A STUDY ON TEACHING TECHNIQUES USED IN TRANSLATION 1 AT ENGLISH DEPARTMENT IN UNIVERSITY OF MUHAMMADIYAH MALANG
CHAPTER I
INTRODUCTION
This chapter discusses some topics related to the background of the study,
the statement of problems, the purpose of the study, significance of the study,
scope and limitation, and definition of key term.
1.1 Background of Study
Language is what the members of a particular society speak. “When two or
more people communicate with each other in speech, we can call the system of
communication that they employ a code. In most cases, that code will be
something we may also want to call a language” (Wardhaugh, 2006). Language is
a mean of communication. It has an essential role for people around the world
because language can be a tool to gain information and knowledge from every
part of world. As Sapir (in Bassnett, 2002) claims that language is a guide to
social reality and that human beings are at the mercy of the language that has
become the medium of expression for their society. Hence, it is a necessary thing
for human life because human is a social beings that needs a help from the others.
English as an international language has a vital role in this era. It is needed
to gain knowledge and information across the world. English nowadays is taught
in every education level in Indonesia. In university level, the students will be
taught English in specific way. One of the subjects that university students learn is
translation subject. This subject will allow them to know and understand how to
1
2
translate from source language into target language. In addition, translation is
aimed to train its students to be competent translators and interpreters.
In English Department of University of Muhammadiyah Malang,
translation is one of the three elective subjects which can be chosen by the
students. It is clustered with EYL (English for Young Learner) and BE (Business
English). English Department serves the introduction of translation studies at the
fifth semester. It is intended to equip students with understanding of translation
theories and concepts and skills in translating from English into Indonesian. After
passing Introduction of Translation, the next stage is Translation I which is taught
in the sixth semester. This stage has purposes to enlarge the students’ knowledge
of translation theories, concept and also provide several additional techniques
which must be acquired for being translators or interpreters.
Commonly, Translation is believed to be complex or difficult subject to be
learned by the students of English Department. Based on students’ opinion who
have joined this subject, translation is also a boring subject to adhere because
there are several theories which need understanding and attention. The students
not only translate the source language or text but also have to understand the deep
meaning and catch the message from source language or text. As Nida (2006)
said, “skilled translators must have a special capacity for sensing the closest
natural equivalence of a text, whether oral or written”. It means that the translators
have to be able to make the target text understandable by the readers. The students
need to do it because to be translators the students have to pay attention on every
language. As Nida (in Venuti, 2000) states “that since no two languages are
3
identical, either in the meanings given to corresponding symbols or in the ways in
which such symbols are arranged in phrases and sentences, it stands to reason that
there can be no absolute correspondence between languages”. This theory is
supported by Bassnett (2002), “no two languages are ever sufficiently similar to
be considered as representing the same social reality”. The worlds in which
different societies live are distinct worlds, not merely the same world with
different labels attached. Based on a fact above, every language is different and
has their characteristics. However, it has to be learned by the students because
translation is a means of communication. It is an intercultural verbal activity
(Lvovskaya, 2000: 28) which is needed when there is a communication gap
between an author of the source language text and readers of the target language
text.
The difficulty of translation can be seen from students’ difficulties in
learning translation subject. The students are frequently influenced by
apprehension to create mistake in understanding and translating the source text,
acquiring the vocabulary, choosing the theories and inability to make a good
translation. In translating, students should highlight on the translation perfectly
because the translator does not know who will read his translation and the
translator will not able to know the readers’ education background whether they
are in same, lower or higher level. Accordingly, the translators have to construct
their translation in form which is easy to understand and it does not sound foreign.
Those difficulties are not only experienced by the students, but also the
teachers or lecturers. In this case, they find themselves incapable to apply suitable
4
teaching techniques for his exacting students’ level. In translation class, the
lecturer has to be a facilitator or a guide who accompanies the students and also
gives contribution about how to use the theories of translation and how to create a
good translation.
Based on the writer’s experience that has joined translation class taught by
different lectures, the writer can find the importance of using techniques in
teaching translation subject. The writer had joined introduction to translation
studies when he was in fifth semester taught by the lecturer that did not use
appropriate techniques. It made the students feel bored at the moment when
joining the translation class and the students got difficulties to understand the
theories for creating a good translation. It did not only happen to the writer but
also the other students, it was known since the writer made decision to retake the
course with different lecturers at seventh semester. There were some senior
students who retook whereas they had passed the course. The writer himself can
learn that translation class is not too difficult and boring to learn if the lecturer
knows the good procedures and techniques to deliver the materials in teaching
translation. Schaffner and Adab (in Nababan, 2006) say that “translating is a
complex activity”. Hence, the lecturer must have a lot of teaching experiences,
knowledge and capability to implement appropriate methods and techniques for
the students’ proficiency needs.
In order to get successful in teaching, techniques are badly needed by the
teacher. It can be a teacher assistance to deliver knowledge to students and it can
enlarge students’ ability. Based on Brown (2000), “techniques are any of wide
5
variety of exercise, activities, or devices used in the language classroom for
realizing lesson objectives”. By using technique, the teacher can reach the goal of
teaching and learning because there are several ways which will help the teacher
to solve the problems in realizing teaching and learning purposes. Therefore,
teacher and technique cannot be separated each other because both of them affect
the teaching and learning target. The teacher must discover the appropriate
technique to build students’ interest in learning translation, as it is stated by
Cahyono (in Indahyati, 2008) that the use of the appropriate technique in teaching
will make the students are motivated in learning. Nevertheless, the teacher has to
find and use the appropriate technique in teaching translation.
Due to the fact that Translation is significant, there are some studies which
related to Translation. One of them was conducted by Clavijo and Marin (2013)
from Universidad EAN School of humanities and social science Bogota,
Colombia which is entitled “Identifying Translation Teaching Strategies: An
Exploratory Study”. This study focuses on teaching strategies which can develop
translators’ competencies. In this research, the result of this study is the use of
teaching strategies following the socio-constructivist approach. Teaching strategy
is also needed in teaching since it has a same role with teaching technique in order
to create a successful teaching.
Another study was conducted by Guan (2013) from Dalian University of
Technology, China which is entitled “A Study on Flow Theory and Teaching
Translation in China’s EFL class”. In this research, the study uncovers that the
teacher must choose the proper task which the students have strong interest in and
6
the well-designed task can encourage the students’ motivation. Furthermore, this
study reveals that the flow will significantly improve the students’ learning
intrinsic motivation and overall level.
Based on the study of Amin (2008) which is entitled “A Study on the
Linguistics Problems faced by the translation students of English department at
University of Muhammadiyah Malang”, it was found that the students had many
problems in learning translation such as when the students translate complex
subjects, separated verbs, separation between verbs and objects, complex objects,
complex adverbs, compound-complex sentences, idioms, clippings, and
acronyms. Considering to the research above, the students’ problems in translation
include grammar and idiomatic expression.
According to some studies above, it can be concluded that the difficulties
of translation have to be overcome to make students easier in learning translation.
Moreover, the teaching method, technique and strategy are obviously needed to
help the teacher to get successful in teaching learning process.
Based on the explanation above, translation is pivotal to be taught to
English learners and the teacher has to be able to choose the appropriate way to
teach translation. Realizing that, the writer conducted the research which is
entitled “A Study on Teaching Techniques used in Translation I course at English
Department in University of Muhammadiyah Malang”.
7
1.2 Problems of Study
Problem of study is written to give information for the readers of this
research study about what this study is talking about. Based on the background
above, the problems observed are as follow:
1) What are the teaching techniques used in teaching Translation I course at
English department in University of Muhammadiyah Malang?
2) How does the lecturer implement the teaching techniques in teaching
Translation
I
course
at
English
department
in
University
of
Muhammadiyah Malang?
3) Why does the lecturer use the teaching techniques in teaching Translation I
course at English department in University of Muhammadiyah Malang?
1.3 Purpose of Study
Purpose of study is written to give the information about the aims of this
study. Based on the problem of the study above, this study aims:
1) To find out the teaching techniques used in teaching Translation I course
at English department at University of Muhammadiyah Malang.
2) To describe the implementation of teaching techniques in teaching
Translation
I
course
at
English
department
at
University
of
Muhammadiyah Malang.
3) To find out the reasons of using the teaching techniques in teaching
Translation
I
course
Muhammadiyah Malang.
at
English
department
at
University
of
8
1.4 Scope and Limitation
There are many points which can be observed in teaching learning process.
While talking about teaching, there are several aspects which are included in this
topic, such as approach, teaching method, teaching technique, teaching strategy,
and teaching media. Considering the identification of problem, the research
focuses on the teaching technique of Translation. The limitation of this study
concerns only on Translation I class at English department at University of
Muhammadiyah Malang.
1.5 Significance of Study
The result of this study is expected to be able to give some contributions
for lecturers, students, and other researchers. It is expected to have both
theoretical and practical value for other lecturer in teaching English subjects
which have more difficulties than the other subjects, especially in translation.
Theoretically, it can be lecturers’ references in order to teach translation to
students.
Moreover, this study is expected to be able to give additional information
about an analysis of teaching techniques especially teaching techniques used in
translation for other researchers.
It is also expected to be a source of their
research. The other researchers who are interested in doing research about the
teaching techniques used in translation or other subjects can use this study as a
reference.
9
1.6 Definition of Key Terms
In this study there are many words that might be unfamiliar for the readers,
or they might be familiar but have different perception. The definition of key
terms is given in this study aims to avoid misconceptions. The terms which are
necessary to be defined are as follows:
Teaching technique
: Techniques of teaching are the day to day
activities which the teacher may design for a
particular lesson (Dhand, 2008).
Translation
: Translation is the replacement of the textual
material in one language (the source language/ SL)
by equivalent textual material in another language
(the target language/ TL) (Catford in Hartono,
2009). In this study translation is a subject which is
taught in 3 semesters in English department at
University of Muhammadiyah Malang.
Technique
: Technique is any of wide variety of exercise,
activities, or devices used in the language classroom
for realizing lesson objectives (Brown, 2000:16).
A STUDY ON TEACHING TECHNIQUES USED IN TRANSLATION
1 AT ENGLISH DEPARTMENT IN UNIVERSITY OF
MUHAMMADIYAH MALANG
THESIS
By:
PRASETYONO HERDIANTO
201110100311294
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2015
A STUDY ON TEACHING TECHNIQUES USED IN TRANSLATION
1 AT ENGLISH DEPARTMENT IN UNIVERSITY OF
MUHAMMADIYAH MALANG
THESIS
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Education
By:
PRASETYONO HERDIANTO
201110100311294
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2015
MOTTO AND DEDICATION
“If Allah finds any good in your heart, He will give you
something better than what has been taken from you”
(The Quran 08:70)
“Live as if you were to die tomorrow. Learn as if you
were to live forever.”
(Mahatma Gandhi)
I dedicate this thesis to:
My amazing parents,
Mr. Lilik Sutiono and Mrs. Herina Sustiani
My lovely grandmother. Mrs. Sukesi
My future partner in life, Dewi Khoirun Nisa H
All of my friends
ACKNOWLEDGEMENTS
Alhamdulillah, the writer has a high desirable to present the great thank to
Allah Swt, the merciful and charitable. Due to the guidance, blessing, and
affection, the writer can accomplish this thesis. Shalawat and salam are to be
awarded to the last messenger of Allah prophet Muhammad SAW who has
unveiled the way to touch the brightness.
In this occasion, the writer would like to witness his biggest gratitude to
both beloved advisors, Drs. Jarum, M.Ed and Rahmawati Khadijah Maro, S.Pd.,
M.PEd for their gracious in guiding, assisting, giving suggestion and motivating
the writer during the completion of this thesis.
The writer also craves to grant his gratitude to all lecturers at English
Department in University of Muhammadiyah Malang, especially Drs. Jarum,
M.Ed, Rahmawati Khadijah Maro, S.Pd., M.PEd, Riza Elfana, S.Pd., M.A, Riski
Lestiono, S.Pd., M.A, and Dwi Mawan K, S.Pd who have been the writer’s
inspirational people during the journey of catching the acquaintance in this
amazing department. His appreciation is also transported to the students of
Translation I of sixth semester at English Department in University
Muhammadiyah Malang who have given their friendly welcome to the writer
during the classroom observation.
Moreover, the writer desires to dedicate this study to his beloved parents
and grandmother, Lilik Sutiono, Herina Sustiani and Sukesi who always become
his inspiration to shine as a good person for Islam, Indonesia and all of people. It is
dedicated to the writer’s big family and his future partner in life (Dewi Khoirun
Nisa Hartono) as well.
As a final point, the writer derives the obligatory thing from his heart to
deliver the special thanks. It goes to his incredible friends of Fall in Love class (F
Class of English Department 2011), IRO team, Learning Express March 2015
(Milk Candy team), Learning Express September 2015 (Rejoso team), Singapore
Polytechnic friends, Kanazawa Institute of Technology friends, Kanazawa
Technical College friends, Ju-Jitsu SMAGA Ponorogo, Ju-Jitsu Malang Raya, and
all of friends for their care, love, and pray. Consequently the writer can finish this
thesis satisfactorily.
Malang, November 12, 2015.
The writer,
Prasetyono Herdianto
TABLE OF CONTENTS
APPROVAL .............................................................................................................. iii
LEGALIZATION......................................................................................................iv
MOTTO AND DEDICATION .................................................................................. v
ORIGINALITY DECLARATION .........................................................................vi
ABSTRACT ............................................................................................................. vii
ACKNOWLEDGEMENT ..................................................................................... viii
TABLE OF CONTENTS ........................................................................................... x
LIST OF FIGURE .................................................................................................. xiii
CHAPTER I INTRODUCTION
1.1 Background of Study .............................................................................................. 1
1.2 Problems of Study .................................................................................................. 7
1.3 Purpose of Study .................................................................................................... 7
1.4 Scope and Limitation ............................................................................................. 8
1.5 significance of Study .............................................................................................. 8
1.6 Definition of Key Terms ........................................................................................ 9
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 Teaching and Learning ......................................................................................... 10
2.2 Teaching Method and Techniques ...................................................................... 11
2.2.1 The Grammar – Translation Method ........................................................ 12
2.2.2 Direct Method ...............................................................................................
2.2.3 The Audio – Lingual Method ................................................................... 16
2.2.4 The Silent Way ......................................................................................... 19
2.2.5 Desuggestopedia ....................................................................................... 20
2.2.6 Community Language Learning ............................................................... 22
2.2.7 Total Physical Response ...........................................................................24
2.2.8 Communicative Language Learning ......................................................... 26
2.3 Translation ...........................................................................................................27
2.4 Teaching Translation ........................................................................................... 28
CHAPTER III RESEARCH METHODOLOGY
3.1 Research Design .................................................................................................. 30
3.2 Research Subject ................................................................................................. 31
3.3 Research Instrument ............................................................................................. 32
3.3.1 Human as Instrument .................................................................................. 32
3.3.2 Observation ................................................................................................. 32
3.3.3 Interview...................................................................................................... 33
3.4 Data Collection ..................................................................................................... 34
3.5 Data Analysis ....................................................................................................... 35
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
4.1 Research Findings ................................................................................................ 36
4.1.1 The Teaching Techniques Used in Translation 1 at Course English
Department in University of Muhammadiyah Malang ............................... 36
4.1.2 The Implementation of Teaching Techniques Used in Translation 1 at
Course English Department in University of Muhammadiyah Malang ..... 39
4.1.3 The Reasons of Using the Teaching Techniques Used in Translation 1 at
Course English Department in University of Muhammadiyah Malang ..... 43
4.2 Discussion ............................................................................................................ 47
CHAPTER V CONCLUSION AND SUGGESTIONS
5.1 Conclusion ............................................................................................................ 51
5.2 Suggestions...........................................................................................................52
REFERENCES .........................................................................................................54
APPENDICES
Appendix I Observation Field Note ...........................................................................56
Appendix II Interview Questions ............................................................................... 84
Appendix III Interview Transcripts ............................................................................ 85
Appendix IV Teaching Materials ............................................................................... 93
Appendix V Pictures of Teaching Activities.............................................................. 96
LIST OF FIGURE
Figure 1: Method and Techniques .............................................................................. 11
REFERENCES
Amin, Muh. (2008). A Study on The Linguistic Problems Faced by Translation
Students. Unpublished thesis. Malang: University of Muhammadiyah
Malang.
Ary, Donald et.al. (2010). Introduction to Research in Education. USA:
Wadsworth Thomson Learning.
Bassnett, Susan. (2002). Translation Studies (Third Edition). USA: Taylor &
Francis e-library.
Brown, HD. (2000). Teaching by Principles: An Interactive Approach to Language
Pedagogy (Second Edition). New York: Pearson Education.
Brown, HD. (2007). Principles of Language Learning and Teaching (Fifth
Edition). New York: Pearson Education.
Clavijo, Bibiana and Patricia Marin. (2013). Identifying Translation Teaching
Strategies: An Exploratory Study. International Journal of Humanities and
Social Science. Vol. 3, No. 21; December 2013. Pp:71-78.
Creswell, John W. (2012). Educational Research: Planning, Conducting, and
Evaluating Quantitative and Qualitative Research. New York: Pearson
Education.
Dhand, Harry. (2008). Techniques of Teaching. New Delhi: A.P.H. Publishing
Corporation.
Fraenkel, Jack R., Norman E. Wallen., Helen H. Hyun. (2012). How to Design and
Evaluate Research in Education: Eighth Edition. New York: McGraw-Hill
Inc.
Guan, Xiaowei. (2013). A Study on Flow Theory and Translation Teaching in
China’s EFL class. Journal of Language Teaching and Research, Volume
4, No. 4, July 2013. ISSN:1798-4769: 785-790.
Hartono, Rudi. (2009). Teori Penerjemahan (A Handbook for Translator).
Semarang: Cipta Prima Nusantara.
Indahyati, Frisdiana. (2008). The Techniques of Teaching Writing to the Fifth
Semester Students of University of Muhammadiyah Malang. Unpublished
thesis. Malang: University of Muhammadiyah Malang.
Kothari, CR. (2004). Research Methodology: Methods and Techniques (Second
Revised Edition. New Delhi: New Age International (P) Ltd.
Larsen-Freeman, Diane. (2004). Techniques and Principles in Language Teaching
(Second Edition). UK: Oxford University press.
McMillan, James H. (1992). Educational Research: Fundamental for The
Consumer. New York: Harper Collins Publisher.
Nababan, MR. (2006). Investigating Declarative Knowledge of Professional
Translators. Surakarta: UNS
Richards, Jack C and Theodore S. Rodgers. (2001). Approaches and Methods in
Language Teaching (Second Edition). UK: Cambridge University press.
Rudianto, Devid. (2008). Techniques of Teaching Speaking as The Extracurricular
Program at SMKN 2 Malang. Unpublished thesis. Malang: University of
Muhammadiyah Malang.
Sokolovsky, Yaroslav V. (2010). On the Linguistic Definition of Translation.
Journal of Siberian Federal University, Humanities & Social Sciences.
Vol. 2, No. 3, 2010. Pp. 285-292.
Tisgam, Khalida H. (2009). Is It Possible To Teach Translation in the Classroom?.
Journal of College of Education for Women. Vol. 20, No. 2, 2009. College
of Education for Women-Baghdad University.
Venuti, Lawrence. (2004). Translator’s Invisibility. New York: Taylor and Francis
e-library.
Wardaugh, Ronald. (2006). Introduction to Sociolinguistic (Fifth Edition). UK:
Blackwell publishing.
INTRODUCTION
This chapter discusses some topics related to the background of the study,
the statement of problems, the purpose of the study, significance of the study,
scope and limitation, and definition of key term.
1.1 Background of Study
Language is what the members of a particular society speak. “When two or
more people communicate with each other in speech, we can call the system of
communication that they employ a code. In most cases, that code will be
something we may also want to call a language” (Wardhaugh, 2006). Language is
a mean of communication. It has an essential role for people around the world
because language can be a tool to gain information and knowledge from every
part of world. As Sapir (in Bassnett, 2002) claims that language is a guide to
social reality and that human beings are at the mercy of the language that has
become the medium of expression for their society. Hence, it is a necessary thing
for human life because human is a social beings that needs a help from the others.
English as an international language has a vital role in this era. It is needed
to gain knowledge and information across the world. English nowadays is taught
in every education level in Indonesia. In university level, the students will be
taught English in specific way. One of the subjects that university students learn is
translation subject. This subject will allow them to know and understand how to
1
2
translate from source language into target language. In addition, translation is
aimed to train its students to be competent translators and interpreters.
In English Department of University of Muhammadiyah Malang,
translation is one of the three elective subjects which can be chosen by the
students. It is clustered with EYL (English for Young Learner) and BE (Business
English). English Department serves the introduction of translation studies at the
fifth semester. It is intended to equip students with understanding of translation
theories and concepts and skills in translating from English into Indonesian. After
passing Introduction of Translation, the next stage is Translation I which is taught
in the sixth semester. This stage has purposes to enlarge the students’ knowledge
of translation theories, concept and also provide several additional techniques
which must be acquired for being translators or interpreters.
Commonly, Translation is believed to be complex or difficult subject to be
learned by the students of English Department. Based on students’ opinion who
have joined this subject, translation is also a boring subject to adhere because
there are several theories which need understanding and attention. The students
not only translate the source language or text but also have to understand the deep
meaning and catch the message from source language or text. As Nida (2006)
said, “skilled translators must have a special capacity for sensing the closest
natural equivalence of a text, whether oral or written”. It means that the translators
have to be able to make the target text understandable by the readers. The students
need to do it because to be translators the students have to pay attention on every
language. As Nida (in Venuti, 2000) states “that since no two languages are
3
identical, either in the meanings given to corresponding symbols or in the ways in
which such symbols are arranged in phrases and sentences, it stands to reason that
there can be no absolute correspondence between languages”. This theory is
supported by Bassnett (2002), “no two languages are ever sufficiently similar to
be considered as representing the same social reality”. The worlds in which
different societies live are distinct worlds, not merely the same world with
different labels attached. Based on a fact above, every language is different and
has their characteristics. However, it has to be learned by the students because
translation is a means of communication. It is an intercultural verbal activity
(Lvovskaya, 2000: 28) which is needed when there is a communication gap
between an author of the source language text and readers of the target language
text.
The difficulty of translation can be seen from students’ difficulties in
learning translation subject. The students are frequently influenced by
apprehension to create mistake in understanding and translating the source text,
acquiring the vocabulary, choosing the theories and inability to make a good
translation. In translating, students should highlight on the translation perfectly
because the translator does not know who will read his translation and the
translator will not able to know the readers’ education background whether they
are in same, lower or higher level. Accordingly, the translators have to construct
their translation in form which is easy to understand and it does not sound foreign.
Those difficulties are not only experienced by the students, but also the
teachers or lecturers. In this case, they find themselves incapable to apply suitable
4
teaching techniques for his exacting students’ level. In translation class, the
lecturer has to be a facilitator or a guide who accompanies the students and also
gives contribution about how to use the theories of translation and how to create a
good translation.
Based on the writer’s experience that has joined translation class taught by
different lectures, the writer can find the importance of using techniques in
teaching translation subject. The writer had joined introduction to translation
studies when he was in fifth semester taught by the lecturer that did not use
appropriate techniques. It made the students feel bored at the moment when
joining the translation class and the students got difficulties to understand the
theories for creating a good translation. It did not only happen to the writer but
also the other students, it was known since the writer made decision to retake the
course with different lecturers at seventh semester. There were some senior
students who retook whereas they had passed the course. The writer himself can
learn that translation class is not too difficult and boring to learn if the lecturer
knows the good procedures and techniques to deliver the materials in teaching
translation. Schaffner and Adab (in Nababan, 2006) say that “translating is a
complex activity”. Hence, the lecturer must have a lot of teaching experiences,
knowledge and capability to implement appropriate methods and techniques for
the students’ proficiency needs.
In order to get successful in teaching, techniques are badly needed by the
teacher. It can be a teacher assistance to deliver knowledge to students and it can
enlarge students’ ability. Based on Brown (2000), “techniques are any of wide
5
variety of exercise, activities, or devices used in the language classroom for
realizing lesson objectives”. By using technique, the teacher can reach the goal of
teaching and learning because there are several ways which will help the teacher
to solve the problems in realizing teaching and learning purposes. Therefore,
teacher and technique cannot be separated each other because both of them affect
the teaching and learning target. The teacher must discover the appropriate
technique to build students’ interest in learning translation, as it is stated by
Cahyono (in Indahyati, 2008) that the use of the appropriate technique in teaching
will make the students are motivated in learning. Nevertheless, the teacher has to
find and use the appropriate technique in teaching translation.
Due to the fact that Translation is significant, there are some studies which
related to Translation. One of them was conducted by Clavijo and Marin (2013)
from Universidad EAN School of humanities and social science Bogota,
Colombia which is entitled “Identifying Translation Teaching Strategies: An
Exploratory Study”. This study focuses on teaching strategies which can develop
translators’ competencies. In this research, the result of this study is the use of
teaching strategies following the socio-constructivist approach. Teaching strategy
is also needed in teaching since it has a same role with teaching technique in order
to create a successful teaching.
Another study was conducted by Guan (2013) from Dalian University of
Technology, China which is entitled “A Study on Flow Theory and Teaching
Translation in China’s EFL class”. In this research, the study uncovers that the
teacher must choose the proper task which the students have strong interest in and
6
the well-designed task can encourage the students’ motivation. Furthermore, this
study reveals that the flow will significantly improve the students’ learning
intrinsic motivation and overall level.
Based on the study of Amin (2008) which is entitled “A Study on the
Linguistics Problems faced by the translation students of English department at
University of Muhammadiyah Malang”, it was found that the students had many
problems in learning translation such as when the students translate complex
subjects, separated verbs, separation between verbs and objects, complex objects,
complex adverbs, compound-complex sentences, idioms, clippings, and
acronyms. Considering to the research above, the students’ problems in translation
include grammar and idiomatic expression.
According to some studies above, it can be concluded that the difficulties
of translation have to be overcome to make students easier in learning translation.
Moreover, the teaching method, technique and strategy are obviously needed to
help the teacher to get successful in teaching learning process.
Based on the explanation above, translation is pivotal to be taught to
English learners and the teacher has to be able to choose the appropriate way to
teach translation. Realizing that, the writer conducted the research which is
entitled “A Study on Teaching Techniques used in Translation I course at English
Department in University of Muhammadiyah Malang”.
7
1.2 Problems of Study
Problem of study is written to give information for the readers of this
research study about what this study is talking about. Based on the background
above, the problems observed are as follow:
1) What are the teaching techniques used in teaching Translation I course at
English department in University of Muhammadiyah Malang?
2) How does the lecturer implement the teaching techniques in teaching
Translation
I
course
at
English
department
in
University
of
Muhammadiyah Malang?
3) Why does the lecturer use the teaching techniques in teaching Translation I
course at English department in University of Muhammadiyah Malang?
1.3 Purpose of Study
Purpose of study is written to give the information about the aims of this
study. Based on the problem of the study above, this study aims:
1) To find out the teaching techniques used in teaching Translation I course
at English department at University of Muhammadiyah Malang.
2) To describe the implementation of teaching techniques in teaching
Translation
I
course
at
English
department
at
University
of
Muhammadiyah Malang.
3) To find out the reasons of using the teaching techniques in teaching
Translation
I
course
Muhammadiyah Malang.
at
English
department
at
University
of
8
1.4 Scope and Limitation
There are many points which can be observed in teaching learning process.
While talking about teaching, there are several aspects which are included in this
topic, such as approach, teaching method, teaching technique, teaching strategy,
and teaching media. Considering the identification of problem, the research
focuses on the teaching technique of Translation. The limitation of this study
concerns only on Translation I class at English department at University of
Muhammadiyah Malang.
1.5 Significance of Study
The result of this study is expected to be able to give some contributions
for lecturers, students, and other researchers. It is expected to have both
theoretical and practical value for other lecturer in teaching English subjects
which have more difficulties than the other subjects, especially in translation.
Theoretically, it can be lecturers’ references in order to teach translation to
students.
Moreover, this study is expected to be able to give additional information
about an analysis of teaching techniques especially teaching techniques used in
translation for other researchers.
It is also expected to be a source of their
research. The other researchers who are interested in doing research about the
teaching techniques used in translation or other subjects can use this study as a
reference.
9
1.6 Definition of Key Terms
In this study there are many words that might be unfamiliar for the readers,
or they might be familiar but have different perception. The definition of key
terms is given in this study aims to avoid misconceptions. The terms which are
necessary to be defined are as follows:
Teaching technique
: Techniques of teaching are the day to day
activities which the teacher may design for a
particular lesson (Dhand, 2008).
Translation
: Translation is the replacement of the textual
material in one language (the source language/ SL)
by equivalent textual material in another language
(the target language/ TL) (Catford in Hartono,
2009). In this study translation is a subject which is
taught in 3 semesters in English department at
University of Muhammadiyah Malang.
Technique
: Technique is any of wide variety of exercise,
activities, or devices used in the language classroom
for realizing lesson objectives (Brown, 2000:16).
A STUDY ON TEACHING TECHNIQUES USED IN TRANSLATION
1 AT ENGLISH DEPARTMENT IN UNIVERSITY OF
MUHAMMADIYAH MALANG
THESIS
By:
PRASETYONO HERDIANTO
201110100311294
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2015
A STUDY ON TEACHING TECHNIQUES USED IN TRANSLATION
1 AT ENGLISH DEPARTMENT IN UNIVERSITY OF
MUHAMMADIYAH MALANG
THESIS
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Education
By:
PRASETYONO HERDIANTO
201110100311294
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2015
MOTTO AND DEDICATION
“If Allah finds any good in your heart, He will give you
something better than what has been taken from you”
(The Quran 08:70)
“Live as if you were to die tomorrow. Learn as if you
were to live forever.”
(Mahatma Gandhi)
I dedicate this thesis to:
My amazing parents,
Mr. Lilik Sutiono and Mrs. Herina Sustiani
My lovely grandmother. Mrs. Sukesi
My future partner in life, Dewi Khoirun Nisa H
All of my friends
ACKNOWLEDGEMENTS
Alhamdulillah, the writer has a high desirable to present the great thank to
Allah Swt, the merciful and charitable. Due to the guidance, blessing, and
affection, the writer can accomplish this thesis. Shalawat and salam are to be
awarded to the last messenger of Allah prophet Muhammad SAW who has
unveiled the way to touch the brightness.
In this occasion, the writer would like to witness his biggest gratitude to
both beloved advisors, Drs. Jarum, M.Ed and Rahmawati Khadijah Maro, S.Pd.,
M.PEd for their gracious in guiding, assisting, giving suggestion and motivating
the writer during the completion of this thesis.
The writer also craves to grant his gratitude to all lecturers at English
Department in University of Muhammadiyah Malang, especially Drs. Jarum,
M.Ed, Rahmawati Khadijah Maro, S.Pd., M.PEd, Riza Elfana, S.Pd., M.A, Riski
Lestiono, S.Pd., M.A, and Dwi Mawan K, S.Pd who have been the writer’s
inspirational people during the journey of catching the acquaintance in this
amazing department. His appreciation is also transported to the students of
Translation I of sixth semester at English Department in University
Muhammadiyah Malang who have given their friendly welcome to the writer
during the classroom observation.
Moreover, the writer desires to dedicate this study to his beloved parents
and grandmother, Lilik Sutiono, Herina Sustiani and Sukesi who always become
his inspiration to shine as a good person for Islam, Indonesia and all of people. It is
dedicated to the writer’s big family and his future partner in life (Dewi Khoirun
Nisa Hartono) as well.
As a final point, the writer derives the obligatory thing from his heart to
deliver the special thanks. It goes to his incredible friends of Fall in Love class (F
Class of English Department 2011), IRO team, Learning Express March 2015
(Milk Candy team), Learning Express September 2015 (Rejoso team), Singapore
Polytechnic friends, Kanazawa Institute of Technology friends, Kanazawa
Technical College friends, Ju-Jitsu SMAGA Ponorogo, Ju-Jitsu Malang Raya, and
all of friends for their care, love, and pray. Consequently the writer can finish this
thesis satisfactorily.
Malang, November 12, 2015.
The writer,
Prasetyono Herdianto
TABLE OF CONTENTS
APPROVAL .............................................................................................................. iii
LEGALIZATION......................................................................................................iv
MOTTO AND DEDICATION .................................................................................. v
ORIGINALITY DECLARATION .........................................................................vi
ABSTRACT ............................................................................................................. vii
ACKNOWLEDGEMENT ..................................................................................... viii
TABLE OF CONTENTS ........................................................................................... x
LIST OF FIGURE .................................................................................................. xiii
CHAPTER I INTRODUCTION
1.1 Background of Study .............................................................................................. 1
1.2 Problems of Study .................................................................................................. 7
1.3 Purpose of Study .................................................................................................... 7
1.4 Scope and Limitation ............................................................................................. 8
1.5 significance of Study .............................................................................................. 8
1.6 Definition of Key Terms ........................................................................................ 9
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 Teaching and Learning ......................................................................................... 10
2.2 Teaching Method and Techniques ...................................................................... 11
2.2.1 The Grammar – Translation Method ........................................................ 12
2.2.2 Direct Method ...............................................................................................
2.2.3 The Audio – Lingual Method ................................................................... 16
2.2.4 The Silent Way ......................................................................................... 19
2.2.5 Desuggestopedia ....................................................................................... 20
2.2.6 Community Language Learning ............................................................... 22
2.2.7 Total Physical Response ...........................................................................24
2.2.8 Communicative Language Learning ......................................................... 26
2.3 Translation ...........................................................................................................27
2.4 Teaching Translation ........................................................................................... 28
CHAPTER III RESEARCH METHODOLOGY
3.1 Research Design .................................................................................................. 30
3.2 Research Subject ................................................................................................. 31
3.3 Research Instrument ............................................................................................. 32
3.3.1 Human as Instrument .................................................................................. 32
3.3.2 Observation ................................................................................................. 32
3.3.3 Interview...................................................................................................... 33
3.4 Data Collection ..................................................................................................... 34
3.5 Data Analysis ....................................................................................................... 35
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
4.1 Research Findings ................................................................................................ 36
4.1.1 The Teaching Techniques Used in Translation 1 at Course English
Department in University of Muhammadiyah Malang ............................... 36
4.1.2 The Implementation of Teaching Techniques Used in Translation 1 at
Course English Department in University of Muhammadiyah Malang ..... 39
4.1.3 The Reasons of Using the Teaching Techniques Used in Translation 1 at
Course English Department in University of Muhammadiyah Malang ..... 43
4.2 Discussion ............................................................................................................ 47
CHAPTER V CONCLUSION AND SUGGESTIONS
5.1 Conclusion ............................................................................................................ 51
5.2 Suggestions...........................................................................................................52
REFERENCES .........................................................................................................54
APPENDICES
Appendix I Observation Field Note ...........................................................................56
Appendix II Interview Questions ............................................................................... 84
Appendix III Interview Transcripts ............................................................................ 85
Appendix IV Teaching Materials ............................................................................... 93
Appendix V Pictures of Teaching Activities.............................................................. 96
LIST OF FIGURE
Figure 1: Method and Techniques .............................................................................. 11
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