24 style. On the other hand, constituents include the elements that comprise each
language component. Additionally, Dulay, et al. state the most common errors are: 1
Omitting grammatical morphemes e.g.: He hit car.
2 Double marking
e.g.: past tense She didn’t went back.
3 Regularizing rules
e.g.: womans for women 4
Using archiforms
e.g.: I see her yesterday. Her dance with my father.
5 Using two or more forms in random alternation
e.g.: the random use of he and she regardless of the gender of the person of interest
6 Misordering
e.g.: What you are doing? They are all the time late.
Dulay, et al, 1982 Because of the time limit, in this study the writer simplified the categories.
However, the categorization that the writer proposed here still adapts Dulay’s basic categorization. The writer attempts to relate it to the subject being discussed,
i.e. relative clauses and the translation of the relative clauses. The categorization is shown in Table 2.3.
Table 2.3 The Categorization of Errors
Errors in Relative Clauses Errors in Translation
Errors in Relative Pronoun Use
Errors in Comma Use
Grammatical Errors
Errors in Meaning • incorrect use
of relative pronoun
• incorrect use of comma
• omission • punctuation
• diction • spelling
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B. Theoretical Framework
There are two research problems to answer in this research. In answering the two research questions the writer used the aforementioned theories.
The first research question seek to find out the mastery of the fifth semester students in translating relative clauses from Indonesian into English. In
answering the question, the researcher used a test as the instrument to gather the data. In analysing the data, the writer referred to the list of score category in Table
2.2 to determine the participants’ mastery. The score category was based on Peraturan Akademik Universitas Sanata Dharma Yogyakarta
2002. In scoring the test, the writer corrected participants’ works based on the
theory of relative clauses stated above, especially the theory of English relative clauses stated by Azar 1989, Hewings 2001, Graver 1984, and Thomson and
Martinet 1995. The essence of the first research question was not solely on the participants’ ability in constructing relative clauses but more in their ability in
translating relative clauses from Indonesian into English. In analyzing the participants’ translation, the writer referred to the aforementioned continuum
stages of translation proposed by Larson 1984. The goal of a good translation according to Larson was an idiomatic natural translation.
The data of the test was also used to answer the second research question. First, the writer categorized the errors using the error categorization adapted from
categorization of errors by Dulay et al 1982, based on the most common errors to occur. Second, after categorizing the errors the writer examined the types of
errors that the participants made in translating relative clauses using theories of
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