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B. Research Setting
The research was conducted in the academic year of 2011 in ELESP of Sanata Dharma University. The location of the data gathering was in the class of
Translation I. The research took the data after the students of Translation I class committed their mid-term test.
C. Research Participants
The participants of this research were the students from Translation I class C in ELESP of Sanata Dharma University. Actually, there were two classes had
employed Translation I as the obligatory course. The total amount of the students are 24, and the researcher selected one class out of the two. The researcher only
took 12 translation works as the papers to be analyzed. The students who were having the Translation I class were those who had
fulfilled the prerequisite course. The students were eligible to take this course after passing Structure 4 Panduan Akademik Program Studi PBI, 2011. The
class is in the academic year of 2011. As they had taken the prerequisite course, they were expected to have sufficient knowledge in applying their competence for
translating.
D. Instruments and Data Gathering Technique
To obtain in-depth analysis and interpretation about this research, the researcher used one single type of instrument, namely documents. Another
instrument used was the researcher himself as the investigator.
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1. Human as Instrument
Lincoln and Guba 1985 proposes a concept of human-as-instrument in which qualitative researcher plays a unique role to capture the complexity of the
human experience as cited in Ary, 2010. The researcher himself obtained data through the documents, then analyzed and interpreted them by the support of the
interviews.
2. Documents
This research used participants’ translation work papers as the documents to be analyzed. There was no particular attempt to avoid bias since the researcher
used each student’s paper of the whole students in the Translation I class C. The data obtained were establishing several texts containing the students’ translation
products. They are considered as the primary sources as they were written by
someone who experienced the phenomena under study directly Ary et al., 2010, p. 443. The focus is on the students’ problems occurences as well as the tendency
of the translation method that the students use. The instruments used to answer the research questions were the researcher
himself as the human instrument and the documents. To obtain the data, what the researcher initially performed was collecting students’ translation works as the
document to be analyzed. Firstly, the researcher asked permission from the Translation I class lecturer to borrow the students’ papers.
32 After obtaining the permission from the lecturer, the researcher borrowed
and copied all of the papers which were submitted to the lecturer on the submission day. The process of obtaining the documents from the Translation I
class was conducted on 19
th
October 2011. After all the documents were collected, the researcher analyzed the data.
E. Data Analysis Technique
To answer the two research questions, the researcher conducted several steps to analyze the collected data. Firts, to identify the problems confronted by
the students in translating, the researcher sorted the documents and only analyzed those containing translation problems based on theories stated in the theoretical
framework in chapter II. The translation problems were divided into three categories, grammatical, lexical, and stylistic problems. After the data were
sorted, the researcher counted the percentage of the students who encountered one and another particular type of problems.
To identify the data about the students’ problems in translating, the researcher had to classify the problems experienced by the students into three
major types, whether it was grammatical, lexical, or stylistic problems. To define whether the students encountered the three mentioned problems, the researcher
compared them with the experts’ views or explanations. The theories of translation problems are supported with several deep classification, explanation,
as well as some examples. Therefore, the students’ problems in translating could be revealed.
33 To help the researcher judge whether the students experienced particular
problems, the researcher has made three tables. These table are about an overview of the students’ problems which covers three major types of translation problems.
There are several sub kinds of problems under the three major types. The category used to classify the students’ translation problems particularly in grammar, lexis,
and style is presented in Table 3.1.
Table 3.1 Types of Grammatical, Lexical, and Stylistic Problems in the Students’ Translation
Paper Grammatical
Problems Lexical Problems
Stylistic Problems Collocations
Idioms
Proverbs
Formality vs.
Informality
Style of Fronting
Passive and
Active Style
1 2
3 4
5
Table 3.1 is the table that the researcher used to classify the students’ problems in translating their work. What the researcher did was list all of the
identified problems, whether the problems were categorized as grammatical, lexical, or stylistic. Having suitably categorized them into specific problems, the
researcher calculated the frequency of each type of identified problems and figured out its percentage. By doing it this way, the researcher could reveal the
most common problem encountered by the students. It also important to be highlighted that each paper may contain one or more than one problem.
34 To help the researcher judge the tendency of methods that the students of
Translation I Class used, he has made a table. This table covers two kinds of categories, literal translation and non-literal translation. Each category includes
several characteristics which show whether the students did the translation process in literal or non-literal way. The category used to classify the students’ translation
method particularly in literal and non-literal way is presented in Table 3.2.
Table 3.2 The Types of Methods in the Students’ Translation
Paper Literal Translation
Non-Literal Translation Word for
Word Translation
Literal Translation Semantic
Translation Communicative
Translation
1 2
3 4
5
The researcher applied the same way in identifying the methods that the students used in translating. He categorized the type of method which was found,
and then classified the characteristics by putting a tick √ on the specified category.
Furthermore, the researcher calculated the frequency of each type of identified methods. Having finished calculated them all, the researcher then
figured out its percentage. By doing it this way, the researcher could reveal the most common applied method used by the students.
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F. Research Procedure
Kategori