AN ANALYSIS OF STUDENTS’ DIFFICULTIES IN TRANSLATING NARRATIVE TEXT
(A case study at eleventh grade of SMK Hass Ashabulyamin Cianjur) By ERRY SILVIANA Reg.No. 08220072/PBS ENGLISH 2008 Email:
[email protected] English Education Study program Language and Arts Department (STKIP) Siliwangi Bandung
ABSTRACT The objec objective tive of this this research research entitle entitled d “An “An Analysis Analysis of Student Students’ s’ Difficu Difficulties lties in in Transla Translating ting Narrat Narrative ive Text Text (A case study at eleven eleventh th grade grade of SMK Hass Ashabuly Ashabulyamin amin Cianjur)” Cianjur)” was to find out what the difficulties of students’ in translating narrative text were. This research applied the descriptive qualitative method. The subject of this research was twenty of the eleventh grade students of accountant class in SMK Hass Ashabuly Ashabulyamin amin Cianjur. Cianjur. The writer writer used used the test test as an instrum instrument. ent. In collec collecting ting data the studen students ts transla translated ted the narrat narrative ive text text from Indone Indonesia sian n into English English to find find out difficul difficulties ties that student studentss faced faced in translating narrative text. The results of this research showed that the students found some difficulties in: (1) using verbs 21, 9%, using adverbs 20%, using nouns 20%. And in: (2) writing nouns 20%, writing verbs 18, 1%, and writing adverb 0%. Key word: Difficulties Translating Translating
A. Introduction Introduction
B. T heoretical heoretical Foundation Foundation
English is everywhere. This fact implies that people all over the world, including Indonesians should master English for diverse purposes. For Indonesians, English is learned mainly for the absorption and development or relation with other nations. The function of English is a mediu medium m that that studen students ts can impro improve ve their their abili abilitie tiess in science, technology, art and culture so that they will not feel neglected in their society. On the other hand, the goal of study English is to develop culture and profit able science and technology that the developing countries have. We can obtain the information and study it easily so that we are able to translate the information from English into Indonesian. For this reason, translation skill has to be given to the students in Senior High School where the students obtain English course in the class. This is important for the students to take a course and how to understand questions in English as well.
1. Definition of Difficulties Acco Accord rdin ing g to Brow Brown n (200 (2000:2 0:216 16)) “mis “mista take kes, s, misjudgm misjudgments, ents, miscalcula miscalculations, tions, and error error form an import ortant aspec pect of learning in acquiring information.” Diffic Difficult ulties ies in transl translati ating ng is when when someon someonee who who translates the text, but does not understand how to use adverb, verb, noun so that the sentences are not perfect. Difficulti Difficulties es are usually usually compared with impotence impotence.. In order to analyze the learner language in an appropriate perspective, it is crucial to make a distinction between diffic difficult ulties ies and impote impotenc nce. e. In details etails,, the two terms terms may may be dist distin ingu guis ishe hed d if they they are are view viewed ed from from the the student’s student’s existing existing knowledge. knowledge. For example example,, a student student translates “kemarin mereka tidak membeli buku” into “they is not buying book yesterday” while the student only knows that “tidak membeli” is “is not buying”, so the stude student nt has diffic difficult ulties ies transl translati ating ng that that senten sentence ce because he or she does not know how to choose that correct adverb according to the context.
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2. Analysis of Translation
3. Meaning of Narrative Text
According to Nida: Translating simply the act of transferring the meaning of a text from one language into another or does is it depend on some theory of similarities and contrast between languages? In order to analyze and to direct such as activity, a number of specialists in translating have elaborated numerous theories: linguistic, sociolinguistic, communicative, free, literal, hermeneutic, semiotic, relevant, Marxist, transformational, and even gender-to mention only a few. According to Larson (1991:1) translation is a process base on the theory that is possible to abstract the meaning of text from its forms and reproduces that meaning with the very different form the second language. Nida’s (1969:484) model of the translation process is on his hypothesis that: …a careful analysis of what on in the process of translating…has shown that, instead of going directly from one set of surface structures to another the competent translator actually goes through seemingly roundabout process of analysis, transfer, and restructuring. The first step in the process of analysis in identification of difficulties, it crucially depends on correct interpretation of the learner’s intentions. It can be solved by authoritative or plausible interpretation. The second step is describing the difficulties. It begins only when an identification stage has taken place. The description of learner is difficult involves a comparison of the learner’s idiosyncratic utterances with a reconstruction of those utterances in the target language. It requires, therefore, an attention to the surface of properties of the learner’s utterance. Finally, the last step in the process of analysis is the explanation of that which can be regarded as a linguistic problem. This step attempts to account for how and why the learner’s difficulty happens. The criteria of a good translation: a. Accurate: reproducing as exactly as possible the meaning of the source text. b. Clear/communicative: expressing all aspects of the meaning in a way that is readily understand able to the intended audience. c. Natural, using natural forms of the receptor language in a way that is appropriate to the kind of text being translating.
Narrative text is a text about story that can be in the form of: folklore, animal story (fable), legend or short story, novels, etc. There are some kinds of conflict, social problems amusement in narrative text. So readers would be amused or tense when reading them. Narrative has dealing with social problematic events or that has to find solution besides amusement. Narrative text is one type of text used to entertain with event or problems that led to a crisis that eventually find a solution. According to Keraf (2001:136) “The narrative is a form of discourse which attempted to narrate an event or events that it seems as if the reader see or experience the events. Therefore, the most important element in a narrative is the element of the act or acts.” According to Yudantoro (1996:7) “narrative text is story which can be fable style or folktale style, myth, and legend.” Based on the above explanation narrative can be defined as a form of plant in the main target of the doings of the braided and woven into an event that occurred in a unit time. Or it can also be formulated in another way: the narrative is a form of discourse that attempted to describe very clearly to the reader of an event that occurred. But, as it was already stated above, the story has always a difference, at least concerning the purpose or goal. There is a narrative that aims to provide information to the readers, to his knowledge expanded the narrative. The students especially students in Senior High School level must deal with many kinds of text that must be learned by the students is narrative text. Mean while the text should be learned through a meaningful activity. One kind of the effective activity is by translation from Indonesia into English. The aims of the research were to improve students’ writing narrative text ability and to step students’ ability in to translations. That case is described and analyzed in term of the differing norms governing the source and the target language culture and literatures. Lexicon grammatical in narrative text features: a. Focus on specific and usually individualize participants b. Use of material processes, behavior and processes c. Use of relational processes and mental processes d. Use of past tense e. Nouns phrases as subject or object f. Past verbs (reigned, ordered, cursed, turned, etc) 2
g. Time sequence conjunctions (then, before, that, after that, soon, when, finally, first, etc) h. Time expressions (once upon a time, long ago, one day, etc).
difficulties categories and calculated based them on the following formula:
P=
C. Research Methodology 1. The Method of Research In this research the writer used the descriptive qualitative research methodology. Using descriptive qualitative method explains the problem solving. This research is not only sample colleting the data, but covers data analysis, and interpretation to the research problem.
Where: P = Percentage F = Frequency of student’s difficult N = Sum of student’s difficult 3. Research Instrument a) Interview The writer interviewed the English teacher to know the activity of English teaching about the difficulty in English lesson.
2. Research Technique The writer used the data surface strategy of taxonomy to analyze students’ in translation, then collected and conducted through the following steps: a. Scoring system 1) Reading on incorrect sentences or difficulties in sentences 2) Marking on incorrect sentences or difficulties sentences 3) Analyzing the wrong sentences and classifying them based on the kinds and difficult categories 4) Giving score 1 to each mistake 5) Drawing the table to present the difficulties to know many difficulties students in translating narrative text.
b) Test The writer used the test as an instrument. In collecting or gathering data the students translate the narrative text from Indonesian into English to find out difficulties that students face in translating narrative text. 4. Sample The sample of this research was twenty the students of eleventh grade of accountant class in SMK Hass Ashabulyamin Cianjur.
Table 1 In the Following Table No.
Kinds of Difficulties
Difficult Categories
Using 1 2 3
Table 2 The Sample at Accountant Class of SMK Hass Ashabulyamin Cianjur
Total N o. 1.
Writing
adverb Verb Noun Total
Subject
Mail
Famale
Populasi
Sample
Accounta nt class Total
4
26
30
20
4
26
30
20
D. Research Finding 1. Preparations a. Making the observation letter Firstly, after the writer put forward the article of research, the writer to get the recommendation from STKIP Siliwangi Bandung. Second , the writer comes into contact with the headmaster all at the once he was submitting permitted letter of research and then comes to see the teachers of English to explain about the objective and goal about the condition of the students in learning English process.
The difficult categories which were used in this research were based on the adverb, verb, and noun. The difficulties are divided into two. They were as follows: 1) Using : where they do not know how to use words in sentence` 2) Written : where they make errors in writing a word. b. Percentage of students’ difficulties To know often the students met difficulties, the writer gave score 1 for each mistake of all kinds 3
19 20
b. Interviewing the English Teacher The writer interviewed the English teachers to know the activity of English teaching processes at SMK Hass Ashabulyamin Cianjur. The writer made some dialogues about in the difficulty in English lesson. c. Making observation schedule th 1) first meeting on May 14 , 2012 : interviewing the English teachers th 2) second on May 16 , 2012 : explaining to students about the kinds of text th 3) third on May 17 , 2012 : collecting the data
BB CC
4 42 42/ 20 %
0 %
1 1 46 46/ 21,9 %
3 2 38 38/ 18,1 %
4 42 42/ 20 %
2 3 42 42/ 20 %
6 14 210 100
E.Conclusions and Suggestions 1. Conclusions After analyzing data about translating narrative text at eleventh grade of SMK HASS ASHABULYAMIN CIANJUR, so that conclusions of the writer such as:
2. Collecting Data The writer collected the data and analyzed it. To analyze and classify the students’ difficulties, some of the procedures were used by the writer as the following: a. Collecting the data b. Read the students’ translation carefully c. Classifying the students’ difficulties by quoting the sentences. The difficult categories which were used in this research were based on the adverb, verb, and noun. The difficulties are divided into two. They were as follows: c. Using : where they do not know how to use words in sentence` d. Written : where they make errors in writing a word.
1. The writer had found some 210 difficulties of the students’ difficulties in translating the narrative texts at the eleventh grade of SMK HASS ASHABULYAMIN CIANJUR. The difficulties were categorized into using verbs 21, 9%, using adverbs 20%, and using nouns 20%.
Table 3 The Results of Research of The Students’ Difficulties No .
Na me
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
D E F H I J K L M N R S O T U V DD AA
Adverb Us W r 3 4 2 3 2 3 1 3 3 1 3 3 1 3 1 2
Verb Us Wr 3 5 2 3 2 3 1 2 3 3 1 2 3 3 4 3 1
3 4 2 2 2 2 1 2 3 2 2 1 2
1 3 1
Noun Total Us Wr 3 2 2 1 1 2 3 2 2 2 2 3 3 2 3 2 3
3 4 2 3 2 3 2 2 1 1 2 1 2 3 2 2 2
Graphic 1: Using Difficulties
15 19 10 9 10 12 10 5 11 11 10 8 12 10 7 11 11 9
2. The students’ difficulties were categorized into writing nouns 20% difficulties, writing verbs 18, 1% difficulties, and writing adverb 0% difficult.
4
BIBLIOGRAPHY.
Keraf, gorys. (2001). Argumentasi dan Narasi. Jakarta:Gramedia Pustaka Utama Larson, Mildred L. (1991:1). Translation theory and practice. Binghamton:University of New York Nida. (1969). The Translation Performance, translation process, and translation Strategies . Germany:Gunter Narr Verlag Tubingen Yudantoro, Elang. Inggris.Bandung Graphic 2: Writing Difficulties
2. Sugesstions As a closing report of this research, the writer would like to contribute some suggestion to be hopefully considered as a good input for further learning of translating. The suggestions from the writer as follows: 1. Suggestions to the lecture a. The teacher must give more activities about translating, give the kinds of text and learning motivation. b. In every activity given, the teacher must do an examination and inform errors to the students c. To enhance the quality of students’ translation, it is necessary for them to evaluate the difficulties the students. d. To improve the quality of students’ it is suggested to make special therapy such as giving extra training for the students. e. The teacher and headmaster must give more medium to increase the students’ English ability especially in translating narrative text. 2. Suggestions to the learners a. The students should practice English repeatedly in school or at home to decrease the influence of grammar and vocabulary mastery. b. The students are suggested to read a lot of book to increase the knowledge of English lesson especially in translating narrative text. c. The students are supposed to discuss the translating sentences with their classmate d. The students have to enrich vocabulary to improve their translation skill. It can be done by reading English text, such as newspaper, comic, magazine etc. 5
(1996). Rangkuman
Bahasa
