CHAPTER I

INTRODUCTION

This chapter is about background, identification of the problem, problem

statement, objective of the research, scope of the research, and the significance of

the research.

A. Background of the Research

The objective of teaching translation is students are expected to transfer a

text in a source language into target language which has equivalent meaning and

to replace a written message and statement in one language by the same message

and statement in another language.When integrated into daily classroom activities,

translation can help students develop and improve speaking, reading, grammar,

vocabulary, and writing.

According to Bassnet-Mcguire (1980) explains that translation has a crucial

role to play in aiding understanding of an increasingly fragmentary world.

Without translation, people of across cultural background cannot build

communication well. Communication can be daily communication, political

communication, or trading communication. Without translation, the information

available will not be known and used by other people as it should be. According

to Nida and Taber (1972:12), translation is a rewriting of the message contained in

the source language (SL) into target language (TL) to find similarities. As it is

stated,translating is not translate the sentences word by word, but get the idea of

the text, often to analyze, or at least make some generalizations about the

text.Beforetranslating the idea into another language with the same

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idea.Therefore, translation is one of the competences that are important to learn.

The objective of teaching translation above is not achieved yet. It is because

the students face many problems and many errors in translating.This can be found

by the fact that the students produce errors in their translating. The students are

not able to translate text well because of errors. Errors arise because of the lack of

knowledge of the norms of the target language. Richards (1970) states that error is

the use of a linguistics item (e.g. a grammatical item, a word, a speech act etc.) in

a way which a native speaker of the language regards as showing faulty or

incomplete learning.

Errors in translation have mostly resulted from the non-equivalence between

the source and target language. This can be proven by students' translation. For

example, one of the students translates ―”kami selalu melewati jalan itu setiap

hari,then student translates into ―we always passed that street everyday”. This is

an error in using the verb phrase. The use of “always passed” in that sentence

showed the error made by the student because they failed to transfer their native

language to the target language. The words “always” and “everyday” mean that

the event happens repeatedly in the current time. So, it must be in the form of

present tense. Therefore, the correct sentence must be ―”we always pass that

street everyday”.

To know errors in translating Indonesian into English text, errors analysis

is needed. Errors analysis is carried out for identifying the errors, describing the

errors, explaining or interpreting the errors, evaluating the errors in one language.

Thus, the certain area of difficulties will be known and it tries to overcome

2
students’ problem in translating.Those reasons above have inspired the researcher

to conduct research in analyzing students' translation error from Indonesian into

English of sixth semester. Therefore, the researcher is interested in conducting the

research entitled“An Error Analysis in Translating Indonesian into English to

the sixth semester at Muhammadiyah University Of North Maluku ”

B. The Identification of the problem

According to the background as stated previously, the researcher identifies

same problem, amongs them:

1. The students got much problems and errors in translating

2. The students are not able to translate text well

3. The lack of knowledge of the norms of the target language

4. Translation error is resulted from non-equivalence between SL and TL

C. Scope of the Problem

In relation to the identification of the problem, this study conducts in

errors of translation. This is because errors provided the teacher with information

about how much the learner has learnt they help to know the errors that made by

the students, they also are used to overcome the student's problem in translation,

and errors served as devices by which the learner discovered the rules of the target

language.

Therefore, the researcher limits the problem in aspect of: students’ errors

in translating Indonesian into English text.

C. The problems statement

In line with the problem statement above, the researcher formulated the

3
 research problem as follows:

What kinds of error are made by the students in translating Indonesian

into English text?

D. The Objective of the Research

Based on the research problem above, the researcher formulates the objective

as follow:

To know what types of errors found in translating Indonesian into English

text madeby the sixth semester of English Department University at

Muhammadiyah North Maluku

F. The Significance of the Research

The researcher expects this study can overcome the students‘ problem in

translation, and errors served as devices by which the learner discovered the rules

of the target language. This study is expected to give some benefits as follows:

1. Theoretical Significance

This research can be useful to enrich knowledge in learning translation.

2. Practical Significance

a. For the teacher, this study is expected that this research can be affected in

teaching style and the teacher will know more about how the way students

in learning and the difficulty that is faced by students.

b. For the students, this study is expected to make students understand more

about how to translate Indonesian into English.

c. For other researchers, this study is expected can be a reference in the next

study that has same concern to analyze the students in translation.

4
d. For the principal, the result of this research as contribution to improve

teachers‘ competence in teaching English.

5
 CHAPTER II
RIVIEW OF RELATED LITERATURE

A. The Nature of Errors

Language learning is a process to develop the language skills, both oral and

written. In developing the skills, learners are often making mistakes and errors.

Learners usually commit errors when they lack of knowledge about grammar

rules, appropriate words or sentences. When they make mistakes, correct or error

sentences and free utterances, it may tell about what is going on in their minds.

Thus, making errors is an important aspect to get information whether it is caused

by the grammatical errors or slip of the tongue either in spoken or written

language.

As Davis and Pearse (2002: 103) state that ‘errors are integral part of

language learning and not evidence of failure to learn’. Those errors should be

analyzed because they give a contribution in understanding the process of

language learning. From their errors, learners can get feedback which can be used

to find new attempts to achieve the goal of learning. It contains information on

strategies that learners use to acquire language and can play an important role in

the study of foreign language.

It is important to know about mistakes and errors because those terms are

technically different. According to Edge (1989 in Harmer, 2002: 99) suggests that

mistakes can be divided into three broad categories: ‘slips’ (that is mistakes which

students can correct themselves once the mistake has been pointed out to them),

‘errors’ (mistakes which they cannot correct themselves- and which therefore

6
need explanation), and ‘attempts’ (that is when a student tries to say something

but does not yet know the correct way of saying it).

According to Ellis (1997:17), mistakes reflects occasional lapses in

performance, they occur because, in a particular instance, the learner is unable to

perform what she or he knows while errors reflect gaps in leaners knowledge that

occur because learners do not know what is correct and they are still in the

learning process. Mistakes refer to performance errors or nonsystematic errors

which are caused by inattention while errors refer to competence.

From definitions above, it can be concluded that the mistakes are different

from errors. People make mistakes both in native and second language. Mistakes

are the wrong use of language because the user is not aware of the mistakes he

makes whereas he knows the correct form of its rules. Mistakes can be corrected

by the user himself and it does not need help from other people, while errors are

found in second language learning. The user may not be aware that he makes the

error and he needs help from other person to correct the error. It may need time to

correct the error.

b. Definition of Error Analysis

Error analysis is an activity to reveal the learning outcomes achieved by

learners in developing interlanguage system in writing and speaking which is

consist of comparison between the errors made in target language and that target

language itself. Errors found in writing and speaking.

Taylor (1997:3) states that ‘error analysis is the study and evaluation of

uncertainty in measurement’. It implies that error has a positive role in language

7
learning since it is the sign that a language learner does not learn the rules of the

target language effectively.

As Erdogan (2005:263) emphasizes that ‘error analysis deals with the

learners’ performance in terms of the cognitive processes they make use of

recognizing or coding the input they receive from the target language. Therefore,

a primary focus of error analysis is on the evidence that learners’ Error provide

with an understanding of the underlying process of second language acquisition.

From the three definitions above, it can be clarified that error analysis is an

activity to identify, classify and describe the errors made by learners in speaking

or in writing and it is carried out to obtain information on common difficulties

faced by someone in speaking or writing English sentences.

According to Lee (2004) students expect to get feedback from their teachers

and hope that it would be very helpful for them to good writers. So, by analysing

the errors, teachers would be able to have knowledge of what areas should be

focused on and what kind of materials is emphasized in their teaching. They

should be able to develop curriculum design such as remedial teaching, and select

materials that help students’ to learn English. Teachers need to know the causes of

errors and the reasons behind their occurances.

C. Error Descriptions

Dulay, Burt, and Krashen (1982: 146-191) propose four descriptive

classifications to analyze errors. They are as follows:

1.) Error in linguistic taxonomy

Linguistic taxonomy classifies errors according to either or both the

8
language components and the particular linguistic constituent the error affects.

Language components include phonology (pronunciation), syntax and

morphology (grammar), semantic and lexicon (meaning and vocabulary), and

discourse (style). Constituent includes the elements that comprise each language

component.

For example, within syntax one may ask whether the error is in the main

or subordinate caluse, which constituent is affected, e.g. the noun phrase, the

auxiliary, the verb phrase, the preposition, the adverb, the adjective, and so forth.

2.) Errors in surface strategy taxonomy

Surface strategy taxonomy highlights the ways surface structures are altered.

Analyzing errors from a surface strategy perspective holds much promise for

researchers concerned with identifying cognitive processes that underlie the

learner’s reconstruction of the new language.

a) Omission errors

An omission is a type of error which is “characterized by the absence of an

item that must appear in a well-formed utterance”. As we know that morphemes

or words can be distinguished into two classes: content words and grammatical

words. Content words are those that carry the bulk of referential meaning of a

sentence such as nouns, verbs, adjectives, adverbs, etc. Grammatical or function

words are those little words that play a minor role in carrying the meaning of a

sentence.

They include noun and verb inflection (-s, ed, ing):

the article (a, the, an):

verb auxiliries (is, will, can, may, etc);

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 and preposition (in, on, or, etc).

Language learners omit grammatical morphemes much more frequently

than content words. Omission of content words, although typical in the early

stages of L1 acquisition, is not as common in sequential L2 acquisition where the

learner is older and more cognitively mature. If content words are omitted in L2, it

is usually caused by lack of vocabulary, and learners usually indicate their

awareness of the missing constituent.

e.g.: John is clever student.

There is missing “a” that should be John is a clever student.

b) Addition errors

Addition errors are characterized by the presence of an item which must not

appear in a well-formed utterance (Dulay et all 1982:156). It is usually occured in

the later stages of L2 acquisition or learning, when the learner has already

acquired some target language rules. There are three types of addition errors:

1. Double markings

This error is caused by the failure to delete certain items which are required

in some linguistic construction.

e.g She didn’t went/goed back.

There is double marking that should be “She didn’t go back”.

2. Regularization errors are a type of errors “in which a marker that is

typically added to a linguistic item is erroneously added to exceptional items of

the given class that do not take a marker”.

e.g . sheeps instead of sheep

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There is regularization error in which regular plural marker.

3. Simple addition

Simple addition errors characterize all addition errors. It is the use of an item

which should not be appeared in a well-formed utterance.

e.g the fishes doesn’t live in the water.

There is simple addition that should be “the fish doesn’t live in the water”.

c) Misformation errors

Misformation errors are characterized by the use of the wrong form of the

morphemes or structure. It is occured when the learner supplies something

although it is incorrect. There are three types of misformation errors:

1 Regularization errors

Regularization errors that fall under the misformation category are those in

which a regular marker is used in place of an irregular one.

e.g runned instead of run

There is regularization errors that should be “run”.

2. Archi-forms

Archi-forms errors are the selection of one number of a class of forms to

represent others in the class is common characteristic of all stages of second

language acquisition.

e.g I see her yesterday, Her dance with my brother.

There is archi-forms error that should be “I see her yesterday, she dance with my

brother”. It is caused when the learner represents the entire class of subject.

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 3. Alternating forms

Alternating forms error caused by the learners’ vocabulary and grammar

development.

e.g I seen her yesterday.

The alternating error that should be “ I saw her yesterday” .

d) Misordering errors

Misordering errors are characterized by the incorrect placement of a

morpheme or group of morphemes in an utterance. It occurs systematically for

both L1 and L2 learners in constructions that have already been acquired.

e.g. I don’t know what is that.

There is misordering error that should be “I don’t know what that is

3. Errors in comparative analysis taxonomy

Comparative taxonomy classifies errors based on comparison between the

structure of language learner errors and certain other types of construction.

The types of errors are:

a) Intralingual or developmental errors

Intralingual or developmental errors ilustrate the learner attempting to build up

hypotheses about the English language from his limited experience of it in the

classroom of textbook which reflects the general characteristics of rule learning,

such faulty generalization, incomplete application of rules, and failure to learn

conditions under which rules apply.

e.g: I’m boring

There is intralingual error that should be “I’m bored”.

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 b) Interlingual errors

BIt often reffered to as mother-tongue interference or negative transfer. It

reflects native language structure regardless of the internal process or external

conditions that spawned them.

e.g: the man skinny.

There is interlingual error that should be “The man is skinny”. This sentence is

caused by interference of native language sentence (Laki-laki itu kurus).

c) Ambiguous errors

Ambiguous errors are those that could be classified equally well as

developmental or interlingual. It is caused when the errors reflect the learner’s

native language structure and the types found in written works/speech of children

acquiring a first language.

e.g : I happy.

This is an ambiguous error that should be “I am happy”. It may be caused

by the the learner’s grammar knowledge or sentences which is produced by

children who acquire English as the first language.

d) Unique errors

Since the errors are not similar to those children make during first language

development, they must be unique to second language learners and since they are

not interlingual, some must be unique reflections of creative construction.

4.) Error in communicative effect taxonomy

Communicative effect taxonomy deals with errors from the perspective of

their effect on the listener or reader. It focuses on distinguishing between errors

13
that seem to cause miscommunication. This taxonomy classifies errors into:

a. Global errors

Global errors are the misuse of structure and thus damage or breakdown

communication. For example conjunction errors, which involve the overall

meaning of the sentence and major constituent classes of the sentence or

transformations, will be seriously, influence comprehension of sentences.

e.g,:I saw their department.

Readers or listeners do not know what the sentence means.

b. Local errors

Local errors are referring to error which will not damage communication.

Such as lexical errors, noun errors, and adverbs, etc do not usually cause major

problems.

e.g,:A trousers.

Trousers are considered to be plural so the indefinite article ‘a’ is not

needed.

Ellis (1997) maintains that ‘classifying errors can help us to diagnose

learner’s learning problem at any stage of their development and to plot how

changes in error patterns occurs over time’. This categorization can be

exemplified as follows:

a. Omission

1. Morphological omission: A strange thing happen to me yesterday.

2. Syntactical omission: Must also say the names?

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b. Addition

1. In morphology: The books is here.

2. In syntax: The London.

3. In lexicon: I stayed there during five years ago.

c. Selection

1. In morphology: My friend is oldest than me.

2. In syntax: I want that he comes here.

d. Ordering

1. In pronunciation: significant for ‘significant’, plural for ‘plural’

2. In morphological: get upping for ‘getting up’

3. In syntax: he is a dear to me friend.

4. In lexicon: key car for ‘car key’

d. Sources of Error

James (1998) classifies the sources of errors as:

1. Interlingual errors are caused by the process/mechanism of transfer and

borrowing from the learners’ LI to L2.

2. Intralingual errors are attributed to the processes/mechanism of some

factors:

(a) False analogy (or overgeneralization),

(b) Misanalysis, i.e, when the learners are mistakably assumes the

singular posessive pronoun “its” as plural because of –s,

15
 (c) Incomplete rule application (or under-generalization)i.e, when

learner fails to use indicative word order “I knew where was he”,

(d) Exploiting redundancy : ommiting grammatical features that do

not contribute to the meaning, such as ommiting the third person –s

i.e., “John play tennis”

(e) Overlooking co-occurrence restriction i.e, “quick” and “fast”

are synonimous, “quick food” instead of “fast food”

(f) System simplification i.e, substituting a single form where the

target language uses more than two forms and reducing the burden

of learning, like the use of “that” as a ubiquitous relative pronoun

“that”.

According to Brown (1994:213-217), the classification of sources is as

follows:

1) Interlingual transfer

Learners will make errors as the result of transfer from the native

language since they hav not been familiar with the second language

system.

e.g English learner say ’sheep’ for ‘ship’.

2) Intralingual transfer

This error is made by learners who have begun to acquire parts of

target language but still lack of competence. e.g.,

She can singing beautifully.

16
 3) Context of learning

Context refers to the classroom with its teacher and its materials, in

this case, of school learning activities or the social situation in the case

of untutored second language learning. Students make errors because

of a misleading explanation provided by the teacher, faulty

presentation in a textbook or a memorized pattern that is not

contextualized.

4) Communication strategies

The learner’s techniques in learning second language can become a source

of error.

Littlewoods (2002) identified in a more straighforward fashion of the

following five processes as causing leaners language errors:

a. Overgeneralization

b. Transfer (both positive and negative)

c. Simplification (redundancy reduction) by omission

d. The effects of teaching

e. Non-systematic processes (such as communication strategies and

performance).

According to Richard (in Johnson, 2001: 67), the causes of errors are:

1. Overgeneralization

It includes where learners create a deviant structure on the basis of his

experience of other structures in the target language.

17
 e.g : He can sings.

The learners knows “He sings, He wants etc”. Putting the –s on the verb

can is a false over-generalization.

2. Ignorance of rule restrictions

It is the failure to observe the restrictions of existing structures (closely

related to over-generalization).

e.g : I made him to do it.

Here the learner ignores the restriction on make, that it is not followed by

to and a verb (unlike, for example, want in I wanted him to do it.

3. Incomplete application of rules

It is the occurrence of structures whose deviancy represents the degree of

development of the rules required to produce acceptable utterances.

e.g : You read much?

The learner clearly asks a question (intonation and/or the context may take this

clear), but the correct question form is not used.

4. False concepts hypothesized

It is related to student’s faulty comprehension of distinctions in the target

language. A learner may come to believe that is how past time is marked in

English, and produce sentences.

e.g : One day it was happened.

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 CHAPTER III
RESEARCH METHODOLOGY

This chapter discusses research design, location and time of the research,

subject and object of the research, subject of research, technique of collecting

data, and technique of analysis data.

A. Research Design

In this research, the researcher used descriptive qualitative research.

According to Auebach and Silverstain (2003), qualitative is research that involves

analyzing and interpreting texts and interviews in order to discover meaningful

patterns descriptive of a particular phenomenon.

In this research, the researcher used descriptive qualitative research to gain

description of status of phenomena that appear in the current situation. It can be

that the researcher come to field to obtain the information about students errors, to

write, to describe them, then analyze her finding based on the surface strategy

taxonomy, they are; omission, addition, disinformation and disordering.

B. Location and Time of the Study

This research is located on English Department at Muhammadiyah

University of North Maluku and will be conduct on January 2021

C. Subject of the Research

The subjects of the research are 15 students of English deprtment at

Muhammadiyah University of North Maluku, in use chosing the subject the

research (purposive sampling technique). The researcher chooses all the students

from the Sixth Semester as a sample to analysis students’ Analysis of grammatical

19
error on student translation from Indonesia into English.

D. Research Instrument

The instrument which will be used in this research is test sheet. This is

used to test students competence in translating text.

E. Data Collection Technique

The resercher will use the intrument to collect data by asking for students

to translate text (Indonesian) in to English. The resercher will give each student

the text, then, they have to translate it grammatically. It will be one kind of text

for all respondents. After that, the researcher will gather the students’ test sheet.

F. Data Analysis Technique

After translating the text, and then the resercher collect it, this research

would be analyzed data by using the presentage formulas follow:

F
P= x 100 %
N

P = percentage

F = frequency of correct answer

N = number of test items

After having the frequency and percentage of correct for each question

then the researcher found the average mark by using formula:

F
P= x 100%
N .n

P = Percentage

F = Frequency of incorrect answer

N = Number of sample which is observed

20
n = Number of test item

Table 3.1 The criteria for student result

Criteria Score

Excellent (A) 80-100

Good (B) 60-79

Average (C) 50-59

Poor (D) 0-49

Source: depdiknas in Sandi Tofan (2015)

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 CHAPTER IV

FINDINS AND DISCUSSION

This chapter presents finding and discusses of the research. This study was

conducted to investigate three research problems. Those are the types of

grammatical errors analysis and the sources of grammatical errors of the students

make it.

A. Finding

This research was analyzed based on Dulay et all theory, the surface

strategy taxonomy which concerns on omission, addition, misformation, and

misordering errors. To find out the types of errors and how many errors on those

component, the researcher documented the students’ writing. After that, the

percentage of each category of errors in their writings was counted. And also the

sources of errors were counted. The last step was counting the percentage of each

type of errors and its sources. The data from the students’ text are presented

below.

Table 1.1

No Respondent Types of Error {omission} Percentage

1 N.S 6 60%
2 R.L 4 40%
3 Z.F 3 30%
4 M.I 5 5%
5 K.K.M 4 40%
6 N.H 4 40%

22
 7 W 6 60%
8 KB 5 50%
9 S.S 4 40
10 A.U 5 50%
11 F.B 6 60%
12 S.T 6 60%
13 S.SR 4 40%
14 S.M 3 30%

15 S.SS 5 50%
TOTAL 67

Based on the table above, it could be disclosed that:

Respondent 1,7,11, and 12 had errors in omission from 15 respondent and

precentage 60%

Respondent 4,8,10, and 15 had 5 errors in omission from 15 respondent and

precentage 50%

Respondent 2, 5, 6, 9 and 13 had 4 errors in omission from 15 respondent and

precentage is 40%

Respondent 3 and 14 had 3 errors in omission from 15 respondent and precentage

30%

Table 1.2

No Respondent Types of Error {Addition} Percentage

1 N.S 4 40%

2 R.L 3 30%

3 Z.F 4 40%

4 M.I 2 20%

5 K.K.M 3 30%

23
 6 N.H 3 30%

7 W 2 20%

8 KB 3 30%

9 S.S 4 40%

10 A.U 3 30%

11 F.B 4 40%

12 S.T 2 20%

13 S.SR 4 40%

14 S.M 3 30%

15 S.SS 3 30%

Total 47

Based on the table above, it could be diclosed tha:

Respondent 1, 3, 9, 11 and 13 had 4 errors in addition from 15 respondent and

precentage 40%

Respondent 2, 5, 6, 8, 10, 14 and 15 had 3 errors in addition from 15 respondent

and precentage 30%

Respondent 4, 7 and 12 had 2 error in aaddition from 15 respondent and

precentage 20%

Table 1.3

No Respondent Types of Errors Percentage

{Misformation}
1 N.S 2 20%

2 R.L 2 20%

3 Z.F 3 30%

4 M.I 1 10%

5 K.K.M 1 10%

6 N.H 2 20%

24
 7 W 2 20%

8 KB 3 30%

9 S.S 3 30%

10 A.U 2 20%

11 F.B 2 20%

12 S.T 1 10%

13 S.SR 2 20%

14 S.M 3 30%

15 S.SS 1 10%

TOTAL 30

Based on the table above, it could be disclosed that:

Respondent 3, 8, 9 and 14 had 3 errors in misformation from 15 respondent and

precentage 30%

Respondent 1, 2, 6, 7, 10, 11, and 13 had 2 errors in misformation from

respondent and precentage 20%

Respondent 4, 5, 12, and 15 had 1 errors in misformation from 15 respondent and

precentage 10%

Table1.4

N Respond Types of Error {Misordering} Percentage

o ent

1 N.S 2 20%

2 R.L 1 10%

3 Z.F 1 10%

4 M.I 0 0%

5 K.K.M 1 10%

6 N.H 1 10%

7 W 2 20%

25
 8 KB 1 10%

9 S.S 0 0%

1 A.U 1 10%
0

1 F.B 1 10%
1

1 S.T 2 20%
2

1 S.SR 1 10%
3

1 S.M 1 10%
4

1 S.SS 0 0%
5

Total 14

Based on the table above, it could be disclosed that:

Respondent 1, 7 and 12 had 2 errors in misoedering from 15 respondent and

precentage 20%

Respondent 2, 3, 5, 6, 8, 10, 11, 13, and 14 had 1 errors in misordering from 15

respondent and precentage 10%

Respondent 4, 9 and 15 had 0 error in misordering from 15 repondent and

precentage 0%

Table 2.1 The Score Percentage

No Respondent Errors Errors Errors Errors Tot Percenta Catego

s omi addi misform misorder al ge ry

1 N.S 3 4 2 1 10 10% Poor

2 RL 4 3 2 1 10 10% Poor
3 Z.F 3 4 3 1 11 11% Poor

26
4 M.I 5 2 1 0 8 8% Poor

5 K.K.M 4 3 1 1 9 9% Poor
6 N.H 4 3 2 1 10 10% Poor
7 W 6 2 2 2 12 12% Poor
8 K.B 5 3 3 1 12 12% Poor
9 S.S 4 4 3 0 11 11% Poor
10 A.U 5 3 2 1 11 11% Poor
11 F.B 6 4 2 1 13 13% Poor
12 S.T 6 2 1 2 11 11% Poor
13 S.SR 4 4 2 1 11 11% Poor
14 S.M 3 3 3 1 10 10% Poor
15 S.SS 5 3 1 0 9 9% Poor
TOTAL 67 47 30 14 158

PRECENTAGE 105,33%

Based on the table above, it could be disclosed that:

Respondent 11 had 13 errors analysis of grammatical from omission, addition,

misformation and misordering from 15 respondent and percentage is 13%

Respondent 7 and 8 had 12 errors analysis of grammatical from omission,

addition misformation and misordering from 15 respondent and precentage is

12%

Respondent 3, 9, 10, 12 and 13 had 11 errors analysis of grammatical from

omission, addition, misformation and misordering from 15 respondent and

precentage is 11%

Respondent 5 and 15 had 9 errors analysis of grammatical from omission,

addition, misformation and misordering from 15 respondent and the precentage

9%

27
Respondent 4 had errors analysis of grammatical from omission, addition,

misformation and misordering from 15 respondent and the percentage 8 %

B. Discussion

Translation is one of the very important aspect encouraging the foreign

language in teaching and learning process. Translation is a process to change a

text in a language into another has equivalent meaning, so that the reader can

catch the message from the source language in from of target language. But, the

student still confused to translate a text and the student’s ability in translating a

text is still low. The student made errors in translating a text and get problem in

translating.

The result of data analysis shows that: from 15 respondents, only three student got

good category, the three students got the average category and the last seven

others student got the poor category. The frequency of correct answer is in

omission, addition, miss formation, and mis-ordering errors. And the total

percentage from 15 respondents is 42%. From the test results, it is known that the

sixth semester At Muhammadiyah University Of North Maluku got the poor

category.

The data were obtained in order to find out the errors made by the student’s in

translate in Indonesia into text. The errors was classified to findout the dominant

types of translation error made by the students in translating Indonesia into

English text.the student still confused and difficult to used the word that suitable

the meaning with the context.in other words, the student still error in translating

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text. The research found thee errors that made by student in translating a text are:

kinds of error {omission, addition, misformation and misodering}.

For the first example in omission” As we know global warming happening

today has a huge impact in the condition of nature, animal and us human.” But,

there is missing “which is” that should be “ As we know global warming which is

happening today has a huge impact in the condition of nature, animal and us

humans”.

Second example in addition”solar radiation in the earth’s atmosphere

makes ozone layer get thinner and makes the sun which shines the earth become

hotter” but, this add in “sunlight” that should be”solar radiation in the earth’s

atmosphere makes ozone layer get thinner and makes the sunlight which shine the

earth become hotter.

Based on the description above, the researcher concludes that: the

students’ an analysis of grammatical errors on student’s translation from

Indonesia into English at Muhammadiyah University of North Maluku still low

level or on poor category. Because from the result of data analysis shows that, the

average scores of the students’ an analysis of grammatical errors is 42%.

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 CHAPTER V

CONCLUSION AND SUGGESTION

In this chapter discuss about conclusion and suggestion

A. Conclusion

In this research, the researcher could conclude that:

1. The students’ an analysis of grammatical error on student’s translation from

Indonesia into English at Muhammadiyah University of North Maluku is very

low or on poor category.

2. From 15 respondents there is three respondent have an analysis of grammatical

errors and got good, average category and the 7 others respondents got same

score or still poor category.

3. There were some student still confused in an analysis grammatical errors using

omission, addition, misformation and misodering errors in sentence.

B. Suggestion

Based on the conclusion of this research, the researcher would like to give

some suggestion as follows:

1. For English Teachers

a. The teacher should teach about grammatical errors to the students more

hopefully.

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 b. The teacher should give more explanation about grammatical errors and

give them example.

2. For The Students

a. The students should study hard about grammatical about omission,

addition, misformation and misodering errors.

b. The students should do more practice and should have to improve their

skill in grammatical and comprehensive reading. The research also

suggest to student that to be aware of kind of errors commonly

commited by them in translating the Indonesia written text to English

language, so in other chance, the errors will not anymore.

c. The students should be encourage themselves to learn the vocabulary as

much as possible because the vocabulary is the most aspect in

improving the translation skill and also in language skills such as

speaking, listening and writing.

REFERENCES

Bahar, Pratiwi. 2012. “An analysis of grammatical errors instudent‟s Proposals

Makassar: SkripsiFakultas Sastra Inggris. UniversitasYogyakarta.

Brown, H. Dougles. (1994). Principles of Language Leaarning and Teaching. 3rd

edition. Englewood Cliffs, New Jersey: Prentice Hall, Inc.

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Corder, S.P. 1974. “Error Analysis”. In J. Allen and S. P. Corder (eds.), The
Edinburgh Course in Applied Linguistic. Vol.3. Oxford: Oxford University
Press
Davies, P. and Pearse, E. (2002). Succes in English Teaching. Shanghai Forein
Language Education Press.

Dulay, H., Burth, M,. Krashen S. (1982) Language Two, Oxford: University
Oxford, Inc.

Ellis, R. (1997). Second Language Acquisition. Oxford: Oxford University Press.

https://www.researchgate.net/publication/
234757803_Research_Tips_Interview_Data_Collection

Erdogan, Vacide. (2005) Contribution of error analysis to foreign language

teaching. Mersin University journal of the Facultyog Education, 1(2), 261-
270.

James, Carl. 1998. Errors in Language in Use: Exploring Error Analysis.

Addison Wesley Longman.

Nida, E.A., dan Charles, R. Taber. 1974. The Theory and Practice of Translation.
Leiden: E.J. Brill.

Littlewood, W. (2002). Foreign and Second Language Learning: Language

Acquisition Research and Its Implications for the Classroom. Cambridge:
Cambridge University Press

Lee, I. (2004) Error correction in L2 secondary writing classrooms: The case of

Hong kong. Journal of second Language Writing. 13(4),285-312.

Merlin,Simbolon. 2015 An Analysis of Grammatical Errors onSpeaking Activity”

Palangkaraya: Skripsi Pendidikan Bahasa Inggris. Universitas Negeri
Palangkaraya

Taylor, J,. R. (1997) An Introduction to Error analysis: The Study of

Uncertaintiesin physical Measerument 2nd Edition. Colorado: University Science
Book.

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APPENDIX 1

TEXT ITEMS

Please translate the Indonesian text below using English:

PEMANASAN GLOBAL

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 Seperti yang kita ketahui, pemenasan global yang terjadi saat ini sangat

berdampak pada kondisi alam, hewan, dan kita manusia. Nah, tahukah anda

bagaimana pemanasan global yang berdampak serius pada kehidupan itu terjadi?.

Untuk mengetahui proses bagaimana fenomana itu terjadi perhatikan penjelasan

berikut.

Proses tersebut di mulai ketika cahaya matahari yang menyinari bumi

dimana sebagian panas diserap oleh bumi dan sebagian lagi di kembalikan ke

angkasa {atmosfer}. Sinar yang di kembalikan ke angkasa terperangkap oleh gas-

gas yang ada di atmosfer seperti gas karbon dioksida, sulfur oksida, metana, uap

ait, dan lain sebagainya. Peristiwa ini disebabkan oleh efek rumah kaca.

Radiasi sinar matahari di atmosfer bumi disebabkan lapisan ozon semakin

menipis dan ini membuat sinar matahari yang menyinari bumi semakin panas.

Efek rumah kaca juga menyebabkan sinar matahari yg kembali ke angkasa di

pantulkan kembali. Hal ini menyebabkan bimu semakin lama semakin panas.

Kondisi ini lah yang di kenal dengan istilah pemanasan global.

APPENDIX 2

KEY ANSWER

GLOBAL WARMING

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 As we know, global warming which is today has a huge impact on natural

conditions, animals.us humans. Do you know how global warming which has a

serious on life occurs?. To know the process of how phenomenon occurs, see the

following explanation.

The process starts when sunlight shines the earth where most of the heat is

absorbed by the earth and a half of it is reflected back onto the air {atmosphere}.

Sunshine returning to the air is trapped by gases in the atmosphere such as carbon

dioxide, sulfur dioxide, merthana, water vapor, and so on. This event is caused by

the greenhouse effect.

Solar radiation in the earth’s atmosphere is caused by the depletion of the

ozone layer and makes the sunlight which shines the earth become hotter. The

grrenhouse effect also causes the sunlight that returns to space to be reflected back

to the earth. This phenomenon causes the earth continuously getting hotter. This

condition is known as global warming.

APPENDIX 3

DOCUMENTATION

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CURRICULUM VITAE

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