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make the learners slowly but surely learn to produce an acceptable speech of native language.
a. Error
Error must be carefully distinguished from mistake. An error is a noticeable deviation from the adult learners or native speakers that reflects the
competence of the learners. Therefore, an error reveals the learners’ competence in learning a language. Besides, an error cannot be self corrected James, 1998: 83
as cited by Brown, 2000:217.
b. Mistake
Mistake refers to performance error that is rather a random guess or a slip of tongue which is a failure to utilize a known system correctly. All people make
mistake in both native and second language situations. “Mistake can be self corrected” Brown, 2000: 217.
B. Theoretical framework
This thesis is about translating verb plus verbal noun. Therefore, in conducting the research in this thesis, the writer uses the theory of collocation
proposed by Newmark. There are seven different types of collocation. Nevertheless, the writer only focuses on verb plus verbal noun collocation. The
verb is the collocation for which the translator must find the appropriate corresponding. The verbs in these collocations merely have an operative function
means do and no particular meaning since the action is expressed in the noun. For
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example are pay attention, suffer a defeat, run a meeting, make a speech, etc. Newmark, 1981: 114-115.
Besides, this theory is supported by the theory from Moehkardi. She explains that verb plus verbal noun is a combination of transitive verbs plus
nounpronoun prepositional phrase. However not all combination of verb plus noun are called collocation. Build, cause, cook, make, and prepare are examples
of non-collocation verbs. The meanings of those verbs are predictable. Therefore, they can create many kinds of combinations through their synonyms 2002: 59.
However, the writer is open to use many sources from other researchers. Those are used as a guideline for the writer to analyze the participants’ tests.
The learners of English Language Study Programme, Sanata Dharma University as the participants had been tested in order to know their mastery in translating
verb plus verbal noun collocation. Verb plus verbal noun collocation was chosen since it is one of the important factors in translation. Besides, verb plus verbal
noun collocation is a crucial element of sentence since sentence cannot be a sentence without a verb. Therefore, this research was conducted to know what the
verb and verbal noun errors are and how far the participants can master that collocation. As Newmark 1981 remarks that “a translator has to cling to words,
collocations, structures in translation.”
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CHAPTER III METHODOLOGY
This chapter presents a description of the methodology applied in this research. They include research method, research participants, research
instrument, data gathering techniques, data analysis techniques, and research procedure.
A. Research Method
This research was about students’ mastery. According to Fries 1945, mastery of a language meant the ability to use or even to understand all the words
in a language. Students’ mastery meant to analyze not only the mastery of students in learning a language but also the errors that the students make in
learning it since none of students was said to have mastered a language. Besides, the writer employed mixed method in this research. Mixed methods were the
combination of qualitative and quantitative method. In this research, “qualitative method were used to help in explaining the quantitative findings” Creswell,
Clark, Gutmann and Hanson, 2003. “Quantitative research uses objective measurement and statistical analysis of numerical data to understand and explain
phenomena.” Ary, Jacobs, and Razavieh, 2002: 22. “Qualitative research is descriptive Bogdan Biklen, 2003.” Thus, the data gathered in this research
was described in words. Therefore, this research involved testing and had numerical findings but it was described. Furthermore, everything in qualitative
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