13
2.1.2.4 Interpreting Process
Interpreting process has three phases. Firstly, the interpreters should understand about the speaker speech and listen to the speaker carefully. Besides,
the interpreters should know the cultures or some principles of the source language spoken by the speaker Ginori Scimone, 2001. Knowledge about the
source language is also needed to be considered. Different dialects or local accents of the speaker will be one of the problems to the interpreters.
Secondly, the interpreters should know how to do the right conversion. The interpreters should manage the best composition of diction in order to
minimize the misunderstanding that might happen. That is why the interpreters should master both source languages and target languages well. Accuracy and
speed of the interpreters must be good Ginori Scimone, 2001, p. 37. Client always wants a quick delivery speech from the interpreters. Note taking as the
alternative way of gaining the information also should not spend a long time. The interpreters should know exactly the simplest way in writing the note of the
speech. They can use their own symbols or abbreviations as long as they understand it.
The last phase in the interpreting process is delivering the interpretation. In delivering the interpretation, the interpreters should realize that he or she will
be a public speaker Ginori Scimone, 2011. It means that he or she should pay attention to their gestures and the speech speed. The interpreters are not only
have to deliver the interpretation quickly but also do a proper pausing. The pausing will help the listener to gain the information. The golden rule is that the
14 interpretation should slightly shorter than the source language Ginori
Scimone, 2001, p. 46. It cannot be longer or too short that the source language.
2.1.3 Ignatian Pedagogy
Ignatian Pedagogy is another concern of this study. In this part, the researcher will provide some explanation about general information of the
Ignatian Pedagogy, benefits of the Ignatian Pedagogy and some challenges in implementing the Ignatian Pedagogy.
2.1.3.1 General Information about Ignatian Pedagogy
Ignatian Pedagogy is a learning model for Jesuit Universitites. In Ignatian Pedagogy, the lecturers are expected to accompany their students in
fulfilling the 3C Kolvenbach, 2005. The lecturers will make the students realize that each student should contribute in their surroundings. It makes each student
becomes the „whole‟ person.
In achieving that goal, the lecturers should consider some aspects in implementing the Ignatian Pedagogy for their teaching. Those aspects are context,
experience, reflection, action and evaluation International Commission on the Apostolate of Jesuit Education [ICAJE], 1993. Among those aspects, reflection
becomes the most important thing to relate the experience and the action.
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