ERROR ANALYSIS IN THE COMPOSING RECOUNT TEXT USING GOOGLE TRANSLATE OF STUDENTS CLASS X SMK DARUL HIDAYAH LAMPUNG TIMUR

FADILLAH, ADELIA (2025) ERROR ANALYSIS IN THE COMPOSING RECOUNT TEXT USING GOOGLE TRANSLATE OF STUDENTS CLASS X SMK DARUL HIDAYAH LAMPUNG TIMUR. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRACT 3 This study employs a qualitative research methodology, which focuses on exploring experiences and insights through verbal data such as interviews and written documents. Qualitative research allows for an in-depth understanding of the challenges faced by individuals or groups in their writing processes. The research specifically targets tenth-grade students at SMK Darul Hidayah Lampung Timur during the academic year 2024/2025. A total of 20 out of 25 students from one class were selected, and their written recount texts were analyzed to identify translation errors. The analysis utilized Surface Strategy Taxonomy to categorize the errors, revealing that among the 103 identified errors, misformation errors were the most prevalent, accounting for 72 instances (69.9%), followed by omission errors (18 instances, 17.4%), addition errors (11 instances, 10.7%), and misordering errors (2 instances, 2.0%). The findings indicate that students predominantly rely on Google Translate rather than dictionaries for their translations, which contributes to a lack of creativity and understanding in their writing. This reliance hinders their ability to express ideas effectively and undermines their motivation and confidence in learning. The results suggest a pressing need for instructional strategies that encourage students to develop their writing skills independently and utilize translation tools more judiciously in classroom settings. This study underscores the importance of fostering students' abilities to organize and articulate their thoughts in writing, aligning with educational objectives that prioritize effective communication skills. Keywords: Error Analysis, Google Translate, Surface Strategy Taxonomy (Dulay)

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