62
Moreover, this student also had a misconception about the word it in the sentence It is about who has power to make decisions and who controls resources. The
word it in the sentence actually referred to socially assigned roles. However, student referred it into kedewasaan. The student’s intention to translate the
sentences naturally was observed, that was by flexibly adding and omitting the lexical words. However, a translator should be aware of the aspects related to the
context of the source language text. As stated by Molina and Albir 2002, “contextual categories introduce all extra-textual elements related to the context of
the SLT and the translation production” p. 498. It could be noticed that a translator should not only have the ability to translate a text beautifully or
naturally, but he or she should also be able to comprehend what the text was about contextually so that there would be no misconception in the intended meaning.
3. Word for Word Translation
This method of translation has been regarded by Ghazala 1995 as risky and may disrupt the meaning p. 5. A translator who highly used this method
means that he or she puts a high concentration on the source language, meanwhile the target language merely follow or imitate it. Fortunately, based on the research
results, the researcher very rarely obtained translation works which were identified as pure word for word translation method. Here is the example of word
for word translation method. Original Source Language Text
Ensures that people are not neglected and that all needs and vulnerabilities are taken into account.
63 Paper 2
This example showed that the directed student translated the original by almost completely apllying interlinear translation, with the target language
immediately was below the source language words. This translation case is described in an overview as shown below:
To see a comparison between this translated sentence and the more semantic sentence, the researched would like to provide one more example.
Paper 8
The translated sentence as displayed in Paper 2 indicates that there was no intention of the translator to translate semantically. What this student did was
merely translate the sentence by converting one word to one word without considering whether the words used were within the context of the original
sentence. Additionally, the student seems to ignore that there is one phrase in the
sentence indicating an idiom, which was taken into account. On the contrary, the
Meyakinkan bahwa masyarakat tidak diabaikan dan semua kebutuhan dan kerentanan diambil ke catatan.
Ensures that
people are
not neglected
Meyakinkan bahwa masyarakat tidak diabaikan and
that all needs
and vulnerabilities are taken into account.
dan semua kebutuhan dan kerentanan diambil ke catatan.
Memastikan tidak ada seorang pun yang dikucilkan dan semua kebutuhan dan kekurangan diperhatikan dengan baik.
64 student who worked on Paper 8 translated it more semantically. Although the
translated sentence in Paper 8 is still in the constraint of the source language grammatical construction, the translator made some changes in the lexical words
like tidak ada seorang pun. Moreover, this student was also aware of the idiom taken into account, of which he or she translated it into diperhatikan dengan
baik.
The researcher agrees with the statement of Ghazala 1995 that this method of translation is risky. Translating this way can make the translated
sentence become very difficult to comprehend and awkward. Ghazala 1995 adds that word for word translation method “has no respect for the context of words in
language and allows for words to be understood in isolation, not in combination with other surrounding words” p. 6. Therefore, it was true that this method may
disrupt the meaning due to the ignorance of the language context.
65
CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
This chapter consists of two major sections. The first section draws the conclusions from the research findings. Then, the second section presents the
recommendations for English Language Education Study Program ELESP students and lecturers and also the future researchers who intend to follow up this
research.
A. Conclusions
This research was intended to answer the two research questions: 1 What specific translation problems occurred in the students’ translating process? and 2
What methods did the students tend to use during the translating process? In order to answer the first research question, the researcher applied document analysis by
analyzing students’ translation works. In analyzing the documents, the researcher identified the specific problems which occurred in the students’ translation works.
The researcher answered the second research question by still applying document analysis to identify the methods used by the students in the translation works.
Based on the research results, the researcher presents the conclusions about the specific translation problems that occured in the students’ translating process and
the methods that the students had tendency to use during the translating process. The research results indicated that most ELESP students who were taking
Translation I class C in the academic year 20112012 encountered difficulties in
