• Retno Wulan Sari, Yuni Lestari

An Analysis of Syntactic Errors


An Analysis of Syntactic Errors in the English – Indonesian Translation of TED Talk Channel Program Entitled “Teachers Need Real Feedback” translated by Antonius Yudi Sendjaja

Yuni Lestari and Retno Wulansari

FITK IAIN Surakarta

Abstract:

This study focuses on the syntactic errors as found in the English – Indonesian translation of TED Talk Channel Program entitled “Teachers Need Real Feedback” translated by Antonius Yudi Sendjaja. The aims of this study are to identify the three types of the syntactic errors (omission error, word order error, and incapability to transfer the literal meaning of the source language into target language), also analyze and describe those three types of the syntactic error. The findings show that the three types of syntactic error produced in the English – Indonesian translation of TED Talk Channel Program entitled “Teachers Need Real Feedback” translated by Antonius Yudi Sendjaja. The data shows that the highest error is omission error (52%), continued by incapability to transfer the basic meaning of the source language into target language (36%) and word order error becomes the lowest error (12%). This result indicates the tendency that Antonius Yudi Sendjaja used to do omission errors. It is recommended to translators to pay attention in English – Indonesian translation properly especially to the omission errors that have been recognized by this study.

Key words: error, error analysis, error in translation, syntactic, syntactic error analysis.

INTRODUCTION

J. Richard ei.al. (2002:184) mentions that an error is the use of a word, speech act or grammatical items in such a way it seems imperfect and significant of an incomplete learning. Errors are ‘Signal’ that indicate an actual learning process taking place and that the learner has not yet mastered or shown a well-structured competence in the target language (Hendrickson, 1987:357). According to Richards (1985:95) error is (in the speech or writing of second or foreign learner), the use of a linguistic item (e.g. a word, a grammatical word, a speech act, etc) in way which a fluent of native speaker of the language regards as showing or incomplete learning. It results from incomplete knowledge.

Errors in translation mostly result from the non-equivalence between the source and target languages (Baker, 1992:20-21). Equivalence is a very important thing in translation process since the purpose of the translation is to achieve syntactical and semantically equivalent of Source Language into Target Language (Pujiyanti, 2006: 30). A translator must have a satisfactory knowledge of the source language. He must understand not only the obvious content of the message but also the subtlety of the meaning, the significant emotive values of words, and the stylistic features which determine the flavor and the feeling of the message. Even more important than knowledge of the resources of the source language is a control of the receptor language (Nida, 1964:15). However, good translators with encyclopedic knowledge and linguistic knowledge of both the source and target languages know how to deal with them; therefore, errors can indicate the quality of a translation; moreover, they can reveal what is going on in the translator's thinking process (Seguinot, 1990:68). That is why an error analysis is a very important area of applied linguistics and of the second and foreign language learning.

Determining to study errors should really concern with the process of errors analysis. As Richards (in James, 1980: 185) states error analysis refers to identify and categorize errors into some types. By using error analysis some causes of error can be identified. Thus, Keshavarz (2003,2006) mentions that the field of error analysis is divided into two branches: (1) Theoretical Analysis of Errors: Theoretical analysis of the errors tries to find out the problems and issues related to language learning and explore the underlying structures that work in the process of language learning. It investigates the reasons of the errors in the process of learning. (2) Applied Error Analysis: It deals with designing material and other remedial courses and methodologies for resolving those problems that are highlighted by the theoretical analysis of the errors. In Linguistic Error Analysis by Norrish (1983) errors are devided into (1) Semantic Errors: incapability of a translator to grasp meaning of the word in isolation, (2) Morphological Errors: incapability to grasp meaning of the words that undergo changing either by inflectional or derivational affixes, and (3) Syntactic Errors: incapability to grasp meaning or message determined by word order and deviation in using phrase structure, clause, and sentence. While in addition to the diversity of errors analysis, Pojprasat (2007) categorizes into three types: semantic errors, syntactic errors, and cultural errors. Semantic errors deal with any mistranslation of words, which can be a single word, collocations, or idioms. Syntactic errors refer to mistranslation of sentence structures or grammatical structures. Cultural errors are any errors that are caused by cultural differences.

This paper specifically examines syntactic errors which are found in the English – Indonesian translation of TED Talk Channel Program entitled “Teachers Need Real Feedback” translated by Antonius Yudi Sendjaja. After examining those types of syntactic errors, the data will furthermore be elaborated into the table of percentage. Syntactic itself according to Abdul Chaer (2007: 206): “Sintaksis berasal dari bahasa Yunani, yaitu ‘sun’ yang berarti dengan dan kata ‘tattein’ yang berarti menempatkan. Secara etimologi sintaksis berarti: menempatkan secara bersama kata atau kalimat.” Syntactic comes from Greek, ‘sun’ which means together and the word ‘tattein’ which means an ordering. The etymology of the word 'syntactic' is placing collectively a word or a sentence. More specifically, Aitchison (2008: 9) explains: “Sintaksis adalah susunan kata-kata dan merupakan cabang linguistik yang mempelajari tentang kata dalam hubungannya dengan kata-kata lain dalam suatu kalimat.”Syntactic is words order and is one of the linguistic branches which studies about a word in its relation to other words in the sentence.

Meanwhile, syntactic error is incapability to grasp meaning or message determined by word order and deviation in using phrase structure, clause, and sentence. In this study, the researcher clasifies the error analysis only into some specific categories of syntactic error, such as word order errors, omission errors, and incapability to transfer the literal meaning of the source language into target language.

METHODOLOGY

This study has been done using qualitative descriptive method to identify the syntactic errors through an error analysis. This method is aimed to employ techniques of seeking, collecting, classifying, and analyzing the data. Bogdan and Taylor said in Moleong (2004:4) “qualitative method is a reaserch procedure which produced descriptive data in the form of written or oral words from people and their behaviour that are observed.” Considering the forms of the data in this study are words, phrases, and sentences, qualitative descriptive research is perceived as the right method to collect the data. Moleong (1990:3) states “qualitative descriptive research resulting the descriptive data in the written form, which has been observed by people. It does not present data the result in the form of statistic but it yields the data result in the phenomenon description. The subject of this analysis is the English – Indonesian translation of TED Talk Channel Program entitled “Teachers Need Real Feedback” by Bill Gates which is translated by Antonius Yudi Sendjaja. The researcher also formulates a set of syntactic error categories to be analyzed. It is done to limit the analysis only into the specific categories of syntactic error. Those are omission errors, incapability to transfer the literal meaning of the SL into TL, and word order errors.

RESULTS AND DISCUSSION

The data of syntactic errors as found in the English – Indonesian translation of TED Talk Channel Program entitled “Teachers Need Real Feedback” by Bill Gates which is translated by Antonius Yudi Sendjaja, are collected by manually classifying and identifying. In the following is the discussion of the three types of syntactic error as the result of this study which are explained from each classification:

  1. Omission Error

Transferring a message from the source language to the target language involves loss and gain of information. This tendency occurs sometimes because of the error of deletion. Deletion, though it is a valuable strategy on translation, is found as a serious problem for the translator based on the raters’ analysis. There is an item, which actually can be translated somehow into the target text, but it is deleted (Pujiyanti, 2006: 125). This is in syntactic error called omission error which is deleting a word or elements from the source language which cannot be found in the target language. Omission causes the meaning from the source language is not completely delivered in the target language. The following are some omissions of syntactic error as found in the English – Indonesian translation of TED Talk Channel Program entitled “Teachers Need Real Feedback” by Bill Gates, translated by Antonius Yudi Sendjaja.

No

Sentence

Correction

1.

SL: Unfortunately, there's one group of people who get almost no systematic feedback to help them do their jobs better, and these people have one of the most important jobs in the world.

Sayangnya, ada sekelompok orang yang mendapat saran nyaris tidak sistematis untuk membantu mereka melakukan pekerjaan dengan lebih baik, dan orang-orang bini memiliki satu pekerjaan paling penting di dunia.

TL: Sayangnya, ada satu kelompok orang yang mendapat saran yang nyaris tidak sistematis untuk memperbaiki kinerja mereka,

2.

SL: Now, out of all the places that do better than the U.S. in reading, how many of them...

Sekarang, dari semua daerah yang memiliki peringkat melek huruf yang lebih baik dibandingkan Amerika, ada berapa banyak yang..

TL: Nah, dari semua daerah yang memiliki peringkat melek huruf yang lebih baik, ada berapa banyak yang..

3.

SL: It's because there's so much variation in the teaching profession.

Karena ada begitu banyak keragaman dalam profesi mengajar.

TL: Karena ada begitu banyak keragaman dalam mengajar.

4.

SL: We had observers watch videos of teachers in the classroom and rate how they did on a range of practices.

Kami memiliki para pengamat yang menonton video guru-guru yang sedang mengajar dan menilai bagaimana guru itu mengajar.

TL: Para pengamat menonton video guru-guru yang sedang mengajar dan menilai bagaimana guru itu mengajar.

5.

SL: We also had students fill out surveys with questions like,

Kami juga memiliki para siswa yang mengisi survey dengan pertanyaan seperti,

TL: Ada juga para siswa yang mengisi survey dengan pertanyaan seperti,

6.

SL: I want to show you what this video component of MET looks like in action.

Saya ingin menunjukkan seperti apa komponen video dari MET yang sedang dijalankan.

TL: Saya ingin menunjukkan seperti apa video dari MET yang sedang dijalankan.

7.

SL: To get started, we're doing a peer review day, okay? A peer review day, and our goal by the end of class is for you to be able to determine whether or not you have moves to prove in your essays.

Hari ini kita akan melakukan peer review (meninjau pelajaran bersama teman), oke? Peer review harian, dan tujuan kita setelah kelas ini selesai adalah kalian dapat...

TL: Hari ini kita akan melakukan peer review (meninjau pelajaran bersama teman), oke? Dan tujuan kita adalah setelah kelas ini selesai kalian dapat...

8.

SL: But I can hear the sound. I can see a lot.

Namun saya dapat mendengar suara dan melihat banyak hal.

TL: Namun saya dapat mendengar dan melihat.

9.

SL: Once I'm finished taping, then I put it in my computer, and then I'll scan it and take a peek at it.

Setelah saya selesai merekam, saya memasukkannya ke dalam komputer lalu saya akan memindainya dan melihatnya.

TL: Setelah saya selesai merekam, saya memasukkannya ke dalam komputer lalu memindainya dan melihatnya.

10.

SL: I really have used it for my own personal growth and my own personal reflection on teaching strategy and methodology and classroom management,

Saya benar-benar telah menggunakannya untuk memperbaiki dan mengintrospeksi diri untuk memperbaiki strategi mengajar, metodologi mengajar, dan pengelolaan ruang kelas saya,

TL: Saya benar-benar menggunakannya untuk memperbaiki dan mengintrospeksi diri untuk memperbaiki strategi mengajar, metodologi mengajar, dan pengelolaan ruang kelas saya,

11.

SL: I'm glad that we've actually done the process before so we can kind of compare what works, what doesn't.

Saya lega kami benar-benar telah melakukan proses ini sebelumnya sehingga kita dapat membandingkan, apa yang berhasil dan yang tidak.

TL: Saya lega kami melakukan proses ini sebelumnya sehingga kita dapat membandingkan, apa yang berhasil dan yang tidak.

12.

SL: Diagnosing areas where a teacher needs to improve is only half the battle.

Mendiagnosis tempat-tempat dimana seorang guru dapat memperbaiki diri hanyalah setengah dari pertempuran.

TL: Mendiagnosis dimana seorang guru dapat memperbaiki diri hanyalah setengah dari pertempuran.

13.

SL: We would finally have a way to give them feedback, as well as the means to act on it.

Akhirnya kita akan memiliki cara untuk memberikan umpan balik dan juga cara menindaklanjutinya.

TL: Akhirnya kita memiliki cara untuk memberikan umpan balik dan juga cara menindaklanjutinya.

  1. Incapability to transfer the literal meaning of the source text into target text.

Translation has a very complex process in order to reach the best result. It involves at least two different languages with their own cultural backgrounds which is inseparable. Further, it is not only about transferring the form from one language to another different language but also transferring the meaning in order to make the translation acceptable in the target language (Larson, 1998: 3). For some reasons, the literal meaning of the source language is not always been concerned. The fact that the translator is still unable to transfer the literal meaning of the source text into target text can be found in the English – Indonesian translation of TED Talk Channel Program entitled “Teachers Need Real Feedback” translated by Antonius Yudi Sendjaja. The following are some errors in transferring the literal meaning of the source text into target text.

No

Sentence

Correction

1.

SL: When Melinda and I learned how little useful feedback most teachers get, we were blown away.

Saat Melinda dan saya belajar mengenai sedikit saran yang berguna yang kebanyakan guru peroleh, kami terkejut.

TL: Saat saya dan Melinda melihat bagaimana mereka hanya mendapat sangat sedikit saran yang berguna kami terkejut.

2.

SL: If all my bridge coach ever told me was that I was "satisfactory," I would have no hope of ever getting better.

Jika pelatih bridge saya hanya berkata bahwa saya "memuaskan," saya tidak akan pernah memiliki harapan untuk menjadi lebih baik.

TL: Jika pelatih bridge saya hanya berkata bahwa saya "memuaskan," saya tidak akan ingin menjadi lebih baik.

3.

SL: Did they find multiple ways to explain an idea?

Apakah mereka menemukan berbagai cara untuk menjelaskan sebuah konsep?

TL: Apakah mereka menjelaskan satu konsep dengan berbagai cara?

4.

SL: "Does your teacher know when the class understands a lesson?"

"Apakah gurumu tahu kalau murid-muridnya memahami pelajaran?"

TL: "Apakah gurumu tahu kalau murid-muridnya memahami apa yang diajarkan?"

5.

SL: Let's talk about what's going on today. To get started, we're doing a peer review day, okay?

Mari kita bicara tentang apa yang terjadi hari ini. Untuk memulainya, kita akan melakukan peer review (meninjau pelajaran bersama teman), oke?

TL: Mari kita bicara tentang apa yang terjadi hari ini. Hari ini kita akan melakukan peer review (meninjau pelajaran bersama teman), oke?

6.

SL: I think that there is a difference for teachers between the abstract of how we see our practice and then the concrete reality of it.

Saya rasa ada perbedaan bagi para guru antara konsep vs kenyataan akan cara kami memandang metode pengajaran kami.

TL: Saya rasa ada perbedaan di antara para guru mengenai konsep vs kenyataan akan cara kami memandang metode pengajaran kami.

7.

SL: I think what video offers for us is a certain degree of reality.

Saya rasa apa yang video ini sajikan merupakan batasan tertentu sebuah kenyataan.

TL: Saya rasa video ini menunjukkan kenyataan sampai batas tertentu.

8.

SL: For example, I know some teachers aren't immediately comfortable with the idea of a camera in the classroom.

Contohnya, saya tahu beberapa guru saat itu juga tidak akan nyaman dengan gagasan untuk memasang kamera di dalam kelas.

TL: Contohnya, saya tahu beberapa guru tidak langsung menerima gagasan untuk memasang kamera di dalam kelas dengan senang hati.

9.

SL: This wouldn't just make us a more successful country. It would also make us a more fair and just one, too.

Sistem ini tidak hanya akan membuat negara kita menjadi lebih sukses. Ini juga akan membuat kita menjadi lebih adil.

TL: Negara kita tidak hanya akan menjadi lebih sukses, tapi juga menjadi lebih jujur dan adil.

  1. Word Order

Incapability to correctly utilize the word order from the source language into target language will stimulate an error. In syntactic errors, this word order error is rarely occurred, because of word order strongly relates to the grammatical rules which gets more attention by most translators than any other insights. In the case of the English – Indonesian translation of TED Talk Channel Program entitled “Teachers Need Real Feedback” translated by Antonius Yudi Sendjaja, the researcher still finds few word order errors, as mentioned in the table below:

No

Sentence

Correction

1.

SL: Some teachers are far more effective than others.

Beberapa guru mengajar jauh lebih efektif dibandingkan dengan yang lain.

TL: Beberapa guru mengajar dengan lebih efektif dibandingkan dengan yang lain.

2.

SL: I think it is a way to exemplify and illustrate things that we cannot convey in a lesson plan,

Menurut saya ini adalah cara untuk memberi contoh dan menggambarkan hal-hal yang tidak dapat disampaikan dalam sebuah rancangan pembelajaran,

TL: Menurut saya ini adalah cara untuk memberi contoh dan menggambarkan hal-hal yang tidak dapat disampaikan dalam perencanaan mengajar kami,

3.

SL: So building this complete teacher feedback and improvement system won’t be easy.

Jadi membangun saran bagi para guru yang menyeluruh ini dan membangun perbaikan sistem tidaklah mudah.

TL: Jadi membangun saran bagi para guru yang utuh dan memperbaiki sistem tidaklah mudah.

In the discussion above, the data of the English – Indonesian translation of TED Talk Channel Program entitled “Teachers Need Real Feedback” translated by Antonius Yudi Sendjaja has been found that there are three types of syntactic error (omission error, word order error, and incapability to transfer the literal meaning of the source language into target language) as been mentioned in the first section as the focus of this study. According to the classification of those syntactic errors, in the following is presented the table of precentage as the final result of the analysis.

Type of Syntactic Error Occurrences %

  1. Omission 13 52

  2. Incapability to transfer the literal meaning of the SL into TL 9 36

  3. Word Order 3 12

Total Errors: 25

The description of the result of the percentage calculation is elaborated based on each classification. The first dominant type of syntactic error is omission error (52%) as we have checked there are fourteen omission errors occured in the English – Indonesian translation of TED Talk Channel Program entitled “Teachers Need Real Feedback” translated by Antonius Yudi Sendjaja from the total errors are twenty five. The second type of syntactic error is incapability to transfer the literal meaning of the source language into target language (36%) as we have checked there are nine errors of this type occured in the English – Indonesian translation of TED Talk Channel Program entitled “Teachers Need Real Feedback” translated by Antonius Yudi Sendjaja from the total errors. As the minor type of syntactic error, word order error (12%) is found in the English – Indonesian translation of TED Talk Channel Program entitled “Teachers Need Real Feedback” translated by Antonius Yudi Sendjaja.

CONCLUSION

Syntactic error is incapability to grasp meaning or message determined by word order and deviation in using phrase structure, clause, and sentence. In this study, the researcher clasifies the error analysis only into some specific categories of syntactic error, such as word order errors, omission errors, and incapability to transfer the literal meaning of the source language into target language. In this study, the researcher concludes the result that the omission error (52%) is often occured in the English – Indonesian translation of TED Talk Channel Program entitled “Teachers Need Real Feedback” translated by Antonius Yudi Sendjaja. The second error that occures is the incapability to transfer the literal meaning of the source language into target language (36%). The last error is the word order error (12%).

References

Richards, J.C. (1974). Error analysis. London: Longman.

Newmark, Peter. (1988). Approaches to Translation. New York: Pergamon Press.

Norrish, John. (1983).Language Learners and Their Errors. Hong Kong: TheMacmillan Press Limited.

Chaer, Abdul. (2007).Linguistik Umum. Jakarta: RinekaCipta.

Jean,Aitchison.(2008). Linguistics. London:Hodder Headline.

Carl, James. (1998). Error in Language Learning And Use. London: Longman.

Pojprasat, S. (2007).An Analysis Of Translation Errors Made By Mattayomsuksa 6 Student Master Degree Thesis. Thailand: Srinakharinwirot University.

Pujiyanti, U. (2006). Strategies Of Translating Personal Pronouns In TheDisney’s Fairy Tale Entitled Beauty And The Beast Into The Indonesian Version. Surakarta: Sebelas Maret University.An Analysis of Syntactic Errors in the English – Indonesian Translation of TED Talk Channel Program Entitled “Teachers Need Real Feedback” translated by Antonius Yudi SendjajaYuni Lestari and Retno WulansariFITK IAIN SurakartaAbstract: This study focuses on the syntactic errors as found in the English – Indonesian translation of TED Talk Channel Program entitled “Teachers Need Real Feedback” translated by Antonius Yudi Sendjaja. The aims of this study are to identify the three types of the syntactic errors (omission error, word order error, and incapability to transfer the literal meaning of the source language into target language), also analyze and describe those three types of the syntactic error. The findings show that the three types of syntactic error produced in the English – Indonesian translation of TED Talk Channel Program entitled “Teachers Need Real Feedback” translated by Antonius Yudi Sendjaja. The data shows that the highest error is omission error (52%), continued by incapability to transfer the basic meaning of the source language into target language (36%) and word order error becomes the lowest error (12%). This result indicates the tendency that Antonius Yudi Sendjaja used to do omission errors. It is recommended to translators to pay attention in English – Indonesian translation properly especially to the omission errors that have been recognized by this study. Key words: error, error analysis, error in translation, syntactic, syntactic error analysis.INTRODUCTIONJ. Richard ei.al. (2002:184) mentions that an error is the use of a word, speech act or grammatical items in such a way it seems imperfect and significant of an incomplete learning. Errors are ‘Signal’ that indicate an actual learning process taking place and that the learner has not yet mastered or shown a well-structured competence in the target language (Hendrickson, 1987:357). According to Richards (1985:95) error is (in the speech or writing of second or foreign learner), the use of a linguistic item (e.g. a word, a grammatical word, a speech act, etc) in way which a fluent of native speaker of the language regards as showing or incomplete learning. It results from incomplete knowledge.Errors in translation mostly result from the non-equivalence between the source and target languages (Baker, 1992:20-21). Equivalence is a very important thing in translation process since the purpose of the translation is to achieve syntactical and semantically equivalent of Source Language into Target Language (Pujiyanti, 2006: 30). A translator must have a satisfactory knowledge of the source language. He must understand not only the obvious content of the message but also the subtlety of the meaning, the significant emotive values of words, and the stylistic features which determine the flavor and the feeling of the message. Even more important than knowledge of the resources of the source language is a control of the receptor language (Nida, 1964:15). However, good translators with encyclopedic knowledge and linguistic knowledge of both the source and target languages know how to deal with them; therefore, errors can indicate the quality of a translation; moreover, they can reveal what is going on in the translator's thinking process (Seguinot, 1990:68). That is why an error analysis is a very important area of applied linguistics and of the second and foreign language learning.Determining to study errors should really concern with the process of errors analysis. As Richards (in James, 1980: 185) states error analysis refers to identify and categorize errors into some types. By using error analysis some causes of error can be identified. Thus, Keshavarz (2003,2006) mentions that the field of error analysis is divided into two branches: (1) Theoretical Analysis of Errors: Theoretical analysis of the errors tries to find out the problems and issues related to language learning and explore the underlying structures that work in the process of language learning. It investigates the reasons of the errors in the process of learning. (2) Applied Error Analysis: It deals with designing material and other remedial courses and methodologies for resolving those problems that are highlighted by the theoretical analysis of the errors. In Linguistic Error Analysis by Norrish (1983) errors are devided into (1) Semantic Errors: incapability of a translator to grasp meaning of the word in isolation, (2) Morphological Errors: incapability to grasp meaning of the words that undergo changing either by inflectional or derivational affixes, and (3) Syntactic Errors: incapability to grasp meaning or message determined by word order and deviation in using phrase structure, clause, and sentence. While in addition to the diversity of errors analysis, Pojprasat (2007) categorizes into three types: semantic errors, syntactic errors, and cultural errors. Semantic errors deal with any mistranslation of words, which can be a single word, collocations, or idioms. Syntactic errors refer to mistranslation of sentence structures or grammatical structures. Cultural errors are any errors that are caused by cultural differences.This paper specifically examines syntactic errors which are found in the English – Indonesian translation of TED Talk Channel Program entitled “Teachers Need Real Feedback” translated by Antonius Yudi Sendjaja. After examining those types of syntactic errors, the data will furthermore be elaborated into the table of percentage. Syntactic itself according to Abdul Chaer (2007: 206): “Sintaksis berasal dari bahasa Yunani, yaitu ‘sun’ yang berarti dengan dan kata ‘tattein’ yang berarti menempatkan. Secara etimologi sintaksis berarti: menempatkan secara bersama kata atau kalimat.” Syntactic comes from Greek, ‘sun’ which means together and the word ‘tattein’ which means an ordering. The etymology of the word 'syntactic' is placing collectively a word or a sentence. More specifically, Aitchison (2008: 9) explains: “Sintaksis adalah susunan kata-kata dan merupakan cabang linguistik yang mempelajari tentang kata dalam hubungannya dengan kata-kata lain dalam suatu kalimat.”Syntactic is words order and is one of the linguistic branches which studies about a word in its relation to other words in the sentence. Meanwhile, syntactic error is incapability to grasp meaning or message determined by word order and deviation in using phrase structure, clause, and sentence. In this study, the researcher clasifies the error analysis only into some specific categories of syntactic error, such as word order errors, omission errors, and incapability to transfer the literal meaning of the source language into target language. METHODOLOGYThis study has been done using qualitative descriptive method to identify the syntactic errors through an error analysis. This method is aimed to employ techniques of seeking, collecting, classifying, and analyzing the data. Bogdan and Taylor said in Moleong (2004:4) “qualitative method is a reaserch procedure which produced descriptive data in the form of written or oral words from people and their behaviour that are observed.” Considering the forms of the data in this study are words, phrases, and sentences, qualitative descriptive research is perceived as the right method to collect the data. Moleong (1990:3) states “qualitative descriptive research resulting the descriptive data in the written form, which has been observed by people. It does not present data the result in the form of statistic but it yields the data result in the phenomenon description. The subject of this analysis is the English – Indonesian translation of TED Talk Channel Program entitled “Teachers Need Real Feedback” by Bill Gates which is translated by Antonius Yudi Sendjaja. The researcher also formulates a set of syntactic error categories to be analyzed. It is done to limit the analysis only into the specific categories of syntactic error. Those are omission errors, incapability to transfer the literal meaning of the SL into TL, and word order errors.RESULTS AND DISCUSSIONThe data of syntactic errors as found in the English – Indonesian translation of TED Talk Channel Program entitled “Teachers Need Real Feedback” by Bill Gates which is translated by Antonius Yudi Sendjaja, are collected by manually classifying and identifying. In the following is the discussion of the three types of syntactic error as the result of this study which are explained from each classification:Omission ErrorTransferring a message from the source language to the target language involves loss and gain of information. This tendency occurs sometimes because of the error of deletion. Deletion, though it is a valuable strategy on translation, is found as a serious problem for the translator based on the raters’ analysis. There is an item, which actually can be translated somehow into the target text, but it is deleted (Pujiyanti, 2006: 125). This is in syntactic error called omission error which is deleting a word or elements from the source language which cannot be found in the target language. Omission causes the meaning from the source language is not completely delivered in the target language. The following are some omissions of syntactic error as found in the English – Indonesian translation of TED Talk Channel Program entitled “Teachers Need Real Feedback” by Bill Gates, translated by Antonius Yudi Sendjaja. NoSentenceCorrection1.SL: Unfortunately, there's one group of people who get almost no systematic feedback to help them do their jobs better, and these people have one of the most important jobs in the world. Sayangnya, ada sekelompok orang yang mendapat saran nyaris tidak sistematis untuk membantu mereka melakukan pekerjaan dengan lebih baik, dan orang-orang bini memiliki satu pekerjaan paling penting di dunia.TL: Sayangnya, ada satu kelompok orang yang mendapat saran yang nyaris tidak sistematis untuk memperbaiki kinerja mereka,2.SL: Now, out of all the places that do better than the U.S. in reading, how many of them... Sekarang, dari semua daerah yang memiliki peringkat melek huruf yang lebih baik dibandingkan Amerika, ada berapa banyak yang.. TL: Nah, dari semua daerah yang memiliki peringkat melek huruf yang lebih baik, ada berapa banyak yang..3.SL: It's because there's so much variation in the teaching profession. Karena ada begitu banyak keragaman dalam profesi mengajar.TL: Karena ada begitu banyak keragaman dalam mengajar.4.SL: We had observers watch videos of teachers in the classroom and rate how they did on a range of practices. Kami memiliki para pengamat yang menonton video guru-guru yang sedang mengajar dan menilai bagaimana guru itu mengajar.TL: Para pengamat menonton video guru-guru yang sedang mengajar dan menilai bagaimana guru itu mengajar.5.SL: We also had students fill out surveys with questions like, Kami juga memiliki para siswa yang mengisi survey dengan pertanyaan seperti,TL: Ada juga para siswa yang mengisi survey dengan pertanyaan seperti,6.SL: I want to show you what this video component of MET looks like in action. Saya ingin menunjukkan seperti apa komponen video dari MET yang sedang dijalankan.TL: Saya ingin menunjukkan seperti apa video dari MET yang sedang dijalankan.7.SL: To get started, we're doing a peer review day, okay? A peer review day, and our goal by the end of class is for you to be able to determine whether or not you have moves to prove in your essays. Hari ini kita akan melakukan peer review (meninjau pelajaran bersama teman), oke? Peer review harian, dan tujuan kita setelah kelas ini selesai adalah kalian dapat...TL: Hari ini kita akan melakukan peer review (meninjau pelajaran bersama teman), oke? Dan tujuan kita adalah setelah kelas ini selesai kalian dapat...8.SL: But I can hear the sound. I can see a lot.Namun saya dapat mendengar suara dan melihat banyak hal. TL: Namun saya dapat mendengar dan melihat.9.SL: Once I'm finished taping, then I put it in my computer, and then I'll scan it and take a peek at it. Setelah saya selesai merekam, saya memasukkannya ke dalam komputer lalu saya akan memindainya dan melihatnya.TL: Setelah saya selesai merekam, saya memasukkannya ke dalam komputer lalu memindainya dan melihatnya.10.SL: I really have used it for my own personal growth and my own personal reflection on teaching strategy and methodology and classroom management, Saya benar-benar telah menggunakannya untuk memperbaiki dan mengintrospeksi diri untuk memperbaiki strategi mengajar, metodologi mengajar, dan pengelolaan ruang kelas saya,TL: Saya benar-benar menggunakannya untuk memperbaiki dan mengintrospeksi diri untuk memperbaiki strategi mengajar, metodologi mengajar, dan pengelolaan ruang kelas saya, 11.SL: I'm glad that we've actually done the process before so we can kind of compare what works, what doesn't. Saya lega kami benar-benar telah melakukan proses ini sebelumnya sehingga kita dapat membandingkan, apa yang berhasil dan yang tidak. TL: Saya lega kami melakukan proses ini sebelumnya sehingga kita dapat membandingkan, apa yang berhasil dan yang tidak. 12.SL: Diagnosing areas where a teacher needs to improve is only half the battle. Mendiagnosis tempat-tempat dimana seorang guru dapat memperbaiki diri hanyalah setengah dari pertempuran.TL: Mendiagnosis dimana seorang guru dapat memperbaiki diri hanyalah setengah dari pertempuran.13.SL: We would finally have a way to give them feedback, as well as the means to act on it. Akhirnya kita akan memiliki cara untuk memberikan umpan balik dan juga cara menindaklanjutinya. TL: Akhirnya kita memiliki cara untuk memberikan umpan balik dan juga cara menindaklanjutinya. Incapability to transfer the literal meaning of the source text into target text.Translation has a very complex process in order to reach the best result. It involves at least two different languages with their own cultural backgrounds which is inseparable. Further, it is not only about transferring the form from one language to another different language but also transferring the meaning in order to make the translation acceptable in the target language (Larson, 1998: 3). For some reasons, the literal meaning of the source language is not always been concerned. The fact that the translator is still unable to transfer the literal meaning of the source text into target text can be found in the English – Indonesian translation of TED Talk Channel Program entitled “Teachers Need Real Feedback” translated by Antonius Yudi Sendjaja. The following are some errors in transferring the literal meaning of the source text into target text.NoSentenceCorrection 1.SL: When Melinda and I learned how little useful feedback most teachers get, we were blown away. Saat Melinda dan saya belajar mengenai sedikit saran yang berguna yang kebanyakan guru peroleh, kami terkejut.TL: Saat saya dan Melinda melihat bagaimana mereka hanya mendapat sangat sedikit saran yang berguna kami terkejut.2.SL: If all my bridge coach ever told me was that I was "satisfactory," I would have no hope of ever getting better. Jika pelatih bridge saya hanya berkata bahwa saya "memuaskan," saya tidak akan pernah memiliki harapan untuk menjadi lebih baik.TL: Jika pelatih bridge saya hanya berkata bahwa saya "memuaskan," saya tidak akan ingin menjadi lebih baik.3.SL: Did they find multiple ways to explain an idea? Apakah mereka menemukan berbagai cara untuk menjelaskan sebuah konsep?TL: Apakah mereka menjelaskan satu konsep dengan berbagai cara?4.SL: "Does your teacher know when the class understands a lesson?" "Apakah gurumu tahu kalau murid-muridnya memahami pelajaran?"TL: "Apakah gurumu tahu kalau murid-muridnya memahami apa yang diajarkan?"5.SL: Let's talk about what's going on today. To get started, we're doing a peer review day, okay? Mari kita bicara tentang apa yang terjadi hari ini. Untuk memulainya, kita akan melakukan peer review (meninjau pelajaran bersama teman), oke?TL: Mari kita bicara tentang apa yang terjadi hari ini. Hari ini kita akan melakukan peer review (meninjau pelajaran bersama teman), oke?6.SL: I think that there is a difference for teachers between the abstract of how we see our practice and then the concrete reality of it. Saya rasa ada perbedaan bagi para guru antara konsep vs kenyataan akan cara kami memandang metode pengajaran kami. TL: Saya rasa ada perbedaan di antara para guru mengenai konsep vs kenyataan akan cara kami memandang metode pengajaran kami. 7.SL: I think what video offers for us is a certain degree of reality. Saya rasa apa yang video ini sajikan merupakan batasan tertentu sebuah kenyataan.TL: Saya rasa video ini menunjukkan kenyataan sampai batas tertentu.8.SL: For example, I know some teachers aren't immediately comfortable with the idea of a camera in the classroom. Contohnya, saya tahu beberapa guru saat itu juga tidak akan nyaman dengan gagasan untuk memasang kamera di dalam kelas.TL: Contohnya, saya tahu beberapa guru tidak langsung menerima gagasan untuk memasang kamera di dalam kelas dengan senang hati.9.SL: This wouldn't just make us a more successful country. It would also make us a more fair and just one, too. Sistem ini tidak hanya akan membuat negara kita menjadi lebih sukses. Ini juga akan membuat kita menjadi lebih adil.TL: Negara kita tidak hanya akan menjadi lebih sukses, tapi juga menjadi lebih jujur dan adil. Word OrderIncapability to correctly utilize the word order from the source language into target language will stimulate an error. In syntactic errors, this word order error is rarely occurred, because of word order strongly relates to the grammatical rules which gets more attention by most translators than any other insights. In the case of the English – Indonesian translation of TED Talk Channel Program entitled “Teachers Need Real Feedback” translated by Antonius Yudi Sendjaja, the researcher still finds few word order errors, as mentioned in the table below:NoSentenceCorrection1.SL: Some teachers are far more effective than others. Beberapa guru mengajar jauh lebih efektif dibandingkan dengan yang lain.TL: Beberapa guru mengajar dengan lebih efektif dibandingkan dengan yang lain.2.SL: I think it is a way to exemplify and illustrate things that we cannot convey in a lesson plan, Menurut saya ini adalah cara untuk memberi contoh dan menggambarkan hal-hal yang tidak dapat disampaikan dalam sebuah rancangan pembelajaran,TL: Menurut saya ini adalah cara untuk memberi contoh dan menggambarkan hal-hal yang tidak dapat disampaikan dalam perencanaan mengajar kami,3.SL: So building this complete teacher feedback and improvement system won’t be easy. Jadi membangun saran bagi para guru yang menyeluruh ini dan membangun perbaikan sistem tidaklah mudah.TL: Jadi membangun saran bagi para guru yang utuh dan memperbaiki sistem tidaklah mudah. In the discussion above, the data of the English – Indonesian translation of TED Talk Channel Program entitled “Teachers Need Real Feedback” translated by Antonius Yudi Sendjaja has been found that there are three types of syntactic error (omission error, word order error, and incapability to transfer the literal meaning of the source language into target language) as been mentioned in the first section as the focus of this study. According to the classification of those syntactic errors, in the following is presented the table of precentage as the final result of the analysis.Type of Syntactic Error Occurrences %Omission 13 52Incapability to transfer the literal meaning of the SL into TL 9 36Word Order 3 12Total Errors: 25 The description of the result of the percentage calculation is elaborated based on each classification. The first dominant type of syntactic error is omission error (52%) as we have checked there are fourteen omission errors occured in the English – Indonesian translation of TED Talk Channel Program entitled “Teachers Need Real Feedback” translated by Antonius Yudi Sendjaja from the total errors are twenty five. The second type of syntactic error is incapability to transfer the literal meaning of the source language into target language (36%) as we have checked there are nine errors of this type occured in the English – Indonesian translation of TED Talk Channel Program entitled “Teachers Need Real Feedback” translated by Antonius Yudi Sendjaja from the total errors. As the minor type of syntactic error, word order error (12%) is found in the English – Indonesian translation of TED Talk Channel Program entitled “Teachers Need Real Feedback” translated by Antonius Yudi Sendjaja. CONCLUSIONSyntactic error is incapability to grasp meaning or message determined by word order and deviation in using phrase structure, clause, and sentence. In this study, the researcher clasifies the error analysis only into some specific categories of syntactic error, such as word order errors, omission errors, and incapability to transfer the literal meaning of the source language into target language. In this study, the researcher concludes the result that the omission error (52%) is often occured in the English – Indonesian translation of TED Talk Channel Program entitled “Teachers Need Real Feedback” translated by Antonius Yudi Sendjaja. The second error that occures is the incapability to transfer the literal meaning of the source language into target language (36%). The last error is the word order error (12%). References Richards, J.C. (1974). Error analysis. London: Longman.Newmark, Peter. (1988). Approaches to Translation. New York: Pergamon Press.Norrish, John. (1983).Language Learners and Their Errors. Hong Kong: TheMacmillan Press Limited.Chaer, Abdul. (2007).Linguistik Umum. Jakarta: RinekaCipta.Jean,Aitchison.(2008). Linguistics. London:Hodder Headline.Carl, James. (1998). Error in Language Learning And Use. London: Longman.Pojprasat, S. (2007).An Analysis Of Translation Errors Made By Mattayomsuksa 6 Student Master Degree Thesis. Thailand: Srinakharinwirot University.Pujiyanti, U. (2006). Strategies Of Translating Personal Pronouns In TheDisney’s Fairy Tale Entitled Beauty And The Beast Into The Indonesian Version. Surakarta: Sebelas Maret University.

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