AN ANALYSIS OF GRAMMATICAL TRANSFER IN INDONESIAN TO ENGLISH TRANSLATED TEXTS BY STUDENTS OF ENGLISH TEACHER EDUCATION DEPARTMENT.

AN ANALYSIS OF GRAMMATICAL TRANSFER

IN INDONESIAN TO ENGLISH TRANSLATED

TEXTS BY STUDENTS OF ENGLISH TEACHER

EDUCATION DEPARTMENT

TITLE SHEET

THESIS

Submitted in partial fulfillment of the requirement for the degree of

Sarjana Pendidikan (S.Pd) in Teaching English

By

Nila Syarifun Nisak

NIM D35212053

ENGLISH TEACHER EDUCATION DEPARTMENT

FACULTY OF EDUCATION AND TEACHER TRAINING

SUNAN AMPEL STATE ISLAMIC UNIVERSITY

SURABAYA

PERNYATAAN KEASLIAN TULISAN Yang bertanda tangan dibawah ini

Nama : Nila Syarifun Nisak NIM : D35212053

Semester : VIII

Fakultas/Prodi : Tarbiyah dan Keguruan/Pendidikan Bahasa Inggris

Dengan ini menyatakan sebenar-benarnya bahwa skripsi yang berjudul “An Analysis of Grammatical Transfer from Indonesian Language in Students’ English

Translation of English Teacher Education Department” adalah benar-benar merupakan hasil karya sendiri. Segala materi yang diambil dari karya orang lain hanya digunakan sebagai acuan dengan mengikuti tata cara dan etika penulisan karya ilmiah yang ditetapkan oleh jurusan.

Demikian pernyataan ini dibuat dengan sebenar-benarnya, apabila pernyataan tidak sesuai dengan fakta yang ada, maka saya selaku penulis bersedia dimintai pertanggungjawaban sesuai ketentuan peraturan perundang-undangan yang berlaku.

ADVISOR APPROVAL SHEET

This thesis by Nila Syarifun Nisak entitled “An Analysis of Grammatical Transfer in Indonesian to English Translated Texts by Students of English Teacher Education Department.” has been approved by the thesis advisor for further approval by the Boards of Examiners.

APPROVAL SHEET

This thesis by Nila Syarifun Nisak entitled “An Analysis of Grammatical Transfer in Indonesian to English Translated Texts by Students of English Teacher Education

Department.” has been examined on August 15th 2016 and approved by the Boards of

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Sebagai sivitas akademika UIN Sunan Ampel Surabaya, yang bertanda tangan di bawah ini, saya:

Nama : NILA SYARIFUN NISAK NIM : D35212053

Fakultas/Jurusan : FTK/PENDIDIKAN GURU BAHASA INGGRIS E-mail address : kulo.nila@gmail.com

Demi pengembangan ilmu pengetahuan, menyetujui untuk memberikan kepada Perpustakaan UIN Sunan Ampel Surabaya, Hak Bebas Royalti Non-Eksklusif atas karya ilmiah :

Sekripsi Tesis Desertasi Lain-lain (………)

yang berjudul :

AN ANALYSIS OF GRAMMATICAL TRANSFER IN INDONESIAN TO ENGLISH TRANSLATED TEXTS BY STUDENTS OF ENGLISH TEACHER EDUCATION DEPARTMENT

beserta perangkat yang diperlukan (bila ada). Dengan Hak Bebas Royalti Non-Ekslusif ini Perpustakaan UIN Sunan Ampel Surabaya berhak menyimpan, mengalih-media/format-kan, mengelolanya dalam bentuk pangkalan data (database), mendistribusikannya, dan menampilkan/mempublikasikannya di Internet atau media lain secara fulltext _{untuk kepentingan akademis tanpa perlu meminta ijin dari saya selama}

tetap mencantumkan nama saya sebagai penulis/pencipta dan atau penerbit yang bersangkutan.

Saya bersedia untuk menanggung secara pribadi, tanpa melibatkan pihak Perpustakaan UIN Sunan Ampel Surabaya, segala bentuk tuntutan hukum yang timbul atas pelanggaran Hak Cipta dalam karya ilmiah saya ini.

Demikian pernyataan ini yang saya buat dengan sebenarnya.

Surabaya, 18 Agustus 2016

Penulis

(Nila Syarifun Nisak)

ABSTRACT

Nisak, Nila Syarifun. (2016). An Analysis of Grammatical Transfer in Indonesian to English Translated Texts by Students of English Teacher Education

Department. A thesis. English Teacher Education Department, Faculty of

Education and Teacher Training, State Islamic University Sunan Ampel Surabaya. Advisor: M. Hanafi

Key Words: Grammatical transfer, English translated texts by students

Using English habitually is easier said than done for the students in English Teacher Education Department, Sunan Ampel State Islamic University. For Indonesian language is mostly used in both oral and written communication, it has strong involvement in their English. Specifically, in translating Indonesian text into English, sometimes they unintentionally construct English sentences derived from Indonesian grammar. When the structure is similar, they are facilitated; but when the language system is different and caused an error, they are interfered. This phenomenon is called as grammatical transfer. Grammatical transfer is appropriate and inappropriate pattern of targeted language involved by first or second languages which occur in students who learn foreign language. This study is aimed to find out grammatical transfer that arise in students’ English translation and the structural factors that cause it. Purposefully, it is considered to run over the contribution of Indonesia structure for English structure by evincing the cases as examples for students and teachers. In particular, 25 students were analyzed by retaining the document (the students’ work) from the previous research. In order to support the data, the students were interviewed. This research is conducted using qualitative descriptive method and contrastive analysis approach to determine the data. Based on the findings and the discussion, this research figured out that there are 15 types of grammatical transfer in total; negative transfers occurred a half more than positive transfers in general cases. In the facilitation, 1 is included into preposition type, 1 as ‘to be’ and 1 as modal, 3 cases are categorized into conjunction and 1 as relative pronoun. In addition, those types generally also can be identified as word order type. Furthermore, interference phenomena consist of 2 cases as word order, 9 productions as number, 2 constructions as possessive pronoun, 1 word as relative pronoun and 1 word as article/determiner, 4 constructions classified into verb, 8 productions categorized as time, tense and aspect, 3 as to be, 10 as preposition and 9 as adjectives and adverb. The transfers appeared as the result of the structural factors considering both languages’ structural aspects. The factors of the positive transfers are the same relation pattern and the same grammatical systems. In addition, factors that cause the negative transfers are congruent systems, much common vocabulary, relatively unbound morphemes, greater phonemic bulk, different relation pattern and very different grammatical systems.

ABSTRAK

Nisak, Nila Syarifun. (2016). An Analysis of Grammatical Transfer in Indonesian to English Translated Texts by Students of English Teacher Education

Department. Skripsi. Prodi Pendidikan Bahasa Inggris, Fakultas Tarbiyah

dan Keguruan, Univeersitas Islam Negri Surabaya. Pembimbing: M. Hanafi. Kata Kunci: Grammatical transfer, English translated texts by students

Menggunakan bahasa Inggris sebagai kebiasaan lebih mudah untuk dikatakan daripada diterapkan bagi mahasiswa program studi Pendidikan Guru Bahasa Inggris UIN Sunan Ampel. Bahasa Indonesia merupakan bahasa yang paling sering digunakan baik secara lisan maupun tulisan, hal tersebut menyebabkan Bahasa Indonesia memiliki pengaruh yang kuat terhadap Bahasa Inggris mereka. Didalam menerjemahkan teks berbahasa Indonesia kedalam Bahasa Inggris, terkadang mereka tanpa sadar menerapkan tata bahasa Indonesia untuk kalimat berbahasa Inggris. Apabila susunan kalimat tersebut sama, mereka akan terbantu, tetapi ketika tata bahasanya berbeda, maka mereka akan membuat kesalahan. Fenomena ini disebut sebagai grammatical transfer. Grammatical transfer adalah tepat atau tidaknya penggunaan tata bahasa yang dipelajari dipengaruhi oleh bahasa ibu atau bahasa kedua yang dimunculkan oleh seseorang yang mempelajari bahasa asing. Penelitian ini bertujuan untuk menemukan jenis-jenis grammatical transfer dan faktor struktural yang muncul dalam terjemahan Bahasa Inggris dari para mahasiswa tersebut. Penelitian ini diharapkan bisa menjadi penjelasan terkait peran tata bahasa Indonesia terhadap bahasa Inggris dengna cara menunjukkan berbagai contoh bagi para pengajar dan pelajar. Penelitian dilakukan di program studi Pendidikan Guru Bahasa Inggris UIN Sunan Ampel dan para mahasiswa yang mengambil kelas Translation sebagai subjeknya. Khusunya, 25 mahasiswa diteliti dengan menerapkan data retention terkait dokumen hasil terjemahan mahasiswa tersebut dari peneliti sebelumnya. Sebagai data penunjang, mahasiswa juga diwawancara. Penelitian ini menggunakan metode deskriptif qualitatif dan pendekatan contrastive analysis

untuk menguraikan data. Berdasarkan temuan data dan penjabarannya, penelitian ini menemukan terdapat 15 jenis grammatical transfer; dengan interference separuh lebih mendominasi dibandingkan dengan facilitation dalam kasus general. Secara specific, dalam

facilitation terdapat 1 kasus termasuk dalam preposition, 1 to be, 1 modal, 3 conjunction, dan 1 sebagai relative pronoun. Tetapi semua temuan tersebut dapat juga dikategorikan sebagai jenis word order. Untuk interference, ditemukan 2 word order, 9 number, 2 possessive pronoun, 1 relative pronoun, 1 article/determiner, 4 verb, 8 time, tense and aspect, 3 to be, 10 preposition dan 9 sebagai adjectives and adverb. Grammatical Transfer tersebut muncul sebagai akibat dari faktor structural yang berkaitan dengan tata bahasa dari kedua bahasa. Faktor yang mendasari munculnya positive transfer adalah the same relation pattern and the same grammatical systems (relasi susunan frase, klausa atau kalimat dan sistem tata bahasa yang sama). Disamping itu, faktor yang menyebabkan terjadinya negative transfers adalah

congruent systems, much common vocabulary, relatively unbound morphemes, greater phonemic bulk, different relation pattern and very different grammatical systems.

TABLE OF CONTENTS

COVER ... i

ADVISOR APPROVAL SHEET ... ii

APPROVAL SHEET ... iii

MOTTO ... iv

DEDICATION ... v

ACKNOWLEDGMENT ... vi

ABSTRACT ... vii

ABSTRAK ... ix

TABLE OF CONTENT ... x

LIST OF APPENDICES ... xii

CHAPTER I : INTRODUCTION A. Background of the Study ... 3

B. Research Question ... 9

C. Objectives of the Study ... 9

D. Scope and Limits of the study... 10

E. Significance of the Study ... 10

F. Definitions of the key terms... 11

CHAPTER II : REVIEW OF RELATED LITERATURE A. Language Transfer ... 14

B. Translation ... 29

CHAPTER III : RESEARCH METHOD

A. Approach and Research Design ... 42

B. Research Setting ... 43

C. Data and Source of Data ... 43

D. Instruments... 44

E. Data Collection Technique ... 45

F. Data Analysis Technique ... 46

G. Checking Validity of Findings ... 49

H. Research stages ... 50

CHAPTER IV : RESEARCH FINDINGS A. Research Findings ... 53

1. Positive Transfer (Facilitation) ... 54

2. Negative Transfer (Interference) ... 59

B. Discussion ... 77

1. English Grammar Facilitated by Indonesian Grammar ... 78

2. English Grammar Interfered by Indonesian Grammar ... 83

3. Factors in Grammatical Transfer ... 104

CHAPTER V : CONCLUSION AND SUGGESTION A. Conclusion ... 107

B. Suggestion ... 108

REFERENCES ... 110

CHAPTER I

INTRODUCTION

This chapter presents an introduction of the study that explains the reasons of accomplishing this research. In addition, it has the research questions that come up with some cases, goals of the study that show the aims of conducting this research, significance of the study. Furthermore, scope and limitation of the study are also presented in this chapter. Finally, definition of key terms defining the variables used in this research is also provided to avoid misunderstanding of those terms.

A. Background of the Study

Students of English Teacher Education Department (ETED) in Sunan Ampel State Islāmic University (UINSA) are multilingual English learners. They are familiar with more than one language. Most of them have vernacular as their first language and Indonesian language as their second language. In this condition, English is being learnt as foreign language. They only use it in particular events or in classroom. Therefore, their mother tongue and Indonesian language can be a strong influence for their English. This issue refers tolanguage transfer.Richards and Schmidt explain that language transfer is the involvement of one language

system to other language.1 Even though Indonesian language is not their first language, they are likely to use Indonesian language in transferring words or sentences into English. Their habit in using Indonesian language will give influence in their English translation. With Ringbom, regarding to English as the target language, it is widely noticeable that foreign learners from Asia and Africa prefer to depend upon their second language rather than their first language.2

Additionally, Herwig’s neurolinguistic and psycholinguistic analysis suggest that

when EFL learners do translation, they tend to apply their knowledge of non-native language in the production of the target language.3 Specifically, this research only has the central concentration towards language transfer in L2 grammar. So, types of grammatical transfer from Indonesian language in

students’ translation and factors causing it are conducted in this study.

In grammatical transfer issue, English structure and Indonesian language structure are not always different; sometimes, they have similarities. Swan and Smith reveal that English word order is the same as Indonesian language’s word order (“subject-verb-object”).4 In Ellis explanation, this is called as ‘positive

transfer’ (facilitation). It occurs when the structure of L1 can ease learners in

1

Jack C. Richards and Richard W. Schmidt, Longman Dictionary of Language Teaching and Applied Linguistics (Harlow: Longman, 2010), p. 322.

2_{H kan Ringbom}

, Cross-Linguistic Similarity in Foreign Language Learning (Clevedon [England]; Buffalo: Multilingual Matters, 2007), p. 2.

3_{Ingrid Heidrick, “Beyond the L2: How is Transfer Affected by Multilingualism”,}

Retrieved May, vol. 8 (2006), p. 2.

4

Bernard Smith and Michael Swan, Learner English: A Teacher’s Guide to Interference and Other

transferring into L2.5 However, there are many other fields in English grammar that need to be concerned, such as number, pronouns, tenses, gender and so on. One of the examples that are mentioned by Swan and Smith is “reduplicated

verbs indicate repeated action” in this following sentence: “He beat and beat the

dog many times.” The difference of native language pattern causes errors in L2

pattern is known as ‘negative transfer’ (interference)6. Other example which also has been found by the researcher from one of students’ translation is “Islamic studies either in Germany or generally in Europe is always related to

orientalism”. This case is related to number in English grammatical rules. Word

“studies” in the sentence is plural; therefore, it is supposed to be followed by

“are” as the predicate.

Following Karimnia, investigating grammatical constructions of English as foreign language, Corder prefers to apply procedure that requires direct translation from source language to the target language. The advantages of applying translation in examining language transfer are:

“it forces the subject to attempt to produce the structure under investigation; it assures the researcher that the subjects understand the semantics they are required to produce; it helps researcher to figure out how learners

5

Rod. Ellis, The Study of Second Language Acquisition (Oxford; New York: Oxford University Press, 1994), p. 300.

understand the language to operate and how they organize new syntactic structures in their interlanguage.”7

Purposely, students’ translations that are used as the main data and have been

analyzed in this study are students’ assignments for Translation class in 6th semester in academic year 2014/2015. Relating to previous research, Hurriyah stated that in her finding semantic interference process, she also found amount of grammatical interferences from Indonesian language. This is very interesting to find complete linguistic phenomenon, especially Language Transfer (in both facilitation and interference) in the same translated text. Moreover, Hurriyah also explained that semantic interference and grammatical interference can be interchangeably identified. In translating Indonesian language into English, the students mostly tend to use word for word method.8 Therefore, it is very possible for them to compose phrases or sentences which are inappropriate or sound uncommon in English. In contrast, it is also possible for them to transfer their knowledge about the sentence structure of Indonesian language to English correctly; as explained above.

7

Amin Karimnia, An Analysis of Grammatical Errors among Iranian Translation Students: Insights from Interlanguage Theory (Fasa: EuroJournals Publishing Inc., 2011), p. 503.

8

Ismi Ajeng Hurriyah, Thesis: An Analysis of Semantic Interference from Indonesian Language in Students’ English Translation of English Teacher Education Department, (Surabaya: UIN Sunan Ampel, 2015), p. 72

According to Weinreich, there are two factors in L1 involvement towards TL; those are structural factors and non-structural factors.9 Structural factors deal with the language pattern in both SL and TL and non-structural factors refer to social and cultural aspects of learners. Specifically, this study only focuses on investigating the structural factors that cause the transfer made by students.

Several researches regarding to this issue have been widely conducted. In Indonesia,Subhan through his research entitled Identifying Grammatical Error as

the Result of Native Language Interference in Students’ Compositions (a Study at

Writing III Class at ELT Department of IAIN Walisongo Semarang in the

Academic Year of 2010/2011) investigated the contribution of L1 in L2 writing in

negative transfer aspect. The researcher calculated the errors in form of

percentage.10 Study of Indonesian language roles for EFL was also conducted by Marianti; yet she also did not discuss about the positive transfer of first language pattern for the structure of target language.11 In general, previous researches about language transfer, particularly in Indonesia, commonly focused on language interference or the negative transfer of the first language. This matter is also noteworthy for Peukert, as he emphasizes Vildomec, in his writing entitled

9

Uriel Weinreich, Languages in Contact: Findings and Problems (New York: Linguistic Circle of New York, 1953), p. 3.

10

Muhammad Subhan AS, Identifying Grammatical Error as the Result of Native Language Interference in Students’ Compositions (a Study at Writing III Class at ELT Department of IAIN

Walisongo Semarang in the Academic Year of 2010/2011) (Thesis: Unpublished, 2011)

11

Multilingualism, that the study of positive transfer effects (facilitation) has been generally neglected.12 Therefore, this research discusses about Indonesian language grammar towards English in students’ written translation in both positive and negative transfer. In the same academic year, Hurriyah had investigated semantic interference of the same students and the same translation finding out that there are also amount of grammatical interference that need to be revealed.13 This study is taken under consideration that the students were learning translation in 6th semester and have learnt English grammar since their school age. Moreover, they have finished the language skills courses and structure 1, 2, 3, 4 in the previous semesters.

All of above-mentioned reasons of this study; the students use word for word translation method, and strongly influenced by Indonesian language; also, amount of studies commonly only focused on the grammatical error, the researcher conducted the research about ETED students of Translation class in academic year 2014/2015 to find out the language transfer from the source language (Indonesian language) on their English translation.

12

Hagen Peukert (ed.), Transfer Effects in Multilingual Language Development, vol. 4 (Amsterdam: John Benjamins Publishing Company, 2015), p. 1

13

B. Research Questions

In relation to the background of the study previously outlined above, the problem of the study can be formulated as these following questions:

1. What are the types of grammatical transfer in Indonesian to English Translated Texts by Students of English Teacher Education Department, State

Islamic University of Sunan Ampel Surabaya students’ translation?

2. What are structural factors that cause the grammatical transfer in Indonesian to English Translated Texts by Students of English Teacher Education Department, State Islamic University of Sunan Ampel Surabaya students’ translation?

C. Objective of the Study

This research aims to find out:

1. Types of grammatical transfer in Indonesian to English Translated Texts by Students of English Teacher Education Department, State Islamic University of Sunan Ampel Surabaya students’ translation.

2. Structural factors that cause the grammatical transfer in Indonesian to English Translated Texts by Students of English Teacher Education Department, State Islamic University of Sunan Ampel Surabaya students’ translation.

D. Scope and Limits of the Study

The scope of this study is linguistics in English education. Specifically, the main data is taken from the students’ English translations in form of written assignment which were taken from Translation course. The translated text is

Indonesian article entitled “Studi Islam di Jerman” which was given by the lecturer. The types of language transfer focused on grammar from Indonesian

language in English phrases and sentences of students’ translation and structural factors that cause them are elaborated. Furthermore, the study is limited to students who have done the translation assignment from the lecturer. They were 6th Semester Students of English Teacher Education Department in State Islāmic University of Sunan Ampel Surabaya in academic year 2014/2015. Purposefully, this study only focuses on apllying contranstive analysis approach as the analyzed data is translation text; so this is very useful to find the accurate findings.

E. Significance of the Study

The result of the study is expected to give contribution for both English learners and teachers. In particular, this study can be one of sources in recognizing and realizing language transfer focused on grammar from Indonesian

language in students’ writing, especially translation. For students who tend to have grammatical transfer in form of positive or negative transfer, this study can guide them and aware of sentences, phrases or even utterances that they produce.

In addition, this research can give extra information about one of students’ lack in translating Indonesian language into English, and probably the reasons of it.

Furthermore, this study can show alternative ways in teaching or explaining grammar. As learners are possibly trapped by Indonesian language system, lecturers can begin to give Indonesian language as examples. The positive transfer of Indonesian language system can be examples of correct English grammar; while the negative transfer can be examples of wrong sentences or utterances, which learners should consider. Additionally, this research can be extra information for students in the next academic year as the new curriculum that has been applied for them excludes translation course. The phenomenon that will be discussed in this study can be further examples for them in their linguistics courses.

F. Definition of Key Terms

In order to have the same idea and concept in this study, the researcher clarifies the terms used in this study, as the details are:

1. Grammatical Transfer :

- Richards explained that grammatical transfer is the involvement of a language structure toward other learnt language.14

- According to Ellis grammatical transfer can be positive transfer that facilitate EFL/ESL learners or negative transfer that interfere EFL/ESL learners dealing with constructed sentence and elements in it which influenced by native language.15

- Specifically, grammar is related to sentence construction, and transfer refers

to one language’s contribution to other language. Thus, grammatical transfer is appropriate and inappropriate pattern of targeted language involved by first or second languages which occur in students who learn foreign language.

- The grammar of students’ English translated sentence, clause, and phrase that are influenced by Indonesian language.

- The students’ English translation syntactically and morphologically appropriate or inappropriate in English grammatical systems that are involved by Indonesian language systems.

- In this study, grammatical transfer that occurs from EFL learners. 2. Indonesian language :

- Based on The American Heritage Dictionary of the English Language,

Indonesian is “a dialect of Malay that is the official language of Indonesia; it is related to Indonesia; language or cultures.”16

15

Ellis, The Study of Second Language… p. 300

16

The American Heritage Dictionary of the English Language, 4th edition (New York: Houghton Mifflin Company, 2006), p. 894

- Standard language of students in translating into English.

- Students’ native language and language that is habitually used by students for their communication and source language in Translation class assignment.

- Indonesian article entitled “Studi Islam di Jerman” which was given by the lecturer.

3. Students’ translation :

- Hardwick suggested that “an action of translating any part of language involves translating the elements of the source language into the ‘receiving

culture cultural framework’ of the target language.”17

- Along with Karimnia, specifically, translation is one of methods used for

investigating transfer grammar; in this study, students’ translation means students’ assignment in Translation class; translating an article from SL

(Indonesian language) to TL (English).18

- Specifically, students’ translation in this research is students’ works in form of assignments from the lecturer to translate the Indonesian text into English.

17

Sandra Bermann and Catherine Porter, A Companion to Translation Studies (2014), p. 15

18

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter discusses about all of related review of the study. There are two main points that will be discussed, those are: language transfer and translation. In addition, some previous studies related to this linguistic field also will be revealed.

A. Language Transfer

Ellis describes language transfer assuming that language learning takes the form of habit formation, which means the study is related to sociolinguistic and psycholinguistic matters.1 In particular, Richards and Schmidt define language transfer as the involvement of one language system to other language.2 In the other words, language transfer is phenomena when ESL/EFL learners use the structure of L1 in producing L2. Occasionally, those happen beyond the learners’ awareness.

There are two types of language transfer. Those are positive transfer and negative transfer. Positive transfer, also known as facilitation, is transfer that helps learners in translating or constructing phrase, clause, sentences, and even utterances in English. This can be happening when the first language and the

1

Ellis, The Study of Second Language … p. 299

2

target language have similar structure. Negative transfer, or interference, is using first language form as the reference which causes an error or inappropriate pattern in the target language. This phenomenon of course can possibly happen because the rules of both languages are different.3

This research is only focused on the grammatical field. Well structured and understanding translation sometimes starts from how the translator constructs and

relates sentences in the text. As Weinreich cited Meillet, “The grammatical

systems of two languages … are impenetrable to each other.”4 Therefore, researcher is going to find out whether Indonesian language grammatical concepts

give positive or negative impact to English grammatical rules in students’

translation.

1. Types of Language Transfer in Grammar

As what Richards and Schmidt explained, grammar is a description of the structure of a language and the way in which linguistic units such as words and phrases are combined to produce sentences in the language.5 In dealing with set of principles in producing phrases, clauses or sentences in English, it is not only related to word order. There are several focuses in English grammar that cannot be avoided, such as subject-verb agreement, pronoun, numeral, and many others.

3

Richards and Schmidt, Longman Dictionary… p. 322

4

However, not all of them give contribution in transferring source language to target language.

Positive Transfer (Facilitation)

As explained above that language transfer happens as the result of similarities and differences between two languages or more are sometimes imperfectly acquired. Following Ellis and Barkhuizen example, learners sometimes may

produce a grammatically correct sentence; “The big box contained a snake.”6

When learners produce a correct grammar in translating to target language

because of the source language’s involvement, this can be positive transfer or known as facilitation.

Richards mentioned that positive transfer is the influence of one language to another which helps or facilitates learning easier, and may occur when both the native language and the target language have the same pattern or rule.7 In particular, this study of course discusses about the grammatical transfer. A specific example has been showed by Swan and Smith in this following sentence:

“She is/was teacher.”8 _{In most cases, “be” has meaning “adalah”}

in Indonesia; therefore, this may help learners in transferring the sentence from the source language to the target language.

6

Rod Ellis and Gary Patrick Barkhuizen, Analysing Learner Language (Oxford; New York: Oxford University Press, 2005), p. 22

7

Richards and Schmidt, Longman Dictionary … p. 322

8

As Ellis pointed out that Odlin explored when there are learners with different native languages are studied and learner comparisons are carried out; the facilitative effects can be observed. Additionally, learners sometimes can produce sentence with development rules of the target language; then they realize that it is compatible with the source language.9 This obviously shows that positive contribution of native language cannot be ignored and significant to the development of language learning. Hence, though learners’ knowledge and mastering English structure through grammar lessons and courses, their first

language’s roles are essentially considerable.

Negative Transfer (Interference)

There have been a lot of studies in this field; grammatical interference or grammatical error caused by second English language learners or foreign English language learners. This focus indeed is very interesting to be discussed. Richards clearly stated that negative transfer is “the pattern of source language or native language inappropriately used; then causes error in the target language.”10 In this point of view, the involvement of source language can cause errors in learners’

translation. For instance, as mentioned by Weinreich, “he comes tomorrow home”. This sentence is influenced by German word order pattern.11

9

Ellis, The Study of Second Language… p. 302-303

10

These following points are some features in English grammatical principles that are usually involved by Indonesian language structure which have been discussed by Swan and Smith.12

a. Word Order

Indonesian language and English have the same word order; SVO (

subject-verb-object), therefore, most of ESL/EFL learners never have problem in this

point. It can be seen in this example: “He explained that the electric range has not met the needs of the outer islands.”

b. Number

Reduplication is one of characteristics in Indonesian language which indicates plural noun (e.g. buku-buku); “He beat and beat the dog many times.” Furthermore, the noun might be dropped after plural quantifiers (e.g.

beberapa buku) or numbers (e.g. tiga buku); however, nouns in Indonesian language are not inflected; there is no additional morpheme for a noun. For

example: “a number of boy” and “She have three sister and two brother.”

Additionally, singular and plural forms of quantifiers and demonstratives are

often incorrectly used: “this pictures” and “The teacher gave too much corrections.”

12

c. Countability

Related to plural quantifiers above, there are countable and uncountable nouns in English which does not occur in Indonesian language structure. This, sometimes, make them interchangeably use the quantifiers and/or inflectional

morpheme‘s’ as the symbol of plural form. Errors caused by this are considered as grammatical interference phenomena: “many furnitures”. Also, they are not aware abstract nouns which do not need the additional morpheme

‘s’: “some works to do” and “very good educations”.

d. Gender

Pronouns for third person in Indonesian language are all the same; ‘dia’. This word is usually placed as subject or object. In possessive form, the nouns are

directly dropped before the owner or add “nya” right after the noun. However,

in English, third-person-pronouns referring to female and male are different. This can be negative transfer; for example “John sat for exam and passed. She cannot believe got five distinction. Her parents very happy.”

e. Personal Pronouns

Different languages of course have different ways to express the words. Most Indonesian learners repeat using noun phrase when they write a paragraph or text in English. Those are supposed to be removed or replaced by anaphoric

hard. Many of them work all day in the library. Is sad many students cannot

pass the English test.”

f. Genitive and Possessive Pronouns

As mentioned above, besides the differences between genders, English systems in forming possessive relations also often cause some errors; it can be seen in this phrase “My wife friend”.

g. Relative Pronouns

In Indonesian language, “yang” is the only relative word. It represents that, wh-pronoun and zero in English. Therefore some grammatical interference might occur. For instance: “People which live in town are rich.”

However, both languages have the similar standard in word order when there is a relative pronoun; as can be found in this sentence: “The letter that I

haven’t received it yet.”

h. Reflexive Pronouns

Literally, the reflexive ‘self’ means diri in Indonesian language. As the reflexive pronouns in both languages are completely different; this often

confuses most of Indonesian learners, for example “Ali hurt heself.”

i. Topicalisation structures

Indonesian learners mention the topic of a conversation or utterance before subject (from Indonesian daily conversation/informal language), this is a habit

which can affect their English translation. Grammatical interference can be

shown in this case: “My homework I have to do first.” In addition, learners often state the subject or the object of the sentence repeatedly; this is also

known as pronoun copying: “My sister and me, we always fight.”

j. It and there

Sentences that state “there is something in somewhere”, in Indonesian language almost always begin with the word “Ada”. Therefore this can cause

error in students’ translation; “Got/Has/Is a pen on top table.”

k. Articles/determiners

There is no article in Indonesian language, and there are only two

determiners; “this” (ini) and “that” (itu). The complexity of articles and

determiners in English seems not easy to understand for them: “How was exam?” Besides, learners often use demonstratives with their reduplicated

plurals; this makes them drop article with plural form inappropriately: “It

have the four legs.” The indefinite article is also particularly dropped before

abstract nouns: “change for the worse”; it is also alternatively overused: “My hobbies is a sleeping when I have a problems.” In addition, indefinite article

and definite article may be used inappropriately: “They have to deal with a

l. Verbs

Indonesian language does not have transformation in its verbs. Subjects, tenses and auxiliary elements do not affect the verbs. This is very different from English. Therefore, interference occurs in this case: “Tono go to school.”

m. Time, tense, and aspect

1) Past time

Past tense in Indonesian language can be indicated only by words

“sudah/telah/pernah”. Therefore, interference often happens in learners’

translation: “I write the letter yesterday.” 2) Present time

There is no specific time and complexity in Indonesian language, and it does not affect its verbs. Therefore, some errors are commonly appeared:

“Now he swim.” 3) Future time

In Indonesian language, sentence that has future meaning sometimes can

be indicated by word “akan”; but sometimes it can only known by mentioning the time. Also, the position of the modal is sometimes

inappropriate: “This book will we read.” 4) Progressive/continuous

“Sementara/sedang/sewaktu/semasa/pada saat/pada waktu” are

which has meaning ‘ongoing event’. Learners tend to use the “-ing” form of English verb; however, they do not really pay attention on the auxiliary:

“They eating their dinner tonight.”

n. To be

There is no such a form of “to be” in Indonesian language. Those are often expressed in some particular words which have particular meaning based on

the context of the sentence. Most learners assume that “to be” has various

meaning “berada, adalah, and ialah”. Frequently, it can facilitate them in

transferring sentence; for example, sentence “Fatimah (adalah/ialah) guru

sekolah.”turns out to be “Fatimah is/was a teacher school.”

However, adjective expressing condition or stating of existence never follows any linking verb in Indonesian language: “Yusoff sangat gembira.” becomes

“Yusoff very happy.”

o. Modal auxiliary verbs

Modal auxiliary verbs have particular meaning and function. Indonesian learners have difficulties in using those words appropriately. Instead of using complex modals in English, they tend to use two main modals; can and must.

Basically, the meaning of “can” in Indonesian may help them in rendering sentences; for instance: “You can borrow my book.”

Additionally, they may replace modals with adverbs or ordinary verbs, like in

this following sentence: “I think Samy joking. / Maybe Samy joking.” (for “Samy could be joking.”)

p. Active and Passive

Frequently, academic writing in Indonesian language uses passive form.

Prefix “di” is added before the verb. There are no transformation verbs in

passive voice. Interference can occur; as this following sentence: “That car drives by Amin.”

q. Question forms and question tags

There are various forms of questions in Indonesian language. Those do not always begin with the question words, and there is no auxiliary element in it. It can be seen in this example: “What Ali buy?” Additionally, most of

Indonesian learners only use “isn’t it” and “is it” in question tag; for there are

only two words in Indonesian language, “iya, kan” and “tidak, kan” or even

only one word “kan”. Thus, interference arises as this following sentence:

“She will remember, isn’t it?”

r. Negatives

Indonesian language has only two words in indicating negative meaning;

“tidak/tak” and “bukan”. Most learners assume that those refer to “no/not” in English; without considering the function of the word in the sentence.

Therefore, one of the common errors is: “I not want to be a teacher after I graduate.”

s. Complex sentences

Indonesian learners sometimes have difficulties in building a complex sentence because conjunctions and linking expressions may be duplicated without they realize it. Also, the position of dependent clause and independent clause might be interchangeable. In some cases, negative transfer can occur; it

can be seen in this following example: “Education although expensive but is valuable for a good future.”

t. Prepositions

Exact prepositions for particular word class do not exist in Indonesian language; therefore, when translating into English, they sometimes write them interchangeably. This following sentence can be an example of it: “He doesn’t work at Monday.”

u. Adjectives and Adverbs

Differences between adjectives and adverb in Indonesian language are very acknowledgeable. Therefore, they often use them inappropriately; as this

2. Factors Affecting Learners in Producing Grammatical Transfer

The structures of different languages can play important roles in carrying grammatical transfer. Specifically, types of language transfer in grammar as have mentioned above strongly affect in stating the factors.13 Regarding this, Weinreich stated that the differences among languages based on the structure of the languages themselves are called as structural factors.14 When the types

of transfer are based on English grammar’s point of view, the factors reflect on both languages’ rules.

Beyond those structural factors, there are also other factors in facilitating and interfering language learning. Especially for grammatical transfer, it is known as non-structural or extra-structural factors.15 Those factors are related to many things around learners. He also explained that linguists or language learning researcher cannot simply figure out the extra-structural factors in grammatical transfer because the process is sometimes obscure.16 Additionally, he mentioned that those factors can be obtained in the natural setting of communication process. Data related to the complexity of

13

Ellis, The Study of Second Language… p. 312

14

Weinreich, Languages in Contact… p. 3

15

Weinreich, Languages in Contact… p. 3

16

structural factors in grammatical transfer can be collected from the relativity

of learners’ language in communication.17

As the researcher did not do direct observation in the translation class process, non-structural factors cannot be conducted. However, the structural factors in grammatical transfer are significantly important to be reviewed; to

make sure that the students’ English translations are facilitated or interfered

by Indonesian language grammar.

Rooted in Weinreich, there are five structural factors in grammatical transfer which are related to each type of grammatical transfer itself. Although Weinreich had different classifications of grammatical transfer from Swan

and Smith’s; they had similarities in common. Weinreich explored those types

in larger scale; while Swan and Smith preferred to categorize them in detail. The theories are strongly related; the analogy is being revealed here. These are the structural factors explained by Weinreich18:

a. Congruent systems. Negative transfer can happen because English has non-congruent systems and complicated functions of morpheme. This factor can cause transfer of morpheme. Transfer of morpheme is strongly connected to Inflectional morphemes and grammatical function. In the other words, this factor is an inherent reason for these following

17

grammatical transfer types: Numbers; Countability; Genitive and Possessive Pronouns; Verbs; Time, Tense and Aspects; Active and Passive;

and Adjectives and Adverbs.

b. Relation pattern. When the grammatical relations between two languages are not the same; then interference arises, this appears as the factor, or Weinreich called it as “conflict with the existing relations”. Conversely, if relation pattern in both languages are the same, positive transfer will occur. Transfer in grammatical relation can occur because of this factor.

Grammatical relations in Swan and Smith’s enlightenment are including:

Word order; Topicalisation Structure; To be; Question forms and question tags; Complex sentences.

c. Greater explicitness of model. Commonly, this factor brings the change in

function of “indigenous” morpheme or category. This transfer is related to functions or meaning of grammatical forms. Grammatical transfer happens when source language has the same morpheme; when it is used and helps the learners in translating the text, this can be a facilitation phenomenon, but when it is wrongly applied; this drives to interference. Thus, according to Weinreich, this phenomenon turns out to be the more explicit pattern; the model for imitation. In this case, some transfers in the past happened then created a new set of format; and developed the preexisting grammatical function. The types that caused by this factor are: Numbers;

Countability; Genitive and Possessive Pronouns; Verbs; Time, Tense and

Aspects; Active and Passive; and Adjectives and Adverbs.

d. Grammatical systems. This causes desertion of compulsory categories. When foreign learners still neglect the grammatical categories of a language (English), this factor becomes the basic reason of grammatical interference. In contrast, if there are grammatical systems that are not different, this can be facilitation. At this point, the types of grammatical transfer that can appear because of this factor are: Gender; Personal Pronoun; Relative Pronoun; Reflexive Pronoun; It and there; Articles/determiners; Modal auxiliary verb; Negatives; Preposition

e. Homogeneous word structure in recipient language. It causes integration of loanwords. This factors and types are strongly connected to the new formation of language; especially English. Exactly the same as Greater explicitness of model factor above; this factor focuses on the order of an English word. So, this factor causes a new construction as the result of source language. Types caused by this are: Word order; Topicalisation Structure; To be; Complex sentences.

B. Translation

Richards and Smith describe translation as the process of rendering written language that was produced in one language (the source language) into another (the target language), or the other target language version that results from this

process.19 In the other words, translation refers to transferring written messages between two languages. This facilitates people to communicate when they have different language and different culture. As Aissi points out the diversification of languages and the need of people to communicate is the result of why translation exists. It is an important factor in establishing contact among people of diverse language and culture.20

In Hatim and Munday, translation relates to two senses; process and product. Their research revealed that product is centered to the role of translator in taking the source language and transferring it into the target language. The sense that focuses on the translated text which is produced by translator is known as the product.21 Regarding to linguistics field as the target of this study, Robinson stated that semantic transfer of words, phrases, and whole texts from source language to target language occasionally happens to translators. In twentieth century, linguists creating popular theories about translation believe that translation has a strong connection with linguistic as language performance.22

Generally, translation is divided into two kinds: free translation and literal translation. Translation that prefers to focus on the overall meaning in the text

19

Richards and Schmidt, Longman Dictionary … p. 610

20 _{Layachi Aissi, “}

An Analytical Study of The Process of Translation” (The University of Salford, 1987), p. 4

21

B. Hatim and Jeremy Munday, Translation: An Advanced Resource Book (London; New York: Routledge, 2004), p. 3

22

Douglas H. Robinson, Becoming a Translator, Second edition (New York: Routledge/Taylor and Francis Group, 2007), p. 142

rather than exact meaning in each words of the SL is free translation. Contrastingly, translation which estimates the meaning of word for word from SL is called as literal translation. Specifically, there are several kinds of translation; those are commonly based on the method of translation and the type of the object

that being translated. As mentioned in Fauziyah’s thesis, there are eight

translation methods explained by Newmark; (1) Word-for-word method, (2) Literal translation, (3) Faithful translation, (4) Semantic translation, (5) Adaption, (6) Free translation, (7) Idiomatic translation, and (8) Communicative translation. Those methods of course have particular characteristics which might be performed by translators.

In link to linguistics, Jakobson as cheated by Hatim and Munday, there are there are three different ways in translating language: intralingual, interlingual,

and intersemiotic translation. Intralingual translation relates to transferring words (other other signs) into other words from the same language; this is also known as

rewording or paraphrase. On the other hand, interlanguage translation or

translation proper is transferring words or other sign from one language into another language. Likewise, intersemiotic translation, also named as

transmulation, is related to the way of the language is translated; image or music.23

Yet, as Richards stated above, translation is the transferred language in form of written text. Hatim and Munday also discuss about wider issues regarding to sub-types of translation; such as subtitling and machine translation. Amount of studies about the development of rendering language; research into audiovisual translation including subtitling and dubbing have been conducted. Those came to finale that the result of translation has to be a written product. Thus, they suggested in their book that we should still consider using traditional translation as basic meaning of translation itself.

From this, Hatim and Munday took Reiss’ theory in distinguishing three types of text in translation, those are24:

1. Plain Communication of Facts (Transmission of information)

This text is informative type which is contained of facts. Lotmann explained that this text is centered to one focus; semantic-syntactic level. The communicative purpose of this text is informative; even when the author takes literary writing; it is just for secondary feature. At this point, the topic that is discussed is the main part of the text. In addition, functional language is used dominantly. Some examples for this type are: report text, newspaper, arguments, book, judgments, opinions, reviews, etc.

24

2. Creative Composition (Creatively Shaped Content)

Lotmann stated that this type of text has two focuses; those are: syntactic-semantic level and artistic organization level. In this type of text, the sender roles as the basic foundation; it means this text refers to artistic meaning. In link to the communicative situation, instead of referring to informative intention just like the plain communication of fact above, creative composition is more centered to expressive intention. The content of the

writing is based on writer’s though and feeling, and it is communicated

expressively and creatively. Examples for this type are: poem, novel, song (lyrics), poetry, and other literary style texts.

3. The inducing of behavioral responses express (Impulses to Action)

This type focuses on two, even sometimes three level structures: the syntactic-semantic level, occasionally artistic organization level, persuasion level. Specifically, this type concerns to make readers to do action or to give reaction. Therefore, the communicative purpose of this type is operative.

C. Previous Studies

A research related to language transfer had been done by Shaozhong Liu, entitled Studies on Transfer in Second Language Acquisition. The research can be the basic information for this study. The main purpose of the researcher was to review the theories about linguistics, non-linguistics and second language acquisition. It also made a survey about methods in transfer studies, native

speakers’ attitudes toward transfer, and especially transfer made by English

learners from China. Looking at amount of studies and theories as mentioned above, Liu came to the conclusion that generally in linguistic field, transfer studies focus on phonology, grammar, lexicon to meaning. Likewise, communicative strategies and pragmatic failure, among other things, were examined in pragmatic field. Additionally, it has been a big issue among researchers that transfer studies involved from a linguistic-to-non-linguistic path.25

A research was done by Marianti about grammatical interference from Indonesian language to English in articles of a newspaper. This research focused on negative transfer from Indonesian language as first language to English in form of written constructions. The study aimed to find out the grammatical interference into English usage and the factors that cause grammatical interference in English sentences of the articles. It was a qualitative research; the researcher analyzed the sentences construction in the articles; then found the errors and corrected the errors by using particular theories. Marianti concluded the study by explaining the most common errors in the articles and the reasons for it.26

25_{Shaozhong Liu, “}

Studies on Transfer in Second Language Acquisition”, Guangxi Normal University, 1997

26

Putri Martanti, Thesis: “An Analysis of Grammatical Interference in Articles of ‘Berani’

AS. Muhammad conducted a research for his thesis entitled “Identifying

Grammatical Errors as the Result of Native Language Interference in Students’ Compositions”. Following the objectives which are to identify grammatical errors

as the result of native language interference in students’ compositions and to

describe the possible causes of the errors, the researcher used descriptive qualitative method and utilized test (the result of the test as documents) and interview guidelines as the instruments. In the end of the research, the researcher showed the calculation of the errors based on the classifications.27

Again, research about grammatical interference had been done by Aslimah and Maniam for their journal. Begin with Aslimah, her journal, under the title

“The Interference of Indonesian Grammar in Writing English Dialogue: A

Contrastive Analysis of the Tenth Grade Students of Man Purworejo in the

Academic Year 2012/2013”, was centered on grammar in writing English

dialogue of tenth grade students. Particularly, the study was aimed to find out

types of errors as the result of interference of Indonesian grammar in students’

English dialogue writing and their effort to reduce it. By using qualitative method, the research used documentation and questionnaire in collecting the data. The researcher figured out that there were eight types of errors caused by Indonesian grammatical interference, they are errors in the use of: tenses (13.33%), word

27

Muhammad Subhan AS., Thesis: “Identifying Grammatical Errors as the Result of Native Language Interference in Students’ Compositions” (Semarang: Walisongo State Institute for Islamic Studies,

order (13.33%), articles (11.11%), pronouns (13.33%), linking verbs (26.68%), pluralities (4.44%), prepositions (8.89%), and subject-verb agreements (8.89%). In addition, the result of the responds in the questionnaire showed that reading English novels, watching English movies, and listening English songs were activities that had been done by the students to minimize the interference. Finally,

the author concluded that Indonesian grammar interfered students’ writing a lot,

and there were some activities as effort in reducing it.28

Following studies conducting grammatical interference; beside Aslimah, there was also a research which was conducted by Maniam with the title “The

Influence of First Language Grammar (L1) on the English Language (L2) Writing

of Tamil School Students: A Case Study from Malaysia.” What Maniam had been

done was almost the same as Aslimah. This research was centered on the interference of Tamil grammar rules in English writing. The researcher used qualitative method in investigating the research. In collecting the data, research instruments needed were questionnaire, interview, and documentation

(specifically, samples’ book; exercise books, workbooks and worksheets). From

the collected data, the researcher arrived at the result that the linguistic items interference in L2 writing as this following explanation: 8.7% wrong spelling for

28

Nur Aslimah, Thesis: “The Interference of Indonesian Grammar in Writing English Dialogue: A Contrastive Analysis of the Tenth Grade Students of Man Purworejo in the Academic Year

plural nouns, 25.23% the use of Tamil word order, 43.39% missing verb to be, and 34.31% punctuation.29

The involvement of Indonesian language towards English of course has been widely a popular issue for researchers; however, we cannot neglect the role of English influence in transferring the language into Indonesian. Supriyanto with her research in title A Descriptive Study on Grammatical Interference from English into Indonesian Language Made by English Native Speakers in Salatiga

brought up two main points; syntactic and morphological interference from English to Indonesian language made by English native speakers. It was a descriptive study. By interviewing, recording and transcribing, the data of this research had been collected. From the data, those could be figured out that

syntactic interference happened in English native speakers’ sentences, phrases,

and dictions. In particular, Phrase constructions errors mostly appeared; they tended to construct head and modifier interchangeably. Besides, for the morphological interference, the subjects still put inflectional morphology in the verbs of sentences in Indonesian language. In conclusion, amount of syntactical and morphological interference happened in English native speakers’ Indonesian language.30

29

Mahendran Maniam, "The Influence of First Language Grammar (L1) on the English Language (L2) Writing of Tamil School Students: A Case Study from Malaysia" Language In India, Vol. 10, 2010

30

Ratih Asti Supriyanto, Thesis: “A Descriptive Study on Grammatical Interference from English into Indonesian Language Made by English Native Speakers in Salatiga” (Salatiga: State Institute of

Intentionally, not only Indonesian language interference had been conducted; there was also a research in title Grammatical Interference of Javanese Language

in Indonesian Language by Kindergartens’ Children which was conducted by

Wati. From the title of the research, we can briefly believe that this research might concern on the involvement of Javanese Language towards Indonesian Language. Particularly, this research aimed to identify the types of Javanese

language interference that occasionally made by kindergartens’ children in their

Indonesian language and the factors causing it. Guided by the theory of Weinreich about language interference; phonology, grammatical and lexical, this research used descriptive method. As the result, the researcher found some syntactical and morphological interference from Javanese language to Indonesian

language in subjects’ speaking. Indonesian language verbs were likely interfered

by Javanese language; also, inflectional morphology commonly appeared as well. Those could happen because the subjects were bilinguals; and they had not

mastered the Indonesian language pattern very well. In addition, the subjects’

environment, family and school significantly influenced those cases.31

Grammatical interference causing errors seemingly happen very often. Bakar

et.al examined how first language interferes second language. A study in title

First Language Influence on Second Language Performance: A Study of Common

English Grammatical Errors among Rural Secondary School Students mainly

31

Mei Rita Dwi Puspita Wati, Thesis: “Grammatical Interference of Javanese Language in Indonesia Language by Kindergarten’s Children” (Semarang: Diponegoro University, 2015)

purposed to analyze the common errors made by three hundred second language learners in the acquisition of Subject-Verb agreement, Tenses and Relative Pronouns. Also, the difficulties and possible solution were purposefully revealed. By combining the theory of Norrish in Error Analysis and Contrastive Analysis, this research figured out that a lot of grammatical interference caused by first language in their English commonly happened. In addition, teaching method and learning environment should get more attention as well.32

A study relating to language transfer also had been done by Isurin in title

Cross linguistic transfer in word order: Evidence from L1 forgetting and L2

acquisition. This research aimed to show the evidence on possible cross-linguistic

transfer in word order from two different points of view: transfer as a problem in second language acquisition, and transfer as a form of native language that causes errors. A brief comparative analysis of word order in Russian and English was followed by the results of the longitudinal case study. By using semi-spontaneous speech task, picture description tasks and storytelling tasks the data were collected. Finally, the findings from the experimental cross-sectional study confirmed that two studies reported that language transfer in L1 forgetting and L2 acquisition might almost work in similar way. From the longitudinal study, it showed that unique problematic situations involving subjects could give priceless

32

Kesumawati Abu Bakar, Nor Zakiah Abdul Hamid, and Dr. Norsimah Mat Awal, First Language Influence on Second Language Performance: A Study of Common English Grammatical Errors among

data for research on L1 forgetting. However, the proof for the involvement of environment in L1 forgetting could not be maximally presented in this research.33 In link to linguistic studies, beside grammatical transfer there was also semantic interference which was conducted by Ismi Ajeng Hurriyah in her thesis;

An Analysis of Semantic Interference from Indonesian Language in Students’

English Translation of English Teacher Education Department. This study

described the error of students’ English translation in semantic point of view. Applying descriptive qualitative method, the researcher concluded that basically the translators used word for word method; therefore amount of semantic interference appeared in the translated texts. She also explained that beside semantic interference, errors caused by Indonesian language also occur grammatically.34

From all previous studies mentioned above, there are variety of differences between those researches and this research. Most of the researches tended to focus on grammatical interference or grammatical error. The involvement of first

language in distracting learners’ structure in target language was likely more

remarkable rather than the source language pattern that might help learners in transferring or even building sentences. Study about language transfer in general was also conducted; particularly, this study only focuses on grammatical field. In

33 _{Ludmila Isurin, “}

Cross linguistic transfer in word order: Evidence from L1 forgetting and L2 acquisition”, Proceedings of the 4th International Symposium on Bilingualism, 2005, 1115-1130

34

addition, the researchers mostly used students’ writing as the data in examining

the transfer; while according to Herwigs it necessarily use learners’ translation in conducting study about language transfer.

CHAPTER III

RESEARCH METHOD

This chapter presents about the researcher’s step in conducting the study. The

explanation consists of approach and research design, setting of the study; including time and place of the study, data and sources of the data, research instruments, data collection technique, and data analysis technique, checking validity of findings, also research stages.

A. Approach and Research Design

This research uses qualitative descriptive to find out the research question. Newman and Benz stated that qualitative method is used when the research aims to develop a theory that will explain what was experienced by observing and interpreting reality.1 Additionally, the study uses contrastive analysis as the approach in determining the data. As Gass and Selinker explained contrastive analysis is a way of comparing languages in order to determine potential errors

1

Isadore Newman and Carolyn R. Benz, Qualitative-quantitative Research Methodology : Exploring the Interactive Continuum (the United States of America: Southern Illinois University Press, 1998), p. 3

for the ultimate purpose of isolating what needs to be learned and what does not need to be learned in a second-language-learning situation.2

B. Research Setting

This study takes place in English Teacher Education Department (ETED) of Sunan Ampel State Islāmic University of Surabaya. It is located at St. Ahmad Yani, 117, Surabaya. Furthermore, the research has been done in June 2016. As the data that has been examined was secondary data, the researcher analyzed it as soon as the thesis proposal appraisal had been done.

C. Data and Source of Data 1. Data

The data that is used in this study is words, phrases, and sentences which have been produced by students in their translation text from Indonesian language to English. Researcher tended to retain the data from the previous researcher as mentioned above to answer the research questions.

2. Source of Data

Related to the data that are needed in this research, as the documentation

is students’ submitted assignments; the documents will be obtained from students of English Teacher Education Department in Sunan Ampel State

Islāmic University who were enrolling translation class in 2015 event

2

semester. Specifically, there were 25 students who have translated the Indonesian text in the translation class and had been examined by the previous researcher. Thus, the researcher also takes the 25 students as source of the data in this study.

D. Instruments

Data are required to carry out the findings of this study. Those data can be obtained by using these following instruments;

1. Main Instrument

In this research, the main instrument is of course the researcher. The

researcher collected the documents in form of students’ English tranlslation

text and the Indonesian version of the translated text. Grammatical transfers that are found from the documents are used as the data which has been analyzed by the researcher.

2. Instrument Tools

These particular tools are needed for collecting the data in this study: a. Documents

Documents in this research are the collected works of students’ English

translation assignments in 2015. The Documents will be the most important instrument for this research. Those are used as the basic data in analyzing grammatical transfers that occur in students’ works.

E. Data Collection Technique

Creswell stated that various ways in collecting data are included into qualitative method, those are: researcher can collect information through unstructured or semi-structured observations, interviews, documents, and audio-visual recorded information. He also suggested not to doing random sampling or selection of a large number of participants.3 This research used all the mentioned technique, excluding the observation; as researcher did not do the observation during the class was running.

Specifically, in this study, the data is collected from students’ works in the

translation class’ assignment. The researcher used the documents from the

previous researcher. Those are used as the object of the analysis. In Smith’s explanation, even though using secondary data does not require many steps, but this does not mean that it is necessarily free of ethical consideration.4 Researcher still had to get the permission from the previous researcher and the respondents or the subjects. The first data in this research will be obtained from the result of the analysis in which related to the theory as explained in the review of related literature.

3

John W. Creswell, Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, 3rd edition (Los Angeles: SAGE Publications Inc., 2009), p. 145

4

F. Data Analysis Technique

As explained above, this research uses the descriptive qualitative method.

Therefore, researcher’s analysis is a significant step to figure out the research

findings. According to Creswell, qualitative research data analyses are different; depend on the type of strategy used. It often uses a general procedure data analysis as this following figure5:

Figure 1.1 Data Analysis in Qualitative Research adapted from Creswell

5

Creswell, Research Design: Qualitative, Quantitative … p. 150–151.

Validating the Accuracy of the

Information

Interpreting the Meaning of Themes/Descriptions

Raw Data (Documents: students’ translation scripts,

Students’ responds) Coding the Data

Organizing and Preparing Data for Analysis Reading through all data

Theme/Descriptions Theme/Descriptions

Interrelating Themes/Description (Based on the theory in the Literature Review)

A linear and hierarchical approach building from bottom to top is suggested in this figure. Particularly, it is applied in this research as the following steps:

Step 1. Raw Data. Collecting the data: this involves the documentation and the responds from the interview.

Step 2. Organize and prepare the data for analysis. This means after collecting all of the data, the researcher arranged the data into different types depending in the sources of information and the purpose of collecting the data.

Step 3. Read through all the data. In this step, the researcher attempted to obtain a general sense of the information and to reflect on its overall meaning: What general ideas are respondents saying? What is the impression of the responds? What the use of the information? Here, the researcher begun to illustrate the general thoughts about the data.

Step 4. Coding the Data. At this time, detailed analysis has begun, the researcher started to figure out the main point that the subjects showed; before relate them into the theory. Furthermore, the researcher started to work on each document and respond.

Step 5. Theme/Descriptions.By coding the data, researcher figured out the points that respondents have given. After rendering the information, researcher included it into two categories; based on the two research questions in this study; the types

107

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter discusses about the conclusion of this research counting grammatical transfer in the students’ English translation. Furthermore, this chapter also contains the suggestion regarding the research for students, lecturers, and also the next researchers.

A. Conclusion

Based on the findings and discussions above, amount of facilitations and interferences appear in students’ English translation. Conceding that English language system and Indonesian language structure have somewhat similarities, students’ awareness regarding the involvement of Indonesian language is relatively low. Only two students merely used word for word method facilitated by the resemblance without realizing it. Some other students that used mix-method in translating the text were helped for some pattern that they have not mastered yet. In fact, the transfers produced by students are led by the structural factors.

There are 15 types of grammatical transfer in total produced by the students containing 5 types of positive transfer and 10 types of negative transfer. From the general categorizations, in the facilitation cases, 1 is included into preposition

type, 1 as ‘to be’ and 1 as modal, 3 cases are categorized into conjunction and 1 as relative pronoun. In addition, those types generally also can be identified as word order type. Furthermore, interference phenomena consist of 2 cases as word order, 9 productions as number, 2 constructions as possessive pronoun, 1 word as relative pronoun and 1 word as article/determiner, 4 constructions classified into verb, 8 productions categorized as time, tense and aspect, 3 as to be, 10 as preposition and 9 as adjectives and adverb.

The classification of the types of grammatical transfer above brings to the structural factors. Considering the source language structure and the target language focused on the classified transfers, structural factors facilitated the students and caused the error productions in translating the text are found. First of all, the factors of the positive transfers are the same relation pattern and the same grammatical systems. In addition, factors that cause the negative transfers are congruent systems, much common vocabulary, relatively unbound morphemes, greater phonemic bulk, different relation pattern and very different grammatical systems.

B. Suggestion

Several grammatical interferences in the students’ translation are not complex for students in that level. Lack of awareness might be the strongest reason. Therefore, it should be highlighted that differences in Indonesian language systems and English grammar are supposed to get more attention. Furthermore,

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even though they have already mastered the course, realizing the role of their first language structure is also crucially significant.

Regarding to the advantages of noticing first language involvement, English teachers or candidates of English teacher should consider which part of source language can help or facilitate students and which element of source language can lead students to construct wrong sentences, clauses and phrases. As the result, this might guide them to plan easier steps, lessons and materials to make students learn and understand English better. Besides, they can alert students to be more aware of wrong structures caused by the difference of the source language and the target language.

Finally, as this study has a lot of weaknesses, it would be glad if further researches are better. Therefore, for the next researcher, completing the research by conducting the extra-structural factors will be interesting. Besides, finding the way to solve the problems in error productions of students’ English translation is also remarkable to help English teachers in doing their responsibility.

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