English Education Study Program – STKIP Sumatera Barat [2016]
STUDENTS’ MISTAKES IN TRANSLATING OF ADJECTIVE CLAUSE OF COMPLEX SENTENCES FROM INDONESIA INTO ENGLISH
(A Descriptive Study at Second Year of Academic Year 2015/2016 Students of English Department of STKIP PGRI Sumatera Barat)
Novri Harnika, S.Pd
1)Edward Kemal, S.S., M.Hum
2)Dra. Yelliza M, M.Pd
3)1English Education Department, STKIP PGRI West Sumatera, Gunung Pangilun-Padang [email protected](1stwriter)
2English Education Department, STKIP PGRI West Sumatera, Gunung Pangilun-Padang [email protected](2ndwriter)
3English Education Department, STKIP PGRI West Sumatera, Gunung Pangilun-Padang [email protected](3rdwriter)
ABSTRACT
This research was descriptive research to know the problem in translating of adjective clause of complex sentence from Indonesia into English that found in Basic Translation class at second year of academic year 2015/2016 students of English Department of STKIP PGRI Sumatera Barat. To analyzed, the researcher used students’ written translation as the document. In colleting the data, the researcher used instruments such as:
document analysis, document checklist, and interview. From 17 students showed that there were mistakes in translating of of adjective clause of complex sentence from Indonesia into English in adjective clause pronouns of adjective clause of complex sentence such as: who, whom, whose which, where, when, and that were not appropriate with its function. Overall, this research wasdescribe students’ mistakes in translating of adjective clauseof complex sentence from Indonesia into English, as information to the other students to pay attention in translating of adjective clause of complex sentence from Indonesia into English based on the function of adjective clause pronouns in adjective clause.
Penelitian ini merupakan penelitian deskriptif untuk mengetahui masalah pada terjemahan adjective clause of complex sentences dari bahasa Indonesia ke dalam bahasa Inggris yang ditemukan di dalam pelajaran Basic Translation angkatan 2015/2016 di Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat. Untuk menganalisa, peneliti menggunakan tulisan terjemahan mahasiswa sebagai dokumen. Dalam mengumpulkan data, peneliti menggunakan alat penelitian seperti analisa dokumen, dokumen checklist, dan interview. Dari 17 mahasiswa yang diambil sebagai sample menunjukkan bahwa terdapat kesalahan dalam menerjemah adjective clause of complex sentences dari bahasa indonesia ke dalam bahasa Inggris dalam kata penghubung adjective clause of complex sentences yaitu who, whom, whose which, where, when, dan that yang tidak sesuai dengan fungsinya.
Secara keseluruhan penelitian ini mendeksripsikan kesalahan mahasiswa dalam menerjemah kalimat majemuk bertingkat dikalimat kompleks dari Bahasa Indonesia ke Bahasa Inggris, sebagai informasi kepada mahasiswa lainnya untuk memperhatikan dalam menerjemah kalimat majemuk bertingkat di kalimat kompleks sesuai dengan fungsi dari kata hubung dalam kalimat majemuk bertingkat.
Keywords : Adjective Clause, Student’s Mistakes, Translating.
A. INTRODUCTION
Students of English major learning four basic skills of language such as reading, speaking, listening and writing. At advanced stages, students are given the subjects in which they can apply what they got about English. For example, they learn how to apply their skills in translating English text in translation subject.
Translation requires a high level of profiency, someone can not translate well unless he or she masters both of source and receptor language. Students of English Department need to master translation skill beside that four basic skill.
In researcher’s college, STKIP PGRI Sumatera Barat, the translation class is about students who are thought by giving them a text consist several paragraphs in Indonesian or English, and that is going be translate to each receptor language. The translation subject divides into two parts based on the source and target language. In translation I, students translate an English text into Indonesia. Then in Translation II, students translate an Indonesia text into English.
Furthermore, to do translation a person need to start with understanding the meaning of words.
According to Larson (1984:3), translation consists of translating the meaning of the source language (SL) into the receptor language or target languange (TL).
This is done by going from the form the first language to the form of a second language by the way of semantic structure. It is meaning which being transferred and must be held constant. So, the source language (SL) is the language that will be translated and target language (TL) is the language into which translation is done.
Then, the sentences have three types; simple sentence, compound sentence, complex sentence and compound-complex sentence. According to Altenberg and Vago (2010:214), a complex sentence consists of at least two sentences (clauses) are a main clause and a dependent clause. The dependent clause is a subpart of the main clauses and adds information to it. For example: He came + the bell rang becomes He came when the bell rang, He came as independent clause and when the bell rang as dependent clause. It means that a complex sentence contains one independent clause and one or more dependent clause.
Complex sentences are classify into three subordinate connector, they are; adverbial clause connector, noun clause connector, and adjective or relative pronoun clause connector. But in this thesis, the researcher only discuss about adjective clause of complex sentences. Adjective clause or relative clause introduces by of the relative pronouns. They are who, whom, which, whose, where, when, and that. It is supported by the idea from Nelson (2001:105). It means that adjective clause is a clause that modifies a noun or pronoun. It usually comes immediately after
the word modified. Adjective clause in a sentence is a dependent clause. Adjective clause is that modifies or describes a noun or pronoun.
Moreover, based on the researcher’s preobservation at English Department of STKIP PGRI Sumatera Barat, students study about adjective clause of complex sentences in Basic Translation class, they do mistake in translating it from Indonesia into English because they did not comprehend about the function of each adjective clause of complex sentences. After that, some students that have mistake in translating it. The researcher asks to students about their mitakes and they know about their mistake exactly because they do not pay attention when doing translation assignment. So, some students that have mistake in translating adjective clause of complex sentences from Indonesia into English, they have basic knowlege about adjective clause of complex sentences.
There are some examples for students’
mistakes in translating of adjective clause of complex sentences from Indonesia into English, such as:
A sentence from Bahasa is lelaki yang tinggal dekat rumah saya seorang yang ramah.
Students’ mistake in translating isthe man whom lives next to me is friendly.
The correct translation is
a. The man is friendly is a independent clause b. He lives nex to me is a dependent clause The man who lives next to me is friendly.
Based on the first example above, the researcher gives the explanation of the examples. For the first example, the reason why the student‘s mistake in translating adjective clause of complex sentences from Indonesia into English is students must divide the main sentence into two clauses (independent clause and dependent clause), and then the students’ mistake using whom because who used for people as subject but whom used for people object of the verb.
A sentence from Bahasa is Buku yang diatas meja adalah punya saya.
Students’ mistake in translating isthe book whose is on the table is mine.
The correct translation is
a. The book is mine is an independent clause b. It is on table is a dependent clause The book which is on the table is mine.
For the second example, the reason why the student‘s mistake in translating adjective clause of complex sentences from Indonesia into English is students also must divide main sentence into two clauses (independent and dependent clause) and the students’ mistake using whose because whose for show the possessive pronoun of the people meanwhile which used for things.
In conclusion, the researcher wants to analyze students’ mistakes in translating when they translate adjective clause of complex sentences from Indonesia into English because they do not know more and do not comprehend about adjective clause of complex sentences and the function of each adjective clause of complex sentences.
Translation is a process of transferring meaning of source language to target language. In doing translation, students must know how the process of doing translation. In translation class, students should have ability and knowledge to transferring meaning of a text or sentence accurately based on context do not based on literally from the source language to the target language.
According to Munday and Hatim (2004:3), translating is the act or an instance of translating or a written or spoken expression of meaning of words, book, etc in another language. Translation also focuses on the role translator in taking the original of source text (ST) and turning it into a text in another language or target text (TT). It means that translating is simply the act of transferring the meaning of a text from one language into another language. When the students doing translation that they must take deep meaning from one language to receptor language.
Moreover, Anderson (2010:1) mentions that translation is the conversion of written text from one language into another language. So that the new, translated text reflects the content of the original text and correspondence cultural perception and customs of target audience. In conclusion, translation itself is transferring information that is expressed in one language or source language, to another language or target language by pay attention to the cultural of the target language.
Based on the explanation above, the researcher concludes that translation is a not just replaced a textual material in one language with the textual material in another language, but also transferring the ideas of the context, and message.
Thus, some students can transferring meaning of source language (word, phrase, and sentence) and reproducing the closest natural equivalence, appropriate in target or the receptor language.
Translation also is a process of replacement a language into another language or from source language into target language. The process of replacement itself involves the greatest understanding of the linguistic patterns and also grammar patterns from the both the languages itself. The good translator will translate the source language text by finding the suitable pattern of the target language to make the reader of the translation product easier is getting the meaning of the text. Then, translation itself is not a simple activity where the translator just opens his or
her dictionary to translate word by word but he or she must gain his or her deep understanding and knowledge to make understandable and good translation product.
There are some experts that explain types of translation. Firstly, according to Gouadec (2007:27), there are two types of translation, general translation and specific translation. General translation itself refers to the translation of any field of document or materials that does not belong to any specific areas. Meanwhile, specific translation refers to translate highly specific document of specific field or area, for example; law, finance, and computer science. Thus, from those types, it seems like the expert divide the translation types same as the expert divide the general English with the specific English or ESP. The translation that learned by English students at STKIP PGRI Sumatera Barat is still focuses on the general translation. The study uses for teach the English college students understand how to translate from source language into the target language.
Secondly, Das (2008:27) divides the translation into some types, there are Literal Translation (which aims to be basically’ word for word’), Phonological translation (which is restricted translation where the phonology of the source language text is substituted by an equivalent phonology in the target language text), Graphological translation (which is restricted translation where the graphology in the source language text is substituted by the graphology in the target language text), and Grammatical translation (which is restricted translation where the grammar of the source language text is substituted by the equivalent grammar in the target language text but the lexis is not replaced).
On the whole of the translation types above, generally there are two types of translation. They are general and specific translation that is proposed by the first expert above. Then, for the second expert he divided the translation into some types but the researcher thinks that the types of the second expert above it more reflect to the stage that passed by the translator in being the good translator. Next, for the third expert that divided the translation into three types, intralinguistic, interlinguistic and intersemiotic. This type divides to the entire whole of translation it self lock from the general context. However, here the researcher focuses on the translation is the one language to another that is interlinguistic translation or general translation.
In learning translation subject, students often do some mistake especially in translating adjective clause of complex sentence 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 pay attention for their mistake. If
they have basic knowledge about translating adjective clause of complex sentences, 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 adjective clause of complex sentence 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 adjective clause of complex sentences from Indonesia into English.
Moreover, Brown (2000:217) says that a mistake refers to performance a error that is either a random or a slip, in that it is a failure to utilize a known system correctly. On the other hand, mistake can find difficulty in the students’ translating of adjective clause of complex sentences because they think that translating it from Indonesia into English is very difficult for them. Because they do not caring about their mistake. They must correct their mistake if the lecture can correct their students’ mistakes in translating adjective clause of complex sentences from Indonesia into English
.
Based on the definition above, the researcher concludes that mistake is a fault that the students made because of lack of pay attention. In this case, students know about basic knowledge but sometimes they do mistake because some factors. Then, mistake also can be called when students sometimes get it true when doing in translating of adjective clause of complex sentences from Indonesia into English but sometimes get is false.
The complex sentence has one independent clause and more one dependent clause. According to Gucker (1966:77), complex sentence contains at least one subordinate clause in addition to a main clause in the following sentences are italized, subordinate clauses are in parenthesis. For example: The man who came to dinner stayed for several months. It means that complex sentence is formed when you join a main clause and a subordinate clause.
Moreover, Diessel (2004:41), defines that complex sentences are defined as grammatical constructions that express a specific relationship between two (or more) situations in two (or more) clauses. It means that complex sentence is a sentence consist one independent clause and more one dependent clause. complex sentence is the consisting of more than one clause. A clause can in turn be defined as a constant of predicate together with its assorted adjuncts, such as subject, adverb and so on.
Based on the explanation above, the researcher concludes that complex sentence has one independent clause (main clause) and one or more
dependent clause (subordinate clause). To translate complex sentence, the translator must be able to recognize the independent clause and dependent clause one.
The third type of complex sentence contains a main clause, one or more subordinate clauses and a sentence-modifiying. Furthermore, according to Anderson (2005:135), an adjective clause works like a multiword adjective, it describes whatever is to the left of it, usually a noun. Adjective clause are usually introduced by relative pronouns such as who, whom, which, whose, where, when, and that. Adjective clause gives writers a way to identify which person or thing the students are writing about. The theory explains about adjective clause gives us extra information about a noun, a noun phrase Pronoun. In other words, the adjective clause qualifiers a noun. An adjective clause begin with a relative pronouns such as who, whom, which, whose, where, when, and that.
Moreover, Azar (2002:267) states that adjective clause is uses pronoun to connect the dependent clause to the independent clause. The adjective clause pronouns are who, whom, which, that, and whose. Adjective clause pronouns are also called
“relative pronouns”. It means that adjective clause have connected of each dependent clause and independent clause. Students must classify it from main sentence into two clauses that can make students easier to translate it from Indonesia into English.
To support this point, according to Azar (2002:268), there are some examples of adjective clause of complex sentence based on types of adjective clause pronouns and function:
1. Who, the function is used for people in the subject of the adjective clause. For the example :
The man is friendly (an indepedent clause) He lives next to me (a dependent clause) The man who lives next to me is friendly.
So, adjective clause modifies the noun He.
2. Whom, the function is used for people object of a verb. For the example :
The man was Mr. Jones (an independent clause) I saw him (a dependent clause)
The man whom I saw was Mr. Jones.
So, adjective clause modifies the object of a verb saw. The pronoun him must be removed.
3. Which, the function is used for things. For the example :
The book is mine (an independent clause) It is on the table (a dependent clause) The book which is on the table is mine.
So, adjective clause modifies the things is the book.
4. When, the function is used for modifies a noun of time. For the example :
I ‘ll never forgetthe day (an independent clause) I met you then (a dependent clause)
I’ll never forget the daywhen I met you.
So, adjective clause modify a noun of time is the day.
5. Where, the function is used for modifies a place.
For the example :
The building is very old (an independent clause) He lives there (a dependent clause)
The building where he lives is very old.
So, adjective clause modifies a place is there.
6. Whose, the function is used to modifies people in possesive pronoun. But it may also be used modify things. For the example :
I know the man (an independent clause) His bicycle was stolen (a dependent clause)
I know the man whose bicycle was stolen.
So, adjective clause modifies people is the man.
7. That, the function is used for both people and things. For the example :
I am using a sentence (an indepedent clause) It contains an adjective clause (a dependent clause) I am using a sentence that contains an adjective clause.
So, adjective clause modifies people is the man.
Based on experts’ explanation above, the researcher summarizes that there are some adjective clause pronouns such as who, whom, which, whose, when, where, and that function to modifies or give more information about a noun, a noun phrase and pronoun that have different function each other.
B. RESEARCH METHOD
This research design was descriptive research, because the researcher tried to analyze the students’ mistakes in translating of adjective clause of complex sentences from Indonesia into English at second year students of academic year 2015/2016 in English Department of STKIP PGRI Sumatera Barat.
According to Gay and Airisian (2000:275), descriptive research used to investigated the variety of educational problems and issues. It means that descriptive research was a research that started of collecting and analyzing the data to found the answer question. In this research, for answering the research question the researcher described and analyzed the students’ mistakes in translating of adjective clause of complex sentences from Indonesia into English in their translation assignment in Basic Translation class at second year students of academic year 2015/2016 in English Department of STKIP PGRI Sumatera Barat.
In this research, the source of data was document of students’ translation assignment in the sentences that translate in descriptive text from Indonesia into English. The data were sentences that contains of adjective clause of complex sentences.
These students’ answer sheet made by at second year students of academic year 2015/2016 in English
Department of STKIP PGRI Sumatera Barat. The form of data was document. It was supported by Ary et al (2010:457) document analysis was a research method applied to written or visual materials for the purpose of identifying specified characteristics of the material. So, the researcher used the students’ answer sheet as the document.
List of amount the second year students of academic year 2015/2016 at English Department of STKIP PGRI Sumatera Barat in Basic Translation class.
No Class Population Proportion sample
Sample 1. Class
A
32 20% 5
2. Class B
27 20% 6
3. Class C
23 20% 6
Total 82 17
(Source: Administrations at English Department of STKIP PGRI SUMBAR)
Researcher choosen the random sampling technique. It was support of Gay and Arisian (2000:134) descriptive research it was common used sample 10%-20% from the population. There were three classes at the second year students of academic year 2015/2016 at English Department of STKIP PGRI Sumatera Barat in Basic Translation class which the total students 82 students document. Then, to get the data, the researcher took 20% from 82 students become 17 document from the students in Basic Translation class that they still had took the translation class now.
The data analyzed was the translation assignment in Basic Translation class that consist students’ mistakes in translating of adjective clause of complex sentences from Indonesia into English.
Instrument was tool for collecting the data in a research. Gay and Airasian (2000:145) explained that
“instrument is tool or something that was used to collect the data”. This instrument of this research was document of students’ translation assignment (written document). The document was got by researcher and distributed one translation assignment to students. The assignment about translating an Indonesia of adjective clause of complex sentences into English. The researcher analyzed the students’ mistakes in a text, and checked for the appropriate that students used to translating of adjective clause of complex sentences from Indonesian into English. Researcher also made a document checklist of the appropriate the correct translating of adjective clause of complex sentence from Indonesia into English and it was validated by one of translation lecturer.
1. Document checklist
According to Arikunto (2010:202), document checklist was variable list that the data had collected. It means that document checklist was a instrument in collecting data and analyzed the data.
This instrument was appropriate to the researcher to got the data accurate, the researcher made indicators of adjective clause pronouns based on the function on the theory.
2. Interview
According to Gay and Airisian (2000:219), interview was purposeful interaction, usually between two people. It means that the interview was a communicated between one person and other to get information by orally. There were three kinds of interview; they were structured interview, unstructured interview, and semi-structured interview. Firstly, structured interview was a verbal communication betweeen the researcher and participant that did based on list of the question that prepared by researcher systematically. Secondly, unstructred interview was a verbal communication between two person, it only discussed or reviewed a problem in general. Last, semi- structured interview was a method of reasearch used in the social sciences. A semi-structured interview was open, allowing new ideas to be brought up during the interview as a result of what the interviewer said. The interviewer in a semi- structured interview generally had a framework of themes to be explored.
In this study, the researcher used semi- structured interview to collected the data. To help the researcher took the accurate data about students’
mistakes in translating adjective clause. So, after the researcher did interview, it can caused the students do mistake really had basic knowledge about adjective clause but they did not pay attention when did the assignment. The researcher used Indonesia language to avoided misunderstanding and reinforced information about the data. Researcher also used handphone to record the students’ answer in interview.
In collecting the data, researcher contributied twice translation assignment to students of 2015/2016 in Basic Translation class. Researcher contacted the Basic Translation lecturer that taught in class of the second year of academic year 2015/2016 students.
After got the permission to distributed assignment to the class, researcher gave translation assignment to three classes in Basic Translation class. In the assignment, students got an Indonesia text that was about Descriptive Text, and they became translating the text into English. The text consist several adjective clauses of complex sentences in Indonesia which translating into English. From the three classes that gave the assignment, from the first assignment the researcher collected by all students’ translation
document and checked the students’ mistakes in translating of adjective clause of complex sentences from Indonesia into English.
After the researcher checked and analyzed the students’ mistakes in translating of adjective clause of complex sentences from Indonesia into English, the researcher gave students’ translation document to students that have been checked by researcher. So, some students knew where they hade mistake in the first translation assignment. Then, in the second assignment the researcher gave the same text to all students in Basic Translation class to did again their same assignment. If there were some students had mistake before and they can be corrected in the second assignment. The researcher analyzed and collected the result of second translation assignment from students that had mistake in the first assignment but students can be corrected in the second assignment as the document that went to be analyzed. To made the accurate the data, the researcher also did interview to students that had mistake in translating adjective clause of complex sentences from Indonesia into English. It can help the researcher that students that really knew or had basic knowledge about adjective clause.
After collected the data, researcher analyzed the data (the document from students’ assignment in translating adjective clause of complex sentences from Indonesia into English). In this research, data analysis was conducted based on the techniques of analyzed qualitative data by Gay and Airasian (2000:239), they stated that there were four steps of analyzing the data;
reading/memoing, describing, classifying, and interpreting.
1. Reading/Memoing
In this step the researcher read the data from students’ assignment to found adjective clause of complex sentences in students’ written document.
Then, researcher marked the adjective clause of complex sentences that students used with one color of pen. Redfor students’ mistakes in translating which the target language is English.
2. Description
It was based on the observation and collected the students’ answer sheet as documentation by the qualitative research. In this step the researcher made description as generally about students’ mistakes in translating adjective clause of complex sentences from Indonesia into English on the Basic Translation class with the translation assignment at second year of academic year 2015/2016 students at English Department of STKIP PGRI Sumatera Barat.
Researcher also described the result of interview of the students that had mistake in translating adjective clause of complex sentences from Indonesia Into English.
3. Classifying
After the researcher collected the students’
answer sheet, the researcher classified the students’
mistakes in translating adjective clause of complex sentences from Indonesian into English based on each function of adjective clause pronouns in document checklist.
4. Interpreting
This was the last step that researcher did in analyzed the data. In this step researcher interpreted and synthesized the organize data into general understanding. After the researcher got the data, researcher interprete based on students’ mistakes in translating adjective clause of complex sentences from Indonesia into English.
C. RESEARCH FINDINGS
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 adjective clause of complex sentences from Indonesian into English at at second year of academic year 2015/2016 students at English Department of STKIP PGRI Sumatera Barat, which discussed about translating text of adjective clause of complex sentences. Then, referring to seven adjective clause pronouns that commonest used in translating adjective clause of complex sentences which discussed on chapter two. Futhermore, the sum of the mistakes also presented types of adjective clause pronouns that common use in adjective clause of complex sentences which had been reviewed.
Overall, after read all documents from 17 participants, researcher foundthe students’ mistakes in translating adjective clause of complex sentence from Indonesia into English. There were many of students did not use adjective clause pronouns that approriated with the each function of adjective clause pronouns in translating adjective clause of complex sentence from Indonesia into English. They had basic knowledge about translating adjective clause of complex sentences because they can correct their mistake in the second assignment. Generally,the students had knew about adjective clause of complex sentences because each students had used that in first assignment but its not appropriate based on each function of adjective clause pronouns in adjective clause of complex sentences..
D. CONCLUSION
Overall, from the result of the research, the research concluded that the answer research question had already answering by conducting this research.
Then, the findings indicated that the students who learned about translating adjective clause of complex sentence at second year of academic year 2015/2016
students at English Department of STKIP PGRI Sumatera Barat. The mistakes were found in translating adjective clause of complex sentence from Indonesia into English, which used adjective clause pronouns as the conjunction of adjective clause of complex sentences such as: who, whom, which, whose, where, when, and that. It had been reviewed trough this research.
Then, the most mistakes found of using adjective clause pronouns with the type and each function. There were seventeen students as the participant, from 17 students they had mistakes in translating adjective clause of complex sentences from Indonesia into English. Such as : there were 12 students had mistakes in using who, 16 students in using whom, 9 students for first sentence and 15 students for second sentence in using which, 15 students in using whose, 15 students in using where, 9 students in using when, and 14 students for first sentence and 12 students for second sentence in using that. There were many students had mistakes in translating adjective clause of complex sentences from Indonesian into English in using whom, whose, which and that. The research assumption that the student had lack of understanding because the can be corrected their fault in the second assignment. To observe the participant, the researcher used document analysis, document checklist and interview. Document analysis and document checklist were used to know the students’ mistakes in translating adjective clause of complex sentences from Indonesia into English and to classified the students’ mistakes in document checklist, whereas interview to know that the students really did mistakes as they had basic knowledge about it. After the researcher got the data from those instruments the researcher analyzed the data one by one. From the data that had been found, the students’ mistakes in translating adjective clause of complex sentences from Indonesia into English that the students can be corrected their fault in the second assignment.
Considering the result of this research, the researcher would like to propose a suggestion toward the finding of this research. Firstly, related to the object of this research is to analyzed one of the aspects of grammar, adjective clause. For the reader, the researcher suggest to do a lot of exercise in mastering English especially in english grammar. For the lecturers who teach Grammar and translation class about function adjective clause of complex sentences and translating adjective clause of complex sentences from Indonesia into English should explain more and give an emphasizing to the students that adjective clause pronouns is very important in adjective clause of complex sentences. Secondly, the students should try use adjective clause pronouns appropriately based on each function and can be make improvement in their
translating adjective clause of complex sentences from Indonesia into English. Finally, to the other researchers who will conduct similar studies in the same field later:
can investigated the influence of these adjective clause mistakes toward students’ understanding and many other things that were not being discussion on this research. And the researcher hopes this research can be reference for the other researcher in conducting the research about adjective clause or the other aspect of grammar practically
.
E. ACKNOWLEDMENTS
A special thanks and appreciation from the deepest heart are given to advisors, Edward Kemal, S.S., M.Hum, and Dra. Yelliza, M.M.Pd who have been kind and willing to give their times, energy, suggestions, and supports in completing this thesis.
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