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
- The research result will help the English teachers to make a good preparation in teaching English
- 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
- 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.
- 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.
- 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.
- 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
- 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
- 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.
- 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:
|
||||
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.
- 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.
- 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
- Folding all the paper pieces.
- Filling the folded papers in a box.
- Taking forty pieces of paper one by one randomly.
- 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 :
- The classification of the Data based non the pattern.
- 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%
|
- Finding
After analysing the data, the writer wants to find the
significance of the test results.
- 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.
- From table 2, in this table, the writer gives clarification the errors made by the students.
- From table 3, in the last table, the writer gives difficulty in translating noun phrases.
- 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 :
- 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.
- To the students
c.
They have to improve their understanding about noun
phrases.
d.
They have to add frequency of translation exercise.