AN ERROR ANALYSIS ON TRANSLATING NOUN PHRASES MADE BY THE THIRD YEAR STUDENTS OF SMK PGRI 2 SIDOARJO

CHAPTER I

INTRODUCTION

1.1   Background of the Study

Language is instrument of communication among people in the world. We use language as a means of communication or interaction. With language we are able to convey the ideas, thoughts, information, and feelings; those are the most communicative functions of language.

In Indonesia, English is the first foreign language. Its teaching and learning at schools have become mandatory. This phenomenon makes English get high priority in the education fields. It is the only foreign language taught at formal school starting from elementary schools up to universities. There are many universities which have English Departments. There are also English Courses, all of which show how important English is.

The main function of English for Indonesian students is an instrument for mastering science and technology for the development of the country. Besides; English also functions as an aid to conduct international relationship with other countries and nations in the world.

It is thus clear that English plays an important role in Indonesia. Because of the importance of the role of English, the government has included English as a compulsory subject at schools. In Senior High Schools, the purpose of English is to make the students have interest and capability to master the four language skills in language mastery, those are, and reading, listening, speaking and writing.

Reading is one of the most important skills in learning the foreign language. Sometimes, after reading a text, a student does not know what the topic is. Understanding the meaning of each sentence and their relationship the paragraph will be useful in reading. The skills needed to comprehend a reading passages is not only by having structure and vocabulary well, but also by understanding the manner in which words are used into meaningful phrases, phrases into sentences and sentence into paragraphs.

There are no two languages having exactly the same structure and system. The system of Indonesian is different from the English system. The construction of Indonesian noun phrase is mostly of D - H rule. S stands for diterangkan (that which is modified) or Head and M stands for menerangkan that modifies or a modifier. In translating English noun phrases into Indonesian, a translator must keep the H — M rule for English sentence construction and H — M for Indonesian sentence construction.

Considering that English has an important role in the world -- it is the most widely used language in politics, science, and business arid diplomatic relation——, and the fact that in Indonesia there is only a certain group of people who master written as well as spoken English, translation from English into Indonesian is an unavoidable process and it is getting more and more important. It is hard to imagine the absence of translation in Indonesia.

Today, there is no question about the need for translation. Indonesian students for example, need to translate many materials from English, so that they may get on with their work in their own language. Besides, it is expected that students are also able to translate the ideas, as stated in the materials, they are reading into their own words or into some other words which have equivalent meaning.

Translation is an activity of enormous importance in the modern world and it is a subject of interest not only to linguists, professional and amateur translators and language teachers, but also to electronic engineers and mathematicians. Book and articles on translation have been written by specialist in all these fields (Catford, 1998:7)

To achieve a good translation, the specialization is much required because each field has its own problems.

Translation is not an easy task. A translator must know about a specific method in translating English text especially noun phrases, in order that the result of translating is correct. Besides that method, a translator must know the grammatical system of the source language and target language. And also considering the culture of language is very helpful.

From the above explanation, the writer thinks there are many problems which will rise and it is impossible for the writer to mention them all. Dealing with the translation the writer is interested in carrying out a research at the third year students of Senior High School concerning with error analysis on translating noun phrases. Therefore this thesis is entitled

AN ERROR ANALYSIS ON TRANSLATING NOUN PHRASES MADE  BY THE THIRD YEAR STUDENTS OF SMK PGRI 2 SIDOARJO

1.2  The Formulation of the Problem

The problem of learning language. Especially in translating noun phrases is one of the difficulties faced by the learners. The problem in this thesis is what kinds of errors made by the third year students of SMK PGRI 2 SIDOARJO on translating English noun phrases into Indonesian

1.3   Objective of the Study

The objectives of holding this research are :

1        To know the noun phrase errors made by the third year students of SMK PGRI 2 SIDOARJO in translating noun phrases.

2        To classify what kind of errors made by the students.

1.4  Significance of the Study

The writer expects this thesis will have some benefits

1. The research result will help the English teachers to make a good preparation in teaching English
2. The research result will help the English teachers and the learners to solve part of their problems in teaching and learning English.

1.5  Definition of the Key Term

1. Error :

(In the speech or writing of a second or foreign language learner), or is the use of linguistic item (e.g. a word, a grammatical item, a SPEECH ACT, etc.) In a way which a fluent or native speaker of the language regards as showing faulty or incomplete learning.

2. Analysis

(In statistics) a procedure for testing whether the difference among the MEANS of two or more groups is significance; for example to compare the effectiveness of a teaching method on three different age groups.

3. Error Analysis

The study and analysis of the errors made by second and foreign language learners. Error analysis may be carried out in order to :

a.       Find out how well someone knows a language.

b.      Find out how a person learners a language.

c.       Obtain information on common difficulties in language learning, as an aid in teaching or in the preparation of teaching materials.

4. Noun Phrase

Noun phrase is as a group of words with noun as head. It contains determiners (the, a, this, etc), adjective, adverb, noun. Noun phrase can be as subject, object, and a complement of a clause (Geoffery Leech and J. Starvik, 2004:251)

1.6  Thesis Organization

This thesis consists of five chapters:

Chapter I, this chapter deals with the Introduction which consists of the background of the study, formulation of the problem, objective of the study, significance of the study, definition of the key terms, and thesis organization.

Chapter II, this chapter deals with Review of related literature which consists of translation, noun phrase, and errors analysis.

Chapter III, this chapter deals with research method which consists of population, sample, sampling technique, method of data collecting, method of data analysis.

Chapter IV, this chapter deals with Research result which involves the classification of the data based on the patterns, and data analysis.

Chapter V. this is the last chapter of the thesis which ivolves conclussion.

CHAPTER II

REVIEW OF RELATED LITERATURE

A.    Translation

1. The Definition of Translation

The definition of translation are found many and varied as the person who discuss the subject. The following are the definitions of translation :    1.Translation is the replacements of textual material in one language (Source Language) by equivalent textual material in another language (Target Language).

2.Translation is made possible by an equivalence of thought that lies behind its different verbal expressions.

3.Translation consists reproducing in the receptor language the closest natural equivalent of the source language message, first in terms of meaning and secondly in terms of style.

4.Translation is a process of finding a Target Language equivalent for an Source Language utterance.

5.Translation is the rendering of a source language (SL) text into the target language (TL) so as to ensure that (1) the surface meaning of the two will be approximately similar and (2) the structures of the source language will be preserved a closely as possible but not so closely that target language structure will be seriously distorted.

6.Translation is a craft consisting in the attempt to replace a written message and/or statement in another language.

From the above definitions, whereas textual material, SL text, Written message , and SL message  are synonymous to indicate something to be translated into TL. And replacement  and reproducing  derive from replace and reproduce which are synonymous. The writer can conclude that the translation is a process, where the translator or interpreter to replace or transfer from one language (source Language) by equivalent material in another language (Target Language), whether the language is written or spoken in any kind in meaning and style

2. The Type of Translation

Catford (1998) states that there are three types of translation related to the rank of grammatical hierarchies, namely

1.      Full vs. partial translation. This distinction relates to the extent of SL text which is submitted to the translation process. In a full translation the entire text is submitted to the translation process that is every part of the SL text is replaced by TL text material. In a partial translation, some part or parts of the SL text are left untranslated. They are simply transferred to incorporate in the TL text.

2.      Total vs. Restricted translation. This distinction relates to the levels of language involved in translation. In total translation, that is translation in which all levels of the SL text are replaced by Tb material. In restricted translation, that is translation perform only at the phonological or at the graph logical level, or at only one of the two levels of grammar and lexis. Thus, this type includes phonological and graph logical translation. In phonological translation SL phonology is replaced by equivalent TL phonology but there are other replacements except such grammatical or lexical changes as may result accidentally from phonological translation, e.g. English plural, cats, may come out as apparently a singular cat in phonological translation into a language which has no final consonant clusters. In graph logical translation SL graphology is replaced by equivalent Tb graphology, with no other replacements, except, again, accidental changes.

3.      Rank of translation. This type of differentiation in translation relates to the rank in a grammatical hierarchy at which translation equivalence is established, Catford (1998) introduce the term free literal, and word for word translation. A free translation is a translation which reproduces the general meaning and intention of the original but which does not closely follow the grammar, style, or organization of it. Word-for-word translation generally means what it says. Therefore, the translation result is usually difficult to be understood by readers. A literal translation means connected with, expressed in, letters of an alphabet or corresponding exactly to the original. This method of translation is between word for word translation and contextual translation.

3. Technique of Translation

The general purpose of translation is to enable the reader to understand the meaning of the original text in the context of that original text, Eko Susilo,Madyo,Soegeng (2007).  said that there are three main steps in the basic procedure of translation :

1.      Reading through the text to be translated carefully.

It is essential to read the text first in order to establish the style and mood of the original meaning. It is also important to make sure that text is within their competence.

2.      Analyzing the original texts.

After reading the texts, translators have to know the key words which should be translated, and than they translated all elements involved in the source language (SL) into target language (TL).

3.      Reading through the translation again to check them and revised it.

After analyzing the original texts, translators have to read their result again and again in order to check and revise it, so if the readers read the result, they will understand the messages in the texts easily. According to Dr. Ronal H. Bathgate (2001) there are seven translation processes:

1.      Tuning

This means getting the feel of translated. Depending on their translators need to be able language of a poet or novelist mist, research physist or advertising copywriter or bib ‘register’, as it is often different mental approach, a words or turn of phrase. If cult or of the type which is the translator, he may want ground literature or consult other adviser, the text to be field of work, to produce the lawyer or economist, research factory manager, biblical prophet. Each called, demands a different choice of the text is difficult not so familiar to read some back the author or some adviser.

2.      Analysis

Once the translator has attuned his mind to the framework of the text to be translated, he will take each sentence in turn and split it up into translatable units’ words or phrases. He will also establish the sintatic relation between the various elements of the sentence. At some point in this phase, it may be necessary to establish relations between elements in large portions of the text, in the interest of consistency.

3.      Understanding

After having split up the sentence to be translated in to its elements, the translator will generally put it together again in a form which he can understand or respond to emotionally. The extent to which he can do this will depend on his basic knowledge of the subject matter. There has been a great deal of discussion about the extent to which a translator should be able to understand the texts he translates about how much attention he should pay to the ‘content’ as opposed to ‘form’; it seems obvious that due attention to both form and content is essential.

4.      Terminology

The next step is to consider the key words and 1 phrases in the sentence to make sure that apart from understanding them and feeling what they imply, one has a translation for them which is in line with standardized usage and is neither misleading, ridiculous nor offensive for the target language reader. Both in this phase and in the preceding phase, discussion with the author or some other adviser is often advisable as best way to help the translator solve some of his problems.

5.      Restructuring

When all the bricks needed for the edifice of the target languages text have been gathered or made, the translator will fit them together in a form which is in accordance with good usage in the target language. This is the phase where ‘form’, as apposed to ‘content’, comes into its own.

6.      Checking

The translator will doubtless check his draft translation for typing errors and passages where a second persual suggests a more elegant, or more correct, translation. In addition, it is quite common for someone other than the translator to read through the finished translation and make or suggest changes. In this case of specialized texts, this is often the source language author or someone else with a better command of the subject matter then the translator. In any case, it is important that the translator should be consulted at this stage.

7.      Discussion

For this reason, a good way to end the translation process is often with a discussion between the translator and the expert on the subject matter. As Nida and Taber point out in their book The Theory and Practice of Translation, it is generally in advisable to make a committee meeting-with more than two participants-out of this too many cooks spoil of broth. On the other hand, it is sometimes necessary to point out to translators that they should not work isolation, and to hold them in acquiring the social skills needed for such discussion.

B.     The Noun Phrase.

In this part, the writer will discuss the phrase and the notion of noun phrase.

1.      Phrase

According to De Boer, .a phrase is often defined as a group of related words without a subject and a predicate. Meanwhile, Hornbys assumption of phrase is a small group of words forming part of a sentence. Phrase is a group of words without a finite verb, especially when they are used to form part of sentence.

“a very naughty boy” is phrase.

In this study, the writer is merely focused on noun phrase.

2.      The Notion of Noun Phrase

Noun phrase is a phrase which can act as subject, complement of a clause and complement of prepositional phrase. Noun phrase can not begin with a preposition. In regard, Geoffery say that a noun phrase is a group of words with noun as head which can be subject, object or complement. It is called a noun phrase because the word which is its head (i.e main part) is typically noun. In the following sentence:

“John found the new secretary in his office a very attractive woman”.

John, secretary, office and woman are nouns. The subject John, the object the new secretary in his office, the object complement a very attractive woman, are noun phrase.

Based on above example we know that the head noun can be accompanied by determiner (the, his, a, etc), and one or more modifiers. Modifiers which precede the head are called post modifiers (e.g.: new very attractive), and those which follow the head are called post modifiers (e.g.: in his office). Thus, the structure of the English noun phrase can be written:

	Noun Phrase

 

Determiner (s)		Premodifier (s)		Head		Post Modifier (s)
The a all those		tall tall		boys boy boys boys		With long hair

Here, the determiners and modifier can be left out. However, determiners are more essential to noun phrase structure than modifier.

1.      Determiner

Determiner are words which specify the range of reference of’ noun in various ways, e.g. by making it definite (they boy), indefinite (a boy), or by indicating quantity (many boys). In this case, proper nouns normally take no determiner.

2.      Premodifier

Premodifier in a noun phrase is placed after determiners, but before the noun which is head of the phrase. Premodifier can be consisting of more than one word, but which make up syntactic construction rather than compound word. They take the form of prepositional phrases, adjective phrase, noun phrases, and participle constructions. e.g.:

—    an out—of-the—way cottage. (The cottage is out of the way).

—    the town—hall clock. (The clock is on the town hail).

3.      Head

The head of noun phrase can cam from pronoun. Pronouns are the word which can function as a whole noun phrase, or as the head of noun phrase. In the majority of cases, a pronoun functions as whole a whole noun phrase, and therefore does not have any determiners or modifiers.

e.g. — so you are going to spain for your holiday. Lucky you

Adjective can function as head of noun phrase. Such adjective normally takes a determiner, usually the definite article, and they have no plural inflection. It usually derives from the shortened form.

Example:

The rich from “those who are rich”.

4.      Postmodifiers

Postmodifier occurs after the head in a noun phrase. We have the following range of postmodifiers;

a.       Relative clause. (id you see the girl who was sitting in the corner?)

b.      Prepositional phrase (did you see the girl in the corner?)

c.       Noun—finite clauses equivalent to relative clauses. (did you see the girl sitting in the corner?)

d.      Appositive clauses. (The fact that she’s good looking is not the only reason why 1d like to meet her)

e.       Adverbs. (They way out is over here).

C.    Errors Analysis

In this part, the writer will discuss about the source of error and the types of error.

1. The Source of Error

According to Sujoko (1999:20), there are four major sources that cause the learners errors. They are:

a.       Interlingua transfer

b.      Intralingua transfer

c.       Context of learning

d.      communication strategy

The following is the detailed explanation

a.       Interlingua Transfer

The English learners have made intra lingual errors because of their mother tongue interference. They usually transfer the system of their mother tongue into the foreign language.

Example:

k        It is book I for It is my book.

k        She not come for she does riot come.

b.      Intralingua transfer

This error caused by negative transfer between the elements in the target language itself. The intra lingual transfer is also called intra lingual errors or interference, or incorrect generalization of rules within the target language. In this case, the intra— lingual transfer becomes a major factor in second language learning. Richard (1997:174) states that intra lingual transfers are those which reflect the general characteristic of rule learning, such as faulty overgeneralization, incomplete application of rules, and failure to learn conditions under which rules apply.

c.       Context of Learning

‘Context’ refers to classroom with its teacher and material, in the case of teaching learning process. In a classroom, the context of the teacher and the text book in the teaching learning process can lead the students to make faulty hypothesis about language. Richard, (2001:189) called the faulty as false concept. In this case, the students errors are caused by misleading explanation of a pattern that was rootly memorized in a drill, but not properly contextualized.

d.      Communication Strategy

The communication strategy may become the source of learners’ errors. A communication strategy is the conscious employment of verbal or nonverbal mechanism for communicating an idea when precise linguistic forms are for some reason, not readily available to the learners at point of to learners at point of communication.

2. Types of Error

In this research, the writer will present the classification of errors based on surface strategy taxonomy. The classification of errors involves

a.       Omission

Omission takes place when the learners omit one of the elements of the correct sentence. The omission can be a morpheme or word.

e.g. - “Mary president new company” for

 - “Mary is the president of the new company”

b.      Addition

This kind of error occurs when the students add one or more elements which should not exist in the correct sentence. In this regard addition is divided into three categories, namely

a)      Double marking

Double marking happen if there are two tense markers in one sentence.

Example

- She does not know my name for she does not know my name.

b)      Regulation

This error occur when the learners use the tense marker /—ed/ in irregular verb, or when they put ending /-s/ form.

Example

- The children eated their breakfast for

- The children ate their breakfast

c)      Simple addition

Such errors occur when the learners add unnecessary elements in the correct sentence.

Example

- This a book is not interesting for This book is not interesting

c.       Misformation

Such errors occur when the learners use morphemes or structure incorrectly. In this case there are two types, namely

a)      Regularization

e.g. : Some childrens are playing football for

         Some children are playing football

b)      Archi—Forms

e.g. Those book is mine for

     Those book are mine

d.      Misordering

Misordering occurs when the learners wrongly place the sequence of words or group of word in a sentence. Such error usually takes place in direct and indirect speech.

e.g. - What John is reading? for

 - What is John reading?

CHAPTER III

RESEARCH METHOD

In this chapter, the researcher will focuses on five topics, they are: a) population, b) sample, a) sampling technique, d) technique of collecting data, and e) technique of data analysis.

A.    Population

The population of the research is third year students of SMK PGRI 2 SIDOARJO The numbers of the students are 126. The writer selects the third year students as population of this study because noun phrase was taught in the third year.

B.     Sample

Sample is a sum of inhabitants that have fewer members than population Sutrisno Hadi (2001:5). Taking sample is done because it is almost impossible to observe all of. The member of population since amount of them is so large. In order to make easier, it is necessary to reduce the population. Sample refers to an amount of member from population that can be considered as a representative of population. In this research, the writer takes 30 students as the sample.

C.    Sampling Technique

Sampling is the way of taking out sample from population. In this study, the writer uses random sampling, because it is the most ideal way to take sample objectively. This type of sampling technique mostly applies to the relatively homogenous sample as the sample of this study. The steps that are taken by the writer are as follows

1.      Preparing pieces of paper containing the regristration numbers of the third year students of SMK PGRI 2 SIDOARJO

2. Folding all the paper pieces.
3. Filling the folded papers in a box.
4. Taking forty pieces of paper one by one randomly.

5. Inventorying the forty students.

D.    The Method of Data Collecting

In this research, the writer uses achievement test as instruments to get the data. In giving this test, the writer asks the students to translate English noun phrases into Indonesian.

The writer prepared 30 noun phrases that shoul be translated by students, and there are nine topics of noun phrases, Each item consist of different number, in order to make it easier intranslating noun phrases.

E.     Method of Data Analysis

In the data analysis, the writer uses statistic method. Because she makes percentage of every case of noun phrase errors. And then she arranges the data and classify them according to the cases that have high percentage.

Besides, the writer displays the data, and then analyses the data according to the errors in the form of kind of noun phrase patterns and classifies the errors based on the cases.

CHAPTER IV

RESULT OF RESEACH

           

            In this chapter, the writer will analyse the data taken from book Pelajaran Bahasa Inggris.The writer will present two topics, i.e :

1. The classification of the Data based non the pattern.
2. Data Analysis.

A.                The Classification of Data Based on the Patterns

Table 1

The following is the examples of the data to be analysed.

No	Pattern	Data
1.	Adj + N	-                                     an unlimited number -                                     a very good farm-land -                                     the developing countries -                                     a permanent peace -                                     a black liquid -                                     a very good sense -                                     the intra curricular activity -                                     an operating theatres -                                     an interesting activity -                                     a big factory
2.	N + V – ing + N	-                                     a fun – loving boy -                                     a sponge soaking-up water -                                     a scene depicting the struggle -                                     the timber-felling projects
3.	Adj + N + N	-                                     a large underground hall -                                     a double world population -                                     a modern bank building -                                     a natural immunity system
4.	Adj + V-III + N	-                                     a newly appointed diplomat -                                     a soft boiled egg -                                     an ill-tempered landlady

No	Pattern	Data
5.	N + Adj + N	-                                     the source all of sound -                                     a lot of beautiful fish
6.	N + N	-                                     the san Francisco Conference -                                     the surface of the earth
7.	Adj + Adj + N	-                                     new technical invention -                                     that young beautiful lady
8.	N + N + N	-                                     a criminal identification tool
9.	Adj + Verb + N	-                                     the traditional dance activity

            From the classification, the writer can see the percentage of each pattern in the following table.

No	Pattern	Number	Percentage
1.	Adj + N	11	36,666%
2.	N + V-ing + N	4	13,333%
3.	Adj + N + N	4	13,333%
4.	Adj + V-III + N	3	10%
5.	N + Adj + N	2	6,666%
6.	N + N	2	6,666%
7.	Adj + Adj + N	2	6,666%
8.	N + N + N	1	3,333%
9.	Adj + Verb + N	1	3,333%

B.                 Data Analysis

Based  on above classification, the researcher founds that there are nine patterns of noun phrases. The following section will present the data  analysis based on each pattern. The researcher will explain a certain pattern of noun phrases and then provide the correct form. Finally the write only presents the number of the students who got wrong answers for related item.

1.      Adj + N phrase

There are four kinds of errors that involve in this pattern, i.e:  omission, misordering, simple addition, and double markings. In this case the researcher presents the examples of the noun phrase error which translated by student for each type of errors.

The first error is omission, the students omit an element of phrases which is actually needed, for example :

a.       a very food farm-land, is translated by students into :

§  lahan yang subur

§  lahan yang sangat baik

the expected answer is lahan pertanian yang sangat subur

b.      the humorous article, is translated by students into :

§  article itu

The expected answer is article yang lucu

The second type of error is misordering, the students misorder the sequence of words in the noun phrase, for example :

a.       an unlimited number, is translated by students into :

§  Terbatasnya nomor

§  Tak dibatasi nomor

The expected answer is jumlah yang tak terbatas.

b.      a black liquid, is translated by students into :

§  Hitamnya cairan

§  Hitam cairan itu

The expected answer is cairan yang hitam

c.       a big factory, is translated by students into :

§  sebesar pabrik

The expected answer is sebuah parbrik yang besar

The third type of error is simple addition, the students add an unnecessary element of noun phrase, for example :

a.       the humorous article, is translated by students into :

§  karangan yang menggelikan itu

the expected answer is karangan yang lucu

b.      the intra curricular activity, is translated by students into :

§  gerakan kegiatan intra kurikuler

§  gerakan aktivitas intra kurikuler

the expected answer is kegiatan intra kurikuler.

The last type of error is double markings, the students carelessness in building noun phrase, for example :

a.       the hunummorous article, is translated by students into :

§  itu karangan-karangan yang lucu.

The expected answer is karangan yang lucu

Seen from the source of errors, the above examples involve as interlingual errors, because the students are influence by the rule of mother tongue. In this case, the students are mostly considered as mistake, because they are unintentionally adds, omits, interchanges, or misorder the element of sentence.

2.      N + V-ing + N

There are three types of error that involve in this pattern, i.e : omission, misordering, and simple addition. These examples error is omission :

a.       a fun-loving boy, is translated by students into :

-        orang lucu

-        pria bercinta

the expected answer is anak laki-laki yang senang bergurau.

b.      a scene depicting struggle, is translated by students into :

-        lukisan perjuangan

-        pemandangan perjuangan

-        gambaran pejuang

the expected answer is lukisan yang menggambarkan perjuangan

the second error is mosordering, example :

a.       the timber-felling projects, is translated by students into :

-        kayu proyek ditebang

the expected answer is penebangan proyek kayu.

The other error is simple addition, example :

-        The timber-felling projects, is translated by students into penebagnan kayu di proyek. But the expected answer is penebangan proyek kayu.

From the above example, the students still influence by the mother tongue in translating noun phrases, so this error is called interlingual error.

3.      adj. + N + N

in this case, there are three types of error, i. e :

a.       Omission, for example :

-        a large underground hall, translated by students into :

-        halaman besar

-        ruang bawah tanah

-        halaman bawah tanah

The expected answer is ruang bawah tanah yang besar

-        a doubled world population is translated by students into :

-        penduduk dunia

-        jumlah penduduk dunia

-        pertumbuhan penduduk ganda

The expected answer is pertumbuhan penduduk dunia ganda.

-        The modern bank building, is translated by the students into :

-        Bank yang modern

-        Gedung yang modern

The expected answer is bangunan bank yang modern.

-        a natural immunity system is translated by students into kekebalan alami. But the expected answer is sistem kekebalan yang alami.

b.      Misordering, for example :

-        a large underground hall, is translated by students into besar bawah halaman. But the expected answer is ruang bawah tanah yang besar.

-        A natural immunity system, is translated by students into system yang kebal. But the expected answer is sistem kekebalan yang alami

c.       Double markings, for example :

The modern bank building, is translated by students into bangunan gedung bank yang modern. But the expected answer is bangunan bank yang modern.

From above examples, the source of errors is considered as interlingual error, because the students still influenced by the mother tongue.

4.      Adj. + V-III + N

In this pattern, there are three types of errors, is i. e :

a.       Omission, for example :

an ill-tempered landlady, is translated by students into wanita galak. But the expected answer is ibu kost yang pemarah.

b.      Misordering, for example :

a newly appointed diplomat, is translated by students into pengangkatan diplomat yang baru. But the expected answer is diplomat yang baru saja di lantik.

c.       Double marking, for example :

An ill-tempered landlady, is translated by students into wanita pemilik pondokan yang galak. But the expected answer is ibu kost yang pemarah.

From above examples, the above errors are classified as interlingual error. The kinds of errors above are considered as error, because the students are lack of English vocabulary mastery.

5.      N + Adj + N

In this case, there are two types of error, i.e :

a.       Omission, for example :

-          a lot of beautiful fish, is translated by students into ikan yang cantik, but the expected answer is banyak ikan yang indah.

b.      Double markings, for example :

-          a lot of beautiful fish, is translated by students into beberapa ikan yang indah-indah.

From the above examples, that errors are classified as interlingual error. The kind of errors are considered as error, because the students are lack of English vocabulary mastery.

6.      N + N

There are two types of error in this pattern, i. e :

a.       Misordering, for example :

-          the surface of the earth, is translated by the students into bumi di permukaan, but the expected answer is permukaan bumi.

b.      Simple addition, for example :

-          the surface of the earth, is translated by the students into dipermukaan bumi itu, but the expected answer is permukaan bumi.

-          The san Francisco conference is translated by the students into ada kongres di san fransisco and kongres di san Francisco, but the expected answer is Konferensi San Francisco

Based on examples, that errors.are classified into as interlingual error. Because the student are still influence by mother tongue. And the their result of translation does not agree with source language.

7.      Adj + Adj + N

Example :

-          new technical invention, is translated by students into technic penemuan baru, but the expected answer is penemuan teknik baru.

-          That young beautiful lady, is translated by student into gadis cantik muda, whereas the expected answer is gadis muda yang cantik.

From above examples, the type of error is misordering, because of the student misorder the sequence of words in the noun phrase. In misordering, this error will be classified as interlingual error, because this is caused by the influence of mother tongue. So the result of translation does not appropriate with source language.

8.      N + N +N

This pattern, there are two types of error, I. e

a. Misordering, example :

- a criminal identification tool, is translated by the student into mengidentifikasi alat penjahat, but the expected answer is alat untuk mengidentifikasi penjahat

b.omission, example :

-          a  criminal identification tool, is translated by student into mengidentifikasi penjahat, and the expected answer is alat untuk mengidentifikasi penjahat.

From above examples, the student transfer the system of mother tongue into target language. As result error is called inter lingual error. In addition, the problem above are classified as error because the student are lack of phrase understanding.

9.      Adj + Verb + N  

Exmple :

-          The translational dance activity, is translated by students into :

-          Menari tradisional

-          Kegiatan menari

And the expected answer is kegiatan menari tradisional

The type of error above example is omission, because the students omit an elements of phrase which is actually needed. Based on above example, in translating noun phrase the students are still influence by mother tongue. In this case, the students are lack of vocabulary mastery. So their result of translation does not agree with source language.

Furthermore, the researcher wants to presents the students score in table. In this table is frequency distribution of answer based on the pattern of noun phrase. The writer will classify each pattern.

Table 2

Frequency Distribution Of Answer Based On The Pattern.

No	Item Clarification	Item No	Answer		Total
			R.A	W.A
1.	An Unlimited Number, In Translating Noun Phrase The Student Faced Difficulties. They Influenced By Mother Tongue. So Their Result Of Translation As Indonesian Construction. A Very Good Farm-Land, Most Of The Students In Translating This Phrase Get Difficulties Because They Are Lack Of Vocabulary Mastery. The Developing Countries, The students in translating this phrase influenced by mother tongue they result translation as Indonesian construction. A permanent peace,  in translating this phrase the students influences by mother tongue, so the result of translation does not agree with source language. A black liquid, Is translated by students into hitam cairan, It shows that the students do not know yet about the difference between the construction of English and Indonesian phrase. So the result of translation does not appropriate with the source language. A very good sence, Most of the students do not know yet about the difference between English and Indonesian phrase, and then the result of translation does not agree with English.	30 20 12 11 9 6	10% 16,666% 30% 26,666% 46,666% 40%	90% 83,333% 70% 73,333% 53,333% 60%	100% 100% 100% 100% 100% 100%

No	Item Clarification	Item No	Answer		Total
			R.A	W.A
2.	The intra curricular activity, in this case the students face difficulties in determine where the head and modifier, and then, they get difficulties in translating this phrase. An operating theatres, In translating this phrase most of the students are lack of vocabulary mastery, so they get mistake. The humorous article, In translating this phrase the student do not get difficulties. An interesting activity, Most of the students in translating this phrase do not get difficulties. A big factory, Most of the student do not get difficulties in translating this phrase. A fun loving-boy, Most of the student in translating this phrase get difficulties, because they are lack of vocabulary mastery, so the result of translation does not appropriate with source language. A sponge soaking-up water, In translating this phrase the students are due to the lack of Vocabulary mastery. So they make make mistake in translating this phrase. A scene depicting struggle, In translating this phrase, the students made mistake because they are lack of vocabulary mastery.	4 3 2 8 23 1 13 22	43,333% 13,333% 56,666% 70% 73,333% 13,333% 6,666% 16,666%	56,666% 86,666% 43,333% 30% 26,666% 86,666% 93,333% 83,333%	100% 100% 100% 100% 100% 100% 100% 100%

No	Item Clarification	Item No	Answer		Total
			R.A	W.A
3. 4.	The timber-felling projects, Most of the students get difficulties in translating this phrase because they are lack of vocabulary mastery. A large underground hall, Most of the student in translating this phrase get difficulties, because they are lack od vocabulary mastery, and then their translation does not agree with source language. A double world population, In translating this phrase the student influenced by mother tongue, they transfer the system of source language into target language. Whereas, English phrase is different from Indonesia. The modern bank building, In translating this phrase the student make mistake related to omission, because they omit an element of phrase which actually needed. A natural immunity system, The result of students translation does not agree with source language because they lack of vocabulary mastery. A newly appointed diplomat, The answer of the students in translating this phrase is related to misordering, because they are misorder the sequence of words in the noun phrase. A soft boiled egg, In translating this phrase, the students get difficulties, because they are lack of vocabulary mastery.	29 21 16 28 27 14 10	23,333% 13333% 20% 33,333% 30% 26,666% 6,666%	76,666% 86,666% 80% 66,666% 70% 73,333% 93,333%	100% 100% 100% 100% 100% 100% 100%

No	Item Clarification	Item No	Answer		Total
			R.A	W.A
	An all-tempered land lady, Most of student in translating noun phrase get difficulties because they do not have vocabulary mastery. The source of all sounds, In this case, in translating noun phrase the students influenced by mother tongue. So their results are different from source language. A lot of beautiful fish, In translating this phrase the students make mistake related to omission, because they omit an elements of phrase which is needed The san Franscisco conference, In translating this phrase the  students do not get difficulties. The surface of the earth, Most of the students do not get difficulties. New technical invention, In translating this phrase the students make mistake related to misordering because they misordering because they misorder the sequence of word in the phrase. That young beautiful lady, Most of the students in translating this phrase related to misordering. A criminal identification tool, In translating this phrase they faced difficulties because they are lack of vocabulary mastery. The traditional dance activity, In translating this phrase they make mistake related to omission.	5 26 24 15 7 17 25 18 19	10% 36,666% 40% 53,333% 63,333% 16,666% 30% 13,333% 16,666%	90% 63,333% 60% 46,666% 36,666% 83,333% 70% 86,666% 83,333%	100% 100% 100% 100% 100% 100% 100% 100% 100%

Furthermore, the researcher wants to present the students score in table. This table includes frequency distribution of right and wrong answer related to the item of test. By the table the writer will know how many percents are right and the wrong answer of each pattern from the result of the test made by the students.

Table 3

Frequency Distribution Of The Right And Wrong

Answer Related To The Items Of The Test

No	Pattern	Item No	Answer		Total
			Right (%)	Wrong (%)
1.	Adj + N	30 20 12 11 9 6 4 3 2 8 23	3 5 9 8 14 12 13 4 17 21 22	27 25 21 22 16 18 17 26 13 9 8	30 30 30 30 30 30 30 30 30 30 30
			38,79%	61,21%	100%
2.	N + V-ing + N	1 13 22 29	4 2 5 7	26 28 25 23	30 30 30 30
			15%	85%	100%

No	Pattern	Item No	Answer		Total
			Right (%)	Wrong (%)
3.	Adj + N + N	21 16 28 27	4 6 10 9	26 28 25 23	30 30 30 30
			24,17%	75,83%	100%
4.	Adj + V-III + N	14 10 5	8 2 3	22 28 27	30 30 30
			14,44%	85,55%	100%
5.	N + Adj + N	26 24	11 12	19 18	30 30
			38,33%	61,67%	100%
6.	N + N	15 7	16 19	14 11	30 30
			53,8%	32,33%	100%
7.	Adj + Adj + N	17 25	5 9	25 21	30 30
			22,95%	76,67%	100%
8.	N + N + N	18	4	26	30
			13,33%	86,67%	100%
9.	Adj + Verb + N	19	5	25	30
			16,67%	83,33%	100%

            Based on the above table, we know that the students faced difficulties in translating noun phrases. The percentage shows that the wrong answers are higher than the right answer.

            Finally, to close the analysis the writer will present the table of the percentage of the type of error.

Table 4

The Percentage of the Type of Error

No	Types	Number	Percentage	Hierarchy
1. 2.	Omission Misordering Addion -                Simple Addition -                Double marking	13 7 6 4	43,333% 23,333% 20% 13,333%	1 2 3 4
		30	100%

3. Finding

After analysing the data, the writer wants to find the significance of the test results.

1. From table 1, the writer classifies of noun phrase into nine patterns. And every pattern has difference number. In this case, the largest number is Adj + N.
2. From table 2, in this table, the writer gives clarification the errors made by the students.
3. From table 3, in the last table, the writer gives difficulty in translating noun phrases.
4. From table 4, in the last table, the writer shows the percentage of the type of error. And the students errors are still in a high percentage, the highest error made by the students is omission.

CHAPTER V

CONSCLUSION AND SUGGESTION

A. Conclusion

After discussing the content of each chapter, the writer can conclude that the third year students of SMK PGRI 2 SIDOARJO still make a lot of error in translating English into Indonesia noun phrases.

From the data analysis, the writer found four types of errors : a) misordering, b) omission, c) simple addition and, d) double marking. In addition  there type of errors which do not appear, namely regularization, un the case of addition and misformation and archi-form.

And then the writer concludes that misordering is the most dominant error. In this case the students usually misorder the sequence of word in translating noun phrase, because the student are due to the lack of vocabulary mastery. Beside, the students are not master yet the technique of translating. So their result of translation does not agree with source language.

B. Suggestion

From the conclusion above, the writer wants to give some conclusions :

1. To the teacher

a.                                                 The teacher ought to teach how to translate noun phrase.

b.                                                The teacher should give some exercises in translating noun phrases.

2. To the students

c.       They have to improve their understanding about noun phrases.

d.      They have to add frequency of translation exercise.