25 Example :
SLT : He is a book-worm.
TLT : Dia adalah seseorang yang suka sekali membaca.
The word ‘book-worm’ in the above example could be actually translated into the word ‘kutu buku’ in Indonesia, so the sentence in TLT would become ‘dia
seorang kutu buku’. However, the the above TLT sample sentence is translated accordance to the cultural context as well as accepted functional limitation of the
TLT.
B. Theoretical Framework
This chapter synthesizes all relevant theories which are significant to discuss for the sake of this research. Translation means retelling what a translator
has obtained from the source language to the target language. The researcher selected the theories of translation from Larson 1984 because it is quite relevant
to the study. When translating something, a student or a translator is trying to transfer the meaning from the first language into the second language or vice
versa. The translator should pay attention to the source language text’s social framework which might be different from the target language text. If the translator
just attempts to do a literal translation without considering the main ideas or cultural characteristic of the source language text, it is possible if the translation
product will sound awkward. Translating a source language text into target language text cannot be
separated from cultural implications. The researcher agrees with the statement
26 made by James 2002 mentioning that translation is a kind of activity which
inevitably involves at least two languages and two cultural traditions. The cultural implications have something to do with the translation considerations. In
translating, there are several procedures, processes, or techniques of which a translator must consider. Therefore, in order to be able to work on the translation
process, the translators should consider the cultural aspects too. James 2002 states that no language can exist unless it is steeped in the context of culture; and
no culture can exist which does not have at its center, the structure of natural language. This is related to the ‘cultural untranslatability’, the explanation made
by Gerding-Salas 2000, saying that this phenomenon obstacles the translators from finding the appropriate idioms, sayings, proverbs, jokes, and so on.
The basic theories about cultural implications and translation considerations lead the researcher into an overview of how the students in the
translation class manage their translating process. In other words, the researcher is able to know whether the students are taking all these kinds of pre-translating
activity into account or not. Relating the theories about cultural implications and translation considerations to the problems confronted by the students in translating
English as the SLT into Indonesian as the TLT would help the researcher to analyze it more thoroughly.
After the researcher has identified the characteristics of the students’ translation works based on the cultural implications and translation
considerations, he then moved to what problems that obstacle the students from translating appropriately. There are many kinds of translation problems which
27 probably occur when the students are translating the text. The researcher specified
the problems into three major aspects, those are grammatical problems, lexical problems, and stylistic problems. Actually there are many other aspects of
translation problems that might be found in the world of translation. The researcher specifically selected the three out of the many other problems described
by Ghazala 1995 because those are significant aspects which really influence the quality of the translation product.
When the translation problems have been identified and analized, it would help the researcher to move on to the next part to discuss, the methods of the
translation. Basically, there are various theories stating about some methods that generally translators use. Molina and Albir 2002 states that there are two
categories which can be used to analyze translations p. 498. The categories are textual and contextual, textual covers mechanisms of coherence, cohesion, and
thematic progression. Meanwhile, contextual categories introduce all extra-textual elements related to the context of the SLT and the translation production. The
researcher chose the translation methods from Newmark 1988 and Ghazala 1995 because those are quite relevant to the characteristics of categories stated
by Molina and Albir 2002.
28
CHAPTER III METHODOLOGY
This chapter presents the research methodology employed in the research. It consists of six major sections. They are covering the research method, research
setting, research participants, instruments and data gathering technique, data analysis technique, and research procedure.
A. Research Method
There were two research questions to be investigated and in this research; and qualitative research was used as the methodology. Qualitative research
method was selected because it offers the most appropriate ways to gain the research findings. Johnson and Onwuegbuzie 2004 as cited in Ary, Jacobs, and
Razavieh 2010 states that “research methods should follow research questions in a way that offers the best chance to obtain useful and the most thorough answer”
p. 24. This research was conducted to obtain useful information about the
problems encountered by the fifth semester students of English Language Education Study Program ELESP as well as the methods in translating source
language texts, in this case translating English as the SLT into Indonesian as the TLT. According to Sprinthall and Schmutte 1991, qualitative method is
“approaches used to systematically gather data, but the data are purely descriptive and therefore not numerical” p. 100. The researcher was going to present the
