THE ACCURACY OF GOOGLE TRANSLATE IN TRANSLATING NARRATIVES, PROCEDURES AND EXPOSITIONS
THESIS
Submitted in partial fulfillment of the requirements for the degree of Sarjana Sastra (S.S.) specialized in English Language
by INDIRA GUSTIAR C11.2012.01388
ENGLISH STUDY PROGRAM FACULTY OF HUMANITIES DIAN NUSWANTORO UNIVERSITY SEMARANG 2014 STATEMENT OF ORIGINALITY i
STATEMENT OF ORIGINALITY I certify that this thesis is absolutely my own work. I am completely responsible for the content of this thesis. Opinions or findings of others are quoted and cited with respect to ethical standard. If at a later time it is found that this thesis is a product of plagiarism, i am willing to accept any legal consequences that maybe impose to me. Semarang, 1 September 2014
Indira Gustiar NIM. C11.2012.01388
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STATEMENT OF PUBLICATION I hereby grant Dian Nuswantoro University the right to display or copy any part of the thesis, in all forms of media for reference purposes and legitimate educational purpose. Any reproduction or use is prohibited without the written consent of Dian Nuswantoro University.
Semarang, 1 September 2014
(Indira Gustiar)
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PAGE OF APPROVAL This thesis has been approved by Board of Examiners, English Study Program, Faculty of Humanities, Dian Nuswantoro University on September 3, 2014.
Board of Examiners Chairperson,
Secretary,
Muhammad Rifqi, S.S., M.Pd.
Sunardi, S.S., M.Pd.
Adviser;,
Examiner,
Achmad Basari, S.S., M.Pd.
Valentina Widya S, S.S., M.Hum.
Approved by: Dean of Faculty of Humanities
Achmad Basari, S.S., M.Pd.
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MOTTO
In order to succeed, your desire for success should be greater than your fear of failure. (Bill Cosby) If the highest aim of a captain were to preserve his ship, he would keep it in port forever. (Thomas Aquinas)
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DEDICATION
For : - My beloved husband, son and parents.
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ACKNOWLEDGMENT First of all, I would like to extend my prayer to Allah Swt to bless me with this finished thesis. I would like, furthermore, to express my sincere thanks to: 1.
2.
3.
4. 5.
Achmad Basari, S.S., M. Pd., The Dean of Faculty of Humanities of Dian Nuswantoro University, who has been guiding me through the writing of this thesis as a Dean as well as my thesis adviser. Sarif Syamsu Rizal, S.S., M.Hum., The Head of English Study Program of Strata 1 Program, Faculty of Humanities, Dian Nuswantoro University, who gave permission to me to conduct this research. All lecturers at the English Study Program of Faculty of Humanities of Dian Nuswantoro University, who have taught, motivated, and given guidance during the writing of this thesis. The librarians of The Central Library of Dian Nuswantoro University for their permission for me to use some valuable references in writing this thesis. The last but not the least, my family who have supported me for my research.
As part of the completion of my study, I believe that this thesis has served its purpose well. In terms of academic purpose, I expect that this study can serve as a sound reference in the field. Suggestions and constructive criticism are welcome.
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TABLE OF CONTENTS PAGE OF TITLE ................................................................................................................ i STATEMENT OF ORIGINALITY ......................................................................................... ii STATEMENT OF PUBLICITY ............................................................................................. iii PAGE OF APPROVAL ........................................................................................................ iv MOTTO ........................................................................................................................... v DEDICATION.................................................................................................................... vi ACKNOWLEDGEMENT ..................................................................................................... vii TABLE OF CONTENTS....................................................................................................... viii LIST OF FIGURES.............................................................................................................. xi LIST OF TABLES................................................................................................................ xii ABSTRACT ....................................................................................................................... xiii CHAPTER 1 INTRODUCTION ........................................................................................... 1 1.1 Background ................................................................................... ................. 1 1.2 Statements of Study ...................................................................... ................. 2 1.3 Scope of the Study ........................................................................ ................. 2 1.4 Objectives of the Study ................................................................. ................. 2 1.5 Significance of the Study ............................................................... ................. 3 1.6 Thesis Organization ....................................................................... ................. 3 CHAPTER II. REVIEW OF RELATED LITERATURE.............................................................. 4 2.1 Translation Studies ......................................................................................... 4 2.2 Translation Machine ..................................................................... ................. 10 2.3 Translation Quality ........................................................................ ................. 12 2.4 Text Types ..................................................................................... ................. 13 2.4.1 Narrative Text ......................................................................................... 14 2.4.2 Procedure Text .................................................................... ................... 16 2.4.3 Exposition Text .................................................................... ................... 18 CHAPTER III. RESEARCH METHOD .................................................................................. 23
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3.1 Research Design ............................................................................ ................. 23 3.2 Unit of Analysis .............................................................................................. 23 3.3 Source of Data ............................................................................................... 23 3.4 Technique of Data Collection ......................................................................... 23 3.5 Technique of Data Analysis ............................................................................ 24 CHAPTER IV. DISCUSSION ............................................................................................... 25 4.1 Results of the Study ...................................................................... ................. 25 4.2 Analysis of the Translation Inaccuracy .......................................... ................. 28 4.2.1 Types of inaccuracy in narrative text ............................... ......................... 28 4.2.2 Inaccuracy in procedure text ........................................... ......................... 38 4.2.3 Inaccuracy in exposition text ........................................... ......................... 49 4.3 Recapitulation of the Results ............................................................... ........... 59 4.4 Delimitation of the Results Interpretation ........................................... ........... 63 CHAPTER V. CONCLUSION AND SUGGESTION .............................................................. 65 5.1 Conclusions ................................................................................... ................. 65 5.2 Suggestions ................................................................................... ................. 65 BIBLIOGRAPHY ........................................................................................... ....................... 66 APPENDICES ...................................................................................................................... 68
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LIST OF FIGURES
Figure 2.1 Process
of
Translation
based
on
Interpretive
Theory
of
Translation............................................................................................... ....... 6 Figure 2.2 Flow Chart of Translation Process according to Bell (1995) .......................... 7 Figure 3.1 Sample of Screenshot .................................................................................. 24 Figure 4.1 Comparison of Accuracy among Three Text Types ....................................... 68
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LIST OF TABLES
Table 2.1 Seven Translation Procedures Accroding to Vinay and Darbelnet .................. 5 Table 2.2 Logical Levels Table of Context of Culture and Context of Situation ............... 9 Table 3.1 Data Collecting Sheet ................................................................................... 22 Table 3.2 Sample of Data Recording and Tagging Process ........................................... 23 Table 4.1 Sources of Narrative Paragraph ................................................................... 25 Table 4.2 Sources of Procedure Paragraphs ............................................................... 26 Table 4.3 Sources of Exposition Paragraphs ............................................................... 27 Table 4.5 Average Accuracy of Narrative Text ........................................................... 60 Table 4.6 Average Accuracy of Procedure Text ........................................................... 61 Table 4.7 Average Accuracy of Exposition Text ........................................................... 61
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LIST OF APPENDICES
Appendix 1. Data Collection Narrative, Procedure and Exposition Text ....................... 22 Appendix 2. Criteria of Inaccuracy/Errors .................................................................... 23 Appendix 3. Translation Strategies Example ................................................................ 95
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ABSTRACT
Indira Gustiar. 2014.The Accuracy of Google Translate in Translating Narratives, Procedures and Exposition. English Study Program, Dian Nuswantoro University. Adviser: Achmad Basari, S.S., M.Pd. Key phrases: translation accuracy, translation quality, translation machine The title of this thesis is the Accuracy of Google Translate in Translating Narratives, Procedures and Exposition. The purpose of this research is to investigate the level of accuracy of Google Translate, the most popular translating tool nowadays, in translating different types of text. There are two research questions in this research: (1) what is the level of accuracy of Google Translate in translating narrative, procedure and exposition? and (2) which type of text is best translated by Google Translate? For the purpose of research sample in this study, 10 excerpts of narrative text, 10 excerpts of procedure text and 10 excerpts of exposition text are analyzed in this study. All 30 excerpts are translated using Google Translate and any occurrences of inaccuracy are marked and tallied. The proportion of the cases of inaccuracies divided by the total token in the excerpts makes the percentage of the accuracy. The study suggests that: (1) the level of accuracy of Google Translate in translating narrative text, procedure text and exposition text are 92.44%, 89.23% and 95.95% and (2) the Google Translate is best to translate exposition text and least accurate to translate procedure text. Some limitations of this study are: (1) the number of samples is small, (2) the translation is only one way and (3) the inaccuracy does not count stylistic and non-fatal errors. Future research is needed to tackle those issues.
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CHAPTER I INTRODUCTION
1.1
Background The use of the natural language processing (NLP) machine has long been
pursued and studied by linguists all over the world. The practical works that the experts would like to achieve with NLP machine are parsing linguistical categorization and auto-translation. Activity 1 and Activity 2 have been developed in different types and ways and have produced several artificial language machines. Google Translate is one of those type of two machines. The way Google Translate working is quite unique. Unlike the other NLP machines, Google Translate database has been developed by collective inputs of the users which means that the database can grow indefinitely over time as long as the users do not stop to offer alternative translation to words and phrases. Besides that, the core database of Google Translate is built upon the analysis of millions of translated documents. This type of organic database input seems to make Google Translate a perfect translation machine. The purpose of this study is to measure the accuracy of Google Translate in processing different types of text. The main goal of the study is to pinpoint the strong aspects and the weakness aspects of Google Translate. The researcher believes that Google Translate is going to be a perfect translation machine in the future but not so much at present. There are three main types of text tested in this research: narrative, procedure and exposition. These types of text are chosen because the familiarity and frequency in daily usage. Narratives are found in novels and short stories. Procedures are found in cookbook and automotive manuals. Expositions are found in popular and non-fiction books. The use of familiar text types is to simulate the daily usage of the users around the world.
1
2
The results of this study are expected to guide the users on how much to rely on the service of Google Translate. The conclusion of the study recommends what kind of works can be done by Google Translate and what kind of works cannot be relied on this particular machine.
1.2
Statements of Study The statements of the study can be formulated into the following
questions: a.
What is the level of accuracy of Google Translate in translating narrative, procedure and exposition?
b.
1.3
Which type of text is best translated by Google Translate?
Scope of the Study The scope of the this study covers:
a.
The accuracy of the publicly available translation machine called “Google Translate”.
b.
Language errors which are covered in this study is strictly limited to errors where translation of words, phrases or sentences has fatal effects on meaning and understanding. Non fatal errors do not count in this study.
c.
The comparative accuracy of the mentioned machine in three different realms of text: narrative, procedure and exposition.
1.4
Objectives of the Study The objective of the study is:
a.
To describe the level of accuracy of Google Translate in translating narrative, procedure and exposition
b.
To investigate which type of text is best translated by Google Translate.
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1.5
Significance of the Study The significance of the study covers:
a. Theoretically, this study adds a reference to the accuracy of auto translation machine. Future studies on the same topics could pursue deeper understanding on how extensive database such as one possesed by Google is still prone to inaccuracy. b. Practically, this study can be used as a practical guidance for the Google Translate users on how to use the machine wisely and effectively. This study also gives feedback needed by the developer to perfect their product.
1.6
Thesis Organization The thesis is organized into five chapters. It can be seen below: Chapter I is the introduction. It covers the background why the researcher
chooses this particular topic and how the researcher highlights the core questions and significance of the study. Chapter II is the literature review. It covers the previous studies which influences this study and the general theory underlying the critical framework of the study. Chapter III is the methods of study. It elaborates the mechanism and scientific approach utilised to answer the questions raised earlier in chapter I. Chapter IV contains the results and analysis. Chapter IV is written to describe the results of the study and interpret the results to answer the research questions. Delimitation of the study is added into chapter IV to add some degree of clarity. Chapter V is the conclusion and suggestion. It summarizes the answers to the research questions and suggests what future research can be conducted to overcome the current limitations.
CHAPTER II LITERATURE REVIEW
2.1
Translation Studies Munday (2009: 1) argues that translation studies and translation strategy
have been developed as early as 46 BCE during the life of Marcus Tullius Cicero. In his essay, Cicero explained the challenges he faced in translating the oratory of two Attic orators: Aeschines and Demostenes. It turns out that Cicero did not translate the speech word by word faithfully. He would keep the same spirit and message of the original speech. It shows that the problem of accuracy and equivalence have been around in distant past. Munday also states that the same issue of translation strategy also utilized by Bible translator, Jerome, in 395 CE mentioning that Jerome tends to translate not word for word but sense for sense. Newmark (2009: 20-21) has simply stated that translation studies is the comprehensive study of translation. By comprehensive, he includes the interdisciplines interaction of different subjects such as cultural studies,applied linguistics, sociolinguistics, psycholinguistics, logic and ethical philosophy. According to Newmark, there are at least four stages in translation studies in history: (1) the linguistic stage before and up to 1950s, (2) the communicative stage around 1950s, (3) the functionalist stage around 1970s and (4) the ethical/aesthetic stage in the 2000s. The four stages are not cancelling each other but they moved along the continuum with one stage supporting another. Newmark then explains that there are three ideal conditions of translation: 1.
That the translation should give a complete transcript of the ideas of the original work.
2.
That the style and manner of writing should be of the same character as that of the original.
3.
That the translation should have all the ease of original composition.
4
5
Nida (1964: 160) in Newmark (2009: 28) explains that there are two types of translation: (1) functional equivalence and (2) formal correspondence. The first refers to the attempt to transfer the message from the source language (SL) to the target language (TL) which involves some adjustments on the stylistic and grammar of the target language. The latter refers to the attempt to mechanically. According to Vinay and Darbelnet (1958: 55) in Newmark (2009: 32) there are seven translation procedures: loan/borrowing, calque, literal translation, transposition, modulation, equivalence and adaptation. Table 2.1 Seven translation procedures according to Vinay and Darbelnet (1958: 55) in Newmark (2009: 32) with literal translations of the French examples. Procedure Lexis Collocation/Group Message Loan/Borrowing Fr. Bulldozer Science-fiction á la Five o’clock tea En. Fuselage mode [in the bon voyage fashion] [Good journey] Calque Fr. Economically Lutetia Palace Compliments of En. Normal School Governor General the season Take it or leave it Literal Fr. The ink The ink is on the What time is-it? Translation En. (The) ink table What time is ? The ink is on the table Transposition Fr. Sender Since the revaluing Prohibition to En. From of wood smoke Since timber has Thank you for increased in value not smoking Modulation Fr. Little deep Give a little of your Full En. Shallow blood No vacancies Give a pint of your blood Equivalence Fr. (mil) The soup Like a dog in a House of cards En. (mil) Tea game of skittles Hollow triumph Like a bull in a china shop Adaptation Fr. Cycling In a blink of the eye Good appetite! Br En. Cricket In next to no time Enjoy your meal! US En. Baseball
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Different approaches are taken by different researchers. Albir and Alves (2009: 55) are very interested in Interpretive Theory of Translation (ITT). In ITT, there are at least three phases agreed as part of the translation/interpreting process: 1.
Understanding is the stage where the translator should absorb the context of the text cognitively. Grammar and linguistic knowledge alone are not sufficient to absorb the meaning of the text. A translator’s understanding should be different from that of a normal reader’s understanding since the first refers to a more comprehensive, deliberate and total.
2.
Deverbalization is the process where the results of the understanding should be transformed into non-verbal form. At this stage, words turn into sense and concept.
3.
Re-expression is the stage where the translator tries to reformat the nonverbal form of the perceived concept into the target language.
Understanding
Deverbalization
Re-expression
Figure 2.1 Process of Translation based on Interpretive Theory of Translation
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Albir and Alves (2009: 57) then offer a more comrehensive translation process model proposed by Bell (1991: 55). Bell focuses on the use of short term memory and long term memory in processing information. At the same, Bell is in favor with ITT paradigm that words or verbal codes should be tranferred into non-verbal cues such as linear string of symbols before they are processed to the target language. The following is the complete diagram proposed by Bell.
Figure 2.2 Flow Chart of Translation Process according to Bell (1995)
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Katan (2009) suggests that translator should also act as cultural mediator. It means that when the translator is done transferring the grammar and linguistic items, another work is waiting. Another work is to check whether or not the translation products will have negative cultural effects in the end. Katan gives an example on how different certain thoughts will be valued differently by Japanese speakers and Anglo speakers. In Japanese point of view it is okay to think that people often think "I did something bad. I am just a human and I have to show humility. I have to think that I am not perfect". In Anglo point of view, it is more often people would think "I did something very good. It is my accomplishment. It is the result of my good work". To explain the theme of “translator as cultural mediator”, Katan explores (2009: 89-90) the following table at length: Table 2.2 Logical levels table of context of culture and context of situation (Katan 2009) LEVEL What is going Potential differences Potential on? to be accounted for differences to be in the next accounted for between cultures. Environment Where and Lexicogrammatical Physical, political, when is ‘going resources, genre, social on? itertextual links, environtment: In what context specialized language period, people, of situation? setting, artefacts; culturemes, encyclopedic knowledge, allusions, culture bumps Behaviour
What is it that is Semantics: visible Visible action/ ‘going on’? text, locution, descriptions: (non) cohesion verbal, behaviour, proxe mics
Strategies
How are these Pragmatics: things ‘going illocutionary on’? intent/force, How is it to be register, organzation
Communication preferences: development of ideas,
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Value Beliefs
Identity
translated?
of discourse, house spoken/eritten rules, individual styles, habits, style, coherence customs; Norms, appropriacy rules, linguaculture
Why are these things ‘going on’? What is the purpose of the translation?
Intentions: message, hidden message, assumptions, presuppositions.
The hierarchy of preffered valueorientations: Beliefs about identity and about what is ‘right’ or ‘standard’ or ‘normal’
Who is involved in Actors in the text: this ‘going on’? personalities, -original author animated subjects, -reader(ships0 -commissioner -translator aas copiér/manipulator
National, ethnic, gender, religious, class, role; indivdual personality and cultural provenance(s)
Role, mission in Is ths ‘going on’ society coherent with my role/mission and the relevant social forces?
Text as agent of change or status quo: esteem, ethics (of actors), long-term perlocutionary effects
The social forces, power issues: hegemonies, ideologies; moral issues, professional issues.
It is also important, for the sake of the study, to see whether or not a translation machine is able to overcome cultural differences in source language and target language. In terms of translation process, human translators have been proven to be able to overcome cultural difficulties in translation. According to Baker (1996), there are eight strategies human translators use to overcome cultural difficulties in translation:
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a)
Translation by a more general word The word in source language is replaced by a more general word in the target language
b)
Translation by a more neutral/ less expressive word The word in source language is replaced by a more neutral/less expressibe word
c)
Translation by cultural substitution The concept in source language is replaced by another quivalent cultural phenomenon which will be understood better by the target reader
d)
Translation using a loan word or loan word plus explanation The word or phrase in source language is not replaced. Sometimes additional information is attached to make sense the meaning of the word or the phrase.
e)
Translation by paraphrase using a related word The word or phrase in the source language is explained using other words related to the translated word or phrase.
f)
Translation by paraphrase using unrelated words The word or phrase in the source language is explained using other words not related to the translated word or phrase.
g)
Translation by omission Sometimes omission is needed for a certain concept to be understood by the target reader.
h)
Translation by illustration Sometimes visual aid can be used to translate a concept. The example can be seen as follows:
1.
Translation by a more general word (superordinate)
This strategy is used if there is a lack of specificity in the target language compared to the source language by using a more general word (superordinate) (Baker, 1992: 28).
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Example: SL TL 2.
: Once, I ate some leftover pork. : Pernah aku melahap sisa daging dari tempat sampah itu.
Translation by a more neutral/less expressive word
This strategy is used when there is no word which has the same expressive meaning as in the source language (Baker, 1992: 30). Example: SL TL
3.
: She coughed as she frantically brushed the red paint onto every step. : Ia batuk-batuk saat ia dengan paniknya ia mengoleskan cat merah pada setiap anak tangga.
Translation by cultural substitution
Culture-specific item or expression in a SL is replaced by an item in TL which is likely has a similar impact on the target reader but (Baker, 1992: 31). Example: SL TL
: She then decorated the dining room with Chinese lanterns. : Lalu ia menciptakan suasana berbau Cina di ruang makan, antara lain dengan memasang beberapa lampion.
4.
Translation using a loan word The translator simply “borrows” the original word from SL into TL (Baker, 1992: 34). Example: SL : Minutes later I’m in the old family station wagon. TL : Tak lama kemudian aku sudah berada di dalam station wagon tua kami. 5.
Translation using a loan word plus explanation It is the same as translation using a loan word, but the translator adds an
explanation. Example: SL
: Today it’s Lucky Charms. (A Child Called ‘It’, page 7)
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TL
6.
: Pagi ini sereal Lucky Charms. (A Child Called ‘It’, page 4)
Translation by paraphrase using a related word This strategy is used when “the concept expressed by the source item is
lexicalized in the target language but in a different form…” (Baker, 1992: 37). Example SL TL
7.
: But I always fell asleep before I heard his reindeer land on the roof. : Tetapi aku selalu terlelap sebelum sempat mendengar suara rusa kutub penarik kereta es Santa mendarat di atap rumah.
Translation by paraphrase using unrelated words The paraphrase may be based on modifying a superordinate or simply on
unpacking the meaning of the source item, particularly if the item in question is semantically complex” (Baker, 1992: 38). Example: SL TL
8.
: I could imagine her turning on her snakelike charm as she cuddled Russell for the benefit of the principal. : Bisa kubayangkan bagaimana Ibu memperlihatkan sikap lemah lembut dan penuh kasih saying terhadap Russell untuk merebut hati Pak kepala sekolah.
Translation by omission Omission strategy is simply omitting to translate a certain word and it can
be used if a particular item or concept does not significantly influence the development and meaning of the text (Baker, 1992: 40). Example: SL TL
: In the dining room, Mom arranged different sizes of red candles on the counter of her prized oak hutch. : Di ruang makan Ibu menata lilin-lilin merah berbagai ukuran.
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9.
Translation by illustration Illustration is used to keep the translated text short, concise, and to the
point, and so the illustration is given to the word which has a physical entity and lacks an equivalent in the target language (Baker, 1992: 42). Example Oak hutch
2.2
Translation Machine According to Garcia (2009), the term translation machine or machine
translation (MT) is part of an umbrella term called “translation tools” which means software which is designed to be used in the context of text translation. Translation machine differs from translation memories (TM) or translation assisting tools. Translation machine directly translates a text from source language to the target language with no or minimum help from human users. On the other hand, translation memories or translation assisting tools can help the human translators to organize data, to mark and translate keywords, to track inconsistency, etc. One of the core components in translation machine is the database. Database is the collection of words or phrases and even clauses which have been translated before and stored in designated drive. Garcia argues that there has been a dramatic change when the first kind of database was actually
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stored in hard drive and now the trend is that database is stored in the network. Some examples of databases are Lingotek, Very Large Translation Memory (VLTM) and TAUS Data Association (TDA). These databases make sure that translation machine can process the source text to the target text. Garcia states that Google Translate is the combination between TM and MT. Before the emergence of the internet or World Wide Web in the 1990s, the development of translation machine was very slow and close to a stop. Sharon O’Brien (2011) mentions that in 1967, there was a New York Times article mentioning that at least in the area of translation, human still excels computer. This slow development would then exponentially catch up when the internet was invented. The interaction between human and computer has blurred the line between the actual human creativity and the collective data of the internet. The efforts to create automatic translation machine have been done in decades. At this section, the author would like to review the development of some translation machines. Hutchins (1978) mentions that there is a system built by Georgetown engineers called SYSTRAN. SYSTRAN was built to translate English-Rusian texts. The target text is understandable in some ways but if the translator would like to correct some words or phrases the programmer need to add a set of difficult codes to do that. That is the reason why this system was very slow in improving its accuracy. One of the examples of a more modern machine is Caitra. Caitra is developed by Philipp Koehn, a researcher at University of Edinburgh. This machine has the ability to suggest full translation by the machine and still gives the opportunity for the translator to edit and compare the human translation and computer translation. Koehn (2009) argues that Caitra has produced a quite accurate translation in tremendous speed although he admits that some of the translation results are not satisfactory for some human judges in his research. Google Translate is capable of doing what it does now because the rapid development of the technology, the abundance of fundind and enormous
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participation of the community in building the database. Google also has high quality programmers working for them. Google (2013) mentions that: When Google Translate generates a translation, it looks for patterns in hundreds of millions of documents to help decide on the best translation for you. By detecting patterns in documents that have already been translated by human translators, Google Translate can make intelligent guesses as to what an appropriate translation should be. This process of seeking patterns in large amounts of text is called "statistical machine translation". Since the translations are generated by machines, not all translation will be perfect. The more human-translated documents that Google Translate can analyze in a specific language, the better the translation quality will be. This is why translation accuracy will sometimes vary across languages. From the excerpt above, accuracy is a big issue for some languages. That is why the writer would focus on the accuracy of Google Translate in translating text from English to Indonesian.
2.3
Translation Quality In order to guarantee the quality of translation, professional
organizations of translators around the world have tried to formulate certain protocol to ensure the overall quality of a translation work. GPI (2011) writes that there are at least three components of quality which need to be measured by translators: (1) Translation Accuracy (Lexical) and Product's features, (2) Translation Structure and Grammar and (3) Language, Style and Creativity in Translation. Schiaffino and Zearo (2005) have elaborated the translation quality measurement in detail. They do not believe that translation quality cannot be measured. Translation products and translation process can be measured with certain standards. Schiaffino and Zearo agree that a good translation product is a text with fewer errors when it is compared to other products of similar types. The fewer the errors, the better quality the translation has. In order to measure the quality of translation, they utilize Translation Quality Index (TQI). TQI is a quantitative-based method of translation quality
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assessment. The higher the index, the better the quality is. A translated text with TQI scores of 100 means that the text is free from any errors. In certain extreme cases, negative values are possible. Different errors would generate different weight of score. The weight of minor typos is different from the weight of major typos. Each error is measured based on the degree of consequences. The creator of TQI argues that this method can help in assessing the quality of translation machine. According to Schiaffino and Zearo, to improve the quality of translation, there are five ingredients to be accounted for: a)
Good translators with a sound linguistic and specific technical background
b)
Detail-oriented editors and knowledgeable proofreaders
c)
Thorough terminology work up front
d)
Sufficient time to provide a good translation
e)
Meaningful feedback and support from the customer
2.4
Text Types According to Trosborg (1997), texts are clustered into different types. In
daily lives, people would know that certain text can be categorized into newspaper report, essays and scientific papers; food recipes, instructions booklets and advertisements. Mature speakers of a language can differentiate expository texts from argumentative texts. This differentiation happens naturally but for the sake of clarity and knowledge transfers, language experts have been categorizing texts into several fixed text types and analyzing their structure into a recognizable chunks. Text types are also called genre. Hatim (2009: 40) mentioned that transation cannot be separated from text function. In explaining his point this Hatim uses two ideas of skopo (Greek word for purposes). The first skopo idea says that interaction is determined by its purpose and the second skopo idea argues that purpose varies according to the text receiver. From these skopo ideas Hatim moves further to Reiss' explanation of three types of text namely: informative texts which convey information;
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expressive text which communicate thoughts in a creative way; and operative texts which persuade. The author of this project referred to this division when she decided to choose narratives as the representatives of expressive texts, procedures as the representatives of informative texts and expositions (or expository texts) as the representatives of the operative texts. The following section discusses the three different text types which are the main attention of this study. The following categorization is based on the explanation by Gerot & Wignell (1995) and Fortune & Teddick (2003). 2.3.1. Narrative Text The purpose of narrative texts is to amuse, entertain and to deal with bizarre or imaginary experience in different ways. Narratives deal with problematic events which lead to a crisis or turning point of some kind, which in turn finds solution. The generic/schematic structure of a narrative text can be illustrated as follows: a.
Orientation: set the scene and introduces the participants
b.
Evaluation: a stepping back to evaluate the plight
c.
Complication: a crises rises
d.
Resolution: the crisis is resolved, for better or for worse
e.
Re-orientation: to reset a new scene (optional) The lexical or grammatical features of a narrative are:
a.
Adverbs of Time (sometimes non-specific) e.g., one day, once upon a time, later, afterwards, in the end, etc.
b.
Past Tense Action Verbs e.g., fought, chased, marched, jumped, slammed, etc.
c.
Person and Place Describing Words e.g., small, hidden, handsome, beautiful, mysterious, etc.
d.
Dialogue or “Saying” Verbs. e.g., said, screamed, replied, insisted, remarked, etc. The sample text of narratives can be seen in the following passage:
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Once upon a time there lived a lovely princess with fair skin and blue eyes. She was so fair that she was named Snow White. Her mother died when Snow White was a baby and her father married again. This queen was very pretty but she was also very cruel. The wicked stepmother wanted to be the most beautiful lady in the kingdom and she would often ask her magic mirror, “Mirror! Mirror on the wall! Who is the fairest of them all?” And the magic mirror would say, “You are, Your Majesty!” But one day, the mirror replied, “Snow White is the fairest of them all!” The wicked queen was very angry and jealous of Snow White. She ordered her huntsman to take Snow White to the forest and kill her. “I want you to bring back her heart,” she ordered. But when the huntsman reached the forest with Snow White, he took pity on her and set her free. He killed a deer and took its heart to the wicked queen and told her that he had killed Snow White. Snow White wandered in the forest all night, crying. When it was daylight, she came to a tiny cottage and went inside. There was nobody there, but she found seven plates on the table and seven tiny beds in the bedroom. She cooked a wonderful meal and cleaned the house and tired, finally slept on one of the tiny beds. At night, the seven dwarfs who lived in the cottage came home and found Snow White sleeping. When she woke up and told them her story, the seven dwarfs asked her to stay with them. When the dwarfs were away, Snow White would make delicious meals for them. The dwarfs loved her and cared for her. Every morning, when they left the house, they instructed her never to open the door to strangers. Meanwhile, in the palace, the wicked queen asked, “Mirror! Mirror on the Who is the fairest of them The mirror replied, White is the fairest of them all! She lives with the seven dwarfs in the woods!” The wicked stepmother was furious. She was actually a witch knew how to make magic potions. She now made a poisonous potion and dipped a shiny red apple into it. Then she disguised herself as an old peasant woman and went to the woods with the apple. She knocked on the cottage door and said “Pretty little child! Let me in! Look what I have for you!” White said, “I am so sorry, old lady, I cannot let you in! The seven dwarfs have told me not to talk to strangers!” But then, Snow White saw the shiny red apple, and opened the door. The wicked witch offered her the apple and when she took a bite poor Snow White fell into a deep sleep. The wicked stepmother went back to the palace and asked the mirror, “Mirror! Mirror on the wall! Who is the fairest of them all?” The mirror replied, “You are, Your Majesty!” and she was very happy. When the seven dwarfs came home to find Snow White lying on the floor, they were very upset. They cried all night and then built a glass coffin for Snow White. They kept the coffin in front of the cottage. One day, Prince Charming was going past the cottage and he saw Snow White lying in the coffin. He said to the dwarfs, “My! My! She is so beautiful! I would like to kiss her!” And he did. Immediately, Snow White opened her eyes. She was alive again! The Prince and the seven dwarfs were very happy. Prince Charming married Snow White and took her to his palace and lived happily ever after. (source: http://shortstoriesshort.com)
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2.3.2. Procedure Text The purpose of procedure texts is to tell how to do something and to provide a clear set of directions for completing a specific task. The structure of procedure texts can be summarized as follows: a.
Heading/Title
b.
End Goal
c.
List of Materials/Ingredients
d.
Steps in Sequence
e.
Additional Suggestions
f.
Visual Aids As to complement the structure, the following is the list of lexical and grammatical features presented on procedural texts.
a.
Action Verbs As Imperatives (Cut, grasp, connect, secure, remove, align, etc.)
b.
A Range of Adverbials Time (when): first, second, third, next, finally, lastly, etc. Manner (how): carefully, very slowly, finely, firmly with one hand, etc. Place (where): in a moderate oven, through the tunnel, onto the breadboard, etc. Reason (why): to form a soft batter, so that the filling does not come out.
The following is a sample of a procedure text HOW TO MAKE A PERFECT SNOWMAN While it seems like building a snowman should be child’s play, if you don’t use the right type of snow or have enough of it, it can turn into one frustrating project. So before the snow falls and you’re heading outside for winter’s play, brush up on your snowman building skills to insure that this will be a fun family activity for all of you. To make a perfect snow man: STEP 1:
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Choose the right snow. Snowman snow must be packable. Packable snow has more moisture than the dry, flaky stuff. That’s what helps hold it together. Fresh snow that falls just above or just below freezing temperatures usually works best. To test if your snow is packable, pack it into your hands and make a ball. If it sticks together, you are good to go. If the snow seems too dry, spray it with a little water to add moisture. STEP 2: Take a handful of snow and shape it into a ball. Pack the ball with snow until it’s too large for you to hold in your hands. STEP 3: Roll the ball across the lawn away from you. As you do this, your ball will gain girth. This is your first ball and should be largest as it will serve as the base for your snowman. STEP 4: Repeat steps 1-3, twice. Your second ball should be a bit smaller and will serve for as the midsection. Your third ball will be slightly smaller than your middle ball and serve as the head. STEP 5: Stack your snowballs from largest to smallest. Use a shovel to lift the midsection and head in place. Pack additional snow between the balls to help hold them together. STEP 6: Bring your snowman to life. Add eyes, a nose and a mouth. Use sticks for arms. Dress him up with a hat and scarf to reflect your personal style and taste. If packing and rolling seems like too much work, consider using the less traditional method of snowman making. To do so, pile up a large mound of snow and carve out the shape of a snowman. (source: http://www.momtastic.com) 2.3.3. Exposition Text The type of exposition used in this research is the analytical exposition. The purpose of exposition is to to persuade the reader or listener that something is the case. The writer put him/herself as an expert in a subject matter and persuade the readers to support his/her arguments in a certain direction. The structure of an expository text is: a.
Thesis/Personal Statement of Position
b.
Supporting Arguments and Evidence
c.
Refuting Counter-Arguments and Evidence
d.
Re-iteration of Point of View/ Conclusion The grammatical and lexical features of expository texts are as follows:
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a.
Modals (to position a reader in a certain way)
Certainty: must, will, should, etc. Less Certainty: Might, may, could b.
Nominalization (to create authority and de-personalize text)
Example: I found out the difference vs. The difference was out. c.
Connectives (as signposts for reader)
Clarifying: to put it another way, in particular, to illustrate, etc. Showing Cause/Effect: is caused by, so that, etc. Indicating Time: initially, soon, until, before, etc. Sequencing Ideas: first, second, next, in summary, etc. Adding Information: additionally, furthermore, etc. Condition/Concession: if…the, even though, etc. d.
Conjunctions (to link clauses within sentences)
Clarifying: for instance, in other words, that is, namely, etc. Showing Cause/Effect: consequently, accordingly Indicating Time: meanwhile, previously, until then Sequencing Ideas: first, second, finally, in the first place, etc. Adding Information: and, most convincing, likewise, moreover, furthermore, etc. Condition/Concession:
when…then,
although,
but,
however,
otherwise,
nevertheless, despite this, etc.
The following is a sample of an analytical exposition text:
Social Smoking: More Dangerous Than You Think If you think no one smokes anymore, think again; 43.8 million Americans are still puffing away on cigarettes. That’s nearly one in every five adults—but not all of them smoke every day. Up to 30 percent, in fact, are “social smokers,” those who indulge in their tobacco cravings occasionally, often in social situations. But even social smokers need to quit, says the American Cancer Society (ACS). November 15 marks the 37th Great American Smokeout, a day spotlighting the benefits of snuffing out the cigarette habit—including lower blood pressure; better circulation; easier breathing; and reduced risk of heart disease, stroke, and several types of cancer.
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Need even more motivation? Puffing even one cigarette a day boosts heart attack risk by 63 percent; smoking 20 cigarettes a day quadruples it. And smoking remains the leading cause of preventable death in the US. Every year, smoking and exposure to secondhand tobacco fumes kill 443,000 Americans, according to the CDC. For years, weekend smokers may have believed their habit was far less dangerous than smoking “full-time,” but a 2008 University of Georgia study proved them wrong. Published in the journal Ultrasound in Medicine and Biology, it showed that arteries of occasional smokers have impaired blood flow, even when participants hadn’t smoked a cigarette in several days. More recently, researchers at Northumbria University, publishing in the 2011 Open Addiction Journal, asked regular smokers, occasional smokers, and nonsmokers to perform a series of memory-related tasks. Not only did the occasional smokers score significantly lower than nonsmokers, researchers also found no difference between the scores of social smokers and those who use tobacco regularly. The message was clear; people who want to stay mentally sharp have to put down their cigarettes for good. A new Oxford University study of women and longevity offers solid evidence that quitting early can add years to your life. Researchers examined the lifestyles and smoking habits of 1.2 million women between the ages of 50 to 69. About half of the women had never smoked. The findings overwhelmingly supported stopping tobacco use. Those who quit smoking before they turned 40 reduced their risk of dying prematurely by 90 percent—and those who quit before age 30 lowered their risk by a stunning 97 percent! A separate study, published in the journal Lancet and also released in the last month, affirmed the Oxford research, concluding that women who quit smoking can lengthen their lives by at least a decade. (source: http://health.yahoo.net)
CHAPTER III RESEARCH METHOD
3.1
Research Design This research uses descriptive quantitative approach. The descriptive
quantitative method is used to investigate the average level of accuracy of Google Translate to process different text types. The dependent variable of this study is the accuracy of Google Translate and the independent variable of this study is text type. The study would see how different types of text affect the accuracy of Google Translate. This study only applies the descriptive analysis of quantitative data (descriptive statistics). There is a difference between descriptive statistics and inferential statistics. Descriptive statistics simply creates summary of the collection of the data and try to conclude from the pattern emerges in the process. Meanwhile, inferential statistics would try to predict the general trend of a phenomena from a very limited number of samples.
3.2
Unit Analysis The unit analysis of this research is text token in the chosen excerpts.
3.3
Source of Data The source of data is narrative, procedure and exposition text taken from
various websites.
3.4
Technique of Data Collection
The data collection follows these steps: 1.
The researcher provides 10 text of narratives in English from different sources, 10 text of procedures in English from different sources and 10 text of expositions in English from different sources.
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2.
Each paragraph consists of approximately 100 words. The total words to be analyzed is 3000 words.
3.
The researcher translates all paragraphs using Google Translate into Indonesian.
4.
The researcher records the results of translation.
3.5
Technique of Data Analysis
The data analysis follows these steps: 1.
The researcher put the source paragraph and target paragraph side by side in the following table:
Table 3.1 Data Collecting Sheet No
Source Paragraph
Target Paragraph
Nar 1
Nar 2
Nar -n
2.
The researcher identifies the innacurate translation in the target text. The researcher uses QQ tagging method developed by Sussex (2006). The fatal error criteria are based on article on Appendix D.
3.
The researcher counts the ratio of innacurate tokens (words) in the target text and the total tokens (words) of the target paragraph with the following formula:
(Total number of tokens) – (Number of inaccurate tokens) x 100% (Total number of tokens)
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This formula is an adaptation of the type-token ratio formula mentioned by Lorenzo-Dus, N., & Meara, P. (2005). 4.
The researcher calculates the average accuracy ratio of each type of text.
5.
The researcher calculates the average results of the perceived accuracy of each type of text.
Narrative Table 3.2 Sample of Data Recording and Tagging Process No.
Source Paragraph
Target Paragraph
Nar 1
Long, long ago, in the winter-time, *QQLama, QQlama, pada musim when the snowflakes were falling dingin QQwaktu, ketika kepingan like little white feathers from the salju jatuh seperti bulu putih kecil sky, a beautiful Queen sat beside dari langit, Ratu cantik duduk di her window, which was framed in samping jendela, yang dibingkai black ebony, and stitched. As she dalam
ebony
hitam,
dan
worked, she looked sometimes at QQdijahit. Saat ia bekerja, dia the falling snow,
and
so
it kadang-kadang
melihat
hujan
happened that she pricked her salju, dan sehingga QQterjadi finger with her needle, so that QQbahwa ia QQditusuk jarinya three drops of blood fell upon the dengan jarum nya, sehingga tiga snow. How pretty the red blood tetes darah jatuh pada salju. looked upon the dazzling white! Betapa cantiknya darah merah The Queen said to herself as she tampak
pada
saw it, “Ah me! If only I had a dear QQmenyilaukan! little child as white as the snow, as pada dirinya
putih
Ratu
sendiri
berkata saat
ia
rosy as the blood, and with hair as melihat hal itu, "Ah aku! Kalau black as the ebony window- saja frame.”
aku
punya
QQsayang QQseperti darah,
anak
seputih kemerahan
dan
dengan
kecil salju, seperti
rambut
26
sehitam eboni dengan QQjendelaframe. "
*QQ marks the innacurate tokens.(more on QQ tagging, see Sussex (2006)) **Formula of accuracy ratio can be seen on the method of data analysis
Total tokens of target paragraph
: 95 tokens
Number of innacurate tokens in target paragraph
: 11 tokens
Accuracy
: 88,42%
Sample of the screenshot:
Figure 3.1 Sample of Screenshot
CHAPTER IV DATA ANALYSIS
4.1
Results of the Study It has been mentioned in Chapter III that the researcher has searched for
10 paragraphs of narratives in English from 10 different sources, 10 paragraphs of procedures in English from 10 different sources and 10 paragraphs of expositions in English from 10 different sources. The reasons why the paragraphs were taken from different sources is because the researcher would like to ensure the variability of the text. This variability includes author styles, readibility levels, lexical range and formats. The range of text used in this study can be summarized as follows: Table 4.1 Sources of Narrative Paragraphs No.
Text Code
1.
Nar 1
2.
Nar 2
3.
Nar 3
4.
Nar 4
5.
Nar 5
6.
Nar 6
Topic Snow White Life in a Village Dad and Son Merchant and Donkey Raven and Swan Old Cuirassier
7.
Nar 7
Remedy
8.
Nar 8
Daughter of the Moon Forecast
9.
Nar 9
Number of Tokens 113 116 150 112 127 120 113 128 100
Source http://www.ladress.com/en/blog/2013/ 8/20/a-little-inspiration-to-start-yourday-320 http://eastoftheweb.com/shortstories/UBooks/DragRock.shtml http://www.bedtime.com/html/the_hol e_story.htm http://www.kidsworldfun.com/shortstor ies_amerchantandhisdonkey.php http://americanliterature.com/author/a esop/short-story/a-raven-and-a-swan http://www.kidsgen.com/short_stories/ the-siege-ofberlin.htm#LkhRvVsT5tXO8bmQ.99 http://www.short-story.me/fantasystories/666-remedy.html http://www.short-story.me/fantasystories/642-daughter-of-the-moon.html http://www.shortbreadstories.co.uk/sto ry/view/forecast/#axzz35HpMjX5G
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27
10.
Nar 10
Jennifer 155
http://www.shortbreadstories.co.uk/sto ry/view/jennifers_tears/#axzz35HpMjX5 G
Table 4.2 Sources of Procedure Paragraphs No .
Text Code Proc 1
1. Proc 2 2. Proc 3 3. Proc 4 4.
Topic
Number of Tokens
Source
Pancake
168
Hallowee n
128
http://www.sofeminine.co.uk/worldcuisine/how-to-make-pancakespancake-recipe-som869.html http://www.bbc.co.uk/cumbria/features /halloween/pumpkin.shtml
Driving Golf Cart
105
http://www.ehow.com/how_2058016_d rive-golf-cart.html
Wrappin g a Gift
146
http://www.oprah.com/food/How-toWrap-a-Gift-Use-our-Step-by-Step-Guide
Proc 5 Changing Desktop 5. Backgrou nd Building Proc 6 Self 6. Confiden t Proc 7 Installing 7. Car Spoiler Preparin Proc 8 8. g to Sell your Car Removin Proc 9 9. g Spark Plug Proc To Curve 10 10. a Ball
143
140
163
134
157
174
http://windows.microsoft.com/enid/windows/change-desktopbackground-wallpaper#1TC=windows-7 http://www.pickthebrain.com/blog/10ways-to-instantly-build-selfconfidence/#VLlkTt2fkTMdPMA9.99 http://www.doityourself.com/stry/howto-install-an-aftermarket-spoiler-on-acar#.U6W4aGeMqTY#ixzz35IGQjs00 https://www.cars.com/sell/howto/prepare-your-car http://www.dummies.com/howto/content/how-to-remove-old-sparkplugs.html http://football.isport.com/footballguides/how-to-curve-a-kick-in-soccer
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Table 4.3 Sources of Exposition Paragraphs Text Code
Topic
1.
Exp 1
The First World War
132
2.
Exp 2
Fossil Fuel
156
3.
Exp 3
Carbon Tax Policy
118
4.
Exp 4
EU Failure
150
5.
Exp 5
Discrimination
148
6.
Exp 6
7.
Exp 7
8.
Exp 8
Violence in Video Games
135
9.
Exp 9
How to fire a client
128
10.
Exp 10
Government pays for higher education
141
No.
Human Cloning Ozone and Freon
Number of Tokens
161 125
Source http://www.studymode.com/ess ays/The-First-World-War-EndedThe-490893.html https://www.ecotricity.co.uk/our -green-energy/energyindependence/the-end-of-fossilfuels http://www.theaustralian.com.a u/national-affairs/senate-votesagainst-abolition-of-carbontax/story-fn59niix1226860065470 http://blogs.hbr.org/2013/06/the -european-union-a-failed-ex/ http://www.change.org/petitions /no-more-gender-discriminationat-srcs http://www.actionbioscience.org /biotechnology/mcgee.html http://www.epa.gov/ozone/title 6/609/consumers/cons2.html http://www.education.com/facts /quickfacts-video-games/whatvideogames-teach/ http://www.huffingtonpost.com/ debbe-daley/firing-yourclient_b_5108436.html http://www.debate.org/opinions /should-higher-educationshould-be-offered-to-all-for-free
There are 30 excerpts of passsages collected for the purposes of the study. The total number of tokens (words) is 4,086. The average number of words per excerpt is 136.2 words with the standard deviation of 19.51. The paragraph with the highest number of words consists of 174 words and the lowest consists of 100 words. All the excerpts are translated using Google Translate and all results are recorded in the prepared table. All the results then analyzed using the QQ
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tagging mechanism. All errors which are related with inaccuracy is tagged using QQ mechanism and tallied. The accuracy of each excerpt can be calculated using the formula following: (Total number of tokens) – (Number of inaccurate tokens) (Total number of tokens)
4.2
x 100%
Analysis of the Translation Inaccuracy Using the translation quality index (TQI) explained earlier by Schiaffino
and Zearo (2005) there are at least three types of inaccuracy which should be paid attention on by translators. They are: (1) Translation Accuracy (Lexical), (2) Translation Structure and Grammar and (3) Language, Style and Creativity in Translation. The researcher in this study only uses criteria (1) and (2) to analyse the nature of the inaccuracy of the sample used in this research. The analysis of criterion (3) is not in the scope of this study because style and creativity are more subjective sub-criteria and a more advanced instrument needs to be developed to measure both of them. In order to make it understandable, the grammatical inaccuracy in the text is marked with ‘GRM’ and the lexical one is marked with ‘LX’. Criteria of grammatical and lexical inaccuracy plus samples can be seen on Appendix E.
4.2.1 Inaccuracy in narrative text Here, the narrative text are taken from various websites and level of difficulties. The excerpts of the text are translated using Google Translate. The analysis starts with paragraph Nar-1. Nar 1
Long, long ago, in the winter-time, when the snowflakes were falling like little white feathers from the sky, a beautiful Queen sat beside her window, which was framed in black ebony, and stitched. As she worked, she looked sometimes at the falling snow, and so it happened that she pricked her finger with her needle,
QQ1Lama LX, QQ2lama LX, pada musim dingin QQ3waktu GRM, ketika kepingan salju jatuh seperti bulu putih kecil dari langit, Ratu cantik duduk di samping jendela, yang dibingkai dalam ebony hitam, dan QQ4dijahit LX. Saat ia bekerja, dia kadang-kadang melihat hujan salju, dan sehingga QQ5terjadi
30
so that three drops of blood fell upon the snow. How pretty the red blood looked upon the dazzling white! The Queen said to herself as she saw it, “Ah me! If only I had a dear little child as white as the snow, as rosy as the blood, and with hair as black as the ebony window-frame.”
GRM QQ6 GRM bahwa ia QQ7ditusuk GRM jarinya dengan jarum nya, sehingga tiga tetes darah jatuh pada salju. Betapa cantiknya darah merah tampak pada putih QQ8menyilaukan LX! Ratu berkata pada dirinya sendiri saat ia melihat hal itu, "Ah aku! Kalau saja aku punya anak kecil QQ9sayang LX seputih salju, QQ10seperti GRM kemerahan seperti darah, dan dengan rambut sehitam eboni dengan QQ11jendela-frame. LX"
In paragraph NAR-1, there are 5 lexical inaccuracies and there are 6 grammatical innacuracy. The word ‘long’ is translated to ‘lama’ in QQ1 and QQ2. It is supposed to be translated to ‘dulu’. ‘In the winter time’ is supposed to be translated to ‘pada musim dingin’ not ‘pada musim dingin waktu’. It is a form of redundance in QQ3. ‘Stitched’ in QQ4 is used to describe a window, so the word ‘dijahit’ is impossible to be used for a window. ‘It happened that’ in QQ5 is translated to ‘terjadi’. This is not accurate because ‘it happens that’ is an idiom to say ‘kebetulan’. In QQ7, ‘ditusuk’ is not the right form of the word. The right form should be ‘tertusuk’. In QQ8, ‘dazzling white’ is translated to ‘menyilaukan’. The better translation for this is ‘putih bersih’. In QQ9, ‘a dear little child’ is translated to ‘anak kecil sayang’. The word ‘sayang’ is not correct. A better translation would be ‘kesayangan’. QQ10 is a sample that Google Translate is not an accurate tool for special grammatical cases like ‘as rosy as’. In QQ11, there is some part of the phrase that is not translated while the equivalent word might be available.
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Nar 2
This particular summer had been very hot and dry, making the lean farm dogs sleepy and still. Farmers whistled lazily to themselves and would stand and stare into the distance, trying to remember what it was that they were supposed to be doing. By two o'clock in the afternoon, the town would be in a haze of slumber, with grandmas nodding off over their knitting and farmers snoozing in the haystacks. It was very, very hot. No matter how hot the day, however, the children would always play in the gentle, rolling meadows. With wide brimmed hats and skin slippery with sun block, they chittered and chattered like sparrows, as they frolicked in their favourite spot.
Musim panas ini telah sangat panas dan kering, membuat anjing pertanian ramping mengantuk dan QQ1masih LX. Petani bersiul malas untuk diri mereka sendiri dan akan berdiri dan menatap ke kejauhan, mencoba mengingat apa itu QQ2 bahwa GRM mereka seharusnya lakukan. Pada pukul dua siang, kota akan berada dalam kabut tidur, dengan nenek terkantukkantuk QQ3 di atas merajut GRM dan petani tertidur di tumpukan jerami. Itu sangat, sangat panas. Tidak peduli seberapa panas hari, namun, anak-anak akan selalu bermain di QQ4 lembut GRM, padang rumput bergulir. Dengan topi lebar bertepi dan kulit licin dengan sun block, mereka mencicit dan berceloteh seperti burung pipit, karena mereka bermain-main di tempat favorit mereka.
Paragraph Nar-2 has 1 lexical inacurracy and 3 grammatical items of inacuracy. The word ‘still’ in QQ1 is supposed to be translated to ‘terdiam’ or ‘diam. However, by Google Translate it is processed into ‘masih’. The section ‘to remember what it was that they were supposed to be doing’ in QQ2 is translated into ‘mencoba mengingat apa itu bahwa mereka seharusnya lakukan’. The translation should be ‘mencoba mengingat apa yang seharusnya mereka lakukan’. In QQ3, the phrase ‘over their knitting’ is translated into ‘di atas merajut’. ‘Knitting’ is supposed to be translated as ‘rajutan’. The phrase ‘play in the gentle’ in QQ4 which is translated to ‘bermain di lembut’ has made no sense to the reader. It is supposed to be ‘bermain di permukaan yang lembut’.
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Nar 3
On a high hill under tall maple trees stands a small one-story house. Let's take a peek through the window, so we can see what's happening inside. A father sits on the edge of a young son's bed that is shaped like a sports car. The man is speaking quietly to the boy. His words drift through the window screen like a gentle breeze. "David, I want to tell you a special story." "You always tell me bed-time stories, dad." "But today is different. You’re finally ten years old, the same age I was when my father told me this story." "He told you this story on your birthday, too?" David asked. "Oh yes. There is so much to learn, as you grow older. And things are often very different than you expect." David listened, eyes opened wide. He loved his father very much. And he really enjoyed bedtime stories.
Di bukit yang tinggi di bawah pohon maple yang tinggi berdiri sebuah rumah satu lantai kecil. Mari kita mengintip melalui jendela, sehingga kita dapat melihat apa yang terjadi di dalam. Seorang ayah duduk di tepi tempat tidur seorang anak muda yang berbentuk seperti mobil sport. Pria itu berbicara pelan ke anak itu. Kata-katanya melayang melalui layar jendela seperti angin sepoisepoi. "David, saya ingin menceritakan sebuah kisah khusus." "Kau selalu menceritakan kisahkisah waktu tidur, ayah." "Tapi hari ini berbeda. Akhirnya kau berumur sepuluh tahun, usia yang sama saya ketika ayah saya menceritakan kisah ini." "Dia menceritakan kisah ini pada hari ulang tahun Anda, juga?" Tanya David. "Oh ya. Ada begitu banyak QQ1 belajar GRM, karena Anda bertambah tua. Dan hal-hal yang seringkali sangat berbeda dari yang Anda harapkan." David mendengarkan, mata terbuka lebar. Dia mencintai ayahnya sangat QQ2 banyak GRM. Dan dia benar-benar menikmati cerita sebelum tidur.
Although the use of ‘anda’ in this paragraph can be a distracter for most readers, this study cannot mark this usage as inaccuracy. This study only limits its analysis on the lexical and grammatical inaccuracy. The use of ‘anda’ in this paragraph is a stylistic one and it is not covered by the scope of the study. The translation of this paragraph has only two grammatical inaccuracies. In QQ1, the clause ‘Ada begitu banyak belajar’ does not make any sense. The suggestion
33
would be ‘ada banyak hal yang bisa dipelajari’. The full sentence of QQ2 says ‘He loved his father very much” and it is translated to ‘dia mencintai ayahnya sangat banyak’. The appropriate translation for this case is ‘dia sangat mencintai ayahnya’. Nar 4
One beautiful spring morning, a merchant loaded his donkey with bags of salt to go to the market in order to sell them. The merchant and his donkey were walking along together. They had not walked far when they reached a river on the road. Unfortunately, the donkey slipped and fell into the river and noticed that the bags of salt loaded on his back became lighter. There was nothing the merchant could do, except return home where he loaded his donkey with more bags of salt. As they reached the slippery riverbank, now deliberately, the donkey fell into the river and wasted all the bags of salt on its back again.
Suatu pagi musim semi yang indah, seorang pedagang QQ1sarat LX keledai itu dengan kantong garam untuk pergi ke pasar untuk menjualnya. Pedagang dan keledainya berjalan bersama bersama-sama. Mereka tidak berjalan jauh ketika mereka mencapai sungai di jalan. Sayangnya, keledai terpeleset dan jatuh ke sungai dan QQ2melihat LX bahwa kantong garam dimuat di punggungnya menjadi lebih ringan. Tidak ada pedagang bisa melakukan, kecuali kembali ke rumah di mana ia dimuat keledai itu dengan lebih kantong garam. Ketika mereka sampai di tepi sungai yang licin, sekarang sengaja, keledai jatuh ke sungai dan QQ3terbuang GRM semua tas garam di punggungnya lagi.
This paragraph has two items of lexical inaccuracy and one grammatical inaccuracy. The first lexical inaccuracy is when ‘loaded’ translated into ‘sarat’. In this case, ‘loaded’ means ‘menaruh muatan’. The second lexical inaccuracy is ‘noticed – melihat’. The word ‘noticed’ in the sentence is best translated to ‘menyadari’. The grammatical inaccuracy in this paragraph refers to ‘, the donkey fell into the river and wasted all the bags of salt’ which is translated to ‘keledai jatuh ke sungai dan terbuang semua tas garam’. The result of the translation reflects that the donkey was wasted not the bags of salt while in the source text it is the opposite.
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Nar 5
A Raven, which you know is black as coal, was envious of the Swan, because her feathers were as white as the purest snow. The foolish bird got the idea that if he lived like the Swan, swimming and diving all day long and eating the weeds and plants that grow in the water, his feathers would turn white like the Swan's. So he left his home in the woods and fields and flew down to live on the lakes and in the marshes. But though he washed and washed all day long, almost drowning himself at it, his feathers remained as black as ever. And as the water weeds he ate did not agree with him, he got thinner and thinner, and at last he died.
QQ1A Raven LX, yang Anda tahu adalah hitam seperti batu bara, iri melihat Swan, karena bulu nya yang putih seperti salju murni. Burung bodoh mendapat ide bahwa jika ia QQ2tinggal LX seperti Swan, berenang dan menyelam sepanjang hari dan makan rumput liar dan tanaman yang tumbuh di air, bulu-bulunya akan menjadi putih seperti Swan. Jadi ia meninggalkan rumahnya di hutan dan ladang dan terbang ke hidup di danau dan di rawa-rawa. Tapi meskipun ia QQ3dicuci LX dan QQ4dicuci LX sepanjang hari, hampir QQ5tenggelam GRM dirinya dalam hal itu, bulu-bulunya tetap hitam seperti biasa. Dan QQ6sebagai LX gulma air ia makan tidak QQ7setuju GRM dengan dia, ia QQ8mendapat GRM lebih QQ9 tipis LX dan lebih QQ10 tipis LX, dan akhirnya ia meninggal.
There are 7 lexical inaccuracies and 3 grammatical inaccuracies in this paragraph. The word ‘raven’ is not translated in QQ1. The word ‘lived’ is translated to ‘tinggal’ in QQ2. The right context for this case is ‘hidup’ and not ‘tinggal’. QQ3 and QQ4 have ‘dicuci’ as the replacement of ‘washed’. In this context, ‘washed’ should be translated to ‘mandi’. The phrase ‘hampir tenggelam dirinya dalam hal itu’ in QQ5 is supposed to be simplified into ‘Ia hampir tenggelam’. In QQ6, ‘as’ is translated into ‘sebagai’. In this context ‘as’ means ‘karena’. In QQ7, the clause ‘the water weeds he ate did not agree with him’ is a very tricky case. In Indonesian language the clause would mean ‘gulma air yang Ia makan ditolak oleh perutnya’ but Google Translate processed it as ‘gulma air ia makan tidak setuju dengan dia’. The word ‘got’ in QQ8 means ‘menjadi’ but Google Translate processed it as ‘mendapat’. The word ‘thinner’ in QQ9 and QQ10 should be translated to ‘kurus’ but the machine refers it as ‘tipis’.
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Nar 6
I found the old cuirassier stretched out on the carpet with his face bleeding and motionless as if struck by a heavy blow. If he had been standing, he would have seemed a tall man. Stretched out as he was, he seemed immense. He had a fine face, magnificent teeth, a thick head of curly white hair, and though eighty years old did not look more than sixty. Near him his granddaughter knelt weeping. There was a strong family resemblance between them. Seeing them side by side, you thought of two beautiful Greek medals struck from the same matrix, but one old and worn and the other bright and clear-cut with all the brilliancy and smoothness of a first impression.
Saya menemukan QQ1cuirassier LX QQ2 lama LX berbaring di karpet dengan perdarahan wajahnya dan bergerak, seolah-olah dipukul oleh pukulan berat. Jika dia telah berdiri, ia akan tampak seorang pria jangkung. Berbaring seperti dirinya, ia tampak sangat besar. Dia memiliki wajah yang baik, gigi megah, kepala tebal rambut putih keriting, dan meskipun berusia delapan puluh tahun tidak QQ3melihat GRM lebih dari enam puluh. Dekatnya cucunya berlutut menangis. Ada kemiripan yang kuat antara mereka. Melihat mereka berdampingan, Anda memikirkan dua medali indah Yunani QQ4melanda LX dari matriks yang sama; tapi tua dan usang, dan yang lainnya terang dan jelas, dengan semua QQ5 brilliancy LX dan kelancaran kesan pertama.
There are 4 lexical inaccuracies and 1 grammatical inaccuracy in paragraph Nar-6. There some words which are not translated in QQ1 and QQ5. In QQ2, ‘old’ is translated to ‘lama’. The better meaning is ‘tua’. The concept of ‘melihat’ in QQ3 should be replaced by ‘terlihat’. In QQ4, the word ‘struck’ is translated to ‘melanda’. It is supposed to be ‘menonjol’. Nar 7
The smell of death hung heavy and pungent in the air. Sickness touched the skin and covered it in a dewy glow that in any other situation could have been attractive. Castellan held a scented handkerchief over her nose as she walked through the village to the church. There were many people already on the steps by the time she got there but they did not jostle for front of queue. None of them even stood within arm's reach of each other. All their eyes
Bau kematian tergantung berat dan tajam di udara. Penyakit menyentuh kulit dan tertutup dalam cahaya berembun QQbahwa dalam situasi lain bisa saja menarik. Castellan QQ1mengadakan LX saputangan beraroma atas hidungnya saat ia berjalan melalui desa ke gereja. Ada banyak orang yang sudah di tangga pada saat ia tiba di sana tetapi mereka tidak berdesakdesakan untuk depan antrian. Tak satu pun dari mereka bahkan
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focused on the closed doors, Castellan's included. A small square recess in the wooden door was covered with a sliding piece of metal that opened from the inside.
berdiri dalam jangkauan lengan satu sama lain. Semua mata mereka terfokus pada pintu tertutup, Castellan sudah QQ2termasuk GRM. Sebuah QQ3istirahat LX persegi kecil di pintu kayu ditutupi dengan sepotong QQ4geser GRMlogam yang dibuka dari dalam.
There are two lexical inaccuracy cases and two grammatical cases in above paragraph. The word ‘held’ in QQ1 is not ‘mengadakan’ but it is supposed to be ‘memegang’. The configuration of ‘Castellan sudah termasuk’ is somewhat strange in Bahasa Indonesia. A more natural translation would be ‘termasuk Castellan’. The word ‘recess’ in QQ3 is not ‘istirahat’ but it is better to be translated to ‘lubang’. In QQ4, ‘geser logam’ is not a natural phrase. It is better to be translated as ‘logam yang dapat digeser’. Nar 8
The moon cast its pale glow over the forest of Fenlock illuminating the eyes of the creatures that dwelled within. Mist intermingled with the trees giving moss just enough moisture to creep over every surface in the wood. Unsettling noises broke the silence of night in the trees, but seldom was there anyone around to hear it. Tales of the forest of Fenlock were well known to any folk living even remotely near the region. Everyone had heard of the disappearances, the anomalies, and terrors that seemed to inhabit the trees. It was common knowledge among all the children who lived near never to venture into the trees. No one was ever caught in the woods after dark or in the woods at all, except for this night.
Bulan melemparkan cahaya pucat di atas hutan Fenlock menerangi mata makhluk yang berdiam di dalam. QQ1Mist LX bercampur dengan pohon-pohon memberikan lumut kelembaban hanya cukup untuk merayap atas setiap permukaan kayu. Suara mengganggu memecah keheningan malam di pohon-pohon, tapi jarang ada orang di sekitar mendengarnya. QQ2Tales LX QQ3of LX hutan Fenlock yang terkenal QQ4untuk GRM QQ5setiap GRM QQ6hidup GRM rakyat bahkan QQ7jauh GRM QQ8dekat GRM wilayah tersebut. Setiap orang telah mendengar tentang penghilangan, anomali, dan teror yang tampaknya menghuni QQ9 pohon LX. Sudah menjadi rahasia umum di antara semua anak-anak yang tinggal dekat QQ10pernah LX menjelajah ke QQ11 pohon LX. Tidak ada yang pernah QQ12 tertangkap LX di hutan setelah
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gelap atau di hutan sama sekali, kecuali untuk malam ini.
There are five grammatical inaccuracies and seven lexical inaccuracies in this paragraph. QQ1, QQ2, and QQ3 leave the words untranslated. In QQ4, QQ5 and QQ6, Google Translate fails to translate ‘to any folk living’. In QQ7 and QQ8, Google Translate fails to translate ‘remotely near the region’. In QQ9 and QQ11, the words ‘trees’ and ‘woods’ are supposed to be translated to ‘hutan’. In QQ 10, the machine does super fatal mistake. ‘Never’ is translated to ‘pernah’, exactly the opposite meaning of ‘tidak pernah’. In QQ12, Google Translate translates ‘caught’ to ‘tertangkap’. The figurative meaning of ‘caught’ here is ‘terlihat’. Nar 9
The wrinkled man pokes a finger in to the slew of guts strewn across the parched ground. The day-dead rabbit that had previously contained them lies on its side three feet away facing east. A drag of the finger further displaces the ropes of intestine. Cocking his head the man lifts the finger to his lips and tastes. He hops from foot to foot and rolls his eyes in rapture. Several minutes pass before his eyes drop and regain their focus. With a nod he creaks to his feet and turns to face the silent, expectant crowd. “Rain. Two Days.”
Pria itu keriput QQ1pokes LX jari ke dalam QQ2membunuh LX QQ3nyali LX berserakan di tanah yang kering. QQ4Hari-mati LX kelinci yang sebelumnya terkandung QQ5keduanya GRM terletak pada sisinya tiga meter jauhnya menghadap ke timur. QQ6A LX QQ7drag LX jari lebih lanjut menggantikan tali usus. Memiringkan kepalanya pria itu mengangkat jari ke bibir dan QQ8seleranya GRM. Dia melompat dari kaki ke kaki dan memutar matanya dalam QQ9pengangkatan LX. Beberapa menit berlalu sebelum matanya drop dan kembali fokus QQ10mereka GRM. Dengan anggukan dia QQ11istirahat LX berdiri dan berbalik untuk menghadapi diam, QQ12orang LX QQ13hamil LX. "QQ14Rain LX. Dua Hari. "
There are 11 lexical inaccuracies and 3 grammatical inaccuracies in above paragraph. QQ1, QQ6, QQ7 and QQ14 leave the words untranslated. in QQ2 and QQ3, 'slew of guts' needs to be translated to 'serpihan jeroan'. In QQ4, 'hari-
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mati' does not make any sense. In QQ5, Google Translate fails to identify that 'them' refers to 'slew of guts'. In QQ8, 'tastes' means 'mencicipinya' and it is not 'seleranya'. In QQ9, 'rapture' is translated to pengangatan. The better translation for rapture is 'khusyuk'. In QQ10, Google Translate fails to translate 'regain their focus'. In QQ11, 'dia istirahat berdiri ' does not make any sense in Bahasa Indonesia. Funny exposure can be seen in QQ12 and QQ13, Google Translate processes 'expectant crowd' to 'orang hamil'. A better translation is 'kerumunan yang sedang penasaran'. Nar 10
James pulled his collar tight against the wind and looked up at the apartment windows glowing brightly, invitingly hoping for just a glance of Jennifer. He'd only learnt her name a week ago even though she'd lived in the flat above his for around six months now. Jennifer, he liked the way her name rolled along his tongue, a common enough name he knew but Jennifer wasn't your average girl. He lay awake night after night hearing her soft footfalls traversing his bedroom ceiling, pacing relentlessly and the crying; always the crying, soft murmurs, heavenly sobs. James imagined he could hear her teardrops splashing softly on the floor above, running in the tiny fissures and cracks between the old tiles, bleaching the grouting with their saltiness, squeezing their way through the floor, around the tangled pipes and twisted wires, permeating his ceiling, baptising him as he lay prostrate on his bed in their unending sorrow.
James menarik kerahnya ketat QQ1terhadap LX angin dan menatap jendela apartemen bersinar cerah, QQ2mengundang GRM berharap untuk hanya sekilas dari Jennifer. Dia hanya QQ3ingin GRM QQ4belajar GRM namanya seminggu yang lalu meskipun ia tinggal di flat di atas nya untuk sekitar enam bulan sekarang. Jennifer, ia menyukai cara namanya digulung bersama lidahnya, nama yang cukup umum dia tahu tapi Jennifer QQ5sudah GRM QQ6tidak GRM gadis ratarata. Dia berbaring terjaga malam demi malam mendengar langkah kaki lembut melintasi langit-langit kamar tidurnya, mondar-mandir tanpa henti dan menangis; selalu menangis, QQ7murmur LX lembut, isak tangis surgawi. James membayangkan ia bisa mendengar air mata nya QQ8percikan GRM lembut di lantai atas, berjalan di celah kecil dan celah-celah antara ubin tua, QQ9pemutihan GRM QQ10grouting LX dengan rasa asin mereka, meremas jalan melalui lantai, sekitar pipa kusut dan kabel bengkok, menyerap QQ11nya LX langit-langit, membaptis saat dia bersujud di tempat tidurnya dalam
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kesedihan yang tiada akhir.
Five grammatical inaccuracies and six lexical inaccuracies are found in above paragraph. In QQ1, 'against' is translated to 'terhadap'. A better translation is 'melawan'. In QQ2, 'mengundang' is not the right translation for 'invitingly'. In QQ3 and QQ4, 'he'd only learnt her name' is translated to 'dia hanya ingin belajar namanya'. A better translation is 'dia baru tahu namanya'. In QQ5 and QQ6, 'Jennifer sudah tidak gadis rata-rata' does not make any sense in Bahasa Indonesia. 'Murmur' in QQ7 is left untranslated. 'Percikan' is supposed to be corrected to 'terpercik' in QQ8. 'Pemutihan' in QQ9 is supposed to be corrected to 'memutihkan'. In QQ10, 'grouting' is left untranslated. In QQ11, 'permeating' is translated to 'menyerap'. The better translation is 'menyebar'.
4.2.2 Inaccuracy in procedure text This section will dissect the types of inaccuracy in the 10 excerpts of procedural text in this study. The procedure text are randomly selected from various websites. Proc1 Sieve the flour and salt into a large bowl and make a well in the mixture. Break in the egg and stir to make a breadcrumby mix. In a jug add 1/3 of a pint of milk and top up with water to make 1/2 a pint (200ml milk, 100ml water) this makes a lovely light batter. Add the milk and the water mix bit by bit, beating constantly to avoid lumps. If you have a food processor just throw all the ingredients in and zap until smooth. Pop a large frying pan over a medium heat. Add a large knob of butter (roughly 50g) and melt. Pour the excess butter into a small bowl and reserve it for later. Using a ladle pour a spoonful of
Ayak tepung dan garam ke dalam mangkuk besar dan membuat QQ1sumur LX dalam campuran. QQ2Istirahat dalam telur LX dan aduk untuk membuat campuran QQ3breadcrumb LX. Dalam kendi tambahkan 1/3 dari setengah liter susu dan QQ4top up LX dengan air untuk membuat 1/2 liter (susu 200ml, 100 ml air) - ini membuat adonan ringan yang indah. Tambahkan susu dan sedikit campuran air demi sedikit, QQ5mengalahkan LX terusmenerus untuk QQ6menghindari LX QQ7benjolan LX. Jika Anda memiliki QQ8food LX QQ9processor LXhanya QQ10membuang LX semua bahan dalam dan QQ11zap LX sampai
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the pancake batter into the hot pan and swirl to get a full covering - cook for about 1 min each side (it's ready when it's easy to flip over). Serve immediately with sugar and lemon or other exciting toppings.
halus. QQ12Pop LX wajan besar di atas api sedang. Tambahkan QQ13tombol LX besar mentega (sekitar 50g) dan QQ14mencair GRM. Tuangkan kelebihan mentega ke dalam mangkuk kecil dan cadangan untuk nanti. Menggunakan sendok tuangkan sesendok adonan pancake ke dalam panci panas dan QQ15swirl LX untuk mendapatkan QQ16penutup LX penuh - masak selama sekitar 1 menit setiap sisi (sudah siap ketika itu mudah untuk QQ17flip LX atas). Sajikan segera dengan gula dan lemon atau topping menarik lainnya.
There is one grammatical inaccuracy and 16 lexical inaccuracies in this paragraph. The word 'sumur' in QQ1 should be replaced by ‘lubang’. In QQ2, 'istirahat' needs to be revised to 'pecahkan'. A number of words and phrases are left untranslated. QQ3, QQ4, QQ8, QQ9, QQ11, QQ12, QQ15, and QQ17 are not translated by Google Translate. In QQ5, 'mengalahkan' needs to be revised to 'pukul-pukul'. In QQ6 and QQ7, the phrase 'menghindari benjolan' needs to be revised to 'mencegah gumpalan'. In QQ10, 'membuang' needs to be revised to 'masukkan'. In QQ3, the word 'tombol' does not make sense. In QQ14, the word 'mencair' needs to be revised to 'cairkan'. In QQ16, the word 'penutup' does not make any sense in this context. Proc2 Cut a circular hole around the stalk. Tilt the point of the knife into the centre of the pumpkin. This will stop the lid from falling in. Scoop out the seeds and any loose flesh using the dessertspoon and the knife if needed. Sketch the face onto your pumpkin. Use a biro so any mistakes can be scrubbed off with a scouring pad or fingernail. Carefully cut out the features. Take
Potong lubang melingkar di sekitar batang. Miringkan titik pisau ke pusat labu. Hal ini akan menghentikan tutup jatuh masuk. QQ1Scoop LX keluar biji dan daging longgar menggunakan sendok makanan penutup dan pisau jika diperlukan. Sketsa wajah ke labu Anda. Gunakan biro sehingga kesalahan dapat digosok QQ2off LX dengan QQ3pad LXgosok atau
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small cuts and use a puncturing motion rather than a slicing one. Gently scrape away the flesh on the inside of the face until it is only 1cm thick. Using the knife, mark a circle the size of your candle or tea-light in the centre of the base. Carefully hollow out the marked area with the teaspoon.
kuku. Hati-hati memotong fitur. Ambil potongan kecil dan menggunakan gerakan menusuk daripada yang mengiris. QQ4Lembut mengikis GRM QQ5pergi LX daging di bagian dalam wajah sampai hanya 1cm tebal. Menggunakan pisau, QQ6menandai GRM lingkaran ukuran lilin atau QQ7teh-cahaya LX di tengah dasar. Hati-hati melubangi daerah ditandai dengan sendok teh tersebut.
There are two grammatical inaccuracies and five lexical inaccuracies in above paragraph. In QQ1, QQ2 and QQ3, words are left untranslated. In QQ4, the phrase 'lembut mengikis' needs to be revised to 'kikislah dengan lembut. In QQ5, the word 'pergi' is not needed. In QQ6, the word 'menandai' needs to be revised to 'tandai'. In QQ7, the phrase 'teh-cahaya' does not make any sense. Proc3 Ensure that the brake is pressed down firmly and locked into place before starting. Most golf carts will not start unless the brake is on but it's always a good idea to double check as a precautionary measure. Put the key in the ignition and turn it gently to the "On" position. You are not engaging a motor, so a gentle flick of the wrist is all you will need to start the golf cart. Keep in mind that since the majority of golf carts are electric, you will not "hear" it start. Always assume that the cart is running when in the "On" position.
Pastikan rem ditekan dengan kuat dan terkunci pada tempatnya sebelum memulai. Kebanyakan kereta golf tidak akan QQ1mulai LX kecuali rem QQ2adalah GRM QQ3pada GRM tapi selalu QQ4 GRM ide yang baik untuk memeriksa sebagai langkah pencegahan. Memasukkan kunci ke kunci kontak dan putar perlahan ke posisi "On". Anda tidak melibatkan motor, sehingga QQ5film LX lembut pergelangan tangan adalah semua yang Anda akan perlu untuk memulai mobil golf. Perlu diingat bahwa karena sebagian besar mobil golf listrik, Anda tidak akan "mendengar" itu QQ6mulai LX. Selalu menganggap bahwa QQ7gerobak LX berjalan ketika dalam posisi "On".
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There are three cases of grammatical inaccuracy and four cases of lexical inaccuracy. In QQ1 and QQ6, the word 'mulai' needs to be revised to 'menyala'. In QQ2, QQ3 and QQ4, there are serious grammatical mistakes that the sentence itself is barely understandable. In QQ5, the word 'film' is not needed. The word 'gerobak' in QQ7 needs to be revised to 'kereta'. Proc4 Make sure you have enough work space, then roll out the wrapping paper. Be sure you have enough paper to fit around the entire gift. Measure if necessary, leaving a few extra inches to be sure you are completely covered. Once the paper is cut to the right size, place your gift face down in the middle of the paper. Bring paper from the long side of the box, up to the middle of your package. Pull both sides tightly so the paper hugs your package smoothly, and tape closed. Next, you need to close the ends. Face the open end towards you and fold the right and left edges, pushing the sides in next to your box, to form flaps. Fold top flap down to the box, pulling tightly, and tape. Fold the bottom flap up tightly and tape. Repeat on other side of package.
Pastikan Anda memiliki ruang kerja yang cukup, kemudian QQ1menggulung GRM kertas pembungkus. Pastikan Anda memiliki cukup kertas agar sesuai di sekitar seluruh hadiah. Ukur jika perlu, meninggalkan inci ekstra untuk memastikan Anda benarbenar tertutup. Setelah kertas dipotong dengan ukuran yang tepat, QQ2menempatkan GRM hadiah QQ3wajah LX Anda QQ4turun LX di tengah-tengah kertas. QQ5Membawa GRM kertas dari sisi panjang kotak, sampai ke tengah paket Anda. Tarik kedua QQ6belah pihak LX QQ7erat GRM sehingga kertas QQ8pelukan LX paket Anda QQ9lancar LX, dan QQ10tape LX ditutup. Selanjutnya, Anda perlu untuk menutup ujung. QQ11Wajah LX ujung terbuka ke arah Anda dan lipat tepi kanan dan kiri, QQ12mendorong GRM sisi di samping QQ13komputer LX anda, untuk membentuk QQ14flap LX. Lipat QQ15top LX QQ16mengepakkan LX ke kotak, menarik erat, dan QQ17tape LX. Lipat QQ18flap LX QQ19bottom LX QQ20up LX erat dan QQ21 tape LX. Ulangi di sisi lain dari paket.
There are five grammatical inaccuracies and there are 16 lexical inaccuracies. In QQ1, the word 'menggulung' needs to be revised to 'gulung'. In QQ2, the word 'menempatkan' needs to be revised to 'tempatkan'. In QQ3 and
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Q11, the word 'wajah' does not make sense. In QQ4, the word 'turun' is not needed. In QQ5, the word 'membawa' needs to be revised to 'bawa'. In QQ6, the word 'belah pihak' needs to be revised to 'sisi'. In QQ7, the word 'erat' needs to be revised to 'dengan erat'. In QQ8, the word 'pelukan' needs to be revised to 'membungkuk'. In QQ9, 'lancar' needs to be revised to 'dengan baik'. In QQ10, QQ14, QQ15, QQ17, QQ18, QQ19, QQ20 and QQ21, words are left untranslated. In QQ12, 'mendorong' needs to be revised to 'dorong'. In QQ13, the word 'komputer' is making no sense in the context. In QQ6, the word 'mengepakkan' is not necessary. Proc5 Open Desktop Background by clicking the Start button Picture of the Start button and clicking Control Panel. In the search box, type desktop background, and then click Change desktop background. Click the picture or color that you want to use for your desktop background. If the picture you want to use isn't in the list of desktop background pictures, click an item in the Picture location list to see other categories, or click Browse to search for the picture on your computer. When you find the picture that you want, doubleclick it. It will become your desktop background. Under Picture position, click the arrow and choose whether to crop the picture to fill the screen, fit the picture to the screen, stretch the picture to fit the screen, tile the picture, or center the picture on the screen, and then click Save changes.
Buka Desktop Background dengan mengklik tombol Start Gambar tombol Start dan klik Control Panel. Pada kotak pencarian, QQ1latar LX QQ2 belakang LX QQ3jenis LX desktop, dan kemudian klik Ubah latar belakang desktop. Klik gambar atau warna yang ingin Anda gunakan untuk latar belakang desktop Anda. Jika gambar yang ingin Anda gunakan tidak ada dalam daftar desktop gambar latar belakang, klik item dalam daftar lokasi Picture untuk melihat kategori lain, atau klik Browse untuk mencari gambar pada komputer Anda. Bila Anda menemukan gambar yang Anda inginkan, klik dua kali. Ini akan menjadi latar belakang desktop Anda. QQ4Dalam LX posisi Picture, klik tanda panah dan memilih apakah akan memotong gambar untuk mengisi layar, sesuai dengan gambar ke layar, meregangkan gambar agar sesuai dengan layar, QQ5ubin LX gambar, atau QQ6 pusat GRM gambar pada layar, dan kemudian klik Simpan perubahan.
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There are five lexical inaccuracies and one grammatical inaccuracy. In QQ1 and QQ2, the phrase 'latar belakang' cannot be used here. This is a procedure text about computer operation and if you type 'latar belakang' to your computer, your computer will do nothing. In QQ3, 'jenis' needs to be revised to 'ketik'. In QQ4, the word 'dalam' needs to be revised to di bawah. In Q5, the word 'ubin' does not make any sense in the context. In QQ6, the word ‘pusat’ needs to be revised to ‘pusatkan’. Proc6 Similarly, the way a person carries herself tells a story. People with slumped shoulders and lethargic movements display a lack of self confidence. They aren’t enthusiastic about what they’re doing and they don’t consider themselves important. By practicing good posture, you’ll automatically feel more confident. Stand up straight, keep your head up, and make eye contact. You’ll make a positive impression on others and instantly feel more alert and empowered. One of the best ways to build confidence is listening to a motivational speech. Unfortunately, opportunities to listen to a great speaker are few and far between. You can fill this need by creating a personal commercial. Write a 30-60 second speech that highlights your strengths and goals. Then recite it in front of the mirror aloud (or inside your head if you prefer) whenever you need a confidence boost.
Demikian pula, cara seseorang membawa dirinya menceritakan sebuah cerita. Orang dengan bahu merosot dan gerakan lesu menampilkan kurangnya kepercayaan diri. Mereka tidak antusias tentang apa yang mereka lakukan dan mereka tidak menganggap diri mereka penting. Dengan berlatih postur yang baik, secara otomatis Anda akan merasa lebih percaya diri. Berdiri tegak, menjaga kepala Anda, dan membuat kontak mata. Anda akan membuat kesan positif pada orang lain dan langsung merasa lebih waspada dan diberdayakan. Salah satu cara terbaik untuk membangun kepercayaan diri adalah mendengarkan pidato motivasi. Sayangnya, kesempatan untuk mendengarkan pembicara yang hebat QQ1 sedikit GRM QQ2dan GRM QQ3jauh GRM QQ4antara GRM. Anda dapat mengisi kebutuhan ini dengan menciptakan sebuah iklan pribadi. Tulis pidato 30-60 detik yang menyoroti kekuatan dan tujuan. Kemudian membacanya di depan cermin keras (atau di dalam kepala Anda jika Anda lebih suka) setiap kali Anda membutuhkan dorongan
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kepercayaan diri.
There are four grammatical inaccuracies in this paragraph. The inaccuracy in QQ1, QQ2, QQ3 and QQ4 are interrelated. The word order is confusing and the reader would not get any meaning from the sentence. The better translation would be 'sulit ditemukan dan jikapun ada, akan jarang kita temui'. Proc7 Step 1 – Safety Put on your protective eye wear before you begin to work. Step 2 – Measuring the Trunk Lid Use a tape measure to determine the length and the width of the lid of the trunk of your car. You will need to add in the dimensions of the underside bracing structure of the trunk lid. Step 3 – Purchasing the Spoiler Visit your local dealership or automobile parts shop to purchase your new spoiler. Take your measurements with you. Speak with a professional service person about your plans. Be sure the spoiler you purchase is one that is manufactured for the make and model of your car. If necessary, you can purchase a universal spoiler but you will probably have to make a few more adjustments to the spoiler. Step 4 – Assembling the Spoiler Position the wing brackets of the spoiler so that they fit together properly. Use a wrench to carefully tighten the bolts that will keep the brackets together securely.
Langkah 1 Keselamatan QQ1Memakai memakai GRM pelindung mata Anda sebelum Anda mulai bekerja. Langkah 2 - Mengukur tutup QQ2 Trunk LX Gunakan pita pengukur untuk menentukan panjang dan lebar tutup bagasi mobil Anda. Anda akan perlu menambahkan QQ3dalam GRM dimensi struktur bawah QQ4menguatkan dari GRM tutup bagasi. Langkah 3 - Pembelian Spoiler QQ5tersebut GRM Kunjungi dealer atau QQ6 bagianbagian LX mobil toko lokal Anda untuk membeli spoiler baru Anda. Ambil pengukuran Anda dengan Anda. Bicara dengan layanan orang profesional tentang rencana Anda. Pastikan Anda membeli spoiler QQ7adalah GRM QQ8salah GRM QQ9satu GRM yang diproduksi QQ10untuk GRM QQ11membuat LX dan model mobil Anda. Jika perlu, Anda dapat membeli spoiler universal, tetapi Anda mungkin akan harus membuat beberapa penyesuaian spoiler. Langkah 4 - Perakitan Spoiler QQ12tersebut GRM QQ13Posisi GRM QQ14kurung sayap LX spoiler sehingga mereka QQ15cocok LX QQ16bersama-sama LX dengan baik. Gunakan kunci pas
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QQ17 untuk hati-hati GRM kencangkan baut yang akan membuat QQ18kurung LX QQ19bersama-sama LX aman.
There are 11 cases of grammatical inaccuracy and eight cases of lexical inaccuracy. In QQ1, the word 'memakai' needs to be revised to 'pakai'. In QQ2, the word 'trunk' is left untranslated. In QQ3, the word 'dalam' is not necessary. In QQ4, the phrase 'menguatkan dari' does not make any sense. In QQ5 and QQ12, 'the' is translated as 'tersebut'. In this case, it is not appropriate usage of 'tersebut'. In QQ6, the phrase 'bagian-bagian' for cars is not common and confusing. The most common use in Indonesian is 'onderdil'. In QQ7, the word 'adalah’ is not necessary In QQ8 and QQ9, the phrase 'salah satu' is not appropriate. In QQ10, the word 'untuk' is not appropriate. In QQ11, the word 'make' is translated to 'membuat'. However, in this particular case, 'make' means 'merk'. In QQ13, the word 'posisi' needs to be translated to 'posisikan'. In QQ14, the phrase 'kurung saya' does not make any sense. In QQ15 and QQ16, the phrase 'cocok bersama-sama' is not appropriate to explain auto car parts. In QQ17, the phrase 'untuk hati-hati' needs to be revised to 'dengan hati-hati'. In QQ18 and Q19, the phrase 'kurung bersama-sama' does not make any sense. Proc8 Start by cleaning your car thoroughly. Wash and wax the exterior, remove all interior and trunk clutter, vacuum and wipe down all interior surfaces, and clean all the windows. You could have it detailed by a professional to save time. This can range from $20 to $50 for a simple clean and wash, or from $100 to $200 for full detailing (shampoo, wax, etc.).
Mulailah dengan membersihkan mobil Anda secara menyeluruh. Cuci dan QQ1lilin LX eksterior, interior dan menghapus QQ2semua kekacauan LX QQ3batang LX, vakum dan QQ4menghapus LX QQ5bawah LX semua permukaan interior, dan QQ6membersihkan GRM semua jendela. Anda bisa QQ7memilikinya LX QQ8 rinci LX oleh seorang profesional untuk menghemat waktu. Hal ini dapat Replace burnt-out lights or fuses berkisar dari $ 20 sampai $ 50 and top off all fluid levels. untuk QQ9 bersih GRM sederhana Get a vehicle history report to dan mencuci, atau dari $ 100 present to potential buyers; this sampai $ 200 untuk QQ10 penuh merinci LX (shampoo, QQ11lilin LX,
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provides credibility and builds trust. Reports from Carfax are available on Cars.com; other services are available online as well. If you have detailed inspection records, prepare itemized copies (with service receipts) for prospective buyers. This shows you've kept up with maintenance and suggests you're selling a reliable vehicle.
dll). Ganti QQ12 terbakar habis lampu GRM atau sekering dan QQ13 top LX QQ14off LX semua tingkat cairan. Dapatkan laporan sejarah kendaraan untuk QQ15 menyajikan GRM kepada pembeli potensial; ini memberikan kredibilitas dan membangun kepercayaan. Laporan dari Carfax tersedia di Cars.com; layanan lain yang tersedia secara online juga. Jika Anda memiliki catatan pemeriksaan rinci, QQ16 menyiapkan GRM salinan QQ17 diperinci GRM (dengan QQ18 penerimaan LX layanan) bagi calon pembeli. Ini menunjukkan Anda telah QQ19 terus LX dengan pemeliharaan dan QQ20 menyarankan LX Anda menjual kendaraan yang dapat diandalkan.
There are six grammatical inaccuracies and 14 lexical inaccuracies. In Q1 and Q11, 'lilin' is not an appropriate translation of 'wax' in this context. In QQ2, the word 'kekacauan' is too extreme. In QQ3, the word 'batang' needs to be revised to 'bagasi'. In QQ4 and QQ5, the phrase 'menghapus bawah' does not make sense. In QQ6, the word 'membersihkan' needs to be revised to 'bersihkan'. In QQ7 and QQ8, 'memilikinya rinci' does not make sense. In QQ9, the word 'bersih' needs to be revised to 'pembersihan'. In QQ10, the phrase 'penuh merinci' does not make any sense. In QQ12, 'terbakar habis lampu' needs to be revised to 'lampu yang mati'. In QQ13 and QQ14, words are left untranslated. QQ15 is another active-passive problem. In QQ16, the word 'menyiapkan' needs to be revised to siapkan. In QQ17, the word 'diperinci' needs to be revised to 'yang rinci'. In QQ18, the word 'penerimaan' needs to be revised to 'kwitansi'. In QQ19, the word 'terus' needs to be revised to 'rajin'. In QQ20, the word 'menyarankan' needs to be revised to 'menandakan'.
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Proc9 Gently grasp a spark plug wire by the boot (the place where it connects to the spark plug), twist it, and pull it straight out. Never yank on the wire itself (you can damage the wiring). The shiny thing sticking out of the engine block after you remove the wire from the spark plug is the terminal of the spark plug. This figure shows you all the parts of a spark plug, including the terminal. Use a soft, clean rag or a small paintbrush to clean the area where the spark plug enters the block. You also can blow the dirt away with a soda straw. Cleaning the area keeps loose junk from falling down the hole into the cylinder when you remove the plug. Place your spark plug socket (the big one with the rubber lining) over the spark plug; exert some pressure while turning it slightly to be sure that it’s all the way down.
Dengan lembut pegang QQ1 kawat LX busi QQ2 dengan GRM boot (tempat di mana ia terhubung ke busi), QQ3 memutar GRM, dan tarik lurus. QQ4 Tidak pernah GRM mencabut QQ5pada GRM kawat itu sendiri (Anda dapat merusak kabel). QQ6 Hal LX mengkilap mencuat dari blok mesin setelah Anda QQ7 menghapus LX QQ8 kawat LX dari busi adalah terminal dari busi.QQ9 Angka LX ini menunjukkan semua bagian busi, termasuk terminal. Gunakan QQ10 lembut GRM, kain bersih atau kuas kecil untuk membersihkan daerah di mana busi memasuki blok. Anda juga dapat meniup kotoran pergi dengan sedotan soda. Membersihkan daerah QQ11 terus LX QQ12sampah LX QQ13 lepas LX dari jatuh QQ14 ke GRM QQ15 bawah GRM lubang ke dalam silinder ketika Anda cabut steker. Tempatkan QQ16Anda GRM soket busi (yang besar dengan lapisan karet) QQ17 lebih LX busi; QQ18mengerahkan GRM beberapa tekanan saat QQ19mengubahnya GRM sedikit untuk memastikan bahwa itu semua jalan ke bawah.
There are ten grammatical inaccuracies and nine lexical inaccuracies. In QQ1 and QQ8, the word 'kawat' needs to be revised to 'kabel'. In QQ2, 'dengan' needs to be revised to 'dekat'. In QQ3, 'memutar' needs to be revised to 'putar'. In QQ4, 'tidak pernah' needs to be revised to 'jangan'. In QQ5, the word 'pada' is not necessary. In QQ6, 'hal' needs to be revised to 'benda'. In QQ7, 'menghapus' needs to be revised to 'melepas'. In QQ9, 'angka' needs to be revised to 'gambar'. QQ10 and QQ16 contain word order problem. In QQ11, the word 'terus' needs to
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be revised to 'menjaga'. The word 'sampah' in QQ12 is not appropriate for machinery. The right word is 'kotoran'. In QQ13, the word 'lepas' is off context. In QQ14 and QQ15, the phrase 'ke bawah' is redundant and not necessary. In QQ17, the word 'lebih' need to be revised to 'di atas'. In QQ18, 'mengerahkan' needs to be revised to 'kerahkan'. In QQ19, the word 'mengubahnya' needs to be revised to 'putar'. Proc10 The first step is to know how the spin a player puts on the ball affects its trajectory. A ball that is struck on the right half will spin to the left, forcing it to curve to the left. A ball that is struck on the left half will spin to the right, forcing it to spin to the right. You can also use both sides of your foot to curve the ball. Curving the ball with either the inside or outside of the foot requires slightly different techniques: Curving the ball with the inside of the foot is easier to control, and should be where intermediate players begin. The plant foot should be directly next to the ball, and the striking foot should come around the outside of the ball to give it spin. The player’s knee should be directly over the ball, and he should strike with the inside of the foot and the toe pointed down. He should strike the ball just to the outside of the center of the ball.
Langkah pertama adalah untuk mengetahui bagaimana QQ1spin LX pemain QQ2menempatkan LX pada bola mempengaruhi lintasan. Sebuah bola yang QQ3dipukul LX di bagian kanan akan berputar ke kiri, memaksanya untuk QQ4kurva LX ke kiri. Sebuah bola yang QQ5dipukul LXdi bagian kiri akan berputar ke kanan, memaksanya untuk berputar ke kanan. Anda juga dapat menggunakan kedua sisi kaki Anda untuk QQ6kurva LX bola. QQ7Melengkung GRM bola dengan baik QQ8di dalam GRM atau QQ9di luar kaki GRM memerlukan teknik yang sedikit berbeda: Melengkung bola dengan bagian dalam kaki lebih mudah untuk mengontrol, dan harus di mana pemain QQ10menengah LX mulai. Kaki QQ11tanaman LX harus langsung di sebelah bola, dan kaki QQ12mencolok LX harus datang sekitar bagian luar bola untuk memberikan QQ13berputar LX. Lutut pemain harus langsung di atas bola, dan ia harus menyerang dengan bagian dalam kaki dan jari kaki menunjuk ke bawah. Dia harus QQ14memukul LX bola QQ15hanya LX untuk bagian luar pusat bola.
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There are three grammatical inaccuracies and and 12 lexical inaccuracies. In QQ1, the word 'spin' is left untranslated. In QQ2, the word 'menempatkan' does not make sense. In QQ3 and QQ5, 'dipukul' needs to be revised to 'ditendang'. In QQ4, 'kurva' needs to be revised to 'melengkung'. In QQ6, 'kurva' needs to be revised to 'melengkungkan'. In QQ7, the word 'melengkung' needs to be revised to 'melengkungkan'. In QQ8 and QQ9, the phrase 'di dalam atau di luar kaki' is confusing. The better translation is 'menggunakan kaki bagian luar atau kaki bagian dalam'. In QQ10, the word 'menengah' does not make any sense. In QQ11, the word 'tanaman' does not make any sense. In QQ12, the word 'mencolok' needs to be revised to 'utama'. In QQ13, 'berputar' needs to be revised to 'putaran'. In QQ14, 'memukul' needs to be revised to 'menendang'. In QQ15, the word 'hanya' is out of context.
4.2.3 Inaccuracy in exposition text In this section, I would like to analyze the type of inaccuracy found in exposition text taken as samples in this study. Exp1 The First World War in the beginning of the twentieth century is remembered as horrific and the savagery of mankind. It was the clash between the powers and the show off stage for their national pride. It was truly a struggle for dominance and delivered nothing but destruction and their downfall. The First World War surely ended the European domination of the world. It was a fair cycle of history that took away the baton of prolonged European imperialism to other rising regions such as Asia and America. It was surely the war that caused European downfall in economy, political unstableness, and change in their tension toward internal and external neighboring borders. The war was a
Perang Dunia Pertama pada awal abad kedua puluh dikenang sebagai QQ1mengerikan GRM dan kekejaman umat manusia. Itu bentrokan antara kekuasaan dan acara QQ2off LXpanggung untuk kebanggaan nasional mereka. Itu benar-benar perjuangan untuk dominasi dan QQ3disampaikan GRM apa-apa selain kehancuran dan kejatuhan mereka. Perang Dunia Pertama pasti mengakhiri dominasi Eropa di dunia. Itu adalah siklus yang adil sejarah yang mengambil tongkat estafet dari imperialisme Eropa yang berkepanjangan ke daerah meningkat lain seperti Asia dan Amerika. Itu pasti perang yang menyebabkan kejatuhan Eropa di bidang ekonomi, politik
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controversial warfare in an immense scale that had no differentiation in both military combatants and civilians.
QQ4unstableness, LX dan perubahan dalam ketegangan mereka terhadap perbatasan tetangga internal dan eksternal. Perang adalah perang yang kontroversial dalam skala besar yang tidak memiliki diferensiasi di kedua pejuang militer dan sipil.
There are two lexical inaccuracies and two grammatical inaccuracies. QQ1 shows that Google Translate fail to differentiate between ‘mengerikan’ and ‘yang mengerikan’. QQ2 and QQ4 leave the words untranslated. In QQ3, ‘delivered’ is translated into ‘disampaikan’. The better translation for this is ‘menyebabkan’. Exp2 Clearly fossil fuel reserves are finite; it's only a matter of when they run out. Globally, every year we currently consume the equivalent of over 11 billion tonnes of oil in fossil fuels. Crude oil reserves are vanishing at the rate of 4 billion tonnes a year; if we carry on at this rate without any increase for our growing population or aspirations, our known oil deposits will be gone by 2052. We’ll still have gas left, and coal too. But if we increase gas production to fill the energy gap left by oil, then those reserves will only give us an additional eight years, taking us to 2060. But the rate at which the world consumes fossil fuels is not standing still, it is increasing as the world's population increases and as living standards rise in parts of the world that until recently had consumed very little energy. Fossil Fuels will therefore run out earlier.
Jelas, cadangan bahan bakar fosil yang terbatas; itu hanya masalah ketika QQ1mereka kehabisan GRM. Secara global, setiap tahun QQ2saat LX mengkonsumsi setara dengan lebih dari 11 miliar ton minyak bahan bakar fosil. Cadangan minyak mentah yang QQ3hilang LX pada tingkat 4 miliar ton per tahun; jika kita terus pada tingkat ini tanpa peningkatan populasi QQ4kami LX tumbuh atau aspirasi, cadangan minyak kita QQ5dikenal LX akan QQ6berlalu LX 2052. Kami masih akan memiliki gas yang tersisa, dan batu bara juga. Tetapi jika kita meningkatkan produksi gas untuk mengisi kekosongan yang ditinggalkan oleh energi minyak, maka cadangan tersebut hanya akan memberi kita tambahan delapan tahun, membawa kita ke 2060. Namun tingkat di mana dunia mengkonsumsi bahan bakar fosil tidak tinggal diam, itu QQ7adalah GRM QQ8meningkatkan GRM dengan meningkatnya populasi dunia dan QQ9sebagai LX standar hidup meningkat di belahan dunia
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yang sampai saat ini telah QQ10dikonsumsi GRM sangat sedikit energi. Bahan Bakar Fosil karena itu akan habis sebelumnya.
There are six lexical inaccuracies and four grammatical inaccuracies. In QQ1, the 'mereka kehabisan' needs to be revised to 'mereka mulai habis'. In QQ2, the word 'saat' is in the translation out of nowhere. In QQ3, the word 'vanishing' is translated as 'hilang'. The better translation is 'menipis'. In QQ4, the word 'kami' needs to be revised to 'kita'. In QQ5, the word 'dikenal' is not necessary. It is better to be eliminated. In QQ6, the word 'berlalu' needs to be revised to 'habis'. In QQ7, the word 'adalah' is better to be eliminated. in QQ8, the word 'meningkatkan' is not correct. The better translation for 'increases' is meningkat. The word 'sebagai' in QQ9 is not correct. The better translation is 'seiring'. In QQ10, 'dikonsumsi' needs to be revised to 'mengkonsumsi' Exp3 After three months of debate, the package of nine bills was finally put to a vote in the upper house today only to be swiftly rebuffed by Labor and the Australian Greens. The result prompted cries of “shame’’ from the Liberal benches, but there was little real emotion on either side. Labor said it couldn’t support the repeal if it was to be replaced by the government’s direct action plan. “Without a credible alternative, Labor cannot support the abolition of the existing clean energy policies,’’ shadow climate change spokesman Mark Butler said in a statement. The opposition is standing by its support of an emissions trading scheme, which under existing legislation isn’t due to begin until July 2015.
Setelah tiga bulan perdebatan, paket sembilan QQ1tagihan LX akhirnya dimasukkan ke pemungutan suara di majelis tinggi hari ini hanya untuk cepat ditolak oleh Tenaga Kerja dan Partai Hijau Australia. Hasilnya QQ2diminta LX teriakan QQ3"malu'' GRM dari bangku Liberal, tapi ada sedikit emosi nyata di kedua sisi. QQ4Tenaga Kerja LX mengatakan pihaknya tidak dapat mendukung pencabutan jika itu diganti oleh rencana aksi langsung pemerintah. "Tanpa alternatif yang kredibel, QQ5Tenaga Kerja LX tidak dapat mendukung penghapusan kebijakan energi bersih yang ada,'' kata juru bicara perubahan iklim bayangan Mark Butler dalam sebuah pernyataan. Pihak oposisi berdiri oleh dukungan atas skema perdagangan emisi, yang di bawah
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undang-undang yang ada tidak akan dimulai sampai Juli 2015.
There are four lexical inaccuracies and one grammatical inaccuracy. In QQ1, the word 'bill' is translated to 'tagihan'. The correct translation is 'undangundang'. In QQ2, the word 'prompted' is translated to 'diminta'. The correct translation is 'memicu'. In QQ3, the word 'malu' needs to be revised to 'memalukan'. In QQ4 and QQ5, the word 'Labor' is translated to 'Tenaga Kerja'. In the field of politics, Labor means 'buruh' not 'tenaga kerja'. Exp4 A growing number of officials around the world are getting this. In his recent New York Review of Books article, Nobel prize winning economist Paul Krugman points to an October report from the International Monetary Fund (IMF) that basically apologizes for its austerity recommendations in the last few years, backed up with evidence. The report shows that those countries forced into austerity measures by the EU experienced steep downturns in their economies, contrary to predictions. Further, the more drastic the austerity (measured by calculating spending cuts and tax increases as a percentage of GDP), the greater the economic downturn. Yet EU officials — apparently convinced of the infallibility of their theory on how economies work, seem unmoved by such evidence and the human suffering that goes along with it. As Mr. Krugman put it, in the EU “the beatings will continue until morale improves.” Which brings me to the next point.
Semakin banyak pejabat di seluruh dunia QQ1 mendapatkan LX ini. Dalam karyanya New York Review baru-baru ini dari artikel QQ2Books LX, ekonom pemenang hadiah Nobel Paul Krugman menunjuk ke laporan Oktober dari Dana Moneter Internasional (IMF) yang pada dasarnya meminta maaf atas rekomendasi penghematan dalam beberapa tahun terakhir, didukung dengan bukti. Laporan ini menunjukkan bahwa negara-negara dipaksa menjadi langkah-langkah penghematan oleh Uni Eropa mengalami kemerosotan tajam ekonomi mereka, bertentangan dengan prediksi. Selanjutnya, lebih drastis penghematan (diukur dengan menghitung pemotongan belanja dan kenaikan pajak sebagai persentase dari PDB), semakin besar penurunan ekonomi. Namun para pejabat Uni Eropa - tampaknya yakin akan kebenaran mutlak teori mereka tentang bagaimana ekonomi bekerja, tampaknya QQ3 terpengaruh GRM oleh bukti tersebut dan penderitaan manusia yang sejalan dengan itu. Seperti Mr Krugman mengatakan, di Uni Eropa
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"QQ4 pemukulan LX akan berlanjut sampai moral membaik." Yang membawa saya ke titik berikutnya.
There are three lexical cases of inaccuracy and one case of grammatical inaccuracy. In QQ1, the word 'mendapatkan' needs to be revised to 'mengerti'. In QQ2, the word 'books' is left untranslated. In QQ3, the word 'terpengaruh' needs to be revised to 'tak terpengaruh'. This type of error is quite fatal for the readers. In QQ4, the word 'pemukulan' does not serve the context well. It is better to be translated to 'penderitaan'. Exp5 Gender discrimination should not be allowed on any level at any school. We kindly request the administration at Strong Rock Christian School change their currently policy and allow for both genders to play on any sports team of their choosing provided there are not teams already in existence for each sex. Being on a team should be based on ability and not gender. School is not only a place for learning academics. School also teaches our children valuable life lessons and social skills. Playing sports is good for our children as they learn teamwork, how to settle differences, communication skills, dedication, and the three P's: Practice, Patience and Persistence. We are not asking for the school to lower their standards for excellence. We are simply asking that all children be given a chance to succeed based on their abilities and not be excluded based solely on their gender.
Diskriminasi gender seharusnya tidak diperbolehkan pada setiap tingkat di sekolah manapun. Kami dengan hormat meminta administrasi di QQ1Kuat LX QQ2Batu LX Christian School mengubah kebijakan mereka saat ini dan memungkinkan untuk kedua jenis kelamin untuk bermain di setiap tim olahraga yang mereka pilih QQ3disediakan GRM tidak ada tim yang sudah ada untuk setiap jenis kelamin. Berada di tim harus didasarkan pada kemampuan dan tidak gender. Sekolah bukan hanya tempat untuk belajar QQ4akademisi GRM. Sekolah juga mengajarkan anak-anak kita QQ5yang GRM QQ6berharga GRM pelajaran hidup dan keterampilan sosial. Bermain olahraga yang baik bagi anak-anak kita ketika mereka belajar kerja sama tim, bagaimana untuk menyelesaikan perbedaan, kemampuan komunikasi, dedikasi, dan tiga QQ7P LX: QQ8Practice LX, Kesabaran dan Kegigihan. Kami tidak meminta sekolah untuk menurunkan standar mereka untuk keunggulan. Kami hanya meminta
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agar semua anak diberi kesempatan untuk berhasil berdasarkan kemampuan mereka dan tidak dikecualikan hanya berdasarkan jenis kelamin mereka.
There are four lexical inaccuracies and four grammatical inaccuracies. In QQ1 and QQ2, Google Translate fails to decide that the name of the school does not need to be translated. The word 'provided' in QQ3 is not 'disediakan'. It is a conjunction here and the word 'asalkan' is more appropriate. In QQ5 and QQ6, the translation contains dangling modifiers. In QQ7, the acronym 'tiga P' is not correct. After translation, it is supposed to be 'tiga K'. In QQ8, the word 'practice' is left untranslated. Exp6 Legal scholars have argued that cloning may violate, for example, a child’s “right to an open future.” A child born as a genetic copy of another may feel undue pressure to become like or different from its progenitor. Yet a right to an open future is difficult to validate by common law or analogy to ethical analysis about parenthood. What is parenthood, after all, but the teaching of values and knowledge to children in an act of stewardship? Perhaps children do not ever have fully open futures. Failing an absolute standard, society will have to find ways to reconcile differences among the many kinds and degrees of parental control and enhancement of children. While it is tempting to describe cloning as either a radical new form of parenting or as twinning, either analysis fails to take account of the need for new ways to integrate the problem of cloning into social institutions before it becomes an accepted
Sarjana hukum berpendapat bahwa kloning melanggar, misalnya, QQ1 seorang anak "hak GRM untuk masa depan yang terbuka." Seorang anak yang lahir sebagai salinan genetik lain mungkin merasa tekanan untuk menjadi seperti atau berbeda dari QQ2nenek moyang LX nya. Namun hak untuk masa depan yang terbuka sulit untuk QQ3memvalidasi GRM oleh QQ4common LX QQ5law LX atau analogi analisis etis tentang orangtua. Apa QQ6 orang tua GRM, QQ7setelah semua LX, tapi mengajarkan nilai-nilai dan pengetahuan kepada anak-anak dalam suatu tindakan kepengurusan? Mungkin anak-anak tidak pernah memiliki terbuka penuh QQ8 berjangka LX. Gagal QQ9 standar mutlak GRM, masyarakat harus menemukan cara untuk mendamaikan perbedaan di antara berbagai jenis dan derajat kontrol orangtua dan peningkatan anak-anak. Meskipun tergoda untuk menggambarkan kloning baik sebagai bentuk baru yang radikal
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form of reproductive medicine.
dari orangtua atau sebagai kembar, QQ10 baik GRM analisis gagal untuk memperhitungkan perlunya caracara baru untuk mengintegrasikan masalah kloning ke dalam lembagalembaga sosial sebelum menjadi bentuk QQ11 diterima GRM kedokteran reproduksi.
There are six grammatical inaccuracies and five lexical inaccuracies in above paragraph. In QQ1, the order of 'seorang anak hak' needs to be revised to 'hak seorang anak'. In QQ2, the phrase 'nenek moyang' is too extreme. The better translation is 'orang tua'. In QQ3, 'memvalidasi' needs to be revised to 'divalidasi'. QQ4 and QQ5 are left untranslated. In QQ6, 'Apa orang tua' needs to be revised to 'apakah arti menjadi orang tua'. In QQ7, the phrase 'after all' is translated literally to 'setelah semua'. It makes no sense in bahasa Indonesia. In QQ8, the word 'future' is translated to 'berjangka'. The correct translation is 'masa depan'. In QQ9, 'gagal standar mutlak' needs to be revised to 'gagal menemukan standar mutlak'. The word 'baik' in QQ10 needs to be revised to 'kedua'. In QQ11, 'diterima' needs to be revised to 'yang bisa diterima oleh'. Exp7 Scientists worldwide have concluded that chlorofluorocarbons (CFCs, also known by the trade name Freon) deplete the ozone layer. CFCs have been used in the manufacturing of many products, such as foam insulation, electronics equipment, refrigerators and air conditioners. When allowed to escape, these chemicals drift some 30 miles above the Earth to the stratospheric ozone layer - a layer of gas that screens us from the sun's powerful ultraviolet (UV-B) radiation. Once there, CFCs break apart - a process that releases chlorine, which then attacks ozone.
Para ilmuwan di seluruh dunia telah menyimpulkan bahwa chlorofluorocarbons (CFC, juga dikenal dengan nama dagang Freon) menguras lapisan ozon. CFC telah digunakan dalam pembuatan banyak produk, seperti insulasi busa, peralatan elektronik, kulkas dan AC. Ketika diizinkan untuk melarikan diri, bahan kimia ini melayang sekitar 30 mil di atas bumi ke lapisan ozon stratosfer lapisan gas yang menyaring kita dari ultraviolet kuat matahari (UV-B) radiasi. Sesampai di sana, CFC pecah - sebuah proses yang melepaskan klorin, yang kemudian menyerang ozon. Sebuah atom klorin tunggal
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A single chlorine atom can destroy more than 100,000 ozone molecules. The ozone layer is being depleted over Antarctica (the socalled Antarctic ozone hole), but also to a much lesser extent over North America, Europe, and other populated areas.
dapat menghancurkan lebih dari 100.000 molekul ozon. Lapisan ozon ini sedang habis di atas Antartika (yang disebut lubang ozon Antartika), tetapi juga dalam tingkat yang jauh lebih rendah di seluruh Amerika Utara, Eropa, dan daerahdaerah lainnya.
This paragraph contains no fatal errors. Exp8 The amount of violence depicted in video games is representative of the amount of violence experienced in the real world. Children could begin to believe that the world is a cold and hostile place, which may cause them to be fearful of interacting with others. The American Psychological Association says that playing violent games correlates to children being less caring and helpful toward their peers. Children may learn that the best way to solve conflict is through aggression and that there are no consequences to their aggressive behaviors. Violent video games teach children to externalize their anxiety. Instead of calming themselves or expressing their concern or pain to others, they externalize anxiety and may act aggressively toward others in the same way that they have been taught to act aggressively when playing violent video games.
Jumlah kekerasan yang digambarkan dalam video game merupakan perwakilan dari jumlah kekerasan yang dialami di dunia nyata. Anak-anak bisa mulai percaya bahwa dunia adalah tempat yang dingin dan bermusuhan, yang dapat menyebabkan mereka untuk menjadi takut berinteraksi dengan orang lain. The American Psychological Association mengatakan bahwa bermain game kekerasan berkorelasi dengan anak-anak menjadi kurang peduli dan membantu terhadap rekan-rekan mereka. Anak-anak dapat belajar bahwa cara terbaik untuk menyelesaikan konflik adalah melalui agresi dan bahwa tidak ada konsekuensi untuk perilaku agresif mereka. Video game kekerasan mengajar anak-anak untuk mengeksternalisasi kecemasan mereka. Alih-alih menenangkan diri sendiri atau mengungkapkan keprihatinan atau sakit kepada orang lain, mereka mengeksternalisasi kecemasan dan dapat bertindak agresif terhadap orang lain dengan cara yang sama
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QQ1 bahwa mereka GRM telah diajarkan untuk bertindak agresif saat bermain video game kekerasan.
There is one grammatical error in this paragraph. The phrase ‘bahwa mereka’ in QQ1 needs to be revised to ‘seperti yang’. Exp9 As the old adage goes: "The customer is always right." When is the customer not always right? What is proper business etiquette in regards to how much abuse one should take from a client who has pursued your expertise and commissioned you to do a job? With proper business training and many years of experience, this type of situation should be a guaranteed avoidance -- especially when your record of referrals and past client satisfaction has proven to be meritorious. The situation I have recently experienced has left me with no doubt that I did the right thing. I fired my client and felt no remorse. Expressing that I could not work with him, and that I absolutely believe that satisfaction would not be achieved no matter how hard I tried. How could I have avoided the obvious red flags that led up to the dismissal of this client?
Seperti pepatah lama: "Pelanggan selalu benar." Kapan pelanggan tidak selalu benar? Apa etiket bisnis yang tepat dalam hal berapa banyak pelecehan orang harus mengambil dari klien yang telah mengejar keahlian Anda dan menugaskan Anda untuk melakukan pekerjaan? Dengan pelatihan bisnis yang tepat dan pengalaman bertahun-tahun, situasi semacam ini harus QQ1 menghindari GRM QQ2dijamin GRM- terutama ketika catatan Anda QQ3 arahan LX dan kepuasan klien masa lalu telah terbukti berjasa. Situasi QQ4Saya GRM baru saja QQ5mengalami GRM telah QQ6meninggalkan LX saya QQ7dengan LX tidak diragukan lagi bahwa saya melakukan hal yang benar. Aku QQ8dipecat GRM klien saya dan merasa tidak ada penyesalan. Menyatakan bahwa saya tidak bisa bekerja dengan dia, dan bahwa saya benar-benar percaya bahwa kepuasan tidak akan tercapai tidak peduli seberapa keras aku mencoba. Bagaimana mungkin saya menghindari bendera merah jelas yang mengarah ke pemecatan klien ini?
59
There are five grammatical inaccuracies and three lexical inaccuracies. In QQ1 and QQ2, the phrase 'menghindari dijamin' does not make sense in bahasa Indonesia. In QQ3, the word 'arahan' needs to be revised to 'kesaksian'. In QQ4 and QQ5, 'situasi saya baru saja mengalami' needs to be revised to 'situasi yang baru saja saya alami'. In QQ6, the word 'meninggalkan' needs to be revised to 'membuat'. In QQ7, the word 'dengan' is not necessary. In QQ8, the word 'dipecat' needs to be revised as 'memecat' or 'memberhentikan'. Exp 10
The government should fund the universities and colleges directly rather than give out loans to students so that the students will not be overburdened by debt and be forced to move back with their parents. People are more reluctant than ever to start a family because they feel they cannot handle the expenses of a child while the married couple have yet to pay Uncle Sam his money. People will be less likely to spend money, which is bad for the economy and businesses; especially when people are underemployed because of the current economic climate.
Pemerintah harus mendanai universitas dan perguruan tinggi langsung daripada memberikan pinjaman kepada siswa sehingga siswa tidak akan terbebani oleh utang dan dipaksa untuk pindah kembali dengan orang tua mereka. Orang-orang lebih dari sebelumnya enggan untuk memulai sebuah keluarga karena mereka merasa mereka tidak dapat menangani beban seorang anak sedangkan pasangan yang sudah menikah QQ1 belum membayar Paman Sam uangnya GRM. Orang-orang akan cenderung untuk QQ2 menghabiskan GRM uang, yang buruk bagi ekonomi dan bisnis; terutama ketika orang menganggur karena iklim ekonomi saat ini.
If the government wants to truly stimulate the economy, they will forgive student loan debt so that people can get that piece of paper that qualifies them for a job, start their lives, and get the money Jika pemerintah ingin benar-benar flowing out of the pockets and into merangsang ekonomi, mereka the economy. akan mengampuni utang pinjaman mahasiswa sehingga orang bisa mendapatkan selembar kertas yang memenuhi syarat mereka untuk pekerjaan, memulai kehidupan mereka, dan mendapatkan uang mengalir keluar dari kantong dan ke dalam perekonomian.
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There are two grammatical inaccuracies in this paragraph. In QQ1, 'belum membayar Paman Sam uangnya' needs to be revised to 'belum mengembalikan uang Paman Sam'. In QQ2, the word 'menghabiskan' needs to be revised to 'tidak menghabiskan'. 4.3 Recapitulation of the Results The recapitulation of number of errors and accuracy of each paragraph can be summarized in the following table. The complete analysis of the paragraph can be seen in Appendix A. Table 4.4 Recapitulation of number of errors and accuracy of each paragraph No.
Text Code
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26.
Nar 1 Nar 2 Nar 3 Nar 4 Nar 5 Nar 6 Nar 7 Nar 8 Nar 9 Nar 10 Proc 1 Proc 2 Proc 3 Proc 4 Proc 5 Proc 6 Proc 7 Proc 8 Proc 9 Proc 10 Exp 1 Exp 2 Exp 3 Exp 4 Exp 5 Exp 6
Source Text Token 113 116 150 112 127 120 113 128 100 155 168 128 105 146 143 140 163 134 157 174 132 156 118 150 148 161
Target Text Token 95 102 142 95 109 99 95 105 84 139 146 94 86 122 129 136 135 136 119 138 113 145 106 136 139 138
Number of Errors 11 4 2 3 10 5 5 12 14 11 17 7 7 21 6 4 19 20 19 15 4 10 5 4 8 11
Accuracy 88.42% 96.08% 98.59% 96.84% 90.83% 94.95% 94.74% 88.57% 83.33% 92.09% 88.36% 92.55% 91.86% 82.79% 95.35% 97.06% 85.93% 85.29% 84.03% 89.13% 96.46% 93.10% 95.28% 97.06% 94.24% 92.03%
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27. 28. 29. 30.
Exp 7 Exp 8 Exp 9 Exp 10
125 135 128 141
120 128 129 118
0 1 8 2
100.00% 99.22% 93.80% 98.31%
This sections aim to convert the previous results into a meaningful In order to answer the first question, “What is the level of accuracy of Google Translate in translating narrative, procedure and exposition?”, the researcher has to count the average accuracy of the sample in each category of the text. The average accuracy of narrative, procedure and exposition text is as follows:
Table 4.5 Average Accuracy of Narrative Text No.
Text Code
Accuracy
Average Accuracy of Narrative Text
1.
Nar 1
88.42%
Average
2.
Nar 2
96.08%
Accuracy
3.
Nar 3
98.59%
4.
Nar 4
96.84%
Standard
5.
Nar 5
90.83%
deviation
6.
Nar 6
94.95%
7.
Nar 7
94.74%
Highest
8.
Nar 8
88.57%
Accuracy
98.59%
9.
Nar 9
83.33%
10.
Nar 10
92.09%
Lowest Accuracy
83.33%
92.44%
4.70%
Table 4.6 Average Accuracy of Procedure Text No. 1. 2. 3. 4. 5. 6.
Text Code Proc 1 Proc 2 Proc 3 Proc 4 Proc 5 Proc 6
Accuracy 88.36% 92.55% 91.86% 82.79% 95.35% 97.06%
Average Accuracy of Procedure Text Average Accuracy Standard deviation
89.23%
4.86% 97.06%
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7. 8. 9. 10.
Proc 7 Proc 8
85.93% 85.29%
Highest Accuracy
Proc 9 Proc 10
84.03% 89.13%
Lowest Accuracy
82.79%
Table 4.7 Average Accuracy of Exposition Text No.
Text Code
Accuracy
Average Accuracy of Exposition Text
1.
Exp 1
96.46%
Average
2.
Exp 2
93.10%
Accuracy
3.
Exp 3
95.28%
4.
Exp 4
97.06%
Standard
5.
Exp 5
94.24%
deviation
6.
Exp 6
92.03%
7.
Exp 7
100.00%
8.
Exp 8
99.22%
9.
Exp 9
93.80%
10.
Exp 10
98.31%
95.95%
2.70%
Highest Accuracy
Lowest Accuracy
100.00%
92.03%
According table 4.5, the accuracy of Google Translate in translating narrative text is 92.44%. The table 4.6 and table 4.7 show that the accuracy of Google Translate in translating procedures is 89.23 % and exposition 95.95%. Next, to answer the second question of this research, “Which type of text is best translated by Google Translate?”, the following chart can be made reference.
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Figure 4.1 Comparison of Accuracy among Three Text Types
From the bar chart, it can be concluded that Google Translate most accurately translate Exposition texts with 95.95%. The second highest accuracy of Google Translate results is when it translates Narrative with 92.44%. The lowest accuracy is held by Procedure text translation with 89.23%.
4.4 Delimitation of the Results Interpretation The researcher would remind the readers to carefully generalize the results of this study because of the following limitations: a.
The translation is only limited to English-Indonesian one way translation. The results might not be safely applied to Indonesian-English translation due to different process and complexity.
b.
The sample taken for this research only consists of 4086 words. This size is too small to be considered as a corpus study. A corpus study like BNC can include more or less 1 million word. Therefore, the result of this study
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is not safe to be generalized into a more sensitive context such as the translation of legal documents. c.
The errors included in the analysis only cover fatal errors of translation. Other errors related to stylistic preference, punctuation, cultural preference and minor grammatical errors are not counted here. Hence, once those errors are included into the analysis the actual accuracy can be significantly lower compared to the results of this study. The above limitations are the expansion of the scope of the study
mentioned in Chapter 1.
CHAPTER V CONCLUSIONS AND SUGGESTIONS
5.1
Conclusions There are two questions which have been raised in the beginning of this
report. The first question is related to the level of accuracy of Google Translate in translating narrative, procedure and exposition dan the second one is related to type of text is best translated by Google Translate. The conclusions of this study are formulated to answer those two questions: a.
The level of accuracy of Google Translate in translating narrative text is 92.44%. The level of accuracy of Google Translate in translating procedure text is 89.23%. The level of accuracy of Google Translate in translating exposition text is 95.95%.
b.
The Google Translate is best to translate Exposition text and least accurate to translate procedure text.
5.2
Suggestions The delimitations of the study have been elaborated on the last page of
Chapter IV. This section will provide suggestions for the correponding limitations. a.
Future research is needed to analyse the accuracy of the opposite process of Indonesian to English translation. This will validate whether or not the level of accuracy from this study can generalized into the other way around.
b.
Future research should be conducted by taking bigger size of sample so that there is a higher degree of confidence to generalize the conclusions of this study.
c.
Future research should include more comprehensive types of errors so that the coverage of the accuracy can be improved.
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BIBLIOGRAPHY Albir, A.H. & Alves F. (2009). Translation as a cognitive activity. In J. Munday (ed).The Routledge Companion to Translation Studies. New York: Routledge. Baker, M. (1996). Linguistics and cultural studies. Complementary or competing paradigms in Translation Studies, 9-19. Fortune, T.W. & D.J. Tedick. (2003). The Six Prototypical Written Text Types (Genres) of Schooling. Retrieved from http://www.carla.umn.edu/cobaltt/modules/curriculum/textanalysis /Prototypical_Written_Text_Types.pdf. On 27 April 2014 at 10:29. García, I. (2009). Research on translation tools. Translation Research Projects, 2, 27-33. Gerot, L., & Wignell, P. (1995). Making sense of functional grammar: an introductory workbook. Antipodean Educational Enterprises. Globalization Partners International. (2011). 3 Metrics for Measuring Language Translation Quality. Retrieved from http://blog.globalizationpartners.com/3-metrics-for-measuringlanguage-translation-quality.aspx May, 25, 2014. 12.32 AM. Hatim, B. (2009). Translating text in context. In J. Munday (ed).The Routledge Companion to Translation Studies. New York: Routledge. Hutchins,
W. J. (1978). Machine translation and machine-aided translation.Journal of Documentation, 34(2), 119-159.
Katan, D. (2009). Translation as intercultural communication. In J. Munday (ed).The Routledge Companion to Translation Studies. New York: Routledge. Koehn, P. (2009). A process study of computer-aided translation. Machine translation, 23(4), 241-263. Lorenzo-Dus, N., & Meara, P. (2005). Examiner support strategies and test-taker vocabulary. International Review of Applied Linguistics in Language Teaching, 43(3), 239-258. Munday, J. (2009). The Routledge companion to translation studies. New York: Routledge. Nelson,
T.L. (2008). Perception Question. Retrieved from http://srmo.sagepub.com/view/ encyclopedia-of-survey-researchmethods/n374.xml on 10 December 2013.
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Newmark, P. (2009). The Linguistic and communicative stages in Translation theory. In J. Munday (ed).The Routledge Companion to Translation Studies. New York: Routledge. O'Brien, S. (Ed.). (2011). Cognitive Explorations of Translation. Dublin: Continuum. Schiaffino, R., & Zearo, F. (2005). Translation quality measurement in practice. In Proceedings of the 46th Annual Conference of the American Translators Association Luigi Muzii (Vol. 38). Sussex, R. D. (2006). QQ+ Concordance: An analysis tool for text research.TESLEJ, 9(4), 1-29. Trosborg, A. (Ed.). (1997). Text typology and translation. Amsterdam: John Benjamins Publishing.
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APPENDIX 1.
NARRATIVE TEXT No Nar 1
Nar 2
Source Paragraph Long, long ago, in the winter-time, when the snowflakes were falling like little white feathers from the sky, a beautiful Queen sat beside her window, which was framed in black ebony, and stitched. As she worked, she looked sometimes at the falling snow, and so it happened that she pricked her finger with her needle, so that three drops of blood fell upon the snow. How pretty the red blood looked upon the dazzling white! The Queen said to herself as she saw it, “Ah me! If only I had a dear little child as white as the snow, as rosy as the blood, and with hair as black as the ebony window-frame.” http://www.ladress.com/en/blog/201 3/8/20/a-little-inspiration-to-startyour-day-320 This particular summer had been very hot and dry, making the lean farm dogs sleepy and still. Farmers whistled lazily to themselves and would stand and stare into the distance, trying to remember what it was that they were supposed to be doing. By two o'clock in the afternoon, the town would be in a haze of slumber, with grandmas nodding off over their knitting and farmers snoozing in the haystacks. It was very, very hot. No matter how hot the day, however, the children would always play in the gentle, rolling meadows. With wide brimmed hats and skin slippery with sun block,
Target Paragraph QQLama, QQlama, pada musim dingin QQwaktu, ketika kepingan salju jatuh seperti bulu putih kecil dari langit, Ratu cantik duduk di samping jendela, yang dibingkai dalam ebony hitam, dan QQdijahit. Saat ia bekerja, dia kadang-kadang melihat hujan salju, dan sehingga QQterjadi QQbahwa ia QQditusuk jarinya dengan jarum nya, sehingga tiga tetes darah jatuh pada salju. Betapa cantiknya darah merah tampak pada putih QQmenyilaukan! Ratu berkata pada dirinya sendiri saat ia melihat hal itu, "Ah aku! Kalau saja aku punya anak kecil QQsayang seputih salju, QQseperti kemerahan seperti darah, dan dengan rambut sehitam eboni dengan QQjendelaframe. " Musim panas ini telah sangat panas dan kering, membuat anjing pertanian ramping mengantuk dan QQmasih. Petani bersiul malas untuk diri mereka sendiri dan akan berdiri dan menatap ke kejauhan, mencoba mengingat apa itu QQbahwa mereka seharusnya lakukan. Pada pukul dua siang, kota akan berada dalam kabut tidur, dengan nenek terkantuk-kantuk QQdi atas merajut dan petani tertidur di tumpukan jerami. Itu sangat, sangat panas. Tidak peduli seberapa panas hari, namun, anak-anak akan selalu bermain di QQlembut, padang rumput bergulir. Dengan topi lebar
69
Nar 3
they chittered and chattered like bertepi dan kulit licin dengan sun sparrows, as they frolicked in their block, mereka mencicit dan favourite spot. berceloteh seperti burung pipit, karena mereka bermain-main di http://eastoftheweb.com/shorttempat favorit mereka. stories/UBooks/DragRock.shtml On a high hill under tall maple trees Di bukit yang tinggi di bawah pohon stands a small one-story house. Let's maple yang tinggi berdiri sebuah take a peek through the window, so rumah satu lantai kecil. Mari kita we can see what's happening inside. mengintip melalui jendela, sehingga A father sits on the edge of a young kita dapat melihat apa yang terjadi di son's bed that is shaped like a sports dalam. car. The man is speaking quietly to the Seorang ayah duduk di tepi tempat boy. His words drift through the tidur seorang anak muda yang window screen like a gentle breeze. berbentuk seperti mobil sport. Pria "David, I want to tell you a special itu berbicara pelan ke anak itu. Katastory." katanya melayang melalui layar "You always tell me bed-time stories, jendela seperti angin sepoi-sepoi. dad." "David, saya ingin menceritakan "But today is different. You’re finally sebuah kisah khusus." ten years old, the same age I was "Kau selalu menceritakan kisah-kisah when my father told me this story." waktu tidur, ayah." "He told you this story on your "Tapi hari ini berbeda. Akhirnya kau birthday, too?" David asked. berumur sepuluh tahun, usia yang "Oh yes. There is so much to learn, as sama saya ketika ayah saya you grow older. And things are often menceritakan kisah ini." very different than you expect." David "Dia menceritakan kisah ini pada hari listened, eyes opened wide. He loved ulang tahun Anda, juga?" Tanya his father very much. And he really David. enjoyed bedtime stories. "Oh ya. Ada begitu banyak QQbelajar, karena Anda bertambah tua. Dan halhttp://www.bedtime.com/html/the_h hal yang seringkali sangat berbeda ole_story.htm dari yang Anda harapkan." David mendengarkan, mata terbuka lebar. Dia mencintai ayahnya sangat QQbanyak. Dan dia benar-benar menikmati cerita sebelum tidur.
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Nar 4
Nar 5
One beautiful spring morning, a merchant loaded his donkey with bags of salt to go to the market in order to sell them. The merchant and his donkey were walking along together. They had not walked far when they reached a river on the road. Unfortunately, the donkey slipped and fell into the river and noticed that the bags of salt loaded on his back became lighter. There was nothing the merchant could do, except return home where he loaded his donkey with more bags of salt. As they reached the slippery riverbank, now deliberately, the donkey fell into the river and wasted all the bags of salt on its back again. http://www.kidsworldfun.com/shorts tories_amerchantandhisdonkey.php A Raven, which you know is black as coal, was envious of the Swan, because her feathers were as white as the purest snow. The foolish bird got the idea that if he lived like the Swan, swimming and diving all day long and eating the weeds and plants that grow in the water, his feathers would turn white like the Swan's. So he left his home in the woods and fields and flew down to live on the lakes and in the marshes. But though he washed and washed all day long, almost drowning himself at it, his feathers remained as black as ever. And as the water weeds he ate did not agree with him, he got thinner and thinner, and at last he died. http://americanliterature.com/author /aesop/short-story/a-raven-and-aswan
Suatu pagi musim semi yang indah, seorang pedagang QQsarat keledai itu dengan kantong garam untuk pergi ke pasar untuk menjualnya. Pedagang dan keledainya berjalan bersama bersama-sama. Mereka tidak berjalan jauh ketika mereka mencapai sungai di jalan. Sayangnya, keledai terpeleset dan jatuh ke sungai dan QQmelihat bahwa kantong garam dimuat di punggungnya menjadi lebih ringan. Tidak ada pedagang bisa melakukan, kecuali kembali ke rumah di mana ia dimuat keledai itu dengan lebih kantong garam. Ketika mereka sampai di tepi sungai yang licin, sekarang sengaja, keledai jatuh ke sungai dan QQterbuang semua tas garam di punggungnya lagi.
QQA Raven, yang Anda tahu adalah hitam seperti batu bara, iri melihat Swan, karena bulu nya yang putih seperti salju murni. Burung bodoh mendapat ide bahwa jika ia QQtinggal seperti Swan, berenang dan menyelam sepanjang hari dan makan rumput liar dan tanaman yang tumbuh di air, bulu-bulunya akan menjadi putih seperti Swan. Jadi ia meninggalkan rumahnya di hutan dan ladang dan terbang ke hidup di danau dan di rawa-rawa. Tapi meskipun ia QQdicuci dan QQdicuci sepanjang hari, hampir QQtenggelam dirinya dalam hal itu, bulu-bulunya tetap hitam seperti biasa. Dan QQsebagai gulma air ia makan tidak QQsetuju dengan dia, ia QQmendapat lebih QQtipis dan lebih QQtipis, dan akhirnya ia meninggal.
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I found the old cuirassier stretched out on the carpet with his face bleeding and motionless as if struck by a heavy blow. If he had been standing, he would have seemed a tall man. Stretched out as he was, he seemed immense. He had a fine face, magnificent teeth, a thick head of curly white hair, and though eighty years old did not look more than sixty. Near him his granddaughter knelt weeping. There was a strong family resemblance between them. Seeing them side by side, you thought of two beautiful Greek medals struck from the same matrix, but one old and worn and the other bright and clearcut with all the brilliancy and smoothness of a first impression.
Saya menemukan QQcuirassier QQlama berbaring di karpet dengan perdarahan wajahnya dan bergerak, seolah-olah dipukul oleh pukulan berat. Jika dia telah berdiri, ia akan tampak seorang pria jangkung. Berbaring seperti dirinya, ia tampak sangat besar. Dia memiliki wajah yang baik, gigi megah, kepala tebal rambut putih keriting, dan meskipun berusia delapan puluh tahun tidak QQmelihat lebih dari enam puluh. Dekatnya cucunya berlutut menangis. Ada kemiripan yang kuat antara mereka. Melihat mereka berdampingan, Anda memikirkan dua medali indah Yunani QQmelanda dari matriks yang sama; tapi tua dan usang, dan yang lainnya terang dan jelas, dengan semua QQbrilliancy dan kelancaran kesan http://www.kidsgen.com/short_storie pertama. s/the-siege-ofberlin.htm#LkhRvVsT5tXO8bmQ.99 The smell of death hung heavy and Bau kematian tergantung berat dan pungent in the air. Sickness touched tajam di udara. Penyakit menyentuh the skin and covered it in a dewy glow kulit dan tertutup dalam cahaya that in any other situation could have berembun QQbahwa dalam situasi been attractive. Castellan held a lain bisa saja menarik. Castellan scented handkerchief over her nose QQmengadakan saputangan as she walked through the village to beraroma atas hidungnya saat ia the church. There were many people berjalan melalui desa ke gereja. Ada already on the steps by the time she banyak orang yang sudah di tangga got there but they did not jostle for pada saat ia tiba di sana tetapi front of queue. None of them even mereka tidak berdesak-desakan stood within arm's reach of each untuk depan antrian. Tak satu pun other. All their eyes focused on the dari mereka bahkan berdiri dalam closed doors, Castellan's included. A jangkauan lengan satu sama lain. small square recess in the wooden Semua mata mereka terfokus pada door was covered with a sliding piece pintu tertutup, Castellan sudah of metal that opened from the inside. QQtermasuk. Sebuah QQistirahat persegi kecil di pintu kayu ditutupi http://www.short-story.me/fantasydengan sepotong QQgeser logam stories/666-remedy.html yang dibuka dari dalam.
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The moon cast its pale glow over the forest of Fenlock illuminating the eyes of the creatures that dwelled within. Mist intermingled with the trees giving moss just enough moisture to creep over every surface in the wood. Unsettling noises broke the silence of night in the trees, but seldom was there anyone around to hear it. Tales of the forest of Fenlock were well known to any folk living even remotely near the region. Everyone had heard of the disappearances, the anomalies, and terrors that seemed to inhabit the trees. It was common knowledge among all the children who lived near never to venture into the trees. No one was ever caught in the woods after dark or in the woods at all, except for this night. http://www.short-story.me/fantasystories/642-daughter-of-themoon.html The wrinkled man pokes a finger in to the slew of guts strewn across the parched ground. The day-dead rabbit that had previously contained them lies on its side three feet away facing east. A drag of the finger further displaces the ropes of intestine. Cocking his head the man lifts the finger to his lips and tastes. He hops from foot to foot and rolls his eyes in rapture. Several minutes pass before his eyes drop and regain their focus. With a nod he creaks to his feet and turns to face the silent, expectant crowd. “Rain. Two Days.” http://www.shortbreadstories.co.uk/s
Bulan melemparkan cahaya pucat di atas hutan Fenlock menerangi mata makhluk yang berdiam di dalam. QQMist bercampur dengan pohonpohon memberikan lumut kelembaban hanya cukup untuk merayap atas setiap permukaan kayu. Suara mengganggu memecah keheningan malam di pohon-pohon, tapi jarang ada orang di sekitar mendengarnya. QQTales QQof hutan Fenlock yang terkenal QQuntuk QQsetiap QQhidup rakyat bahkan QQjauh QQdekat wilayah tersebut. Setiap orang telah mendengar tentang penghilangan, anomali, dan teror yang tampaknya menghuni QQpohon. Sudah menjadi rahasia umum di antara semua anak-anak yang tinggal dekat QQpernah menjelajah ke QQpohon. Tidak ada yang pernah QQtertangkap di hutan setelah gelap atau di hutan sama sekali, kecuali untuk malam ini. Pria itu keriput QQpokes jari ke dalam QQmembunuh QQnyali berserakan di tanah yang kering. QQHari-mati kelinci yang sebelumnya terkandung QQkeduanya terletak pada sisinya tiga meter jauhnya menghadap ke timur. QQA QQdrag jari lebih lanjut menggantikan tali usus. Memiringkan kepalanya pria itu mengangkat jari ke bibir dan QQseleranya. Dia melompat dari kaki ke kaki dan memutar matanya dalam QQpengangkatan. Beberapa menit berlalu sebelum matanya drop dan kembali fokus QQmereka. Dengan anggukan dia QQistirahat berdiri dan berbalik untuk menghadapi diam, QQorang QQhamil. "QQRain. Dua Hari. "
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tory/view/forecast/#axzz35HpMjX5G James pulled his collar tight against the wind and looked up at the apartment windows glowing brightly, invitingly hoping for just a glance of Jennifer. He'd only learnt her name a week ago even though she'd lived in the flat above his for around six months now. Jennifer, he liked the way her name rolled along his tongue, a common enough name he knew but Jennifer wasn't your average girl. He lay awake night after night hearing her soft footfalls traversing his bedroom ceiling, pacing relentlessly and the crying; always the crying, soft murmurs, heavenly sobs. James imagined he could hear her teardrops splashing softly on the floor above, running in the tiny fissures and cracks between the old tiles, bleaching the grouting with their saltiness, squeezing their way through the floor, around the tangled pipes and twisted wires, permeating his ceiling, baptising him as he lay prostrate on his bed in their unending sorrow.
James menarik kerahnya ketat QQterhadap angin dan menatap jendela apartemen bersinar cerah, QQmengundang berharap untuk hanya sekilas dari Jennifer. Dia hanya QQingin QQbelajar namanya seminggu yang lalu meskipun ia tinggal di flat di atas nya untuk sekitar enam bulan sekarang. Jennifer, ia menyukai cara namanya digulung bersama lidahnya, nama yang cukup umum dia tahu tapi Jennifer QQsudah QQtidak gadis rata-rata. Dia berbaring terjaga malam demi malam mendengar langkah kaki lembut melintasi langit-langit kamar tidurnya, mondar-mandir tanpa henti dan menangis; selalu menangis, QQmurmur lembut, isak tangis surgawi. James membayangkan ia bisa mendengar air mata nya QQpercikan lembut di lantai atas, berjalan di celah kecil dan celah-celah antara ubin tua, QQpemutihan QQgrouting dengan rasa asin mereka, meremas jalan melalui lantai, sekitar pipa kusut dan kabel bengkok, http://www.shortbreadstories.co.uk/s menyerap QQnya langit-langit, tory/view/jennifers_tears/#axzz35Hp membaptis saat dia bersujud di MjX5G tempat tidurnya dalam kesedihan yang tiada akhir.
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Source Paragraph Sieve the flour and salt into a large bowl and make a well in the mixture. Break in the egg and stir to make a breadcrumby mix. In a jug add 1/3 of a pint of milk and top up with water to make 1/2 a pint (200ml milk, 100ml water) - this makes a lovely light
Target Paragraph Ayak tepung dan garam ke dalam mangkuk besar dan membuat QQsumur dalam campuran. QQIstirahat dalam telur dan aduk untuk membuat campuran QQbreadcrumb. Dalam kendi tambahkan 1/3 dari setengah liter
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batter. Add the milk and the water mix bit by bit, beating constantly to avoid lumps. If you have a food processor just throw all the ingredients in and zap until smooth. Pop a large frying pan over a medium heat. Add a large knob of butter (roughly 50g) and melt. Pour the excess butter into a small bowl and reserve it for later. Using a ladle pour a spoonful of the pancake batter into the hot pan and swirl to get a full covering - cook for about 1 min each side (it's ready when it's easy to flip over). Serve immediately with sugar and lemon or other exciting toppings. http://www.sofeminine.co.uk/worldcuisine/how-to-make-pancakespancake-recipe-som869.html
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Cut a circular hole around the stalk. Tilt the point of the knife into the centre of the pumpkin. This will stop the lid from falling in. Scoop out the seeds and any loose flesh using the dessertspoon and the knife if needed. Sketch the face onto your pumpkin. Use a biro so any mistakes can be scrubbed off with a scouring pad or fingernail. Carefully cut out the features. Take small cuts and use a puncturing motion rather than a slicing one. Gently scrape away the flesh on the inside of the face until it is only 1cm thick. Using the knife, mark a circle the size of your candle or tea-light in the centre of the base. Carefully hollow out the marked area
susu dan QQtop up dengan air untuk membuat 1/2 liter (susu 200ml, 100 ml air) - ini membuat adonan ringan yang indah. Tambahkan susu dan sedikit campuran air demi sedikit, QQmengalahkan terus-menerus untuk QQmenghindari QQbenjolan. Jika Anda memiliki QQfood QQprocessor hanya QQmembuang semua bahan dalam dan QQzap sampai halus. QQPop wajan besar di atas api sedang. Tambahkan QQtombol besar mentega (sekitar 50g) dan QQmencair. Tuangkan kelebihan mentega ke dalam mangkuk kecil dan cadangan untuk nanti. Menggunakan sendok tuangkan sesendok adonan pancake ke dalam panci panas dan QQswirl untuk mendapatkan QQpenutup penuh - masak selama sekitar 1 menit setiap sisi (sudah siap ketika itu mudah untuk QQflip atas). Sajikan segera dengan gula dan lemon atau topping menarik lainnya. Potong lubang melingkar di sekitar batang. Miringkan titik pisau ke pusat labu. Hal ini akan menghentikan tutup jatuh masuk. QQScoop keluar biji dan daging longgar menggunakan sendok makanan penutup dan pisau jika diperlukan. Sketsa wajah ke labu Anda. Gunakan biro sehingga kesalahan dapat digosok QQoff dengan pad QQgosok atau kuku. Hatihati memotong fitur. Ambil potongan kecil dan menggunakan gerakan menusuk daripada yang mengiris. QQLembut mengikis QQpergi daging di bagian dalam wajah sampai hanya 1cm tebal. Menggunakan pisau, QQmenandai lingkaran ukuran lilin atau QQteh-cahaya di tengah dasar.
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with the teaspoon.
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http://www.bbc.co.uk/cumbria/featu res/halloween/pumpkin.shtml Ensure that the brake is pressed down firmly and locked into place before starting. Most golf carts will not start unless the brake is on but it's always a good idea to double check as a precautionary measure. Put the key in the ignition and turn it gently to the "On" position. You are not engaging a motor, so a gentle flick of the wrist is all you will need to start the golf cart. Keep in mind that since the majority of golf carts are electric, you will not "hear" it start. Always assume that the cart is running when in the "On" position.
Hati-hati melubangi daerah ditandai dengan sendok teh tersebut.
Pastikan rem ditekan dengan kuat dan terkunci pada tempatnya sebelum memulai. Kebanyakan kereta golf tidak akan QQmulai kecuali rem QQadalah QQpada tapi selalu QQ ide yang baik untuk memeriksa sebagai langkah pencegahan. Memasukkan kunci ke kunci kontak dan putar perlahan ke posisi "On". Anda tidak melibatkan motor, sehingga QQfilm lembut pergelangan tangan adalah semua yang Anda akan perlu untuk memulai mobil golf. Perlu diingat bahwa karena sebagian besar mobil golf listrik, Anda tidak akan "mendengar" itu QQmulai. Selalu menganggap bahwa QQgerobak berjalan ketika http://www.ehow.com/how_2058016 dalam posisi "On". _drive-golf-cart.html Make sure you have enough work Pastikan Anda memiliki ruang kerja space, then roll out the wrapping yang cukup, kemudian paper. Be sure you have enough QQmenggulung kertas pembungkus. paper to fit around the entire gift. Pastikan Anda memiliki cukup kertas Measure if necessary, leaving a few agar sesuai di sekitar seluruh hadiah. extra inches to be sure you are Ukur jika perlu, meninggalkan inci completely covered. Once the paper is ekstra untuk memastikan Anda cut to the right size, place your gift benar-benar tertutup. Setelah kertas face down in the middle of the paper. dipotong dengan ukuran yang tepat, Bring paper from the long side of the QQmenempatkan hadiah QQwajah box, up to the middle of your Anda QQturun di tengah-tengah package. Pull both sides tightly so the kertas. QQMembawa kertas dari sisi paper hugs your package smoothly, panjang kotak, sampai ke tengah and tape closed. Next, you need to paket Anda. Tarik kedua QQbelah close the ends. Face the open end QQpihak erat sehingga kertas towards you and fold the right and QQpelukan paket Anda QQlancar, left edges, pushing the sides in next to dan QQtape ditutup. Selanjutnya, your box, to form flaps. Fold top flap Anda perlu untuk menutup ujung. down to the box, pulling tightly, and QQWajah ujung terbuka ke arah Anda
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tape. Fold the bottom flap up tightly dan lipat tepi kanan dan kiri, and tape. Repeat on other side of QQmendorong sisi di samping package. QQkomputer anda, untuk membentuk QQflap. Lipat QQtop http://www.oprah.com/food/How-to- QQmengepakkan ke kotak, menarik Wrap-a-Gift-Use-our-Step-by-Steperat, dan QQtape. Lipat QQflap Guide QQbottom QQup erat dan QQtape. Ulangi di sisi lain dari paket. Open Desktop Background by clicking Buka Desktop Background dengan the Start button Picture of the Start mengklik tombol Start Gambar button and clicking Control Panel. In tombol Start dan klik Control Panel. the search box, type desktop Pada kotak pencarian, QQlatar background, and then click Change QQbelakang QQjenis desktop, dan desktop background. Click the picture kemudian klik Ubah latar belakang or color that you want to use for your desktop. Klik gambar atau warna yang desktop background. If the picture ingin Anda gunakan untuk latar you want to use isn't in the list of belakang desktop Anda. Jika gambar desktop background pictures, click an yang ingin Anda gunakan tidak ada item in the Picture location list to see dalam daftar desktop gambar latar other categories, or click Browse to belakang, klik item dalam daftar search for the picture on your lokasi Picture untuk melihat kategori computer. When you find the picture lain, atau klik Browse untuk mencari that you want, double-click it. It will gambar pada komputer Anda. Bila become your desktop background. Anda menemukan gambar yang Anda Under Picture position, click the arrow inginkan, klik dua kali. Ini akan and choose whether to crop the menjadi latar belakang desktop Anda. picture to fill the screen, fit the QQDalam posisi Picture, klik tanda picture to the screen, stretch the panah dan memilih apakah akan picture to fit the screen, tile the memotong gambar untuk mengisi picture, or center the picture on the layar, sesuai dengan gambar ke layar, screen, and then click Save changes. meregangkan gambar agar sesuai dengan layar, QQubin gambar, atau QQpusat gambar pada layar, dan http://windows.microsoft.com/enkemudian klik Simpan perubahan. id/windows/change-desktopbackground-wallpaper#1TC=windows7 Similarly, the way a person carries Demikian pula, cara seseorang herself tells a story. People with membawa dirinya menceritakan slumped shoulders and lethargic sebuah cerita. Orang dengan bahu movements display a lack of self merosot dan gerakan lesu confidence. They aren’t enthusiastic menampilkan kurangnya kepercayaan about what they’re doing and they diri. Mereka tidak antusias tentang
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don’t consider themselves important. By practicing good posture, you’ll automatically feel more confident. Stand up straight, keep your head up, and make eye contact. You’ll make a positive impression on others and instantly feel more alert and empowered. One of the best ways to build confidence is listening to a motivational speech. Unfortunately, opportunities to listen to a great speaker are few and far between. You can fill this need by creating a personal commercial. Write a 30-60 second speech that highlights your strengths and goals. Then recite it in front of the mirror aloud (or inside your head if you prefer) whenever you need a confidence boost.
http://www.pickthebrain.com/blog/1 0-ways-to-instantly-build-selfconfidence/#VLlkTt2fkTMdPMA9.99 Proc7
Step 1 – Safety Put on your protective eye wear before you begin to work. Step 2 – Measuring the Trunk Lid Use a tape measure to determine the length and the width of the lid of the trunk of your car. You will need to add in the dimensions of the underside bracing structure of the trunk lid. Step 3 – Purchasing the Spoiler Visit your local dealership or automobile parts shop to purchase your new spoiler. Take your measurements with you. Speak with a professional service person about your plans. Be sure the spoiler you purchase is one that is manufactured for the make and model of your car. If
apa yang mereka lakukan dan mereka tidak menganggap diri mereka penting. Dengan berlatih postur yang baik, secara otomatis Anda akan merasa lebih percaya diri. Berdiri tegak, menjaga kepala Anda, dan membuat kontak mata. Anda akan membuat kesan positif pada orang lain dan langsung merasa lebih waspada dan diberdayakan. Salah satu cara terbaik untuk membangun kepercayaan diri adalah mendengarkan pidato motivasi. Sayangnya, kesempatan untuk mendengarkan pembicara yang hebat QQsedikit QQdan QQjauh QQantara. Anda dapat mengisi kebutuhan ini dengan menciptakan sebuah iklan pribadi. Tulis pidato 30-60 detik yang menyoroti kekuatan dan tujuan. Kemudian membacanya di depan cermin keras (atau di dalam kepala Anda jika Anda lebih suka) setiap kali Anda membutuhkan dorongan kepercayaan diri. Langkah 1 Keselamatan QQMemakai memakai pelindung mata Anda sebelum Anda mulai bekerja. Langkah 2 - Mengukur tutup QQTrunk Gunakan pita pengukur untuk menentukan panjang dan lebar tutup bagasi mobil Anda. Anda akan perlu menambahkan QQdalam dimensi struktur bawah QQmenguatkan dari tutup bagasi. Langkah 3 - Pembelian Spoiler QQtersebut Kunjungi dealer atau QQbagianbagian mobil toko lokal Anda untuk membeli spoiler baru Anda. Ambil pengukuran Anda dengan Anda. Bicara dengan layanan orang
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necessary, you can purchase a universal spoiler but you will probably have to make a few more adjustments to the spoiler. Step 4 – Assembling the Spoiler Position the wing brackets of the spoiler so that they fit together properly. Use a wrench to carefully tighten the bolts that will keep the brackets together securely. http://www.doityourself.com/stry/ho w-to-install-an-aftermarket-spoileron-acar#.U6W4aGeMqTY#ixzz35IGQjs00
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Start by cleaning your car thoroughly. Wash and wax the exterior, remove all interior and trunk clutter, vacuum and wipe down all interior surfaces, and clean all the windows. You could have it detailed by a professional to save time. This can range from $20 to $50 for a simple clean and wash, or from $100 to $200 for full detailing (shampoo, wax, etc.). Replace burnt-out lights or fuses and top off all fluid levels. Get a vehicle history report to present to potential buyers; this provides credibility and builds trust. Reports from Carfax are available on Cars.com; other services are available online as well. If you have detailed inspection records, prepare itemized copies (with service receipts) for prospective buyers. This shows you've kept up with maintenance and suggests you're selling a reliable vehicle. https://www.cars.com/sell/how-
profesional tentang rencana Anda. Pastikan Anda membeli spoiler QQadalah QQsalah QQsatu yang diproduksi QQuntuk QQmembuat dan model mobil Anda. Jika perlu, Anda dapat membeli spoiler universal, tetapi Anda mungkin akan harus membuat beberapa penyesuaian spoiler. Langkah 4 - Perakitan Spoiler QQtersebut QQPosisi QQkurung sayap spoiler sehingga mereka QQcocok QQbersama-sama dengan baik. Gunakan kunci pas untuk QQhati-hati kencangkan baut yang akan membuat QQkurung QQbersama-sama aman. Mulailah dengan membersihkan mobil Anda secara menyeluruh. Cuci dan QQlilin eksterior, interior dan menghapus QQsemua kekacauan QQbatang, vakum dan QQmenghapus QQbawah semua permukaan interior, dan QQmembersihkan semua jendela. Anda bisa QQmemilikinya QQrinci oleh seorang profesional untuk menghemat waktu. Hal ini dapat berkisar dari $ 20 sampai $ 50 untuk QQbersih sederhana dan mencuci, atau dari $ 100 sampai $ 200 untuk penuh QQmerinci (shampoo, QQlilin, dll). Ganti QQterbakar habis lampu atau sekering dan QQtop QQoff semua tingkat cairan. Dapatkan laporan sejarah kendaraan untuk QQmenyajikan kepada pembeli potensial; ini memberikan kredibilitas dan membangun kepercayaan. Laporan dari Carfax tersedia di Cars.com; layanan lain yang tersedia secara online juga. Jika Anda memiliki catatan
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to/prepare-your-car
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Gently grasp a spark plug wire by the boot (the place where it connects to the spark plug), twist it, and pull it straight out. Never yank on the wire itself (you can damage the wiring). The shiny thing sticking out of the engine block after you remove the wire from the spark plug is the terminal of the spark plug. This figure shows you all the parts of a spark plug, including the terminal. Use a soft, clean rag or a small paintbrush to clean the area where the spark plug enters the block. You also can blow the dirt away with a soda straw. Cleaning the area keeps loose junk from falling down the hole into the cylinder when you remove the plug. Place your spark plug socket (the big one with the rubber lining) over the spark plug; exert some pressure while turning it slightly to be sure that it’s all the way down. http://www.dummies.com/howto/content/how-to-remove-old-sparkplugs.html The first step is to know how the spin a player puts on the ball affects its trajectory. A ball that is struck on the right half will spin to the left, forcing it to curve to the left. A ball that is struck on the left half will spin to the right, forcing it to spin to the right. You can also use both sides of your
pemeriksaan rinci, QQmenyiapkan salinan QQdiperinci (dengan QQpenerimaan layanan) bagi calon pembeli. Ini menunjukkan Anda telah QQterus dengan pemeliharaan dan QQmenyarankan Anda menjual kendaraan yang dapat diandalkan. Dengan lembut pegang QQkawat busi QQdengan boot (tempat di mana ia terhubung ke busi), QQmemutar, dan tarik lurus. QQTidak pernah mencabut QQpada kawat itu sendiri (Anda dapat merusak kabel). QQHal mengkilap mencuat dari blok mesin setelah Anda QQmenghapus QQkawat dari busi adalah terminal dari busi.QQ Angka ini menunjukkan semua bagian busi, termasuk terminal. Gunakan QQlembut, kain bersih atau kuas kecil untuk membersihkan daerah di mana busi memasuki blok. Anda juga dapat meniup kotoran pergi dengan sedotan soda. Membersihkan daerah QQterus QQsampah QQlepas dari jatuh QQke QQbawah lubang ke dalam silinder ketika Anda cabut steker. Tempatkan QQAnda soket busi (yang besar dengan lapisan karet) QQlebih busi; QQmengerahkan beberapa tekanan saat QQmengubahnya sedikit untuk memastikan bahwa itu semua jalan ke bawah. Langkah pertama adalah untuk mengetahui bagaimana QQspin pemain QQmenempatkan pada bola mempengaruhi lintasan. Sebuah bola yang QQdipukul di bagian kanan akan berputar ke kiri, memaksanya untuk QQkurva ke kiri. Sebuah bola yang QQdipukul di bagian kiri akan berputar ke kanan, memaksanya
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foot to curve the ball. Curving the ball with either the inside or outside of the foot requires slightly different techniques: Curving the ball with the inside of the foot is easier to control, and should be where intermediate players begin. The plant foot should be directly next to the ball, and the striking foot should come around the outside of the ball to give it spin. The player’s knee should be directly over the ball, and he should strike with the inside of the foot and the toe pointed down. He should strike the ball just to the outside of the center of the ball.
http://football.isport.com/footballguides/how-to-curve-a-kick-in-soccer
untuk berputar ke kanan. Anda juga dapat menggunakan kedua sisi kaki Anda untuk QQkurva bola. QQMelengkung bola dengan baik QQdi dalam atau QQdi luar kaki memerlukan teknik yang sedikit berbeda: Melengkung bola dengan bagian dalam kaki lebih mudah untuk mengontrol, dan harus di mana pemain QQmenengah mulai. Kaki QQtanaman harus langsung di sebelah bola, dan kaki QQmencolok harus datang sekitar bagian luar bola untuk memberikan QQberputar. Lutut pemain harus langsung di atas bola, dan ia harus menyerang dengan bagian dalam kaki dan jari kaki menunjuk ke bawah. Dia harus QQmemukul bola QQhanya untuk bagian luar pusat bola.
EXPOSITION TEXT No. Exp1
Source Paragraph The First World War in the beginning of the twentieth century is remembered as horrific and the savagery of mankind. It was the clash between the powers and the show off stage for their national pride. It was truly a struggle for dominance and delivered nothing but destruction and their downfall. The First World War surely ended the European domination of the world. It was a fair cycle of history that took away the baton of prolonged European imperialism to other rising regions such as Asia and America. It was surely the war that caused European downfall in economy, political
Target Paragraph Perang Dunia Pertama pada awal abad kedua puluh dikenang sebagai QQmengerikan dan kekejaman umat manusia. Itu bentrokan antara kekuasaan dan acara QQoff panggung untuk kebanggaan nasional mereka. Itu benar-benar perjuangan untuk dominasi dan QQdisampaikan apaapa selain kehancuran dan kejatuhan mereka. Perang Dunia Pertama pasti mengakhiri dominasi Eropa di dunia. Itu adalah siklus yang adil sejarah yang mengambil tongkat estafet dari imperialisme Eropa yang berkepanjangan ke daerah meningkat lain seperti Asia dan Amerika. Itu pasti perang yang menyebabkan
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unstableness, and change in their tension toward internal and external neighboring borders. The war was a controversial warfare in an immense scale that had no differentiation in both military combatants and civilians.
Exp2
Exp3
kejatuhan Eropa di bidang ekonomi, politik QQunstableness, dan perubahan dalam ketegangan mereka terhadap perbatasan tetangga internal dan eksternal. Perang adalah perang yang kontroversial dalam skala besar yang tidak memiliki diferensiasi di kedua pejuang militer http://www.studymode.com/essays/T dan sipil. he-First-World-War-Ended-The490893.html Clearly fossil fuel reserves are finite; Jelas, cadangan bahan bakar fosil it's only a matter of when they run yang terbatas; itu hanya masalah out. Globally, every year we currently ketika QQmereka kehabisan. Secara consume the equivalent of over 11 global, setiap tahun QQsaat billion tonnes of oil in fossil fuels. mengkonsumsi setara dengan lebih Crude oil reserves are vanishing at the dari 11 miliar ton minyak bahan bakar rate of 4 billion tonnes a year; if we fosil. Cadangan minyak mentah yang carry on at this rate without any QQhilang pada tingkat 4 miliar ton increase for our growing population per tahun; jika kita terus pada tingkat or aspirations, our known oil deposits ini tanpa peningkatan populasi will be gone by 2052. We’ll still have QQkami tumbuh atau aspirasi, gas left, and coal too. But if we cadangan minyak kita QQdikenal akan increase gas production to fill the Qberlalu 2052. Kami masih akan energy gap left by oil, then those memiliki gas yang tersisa, dan batu reserves will only give us an additional bara juga. Tetapi jika kita eight years, taking us to 2060. But the meningkatkan produksi gas untuk rate at which the world consumes mengisi kekosongan yang fossil fuels is not standing still, it is ditinggalkan oleh energi minyak, increasing as the world's population maka cadangan tersebut hanya akan increases and as living standards rise memberi kita tambahan delapan in parts of the world that until tahun, membawa kita ke 2060. recently had consumed very little Namun tingkat di mana dunia energy. Fossil Fuels will therefore run mengkonsumsi bahan bakar fosil out earlier. tidak tinggal diam, itu QQadalah QQmeningkatkan dengan https://www.ecotricity.co.uk/ourmeningkatnya populasi dunia dan green-energy/energyQQsebagai standar hidup meningkat independence/the-end-of-fossil-fuels di belahan dunia yang sampai saat ini telah QQdikonsumsi sangat sedikit energi. Bahan Bakar Fosil karena itu akan habis QQsebelumnya. After three months of debate, the Setelah tiga bulan perdebatan, paket
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package of nine bills was finally put to a vote in the upper house today only to be swiftly rebuffed by Labor and the Australian Greens. The result prompted cries of “shame’’ from the Liberal benches, but there was little real emotion on either side. Labor said it couldn’t support the repeal if it was to be replaced by the government’s direct action plan. “Without a credible alternative, Labor cannot support the abolition of the existing clean energy policies,’’ shadow climate change spokesman Mark Butler said in a statement. The opposition is standing by its support of an emissions trading scheme, which under existing legislation isn’t due to begin until July 2015.
Exp4
sembilan QQtagihan akhirnya dimasukkan ke pemungutan suara di majelis tinggi hari ini hanya untuk cepat ditolak oleh Tenaga Kerja dan Partai Hijau Australia. Hasilnya QQdiminta teriakan QQ"malu'' dari bangku Liberal, tapi ada sedikit emosi nyata di kedua sisi. QQTenaga Kerja mengatakan pihaknya tidak dapat mendukung pencabutan jika itu diganti oleh rencana aksi langsung pemerintah. QQ"Tanpa alternatif yang kredibel, Tenaga Kerja tidak dapat mendukung penghapusan kebijakan energi bersih yang ada,'' kata juru bicara perubahan iklim bayangan Mark Butler dalam sebuah pernyataan. Pihak oposisi berdiri oleh dukungan atas skema perdagangan emisi, yang di bawah undang-undang http://www.theaustralian.com.au/nat yang ada tidak akan dimulai sampai ional-affairs/senate-votes-againstJuli 2015. abolition-of-carbon-tax/storyfn59niix-1226860065470 A growing number of officials around Semakin banyak pejabat di seluruh the world are getting this. In his dunia QQmendapatkan ini. Dalam recent New York Review of Books karyanya New York Review baru-baru article, Nobel prize winning economist ini dari artikel QQBooks, ekonom Paul Krugman points to an October pemenang hadiah Nobel Paul report from the International Krugman menunjuk ke laporan Monetary Fund (IMF) that basically Oktober dari Dana Moneter apologizes for its austerity Internasional (IMF) yang pada recommendations in the last few dasarnya meminta maaf atas years, backed up with evidence. The rekomendasi penghematan dalam report shows that those countries beberapa tahun terakhir, didukung forced into austerity measures by the dengan bukti. Laporan ini EU experienced steep downturns in menunjukkan bahwa negara-negara their economies, contrary to dipaksa menjadi langkah-langkah predictions. Further, the more drastic penghematan oleh Uni Eropa the austerity (measured by calculating mengalami kemerosotan tajam spending cuts and tax increases as a ekonomi mereka, bertentangan percentage of GDP), the greater the dengan prediksi. Selanjutnya, lebih economic downturn. Yet EU officials drastis penghematan (diukur dengan
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— apparently convinced of the infallibility of their theory on how economies work, seem unmoved by such evidence and the human suffering that goes along with it. As Mr. Krugman put it, in the EU “the beatings will continue until morale improves.” Which brings me to the next point. http://blogs.hbr.org/2013/06/theeuropean-union-a-failed-ex/
Exp5
Gender discrimination should not be allowed on any level at any school. We kindly request the administration at Strong Rock Christian School change their currently policy and allow for both genders to play on any sports team of their choosing provided there are not teams already in existence for each sex. Being on a team should be based on ability and not gender. School is not only a place for learning academics. School also teaches our children valuable life lessons and social skills. Playing sports is good for our children as they learn teamwork, how to settle differences, communication skills, dedication, and the three P's: Practice, Patience and Persistence. We are not asking for the school to lower their standards for excellence. We are simply asking that all children be given a chance to succeed based on their abilities and not be excluded based solely on their gender. http://www.change.org/petitions/nomore-gender-discrimination-at-srcs
menghitung pemotongan belanja dan kenaikan pajak sebagai persentase dari PDB), semakin besar penurunan ekonomi. Namun para pejabat Uni Eropa - tampaknya yakin akan kebenaran mutlak teori mereka tentang bagaimana ekonomi bekerja, tampaknya QQterpengaruh oleh bukti tersebut dan penderitaan manusia yang sejalan dengan itu. Seperti Mr Krugman mengatakan, di Uni Eropa "QQpemukulan akan berlanjut sampai moral membaik." Yang membawa saya ke titik berikutnya. Diskriminasi gender seharusnya tidak diperbolehkan pada setiap tingkat di sekolah manapun. Kami dengan hormat meminta administrasi di QQKuat QQBatu Christian School mengubah kebijakan mereka saat ini dan memungkinkan untuk kedua jenis kelamin untuk bermain di setiap tim olahraga yang mereka pilih QQdisediakan tidak ada tim yang sudah ada untuk setiap jenis kelamin. Berada di tim harus didasarkan pada kemampuan dan tidak gender. Sekolah bukan hanya tempat untuk belajar QQakademisi. Sekolah juga mengajarkan anak-anak kita QQyang QQberharga pelajaran hidup dan keterampilan sosial. Bermain olahraga yang baik bagi anak-anak kita ketika mereka belajar kerja sama tim, bagaimana untuk menyelesaikan perbedaan, kemampuan komunikasi, dedikasi, dan tiga QQP: QQPractice, Kesabaran dan Kegigihan. Kami tidak meminta sekolah untuk menurunkan standar mereka untuk keunggulan. Kami hanya meminta agar semua anak diberi kesempatan untuk berhasil berdasarkan kemampuan
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Exp6
Legal scholars have argued that cloning may violate, for example, a child’s “right to an open future.” A child born as a genetic copy of another may feel undue pressure to become like or different from its progenitor. Yet a right to an open future is difficult to validate by common law or analogy to ethical analysis about parenthood. What is parenthood, after all, but the teaching of values and knowledge to children in an act of stewardship? Perhaps children do not ever have fully open futures. Failing an absolute standard, society will have to find ways to reconcile differences among the many kinds and degrees of parental control and enhancement of children. While it is tempting to describe cloning as either a radical new form of parenting or as twinning, either analysis fails to take account of the need for new ways to integrate the problem of cloning into social institutions before it becomes an accepted form of reproductive medicine. http://www.actionbioscience.org/biot echnology/mcgee.html
Exp7
Scientists worldwide have concluded that chlorofluorocarbons (CFCs, also known by the trade name Freon) deplete the ozone layer. CFCs have been used in the manufacturing of many products, such as foam
mereka dan tidak dikecualikan hanya berdasarkan jenis kelamin mereka. Sarjana hukum berpendapat bahwa kloning melanggar, misalnya, QQseorang anak "hak untuk masa depan yang terbuka." Seorang anak yang lahir sebagai salinan genetik lain mungkin merasa tekanan untuk menjadi seperti atau berbeda dari QQnenek moyang nya. Namun hak untuk masa depan yang terbuka sulit untuk QQmemvalidasi oleh QQcommon QQlaw atau analogi analisis etis tentang orangtua. Apa QQorang tua, QQsetelah semua, tapi mengajarkan nilai-nilai dan pengetahuan kepada anak-anak dalam suatu tindakan kepengurusan? Mungkin anak-anak tidak pernah memiliki terbuka penuh QQberjangka. Gagal QQ standar mutlak, masyarakat harus menemukan cara untuk mendamaikan perbedaan di antara berbagai jenis dan derajat kontrol orangtua dan peningkatan anak-anak. Meskipun tergoda untuk menggambarkan kloning baik sebagai bentuk baru yang radikal dari orangtua atau sebagai kembar, QQbaik analisis gagal untuk memperhitungkan perlunya cara-cara baru untuk mengintegrasikan masalah kloning ke dalam lembagalembaga sosial sebelum menjadi bentuk diterima QQkedokteran reproduksi. Para ilmuwan di seluruh dunia telah menyimpulkan bahwa chlorofluorocarbons (CFC, juga dikenal dengan nama dagang Freon) menguras lapisan ozon. CFC telah digunakan dalam pembuatan banyak
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insulation, electronics equipment, refrigerators and air conditioners. When allowed to escape, these chemicals drift some 30 miles above the Earth to the stratospheric ozone layer - a layer of gas that screens us from the sun's powerful ultraviolet (UV-B) radiation. Once there, CFCs break apart - a process that releases chlorine, which then attacks ozone. A single chlorine atom can destroy more than 100,000 ozone molecules. The ozone layer is being depleted over Antarctica (the so-called Antarctic ozone hole), but also to a much lesser extent over North America, Europe, and other populated areas.
Exp8
http://www.epa.gov/ozone/title6/60 9/consumers/cons2.html The amount of violence depicted in video games is representative of the amount of violence experienced in the real world. Children could begin to believe that the world is a cold and hostile place, which may cause them to be fearful of interacting with others. The American Psychological Association says that playing violent games correlates to children being less caring and helpful toward their peers. Children may learn that the best way to solve conflict is through aggression and that there are no consequences to their aggressive behaviors. Violent video games teach children to externalize their anxiety. Instead of calming themselves or expressing their concern or pain to others, they externalize anxiety and may act aggressively toward others in the
produk, seperti insulasi busa, peralatan elektronik, kulkas dan AC. Ketika diizinkan untuk melarikan diri, bahan kimia ini melayang sekitar 30 mil di atas bumi ke lapisan ozon stratosfer - lapisan gas yang menyaring kita dari ultraviolet kuat matahari (UV-B) radiasi. Sesampai di sana, CFC pecah - sebuah proses yang melepaskan klorin, yang kemudian menyerang ozon. Sebuah atom klorin tunggal dapat menghancurkan lebih dari 100.000 molekul ozon. Lapisan ozon ini sedang habis di atas Antartika (yang disebut lubang ozon Antartika), tetapi juga dalam tingkat yang jauh lebih rendah di seluruh Amerika Utara, Eropa, dan daerahdaerah lainnya. Jumlah kekerasan yang digambarkan dalam video game merupakan perwakilan dari jumlah kekerasan yang dialami di dunia nyata. Anakanak bisa mulai percaya bahwa dunia adalah tempat yang dingin dan bermusuhan, yang dapat menyebabkan mereka untuk menjadi takut berinteraksi dengan orang lain. The American Psychological Association mengatakan bahwa bermain game kekerasan berkorelasi dengan anak-anak menjadi kurang peduli dan membantu terhadap rekan-rekan mereka. Anak-anak dapat belajar bahwa cara terbaik untuk menyelesaikan konflik adalah melalui agresi dan bahwa tidak ada konsekuensi untuk perilaku agresif mereka. Video game kekerasan mengajar anak-anak untuk mengeksternalisasi kecemasan mereka. Alih-alih
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Exp 10
same way that they have been taught menenangkan diri sendiri atau to act aggressively when playing mengungkapkan keprihatinan atau violent video games. sakit kepada orang lain, mereka mengeksternalisasi kecemasan dan http://www.education.com/facts/quic dapat bertindak agresif terhadap kfacts-video-games/whatorang lain dengan cara yang sama videogames-teach/ QQbahwa mereka telah diajarkan untuk bertindak agresif saat bermain video game kekerasan. As the old adage goes: "The customer Seperti pepatah lama: "Pelanggan is always right." When is the customer selalu benar." Kapan pelanggan tidak not always right? What is proper selalu benar? Apa etiket bisnis yang business etiquette in regards to how tepat dalam hal berapa banyak much abuse one should take from a pelecehan orang harus mengambil client who has pursued your expertise dari klien yang telah mengejar and commissioned you to do a job? keahlian Anda dan menugaskan Anda With proper business training and untuk melakukan pekerjaan? Dengan many years of experience, this type of pelatihan bisnis yang tepat dan situation should be a guaranteed pengalaman bertahun-tahun, situasi avoidance -- especially when your semacam ini harus QQmenghindari record of referrals and past client QQdijamin - terutama ketika catatan satisfaction has proven to be Anda QQarahan dan kepuasan klien meritorious. masa lalu telah terbukti berjasa. Situasi QQSaya baru saja The situation I have recently QQmengalami telah QQmeninggalkan experienced has left me with no saya QQdengan tidak diragukan lagi doubt that I did the right thing. I fired bahwa saya melakukan hal yang my client and felt no remorse. benar. Aku QQdipecat klien saya dan Expressing that I could not work with merasa tidak ada penyesalan. him, and that I absolutely believe that Menyatakan bahwa saya tidak bisa satisfaction would not be achieved no bekerja dengan dia, dan bahwa saya matter how hard I tried. How could I benar-benar percaya bahwa have avoided the obvious red flags kepuasan tidak akan tercapai tidak that led up to the dismissal of this peduli seberapa keras aku mencoba. client? Bagaimana mungkin saya menghindari bendera merah jelas http://www.huffingtonpost.com/deb yang mengarah ke pemecatan klien be-daley/firing-yourini? client_b_5108436.html The government should fund the Pemerintah harus mendanai universities and colleges directly universitas dan perguruan tinggi rather than give out loans to students langsung daripada memberikan
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so that the students will not be overburdened by debt and be forced to move back with their parents. People are more reluctant than ever to start a family because they feel they cannot handle the expenses of a child while the married couple have yet to pay Uncle Sam his money. People will be less likely to spend money, which is bad for the economy and businesses; especially when people are underemployed because of the current economic climate.
pinjaman kepada siswa sehingga siswa tidak akan terbebani oleh utang dan dipaksa untuk pindah kembali dengan orang tua mereka. Orangorang lebih dari sebelumnya enggan untuk memulai sebuah keluarga karena mereka merasa mereka tidak dapat menangani beban seorang anak sedangkan pasangan yang sudah menikah belum membayar Paman Sam QQuangnya. Orang-orang akan cenderung untuk QQ menghabiskan uang, yang buruk bagi ekonomi dan bisnis; terutama ketika orang If the government wants to truly menganggur karena iklim ekonomi stimulate the economy, they will saat ini. forgive student loan debt so that people can get that piece of paper Jika pemerintah ingin benar-benar that qualifies them for a job, start merangsang ekonomi, mereka akan their lives, and get the money flowing mengampuni utang pinjaman out of the pockets and into the mahasiswa sehingga orang bisa economy. mendapatkan selembar kertas yang http://www.debate.org/opinions/sho memenuhi syarat mereka untuk uld-higher-education-should-bepekerjaan, memulai kehidupan offered-to-all-for-free mereka, dan mendapatkan uang mengalir keluar dari kantong dan ke dalam perekonomian.
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APPENDIX 2
Criteria of Fatal Errors Cited from Georgia State University Website Below is a list of the top Twenty GSU grammar errors. Click on each item to view a description of the error, as well as examples of incorrect and correct usage. 1. Missing commas to set off nonessential information (not used) Commas are used to call attention to information that interrupts and does not alter the meaning of a sentence. If the sentence could provide a similar meaning without the extra information, then the commas help to illustrate that the extra information is there to provide nonessential rather than essential information. CORRECT: John Smith, who won the writing contest, is in my class. (The commas are necessary because "who won the writing contest" is only adding extra information about John Smith.) INCORRECT: John Smith who won the writing contest is in my class. (Commas around "who won the writing contest" are necessary because this phrase is intended to add only nonessential information about John Smith. Only if the information is essential are commas not needed. If more than one John Smith could be indicated, then the words "who won the writing contest" convey information essential to identify which John Smith is being referred to.) 2. Unnecessary commas to set off essential information (not used) Commas are used to call attention to information that interrupts and does not alter the meaning of a sentence. If information is necessary to the meaning of a sentence, you should not set off this information in commas. CORRECT: The student who won the writing contest is in my class. (No commas are needed because "who won the writing contest" is necessary to understand the meaning of the sentence.) INCORRECT: The student, who won the writing contest, is in my class. (The commas setting off "who won the writing contest" are incorrect because the information is necessary to understand the meaning of the sentence.) 3. Missing comma before coordinating conjunction combining two independent clauses (not used) Commas are used before coordinating conjunctions (for, and, nor, but, or, yet, so) if the coordinating conjunction is used to connect two independent sentences. CORRECT: I wanted to go to the beach, but I couldn't afford to pay for a hotel room. ("I wanted to go to the beach" is a complete sentence as is "I couldn't afford to pay for a hotel room," so when they are joined with a coordinating conjunction, a comma should be placed before the conjunction.) INCORRECT: I wanted to go to the beach but I couldn't afford to pay for a hotel room.
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("I wanted to go to the beach" and "I couldn't afford to pay for a hotel room," are complete sentences joined with a coordinating conjunction, so a comma should be placed before the conjunction.) CORRECT: I wanted to go to the beach but couldn't afford to pay for a hotel room. ("I wanted to go to the beach" is a complete sentence, but "couldn't afford to pay for the hotel room" is not a complete sentence, so it cannot stand alone and a comma should not be placed before the coordinating conjunction.) 4. Missing comma after introductory element (not used) Commas help to call attention to opening ideas. A comma follows an introductory word, phrase, or clause. CORRECT: Furthermore, everyone must wait thirty minutes after eating before they go swimming. ("Furthermore" is an introductory word and should be followed by a comma.) INCORRECT: Furthermore everyone must wait thirty minutes after eating before they go swimming. ("Furthermore" is an introductory word and must be followed by a comma.) CORRECT: From his perch in the top of the tree, John could see the neighbor's dog chewing on the children's missing Frisbee. ("From his perch in the top of the tree" is an introductory phrase and should be followed by a comma.) CORRECT: Even though he knew that his brother would be angry over the lost Frisbee, John wasn't brave enough to go get it. ("Even though he knew that his brother would be angry over the lost Frisbee" is an introductory clause and should be followed by a comma.) INCORRECT: Risking his life over a Frisbee, just didn't seem worth it. ("Risking his life over a Frisbee" is the subject of the sentence and should not be followed by a comma.) 5. Comma splice (not used) A comma splice results when two independent clauses (two separate sentences) are joined with a comma rather than a period or semicolon. Writers often create comma splices when using transitional words, such as however, therefore, moreover, nevertheless, furthermore etc. These conjunctive adverbs seem like coordinating conjunctions (for, and, nor, or, but, yet, so), but they cannot be used in the same way. Therefore, these transitional words must either be used with a coordinating conjunction or set off by a period or a semicolon. CORRECT: I had planned to enroll over the summer; however, I couldn't find any classes to fulfill my major requirements. ("However" is not a coordinating conjunction and must be preceded by a semicolon.) INCORRECT: I had planned to enroll over the summer, however, I couldn't find any classes to fulfill my major requirements.
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("However" is not a coordinating conjunction. A comma is not enough to join the two sentences) CORRECT: I had planned to enroll over the summer, but I couldn't find any classes to fulfill my major requirements. ("But" is a coordinating conjunction, so the comma is enough to join the two sentences.) INCORRECT: I; however, couldn't find any classes to fulfill my major requirements. ("However" in this sentence is not joining two sentences, so the semicolon is not needed here.) 6. Semicolon mistakes (not used) A semicolon is used to separate two independent clauses (two separate sentences) that are closely related. Often, semicolons appear before transitional words, such as however, therefore, moreover, furthermore, nevertheless, etc. Semicolons can also be used to separate detailed items in a series. Experienced writers use semicolons infrequently. CORRECT: John should enroll in an upper-level sociology class; he has fulfilled all of the prerequisites, and he is interested in the topic. (The semicolon joins to two closely related sentences.) INCORRECT: John should enroll in an upper-level sociology class; he has always wanted to join the swim club. (The semicolon should not be used to join these two complete sentences because the sentences are not closely related.) CORRECT: Many important members of the university attended the talk: Dr. Becker, the university president; Dr. Palms, the provost; and Dr. Stout, the dean of students. (The semicolons are necessary to clearly divide the complex items in the list.) INCORRECT: Many important members of the university attended the talk: Dr. Becker, the university president, Dr. Palms, the provost, and Dr. Stout, the dean of students. (The items in this list contain commas, so semicolons are needed here to distinguish between the items.) 7. Possessives mistakes (grammatical) Possessives illustrate ownership. Most of us know the rules of possession, but in the heat of the moment, while we're trying to get our ideas across, we either forget to add the possessive or we accidentally add the possessive to a word that should simply be plural. CORRECT: Simon decided to join the men's group. ("Men" is already plural and only needs the "'s" to make it possessive.) INCORRECT: Simon decided to join the mens' group. (The "s" is not needed to make "men" plural. It is necessary to show possession and should come after the apostrophe) CORRECT: The professor was concerned about the students' lack of interest. (A plural noun ending in "s" only needs an apostrophe. Assuming "students" is plural in this sentence, no "s" is needed after the apostrophe.) INCORRECT: The professor was concerned about the students's lack of interest. ("Students" is plural, so the "s" is not necessary after the apostrophe.)
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8.
Colon mistakes (not used) A colon is used after a complete sentence to introduce a word, phrase, clause, list, or quotation. The colon indicates that what follows proves or explains the sentence before the colon. CORRECT: Students choose GSU for three main reasons: its urban environment, its diverse student body, and its rigorous academic reputation. (The list that follows the colon explains the complete sentence that precedes the colon.) INCORRECT: Students choose GSU for: its urban environment, its diverse student body, and its rigorous academic reputation. ("Students choose GSU for" is not a complete sentence.) 9. Wrong word (lexical) Always choose the right word for the meaning you are trying to communicate. In writing, choosing a wrong word often occurs because one word sounds like another. "Their," "there," and " they're" sound the same, but have very different meanings. Contractions can also cause problems. "Should've" sounds like "should of," but the contraction is actually of the words "should have." INCORRECT: You're semester is difficult because your taking too many classes. ("You're" means "you are" and "your" is possessive. Both are used incorrectly in this sentence. ) CORRECT: Your semester is difficult because you're taking too many classes. ("You're" and "your" are used correctly in this sentence.) 10. Lack of parallel structure (grammatical) A list or comparison of equally significant ideas should use the same grammatical pattern. Unparallel structure can confuse a reader because different grammatical patterns within a list suggest that the items in a list don't belong together. INCORRECT: Biology is my major because the subject is challenging, interesting, and excites me. ("excites me" does not have the same grammatical construction as the other items of the list, so it reads awkwardly. ) CORRECT: Biology is my major because the subject is challenging, interesting, and exciting. (The three items in the list are equal and parallel in structure.) INCORRECT: Biology is my major because the subject is challenging, interesting, and I plan on being a veterinarian. ("I plan on being a veterinarian" does not have the same grammatical construction as the other items of the list, so it reads awkwardly.) CORRECT: I plan on being a veterinarian, so biology is my major. I also chose biology because I find it challenging and interesting. ("I plan on being a veterinarian" seems more significant than the other two items on the list, so it is appropriate to break the discussion into two sentences.)
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11.
Misplaced modifier (grammatical) A modifier (a word, phrase, or clause that describes something else) goes next to the thing it modifies. A misplaced modifier can confuse a reader because the modifier appears to describe the wrong element in the sentence. INCORRECT: Jamie ate a sandwich wearing a GSU sweatshirt. ("Wearing a GSU sweatshirt" modifies Jamie, so the phrase should be next to Jamie in the sentence. This sentence seems to suggest that the sandwich is wearing the sweatshirt.) CORRECT: Wearing a GSU sweatshirt, Jamie ate a sandwich. ("Wearing a GSU sweatshirt" clearly modifies Jamie in this sentence.) 12. Dangling modifier (grammatical) A modifier (a word, phrase, or clause that describes something else) must modify something in the sentence. A dangling modifier occurs when the element being modified is implied rather than stated. INCORRECT: Turning the corner onto Peachtree Street, the park looked scenic. (In this sentence, it is unclear who or what turned the corner. Grammatically, it seems that the park turned the corner.) CORRECT: Turning the corner onto Peachtree Street, we noticed the park looked scenic. ("We" turned the corner, so "we" needs to be in the sentence.) 13. Split infinitives (not used) An infinitive is "to" with a verb. A split infinitive is an infinitive with a word or words in between the "to" and the verb. Split infinitives do not necessarily cause confusion, but many readers disapprove. INCORRECT: The professor asked the students to quickly take the quiz. ("To take" is an infinitive and should not be split by an adverb.) CORRECT: The professor asked the students to take the quiz quickly. ("Quickly" can be moved after "to take the quiz." It is important not to create misplaced modifier by placing "quickly" at the beginning of the sentence.) 14. Run-on sentences (not used) A run-on sentence is two or more independent clauses joined without the necessary punctuation separating them or the appropriate conjunction. Complex or long sentences are sometimes necessary, but you must join your ideas in a way that will not confuse the reader. INCORRECT: It was snowing last Wednesday school was shut down. ("It was snowing last Wednesday" and "school was shut down" are both complete sentences and need the appropriate punctuation and/or conjunction to connect them.) CORRECT: It was snowing last Wednesday, so school was shut down. (The two complete sentences can be combined with a comma and the appropriate coordinating conjunction. A period or semicolon without the coordinating conjunction could have also fixed the run-on sentence.)
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15.
Fragments (lexical) A fragment is an incomplete sentence. A sentence is incomplete because it is a part of a sentence separated from an independent clause or because it is lacking a subject or predicate. INCORRECT: GSU will have to raise tuition next year. Because the state government will not raise taxes to support education. ("Because the state government will not raise taxes to support education" does have a subject and predicate, but "because" makes this a dependent clause. It must connect to the main clause to be a complete sentence. ) CORRECT: GSU will have to raise tuition next year because the state government will not raise taxes to support education. (The dependent clause is now a part of the main clause.) INCORRECT: The inevitable laying off of faculty and staff. (This sentence has no predicate. ) CORRECT: The laying off of faculty and staff is inevitable. (The sentence is no longer a fragment because there is now a subject, "the laying off of faculty and staff," and a predicate, "is inevitable.") 16. Lack of subject/verb agreement (grammatical) The verb in a sentence must agree with the subject in number and person. If the subject is plural, the verb form must also be plural. If singular, then singular. Additionally, if the subject is first person, the verb must be also. INCORRECT: One of my professors always spill coffee on my papers. (Although "professors" is plural, the subject of this sentence, "one of my professors," is singular. The plural form of the verb is wrong.) CORRECT: One of my professors always spills coffee on my papers. (Both the subject and verb are now singular.) 17. Vague pronoun reference (grammatical) A pronoun must clearly refer to a subject. A vague pronoun reference occurs when a pronoun could refer to more than one subject or the subject that the pronoun refers to is only implied. Either way, the reader can be confused as to what subject the pronoun refers to. INCORRECT: If your students don't do well on their quizzes, they must not be very good. ("They" is a vague pronoun in this sentence because it could refer to the students or the quizzes.) CORRECT: Your quizzes must not be very good if your students don't do well on them. (In this sentence, it is clear that "they" refers to the quizzes and not the students.) 18. Lack of pronoun agreement (grammatical) Use pronouns exactly and consistently. The pronoun must agree with the number, gender, and type of subject.
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INCORRECT: Each member of the rowing team had to set their alarm for three in the morning. ("Each member" is singular, so the pronoun must also be singular.) CORRECT: Each member of the rowing team had to set her alarm for three in the morning. (The noun and pronoun are both singular.) 19. Unnecessary tense shift (grammatical) Use verb tenses consistently. If you start out in the present, don't shift for no reason into the past. Sometimes you need to shift tenses to reflect a change in time, but an unnecessary shift can confuse the reader as to relationship between time in what you are writing. INCORRECT: Someone pulled the fire alarm yesterday, so we get out of class without taking the quiz. (In this sentence there is not a clear reason to switch from the past tense, "pulled," to the present tense, "get.") CORRECT: Someone pulled the fire alarm yesterday, so we got out of class without taking the quiz. (Both verbs are in the past tense because there is not a clear reason to shift in time.) 20. Inappropriate passive or active voice (grammatical) The active and passive voice are not grammatically correct or incorrect; however, writers often choose inappropriately which voice to use. The passive voice has the effect of removing the actor from the subject position or from the sentence entirely. This removal is appropriate in certain situations, particularly in science and business. Otherwise, you should typically use the active voice. INCORRECT: I poured the solution into the beaker. (The active voice would be inappropriate here if this is part of a lab report. In science writing, the person performing an experiment should be irrelevant to the process.) CORRECT: The solution was poured into the beaker. (Using the passive voice, the "I" can be removed from the sentence.) INCORRECT: Native Americans were repeatedly pushed further west. (Removing the actor from this sentence is inappropriate because it is important here to know who caused this action to occur. ) CORRECT: European settlers repeatedly pushed Native Americans further west. (Using the active voice makes it clear who caused the action.)
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APPENDIX 3
Translation Strategies based on Baker (1992): Translation by a more general word (superordinate) This strategy is used if there is a lack of specificity in the target language compared to the source language by using a more general word (superordinate) (Baker, 1992: 28).
Example: SL TL 2.
: Once, I ate some leftover pork. : Pernah aku melahap sisa daging dari tempat sampah itu.
Translation by a more neutral/less expressive word
This strategy is used when there is no word which has the same expressive meaning as in the source language (Baker, 1992: 30). Example: SL TL
3.
: She coughed as she frantically brushed the red paint onto every step. : Ia batuk-batuk saat ia dengan paniknya ia mengoleskan cat merah pada setiap anak tangga.
Translation by cultural substitution
Culture-specific item or expression in a SL is replaced by an item in TL which is likely has a similar impact on the target reader but (Baker, 1992: 31). Example: SL TL
: She then decorated the dining room with Chinese lanterns. : Lalu ia menciptakan suasana berbau Cina di ruang makan, antara lain dengan memasang beberapa lampion.
4.
Translation using a loan word The translator simply “borrows” the original word from SL into TL (Baker, 1992: 34). Example: SL : Minutes later I’m in the old family station wagon. TL : Tak lama kemudian aku sudah berada di dalam station wagon tua kami. 5.
Translation using a loan word plus explanation It is the same as translation using a loan word, but the translator adds an explanation. Example: SL : Today it’s Lucky Charms. (A Child Called ‘It’, page 7)
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TL
: Pagi ini sereal Lucky Charms. (A Child Called ‘It’, page 4)
6.
Translation by paraphrase using a related word This strategy is used when “the concept expressed by the source item is lexicalized in the target language but in a different form…” (Baker, 1992: 37). Example SL : But I always fell asleep before I heard his reindeer land on the roof. TL : Tetapi aku selalu terlelap sebelum sempat mendengar suara rusa kutub penarik kereta es Santa mendarat di atap rumah. 7.
Translation by paraphrase using unrelated words The paraphrase may be based on modifying a superordinate or simply on unpacking the meaning of the source item, particularly if the item in question is semantically complex” (Baker, 1992: 38). Example: SL : I could imagine her turning on her snakelike charm as she cuddled Russell for the benefit of the principal. TL : Bisa kubayangkan bagaimana Ibu memperlihatkan sikap lemah lembut dan penuh kasih saying terhadap Russell untuk merebut hati Pak kepala sekolah. 8.
Translation by omission Omission strategy is simply omitting to translate a certain word and it can be used if a particular item or concept does not significantly influence the development and meaning of the text (Baker, 1992: 40). Example: SL : In the dining room, Mom arranged different sizes of red candles on the counter of her prized oak hutch. TL : Di ruang makan Ibu menata lilin-lilin merah berbagai ukuran. 9.
Translation by illustration Illustration is used to keep the translated text short, concise, and to the point, and so the illustration is given to the word which has a physical entity and lacks an equivalent in the target language (Baker, 1992: 42). Example Oak hutch
