Sri Handayani, 2014 The Process of teaching literary translation: a case study at a state university in bandung
Universitas Pendidikan Indonesia
|
repository.upi.edu |
perpustakaan.upi.edu 32
was mainly to deeply learn about the process of teaching literary translation performed by the lecturers. This observation will focus on the activities done by
the lecturers in the class based on the teaching activities proposed by Duff 1989 which were organized into three main activities, namely preparation, in class
activity and evaluation. The observation was also to observe the materials that were taught by the lecturers in the literary translation course, the preparation of
the lecturers before starting the class, the translation competences taught to the students, the methods and techniques of teaching applied by the lecturers, the
process of teaching in the classroom, the evaluation of the teaching process used by the lecturers, and the obstacles or problems faced by the lecturers in teaching
the literary translation. Observation was conducted by using video recording and note taking. The
video recording was used to record every detail activity of the lecturer and the students. Meanwhile, note taking was applied to note information which was
considered important to support the research data from video shooting. Observation was done in every Tuesday and Thursday during the semester. It was
used to take the time about 100 minutes. During the observation, the researcher was assisted by an assistance to help taking video recording in order the
researcher could focus on the taking note activity. The researcher used guidance sheet for observation in order to be easier in doing her writing. The data resulted
from the observation then transcribe and organized and used to answer the research question 1 and 2.
3.3.2 Questionnaire
The questionnaire consisted of 31 questions and involved closed-ended and open-ended questions. The closed-ended questions were mainly proposed to
collect useful information to support theories and concepts in the literature. The open-ended questions, meanwhile, were aimed at identifying what were beyond
the responses to the closed-ended questions Creswell, 2008: 228. Relating to this research, the questionnaire used in this research was developed based on the
Sri Handayani, 2014 The Process of teaching literary translation: a case study at a state university in bandung
Universitas Pendidikan Indonesia
|
repository.upi.edu |
perpustakaan.upi.edu 33
questionnaire proposed by Orozco 2000 in Schaffner and Adap 2000:199-214 about translation notion instrument. In accordance with the questionnaire
developed, there were 14 open-ended questions, 6 closed-ended questions and 11 combination questions of the two types. The open-ended questions were intended
to get the information about the experiences of the students in learning the literary translation
, students’ feeling, interest and preference in learning the literary translation. The closed-ended questions, meanwhile, were intended to collect
students’ understanding of the theoretical aspect of translation and students’ intention to improve their translation skills. The data got from this questionnaire
were specifically intended to answer the research question number 3 and 4. The procedures done in this research were divided into some steps. First,
the questionnaires were distributed into 85 students of the sixth semester involved in the Translating Literary Works in the end of the class session. There were,
however, 33 students who recollect the questionnaire sheets. The distribution of the questionnaire was conducted after the class session of Translation Literary
Works completed. The time implementation was in the end of the semester since it was considered that the students had experienced the process of teaching and
practices some literary works. In complaint with this, this technique was mainly to get the information about the experiences of the students in learning the literary
translation, such as students’ understanding of the theoretical aspect of translation, students’ intention to improve their translation skills, students’ feeling, interest
and preference in learning the literary translation. Second, the students’ answers then organized and categorized in some
categorization based on the responses. Third, percentages of each categorization were made to know the number of students who responded each item. Finally, the
data were analyzed and interpreted in order to answer the research question number 3 and 4.
3.3.3 Interview
