the learner to generate certain classes of sentences.
Communication strategy is the conscious employment of verbal or non-verbal mechanism for communicating an idea when precise linguistic forms are for some reasons not readily available to the learners at a point in communication. A learner may express himself in the language they use.
3. The errors that produced by the fourth-semester and the sisxth-semester in grammatical area
a. The types of errors made by the fourth-semester students' translation.
Based on the result of analysis, the types of error made by the students in translating are varied. The type of errors error in verb, noun, conjunction, pronoun, adjective, adverb, article, and preposition and the most frequent errors made by the fourth semester for this division are errors in verbs.
The causing factor of errors made by the fourth-semester students' translation are caused by some major factors. Where these factors have been known and investigated by many researchers. In this research, the causing factors are divided into four divisions covering overgeneralization, ignorance of the rule restriction, incomplete application of rules, and false concept hypothesized.
b. Types of errors made by the sixth-semester students' translation.
Based on the result of analysis, the types of error made by the students in translating are varied. The type of errors error in verb, noun, conjunction, pronoun, adjective, adverb, article, and preposition and the most frequent error made by the sixth semester for this division are errors in verbs.
The causing factor of errors made by the sixth-semester students are caused by some major factors. Where these factors have been known and investigated by many researchers. In this research, the causing factors are divided into four divisions, they are the overgeneralization, ignorance of the rule restriction, incomplete application of rules, and false concept hypothesized.
From the results, Tandikombong, Atmowardoyo and Weda conclude that the most frequent error made by the students in translating Indonesian text into English text is errors in verbs. In this area, the students make 536 errors. Relating to the causes of errors, it
was influenced by overgeneralization and ignorance of rule restriction
4. Grammatical Meaning
Kridalaksana as cited by Nababan (2003) says that grammatical meaning is the relationship of the parts of language in the wider units, for example the relationship between word and the other words in a phrase or clause.
Example:
a. They can the fish. (Can means 'memasukkan dalam kaleng' and function as a predicate.)
b. He kicked the can hard. (Can means 'kaleng' and functions as an object.).
D. Concept of Translating the Holly Quran
Saeed and Siddiek (2015) The Qur‟an is the source of all Islamic Teachings, Rules and Values. Translating the text of Quran is the little hard of translation, because the literature of Quran is different with another scientific texts. Since the revelation of the Holy Quran in 612AD, scholars from different fields have been trying to solve the controversy of translatability of the Quran. Orthodox Muslim scholars claim that since the Quran is the Word of Allah, it is „untranslatable‟; whereas a number of Muslim and non-Muslim scholars claim the opposite. No doubt at all, the meanings and/or „tafseer‟ “interpretation” of the Quran has been translated
into many different languages such as Persian, Turkish, Urdu, French, German, English and many others.
English versions of the Quran „tafseer‟ being widely spread all over the world. The Quran has been transferred into English by scholars who speak different languages, belong to different religions and hold different ideological and theological views. This has definitely, whether consciously or unconsciously, intentionally or unintentionally influenced the product of its translation. Although these scholars are apparently competent in Arabic, the language of the Quran, they lacked the ability not only to have the „feel and spirit‟ of the Quranic word, but also to recognize the linguistic and cultural dimensions of it.
Translating the Holy Quran into another languages was no longer a controversial issue, as most Islamic scholars had been expressed a degree of permissibility of translating the Quran text into foreign languages. This was because the Islamic message was a global message not confined to one particular race or color; so the transferring of this message to non- Muslims is a practical need. It was as well a duty of every Muslim, to dispatch the Word of Allah to reach all mankind in their own languages.
So if the short surah of Quran delivered in the right form then target receivers may had good understanding of Islam, with it was great values and great teachings. The translation of the meanings of the Quran will serve this purpose.
1. Lexical and Morphological Challenges in the Translation of the Holy Qur‟an.
There are many translations of the Qur‟an into other languages.
When the translator tries to reproduce the meaning of a text into another language, this may change the original meaning. Consequently, translations of the Qur‟an were traditionally refused by Muslim scholars. Abu Hanifah (the famous Muslim scholar) do not permit reading the opening chapter (alfatiha) in any form of translation and confirmed that the verses of the Qur‟an should be read in Arabic in the prayer for all Muslims (Arabic or non-Arabic), in Saeed and Siddiek (2015).
Tony as cited by Saeed and Siddiek (2015) states that all translations are inadequate and that an acceptable translation is one that explains the significance of the Quranic verses. In a survey reported by Abdelwali (2007) of Qur‟an translations into English, the results showed that the majority of the translators ignore the idiosyncrasies and prototypical features of the Qur‟an text, while they care for communicating the message. That is to say they do not pay attention to its special features as a unique Arabic Text.
2. Quran as a classical language, in the translation case.
English and Arabic, to gain insight into the concepts described by the words selected for this study, and do a collocation analysis.
However, while a good English corpus is readily available (e.g. the
British National Corpus), there is no such corpus for Arabic. Another problem in relation to Arabic is that corpora of modern Arabic are available, but they seem to be commonly used only in newspaper archives as in Al-Hayat the daily newspaper. What does not seem to be available is a corpus that balances different genres, like the British National Corpus (BNC). The Qur‟an is revealed in Classical Arabic.
Thus, the collocation find in the corpus which consists of modern Arabic would not necessarily be relevant to the language of the Qur‟an.
Abdelwali (2007) each language has its own semantic features which can be more specific than in other languages. This specificity can be realized either through lexemes or the morphological system of the language. On the lexeme level English can be semantically more precise than Arabic, for example in describing certain military actions.
The words “bombardment” and “shelling” would be translated in Arabic as qasf bil midfa‟iyya,(ةيعفدملاب فذق) and qasf bit Ta‟iraat (تازئاطلاب فذق) respectively. However, both of these words can have the same meaning in Arabic unless more words are added through paraphrasing to give the meaning of either ‘ bombardment‟ or
„shelling‟.
According to Abdelwali (2007), Arabic can be more accurate in grammatical meanings which is expressed by certain morphemes, which require some sort of paraphrasing to translate them into English.
The verb patterns in Arab represent a framework in showing the
subtleness of the meaning of the words. This can be shown in the following verses:
a. Nazzala‟alayka–l-kittab bil-Haqqi muSaddiqan limma bayna yadayhi wa‟anzala t-tawraat wal-injiiil.case, lasted for 23 years.
Meanwhile, “anzala” لشوأ signifies.
The revelation all at once. Furthermore, it shows the difference between the piecemeal revelation and the revelation of the Gospel, Abdelwali (2007).
b. Huwal-ladhi ja‟la sh-shamsa Diyaa‟an wal qamara nurran ''وه ىذلا لعج سمشلا آءايض زمقلاو آروو '' (5:10)
Its translation is as follows:
“It is He who made the Sun to be shining glory and the moon to be a light” (Ali, 983:484).
The words “Diyaa‟an‟ (آءايض) and “Nuuran” (اروو) indicate different features. The former means “the generation of heat”, and
“not shining glory,” whilst the latter means“no generation of heat but light only”. Moreover, “Diyaa‟
Indicates that the Sun gives out its own light but the moon light is a reflection of its light as signified by “Nuuran.”
On the other hand, a word like “duuni” is difficult to translate as well as paraphrase:
c. Qual‟ud‟uul-ladhiina za‟amtum min duuni l-laahi.
''لق هيذلاوعدا متمعس هم نود لاله'' (22:34)
The above is translated as follows:
“Say: appeal to those whom you claim to instead of God” Irving as citied by Saeed and Siddiek (2017). Duuni is variously translated as “dignity”,” might” and “there is nothing above or equal to Him”.
Accordingly, the meaning here requires explanatory notes from the translators. In addition to that, the sense of the lexical words is restricted by the translators. Some words have been translated as their referent in the real world without considering their sense in the language system. However, the options are sometimes fewer than five options, because on a number of occasions some translations choose the same English words. For example, the word „assalam‟ is given the same equivalent „salutation‟ by Yusuf Ali, Qaribullah and Shakir.
Thus, the five translations are reduced to three (see 3 below).
Each word is given in the verse in which it is used in the translations. Here are some examples taken from the questionnaire:
Three different translations of the word (ملاسلا: Assalam) : We have utilized the questionnaire as instrument with a likert 5-points scale. Each alternative is assigned a numerical value ranging from 5 for „completely appropriate‟ to 1 for‘ completely inappropriate‟ with 2, 3, and 4 intermediate between
the two extremes and left without explicit descriptors. These points are left blank in order to encourage subjects to treat them as equidistant from each other. The advantage of this is that the Likert scale is not necessarily an ordinal scale, as is usually the case, but may be interpreted as an interval scale, which makes it possible to do more powerful statistical tests on the results.
Cramer (1994) states that by using a Likert scale “with interval level measurement, the intervals between numbers denote equal amounts of the attribute being assessed”. The first four items of the questionnaire are about the word („ملاسلا)
„assalam as used in different contexts and different translations.
It has different senses which are; „salutation‟ twice, „safety‟,
„paradise‟, and „peace‟. Peace also is one of the names of Allah Almighty. The following four items are about the word لضفلا’ alfadl‟, which is a polyse
In this study focused in translating the short surah of Quran.
For some of considerations which are the short surah are easier to understand and especially from the structure of text and the meaning it self. The short surah of Quran also exist as a general surah that introduced to Muslim students to be learned and memorized at all levels of students. The importance of translating the Holy Quran into another languages is a practical need for some Muslim believers. It is as well a practical need for
the non-Muslim to read and listen to the word of Allah. It is supposed to be the duty of every Muslim-man or woman-to help spread the call of Islam to reach all people on earth.
Thus, a good translation is needed to help non-Arabic speakers and non-Arabic Muslim speakers as well. A great benefit will reach other communities that hold different faith;
then it will allow them a good chance to understand the Qur‟an, as the main source of Islamic Religion. This will also be one practical step towards setting up a dialogue to better understanding between Muslims and non-Muslims communities, to secure global peace and mutual human feelings.
E. Conceptual Framework
The conceptual in analyzing the the grammatical errors of students in translating the short surah of Quran from Indonesians‟ translation into English is discovered observation. First is give the test to the students such as translation test which is the students will translate the Indonesians‟
translation of one of the short surah of Quran into English. This test aims to identify the grammatical errors of students.
After that, the researcher will check and analyze the kind of students‟ grammatical errors from the translation test. The researcher classifying 7 parts of grammar to identify the students‟ grammatical errors.
Those are Verb, Noun, Conjunction, Pronoun, Adjective, Adverb and Article.