2. The Types of Translation
Simatupang stated in his book that translation is generally divided into two big parts : Literal translation and non-literal translation.
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Larson also divided translation into: form-based translation Literal translation
and meaning-based translation idiomatic translation.
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Literal translation can be considered as translation type concerning on the “meaning”.
Furthermore, Nida and Taber divided translation into literal translation and dynamic
translation. According to Simatupang, Nida’s dynamic translation equals with Larson’s meaning- based translation.
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a. Literal Translation Literal is “Being the basic or usual meaning of a word or
phras e.”
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Literal translation in which the SL Source Language grammatical constructions are converted to their nearest target language
equivalents, but the lexical words are again translated singly.
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It means that the literal translation is a type of translation that follows the
form or grammar of the source language but it is normalized according to the rules of the TL Target Language. In this paper, Source language
is in English, and Target language is in Indonesian. b. Dynamic Translation
Penerjemahan dinamis adalah penerjemah yang bertujuan untuk menghasilkan padanan dinamis pada suatu teks, Dynamic translation is
a translation aimed to produce dynamic equivalence in a text.
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Dynamic equivalence is a translation which preserves the effect the ST had on its readers and which tries to elicit a similar response
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Maurits D.S Simatupang, Pengantar Teori terjemahan. Direktorat Jendral Pendidkan Tinggi Departement Pendidikan Nasional, 2000, p. 39.
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Mildred L. Larson Translated by Kencanawati Taniran, Penejemahan Berdasa Makna: Pedoan untuk Pemadanan Antar Bahasa, Jakarta: Arcan, 1989, p. 16.
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Maurits D.S Simatupang, Pengantar Teori Terjemahan …, p. 39.
21
Albert Sidney Hornby, Oxford Advanced Learner’s Dictionary, Oxford University Press,
2005,p. 898.
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Peter Newmark, A Textbook of Translation …, p. 45.
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Maurits D.S Simatupang, Pengantar Teori Terjemahan …, p. 41.
from the target reader.
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Essentially, dynamic translation emphasizes the meaning rather than from as literal translation does.
Based on the description and the facts of the translation method above, the writer assumed that translation method is not effective enough
for Elementary School students because, mostly students at that level like to receive the knowledge in a pleasurable way and teaching English
through translation method, somehow, because boring matter. Therefore the teacher should find a way to create an effective, efficient and enjoyable
learning activity especially teaching vocabulary.
D. The Teaching of Vocabulary Using Picture
Teaching vocabulary using pictures has some purposes that can be understood by the students easily. Picture introduced to the student is
hoped to be simple, clear, and unambiguous, so the students can recognize to identify what words in English can be introduced through pictures such
as abstract nouns. By using pictures, the students are hoped to be more interested in learning vocabulary.
Pictures for vocabulary teaching come from many sources. In addition to those drawn by the students or by the teacher there are
attractive sets, which are intended for schools. Picture which have been cut out of magazines and newspapers are also useful, many inexpensive books
for children have attractive picture, which show meaning of basic words. Often a picture will show a situation or a scene in which there are
several different thing and persons. It is good for students to see the total scene or picture to see how its parts are related to the whole. It is also
helpful especially for beginner in English to see a picture of a single object or person as the only focus of attention.
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Basil Hatim and Jerey Munday. Translation: an Advanced Resource Book, London: Routledge, 2004, p. 339.
Suppose, for example. We have a picture of each of the following: an eyes, a nose, an ears etc, Suppose each of the pictures is large enough to
be seen by all in the class. The students have seen and heard the English word for each one, and have copied the word into their notebooks. Our aim
now is to help the students master the vocabulary, so we want to encourage the use of each word for communication. We consider possible
techniques for making students feel it is important to know the English word. Here is one way:
Before the class begins, the teacher prepares some techniques and tools to help in teaching and learning process
The student leaves his book closed all times during the class, and depends upon the teacher to give him the model and the stimulus which
will evoke the pattern desired. However, before the teacher begins a practice requiring the chart, the students unfolds the chart indicated at the
beginning of the practice. The teacher presents the stimulus and at the first three responses as
examples for the class until the students understands the exercises and sure of the pattern to be practiced. A minimum of three examples should be
given to average class, but sometimes more than three are required to show the variety of types for substitutions that are possible in the pattern. When
the students understand the pattern, they should continue the practice with only the stimulus of the picture in the chart, or the substation items
pronounced by the teacher, but do not explain the pattern. He does not explain the exercises, but demonstrates by giving models.
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The teacher shows chart to the students and then teacher give explanation about the chart by naming them. And students repeated the
statements after the teacher. Associate the statements with the picture on the chart.
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Robert Lado and Charles C fries, English Pattern Practice English Language Institute State, p. xix
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