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THE DIFFICULTIES FACED BY STUDENTS’ IN
TRANSLATING INDONESIAN TEXT INTO ENGLISH AT
THE EIGHTH GRADE STUDENTS OF SMP N 1 SALATIGA
IN THE ACADEMIC YEAR OF 2017/2018
A GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment of the
Requirements for Degree of Sarjana Pendidikan (S. Pd)
By:
SITI MUBARRILLAH SARI
NIM.11314041
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
2018
i
THE DIFFICULTIES FACED BY STUDENTS’ IN
TRANSLATING INDONESIAN TEXT INTO ENGLISH AT
THE EIGHTH GRADE STUDENTS OF SMP N 1 SALATIGA
IN THE ACADEMIC YEAR OF 2017/2018
A GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment of the
Requirements for Degree of Sarjana Pendidikan (S. Pd)
By:
SITI MUBARRILLAH SARI
NIM.11314041
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
2018
ii
DECLARATION
In the name of Allah, the most Gracious and the most Merciful
Hereby, the writer declares that this graduating paper is written by the writer
herself. This paper does not contain any materials published by other people and it
does not cite any other people‟s ideas except those quoted overtly.
The writer is accountable for her graduating paper if in the future, it is proved of
containing others‟ idea or in fact, the writer imitates the others‟ graduating paper.
This declaration is written by the writer herself, and she hopes that this declaration
can be understood well.
Salatiga, August 16th
, 2018
The Writer,
Siti Mubarrillah Sari
113 14 041
iii
Salatiga, August 16t
Ruwandi, S. Pd., M.A
The attentive Counselor‟s Note
Siti Mubarrillah Sari
To the Dean of Teacher Training and
Education Faculty
Assalamu‟alaikum Wr. Wb.
After reading and correcting Siti Mubarrillah Sari‟s graduating paper entitled
THE DIFFICULTIES FACED BY STUDENTS IN TRANSLATING
INDONESIAN TEXT INTO ENGLISH; I have decided and would like to
propose that if this paper is accepted by the Dean of Teacher Training and
Education Faculty; I hope this paper can be examined as soon as possible.
Wassalamu‟alaikum Wr. Wb.
Counselor
Ruwandi, S. Pd., M.A
NIP. 196612252000031002
iv
KEMENTERIAN AGAMA REPUBLIK INDONESIA
INSTITUTE AGAMA ISLAM NEGERI (IAIN) SALATIGA
FAKULTAS TARBIYAH DAN ILMU KEGURUAN (FTIK) Jalan Lingkar Selatan Km 02, Kel. Pulutan, Sidorejo, Salatiga 50716, Telp.(0298)
6031364 Website: http://www.tarbiyah.iainsalatiga.ac.id E-mail:
A GRADUATING PAPER
THE DIFFICULTIES FACED BY STUDENTS IN TRANSLATING
INDONESIAN TEXT INTO ENGLISH
WRITTEN BY:
SITI MUBARRILLAH SARI
NIM. 11314041
Has been brought to the board of examiners of English Education
Department of Teacher Training and Education Faculty at the State Institute
for Islamic Studies (IAIN) Salatiga on …., and hereby considered to have
completed the requirements for the degree of Sarjana Pendidikan (S.Pd) in
English Education.
Board of examiners
Head : Dr. Setia Rini, M.Pd. __________________
Secretary : Dr. Ruwandi, M.A. __________________
First examiner : Hanung Triyoko, M.Ed. __________________
Second examiner : Norwanto, Ph.D. __________________
v
MOTTO
“Language is the road map of a culture. It tells you where its
people come from and where they are going.”
-Rita Mae Brown-
vi
DEDICATION
This graduating paper is dedicated to:
My God, the Most Precious and the Most Gracious Allah SWT who
always listens to me and gives me the best thing ever.
My beloved parents especially for my mother, thank for always pray for
me, and always love me never ending. You are my spirit and my
everything.
My beloved brother who always support me in finishing this graduating
paper.
My big family that supported for my education and finishing this
graduating paper.
All my friends who cannot be mentioned one by one.
All of my beloved people who cannot be mentioned one by one.
vii
ACKNOWLEDGEMENT
Bismillahirrahmanirrahim,
Assalamu’alaikum Wr. Wb.
Alhamdulillahirabbil’alamin, all praises go through Allah SWT, the Most
Gracious and the Most Merciful who always blesses and helps the writer so the
writer is able to finish the graduating paper. Bless and mercy is upon great
Prophet Muhammad SAW for his guidance that leads the writer to the truth.
However, this paper will not be finished without supports, advices, helps
and encouragement from several people and institution. Therefore, the writer
would like to express special thanks to:
1. Mr. Dr. Rahmat Hariyadi, M. Pd., the Rector of State Institute for Islamic
Studies (IAIN) of Salatiga.
2. Mr. Suwardi, M. Pd., the Dean of Teacher Training and Education Faculty
of State Institute for Islamic Studies (IAIN) of Salatiga.
3. Mrs. Noor Malihah, Ph. D the Head of English Education Department of
Teacher Training and Education Faculty of State Institute for Islamic
Studies (IAIN) of Salatiga.
4. Dr. Ruwandi, S. Pd., M.A, the counselor of this paper, who gives great
attention, suggestion, and guidance for this paper from beginning until the
end.
viii
5. All lecturers and staffs of State Institute for Islamic Studies (IAIN) of
Salatiga.
Salatiga, August 16th
, 2018
The writer
Siti Mubarrillah Sari
NIM. 11314041
ix
ABSTRACT
Sari, Siti Mubarrillah. 2018. The Difficulties Faced by Students in Translating
Indonesian Text into English. A Graduating Paper. English
Education Department. Teacher Training and Education Faculty.
State Institute for Islamic Studies Salatiga. Counselor: Ruwandi, S.
Pd., M.A.
The objectives of the study are to know types of difficulties and to know
the dominant components causing difficulties faced by students in translating
Indonesian text into English, and then to find out the solution to solve the
difficulties faced by eight grade students of SMP N 1 Salatiga in the academic
year 2017/2018.
The methodology of research was quantitative research especially
descriptive study. The techniques of collecting data were written test to know the
students difficulties in translating Indonesian text into English. Students made
Indonesian text and then translated into English by themselves.
The writer finds that eighth grade students of SMP N 1 Salatiga have high
difficulties in translating Indonesian text into English. The mean percentage of
students‟ difficulties was 45 %. The dominant difficulty made by students was
grammatical structure, both of individual task and group task.
Key Words: Difficulties; Translation; Recount text
x
TABLE OF CONTENTS
TITLE .................................................................................................................... i
DECLARATION .................................................................................................. ii
ATTENTIVE COUNSELOR NOTE .................................................................... iii
CERTIFICATION PAGE ..................................................................................... iv
MOTTO................................................................................................................. v
DEDICATION ...................................................................................................... vi
ACKNOWLEDGEMENT .................................................................................... vii
ABSTRACT .......................................................................................................... ix
TABLE OF CONTENTS ...................................................................................... x
LIST OF TABLE .................................................................................................. xii
CHAPTER I INTRODUCTION
A. Background of the Study ........................................................................... 1
B. Problem Statements ................................................................................... 4
C. Objectives of the Study ............................................................................. 4
D. Benefits of the Study ................................................................................. 5
E. Limitation of the Study ............................................................................. 6
F. Classification of Key Terms...................................................................... 6
G. Research Paper Organization .................................................................... 8
CHAPTER II THEORETICAL FRAMEWORK
A. Theoretical Review ................................................................................... 10
1. Definition of Translation ..................................................................... 10
2. Characteristic of Translation ............................................................... 11
3. Types of Translation ........................................................................... 12
4. Translation Procedures ........................................................................ 15
5. Translation Method ............................................................................. 18
6. The Component of the Difficulties in Translating Indonesian
Text into English ................................................................................. 19
7. Interlanguage ....................................................................................... 23
8. Translation Difficulty .......................................................................... 27
9. Recount Text ....................................................................................... 30
10. Rubric Theory ..................................................................................... 31
B. Review of Related Studies ........................................................................ 34
xi
CHAPTER III RESEARCH METHODOLOGY
A. Research Approach ................................................................................... 36
B. Research Method ....................................................................................... 36
C. Research Setting ........................................................................................ 37
1. Vision .................................................................................................. 37
2. Missions .............................................................................................. 38
D. Population and Sample .............................................................................. 39
1. Population ........................................................................................... 39
2. Sample ................................................................................................. 40
E. Sampling Technique.................................................................................. 41
1. Probability Sampling ........................................................................... 41
2. Non-probability Sampling ................................................................... 42
F. Research Design ........................................................................................ 44
G. Data Collection Method and Instrument ................................................... 44
1. Test ...................................................................................................... 44
2. Documentation .................................................................................... 44
H. Evaluation ................................................................................................. 45
I. Data Analysis ............................................................................................ 45
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
A. Data Description and Analysis .................................................................. 48
B. Discussion ................................................................................................. 51
CHAPTER V CLOSURE
A. Conclusion................................................................................................. 79
B. Recommendation....................................................................................... 80
BIBLIOGRAPHY ................................................................................................. 81
APPENDIX
CURRICULUM VITAE
Permohonan Izin Penelitian
Surat Keterangan Penelitian
Lembar Konsultasi Skripsi
SATUAN KREDIT KEGIATAN (SKK)
xii
LIST OF TABLE
Table 2.1 English and Indonesian Similarities and Differences (Adopted
from TruAlfa&Indodic.com)............................................................................ 20
Table 2.2 a Rubric Based on the Text as the Unit of Translation .................... 31
Table 2.3 Farahzad‟s Model Based on Sentence and Clause as the Unit of
Translation........................................................................................................ 32
Table 3.1 Time of the Research ....................................................................... 39
Table 3.2 Participants of the Research ............................................................. 40
Table 3.3 Students Translation Rubric ............................................................. 45
Table 3.4 the Category of Difficulties Level ................................................... 47
Table 4.1 the Percentages of Students‟ Translation Mistakes in Individual
Task .................................................................................................................. 50
Table 4.2 the Percentages of Students‟ Translation Mistakes in Group Work 50
Table 4.3 the Types of Students‟ Mistake in Individual Task ......... APPENDIX
Table 4.4 the Percentage of Students‟ Translation Mistake in Individual
Task .................................................................................................. APPENDIX
Table 4.5 the Types of Students‟ Mistake in Group Work .............. APPENDIX
1
CHAPTER I
INTRODUCTION
A. Background of the Study
There are four language skills in learning English: listening,
speaking, reading, and writing. Translation ability includes in writing skill
because a translation is written. Many people still have low awareness
about how important of translation, they only learn four language skills
there are listening, speaking, reading, and writing that generally learns in
the school. Translation is important not simply because it gets us talking
to each other or allows each of us to read what the other has written but
because it gives us insights into why we find it difficult sometimes to
speak to each other and why we particularly like or understand what the
other has written (Bell, 1991:298). Learning translation is not only
important for education, but also important for daily life. For Indonesians,
English is learned mainly for the engagement and improvement or relation
with other nations. The function of English is a medium that students can
improve their abilities in science, technology, art, and culture so that they
will not feel neglected in their society.
According to Catford (1965: 20), translating consists of several
processes and considerations in producing the good translation. However,
it seems that the students do not recognize this. They do not really
understand that the translation is the really complex activity. They may
think that translating is simply only the process of changing the source
2
language word into target language word. That is why they make their
translation simply by bringing their Indonesian thinking into English. They
usually use literal translation when translating tasks. Newmark in Budianto
and Fardhani (2010:2) defines translation as a craft consisting in attempt to
replace a written message and/or statement in one language by the same
message and/or statement in another language. In his definition, he
underlines that the important thing in translation is the message. The
translation should express the same message as the message of the source
language offered. Learners of English as a Foreign Language (EFL) in
Indonesia generally feel that translating, particularly translating Indonesian
to English is a very difficult task. This understandable, considering that
translating is a very complex task demanding some integrated
competencies (Yuliasri, 2014:107).
In junior high school, there is no special or particular subject of
translation, the teacher does not give a theory about translation to the
student. When teaching and learning process, usually the teacher will
explain material in English and then repeat the explanation in Indonesian.
Translation usually applied in reading and writing class, students must
translate the text or material from English into Indonesia or Indonesia into
English. Sometimes, when the student makes an English sentence or
paragraph usually they will make Indonesian text first and then translate it
into English.
3
Students of SMP N 1 Salatiga have a good English skill, especially
in speaking skill; they speak English with good pronunciation and fluency,
but they think that they have low vocabularies mastery, they feel difficult
when having a writing task, to make English text usually they make it in
Indonesian text first and then translate it into English. They usually depend
on the dictionary in translating the text.
Most of students‟ from all level feel difficult in translating
Indonesian text into English. According to Soemantri (2011: 104) says that
is commonly understood that translating from the source language into the
target language (or vice versa) is very difficult for those whose
background is not English department. From this, we know that translating
Indonesian text into English is not easy, moreover for junior high school
students that may make some error in translating the text. Because they
learning Basic English. They transfer the sentence pattern from Indonesian
into English that consequently causes many errors occurred in the result of
their translations (Retnomurti & Imran, 2013: 5). These errors can be
caused by several factors, such as the interference from students mother
tongue (L1) or lack of knowledge of English grammar (L2) (Hambali,
2011; Shan-ling & Yan, 2013). Every student has their own difficulties,
and the factors that make their difficulties may also differ from each other.
To make English sentences or paragraph usually students will make in
Indonesian text first and then translate it into English.
4
In the English basic skill, the translation was difficult because this
skill required the learners to master both the English language
system that had the different representation of native language as
the target language and Indonesian as the source language. The
students had to make comparison meaning into target language
especially Indonesian into English. Lestariana, (2017: 101-102).
This research came from the researcher problem self. The
researcher has difficulties in translating Indonesian text into English, it is
more difficult than translating English text into Indonesian. Because
Indonesian language and English language has a different structure and
culture, between Indonesian and English there is interlanguage that usually
makes some errors. In this case, the researcher would analyze the
difficulties and the components that faced by students in translating
Indonesian text into English especially in recount text. The researcher
would like to conduct research entitled THE DIFFICULTIES FACED
BY STUDENTS IN TRANSLATING INDONESIAN TEXT INTO
ENGLISH.
B. Problem Statements
Based on the background above, the researcher concluded some
questions as the problem questions of this research, they were:
1. What are the difficulties faced by students in translating Indonesian
text into English?
2. What are the dominant components causing difficulties faced by
students in translating Indonesian text into English?
5
C. Objectives of the Study
From the problem statements, objectives of this study were:
1. To know the difficulties faced by students in translating Indonesian
text into English.
2. To know the dominant components causing difficulties faced by
students in translating Indonesian text into English.
D. Benefits of the Study
The benefits of the study are as follows:
1. Theoretical
The result of this research is estimated to improve the theory of the
difficulties in translating Indonesian text into English. Then, it is also
estimated to improve the theory of difficulties component in
translating Indonesian text into English.
2. Practical
a. Researcher
This research is estimated to give knowledge for the
researcher. Well as the student of English Department that is
estimated to become an English teacher, it is estimated to become a
good reference for the researcher in teaching translation by
understanding the difficulties and dominant components of
difficulties.
b. Students
6
This research is estimated to give reference for students that
become the object of this research to know the difficulties and the
dominant difficulties and then find solution that can make them
easier in translating Indonesian text into English.
E. Limitation of the Study
This research is limited to the problem focuses on analyzing the
difficulties in translating Indonesian text into English and the dominant
components of difficulties in translating Indonesian text into English at the
eighth grade students‟ of SMP N 1 Salatiga in the Academic Year of
2017/2018.
F. Classification of Key Terms
Based on the title of the paper, there are some key terms that are needed to
be explained:
1. Difficulties
Mistakes, misjudgments, miscalculations, and error form an
important aspect of learning in acquiring information (Brown,
2000:216). Difficulties in translating are when someone who
translates the text from the source language (Indonesian) to target
language (English), but does not understand how to use adverb, verb,
and noun so will make the sentence is not perfect.
According to Nord (1997:64), the difficulties of translation are
mental phenomena that are dependent on the individual translator (or
7
translation trainee) and which result from the lack of competence in
culture, language, and translation.
From the definition some expert above the researcher conclude that
difficulties of translation are when someone translate from source
language (Indonesian) into target language (English) but doesn't
understand about the use of verb, adverb, and noun, the translator also
lack of competence about culture and both of language (source
language and target language).
2. Translation
Translation is a kind of activity which inevitably involves at least
two languages and two cultural traditions (Hartono, 2012:15). Nida &
Taber (1982:12) say that translating consists of reproducing in the
receptor language that closest natural equivalence of a source language
message, firstly in terms of meaning and secondly in terms of style. In
addition, Wills (1982:112) says that translation is a procedure which
leads from a written source language text to an optimally equivalent
target language text and require the syntactic, semantic, stylistic, and
text pragmatic comprehension by the translator of the original text.
From the definition some experts above the researcher concludes
that translation is a process of transferring language from the source
language into the target language without change the meaning.
8
3. Recount text
Recount is a piece of text that retells past events, usually in the
order in which they happened. The purpose of a recount text is to give
the audience a description of what happened and when it happened
(Rosyadi in Teaching Material Development). According to Grace
(2007: 30), recount text is a text that tells the reader or listener what
happen in the past through a sequence of events. From the definition
above the researcher conclude that recount text is a text that tells about
the past events through a series of events.
G. Research Paper Organization
In order to make clear research, the research paper is organized by
the following paper organization.
Chapter I consists of background of the study, problem statements,
objectives of the study, benefits of the study, limitation of the study,
classification of key terms, and research paper organization.
Chapter II is the theoretical framework that elaborates the
theoretical review. This chapter explains about the definition of
translation, Characteristic of translation, types of translation, translation
procedures, translation method, and the component of the difficulties in
translating Indonesian text into English, interlanguage, translation
difficulty, Recount Text, Rubric Theory, and the review of the related
study.
9
Chapter III contains the profile of SMP N 1 Salatiga and research
methodology.
Chapter IV research findings and discussion describes the data
description and analysis that discusses the finding of the study and
difficulties faced by students.
Chapter V is closure as the end of the paper by giving conclusions
and recommendation.
10
CHAPTER II
THEORETICAL FRAMEWORK
A. Theoretical Review
1. Definition of Translation
Nida & Taber (1982:12) say that translation involves reproducing
in the receptor language the closest natural equivalence of a source
language message, firstly in terms of meaning and secondly in terms of
style. In addition, Wills (1982:112) says that translation is a procedure
which leads from a written source language text to an optimally
equivalent target language text and require the syntactic, semantic,
stylistic, and text pragmatic comprehension by the translator of the
original text.
Brislin (1976:1) states that translation is the common word stating
to the transfer of opinions and ideas from one language (source) to
another (target), whether the languages are in written or oral form
whether the languages have recognized orthographies or do not have
such standardization or whether one or both languages is based on
symbols, as with symbol language of the oblivious. In this definition, it
seems that Brislin gives a wide definition of the word "translation".
For him, translation means transferring opinions and ideas from one
language to another language and the languages can be in a spoken
form which is named interpretation and in the written form which is
generally named translation. In this definition, however, the process of
11
translation and the criteria of a good translation are not clearly
indicated.
The next definition is taken from Larson "Meaning-Based
Translation" (1984:31). In that book, he states that translation is
principally a change of form. When we say of the form of a language,
we are stating the definite words, phrases, clauses, sentences,
paragraphs, etc., which are spoken or written …. In translation, the
form of the source language is changed by the form of the receptor
(target) language. This definition gives stresses on the change of form.
In translating, therefore, the translator should try to find the equivalent
of form between the form of the source language and that of the target
language. In line with Brislin, Larson also states that the languages
transferred can be spoken and written forms. It should be noted,
however, that Larson in the definition states that translation should be
a change of form, while in his book he is writing, he argues a
translation which is based on meaning.
From some expert, it can be concluded that the definition of
translation is transferring or change the target language into source
language without changing the content of the text.
2. Characteristic of Translation
Budianto & Fardhani (2010:6-7). The most important problem of
accurate translation is about the consistence or closest natural
equivalence of the message transferred from source language into
12
target language. Thus a work can be stated as the work of translation
when it has the following requirements:
a. It is a kind of replacement or reproducing message, of the
source language into target language.
b. It concerns with the written message or textual material or text.
c. It transfers the content or thought or messages not the form of
source language text.
d. It is also a kind of process or exercise.
e. The second text must have the same meaning or message with
the first or original.
f. The second text uses an idiomatic expression in the target
language to retain the style or to make it sounds like the
original text.
g. The second text uses target language equivalent to the source
language.
3. Types of Translation
Larson (1984:15-23) proposes two main kinds of translation
namely literal and idiomatic translations. The literal translation is a
form-based translation trying to follow the form of the source
language, so the translator uses source language words with literal
meaning as indicated in the source language and the source language
structures. Sometimes, the original structures are acceptable, or even
unacceptable at all in the target language. If the translator makes some
13
regulations on the structures in the target language, Larson (1984:16)
calls it "modified literal translation". This kind of translation is not an
ideal translation since it still results in an unnatural translation. In order
to produce natural forms of the target language both in grammatical
constructions and in the choice of lexical items, he proposes "idiomatic
translation".
Newmark (1988:36-61) proposes a concept of semantic and
communicative translations. Semantic translations tend toward a literal
translation which is focused on the source language, therefore it is
more complex, more awkward, more detailed and more concentrated.
Moreover, semantic translation attempts to maintain semantic and
syntactic structures and the contextual meaning of the source language
(Suryawinata & Hariyanto 2003:50).
Nida & Taber (1982: 20) contradict two types of translations:
literal translation and dynamic translation. The concept of literal
translation is based on the assumption that translation should maintain
the structures of the source language, although it is unacceptable in the
target language since it usually deviates from the grammatical patterns
of the target language and as a result, the target readers might
misunderstand the message conveyed. Therefore, according to the two
experts, this kind of translation is not suggested and they propose that
a good translation should be a dynamic translation. The dynamic
translation should consist of the five elements (1) reproducing the
14
message, (2) equivalence, (3) natural equivalent, (4) the closest
equivalent, and (5) priority on meaning (Suryawinata, 1988:8).
Based on the types of translations proposed by Larson (1984) in
Nida & Taber (1982: 8), it can be stated that translation principally can
be divided into two poles namely faithful translation and free
translation. Free translation can be acceptable since it can produce the
most effective way of conveying the message in the target language
and the translation is smooth (Fardhani, 2010: 9).
According to Larson (1984:15) translation is classified into two
main types, namely form-based translation and meaning-based
translation. Form-based translation attempts to follow the form of the
source language and is known as literal translation, while meaning-
based translation that makes every effort to communicate the meaning
of source language text in the natural form of the target language. Such
translation is called Idiomatic Translation.
Translation types according to Code
Jacobson (1959) in Schulte & Biguenet (1992:145)
distinguishes three ways of interpreting a verbal sign: it may be
translated into other signs of the same language, into another language,
or into another code that is nonverbal system of symbols. These three
types are succinctly put as follows:
a. Intra-lingual translation or rewording: it is an interpretation of
verbal signs by means of other signs of the same language.
15
b. Inter-lingual translation or translation proper: it is an
interpretation of verbal signs by means of some other language.
c. Inter-semiotic translation or transmutation: it is an
interpretation of verbal signs by means of signs of nonverbal
signs system.
4. Translation Procedures
According to Suryawinata & Hariyanto (2003:67-68), the
procedures can be divided into two types: structural and semantic
procedures.
a. Structural Procedures
These procedures which deal with structural problems may
be divided into three procedures; they are an addition,
subtraction, and transposition.
Addition. It is the addition of words in the target language
as required by the target language structure. Subtraction. It
means the reduction of the structural elements in the target
language in order to be structurally acceptable. Transposition.
This procedure, according to Suryawinata & Hariyanto (2003:
66), is used to translate clauses or sentences. The translator
uses this procedure by changing the original structure of the
source language in the target language sentences to produce an
equivalent effect. The change is made by changing the plural
into singular form, the position of adjectives, or the structures
16
of sentences as a whole (Newmark, 1988:85 in Suryawinata &
Hariyanto, 2003: 68).
b. Semantic Procedures
In translating, especially for translator need habit in order to
speed up the translation process and make it more enjoyable,
but they also need new experience to enrich it and complicate
it, slow it down, and again, to make it more enjoyable
(Robinson, 2003:90).
These procedures are the translation procedures based on
the consideration of meaning. The procedures are as follows:
Borrowing. It is the translation procedure which takes the
source language form into the target language one due to a gap
in its lexicon (Fawcett, 1997:34). Borrowing, according to
Vinay & Darbelnet, is used to “create a stylistic effect”
(Venuti, 2000:84) and as Fedorov says to retain the “shade of
specificity” (Fawcett, 1997:71).
Descriptive equivalent. As the name implies, a descriptive
equivalent tries to describe meanings or function of the source
language (Newmark, 1988: 83-89). This procedure is adopted
since the source language word has a close relationship with a
culture of the specific word and the use of the cultural
equivalent cannot give an expected level of accuracy.
17
Synonym. This procedure is used if there is no a clear one-
to-one equivalent between the source language and the target
equivalent word (Newmark, 1988: 83) and if the use of
componential analysis may disturb the plot of the target
language sentences (Newmark, 1988: 83-84).
Reduction and expansion. Reduction in this term means the
reduction component of the source language such as
“automobile” that becomes “mobil”. An expansion is the
opposite of reduction, for example the translation of the word
“whale” is “ikan paus” not just paus, since the word paus
means “the Pope”.
Addition. Addition in this case, is done on the basis of the
consideration of clarity of meaning. (Suryawinata & Hariyanto,
2003: 74). This procedure is usually applied to help translate
words related to culture, technique or other sciences.
Official translation. This procedure makes use of an official
translation that has been standardized by the responsible
institution. Omission or deletion. It means the omission of
word or a part of the source language text in the target
language. The omission is done since the word or the part of
the text is not so important for the source language text and is
rather difficult to translate (Suryawinata & Hariyanto, 2003:
75).
18
Modulation. According to Vinay & Dalbenet, it is a
variation of the form of the message obtained by a change in
the point of view (Venutii, 2000: 89). This procedure is used
for translating phrases, clauses or sentences and it is adopted
when a literal meaning cannot produce a natural translation.
5. Translation Method
According to Newmark (1988: 54) there are eight kinds of
translation method:
a. Word-for-word translation: in which the SL word order is
preserved and the words translated singly by their most
common meanings, out of context.
b. Literal translation: in which the SL grammatical constructions
are converted to their nearest TL equivalents, but the lexical
words are again translated singly, out of context.
c. Faithful translation: it attempts to produce the precise
contextual meaning of the original within the constraints of the
TL grammatical structures.
d. Semantic translation: which differs from „faithful translation‟
only in as far as it must take more account of the aesthetic
value of the SL text.
e. Adaptation: This is the freest form of translation, and is used
mainly for plays (comedies) and poetry: the themes, characters,
19
plots are usually preserved, the SL culture is converted to the
TL culture and the text is rewritten.
f. Free translation: it produces the TL text without the style, form,
or content of the original.
g. Idiomatic translation: it reproduces the „message‟ of the
original but tends to distort nuances of meaning by preferring
colloquialisms and idioms where these do not exist in the
original.
h. Communicative translation: it attempts to render the exact
contextual meaning of the original in such a way that both
content and language are readily acceptable and
comprehensible to the readership.
Generally, there are three kinds of translations method: literal
translation, communicative/dynamic/idiomatic translation, and free
translation.
6. The component of the difficulties in translating Indonesian text into
English
In linguistic approach to translation, translation problems
are defined as the difference in language (lexical, syntactic,
and stylistic) between the source and target texts, but in the
communicative approach to translation, the translation
problem arises when the equivalence in function between
the source and target cannot be easily established and the
problematic elements are related to cognitive considerations
in transformation process (Palumbo, 2009:129).
20
In phrase structure and compound word in Indonesian generally
used pattern D-M (Explained-Explain), the word that explains located
after the word that explained. Whereas in English phrase structure
used pattern M-D (Explain-Explained) the first word explain the next
word (Soewondo, 1994:21).
For example:
Indonesian language English language
Rumah besar large house
Gadis (yang) cantik pretty girl
Kursi (yang) rusak broken chair
Soal (yang) sukar difficult sum
Indonesian and English have the similarities and differences, as
adopted from TruAlfa & Indodic.com in Indonesian Journal of English
Language Studies in the table below.
Table 2.1 English and Indonesian Similarities and Differences (Adopted from
TruAlfa&Indodic.com)
Similarities Differences
Indonesian English
The ways of arranging
sentences and paragraphs are
similar.
Tenses are not used in
Indonesian
English has tenses for
verbs
Both languages form words
in the same way by attaching
prefixes and suffixes to root
words
Indonesian doesn‟t have
gender
English has gender
(male/female/neuter
personal pronouns)
Both languages have passive
& active voices – Indonesian
uses “di-“ prefix to indicate
Indonesian plural
concept is understood by
context or by the
English has a plural
suffix “s”
21
the passive voice while
English uses the “-ed”
suffix.
addition of other words
or repetition of the same
words using hyphen to
express the concept of
something being “more
than one”.
Both languages use similar
numbering systems except
that Indonesian uses a
decimal (dot) instead of a
comma as 3 digit separator
(be aware that English is
inconsistent with terms for
large numbers –American
system and British/European
system are different
Indonesian doesn‟t use
contractions such as
aren‟t, won‟t, etc.
English uses
contractions such as
aren‟t, won‟t, etc.
Both languages use similar
punctuation marks such as
commas, periods,
parenthesis, question marks,
quotation marks, hyphens,
etc.
Indonesian sentences
almost always have the
primary thought or focus
on the beginning of the
sentence, the main
thought comes first and
the adjunct second.
English is more
varied and
inconsistent.
Symbols are nearly the same
for both languages
After nouns in
Indonesian
Modifying adjectives
are usually placed
before the noun in
English
Capitalization is nearly the
same for both languages
There are no articles in
Indonesian (no a, an or
the), although the se-
prefix can act in a similar
manner such as in
secarik = a scrap or
sebuah = a piece (of
fruit).
English has articles
There are many words that
are identical to both
languages and even more
that are very similar. Most
spellings for names of the
world‟s countries are the
same or very similar in both
languages.
Indonesian uses the
circumfix affix
English doesn‟t use
the circumfix affix
Indonesian uses
figurative forms less
frequently than in
English
English uses
figurative forms a lot
more frequently than
in Indonesian
Indonesian does not
change the verb.
(Example: “I go, you go,
he goes” – “I go” is 1st
person singular and “he
goes” is 3rd person
singular with “goes” as a
different spelling of
English has different
spellings for 3rd
person singular verbs
22
“go”.)
Indonesian uses hyphens
for repetition of the same
word or almost-same
words (reduplication,
expressing repetition or
indicating things smaller
than real size like toys).
English uses hyphens
to form adjectives &
nouns from differing
word, compounding
them with the
combined meaning
(e.g. life-giving =
adj.).
a. Word Choice
Word choice is an important component in translation,
there are some Indonesian words that cannot be translated into
English, and conversely, there are some English words that
cannot be translated into Indonesian. In translation, word
choice is very necessary, because to make a good translation
need an appropriate sentence by using word choice. For
example, the word „acara' can be translated into English
agenda, program, judicial procedure, and jurisdiction. Every
word has a different role in sentences, so the choice of word is
very important to make a good translation without change the
meaning from the source language. Sometimes, students lack
the vocabulary and then they trade on the dictionary, this can
make inappropriate sentences because they translate word for
word.
b. Grammatical structure
Grammatical structures usually being one of the students'
difficulties, because Indonesian language and English have a
different structure, Indonesian language has no tense which
23
there is no change of verb to perceive time. While English has
some tenses that ruling in make a sentence. According to
Nordquist (2018: 11) in grammar, the time of verbs happen is
tenses. In this research, the researcher makes a research in
recount text class.
c. Lexical equivalent
The lexical equivalent is "the equivalence of the closest
meaning between the source language and the target language
of a word used in context" (Fardhani, 1997: 45). To make a
good translation and make the reader understand the meaning,
we must translate with the word that has the closest meaning in
the sentence.
d. Accuracy and Appropriateness
Accuracy also important in translation, translation accuracy
refers to how correct the translator use of language system,
including grammar, etc. Appropriateness very necessities in
translation because when we use an inappropriate word, make a
disordered sentence. So the reader may not get the meaning.
Appropriate for using pronouns is very important in translation.
7. Interlanguage
In translating Indonesian text into English there is a language that
must be learning between Indonesian and English called inter-
language. According to Richards (1992:186), "interlanguage is the type
24
of language produced by second and foreign language learners who are
in the process of learning a language". Ellis (1994:351) quoted
Selinker's idea about the characteristic of interlanguage as follows:
a. Language transfer (some, but certainly not all, items, rules, and
subsystems of a learner‟s interlanguage may be transferred from
the first language)
b. Transfer of training (some interlanguage elements may derive from
the way in which the learners were taught)
c. Strategies of second language learning (Selinker talks about an
identifiable approach by the learner to the material to be learned)
d. Strategies of second language communication (an identifiable
approach by the learner to communication to the native speakers of
the target language)
e. Overgeneralization of the target material (some interlanguage
elements are the result of a clear overgeneralization of target
language rules and semantic features)
1) Equivalence Translation
Equivalence is very important in translating, the translator should
try to find an equivalent between the source language and the target
language. Nida (1982) in Venuti (2000: 129) proposed that principally
there are two types of equivalence which most absolutely characterizes
the structural equivalence are also called by Nida a "gloss translation".
25
According to Catford (1965:27), translation equivalence as an
empirical phenomenon, discovered by comparing source language and
target language text, and on the other hand, the basic conditions, or
reasoning, of translation equivalence.
Equivalence translation is the replacement of a stretch of the source
language (particularly idioms, clichés, proverbs and the like) by its
functional equivalent (greeting etc) (Bell, 1991:70).
Baker (1992) in Utami (2017:193) differentiated four levels the
notion of equivalence, in relation to the translation, including all
different aspect of translation and therefore locating together the
linguistic and the communicative approach. They are word level
equivalence (the equivalence of source language word and target
language word), grammatical equivalence (the equivalence of
grammatical structures of source language and target language), textual
equivalence (the equivalence between a source language and a target
language text in terms of information and cohesion), and pragmatic
equivalence (the equivalence between a source language text and a
target language text in terms of coherence and process of
interpretation). Baker in Utami (2017:194) said that differences in the
grammatical structures of the source and target languages often result
in some change in the information content of the message during the
process of translation.
26
Yinhua (2011:116) in a journal Equivalence in Translation states
there are necessities of translation equivalence, they are:
a) Necessity of equivalence as implied in definition of translation.
Translation is so compound a kind of activity that to
explain it adequately is not an easy circumstance.
b) Necessity of equivalence as required by essence of translation.
Just like definition of translation, there are also various
options concerning the nature of translation, such as “Translation is
a science” “Translation is an art”, “Translation is a language
activity”.
c) Necessity of equivalence as demonstrated by limitations of
translatable and difficulty of translation.
When we say that something is translatable, in a sense, it
means that a certain unit of equivalence of the source text can be
accomplished in the target language.
2) Semantic Fields
The importance of these concepts for translation is that their
application in comparative linguistics shows clearly that meaning and
meaning structures do not equal between languages (Fawcett, 2003:
19).
Since there are many problems in translating, Baker (1992:21-25)
divided some common types of the problem of non-equivalence at word
level:
27
1) Culture-specific concepts
The source language word may express a conception which is
totally unidentified in the target culture.
2) The source language concept is not lexicalized in the target language
The source language word may express a conception which is
identified in the target language word to express it.
3) The source language word is semantically complex
“The source language word may be semantically complex. This is a
fairly common problem in translation. Word does not have to be
morphologically complex to be semantically complex” (Bolinger &
Sears in Baker, 1992: 12)
4) The source and target language makes different distinction in meaning
The target language may make more or fewer distinctions in meaning
than the source language. For example, Indonesian makes a distinction
between going out in the rain without the knowledge that it is raining
(kehujanan) and going out in the rain with the knowledge that it is
raining (hujan-hujanan). English doesn't make this distinction, with the
result that if an English text referring to going out in the rain, the
Indonesian translator may find it difficult to choose the right
equivalent, unless the context makes it clear whether or not the person
in question knew that it was raining.
28
8. Translation Difficulty
"A good starting point is to look at what earlier scholars have defined
as translation difficulties or translation problem" (Howard, 2015:5).
Some scholars (e.g. Nord 1997: 64) have distinguished difficulties
from the problem, with difficulties pertaining to the individual and
problems being identifiable textual features. It means that difficulties
are evaluated on students' difficulties individually. So we know the
difficulties faced by students one by one.
Translation fails or untranslatability occurs when it is
impossible to build functionally relevant features of the
situation into the contextual meaning of the target language
text. Broadly speaking, the cases where this happens fall
into two categories. Those where the difficulty is linguistic,
and those when it is cultural (Catford, 1965:94).
A translation problem is an objective (or inter-subjective)
transfer task which every translator (irrespective of their
level of competence and of the technical working
condition) has to solve during a particular translation
process. [….] translation difficulties, on the other hand, are
subjective and have to do with the individual translator and
the specific working conditions. A particular translation
problem which seems very difficult to the beginner will
remain a translation problem, even when the student has
learned to cope with it. It can turn into a difficulty again,
though, if the translator has to solve it without the
necessary technical resources. (Nord, 2005: 166-167).
Nord also sets out four categories of translations difficulty in the
context of classroom translation tasks: text-specific, translator-
dependent, pragmatic, and technical (2005: 168-171). Text-specific
difficulties are related to the degree of comprehensibility of the source
text and can be discovered by going through the intra-textual factors
of text analysis, ignoring translator-dependent criteria as far as is
29
possible (Nord, 2005: 168). Translator-dependent difficulties that "in
translation teaching deficient linguistic competence in source
language or target language is usually the biggest stumbling block
(Nord, 2005:169).
Nord's two remaining areas of translation difficulties are
"pragmatic difficulties" and "technical difficulties". The former has to
do with what type of text is being translated for what defined the
audience, and the latter with the resources for research and
documentation available.
Difficulty was defined as:
Where subjects in one language provided different
renditions of a chunk of text, that chunk was judged to be
difficult on the basis of the processing effort needed to
decide among the various choices available. If the chunk
caused a similar level of difficulty in all three languages,
then it was judged to be universally difficult (Cambell and
Hale, 1999:2).
In a study on measuring translation difficulty, define it as the
extent to which cognitive resources are taken up by a translation task
for a translator to achieve objective and subjective performance
criteria (Sun & Shreve, 2014:99). According to Catford (1965:49)
says, "The source language and target language items rarely have the
same „meaning' in the linguistic sense, but they can function in the
same situation". Students or the translator must comprehend two
languages there are source language and target language to get a good
translation and match meaning. It is not easy to comprehend two
30
languages, English and Indonesian, because both of Indonesian and
English language has different characteristics. In translating from the
source language to target language it is important to know the
characteristics of both languages. One of the distinguishing
Indonesian language and English language is plural. In Indonesian, the
plural is in form of double words with a dash, for example, anak-anak,
buku-buku, kuda-kuda (Panitia Pengembangan Indonesia in
Indonesian Journal of English Language Studies, 2016:40). Different
with the plural in English is marked with the addition of s/es in a
regular form such as books and churches, and other forms of words in
an irregular form such as children and teeth. The other distinguishing
characteristic is a possessive pronoun.
9. Recount Text
According to Grace (2007: 30) recount text is a text that tells the
reader or listener what happen in the past through a sequence of events.
The generic structures of recount text are orientation, event, and re-
orientation.
According to Rosyadi in Learning Material Junior High School
Grade VII, Recount is a piece of text that retells past events, usually in
the order in which they happened. The purpose of a recount text is to
give the audience a description of what happened and when it
happened.
31
According to Pardiyono (2017:63), recount text is made with the
purpose to provide information (to inform) about past activities. Same
with that, according to Dirgeyasa (2016:2), simply recount is defined
as a type of text composed in order to give information about the past
activities.
10. Rubric Theory
Farahzad‟s Rubric in JESL
Farahzad (1992:274) maintains that two main features are to be
checked in scoring for each unit of translation:
a. Accuracy: the translation should convey the information in the
source text (ST) precisely, i.e. the translation should be close to
the source text norms.
b. Appropriateness: the sentences should sound fluent and native,
and should be correct in terms of structure.
Farahzad (1992) believes that scoring a long text can be done in two
ways:
a. It can be scored holistically. Since the item assesses a wide
variety of competencies, the examiner may find it convenient to
approach the text as the unit of translation and adopt this
system, especially with a large number of students. The
examiner may, for instance, come up with the scheme as
demonstrated in table.
Table 2.2 a Rubric Based on the Text as the Unit of Translation (Farahzad, 1992)
32
Items Score
Accuracy 20 percent
Appropriateness 20 percent
Naturalness 20 percent
Cohesion 20 percent
Style of discourse/choice of word 20 percent
It can be subjected to objectify scoring. In this system, there are two
steps to read the target text, first to check the accuracy and
appropriateness, then for cohesion and style (the details of which
appear in table below). Although time-consuming, this system is more
trustworthy. Farahzad continues that the units of translation may be in
a sentence and clause. Thus each verb in the source language text
grades a score. The main clause receives on score and each sub-clause
another score.
Table 2.3 Farahzad‟s Model Based on Sentence and Clause as the Unit of Translation
Accuracy and appropriateness Cohesion and style
Sen
tences
Main
clause
Sub clau
se
Tran
sitional
Appro
priate
use o
f
pro
nouns
Lin
kag
es
Choice o
f
word
s
Gram
matical
structu
re
1
2
3
4
33
Cohesion and style cannot be checked and scored at the sentence
and clause level. The elements of cohesion (e.g. transitional,
appropriate use of pronouns, linkages, etc.) are spread all over the text
as are the elements which form the style of discourse (e.g. choice of
words, grammatical structures, etc.).
Waddington‟s Rubric in JESL
In addington‟s (2001) model of translation quality assessment,
each translated text is assessed by the researcher and two other raters.
He declares that almost all the offerings in translation quality
assessment have been descriptive or theoretical and have focused
mostly on the following themes:
a. Creating the criteria to make a good translation
b. The nature of translation errors:
1) Describing the nature of translation errors as conflicting to
language errors,
2) Make a list of possible translation errors,
3) Creating the qualified, as opposed to complete, nature of
translation errors, and
4) The necessity to assess quality not only at the linguistic but
also the pragmatic level.
c. Grounding quality assessment on the text linguistic analysis
d. Creating several textual levels on a hierarchical basis and
concerning the significance of mistakes to these levels
34
e. Assessment based on the psycholinguistic theory of “scenes and
frames”
B. Review of Related Studies
There are some researches that became the reference for this
research. The first research was conducted by Basuki. The title of the
research is Investigating Students Difficulties in Translating Indonesian
Text into English in The Fifth Semester Students of English Education
Program of Muhammadiyah University of Purworejo in The Academic
Year of 2013/2014. The aim of that research is to analyze the difficulties
faced by students of English Department in translating Indonesian text into
English. The finding shows that in translating Indonesian into English the
students still have difficulties, especially in finding clear diction and in
using their grammatical competence. This research becomes the starting
ideas for the researcher to make the similar research with junior high
school students as the object.
The second previous study conducted by Nur Anita with the title
An Error Analysis on Using Simple Past Tense in Recount Text by the
First Grade Students of SMA Negeri 2 Salatiga in the Academic Year of
2014/2015. This research is quantitative descriptive research that aimed to
describe the students' error in using simple past tense in recount text. The
result of this study showed that there are four kinds of errors such as errors
of addition, the error of miss-ordering, error of omission, and error of
35
misformation. This research becomes the reference for the researcher to
analyze the data using a quantitative descriptive method.
The third previous study conducted by Ilima Fitri Azmi with title
Students Difficulties in English-Indonesian Translation of Specialized
Terminologies. This final project is a study which finds and describes the
difficulties in the English-Indonesian translation of specialized
terminologies, the result of the research shows that the percentage
translation inaccuracies in the students' translation were quite high. The
second category of the students' difficulties in translating specialized texts
was the difficulty of arranging the order and the structure of words or the
sentences. From this research the researcher interest to make research with
a similar title, with translating Indonesian into English.
36
CHAPTER III
RESEARCH METHODOLOGY
A. Research Approach
In conducting this research, the researcher used quantitative
research. According to Aliaga & Gunderson (2010) cited in Muijs (2004:
1), "quantitative research is explaining phenomena by collecting numerical
data that are analyzed using mathematically based methods (in particular
statistics)”. The researcher conducting this research used analytical
approach, according to Priyono (2016: 6), "Analytical approach is an
activity to determine every problem that happens, which relevant, which
being prominent problem, etc." In this research, the researcher wants to
know the problem of student difficulties in translating Indonesian text into
English.
B. Research Method
In conducting this research, the researcher used a descriptive
quantitative method. According to Williams in Journal of Business &
Economic Research (2007:3) says that "The descriptive research approach
is a basic research method that examines the situation, as it exists in its
current state". Descriptive research includes recognition of characteristics
of a certain phenomenon based on an observational basis or the
exploration of correlation between two or more phenomena. Arikunto
(2010) says that the research method that only describes variable,
indication or event, not rendering to examine some hypothesis. The final
37
conclusion of the descriptive study should be in words or sentences, not in
a number (Arikunto, 1996:244).
Procedure of Research
To carry out the research, the researcher did some steps as follow:
a. Selected one or two class of eighth grade students in SMP N 1
Salatiga
b. Get the students task in group work that has done in a form of
recount text translated from Indonesian language into English
language.
c. Get the individual task from the students in a form of recount text
in Indonesian language and English language.
d. Checking the students‟ task
e. Analyzing the text
f. Making conclusion
C. Research Setting
This research was conducted at SMP N 1 Salatiga, which located in
Kartini street number 24, Salatiga, Sidorejo, Salatiga City. The researcher
uses eighth grade students‟ as the object of this research.
Here is the profile of SMP N 1 Salatiga, as the location of conducting
the research:
38
1. Vision:
Create the best service to create human with good quality or
character and foremost in imtaq and ipetk that have a conception of
surroundings.
2. Missions
a. Strengthen faith, piety, student‟s behavior through religious
and that can be model around the school and society that have a
nation and state.
b. Give motivation to the students to reach for achievement in
academic and non-academic in national and international level.
c. Doing ICT, CTL, and Scientific learning effectively and
efficiently.
d. Give motivation to the student, teacher to have more creation,
innovation, and skilled in using ICT.
e. Encourage the teacher to always increasing creativity, skill,
professional, and behavior that can give quality service
according to national school standard minimum standard
service.
f. Creating school managing junior high school national standard.
g. Creating an information management system to give a
guarantee of quality to the member of school, society, and
government.
h. Create medium and infrastructure in national standard.
39
i. Create assessment technique diversification by using ICT.
j. Create education defrayal that fair, compulsory, and equitable
agreement with national standard education demand.
k. Cultivate 5 S activities there are smiles, peace, greetings,
respectful, and well behaved.
l. Cultivate “LIMUT” (Lima Menit Memungut) around school for
school member.
m. Create school environment that comfortable, safe, leafy,
beautiful, clean, and health.
n. Create GRISSA slogan: Giat, Rajin, Iman & Intelek, siap,
Sigap, Aktif.
Table 3.1 Time of the Research
Number Date Activity
1. April 18
th 2018 Discussion with the teacher and make
schedule
2. April 19
th 2018 Give information to the students about the
research
3. April 21
st 2018 Got the group task (Recount text) from
students
4. April 24
th 2018 Got the individual task (Recount text)
from students
D. Population and Sample
1. Population
Creswell (2012: 142) a population is “a group of individuals who
have the same characteristic”. The population of this research is the
whole students of the eighth grade students of SMP N 1 Salatiga in the
40
Academic Year of 2017/2018. The total amount of the population is
around 234 students which divided into 9 classes, with the division: 26
students in each class.
2. Sample
Arikunto (2010:174) states that if we only make research partly of
population, this is named sample research. Sample is a part or
demonstrative population that investigated, named sample if we plan to
simplify the result of research sample. The researcher took 22 students
from 234 students in the eighth grade in SMP N 1 Salatiga in the
academic year of 2017/2018.
Table 3.2 Sample of the Research
No Name Gender
1 S.1-ASA Female
2 S.2-APS Female
3 S.3-AHT Male
4 S.4-BN Female
5 S.5-DMD Female
6 S.6-ERW Female
7 S.7-FHR Male
8 S.8-FRM Male
9 S.9-FYR Female
10 S.10-GAE Female
11 S.11-HWS Female
12 S.12-LDPP Male
13 S.13-LA Male
14 S.14-MMSP Female
15 S.15-NKK Female
16 S.16-RNA Male
17 S.17-SCS Female
41
18 S.18-SSU Female
19 S.19-SAN Female
20 S.20-VRK Female
21 S.21-VWS Male
22 S.22-WIS Female
E. Sampling Technique
According to Priyono (2016: 117) there are two kinds of sampling
techniques, probability sampling and nonprobability sampling.
1. Probability Sampling
There are four kinds of probability sampling: simple
random sampling, systematic random sampling, stratified random
sampling, and cluster random sampling.
a. Simple Random Sampling
Simple random sampling is the easiest technique than
other technique. The researcher can use this technique if the
population of homogeny research and not too many of
quantity. There are two steps in this technique, first make a
sampling structure and then give the role number in each
structure of sampling. Second, make a sampling by lottery or
random number table.
b. Systematic Random Sampling
This technique can be used if homogeny population and
have a lot of population. The researcher must follow two steps
of this sampling. First, make a sampling structure in a group by
42
the divided amount of population with an amount of
respondent. Second, choose one group randomly.
c. Stratified Random Sampling
If the population have variation characteristic, the
researcher must use a technique of sampling depend on
difference characteristic of the population. This technique
named Stratified Random Sampling. There are two kinds of
this technique, proportional sampling comparable with the
amount of population and non-proportional sampling
incomparable with the amount of population.
d. Cluster Random Sampling
If there is no sampling structure (name list of the
population), but we have complete data about the group we can
use this technique. There are two kinds of this sampling, stage
cluster random sampling and multistage cluster random
sampling. Stage cluster random sampling used if the group
have homogeny characteristic. We can use multistage cluster
random sampling if the group of the population have
heterogenic characteristic.
2. Non-probability Sampling
This technique used when the researcher have no an
appropriate sampling structure. There are four kinds of this
43
technique, Accidental Sampling, Purposive Sampling, Quota
Sampling, and Snowball Sampling.
a. Accidental Sampling
This technique grounded on convenience. Sampling
can be selected because in an appropriate time,
situation, and place.
b. Purposive Sampling
This technique also called judgmental sampling that
can be used by determining special criteria of sampling,
especially for the expert.
c. Quota Sampling
This technique is equivalent to stratified sampling.
The differences are in selected the sampling, we use
accidental not randomly.
d. Snowball Sampling
This technique used if the researcher has no
information about population. The researcher will have
the name of the other population from one name of the
population.
From the definition above, the researcher used
probability sampling, especially simple random
sampling, because every student have a chance to be
selected as a sampling.
44
F. Research Design
In this research, the researcher used descriptive research.
According to Mulyadi in Jurnal Studi Komunikasi dan Media, descriptive
research is “a research that giving description about social situation more
clearly”. Descriptive research also called as taxonomic research describing
some variable based on the problem of the research that proposed to
analyze and describe the social fact. In descriptive research, not used
hypothesis because this research not proposed to draw generalization that
explains antecedence/dependent variables that cause some indication of
social fact happen (consequence/dependent). In analyzing data descriptive
research, advisable to used analyzing data statistic descriptive.
G. Data Collection Method and Instrument
The researcher uses two method to collecting the data, test and
documentation.
1. Test
Test is “questions series or exercise and other tools that
used to measure the skill, intelligence knowledge, ability or talent
that own by individual or group” (Arikunto, Suharsimi, 2010:193).
Students make a recount text in Indonesian language and then
translate it into English, in group work and individual work.
2. Documentation
Documentation is “a method that used to find the data
related, by using book, transcript, newspaper, magazine, ancient
45
inscription, notes of a meeting, agenda, etc.” (Arikunto, 2010:274).
Get the students task in group work and individual work in a form
of print out.
H. Evaluation
In this research, the researcher use rubric for grading, in giving
score the researcher looked at the aspect of translation that state by
Farahzad in JELS (2009). The researcher took 4 components from
Farahzad rubric.
Table 3.3 Students‟ Translation Rubric
No
Gram
matical
structu
re
Choice o
f word
s
Appro
priate u
se
of p
ronouns
Tran
sitional
1
2
3
4
I. Data Analysis
In analyzing the data, the researcher follows the steps:
1. According to Ferguson (1981: 5), statistical has found extensive
application in the psychology and educational testing field and in
the study of human ability. The researcher using statistical data
analysis to know the mean of students‟ difficulties.
2. According to Zikmund (2003), descriptive analysis is the changing
of data into a form that will make the reader more understand and
46
interpret, rearranging, gathering, and manipulating data to make
descriptive information. So the researcher will make description
about each component of student‟s difficulties from statistical data.
The formulate used to calculate the data is:
% = n/N x 100 (Muhamad Ali, 1987:184)
Where: %= the percentage of each component
n= the students difficulties of each component
N= the total number of problems in each component
In order to decide how many the students‟ difficulties, the researcher
classified the scores of the students‟ test based on some category. The
category listed as follows:
1) If the student makes mistakes 0-3, it means that he/she has the
difficulties 0%-20%
2) If the student makes mistakes 4-5, it means that he/she has the
difficulties 21%-30%
3) If the student makes mistakes 6-7 , it means that he/she has the
difficulties 31%-40%
4) If the student makes mistakes 8-10, it means that he/she has the
difficulties 41%-60%
5) If the student makes mistakes 11-20, it means that he has the
difficulties 61%-100%
47
Table 3.4 the Category of Difficulties Level
Level of Difficulties (%) Category Score
0-20 Very low A
21-30 Low B
31-40 Enough C
41-60 High D
61-100 Very high E
In analyzing the data, the researcher used statistic
descriptive data analysis. According to Litosseliti (2010: 70),
descriptive statistic are indicates that give information about the
general shape or quality data, and include such things as the mean
and the median.
48
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
A. Data Description and Analysis
In this chapter the researcher would like to describe the result of
the research to know the difficulties faced by students of SMP N 1
Salatiga in translating Indonesian text into English. From the research, the
researcher took two tasks from students, individual task and group task.
The researcher got the result from students‟ translation of recount text
made by themselves, although this research is not comparison study, but
the researcher analyzed two forms of students‟ tasks, group task and
individual task. There are some steps to find the result, analyze the
mistake, grammatical error, word choice, accuracy and appropriateness of
sentences. After analyzing the mistake the researcher gives score, one for
each mistake, and all type of mistakes. Then make percentages. From
identifying the students‟ error or mistake the researcher will know the
student difficulties, and then make a conclusion. After analyzing the data,
the researcher found that many students made errors in grammatical
structure and word choice dominantly. The results of the students‟
translation can be seen in the table 4.3 in the appendix. For instances, there
are the students‟ mistakes:
1. Grammatical structure
a. SL : …kita langsung pergi ke Jogja
TL : …we go directly to Jogja
49
It should be : …we went directly to Jogja
b. SL : Dan saya pikir ini adalah…
TL : And I think this is…
It should be : And I thought that was…
2. Choice of word
a. SL : Setelah puas menikmati kebun binatang…
TL : Once satisfied enjoyed the zoo…
It should be : After enjoying the zoo…
3. Appropriate use of Pronouns
a. SL : Karena teman-teman saya dari Lampung pergi ke
sana juga untuk acara study tour.
TL : Because my friends from Lampung went there too
for they study tour event.
It should be : Because my friends from Lampung went there too
for their study tour event.
b. SL : Aku pergi ke rumah tanteku di Semarang beberapa
tahun yang lalu.
TL : I went to my aunty’s house few years ago
It should be : I went to my aunt’s house a few years ago
4. Transitional
a. SL : Candi itu terdiri dari batu bertingkat-tingkat…
TL : The temple consists of steps like stone terrace…
It should be : the temple consists of terrace stone…
50
b. SL : Saya melakukan pekerjaan saya pagi sebelum
berangkat ke sekolah.
TL : I did my work the morning before leaving for
school.
It should be : I did my work in the morning before went to
school.
And the complete analysis of each students‟ mistake can be seen at
the appendix (table 4.3) to know the types of students‟ mistakes. And from
the analysis, the percentage of students‟ translation mistakes can be seen in
the table below:
Table 4.1 the Percentages of Students‟ Translation Mistakes in Individual Task
Kind of Error Total of Mistakes Percentage
Grammatical Structure 97 54 %
Choice of Words 55 30.5 %
Appropriate use of Pronouns 9 5 %
Transitional 19 10.5 %
Total 180 100 %
Table 4.2 the Percentages of Students‟ Translation Mistakes in Group Work
Kind of Error Total of Mistakes Percentage
Grammatical Structure 8 36, 4 %
Choice of Words 11 50 %
Appropriate use of Pronouns - -
Transitional 3 13, 6 %
Total 22 100 %
51
B. Discussion
Based on data description and analysis, the researcher is going to
discuss the findings of the research. The researcher finds that eight grade
students‟ of SMP N 1 Salatiga had difficulties in translating Indonesian
text into English. They had difficulties in doing individual task and also
group task. There are 4 kinds of students‟ difficulties in translating
Indonesian text into English; 54 % in grammatical structures, 30, 5 % in
choice of words, 5 % in appropriate of using pronouns, and 10, 5 % in
transitional. The dominant mistakes made by students‟ are the grammatical
structure with presentation 54 % and choice of words with presentation 30,
5 %. They translate incomplete or ungrammatical sentences that they fail
to produce correct sentences. Some of them are wrong in using
conjunction to complete their sentences, they also use verb one in their
past sentences. Because of less vocabulary, they also use inappropriate
words that can change the meaning from the source language into target
language. The percentage of difficulties in each student can be seen in the
appendix (table 4.4).
Students‟ lack of knowledge of English grammar is the factor of
students mistake in grammatical structure, most of them use incorrect verb
tense that is an error in the choice of verb tense and aspects in a sentence.
Most of them use verb one in their sentences, whereas in recount text they
must use past tense including verb two in their sentences. Some of them
also made incorrect in conjunction, they made incorrect sentence structure
52
that is an error in which part of the grammatical structure of a sentence is
incorrect. The percentage of grammatical structure mistake made by
students in individual task 54 %, the total of mistake were 97, whereas the
total mistake in group task were 8 (36, 4 %). Grammatical structure is the
first dominant difficulties that faced by students in translating Indonesian
text into English.
Total mistake of students individual task in choice of words were
55 (30, 5 %), whereas in group task were 11 (50 %). Incorrect word choice
is an error in which the incorrect part of speech has been used. In
individual task, choice of word is the second dominant difficulties faced
by students, but in group task the choice of word is the first dominant
difficulties faced by students in translating Indonesian text into English.
Word choice is “the component that decides whether or not a product of
translation makes sense” (Jackson, 2005: 131) in (Tandikombong et al,
2016). Some of them translated Indonesian text into English word by
word, so it can change the meaning of the source language. Because of
different structure between Indonesian language and English language,
some words have same meaning but it use to different cases. Sometimes
the students cannot choose the appropriate word to translate the sentences
so it can change the meaning sense of the source language. In this case,
they can improve their vocabulary mastery and also think of finding an
appropriate word in the target language for the phrase or the verb in its
entirely rather than attempting a literal translation.
53
The students only make a little mistake in appropriate use of
pronouns, the total mistake in individual task only 9 (5 %) it means that
the students have a little difficulty in this type. Whereas in group task, they
did not make any mistake, it means that they have no difficulties in using
appropriate pronouns. And the last is transitional, in this component
students also make a little mistakes, the total mistake in individual task 19
(10, 5 %) whereas in group task 3 (13, 6 %). It means that students only
get little difficulties in transitional. In translating from source language
into target language students have a little difficulty because they can
translate without change the meaning of source text.
To make clear, the researcher going to discuss students‟ translation
one by one:
S.1 wrote about her unforgettable experience in Indonesian and
then translated into English. In her translation, she made an error with total
3, it means that she has very low difficulties in translation. There are 2
errors in grammatical structure, and one error in choice of word, as
follows:
1. SL : …kita langsung pergi ke Jogja
TL : …we go directly to Jogja
It should be : …we went directly to Jogja
2. SL : …untuk mencari sebuah hotel di Bantul
TL : …to find a hotel in the Bantul
It should be : …to find a hotel in Bantul
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3. SL : Pukul 4 sore kita pulang
TL : At 4.00 PM we go home
It should be : At 4.00 PM we went home
In recount text the writer has to use simple past tense, she has to
use verb two to complete her sentences. In her sentences, she made an
error in using verb one “go”, she has to use the verb two “went” to
complete her sentences. In her sentence, she adds an article “the” before
“Bantul”, it should without an article “the” because article used to explain
something special, and used to something that mentions before. And in the
sentence “At 4.00 PM we go home” translated from “Pukul 4 sore kita
pulang” the word “pulang” prefer means “went”. She has no difficulties in
appropriate use of pronouns and transitional, because she did not make any
errors.
S.2 wrote recount text about her holiday in Indonesia and then
translated into English. In her translation she made 9 errors, 4 errors in
grammatical structure, 2 errors in choice of words, one error in appropriate
use of pronouns, and 2 errors in transitional. It means that she has high
difficulties in translation.
1. SL : …kelas Sembilan sedang melakukan ujian sekolah
TL : …ninth grade was doing a school exam
It should be : …ninth grade students were doing a school exam
2. SL : Dan saya pikir ini adalah…
TL : And I think this is…
55
It should be : And I thought this was…
3. SL : …ini adalah waktu yang tepat untuk menyegarkan
diri
TL : …this is the right time to freshen up
It should be : …this is the appropriate time to freshen up
4. SL : …sekitar jam 12
TL : …around at twelve o‟clock
It should be : …around twelve o‟clock
5. SL : Saya biasanya menghabiskan waktu…
TL : I usually spend time…
It should be : I usually spent time…
6. SL : …saya melakukan pekerjaan saya di pagi hari
TL : …I did my work the morning
It should be : …I did my work in the morning
7. SL : Mulai sekarang saya akan...
TL : From now on I will…
It should be : From now, I will…
Number one it should be “ninth grade students were doing school
exam” because she explains about the students not the class. Number two
he has to use verb two to complete her sentences, and then number three
she has to replace “right time” by “appropriate time”. Number four she has
to remove “at” because there is already word “around”. For number 5 she
has use verb two in word “spend” because she has to use past tense to
56
complete her sentences. Number 6 she has to add preposition “in” in her
sentence, and the last she has to remove preposition “on” because it will
change the meaning of source language.
S.3 wrote recount text about his holiday, in his text he made 16
errors, it means that he has very high difficulties in translating Indonesian
text into English. There are 7 errors in grammatical structure, 6 errors in
choice of word, 3 errors in transitional, he has no difficulties in appropriate
use of pronouns.
1. SL : …kami melakukan beberapa kegiatan
TL : …we did some activity
It should be : …we did some activities
2. SL : …kami pergi ke Solo untuk menonton film
TL : …we went to Solo for wached a movie
It should be : …we went to Solo to watch a movie
3. SL : Setelah kami bermain, kami makan di KFC.
TL : After we played we eat at KFC.
It should be : After we played we ate at KFC.
4. SL : Pukul 17.00 kami sampai
TL : At 17.00 we arraived
It should be : At 17.00 we arrived
5. SL : Karena kami bosan kami bermain game hp
TL : Because we are bored we play hp games
It should be : Because we were bored we played hp games
57
6. SL : Karena kami tidak melakukan banyak aktifitas
hari itu
TL : Because we don‟t did many activity that day
It should be : Because we didn‟t do many activities that day
7. SL : …saya membantu sepupu saya
TL : I help my cousin pack
It should be : I helped my cousin pack
Number 1, he has to add “es” to the word “activity” because there
are many activities. He made many errors in using past tense, he use verb
one in his sentences.
S.4 wrote recount text about her birthday, in her text he made 5
errors, it means that she has low difficulties in translating Indonesian text
into English. There are 2 errors in grammatical structure, 2 errors in choice
of words, and 1 error in transitional. She has no difficulties in appropriate
use of pronouns.
1. SL : …pergi untuk berlibur ke Jogjakarta
TL : …went for a holiday in Jogjakarta
It should be : …went to Jogjakarta for holiday
2. SL : Saat di perjalanan…
TL : While in journey…
It should be : While on our trip…
3. SL : Disana, kami dapat melihat
TL : In there, we could see
58
It should be : There we saw
4. SL : …pemandangan indah yang masih alami
TL : …the beautiful view were still natural
It should be : …unbelievable beautiful scenery
5. SL : Setelah puas menikmati kebun binatang
TL : Once satisfied enjoyed the zoo…
It should be : After enjoying the zoo…
6. SL : …kami dipanggil untuk makan
TL : …we went called to eat
It should be : …we were asked to eat
Number 2 she has to add a preposition “it”, because it explains the
sentence before. Number 3 she has to replace “journey” by “trip” because
the trip is not to a long time, number 4 she has to remove preposition “in”
because “there” means “disana”. Number 6 she has to replace “once” by
“after” because “once” use to some events or cases.
S.5 wrote recount text about her embarrassing incident. In her text,
she made 8 errors, it means that she has high difficulties in translating
Indonesian text into English. There are 4 errors in grammatical structure, 3
errors in choice of words, 1 error in appropriate use of pronouns, and she
has no difficulties in transitional.
1. SL : Aku pergi ke rumah tanteku
TL : I went to my aunty’s house
It should be : I went to my aunt’s house
59
2. SL : …beberapa tahun yang lalu
TL : …few years ago
It should be : …a few years ago
3. SL : Butuh waktu 45 menit
TL : At took 45 minutes
It should be : It took 45 minutes
4. SL : Sesampainya di Semarang aku pergi untuk makan
TL : Arrived in Semarang I went to eat
It should be : After arriving in Semarang I went to eat
5. SL : Salah satu dari anjing-anjing itu selalu mengikuti
aku
TL : One of the dogs always followed
It should be : One of the dogs always followed me
6. SL : Omku meminta saya untuk masuk rumah
TL : My uncle asked me to inside the house
It should be : My uncle asked me to go inside the house
7. SL : Anjing itu pikir aku mengajaknya untuk bermain
TL : The dog thought I invited to play
It should be : The dog thought that I was inviting him to play
8. SL : Aku pulang ke Salatiga
TL : I went to Salatiga
It should be : I went back to Salatiga
9. SL : Aku menceritakan insiden yang terjadi
60
TL : I tell the incident that happened
It should be : I told the incident that happened
Number 3 she has to use preposition “it”, number 5 she removed
the object “me” in her sentence, it change the meaning of the text. Number
6 she has to add “go” before the word “inside” to complete her sentence,
and number 7 she has to add conjunction “that” to make an understandable
translation. And she also made errors in using past tense.
S.6 wrote about her mysterious night, in her text she made 7 errors.
It means that she has enough or middle difficulties in translating
Indonesian text into English. There are 3 errors in grammatical structure, 3
errors in choice of words, one error in transitional, and she did not make
any error in appropriate use of pronouns.
1. SL : Ibuku mengatakan kepadaku untuk membeli…
TL : My mother told to me to buy…
It should be : My mother told me to buy…
2. SL : Jarak antara rumahku dan toko…
TL : Distance between my house and the shop…
It should be : The distance between my house and the shop…
3. SL : Toko hanya 25 meter.
TL : The shop was only 25 meter.
It should be : the shop was only 25 meters.
4. SL : Di dekat rumah itu aku merasakan hawa…
TL : Up near the house I felt…
61
It should be : Near the house I felt…
5. SL : Sampai di toko aku membeli barang-barang…
TL : Up at the shop I bought the things…
It should be : Arriving at the shop I bought the things…
Number 2 has to remove “to” after “told”, for number 3 she has
add article “the”, then number 4 she has to add “s” in word “meter”
because meter was more than one, and the last she has to remove “up” in
her sentence.
S.7 wrote recount text about his class meeting event, in his text he
only made one error in choice of word, it means that he got very low
difficulties in translating Indonesian text into English. In his sentence “I
got around taking pictures”, the word “got” has to replace by “take” to
make the translation more understandable.
S.8 wrote recount text about his holiday with his cousin, in his text
he made 5 errors, it means that he has low difficulties in translating
Indonesian text into English. There are 2 errors in grammatical structure, 2
errors in choice of words, 1 error in transitional, and she did not make any
error in appropriate use of pronouns.
1. SL : Kami pulang ke rumah…
TL : We went home…
It should be : We went back home…
2. SL : Dan melakukan kegiatan biasanya.
TL : And had a activities usually.
62
It should be : And had an activity as usual.
Number 1 his sentence will be better if he use “went back”,
because “went” usually use to go away to another place. Number 2 he only
doing one activity, so he has to remove “es” because it means there are
some activities.
S.9 wrote recount text about her last year holiday, in her text she
only made 2 errors, it means that she has very low difficulties in
translating Indonesian text into English. There is 1 error in choice of word,
and 1 error in appropriate use of pronoun. She did not make any error in
grammatical structure and transitional, it means that she has no difficulties
in both of components. In her sentence “for they study tour event” she
made an error in using pronoun, it should be “for their study tour event”,
and the word “went” will be better if replace by “back to”.
S.10 wrote recount text about her New Year holiday story, in her
text she made 5 errors, it means that she has low difficulties in translating
Indonesian text into English. There are 2 errors in grammatical structure, 2
errors I appropriate of use pronouns, and 1 error in transitional. She did not
made any error in choice of word.
1. SL : Kami tinggal di rumah bibi saya.
TL : We stayed in my aunty’s house.
It should be : We stayed in my aunt’s house.
2. SL : Kami berbelanja dan membeli banyak hal…
TL : We shop and buy many things…
63
It should be : We shopped and bought many things…
3. SL : Saya tidak dapat mendengarnya.
TL : I can‟t heard it.
It should be : I couldn‟t hear it.
4. SL : …kami harus kembali ke rumah bibi saya..
TL : …we had to go back to my aunty house…
It should be : …we had to go back to my aunt’s house…
She has difficulties in using past tense, because she made errors in
using verb one and verb two, in recount text she has to use verb two, but if
the position of the verb after modal she has to use verb one.
S.11 wrote recount text about her vacation, in her text she made 12
errors, it means that she has very high difficulties in translating Indonesian
text into English. There are 6 errors in grammatical structure, 4 errors in
choice of word, and 2 errors in transitional. She has no difficulties in
appropriate use of pronouns.
1. SL : Kami mendapatkan untuk melihat beberapa…
TL : We get to see some…
It should be : We got to see some…
2. SL : Kami mencari tempat parker.
TL : We searched parker area.
It should be : We searched for a place to park.
3. SL : Ibuku membeli tiket untuk masuk.
TL : My mom bought tickets to entred.
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It should be : My mom bought a ticket to enter.
4. SL : Aku bergurau dengan kakakku.
TL : I was jook with my brother.
It should be : I made a joke with my brother.
5. SL : Kemudian kami pergi ke atas candi.
TL : Then we went up the top of the temple.
It should be : Then we went to the top of the temple.
6. SL : Dari atas candi kami dapat melihat…
TL : From the top if the temple we can saw…
It should be : From the top of the temple we saw…
7. SL : Candi itu terdiri dari batu bertingkat-tingkat…
TL : The temple consists of steps like stone terrace…
It should be : The temple consisted of stone terraces…
8. SL : Ibuku menyuruh kami untuk makan.
TL : My mum took me to eat.
It should be : My mom asks us to eat.
She dominantly made errors in using verb one and verb two, in
number 2 “parker area” it should be “for a place to park”.
S.12 wrote recount text about her proudness being a student in
SMP N 1 Salatiga, in her text she only made 2 errors of grammatical
structure, it means that she has very low difficulties in translating
Indonesian text into English. She made errors in using the verb, “enjoy”
65
should be “enjoyed”, and “focus” should be “focused”, because in recount
text she has to use past tense.
S.13 wrote recount text about holiday in her grandmother‟s house.
In her text, she made 11 errors, it means that she has very high difficulties
in translating English text into English. There are 5 errors in grammatical
structure, 5 errors in choice of words, 1 error in transitional, and she did
not make any error in appropriate use of pronouns.
1. SL : Liburan telah tiba.
TL : Holidays have arrived.
It should be : Holiday had arrived.
2. SL : Aku diajak jalan-jalan oleh kakak perempuanku…
TL : I was taken for a walk by my sister…
It should be : My sister asks me to go walk…
3. SL : Tetapi, kakakku membatalkan acara denganku…
TL : But, my sister canceled the show with me…
It should be : But, my sister canceled it…
4. SL : Aku hanya di rumah menonton TV.
TL : I just home watch TV.
It should be : I just watched TV at home.
5. SL : Kebetulan di rumah nenek akan diadakan…
TL : A chance at my grandmother‟s house would be
held…
66
It should be : By chance at my grandmother‟s house would be
held…
6. SL : …kakakku menolong orang yang kecelakaan.
TL : …my brother help the person who accident.
It should be : …my brother helped the victim.
7. SL : Kami berhenti untuk istirahat dan membeli
minuman.
TL : We paused to rest and buy a drink.
It should be : We paused to rest and bought a drink.
8. SL : …perjalanan kami dari Salatiga ke Gunung Kidul
selama 3 jam.
TL : …our trip from Salatiga to Gunung Kidul for 3
hours.
It should be : …our trip from Salatiga to Gunung Kidul took 3
hours.
S.13 has difficulties in choice of words and constructs the sentence,
it made some sentence more long and not simple.
S.14 wrote recount text about her fun holiday. In her text she made
11 errors, it means that she has very high difficulties in translating
Indonesian text into English. There are 6 errors in grammatical structure, 4
errors in choice of words, 1 error in transitional, and she did not make any
error in appropriate use of pronouns.
1. SL : Kami tinggal selama 3 hari.
67
TL : We stay for three days.
It should be : We stayed for three days.
2. SL : Aku pergi dengan mobil.
TL : I left by car.
It should be : I went by car.
3. SL : Aku sangat senang ke kota Jogja.
TL : I am very happy into Jogja City.
It should be : I am very happy I went to Jogja City.
4. SL : Ketika aku pergi ke Jogja…
TL : Then I went to Jogja…
It should be : I went to Jogja…
5. SL : Setelah tiba di villa Jogja…
TL : Having arrived at villa Jogja…
It should be : After arriving at villa Jogja…
6. SL : Selesai menonton TV bersama, kami pun tidur.
TL : Finished watching TV together, we slept.
It should be : After watching TV together, we slept.
7. SL : Pantainya masih sangat bersih yang membuat
kami sekeluarga nyaman.
TL : The beach was still so clean and brought us
comfort.
It should be : The beach was so clean that it made us
comfortable.
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8. SL : Begitu banyak turis lain disana menikmati…
TL : So many other tourists there in enjoyed…
It should be : There are many other tourists enjoyed…
9. SL : Di sore hari, kami pun pulang ke vila
TL : In the afternoon, we went go to villa.
It should be : In the afternoon, we went to the villa.
10. SL : Sepanjang hari dihabiskan di pantai.
TL : All his day was spent on the beach.
It should be : We spent all day on the beach.
S.14 has many difficulties in using past tense, and conjunction. She
also has difficulties in arranging the target language, it made the sentences
unclearly.
S.15 wrote recount text about her camping activity, in her text she
made 8 errors, it means that she has high difficulties in translating
Indonesian text into English. There are 4 errors in grammatical structure, 3
errors in choice of words, 1 error in transitional, and she has no difficulties
in appropriate use of pronouns.
1. SL : Sekolahku mengadakan kemah 5 bulan yang lalu.
TL : My school held a camping five month ago.
It should be : My school held a camp five months ago.
2. SL : Kegiatan kemah dilaksanakan di semester 2.
TL : Camping activity carried out in semester two.
I t should be : The camping activity was held in second semester.
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3. SL : Ketika tiba di sekolah…
TL : When I got to school…
It should be : After arriving school…
4. SL : Aku menurunkan barangku dan meneliti seluruh
perbekalan.
TL : I dropped my bag and scanned the goods…
It should be : I dropped my bag and checked the goods…
5. SL : Sesampainya di rumah aku istirahat kemudian
mandi.
TL : When at home I took a bath.
It should be : After arriving at home I took a bath.
Number 1 she has to add “s” in month because it more than one
month. The word “when” in her sentence will be better if replaced by
“after arriving”.
S16 wrote recount text about his holiday, in his text he made 9
errors, it means that he has high difficulties in translating Indonesian text
into English. There are 7 errors in grammatical structure and 2 errors in
choice of words. He has no difficulties in appropriate use of pronouns and
transitional.
1. SL : Teman saya dan saya bermain bersama.
TL : My friend and I play together.
It should be : My friend and I played together.
2. SL : Kami pergi ke rumah dan segera mandi.
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TL : We went to house and immediately took a bath.
It should be : We went back to the house and immediately took
a bath.
3. SL : Saya makan siang di rumah teman saya.
TL : We had a lunch in my friend house.
It should be : We had a lunch in my friend’s house.
4. SL : Di kebun teman saya…
TL : In the my friend garden…
It should be : In my friend’s garden…
5. SL : Kami pergi ke rumah sepupuku.
TL : We went to my cousin house.
It should be : We went to my cousin’s house.
6. SL : Semoga kami bisa mendapat peluang lebih dari
itu.
TL : I hope we can got the opportunity more than that.
It should be : I hope we got the opportunity more than that.
S.16 made some error in using the verb, she has to use verb two in
her sentences, except when there is a modal before verb he has to use verb
one. He also made many errors in using possessive pronouns.
S.17 wrote recount text about the holiday with her family, in her
text she made 16 errors, it means that she has very high difficulties in
translating Indonesian text into English. There are 8 errors in grammatical
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structure, 3 errors in choice of words, 2 errors in appropriate use of
pronouns, and 3 errors in transitional.
1. SL : Saat pukul 7 malam kita pergi ke alun-alun Yogya.
TL : At seven p.m. we went to alun-alun Yogya.
It should be : At seven p.m. we went to Yogya square.
2. SL : …kami bertemu teman ayahku.
TL : …we met my father friend.
It should be : …we met my father’s friend.
3. SL : Di hari ke tiga aku sangat senang...
TL : On the third I very happy…
It should be : On the third day I was happy…
4. SL : Kita makan sate sambil menikmati pemandangan.
TL : We ate sate will enjoy the beautiful view.
It should be : We ate sate while we enjoyed the beautiful view.
5. SL : Di pantai indrayanti kita bermain sampai sore.
TL : In indrayanti beach we playet until evening.
It should be : in Indrayanti beach we played until evening.
S.17 was lack of vocabulary because she made many errors in
vocabulary, it can make unclear sentences.
S.18 wrote recount text about watched movie, in her text she made
17 errors, it means that she has very high difficulties in translating
Indonesian text into English. There are 8 errors in grammatical structure, 8
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errors in choice of words, 1 error in appropriate use of pronouns, and she
did not make any error in transitional.
1. SL : Satu tahun yang lalu
TL : One years ago
It should be : One year ago
2. SL : Kami berangkat bersama temannya kakakku pukul
08.00 menggunakan bus.
TL : We went there with my sister friend at 08.00 a.m.
with bus.
It should be : We went there with my sister’s friend at 08.00
a.m. by bus.
3. SL : Ketika kita naik bus…
TL : When we enter the bus…
It should be : When we entered the bus…
4. SL : Saat kita tiba di Solo Square, keadaan sangat
ramai.
TL : When we arrived in Solo Square, it was very
croded.
It should be : When we arrived in Solo Square, it was very
crowded.
5. SL : Pemain sangat menghayati dalam memainkan
film.
TL : The cast is very appreciative of the role they play.
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It should be : The cast was very appreciative of the role they
play.
S.18 made many errors in using past tense, she use verb one to
complete her sentences. She also has difficulties in choice of words that
sometimes made unclear in her translated sentences.
S.19 wrote recount text about memories of her best friend, in her
text she made 8 errors, it means that she has high difficulties in translating
Indonesian text into English. There are 6 errors in grammatical structure
and 2 errors in choice of words, she has no difficulties in appropriate use
of pronouns and transitional.
1. SL : Mereka bernama Hasna, Amanda, and Dita.
TL : Their name ware Hasna, Amanda, and Dita.
It should be : Their names were Hasna, Amanda, and Dita.
2. SL : Ibuku akan menjemput kami untuk makan siang
lalu megantar kami kembali…
TL : My mother would pick us to have lunch and send
us back…
It should be : My mother would pick us to have lunch and sent
us back…
3. SL : Kami ingin sekali makan steak, tetapi…
TL : We really want to ate a steak, but…
It should be : We really wanted to eat steak, but…
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4. SL : Ibuku menjajnjikan pada kami bahwa minggu
depan kami bisa makan steak bersama.
TL : My mother promised us that we could ate steak
next week.
It should be : My mother promised us that we could eat steak
next week.
5. SL : Segera ekstra selesai dan kami menunggu orang
tua kami.
TL : Soon the extra finished and we waited our
parent‟s.
It should be : The extra finished soon and we waited our parents.
S.19 made many errors in using verb, she has to use verb two to
complete her sentences, except when there is “to” or modal it should be
followed by verb one.
S.20 wrote recount text about her embarrassing story, in her text
she made 6 errors, it means that she has enough or little difficulties in
translating Indonesian text into English. There are 4 errors in grammatical
structures and 2 errors in transitional, she has no difficulties in appropriate
use of pronouns and choice of words.
1. SL : Saat itu saya masih kecil sehingga saya merasa
bawha terlambat adalah hal yang biasa.
TL : Maybe at that time I was so small that I felt being
late was normal.
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It should be : When I was little, I thought being late was
normal.
2. SL : Tanpa berpikir panjang, saya langsung melihat
rok saya.
TL : With out thinking, I immediately saw my skirt.
It should be : Without thinking, I immediately saw my skirt.
3. SL : Jika ada teman TK saya yang masih mengingatnya
dan membahasnya.
TL : If there are my kindergarten who still remember
and discuss it.
It should be : There were my kindergarten friends who
remembered and discussed it.
Number one, to make better translation it should be “when I was
little, I thought being late was normal”, this sentence will be more
understandable. She also made errors in using past tense, she has to use
verb two to complete her sentences.
S.21 wrote recount text about her holiday, in his text he made 13
errors, it means that he has very high difficulties in translating Indonesian
text into English. There are 9 errors in grammatical structures, 3 errors in
choice of words, 1 error in appropriate use of pronouns, and she did not
make any error in transitional.
1. SL : Aku dan keluargaku pergi ke Semarang, rumah
keluarga besarku.
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TL : I and my family went to Semarang, house my big
family.
It should be : My family and I went to Semarang to the house
of my big family.
2. SL : Kami tinggal disana selama 2 hari.
TL : We lived in there 2 days.
It should be : We stayed for 2 days.
3. SL : Aku lihat sepupuku, dan aku lihat dia tampak
senang bertemu denganku.
TL : I saw my cousin and I look his very happy meet
I.
It should be : I saw my cousin and he was very happy to meet
me.
4. SL : Tetapi aku dan kelaurgaku tidak lupa
mengucapkan selamat tinggal.
TL : Before I went to Salatiga, I and my family gave
regard “Goodbye”.
It should be : Before I went to Salatiga, my family and I said
Goodbye.
5. SL : Keluargaku dari ayahku pulang ke rumah mereka.
TL : My family from my father returned us home.
It should be : My father’s family brought us home.
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S.21 has difficulties in arrange the sentence, it makes unclear
translation. She also made errors in choice of words, “lived” usually used
if someone lived in a place for a long time.
S.22 wrote recount text about her holiday in Borneo, in her text she
made 6 errors, it means that she has enough or little difficulties in
translating Indonesian text into English. She only has difficulties in
grammatical structures.
1. SL : Orang tuaku dan aku pergi berjalan-jalan di
sekitar rumah kakekku.
TL : My parents and I went to walk around our my
grandfather‟s house.
It should be : My parents and I went to walk around my
grandfather‟s house.
2. SL : Aku pergi ke kebun.
TL : I went to farming.
It should be : I went farming.
3. SL : Kami kembali ke rumah kakekku dengan banyak
barang.
TL : We back to my grandfather‟s house with many
thing.
It should be : We back to my grandfather‟s house with many
things.
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S.22 made some errors in past tense, she also made an error in
using gerund, she uses verb one to complete her sentence, whereas in
recount text she has to use verb two.
There were descriptions of students‟ group task, group one did not
make an error in her translation, it means that they have no difficulties in
translating Indonesian text into English. Group two made 3 errors, 2 errors
in grammatical structures and 1 error in transitional. Group 3 made 13
errors, 3 errors in grammatical structures, 8 errors in choice of words, and
2 errors in transitional, they did not make any error in appropriate use of
pronouns. Group 4 made 6 errors, 3 errors in grammatical structures and 3
errors in choice of words, they did not make any error in appropriate use of
pronouns and transitional.
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CHAPTER V
CLOSURE
After conducting this research and doing analysis, the researcher would
like to make a conclusion and recommendation in this chapter.
A. Conclusion
1. There are four types of students‟ difficulties in translating Indonesian
text into English, both of individual task and group task, namely:
grammatical structure, choice of words, appropriate of using pronouns,
and transitional. The total difficulties and percentages of each
component in the individual task are, grammatical structure 97 (54 %),
choice of words 55 (30, 5 %), appropriate use of pronouns 9 (5 %), and
transitional 19 (10, 5 %). Whereas the total difficulties and percentages
in group task are, grammatical structure 8 (36, 4 %), choice of words
11 (50 %), there is no difficulties in appropriate use of pronouns, and
transitional 3 (13, 6 %).
2. Based on the finding of the analysis, it shows that the total of students‟
difficulties in individual task are 180, whereas in the group task are 22.
The most dominant difficulties that are faced by students‟ in both of
individual task and group task are grammatical structure with total of
97 (54 %) and 8 (36, 4 %), and choice of words with total of 55 (30, 5
%) and 11 (50 %).
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B. Recommendation
1. According to the research finding, it can be conclude that eighth grade
students‟ of SMP N 1 Salatiga still have some difficulties in translating
Indonesian text into English, therefore they should study more on their
grammar, especially simple past tense in the way using verb one and
verb two, because these are the most dominant mistake made by
students, they also has to improve their vocabulary.
2. The teacher should give more exercise about recount text, especially in
using past tense. Most of them have difficulties in using verb one and
verb two, they still confuse when they must use verb one and verb two.
3. The teacher should give more exercise that can improve students‟
vocabulary because some students‟ of SMP N 1 Salatiga have lack of
vocabulary, therefore they have difficulties in using appropriate words
to complete their text.
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CURRICULUM VITAE
Name : Siti Mubarrillah Sari
Student Number : 11314041
Place and Date of Birth : Wonosobo, June 28th
1996
Address : Siwadas, Tegalsari RT 01/RW 03, Garung,
Wonosobo, Central Java, Indonesia
Phone Number : 082313102536
E-mail : [email protected]
Education
2000 – 2002 : TK RA Tegalsari
2002 – 2008 : SD N Tegalsari
2008 – 2011 : SMP N 2 Garung
2011 – 2014 : MA N 2 Wonosobo
2014 – 2018 : IAIN Salatiga
