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Please use this identifier to cite or link to this item: https://repository.uksw.edu/handle/123456789/20950
Title: Common Errors in Translating Texts from Indonesian into English in Interlingual Communication Class
Authors: Jeujanan, Ramond Wiranata
Keywords: translation;errors;text errors;lexical errors;grammatical errors
Issue Date: 2020
Publisher: Program Studi Pendidikan Bahasa Inggris FBS-UKSW
Abstract: Translation is not an easy work. It requires the ability to understand the structure, the lexis, the culture, and the situational context of a language to be transferred into the target language. If ones are not successful in using those aspects, an error might occur and it might cause miscommunication between the language users. In writing, there are possibilities for students to commit errors as the result of failing to understand the aspects of their mother-tongue or the target language. This descriptive quantitative study was conducted to find common errors and the sources of the errors committed by 20 students in the Interlingual Communication Class in the Faculty of Language and Arts. The data were obtained from the students’ writing texts and interviews. The analysis was done by following the procedures suggested by Corder (1974) in Elis and Barkhuizen (2005), namely: 1) collection of a sample of learner language, 2) identification of errors, 3) description of errors, 4) explanation of errors, and 5) errors evaluation. The result of the study revealed that the most common errors committed by the students were verb phrase errors in grammatical level. This was in contrast to the previous study by Shertian (2013) who found that miss-selected errors were the most common errors committed by her participants. Moreover, the findings also revealed that the sources of errors were interlingual and intralingual errors which intralingual errors seemed to be the main source of errors. These results were supported by Nugrahaeni (2012), Cúc (2018), Sabzalipour (2012), and Gayo Widodo (2018) who also found that interlingual and intralingual errors were the sources of students’ errors. This study suggested the future movements from the teachers and students to find better methods and activities to reduce errors. Teachers can explicitly teach for transfer, provide effective teaching activities to transfer properly and or become models of a proper English translator not only in translation classes. Meanwhile, the students may need to find effective activities to translate properly and to improve their performance in writing.
URI: https://repository.uksw.edu/handle/123456789/20950
Appears in Collections:T1 - English Education

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