Proposal

PROBLEM OF TRANSLATING ADJECTIVE CLAUSE DEALED BY THE 1^st STUDENTS OF ENGLISH DEPARTMENT OF UNNES

by:

Ahmad Muzaki Alawi

2201411093

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ENGLISH DEPARTEMENT

STATE UNIVERSITY OF SEMARANG

FACULTY OF LANGUAGES AND ARTS

2013

CHAPTER 1

INTRODUCTION

This section, introduction, presents contains background of the study, reasons for choosing the topic, statements of the problem, objectives of the study, and significances of the study.

1.1    Background of the Study

It is well-known that English is a language which is spoken in most countries in the world. Some of them use it as a first language whereas others use it as a second language or a foreign language. Some has it as their native language and others learn it as the target language. English itself, as a kind of language, has a specific characteristics which make it different from other languages. One of those characteristics is that English has grammatical rule. For the country where the society speak English as their native language will not deal too much problem with the grammar of English. But, it will be a big problem with the country where the people speak English as the second or even as the foreign language. They will face many problem to acquire English and use it as same as the native speakers.

Indonesia, where the people speak English as a foreign language, also have some problems with English grammar. Most of English teachers use English Translating Method to teach their students. The students have been learning English with this method since elementary untill senior high school. With this long periode, they will automatically translate the sentences in English into Bahasa to get the understanding of these sentences. They might not have many problems to translate simple sentence, but what happen when they have compound and complex sentences which contain many English features such as adjective clauses, relative pronouns, prepositions, word phrases? I am sure many of them cannot understand and translate those sentences well.

Here, I will not tell all of those complex grammar rule. My research will focus on problem of translating sentence containing adjective clause that students face.

1.2  Reasons for Choosing the Topic

There are some reasons why I choose this topic. Adjective clause is a common thing in English sentence whether we make it or we find it written in newspaper, novels, films, internet, and etc. English learners will certainly deal with this whether they like it or not. They are hoped to know and able to apply all of English features. Some of them will be teachers, translators, tourist guide, and other profession that demand them to master English. Before that they have to study first. They have to know what their problem is. In this research I will try to find out problems and mistakes that English learners make. With this research I hope they can recognize their problem especially in translating adjective clause into Bahasa. So, they can solve their problems and correct their mistakes. In the future they will be professional then. 

1.3  Statements of the Problem

Based on the topic above, the statements of the problem in this research or the research questions are:

(1)   How do the students usually translate adjective clause into Bahasa?

(2)   What are the problems that most students do in translating adjective clause into Bahasa ?

(3)   What is the best method to translate adjective clause into Bahasa?

1.4  Objectives of the Study

(1)   To describe the ways the students translate adjective clause into Bahasa.

(2)   To explain the probems that students usually find in translating adjective clause into Bahasa.

(3)   To explain the best methode in translating adjective clause into Bahasa.

                                    

1.5  Significances of the Study

The advantages that can be required from this study are the following:

(1)   for students:

Students can learn what mistake and problem they deal with translating adjective clause. Hopefully, they can improve their skills and become better in translating English sentences.

(2)   For teachers:

Teachers can use the result of this study as a reference or a knowledge to develop their ability in teaching English.

(3)   For writer:

The writer can use the result of this study as an application when he becomes a real teacher.

(4)   For  the readers:

The readers can use the result of this study as an additional knowledge and can use it as a reference for making thesis.

CHAPTER 2

REVIEW OF RELATED LITERATURE

This secsion presents review of related literature to the topic. It presents review of theoretical studies.

2.1. Review of Previous Study

 There have been some researchers conducted the research in the field of translation. Yet, there were few studies done on the study about strategy of translation. Many of the studies have the same purposes. Here are some previous studies that mainly talked about translation. I use them as refferences in conducting this final project.

The first study is in D.P. Asih‟s final project (2009). Her study concerned the collocation strategy that found in J.K Rowling‟s novel entitled “Harry Potter and the Goblet of Fire”. Because some people still get confused to understand the meaning when English learners find collocations, it made her to find out more on what strategies should be used in order to make a good collocation translation out of the novel written by an English author. From the result of her study, some points have been drawn. There are three strategies when translating the English collocations: (1) Translation by using a collocation of similar meaning, (2) Translation by changing meaning, (3) Translation by paraphrasing.

The research conducted by Sanitry Tyas Saputra (2009) entitled “The Types of Translation in Walt Disney‟s Bilingual Comic The Very Best of Donald Duck Seventh Edition”. This thesis analyzed minor sentences in the story of Donald Duck in Walt Disney‟s the very best of Donald Duck Comics. This is a descriptive research one. From the result of the analysis, the writer concluded that there are three types of translation in this comic. They are word-for-word translation, literal translation, and free translation. The most type of translation that the writer found is word-for-word translation, since the comic mostly uses simple sentence.

Another research, a thesis entitled “Semantic Shift in Translation of English-Indonesian Novel (Of Mice and Men By John Steinbeck Translated by Pramoedya Ananta Toer-Tikus Dan Manusia)” written by Lin Rohaningsih. This thesis mainly aims at determining the change from the Source Language to the Target Language in English-Indonesian translation of the novel of Mice and Men by shifting its semantic structure. This study was conducted under the consideration that the differences in the semantic structure (different concept and the meaning component) of the Source Language (English) and the Target Language (Indonesia). The result of the study shows that there are six types of semantic shift found in the English-Indonesian translation of the novel. They are (1) generalization, (2) specification, (3) substitution, (4) reversal, (5) deviation, and (6) difference in cultural point of view.

2.2 Review of Theoretical Studies

In this section I would like to review the theoretical studies relevant to the topic of the study.

2.2.1 Strategy in Translation

Since a translator deals with so many problems in translating text, he should use several strategies to solve them. Molina and Albir, as quoted by Hartono (200: 27) viewed that strategies are used to solve problems in translating process based upon the purpose of the translation it self.

There are some kinds of strategies in translating. Baker (1992: 26) suggests some strategies to overcome the problems arising in the process of translation related to various types of non-equivalence. They are (1) Using more general word (superordinate), (2) Translation by a more neutral/ less expressive word, (3) Translation by cultural substitution, (4) Using a loan word or loan words plus explanation, (5) By paraphrase using a related word, (6) By paraphrase using unrelated words, (7) Translation by omission, (8) Translation by illustration.

2.2.2 Clause

Clauses are the very principle structures of which sentence are composed. “It is a construction in which the elements are subject, predicate, object, and adjunct” (Soegondo, 1991: 43). Warriner (1963:71) defines a clause as a group of words that contain a Verb and its subjects and is used as part of sentence. There are two kinds of clauses; independent or main clause and dependent clause.

2.2.2.1 Independent Clause (main clause)

It is a clause that expresses a complete thought and can stand by itself as a sentence. But, when it is written as a part of sentence, it is called a clause. For example; Tomy likes adventure and he is going to climb mount Semeru in East Java next month. The two clauses above are independent clauses. The two clauses are Tomy likes adventure and He is going to climb mount Semeru in East Java next month.

„Tomy likes adventure‟ can stand alone as a sentence. It is not affected with following clause „

He is going to climb mount Semeru in East Java next month‟.

2.2.3.2 Dependent Clause (Subordinate Clause)

This clause does not express a complete thought and cannot stand alone. It depends upon a main clause to make the meaning complete. The dependent clause is divided into three groups, they are:

a. Noun clause

Noun clause is a subordinate clause used as a noun. Like a noun, it may be used as a subject, a complement, or an object.

Example: He knows when we should go. (as object)

b. Adjective clause

Adjective clause is a subordinate clause used as an adjective to modify a noun or a pronoun. It is usually introduced by a relative pronoun that is placed very closely to the word the clause modifies.

Example:

- The way which I told was wrong.

The clause which „I told was wrong‟ modifies the word „way‟.

c. Adverb clause

Adverb clause is a dependent clause used as an adverb and adverb clause tells how, when, where, why, how much or under what condition. According http://faculty.deanza.edu/flemingjohn/stories/storyReader$17 (accessed on January 26, 2012), we can combine two independent clauses to make one sentence which contains an adverb clause by following steps:

(1)  We must have two clauses which have relationship.

(2) Add a subordinating conjunction to the beginning of the clause you want to make dependent.

(3) Place the two clauses next to each other. Usually, the order of the clauses is not important. When the adverb clause precedes the independent clause, the two clauses are usually separated by comma. But when the independent clause precedes the adverb clause, there is usually no comma.

2.3 Theoretical Framework

I would like to present the theoretical framework of this research. This research studies problem of translation and ways to solve that problem. Venuti (1998:240) indicates that translation strategies involve the basic tasks of choosing the foreign text to be translated and developing a method to translate it.

The framework starts with the notion of some strategies that can be used in translating clauses containing ajdective clause. From many linguists, we can find many of translation strategies. Yet, there is a conclusion that translation strategies is about 23 a procedure of translation that used to solve problems in rendering message from one language to another language in translation process based on the purpose of translation itself.

CHAPTER 3

METHOD OF INVESTIGATION

In order to reach the goal of the investigation, the writer conducted a research.

3.1    Research Design

Doing this research, the writer use the form of action research. This kind of research follows classical scientific paradigm which has been criticised within applied linguistics in recent years, particularly  in the realm of work carried out by teachers issues which affect them most directly.

The main concept of the action research consists of four components; those are planning, acting, observing, and reflecting. Those four components can be drawn in a cycle. The cycle is as follows:

There are many ways of conducting an action research. According to Oja and Smulyan (1989), there are four ways in conducting an action research. The first way is teacher as the researcher. Teacher does the research herself, she does it in her own class. The second way is a collaborative action research in which teacher does not do the action herself. She does it with others’ collaboration. The third way of conducting an action research is simultaneous integrated and administrative social experiment. In this research of investigating whether pantomime can improve students’ mastery in tenses of second grade of senior high school, the writer are going to use the second way that is the collaborative way. It means that the writer will have the teachers help for conducting the research. There are three characteristic of action research, those are as follows:

3.1.1        Inquiry Reflective

Inquiry has one of characteristics of action researh itself refers to the problem rising of the study. The problem of action research comes from any problem which is found by a teacher in educational process. Furthermore, the research activities based upon practice driven and action driven.

3.1.2        Collaborative

Collaborative means that researcher cannot work individually but she or he has to cooperate with the responsible teacher who usually teaches the classroom daily. It needs a relationship between researcher and educational participant. The cooperation depends on the aim of action research that is to increase the educational qualities. It is held of planning, acting to observing stage.

3.1.3        Reflecting

Reflecting means that the researcer has to evaluate the result of the students. The reflective is done at the last of acting activity and it is addressed to get drawing about development and decline about treatment had been done.

3.2              Action Research Procedures

As the writer wants to use the collaborative action research, so the writer will conducts the research in the four components have been explain briefly above.

3.2.1        Planning

The writer plans to give a brief explanation about what adjective clause is. He explain the whole things about adjective clause including its structure and its combination with some preposition. After that the writer give some sentences containing adjective clause.

3.2.2        Acting

At this stage, researcher asks the stuents to translate the sentences that have been given to them into Bahasa. The students translate depend on their understanding about the sentences and make their own sentences in Bahasa. It may need three or four meeting with the students while doing the research.

3.2.3        Observing

Here the writer collect students’ translation of the sentences given before and observe how good their translations. Then he devide them into two group. One is a number of good translations that can be understood easily. Another oneis a number of translations that are still confusing.

3.2.4        Reflecting

After finishing all the steps above, the writer need reflection to evaluate the result of students’ translations and make a conclusion of what is the best way to translate adjective clause. A good translation is one that can be understood well and is correct in target language rule. After that he gives back the students’ translation which have been evaluated to them so that they can make better their translation.

3.3              Subject of the Research

The subject of this research is the first semester students of English Department of UNNES.

3.4              Procedures of Data Collection

In this study, thare are two procedures which are used to  require the empirical data. The two procedures are the library activity and the field activity. The first one is library activity. In this activity, the researcher searchs materials that are related to the topic, that is problem of translating adjective clause dealed by the students of english department of unnes. Not only in the library but also in the internet the materials related with this topic can be found. The second one is the field activity. In this activity, the research is carried out in a sequences process. Firstly the students are given a number of sentences containing adjective clause and. Then, they are asked to translate them into Bahasa with their own words acording to their understanding of those sentences. The writer then collect their translations and evaluate them. At last, he will give back the translations to the students so they know their mistake and become better.

3.5              Instruments

Action research has some techniques for gathering the data, those are:

3.5.1        Document Analysis

Document provides information which is relevant to the problem of investigation. In the action research that is specifically empowered the educational process; the document could include syllabuses, curriculum report, examination papers and tests used, etc.

3.5.2        Test

It was mentioned above that the data are taken from test given to the students. The test instrument can be used to know whether the students can translate well or not. The goal of this research is to know how to translate adjective clause into Bahasa best. Later, the result of the test given is data to get the result of this research. There is no specific form to score translation test; however, scoring will be subjective.

3.5.3        Reporting

Last is reporting the data, the writer reported the data in appendices. Overall data included in appendices to help the reader understanding of how this study conducted.

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