PROBLEMS IN TRANSLATED ABSTRACT OF STUDENTS’ THESIS AT UNIVERSITAS BUNG HATTA

This study aims at analyzing problems identified in English-translated abstract of students’ theses. The problems are categorized into: grammatical problem and lexical problem. Due to the large number of population, proportionate stratified random sampling technique with 5 % margin of error was applied. The numbers of sample were 172 thesis abstracts. Thses written by students majoring in English were excluded. The problems were investigated by using text analysis. The analysis revealed that students had a lot of grammatical and lexical problems in their English – translated abstract. Based on the appearance of their translated abstracts, it is assumed that mother tounge interference affected them.


INTRODUCTION
An abstract is one of important parts in a scientific writing or report such as thesis, dissertation, scientific article, etc. In Indonesia and other non-English speaking countries, the abstract is written in two language versions, i.e. in native language and in English language, so is at Universitas Bung Hatta Padang. Writing abstract is a genre of scientific writing that has its own style agreed by academic community.
At Universitas Bung Hatta, writing abstract in English is quite challenging for non-Englih major students. When the researcher read their abstracts in English version, it was found a lot of linguistics error in it that it was difficult to understand the text. Students themselves admitted using a third party to translate their abstracts in Indonesian version into English. However, writing and translation are two different streams of study indeed.
The translators students mostly used were either free-translator machine or translator agents available around. For the former, it undeniably has inability in translating semantic aspects of a language. And for the latter, as far as the researcher's knowledge there is no certified translator in Padang yet. It means the translation skill of the translators to translate a certain genre such as an abstract has not been recognized legally. translation of scientific works or scientific translation has its own unique difficulties which differ from the translation of other types of texts such as translations of short stories, novels and others. Nida (1964) reminded that in scientific translation there are scientific terms in English that are not easily translated into other language of developing countries because these countries have different social conditions from English-speaking countries.
Researching a translated abstract means comparing between two texts i.e. ST and TT. Researchers can focus on certain aspects for comparison, for example looking at grammatical features, strategies used by translators to convey ST messages, problems that arise in ST, as the focus of this research, and others (William & Cheserman: 2002: 7). In Indonesia, several studies have been conducted on the translation of abstracts. Sukirmiyadi et al (2014) looked at the quality of the translated abstracts of PhD students' dissertations majoring in medicine and engineering. They focused on writing format, coherence of ideas and language accuracy. For language accuracy, Sukirmiyadi et al found that the dissertation abstract had a low level of language accuracy or was less accurate. Furthermore, Nurasieta (2015) in her research on 10 thesis abstracts of students majoring in English made sure that the right strategy was needed in the translation of abstracts as found in her research that the strategies used in translating grammar features i.e. demonstrative references produce readable translations.

Transslation Problems
According to Halliday and Hassan (1980) and Baker (1992), some typical problems in translation are in the form of unequivalence between ST and TT in aspects of lexis, grammar and syntax, cohesion and coherence of ideas in the text. These problems can occur due to various factors, including differences between ST and TT in lexical, grammatical, social, cultural, and norms adopted by certain countries (Baker, 1992).

a. Grammatical Problem
The differences of English grammatical system with Indonesian make grammar be problematic in translation. Cahyani et al (2014) analyzed grammar errors found in the translation works made by students taking translation courses. They found that most errors found were in translating noun phrases (morphology). Grammar errors usually occur due to translators' lack of grammar mastery.
Translating collocations is also often problematic in Indonesian vs. English translations because in English there are many adjectives or verbs that must be followed by certain prepositions-collocations. For example (Lubis, 2013: 27), the phrase of 'marah kepada' is translated by Indonesian students as 'angry to'. Translators were influenced by Indonesian concepts so that 'kepada' was translated according to the meaning in the dictionary, namely 'to'. In this case, apart from mastering the strategy of translating, translators are also required to master the concept of TL grammatical system itself.

b. Lexical Problem
Vocabulary acquisition is one of the important aspects to produce a good translation. Translating vocabulary or lexical is not as easy as one might think such as just open the dictionary to see the meaning of the word. There are many terms in a language that do not have the same meaning or have no equivalent in other languages. Therefore, vocabulary or lexicality is one of the problems studied here. As the example given by Catford (1980) between Indonesian and Malaysian Malay, these two languages have the into English TT. There were some legal terminologies in Persian that hade no equivalent in English. In addition, they also found terminologies that in certain fields had different meaning. And the translator actually translated it in general meaning. Samadi analyzed the lexical problems that occured because of the differences in legal and cultural systems between Persia and England. To deal with this, of course, requires the right strategy. In addition to the difference in terminology between text genres, socio-cultural differences are also a challenge in translating vocabulary from SL to TL. For example, to translate some vulgar Spanish vocabularies into English and Polish, different strategies are needed for different vocabularies because there are certain vulgar vocabularies that are equivalent in concept to TL and other vocabularies that do not have vulgar meanings in TL, so strategies are needed to convey the vulgarity of these vocabularies to TL readers (Cordia,

Contrastive Analysis
The differences revealed through contrastive analysis in foreign language learning, become an explanation for us about the difficulties in learning foreign languages because these differences usually occur in students' language errors (Fauziati, 2014) as the research findings of Cho & Slabakova (2015) on the mastery of the indefinite determiner morpheme in aspects of Russian grammar by native speakers (NSs) of English and Korean. By using contrastive analysis, it was known that the determiner 'kakoj-nibud' is more difficult to understand in English & Korean NSs because the determiner concept does not exist in both languages. This means that the difference in grammatical concepts between the two languages becomes a challenge for students to master a foreign language.
In translation research, Ciordia (2016) used CA to find out strategies in translating vulgar expressions in Spanish into English and Polish. After doing the CA, it was found that there were semantic & grammatical differences between SL and TL, then the researcher analyzed that the translator applied several strategies so that the translation results could be understood by readers from different cultural and linguistic backgrounds.
Meanwhile, in this research on translation abstracts, the researcher uses CA to analyze the forms of problems identified in the translation abstract documents.

METHOD
This research was descriptive qualitative because it analyzed and described the qualitative data collected from the abstract texts, totaling 172 text documents. The researcher identified all grammatical and lexical problems. Contrastive linguistic analysis was carried out on the problems found.

Sample
The sample was 172 English-translated abstract of the students' theses. The 2. The translated texts were investigated in order to identify all problems, then the problems found were categorized into two: grammatical and lexical problems. Each problem was checked in a table.
3. The problems were analyzed by using contrastive approach (CA). Points of analysis were the equivalence and accuracy of lexical and grammar use in TT. Both lexical and grammatical equivalence and accuracy determines the quality of a translation product.
The result of these second and third stages answered the research questions of this research.
4. The result of the analysis was interpreted and then described as the research finding.

FINDING
Text analysis toward 172 abstracts revealed this: From table 1 can be seen that there were more grammatical problems than lexical problems. In more detail, the grammatical problems in syntactical aspects were identified 70 times or 40.7% of all abstract texts. The lexical problems in the phrasal aspect occured 50 times (29.3%).

Grammatical problem
There are several forms of grammatical problems that occur in Indonesian-English translation. In accordance with the research focus, here only 2 forms were investigated.
The following describes several types of problems that can describe the typical problems identified: a. Morphological problem -Word class after preposition (TL) Data was obtained by disseminated the questionnaire *disseminated* is past participle that should be placed after to be. In TL above, it is preposition *by* preceded disseminated instead of gerund, disseminating.
There should not be *is* after the preposition *of* There are two morphological problems in TL above : The first is noun phrase *kontribusi kecerdasan emosional*. It has two forms of words connection i.e. connection in the nounphrase of *kecerdasan* and *enosional*. *kecerdasan* is the head of noun phrase described by the adjective *emosional*. Because their relationship is as describing (emosional) and being descrbed (intelligence), so the correct noun phrase should be describing + being described > *emotional intelligence*.
Then, the problem is in possessive relationship between *kontribusi* and the noun phrase *kecerdasan emosional*. *kontribusi* belongs to *kecerdasan emosional*. The grammatical pattern for such relationship is ownership + owned or owned + of + ownership. So, the correct translation for such prhase should be *emotional intelligence contribution* or *contribution of emotional intelligence*.
The second problem is in the phrase *result learn*. It was translated from *hasil belajar*.
*hasil belajar* has a relationship of being described (hasil) + describing (belajar). *hasil* is the head of the phrase being described by noun *belajar*, so the correct grammatical form should be *learning result*. In this translated form, *learn* cannot be used because it is verb. Describing attribute should be in the form of noun or adjective i.e, *learning*.
In here also occurred such problem: *take* is the present form of verb.
As agreed by world academics, sentences in abstract writing that describe research methods or activities that have been carried out must be in the past tense. In the sentence above, it is clear that the activity has completed so that the form of *take* must become *took*.
Here is one more example: (TL) It is means that by using ….. . It should be It means that by using …..
-The completeness of sentence elements (TL) On that account, suggested to teacher to be able to …..
(SL) Oleh karena itu, disarankan kepada guru untuk ….. Vol 1 (1), April 2022 90 TL was not a complete sentence due to absence of subject. *On that account* is a prepositional phrase that functioned as adverbial phrase. Then, *suggested* that was a verb in past form should have come after a subject. In order to complete the TL, a subject should be placed before *suggested*. Referring to SL, it was in passive voice so the TL can be corrected to be *on that account, it is suggested to teacher to be able to ….. Penelitian ini bersifat deskriptif dengan 105 orang siswa SMA 5 Padang yang terdaftar pada tahun ajaran 2015/16, terdiri dari 5 kelas dengan populasi 144 siswa sebagai sample.

The main clause is:
This is a descriptive study with 105 students of SMAN 5 Padang as sample.
SL described that there were 5 classess with 144 students population from which was taken 105 samples.
This main clause contained additional information in the form of adjective clause to describe the noun phrase *105 students* i.e :

Enrolled in the academic year 2015/16
The problem was, in … Consists of five classes with a population of 144 students *consist* was a verb in present form that functioned as predicate for any singular subject. In that TL, it was not found a subject for *consist*. From SL it was understood that *consist* described the population of SMAN 5 Padang. A correct syntactical form can be : This is a descriptive study with 105 students of SMAN 5 Padang enrolled in the academic year 2015/16 consisting of five classes with a population of 144 students as sample.

Lexical Problem
From the results of the identification, it was found that there are several types of lexical problems that were most often made by translators, which are described below.
a. Lexical Problem -Inappropriate use of vocabulary

(TL) Ustadz Maulana who is a lecturer in 'Islam itu Indah' show
The use of the word *lecturer* was not appropriate here. *lecturer* is a teacher at a university. Meanwhile, the TL context is religion that has special terminology to explain the noun of the *lecturer*, namely *preacher*.
Another example is *great bay* as translation of *Teluk Bayur*, a name of a bay in West Sumatra.
-The use of foreign language (TL) There are Contribution which is Signifikansi .….
(TL) descriptive method of korelasional The redundancy is the addition of unimportant vocabulary. Without that vocabulary the meaning of SL has been conveyed. *motivated order* and *choice of word* were redundant phrases. Without these phrases, the phrase *rhetorical pattern* in SL was correct translation for the message SL wanted to convey, and the word *diksi* in SL is effectively translated with *diction*. Another typical phrasal problem was: (TL) there are make-up of result learn. Seharusnya 'there is improvement of learning result

DISCUSSION
Each language has its own grammatical pattern. Indonesian grammatical patterns are different from English. The subject and predicate elements are both present in the sentence patterns of the two languages, but word classes that stand on these elements are different. In English, subject + predicate pattern must always consist of verb elements whose forms change or must be adjusted in accordance to the subject and mass forms.
Changes in the form of the verb in the subject-predicate relationship become difficulties for students in translating Indonesian into English for abstracts translataion because the system does not apply in their native language. Another difficulty is translating phrases.
The structure being described + describing in Indonesian is very much found in this English translation. In fact, the English system has contradictive pattern i.e. describing + being described. Mother tongue interference in the translation is also seen in the composition of sentence elements. there are also some that must follow or be followed by certain words or word classes. For the latter form and function, there were many errors in abstract translation. It occurred when the 'preposition' must be followed by the 'gerund' or noun form, not by other forms.
Other literal translation errors occured in translating vocabulary both single words and phrases. The errors occured because the vocabulary used did not match the context of the topic and genre of the text. This can happen because of the translator's lack of knowledge about foreign language vocabulary. Knowing the meaning of vocabulary was not merely looking up its meaning in the dictionary but must know in what context the vocabulary was appropriate to use.
From the description above, two main points can be underlined, namely: grammatical and lexical problems and mother tongue interference. The relationship is that mother tongue interference dominated in both problems. Almost all the problems that occurred are in the form of literal translations from the mother tongue. This means that the translator only applied a literal translation strategy without considering the context of the text itself and the TL grammatical system.

CONCLUSION
It is summed up that there are a lot of grammatical and lezicaal problem in the thesis translated abstracts of the students. Dominantly, the problems are affected by the interference of native language system during translation process. Sentence building and lexical use appear as the copy of the source text language.
It is suggested that students improve their grammatical knowledge and enrich their vocabulary acquisition. So that they can produce a readable dan appropriate translated abstract.