AN ANALYSIS OF STUDENTS’ TRANSLATION PRODUCT OF A DESCRIPTIVE TEXT ENTITLED OCTOPUS.

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AN ANALYSIS OF STUDENTS’ TRANSLATION PRODUC

T OF

A DESCRIPTIVE TEXT ENTITLED OCTOPUS

(A case study of eight grade students in one State Junior High School in Bandung)

A RESEARCH PAPER

Submitted to the English Education Department of FPBS UPI

as a Partial Fulfillment of the Requirements for Sarjana Pendidikan Degree

By

ASEP SURAHMAN 0906229

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGE AND ARTS EDUCATION

INDONESIA UNIVERSITY OF EDUCATION

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Analisis Hasil Terjemahan Siswa Berupa Teks Deskiptif yang Berjudul Octopus

Oleh Asep Surahman

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni

Oktober 2013

Hak Cipta dilindungi undang-undang.

Skripsi ini tidak boleh diperbanyak seluruhnya atau sebagian, Dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.

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ASEP SURAHMAN

AN ANALYSIS OF STUDENTS’ TRANSLATION PRODUCT OF A DESCRIPTIVE TEXT ENTITLED OCTOPUS

(A case study of eight grade students in one State Junior High School in Bandung)

APPROVED BY: First Supervisor,

Hj. Emi Emilia, M.Ed., Ph.D. NIP. 196609161990012001

Second Supervisor,

Rojab Siti Rodliyah, S.Pd., M.Ed. NIP. 197308062002122001

Head of English Education Department

Prof. Dr. H. Didi Suherdi, M.Ed NIP. 196211011987121001

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ABSTRACT

This research, entitled “An Analysis of Students’ Translation Product of a Descriptive Text Entitled Octopus” was conducted in one state Junior High School in Bandung involving six eight grade students. This research aims to find

out students’ translation strategy, students’ problems in translating, and students’

translation quality. It applies a qualitative case study with data collected from documents of students’ translation works and interview. The students’ translations were analyzed by using translation strategy theory of Vinay and Darbelnet in Fawcet (1997), Newmark (1988) and method of translation test assessment by National Accreditation Authority for Translators and Interpreters (NAATI) concerning the quality of translation. The interview was analyzed through textual descriptive analysis to find out students’ translation problems. The findings reveal that the translation strategies found in students’ translation works were Transposition (46%), Reduction (39%), Literal (21%), Expansion (8%), Couplets (8%), Naturalization (3%), Equivalence (3%) and mistranslation about 18%. The problems found were vocabulary problem, lexical problem, and syntactic problem. And for the quality, three translation works were categorized as acceptable translations, since the scores were more than 70. It is recommended that further research can be conducted in different group of students, places, and

text types to give more information about students’ translation.

Key words: Students’ translation, translation strategies, translation problems,

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ABSTRAK

Penelitian ini, berjudul “Analisis Hasil Terjemahan Siswa Berupa Teks Deskiptif yang Berjudul Octopus” yang dilaksanakan di satu Sekolah Menengah Pertaman Negeri di Bandung yang melibatkan enam siswa kelas delapan. Penelitian ini bertujuan untuk menemukan strategi siswa dalam menerjemahkan, permasalahan siswa dalam menerjemahkan, dan kualitas dari hasil terjemahan siswa. Penelitian ini menerapkan sebuah studi kasus kualitatif dengan data diperoleh dari dokumen-dokumen hasil terjemahan siswa dan wawancara. Hasil terjemahan siswa dianalisis dengan menggunakan teori strategi penerjemahan dari Vinay dan Darbelnet pada Fawcet (1997), Newmark (1988) dan metode penilaian ujian penerjemahan dari Otoritas Akreditasi Nasional untuk Para Penerjemah dan Penafsir (NAATI) yang berfokus pada kualitas terjemahan. Hasil dari wawancara dianalisis melalui analisis teks secara deskriptif untuk mengetahui permasalahan-permasalahan siswa dalam menerjemahkan teks bahasa Inggris. Penelitian ini menemukan bahwa strategi-strategi penerjemahan yang ditemukan pada hasil terjemahan siswa adalah Transposition (46%), Reduction (39%), Literal (21%), Expansion (8%), Couplets (8%), Naturalization (3%), Equivalence (3%) dan kesalahan dalam menerjemahkan sebanyak 18%. Permasalahan-permasalahan yang ditemukan adalah masalah kosakata, masalah bahasa yang berkaitan dengan makna kata, dan masalah sintaktis. Dan untuk kualitas, tiga hasil terjemahan siswa ditetapkan sebagai hasil terjemahan yang bisa diterima, karena nilainya lebih dari 70. Direkomendasikan untuk penelitian selanjutnya dapat dilaksanakan pada kelompok siswa yang berbeda, tempat yang berbeda, dan jenis teks yang berbeda untuk memberikan lebih banyak informasi mengenai penerjemahan yang dilakukan siswa.

Kata Kunci: Terjemahan siswa, strategi-strategi penerjemahan, permsalahan-permasalahan penerjemahan, kualitas terjemahan.

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Page of Approval...

Statement ... i

Preface ... ii

Acknowledgment ... iii

Abstract ... iv

Table of Contents ... v

List of Tables... viii

List of Chart ... ix

CHAPTER I INTRODUCTION 1.1 Background of the Research ... 1

1.2 Research Questions ... 3

1.3 Aims of the Research ... 3

1.4 Scope of the Research ... 3

1.5 Significance of the Research ... 3

1.6 Organization of the Paper... 4

CHAPTER II THEORETICAL FOUNDATION 2.1 Definition of Translation ... 5

2.2 Translation Process ... 5

2.3 Translation Strategies ... 6

2.4 Problems in Translation ... 13

2.5 Quality of Translation ... 14

2.5.1 Criteria of Good Translation ... 14

2.5.2 Quality Assessment of Translation ... 16

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CHAPTER III RESEARCH METHOD

3.1 Purposes of the Study and Research Questions ... 19

3.2 Research Design ... 19

3.3 Site and Participant ... 20

3.4 Data Collection... 21

3.4.1 Documentation ... 22

3.4.2 Interview ... 22

3.5 Data Analysis ... 23

3.5.1 Data from Documents or Students’ Translation Works ... 23

3.5.2 Data from Interview ... 25

3.6 Summary of Research Methodology ... 25

CHAPTER IV FINDINGS AND DISCUSSION 4.1 Students’ Translation Strategies ... 26

4.1.1 Discussion of the Students’ Translation Strategies ... 27

4.2 Students’ Translation Difficulties ... 36

4.2.1 Vocabulary Problem ... 36

4.2.2 Lexical Problem ... 38

4.2.3 Syntactic Problem ... 40

4.2.3.1 Problem of Word Order ... 40

4.2.3.2 Problem of Grammatical Aspects ... 41

4.2.4 Data From Interview ... 42

4.3 Students’ Translation Quality ... 43

4.5 Summary of Findings and Discussion... 50

CHAPTER V CONCLUSIONS AND SUGGESTIONS 5.1 Conclusions ... 51

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Bibliography Appendix

Students’ Translation Sheets Students’ Translation Strategy Students’ Translation Quality Interview

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LIST OF TABLES

Table 2.1 The Example of NAATI Marking for Translation Errors ... 17

Table 3.1 Example Table of the Result of Analyzing the Strategy Used ... 23

Table 3.2 Example Table of the Result of Analyzing the Quality of Students’ Translation Work ... 25

Table 4. 1 Percentages of Students’ Strategies in Translating the Text ... 26

Table 4.2 Examples of Transposition Translation Strategy ... 28

Table 4.3 Examples of Reduction Translation Strategy ... 29

Table 4.4 Examples of Literal Translation/Word for Word Translation Strategy. .... 30

Table 4.5 Examples of Expansion Translation Strategy ... 32

Table 4.6 Examples of Couplets Translation Strategy ... 33

Table 4.7 Examples of Naturalization, Equivalence, and Modulation Translation Strategies. ... 33

Table 4.8 Examples of Mistranslation Cases ... 35

Table 4.9 List of Difficult Words ... 36

Table 4.10 Examples of Out of Context Meaning of Words ... 38

Table 4.11 Examples of Incorrect Translation ... 43

Table 4.12 Examples of Incorrect Word Order ... 41

Table 4.13 Examples of Grammatical Aspects Errors ... 42

Table 4.14 the Result of Analyzing the Quality of Students’ Translation Work. ... 43

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LIST OF CHARTS

Chart 3.1 the Result of Analyzing the Strategy Used ... 24 Table 4.1 Percentages of Students’ Strategies in Translating the Text ... 27

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CHAPTER I INTRODUCTION

This chapter presents the general description of the research, covering background of the research, research questions, aims of the research, scope of the research, significance of the research, and organization of the paper.

1.1 The Background

Nowadays, translation has an important role in human life especially for Indonesians. It is because much information does not exist in Indonesian which means that great deal of it is presented in foreign languages, particularly in English (Choliludin, 2005, p.1). In many places in this country, it can be found many text books, journals, news, movies, even advertisments are addressed in English. This situation may become a barrier for someone who wants to get information from the English text.

Based on the above situation, translation plays such a crucial role for people in helping them to get information which is written in English. Regarding this, Weber (1984, p.3) says translation is the process of transposition of a text which is written in a source language into target language. It can be said that translation product can help people who do not understand English to get information from the English text.

Unfortunately, people cannot always rely on the translation products since they are still limited. Although currently translation services are offered by many institutions or individuals, but the cost is quite expensive and the quality is also sometimes unsatisfied. For that reason, to full fill personal need actually someone can be a translator for himself. It is because the translation skills can be learned and trained.

Basically, according to Catford (1965, p.20) the ability for being translator is comprehanding both Source Language (SL) and Target Language (TL) as long as someone can find the replacement of textual material in one language (SL) by equivalent textual material in another language (TL). However for the quality of

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the translation product, it will be defined by translator’s knowledge about SL and TL, and also by translator’s skills in putting the knowledge into the practice of analysis, discovery, transfer, and re-expression of the meaning (Choliludin, 2005, p.38). It can be said that educational background related to theory of translation and experiences in translation field determine the quality of translation work.

To train translation skill is actually can be started in Junior High School. It is because at that time the students are starting to learn some genre of texts for examples procedure, descriptive, narrative, and recount. Later, in Senior High School the students learn more complex texts. This situation can be an opportunity for students to train their translation skill before they know about the theory of translation.

Students’ translation work is an interesting object for research. Supangkat (2009) has investigated the students’ method, strategies, and difficulties in translating English texts into Indonesia in the level of Senior High School. Jayanti (2010), Infiani (2011), and Ahmad (2011) have conducted research about students’ translation strategy in the level of college students. Different from those studies, this study attemps to explore the Junior High School students’ translation product. On the other words, the participants of this research are beginer learners of English.

This research analyzed the documents of students’ translation work to find

out the quality of its translation. The students’ strategies in translating text have been disclosed and also their difficulties has been discussed. The result of the research revealed the potential ability of Junior High School Students’ in translating an English text into Indonesian as well as the difficulties faced in their translation activity which can be considered as their weakness in understanding an English text.

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1.2 Research Questions

According to the background above, there are three reaearch questions to be answered. The research questions are formulated as follows:

1. What strategies do students apply in translating a descriptive text?

2. What difficulties or problems do the students face in translating the text from English to Indonesia?

3. What is the quality of students’ translation product?

1.3 Aims of the Research

Based on the research questions above, basically this research has aims to: 1. Identify the strategies used by students in translating an English descriptive

text into Indonesian.

2. Find out the difficulties faced by students in their translation activity. 3. Find out the quality of students’ translation product.

1.4 Scope of the Research

This research focuses on identifying the quality of students’ translation of a descriptive text. The study is concerned with the strategies used by students in translating text as well as the difficulties faced by them in translation activity.

1.5 Significance of the Research

This research is expected to give significant contribution in the field of translation and education.

Firstly, this research reveals information about the ability of Junior High School Students in translating a text. Their natural skills in translating a text become an invention which will inspire the other researchers to conduct other researches to find out new theory about translation.

Secondly, this research reveals some difficulties faced by students in translating a text especially in understanding message from the text. This situation give important information for teachers to conduct the best strategy in helping their students to understand English text.

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1.6 Organization of the Paper

This paper is organized into five chapters. The description is as follows: Chapter I Introduction

This chapter involves background of the research, research questions, aims of the research, scope of the research, significance of the research, and organization of the paper.

Chapter II Theoretical Foundation

This chapter contains the related theories from the experts. It involves definition of translation, translation process, strategies or procedures in translation, problems in translation, quality of translation, and previous research.

Chapter III Research Methodology

This chapter describes the methodology of the research that covers purposes of the study and research questions, research design, site and participant, data collection, data analysis, and summary of research methodology.

Chapter IV Findings and Discussion

This chapter consists of the result and finding of the research. Chapter V Conclusion and Recomendation

This chapters states the conclusion of the research and presents recomendation for further research.

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CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the aspects of methodology of the research which cover purposes of the study and research questions, research design, site and participant, data collection, data analysis, summary of research methodology.

3.1Purposes of the Study and Research Questions

The purposes of this research are first to identify the strategies used by students in translating an English descriptive text into Indonesian. Second, to find out the difficulties faced by students in their translation activity. And third, to find out the quality of students’ translation works. Actually those purposes are in line with the research questions of this study, “What strategies do students apply in their translation activity?”, “ What difficulties or problems do the students face in

translating the text from English to Indonesia?”, and “What is the quality of

students’ translation produict?”.

3.2Research Design

This research was a qualitative case study which investigated students’ translation works. According to Fraenkel & Wallen (2012, p.426) the research studies that investigate the quality of relationships, activities, situations, or materials are frequently refer to as qualitative research. Sugiyono (2013, p.1) adds the qualitative method is focused on natural object, the main instrument is the researcher, the data are inductive, and the result focuses on the meaning rather than generalization.

This research was descriptive because the researcher analyzes the data descriptively and the presentation of the result was in form of explanation of words which would be supported by data in the tables. Suryana (2010, p.14) says that descriptive study has aim to make a description sistematically and accuratelly which is based on facts about certain object.

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The approach of this research was case study. It was because this research was conducted in a class which involved students as participants. It meant that the result of this research might be different if it was conducted in other places. It was in line with what Fraenkel & Wallen (2012, p.434) said that case study comprises just one individual, classroom, school, or program.

3.3Site and Participant

The site of this research was a State Junior High School in Geger Arum Bandung. There were two main reasons why this school was chosen. First, the location is near with University where the researcher studies. Second, this school has good relationship with the University. Every semester some students from the University do teaching practice there. So it helped researcher in arranging the research from making permission until collecting the data.

The participants of this research were students of Junior High School. There were some reasons why Junior High School Students were chosen as participants. First of all there was willingness of the researcher to find out basic ability of beginer learners of English in making translation. Second, through this research some difficulties were found related to translation process which could be considered as their weakness in understanding an English text. It is importat because in their examination, almost all of the questions are based on text (descriptive, procedure, recount, and narrative). The information about students’ difficulties was an input for teachers to help their students in understanding text. Third, lack of information about translation theory was a good point for participants because the result was more natural and it could be good invention when they could apply intuitively some strategies which were proposed by experts.

The research was speciffically conducted in class 8L. This class was recommended by English teacher who held some classes in grade eight. Thirty six students followed the translation activity. However only six students’ translation

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from the English teacher as well as consideration from the writer. According to Kothari (2004, p.59) this kind of sample is called as non-probability sampling because they were chosen by the researcher.

3.4Data Collection

As stated before that this research was conducted to find out the students’ strategies in translation, problems that they faced in translation activity, and the quality of their translation works. It meant that the main source data of this reaserch was document or students’ translation work and it supported by the information from interview. For that reason, this study employed two types of data collection techniques, they were documentation and interview.

The text given to participant was a descriptive text which was taken from Buku Elektronik Sekolah (BSE) English Focus for eight grade. The descriptive text was chosen because it was the first text that they have learned since they were in seven grade. So they should have good comprehension about this text. A text from BSE was chosen because students in Indonesia generally learned that kind of text. They generally did not learn original English text.

The text is as below:

Octopus

The Octopus is a sea animal with eight powerful feet which it uses as hands. These are called tentacles. The word “Octopus” comes from two Greek words that mean “eight feet”.

The octopus, the squid and the cuttlefish belong to the same family that has no outside shells. Their bodies are covered entirely with skin. Therefore the body of an octopus is soft. It looks like a big balloon. A fully-grown octopus can be as large as 8,5 meters from the tip of one tentacles to the tip of another. It can weigh as much as 45 kilograms. Besides using its tentacles to catch small fish, sea plants, crab and lobsters, the octopus also uses them against its enemies. The octopus wraps its tentacles around the victim and squeezes it before eating it.

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The octopus escapes from its enemies by giving out a thick dark fluid to darken the water. It can also change the color of its body to match its surroundings. It hides from its enemies by doing this.

(Adapted From: Target UPSR Citra Pintar Bahasa Inggris which is written in English Focus for Grade VIII.)

3.4.1 Documentation

To collect the documents or students’ translation works, the researcher did some steps as follows:

1. Chosing a classroom as place of data collection.

All of the students in the class would be involved in translation activity. 2. Telling the rule of the translation activity.

3. Distributing the texts and also the sheets to write down their translation. 4. Distributing English-Indonesia dictionaries.

5. Starting the translation activity.

6. Collecting the sheets or students’ translation works.

Translation activity was not an easy process, moreover for beginer learners of English. For that reason, the time for conducting the activity was 100 minutes. It should be enough to translate a text which contained 172 words. Almost all of the words were simple words. The participants were also asked to write down some English words that they did not know the meaning and forced them to open dictionary.

3.4.2 Interview

Interview was conducted after the documentation finished. Just three of participants were selected as representatives to be explored in the interview session. There were nine questions delivered to the participants. The form of interview was semistructured interview which consisted of a series of questions designed to elicit specific answers from participants (Fraenkel & Wallen, 2012,

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conducted to find out what was actually on participants’ minds – what they thought or how they felt about something (Fraenkel & Wallen, 2012, p.451).

Mainly the focused of the interview was to find out participants’ difficulties or problems in translating activity. Then the data were analyzed by the problems of translation which were stated in chapter II.

3.5Data Analysis

There were two kinds of data that have been analyzed in detail. The first

was students’ translation works or documents, and the second was interview. The

result of the data analyzing process was the answers of the research questions of this study.

3.5.1 Data from Documents or Students’ Translation Works

The text entitled Octopus were broken down into 25 smaller units which covered sentences, clauses, and phrases. They were analyzed through translation strategies theory proposed by Vinay and Darbelnet (in Fawcet, 1997, pp.34-39; in Bell, 1991, pp.70-71) and Newmark (1988) to determine which one was the most appropriate strategy for each unit. Then the result was presented in a table like follow:

Table 3.1 Example Table of the Result of Analyzing the Strategy Used No. Translation Strategy Frequency Percentage (%) 1 Borrowing

2 Calque

3 Literal Translation 4 Transposition 5 Modulation 6 Equivalence 7 Adaptation

Total

The calculation for the data could be meassure by using the following formula:

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Where :

P = Number of percentage

F = Frequency of strategies or rocedures N = Number of whole samples

In a conclusion it could be presented in a chart like follows:

Chart 3.1 the Result of Analyzing the Strategy Used

For the quality of the students’ translation work, this research adapted the

NAATI’s method in assessing translation work. And in the discussion, it also has been examined by the criteria of good translation proposed by Larson (1984), Enani (in Abdellah, 2002), Tylter (in Bassnett, 2002, p.69), and Massoud (in Abdellah, 2002).

The maximum score was 100. It would be deducted by errors found in the translation work. The minimum score was 70. It meant that the deduction should not be more than 30 points to get judgment as an acceptable translation. The acceptable and unacceptable terms are used instead of pass and fail in this

0 0,5 1 1,5 2 2,5 3 3,5 4 4,5

Student 1 Student 2 Student 3 Student 4 Student 5 Student 6

Borrowing

Calque

Literal Translation

Transposition

Modulation

Equivalence

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The result of analyzing the quality of students’ translation work would be presented as in the table below:

Table 3.2 Example Table of the Result of Analyzing the Quality of Students’ Translation Work

Participants Score Acceptable/Unacceptable

1 2 3 4 5 6 Total

3.5.2 Data from Interview

The data recorded in form of note were classified and categorized to get information related to the questions. Each question was answered by each participant. The answers were analyzed through theory of translation problems by

Miremadi in Owji (2013) to determine the difficulties faced by participants in translating a text as well as through the theory of good translation proposed by Larson (1984), Enani (in Abdellah, 2002), Tylter (in Bassnett, 2002, p.69), and Massoud (in Abdellah, 2002).

Actually the process of identification the difficulties or problems has been started since examining the strategies. The data from the interview were as addition to strengthen the finding of difficulties in examining the strategies.

3.6 Summary of Research Methodology

This chapter has explained the methodology of this study. This research was descriptive qualitative study which examined students’ translation works. Students translation works or documents were the main data which have been strengthened by the result of interview to answer the research questions. Since this study was descriptive qualitative, the result of the data were presented in form of words which were supported by some statistical data in form of tables and chart.

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CHAPTER V

CONCLUSIONS AND RECOMMENDATION

This chapter consists of conclusions of the research and the researcher’s recommendation in the field of translation and education.

5.1Conclusions

As stated in the first chapter, this research has three aims. The aims are to identify the strategies used by students in translating an English descriptive text into Indonesian, to find outthe difficulties faced by students in their translation activity, and to find out the quality of students’ translation product.

Based on the findings and discussion sessions, the research actually reaches its aims. For the strategies used by students in translating a descriptive text, it was found from the highest to the lowest percentages; Transposition (46%), Reduction (39%), Literal/Word for word (21%), Expansion (8%), Couplets (8%), Naturalization (3%), and Equivalence (3%). In their translation also were found some cases of mistranslation which reached 18%. The result was in line with what Ahmad (2011) and Infiani (2011) found in their research which stated

that students’ translation were dominated by Transposition, Literal/Word for

word, and Reduction translation strategy.

Transposition or Shift was the mostly used translation strategy by students in translating the text. It suggested that students have already recognized that Indonesian and English have different rule especially in word order. However some inappropriate or out of context meaning of words were still found. The second mostly used translation strategy was reduction. Unfortunately the reduction cases generally happened because of their translation errors like ignoring article, ignoring pronoun, and skipping difficult word.

The next translation strategy mostly used was Literal/Word for word translation. Basically the students have already known about the grammatical rules among SL and TL especially for word order rule. However for some cases

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text singly word by word with out of context meaning of word. In line with that case, some cases in expansion strategy also happened because of the errors of students. They added unimportant words to their translation product which changed the original meaning.

The next translation strategy found in students work was couplets. It showed that some of them have ability to use more than one strategy in translating a text. Unfortunately this only happened rarely. In line with that, equivalence strategy also was rarely found in students translation work. It was because their knowledge of especially source language was not adequate.

Mistranslation also happened in students’ translation work. The percentage

was not too big, but it showed that some of the students did crucial problem in translation. Mistranslation means the message is not accurately delivered to the reader. In the other words, the message which is delivered contains wrong information. However, since the translators were beginner learners of English, the problem could be considered as usual error.

The next finding was difficulties faced by students in translating a text. It could be said that generally the problems were categorized as vocabulary problem, lexical problem, and syntactic problem. The biggest problem was vocabulary problem. The students did not know the meaning of 23% words in the text. It generated the next problem which was lexical problem. Many of the difficult words were translated to the out of context target language. Even some of them were wrongly translated.

Students’ problems in translating the text influenced their translation

quality. Three students’ translation works were categorized as acceptable translation, since the scores were more than 70. The other three were unacceptable. The scores were 58, 66, 68, 72, 76.5, and 79.5. It can be seen that actually the range of the scores are not significantly different. Since the minimum score to pass is 70, all of the students basically have opportunity to get pass if they get more exercise.

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5.2Recommendation

This research is actually in form of case study which means that the result of this research cannot be generalized as universal finding. However this research has revealed that basically Junior High School Students have ability to translate an English text especially a descriptive text. Even they successfully applied some translation strategies to their translation work. This potential ability actually needs to be developed. The stage of development should be monitored. So it will be better if there are other studies which examine students’ ability in translating text in the higher level.

This research also reveals difficulties or problems faced by students in translating text. The problems can be stated as their weakness in understanding an English text. So the finding of the problems can be an input for teachers to help their students in understanding English text. However because of the limitation of this research, the other studies are needed to find out more information about students difficulties in translating an English text.

This research finds that only half of students’ translation works are categorized as acceptable translation. However it cannot be generalized since this research was conducted in a middle cluster Junior High School in Bandung. It would be better if there are other studies which are conducted in different places, different group of students and different text types.

As the last recommendation, the writer suggests to the English teachers to give opportunity to their students to develop their students’ translation ability by giving translation activity. It is because the writer found that translation activity is an interesting activity for students. Moreover, if the texts are interesting and easy to understand.

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Supangkat. (2009). An Investigation of the students’ Methods, Strategies, and Difficulties in Translating English Texts into Indonesian. A Thesis of SPS UPI Bandung: Unpublished.

Suryana. (2010). Metode Penelitian Model Praktis Penelitian Kuantitatif dan Kualitatif. Buku Ajar Perkuliahan. Universitas Pendidikan Indonesia. Bandung: Unpublished.

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Weber, W. K. (1984). Training Translation and Conference Interpreters. New Jersey: Prentice Hall Regents.

Williams, M. (2009). “Translation Quality Assessment”. Mutatis Mutandis. Vol 2,

No 1. 2009. pp. 3 – 23.

Kothari, C. R. (2004). Research Methodology: Methods and Techniques (Second Revised Edd.). New Delhi: New Age International (P) Ltd.

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CHAPTER V

CONCLUSIONS AND RECOMMENDATION

This chapter consists of conclusions of the research and the researcher’s recommendation in the field of translation and education.

5.1Conclusions

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Mistranslation also happened in students’ translation work. The percentage was not too big, but it showed that some of the students did crucial problem in translation. Mistranslation means the message is not accurately delivered to the reader. In the other words, the message which is delivered contains wrong information. However, since the translators were beginner learners of English, the problem could be considered as usual error.

Students’ problems in translating the text influenced their translation quality. Three students’ translation works were categorized as acceptable translation, since the scores were more than 70. The other three were unacceptable. The scores were 58, 66, 68, 72, 76.5, and 79.5. It can be seen that actually the range of the scores are not significantly different. Since the minimum score to pass is 70, all of the students basically have opportunity to get pass if they get more exercise.

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5.2Recommendation

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AN ANALYSIS OF STUDENTS’ TRANSLATION PRODUCT OF A DESCRIPTIVE TEXT ENTITLED OCTOPUS.