CHAPTER I

INTRODUCTION

This chapter deals with research background, problem statement,

objective of the research, significance of the research, scope of the research

and definition of operational variables.

A. Background

Translation a fundamental thing in written languages; it is used to

interpret foreign languages for example English. Most of the information from

outside is written in a number of books, program television, English journal,

newspaper to get information. We can know what happen in America, Europe,

and other countries in the world. Much information has been translated into

Indonesian, in order to understand to Indonesia. Automatically, the readers, in

this case the authors emphasize translation skills in students in MA Madani

Alauddin Pao-Pao, need to have a good translation skill like knowledge about

the topic of the test to solve the problem in translating. Through that way, they

can communicate in international communication well.

Telling the truth, Translating is never done in senior high school.

Thus, the students are difficult to compose sentence well, because they just

learn integrated English material. Palaloi (1997:2) states that translation is one

of the compulsory subjects, which is introduced to the student after they have

studied English for three years English object aims at proving the students

with basic theories of translation from English into Indonesian or vice verse,

the students of this level are supposed to a good command of knowledge.

Translating is one of the serious problems which faced by the students

in MA Madani Alauddin Pao-Pao. They sometimes get trouble in translating

sentences. Translation subjects aim to provide the students with basic theories

of translation, from English into Indonesia. The students of this level are

supposed to have a good command of English knowledge. For that reason,

they are expected not to encounter many problems in translating. Their

mastery of English might help them to translate, but what takes place in the

field is still far the expectation. The result is obtained by the students in

translating is insufficient.

In doing translation, students at the third year level of MA Madani

Alauddin Pao-Pao sometimes make mistakes: they sometimes translate word

by word into the target language by only looking at dictionary. Consequently,

they often make wrong choice of words and their translation sound strange

and unnatural for readers especially for the native speakers of target language

or even incomprehensible (Nababan, 2003). In practice, however, it is hard to

consistently translating from word to sentence. In other line, it became harder

when translating in complex sentences. Complex sentences include two

clauses in one sentence and it’s a little hard to translate it.

Student will face the topic of the test in translation. In the test, the

author emphasizes the complex sentences. Marcella Frank in Modern English

stated Complex sentences such sentences also have two or more full

predications. One of these is an independent clause (or, main clause) that is

similar to the form of the simple sentence, and one or more of these are

dependent clauses (or, subordinate clauses).

By considering the reason above, the researcher is interested to carry

out the research which untitled “Improving the Students’ Ability in

Translating Complex Sentences at the Third Year Level of MA Madani

Alauddin Pao-Pao”.

B. Problem Statement

Based on the previous background, the writer formulates the following

research question “To what extant can Grammar Translation Method (GTM)

improve the students’ ability in translating complex sentences at the third year

level of MA Madani Alauddin Pao-Pao?”

C. The Research Objective

Relating to the problem statement previous, this research focuses on

improving the Students’ Ability in Translating Complex Sentences by using

Grammar Translation Method at the Third Year Level of MA Madani

Alauddin Pao-Pao.

D. The Research Significance

The result of this research is expected to be a very useful reference for

both the English teacher and students in MA Madani Alauddin Pao-Pao in

teaching and learning English specially translating complex sentences and

also the result of this research will contribute for the English teacher about the

students’ ability in translating.

E. The Research Scope

This research is limited to improve the students’ ability in translating.

The researcher focused on improving the Students’ Ability in Translating

Complex Sentence at the Third Year Level of MA Madani Alauddin Pao-Pao

by using Grammar Translation Method.

F. Theoretical Framework

The theoretical Framework is the figure below:

Figure Theoretical Framework

The first condition Teacher Students This method they are confused in doesn’t use translating complex sentences yet of reading text

The first step Translate complex sentences

Treatment Using Grammar Translation Method

in Translating Complex sentences

The second step Translate the readingtext using complex sentences

The last condition the students can translate the complex sentences of reading text easily.

Based on the review of related literature and the theoretical framework

above, it is estimated that grammar translation method can improve the

students’ ability in translating complex sentences.

G. The Operational Definition of The Term

1. The definition of Translation

Catford in Rochayah (2009:25) defined translation as “the replacement

of textual material in one language (SL) by equivalent textual material in

another language (TL)”. Newmark in Rochayah (2009:25) defined that

translation is “rendering the meaning of a text into another language in the

way that the author intended the text”

While Eugeine A. Nida and Charles R. Taber (1964:5) defined

translation consist in reproduction in the receptor language the closest natural

equivalent of the source message, first in term in meaning and secondly in

term of style.

Based on the definition above, the researcher can conclude that

translation is way to replacement of text of source language (SL) with text that

equivalent into target language (TL) with language that suitable with social

condition.

Another definition of translation comes from Good in Hasbuddin

(2000:6) in the dictionary of education states that translation is the act of

rendering into a given language material in another language, giving the

closest idiomatic equivalent of original words and phrases.

The last in Webster (1989:6) defines translation as: An act, process of

translating as a rendering from one language into another, also the product of

such rendering. And a change to a different substance, form, or appearance

conversion.

2. The definition of Grammar Translation Method

Earlier in this century, this method was used for the purpose of helping

students read and appreciate foreign language literature. It was also hoped

that, through the study of the grammar of the target language, student would

become more familiar with the grammar of their native language and that this

familiarity would help them speak and write their native better. Finally, it was

thought that foreign language learning would help students grow

intellectually; it was recognized that students would probably never use the

target language, but the mental exercise of learning it would be beneficial

anyway (Diane and Larsen-Freeman. 2000)

According to Prator and Celce-Murcia in Google, the key features of

the Grammar Translation Method are as follows:

1) Classes are taught in the mother tongue, with little active use of the target

language.

2) Much vocabulary is taught in the form of list of isolated words.

3) Long elaborate explanations of the intricacies of grammar are given.

4) Grammar provides the rules for putting words together, and instruction

often focuses on the form and inflection of words.

5) Reading of difficult classical texts is begun early.

6) Little attention is paid to the content of text, which are treated as exercises

in grammatical analysis.

7) Often the only drills are exercises in translating disconnected sentences

from the target language into the mother tongue.

8) Little or no attention is given to pronunciation.          

Diane Larsen-Freeman, in her book Techniques and Principles in

Language Teaching (1986:13) provides expanded descriptions of some

common/typical techniques closely associated with the Grammar Translation

Method. 

The listing here is in summary form only.  

1)  Translation of a Literary Passage                                         

(Translating target language to native language) 

2)  Reading Comprehension Questions                                         

(Finding information in a passage, making inferences and relating to

personal experience)  

3)  Antonyms/Synonyms                                                         

(Finding antonyms and synonyms for words or sets of words).  

4) Cognates                                                                           

(Learning spelling/sound patterns that correspond between L1 and the target

language)  

5)  Deductive Application of Rule                                     

(Understanding grammar rules and their exceptions, then applying them to

new examples)  

6)  Fill-in-the-blanks                                                                    

(Filling in gaps in sentences with new words or items of a particular grammar

type).  

7)  Memorization                                                                   

(Memorizing vocabulary lists, grammatical rules and grammatical

paradigms)  

8)  Use Words in Sentences                                                          

(Students create sentences to illustrate they know the meaning and use of new

words)  

9)  Composition                                                                          

(Students write about a topic using the target language)

According to the explanation above, the researcher states that the

Grammar Translation Method is the method which is apply to the students

learning literature including rules of grammar from mother tongue into target

language and vice-versa.

3. The definition of Complex Sentences

A complex sentences contains one independent clause and one (or more)

dependent clauses. In a complex sentences, one idea is generally more important

than the other one. The more important idea is placed in the independent clause,

and the less important idea is placed in the dependent clause.

Independent clause (or, main clause) used alone in a simple sentence. It is

when clauses are combined because a relationship exists between them that

questions of usage arise. In a dependent clause, the full predication is altered in

such a way that the clause must be attached to another clause, an independent

clause.

e.g. - Anton who speaks English well is the best student.

- Herlina whom I met yesterday is a pretty girl.

- this is the year when the Olympic games are held.

There are three types of dependent clauses, named according to their

function in the sentence.

a) Adverbial clause = The concert was canceled because the soloist

became ill.

b) Adjective clause = The students who gets the highest grades will

receive an award.

c) Noun clause = I don’t know whether they still live there.

CHAPTER II

REVIEW AND RELATED LITERATURE

This chapter consists of some previous related research findings,

principles and techniques of translation, translation procedures, criteria of a

good translation, and variation of activities in translation courses.

A. Some Previous Finding Related to the Study

There were some researchers who have conducted researchers related

to translation and what have been shown are as follows:

1. Nasaruddin (1993) found that the students’ difficulty in translating in

caused by low mastery of vocabulary, knowledge of translation theory,

incompleteness of the target language control, and in sufficiency of

translation practiced aimed at finding out the causes of difficulties. It

can be proved from the result of the students’ difficulties. It can be

proved from the result of the students’ difficulties of translation skill

faced by the English department of FBPS IKIP Ujungpandang that his

mean score of the 45 students was 3.6; this score was categories as

poor. The weakness from this thesis is he does not use many theories

about translation so the students just practice but not mastery theory of

translation. It will be better giving the students’ theory of translation

so they understand if they want to make a translation.

2. Palaloy (1997:2) states that translation is one of the compulsory

subjects, which is introduced to the students after they have studied

English for aims at proving the students’ with basic theories of

translation from English into Indonesian or vice verse, the students of

this level are supposed to a good command of knowledge.

3. Larson (1989) says that translation consist of the meaning of the

source language into the receptor language. This is done by going

from the form of the first language to the form of a second language

by way of semantic structure. It is meaning which is being transferred

and must be held constant only the form changes. It will be better we

have to mastery our second language in target language.

4. Webster (1966: 1254) defines translation as an act, process of

translating as a rendering from one language into another also the

product of such rendering. A change to a different substance, form,

appearance conversion.

B. Some Pertinent Ideas

1. Definitions of translation

Different writes on files, depends on how they view language and

translation, the following definition have defined translation in many ways:

a. Translation consist of reproducing in the receptor language the closest

natural equipment of the source language message, first in the terms of

meaning and secondly in terms of style (Nida in Mariati, 1969:123)

b. Translation is a craft consisting in the attempt to replace a written

message and or statement in language by the same message and or

statement in another language (Newmark, 1981: 7)

c. A translation may be defined as a presentation of a text in language

other than that which it was originally written (Findlay, 1974: 1)

2. Kinds of Translation

Nababan (2003: 29) classifies translation into three main kinds,

namely:

a. Word for Word Translation

Translating sentence by word for word directly; each source

words in substituted by equivalent of receptor word. In this way, the

translators translate the source language text into target language by

only looking at dictionary. Consequently, they often make wrong

choice of words and their translation sound strange and unnatural for

readers, especially for the native speakers of the target language or

even in comprehensible.

Example: His heart is in the right places (Kepunyaannya hati adalah

dalam itu benar tempat).

b. Literal Translation.

Literal translation attempts to follow the form of the source

language, an interlinear translation is a completely literal translation.

For some purpose, it is described to reproduce the linguistics features

of the source text, as for example in linguistic study of that language.

Although these literal translations may be a very useful purpose

related to the study of source language who are interested in the

meaning of the source language text. A literal translation sounds like

non-sense and has a little communication value and the translation

sound foreign.

Example: His heart is in the right places (Hatinya berada di tempat

yang benar)

c. Free Translation

Free translation makes every effort to communicate the

meaning of the source language text in the natural form the receptor

language in grammatical construction and the choice of lexical items.

A truly free translation does not sound like it was written originally in

the receptor language. Therefore, a good translator should to translate

in free translation, this is his goal. However, translations are often a

mixture of literal transfer of the grammatical units a long with some

idiomatic meaning of the text. Example: His heart is in the right places

(Dia baik hati).

3. Aspect of Translation

Talking about translation deeply, the researcher have to discuss

the urgent aspect which is related to the translation process. They are

translator, language, subject, and culture. Largely; the quality of

translation will depend on the quality of translator, i.e. on his/her

knowledge, skill, training, cultural, background, expertise and over

mood.

4. Process of Translation

Nida and Taber (in Wahyudi Munir, 2007) describe the process

of translation in three stages, as can be seen in the following diagram:

Source Language Target Language

Analysis Restructuring

Message Transfer Message

During the analysis stage, the translators task in the process of

the translation is to analyze the surface structure of the source

language text in term or grammatical relationship and meaning or

words or combination of words. During the transferring stage,

messages or intentions or the sources language text are transferred into

the target language texts, messages are restructured into an acceptable

target into acceptable target language construction in a different term.

5. The Principles of Translation

According to Dolet in Nida (1964:15) there are five principles of translation:

1. The translator must understand perfectly the content and intention of

the author whom he is translating.

2. The translator should have the perfect knowledge of the language into

which he is translating.

3. The translator should avoid the tendency to translate word for word,

because it can destroy the meaning of the origins and ruin the beauty

of translation.

4. The translator should employ the forms of speech in common usage.

5. Through his choice and order of words, the translator should produce a

total over all effect with appropriate tone.

Doff in Choliludin (2005: 41) has a different idea about the translation

principles:

1. A translation should reflect accurately the meaning of the original text.

Nothing should be arbitrary added or removed thought sometimes part

of the meaning can be transposed.

2. The ordering of the words and ideas in the translation should match

the original as closely as possible. This is particularly important in

translating legal document, guarantees, contract ac t. however

differences in the language structure often require changes in the form

and order of word. When in doubt, underlines in the original text the

words on which mean stress falls.

3. Language often differ greatly their levels of formality in a given

context for example in the business letter. To resolve these differences,

the translator must distinguish between formal and fixed expression,

and personal expression in which the writer or speaker sets the tone.

4. One of the most frequent criticisms of translation is that it does not

sound ‘natural’ this is because the translator’s thoughts and choice of

words are too strongly molded by the original text. A good way to

avoid the influence of the source language is to set the text a side and

translated a few sentences a loud from memory. This will suggest

natural patterns of thought in the first language which may not come to

mind when the eyes is fixed on the SL text.

5. It will be better if a translator does not change the style of the original.

But if it is needed, for example because the text is full of repetitions or

mistakes in writing, the translator may change it.

There are some techniques in doing translation, such as:

1. Translation primarily aims at reproducing in the message of the source

language into its equivalent in target language.

2. Translation must take sense. If necessary, one or two sentences can be

added to clarify an aspect of cultural bearing. On the other hand, it can

be omitted if it is elusive or obscures the meaning.

3. The translation does not sound like translation. It means that the

translation of a text should not sound like the original one.

4. The reproduction of meaning must be given priority in translating.

5. Translation must be conducted on the basic of dynamic equivalent or

closest natural equivalent principles.

6. Criteria of Good Translation

Ideally, a translation should give the sense of original, in such

a way that readers are unaware, that they are reading a translation.

Besides, reader should experience as if they were reading an original

composition.

Savory in Newmark (1981:38) states that a translator should be

aware of following requirement; the criteria of good translation are:

a. Translation must give the word of original.

b. Translation must give the idea of original.

c. Translation should like the original text.

d. Translation should like translation but does not sound

translation.

Based on the statement above, we can draw a brief conclusion

that a good translation should; (a) capture the atmosphere of

the original. (b) give impression as nearly as possible (c) read

like translation but it does not sound like translation.

C. Grammar Translation Method

Earlier in this century, this method was used for the purpose of helping

students read and appreciate foreign language literature. It was also hoped

that, through the study of the grammar of the target language, student would

become more familiar with the grammar of their native language and that this

familiarity would help them speak and write their native better. Finally, it was

thought that foreign language learning would help students grow

intellectually; it was recognized that students would probably never use the

target language, but the mental exercise of learning it would be beneficial

anyway (Diane and Larsen-Freeman. 2000)

According to Prator and Celce-Murcia in Teaching English as a Second

Foreign Language (1979:3), the key features of the Grammar Translation

Method are as follows:  

1)  Classes are taught in the mother tongue, with little active use of the target

language.  

2)  Much vocabulary is taught in the form of lists of isolated words. 

3)  Long elaborate explanations of the intricacies of grammar are given.  

4)  Grammar provides the rules for putting words together, and instruction

often focuses on the form and inflection of words.  

5)  Reading of difficult classical texts is begun early. 

6)  Little attention is paid to the content of texts, which are treated as exercises

in grammatical analysis.  

7)  Often the only drills are exercises in translating disconnected sentences

from the target language into the mother tongue.  

8)  Little or no attention is given to pronunciation.             

Diane Larsen-Freeman, in her book Techniques and Principles in

Language Teaching (1986:13) provides expanded descriptions of some

common/typical techniques closely associated with the Grammar Translation

Method. 

The listing here is in summary form only.  

1)  Translation of a Literary Passage                                         

(Translating target language to native language) 

2)  Reading Comprehension Questions                                         

(Finding information in a passage, making inferences and relating to personal experience)  

3)  Antonyms/Synonyms                                                         

(Finding antonyms and synonyms for words or sets of words).  

4) Cognates                                                                           

(Learning spelling/sound patterns that correspond between L1 and the target language)  

5)  Deductive Application of Rule                                     

(Understanding grammar rules and their exceptions, then applying them to new examples)  

6)  Fill-in-the-blanks                                                                    

(Filling in gaps in sentences with new words or items of a particular grammar type).  

7)  Memorization                                                                   

(Memorizing vocabulary lists, grammatical rules and grammatical paradigms)  

8)  Use Words in Sentences                                                          

(Students create sentences to illustrate they know the meaning and use of new words)  

9)  Composition                                                                          

(Students write about a topic using the target language)   

Grammar translation Method dominated European and foreign language

teaching from the 1840s to the 1940s, and in modified form it continues to be

widely used in some part of the word today. At its best, as Howatt in

Rahmaniah (1984) point out, it was necessary the horror that is critic depicted

it as. Its worst excesses were introduced by those who wanted to demonstrate

that the study of French or German was no less rigorous than the study of

classical language. This resulted in the type of Grammar Translation course

remembered with distaste by thousand of school learned, from whom foreign

language learning means a tedious experience of memorizing endless lists of

unusable grammar rules and vocabulary and attempting to produce perfect

translation of stilted or literary process.

According to the explanation above, the researcher states that the

Grammar Translation Method is the method which is apply to the students

learning literature including rules of grammar from mother tongue into target

language and vice-versa.

D. Characteristic

The principal characteristic of the Grammar Translation Method were

these:

1. The goal of foreign language study is to learn language in order to read its

literature or in order to benefit from the mental discipline an intellectual

development that result from foreign language study.

2. Reading and Writing are the major focus: little or no systematic attention

is paid to speaking or listening.

3. Vocabulary selection is based solely on the reading texts used, and words

are taught bilingual word lists, dictionary study, and memorization.

4. The sentence is basic unit of teaching and language practice.

5. Accuracy is emphases and Grammar is taught deductive.

E. Disadvantage

1. even if learning a language by Grammar Translation Method trained mind

in logical thought, there is little evidence to suggest that this faculty is

transferable to other walks of life beyond the language classroom.

2. This method gives pupils the wrong idea of what language is and of the

relationship between languages.

3. Deplorable to assume that language is only acquired through translation

skills, and this at the expense of oral skills (imagine disaster in,

comprehensive schools with mixed ability classes)

4. IQ of average school child not high enough to cope with this method.

F. Complex Sentences

Marcella Frank states that such sentences also have or more full

predications. One of these is an independent clause (or, main clause) that is

similar to the form of simple sentence, one or more of these are dependent

clauses (or, subordinate clauses).

Independent clause (or, main clause) used alone in a simple sentence. It is

when clauses are combined because a relationship exists between them that

questions of usage arise. In a dependent clause, the full predication is altered in

such a way that the clause must be attached to another clause, an independent

clause.

e.g. - Anton who speaks English well is the best student.

- Herlina whom I met yesterday is a pretty girl.

- this is the year when the Olympic games are held.

There are three types of dependent clauses, named according to their

function in the sentence.

a) Adverbial clause = The concert was canceled because the soloist

became ill.

b) Adjective clause = The students who gets the highest grades will

receive an award.

c) Noun clause = I don’t know whether they still live there.

G. haiuhuida

Mariati

Hasnaeni

Juharni

Julianti

7. ahbgdikab