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This present thesis is different from Widarwati’s in the way it analyzes. Widawarti analyzes her research in order to produce taxonomy and technique of
medical term translation. Meanwhile this present thesis uses her taxonomy in order to answer first problem formulation and more focuses on assessing
translation competence of two people having different background.
B. Review of Related Theories
There are some theories provided to elaborate in this section such as theories of translation, theories of translation competence, Angelelli’s translation
competence, and Angelelli’s scoring rubric. Each of the theories is defined and discussed as follows.
1. Theories of Translation
Based on Nida and Taber’s theory, translation is concerned in the closest natural equivalent meaning of the source language message, rather than the style
1974: 13. Besides, there are three things should be noted by the translator. First, it is necessary for translator to convey the original message correctly. Second,
translator must give the ease of comprehension. The last, the translator’s experience is important because if they have many experiences in translating text
it means that they will be able to adequate forming the translation result. Newmark 1981: 30 states “translation is a craft consisting the attempt to replace
a written message and or statement in one language by the same message and or statement in another language.” The more important or serious the language
keywords, collocations, emphases of the original, the more closely it should be PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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translated. In contrary, if some parts in the text are less important, it could be less
translated. Meanwhile, Savory 1968: 50 states that,
A translation must give the words of the original, must give the ideas of the original, should read like an original work, should read like a
translation, should reflect the style of the original, should possesses the style of the translator, should read as a contemporary of the original,
should read as a contemporary of the translator.
Besides, Wills defines translation as a transfer process which aims at the
transformation of a written source language SL text into an optimally equivalent target language TL text, and which requires the syntactic, the semantic, and the
pragmatic understanding and analytical processing of the SL. Wills in Angelelli, 1982: 3
Based on these understandings, it can be concluded that in translating the text, it is important for translators to convey the message correctly and they
should not have to translate the text literally.
2. Theories of Translation Competence
Actually there are no fixed definition of translation competence and its sub-components accepted within academic field of translation studies. Despite
that fact, some researchers have defined and provided its sub-components of
translation competence.
Translation competence consists of three primary components including source language receptive competence coupled with, target language reproductive
competence operating within, a super-competence which reflects the ability to
transfer the message from one language to another. Wills in Angelelli, 2009: 24
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The PACTE group has defined translation competence as the underlying system of knowledge required to translate 2003: 318. According to PACTE
group, translator’s background determines their translation quality. Their background knowledge plays a significant role in the quality of their translation.
Translation competence covers declarative and procedural knowledge. Here is the
chart for translation competence model proposed by PACTE.
Chart 1. Pacte’s Translation Competence Model
Declarative knowledge consists of knowledge about translation and extra linguistic competence. Meanwhile procedural knowledge consists of bilingual,
instrumental, and strategic competence. These five sub-competences bilingual, extralinguistic, instrumental,
knowledge of translation and strategic competence are interrelated and they are BILINGUAL
EXTRALINGUISTIC
STRATEGIC
INSTRUMENTAL KNOWLEDGE OF
TRANSLATION
BILINGUAL PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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influenced by psycho-physiological component. The following is the division of translation competence and its detail information proposed by PACTE 2003.
a. Bilingual Sub-competence
Bilingual sub-competence is predominantly procedural knowledge required to communicate in two languages. It comprises pragmatic, socio-
linguistic, textual, grammatical and lexical knowledge. b.
Extra-linguistic Sub-competence Extra-linguistic sub-competence is predominantly declarative knowledge.
It comprises general world knowledge, domain-specific knowledge, bicultural, and encyclopedia knowledge.
c. Knowledge about Translation
Knowledge about translation is predominantly declarative knowledge about translation and aspect about profession. It comprises knowledge about
translation functions and knowledge about professional translation practice. d.
Instrumental Sub-competence Instrumental sub-competence is predominantly procedural knowledge
related to the use of documentation resources and information and communication technologies applied to translation dictionaries of all kinds, encyclopedias,
grammars, style books, parallel texts, electronic corpora, search engines, etc. e.
Strategic Sub-competence Strategic sub-competence is procedural knowledge to guarantee the
efficiency of the translation process and solve problems encountered. This sub- competence serves to control the translation process. Its function is to plan the
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process and carry out the translation project selecting the most appropriate method, evaluate the process and the partial results obtained in relation to the
final purpose, activate the different sub-competence and compensate for any shortcomings and identify translation problems and apply procedures to solve
them. f.
Psycho-physiological Components Psycho-physiological components are different types of cognitive and
attitudinal components and psycho-motor mechanism, including cognitive components such as memory, perception, attention and emotion; attitudinal
aspects such as intellectual curiosity, perseverance, rigour, the ability to think critically, etc.; and abilities such as creativity, logical reasoning, analysis and
synthesis.
3. Angelelli’s Translation Competence
Angelelli proposes a construct that is presented as a guide, a lead to chart directions for research and development in translation assessment. Angelelli’s
construct is used because it contains elements that are not analyzed in other translation competence assessments. This construct complements Bachman and
Cao theories which only measure three elements such as grammatical, textual and
pragmatic competence. This construct includes four sub-components: a.
Linguistic-level competence
Clear grammatical competence has important role in translating a text. Cao Cao in Angelelli, 2009: 31 defines this sub component as control of
vocabulary the words of a language, morphology the way that smaller parts PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
