An Analysis of English Word Choice and Grammatical Errors in Thai Novel Translation of Matthayomsuksa VI Students at Panyaworakun School

The research entitled “An Analysis of English Word Choice and Grammatical Errors in Thai Novel Translation of Matthayomsuksa VI Students at Panyaworakun School” contains 11 populations. This study was conducted by using the Grammar-Translation Method to study word choices and grammar in translating the assigned novel extract of 11 Matthayomsuksa 6/4 students in the English-Japanese Program and analyze the problems found in the translation works produced by each and all students in this classroom. The research instruments were a Wo. Winitchaikun’s novel extract “Burapha” and the translation works of the extract made by each of 11 Matthayomsuksa 6/4 students. The students’ translation works were analyzed by consulting the 3 English grammatical books as follows: 1. English Grammar in Use, 2. Prentice Hall Writing and Grammar: Communication in Action Bronze Level, and 3. Advanced English Grammar for High Learner.The research results revealed that in translating and writing English, mostly, 11 Matthayomsuksa 6/4 students made errors in the first 5 sequences of the following problematic points: 1. 11 points or 15.94% of Missing Some Words, 2. 10 points or 14.49% of Word Choice, 3. 9 points or 13.04% of Capital and Small Letters, 4. 7 points or 10.14% of Tense and Full Stop ( . ) which also has the same 7 points or 10.14%, 5. 4 points or 5.80% of Sentence Parts. Therefore, to improve 11 high-school students of Matthayomsuksa 6/4 in the English-Japanese Program, the teacher-researcher should develop the students in these first 6 problematic points which the students made the most in the first 5 sequences.


A Translated Text of the Matthayomsuksa 6/4 Student in Number 1
Katherine thought Justin raft is quiet as before her come, but she found it have many his servant, they squat and waited to greet since she got off the boat. Weerapong The word choice and grammatical errors of the translated text of the Matthayomsuksa 6/4 student in number 1 is shown in Table 1. She got off the boat. She was taking her first step out of the boat. From the problematic points of the student in number 1, the student made errors in Tense the most at 4 points. For the rest, the student made errors evenly at 1 point in Word Choice, Possessive's, Comparative Adjective, Pronoun, Singular and Plural Nouns, Conjunction, and Missing Some Words.
Text 2 in Thai: ทุ กคนมองเธอราวกั บเป็ นตั วประหลาด แต่ แล ้ วเมื ่ อแคธรี นมองตอบพวกเขาก็ ก ้ มหน้ าลงตํ ่ า หลบตา ไม่ ยอมประสานสายตาด ้วย ข ้อนี ้ ถื อเป็ นมารยาทของชาวสยามที ่ จะไม่ สบตาผู ้ อยู ่ ในฐานะสู งศั กดิ ์ กว่ า Text 2 in English: Everyone looked at her as if she were a freak. But then, when Katherine looked back at them, they bent down their heads, lowered their eyes, and avoided eye contact. This was regarded as a Siamese manner which they did not make eye contact with people who have a higher status than them. A Translated Text of the Matthayomsuksa 6/4 Student in Number 2 everyone see to he like a monster But When Katherine see back they are Bown down and prooping refuse to look at her face this request is considered country of siam not to meet the eye of the highter Baiboon The word choice and grammatical errors of the translated text of the Matthayomsuksa 6/4 student in number 2 is shown in Table 2. There was only a young man's smile which could make her frustration relieve. Justin stood up from a low stool and held her hand in the across room outside. The eyes that he looked at her were full of love and happiness.

A Translated Text of the Matthayomsuksa 6/4 Student in Number 3
Only the smile of a young man that made her happier Justine rise from the low stool in the outside room straight in to hold her hand. His eye that looked at her filled with love and joy. Saharat The word choice and grammatical errors of the translated text of the Matthayomsuksa 6/4 student in number 3 is shown in Table 3.  Table 4. … to sit on the stool with him. … know my people." From the problematic points of the student in number 4, the student made the most evenly errors at 2 points in Capital and Small Letters and Full Stop ( . ). For the rest, the student made errors evenly at 1 point in Comma ( , ) and Missing Some Words.

Although Katherine started to understand that A Translated Text of the Matthayomsuksa 6/4 Student in Number 5
Justin's servants were so many that Kathryn could not remember who was whom. However, Kathryn began to understand that Nithinart The word choice and grammatical errors of the translated text of the Matthayomsuksa 6/4 student in number 5 is shown in Table 5.

A Translated Text of the Matthayomsuksa 6/4 Student in Number 6
Siam wasn't a country that was rich England But it was a labor rich country Chotmanee The word choice and grammatical errors of the translated text of the Matthayomsuksa 6/4 student in number 6 is shown in Table 6. were From the problematic points of the student in number 7, the student made errors in Missing Some Words the most at 2 points. For the rest, the student made errors at 1 point in Tense.

Text 8 in Thai
Text 8 in English: It seemed to her that everyone had their hands full from the early morning to almost the whole night, but she was still confused with how she would organize the busy work.

A Translated Text of the Matthayomsuksa 6/4 Student in Number 8
Seems to be working with their hands full from morning to late at night, But the organization of work was still chaotic. Jiranan The word choice and grammatical errors of the translated text of the Matthayomsuksa 6/4 student in number 8 is shown in Table 8. Justin could guess the feelings in the girl's expression so he laughed jokingly and interrupted. Apatsara The word choice and grammatical errors of the translated text of the Matthayomsuksa 6/4 student in number 9 is shown in Table 9. 1 so , so From the problematic point of the student in number 9, the student made an error in only Comma ( , ) at 1 point.

Text 10 in Thai
มาเพื ่ อให ้รู ้ว่ าเขาเป็ นบ่ าวไพร่ ของคุ ณ คุ ณเป็ นนายของพวกเขาเช่ นเดี ยวกั บผม คุ ณจะใช ้งานใครก็ ได ้ทั ้ งหมด" Text 10 in English: "You don't need to be upset. In the beginning, Huan and Kam will take orders from you. I asked them to make you aware that they are your servants. You are their head as well as me. You can employ them all." A Translated Text of the Matthayomsuksa 6/4 Student in Number 10 You don't feel uncomfortable. At first will have servants follow orders from you. I called them for know they are your servants You've them the same boss as me You can use anyone. Lucksanaporn The word choice and grammatical errors of the translated text of the Matthayomsuksa 6/4 student in number 10 is shown in Table 10. 2. Sentence Parts 1 will have servants.
There will be servants … Huan and Kam will take orders from you.
3. Participial Phrase 1 There will be servants follow orders from you.
There will be servants following orders from you. อนไปมุ มไหนของห้อง Text 11 in English: How could she employ the people with whom she could speak so few words with... and with the people who were squatting on the ground, in spite of seeing her standing up straight… and it appeared to her that they all were sitting and watching over her no matter where she was moving in the room.

A Translated Text of the Matthayomsuksa 6/4 Student in Number 11
How could she employ with the people whom can speak a few word. The people squatting on floor in spite of her standing up straight and it seemed that they were sitting and watching over her no matter where she was moving in the room. Kunthad The word choice and grammatical errors of the translated text of the Matthayomsuksa 6/4 student in number 11 is shown in Table 11. with whom she could speak so few words. The people squatted on floor … 4. Missing Some Words 1 … and it seemed that … … and it seemed to her that … From the problematic points of the student in number 11, the student made errors in Sentence Parts the most at 2 points. For the rest, the student made errors evenly at 1 point in Word Order, Tense, and Missing Some Words. From Table 1 to Table 11, every each problematic point, frequency, and percentage of each and all the 11 students of Matthayomsuksa 6/4 is shown in Table 12.   According to Table 12, the results revealed that in the first place, all the 11 students of Matthayomsuksa 6/4 made an error in Missing Some Words the most at 11 points or 15.94%. In the second place, all the 11 students of Matthayomsuksa 6/4 made an error in Word Choice at 10 points or 14.49%. In the third place, all the 11 students of Matthayomsuksa 6/4 made an error in Capital and Small Letters at 9 points or 13.04%. In the fourth place, all the 11 students of Matthayomsuksa 6/4 made errors evenly at 7 points or 10.14% in Tense and Full Stop ( . ). In the fifth place, all the 11 students of Matthayomsuksa 6/4 made an error in Sentence Parts at 4 points or 5.80%. In the sixth place, all the 11 students of Matthayomsuksa 6/4 made an error in Comma ( , ) at 3 points or 4.35%. In the seventh place, all the 11 students of Matthayomsuksa 6/4 made errors evenly at 2 points or 2.90% in Pronoun, Singular and Plural Nouns, Conjunction, Misspelling, and Word Order. In the eighth or last place, all the 11 students of Matthayomsuksa 6/4 made errors evenly at 1 point or 1.45% in Possessive's, Comparative Adjective, Adding Unnecessary Words, Active and Passive Voice, Double Negative, Participial Phrase, Gerund, and Possessive Pronoun.
Besides, from Table 12, the results demonstrated that in the first place, the student in number 2 made errors the most at 18 points or 26.09%. In the second place, the student in number 1 made errors at 11 points or 15.94%. In the third place, the student in number 10 made errors at 8 points or 11.59%. In the fourth place, the student in number 3 and the student in number 4 made errors at 6 points or 8.69%. In the fifth place, the student in number 11 made errors at 5 points or 7.25%. In the sixth place, the student in number 6 and the student in number 8 made errors at 4 points or 5.80%. In the seventh place, the student in number 5 and the student in number 7 made errors at 3 points or 4.35%. In the eighth or last place, the student in number 9 made the least error at 1 point or 1.45%.
As shown in Table 12, in translating and writing English, mostly, 11 Matthayomsuksa 6/4 students made errors in the first 5 sequences of the following problematic points: 1. 11 points or 15.94% of Missing Some Words, 2. 10 points or 14.49% of Word Choice, 3. 9 points or 13.04% of Capital and Small Letters, 4. 7 points or 10.14% of Tense and Full Stop ( . ) which also has the same 7 points or 10.14%, 5. 4 points or 5.80% of Sentence Parts. Therefore, to improve 11 high-school students of Matthayomsuksa 6/4 in the English-Japanese Program, the teacher-researcher should develop the students in these first 6 problematic points which the students made the most in the first 5 sequences.

Discussion
About the results of an analysis of English word choice and grammatical errors in Thai novel translation of 11 Matthayomsuksa 6/4 students in the English-Japanese Program, the research results will be discussed as follows. 6.1. To have much higher reliability of the data analysis, the teacher-researcher should have all the 11 students translate the same text. For the group of middle achieving students, the text "ขอต้ อนรั บสู ่ บ ้ านของเรา ยอดรั ก" เขาจู งมื อเธอไปนั ่ งบนตั ่ งคู ่ กั บเขา "ก่ อนอื ่ น คุ ณต ้ องรู ้จั กคนของผมเสี ยก่ อน" ("Welcome to our home, darling", he held her hand and took her to sit on the stool together with him. "Firstly, you have to know my people", he said.) should be used. For the group of high-achieving students, the text นจากเรื อเลยที เดี ยว" ("Katherine imagined that at Justine's raft, it might be as quiet as the time she had been before, but she found out that the raft was crowded with servants squatting and waiting to greet her while she was taking her first step out of the boat.") should be used. As a result, when all the 11 students translate the same text, the results of data analysis can present which students are excellent or which students are not. Among all the 11 students translating the same text, it can be also known which students made few errors or which students made a lot of errors. However, having each student translate and write each different text in this present research can inform the results of data analysis to some extent. For example, it is demonstrated that the first 5 sequences of the problematic points which all the 11 students made the most enable the teacher-researcher to know and develop all the 11 students in these 6 problematic points first. The teacher-researcher can also improve the group of the students or individual students in the problematic points which they made. As an illustration, the students in number 2, 4, 6, and 8 made errors in Capital and Small Letters at 5 points, 2 points, 1 point, and 1 point respectively. Consequently, this group of students needs to improve in Capital and Small Letters the most. Another example is that the student alone in number 2 made errors in Word Choice the most at 9 points. For this reason, this student needs to improve the most in Word Choice. Classroom-based research for improving the group of the students or the individual students in the problematic points can be conducted after this present research. Additionally, if the data analysis is not counted, translating and writing each different text will make each student read all texts before he or she translates and writes his or her own text assigned by the teacher. In this way, the students will learn all texts more than reading and translating the same one text. It becomes clear to the teacher-researcher that reading all texts before translating and writing his or her own text will enable him or her to learn more than reading, translating, and writing the same one text for the highest reliability of the data analysis. 6.2. Thornbury (2019) indicated on dimensions of methodology. On one hand, the Grammar-Translation Method focuses on form, analysis, accuracy, system, segregation, cognition, transmission, deduction, and bilingualism. On the other hand, Communicative Language Teaching concentrates on function, experience, communication, skills, integration, affection, dialogue, induction, and monolingualism. Panich (2016: 75) suggested applying the Grammar-Translation Method and Communicative Language Teaching. Strong points of each method and weak points of each method can complement each other. In other words, the Grammar-Translation Method can develop learners in reading and writing, while Communicative Language Teaching can develop learners in listening and speaking (Panich, 2016, p. 75). The results of this present research are in line with Eisa (2020: 381-392)'s findings in this present Literature Review stating that students cannot master all the four skills of English (listening, speaking, reading, and writing); therefore, instead of using the Grammar-Translation Method, the Eclectic method is suggested. 6.3. The learning and teaching material which is a Wo. Winitchaikun's novel extract "Burapha" under the basic objective of the Grammar-Translation Method enables learners to read literature and learn about native speakers' cultures via literature. Reading literature is the original purpose of the Grammar-Translation Method. When the materials are works of literature, the Grammar-Translation Method can be applied (Angwatthanakun 1997). 6.4. In addition to reading literature which is the original purpose of the Grammar-Translation Method, Angwatthanakun (1997) pointed out that the Grammar-Translation Method is appropriate for a large group of students and adults or high-achieving students especially the students who can memorize grammar rules and apply them. As a consequence, this method is not suitable for beginners. It should be used for proficient learners who can use the language very well. In this study, the students translate and make a few or a lot of word choice and grammatical errors depending on the texts as well, for instance, a long text or a short text, a difficult text, and a complicated text or a simple text. It signifies that students need to know and apply words and grammar very well for Thai novel translation which is relevant to the language intellectuals. The results of this present research also concur with Eisa (2020: 381-392)'s study on the bad effect of the Grammar-Translation Method indicated in this present Literature Review. Eisa (2020: 381-392) reported that students cannot succeed in learning the difficult grammar rules of the target language. As a result, the difficult grammar rules of the target language through the Grammar-Translation Method demotivates students. These results are different from Megawati (2017: 95-108)'s study in this present Literature Review giving information on the good effect of the Grammar-Translation Method on reading comprehension. The results of this present research might be prone to Eisa (2020: 381-392)'s study owing to 69 English word choice and grammatical errors in translation of all the 11 students of Matthayomsuksa 6/4. There should not have been a lot of word choice and grammatical errors in the translation of all the 11 students of Matthayomsuksa 6/4. On the results of this study, the very few students or 11 students should not make a lot of word choice and grammatical errors.