Akhmad Nurkholis, 0203517039 (2022) EVALUATING THE STUDENTS’ USE OF TRANSLATION TECHNIQUES IN TRANSLATING TEXT INTO INDONESIAN (THE CASE OF 4TH SEMESTER STUDENTS OF PERADABAN UNIVERSITY). Masters thesis, UNNES.

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Abstract

English is a medium of communication internationally, and communication is a bridge to communicate among people. It could be written or spoken by the people every time and everywhere. It can be direct communication by face-to- face or indirect by text or picture, i.e., magazine, newspaper, comic, etc. One of the crucial ways in the process of communication is translation product. However, Students still get difficulties translating either Indonesian to English or English to Indonesian. Because of that, it is essential that in mastering the translation lesson for the students, in order they can understand the English text even both of an article or a book of science. This research tries to answer; 1. How do the students use the translation techniques in rendering English texts to Indonesia in the classroom? 2. How are errors made by the students? 3. How do the fourth-semester students at Peradaban University correct their errors? This research applies a descriptive qualitative approach to analyze the data. The research found that the most used in student translation was calque, with 940 occurrences (62,37%). Literal translation with 371 occurrences (20,90%), borrowing which consisted of pure borrowing with 160 occurrences (10,48%), and the last was the reduction with 96 occurrences (6,23%). The most errors in the student’s translation are literalness with 268 (30,71%). Misunderstanding follows the errors occurrences with 221 (26,31%) occurrences; the third error of frequencies is terminology with 111 (13,21%) occurrences. Omission with 88 (10,48%) occurrences, the next is faithfulness with 73 (8,69%) occurrences. The next is a grammar that occurs 40 (4,76%) occurrences, the next is cohesion with 39 (4,52%), and the last error is syntax at least with 11 (1,31%) occurrences. In doing self-correction are correct that is proven by the correct translation that found as much as 210 occurrences or 84% of calque translation techniques from 250 techniques applied by the students. Then the incorrect translation is dominated by literal translation techniques that occur as much as 40 occurrences or 16%.

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