THE TRANSLATION PROBLEM ON PRESENT PERFECT TENSE INTO INDONESIAN LANGUAGE BY THE FIRST YEAR STUDENTS OF SMK MUHAMMADIYAH 2 BOROBUDUR IN ACADEMIC YEAR OF 2006/2007 - Test Repository

THE TRANSLATION PROBLEM ON PRESENT PERFECT TENSE

  

INTO INDONESIAN LANGUAGE BY THE FIRST YEAR STUDENTS

OF SMK MUHAMMADIYAH 2 BOROBUDUR

IN ACADEMIC YEAR OF 2006/2007

  THESIS Submitted to the Board of Examiners in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan Islam (S.Pd.I) in the English and Educational Department

  

11302037

ENGLISH DEPARTMENT OF EDUCATION FACULTY

STATE ISLAMIC STUDIES INSTITUTE (STAIN)

SALATIGA

  

2007

l

  Perpustakaan Salatiga

  STAIN

  07T D 3010893.01

THE TRANSLATION PROBLEM ON PRESENT PERFECT TENSE

  

INTO INDONESIAN LANGUAGE BY THE FIRST YEAR STUDENTS

OF SMK MUHAMMADIYAH 2 BOROBUDUR

  

IN ACADEMIC YEAR OF 2006/2007

THESIS

  Submitted to the Board of Examiners in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan Islam (S.Pd.I) in the English and Educational Department

  

By:

NARTIYANI

11302037

ENGLISH DEPARTMENT OF EDUCATION FACULTY

  

STATE ISLAMIC STUDIES INSTITUTE (STAIN)

SALATIGA

2007

l

  DEPARTEMEN AGAMA SEKOLAH TINGGI AGAMA ISLAM NEGERI (STAIN) SALATIGA Jl. Tentara Pelajar 02 Telp. (0298) 323706, 323433 Fax 323433 Salatiga 50721 Website :

D E K L A R A S I

  Bisnullahirrahmanirrahim

  Dengan penuh kejujuran dan tanggung jawab, peneliti menyatakan bahwa skripsi ini tidak berisi materi yang pernah ditulis oleh orang lain atau pernah diterbitkan. Demikian juga skripsi ini tidak berisi satupun pikiran-pikiran orang lain, kecuali informasi yang terdapat dalam referensi yang dijadikan bahan rujukan.

  Apabila di kemudian hari ternyata terdapat materi atau pikiran-pikiran orang lain di luar referensi yang peneliti cantumkan, maka peneliti sanggup mempertanggung jawabkan kembali keaslian skripsi ini di hadapan sidang munaqosyah skripsi.

  Demikian deklarasi ini dibuat oleh peneliti untuk dapat dimaklumi.

  Salatiga, 06 Februari 2007 Peneliti

  NARTIYANI NIM. 11302037

  DEPARTEMEN AGAMA SEKOLAH TINGGI AGAMA ISLAM NEGERI (STAIN) SALATIGA Jl. Tentara Pelajar 02 Telp. (0298) 323706, 323433 Fax 323433 Salatiga 50721 Website :

STATEMENT OF CERTIFICATION

THE TRANSLATION PROBLEM ON PRESENT PERFECT TENSE

  

INTO INDONESIAN LANGUAGE BY THE FIRST YEAR STUDENTS

OF SMK MUHAMMADIYAH 2 BOROBUDUR

  

IN ACADEMIC YEAR OF 2006/2007

NARTIYANI

NIM : 113 02 037

  Has been brought to the board of examiners in March 27th 2007 M, and hereby considered to completely fulfilled the requirements of the degree of saijana in the English and Education Department.

  Salatiga, March 27th 2007 M Board of Examiners

  DEPARTMENT OF RELIGIOUS AFFAIRS STATE ISLAMIC STUDIES INSTITUTE (STAIN) SALATIGA Jl. Stadion 3 Phone (0298) 323706 Salatiga 50721 Website : Ruwandi, M.A.

  The Lecturer of Educational Faculty State Islamic Studies Institute of Salatiga

  ATTENTIVE COUNSELOR NOTES Salatiga, March 06th, 2007 Case : Nartiyani’s

  Thesis Dear, The Head of State Islamic Studies Institute of Salatiga

  Assalaamu 'alaikum wr. wb

  After reading and corecting Nartiyani’s Thesis entitled “THE TRANSLATION PROBLEM ON PRESENT PERFECT TENSE INTO INDONESIAN LANGUAGE BY THE FIRST YEAR STUDENTS OF SMK MUHAMMADIYAH 2 BOROBUDUR IN THE ACADEMIC YEAR OF 2006/2007”, I have decided and would like to propose that if it could be accepted by the educational faculty, I hope it would examined as soon as possible.

  Wassalaamu ’alaikum wr. wb

  

IV

  

MOTTO

'I T H -IN K ., T H - g R -e F O K te I A M '

  (Rene Descartes)

  

DEDICATION

  1. My beloved mother and father (Mr. H. Abukhori and Mrs. Hj. Umi), who always give advice, knowledge, love and teach me to love Allah SWT, thanks for all.

  2. My old brother and sister, yu Har, mbak Supri, mas Mad, mas Gothenk, thanks for your motivation and your love.

  3. My soulmate “S.A.Y” thanks for your attention, guidance, help and love.

  4. My best friend “Asti” thanks for your motivation and help.

  5. My dearest Mr. Blontang family, thanks for all.

  6. All of my friend in English Department ’02.

  

v i

  

ACKNOWLEDGEMENT

  In the name of Allah The Most Gracious and The Most Merciful, blesses, and praises always go to Prophet Muhammad SAW. Alhamdulillah everlasting thanks to Allah. The writer must be deeply grateful to Allah for His blessing, whose without help the writer would have not been able to finish the thesis. Those who ask help to Allah will never feel disappointed.

  The thesis is presented to English Department of States Islamic Studies Institute (STAIN) Salatiga in partial fulfillment of the requirement for the Sarjana Degree. It is the most important the writer should thanks to people’s behind the making of the thesis. The writer would like thanks to:

  1. Drs. Imam Sutomo, M.Ag., as the head of state Islamic Studies Institute of Salatiga.

  2. Ruwandi, M.A., as consultant thanks for his patience and guidence.

  3. Hanung Triyoko, M.A., as the chief of English Department thanks for your motivation and help.

  4. To all lecturers of English Department thanks for all the knowledge you have given to me.

  5. My family in Tuksongo, thanks for your guidence, attention, encourage material, spiritual and love in my life.

  6. To my best friends Arum, Yeni, Ristra, keep fighting.

  7. To my friend in Ampel City, “Be my best friend, always”.

  8. To my friend in Arya Speed, I won’t be like this, without your support.

  9. To my soulmate “Say” thank you very much for your attention, motivation, help, love, suggestion, guidance, and always company me in sad and happy, together with you make my life colorful.

  10. To Bo wo “Klik” thanks for your help.

  11. To my younger brother and sister, Zali, Ja’far, Pendi, Ambar, Alga, Alda, thanks for your motivation.

  12. To all my friend in English Department ’02, its impossible for mention one by one, thanks for the help and guidance.

  Although we have effort as maximum as possible in finishing this thesis, but the writer hopes the critique and suggestion for the completion of this thesis be able to give the function for the writer and reader.

  Salatiga, 06 Maret 2007 The writer

  

  CHAPTER I INTRODUCTION

  

  

  

  

  

  

  

  

  

  

   TABLE OF CONTENT ix

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

   x

CHAPTER I INTRODUCTION A. Background of the Study Language is complex and unique. Each language has its own norms,

  including its grammar or structure. Language is also more than apparently simple stream of sounds that flows from the tongue of the speaker. It is a complex system of communication with various level of complexity involving intricate selection and ordering of meaning, sounds, and larger units and arrangements (Gibbon, 1990:14).

  Making meaning in a new context or a new language is a difficult task for language learners, who have also to make sense of it as well as in it. That’s what “grammar” deals with. Grammar is a theory of language, of how language is put together and how it works (Gerrot & Wignell, 1994: 1). Therefore, the achievement of grammar plays a crucial role to develop understanding the language we are learning and to be able to use it effectively.

  As an international language, English has many important roles in the world. That’s why English is introduced into the curriculum and considered as the first foreign language to be taught at schools in Indonesia.

  Meanwhile, translation means not only transferring words from certain language to their semantic equivalent in another language but also transferring the structure of the source and then, for obtaining translation of Indonesia in

  English or the reverse. Indonesian language can be called as the first language or

  

1 the source language and English is called as the second language or the target language and also the reverse (Sofia Rangkuti Hasibuan, 1991: 1).

  The achievement of English is not only to succeed informing sentence, but also to succeed translation. Thus, the writer wants to know more about the factors which play an important role to master them. The lackness of achievement in translation may happen because of some reasons, as the lackness of motivation, the different grade of intelligence, the talent and others. As the knowledge possessed by the teachers themselves and the students’ understanding.

  B. Limitation of the Problem

  The writer limits the problems into the following:

  1. The writer is going to observe the achievement o f present perfect tense by the 1st year students of SMK Muhammadiyah 2 Borobudur in Academic Year of 2006/2007.

  2. The translation of the present perfect tense into Indonesian language.

  C. Reason for Choosing the Topic

  English has been taught in schools for many years, but the English teachers find out that most of the students are still poor in forming the sentences and translating them into Indonesian language.

  Most of people think that teaching grammar is difficult. There are a lot of grammatical divisions. One of them is present perfect tense. Indonesian students usually get difficulties to comprehend and practice it. For the reason, the writer stresses the study of the students’ achievement on present perfect tense, since, it

  2 is one o f the difficult structures whether its form or its meaning. Though it is not everything but it plays one of the important roles in mastering English. From the reason above, it is enough to know why the writer chooses the research topic entitled “The Translation Problem on Present Perfect Tense Into Indonesian

  

Language by the First Year Students o f SALK Muhammadiyah 2 Borobudur in

Academic Year of2006/200T\ The translation must be mastered by the students

  since they have to know the sentences they learn.

  D. Statement of the Problems

  For making a systematic approach to the objective of the study, the writer limits the problems into the following:

  1. How far is the present perfect tense achievement by the first year students of SMK Muhammadiyah 2 Borobudur in Academic Year o f 2006/2007.

  2. How far is the translation achievement by the first year students SMK Muhammadiyah 2 Borobudur in Academic Year o f 2006/2007.

  E. Research Objectives

  Based on the statement of the problems, the writer proposes the objectives of the study as follows:

  1. To describe the present perfect tense achievement by the first year students of SMK Muhammadiyah 2 Borobudur Academic Year of 2006/2007.

  2. To describe the translation achievement by the first students of SMK Muhammadiyah 2 Borobudur in the Academic Year of 2006/2007.

  3

  F. Research Benefits

  The writer expects that the result of this research could develop and enrich the knowledge in translating the present perfect tense sentences so that we can make use the sentences correctly. She also hopes that this research result can be used as a reference for any one who is interested in studying further about translating English into Indonesian language.

  G. Thesis Outline

  Chapter I is an introduction. This consists of six sub chapters namely background of the study, limitation, reason for choosing the topic, statement of the problem, research objectives, research benefits, thesis outline.

  Chapter II is review of related literature. This chapter reviews translation, grammar, and theoritical framework. In the translation reviews consists of the terms of translation, the technique of translation, and the language elements in translation. In the grammar reviews consists of the terms of grammar, the types of grammar, present perfect tense, the difficulties of perfect tense achievement.

  Chapter III is research methodology. This chapter reviews research approach, research method, population, sample, sampling technique, data collection method, and data analysis.

  Chapter IV is data analysis. This chapter reviews statistical analysis, and non statistical analysis. Chapter V is closure. This chapter reviews conclusion and suggestion.

  

4

CHAPTER II REVIEW OF RELATED LITERATURE A. Translation

  1. Terms of Translation Translation is very important because this is one of the ways to understand the meaning of foreign languages being learned.

  The definition of translation is explained in many reference books, as in Oxford Advanced Learner’s Dictionary of Current English. The word “translation” (a noun) comes from the word “to translate” (a verb) which means giving the meaning of another language (Hornby, 1974: 919). In his book entitled “Seni Meriterjemahkan” Widyamartaya says translation is to reproduce the receptor language into the closest natural equivalent of the source language message; first, in the terms of meaning, and secondly in the terms of style. In the same book, Catford gives the explanation that translation is the replacement of textual material in one language (the source language) by equivalent textual material in another language.

  The above definitions require the translator to be able to synchronize both source language and target language on the syntatic, semantic, and pragmatic-stylistic level, so he would have a craft to translate. Another definition arises from a linguistic point of view. A psycholinguist, C.J. Catford, says that translation has been defined as the replacement of textual material in one language (called source language or SL) by equivalent textual

  5 material in another language (called target language of TL) (C.J. Catford, 1965: 20).

  From the definition above, we know that translation is not merely the replacement of word by word from one language to another. Moreover, this definition is supported by Nida and Tabet who say that translation consists of reproducing in the receptor language (another name of TL) the closest natural equivalent of the source language message, first in terms of meaning and secondly in terms of style (Nida & Tabet, 1969: 12).

  The last two definitions above stress on the same thing that is the equivalence. In fact, to find the translation equivalence is the central problem of translation. This is because, ideally, the translation should give the sense of original so the reader is unaware that he is reading a translation. In the same book, Catford (1965: 21) says that a central task of translation theory is that of defining the nature and conditions of translation equivalence; because it required some aspects as syntactic aspect, semantic aspect, or even cultural aspect of how to compose a sentence or sentences. Cultural aspect is the aspect related to what people think or imagine, what and how they act.

  The main concept of the above definition is that translation is the ability or the craft to transfer the main ideas from a language (source language) into another language (target language) by using statement of message as nearly as possible with the original language and, of course, obeying the rule of grammar.

  6 Translation is always concerning with the meaning to be translated from source language to target language. There are many kinds of meaning in translation, including communicative meaning, and cognitive meaning. Communicative meaning is what the speaker wants to say to his audience or listener. Associative meaning is the changes of meaning that has actually been said. Those definitions above explain that we must not change the original ideas from source language to the target language. For this, Brislin states as follows: translation is the general term referring to the transfer of thought and ideas from one language (source language) to another language (target language), whether the languages are in written or oral form; whether the languages have established orthographies or do not have such standardizations or whether one or both languages are based on signs, as with sign languages of the deaf (Brislin, 1976: 1).

  2. Technique of Translation Catford (1965: 21) states that there are three types of translation related to the rank of grammatical hierarchies, namely (1) word-for-word for translation, (2) literature translation, and (3) free translation,

  a. The word-for-word translation The word-for-word translation is usually difficult to be understood by readers. This type of translation only translates the words taken from the source language and translators do not put more emphasis on the messages which are expressed in the target language texts. The following is an example taken from Teknik Membaca Text Book dan Penerjemahan

  7

  (Kamil, 1990: 62). Modem means of communication are so rapid that buyer can discover what price a seller is asking, and can accept it if he wishes, although he may be thousand of miles away. The text to be translated into Indonesian language:

  Alat komunikasi modern sedemikian canggih, sehingga pembeli dapat mengetahui harga yang ditawarkan penjual dan ia bisa mendapatkannya apabila ia menghendaki walaupun mungkin ia berada ribuan mil jauhnya.

  The result of word-for-word translation above is difficult to be understood. The vocabulary is taken from the target language, but the word order and sentence follow the source language. So the readers will not easily understand the messages of the text, b. Literal Translation

  Concerning literal translation is useful if one is studying the structure of the source text as an interlinear translation but a literal translation does not communicate the meaning of the source text (since translation attempts to follow of the source language). Literal translation may start from a word-for-word translation but make changes in conformity with the target language grammar. This type of translation maybe in a group-group or clause-clause translation. The following is an example of a group-group or clause-clause translation taken from Kamil

  (1990: 63). From the text, translator may make the grouping. The Indonesian language translation may follow: _{j .}

  pembeli / / minta / Alat komi sehingga apabila ia kmendaki

  / walaupun ia mungkin / berada ii ribuan mil jauhnya. i

  c. Free Translation 1 expressed in theitranslator’s own words. A free transition is very important, becausi it will profit information that is easy to tft understood is important. So, te resulted messages will not be differ it from the original text. Language Elements in Tanslation

  There are som knowledge of language elements of tra slation that should be understooc should be fulfilled by the students to succeed in translating,

  a. Source Language The source inguage is the language of the sentence texts to be translated. Student have been studying this language in he formal education since the are in elementary levels. Students should e aware of the structures used the sentences/texts. On the other hand, t ey have to be able to translafc the sentence in accordance with the m ssage. An understanding of th< source language, the grammatical structu : and their

  Free tranmtion puts more emphasis on the messages which are expressed in tK source language text in the translation which is by readers. In thisiype of translation, translators may add some word if it implication for tl meaning is required, because Indonesian anguage and English have the own grammatical structures. English ai 1 Indonesian language also ha\ different cultures, sometimes we cannot nd the exact meanings of wore . So, the equivalence between Indonesian anguage and English must be c veloped. The recognition of words and < aracteristics including the vi iety of their meanings must be de sloped. An understanding of ^{1 e culture or the source language is very iportant, so} students will be ble to choose words that exactly ha1 : the same meanings. Student also must be acknowledged with the culti e where the language is spok n. As mentioned above, English anefl Indonesian language come fro different cultures,

  b. Target Language Target lanj age is the language which the sentenclltext to be translated into. Altl >ugh students have mastered their own language since a long time, they s 11 have to understand the relevant abilities in target language that shoul be possessed, including the following:

  1) Comprehend th type of language that is appropriate with H particular subject of the sentence/text: whether it deals with ||chemistry, engineering, bu: ness, biology, etc. 2) Understand the iroper choice of words (adverbs, nouns, ||djectives, and verbs). 3) Capable to recoinize the parts of speech so they can tnjjsfer their ideas in good seiiences.

  10

  4) Understand tie proper choice of word orders. It w ill be used to choose the jjpropriate words with the meaning of| the source language.

  c. Knowledge of the ubject Students s ould be informed that it is difficult translate a sentence or furthe a text of a source language into the targ t if they do not have knowledj about the source. Besides, they should a o be aware that an understandi g of the subject matters is also very impoi mt.

  The further nowledge of the subject is needed for the reason that they will not only f :e a subject but also have to acquire some cnowledge of translation subje :s such as economics, engineering, accoi tancy, etc. From these subject; students are expected to be able to transft meanings according to the me|pages of sentences being translated.

B. Grammar

  1. Terms of Grammar Grammar is mulh more than just a set of exercises to git right in

  English class. Based on |ne Oxford advanced learner’s dictionarieslgrammar means the rules in a language for changing the form of words and ||)mbining them into sentences.

  This definition is l i line with what is explained by Gerrot a n i Wignell that grammar is a theorjlbf language, of how language is put toglther and how it works. More parftularly, they say that it is the study of wordings.

  11 Wording is the wore and their order and the wording in tu m j|s realized or expressed through so nds or letters.

  English learn s need a theory of grammar or languagJIwhich helps them understand hov. entences or texts work. As teachers, they le ed to know how texts work so th y can explicitly help learners learn how If understand and produce sentenc|p and texts, whether spoken and writteH in various contexts for various purposes.

  Grammar is n it the only elements that must be fulfilllb to master English. But, it plays aft important role because in scientific writillg, grammar is totally used. TherefJfte, grammar as one pillar of studying E n jjsh must be known by the studentsf

  2. Types of Grammar Grammarians hive different points of view in how they ttiaracterize language. A number ftf grammar are caused by these diffenlnces. The characterizing of langulge depends on the purposes of the user. Mow people have characterized woiiings that is the theory of grammar, depdmds on the kinds of questions theyflave asked about language on what they \|^nt to find out about it.

  The different theiries of language or grammar are not inheiintly good or bad, right or wrong, iu e or false. Rather, grammars are v alid ate by their usefulness in describing Ind explaining the phenomenon called language.

  There are 3 gramlnars which have had a major influence onflchools in this century (Gerrot and Wignell, 1994: 4). These are as follows:

  12 a. Traditional Grammar Tradition# grammar aims to describe the gramm;

  English by com pjhng it with Latin. As such, it is prescriplve. Students learn the names m parts of speech (nouns, verbs, preposit: adjectives), pars# textbook sentences and learn to use correctly. Traditional grammar focuses on ruler for prod sentences.

  b. Formal Grammar Formal gralhmar concerns to describe the structure ns, adverbs,

  ■ie structure ing correct o f standard individual sentences. Such grammars view language as a set of rules wlj|ch allow or disallow certain sellence structures. It does not really stress ||ie point on the meaning of the im tence.

  c. Functional Gramms Functional Ihunmars view language as a resource H)r making meaning. These grammars attempt to describe language in actllal use and so focus on texts a d their contexts. They concern not o n # with the structures but also with how those structures construct meaning

  3. Present Perfect Tense Learning EnglisHIhs a second or a foreign language is not eBsv. Every language has its own patltm, and so does English. English has its

  o

  B

  t i

  pattern or structure to form a se||tence, which is very different from otherBanguages especially Indonesian larlkuage. It needs a serious attention to understand an every pattern, verb changes and other aspects of language Present perfJh tense is used if we wish to refer to con ilete activities that take place w ith» a period of time that extends to the pr sent moment, without giving a de: Bite point or period of time for any of thes< activities.

  The present w rfect tense is formed by using the presen tense of have (have, has) and the Jast participle of the main verb. In this p tern, have is used as an auxiliaryiverb before the past participle of the n in verb. For regular verbs, the pasl participle form is the same as the past te ;e form. The past participle forms ||f irreguler verbs, must have been taught before because they are various.

  The present pdBfect tense is used to indicate: a. An action or a statithat is begin in the past and continues int||the present. Since and for is ofBn used.

  1) I have had a tojfth since last week. 2) The patience hJH been in the hospital for 2 hours.

  b. An action was or \ ^ s never done or completed recently (at anl|mspecified time in the past) 1) I have complete! my term paper. 2) The dentist has lulled my wisdom tooth. From the examples abfl|/e, we can see the constructions of p re^nt perfect tense that is:

  S u b je c t have/has + past participle + object

  4. Difficulties of Presell Perfect Tense Achievement Most of the|||students o f high school face the sam< problem for understanding gramr||ar They feel difficult to understand an e’ :ry pattern in grammar. Also, theylltannot use it in a sentence and they som times do not know when they use flat sentence.

  The present pflrfect is probably the commonest tense i the English language, but it is tip one the student o f English usually fi||ds the most difficult to learn (Standard Allen, 1974: 77).

  The most imnlrtant thing the students have to know flo u t present perfect tense is that itf l not interested in the action but in the completed fact and its relationship t l a given general time aspect. Present flrfect tense expresses this idea, wlfln someone say, for example:

  ‘I’ve bought a new hat” The students are payini attention to the present possession of thj| article and not the previcious act cflbuying. But, if the sentence is

  T bought a hat yesterday” The mention of the pall time automatically throws our mind b4|k into the time when the action ta|ps place

  Here, most of tllb students find the difficulties. They are l o t able to distinguish the d iffe re n t o f the sentence meaning between preflnt perfect tense and past tense. From the explanation above, we may conclude that wB can use this tense when we do n it simply any definite fine in the past a |p are merely interested in the com ieted fact as we know it now.

  The characteiptics of present perfect tense that a Student must eventually grasp, but m fact they have not is that the 3 perfect teflses (present, past, and future) that Ixpress the completion o f “perfection” o ||an act by a given time; not an act lo n e at a given time.

  The present nftrfect tense therefore expresses the ccjlnpletion or “perfection” of an actilh by NOW. Present perfect tense is WHE J the action took place, but rather iierested in the present state of completion or example the effect NOW. So, Inis tense must never be used if someo e states or suggests a definite tim iin the past. This is perhaps the commonc t misuse at the tense more over, w lin the students are asked to translate the s itencc into Indonesian language. Tlley will have a confusion of the differem ;s between present perfect tense anil past tense.

  C. Theoretical Framework Students’ achievemdit to present perfect sentence is importan They are demanded to understand nolpnly the use or the function but also the i eaning of the sentences. Translation irffi> the students’ first language, therefore, i :eds to be taught. Through this way, thlk understand the messages hidden in the entences.

  However, the teachers camftt deny that they should understand th form of present perfect tense first, bewre we ask them to translate.

  There are some uses of present perfect tense sentence: Each has a different with others wl n we translate these kinds of sentences i to Indonesia. The different meanings oint to one function of present perfect snse. One of them is to show past acti is/completed past actions while time is n< definite.

  One who does no understand the use of present perfect ten: will always translate all present perf ;t tense sentences by the word “sudah/te rh", because the word has or have sh vs a completed action. In fact, not all p sent perfect tense sentences can be anslated by the word “sudahielah". B ow are the examples.

  1. The present perfect te||se with an adverb “just” shows a recent|| completed action; for example: “He has just gone oull’ This sentence is can be translated int<J|lndonesian language: “Dia baru sqfa p ergi'

2. The present perfect is|psed for past actions if its time is not flefinite; for

  example:

  a. “I have read the instructions.” The meaning is: “Aku su d a \ membaca

  instruksinya."

  b. “Have you ever goi|S abroad?” That means: “Pernahkah kart||v pergi ke ?”

  luar negeri

  c. “I have never seen | | giraffe.” That means: “Aku belum perntyi melihat

  jerapah."

  d. “He hasn’t come yet.i That means: “D/a belum datang'

  17 From the different meanings of present perfect sentences wove, we can also recognize the dififffent ways of how to translate them info Indonesian language.

  If the present pettect tense sentences do not use such adtterb as: just, already, yet, ever, never!etc., they are easily translated by by teBn “sudah +

  VIII” or “sudah + been -«non verb”. However, they have differenflmeanings if they use such kind adverb! mentioned above.

  From the explanllion and the examples given, it is clJkr that the correctness of translatinalthe present perfect tense sentence intonlndonesian language depends on the achievement of forming the sentence, the urtterstanding of the use and also the undlrstanding of its function. The translation rllult will be awful when the students d<!not understand the present perfect tense \B ² ll. This is a hard “home work” not oily for the teacher who should explain furtier present perfect tense, but also for tn i students who must practice and learn mol

CHAPTER III RESflkRCH METHODOLOGY A. Research Approach

  ch aims to test a theory through a deducti j process. In Quantitative reses steps are decided in detail. The process Hiust be done this approach, the planni g decided before. The result then will presented in based on the planning b the form of statistic/num c. In doing the research, the researcher’flrole must be free from the study to revent the bias, and it is different froill the role of search because the researcher must be i#olved in the researcher in qualitative situation and setting of tl phenomena being investigated.

B. Research Method

  According to Ibn Hajar in his book “Dasar-dasar Metodol gi Penelitian ”, there are four methods in doing a jlsearch, there

  Kuantitatif dalam Pendi kan

  , Co-Relational Method, Differential Method, and are: Descriptive Meth Investigative Method.

  Descriptive me od aims to describe the phenomena which have riables freely. It means that there is no re tion between happened and treat the the variables. This inve igation is occasionally used as a source H>r the further investigation.

  While differen al method investigates the differei ;es between observation in a group or between observation in the same gr< ip. The other

  

19 method being explained here is the investigative method. It ir||,estigates a population based on the ta taken from the sample. In investigativflmethod, the 11 researcher is free to use descriptive and co-relational, even the cdfiparative or explanation. tive method

  Based on the expl lation above, the writer choose the descri to do the process of anal} is. The descriptive method is an analysis o know and collect the descriptive da In other words, the descriptive data an actual data, and we can investigate th as well (Suryadi Suryabrata, 1989:94).

  C. Population hole subject of the research. Furthermor population Population is the can be explained as a nu rer of people or individual who have at ist the same characteristics. It can be mcluded that population is a subject of tl research in a group of people or something else. It > a group of general. It can be a perso elements, which is able o give information to clarify how to termine the problems. writer chooses the first year studeills of SMK

  In this case, th dur in the Academic Year o f 2006/200 The writer Muhammadiyah 2 Borob chooses them as populat in, because they have got the subject b^|ng analyzed s the reason why the writer choose them population since the first semester. Il in her investigation. formation let the writer describe the pr lie of SMK

  To complete the Muhammadiyah 2 Borob ur as follows:

  20

  L The profile of SMK

  b. Address

  : SI, Faculty of Technica|pEducation : on 1986

  Sumberrojo Mertoyudai||Magelang (0293)325159

  : Morning to Afternoon r a week : 48 hours : Drs. Sugino : Perum PGRI Jl. Elang 3 0

  : Central Java : Private School : June 4th 1997 itution : Muhammadiyah, MajelillDikdasmen r of the Decree : 4 Juni 1997/No.0943/10Bl/1997 r of Notary : 8 September 1976/No.J- -5/160/4

  (0293) 788102 : Magelang

  iool : SMK Muhammadiyah 2 Borobudur : Jl. Syailendra Raya Bordludur 56553

  

uhammadiyah 2 Borobudur

  d. Graduate

  c. Education

  a. The name

  1. The name of the s School’s address Regency Province

  6. Headmaster

  5. The lesson hours

  4. The lesson schedi

  d) Date and Numl

  c) Date and Numt

  b) The name of ii

  a) Being built

  3. School’s History

  2. School’s Status

  21

II. Teacher’s Profile

  SMK Muhamrr diyah 2 Borobudur has some criteria to consider the

  d. All subjects must be handled by the tonceming competence teachers teachers. Besides they ust have some skills to support the su ects being _{1 only to be smart academically, but also Bkillful. For} taught. Thus, they are

  ’ academic tallent is suitable with theii skills. The the reason, the teache following is the profile f teachers of SMK Muhammadiyah 2 Boftbudur:

  Name Profession Subjects No

• Head Master

  1 Drs. Sugino

  2 Vice Head Master of M hematics Nurhadi,Bsc

  Curricullum Affairs

  3 Drs. Yusuf Effe li Teacher In rpreunership Homeroom Teacher of I Ci il Education 4 Titin Sulistyowc i, S.Pd. Automotive B

  A dah, A1 Qur'an

  5 Drs. Zaran Teacher Teacher Fi ih/Tarih 6 Yus Listiawan I S.Pd.

  7 Dra. Ridaryati Homeroom Teacher of III Sc tool Healt Unit Engineering Teacher Si >rt 8 M. Makmuri S. i.

  9 Suyanto Homeroom Teacher of II P; ;ics/Automotive Automotive

  Nida Ulkhasam S.Ag. Teacher

10 A ibic

  Teacher thematics

  11 Drs. Zainuri h M. Rosidin, S.F Teacher C emistry

  12 Homeroom Teacher of I E glish 13 Asti Zulaina Tc fan, S.S.

  Engineering c Homeroom Teacher of I mputer

  14 Begja Rahaija, .T Automotive A Teacher E awing Technigue 15 Ramelan, S.Pd. Teacher

  16 Karyanto, S.Pd N ;assurement

  2 2

  1 7

  Teacher Teacher The Head of Engineering Homeroom Teachers of II Engineering A The Head of Automotive Homeroom Teachers of II Engineering B Conceling Teacher Teacher

  23

  Most of the graduated from som< graduated from a state by seeing the files o students’ background needed to be explain distribution of the stuc diyah 2 Borobudur is located in a rural alfea. Most of labors, farmers and vendors. Beside, as Agricultural tourism resort. udents of SMK Muhammadiyah 2 Bo )budur are private unqualified schools. Only sodfe who are r private qualified schools. This conclusiBn comes up students describing, the location of theflschool, the and the school it self. The writer thinHs that it is because it will also affect the writer’: study. The nts can be seen in the following table:

  SMK Muhamn the students’ parents area, Borobudur is al

  IS(

  Automotive a

  K Ei ilish

  Subjects

  PI > ~ PI )/Automotive Ei ineering Ei ineering, CNC Ai omotive M ;hematics C< iceling

  Profession

  .T. :o

  18

  , S.Pd. i S.Pd.

  Name Pd.

  Silhono, S.Pd. M. Ilyas Soleh, Nur Rochmat 1 Sumadiono, S.T Sri Mulyati, S.P Agung Widiyan Edi Andriyanto, Teddy Widiatm

  25 No Nurcholis, S.T.

  24

  23

  22

  21

  20

  19

III. Students Profile

• 29
• 33

  39

  24

  illy

  >asic competency of present perfect te n s j This is the

  '2007 in SMK Muhammadiyah 2 Borobu< ir r a representative population that is nvestigated 144). The sample is Automotive A clas of the first madiyah 2 Borobudur Academic Year o 2006/2007. represent the population because the suit will be e population. The writer chose 35 studdlits who are

  Sample is a part (Suharsimi Arikunto, 198 year students SMK Muha The chosen sample must generated toward the wh assumed having adequate sample. consists of 97 students, the second grdle has 104 jade has 91 students. Thus, there are 293|students in

  27 The first grade students, and the third Academic Year of 200

  9 III Automotive 27 -

  29

  8 III Machine B

  34

  7 III Machine A 34 -

  6 II Machine

  32

  5 II Automotive B 32 -

  33

  4 II Automotive A 33 -

  33

  3 I Machine

  29

  2 I Automotive B

  35

  1 I Automotive A 35 -

  No Class Male Female Total

• 39
• 29

D. Sample

E. Sampling Technique

  The writer uses pr ability sampling to choose a sample. It i m e way to ulation that exists through a certain way s the choice choose sample from the probability of each popu tion member will be recognized (It w probably generate the result of the p Dulation being accurate), ing technigue can be obtained by simj e random,

  This kind of sam systematic, gradual, and luster. Here, the writer used the eluste sampling, Cluster sampling chooses i group to represent population and inv lve all the group as a subject. individuals that exist in th< ve sample,

  The 35 students b< ig chosen are considered as a representa being seen from the rate o he score. The first year students of Auton live A has understanding present perfect tense. Th is used as the most adequate score i se them because this study search tl students’ the consideration to chc translation mastery of the nse.

  The writer got :his evidence from English teacher of SMK udur and investigating the students score in Muhammadiyah 2 Bore understanding present peri t tense.

  F. Data Collection Method The instruments ised to collect data are as follow test and documentation.

  25

1. Test

  students of SMK Mu’ After conduct