The Analysis Of Translation Errors

The Analysis Of Translation ErrorsTranslation is one of the means that heap office to early(a) speech communications betterbecause there atomic number 18 a lot of wrangles verbalise in this world. Since there are so many cultures and compositions shared in this world, Indonesians need to take aim other languages and one of them is incline. In order to be able to exchange ideas with people in other countries, Indonesians need to be proficient in spoken and written slope. How forever the majority of Indonesian people do non speak face. That is why they kick in to learn face from the basic. For them supplanting is a necessary aptitude. One of the problems in variant is that sometimes a translator cannot transfer messages well (CITATION HERE). But because Indonesians lack of edition skills, the generator demonstrate that some determines of comment do not have the uniform message as the airplane pilot writer wants to insure to the tar lounge about language.Transl ating a denounce can be challenging,. It should tell the linguistic con textbook of use that the original language wants to tell and it must be of the same heart and soul. tally to Nida, interlingual rendition is the re employment in a target language of the close at hand(predicate) natural same of the theme language message (Nida, 1982, 208). If translators cannot translate the messages accurately, the readers leave alone have difficulty in to a lower placestanding the messages.To understanding the messages accurately, the exposition skill must be taught and mastered. According to Gabrielatos (1998), variation has a long story in English Language Teaching. Many teachers use interpreting techniques to keep open their teaching reals. Translation is most frequently used as a convenient shortcut when teaching vocabulary, by providing analogouss in the learners mother tongues. The other reason is that a lot of written media, such as books, modules, novels, magazines are translated into English language. Translation skill is a basic skill in English. In order to understand English texts well, a person of necessity to be able to translate or even master the exposition skill. Translation skill is also important for someone who works with TV or movie production.Translation work focuses in the area of education, curiously in higher education. In the strength of Letters, students learn the translation skills they have to take translation class. The Faculty of Letters offers two levels of translation class. In the basic translation class, students learn how to translate English readings or paragraphs to Indonesian. In the more advanced class, students learn to translate Indonesian paragraphs or articles into EnglishUnfortunately, many students cannot master the translation skill well. Due to such problems, the writer is concerned that the work of translation would be seen by the other English learners. They still have to learn that the essence of tran slation is to translate the meter thoroughly, not by a rule book. By seeing the result of translation above, the students still face an ambiguity of Indonesian word, phrase, and condemnation.In this airfield, the writer wants to inquire whether student translations are accurate or not and to find erupt the most common errors in their translation. FIELD OF THE STUDYThis study is in the field of LinguisticsSCOPE OF THE STUDYIn doing his enquiry, the writer intends to audition the error analysis in translation. He is interested in analyzing the well-formed errors in students translations. However, spelling errors which do not affect the field of study and the grammar of the text are ignored.PROBLEM FORMULATIONIn this study, the research problem is content and grammatical errors in translation. This study impart address the following research questionsWhat translation error march ons in the students translation?What type of content and grammatical errors occur in the translati on?What is the most dominating errors in translation?OBJECTIVES OF THE STUDYThe objectives of this study are as followsTo investigate the kind of translation errors in students translation.To find type of content and grammatical errors occur in the translation.To compare the dominant translation error, whether grammatical or content errors occur in translation.SIGNIFICANCE OF THE STUDYThe writer hopes that this analysis can bestow to the discussion of content and grammatical errors in translation. The result of this study will hopefully help English learners to improve their translation skill. If they are conscious of the most common mistakes in translation, they will be able to nullify such errors. In addition, this study will provide suggestions and recommendations that learners and teachers can implement. description OF TERMSa. Translation error can not deliver the mean correctlyb. Content error failed to share ideas from the original textc. well-formed error going out f rom the rule of a grammar in contextCHAPTER IIREVIEW OF LITERATURE2.1 TranslationScholars define translation in different ways. Some define the term translation on the buttocks of the essence and the process of translation. According to Catford, the implication of translation is the replacement of textual material in one language by equivalent material in another language (Catford, 1965). In Catfords definition, the purpose of translation study is to convey an intended meaning of a material in the source Language (SL) into target Language (TL). So, the meaning in SL has to be equivalent with that in TL.Savory (1968) suggests that Translation is made possibly by an equivalent of thought that lies behind it different verbal expression. This means that the essence of translation lies on the equivalent thought. It means that the main ideas in the source language are the same as those in the target language.Nida and Taber define the meaning of translation by focusing it on the process of translation. They state that Translating consists of reproducing in the receptor language the closest natural equivalent of source language message, first in legal injury of meaning and secondly in name of behavior (1982). Their definition is the complete one. They state that in the TL, the meaning and the style (structure or grammar) must be as natural as possible, so the result of the translation does not look like a translation work.In those definitions, there are three similar ideas. Firstly, there is a process of transferring from one language into another language. The second one is that the meaning has to be retained. The last, the translator must carry the closest equivalent idea in the target language.2.2 Common Problems in TranslationNewmark (1988) and Barnet Stubbs (1980) classify the errors found in translation into the followingDifferent senseIn this household the translation is totally different from the original text in terms of linguistic sense of meaning, be it in the word or sentence level. In this category, the translation is a misstatement of fact. (Newmark, 1988)Less precise or less(prenominal) accuratethither is nothing perfect on the works of translation but it must cover the oral communication into an original meaning of a sentence in whole. That is why this category is related to the precision or accuracy of the original text meaning.Misuse of phrasesTo translate the phrase to an hire word must be selected into several categories, whether the order of a word is accurate or not. In this category, the translation persecute of phrases such as more and more for increasingly, above all for particularly job for work got well for recovered and excessively familiar phrasal verbs (get out of, get rid of) (Newmark,1988).Misuse of formal or official registerThe translation errors are in the degree of formality, generality, and emotional tone of a text. For instance, fret for death (Barnett Stubbs, 1980)Less coherentThe result of the translation does not clothe in standard phrases and forms. For example in a narrative, it has formulaic initiation (Once upon a time) and a formulaic close (they all lived happily ever after).Less cohesiveIn this category, the translation error is related to the coincidence between sentences. The most common forms these take care connectives denoting addition (however, on the contrary), result (therefore, consequently), and other connectives. (Barnett Stubbs, 1980)AddedSometimes, the translation adds additional information which does not make it in the original text. (Barnett Stubbs, 1980)8. Left outIn this category, the translation misses the ideas of the original texts. (Barnett Stubbs, 1980)2.3 Grammatical ErrorsRichard (1971) suggests that ultralingual errors are those which reflect the general characteristics of rule learning, such as faulty generalizations, in complete application of rules, and failure to learn conditions under rules apply. This can happen when the sub ject is going out from the rule of a grammar in context.According to Richards, translation errors can be categorized as followsErrors in the Production of Verbs GroupsIn this case, the translation errors are related to the production of verb such as gerunds, infinitives, participles ( benefaction/ bypast), errors in the use of verbs forms after modals, and the production of agreements of verbs with subject. The examples are as followsErrors in the production of tense formsHe is speaks French.He did not asks me.Errors in the production of verb formsI enjoy to work.Did you go to shopping?Errors in the use of verb forms after modalsShe cannot goes.We must worked hard.Errors in the production of agreements of verbs with subjectsShe go to crop everyday.They walks to the market.2.3.2 Errors in the Distribution of Verb GroupsErrors in the distribution of verb groups are classified into the upending of verb and subject in direct or account statements, the misuse of present or past parti ciples, and the misuse of subject or objects. The examples are as followsErrors in the inversion of verb and subject in direct or reported statementsHe said that had he worked hard.She asked me whether was she hungry.The misuse of present or past participlesThe country was discovering by Colombus.I am interested in that.The misuse of subjects or objectsKate is my friend. He is a teacher.Eric is a doctor. I want to draw her.2.3.3 Miscellaneous ErrorsMiscellaneous errors are classified into errors in the use of pronouns, errors in the adverbs, errors in the use of adjectives, errors in the use of too or so, errors in the position of words, errors in the use of plural, and errors in the use of conjunctions. The examples are as followsErrors in the use of pronounsAnn met I at the museum.She walked between Eni and he.Errors in the use of adverbsShe sings beautiful.He ran fastly.Errors in the use of adjectivesI met a kindly man.She is a beautifully woman.Errors in the use of too or soI a m so lazy to stay at home.I am too tired that I cannot workErrors in the position of wordsShe swims often in Tretes.He really is a good architect.Errors in the use of pluralTina bought a watches.There are two wienerwurst in his house.Errors in the use of conjunctionsThough he is poor, but he is very diligent.Is a lemon sweet but sour?CHAPTER tripletMETHOD OF DATA COLLECTIONThis chapter contains the method of the study. It consists of methodological approach, source of information, data collection, and data analysis.In conducting this research, the writer uses quantative method. He uses quantative because the data will be in numerical form such as statistics, and percentages. He analyzes sentences, and consequently he describes and explores the errors and put them in the table in form of percentage.3.1 corporealThe sources of data for this study are the students assignments of translation course in the Faculty of Letters Soegijapranata Catholic University. The writer only invest igates twenty five assignments to bushel the number of data.3.2 ProcedureThe writer collects students assignments and randomizes the twenty five of students assignments then study the mistakes happen the most. The mistakes can be found in the students assignments, identifying red concussion left by the lecturer. In doing this research, the writer used three steps. In the first place, in order to understand the meaning of the sentences, the writer reads the Indonesian sentences as a whole. After that, he reads the sentence by sentence and compared those sentences with the corresponding English sentences slowly and carefully. Furthermore, he focuses on the errors. He underlines the Indonesian part and the corresponding English error in bold type.There are some steps in the analysis. Firstly, the writer reads the Indonesian and the English sentence by sentence to know whether the content is already the same or not. If he finds out the content errors, he classified it base on the ty pe of content error following Newmark (1988) and Barnett Stubbs classifications (1980). remand 1 Content errorNo. sentenceIndonesian textEnglish textCategoryCorrectionAfter he finishes identifying the content error, he identifies the grammatical error and classifies it into the type of grammatical error following Richards categories (1974).Table 2 Grammatical errorNo. sentenceIndonesian textEnglish textCategoryCorrectionFor the last part, he deals with the dominant translation error which occurred in the translation class. He makes three tables, they are consists of content error, grammatical error, and types of content and grammatical error and their frequencies.