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JAPANEDU:
Jurnal Pendidikan dan Pengajaran Bahasa Jepang http://ejournal.
edu/index.
php/japanedu/index Indonesian Grammatical Interference in Translating Relative Clauses in Japanese Comic Strips Dwi Puspitosari.
Ai Sumirah Setiawati Japanese Language Education Program.
Universitas Negeri Semarang.
Indonesia puspitosaripbj@mail.
ABSTRACT
Bilingual communication, like translation, generates linguistic events due to interaction with two or more languages.
The emergence of interference is one of the consequences of language contact.
This study investigates the impact of Indonesian grammar on the translation of relative clauses in Japanese comic strips to examine the types of grammatical errors.
This study also analyzes the morphological interference and syntactic interference at the phrase level as a result of the respondentAos translation and investigates the causes, as well as discovers the respondentAos difficulties and strategies during the translation process, particularly relative clauses in Japanese comic strips.
A qualitative descriptive approach was used in this study, which data was collected by recording and analyzing the results of a mid-semester exam on comic strip translation for 56 students enrolled in a Japanese-Indonesian translation and interpreting (Honyaku-Tsuyak.
course in their third year.
All respondents are proficient in JF Standard Japanese at the B1 level.
Google Form questionnaires were distributed to ascertain the respondentsAo difficulties and strategies when translating relative clauses.
The findings of this study showed that language interference errors are the most prevalent, followed by errors involving word deletions, word additions, incorrect formation of sentence elements, and incorrect placement of components.
Thirty translation results were Global Errors, and twenty-six were Local Errors regarding error severity.
The results of the questionnaire found that the most significant difficulty was determining the part that is generalizing, determining the order of the translated parts, translating the particle that connects the generalization clause, determining the Subject-Predicate-Object-Description in the sentence, and when translating the demonstrative word that follows the generalization part consecutively.
KEYWORDS
Grammatical Errors.
Interference.
Japanese Relative Clauses.
Translation.
First received: 05 October 2023
ARTICLE INFO
Revised: 15 May 2024 Available online: 25 June 2024 Final proof accepted: 20 June 2024 Agustina, 2.
This interference is referred to formally as interference.
Moreover, (Tarigan, 1.
states that the quality and quantity of a Interference is the term in translation.
Interference personAos speech depend on the quality of that is a term used to describe changes in a language personAos vocabulary.
Language rules are the system that result from language contact with criteria used to determine a speakerAos correct use of multiple elements of another language and are These rules include .
the sound system carried out by bilingual speakers, i.
, speakers who .
, .
the grammar .
ords and alternate between two languages (Chaer & sentence.
, .
the vocabulary .
ncluding term.
, .
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INTRODUCTION
Dwi Puspitosari.
Ai Sumirah Setiawati Indonesian Grammatical Interference in Translating Relative Clauses in Japanese Comic Strips the spelling, and .
the meaning.
The speakerAos communication ability will be hindered by the individualAos limited knowledge of language rules.
The first language/mother tongue can be a disturbing factor for students learning a language other than their mother tongue because, whether they realize it or not, students engage in a transfer process, both structural transfer and transfer of different language elements from the first language when producing a second .
language (Wibisono, 1.
In this case, control is needed to resolve such interference, and a monitoring system is required to effectively identify when power is needed (Nozari & Novick, 2.
Certain types of interference in a language system are called systemic interference (Weinreich in Chaer & Agustina, 2.
These interferences consist of .
Phonological Interference, for example, the Japanese pronunciation of Gasoline is gasorin.
Morphological Interference.
Syntactic interference caused by transferring morphemes or words from the first language to the second.
Interference with meaning systems or interference with meaning systems.
This interference can be divided into three parts: .
generalization interference, where vocabulary elements are absorbed into another language.
contraction and .
lexical interference.
Interference with adding meaning, explicitly adding new vocabulary with a unique meaning while the old vocabulary is still in use and has a whole meaning.
Meaning replacement interference, namely interference that occurs due to the replacement of vocabulary caused by a change in meaning.
According to the preceding explanation, interference is a language disorder at any level .
honology, morphology, synta.
and an issue that can damage the purity of the spoken language (Chaer & Agustina, 1.
Translation is one of the courses taken by students studying languages.
Translation is included in the discipline of linguistics because translation is closely related to linguistic sciences, both micro linguistics, such as morphology, syntax, and semantics, and macro linguistics, such as sociolinguistics and psycholinguistics.
As a subfield of study, translation is a scientific field different from linguistics.
Translation studies have methods and strategies that are different from Several definitions of translation include replacing text material in the source language with equivalent text in the target language (Catford in Machali, 2.
Meanwhile, others say that translation is an intentional activity by the author to determine the meaning of a text in another language (Newmark, 1.
There is also a claim that everything expressed in one language can be expressed in another through translation (Nida, 1.
The translation process can be described in Figure 1, according to Nida and Taber .
Figure 1: Translation Process Scheme.
The scheme above explains that the first box is the Source (S) or Source, which means the message or Message (M.
to the recipient of the message (R.
or Receptor 1.
The translator, who is (S) the Source as well as (R) as the recipient of the message, receives the M1 that is conveyed as R1 and then conveys M1 back into a new message M2, which will be received by the recipient of the second message (R.
Regarding meaning in translation, several factors facilitate changes in meaning in translation.
These factors are language that continues to develop, passed down from one generation to the subsequent, vague meanings of words, loss of motivation, a group of words with more than one meaning .
, and words in context.
Ambiguous .
n ambiguous context.
, and vocabulary structure (Ullmann, 1.
Based on several explanations of the definition of translation above, it can be concluded that the process of selecting words is quite a heavy consideration because it relates to whether the result of the translation is natural and acceptable or Therefore, a translator must pay careful attention to translation principles.
The principles of translation include the following: .
understand the meaning and intention of the author.
have knowledge and knowledge of both languages .
ource language and target languag.
avoid translating word for word.
use forms natural and commonly used language.
choosing the right words in translating (Bassnet, 2.
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How bilinguals choose words in one language while disregarding words in another is a central problem in bilingual language development (Emmorey, 2.
Interference generally includes lexical, phonological, semantic, and grammatical However.
Weinreich .
divides interference into three categories: phonological interference, grammatical interference, and lexical interference, with grammatical interference including morphological interference and syntactic interference (Aslinda, 2.
Further explanation revealed that grammatical interference alters a foreign languageAos structure and structural components (Lekova, 2.
This is due to the existence of semantics .
he portion of language structure concerned with the meaning of expressions or meaning structure.
, rigid similarities, and differences between the systems in the Source Language and the Target Language.
In the meantime, grammatical interference is caused by the following: determining adverbs, adjectives, prepositions, verbs, adverbs, personal pronouns, and connecting pronouns (Benchehida.
This is consistent with HamersAo view:
AuGrammatical interference occurs when a speaker of one language uses the structure of another.
Ay Interference occurs in all aspects of syntax, including sentence structure, tense, mode, use of prepositions, adjustments, etc.
(Baggioni & Moreau, 1.
Relative clauses in Indonesian are called by different terms, including Auanak kalimat relativeAy by Mees .
Au.
odifying clause.
klausa pewatasanAy by Lapoliwa .
, or Au.
odifier clause.
klausa pewatasAy by Sudarsa .
Indonesian, relative clauses are divided into two:
restrictive relative clauses and non-restrictive relative clauses.
A limiting relative clause is a clause whose relationship with its antecedent is very close, and this clause determines the meaning of the entire sentence.
Meanwhile, non-restrictive relative clauses are clauses in the form of insert comments or simply additional information that do not provide further restrictions on the This clause is marked with a comma (,) in the writing (Quirk, 1.
Some pronouns connecting relative clauses in English are described in Table 1.
Table 1.
Linking Pronouns in English.
Limiter and Expander Person Subjective Case OPAPrep Thing Objective Case Genitive Case Prep Limiter Only Person and Thing that, zero of which mAprep Explanation of Terms LP: Linking Pronouns OP: Object Pronouns Prep: preposition OPAPrep whichAprep thatAprep zeroAprep In Japanese, the relative clause is called nCA .
ankei sets.
Relative clauses In Japanese are divided into four categories, with examples provided below.
oCCeAAEA (Uwasa wo kiita hit.
AuThe person who heard the rumorAy.
In this clause.
Auperson AU hitoAsAy is the subject of the person who AuhearsAUAAEA kiitaAs.
Ay AAUAAEAoC (Watashi ga kiita uwas.
AuThe rumor which I heardAy.
Here.
AurumorAUoC uwasaAsAy is the object of AuheardAUAAEA kiitaAs.
Ay AAUyeECeaAcAoC (Watashi ga shougeki wo uketa uwas.
AuThe rumor by which I was Ay In this example.
Aurumor AUoC(A) uwasa .
Asis neither the subject nor the object of AushockedAUaAcA uketaAs,Ay but rather a modifying adverbAUOoE fukushiteki shuushokugoAs.
AUAaoAAoC (Kare ga kekkon shita uwas.
AuThe rumor that he is marriedAy.
Here.
Aurumor AUoC uwasaAsis neither the subject nor the object of Auhe is married AUAUAao AA kare ga kekkon shitaAs,Ay instead, it is a relative clause which is an explanation of the contents of the rumorAUnCAAoCAII oa kankeisetsu wa uso no naiyou setsumeiAs.
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Ai Sumirah Setiawati Indonesian Grammatical Interference in Translating Relative Clauses in Japanese Comic Strips According to the previous example, the various relative clauses in Japanese, with their complex sentence structures, do not preclude the possibility of posing a challenge when translating into Indonesian for students.
The author is interested in the types of translation errors, the difficulties encountered, and the strategies students use when translating Japanese relative clauses into Indonesian in Japanese comic strips based on the various theories, contexts, and problems described Previous research that is similar to the theme of this research is Juliastika.
Mardani, and Hermawan .
This qualitative study focused on 32 sakubun .
ritten essa.
The findings of this study indicate that Indonesian language interference results from studentsAo lack of comprehension regarding the use of contextappropriate verbs.
This is because one Indonesian verb can have multiple Japanese equivalents.
Aside from that, it is necessary to consider many factors, such as who the speaker is, who the interlocutor is, and the position of each speaker, when determining the words to be used.
For instance, the word AugiveAy has several equivalents in Japanese, such as AU AC Ae A Ao As agemasu.
AU Aa CU A Ao As kuremasu.
AUaiAEAAoAskudasaimasu, andAU CECOAAoAsyarimasu.
Aprilianti .
, in her study, found that the Indonesian language interferes with the use of Japanese particles.
This study aims to identify the emergence and causes of Indonesian interference in using articles in Japanese sentences.
This qualitative research employs content analysis The data source is discourse text composed by second-year .
hird-semeste.
2017 STBA JIA Bekasi Japanese language students who took the Shokyu Sakubun .
This studyAos data are errors in using Japanese particles extracted from Japanese words or sentences written with an interference-containing sentence According to Weinrich .
, the theory utilized in this study is interference theory, and according to Chino .
, the theory used in Japanese language particles.
This research indicates that the most interference occurs when using Japanese particles that contain the Indonesian ad position meaning Aodi.
Ao Errors occur because the Indonesian language system is introduced into the Japanese language system in sentences, interfering with the studentAos ability to learn Japanese.
Nugroho .
is another similar study.
The subject of this study is the translations of 15 sentences by students.
The research method employed is a descriptive method with a qualitative descriptive strategy.
The findings of this study are as follows: According to the research findings, interference errors are the most common type of translation error from both a lexical and grammatical standpoint.
As a result, lexical and grammatical errors comprise the majority of translation errors made by students based on the impact of their mistakes.
The studies above focus on translation errors in vocabulary and sentences without including the difficulties experienced and strategies used during the translation process.
In this research, the authorAos focus is on relative clauses and tries to find out about the challenges encountered and the strategies used when translating Japanese relative clauses into Indonesian METHOD Research Instruments This study identifies the errors respondents .
made when translating relative clauses from Japanese manga.
This study adapts error analysis procedures from Ellis .
James .
, and Tarigan .
by using the following procedures: data collection/sample errors, identifying errors in the data, explaining mistakes in the data, classifying errors based on their cause, and assessing the severity of the error.
The methodology is qualitative, with data cards detailing the mistakes in the respondentsAo translated data.
The errors that appear are categorized based on expert references, and the impact of the translation of the relative clause is determined based on whether or not it has deviated from the intended meaning in the source language.
On April 4, 2023, the Mid-semester Exam for the Honyaku-Tsuyaku course was administered online.
Students were prohibited from using and accessing any applications or links in the translation process.
During the mid-semester examination, only use paper dictionaries.
The comic strip in Figure 2, the mid-semester translation text, consists of 4 panels .
on koma no mang.
with six speech balloons.
The part that is the focus of this research is speech balloon number 5 because the number and variety of translation errors are most visible.
In addition, speech balloon 24 | P a g e e- ISSN 2528-5548 | p-ISSN 27764478 JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang Vol.
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number 5 is a relative clause.
The sentence from speech balloon number 5 is as follows.
AUAUCOAUAOAACOAIaoCUaCs COAs .
akkou kara kaettara uchi de suru tebukuro y.
Au(It.
Sarung tangan yang dipakai di rumah setelah .
pulang dari sekolah lho (/ko.
Ay.
English: Au(Those ar.
the gloves you wear at home after .
come home from school, you know (/arenAot the.
Ay.
Research Instruments A total of 56 students from the class of 2020 who took the AuHonyaku-TsuyakuAy course during the 2022/2023 academic year participated in this According to JF Standards, the respondentsAo skill levels ranged from A2 to B1, an intermediate Respondents had no background in translating from Japanese to Indonesian and vice versa, either orally or in writing.
Most students have a Javanese cultural and linguistic background, and nearly all are bilingual .
egional language and Indonesia.
RESULTS AND DISCUSSION
Error Analysis Results and Discussion Figure 2: Comic four on the mid-semester exam panel.
Google Form questionnaires were distributed with the following questions to determine respondentsAo translation difficulties and strategies with questions as seen in Table 2.
Table 2.
Google Form questionnaire list.
No.
Questions Have you ever heard of the relative clause in Japanese? Do you understand which part of the relative clause is in the sentence below? AAEAAIACeAUaECUAiAiCeA AoAC(Akai boushi wo kabutte iru hito wa Yamada san des.
Do you find it difficult to translate .
Japanese sentences into English containing relative clauses, such as this previous example .
uestion number .
? What makes translating .
Japanese relative clauses difficult? How do you translate Japanese relative sentences into Indonesian when you encounter difficulty? From a field perspective, interference can be divided into five fields: phonology, morphology, syntax, lexicology, and semantics (Jendra, 1.
In the meantime.
Grammatical interference encompasses the fields of Morphology and Syntax (Lekova, 2.
Based on the visible grammatical interference, the word class of the errors can be determined (Baggioni & Moreau, 1.
Next, each type of error is classified according to Dulay .
and Llach .
Fifty-six sentences were translated by respondents from speech balloon number 5, with each translation identifying the part and observed location where interference was.
Several types of interference were identified due to data analysis, including grammatical interference .
orphology and synta.
and lexical interference.
Indonesian, regional languages (Javanes.
, and Japanese contribute to the interference heard.
It is known that all 56 relative clause translation results contain Indonesian grammatical interference, as well as interference from Javanese and the source language.
Japanese.
Meanwhile, other translation errors made by respondents were deletion of words (Omissio.
, addition of words (Additio.
, formation of wrong .
, sentence elements .
The classes of words that experience the errors above are prepositions, adverbs, demonstrative pronouns, personal pronouns .
ou/m.
, connecting pronouns .
, nouns .
entence object.
, tense adverbs .
fter/after 25 | P a g e e- ISSN 2528-5548 | p-ISSN 27764478 Dwi Puspitosari.
Ai Sumirah Setiawati Indonesian Grammatical Interference in Translating Relative Clauses in Japanese Comic Strips returning hom.
, adverbs of place .
chool/hom.
and suffix expressions.
Language Interference Error From the analysis of translation errors, as many as 51 people made Indonesian language interference, namely omitting the connecting pronoun Aoyang .
Ao in the relative clause.
This is explained by the results of translation research, in which translators tend to eliminate connecting pronouns with the prepositional phrase AuforAy in English (Budiman, 2.
Examples of sentences translated by respondents that use the word Auuntuk/buat .
Ay to replace the connecting pronoun AuyangAy are as follows.
AuItu sarung tangan buat dipakai di rumah sepulang sekolahAy (R.
AuThese are gloves for wearing at home after Ay The use of the word Aubuat .
Ay in this sentence does not change the core meaning of the source language sentence.
The expected translation sentence is below.
AuItu sarung tangan yang dipakai di rumah sepulang dari sekolah lhoAy.
AuThose are the gloves that you wear at home after school.
Ay Another Indonesian language interference that often appears is the deletion of the preposition AudariAy before the word AusekolahAy with a total of 25 AuItu sarung tangan yang dipakai waktu di rumah setelah pulang sekolahAy (R.
AuThose are the gloves you wear at home after Ay In the Japanese sentence, the particle AUCO .
ara Audari .
is written in total, but many respondents did not translate it, so the translated sentences were more effective.
Omission of Words There are errors in the translation of the sentence above, namely the omission of demonstrative expressions that interpret new information from the speaker to the interlocutor.
This similar error occurred in 38 translation sentences from Abstract nouns are words that can represent an object, attribute, or event in a sentence (Larson, 1989, p.
AuItu sarung tangan buat dipakai dirumah kalau habis pulang sekolahAy (R.
AuThese are gloves for wearing at home after coming home from school.
Ay In the sentence above, the ending -yo is an abstract noun.
So, deviations will occur when these abstract nouns are removed or replaced with inappropriate words.
Addition of Words The outcomes of respondentsAo translations that include words that do not exist in the source language are also readily apparent.
Fifteen respondents added the verb AubisaAy to their translated sentences, while 25 respondents added words such as Aulangsung,Ay Auketika,Ay Autetap,Ay and AuharusAy.
AuSepulang sekolah, sarung tangannya harus dipakai saat kamu di rumahAy (R.
AuAfter school, the gloves must be worn when you are at home.
Ay The use of AuharusAy in the translated sentence above shifts the core meaning of the original sentence, which does not contain the word obligation in the speakerAos utterance to the Formation of Incorrect Sentence Elements (Misinformatio.
Translation errors of the particle AIAA .
chi d.
Audi rumah .
t hom.
Ay to Auke rumah .
o hom.
,Ay or the particle AUCO .
akkou kar.
Audari sekolah .
rom schoo.
Ay to Audi sekolah .
t schoo.
Ay is seen in 11 translation results from the respondents.
AuKaus tangannya dipakai saat di sekolah sampai ke rumahAy (R.
AuThe socks were worn at school to home.
Ay The preposition Audari .
Ay before the word Ausekolah .
Ay should be translated as Audi sekolah .
t schoo.
,Ay and Auke rumah .
o hom.
Ay should be translated as Audi rumah .
t hom.
Ay Another error in the translation is the use of the noun Aukaus tangan .
Ay when Ausarung tangan .
Ay should be used.
Regarding the meaning of gloves here, it does not match the context of the four-panel comic, in which the first panel explains that the first character is knitting gloves for the second character.
therefore, the word AuKaus tangan .
Ay is not appropriate in this 26 | P a g e e- ISSN 2528-5548 | p-ISSN 27764478 JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang Vol.
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This may be due to bilingual subcompetence or mastery of the source language of a If bilingual sub-competence is low, no matter how well the translation theory has been mastered, it will still be challenging to produce an accurate and precise translation (Saragih, 2.
Incorrect Placement of Sentence Elements (Misorderin.
Examples of sentences with misordering errors are as follows.
AuAku akan memakainya di rumah sepulang dari sekolahAy (R.
AuI will wear it at home after school.
Ay The subject of the actor in the translation above is Auaku (I),Ay who is the motherAos character, whereas the person wearing gloves should be the interlocutor, namely the child.
A similar error is the mistranslation of the demonstrative pronouns Auini .
,Ay which should be Auitu .
Ay because the AoglovesAo are in the area of the person speaking.
An example of a translated sentence with this error is as follows.
AuIni sarung tangan digunakan dirumah kalau pulang dari sekolahAy (R.
AuThese are gloves to use at home when coming home from schoolAy 14 respondents made errors in translating demonstrative pronouns.
Lexical Error Lexicon or vocabulary is the most crucial aspect of translation for conveying the message from the source language to the target language (Halliday & Yallop, 2.
Lexical errors include improper word selection in sentences.
Errors in vocabulary .
can fail to convey the intended meaning of a translated message.
The selection of appropriate lexical elements determines the success of source language message transmission.
In other words, a lexical error is an error in communicating the message of the source language.
This indicates that the message does not effectively reach the target language, resulting in miscommunication (Nida & Taber, 1.
One of the lexical errors that is often seen in respondentsAo translations is in the translation of suffix There were ten respondents with improper suffixes.
AuSetelah pulang sekolah, saat dirumah kamu pakai sarung tanganya yaAy (R.
AuAfter school, when you get home, you wear gloves, okay?Ay The suffix AuyaAy in Japanese is often expressed withAUAuAAs.
Meanwhile, the suffix used in the source language clause is AUCOAs.
In Saigo .
, it is explained that the provisions for using the suffix AUCOAs.
are AuyoAy at the end of a sentence, which functions to inform the person you are talking to about something new.
In the context of 4 commas no manga above, the speaker, namely the mother, tells the interlocutor .
he chil.
that the gloves she knitted are for use at home after coming home from school.
The translation of the ending that is considered more appropriate is Aulho/loh/kok.
Ay.
Table 3 and Table 4 summarize the forms of errors, both language interference and other forms of errors, that appear in Indonesian sentences translated by respondents.
From Table 3 and Table 4, it can be concluded that the most common errors are AuGrammatical Errors,Ay namely the frequent omission of the connecting word AuyangAy in target language sentences, resulting in inaccurate translation results.
This is in accordance with research conducted by Budiman .
regarding the tendency of Indonesian mother tongue users to omit the connecting word AuyangAy in spoken sentences.
Translation by eliminating AuwhichAy in sentences is felt to express studentsAo ideas more freely in conveying the message in the source language without eliminating the essence of the message in the source language.
Translators prefer to change sentences by replacing them with the prepositional phrase for.
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Indonesian Grammatical Interference in Translating Relative Clauses in Japanese Comic Strips Table 3: Types of Translation Errors (Grammatical error.
No.
Grammatical Errors Examples of Errors in Clauses Number of Respondents .
Omission of the preposition di- in AuusedAy Omission of the preposition AufromAy before adverbs of place .
oing home AufromAy schoo.
Interference O .
Omission uAiu .
Addition O .
Incorrect formation of sentence elements (Mis-formatio.
Oa .
Wrong placement of sentence elements (Misorderin.
Make/For which is the linking pronoun AuyangAy Use of the personal pronominal AunyaAy after the noun object Omission of the linking pronoun Auyang .
Ay Translation of the particle AUAUCO kara As into Aufrom Ae toAy Omission of the verbs Auto use,Ay Auto go homeAy Omission of location information Auat home,Ay AuschoolAy Omission of the object noun AuglovesAy Omission of the adverb AuafterAy or after returning home Omission of ending phrases Addition of the verb AucanAy Addition of adverbs Audoank .
Ay.
Ausaja .
Ay.
Autetap .
Ay.
Ausendiri .
Ay.
Aulangsung .
Ay.
Aupekerjaan .
Ay.
Auharus .
Ay.
Audari sejak .
Ay.
AunahAy, exclamation called AuKenAy, adverbs time Aupas .
Ay.
Ausaat .
Ao.
Auketika .
Ay .
Mistake in translating the object AuglovesAy into AuhandkerchiefsAy and AuhandshirtsAy.
Mistranslation of adverbs of time adverbs when Aumasih .
Ay .
Mistranslation of particles (Auat homeAyyAuto houseA.
Particles (Aufrom schoolAyyAuat schoolA.
Mistranslation of the verb AUAoCU suruAsto Aumelakukannya .
Ay .
Wrong placement of the subject sentence elements AuIAy and AuYou.
Ay .
Wrong placement of the demonstrative word AuthisAy sentence Remarks Local Language Interference (Javanes.
Indonesian Language Interference Indonesian Language Interference Indonesian Language and Javanese Interference Indonesian Language and Javanese Interference Japanese Language Interference Verb Adverbs of Place Nouns Adverbs of Time Particle Verb Adverb Others Noun .
Adverbs of Time Particle Verb Personal Pronouns Words that 28 | P a g e e- ISSN 2528-5548 | p-ISSN 27764478 Dwi Puspitosari.
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Indonesian Grammatical Interference in Translating Relative Clauses in Japanese Comic Strips Table 4: Types of Translation Errors (Lexical error.
No.
Interference O .
Incorrect formation of sentence elements Misformatio.
Oa .
Wrong placement of sentence elements (Misorderin.
Number of Respondents .
Examples of Errors in Clauses Lexical Errors .
Use of non-standard spelling AudipakeAy.
AudibikinnyaAy .
Use of the vocabulary Aubuat .
,Ay which means Auuntuk .
o/fo.
Ay Remarks Regional Language Interference (Javanes.
Indonesian Language Interference .
Formation of incorrect sentence elements such as AumakeAy.
Aubuat .
,Ay Aukalo .
,Ay Aumencoba .
Ay .
Incorrect ending phrase Sentence End Particles .
Misplaced particles Audari .
Ay and Ausampai pulang .
o go hom.
Ay Particle .
Wrong placement of sentence elements for the word Auibu .
Ay Person Nouns Global Error and Local Error Verb impact on misunderstanding.
According to the error analysis results .
s seen in Table .
, thirty of the respondentsAo translation results were classified as Global Error In contrast, the remaining 26 were classified as Local Error.
Based on a comparison of the frequency of error types, it has been determined that AuInterferenceAy.
AuOmission of WordsAy, and AuIncorrect Placement of Sentence ElementsAy are not significantly different.
In contrast, the type of error AuAddition of words and Formation of Wrong Sentence Elements (Misinformatio.
Ay demonstrates substantial variation.
Based on Dulay .
and Llach .
, the errors that appear above are reclassified according to the severity of the disturbance as Global Error and Local Error.
Global Error or Global Error is a significant communication disorder caused by overall speech errors that result in the interlocutorAos Meanwhile.
Local Error is an insignificant communication disruption caused by an error in just one element of speech that does not have an Table 5: Data of Global Error and Local Error.
Interferences Omission Addition Misinformation Misordering Total Global Error Local Error According to Table 5, the type of error is AuIncorrect Placement of Sentence Elements .
Ay In this case, many respondents reported both global and local errors.
The translation of the demonstrative word AuthisAy is one of the errors in this category.
Because comic panel illustrations accompany the source language, it is possible to conclude that this type of error does not significantly affect the understanding of the translation results.
Meanwhile, the types of errors AuAddition of WordsAy and AuIncorrect Formation of Sentence Elements (Misinformatio.
Ay significant differences in number.
The conclusion that can be drawn from this is that adding words not present in the source language can significantly impede comprehension of the translated text.
Incorrect translation of particles is one of the categories of Misinformation errors.
It can be said that the respondentAos understanding of the function of Japanese particles significantly impacts whether 29 | P a g e e- ISSN 2528-5548 | p-ISSN 27764478 Dwi Puspitosari.
Ai Sumirah Setiawati Indonesian Grammatical Interference in Translating Relative Clauses in Japanese Comic Strips or not the message is transmitted from the source language to the target language.
Questionnaire Results and Discussion The following is a recap of the answers obtained from the results of the questionnaires given via Google Forms.
The diagram in Figure 3 below reveals that 4% of respondents .
had heard the term Aurelative clauseAy before.
Meanwhile, 9% .
were unsure whether they had heard the term Aurelative clauseAy or not, and 19.
had never heard the term.
Even though these clauses are frequently encountered in both reading and listening when learning Japanese, relatively few respondents know the relative clauses in Japanese.
If Japanese language learners cannot recognize the types of sentences in Japanese reading, they may have difficulty identifying the function of the words in a sentence during translation.
Question 1.
AuHave you ever heard of the relative Question 2.
AuDo you understand which part of the relative clause is in the sentence below?Ay AUAAEAAIACeAUaECUAiAiCeA AoACAs.
kai boushi wo kabutteiru hito wa Yamada san des.
AuThe person wearing the red hat is Mr.
Yamada.
Ay Figure 4: Percentage Chart of Answers to Question 2.
The result from question 3 about translating Japanese sentences into English containing relative clauses can be seen in Figure 5.
Question 3.
AuDo you find it difficult to translate .
Japanese sentences into English containing relative clauses, such as this previous example .
uestion number .
?Ay clause in Japanese?Ay Figure 3: Percentage Chart of Answers to Question 1.
Figure 4 below shows studentsAo understanding of relative clauses in the sentence.
As depicted in the diagram below, more than half of the respondents, or 55.
4% .
, indicated that they Audo not understandAy the relative clause portion of the questioned Japanese sentence.
Comparatively, 37.
5% .
responded Auunderstand,Ay while 7.
1% .
responded Audo not understand at all.
Ay Based on these results, it can be concluded that there are still relatively few respondents who understand the structure and components of Japanese sentences.
This will, of course, contribute to the difficulty in determining which portion of the clause is a generalization and which portion is the main clause.
Figure 5: Percentage Chart of Answers to Question 3.
According to the diagram, 60.
7% of respondents .
felt they had little difficulty translating Japanese sentences with relative clauses.
In contrast, 21.
4% .
felt difficult, while 17.
9% .
reported no Only one-fifth of respondents felt confident that they would have no trouble translating Japanese sentences containing relative clauses, and more than half of respondents lacked confidence in their ability to translate Japanese sentences containing relative clauses.
30 | P a g e e- ISSN 2528-5548 | p-ISSN 27764478 JAPANEDU: Jurnal Pendidikan dan Pengajaran Bahasa Jepang Vol.
No.
June 2024, pp.
Question 4.
AuWhat makes it difficult to translate .
Japanese relative clauses?Ay In question number 4, the questionnaire provides more than one answer choice as follows.
When Subject-PredicateObject-Description (S-P-O-K) in a sentence.
When determining the part undergoing When translating particles AEAUCOEACO CU,AA.
o, kara, ni yoru, nad.
which is the link for the generalization.
When translating demonstrative pronouns AeA.
AyA.
ACA .
ono, sono, an.
which follow the word/part that is experiencing When determining the order of the translated parts.
When understanding the meaning of the whole sentence.
Figure 6 below shows the results of the questionnaires in question 4.
The percentage of answers is presented as follows.
interferences that occur when translating Japanese relative clauses into Indonesian.
In question number 5, the questionnaire provides more than 1 choice of answers as follows.
I used the help of the Google Translate re-checking translation results.
I use the help of the Google Translate application and always re-check the translation results.
Translate some of it first.
If the translation is a comic/illustrative image, look at the image as a reference/translation help.
Put S-P-O-K marks on words in relative clauses before translating.
Look at the previous and following sentences .
f the relative clause is in the middle of the From the results of question 5, the percentage of answers is shown in Figure 7 below.
Question 5.
AuHow do you translate Japanese relative sentences into Indonesian when encountering difficulty?Ay Figure 6: Percentage Chart of Answers to Question 4.
Figure 6 demonstrates that Audetermining the part that experiences generalizationAy is the most challenging aspect of translating Japanese sentences containing relative clauses, with a response rate of 55.
4% .
Followed by Audetermine the order of the parts of the translationAy 6% .
, then Autranslate the particle that connects the generalization clauseAy with 6% .
, then Auunderstand the meaning of the whole sentenceAy with 37.
5% of respondents .
, then Audetermining S-P-O-K in a sentenceAy which was deemed problematic by 7% .
, and finally Auwhen translating demonstrativesAy with 35.
7% .
addition, one respondent cited Aulittle vocabularyAy as a factor in the difficulty of translating relative The conclusion that can be drawn from these results is that the respondentsAo lack of awareness and knowledge in identifying relative clauses is a significant factor in the number of Figure 7: Percentage Chart of Answers to Question 5.
The majority of respondents .
8%, or 43 peopl.
who find it challenging to translate Japanese sentences containing relative clauses use Google Translate while re-checking the translation results, as indicated by the responses above.
of respondents .
used Aulooking at images as a reference/assistance in translationAy as the second most common method, and Aulooking at images as a reference/assistance in translationAy as the following most common method.
With 57.
of respondents .
, the following strategy is AuConsidering the previous and subsequent sentencesAy.
The following response.
Autranslate a portion of it firstAy, received the fourth-highest number of votes, 39.
3% .
The strategy answer Auput S-P-O-K markers on words in relative clauses before translatingAy ranked fifth with 21.
of responses .
The strategy Auusing the 31 | P a g e e- ISSN 2528-5548 | p-ISSN 27764478 Dwi Puspitosari.
Ai Sumirah Setiawati Indonesian Grammatical Interference in Translating Relative Clauses in Japanese Comic Strips Google Translate application without re-checking the translation resultsAy received the fewest responses, totaling only 3.
6% .
addition to the six strategies listed above, one respondent selected Autranslating words and then arranging them into good and correct sentencesAy as a strategy.
In a technologically advanced era.
AI (Artificial Intelligenc.
in translation applications remains prevalent among students, as shown by the above results.
However, nearly all Google Translate respondents admitted that the translation results were not always used directly.
The translation results are re-checked to determine if they are appropriate or if there are any deviant parts of meaning.
This is where the translatorAos command of both the source and target languages is crucial, according to Simatupang .
terms of mastery of technology in general, as well as proficiency and skills in navigating online networks and information literacy in the translation training/teaching process, as well as an adequate understanding of the logic .
nd limitation.
of translation using machines in particular (Somers, 2003.
Wilks, 2009.
Pym, 2011.
Aiken & Balan, 2.
, need to be reviewed.
CONCLUSIONS
According to the analysis results, the translation errors observed in the respondentsAo sentences were .
orphological interference-word formatio.
in the form of errors in translating verbs, adverbs, personal pronouns, connecting pronouns, nouns, and mentioning time .
ime adverb.
Meanwhile, particle translation is inadequate in syntactic interference.
The appearance of errors in translating sentence demonstrative expressions and particles is an additional visible interference.
Meanwhile, neither phonological interference .
ound syste.
nor lexicon interference .
ode mixin.
was evident in the translation results of the respondents.
Meanwhile, 30 translation results were Global Errors, and 26 were Local Errors regarding error Based on the questionnaires, the difficulties in translating relative clauses are determining the part that experiences generalization, determining the order of the parts resulting from the translation, translating the particle that connects the generalization clause, determining S-P-O-K in the sentence, and when translating words, pointing to the one that follows the generalization part.
The most common strategy is using Google Translate while always re-checking the translation results, followed by looking at the image as a reference/translation aid, looking at the previous and following sentences, translating some first, putting S-P-O-K markers on the words in relative clauses before translating, using the Google Translate application without re-checking the translation, and translating the words and then arranging them into good and correct sentences.
REFERENCES