CHAPTER II THEORETICAL REVIEW
A. The Concept of Translation
3. Process of Translation
The process of translation is a series of actions in which the translator devotes his knowledge, skills, abilities, and habits to divert
31
messages from source language (SL) into target language (TL). The process of translation is cognitive because it is abstract and visible, only the translator himself knows. The process of translation is a series of steps that must be passed by translator to get to the end result.
The process of translation consists of three steps, as follows:9 a. Analysis of Source Language Text
Every translation activity starts by analyzing the source language text, because the translator always meets the source language at the first time. To know the message of the source language, the translator must read it, and then the translator will understand the text content. The analysis of source language covers many aspects like sentences, clauses, phrases, and words. The other purpose is to help the translator to change the complex sentence into the simple sentence.
b. The Transference of Message
After the translator can understand the meaning and the structure of the source language text, they can catch the content message. The next step is to transfer the content, the meaning, and the message of the source language into the target language. In this step, the translator must find the meaning of the source language words.
c. Restructurisation
9Bena Florita Krisetyawati, (An Error Analysis on the Translation of English NounPhrases into Indonesian of the Fifth Semester Students of the English Department of Teacher Training and Education Faculty), Universitas Sebelas Maret, Download on 02 November 2018, p.20
32
Restructurisation is the process of transforming the source language message into a proper stylist form in the target language, so in this step, the translator must pay attention to the language style in order to fix the language style that is appropriate with the text type, and they also must consider to whom the translation is made.
4. The Accuracy of Translation
The most important aspect in translation is accuracy. It becomes one of the factors which determine the quality of translation. According to
33
Roswani Siregar, accuracy means to check whether the meaning of the source text (ST) is similar with the target text (TT)10.
According to Shuttleworth and Cowie in Anari and Bouahli, accuracy is a term used in translation evaluation to refer to degree of corespondence between the translted and original text. Accuracy is defined by Rahmini in Anari and Bouahli as a suitable and detailed explanation of the source message and transmission of that message as exactly as posible.
Moreover According to Nababan , accuracy aspect have the weight which the higest than the order aspect, it is adjusted to the basic concepts of the translation process as the process, of transfering the message (accuracy) of the source language text into the target language. Nababan et all the quality category of accuracy in translation as follow :11
Scale Translation Category
Quality parameter
3 Accurate The meaning of the word, a technical
term, phrase, clause, sentence or source language text accurately transfered into the target language ; absolutely no distortion of meaning.
2 Less accurate Most of meaning of words, a technical term, phrase, clause, sentence or text of the source language has been transfered accurately into the target language.
However, there is still a distortion of meaning or translation of double meaning (ambiguous) or existing meaning is eliminated, which
10Roswani Siregar. Translation Quality Assessment of “the 8th Habit: from Effectiveness to Greatness by Stephen R. Covey” into Indonesian. (American Research Institute for Policy Development 2016) Vol. 4, No. 1. p.232
11
34
interrupt the intergity of the message.
1
Inaccurate The meaning of the word, a technical term, phrase, clause, sentence or source or source language text inaccurately transfered into the target language or ommited (deleted).
B. Concept of English Verb 1. The Nature Verb
Verb is a word or a group of words that expresses an action (such as eat), an even (such as happen), or a state (such as exist) 12
A verb is one of word classes in grammatical units which expresses the ways in which the subject of the sentence acts, the state in which it is, a change it undergoes, etc. Before dealing with the forms of the verb itself, the writer shall consider the ways in which the verb phrase functions in the sentence.13
Furthermore, verbs are words that show action or a state of being drive written language and give it life. Because verbs are so important, mistakes involving verbs can be glaring.14The verb is the proposition and grammatical category that expresses a predicate about a subject, which can be personal, impersonal, explicit or implicit.15
The verb is not limited only to actions, since, in addition, it can manifest “changes, movements of beings or things, the activities carried
12Oxford dictionary
13David Holton at all, An Essential Grammar of the Modern Language (New York : Routledge, 2004) p.112
14Judith F. Olson, Grammar essential (New York : Learning Express, 2006) p. 99
15Ernesto Hernández Rodríguez,“Expressing physical and emotional state changes through the verb get and its translations in bilingual writing, English-Spanish, in high school”Open Access Journal of Science. Vol.2 No.5 (2018). p.360
35
out or suffered by people and animals, as well as situations or states in which they are, the changes that the objects suffer, the manifestations of diverse phenomena of the nature”.
2. The Kind of Verbs
In formulating an English sentence, in formulating an English sentence, the need to be considered is the English sentence arrangement. To compose an English sentence with both required subjects and the predicate when learning English. The verb there are 2 types of Finite Verb and Non- Finite Verb.
Finite Verb is the main verb in the English sentence. This type of verb is not accompanied by an auxiliary or altered form to present participle (verb-ing). The most important thing about this type of verb is that it is used only in the present tense form as well as the past tense which in fact does not involve auxiliary verbs.
The verbs appear in each sentence My father bought a pack of biscuit.16
3. The Nature of Non-Finite Verb a. The Definition ofNon-Finite Verb
Non-Finite Verb is actually the opposite of Finite Verb. Non-finite verbs are verbs which are void of tenses but have definite meanings.
Their behaviour in translation maybring about meaning loss or gain.17
16Geoffrey Leech, English Grammar for Today A new introduction. (London: THE MACMILLAN PRESS LTD. 1982). Pg 77
36
Furthermore According to "The Theory of Functional Grammar" by Simon C.Dik and KeesHengeveld, nonfinite verbs are "unmarked or reduced with respect to distinctions of tense,aspect, and mood, and have certain properties in common with adjectival or nominal predicates."
Moreover Non-finite verb is not influenced by the subject and tenses. Non-finite is also an incomplete English verb or not the main verb. This verb functions as a noun, adjective and adverb. In its use, non- finite is used as a form of non-finite clause which is a dependent clause.
Non-finite verb is also not influenced by agreement, namely person (first, second, third) and also number (singular and plural).18
In addition Nonfinite verb is verbal element that is not marked for person, number, or tense.19
Based on definition above non-finite is a verb that is not influenced by tense but have definite meanings, non-finite verb can’t as main verb.
b. Function of Non-Finite Verb
The grammatical functions of nonfinite are the same as those we identified for finite (nominal, adjectival, and adverbial), but not all non- finite forms can serve all functions, but non-finite do not function as verb.
17Mohamed Abdou Moindjie , “The Bahaviour of Non-finite Verbs in Translation: A Comparative Case Study of English, Malay and French”, University of California: International Journal of Comparative Literature & Translation Studies, Vol. 4 No. 3; July 2016, Download on 18 November 2018, p.17
18Imam Khanafi, Pengertian Finite Dan Non Finite Dan ContohKalimat”, an article.
Download on 28 juli 2019
19Laurel, Donna M. Barton,The Linguistic Structure of Modern English.(Amsterdam . John Benjamins Publishing Company. 1984).Pg 272
37
Non-finite clauses are normally embedded within a larger construction. There are likely to be aspects of the meaning that can be figured out from this larger construction, but that are not explicitly expressed in the non-finite clause itself the way they usually would be in main clauses. The fuction of non-finite as adverb, noun, and adjective, for example :
Shinta went to be US to study (adverb) Dancing is my hobby (noun)
My hobby is dancing (noun)
The running cat is black (adjective)20 c. Types of Nonfinite Verb
Non-finite appear in a very wide range of functions, but there are major differences between the three types. We'll look at them separately in turn: first infinitive, participial, then gerund.
1. Infinitive
According to Andrew Radford, infinitive forms are comprised of the "base or stem of the verb with no added inflection (such forms are frequently used after the so-called infinitive particle to.)" 21
20Rodney,Geoffrey K. Pullum, A Student's Introduction To English Grammar,(New York.Cambridge University Press. 2007).Pg 205
38
The infinitive implies something uncertain or something that will happen in the future perhaps. The corresponding main clause therefore has a modal would, expressing a similar uncertainty. There are two types of infinitive, to infinitive and bare infinitive. The bare infinitive occurs only as the object after verbs such as make, see, hear, and feel. The to-infinitive is much more frequent. It occurs as object to many verbs, as subject, subject predicate, and adverbial. The infinitival clause with to frequently has a for as complementizer, or an in order, that connects the infinitival clause to the main clause.22 For example:
She made him leave (Bare Infinitive) He wanted to find solution. (To infinitife) 2. Gerund
Gerund is a word formed from verb with suffix (suffix) -ing and functions as noun. Because gerund functions as a noun, there must be a verb in a sentence. Gerund can occupy positions as subject, direct object, subject complement, object of preposition, or appositive in a sentence.23 For examples :
21Andrew Radford, Transformational GrammarA First Course, (New York. Cambridge University. 1988). Pg 89
22Elly van gerderer, An Introduction to the Grammar of English, (New YorkArizona State University. 2010).pg150
23Ibid.,,85
39
Running may be hard for some people (running subject of sentence)
I love running ( running object of the sentence)
I love writing but writing is not my habit ( writing as a subject and subject complement)
3. Participle
Participleis generally used to refer to the types of non-finite verbs which primarily co-occur with a finite auxiliary. There are two types of participle, ing participle and past participle.
Present participle eis the -ing form of the verb which, together with auxiliary be, gives progressive aspect. But the -ing form doesn’t only co-occur with an auxiliary: the verb form laughing also appears on its own in the other examples:
Kim was laughing loudly.
Kim kept on laughing.
Laughing loudly, Kim rushed into the room.
I found Kim laughing in the corner.
40
The past participle of most English verbs has the -ed/-(e)n ending, as in played, shown, seen, forgotten. In English, this form of the verb, together with auxiliary have, gives the perfect aspect. For example:
Have you eaten the cake?24
24E24Elly van gerderer, An Introduction to the Grammar of English, (New YorkArizona State University. 2010).pg.87
41 CHAPTER III RESEARCH METHOD
A. The Types and Characteristics of Research
In this case, the writer consider the accuracy of non-finite verb in translation. The writer decided to use qualitative research analyze of non- finite verb in student translation at IAIN Metro.
John W. Creswell states that qualitative research is a for exploring and understanding the meaning individuals or groups ascribe to a social or human problem.25It can be said that qualitative research means investigate and understanding the problem of human or social by individual or groups.
Moreover, qualitative research is a form of inquiry that explores phenomena in their naturalsettings and uses multi-methods to interpret, understand, explain and bringmeaning to them.26Qualitative researchers seek to understand a phenomenon by focusing on the totalpicture rather than breaking it down into variables. The goal is a holistic picture anddepth of understanding rather than a numeric analysis of data.
In line with the explanation above, the purpose of this research to know the accuracy of non-finite verb in translation of the students at IAIN Metro.
The characteristic in this research focuses on the descriptive qualitative research. The writer will take a survey that it can be used to describe phenomena and summarize. The aim of using survey for descriptive research
25John W. Creswell, Research Design (London : Sage Publication, 2009). p. 22
26Nancy Arsenault and Gary Anderson, Fundamental of Educational Research (Francis : Falmer Press, 1988). p. 126
42
is getting a good step of certaint hings. Descriptive qualitative analysis involves describing the common underlying characteristics of data.
Descriptive qualitative research is useful because it can provide important information regarding the average member of a group.27
B. Data Resources
In this research the writer divides the sources into two items. They are primary and secondary.
1) Primary sources
Primary source are original materials on which research is based.
They are testimony or direct evidence concerning a topic under consideration. They present information in its original form, neither interpreted nor condensed nor evaluated by other writers. The primary source of this research will be the result of fifth semesterof IAIN Metro in the academic year of 2019/2020. The total numbers of the students are 20 students.
2) Secondary sources
Secondary source offers interpretation or analysis based on primary sources. They may explain primary sources and often uses them to support a specific thesis or argument or to persuade the reader to accept a certain point of view. The secondary source in this research is from interview, documentation, the books, journals, e-books and articles that are related to the research.
27 Geoffrey Marczyket. al., Essentials of Research Design and Methodology (USA:
John Wiley & Sons, Inc. 2005), p.16.
43 C. Data Collecting Technique
Qualitative research typically follows an inductive process.28 It means that the data collection taken from process analyzing data become theory or interpretations. Creswell said that “in many qualitative studies, inquiries collect multiple forms of data and send a considerable time in the natural setting gathering information”29The data collection is the accumulation of specific evidence that enable the writer to properly analyse the results of all activities by his research design and procedures.
The data are needed in a research work to serve the raw material that is used in the production of data. It provides a definite direction and definite answer to a research inquiry. Whatever inquiry has to give a definite answer to an investigation. Data are very essential for a scientific research. In addition, the data are needed to substantiate the various arguments in research findings.30
Qualitative writer also has a toolbox of data-gathering techniques, including indepth interviewing, participant observation, and document analysis.31 The writer in this research uses document to collect the data. The writer takes documents from the result of use the english text in students’
translation. In the process of collecting the data, the writer collects the results
28Linda Kalof et.al., Essential of Social Research, (England: Open University Press, 2008), p. 85.
29John W. Creswell, Research Design, (London : Sage Publication, 2009 ) p. 184
30Yogesh Kumar Singh, Fundamental of Research Methodology and Statistics (New Delhi: New Age International Publisher, 2006), p. 212.
31Donald Ary et. al., Introduction to Research in Education Eight Edition (USA:
Wadsworth Cengange Learning, 2010), p.32
44
of translation students to analyze and to identify the using a text in student’s translation.
In this research the writer use three techniques to collect the data, there observation and documentation, and interview as follows :
1. Observation
Observation is one of the data collecting technique that help the writer to get important information related with the data. Observation is one of common of data collection techniques in qualitative reserach methods. Observation is essentially an activity using the listening senses needed to answer researcch problems. In this research, the writer is an observer in getting the data. The writer does not involve directly in the classroom activity. The writer observed the students’ translation document about non-finite verb.
2. Documentation
Qualitative writer use written documents or other artifacts to gain an understanding of the phenomenon under study.32 In this research, the researcher uses documents technique to collect the data. Documents can be a valuable source of information in qualitative research. Creswell cited that documents represent public and private documents. Public documents provide in the form of minutes from meeting, official memos, and
32Ibid., p. 432
45
newspaper. Example of private documents is personal journal and diaries, letters, and personal notes. Accordingly, in this research the writer document the important data such us history of IAIN, structure organisation, total of the lectures and students, staff administration, sketch location of IAIN Metro.
3. Interview
Interview occurs when the writer ask one or more participants general, open-ended questions and record their answers.33 It means that by interviewing the participants can best voice their experiences unconstrained by any perspectives of the researcher or past research findings. Interview provides useful information when the writer cannot directly observe participants, and the writer permits participants to describe detailed personal information. Therefore, in this research the writer use interviewed to collect the data from the students.
D. Data Analysis Technique
The important part in research study is analyzing data, because the result becomes a conclusion from all of the research. Analysis of data means studying the tabulated material in order to determine character facts or meanings.It involves breaking down existing complex factors into simple parts and putting the parts together in new arrangements for the purpose of interpretation. Qualitative data generally take the form of words (descriptions,
33John W. Creswell, Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (New Delhi: Pearson Education, 2012), 4th Edition, p.217.
46
observations, impressions, interview, recordings, and the like). The writermust organize and categorize or code the large mass of data so that they can be described and interpreted. In qualitative research, data analysis includes of two aspects, the aspects consists of text analysis and involve developing a description and themes.
The writer apply Miles and Huberman model to analyze the data.34 The componets of this analysis model are pictured by this figure.
Figure II. Analysis Components of Miles and Huberman Model
Data analysis by Miles and Huberman model conducts the following steps:35 1) Data collection is the step when the writer gather all data which are
used to complete the research.
2) The writer reduces the data he had gotten by summarizing and choosing specific things.
3) To display the data, the writer usually uses graphics, figures, or charts. The display should be able to describe the content entire the data.
34Michael Huberman M. and Miles, Data Management and Analysis Methods (N. K.
Denzin and Y.S Lincoln (Eds.): Thousand Oaks, CA: Sage, 1994), p. 429
35Ibid,