ON STUDY ND ARTS E ING AND E NIVERSITY TA LATIVE CL LISH

  STUD ENTS’ MA ASTERY IN N TRANSLA ATING REL LATIVE CL LAUSES FR ROM INDO ONESIAN IN NTO ENGL LISH A THESIS A Presented d as Partial F Fulfillment o of the Requir rements to O Obtain the Sa arjana Pend didikan Degr ree in English Language E Education

  By Arum Kusumawar rdani Student N Number: 05 1 1214 096

  EN NGLISH LA ANGUAGE E EDUCATIO ON STUDY Y PROGRA M DEP PARTMEN NT OF LAN NGUAGE AN ND ARTS E EDUCATIO ON FAC CULTY OF F TEACHER RS TRAINI

  ING AND E EDUCATIO ON

  STUD ENTS’ MA ASTERY IN N TRANSLA ATING REL LATIVE CL LAUSES FR ROM INDO ONESIAN IN NTO ENGL LISH A THESIS A Presented d as Partial F Fulfillment o of the Requir rements to O Obtain the Sa arjana Pend didikan Degr ree in English Language E Education

  By Arum Kusumawar rdani Student N Number: 05 1 1214 096

  EN NGLISH LA ANGUAGE E EDUCATIO ON STUDY Y PROGRA M DEP PARTMEN NT OF LAN NGUAGE AN ND ARTS E EDUCATIO ON FAC CULTY OF F TEACHER RS TRAINI

  ING AND E EDUCATIO ON

  To Babe, Mom, Aak, Gunk, and Belok “DREAM BIG ! TAKE RISKS!”

• – Ron Clark –

  

STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work

or parts of the work of other people, except those cited in the quotations and the

references, as a scientific paper should.

  

Yogyakarta, March 10, 2011

The Writer

Arum Kusumawardani

05 1214 096

  

ABSTRACT

Kusumawardani, Arum. (2011). Students’ Mastery in Translating Relative

Clauses from Indonesian into English . Yogyakarta: English Language Education

Study Program, Sanata Dharma University.

  As teacher candidates, the students of the English Language Education

Study Program of Sanata Dharma University are required to master the four

competences in Communicative Competence, including Grammar Competence.

Competence in English Grammar consists of the mastery of many grammar

topics, including relative clauses. Moreover, it is found in the syllabus of the fifth

semester that students should be able to translate complex sentences both from

English into Indonesian and Indonesian into English, including Relative Clauses

construction.

  This study is aimed at answering two research questions namely: (1)

How is mastery of the fifth semester students of the English Language Study

Program in translating relative clauses from Indonesian into English? (2) What

types of errors are found in the students’ translation result of relative clauses from

Indonesian into English? In doing the research, the researcher used a descriptive

qualitative method using a test as the instrument. The participants of the study

were the fifth semester students of the English Language Education Study

Program of Sanata Dharma University. The result of the test done by the fifth

semester students were used to answer the two research questions.

  The first research question was answered based on the result of the test.

The result of the test shows that the fifth semester students have insufficient

mastery in translating relative clauses from Indonesian into English. They were

included in Category E of Mastery (poor). The second research question was

answered based on the students’ translation result on the test. The test result

shows that there are some common errors that the students encountered. The

errors were categorized into Error in Relative Clauses Construction and Error in

Translation. Error in Relative Clauses Construction is divided into Error in

Relative Pronoun Use and Error in Comma Use. Error in Translation is divided

into Grammatical Error (Omission and Punctuation) and Error in Meaning

(Diction and Spelling).

  Based on the result of the test, in can be concluded that the fifth semester

students have not mastered the ability of translating relative clauses from

Indonesian into English. The writer adds that to gain an idiomatic translation one

cannot solely depends on grammatical knowledge but also on others, like

knowledge on vocabulary and context. As suggestion for future studies, future

researcher may study the translation of relative clauses in form of passage.

  Keywords: mastery, errors, translation, relative clauses

  

ABSTRAK

Kusumawardani, Arum. (2011). Students’ Mastery in Translating Relative

Clauses from Indonesian into English . Yogyakarta: Program Studi Pendidikan

Bahasa Inggris, Universitas Sanata Dharma.

  Sebagai calon guru, mahasiswa Pendidikan Bahasa Inggris di Universitas

Sanata Dharma diharapkan mengusai empat kompetensi yang terkandung dalam

Communicative Competence, salah satunya adalah kompetensi tata bahasa

(Grammar Competence). Kompetensi dalam tata bahasa Bahasa Inggris meliputi

penguasaan materi berbagai bahasan termasuk penguasaan Relative Clauses

(Klausa Sematan). Lebih lanjut, disebutkan dalam silabus semester lima bahwa

mahasiswa harus dapat menerjemahkan kalimat majemuk baik dari Bahasa Inggris

ke Bahasa Indonesia maupun dari Bahasa Indonesia ke Bahasa Inggris, termasuk

kalimat majemuk yang mengandung relative clauses.

  Studi ini bertujuan untuk menjawab dua pertanyaan, yaitu: (1) Bagaimana

penguasaan mahasiswa Program Studi Pendidikan Bahasa Inggris di Universitas

Sanata Dharma terhadap kegiatan menerjemahkan relative clauses dari Bahasa

Indonesia ke Bahasa Inggris? (2) Jenis error apa sajakah yang dapat ditemukan

pada hasil terjemahan relative clauses mereka dari Bahasa Indonesia ke Bahasa

Inggris? Dalam penelitian ini, penulis menggunakan metode descriptive

qualitative dengan menggunakan tes sebagai instrumen penelitian. Partisipan

dalam studi ini adalah mahasiswa semester lima program studi Pendidikan Bahasa

Inggris Universitas Sanata Dharma. Hasil dari tes digunakan untuk menjawab

kedua pertanyaan di atas.

  Pertanyaan pertama dijawab menggunakan hasil dari tes. Hasil tes

menunjukkan bahwa tingkat penguasaan mahasiswa semester lima dalam

menerjemahkan relative clauses dari Bahasa Indonesia ke Bahasa Inggris cukup

rendah (Kategori E). Pertanyaan kedua dijawab menggunakan data hasil

terjemahan dari tes. Dari hasil tes diketahui beberapa error yang kerap muncul.

  

Error tersebut dikategorisasikan ke dalam Error in Relative Clauses Construction

dan Error in Translation. Error in Relative Clauses Construction dibagi menjadi

Error in Relative Pronoun Use dan Error in Comma Use. Error in Translation

terbagi atas Grammatical Error (Omission dan Punctuation) dan Error in

Meaning (Diction dan Spelling).

  Berdasarkan data dari tes, dapat disimpulkan bahwa mahasiswa semester

lima masih belum menguasai kemampuan menerjemahkan relative clauses dari

Bahasa Indonesia ke Bahasa Inggris. Penulis menambahkan, untuk memperoleh

idiomatic translation mahasiswa tidak bisa hanya mengandalkan kemampuan tata

bahasa tapi juga kemampuan lain seperti kemampuan dalam kosakata dan

konteks. Sebagai saran untuk penelitian lebih lanjut, peneliti di masa datang

diharapkan meneliti hasil terjemahan relative clauses dalam bentuk bacaan.

  

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH

UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Arum Kusumawardani

  Nomor Mahasiswa : 051214096

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan

Universitas Sanata Dharma karya ilmiah saya yang berjudul:

STUDENTS’ MASTERY IN TRANSLATING RELATIVE CLAUSES

  

FROM INDONESIAN INTO ENGLISH

beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan

kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,

mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan

data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau

media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya

maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya

sebagai penulis. Demikian pernyataan ini yang saya buat dengan sebenarnya. Dibuat di Yogyakarta Pada tanggal: 10 Maret 2011 Yang menyatakan Arum Kusumawardani

  

ACKNOWLEDGEMENTS

First and foremost, my deepest gratitude goes to my Creator, who has

given me life full of rocks and valleys and gifted me an extraordinary family. My

endless learning in this life is much a blessing to me, including completing this

thesis. My greatest gratitude goes to my family, Babe, Mom, Aak, and Agung for

their enduring love and sacrifice, especially for my study. I could never thank

them enough.

  My appreciation also goes to my thesis sponsor Carla Sih Prabandari,

S.Pd., M.Hum. for her assistance during the writing of this thesis. I owe a great

deal of thanks to Laurentia Sumarni, S.Pd., Fidelis Chosa Kastuhandani, S.Pd.,

and Nugraha Krisdiyanta, S.Pd., M.Hum. who have permitted me to conduct

research in their classes, and to the fifth semester students, especially those in

Structure V (D), Translation I (A), and Morpho-syntax (B) classes for being the

participants of this study. I wish to thank Maria Martarina Pramudani and

Chatarina Artilantari for helping me with the permission letters and other formal

documents.

  My heartiest thanks to my classmates (Lindut, Ntris, Mamaq, Yebe,

Rindang, Ruma, Andre, Indro, Panda, Sano, Dinar, Mega, Puri, Koko, Putri, Frans

Wuri, Sancrut, Bunga, Imel, Molen, Taju, Ari, and Rere) for being the best of

friends in the world. I would like to express my special feeling of gratitude to

  I am grateful to have friends in Pringgading 9 (P9), especially Chris,

Risang, Jody – Stella, Koko – hamsters, and Bocong – Kanya for the witty talks,

discussions, jokes, scrabbles, and sharings which enrich me, personally. I would

also like to thank Nancy Paula Herin for her assistance and companions during the

toughest time in my struggling for this thesis. I would like to extend my thanks to

my thesis-mates, Triast and Wiwin, for the sharings. My deepest appreciation to

my boardinghouse mates (Reta, Redy, Nenen, Ndong, Tante, Windru, Tri, Ike,

Mbak Lida, Nana, Jeng Ebie, Anas, Juju, and Mbak Bek) for the sharing of

movies, games, jokes, gossips, nail-polishing-times and laughter. Those moments

really helped me passed the hard times I experienced during this thesis

completion.

  My gratitude also goes to my CEC friends especially Ms Retno (Kakak),

Ms Widdy, Ms Susan and Ms Neesa for the support and learning experiences. I

would also extend my deepest appreciation to Dra. Lanny Anggawati, Dra. Wena

Cintiawati, and Endang Widyawati, S.Pd for giving me the opportunity,

encouragement and suggestion I could never get from others.

  I must acknowledge a personal debt to Stefanus Angga ‘Belok’ Badara

Prima for his massive help, companion, strength, encouragement and warm love.

  

Without him, I doubt myself to finish this stage by now. My appreciation also

goes to all other living angels and invisible hands that help me through times in

completing this thesis, my thanks go beyond words. May God grant His blessing

  

TABLE OF CONTENTS

TITLE PAGE ........................................................................................................... i

APPROVAL PAGES ............................................................................................. ii

PAGE OF DEDICATION ..................................................................................... iv

STATEMENT OF WORK’S ORIGINALITY ........................................................ v

ABSTRACT .......................................................................................................... vi

............................................................................................................. vii ABSTRAK

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK

KEPENTINGAN AKADEMIS ............................................................................. viii

ACKNOWLEDGEMENTS ...................................................................................ix

TABLE OF CONTENTS ...................................................................................... xi

LIST OF TABLES ................................................................................................ xv

LIST OF FIGURES ............................................................................................ xvi

LIST OF APPENDICES .................................................................................... xvii

  CHAPTER I: INTRODUCTION A. Research Background .................................................................................... 1 B. Problem Formulation ..................................................................................... 4 C. Problem Limitation ........................................................................................ 4 D. Research Objective ........................................................................................ 5 E. Research Benefits .......................................................................................... 6 F. Definition of Terms ....................................................................................... 7

  1. Mastery ...................................................................................................... 7

  4. The Fifth Semester Students ...................................................................... 9

  5. Indonesian .................................................................................................. 9

  6. English ..................................................................................................... 10

  CHAPTER II: REVIEW OF RELATED LITERATURE A. Theoretical Backgrounds ............................................................................. 10

  1. Grammar Mastery ................................................................................... 11

  2. Translation Theory .................................................................................. 13

  a. Definition of Translation .................................................................... 13

  b. Kinds of Translation ........................................................................... 14

  c. Criteria of a Good Translation ........................................................... 16

  3. Relative Clauses ...................................................................................... 16

  a. Relative Clause in English ................................................................. 16 1) Defining Relative Clause ............................................................... 16 2) Non-defining Relative Clause ....................................................... 17 3) Other Types of Relative Pronouns ................................................ 18 4) Zero Relative Clause ..................................................................... 19

  b. Relative Clause in Indonesia .............................................................. 20

  4. Error Analysis ......................................................................................... 22

  a. Description of Error ........................................................................... 22

  b. Errors Categorization ......................................................................... 23

  B. Theoretical Framework ................................................................................ 25

  B. Research Participants ................................................................................... 28

  C. Research Instruments ................................................................................... 29

  1. Validity of the Test ................................................................................. 30

  a) Content Validity ............................................................................... 30

  b) Construct Validity ............................................................................ 31

  c) Face Validity .................................................................................... 32

  2. Reliability of the Test .............................................................................. 32

  3. The Scoring Procedure for the Test ........................................................ 35

  D. Data Gathering Technique ........................................................................... 35

  E. Data Analysis Technique ............................................................................. 36

  F. Research Procedure ..................................................................................... 36

  CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION A. Students’ Mastery on the Translation of Relative Clauses from Indonesian into English .................................................................................................. 39 B. Types of Errors Found in the Students’ Translation Result of Relative Clauses from Indonesian into English ....................................................... 43

  1. Students’ Errors in Relative Clauses Construction ................................. 43

  a. Errors in Relative Pronouns ............................................................... 43 1) Errors in Subject Relative Pronouns .............................................. 44 2) Errors in Object Relative Pronouns ............................................... 66

  b. Error in Comma Use .......................................................................... 47

  2. Students’ Errors in Translation ............................................................... 48

  2) Punctuation .................................................................................... 50

  b. Errors in Meaning .............................................................................. 52 1) Diction ........................................................................................... 52 2) Spelling .......................................................................................... 54

  CHAPTER V: CONCLUSION AND SUGGESTION A. Conclusion .................................................................................................... 56 B. Suggestion ................................................................................................... 58

  1. Suggestion for English Teachers and Instructors .................................... 58

  2. Suggestion for Future Study ................................................................... 59

REFERENCES ....................................................................................................... 61

  

LIST OF TABLES

Table 2.1 List of Score Category ........................................................................... 13Table 2.2 Uses of Relative Pronoun (Yule, 2004) ................................................. 20Table 2.3 The Categorization of Errors ................................................................. 24Table 4.1 The Summary of the Students’ Achievement in the Test ...................... 40Table 4.2 The Participants’ Score in Relation to the Category of Mastery ........... 41Table 4.3 Percentage of Errors in Relative Pronouns ............................................ 44

   

Table 4.4 Percentage of Errors in Comma Use ..................................................... 47

  

LIST OF FIGURES

Figure 2.1 Continuum Stages of Translation According to Larson (1984) .......... 15Figure 2.2 The Computation of the Participants Average Score of the Test ........ 42

  

LIST OF APPENDICES

Appendix A Permission Letter to Conduct Research (Surat Ijin Penelitian) ...... 63

Appendix B Syllabus of Structure V .................................................................. 64

Appendix C Syllabus of Translation I ................................................................ 65

Appendix D Syllabus of Translation II ............................................................... 67

Appendix E The Test Blueprint ......................................................................... 69

Appendix F Test Item ........................................................................................ 71

Appendix G Answers Key of the Test ............................................................... 73

Appendix H Participants’ Score in the Pilot Test .............................................. 74

Appendix I Reliability Computation of the Pilot Test ....................................... 75

Appendix J Participants’ Score of the Test ....................................................... 76

Appendix K The Students’ Erroneous Answers ................................................ 79

CHAPTER I INTRODUCTION This chapter provides background information and rationale for this

  

study. It encompasses six sections. The six sections are background of the study,

problem formulation, problem limitation, objectives of the study, benefits of the

study, and definition of terms.

A. Research Background

  English Language Education Study Program of Sanata Dharma

University aims at educating future teachers. As teacher candidates, the students

of the English Language Education Study Program of Sanata Dharma University

are required to master the four competences which are included in communicative

competence. They are grammatical competence, sociolinguistic competence,

discourse competence, and strategic competence. As one of the four competences

in communicative competence, grammatical competence should be mastered by

the students of the English Language Education Study Program of Sanata Dharma

University. Grammatical competence is “knowledge of the rules of the code,

including vocabulary and word-formation, pronunciation/spelling and sentence

structure i.e. the knowledge and skills required to understand and express the

literal meaning of utterances” (Bell, 1991).

  Grammar was used to mean the analysis of a language system, and the study of grammar was not just considered an essential feature of language learning, but was thought to be sufficient for learners to actually acquire another language.

  

It means mastering grammar is essential in language learning. There are so many

topics to study in grammar. One of the topics is relative clauses. Celce-Murcia

and Larsen-Freeman (1999) state “You’ll need to know a great deal about relative

clauses as a teacher of ESL/EFL. This construction is – first and foremost – a type

of complex postnominal adjectival modifier used in both written and spoken

English.” This means that relative clauses are often used. Since the students of the

English Language Education Study Program are teacher candidates for ESL/EFL

learners, it is important for them to master relative clauses. By mastering relative

clauses they will be able to explain it correctly and clearly to their students.

  In the curriculum of the English Language Education Study Program,

senior students are required to master all topics discussed in Structure Courses,

including relative clauses. The students should be able to construct complex

sentences using relative clauses, and thus should also be able to translate them

from Indonesian into English. As teacher candidates whose native language is

Indonesian, they need to master translating relative clauses from Indonesian into

English to be able to explain it clearly and help Indonesian learners clearly

understand the topic.

  Translating relative clauses from Indonesian into English is included in

  

because it is complicated in terms of the relative pronouns used in the clauses and

tense marker which does not exist in Indonesian language. There are two types of

relative clauses, defining and non-defining relative clauses. Each type has some

rules to obey. The complexity of relative clauses makes the clauses difficult to

learn and to construct, hence difficult to translate.

  Based on the informal interview the writer conducted on August 2009 to

some senior students of the English Language Education Study Program of Sanata

Dharma University, relative clauses are still problematic for them. Translating

relative clauses from Indonesian into English is difficult for them because they are

confused by many relative pronouns to choose and when to use comma in the

clauses, which make them difficult to produce a natural translation.

  Because the ability to translate relative clauses is essential for the

students of the English Language Education Study Program of Sanata Dharma

University to master, it is important to measure their capability of translating

relative clauses from Indonesian into English through a study. This study would

show whether the students have the ability to translate relative clauses from

Indonesian into English or not. The study was conducted to the fifth semester

students with consideration they have learned and internalized relative clauses

comprehensively through their Structure and Translation courses. They are

supposed to master relative clauses and to be able to use it correctly. The result of

the study was used to give suggestion, especially to the students of the English

  B. Problem Formulation Considering that the fifth semester students of the English Language

Education Study Program of Sanata Dharma University still find difficulties in

translating relative clauses from Indonesian into English, the writer formulates

two problems in this research. They are:

  

1. How is the mastery of the fifth semester students of the English Language

Education Study Program of Sanata Dharma University in translating relative clauses from Indonesian into English?

  

2. What types of errors are found in the students’ translation result of relative

clauses from Indonesian into English? C. Problem Limitation

  In accordance with the problems that have been formulated above, this

research will focus on the mastery and errors made by the fifth semester students

of the English Language Education Study Program of Sanata Dharma University

in translating relative clauses from Indonesian into English. Relative clauses in

English are categorized into two major types, i.e. defining relative clauses and

non-defining relative clauses. Each type is distinguished into four types, i.e.

subject relative, object relative, possessive relative, and after-preposition relative

(Yule, 2004).

  Because the scope of the topic is too wide, it will not be feasible for the

  

translation of two types of relative clauses, i.e. subject relative and object relative,

both in defining and non-defining relative clauses.

  The study is focused on two main points. The two points are the students’

mastery in translating relative clauses from Indonesian into English and the errors

found in their translation result of relative clauses from Indonesian into English.

The study was conducted to the fifth semester students of the English Language

Education Study Program of Sanata Dharma University of the academic year

2009/2010. The instrument that the writer used to gather the data was a test. The

test result was to conclude whether the students were able to translate relative

clauses from Indonesian into English or not and to find out the errors they made.

D. Research Objective

  The objective of this research is to study how the fifth semester students

of the English Language Education Study Program of Sanata Dharma University

translate relative clauses from Indonesian into English. By conducting this study,

the writer intends:

1. to find out the mastery of the fifth semester students of the English Language

Education Study Program of Sanata Dharma University in translating relative clauses from Indonesian into English.

2. to discover the errors found in the students’ translation result of relative

clauses from Indonesian into English.

E. Research Benefit

  The writer hopes that this study would be beneficial for many people

who read this paper. This research is intended to give meaningful contribution to

the study of linguistics. The writer also hopes that this research would be

beneficial for teachers and students, for other researchers, and for English

language education.

  Since this study is a linguistics analysis, it would contribute to the study

of linguistics in general. It provides an in-depth discussion on the translation of

relative clauses and provides information related to the translation of relative

clauses from Indonesian into English.

  For teachers and teacher candidates, this research can be used as a

reference for their teaching. It provides discussion on grammar field, specifically

on the topic of relative clauses. The writer intentionally hopes that it would help

them in teaching the topic.

  For students, this study is expected to help them in learning English by

providing information about relative clauses. They may use it as a reference to

their study. Through this research, students would find problems which are

commonly occurred and encountered by students and they can learn from those

problems.

  For other researchers, this study offers discussion on relative clauses.

They may use it as reference. This research also offers them the challenge for

  This study is also intended to contribute to the better development of

English language education in Indonesia, especially for the English Language

Education Study Program of Sanata Dharma University. It is expected that this

study would help English teacher candidates to be better prepared in their

professional performance.

F. Definition of Terms

  1. Mastery Mastery in language learning is considered as one of many points that a

test might be characterized into (Payne, 1969). Payne (1969) further mentions that

mastery is about the learners’ basic knowledge and skills. In this study, the

researcher intended to find out the mastery of the fifth semester students of the

English Language Education Study Program of Sanata Dharma University in

translating relative clauses from Indonesian into English. It aimed at measuring

the students’ basic knowledge of English relative clauses and tested their skills in

grammar and translation.

  In this study, one is said to have mastered translating relative clauses if

he or she understands the rules of relative clauses and is able to use relative

clauses correctly in sentences, hence is able to translate it naturally into the target

language. As it is written in Peraturan Akademik Universitas Sanata Dharma

Yogyakarta (2002), the minimum standard of mastery is fifty-six percent (56%),

  

difficulties in translating relative clauses and they have not mastered the relative

clauses.

  2. Relative Clauses Relative clauses or adjectival clauses are clauses that modify nouns

(Jackson, 1990). Hewings (2001) adds that a relative clause gives more

information about someone or something referred to in a main clause. According

to Celce-Murcia and Larsen-Freeman (1999) “relative clauses thus give us a

means to encode complex adjectival modifiers that are easier to process than

complex attributive structures and that are less wordy than two independent

clauses”.

  In this study, relative clauses refer to clauses that modify nouns in

sentences which are shown in the research instrument, i.e. the test. The researcher

intends to discuss relative clauses from Indonesian into English. English, as the

target language, has many relative pronouns to describe relative clauses. The

various types of the relative pronouns often bring confusion to Indonesian

learners, especially when translating relative clauses from Indonesian into

English.

  3. Translation Larson (1984) states that “translation is a process which begins with the

  

equivalent receptor language text.” According to Bell (1991), translation is “the

expressions in another language of what has been expressed in another.” In this

study, translation is seen as a process of linguistic and cultural adaptation. The

students were to translate relative clauses from Indonesian into English through a

test. Here, translation is used to test the students’ mastery of relative clauses. As

Purpura (2004) states:

  … at one point in time, knowledge of grammar was assessed through the ability to recite rules; at another, through the ability to extrapolate a rule from samples of the target language; and yet another, knowledge of grammar was tested through the ability to provide an accurate translation.

  4. The Fifth Semester Students The participants of this study were the fifth semester students of the

English Language Education Study Program of Sanata Dharma University. The

fifth semester students are chosen based on their competency in translating

relative clauses from Indonesian into English, in relation to their taking Structure

V and Translation I in the fifth semester.

  5. Indonesian In this study, the term Indonesian refers to Indonesian language, also

known as Bahasa Indonesia. This language is the national language of Indonesian

people, therefore is also their first language. Jones (1994) states “In 1928 young

nationalists declared Bahasa Indonesia, their new name for Malay, to be the

  6. English The term English in this study refers to English language. It has been

widely known that English is worlds’ lingua franca. It is used throughout the

world in any occasion.

CHAPTER II REVIEW OF RELATED LITERATURE This chapter consists of two parts, i.e. theoretical description and

  

theoretical framework. Theoretical description elucidates the theories underlying

the study. Theoretical framework elucidates how the theories counterpart the

study.

A. Theoretical Description

  At this point, the writer elaborates some relevant theories underlying the

study. In relation to the first research question, the writer felt the need to give an

account for theory about grammar mastery. Since the focus of this study is

analyzing the translation of relative clauses, thus the elucidation of translation

theories should be stated here. Theories of relative clauses are also essential to be

presented. Nevertheless, the writer would also convey some theories of error

analysis in relation to the second research question.

1. Grammar Mastery

  Celce-Murcia and Larsen-Freeman (1999) concur that “teachers will be

better prepared to meet their students’ learning needs if they have a firm

grounding in the grammar of the language they are teaching.” As future teachers

  

master grammar, including relative clauses, and be able to translate relative

clauses from Indonesian into English.

  Mastery in language learning is considered as one of many points that a

test might be characterized into (Payne, 1969). Payne (1969) further mentions that

mastery is about the learners’ basic knowledge and skills. Bloom as cited in Kulik

(1969) says that

  If students are normally distributed in aptitude for a subject and all receive exactly the same instruction for the same amount of time, then, the end result will be a normal distribution on achievement in the subject. The final differences in achievement will reflect the initial differences in aptitude.

  In this study, the researcher intended to find out the mastery of the fifth

semester students in translating relative clauses from Indonesian into English. It

aimed at measuring the students’ basic knowledge of English relative clauses and

tested their skills in grammar and translation.

  In relation to the study, one is said to have mastered relative clauses if he

or she understands the rules of relative clauses and is able to use relative clauses

correctly in sentences. As it is written in Peraturan Akademik Universitas Sanata

Dharma Yogyakarta (2002), the minimum standard of mastery is fifty-six percent

(56%), while the overall grading system is determined by the lecturers. The

following is the list of score category which is used to classify the students’

scores.

Table 2.1 List of Score Category

  Score Category

80-100 very good (A)

70-79 good (B)

  56-69 sufficient (C) 50-55 insufficient (D) poor (E) ≤ 49

  Based on the list above, if the students’ scores are below the minimum

standard of mastery, it means that they still have difficulties in translating relative

clauses and they have not mastered the relative clauses.

2. Translation Theory

  This study focuses on the students’ translation result of relative clauses

from Indonesian into English. Hence, the elucidation of the translation theory

underlined the study should be presented here. Here, the writer elaborates the

definition of translation, kinds of translation, and criteria of a good translation.

a. Definition of Translation

  In defining translation, Bassnett (1991) states: translation involves the transfer of ‘meaning’ contained in one set of language signs into another set of language signs through competent use of the dictionary and grammar, the process involves a whole set of extra- linguistic criteria also.

  

(TL). According to Larson (SIL International), translation is “a process based on

the theory that it is possible to abstract the meaning of a text from its forms and

reproduce that meaning with the very different forms of a second language”.

  Koller as cited in Hatim (2001) defines translation as “the result of a text-

processing activity, by means of which a source-language text is transposed into a

target-language text”. Further, he states that between the resultant text in L2 (the