Conclusions CONCLUSIONS AND RECOMMENDATIONS

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CHAPTER V CONCLUSIONS AND RECOMMENDATIONS

This chapter consists of two major sections. The first section draws the conclusions from the research findings. Then, the second section presents the recommendations for English Language Education Study Program ELESP students and lecturers and also the future researchers who intend to follow up this research.

A. Conclusions

This research was intended to answer the two research questions: 1 What specific translation problems occurred in the students’ translating process? and 2 What methods did the students tend to use during the translating process? In order to answer the first research question, the researcher applied document analysis by analyzing students’ translation works. In analyzing the documents, the researcher identified the specific problems which occurred in the students’ translation works. The researcher answered the second research question by still applying document analysis to identify the methods used by the students in the translation works. Based on the research results, the researcher presents the conclusions about the specific translation problems that occured in the students’ translating process and the methods that the students had tendency to use during the translating process. The research results indicated that most ELESP students who were taking Translation I class C in the academic year 20112012 encountered difficulties in 66 translating the source language text based on the identified specific problems. This fact could be seen from the very high number of the students who had both grammatical and lexical problems. Based on the identified specific problems, the researcher found out 22 problems which were categorized into 1 grammatical problems involving: complicated source language grammar occured 10 times 83,33 and 2 lexical problems involving: idioms occured 12 times 100. From the research results, it could be revealed that the complicated source language grammar was the most frequent type of problem encountered by the students. Actually, the researcher provided three main categories to identify the translation problem, namely grammatical problem, lexical problem which covers the more specific problems such as collocation, idioms, proverbs, and stylistic problems covering style of formality, fronting, and the style of active or passive. However, it is found that only two problems emerged in the translation problems, they were the grammatical problem and the idioms for the lexical problems. The research results indicated that overall ELESP students who were taking Translation I Class C in the academic year 20112012 used literal translation method. However, some of the students combined more than one translation methods in the process of translating the text. Based on the results of methods that the students widely used during the translating process, the researcher revealed the identified translation methods which were categorized into 1 literal translation involving: word for word translation occurs 1 time 8,33 and literal translation occurs 12 times 100 and 2 non literal translation 67 involving: semantic translation occurs 4 times 33. From the research results, it could be revealed that the most frequent type of method used by the students is literal translation.

B. Recommendations