AN ANALYSIS OF STUDENTS’ PROBLEMS IN TRANSLATING REPORT
TEXT FROM ENGLISH INTO INDONESIAN
Nany Rosyana1,
Yasmika Baihaqi2, Ian Harum Prasasti3
1,2Universitas Metro Muhammadiyah, Lampung, Indonesia
3Sekolah
Tinggi Manajemen Informatika dan Komputer Kalirejo, Lampung, Indonesia
naniresiana@gmail.com1, yasmikabaihaqi69@gmail.com2, ihp.harum8@gmail.com3
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KEYWORDS |
ABSTRACT |
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students’problem,
translation, report text. |
The
purpose of this study is to describe the translation problem and find the
dominant issues in translating the report text from English to Indonesian
faced by the second-grade beauty students of SMKN 3 Metro in the 2021/2022
academic year. The researcher used a qualitative descriptive approach.
Researchers obtained data from students' translation tests. To collect data,
the researcher needed several steps; the researcher gave the students a
report text translation test, collected data on students' translation
problems, and analyzed the students' issues in translating the report text
from English into Indonesian. Then the researchers drew conclusions based on
data analysis. The results of the data analysis showed that the most frequent
problem made by students was vocabulary. The highest number of student
problems is vocabulary (53%). Student problem number two is incomplete
sentences in the target language text (24.47%). The third problem is that
messages from the source language are not transmitted into the target
language (11.88%). The fourth is an addition (6.29%), and the last is grammar
(3.49%). Students face several problems translating English-Indonesian, such
as vocabulary, incomplete sentences in the target language text, not sending
messages from the source language into the target language, addition, and
grammar. The most dominant problem in translating the report text from English
to Indonesian the second-class beauty. |
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DOI: 10.58860/ijsh.v1i1.2 |
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Corresponding Author: Nany Rosyana
Email: naniresiana@gmail.com
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INTRODUCTION
Teaching is a
series of delivering the lesson material to students to receive, respond to,
and develop the material, while learning is a process of interaction of
learners with educators (Dolong,
2016). Learning encompasses
every aspect of what school is all about. Four language skills in English need
to be learned when engaging in teaching and learning activities at school:
speaking, listening, reading, also writing (Yulia,
2017). The students must master
the four fundamental skills to learn English effectively and communicatively.
These skills can be separated into two categories. Receptive skills come first,
followed by productive skills. Reading and listening are sensory skills,
whereas speaking and writing are productive (Widharyanto,
2017). It is obvious that the
four skills are inextricably linked. Therefore, translation is required.
Numerous languages require translation into the mother tongue.
Translation
has been employed to convert written or spoken writings in the Source Language
into corresponding written or spoken texts in the Target Language (Ardi,
2018) (Tsai
& Liao, 2021). The goal of translation
is to recreate various text types, such as religious, scientific, literary, and
philosophical materials, in a different language so that more comprehensive
readers can access them (Khany,
2014).
Translation is
a fascinating subject for both professional and amateur translators and
students (Wuryantoro,
2018) (Li,
2021). Students who interpret
well can learn more, develop their skills, and become more open-minded. They
can use their imagination to generate fresh insights and concepts. But for
intellectuals, translation is unquestionably not an easy process. Translation
faces the complexities of work related to studying the grammatical structure,
lexicon, situational communication, and culture—both the source language's and
the target language's linguistic context (Sukirmiyadi,
2020).
Translation
has some benefits. First, it is more affordable to complete the adoption
process in-depth so the students can benefit from reading translated works.
Second, the students can learn a translated text's meaning by solving it.
Third, the students can practice creating English sentences by translating
specifically English content into Indonesian (Asmarani
& Santoso, 2014). Therefore, the students
must be masters in translating text to get all these benefits.
From the
above explanation, the researcher is interested in analyzing students' problems
in translating report text from English into Indonesian from the second-grade
beauty class students of SMKN 3 Metro in the academic year 2021/2022. Based on
the researcher doing a pra-survey at SMKN 3 METRO, especially to the second grade English teacher, students have studied several
types of text. One of them is reported text. A written text is a text that
presents information regarding something precisely as it is. It is the outcome
of meticulous observation and research. The researcher takes the data of the
student’s problem of doing a pra-survey to get information about translating
English text. The data showed that most students still have difficulties
solving a text, mainly when students translate English report text into
Indonesian.
METHOD
In this
research, the researcher uses qualitative research; qualitative research
involves a realistic and interpretive approach to the topic. It implies that
qualitative researchers investigate occurrences in the context of the meanings
people assign to them while studying things in the natural world. Qualitative
research requires careful utilization and gathering of different empirical data
(Lubis,
2018). Case studies, first-hand
accounts, introspections, interviews, life stories, observations, interactive,
visual, and historical texts. Qualitative research also evolves from unexpected
insights, unique field experiences, or subtle transformations of a particular
research project during a methodological journey (Jacobsson
et al., 2013). This research used
qualitative because the researcher aims to describe students' problems in
translating the report text from English to Indonesian. This study was
considered qualitative because the researcher as a tool to analyze the test of
written data of translating the report text by the students.
According to (Aziza,
2019), in qualitative research,
the researchers are instruments or tools to design, collect, and analyze the
data. In carrying out qualitative research, the researcher has a role as the
main instrument. A researcher is a human tool to identify the study's core,
chooses informants as the data sources, collects the data, measures the data
quality, data analysis, and interpretation, and arranges the stages of research
closing. It means that the researcher plays the central role of the instrument.
The researcher also uses the test as the instrument of this research; the test
can be a series of questions, worksheets, or the like that can be used to gauge
a research item's knowledge, skills, talents, and abilities. The instrument
sheet of this research is the text that students must translate into the target
language in which the researcher analyzed the test results.
Data analysis
activities include data reduction, display, conclusions, or validation.
According to Miles and Huberman (2014), the action in qualitative information
evaluation is executed interactively and retained to completion, so the
information is saturated (Sugiyono,
2012)). Creswell (Aziza, 2019) adds that analyzing
qualitative data is needed to understand how to figure out text and images so
that the researcher can answer the research question. In analyzing the data,
the researcher analyzed students’ problem in translating report text from
English into Indonesian through some steps as follow; 1) The researcher marks
every error made by the students by circling and providing a description of
each error. 2) The researcher counts each number of each error. 3) The
researcher draws a conclusion based on the data analysis.
RESULT AND DISCUSSION
The research
shows that almost the students faced problems translating report text from
English into Indonesian. Most students make errors in solving the text. The
highest students’ problems in translating English into Indonesian ones are
vocabulary, particularly unfamiliar words. The second problem in translating
English text into Indonesian by the students is an incomplete sentence; the
students omit one or more components of the correct English sentence. The third
problem for students is not transmitting the message from the source to the
target language. The fourth problem is the students’ presence of one or more
items that must not be present in a well-formed sentence. The last problem is
grammar, the student’s use of the wrong form of sentence structure in
translating English into Indonesian.
Table 1. The Result of
Analysis Data.
|
Name. |
|
Translation Problem |
|
||
|
|
NT |
IS |
G |
V |
A |
|
S.1 |
1 |
3 |
0 |
4 |
1 |
|
S.2 |
1 |
0 |
0 |
4 |
0 |
|
S.3 |
1 |
1 |
0 |
3 |
1 |
|
S.4 |
4 |
1 |
0 |
2 |
1 |
|
S.5 |
2 |
1 |
0 |
4 |
0 |
|
S.6 |
0 |
3 |
1 |
3 |
0 |
|
S.7 |
0 |
0 |
0 |
4 |
1 |
|
S.8 |
0 |
2 |
0 |
2 |
0 |
|
S.9 |
0 |
4 |
0 |
5 |
0 |
|
S.10 |
0 |
0 |
0 |
5 |
0 |
|
S.11 |
0 |
1 |
0 |
3 |
1 |
|
S.12 |
1 |
0 |
0 |
3 |
0 |
|
S.13 |
3 |
3 |
0 |
4 |
0 |
|
S.14 |
0 |
2 |
0 |
5 |
0 |
|
S.15 |
0 |
5 |
0 |
2 |
3 |
|
S.16 |
0 |
1 |
1 |
3 |
0 |
|
S.17 |
1 |
1 |
1 |
1 |
0 |
|
S.18 |
0 |
0 |
0 |
2 |
0 |
|
S.19 |
0 |
2 |
1 |
4 |
1 |
|
S.20 |
0 |
1 |
0 |
3 |
0 |
|
S.21 |
1 |
2 |
1 |
2 |
0 |
|
S.22 |
2 |
1 |
0 |
4 |
0 |
|
S.23 |
0 |
1 |
0 |
5 |
0 |
|
|
17 |
35 |
5 |
77 |
9 |
|
|
11,
88% |
24,47% |
3,49% |
53% |
6,29% |
From the table
above, the most common problem students make is vocabulary. The highest number
of students’ concerns is vocabulary (53%). The second number of students’
problems is an incomplete sentence (24,47%). The third problem is not
transmitted (11,88%). The fourth is an addition (6,29%), and the last is
grammar (3,49%).
The highest
number of students’ problems is vocabulary (53%); for example, “The order of
skincare for young beginners must be considered so as not to get it wrong when
using it.” The student translates the sentence: "The order of skincare for
beginners must be considered so that it is not wrong when using it.” The
student translates the word “skincare” still skincare; it is the wrong meaning
because of the word “skincare.” The correct sentence should be, “The order of
skin care for beginners must be observed so as not to be wrong when using it.”
The second
number of students’ problems is incomplete sentences (24,47%). For example,
“The order of skincare for young beginners must be considered so as not to get
it wrong when using it.” The students translate the sentence into “Skincare
order for young beginners....” from the example that the student does not
translate perfectly. The correct sentence should be, “The order of skin care
for young beginners must be considered so as not to be wrong when using it.”
The third
problem is not transmitted (11,88%). For example, “Here are the types of skincare
for beginners that can be used to maintain healthy skin.” The students
translate the sentence: "Here there are types of skin care for beginners
that can make skin healthy.” The student did not transmit the sentence's
message from the source to the target language. The correct sentence should be,
“Here are the types of skin care for beginners that can be used to maintain
healthy skin.”
The fourth
problem is an addition (6,29%). For example, “The order of skincare for young
beginners must be considered so as not to get it wrong when using it. The
students translate the sentence into “The order of skin care for our beginners
must be considered so as not to be wrong when using it.” The student should not
add “our “in the sentence. The correct sentence should be, “The order of skin
care for beginners must be considered so as not to be wrong when using it.”
The last
problem is grammar (3,49%). For example, it “aims to avoid clogging of the
pores, especially at puberty.” The student translates the sentence to " avoid
clogging the pores, especially at puberty.” The student used the wrong form of
the structure when translating the sentence. The correct sentence should be
“aims to avoid clogging pores, especially at puberty.” According to the
explanation above, students have faced problems in English-Indonesian
translation, such as vocabulary, incomplete sentences, not being transmitted,
addition, and grammar. Vocabulary is the most dominant problem in translating
report text from English into Indonesian by the second-grade beauty students at
SMKN 3 Metro in the academic year 2021/2022.
CONCLUSION
Based on the
research findings and discussion, the researcher draws the following
conclusions: 1) The categories of students’ translation problems are; first is vocabulary,
second is an incomplete sentence, third is not transmitted, fourth is added,
and the last is grammar. 2) Vocabulary is the dominant problem faced by the
second-grade beauty class students of SMKN 3 Metro in the academic year
2021/2022 in translating report text from English into Indonesian.
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