67 involving: semantic translation occurs 4 times 33. From the research results, it
could be revealed that the most frequent type of method used by the students is literal translation.
B. Recommendations
Based on the research results, the researcher would propose some recommendations for both English Language Education Study Program ELESP
students and lecturers. Besides, the researcher would also give some recommendation for the future researchers who are interested in studying this
topic.
1. For English Language Education Study Program ELESP Students
At this point, the researcher would like to summarize the findings from the students’ translation problems that occur in the translating process. First, in the
case of idiomatic problems, it is impossible for the students to know the whole meanings out of the thousand combinations of verbs and prepositions which have
each own meaning. However, the students can learn to avoid this kind of translation mistakes by making an effort to memorize the commonly used phrasal
verbs. The way to enhance the students’ ability to translate source language text which contains so many idiomatic phrases by trying to memorize them.
Second, in the case of complicated source language grammar, students do have to really take the grammar construction into account. It is true that in order to
translate the text naturally and beautifully, a translator needs to be flexible that
68 even sometimes disobeys the grammatical construction. However, grammatical
construction does contribute the intended meaning to the sentences made by the author of the source language text. Therefore, students can be flexibly translating
the source language text as long as they pay attention to the intended meaning. Dealing with the specific translation problems occuring in the students’
translating process, the researcher encourages the students to enrich their capability in translating the text. They need to be more careful, especially to the
text which contains so many difficult lexical words or phrases by fostering the reading motivation. In translating a source language text, students cannot forever
translate it by merely looking at the sentence one by one, and then they transform it directly to the target language without knowing exactly what the sentence is all
about. Students have to carefully read the sentences, or even read the whole passage first to make the students themselves come up with the text.
By initially doing this, at least students can notice and identify some difficult words, phrases, or complicated grammatical construction. Besides, the
students can comprehend the context of the text better. Meanwhile, dealing with the lexical words like idioms and collocations for instance, it is impossible for the
students to memorize them all since students are not native ones. That is why exposing the students to advanced reading passages as much as possible is quite
important because those passages could contain various difficult lexical words. If students have good experiences in recognizing some kinds of lexical words such
as idioms or collocations, they can then translate the source language text better. There were three methods that the student often used during the translating
69 process, namely literal translation method, semantic translation, and word for
word translation method. First, in the case of literal translation method, the researcher does not say that applying literal method is a bad choice to use in the
process of translating a source language text. This method can be appropriately used as long as the translation result is able to be comprehended. Therefore, since
this method has a high possibility to ignore the target language aspects, such as grammar and context, students who use this method should not be too faithfull to
either the grammatical construction or the arrangement of the lexical words. As it is stated before, students need to be flexible. This is in the sense that sometimes
students should translate the text naturally with its exact meaning. On the other hand, they have to translate the text really carefully with its resonableness
sometimes. Second, in the case of semantic translation, the researcher regards this
method as the most flexible way to translate the source language text. From the research results, students who applied this method could be indicated by his or her
way in adding and omitting some lexical words to the target language. However, a translator should be aware of the aspects related to the context of the source
language text. It means that a translator should not only have the ability to translate a text beautifully or naturally, but he or she should be able to
comprehend what the text is about contextually. As a result, there will be no misconception in the intended meaning.
Third, in the case of word for word translation method, the researcher agrees that this translation method is risky. Word for word translation can make
70 the translated sentences become very difficult to comprehend. Moreover, the
translated sentence will be so awkward to read. Dealing with the methods that the students tend to use during the
translating process, the researcher really recommends the students to be flexible. Combining two or even three translation methods is fine as long as the translated
sentence is able to be comprehended contextually. It is useless to translate the text very naturally but disrupting the meaning. On the other hand, it is impoper to
translate faithfully to the grammatical constructions and the arrangement of the lexical words but giving an awkward sound.
2. For English Language Education Study Program ELESP Lecturers
