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STUDENTS’ MISTAKES IN TRANSLATING SIMPLE PRESENT TENSE FROM INDONESIA INTO ENGLISH
(A Descriptive Study at Second Year of Academic Year 2016/2017 Students of English Department of STKIP PGRI Sumatera Barat)
Risya Akmariyanti 1 , Edwar Kemal 2 , Yelliza 2
1 Mahasiswa Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat
2 Dosen Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat [email protected]
ABSTRAK
Penelitian ini merupakan penelitian deskriptif untuk mengetahui kesalahan mahasiswa pada terjemahan descriptive text dalam menerjemah Simple Present Tense dari bahasa Indonesia ke bahasa Inggris. Penelitian ini dilaksanakan di kelas Indonesia-English Translation angkatan 2016/2017 sebanyak 30 mahasiswa di Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat. Dalam penelitian ini peneliti hanya mendapatkan data sebanyak 26 mahasiswa, hal ini disebabkan oleh beberapa mahasiswa yang tidak hadir ketika peneliti memberikan test tersebut. Secara keseluruhan penelitian ini mendeksripsikan kesalahan mahasiswa dalam menerjemah Simple Present Tense pada teks deskriptif dari Bahasa Indonesia ke Bahasa Inggris. Dokumen peneltian ini diambil dari tulisan terjemahan mahasiswa sebagai sumber data. Data yang diperoleh dari 26 mahasiswa, secara keseluruhan menunjukkan bahwa terdapat kesalahan dalam menerjemah Simple Present Tense dalam bentuk kalimat positif, 17 mahasiswa dalam bentuk kalimat negatif dan 6 mahasiswa dalam bentuk kalimat tanya dari Bahasa Indonesia ke Bahasa Inggris. Penelitin ini dapat digunakan sebagai informasi kepada mahasiswa lainnya untuk memperhatikan dalam menerjemah tenses sesuai dengan bentuk kalimat yang ada pada teks deskriptif.
Kata Kunci : Kesalahan, Menerjemah, Simple Present Tense.
INTRODUCTION
Translation plays such a crucial role for people in helping them to get information which is written in English.
Every types of text translating literary texts have their own challenges and difficulties.
As Ziaul (2012) believes, translation needs a lot of efforts and because of the grammatical, syntax and structural differences between the source and target texts the difficulties emerge in translation process. It can be said that translation products can help people who do not
understand English to get information from the English text.
Translation is not transferring text in source language (SL) into target language (TL). It can not escape from culture, sentence, syntactic, position of attribute.
Translation is more than just translatig SL words into TL words. Translation finds equivalences to convey the same meaning of a source language text in a target language. The goal of translation is to establish a relation of equivalent textual
2 material between the source language and target language.
Talking about tenses, most students of Indonesia difficult in learn it. It is because English has a different system from Indonesia. Their native language influences them in constructing English sentences. In Indonesia, there are no changes of the verb caused by time. There are no concord between subject and the verb either. For example, the sentence
“saya makan sekarang and dia makan sekarang” in Indonesia the verb does not influenced by the person. In English sentence, “I eat now and he eats now”, they have different verb, one of the verb add –s.
Based on the students’ assigment in translation class, the researcher found that the students did mistakes in translating a simple sentence from Indonesia into English because they did not understand about verb especially in translating a sentence that using simple present tense.
There are some examples for students mistake in translating verb of simple sentence from Indonesia into English, such as : for SL (Source Language), TL (Target Language), and CT (Correct Translation):
1. SL : Dewi bekerja sebagai penjaga toko.
TL : Dewi work as a shop keeper.
CT : Dewi worksas a shop keeper.
2. SL : Dia memiliki sepasang mata yang cantik.
TL : She have a beautiful eyes.
CT : She has a beautiful eyes.
Based on the first example above, it can be seen that the students make mistake in translating verb. Work should be writteen on works. It is because after 3rd person, verb must be added by s / es .
For the second example, it can be seen that the students make mistake in translating verb. The subject of its sentence is she. For the 3rd person singular (he, she, it ) there is used has.
In conclusion, the researcher wants to analyze students’ mistakes in translating simple present from Indonesia into English because they do not understand and do not comprehend about tense especially for simple present tense.
Translation is the act or process of translating something into a different language without changed the mean of first language or source language. A translator is the ‘first reader’ of the other culture as is shown in the foreign language text and consequently, has to present the other in a primary process.
In translation, the form of the target language changed into the form of the target language. The translation is transferring the meaning from the source language into the target language through structural semantic. Translating consists of
3 reproducing in the receptor language the closest natural equivalent of the source language message, first in term of meaning and secondly in term of style. Translator not only denoting meaning but also the translator understand the styles.
According to Hatim and Munday (2004:6) translation is the process of transferring a written text from source language (SL) to target language (TL). In this definition they do not explicitly express that the object being transferred is meaning or message. They emphasis on a translation as a process.
Moreover, Nord in Shutttleworth and Cowie (2007 :182) defines that translation is the production of a functional target text maintaining a relationship with a given source text that is specified according to the intended or demanded function of the target text. It means that translation is a product of source language to target language. It is a tool to communication that created by source language to target language .
Based on the explanation above, the researcher concludes that translation is the process in which a written communication or a text in a first language is produced as the written communication or text in the second language interpreting the same meaning. Here the text in the first language is the “source text” and the equivalent text
that communicates the same message is the
“target text” or “translated text.
Generally there are two types of translation. They are general and spesific translation that is proposed by Gouadec (2007:27). The researcher looks at that Savory is inconsistent to classify the kinds since the last kind is based on content of SL while the three is focused on text characteristics of TL. However, here the researcher focuses on the translation is the one language to another that is interlinguistic translation or general translation.
In English grammar, the present tense is a form of the verb that is represented by either the base form (for example, “I/You/ We/They laugh”) or the –s inflection of the third person singular (“He/She/It lauhgs”). The tense of a verb that expresses action or state in the present time and is used of what occurs or it time of speaking and of what is habitual or characteristic or is always or necessarily true, that is sometimes used to refer to action in the past and that is sometimes used for future events.
According to Kirn (2007) the simple present shows an existing condition (something that is happening now). It means that the simple present tense is used to describe everyday activities and habits, to make general statement of fact.
4 Furthermore, Azar (2006) defines that simple present tenseis used to express habitual or everyday activities.For example:Istudyfor two hoursevery night.It means that simple present tense express the factual statements and describing everyday activities of subject.
The present tense of verb is formed with simple form of a verb for first person, and third person plural subject except for third person singular subject, the verb ends in s, or es, (Soemarto, 1994:227). In terms of forms, the simple present can be divided into : positive, negative, interrogative.
a) Positive Form For verbal sentence :
For example : I have much money.
We read a newspaper eveyday.
She seldom watches television.
Doni often goes to bed late.
And
for nominal sentence. for example:
She is a teacher b) Negative Form
To make the negative sentence in the simple present tense, we put do not or does not after the subject. The pattern is:
For example : I do not have much money.
We do not read a newspaper eveyday.
She does not always watch television.
Doni does not often go to bed late.
And
For example : She is not a teacher.
c) Interrogative Form
To make the interrogative sentence or yes/no question in thee simple present tense, we put do or does before the subject.
The pattern is :
For example : Do I have much money ? Do we read a newspaper everyday?
Does she seldom watch television?
Does Doni often go to bed late ? And
For example : Is she a teacher ?
In learning translation subject, students often do some mistake especially in translating simple present tense from Indonesian into English. Mistake in learning translation subject is the common thing that happen to the students. It is so difficult to avoid students’ mistake in learning translation subject. They do not know their mistake because they do not I, We, You, They + V + C
He, She, It, Singular name of people/ N + Vs/es + C
S + be (am, is, are) + adj / adv/ N
I,We, You, They + Do not + V + C He, She, It, Singular name of
people, N + Does not + V+C
S + be (am,is,are) + Not + adj /adv / N.
Do + I, We, You, They + V + C ?
Does + He, She, It, singular name of people, N + V + C
Be (am, is, are ) + S + Adj/
Adv / N?
5 pay attention for their mistake. If they have basic knowledge about translating a tense especially simple present tense, they can correct their mistake and do not do their mistake again.
Furthermore, according to Corder (1981:10), a mistake is an inconsistent deviation that is the learner gets it right but sometimes wrong. In conclusion, that when students right of using simple present tense of in translating from Indonesia into English and then suddenly they are wrong it can be called as a mistake. It is commonly do by students that have basic knowledge but they do lack pay attention to do their assignment in translating simple present tense from Indonesia into English.
RESEARCH METHOD
This research design was descriptive research, because the researcher analyzed the students’ mistakes in translating of simple present tense from Indonesia into English at STKIP PGRI Sumatera Barat.
The researcher got the data from students’ answer sheet as the authentic document from one class that consist A=
30.
In this research, data analysis conducted based on the techniques of analyze qualitative data by Gay and Airasian (2000:239), they states that there were four steps of analyzing the data;
reading/memoing, describing, classifying, and interpreting.The researcher interpretedby using interpretation scale fromArikunto (2013:281).
Table 3.3 Range Scale Range 100 Charact
er
Interpretatio n
80-100 A Excellent
66-79 B Good
56-65 C Fair
40-55 D Poor
30-39 E Fail
FINDINGS AND DISCUSSION
Accordingly, the answer to the research question of this research had been answered by the data analysis above. The researcher found several students’
mistakes on translating simple present tense from Indonesian into English at at second year of academic year 2016/2017 students at English Department of STKIP PGRI Sumatera Barat, which discussed about translating a descriptive text.
Moreover, there were 7 students got the score 66-79 that were categorized “ Good” (B) with the students B, C, G, R, S,
Students' Mistakes In Translating Simple Present Tenses From Indonesia
Into English
Positive Form = 26 Students Negative Form = 17 Students Interrogative Form
= 6 Students
6 T, U. Because the total of data were 14.
For each datum x7. In this case, they got 70. It means that, the total correct answers are 10 (See appendix 5, 6, 10, 21, and 23) and two of them got 77 (See appendix 22 and 24). 9 students got the score 56-65 that were categorized “Fair” (C) with the students A, H, J, K, L, N, W, X, Z.
Because among of them got 56. It means that, the total correct answers are 8 (See appendix 4, 17, 27, and 29). And others got 63. It means that, the total correct answers are 9 (See appendix 11, 13, 14, 15, and 26). 5 students got the score 40-55 that were categorized “Poor” (D) with the students D, F, M, O, V. Because they got 45. It means that the total correct answers are 7 (See appendix 7, 9,16, 18, and 25).
5 students got the score “Fail” (E) with the students E, I, P,Q, Y. Because they got 28.
It means that, the total correct answers are 4 (See appendix 8, 12, 19, 20, and 28).and there was no students got the score 80-100 that were categorized “Excellent”
(A).
CONCLUSION
The most mistakes found of translating simple present tense from Indonesia into English with the patterns of simple present tense. There were twenty six students as the participant, from 26 students they had mistakes in translating simple present tense from Indonesia into English. Such as : there were all of
students had mistakes in translating simple present tense of positive form, 17 students in translating negative form , 6 students in translating interrogative form. There were many students had mistakes in translating simple present tense from Indonesia into English.
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