The problems and solutions in translating a literary text: tracing the translation process using think-aloud protocol and screen recording method.

(1)

THE PROBLEMS AND SOLUTIONS IN TRANSLATING

A LITERARY TEXT: TRACING THE TRANSLATION

PROCESS USING THINK-ALOUD PROTOCOL

AND SCREEN RECORDING METHOD

AN UNDERGRADUATE THESIS

Presented as Partial Fulfillment of the Requirements for the Degree of Sarjana Sastra

in English Letters

JULYAN ADHITAMA Student Number: 124214109

ENGLISH LETTERS STUDY PROGRAM DEPARTMENT OF ENGLISH LETTERS

FACULTY OF LETTERS SANATA DHARMA UNIVERSITY

YOGYAKARTA 2017

(2)

THE PROBLEMS AND SOLUTIONS IN TRANSLATING

A LITERARY TEXT: TRACING THE TRANSLATION

PROCESS USING THINK-ALOUD PROTOCOL

AND SCREEN RECORDING METHOD

AN UNDERGRADUATE THESIS

Presented as Partial Fulfillment of the Requirements for the Degree of Sarjana Sastra

in English Letters

JULYAN ADHITAMA Student Number: 124214109

ENGLISH LETTERS STUDY PROGRAM DEPARTMENT OF ENGLISH LETTERS

FACULTY OF LETTERS SANATA DHARMA UNIVERSITY

YOGYAKARTA 2017

(3)

(4)

(5)

STATEMENT OF ORIGINALITY

I certify that this undergraduate thesis contains no material which has been previously submitted for the award of any other degree at any university, and that, to the best of my knowledge, this undergraduate thesis contains no material previously written by any other person except where due reference is made in the text of the undergraduate thesis.

Yogyakarta, April 10, 2017

(6)

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma

Nama : Julyan Adhitama

Nomor Mahasiswa : 124214109

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul

THE PROBLEMS AND SOLUTIONS IN TRANSLATING

A LITERARY TEXT: TRACING THE TRANSLATION

PROCESS USING THINK-ALOUD PROTOCOL

AND SCREEN RECORDING METHOD

beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan memublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta izin kepada saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini saya buat dengan sebenarnya.

Dibuat di Yogyakarta Pada tanggal 10 April 2017

Yang menyatakan,

(7)

vii

The secret of getting ahead is getting started.

– Mark Twain –

Everything is a learning process: any

time you fall over, it’s just teaching you

to stand up the next time.

– Joel Edgerton –

By constant self–discipline and self–control you

can develop greatness of character.

– Grenville Kleiser –

Success is simple. Do what’s right,

the right way, at the right time.

– Arnold H. Glasow –

No matter how many times people try

to criticize you, the best revenge is to

prove them wrong.

–Zayn Malik –

Be who you are and say what you feel

because those who mind don’t matter and

those who matter don’t mind.

– Dr. Seuss –

The best hard–working person deserves the best hard–won

achievement as it is hard–earned.

(8)

viii

In Dedication to

My Beloved Parents, Who Always Help Me Be What I Am

Under Any Circumstances,

My Lovely Brother and Sister, Who Always Support Me

All the Way,

(9)

ACKNOWLEDGEMENTS

The process of writing this undergraduate thesis would not have met its final completion without the involvement of others. Accordingly, my uttermost gratitude is addressed to Allah the Almighty for the abundant blessings so as to make this thesis possible.

I am extremely indebted to Johannes Harris Hermansyah Setiajid, S.S., M.Hum. whom I am proud to call him my advisor. Under his supportive guidance, encouragement on daily basis from the start, and demands for excellence, I am able to finish conducting this research. I owe earnest thanks to Dr. Francis Borgias Alip, M.Pd., M.A., whose constructive criticism and advice perfect this work.

My immense thanks go to Sanata Dharma University for giving me the scholarship during my pursuit of S.S. degree. Furthermore, it is my fortune to appreciate and acknowledge the tremendous help and support of my never-ending friends, i.e. Aprilia Devitasari, Apryanti Madah Munthe, Desty Anistya, Ni Putu Vitria Arizona, Pradina Fitryannisa, Sitoresmi Kriswardani, Rany Widiyasmoro Putri, and Cicilia Dian Oktavia.

At this moment of accomplishment, my everlasting thanks are expressed to Dad, Mom, Grandpas, Grandmas, Rini Susanti, Nazri bin Omar, Rayana Fitriawan, Rekyan Dewi Fortuna, and Novrizal Zuhri Pramudya whose affection, generosity, encouragement, and sacrifice truly motivate me. Finally, I convey my special thanks to Pramesthi Dewi Kusumaningrum and Rima Rizka Utami for their great contributions to this study.

(10)

TABLE OF CONTENTS

TITLE PAGE ... ii

APPROVAL PAGE ... iii

ACCEPTANCE PAGE ... iv

STATEMENT OF ORIGINALITY ... v

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH_{... vi}

MOTTO PAGE ... vii

DEDICATION PAGE... viii

ACKNOWLEDGEMENTS... ix

TABLE OF CONTENTS... x

LIST OF ABBREVIATIONS ... xii

ABSTRACT ... xiii

ABSTRAK_{... xiv}

CHAPTER I: INTRODUCTION ... 1

A. Background of the Study ... 1

B. Problem Formulation ... 4

C. Objectives of the Study ... 4

D. Definition of Terms ... 4

CHAPTER II: REVIEW OF LITERATURE ... 7

A. Review of Related Studies ... 7

B. Review of Related Theories ... 15

1. Translation ... 15

2. Translation Process ... 17

3. Think-Aloud Protocol ... 19

4. Screen Recording ... 20

5. Translation Problem ... 21

a. Linguistic Problems ... 22

b. Textual Problems ... 23

c. Extralinguistic Problems ... 23

d. Problems of Intentionality ... 23

e. Problems Relating to the Translation Brief and/or the Target-Text Reader ... 23

6. Problem Indicators ... 24

a. Primary Problem Indicators ... 24

b. Secondary Problem Indicators ... 24

C. Theoretical Framework ... 25

CHAPTER III: METHODOLOGY ... 26

A. Areas of Research ... 26

B. Object of the Study ... 27

C. Method of the Study ... 27

D. Research Procedure ... 28

(11)

a. Objective Data ... 28

b. Genetive Data ... 29

2. Data Collection ... 29

3. Population and Sample ... 32

4. Data Analysis ... 32

CHAPTER IV: ANALYSIS RESULTS AND DISCUSSIONS... 35

A. The Translation Problems Encountered in Translating the Literary Text ... 35

B. The Process of Giving the Solutions to the Translation Problems Encountered in Translating the Literary Text ... 55

CHAPTER V: CONCLUSION ... 87

A. Conclusion ... 87

B. Suggestion ... 88

BIBLIOGRAPHY ... 89

APPENDICES ... 91

Appendix 1:The S1’s Translation for the Literary Text ... 91

Appendix 2:The S2’s Translation for the Literary Text ... 92

Appendix 3:The Transcript of S1’s Process in Translating the Literary Text (LTI) ... 94

Appendix 4:The Transcript of S2’s Process in Translating the Literary Text (LTII) ... 143

(12)

xii

LIST OF ABBREVIATIONS

The Languages

SL : Source Language

TL : Target Language

The Methods

TAP : Think-Aloud Protocol SRM : Screen Recording Method The Stages in Translation Processes

A : Analysis Stage

S : Synthesis Stage

R : Revision Stage

The Subjects

S1 : First Subject S2 : Second Subject The Texts

ST : Source Text

TT : Target Text

LT : Literary Text The Transcripts

LTI : The Transcript of the First Subject’s Process in Translating the Literary Text

LTII : The Transcript of the Second Subject’s Process in Translating the Literary Text

(13)

xiii ABSTRACT

ADHITAMA, JULYAN. The Problems and Solutions in Translating a Literary Text: Tracing the Translation Process Using Think-aloud Protocol and Screen Recording Method. Yogyakarta: Department of English Letters, Faculty of Letters, Sanata Dharma University, 2017.

A translation process is all the things that transpire from the outset a translator commences rendering a source text until he puts an end to a target text. By monitoring the translation process, an observer is able to have better comprehension of the translator’s mental process at the time when he translates the text. When the translation process is going on, the translator may have problems and solutions to them. Thus, this study focuses on the observation of the translation process done by subjects in which it emphasizes their ways to solve the problems they might undergo in undertaking a written translation task.

There are two objectives to achieve under close scrutiny in this study. The first is to conscientiously observe the translation problems encountered in translating the literary text. The second is to thoroughly explore the process of giving the solutions to the translation problems encountered in translating the literary text. Two subjects are assigned to perform the experiment (to translate the literary text) and verbalize everything they have in mind when translating.

This study applies observational, explicatory, and library research. The observational as well as explicatory research is conducted by employing the think-aloud protocol and screen recording method, while the library research is conducted by obtaining theories from various books and journals. Such research methods are applied for scrutiny’s sake of data taken from the transcripts of the recordings.

This study finds out that in the process of translating the literary text, the S1 encounters 26 linguistic problems (78.79%), 1 textual problem (3.03%), 4 extralinguistic problems (12.12%), 1 problem of intentionality (3.03%), and 1 problem relating to the translation brief and/or target text reader (3.03%). On the other hand, the S2 encounters 20 linguistic problems (66.67%), 5 textual problems (16.67%), 4 extralinguistic problems (13.33%), and 1 problem relating to the translation brief and/or the translation brief and/or target text reader (3.33%). In the process of giving the solutions to 33 translation problems encountered by the S1 and 30 translation problems encountered by the S2, both subjects use different tactics which are related to comprehension, addition, omission, borrowing, finding the fixed translation by recalling a specific term which is already read, learnt, and known, searching for the differences between the terms from the source and for the target text by intuitions so as to be having another potential equivalent, and decision-making when the translators have two or more potential equivalents seeming to be equally appropriate or equally inappropriate for a word in a source text.

(14)

xiv ABSTRAK

ADHITAMA, JULYAN. The Problems and Solutions in Translating a Literary Text: Tracing the Translation Process Using Think-aloud Protocol and Screen Recording Method. Yogyakarta: Program Studi Sastra Inggris, Fakultas Sastra, Universitas Sanata Dharma, 2017.

Proses penerjemahan adalah semua hal yang terjadi dari awal penerjemah mulai mengalihbahasakan teks sumber sampai dia mengakhiri teks sasaran. Dengan memantau proses penerjemahan, pengamat dapat memiliki pemahaman yang lebih baik pada proses mental penerjemah ketika dia menerjemahkan teks. Ketika penerjemahan sedang berlangsung, penerjemah mungkin memiliki masalah dan solusi untuk menyelesaikannya. Oleh karena itu, penelitian ini berfokus pada pengamatan proses penerjemahan yang dilakukan oleh para subjek. Penekanan penelitian ini terletak pada cara para subjek menyelesaikan masalah yang dihadapi ketika menerjemahkan teks secara tertulis.

Dua rumusan masalah telah diselesaikan di bawah penelitian cermat dalam studi ini. Pertama, peneliti dengan cermat mengamati masalah penerjemahan yang dihadapi ketika mengalihbahasakan teks sastra. Kedua, peneliti dengan cermat mempelajari proses pemberian solusi kepada masalah penerjemahan yang dihadapi ketika mengalihbahasakan teks sastra. Peneliti meminta kedua subjek untuk menerjemahkan teks sastra dan mengatakan segala yang ada dalam pikiran mereka saat menerjemahkan.

Studi ini menerapkan penelitian observasi, explicatory, dan studi pustaka. Penelitian observasi dan explicatorydilakukan dengan menerapkan metode think-aloud protocol dan screen recording. Sementara itu, penelitian studi pustaka dilakukan dengan mengumpulkan teori-teori dari berbagai buku dan jurnal. Metode penelitian tersebut diterapkan demi analisis data yang diperoleh dari transkrip rekaman.

Studi ini menemukan bahwa dalam proses penerjemahan teks sastra, S1 menghadapi 26 masalah linguistik (78,79%), 1 masalah yang berkaitan dengan cara penulisan (3,03%), 4 masalah ekstralinguistik (12,12%), 1 masalah intensional (3,03%), dan 1 masalah yang berkaitan dengan pembaca teks terjemahan (3,03%). Sementara itu, S2 menghadapi 20 masalah linguistik (66,67%), 5 masalah yang berkaitan dengan cara penulisan (16,67%), 4 masalah ekstralinguistik (13,33%), dan 1 masalah yang berkaitan dengan pembaca teks terjemahan (3,33%). Dalam proses memberikan solusi untuk 33 masalah penerjemahan yang dihadapi oleh S1 dan 30 masalah penerjemahan yang dihadapi oleh S2, kedua subjek menggunakan taktik berbeda yang berhubungan dengan pemahaman, penambahan, penghapusan, pungutan, menemukan terjemahan pasti dengan mengingat istilah tertentu yang sudah dipelajari dan diketahui, mencari perbedaan antara istilah dari teks sumber dan untuk teks sasaran dengan intuisi sehingga memiliki potensi lain yang setara, dan pengambilan keputusan ketika penerjemah memiliki dua atau lebih setara potensial, seakan sama-sama sesuai atau sama-sama tidak sesuai untuk sebuah kata dalam teks sumber.

(15)

CHAPTER I INTRODUCTION

This chapter encompasses four parts. The first part is the background of

the study which describes the topic, the rationale behind choosing the topic, and

the current information surrounding the topic. The second part is the problem

formulation that consists of research questions to convey the research problems

shown in the title of this study. The third part is the objectives of the study which

state the function of this study and are in accordance with the research questions.

The final part is the definition of terms that provides explanations of essential

terms related to the topic of this study.

A. Background of the Study

In bilingual communication, translators are the main actors who bridge

the communication. The error of apprehending a source language (SL) message

and then converting it into a target language (TL) is capable of damaging the

communication. Translators must have sufficient competence to be able to

transform the SL into the TL properly.

As a means of communication, translation plays a genuinely significant

role in transferring the notion of human being. From time to time, translation has

been consistently developed and done in a variety of products, i.e.written, spoken,

printed, published, on a screen, etc. Therefore, the world of translation has been

(16)

Translation is a process of transferring a written or spoken message from

the SL into the TL by a translator. Brislin defines translation as

the general term referring to the transfer of thoughts and ideas from one language (source) to another (target), whether the languages are in written or oral form; whether the languages have established orthographies or do not have such standardization or whether one or both languages is based on signs, as with sign languages of the deaf (1976: 1).

In the definition above, Brislin provides extensive limits on the term of translation

involving the transfer of thoughts or ideas. Moreover, it implies that translators

are behind the translation products.

Translation visibility is seen as a simple activity, which is to convert one

language (the SL) into another language (the TL). What actually happens,

however, is a complex cognitive process. In a translation process, translators

might find a variety of issues in relation to the pursuit of equivalent meaning in

the TL. Furthermore, translators are required to be able to take appropriate

decisions in order to avoid a distortion of the extensive meaning. Therefore, so

significant is the role of translators in the bilingual communication that it demands

reconstruction methods of the translation process so as to do recommendations at

certain stages that need further improvement. One of the methods for

reconstructing the translation process is think-aloud protocol (TAP). TAP is an

introspective method which requires subjects to verbalize the cognitive process

while they are translating.

When translators render a certain text, there must be such problems that

arise whether in the middle of the process of translating it or thereafter. According

(17)

difference of geography, customs, beliefs, worldview, and various other factors is

a problem related to the cultural differences (1984: 163). In addition, because of

different backgrounds and experiences, translators might apply different tactics

even to cope with similar problems. Consequently, how different people with

different backgrounds translate a text is a remarkably fascinating topic to study.

This study focuses on the observation of the translation process done by

subjects in which it emphasizes their ways to solve the problems they might

undergo in undertaking a written translation task. The ways might include

decision-making towards particular translation strategies applied during the

translation process. Such an activity is recorded using a screen recording method

(SRM),for later being transcribed and scrutinized in depth to look for which stage

where a discrepancy between the SL and TL happens.

The subjects of this study are an English Letters student of semester

seven from Sanata Dharma University and an English Education student of

semester seven from Yogyakarta State University. They are assigned to translate a

text type, i.e. a literary text. Each of them has some experience of translating

literary texts. This research attempts to observe the dissimilarities in their

processes of translating the text caused by different academic, cultural, or other

backgrounds.

This research is worth studying as readers can observe translation

problems that translators might encounter during the translation process. In

addition, translators can comprehend and solve the translation problems. Then,

(18)

B. Problem Formulation

In order to limit the scope of the study and obtain deeper scrutiny, the

problems for this topic are formulated as follows.

1. What translation problems are encountered in translating the literary text?

2. What are the solutions to the translation problems encountered in translating

the literary text?

C. Objectives of the Study

There are two objectives to achieve under discussion in this study. The

first objective aims to conscientiously observe the translation problems which are

encountered when the subjects translate the literary text. The second objective

aims to thoroughly explore the process of giving the solutions to the translation

problems that are encountered when the subjects translate the literary text. Those

two activities are traced down by employing the TAP and SRM.

D. Definition of Terms

In order to avoid misunderstanding of the terminologies used in this

study, the researcher provides the definitions of terms as follows.

Translation problem as stated by Bell is the circumstance happening during the translation process, when the translator scrutinizes the source text (ST)

or produces the target text (TT), that makes the SL message cannot be

(19)

problem is something that causes a translator to encounter difficulties during

translating a text.

Literary text. As mentioned by Cambridge Advanced Learner’s Dictionary, literary as an adjective means “connected with literature” (2008: 837)

and text as a noun means “the written words in a book, magazine, etc., not the

pictures” (2008: 1503). In brief, a literary text means any written materials related

to literature, such as prose, poetry, or plays.

Translation process as defined by Hansen is all doings occurring when the translator begins translating the ST until finishing the TT, and it involves

movements, keystrokes, dictionaries as well as Internet uses, thinking processes,

problem-solving, and correction-making (2003: 26). In short, a translation process

is a complex series of actions covering all activities and requirements that the

translator must undertake to transform the ST to the TT.

Think-aloud protocol, as opined by Alvstad, Hild, and Tiselius, is “a method originally borrowed from cognitive psychology (Ericsson and Simon,

1984). It is an introspective method in which subjects are expected to verbalize

their mental processes while they perform a task” (2011: 1). In other words, TAP

is a type of protocol employed to collect data in usability testing in psychology or

a range of social sciences, i.e. translation research, process tracing,

decision-making, etc.involving subjects’ verbalizations as they undertake a specified task.

Screen recording as explained by Hansen is a method employing software to record all alterations on the computer screen, i.e. cursor movements,

(20)

and even length of phases and pauses, during the subjects’ writing processes

(2013: 91-92). To put it differently, screen recording is a technique that enables

the user to capture any area of the computer screen including all activities on it

(21)

CHAPTER II

REVIEW OF LITERATURE

This chapter embodies three main parts, namely the review of related

studies, review of related theories, and theoretical framework. The review of

related studies is the part discussing other related studies on the same topics

formerly done by other researchers. The review of related theories is the part

elaborating the related and relevant theories applied in this study. The theoretical

framework is the part stating the contribution of the theories and reviews in

solving the problems of the study.

A. Review of Related Studies

The researcher reviews three related studies on the discussion of

translation process, TAP, and SRM in order to support this study. The first related

study is the undergraduate thesis that belongs to Fransiska’s “Translation Problem

Solving for Informativeness: Tracing the Translation Process Using Think-Aloud

Protocols and Screen Recording Methods”. The second related study is the

research paper which is from Tirkkonen-Condit’s “Uncertainty in Translation

Processes”. The last related study is the research paper that is taken from

Jääskeläinen’s “Focus on Methodology in Think-aloud Studies on Translating”.

At the end of the review, the researcher states how this current study is similar to

and different from the studies the researcher reviews here. The researcher also

(22)

1. Fransiska’s “Translation Problem Solving for Informativeness: Tracing the Translation Process Using Think-Aloud Protocols and Screen Recording Methods”

Fransiska’s undergraduate thesis focuses on the ways different people

solve problems in performing written translation tasks. She emphasizes the focus

on the translation strategies they apply and the consequences of applying certain

strategies seen from the translation informativeness. Therefore, she examines the

translation in both processes and products.

Fransiska has three research objectives. First, she aims to identify the

translation problems that the subjects encounter in translating the religious and

academic texts. Second, she intends to explore the problem-solving process when

the subjects translate the religious and academic texts. The last, she aims at rating

the informativeness of each translation using Carroll’s scale as the final attempt to

complete her experiment. Furthermore, in conducting the research, she applies

think-aloud protocols and screen recording methods to trace down the translation

process of each text.

The subjects of her observation are two students having different

religious backgrounds, i.e. Islam and Christianity. Each subject is requested to translate a Christian text and an academic text. At the end of the observation, she

finds out that the subjects have different performances in translating the two types

of texts. They use different translation strategies in an attempt to solve the

problems the subjects encounter during the process of translating both texts. At

(23)

higher score is obtained by the Moslem student although the Catholic student is

better in translating the Christian text. It is implied that the backgrounds of

religion, academy, knowledge, intelligence, and socio-culture can influence the

way the subjects translate each text type.

The focus of the current study is somewhat different from Fransiska’s.

This current study focuses on the translation process of literary text as the object

of the study, while she focuses on not only the translation processes of religious

and academic texts but also the translation strategies and informativeness.

Moreover, the current study uses different subjects from Fransiska’s in which the

subjects of this study are a student of semester seven of English Letters

Department from Sanata Dharma University and a student of semester seven of

English Education Department from Yogyakarta State University, while the

subjects of Fransiska’s study are two English Letters students of semester eight

from Sanata Dharma University. Furthermore, in performing the experiment,

Fransiska allows the subjects to employ a translation machine in order to help

them translate the texts, but the current researcher does not.

Other than differences, Fransiska’s study and the current study have

several similarities in which they can support each other. The similarity lies on the

methods applied, i.e. TAP and SRM, in order to observe the processes of both subjects in translating the text. The theories of TAP and SRM give the knowledge

of the way to apply these methods to gather the data for the analysis to answer the

formulation of the first and second problems. Moreover, the current researcher

(24)

and the problem indicators proposed by Krings just the same as what Fransiska,

the previous researcher, uses.

2. Tirkkonen-Condit’s “Uncertainty in Translation Processes”

Tirkkonen-Condit’s research paper purposes are to show how uncertainty

manifests itself in translation processes and to argue that translators might in fact

have identifiable patterns of uncertainty management. In order to achieve the

goals of the research, she undergoes a set of procedures, i.e. (1) to identify particular processing phenomena in the six translators’ protocols as well as the

uncertainty phenomena which seem to appear in connection with the processing

phenomena, (2) to describe how uncertainty is attached to the identified

processing phenomena, and (3) to sketch translator profiles designed to reveal

individual and shared patterns of uncertainty management.

Such research is conducted based on the previous research on translation

processes recommending that proficiency in translation encompasses tolerance of

ambiguity and uncertainty. Meanwhile, Tirkkonen-Condit argues that tolerance of

ambiguity and uncertainty is needed in translation for reconciling the optimal with

what is feasible. It is due to the fact that, theoretically, the optimal translation is

“seldom feasible within the physical confines of everyday translation

assignments” (Tirkkonen-Condit, 2000: 123). Additionally, she claims that the

capability to cope with such ambiguity and uncertainty is needed to be a proficient

translator.

Tirkkonen-Condit’s analysis of processing and uncertainty has the aim of

(25)

instances which account for the ultimate TT generation and how uncertainty

phenomena are attached to these instances. In doing so, she employs six

translators’ protocols taken from twenty TAPs originating from four experiments

conducted by Tirkkonen-Condit, Jääskeläinen, and Pöntinen and Romanov at Savonlinna in the late 1980’s and early 1990’s in which she confines her analysis

to protocols that represent the high-quality professional performance. Two of

these translators render a text from Finnish into English, whereas four other

translators render from English into Finnish.

After achieving the aims of the study, Tirkkonen-Condit concludes that

translators tend to produce tentative solutions throughout translation processes.

The patterns of their uncertainty management, from all of the six protocols, are

similar, which are “to ponder on each tentative solution in turn; to produce

justifications or endorsements; to subject them to audition; or to postpone them”

(Tirkkonen-Condit, 2000: 141). The things that make their patterns dissimilar are

their final decisions to select one or other solutions. Moreover, Tirkkonen-Condit

explains that

the mere fact that a translator is prepared to postpone a solution or to produce several tentative solutions without endorsing any one of them as a final solution shows that he or she can tolerate a situation in which a decision is pending for the time being. Similarly, when a translator verbalises ignorance or uncertainty in response to a problem situation, this verbalisation serves as a marker of a processing phenomenon (i.e.

problem) and as a marker of uncertainty (2000: 141).

Tirkkonen-Condit’s study contributes to the current study by supplying

essential evidence that translators indicate their uncertainties in performing

(26)

her analysis of specific processing occurrences in the six translators’ protocols as

well as the uncertainty occurrences and her analysis of descriptions of how

uncertainty is attached to the identified processing occurrences. The first

difference lies on the subjects of the study. The subjects of Tirkkonen-Condit’s

study are professional translators. However, the subjects of the current study are

university students. The second difference lies on the methods used to gather the

data. The researcher of the present study applies not only the TAP but also SRM.

Tirkkonen-Condit, on the other hand, only employs the TAP.

3. Jääskeläinen’s “Focus on Methodology in Think-aloud Studies on

Translating”

Jääskeläinen states “the fact that thinking aloud has been applied

successfully to elicit data on such tasks is not in itself a guarantee of similar

applicability to research on translating” (2000: 71). Therefore, she discusses some

examples of the types of methodological questions on which TAP research on

translating should focus. It is because of the fact that TAP studies into translating

“have borrowed their data elicitation method (i.e. thinking aloud) from cognitive psychology where it has been used to study various problem-solving and

decision-making processes” (2000: 71).

The foremost concern of Jääskeläinen’s research paper is that

experimentation in translation studies including her own research seems to “suffer

from a lack of relevant methodological knowledge about experimental research”

(2000: 71). She claims that the rationale behind this concern is thus

(27)

languages, and cultures, it is unnecessary to know how to study the human mind

at work. One essential task is to identify relevant variables in translator behavior.

Jääskeläinen mentions that “although I am arguing for more experimental

rigour in TAP studies on translating, I am also advocating caution and moderation

in doing that” (2000: 72). Accordingly, she takes up two problems in relation to

research methodology into translation processes by means of thinking aloud. In

the first place, she elaborates the significance of pre-experimental testing of

subjects. In doing the pre-experimental testing, four professional translators are

assigned to perform a translation task. Three of them work as freelance

translators, while one of them works as a business correspondent at a large

Finnish company. In the second place, she explains the potential interference

effects of thinking aloud on the task of translating. In order to attain the potential

interference effects, Jääskeläinen compares the eight translations produced in her

think-aloud experiment with eight translations of the same text produced by

people who are not asked to think aloud while translating.

Corresponding to the first problem, Jääskeläinen’s findings reveal that

there are differences in the subjects’ use of knowledge and their attitude towards

the task at hand, but in the absence of more detailed background information

about the subjects, the explanations remain at the level of speculation.

Firstly, the differences between the four professionals could also be related to differences in the subjects’ personality traits, such as their tolerance of stressful situations. Secondly, the differences between the professional translators in my experiment may also be related to their language skills. Since they all had a diploma in translation and were earning their living by translating at the time of the experiment, their language skills can be assumed to be at a relatively high, but not necessarily at the same level (Jääskeläinen, 2000: 73).

(28)

In conclusion, in accordance with the above quotation, if the researcher as the

observer lacks these types of information about the subjects who participate in

experimental translating situations, it is very difficult to draw reliable conclusions

from TAP studies on translating.

As for the second problem, Jääskeläinen is able to carry out the

comprehensive analysis of the formal correspondence degree in that her

experiment deals with a complete text, not just one sentence. Firstly, she compares

the syntactic structure of the ST with its sixteen translations to see how the

translations closely follow the ST structure in terms of sentence boundaries as

well as within-sentence order of presenting information. Secondly, she analyzes

the translations in terms of formal correspondence at the lexical level, i.e. she counts instances which indicate clear deviations from formal correspondence,

such as omissions, additions, and class-shifts. In summary, even though there is

little evidence of systematic differences between the translations produced with or

without the need to verbalize at the same time, it is too early to draw the

conclusion that no interference exists.

Similar to Jääskeläinen’s interest, this present study, which is also

experimental research, employs the TAP to collect the data as well as to study

problem-solving and decision-making in translation processes. Furthermore, it is

very helpful in the fact that Jääskeläinen not only provides some of the

methodological problems involved in TAP studies on translating but also

recommends some techniques to improve the situation. It is essential to design a

(29)

validity and reliability of different data elicitation methods in process-oriented

translation studies. Nevertheless, in comparison to the method of monitoring the

translation processes without much less impact on the subjects’ usual behavior in

performing a translation task, the present study and Jääskeläinen’s study differ

considerably. The researcher of the present study explicitly mentions the use of

SRM to record the subjects’ writing processes when they are undertaking a

specified translation task, but Jääskeläinen does not mention any instrument usage

to monitor the subjects’ writing processes. Moreover, in implementing the

experiments, four professional translators are assigned by Jääskeläinen to perform

a specified translation task, whereas two university students are assigned by the

researcher of the present study to undertake a specified translation task.

Based on all of the studies reviewed above, the stance of this study is to

improve the reviewed studies by employing the same methods, i.e.TAP and SRM in a different text, which is a literary text. By portraying the translation process of

each subject traced by the TAP and SRM, this study affirms the significance of

TAP and SRM in revealing the subjects’ problem-solving and decision-making

during the process of translating the literary text.

B. Review of Related Theories

1. Translation

Catford states that translation is “a process of substituting a text from an

SL into a TL” (1965: 20). It means that translation is a substituting operation done

(30)

just a process of replacing one textual language with another. There are two

different names between the language that is translated and the language that

becomes the result after the first language is translated. The first one is the SL and

the second one is the TL.

According to Savory (1968), translation is “made possible by an

equivalent of thought that lies behind its different verbal expressions” (cited in

Suryawinata and Hariyanto, 2003: 12). He obviously states that the equivalent

thing is the thought. He, however, does not explain any further regarding

operational matters or related processes.

There is another statement to support Savory’s that comes from Nida and

Taber (1982) in which translation “consists of reproducing in the receptor

language the closest natural equivalent of the SL message, first in terms of

meaning and secondly in terms of style” (quoted in Suryawinata and Hariyanto,

2003: 12). From their above statement, it clearly means that they do not

problematize the involved languages in translation, but they are more attentive to

the way of translation working, which is to look for the closest natural equivalent

so as to successfully transfer the SL message to the TL.

In conclusion, translation can be defined as the process of transferring a

written or spoken message from the SL into the TL by a translator. It indicates

that the translator needs to concern with not only the SL but also the TL. The

difference can be in cultures or customs as Hatim and Munday mention about a

translator’s course of action in replacing a language from the ST into another

(31)

2. Translation Process

Hansen states that a translation process is

everything that happens from the moment the translator starts working on the ST until he finishes the TT. It is all encompassing, from every pencil movement and keystroke, to dictionary use, the use of the internet and the entire thought process that is involved in solving a problem or making a correction ± in short everything a translator must do to transform the ST to the TT (2003: 26).

In other words, a translation process is a complex series of actions that entangles

with all the things occurring while a translator is undertaking a translation task.

According to Malmkjær, translation process is a cognitive process in

translation studies that can be

used to designate a variety of phenomena, from the cognitive processes activated during translating, both conscious and unconscious, to the more “physical” process which begins when a client contacts a translation bureau and ends when that person declares satisfaction with the product produced as the final result of the initial inquiry (excerpted in Tirkkonen-Condit and Jääskeläinen, 2000: 163).

To put it differently, if a translation process means the process that commences

when a language student, for instance, meets with a sentence in English and ends

when that student has produced what readers consider a corresponding sentence in

Indonesian, that sentence in Indonesian is a translation. Meanwhile, if a

translation process is defined as the process that starts with the client’s request and

ends with a satisfied customer, no Indonesian sentence produced in the manner

just described can be considered a translation and the student’s effort will hardly

be recognized as translating.

Furthermore, Albir and Alves (quoted in Munday, 2009: 62-63) mention

(32)

a. the existence of basic stages related to understanding and re-expression,

b. the need to use and integrate internal (cognitive) and external resources,

c. the role of memory and information storage,

d. the dynamic and interactive nature of the process, which encompasses

linguistic as well as non-linguistic elements,

e. the non-linear nature of the process,

f. the existence of automatic and non-automatic,

g. the role of retrieval, problem-solving, decision-making and the use of

translation-specific strategies in the unfolding and management of the process,

h. the existence of specific characteristics, depending on the type of translation.

To sum up, a translation process can be defined as a complex cognitive process

which has an interactive and non-linear nature, encompasses controlled and

uncontrolled processes, and requires processes of problem-solving,

decision-making, and the use of strategies.

In addition, Bell (2001: 187) remarks that there are three stages in the

translation process, i.e. “analysis, synthesis, and revision”. Analysis is the stage when the translator prepares for the material involving reading or listening to the

ST and learning the context. He adds that analysis “requires processing at the

syntactic, semantic and pragmatic levels”. Synthesis is the stage when the

translator produces the TT, i.e. written, typed, or spoken, which is based on the translator’s intention and interpretation of the text and the user’s needs. Revision

(33)

translation. This stage is when the translator makes editing or corrections on the

TT to make the final TT fully acceptable to the target readers.

3. Think-Aloud Protocol

Alvstad, Hild, and Tiselius opine that think-aloud protocol is “a method

originally borrowed from cognitive psychology (Ericsson and Simon, 1984). It is

an introspective method in which subjects are expected to verbalize their mental

processes while they perform a task” (2011: 1). In brief, TAP is one of many

introspective methods in which Jääskeläinen further elaborates that it includes

(traditional) introspection, where the subject of the experiment carries out a self-analysis of his or her own thought processes, and retrospective verbal reporting, which takes place after rather than during the performance of a given task for the experiment. In contrast, thinking aloud is concurrent (takes place simultaneously with the task performance) and undirected (subjects are not asked to verbalize specific information). As a result, TAP data are considered more complete and more reliable than introspective or retrospective reports: more complete because there is less likelihood of forgetting or omitting information, and more reliable because there is less likelihood of distortion (Ericsson and Simon, 1984). In other words, the method of thinking aloud in data collection attempts, as far as possible, to elicit unedited data; it is then the task of the experimenter to investigate whether – and if so which – regularities appear in the data (2001: 266).

In essence, TAP involves subjects’ thinking aloud as they undertake a set

of specified tasks. _{Therefore, in order to employ this method in the translation}

process research, the subjects are essentially asked to verbalize whatever comes

into their minds as they accomplish the translation task. Their verbalizations are

recorded on audio or videotape, which are later on transcribed. The recordings

might include what they are looking at, thinking, doing, and feeling. The written

transcripts of the recordings are then scrutinized to observe what is actually

(34)

Hansen recommends that “the observers should be present during the TA

experiments, but they should remain invisible” (2013: 90). To put it differently, he

suggests that, in the process of conducting a research employing the TAP, the

interaction between the subject(s) and observer(s) should be eliminated during the

experiments, i.e. while the subjects are undertaking a translation task and verbalizing their thoughts. Through this technique, the data could not be distorted.

Notwithstanding that Ericsson and Simon mention that “social

verbalizations may be quite different from the sequences of thoughts generated by

subjects themselves while solving problems, performing actions and making

evaluations and decisions” (cited in Hansen, 2013: 90), they argue that, in order to

enhance the verbalization data, the observers may prompt the subjects with

expressions like “keep talking”, “what are you thinking about?”, etc. Such expressions might be uttered whenever the subjects stop talking due to the fact

that these reminders might only have a very small consequence on the data.

To sum up, by conducting this research applying the TAP, it provides the

researcher (as the observer) insight for the subjects’ cognitive processes rather

than only their final products in order to make thought processes as explicit as

possible during the translation task performance.

4. Screen Recording

Screen recording, or screenshot recording, is a method using software to

record all changes on the computer screen, i.e. cursor movements, clicks, corrections, uses of the Internet and electronic aids such as dictionaries, and even

(35)

recording process, the writing processes are shown dynamically on the screen

with the ‘replay function’ (Hansen, 2013: 91-92). Thus, this method has given the

researcher an opportunity to monitor the translation process without much less

impact on the subjects’ usual behavior in performing a translation task.

The qualitative methods of introspection are often combined with screen

recording in order to get the quantitative data about the process since the data

which are registered on a log file can be counted and evaluated (Hansen, 2013:

91). It means that the quantitative data still have to be interpreted. It is, for

instance, possible to register and measure pauses, but determining why the

subjects stop writing and what they are thinking during the pauses, the researcher

as the observer still does not know. Therefore, in order to be able to comprehend

the qualitative data, the researcher has to rely on the subjects’ verbal reports and

subjective interpretations. Nevertheless, these quantitative data are considered as

being more objective.

The name of the instrument that the researcher uses in relation to the

application of SRM is Blueberry (BB) FlashBack Express Recorder. It is very helpful for the researcher to record all activities on the computer screen in a quick

and hassle-free way. For instance, the researcher can capture the subjects’ uses of

the Internet and electronic dictionaries.

5. Translation Problem

According to Nord, a translation problem is “an objective problem which

every translator (irrespective of his level of competence and of the technical

(36)

151). In essence, Nord claims that not all problems a translator encounters in the

translation process can be considered as translation problems.

Bell opines that a translation problem is the circumstance happening

during the translation process, when the translator scrutinizes the ST or produces

the TT, that makes the SL message cannot be transferred extemporaneously into

the TL (2001: 188). In brief, a translation problem is something that causes a

translator to encounter difficulties during translating a text.

A translation problem is seen as

reliable indicators of progress in acquiring translation competence: a translation problem may appear at any stage of the translation process; it is observable; and, in solving translation problems, subjects certainly show their ability to use translation strategies, which is a relevant element of translation competence (Orozco and Albir, 2002: 380).

In other words, a translation problem can take place at any stage of the translation

process; is an indicator of a subject’s use of translation strategies; and is

observable that when solving translation problems, the subjects combine activities

and link together several activities depending on the particular problem. This

indicates the crucial role of strategic competence in controlling the whole process.

The PACTE (Process in the Acquisition of Translation Competence and

Evaluation) group (2011: 327) elaborates five categories of translation problems.

a. Linguistic Problems

Linguistic problems are the lexical (non-specialized) and

morphosyntactical problems encountered in performing the translation task, which

(37)

b. Textual Problems

Textual problems are the translation problems relating to the coherence,

cohesion, text type, text genre, style, intertextuality, and differences in the way

texts function in each language. This type of problems may also occur because of

the difficulties of both comprehension and re-expression.

c. Extralinguistic Problems

Extralinguistic problems are the translation problems which occur

because of cultural differences. The problems in this category can also occur when

the translator is lack of specific field knowledge or cultural and encyclopedic

knowledge. A translation problem can be categorized as an extralinguistic

problem only if the translator has difficulty in comprehending the term in the ST.

Thus, if the translator only has difficulty in finding the exact term for the TT, the

translation problem is still classified as a linguistic problem.

d. Problems of Intentionality

Problems of intentionality are the translation problems which occur when

the translator has difficulty in understanding the information contained in the ST.

It may happen because the translator cannot comprehend the intertextual

references, speech acts, presuppositions, or implicatures.

e. Problems Relating to the Translation Brief and/or the Target-Text

Reader

These problems are the translation problems relating to the function of

(38)

To conclude, difficulties in translation are “subjective and have to do

with the translator himself and his specific working conditions” (excerpted in

PACTE, 2011: 326). It means that, in line with Nord’s definition, the problems

experienced in the translation process that is caused by the translator’s difficulties

in comprehension and reexpression, such as linguistic problems, textual problems,

problems of intentionality and problems relating to the translation brief and/or the

target-text reader, should not be categorized as translation problems because they

are difficulties in translation. Furthermore, the extralinguistic problems may be

considered as translation problems when they occur because of the cultural

differences and as translation difficulties when they occur due to shortcomings in

the translator’s knowledge of a special concept in a specific field, culture, etc.

6. Problem Indicators

Krings (quoted in Dimitrova, 2005: 156), on the basis of TAP, suggests

problem indicators to recognize the translation problems encountered by each

subject while translating a text, i.e.:

a. Primary Problem Indicators

i. Explicit or implicit problem identification by the translator

ii. Use of aids

iii. Leaving a gap in the translated text

b. Secondary Problem Indicators

i. Competing tentative translation equivalents

ii. Changes in the target text

(39)

iv. Negative evaluation of the target text

v. Unfilled pauses longer than 3 seconds

vi. Paralinguistic indicators

vii. The lack of a primary equivalent association

Primary indicators are seen as stronger. As a consequence, the existence

of only one of the indicators can identify a particular segment in the verbalization

made by the subject as the indication that he or she encounters a problem. On the

contrary, secondary indicators are seen as weaker that it needs at least two of them

for the identification of a segment as the indication that a problem occurs.

C. Theoretical Framework

This part is worth explaining in that there are reasons why the theories

are necessary and how they are applied. Thus, the theories of translation and

translation process are required to provide the core comprehension of the

translation notion and everything that is supposed to be observed in the translation

process research. The theories of think-aloud protocol and screen recording

contribute the fundamental apprehension to the mode of the two-method

utilization to elicit data for the analysis to answer the research questions.

In addition to answer the first question, the problem indicators are used

for the classification of some particular segments in the verbalizations as indicating

problems. Finally, the theories and categorization of translation problems are

necessary to identify and classify the translation problems that the subjects

(40)

CHAPTER III METHODOLOGY

For the sake of the research accomplishment in a systematic way, the researcher elaborates a set of procedures throughout this chapter which is divided into four main points. The first point is the areas of research which briefly describe the extent of translation conducted by the researcher. The second point is the object of the study in which the researcher provides the detailed descriptions of the objects being studied. The third point is the method of the study in which the researcher explains the analysis steps to answer the problem formulation. The last point is the research procedure that mentions the types of collected data, narrates the data collection process, discusses the population and sample concerning with the research, and describes how the data are analyzed.

A. Areas of Research

The areas of translation research organized by the researcher were “translation process” by conducting protocol studies and “text analysis and translation” by dealing with the translation problems found in the translation products. According to Williams and Chesterman (2002: 25), translation process research area, especially for protocol studies, was a research in which it sought to investigate the translation’s internal decision-making process by using think-aloud methods or retrospective interviews. The TAPs could also be linked to computer records of keystroke usage so that the researcher could study the translator’s use

(41)

of time in detail. Meanwhile, Williams and Chesterman (2002: 6) explained that the text analysis and translation research area did not only analyze both texts but also compared the ST and TT. The first step needed was to analyze the communicative situation of the translation. It meant that who the target people were and what function it had should be considered in the research. As a consequence, comparing the ST and TT based on the translation problems could be conducted.

B. Object of the Study

The object of this study was the process of two students’ problem-solving in translating the literary text. The literary text was excerpted from a short story entitled “A Clean, Well-Lighted Place” by an American author, Ernest Hemingway, and was first published in 1933.

C. Method of the Study

This study was qualitative and quantitative. The qualitative method was based on the interpretations of reports from the subjects’ translation task performances. The reports encompassed the translation problems and personal involvements of each subject during the translation process. The quantitative method, on the other hand, was based on and proceed from the researcher’s ideas about the observed dimensions as well as calculable and measurable categories. It was used, for instance, to investigate the length of pauses taken or the number of key strokes made during the translation process undertaken by both subjects.

(42)

Thus, the qualitative data should be interpreted and explained, while the quantitative data should be coded, classified, and counted. This was why, in this work, the qualitative and quantitative methods were indissociable in that it was through a combination of both that the researcher intended to reach the objectives.

This study applied observational and explicatory research by employing the TAP and SRM, and also library research by obtaining theories from various books and journals. This study explored the techniques of two subjects solving the problems found in translating the literary text by analyzing every single thing occurring during the translation process including keystrokes, cursor movements, clicks, the use of the Internet as well as electronic dictionaries, and thoughts which are traced down using the TAP and SRM.

The data in this study were primary. In conducting primary research, the researcher collected original data by running experiments or direct observations about test subjects. The data for studying the translation process were obtained from the subjects performing the translation task. Thus, the primary data enabled the researcher to get as close as possible to what actually happened during the subjects’ translation process.

D. Research Procedure 1. Types of Data a. Objective Data

The objective data under study were the data used to be the ST. The data were elicited from a short story. The short story, entitled “A Clean, Well-Lighted

(43)

Place”, was written by Ernest Hemingway. It was cited from the book entitled The Complete Short Stories of Ernest Hemingway published by Simon and Schuster Inc. in 1987.

b. Genetive Data

The genetive data were the transcripts of the recordings and the translated text obtained from the translators themselves. In this case, the translators were the subjects in the experiments. The subjects of this study were an English Letters student of semester 7 from Sanata Dharma University and an English Education student of semester 7 from Yogyakarta State University in which they had different Grade Point Averages (GPAs). The first subject (S1)’s GPA was above the average, while the second subject (S2)’s was about the average which affirmed that both subjects had different academic backgrounds. The subjects were assigned to translate one text as the ST, i.e. the literary text. Each of them had some experience of translating literary texts. The translated text, i.e. the TT, was used as the data to scrutinize the translation problems found in the translation product.

2. Data Collection

The seventh semester English Letters student from Sanata Dharma University and the seventh semester English Education student from Yogyakarta State University who had taken the translation course class were chosen to be the subjects of the research in order to elicit the data for scrutinizing the translation process. In doing so, this study applied a mixed-method, i.e. the TAP integrated

(44)

with the SRM. Furthermore, it was done by conducting the systematic data collection.

The data collection system was arranged as follows. Firstly, the researcher installed the software called Blueberry (BB) Flashback Express Recorder on the computer used in the experiments in which it recorded all subjects’ verbalizations with its sound recorder, all activities the subjects were doing with its webcam recorder, and all changes on the computer screen with its screen recorder. Secondly, the researcher explained the experiment procedures and verified that each subject clearly understood what she had to do before undertaking the translation task. Thirdly, each subject was asked to translate the text on a computer and, at the same time, to verbalize whatever came to her mind. Fourthly, during the experiments, the researcher silently sat quite far from the subjects in order to eliminate any interaction between the subject and the researcher so that the subjects’ translation process would not be disturbed. Last but not least, all of the things verbalized by the subjects and all of the changes on the computer screen were transcribed.

The followings were some essential notes in relation to the above data collection system. First, BB Flashback Express Recorder worked on the computer’s background so that it did not disturb the subjects’ concentration in that they did not see the software icon on the screen. In addition, there were also two electronic dictionaries installed on the computer, i.e. Cambridge Advanced Learner’s Dictionary Third Edition (CALD3) and Kamus 2.04 (Kamus2), which the subjects could use. Second, there were ten numbers for the literary text. Each

(45)

number consisted of one, two, three, or four sentence(s). Thirdly, the researcher sometimes reminded the subjects to keep talking when they had stopped talking for a long time. This was done to enhance the verbalization data. Last but not least, after the experiments, the results of the recording processes, as an example, were transcribed as follows.

Time

(Second) Audio

Video Stage

(Code) Computer Screen Webcam

1 Oh I see A1/1

1 Still looking

at the screen

A1/2 9 It was late and every one

had left the café except an old man who sat in the shadow the leaves of the tree made against the electric light.

A1/3

3 Still looking

at the screen

A1/4

1 It was late A1/5

8 It Opening CALD3 A1/6

Searching for the meaning of “it” (CALD3shows it: pronoun – (as subject or object) the thing, animal or situation which has already been mentioned)

1 Going back to the

worksheet

A1/7

4 SUDAH TERLAMBAT Typing “Sudah

terlambat”

S1/1

6 Still looking

at the screen

A1/8

4 It was late Deleting “Sudah

terlambat”

S1/2 11 HARI SUDAH LARUT

DAN SETIAP ORANG TELAH

MENINGGALKAN

Typing “Hari sudah larut dan setiap orang telah meninggalkan”

S1/3

Some parts of this transcript are cut.

---2 Moving to number 1 R1/1

12 It was late and every one had left the café except an old man who sat in the shadow… in the shadow the leaves of the tree made against the electric light.

(46)

in which,

for the ‘audio’ column:

words in bold : words from the ST and TT

WORDS IN UPPERCASE LETTERS : words for the TT

underlined words : words from the ST or for the TT which are read/said wrong

italicized words : words which are read/said unclearly

for the ‘stage (code)’ column:

A1/1 : The first datum for the subject’s analysis stage of no. 1

A1/2 : The second datum for the subject’s analysis stage of no. 1, and so on S1/1 : The first datum for the subject’s synthesis stage of no. 1

S1/2 : The second datum for the subject’s synthesis stage of no. 1, and so on R1/1 : The first datum for the subject’s revision stage of no. 1

R1/2 : The second datum for the subject’s revision stage of no. 1, and so on

3. Population and Sample

The population of this study was all data related to the problem-solving in the translation process taken from the written transcripts of the recordings, the ST used in the experiments, and the TT produced by the subjects. The sample to answer the first and second problems of this study was obtained from the population by employing the purposive sampling method. Therefore, this study only elaborated subjects’ problem-solving processes of similar problems.

4. Data Analysis

After finishing conducting the data collection, the data analysis was arranged. The written transcripts of the recordings were analyzed in order to (1) conscientiously observe the translation problems which are encountered when the subjects translate the literary text and (2) thoroughly explore the process of giving the solutions to the translation problems that are encountered when the subjects

(47)

translate the literary text. Additionally, the TAP and SRM complemented each other to provide the detailed reports of the translation process.

The followings were the significant information regarding the above arrangement of the data analysis. First, when the subjects stopped talking that made what they were thinking about could not be recognized, the researcher was able to interpret it by looking at the log files from the screen recording process. Second, when there was no or very little information about the subjects’ thoughts during the stages, i.e. analysis, synthesis, and revision, and the pauses, i.e. the subjects stopped typing and searching, which were seen from the computer screen recorded by the software, the data from the TAP would fill the gap.

The problem indicators proposed by Krings were used under study to observe the translation problems that each subject encountered. After that, the translation problems for each number of the text were classified according to PACTE group’s categorization of translation problems as follows.

The Problems in Translating Number 2

S u b je ct s Linguistic Problems Textual Problems Extralinguistic Problems Problems of Intentionality Problems Relating to the Translation Brief

and/or the TT Reader S1 settled (A2/7-A2/12, and A2/43-A2/44) - - - -S2 dusty (A2/6, S2/3, A2/14, S2/6, A2/19-A2/20, S2/7, S2/13, and

S2/15) - - -

-settled (A2/15) deaf (A2/49-A2/61 and S2/24-S2/33)

(48)

The codes in brackets for each problem were the codes of particular segments in the transcripts as the things indicating that the subjects encountered particular problems in the translation process. For the literary text, the S1’s codes referred to the transcript LTI, while the S2’s codes referred to LTII.

After identifying the translation problems, this study explored the subjects’ problem-solving processes by examining their ways to solve each problem as follows.

Time

(Second) Code Activity

15 A5/56

She is searching for the meaning of “hurry” in an offline bilingual dictionary (Kamus2).

She gets eight equivalents (kegopohan, buru-buru, tergesa-gesa, menyegerakan,

mempercepat, melakukan dengan terburu, menyuruh melakukan dengan cepat, and

bergegas (-gegas)). 4 A5/58 (4-second unfilled pause)

5 S5/21 She is typing “ter” and then deleting it because she is forgetting the equivalents from Kamus2. 1 A5/59 (1-second unfilled pause)

12 A5/60 She is moving to Kamus2and re-reading the equivalent translation of “hurry”.

2 A5/62 (2-second unfilled pause) 3 S5/22 She is typing “terburu- buru.” 3 A5/63 (3-second unfilled pause)

4 S5/23 She is typing “m”, but then deleting it and continuing typing “bersembunyi”.

The codes for each activity were also the codes of particular segments in the transcripts.

(49)

35 CHAPTER IV

ANALYSIS RESULTS AND DISCUSSIONS

This chapter covers two parts. The first part elaborates the observation of the translation problems which are encountered when the subjects translate the literary text. It answers the first formulated problem of the study. The second part elaborates the process of giving the solutions to the translation problems that are encountered when the subjects translate the literary text. It answers the second formulated problem of the study.

A. The Translation Problems Encountered in Translating the Literary Text This part scrutinizes the translation problems that each subject encounters during translating the literary text. The problems are identified using Krings’s problem indicators and then classified according to the PACTE group’s categorization of translation problems. There are ten numbers of sentences in the literary text. Each number consists of one, two, three, or four sentence(s). For the S1, the references in the tables refer to the transcript LTI, while for the S2, the references in the tables refer to LTII.

a. It was late and every one had left the café except an old man who sat in the shadow the leaves of the tree made against the electric light.

The Problems in Translating Number 1

Linguistic Problems

Textual Problems

Extralinguistic Problems

Problems of Intentionality

Problems Relating to the Translation Brief

and/or the TT Reader

S1 - - - it (A1/6)

(50)

-A1/11, S1/12, and A1/45) S2

sat (A1/32) - - -

-made against

(A1/41-A1/43) - - -

-The S1 encounters a problem of intentionality to comprehend what “it” means in the context of the sentence since the pronoun reference is vague or has no antecedents that it can obscure the intended meaning. Consequently, she consults the offline dictionary (Kamus2) to search for the meaning and identifies this problem implicitly. Moreover, the S1 finds a linguistic problem when she intends to translate the word “café”. During the translation process, it is seen that she does not have the difficulty of comprehension. To make it certain that her translation is right, she consults two kinds of offline dictionaries (Kamus2 and

CALD3). Therefore, she only has difficulty re-expressing this term.

In translating number one, the S2 experiences two linguistic problems,

i.e. “sat” and “made against”. The S2 does not understand the word “sat” at the first time, but then she looks for the meaning of it in Kamus2 and she is finally able to re-express it. However, she has difficulty not only apprehending the words “made against” but also re-expressing them. Thus, she translates them based on guessing that she considers them making sense when applied in the sentence.

In conclusion, the number of problems encountered by the subjects is equal. The S2, however, encounters more linguistic problems than does the S1. Moreover, the S1 has a problem of intentionality, but the S2 has not.

(51)

b. In the day time the street was dusty, but at night the dew settled the dust and the old man liked to sit late because he was deaf and now at night it was quiet and he felt the difference.

The Problems in Translating Number 2

S u b je ct s Linguistic Problems Textual Problems Extralinguistic Problems Problems of Intentionality Problems Relating to the Translation Brief

and/or the TT Reader S1 settled (A2/7-A2/12, and A2/43-A2/44) - - - -S2 dusty (A2/6, S2/3, A2/14, S2/6, A2/19-A2/20, S2/7, S2/13, and

S2/15) - - -

-settled (A2/15) deaf (A2/49-A2/61 and S2/24-S2/33)

The table shows that the S1 encounters a linguistic problem in the word “settled”. In the transcript, it can be seen that she is uncertain about how she should translate the word with a sensible equivalent to the sentence in number two. She also attempts to search for the meaning of the word by opening the offline and online dictionaries many times. Consequently, she has difficulty comprehending and re-expressing the word.

The S2 undergoes three linguistic problems, i.e. “dusty”, “settled, and “deaf”. She has difficulty understanding the word “dusty” so that it leads her to have difficulty re-expressing it. It is proven in the transcript when she does many alterations to the translation of that word. This case also occurs when she translates the word “deaf”. For the word “settled, she is capable of re-expressing it even though at first she is not able to comprehend it.

(1)

MENJADI CAHAYA. I don’t know about this sentence, but forget it… DIA TERSENYUM, BERDIRI PADA… eh salah kan... DIA

TERSENYUM, BERDIRI SEBELUM MELEWATI MESIN KOPI.

1 Still looking at

the screen

A10/74

9 Typing “menyuggig”

between “Dia” and “tersenyum”, but then changing it to

“menyunggingkan”

S10/34

2 Still looking at

the screen

A10/75 2 SENYUM Deleting “ter” in

“tersenyum”

S10/35

1 Still looking at

the screen

A10/76

1 DAN A10/77

2 Still looking at

the screen

A10/78 6 Menyu dan Typing “dan” between

“senyum,” and “berdiri”, but then deleting it

S10/36

1 Moving to number 1 R1/1

9 SUDAH TERLALU LARUT DAN SEMUA ORANG TELAH MENINGGALKAN KAFE ITU KECUALI PRIA TUA SEORANG DIRI YANG TERDIAM DIANTARA BAYANG-BAYANG DAUN YANG MEMBIAS LAMPU.

R1/2

1 Moving to number 2 R2/1

20 PADA SIANG HARI, JALANAN ITU NAMPAK BERDEBU, NAMUN PADA MALAM HARI EMBUN

MEMBUATNYA SIRNA DAN PRIA TUA ITU SANGAT MENYUKAI DUDUK TERMENUNG DI SANA HINGGA LARUT KARENA IA SEORANG YANG LAIN DARI MANUSIA NORMAL LAINNYA, YA DIA TIDAK BISA

(2)

BERBICARA SEPERTI LAYAKNYA ORANG LAIN. MALAM ITU SANGAT

MENEDUHKAN DAN IA MERASA MALAM ITU BERBEDA DARI BIASANYA.

1 Moving to number 3 R3/1

18 DUA PELAYAN YANG BERADA DI DALAM KAFE TAHU BAHWA PRIA TUA ITU TENGAH SEDIKIT MABUK, DAN

MEREKA BERPIKIRAN JIKA PRIA TUA ITU MABUK LEBIH PARAH LAGI DIA AKAN MENINGGALKAN KAFE TANPA MEMBAYAR BILL YANG MENJADI KEWAJIBANNYA, MAKA MEREKA

HANYA MEMBIARKAN PRIA TUA ITU

MENIKMATI KEGALAUANNNYA.

R3/2

1 Moving to number 4 R4/1

15 MEREKA DUDUK DI MEJA YANG

MEMBELAKANGI DINDING DEKAT MEJA PINTU KAFE DAN MELIHAT KE ARAH TERAS DIMANA SEMUA MEJA TELAH KOSONG KECUALI MEJA DIMANA PRIA TUA ITU DUDUK DI SELA-SELA

BAYANGAN DAUN YANG SESEKALI BERGOYANG DITERPA ANGIN MALAM.

R4/2

1 Moving to number 5 R5/1

16 SEORANG

PEREMPUAN DAN SEORANG PRAJURIT MILITER MELEWATI JALANAN ITU. LAMPU KOTA BERSINAR SANGAT TERANG MENYILAUKAN

(3)

SELEMPANG KEBESARAN YANG TERSEMAT DI KERAH SERAGAM

GAGAHNYA.

WANITANYA TIDAK MEMAKAI TUTUP KEPALA DAN TERBURU- BURU BERSEMBUNYI DI BALIK PRIA ITU.

1 Moving to number 6 R6/1

13 PELAYAN KAFE MENGAMBIL BOTOL ALKOHOL DAN

CAWAN DARI KONTER KAFE DAN

MENGHAMPIRI MEJA DIMANA PRIA ITU MASIH DUDUK TERMENUNG. IA MENARUH CAWAN DAN

DITUANGKANNYA SE CAWAN PENUH ALKOHOL.

R6/2

1 Moving to number 7 R7/1

19 PRIA TUA MERASA TERTANDANG, PERLAHAN IA MENGHITUNG BERAPA CAWAN ALKOHOL YANG DITENGGAKNYA, SEMBARI

MENGAMBIL DOMPET KULIT DARI DALAM SAKU YA UNTUK MMEBAYAR MINUMAN DAN MENINGGALKAN BEBERAPA UANG TIP UNTUK PELAYAN. SEDANGKAN PELAYAN KAFE HANYA MELIHAT PRIA ITU PERGI TANPA

MENGINDAHKANNYA. PRIA TUA BERJALAN SEMPOYONGAN NAMUN MASIH SEMPAT BERUSAHA MENJAGA

KESADARANNYA.

(4)

1 Moving to number 8 R8/1 17 SETELAH

MEMATIKAN LAMPU YANG

MENERANGINYA, IA BERBICARA DENGAN DIRINYA SENDIRI. LAMPU PENERANGAN PADAM UNTUK MENDAPATKAN SUASANA YANG SYAHDU DAN MENENANGKAN. KAMU TIDAK MAU SUARA- SUARA LAIN MERUSAK

KESYAHDUAN MALAM ITU. SUNGGUH YANG KAMU INGINKAN HANYALAH KESUNYIAN.

R8/2

1 Moving to number 9 R9/1

9 BEBERAPA ORANG BERADA DALAM SITUASI INI NAMUN DIA TIDAK PERNAH TERSADAR AKAN HAL ITU. DIA TAHU PERSIS BAHWA UNTUK MEREDAM

KEGUNDAHANNYA DIA HARUS MENCARI TEMPAT PALING NYAMAN DENGAN SEGALA CAHAYA YANG

MENERANGINYA.

R9/2

1 Moving to number 10 R10/1

14 BERI KAMI CAHAYA UNTUK MENERANGI KAMI TIAP HARINYA DAN CAHAYAKAN SINAR KAMI SEPERTI KAMI MENYINARKAN CAHAYA KAMI DAN CAHAYAKAN KAMI MENJADI CAHAYA. DIA

MENYUNGGINGKAN SENYUM, BERDIRI, SEBELUM MELEWATI MESIN KOPI.

(5)

xiii ABSTRACT

ADHITAMA, JULYAN. The Problems and Solutions in Translating a Literary Text: Tracing the Translation Process Using Think-aloud Protocol and Screen Recording Method. Yogyakarta: Department of English Letters, Faculty of Letters, Sanata Dharma University, 2017.

methods are applied for scrutiny’s sake of data taken from the transcripts of the

recordings.

(6)

xiv ABSTRAK

ADHITAMA, JULYAN. The Problems and Solutions in Translating a Literary Text: Tracing the Translation Process Using Think-aloud Protocol and Screen Recording Method. Yogyakarta: Program Studi Sastra Inggris, Fakultas Sastra, Universitas Sanata Dharma, 2017.

Studi ini menerapkan penelitian observasi, explicatory, dan studi pustaka. Penelitian observasi dan explicatory dilakukan dengan menerapkan metode think-aloud protocol dan screen recording. Sementara itu, penelitian studi pustaka dilakukan dengan mengumpulkan teori-teori dari berbagai buku dan jurnal. Metode penelitian tersebut diterapkan demi analisis data yang diperoleh dari transkrip rekaman.

The problems and solutions in translating a literary text: tracing the translation process using think-aloud protocol and screen recording method.

THE PROBLEMS AND SOLUTIONS IN TRANSLATING

A LITERARY TEXT: TRACING THE TRANSLATION

PROCESS USING THINK-ALOUD PROTOCOL

AND SCREEN RECORDING METHOD

THE PROBLEMS AND SOLUTIONS IN TRANSLATING

A LITERARY TEXT: TRACING THE TRANSLATION

PROCESS USING THINK-ALOUD PROTOCOL

AND SCREEN RECORDING METHOD

THE PROBLEMS AND SOLUTIONS IN TRANSLATING

A LITERARY TEXT: TRACING THE TRANSLATION

PROCESS USING THINK-ALOUD PROTOCOL

AND SCREEN RECORDING METHOD

The secret of getting ahead is getting started.

Everything is a learning process: any

time you fall over, it’s just teaching you

to stand up the next time.

By constant self–discipline and self–control you

can develop greatness of character.

Success is simple. Do what’s right,

the right way, at the right time.

No matter how many times people try

to criticize you, the best revenge is to

prove them wrong.

Be who you are and say what you feel

because those who mind don’t matter and

those who matter don’t mind.

The best hard–working person deserves the best hard–won

achievement as it is hard–earned.

In Dedication to

My Beloved Parents, Who Always Help Me Be What I Am

Under Any Circumstances,

My Lovely Brother and Sister, Who Always Support Me

All the Way,

Parts

Dokumen yang terkait

Translation Procedures In Translating Information Technology Terms In Sony Ericsson W150i’s User Guidebook

Translation Method And Meaning Equivalence In The Novel "In Control, Ms Wiz?" 4th Series Terence Blecker

Muslim Education in The Autonomous Region in Southern Philippines : Problems and Solutions

The problems and solutions in translating a literary text tracing the translation process using think aloud protocol and screen recording method

The Public Relations Problems and Solutions in PT. Pertamina.

The Teaching and Learning Process in Multi-Cultural Contexts: Problems and Solutions

2002 TEFLIN Think-Aloud Protocol Analysis, A Path to Process Studies - What, Why and How.

The 53rd International Mathematical Olympiad: Problems and Solutions

THE ROLE OF CULTURE IN THE TRANSLATION PROCESS THROUGH THINK-ALOUD PROTOCOLS

Translation problem solving for informativeness : tracing the translation process using think-aloud protocols and screen recording methods - USD Repository

Dokumen yang Anda mencari sudah siap untuk unduhkan