THE COGNITIVE PROCESS OF THE STUDENTS IN TRANSLATING SIMPLE SENTENCES OF A PARAGRAPH IN SCIENCE.

THE COGNITIVE PROCESS OF THE STUDENTS

IN TRANSLATING SIMPLE SENTENCES OF

A PARAGRAPH IN SCIENCE

A Thesis

Submitted to the English Applied Linguistics Study Program in Partial Fulfillment of the Requirements for the Degree of

Magister Humaniora

By:

EKA MARIA

Registration Number: 809112025

ENGLISH APPLIED LINGUISTICS STUDY PROGRAM

POSTGRADUATE SCHOOL

STATE UNIVERSITY OF MEDAN

MEDAN

ABSTRACT

Maria, Eka. Registration Number: 809112025. The Cognitive Process of The Students In Translating Simple Sentences of A Paragraph In Science. Thesis. English Applied Linguistics Study Program, Post Graduate School, State University of Medan (UNIMED). 2016.

This study deals with the cognitive process of students in translating simple sentences of paragraph in science by using the think-aloud protocol (TAP) technique and introspective interview. The objectives of the study are (1) to investigate kinds of cognitive processes occuring in translating simple sentences of paragraph in science, (2) to investigate the manner of cognitive processes occuring in translating simple sentences of paragraph in science, and (3) to elaborate reasons of the way the cognitive processes occur in translating simple sentences of paragraph in science. This research was conducted by descriptive qualitative design. The source of data was the bilingual students, i.e., second semester students of English Applied Linguistics Study Program at State University of Medan.The data consisted of the transcription of audio recorded observation of think-aloud protocols (TAP), and the transcription of interview. The findings showed that there are seven behaviours available during the process of translation done by the students, namely (1) reading the text, (2) alternating between the SL and the TL, (3) monitoring the proposed translation, (4) intralinguistic repetition, (5) consulting the dictionary, either monolingual or bilingual dictionary, (6) paraphrasing, and (7) translation. The cognitive processes occur when the subjects (1) read the text, either they read the whole SL text or segment by segment, (2) keep repeating the term (the lexical) which indicates hesitation or questioning, (3) are not able to make decision for an equivalent, (4) question the adequacy of a word or an expression, (5) do not understand the meaning of a word and consult the dictionary, (6) try to clarify a concept and reformulate a proposed translation by paraphrase, and (7) write down a translation and express it orally. The reasons which make such cognitive processes occur during the act of translating are the inability to produce the spontaneous translation and lacking of knowledge of the text itself. The inability of word-recognition processing, syntactic processing, and semantic processing will also affect the behaviours of the translators in the process of translating.

ABSTRAK

Maria, Eka. NIM: 809112025. The Cognitive Process of The Students In Translating Simple Sentences of A Paragraph In Science. Tesis. Program Linguistik Terapan Bahasa Inggris. Sekolah Pascasarjana. Universitas Negeri Medan (UNIMED). 2016. Penelitian ini berkaitan dengan proses kognitif mahasiswa dalam menerjemahkan satu paragraf yang terdiri dari beberapa kalimat sederhana dalam bidang sains dengan menggunakan teknik think-aloud protocol (TAP) dan wawancara introspektif. Adapun yang menjadi tujuan penelitian ini adalah untuk (1) meneliti jenis proses kognitif yang terjadi dalam menerjemahkan satu paragraf yang terdiri dari beberapa kalimat sederhana dalam bidang sains, (2) meneliti cara proses kognitif tersebut terjadi dalam menerjemahkan paragraf yang dimaksud, dan (3) mengelaborasi alasan terjadinya proses kognitif tersebut. Penelitian ini menerapkan disain kualitatif deskriptif. Sumber data dalam penelitian ini adalah para mahasiswa dwibahasa, yaitu mahasiswa semester dua Program Studi Linguistik Terapan Bahasa Inggris, Pascasarjana, UNIMED. Data dalam penelitian ini adalah (1) transkrip observasi rekaman audio think-aloud protocol, dan (2) transkrip wawancara. Temuan penelitian ini menunjukkan bahwa ditemukan tujuh jenis sikap yang terjadi ketika proses penerjemahan dilakukan oleh mahasiswa, antara lain (1) membaca teks bahasa sumber, (2) mengulangi teks dalam bahasa sumber dan bahasa target, (3) memonitor terjemahan yang dimaksudkan, (4) pengulangan intralinguistik, (5) melihat arti kata di kamus, (6) memparafrasekan teks ke dalam bahasa target, dan (7) menerjemahkan teks. Kognitif proses yang dialami oleh subyek tampak ketika (1) membaca teks, secara keseluruhan atau segmen demi segmen, (2) mengulangi istilah kata (leksikal) terus-menerus yang mengindikasikan keraguan atau munculnya pertanyaan, (3) tidak mampu menentukan kata yang tepat untuk diterjemahkan, (4) mempertanyakan ketepatan kata atau ekspresi, (5) tidak memahami arti kata dan berkonsultasi dengan kamus, (6) berusaha untuk mengklarifikasi konsep dan mereformulasi terjemahan yang dimaksud dengan melakukan parafrase, dan (7) menulis terjemahan dan mengekspresikan secara lisan. Beberapa alasan terjadinya proses kognitif tersebut adalah dikarenakan ketidakmampuan untuk menerjemahkan secara spontan dan kurangnya pengetahuan akan teks tersebut. Ketidakmampuan akan proses rekognisi kata, sintaksis dan semantik juga akan memengaruhi sikap (proses kognitif) penerjemah dalam proses penerjemahan.

ACKNOWLEDGEMENT

Great gratitude to The Almighty God, Jesus Christ, for this strength in this glorious bless which makes her able to do this research and composes this thesis. Being as His child is a miracle which leads her ways of life and goal.

Countless individuals have contributed directly and indirectly to the research and to the completion of this thesis. The writer is deeply indebted to each one, and therefore she would like to express her heartfelt gratitude.

She first wishes to thank her Board of Adviser members: Prof. Amrin Saragih, M.A, Ph.D, her first adviser and Prof. Dr. Berlin Sibarani, M.Pd, her second adviser, who had given her a lot of support in their advices to the completion of this research project and thesis. They had made her feels as their daughter in their daily love.

This thesis was strongly supported the valuable suggestions and critics from these great heroes in education, his Board of Examiner members: Prof. Dr. Busmin Gurning, M.Pd., Dr. Didik Santoso, M.Pd. and Prof. Dr. Sri Minda Murni, M.S. who received this proposal and offered the constructive helps. Without them she would not be able to bring this thesis into a final form.

Her gratefulness also goes to the Head of English Applied Linguistics Study Program, Dr. Rahmad Husein, M.Ed and the secretary, Prof. Dr. Sri Minda Murni, M.S. for their suggestion and administrative assistance during the process of conducting the research.

Sincerest appreciation especially addressed to her beloved siblings, Mareni Kristina and Robert, whose loves and continuous prayers have always empowered her to continue her study at The State University of Medan.

A very special gratitude is addressed to Mr. Sofyan and his beloved wife, Mrs. Brigita Petronela Sofyan who have provided her a scholarship, without them she bet she

would not be able to make sense of profound meaning of education for good of humanity. Their hard work ethic exemplifies her guiding principles of life and makes her believe nothing is impossible.

She owes a special debt to her beloved, Linton Sigiro, S.PAK, who selflessly spared his insurmountable time to motivate and support her to finish this thesis.

Last but not least, she is enormously indebted to her close friends Silvana Mareta, Roma Anastasia, Erna Olofiana, Jeffry Lim, Helmida, Rabi’atul Adhawiyah and Riris Panca Putri, who kindly read, helped, shared, and provided some constructive and indispensable critics on this thesis. They had made her understand that she can do everything in God.

Medan, 30th _{January 2016} The writer,

Eka Maria

CONTENTS

ABSTRACT ... i

ACKNOWLEDGEMENT ... iii

CONTENTS ... v

LIST OF APPENDIXES ... viii

LIST OF FIGURES ... ix

LIST OF TABLES ... x

CHAPTER I INTRODUCTION 1.1 The Background of the Study ………... 1

1.2 The Problems of the Study ………. 7

1.3 The Objectives of the Study ……….... 7

1.4 The Scopes of the Study……….. 7

1.5 The Significances of the Study ……….. 8

CHAPTER II REVIEW OF LITERATURE 2.1 Cognitive Process ………... 9

2.2 Cognitive Process in Translating ... 12

2.3 Translator’s Behaviour in Translating ...……… 15

2.4 Translation Concept ... ... 18

2.5 Translation Process ... 22

2.5.1 The Phases of Translation Process ………. 30

2.5.1.1 Analysis ……….. 30

2.5.1.1.1 Syntactic Analysis ……… 30

2.5.1.1.3 Pragmatic Analysis ………. 34

2.5.1.2 Synthesis ……… 36

2.5.1.2.1 Pragmatic Synthesis ……… 37

2.5.1.2.2 Semantic Synthesis ……… 37

2.5.1.2.3 Syntactic Synthesis ……… 38

2.5.2 Types of Translation Process ……… 38

2.5.3 Characteristics of Translation Process ………... 39

2.6 Factors Needed by a Translator in Translating …………. 40

2.7 Text in Science... 44

2.8 Relevant Studies ... 46

2.9 Conceptual Framework ... 51

CHAPTER III RESEARCH METHODOLOGY 3.1 Research Design ……… 55

3.2 Data and Data Source ………... 55

3.3 The Technique of Data Collection ………... 56

3.4 The Technique of Data Analysis ………... 59

3.4.1 Activities in Data Reduction ……….... 59

3.4.2 Activities in Data Display ……… 60

3.4.3 Activities in Conclusion Drawing/Verification …... 60

3.5 The Trustworthiness of the Data ……….. 61

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION 4.1 Data Analysis ……….... 63

4.1.1 The Cognitive Process of US in Translating Simple Sentences of A Paragraph in Science ...………... 64

4.1.2 The Cognitive Process of IS in

Translating Simple Sentences of A Paragraph in

Science ...………... 68 4.1.3 The Cognitive Process of DKA in

Translating Simple Sentences of A Paragraph in

Science ...………... 72 4.1.4 The Cognitive Process of MJS in

Translating Simple Sentences of A Paragraph in

Science ...………... 78 4.1.5 The Cognitive Process of DA in

Translating Simple Sentences of A Paragraph in

Science ...………... 83 4.1.6 The Cognitive Process of SP in

Translating Simple Sentences of A Paragraph in

Science ...………... 89 4.2 Research Findings ...………... 103 4.3 Discussion ...……...……….. 110

CHAPTER V CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions...……… 112 5.2 Suggestions...………... 113

REFERENCES ………. 115

LIST OF APPENDIXES

Appendix I Simple Sentences of A Paragraph in Science ... 119 Appendix II Guidance for the Question in the Interview Session ... 120 Appendix III The Format of Transcription in the Interview Session ... 121 Appendix IV The Format of Transcription in the Audio Recorded

Observation of Think-Aloud Protocol Session ... 122

Appendix V Students’ Translation ... 123

Appendix VI Interview Transcript ... 126 Appendix VII Audio Recorded Observation of Think-Aloud Protocols

Transcript ... 134 Appendix VIII Data Transcription ... 144

LIST OF FIGURES

Figure 1 Language Comprehension and

Language Production ... 14

Figure 2 Holmes’ Map of Translation Studies ... 19

Figure 3 Translation Process ... 22

Figure 4 Bell’s Model of the Translation Process ... 25

Figure 5 Conceptual Framework ... 54

LIST OF TABLES

Table 4.1 US’s Cognitive Process in Translating Simple Sentences of Paragraph in Science ... 67 Table 4.2 IS’s Cognitive Process in Translating Simple Sentences

of Paragraph in Science ... 70 Table 4.3 DKA’s Cognitive Process in Translating Simple Sentences

of Paragraph in Science ... 75 Table 4.4 MJS’s Cognitive Process in Translating Simple Sentences

of Paragraph in Science ... 81 Table 4.5 DA’s Cognitive Process in Translating Simple Sentences

of Paragraph in Science ... 87 Table 4.6 SP’s Cognitive Process in Translating Simple Sentences

of Paragraph in Science ... 93 Table 4.7 The Students’ Behaviours ... 95 Table 4.8 The Summary of The Students’ Behaviours ... 97

CHAPTER I INTRODUCTION

1.1The Background of the Study

Translation involves the rephrasing of a communication expressed (message) in one language, the source language (SL), into another language, the target language (TL). Three notions are involved: SL, message and TL. The translator, therefore, should master the linguistic and non-linguistic knowledge of both SL and TL. Linguistically, s/he should master the word (lexicon), phrasal expression, structure of the sentence, syntactic relation between the various elements of the sentence, and semantic relation of SL and TL. Non-linguistic knowledge refers to the previous knowledge of the translator possesses towards the text, whether s/he has known and read it before.

In rephrasing SL into TL, the translator should not translate SL based on the SL language structure. It should be based on TL language structure so that the final message will be acceptable in the communication process. It is feasible to make adjustment such as shifts to make the translation acceptable, equivalent and natural. As Nida (1982:12) explains that the best translation does not sound like a translation.

During the activity of rephrasing SL into TL, the process of translation takes place. Such translation is known as translation process (Kiraly, 1995:18). Empirically, translation process aims to investigate what goes on in the mind of person while he or she is translating. Psycholinguistically, it sets out to establish

how the translator processes information in bilingual communication. In association with the translation process, Toury spoke about the mystery of the ‘black box’ of the translation process in 1982. The translator’s mind was considered an opaque black box that was simply beyond the scope of the observation. To illuminate the contents of Toury’s black box, researchers such as Krings (1986b, 1987), Lorscher (1986, 1991b), Konigs (1987), Gerloff (1986), Dechert and Sandrock (1986), Seguinot (1989b, 1989c, 1990, 1991), Honig (1988, 1990), Jaaskelainen (1989, 1990, 1993), Tirkkonen-Condit (1992), Shreve, Schaffner, Danks and Griffin (1993), Kiraly (1995) and Kussmaul (1991, 1995) have turned to the cognitive science and adopted think-aloud protocol (TAP) from experimental psychology (Danks, 1997:7).

Linguists and psychologist have come together to investigate the translator’s mind during the performance of translating tasks. They come together to deal with the cognitive processes of translation process on theory and concepts from the cognitive sciences, in particular cognitive psychology, psycholinguistics and experimental psychology. For instance, the concept of a

working memory from cognitive psychology (Baddeley and Hitch 1974,

Baddeley 1986, 2000), which is a theorised memory construct that stores and processes information temporarily, has been used in translation process research to explain the manipulation of information from source text (ST) to target text (TT) (e.g. Bell 1998, Halskov Jensen 1999 and Dragsted 2004). Also, the notion

of a long-term working memory (Ericsson and Kintsch 1995) has been

introduced to illustrate the cognitive advantage that skilled translators hold over novice ones (Dragsted 2004). Research in monolingual language comprehension

and research in monolingual text production have also been introduced to peer into the ‘black box’ of translation processes. With respect to text production in translation, Hayes and Flower’s (1986) model of monolingual writing has been applied to model the text production processes involved in translation (Englund Dimitrova 2005), and with respect to monolingual language comprehension, Kintsch’s (1988) construction-integration model has been applied as a

framework for modelling comprehension in translation (Padilla et al. 2004: 23).

The use of theories and concepts from cognitive psychology in the investigation of the translation process provides a strong basis for interpreting the cognitive processes of translation.

However, it cannot be simply assumed that it is an extension of normal language processing. It cannot be assumed that the cognitive processes of translation process are identical to speaking, listening, reading and writing. For instance, Danks and Griffin (Hvelplund, 2011:14) stress that comprehension in translation is different from normal comprehension. It is a goal-oriented intention-driven process which is guided by the concerns about the writer’s intent, the translator’s intent and user’s intent which dictate the level of comprehension. Of course, the well-known patterns of the mentioned four skills are part of the processes but, they are transformed when they occur in context of translation. The basic problems, then, are how they are transformed, how the processes take place and what knowledge and skills the translator must possess in order to carry it out.

The process of translation between two different written languages involves the transferring an original written text (the source text or ST) in the

original verbal language (the source language or SL) into a written text (the target text or TT) in a different verbal language (the target language or TL) by the translator (Munday, 2001:5). As its simplest, the process of translation involves the transferring of meaning from a text in one language into a text in another. This transferring constitutes mental processes which rely on sophisticated information processing skills. The mental processes are understood by investigating the cognitive activities in a translator’s mind during the performance of translating. In investigating the mental processes, the translator is asked to verbalize something about his/her cognitive activities during the performance of translation tasks using the think-aloud protocol (TAP) technique through observation and to do in retrospect what they have done through interview.

Theoretically, according to Bell (2001:187-8) there are two essential stages specific to the processes of translating, and a further stage available only

to the translator working with the written text. Those are: analysis, synthesis, and

revision. During the analysis stage, the translator reads to the source text, drawing on background, encyclopaedic knowledge - including specialist domain knowledge and knowledge of text conventions - to comprehend features contained in the text. This requires processing at the syntactic, semantic and pragmatic levels, as well as in terms of micro- and macro- analysis of the actual text: monitoring for cohesion and coherence, and checking for coherence between the actual text and the potential text type of which it is a token realization, respectively. During synthesis, the target text is produced, i.e. written, signed, spoken, and then evaluated in terms of the sender’s meaning and

intention (as interpreted by the translator), the translator’s intention in translating the text, and the user’s needs (as interpreted by the translator). On the basis of these evaluations the draft translation is revised or edited during the final stage of revision, and such things as clause linkage and the text’s congruence with its text-type are adjusted.

According to Seleskovitch and Lederer (Munday, 2001:80), there is

three-stage process of translation: reading and understanding, deverbalization,

and re-expression. In reading and understanding, the translator uses his/her linguistic competence and ‘world knowledge’ to grasp the sense of the source text. The linguistic component needs to be understood by reference not only to explicit but also to implicit meaning in an attempt to recover the authorial intention. The world knowledge is de-verbalized, theoretical, general, encyclopaedic and cultural, and activated differently by different translators and in different texts. Deverbalization is an essential intermediate phase if the translator is to avoid transcoding and calques. Transcoding is the replacement of SL linguistic structures of various types (words, phrases, clauses) by corresponding TL. Calque is a special kind of borrowing where the SL expression or structure is transferred in a literal translation. Re-expression takes place where the target text is constituted and given form based on the

deverbalized understanding of sense. A fourth stage, verification, where the

translator revisits and evaluates the target text, is added by Delisle (Lederer, 2003:38).

In attempt to analyse the cognitive processes in translation, Dancette (1997:84) claims that it is possible to describe the cognitive phenomena such as

conceptualizations built on linguistic statements in a coherent and explicit way. It is based on the common observation which showed the translators’ awareness of their cognitive steps while reading, writing, précis-writing and translating. This is particularly evident when they face problem which forces them to depart from routine operations.

In reality, Dancette (1997:85) finds out that, when the translators face with a difficulty, they can recall their questions, hypotheses, and some of the steps of their reasoning. Therefore, they are able to talk about the process. However, processes are not visible, only clues to such processes are visible. These processes are able to observe through the observation of the translators’ behaviours. Behaviours are an indication of a process which helps the observer to make reasonable hypotheses on what process is involved and validate intuitions about the nature of processes.

The theories proposed by Bell (2001), Seleskovitch and Lederer (2001) and Dancette (1997) which involve mental process in translation process, from the translator’s perspective and looking toward the mental processes going on in the individual translator’s mind during the process of translation, led the writer’s interest to conduct this scientific study. The writer tried to verify whether the theories are applicable to the English students at Medan or there is any difference. This study analysed the cognitive process of students in translating simple sentences of paragraph in science by using the think-aloud protocol (TAP) technique and introspective interview. Science is chosen as the SL text because it broadens our understanding of the world around us. It may allow us to know more about ourselves, surroundings, environment and the universe.

1.2The Problems of the Study

The problems of this study are stated in the following questions.

(1) What cognitive processes are there in translating simple sentences of

paragraph in science?

(2) How do the cognitive processes occur in translating simple sentences of

paragraph in science?

(3) Why do the cognitive processes occur the way they do?

1.3 The Objectives of the Study

This study is aimed at studying the new phenomenon on the cognitive process of the students in translating task. It specifically attempts to explain objectively the cognitive process of the students in translating as well as the reasons of doing such way. Thus, the objectives of this study are

(1) to investigate kinds of cognitive processes occuring in translating simple

sentences of paragraph in science,

(2) to investigate the manner of cognitive processes occurring in translating

simple sentences of paragraph in science, and

(3) to elaborate reasons of the way the cognitive processes occur in

translating simple sentences of paragraph in science.

1.4 The Scopes of the Study

The scopes of this study are cognitive process, translation and translation process, cognitive process in translating, texts and sentences. The theory of translation process proposed by Bell, Seleskovitch and Lederer which consist of

(1) analysis and (2) synthesis will be collaborated with the theory proposed by Dancette of types of translator’s behaviours to investigate the cognitive process of translator during the performance of translating texts. The text is simple sentences of paragraph in science.

1.5 The Significances of the Study

Findings of this study are strongly expected to have the theoretically and practically indispensable significances. Theoretically, on one hand, the research findings are expected to be valuable contributions for other researchers who will conduct the studies in the field of translation studies, particularly about the cognitive process in translation task. Practically, on the other hand, the research findings are beneficial for the translators in general and the Indonesian translators in particular as a consideration for doing translation from the source language into the target language.

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions

From the analysis of the data and the findings, it is concluded that 1. There are seven types of behaviours occur during the performance of the

translation done by the students. They are (1) reading the text,

(2) alternating between the SL and the TL, (3) monitoring the proposed translation, (4) intralinguistic repetition,

(5) consulting the dictionary, either monolingual or bilingual dictionary, (6) paraphrasing, and

(7) translation.

2. The cognitive processes occur when the subjects

(1) read the text, either they read the whole SL text or segment by segment, (2) keep repeating the term (the lexical) which indicates hesitation or

questioning,

(3) are not able to make decision for an equivalent, (4) question the adequacy of a word or an expression,

(5) do not understand the meaning of a word and consult the dictionary, (6) try to clarify a concept and reformulate a proposed translation by

paraphrase, and

3. The reasons which make such cognitive processes occur during the act of translating are the inability to produce the spontaneous translation and lacking of knowledge of the text itself. The inability of word-recognition processing, syntactic processing, and semantic processing will also affect the behaviours of the translators in the process of translating. Meanwhile, for the excellent subjects, the reasons which make such cognitive processes occur during the act of translating are the ability to produce the spontaneous translation and having the knowledge of the text itself (prior knowledge). On one hand, the more knowledge and skills (communicative competences) the translators have, the less behaviours (cognitive processes) they face. On the other hand, the less knowledge and skills the translators have, the more behaviours (cognitive processes) they face.

5.2 Suggestions

There are some suggestions in this research. The suggestions are addressed to the translators in common. Here are the following suggestions 1. It is suggested that the satisfying and developing translators should improve

their four areas of communicative competence in the act of translating; grammatical competence, sociolinguistic competence, discourse competence, and strategic competence. Having the mentioned competences will lessen the problems of word-recognition processing (lexical problem), syntactic processing, and semantic processing in the act of translation process.

2. It is suggested that the translators should broaden their horizons of any kinds of subjects by reading so that they get acquainted with the terms used.

3. It is suggested that the further researcher should explore the cognitive processes of the students in translating the SL text into the TL text with different educational background.

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http://www.erudit.org/apropos/utilisation.html.

Shreve, Gregory. M. (2010). Translation and Cognition. The Journal of

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Zainurrahman. (2009). The Theories of Translation: From History to Procedures. Personal Journal of Philosophy of Language and Education. Retrieved April 16, 2011, fromhttp://zainurrahmans.wordpress.com.

Zakhir, Marouane. (2009). Translation Procedures: In The Theories of Translation: From History to Procedures. 114-120. Personal Journal of Philosophy of Language and Education. Retrieved April 16, 2011, from

3. The reasons which make such cognitive processes occur during the act of translating are the inability to produce the spontaneous translation and lacking of knowledge of the text itself. The inability of word-recognition processing, syntactic processing, and semantic processing will also affect the behaviours of the translators in the process of translating. Meanwhile, for the excellent subjects, the reasons which make such cognitive processes occur during the act of translating are the ability to produce the spontaneous translation and having the knowledge of the text itself (prior knowledge). On one hand, the more knowledge and skills (communicative competences) the translators have, the less behaviours (cognitive processes) they face. On the other hand, the less knowledge and skills the translators have, the more behaviours (cognitive processes) they face.

5.2 Suggestions

There are some suggestions in this research. The suggestions are addressed to the translators in common. Here are the following suggestions 1. It is suggested that the satisfying and developing translators should improve

their four areas of communicative competence in the act of translating; grammatical competence, sociolinguistic competence, discourse competence, and strategic competence. Having the mentioned competences will lessen the problems of word-recognition processing (lexical problem), syntactic processing, and semantic processing in the act of translation process.

2. It is suggested that the translators should broaden their horizons of any kinds of subjects by reading so that they get acquainted with the terms used.

3. It is suggested that the further researcher should explore the cognitive processes of the students in translating the SL text into the TL text with different educational background.

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