CHAPTER I

INTRODUCTION

This chapter discusses background of the research, scope of the research,

statement of the problem, objectives of the research and significance of the research.

1.1 Background of the Research

The term language can be used to refer to a variety of concepts or things, such

as “the particular form of words and speech used by the people of a country, area or

social group”, or “the method of human communication using spoken or written

words”. In other words, we can talk about a specific language e.g. English language.

On the English language, presents a lively and factual account of the rise of

English as a global language and explores the whys and wherefores of the history,

current status and future potential of English as the international language of

communication.

Especially for second language (L2) or foreign language (FL) learners, the

difficulty in writing does not only lie in creating and organizing ideas but also

translating the ideas into readable writing, There is doubt into translate text because

learners almost difficult to master to translate generating and organizing ideas.

In translating text there are types of text, they are narrative text, descriptive

text, expository text, recount text and etc. In Recount is typically tells entertain by

dealing with a sequence of events that establishes a relationship between a

writer/reader and speaker/listener. Recount is a kind of genre that has social function

1
to retell event for the purpose of informing or entertaining. The tense that used in

recount text is past tense. Social purpose of recount is to reconstruct past experiences

by retelling events in original sequence. Learners can look at the sample of recount in

personal letters, police report, insurance claims, and incident reports.

Recount text is a retell past events or experience to learners about life or

something happened about experience of someone when someone want to know

content of a text related with experience in a text have to translate the text before in

learning English, the learners have to know how to translate a text in translating a

text, learners have to master many vocabularies, techniques of translation, grammar

and other components of language English.

Translation is change of form in which it changes form of the source language

to the receptor language or target language without changing the meaning translation

also usually difficult for learners when they translate a text, the learners need methods

of translation, vocabulary, and grammar mastery.

These problems are know by the students when researcher conduct an

observation at the fourth semester students at English Education study program. In

the observation the researcher asks to students to translate an Indonesia text, but most

of the students still confuse how to translate the text.

Translate the text learners need some text to their know what want to their

translate, and based on this research learners must be translate recount text which

recount is retell about incident or the other experience from the speaker to the reader.

2
 Based on the problem above, the researcher will conduct a research by title:

Students’ Translation in Recount text at fourth Semester of English Education Study

Program of Khairun University.

1.2 Scope of the research

This research, the researcher will focus on students’ translation in recount text

especially focus on two methods of translation they are word to word translation, and

communicative translation.

1.3 Statement of the Problem

The research problem can be formulated as follows:

what method of translation use of the fourth semester students of English Language

Education Study Program in translating recount text ?

1.4 Objective of the Research

This research aims to know what methods of translation use the fourth

semester students of English Language Education Study Program use in translating

recount text.

1.5 Significance of the Research

This section discusses two main ideas concerning theoretical significance and

practical significance of the research.

3
1.5.1 Theoretical

This research expected that the result to contribute to the existing knowledge

concerning the use of method of translation in translating recount text and as a

reference to other researchers who want to study translation and translating in recount

text.

1.5.2 Practical

This research is expected that the result of this research benefit to lecturer,

students, and forward researcher:

a. Lecturers can use methods of translating in teaching English to improve

students ability in translate recount text.

b. Students can use methods of translation in translating an English text.

c. Forward researcher can explore their knowledge about methods of translation,

and do a research in future time.

4
 CHAPTER II

LITERATURE REVIEW

This chapter discusses two main ideas regarding the theoretical concept and

relevant previous research.

2.1 Theoretical Concept

This section discusses ideas and issues concerning the definition of

translation, function of translation, technique of translation, process of translation,

types of translation, definition of text, genre, definition of recount text and generic

structure of recount text.

2.1.1 Translation

Translation is a process of changing the meaning from source language (SL)

to the target language (TL) without changing the idea from source language, we

cannot understand the meaning from other language. from the definition above there

are theory from expert.

Hatim and Munday (2004:6) define translation as ‘the process of transferring

a written text from source language (SL) to target language (TL)’. Watt, Phillip

(2008:9) states ‘Translation is an activity comprising the interpretation of the

meaning of a text in one language – the source text – and the production of a new,

equivalent text in another language – called the target text, or the translation, that

communicates the same message’.

5
 According to Anthony Pym and Alexander Perekrestenko (2007: 23)

‘Translation is a controlled transfer of information including, but not restricted to

meaning from a source text, producing a target text in another language’.

There exist three key notions in this definition. First, that translation is a

process of transfer, an action and not an object per se. It is a means of processing

information, and included in this information is meaning derived from the source text.

The second concept is that translation is a productive act, and it results in the creation

of a new object which shares information transferred from the source text. Thirdly,

the transfer of information in translation is initiated, powered and controlled by an

agent the translator.

To conclude, Translation is the process of changing something that is written

or spoken into another language from source language (SL) for target language (TL)

without changing the idea from the source language.

2.1.2 Function of Translation

As Nida (2002:25) argues, ‘Translation means communication because it has

three essential elements to form a process of communication. The three essential 10

elements are source, message, and receptor, and these elements must be found in all’

Nida, also argues the figure of Function of Translation this bellow

Figure 1.1 Function of Translation (Nida and Taber in Minako O’Hagan and
David Asworth, 2002:25)

6
 According to Oxford Advanced Learner’s Dictionary (2000:546), Function is

‘a special activity or purpose of a person or thing. Basically, the special purpose or

function of translation is as a medium of communications’.

Duff (1989:5) says, ‘The function of translation is a medium or a means to

carry the message from the source language (SL) to target language (TL), and it is

very helpful for people which come from around the world in communication to each

other’.

In summary the function of translation is to help people know about meaning

of other language, with function of translation we can know the message from the

other language.

2.1.3 Process of Translation

Based on Susan Basnnet, (2002:23) there are three steps process of translation:

FIGURE 1.1 Process of Translation

7
 While different by Bendana, L and Melby, A (2012:19)

FIGURE 1.2 Process of Translation

Furthermore, Nababan (2003:25), The process of translation have three steps,

those are:

1) the analysis of the source language (SL)

2) transferring the message

3) restructuring.

To conclude the both of process of translation are the first is analysis the text,

translate the text from source language to target language after that structure the text

and give the conclusion what the meaning of the text.

2.1.4 Method of Translation

The method of translation there are eight they are: Word for word translation,

Literal Translation, faithful translation, semantic translation, adaptation translation,

free translation, idiomatic translation and communicative translation. (Newmark peter

1988:40-41)

8
  Word-for-word translation

This is often demonstrated as interlinear translation, with The TL immediately

below the SL words. The SL word-order is preserved and the words translated singly

by their most common meanings, out of context. Cultural words are translated

literally. The main use of word-for-word translation is either to understand the

mechanics of the source language or [o construe a difficult text as a pre-t ran slat ion

process.

 Literal Translation

The SL grammatical constructions are converted to their nearest TL

equivalents but the lexical words are again translated singly, out of context. As a pre-

translation process, this indicates the problems to be solved

 Faithful translation

A faithful Translation attempts to reproduce the precise contextual meaning of

the original within the constraints of the TL grammatical structures. It 'transfers'

cultural words and preserves the degree of grammatical and lexical 'abnormality'

(deviation from SL norms) in the translation. It attempts to be completely faithful to

the intentions and the text-realisation of the SL writer.

 Semantic translation

Semantic translation differs from 'faithful translation' only in as far as it must

take more account of the aesthetic value (that is, the beautiful and natural sounds of

the SL text, compromising on 'meaning' where appropriate so that no assonance,

word-play or repetition jars in the finished version. Further, it may translate less

9
important cultural words by culturally neutral third or functional terms but not by

cultural equivalents - une nonne repassant un corporal may become 'a nun ironing a

corporal cloth' - and it may make other small concessions to the readership. The

distinction between 'faithful' and semantic translation is that the first is

uncompromising and dogmatic, while the second is more flexible, admits the creative

exception to 100% fidelity and allows for the translator's intuitive empathy with the

original.

 Adaptation

This is the 'freest' form of translation. It is used mainly for plays (comedies

and poetry; the themes, characters, plots are usually preserved, the SL culture

converted to the TL culture and the text rewritten. The deplorable practice of having a

play or poem literally translated and then rewritten by an established dramatist or poet

has produced many poor adaptations, but other adaptations have 'rescued1 period

plays.

 Free translation

Free translation reproduces the matter without the manner, or the content

without the form of the original. Usually it is a paraphrase much longer than the

original, a so-called 'intralingual translation, often prolix and pretentious, and not

translation at all.

 Idiomatic translation

Idiomatic translation reproduces the 'message' of the original but tends to

distort nuances of meaning by preferring colloquialisms and idioms where these do

10
not exist in the original- (Authorities as diverse as Seteskovitch and Stuart Gilbert

tend to this form of lively, 'natural' translation.)

 Communicative translation

Communicative translation attempts to render the exact contextual meaning of

the original in such a way that both content and language are readily acceptable and

comprehensible to the readership.

2.1.5 Types of Translation

Jakobson in Hatim and Munday (2004:5), makes a very important distinction

between three types of written translation:

1) Intralingual translation, translation within the same language, which can

involve rewording or paraphrase

2) Interlingual translation, translation from one language to another language

3) Intersemiotic translation, translation of the verbal sign by non verbal sign for

example music or image.

Based on the expert about types of translation, there are three of types of

translation are, intralingual translation, interlingual translation and intersemiotic

translation.

11
 2.1.6 Techniques of Translation

Translation technique is the method used to remove the message from source

text (St) to target text (Tt) applied to the upgrade, phrases, clauses and sentences.

According to Molina and Albir (2002:509) translation techniques has five

characteristics:

3. Techniques are micro level.

1. Translation techniques affect the translation outcome.

2. Techniques are classified by comparison to a text St.

4. Techniques are not inter-related but based on the specific context.

5. Techniques have functional characteristic.

Molina and Albir (2002:510-511) also presented developed 20 techniques that

can be used to analyze and classify how translation compatibility applied to various

lingual ones.

1. Amplification To introduce details that are not formulated in the ST:

information, explicative paraphrasing, e.g., when translating from Arabic (to

Spanish ) to add the Muslim month of fasting to the noun Ramadan. This

includes SCFA’s explicitation, Delisle’s addition, Margot’s legitimate and

illigitimate paraphrase, Newmark’s explicative paraphrase and Delisle’s

periphrasis and paraphrase. Footnotes are a type of amplification.

2. Borrowing, To take a word or expression straight from another language. It

can be pure (without any change), e.g., to use the English word lobby in a

Spanish text, or it can be naturalized (to fit the spelling rules in the TL), e.g.,

12
 gol, fútbol, líder, mitin. Pure borrowing corresponds to SCFA’s borrowing.

Naturalized borrowing corresponds to Newmark’s naturalization technique.

3. Calque, literal translation of a foreign word or phrase; it can be lexical or

structural,

e.g., the English translation Normal School for the French École normale.

This corresponds to SCFA’s acceptation.

4. Compensation, to introduce a ST element of information or stylistic effect in

another place in the TT because it cannot be reflected in the same place as in

the ST. This corresponds to SCFA’s conception.

5. Description, to replace a term or expression with a description of its form

or/and function, e.g., to translate the Italian panettone as traditional Italian

cake eaten on New Year’s Eve.

6. Discursive creation, to establish a temporary equivalence that is totally

unpredictable

out of context, e.g., the Spanish translation of the film Rumble fish as La ley

de la calle. This coincides with Delisle’s proposal.

7. Established equivalent. To use a term or expression recognized (by

dictionaries or language in use) as an equivalent in the TL, e.g., to translate

the English expression They are as like as two peas as Se parecen como dos

gotas de agua in Spanish. This corresponds to SCFA’s equivalence and literal

translation.

13
8. Generalization, to use a more general or neutral term, e.g., to translate the

French guichet, fenêtre or devanture, as window in English. This coincides

with SCFA’s acceptation. It is in opposition to particularization.

9. Linguistic amplification, to add linguistic elements. This is often used in

consecutive interpreting and dubbing, e.g., to translate the English expression

No way into Spanish as De ninguna de las maneras instead of using an

expression with the same number of words, En absoluto. It is in opposition to

linguistic compression.

10. Linguistic compression, to synthesize linguistic elements in the TT. This is

often used in simultaneous interpreting and in sub-titling, e.g., to translate the

English question Yes, so what? With ¿Y?, in Spanish, instead of using a

phrase with the same number of words, ¿Sí, y qué?. It is in opposition to

linguistic amplification.

11. Literal translation, to translate a word or an expression word for word, e.g.,

They are as like as two peas as Se parecen como dos guisante, or, She is

reading as Ella está leyendo. In contrast to the SCFA definition, it does not

mean translating one word for another. The translation of the English word

ink as encre in French is not a literal translation but an established equivalent.

Our literal translation corresponds to Nida’s formal equivalent; when form

coincides with function and meaning, as in the second example. It is the same

as SCFA’s literal translation.

12. Modulation, to change the point of view, focus or cognitive category in

relation to the ST; it can be lexical or structural, e.g., to translate as you are

14
 going to have a child, instead of, you are going to be a father. This coincides

with SCFA’s acceptation.

13. Particularization, to use a more precise or concrete term, e.g., to translate

window in English as guichet in French. This coincides with SCFA’s

acceptation. It is in opposition to generalization.

14. Reduction, to suppress a ST information item in the TT, e.g., the month of

fasting in opposition to Ramadan when translating into Arabic. This includes

SCFA’s andDelisle’s implicitation Delisle’s concision, and Vázquez Ayora’s

omission. It is in opposition to amplification.

15. Substitution (linguistic, paralinguistic), to change linguistic elements for

paralinguistic elements (intonation, gestures) or vice versa, e.g., to translate

the Arab gesture of putting your hand on your heart as Thank you. It is used

above all in interpreting.

16. Transposition, to change a grammatical category, e.g., He will soon be back

translated into Spanish as No tardará en venir, changing the adverb soon for

the verb tardar, instead of keeping the adverb and writing: Estará de vuelta

pronto.

17. Variation, to change linguistic or paralinguistic elements (intonation, gestures)

that affect aspects of linguistic variation: changes of textual tone, style, social

dialect, geographical dialect, etc., e.g., to introduce or change dialectal

indicators for characters when translating for the theater, changes in tone

when adapting novels for children, etc.

15
 2.1.7 Definition of text

A text is an article which often read and the text is not measure the number or

sentence or pages but the text is measured from the meaning expressed and context.

Based on the definition above (Peter Knapp and Megan Watkins, 2005:29)

claim that ‘A text is any completed act of communication such as a greeting between

friends in the street, a television advertisement, a novel, or a film and so on. As far as

speech and writing are concerned, a text stands alone as an act of communication’.

Mean while, Halliday in Nurohmah (2013:90) stated that text is not group of

words but as a semantic unit. From the quotation above, it is clear that in defining

about text we must also regard to the group of words meanings in one text.

According to Hartono in Azhar S. (2015:22) text is a unit of meaning which

is coherent and appropriate for its context.31 Human beings are different from other

creatures that live in a world of words. When these words are put together to

communicate a meaning, a piece of text is created.

According to Anderson and Anderson (2003:1), human being lives in a world

of words . when these words are put together to communicate a meaning, a piece of

text is created. When speaking or writing to communicate a message, there are

constructing a text. When reading, listening or view a piece of text, there are

interpreting its meaning.

16
 The meaning of genres intended is that students are able to understand the

concept and they would be able to identify a kind of texts that students will have to

write Rudy Hartono (2005:6) in Azhar, S 2012/2013. Rudy also explained about

types of genres, there are fourteen types of genres text, they are:

1. Recount is a kind of genre use to retell events for the purpose of informing or

entertaining.

2. Narrative is a kind of genre use to amuse, to entertain and to deal with actual

or various experiences in different ways.

3. News story is a factual text which informs reader’s events of the day which

are considered newsworthy or important.

4. Anecdote is a kind of genre used to share with others an account of an unusual

or amusing incident.

5. Spoof is a kind of genre used to retell an event with a humorous twist

6. Procedure is a kind of genre use to describe how something accomplished

through a sequence of action or steps.

7. Explanation is a kind of genre used to explain the processes involved in the

formations or workings of natural or socio-cultural phenomena.

8. Report is a kind of genre use to describe the way things are, with reference to

arrange or natural, manmade and social phenomena in our environment.

9. Analytical exposition is a kind of genre used to persuade the reader or listener

to take action on some matter.

17
 10. Discussion is a kind of genre used to present (at least) two points of view

about am issue.

11. Description is a kind of genre used to describe a particular person, place or

thing.

12. Review is a kind of genre used to critique an art work or event for a public

audience.

13. Commentary is a kind of genre used to explain the processes involved in the

information (evolution) of a social-cultural phenomenon, as though a natural

phenomenon.

14. Hortatory exposition is a kind of genre used to persuade the reader or listener

that something should or should not be the case.

From explanation mentioned above about types of text genre the researcher

will use in this research is recount text.

2.1.8 Recount text

Recount text is a text of retell to the person about incident or someone

experience and happened past events.

Based on School-Based Curriculum or KTSP, They explain that,” A recount is

a text that retells past events, usually in the order in which they occurred. Its purpose

is to provide the audience a description of what occurred and when it occurred”.

According to Saragih N (2014:57) ‘Recount tells a series of events and

evaluate their significance in some way. It is also to give audience a descriptions of

18
what occurred and when it occurred. The story recount has expressions of attitude and

feeling, usually made by narrator about the events’.

Recount Text, basically it is written out to make a report about an experience

of a series of related event. A recount is written out to inform an event or to entertain

people. (Knapp in Saragih, N et all 2014: 57).

In summary of recount text based on the expert above recount text is retell

about past incident like a holiday, experience, etc.

2.1.9 Generic Structure of Recount Text

Anderson and Anderson, in Cholipah (2014:62-63) said that ‘the generic

structure of recount text there are three steps’, they are:

 Step 1: Orientation

Orientation introduces the participants, place and time. It provides all the

necessary background information to make sense of the text. 5W questions (Who,

What, Where, When and Why) are used in order to have systematic and thorough

information. Therefore, what happened, who or what was involved in the story, why,

where and when the events occurred needed to write.

 Step 2: Sequence of Events

This step tells the sequence events that happened in the past based on the

time and place when it occurred.

 Step 3: Reorientation

19
 It consists of optional closure of events or it can be stating personal comment

of the writer to the story.

Example of Recount Text

A Postcard

Dear Nan,

Orientation We are having a great holiday here on the Gold Coast. Yesterday we

went to Movie World.

When we got up in the morning it looked like rain. After a while the

clouds disappeared and it became a sunny day. We then decided to go

to Movie World.

Sequence

Of Events The first ride I went on was Lethal Weapon. Next I saw the Police

Academy show. After that I had lunch as I was really hungry.

Meanwhile, Mum and Kelly queued for the Batman ride. About one

o‘clock we got a light shower of rain but it cleared up soon

Reorintation We then went on all the other rides followed by the studio tour.It was

a top day. See you when we get back.

Love

Sam

20
2.2 Relevance Previous Research

There are two research related to this research such as, Muhdar (2014)

conducted a study entitled who research is “the problem’s in translating English

economic text into Indonesia a case for seventh semester students’ of English

department khairun university. The research applied qualitative research with

descriptive method. This research involved 20 respondents of the seventh semester at

English study program at faculty of teacher training and education khairun university

to collected data. The researcher distributed economic text to the students for

translating in Indonesia.

The finding shows that from the twenty respondents, 19 or 90% uses

translation word for word so their translation economic text is not perfect in principle

of translation and 19 or 90% uses metaphrase. It makes their translation fetched at

line and word for word type rendering so that translation economic text of respondent

rather confusion 12 or 60% faced difficulty in translating idiom in economic text.

Azhar (2013), conducted a study entitled who research is “analysis of generic

structure of recount text the study of fourth semester students of STAIN Salatiga”.

The method is qualitative method by describing and analyze the data taken from 30

texts made by student. This population In conducted the study the writer uses

documentation method for collecting the data. The writer took 30 recount texts made

by the student.

21
 The result was concluded that, the generic structure of student in writing

recount text, as show by the percentage. From 30 recount texts, Orientation 93%,

event with one paragraph 40%, event with two paragraphs 36%, event with tri

paragraphs 20%, event with four paragraphs 3.3%, and re-orientation 86%. The

problem faced by the student in writing recount text is the difficulties to faced

orientation and re-orientation, there were two mistakes students in mastering generic

structure of recount text. Firstly, mis-organizing the paragraph, they did not have

Orientation and Re-Orientation, as show in RT-07 and RT-25. Secondly, mis

organizing the paragraph, they did not have Re-Orientation, as show in RT-19 and

RT-27. And the implication of the result for education is to be authentic material as

teaching material in writing class.

The objectives of his study was to find out, all both studies above from

Muhdar (2014) who studies on translating on the text researcher mainly focused on

the problems’ translating economic text into Indonesia.

While, Azhar (2012) who studies on recount text mainly focused analysis of

generic structure of recount text, and his research used qualitative method and

conducted the research by fourth semester students of Stain Salatiga. The second is

studies about economic translation his research used qualitative method and the

research conducted by fifth semester. Both studies the first is translating and the

second is recount text, both same as this research is conducted to see students’

translating in recount text at English language education study program of university

by using qualitative research method.

22
 CHAPTER III

RESEARCH METHODOLOGY

This chapter consists of research method, research field, subject of research,

technique of data collection and technique of data analysis.

3.1 Research Method

Qualitative research is a means for exploring and understanding the meaning

individuals or groups ascribe to a social or human problem. The process of research

involves emerging questions and procedures. Data typically collected in the

participant's setting. data analysis inductively building from particulars to general

themes. and the researcher making interpretations of the meaning of the data

(Creswell, 2007:37)

3.2 Research Field

This research will be conducted at Khairun University especially teacher

training and education faculty. It is located in Jln Sultan Babulah, Akehuda Ternate.

3.3 Subject of Research

The subject of this research are eigth semester of students English Education

study program of Khairun University Ternate, consist of 15 students. Take the subject

by using purposive sampling technique, purposive sampling technique is virtually

synonymous with qualitative research. (Palys, T. 2008: 697)

23
3.4 Technique of Data Collection

3.4.1 Instrument

There is one instrument that can be used in qualitative research but in this

research will use Indonesia text as research instrument. a text is any object that can be

"read," whether this object is a work of literature, a street sign, an arrangement of

buildings on a city block, or styles of clothing. It is a coherent set of signs that

transmits some kind of informative message. The instrument of this research is

English text consist of 3 paragraph and The text is about experience.

3.4.2 Data

This research, the data through students’ responses to translate Recount text,

at sixth Semester Students of English Education Study Program at Khairun

University.

1.5 Technique of Data Analysis

In analyzing data the researcher will be used is content analysis

Content analysis is a technique that enables researchers to study human behavior in

an indirect way, through an analysis of their communications. It is just what its name

implies: the analysis of the usually, but not necessarily, written contents of a

communication. Textbooks, essays, newspapers, novels, magazine articles,

cookbooks, songs, political speeches, advertisements, pictures—in fact, the contents

24
of virtually any type of communication—can be analyzed. A person’s or group’s

conscious and unconscious beliefs, attitudes, values, and ideas often are revealed in

their communications.

25
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