LINGUISTIC DIFFICULTIES IN TRANSLATING ENGLISH TO INDONESIAN AND INDONESIAN TO ENGLISH SENTENCES OF EFL
STUDENTS
SKRIPSI
BY:
SYAHRIL MUBAROK NPM : 21601073132
UNIVERSITY OF ISLAM MALANG
FACULTY OF TEACHER TRAINING AND EDUCATION ENGLISH EDUCATION DEPARTMENT
JANUARY 2022
LINGUISTIC DIFFICULTIES IN TRANSLATING ENGLISH TO INDONESIAN AND INDONESIAN TO ENGLISH SENTENCES OF EFL
STUDENTS
SKRIPSI Presented to
Faculty of Teacher Training and Education University of Islam Malang
In partial fulfillment of the requirements for the degree of Sarjana in English Language Education
By:
SYAHRIL MUBAROK NPM : 21601073132
UNIVERSITY OF ISLAM MALANG
FACULTY OF TEACHER TRAINING AND EDUCATION ENGLISH EDUCATION DEPARTMENT
JANUARY 2022
ABSTRACT
Mubarok, S., 2021. Linguistic Difficulties in Translating English to Indonesian and Indonesian to English Sentences of EFL Students. Thesis, English Education Department, Faculty of Teacher Training and Education.
Advisor I: Dr. Alfan Zuhairi, M.Pd.; Advisor II: Fitri Awaliyatush Sholihah, S.Pd., M.Pd.
Key word: linguistic factors, sentence, and translation
This study is used to know the linguistic factors that make university students difficult to translate sentences from English to Indonesia and Indonesia to English. There are five linguistic factors used in this research. They are lexical, dictionary entries, syntactic, ellipsis, and idiom. Therefore, the data was consisted of which type of translation was more difficult and which linguistic factor was the most difficult for university students at the University of Islam Malang (UNISMA).
Hence, the researcher used a descriptive qualitative design to get the data.
The data was taken from the students of the fifth semester at A class which consisted of 36 students. 10 students were chosen based on the lowest score in the translation subject and they got a translation test. The translation test consists of 9 numbers to translate from English to Indonesia and 6 numbers to translate from Indonesian to English. 5 students who got the lowest score on the test were interviewed to get deep information about their difficulties with those five linguistic factors.
The result was divided into two based on the research problem. The first was the result of students’ difficulties with linguistic factors when translating sentence from English to Indonesian. The arrangement of linguistic factors from the most difficult is an idiom (9%), ellipsis (50%), dictionary entries (55%), syntactic (62,5%), and lexical (92,5). The higher the percentage, the higher of students correct in translating. It means that the least percentage is the most difficult linguistic factor. Then, the most difficult linguistic factor of translating a sentence from English to Indonesian is an idiom. It is caused by the students who are not familiar with English idiom and prefer to translate it word to word. Therefore, the translation result is not acceptable.
The second was the result of students’ difficulties with linguistic factors when translating sentence from Indonesian to English. The arrangement of linguistic factor from the most difficult is dictionary entries (0%), ellipsis (30%), syntactic (52,5%), and lexical (62,5%). The higher the percentage, the higher of students correct in translating. It means that the least percentage is the most difficult linguistic factor. Then, the most difficult linguistic factor of translating a sentence from Indonesian to English is dictionary entries. It is caused by the students who are lack vocabulary mastery.
Finally, it was suggested for the university students to learn more about the linguistic components, especially in translating sentences both from Indonesian to
English and English to Indonesian. Next, the translation class lecturer should be more aware that the students are still lacking in understanding linguistic factors while doing translation tasks. The last is for the next researcher to study more on other factors than linguistic factors in translating tasks of students.
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents to review of the literature dealing with the research problems. They are the concept of translation, type of translation, sentences, difficulties of translations, linguistic factors affecting translating process, and previous studies.
1.1 The Concept of Translation
Translation has various terms but the common one is processing or transferring one language to another in a certain text. The translation is the activity of generating a new text between two different written languages from the source text to the original target text (Jacobson: 2000). The translator tries to send the message to the target language by following the grammatical uncertainty of the target language without changing the source text. According to Arjomandi (2016), the concept of translation, in general, can be defined as the process of changing spoken and written text from one language to another. Meanwhile, Arono and Hadrah (2019) add that translation is the transmission of thought in a language to another language. In this case, a translator transfers the meaning of a spoken or written words from another language so that readers can obtain information.
In the same term, Translation is done for rendering the meaning of a text into another language in the way that the author intended the text (Newmark: 1988).
Another definition is from Nida & Taber (1974) that define that translation is
consisted of reproducing in the receptor language the closest natural equivalent of the source language message, first in terms of meaning and second in terms of style.
By knowing the above information, the translator should choose the nearest natural counterpart of the receptor language’s sense or even style; in other words, the effects of translation should not seem like translation without altering the meaning of the source language. Moreover, Hatim & Munday (2004: 6) also proposes three notions on the word translated as,
1. The translation is the process of transferring a written text from the source text (ST) to target text (TT), conducted by a translator, or translators, in a specific socio- cultural context.
2. The written product, or TT, results from that process and which functions in the socio-cultural context of the TL.
3. The cognitive, linguistic, visual, cultural, and ideological phenomena are an integral part of 1 and 2.
Translation can be in form of some aspects. Briefly, the translator must be understood and know well about the insides of translations. Imandari et al., (2015:
2) supports that every language that is being translated has a different way of arrangements which can be in form of the word by word, phrases, sentences, paragraphs, or essays. This is clear that, by understanding the above description, to understand and convert the meaning from the source language to the target language, you can use vocabulary experience and grammatical knowledge in simple steps.
1.2 Type of Translation
The types of translation can also be determined by the rank of translation formed by (Catford:1965) as follows :
1. Word to word translation
This rank translation is done by finding the source language lexical which is equivalent in the target language because has more than one meaning so that careful and accurate lexical analysis must be done.
Example:
I like the clever student (saya menyukai itu pintar anak) I will go to New York tomorrow (saya akan pergi ke New York besok).
2. Group to group translation
The translation is more complete than to word to word translation but it will easier the concept of the meaning of the English phrase has a fixed, equivalent in another. So, provide we know of having a good command of the phrase meaning there will be no difficulty in translating it.
3. Sentence to sentence translation
In this translation, the first thing that must be conducted is to do lexical (word to word) and grammatical analysis. And then the message content of the sentence on the basic dynamic and closet natural equivalent principle is done. After that restriction of the message is arranged finally a translation of equivalent is obtained.
4. Paragraph to paragraph translation
In doing this, we have to do the first rank until the third one. After doing those steps the transfer to the source language message content into the target language equivalent is conducted.
To summarize, by using certain kinds of translation ranks, we can select them based on the content that we want to translate or else it due to the material. If it is just a title, the first rank is used; however, if it is a passage, only the fourth rank is used.
1.3 Sentences
According to Verspoor (2000), “sentences are derived from the Latin sententia, which means feeling or viewpoint. In the field of grammar, this meaning has a special meaning, a kind of expression, an assertion, questions, The words of command, wish, or feeling of exclamation usually start with a capital letter and end with a period, question mark, or exclamation mark. Hornby (1995) adds that Written English sentences start with capital letters and end with a period, question mark, or exclamation mark.
A sentence is a group of words that expresses an argument, query, or order.
When we chat, our sentences can be incredibly involved or even incomplete, but we can still communicate our intent by intonation, posture, facial expression, and so on. Since these instruments are not present when we write, sentences must be properly organized and punctuated. According to Frank cited in Umriyah (2018), sentences can be divided into two types: sense sentences and feature sentences. A
sentence is a full thought based on its context. A sentence, on the other hand, is made up of a subject and a predicate, depending on the purpose.
1.4 Difficulties of Translations
Translating one to another language sometimes brings a hard moment for several students instead of university students. They have to encounter any demands that existed in translation class or material. However, if the students can pass it well, they can employ translation as their strategy to enhance their knowledge. According to Arono and Nadrah (2019) translation is a bridge to understanding knowledge, science, text materials, and other content. Many learners perform translation to understand the text. On the contrary, even with software applications that assist translation, it is difficult for students to translate English into Indonesian and vice versa. Some learners agree that translation is difficult because the translated materials are not suitable for the needs of language learners, translation activities are boring, and learners lack language background knowledge.
In the local cases, difficulties of translation mostly are experienced by Indonesian students. The Indonesian students commonly face some challenges in translation literature texts such as diction, Islamic texts, literary works, and grammar (Arono and Nadrah: 2019). Al-Darawish (1983) adds that general difficulties in doing translation in two languages are the same in terms of phonological, morphological, lexical, syntactic, and semantic features. They are divergent in the arrangement of sentences or syntax. Hence, the students find it difficult in translating of English into the target language.
According to Hadrus (2017), there are four general categories of students’
difficulties in translation. The first is difficult to understand the meaning of the word that are not found in the dictionary; the second is difficult to translate the idiomatic phrases and collide with culture; the fourth is difficult to translate the long and complex sentence, and the last is Difficult to arrange the text in the target language.
1.5 Linguistic Factors Affecting Translation process
The linguistic aspect is one of some factors that can make students are difficult to translate English to the target language and otherwise. At least, there are 5 aspects in linguistic that make students feel mind to work in translation class.
They are (1) Lexical; (2) Dictionary entries (3) Syntactic; (4) Ellipsis and (5) Idiomatic. Here, some prove from the previous findings and theories dealing with those five aspects.
1.5.1 Lexical factor
Lexical is defined as the beyond the meaning of the text or contextual meaning. According to Nababan (2008), lexical meaning is the meaning of words that are out of context. It is also in line with the finding by Kardena (2020) that one of the causes of students’ difficulties in translating is lexical because English text like narrative sometimes contained the idiom. Moreover, Moentaha (2006) adds that lexical problems can be emerged such as meaning, differential or non- differential and semantic field.
In addition, the difficulty of lexical in translation class is mostly experienced by EFL students. Nur’azizah (2015) supports that the difficulty of translation has mostly happened when the students face the lexical problems. Lexical is one of some linguistic concerns that happens in translation class because not all languages will replace a word in another language where the words correspond to the same ideas or objects. It ensures that the translator must sometimes look up words that have a similar meaning to the intended expression. By considering that, this aspect needs much more attention and time taken to get out the real meaning as the intention of the writer. According to Wong and Shen (1999), the most problematic and time-consuming aspect of translation is achieving an accurate lexical rendering.
In conclusion, translator at any level must be understood the aspect of lexical when translating the text into the target language with any demand especially finding out the writer’s intention within the writing.
1.5.2 Dictionary entries factor
Dictionaries entries, in this case, refer to the bank of vocabulary that the translator must have. This is very essential and central knowledge to get easiness to translate any text. Zimmerman (1998) supports that the role of vocabulary for communication and instruction, that vocabulary is central to language and of critical importance to typical language learning. In addition, Tisgam (2014) supports that the word order between the source text and the target text is very important to be understood by any translator.
However, still found many learners are lack having dictionaries (vocabularies), hence they get difficulty while translating any task translation.
Akhsanah (2019) Lack of knowing English vocabulary can influence understanding context because when people do translate and they are lack vocabulary, they cannot understand wholly about the text then they get the error in translating idioms. Another reason why most the people do incorrect translating idioms is because the target language they are going to translate has a different culture. It means that the culture also influences how people understand the context.
In-depth, vocabularies are not as simple, it must be selected in proper when a translator doing translation or shortly called “diction”. Hasan et al (2019) reveal that one of the most crucial factors which caused the translation problems such as, word-choice problems, rhetorical problems, and pragmatic problems was the limited amount of vocabularies that translation students had in translating both argumentative and comparison and contrast essays. However, the translators need to have a thousand amount of vocabulary in their mind, and not only have a lot of vocabulary in their mind but also the translators need to understand each vocabulary (Mathieu: 2003).
1.5.3 Syntactic factor
In this point, syntactic factor refers to the various structure within a sentence which has its own difficulty part. Dealing with syntactic, Nur’azizah (2015) found that the difficulty of translation is related to syntactic which exists because the
grammatical form and textual arrangement of text vary between the two languages.
Since the translator must find a close interpretation in the target language, the diversification will make the translation process difficult at times.
In addition, the form of sentences or structures can affect the translator to catch the intention of the writer both English to Indonesia or otherwise. Hasan et al (2019) support that the differences between the grammatical structure of the Indonesian language and English language affected the translation students as the participants of this study in translating both argumentative and comparison and contrast essays in terms of adjusting the grammatical structure of the Indonesian source language text into target language English, so that translation process would not change the real messages written in the source language text. Moreover, the inability of using proper English grammar in translating the texts from the Indonesian source language into the target language English affected the meaning written in the Indonesian source language.
In the same case, Moentaha (2006) explains some translation difficulties which one of which is about the grammatical problem that deals with a problem such as singular and plural nouns, aspects, and gender. Imandari (2015) adds for the pronoun common errors made by the students in translating from English into Indonesian are the students did not mention or omit the pronoun in the target text.
1.5.4 Ellipsis factor
Grammar always exists in every language activity, including in conversation. Therefore, the conversation can be analyzed through grammatical
aspects. Ellipsis is one of the grammatical aspects of a discourse. Winkler (2005:10) supposes that the term ellipsis, from Greek ellipsis, most generally refers to the omission of linguistic material, structure, and sound. It is omitting part of the sentence on the assumption that an earlier sentence or the context will make the meaning clear (Cook, 1990).
Essentially, the ellipsis is concerned with how grammatical features of the context of utterance. It is also concerned with the ways in which the interpretation of utterances depends on the analysis of that context of utterance (Levinson, 1983:54). McCarthy (1991:43) supposes that ellipsis is the omission of elements normally required by the grammar which is the speaker/writer assumes are obvious from the context and therefore need not be raised. Quirk and Greenbaun (1985) said that ellipsis is used to avoid repetition. Even though the ellipsis is defined as something left unsaid, it is referred to as something understood without saying.
1.5.5 Idiomatic factor
The next factor is idiomatic. Idiom is included into figurative meaning.
Figurative meaning is defined as language that use words or expressions that have a difference meaning from the literal meaning. It means that idiom tends to have non-literal meaning within the text or even in each sentence that is going to be translated. Hurford et al (2007) says that the meaning of idiom is intended usually depends on the context in which the expression is used. Idioms are counted as non- literal meaning. It is different from the literal meaning which evokes two main ideas, that the meanings of words and sentences are essentially independent of the
context or occasion of use; and that the meaning of a composite expression is essentially compositional (Hurford et al.: 2007). Idioms are often more precise than literal terms, requiring fewer words to convey more information. For example, the idiom of “a bird in the hand is worth two in the bush”. If this sentence is translated literally, it has the meaning like “seekor burung di tangan lebih bernilai dari dua burung di semak-semak”. However, actually, this idiom has implicit meaning that
“sesuatu yang sudah kita raih walaupun sedikit lebih berharga dibandingkan sesuatu yang belum kita raih meskipun lebih banyak”. Therefore, the readers must put attention to the sentence whether it has non-literal meaning or not.
According to Larson (1984), when translating a text, the translators’ goal is an idiomatic translation that makes every effort to communicate their meaning of the SL text into the natural forms of the receptor language. In addition, Larson (1984) also adds that idiomatic translations use the natural forms of the receptor language both in the grammatical constructions and in the choices of lexical items.
A truly idiomatic translation does not sound like a translation. It sounds like it was written originally in the receptor language. Therefore, a good translator will try to translate idiomatically. According to Rahayu cited in Hadrus (2017), the students had difficulties in translating simile sentences due to the reason that the student did not know the suitable techniques for translating the idiom especially English simile, and the students do not learn the idiom specifically.
1.5.6 Other Linguistic Factors
To support the above several points, difficulties in translation can also be affected by five aspects such as figurative meaning, literal meaning, emotive character, stylistic register, and national coloring. Komissarov (1985), explains briefly as below: the first is Figurative meaning. It tries to give meaning not based on the basic meaning of the words but imaginative meaning. The translators should be able to assess the figurative meaning in the sentences. In above, idiom as one of the types of figurative meaning is used as the chosen factor that causes students’
difficulty in translation. Besides idiom, there are 19 others figurative meaning. They are allusion, hyperbole, irony, metaphor, simile, personification, metonymy, oxymoron, symbol, synecdoche, paradox, antithesis, repetition, rhetoric, allegory, parralelism, euphemism, alliteration, and paranomesia. Those 19 types of figurative meaning have the similar characteristic where all of them have non-literal meaning.
However, each of them is different in expressing the word. Idiom has different way to express the word if compared with personification. Personification is a literary device in which inhuman entities are given human-like traits. For example: the sun smiled at us. Personification also different with hyperbole. Hyperbole can be stated as exaggeration of over statement, such as: If I do not eat the doughnut, I am gonna die soon.
Then, the second is Literal meaning. It is the basic meaning or original meaning of the words. To look for the literal meaning is not as difficult as figurative language. The third is the Emotive character. It means that whether the sentences provide positive, negative, and neutral meanings. The fourth is the Stylistic register.
It is to notice whether the sentences are very formal, informal, slang or taboo. The last is National coloring. It means proper nouns of something using nationality.
Those five aspects cause difficulty for students in translating.
1.6 Previous Studies
First is the research that has been conducted by Hadrus (2017) on the second grades students of senior high school. This research used the descriptive method by concerning to quantitative approach by conducting the test, questionnaire, and interview. The result revealed that the students’ difficulties in translating argumentative text were the difficulties more in linguistics than non-linguistics.
Second is the research that was done by Imandari et al., (2015). This research used the descriptive qualitative method which is to find out a deeper understanding of University students’ abilities and the pronoun common errors made by students in translating English text to Indonesian. The result of the study showed that the University students still met difficulties in the pronoun common errors, particularly, when they translated the text from English into Indonesian, also the students did not mention or omit the pronoun in the target text.
The last one was research done in Sultan Qaboos University of Oman by Zid (2016). The method to obtain the data was done in two ways, they were conducting an interview and distributing a questionnaire to University students. The result presented that 35 students (10 males and 25 females) were found facing difficulties in translating Oman poems particularly in translating religious terms.
Besides, they felt difficult to explain unclear or unfamiliar religious phrases.
By understanding the above previous studies, this present research is concerned with other different gaps. First, the students’ level is University students who stand in English department. Second, the research focus is more deeply referred to finding out linguistic factors that make students difficult in translate English and Indonesian sentences. Third, the research method to obtain the data is done by distributing a test and doing an interview, or shortly called as Descriptive qualitative method.
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter consists of the conclusion and suggestions. In conclusion, the researcher gives a brief conclusion dealing with the findings and discussion from the previous chapter. Moreover, the researcher also gives suggestions related to this research for the students, lecturer, and next researcher.
5.1 Conclusion
Based on the findings and discussions in the previous chapter, it can be concluded that EFL students at University encounter difficulties while translating English to Indonesian sentences and Indonesian to English sentences. Through distributing the translation test, the students in UNISMA experienced five linguistic factors. They are lexical, dictionary entries, syntactic, ellipsis, and idiom. Among 15 numbers of tests about five linguistic factors, the difficulties level can be arranged by the least percentage of correctness from each linguistic factor.
Therefore, they are organized in terms of difficulty degree such as idiom, ellipsis, dictionary entries, syntactic, and lexical. In this subchapter, it is needed to conclude the finding through presenting two parts of findings, such as students’ difficulties in translating both English to Indonesian and Indonesian to English sentences dealing with linguistic factors.
5.1.1 English to Indonesian
In translating the sentence from English to Indonesia, the arrangement of linguistic factors from the most difficult is idiom (9%), ellipsis (50%), dictionary entries (55%), syntactic (62,5%), and lexical (92,5). The higher the percentage, the higher of students correct in translating. It means that the least percentage is the most difficult linguistic factor.
Based on the research finding, it was known that idiom became the most difficult linguistic factor due to the least practice and they are not familiar with English idiom. Therefore, they translate the idiom sentence word to word and the translation product is not suitable with the goal. For the ellipsis, the students often avoid ellipsis in translation. However, they can arrange well the ellipsis in Indonesian sentences. For the dictionary entries, the students are more familiar with Indonesian vocabulary. Therefore, they still can correlate word to word and form a good Indonesian sentence, even though, they lack vocabulary mastery or dictionary entries.
Moreover, for syntactic, the students face difficulty in syntactic because they did not know the correct structure in Indonesian and English. However, the translation from English to Indonesia still can be accepted because Indonesia is their mother tongue. The last is lexical. The students have no significant difficulties, mainly in translating a sentence from English to Indonesian. It is getting easier when translating from English to Indonesia because Indonesia is their mother tongue and they can translate it well by using their feelings.
5.1.2 Indonesian to English
In translating the sentence from Indonesia to English, the arrangement of linguistic factors from the most difficult is dictionary entries (0%), ellipsis (30%), syntactic (52,5%), and lexical (62,5%). The higher the percentage, the higher of students correct in translating. It means that the least percentage is the most difficult linguistic factor.
Based on the research finding, it was known that dictionary entries became the most difficult linguistic factor when translating a sentence from Indonesian to English. None of the students who followed the test had the correct answer. Due to the interview, they said that their vocabulary mastery is lacking.
For ellipsis, it became the second difficult linguistic factor because the students do not know how to omit unnecessary words in translating a sentence. Moreover, they often avoid the use of ellipsis in translating a sentence from Indonesia to English. Then, for syntactic, the students face difficulty in this linguistic factor because they were a lack understanding of adjective order in English. Moreover, they did not know the correct structure in English when translating the sentence from Indonesian to English.
The last is lexical. The students do not have significant difficulty when translating a sentence from Indonesian to English that contains lexical factors.
Moreover, still able to translate it well even though translating the sentence from Indonesia to English is more difficult than translating from English to Indonesia.
Related to the test result, lexical factors did not influence students’ difficulty in translating text from Indonesia to English.
5.2 Suggestion
There are several suggestions related to the findings of this research. The first is for the university students, the lecturer, and future researchers who had read this research can learn the information that comes up from this research for the next deeper research in translation case.
First, the students are expected to learn more about the linguistic components before they start to work on translation tasks or tests. It can help them to work easily and more properly toward the draft that they do, especially in translating sentences both from Indonesian to English and English to Indonesian.
Second, the lecturer especially the translation class lecturer should more concerned with the materials of translation. It means that they have to be more aware that the students are still lacking in understanding linguistic factors while doing translation tasks and must deliver any translation knowledge or the way how to translate Indonesian to English sentences and vice versa.
The last is for the next researcher who is interested to investigate the same topic as this research with different cases. The researcher suggests studying more on other factors than linguistic factors in translating tasks of students. Furthermore, the form of the task is not a sentence but concerning to the text.
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