CHAPTER I
INTRODUCTION
This chapter deals with research background, problem statement,
objective of the research, significance of the research, scope of the research
and definition of operational variables.
A. Background
Translation a fundamental thing in written languages; it is used to
interpret foreign languages for example English. Most of the information from
outside is written in a number of books, program television, English journal,
newspaper to get information. We can know what happen in America, Europe,
and other countries in the world. Much information has been translated into
Indonesian, in order to understand to Indonesia. Automatically, the readers, in
this case the authors emphasize translation skills in students in MA Madani
Alauddin Pao-Pao, need to have a good translation skill like knowledge about
the topic of the test to solve the problem in translating. Through that way, they
can communicate in international communication well.
Telling the truth, Translating is never done in senior high school.
Thus, the students are difficult to compose sentence well, because they just
learn integrated English material. Palaloi (1997:2) states that translation is one
of the compulsory subjects, which is introduced to the student after they have
studied English for three years English object aims at proving the students
with basic theories of translation from English into Indonesian or vice verse,
the students of this level are supposed to a good command of knowledge.
Translating is one of the serious problems which faced by the students
in MA Madani Alauddin Pao-Pao. They sometimes get trouble in translating
sentences. Translation subjects aim to provide the students with basic theories
of translation, from English into Indonesia. The students of this level are
supposed to have a good command of English knowledge. For that reason,
they are expected not to encounter many problems in translating. Their
mastery of English might help them to translate, but what takes place in the
field is still far the expectation. The result is obtained by the students in
translating is insufficient.
In doing translation, students at the third year level of MA Madani
Alauddin Pao-Pao sometimes make mistakes: they sometimes translate word
by word into the target language by only looking at dictionary. Consequently,
they often make wrong choice of words and their translation sound strange
and unnatural for readers especially for the native speakers of target language
or even incomprehensible (Nababan, 2003). In practice, however, it is hard to
consistently translating from word to sentence. In other line, it became harder
when translating in complex sentences. Complex sentences include two
clauses in one sentence and it’s a little hard to translate it.
Student will face the topic of the test in translation. In the test, the
author emphasizes the complex sentences. Marcella Frank in Modern English
stated Complex sentences such sentences also have two or more full
predications. One of these is an independent clause (or, main clause) that is
similar to the form of the simple sentence, and one or more of these are
dependent clauses (or, subordinate clauses).
By considering the reason above, the researcher is interested to carry
out the research which untitled “Improving the Students’ Ability in
Translating Complex Sentences at the Third Year Level of MA Madani
Alauddin Pao-Pao”.
B. Problem Statement
Based on the previous background, the writer formulates the following
research question “To what extant can Grammar Translation Method (GTM)
improve the students’ ability in translating complex sentences at the third year
level of MA Madani Alauddin Pao-Pao?”
C. The Research Objective
Relating to the problem statement previous, this research focuses on
improving the Students’ Ability in Translating Complex Sentences by using
Grammar Translation Method at the Third Year Level of MA Madani
Alauddin Pao-Pao.
D. The Research Significance
The result of this research is expected to be a very useful reference for
both the English teacher and students in MA Madani Alauddin Pao-Pao in
teaching and learning English specially translating complex sentences and
also the result of this research will contribute for the English teacher about the
students’ ability in translating.
E. The Research Scope
This research is limited to improve the students’ ability in translating.
The researcher focused on improving the Students’ Ability in Translating
Complex Sentence at the Third Year Level of MA Madani Alauddin Pao-Pao
by using Grammar Translation Method.
F. Theoretical Framework
The theoretical Framework is the figure below:
Figure Theoretical Framework
The first condition Teacher Students This method they are confused in doesn’t use translating complex sentences yet of reading text
The first step Translate complex sentences
Treatment Using Grammar Translation Method
in Translating Complex sentences
The second step Translate the readingtext using complex sentences
The last condition the students can translate the complex sentences of reading text easily.
Based on the review of related literature and the theoretical framework
above, it is estimated that grammar translation method can improve the
students’ ability in translating complex sentences.
G. The Operational Definition of The Term
1. The definition of Translation
Catford in Rochayah (2009:25) defined translation as “the replacement
of textual material in one language (SL) by equivalent textual material in
another language (TL)”. Newmark in Rochayah (2009:25) defined that
translation is “rendering the meaning of a text into another language in the
way that the author intended the text”
While Eugeine A. Nida and Charles R. Taber (1964:5) defined
translation consist in reproduction in the receptor language the closest natural
equivalent of the source message, first in term in meaning and secondly in
term of style.
Based on the definition above, the researcher can conclude that
translation is way to replacement of text of source language (SL) with text that
equivalent into target language (TL) with language that suitable with social
condition.
Another definition of translation comes from Good in Hasbuddin
(2000:6) in the dictionary of education states that translation is the act of
rendering into a given language material in another language, giving the
closest idiomatic equivalent of original words and phrases.
The last in Webster (1989:6) defines translation as: An act, process of
translating as a rendering from one language into another, also the product of
such rendering. And a change to a different substance, form, or appearance
conversion.
2. The definition of Grammar Translation Method
Earlier in this century, this method was used for the purpose of helping
students read and appreciate foreign language literature. It was also hoped
that, through the study of the grammar of the target language, student would
become more familiar with the grammar of their native language and that this
familiarity would help them speak and write their native better. Finally, it was
thought that foreign language learning would help students grow
intellectually; it was recognized that students would probably never use the
target language, but the mental exercise of learning it would be beneficial
anyway (Diane and Larsen-Freeman. 2000)
According to Prator and Celce-Murcia in Google, the key features of
the Grammar Translation Method are as follows:
1) Classes are taught in the mother tongue, with little active use of the target
language.
2) Much vocabulary is taught in the form of list of isolated words.
3) Long elaborate explanations of the intricacies of grammar are given.
4) Grammar provides the rules for putting words together, and instruction
often focuses on the form and inflection of words.
5) Reading of difficult classical texts is begun early.
6) Little attention is paid to the content of text, which are treated as exercises
in grammatical analysis.
7) Often the only drills are exercises in translating disconnected sentences
from the target language into the mother tongue.
8) Little or no attention is given to pronunciation.
Diane Larsen-Freeman, in her book Techniques and Principles in
Language Teaching (1986:13) provides expanded descriptions of some
common/typical techniques closely associated with the Grammar Translation
Method.
The listing here is in summary form only.
1) Translation of a Literary Passage
(Translating target language to native language)
2) Reading Comprehension Questions
(Finding information in a passage, making inferences and relating to
personal experience)
3) Antonyms/Synonyms
(Finding antonyms and synonyms for words or sets of words).
4) Cognates
(Learning spelling/sound patterns that correspond between L1 and the target
language)
5) Deductive Application of Rule
(Understanding grammar rules and their exceptions, then applying them to
new examples)
6) Fill-in-the-blanks
(Filling in gaps in sentences with new words or items of a particular grammar
type).
7) Memorization
(Memorizing vocabulary lists, grammatical rules and grammatical
paradigms)
8) Use Words in Sentences
(Students create sentences to illustrate they know the meaning and use of new
words)
9) Composition
(Students write about a topic using the target language)
According to the explanation above, the researcher states that the
Grammar Translation Method is the method which is apply to the students
learning literature including rules of grammar from mother tongue into target
language and vice-versa.
3. The definition of Complex Sentences
A complex sentences contains one independent clause and one (or more)
dependent clauses. In a complex sentences, one idea is generally more important
than the other one. The more important idea is placed in the independent clause,
and the less important idea is placed in the dependent clause.
Independent clause (or, main clause) used alone in a simple sentence. It is
when clauses are combined because a relationship exists between them that
questions of usage arise. In a dependent clause, the full predication is altered in
such a way that the clause must be attached to another clause, an independent
clause.
e.g. - Anton who speaks English well is the best student.
- Herlina whom I met yesterday is a pretty girl.
- this is the year when the Olympic games are held.
There are three types of dependent clauses, named according to their
function in the sentence.
a) Adverbial clause = The concert was canceled because the soloist
became ill.
b) Adjective clause = The students who gets the highest grades will
receive an award.
c) Noun clause = I don’t know whether they still live there.
CHAPTER II
REVIEW AND RELATED LITERATURE
This chapter consists of some previous related research findings,
principles and techniques of translation, translation procedures, criteria of a
good translation, and variation of activities in translation courses.
A. Some Previous Finding Related to the Study
There were some researchers who have conducted researchers related
to translation and what have been shown are as follows:
1. Nasaruddin (1993) found that the students’ difficulty in translating in
caused by low mastery of vocabulary, knowledge of translation theory,
incompleteness of the target language control, and in sufficiency of
translation practiced aimed at finding out the causes of difficulties. It
can be proved from the result of the students’ difficulties. It can be
proved from the result of the students’ difficulties of translation skill
faced by the English department of FBPS IKIP Ujungpandang that his
mean score of the 45 students was 3.6; this score was categories as
poor. The weakness from this thesis is he does not use many theories
about translation so the students just practice but not mastery theory of
translation. It will be better giving the students’ theory of translation
so they understand if they want to make a translation.
2. Palaloy (1997:2) states that translation is one of the compulsory
subjects, which is introduced to the students after they have studied
English for aims at proving the students’ with basic theories of
translation from English into Indonesian or vice verse, the students of
this level are supposed to a good command of knowledge.
3. Larson (1989) says that translation consist of the meaning of the
source language into the receptor language. This is done by going
from the form of the first language to the form of a second language
by way of semantic structure. It is meaning which is being transferred
and must be held constant only the form changes. It will be better we
have to mastery our second language in target language.
4. Webster (1966: 1254) defines translation as an act, process of
translating as a rendering from one language into another also the
product of such rendering. A change to a different substance, form,
appearance conversion.
B. Some Pertinent Ideas
1. Definitions of translation
Different writes on files, depends on how they view language and
translation, the following definition have defined translation in many ways:
a. Translation consist of reproducing in the receptor language the closest
natural equipment of the source language message, first in the terms of
meaning and secondly in terms of style (Nida in Mariati, 1969:123)
b. Translation is a craft consisting in the attempt to replace a written
message and or statement in language by the same message and or
statement in another language (Newmark, 1981: 7)
c. A translation may be defined as a presentation of a text in language
other than that which it was originally written (Findlay, 1974: 1)
2. Kinds of Translation
Nababan (2003: 29) classifies translation into three main kinds,
namely:
a. Word for Word Translation
Translating sentence by word for word directly; each source
words in substituted by equivalent of receptor word. In this way, the
translators translate the source language text into target language by
only looking at dictionary. Consequently, they often make wrong
choice of words and their translation sound strange and unnatural for
readers, especially for the native speakers of the target language or
even in comprehensible.
Example: His heart is in the right places (Kepunyaannya hati adalah
dalam itu benar tempat).
b. Literal Translation.
Literal translation attempts to follow the form of the source
language, an interlinear translation is a completely literal translation.
For some purpose, it is described to reproduce the linguistics features
of the source text, as for example in linguistic study of that language.
Although these literal translations may be a very useful purpose
related to the study of source language who are interested in the
meaning of the source language text. A literal translation sounds like
non-sense and has a little communication value and the translation
sound foreign.
Example: His heart is in the right places (Hatinya berada di tempat
yang benar)
c. Free Translation
Free translation makes every effort to communicate the
meaning of the source language text in the natural form the receptor
language in grammatical construction and the choice of lexical items.
A truly free translation does not sound like it was written originally in
the receptor language. Therefore, a good translator should to translate
in free translation, this is his goal. However, translations are often a
mixture of literal transfer of the grammatical units a long with some
idiomatic meaning of the text. Example: His heart is in the right places
(Dia baik hati).
3. Aspect of Translation
Talking about translation deeply, the researcher have to discuss
the urgent aspect which is related to the translation process. They are
translator, language, subject, and culture. Largely; the quality of
translation will depend on the quality of translator, i.e. on his/her
knowledge, skill, training, cultural, background, expertise and over
mood.
4. Process of Translation
Nida and Taber (in Wahyudi Munir, 2007) describe the process
of translation in three stages, as can be seen in the following diagram:
Source Language Target Language
Analysis Restructuring
Message Transfer Message
During the analysis stage, the translators task in the process of
the translation is to analyze the surface structure of the source
language text in term or grammatical relationship and meaning or
words or combination of words. During the transferring stage,
messages or intentions or the sources language text are transferred into
the target language texts, messages are restructured into an acceptable
target into acceptable target language construction in a different term.
5. The Principles of Translation
According to Dolet in Nida (1964:15) there are five principles of translation:
1. The translator must understand perfectly the content and intention of
the author whom he is translating.
2. The translator should have the perfect knowledge of the language into
which he is translating.
3. The translator should avoid the tendency to translate word for word,
because it can destroy the meaning of the origins and ruin the beauty
of translation.
4. The translator should employ the forms of speech in common usage.
5. Through his choice and order of words, the translator should produce a
total over all effect with appropriate tone.
Doff in Choliludin (2005: 41) has a different idea about the translation
principles:
1. A translation should reflect accurately the meaning of the original text.
Nothing should be arbitrary added or removed thought sometimes part
of the meaning can be transposed.
2. The ordering of the words and ideas in the translation should match
the original as closely as possible. This is particularly important in
translating legal document, guarantees, contract ac t. however
differences in the language structure often require changes in the form
and order of word. When in doubt, underlines in the original text the
words on which mean stress falls.
3. Language often differ greatly their levels of formality in a given
context for example in the business letter. To resolve these differences,
the translator must distinguish between formal and fixed expression,
and personal expression in which the writer or speaker sets the tone.
4. One of the most frequent criticisms of translation is that it does not
sound ‘natural’ this is because the translator’s thoughts and choice of
words are too strongly molded by the original text. A good way to
avoid the influence of the source language is to set the text a side and
translated a few sentences a loud from memory. This will suggest
natural patterns of thought in the first language which may not come to
mind when the eyes is fixed on the SL text.
5. It will be better if a translator does not change the style of the original.
But if it is needed, for example because the text is full of repetitions or
mistakes in writing, the translator may change it.
There are some techniques in doing translation, such as:
1. Translation primarily aims at reproducing in the message of the source
language into its equivalent in target language.
2. Translation must take sense. If necessary, one or two sentences can be
added to clarify an aspect of cultural bearing. On the other hand, it can
be omitted if it is elusive or obscures the meaning.
3. The translation does not sound like translation. It means that the
translation of a text should not sound like the original one.
4. The reproduction of meaning must be given priority in translating.
5. Translation must be conducted on the basic of dynamic equivalent or
closest natural equivalent principles.
6. Criteria of Good Translation
Ideally, a translation should give the sense of original, in such
a way that readers are unaware, that they are reading a translation.
Besides, reader should experience as if they were reading an original
composition.
Savory in Newmark (1981:38) states that a translator should be
aware of following requirement; the criteria of good translation are:
a. Translation must give the word of original.
b. Translation must give the idea of original.
c. Translation should like the original text.
d. Translation should like translation but does not sound
translation.
Based on the statement above, we can draw a brief conclusion
that a good translation should; (a) capture the atmosphere of
the original. (b) give impression as nearly as possible (c) read
like translation but it does not sound like translation.
C. Grammar Translation Method
Earlier in this century, this method was used for the purpose of helping
students read and appreciate foreign language literature. It was also hoped
that, through the study of the grammar of the target language, student would
become more familiar with the grammar of their native language and that this
familiarity would help them speak and write their native better. Finally, it was
thought that foreign language learning would help students grow
intellectually; it was recognized that students would probably never use the
target language, but the mental exercise of learning it would be beneficial
anyway (Diane and Larsen-Freeman. 2000)
According to Prator and Celce-Murcia in Teaching English as a Second
Foreign Language (1979:3), the key features of the Grammar Translation
Method are as follows:
1) Classes are taught in the mother tongue, with little active use of the target
language.
2) Much vocabulary is taught in the form of lists of isolated words.
3) Long elaborate explanations of the intricacies of grammar are given.
4) Grammar provides the rules for putting words together, and instruction
often focuses on the form and inflection of words.
5) Reading of difficult classical texts is begun early.
6) Little attention is paid to the content of texts, which are treated as exercises
in grammatical analysis.
7) Often the only drills are exercises in translating disconnected sentences
from the target language into the mother tongue.
8) Little or no attention is given to pronunciation.
Diane Larsen-Freeman, in her book Techniques and Principles in
Language Teaching (1986:13) provides expanded descriptions of some
common/typical techniques closely associated with the Grammar Translation
Method.
The listing here is in summary form only.
1) Translation of a Literary Passage
(Translating target language to native language)
2) Reading Comprehension Questions
(Finding information in a passage, making inferences and relating to personal experience)
3) Antonyms/Synonyms
(Finding antonyms and synonyms for words or sets of words).
4) Cognates
(Learning spelling/sound patterns that correspond between L1 and the target language)
5) Deductive Application of Rule
(Understanding grammar rules and their exceptions, then applying them to new examples)
6) Fill-in-the-blanks
(Filling in gaps in sentences with new words or items of a particular grammar type).
7) Memorization
(Memorizing vocabulary lists, grammatical rules and grammatical paradigms)
8) Use Words in Sentences
(Students create sentences to illustrate they know the meaning and use of new words)
9) Composition
(Students write about a topic using the target language)
Grammar translation Method dominated European and foreign language
teaching from the 1840s to the 1940s, and in modified form it continues to be
widely used in some part of the word today. At its best, as Howatt in
Rahmaniah (1984) point out, it was necessary the horror that is critic depicted
it as. Its worst excesses were introduced by those who wanted to demonstrate
that the study of French or German was no less rigorous than the study of
classical language. This resulted in the type of Grammar Translation course
remembered with distaste by thousand of school learned, from whom foreign
language learning means a tedious experience of memorizing endless lists of
unusable grammar rules and vocabulary and attempting to produce perfect
translation of stilted or literary process.
According to the explanation above, the researcher states that the
Grammar Translation Method is the method which is apply to the students
learning literature including rules of grammar from mother tongue into target
language and vice-versa.
D. Characteristic
The principal characteristic of the Grammar Translation Method were
these:
1. The goal of foreign language study is to learn language in order to read its
literature or in order to benefit from the mental discipline an intellectual
development that result from foreign language study.
2. Reading and Writing are the major focus: little or no systematic attention
is paid to speaking or listening.
3. Vocabulary selection is based solely on the reading texts used, and words
are taught bilingual word lists, dictionary study, and memorization.
4. The sentence is basic unit of teaching and language practice.
5. Accuracy is emphases and Grammar is taught deductive.
E. Disadvantage
1. even if learning a language by Grammar Translation Method trained mind
in logical thought, there is little evidence to suggest that this faculty is
transferable to other walks of life beyond the language classroom.
2. This method gives pupils the wrong idea of what language is and of the
relationship between languages.
3. Deplorable to assume that language is only acquired through translation
skills, and this at the expense of oral skills (imagine disaster in,
comprehensive schools with mixed ability classes)
4. IQ of average school child not high enough to cope with this method.
F. Complex Sentences
Marcella Frank states that such sentences also have or more full
predications. One of these is an independent clause (or, main clause) that is
similar to the form of simple sentence, one or more of these are dependent
clauses (or, subordinate clauses).
Independent clause (or, main clause) used alone in a simple sentence. It is
when clauses are combined because a relationship exists between them that
questions of usage arise. In a dependent clause, the full predication is altered in
such a way that the clause must be attached to another clause, an independent
clause.
e.g. - Anton who speaks English well is the best student.
- Herlina whom I met yesterday is a pretty girl.
- this is the year when the Olympic games are held.
There are three types of dependent clauses, named according to their
function in the sentence.
a) Adverbial clause = The concert was canceled because the soloist
became ill.
b) Adjective clause = The students who gets the highest grades will
receive an award.
c) Noun clause = I don’t know whether they still live there.
G. haiuhuida
Mariati
Hasnaeni
Juharni
Julianti